Impact Foundation [PDF]

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impact

impact

LESSON PLANNER

Impact helps teenage learners better understand themselves, each other, and the world they live in.

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By encouraging self-expression, global citizenship, and active participation, Impact motivates students to explore who they are and who they want to be—all while learning English! The Impact Lesson Planner, with Audio CD, Teacher’s Resource CD-ROM, and DVD, provides everything needed to successfully plan, teach, and supplement lessons.

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The Lesson Planner includes:

LESSON PLANNER • Audio CD  • Teacher’s Resource CD-ROM  • DVD

 Step-by-step instructions for carrying out lessons   detailed Scope and Sequence listing all learning and A language objectives

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 Point-of-use teaching tips for using all Impact materials

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 Answer keys for the Student Book and Workbook  Student Book audio scripts  An MP3 Audio CD containing all Student Book audio

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  Teacher’s Resource CD-ROM, with printable resources, A including video scripts and extension activities  A Classroom DVD containing all Student Book video

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NGL.Cengage.com/impact

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CEFR: A1+

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AMERICAN ENGLISH

Bringing the world to the classroom and the classroom to life

NGL.Cengage.com/ELT A P A RT OF CENGAGE

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FOUNDATION

Impact Lesson Planner Foundation Series Editors: JoAnn (Jodi) Crandall and Joan Kang Shin

© 2018 National Geographic Learning, a Cengage Learning Company ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced or distributed in any form or by any means, except as permitted by U.S. copyright law, without the prior written permission of the copyright owner.

Publisher: Sherrise Roehr Executive Editor: Eugenia Corbo

“National Geographic", "National Geographic Society" and the Yellow Border Design are registered trademarks of the National Geographic Society ® Marcas Registradas

Managing Editors: Angel Alonso and Kellie Cardone Assistant Editor: Meaghan O'Brien Editorial Assistant: Gabriel Feldstein

For product information and technology assistance, contact us at Cengage Learning Customer & Sales Support, cengage.com/contact

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Media Research: Leila Hishmeh

For permission to use material from this text or product, submit all requests online at cengage.com/permissions Further permissions questions can be emailed to [email protected]

Director of Global Marketing: Ian Martin

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Product Marketing Manager: Anders Bylund Sr. Director, Production: Michael Burggren

Art Director/Cover Design: Brenda Carmichael

National Geographic Learning 20 Channel Center Street Boston, MA 02210 USA

National Geographic Learning, a Cengage Learning Company, has a mission to bring the world to the classroom and the classroom to life. With our English language programs, students learn about their world by experiencing it. Through our partnerships with National Geographic and TED Talks, they develop the language and skills they need to be successful global citizens and leaders.

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Interior Design & Composition: DoubleInk

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Manufacturing Planner: Mary Beth Hennebury

Lesson Planner: Foundation Book + Media ISBN: 978-1-337-62783-2

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Content Project Manager: Beth McNally

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Production Manager: Daisy Sosa

ON THE COVER

Locate your local office at international.cengage.com/region

Visit National Geographic Learning online at NGL.Cengage.com/ELT Visit our corporate website at www.cengage.com

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Standing between sandstone grooves in Antelope Canyon, United States

Impact TEACHER Resources Go to:

NGL.Cengage.com/impact

Username: ImpactTeacher Password: ngl_impact Printed in the United States of America Print Number: 01 Print Year: 2017

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impact LESSON PLANNER

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Foundation

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Walkthrough

About the Author and Series Editors



Teaching with Impact 19



Pacing Guides

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Scope and Sequence

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Unit 0

Welcome! 38

Unit 1 Unit 2 Units 1–2

Family Matters 64 A Different Education 90 Express Yourself: Text messages 116

Unit 3 Unit 4 Units 3–4

Robots and Us 118 Part of Nature 144 Express Yourself: Advertisement 170

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Unit 5 Water 172 Unit 6 The City: Past, Present, and Future 198 Units 5–6 Express Yourself: Tour description 224 Unit 7 Unit 8 Units 7–8

Amazing Space 226 See the World 252 Express Yourself: Blog 278

Assessment

280



291

Annotated Workbook Pages

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

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Student Book Walkthrough

Impact, a new five-level series from National Geographic Learning, helps teenage learners to better understand themselves, each other, and the world they live in. Impact features real-world content, stunning photographs and video from authentic sources, and inspiring stories from National Geographic Explorers, challenging teenagers not only to understand their world but also to engage with it. By encouraging self-expression, global citizenship, and active participation, Impact motivates students to explore who they are and

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who they want to be—all while learning English.

Image captions help students understand the image and make connections with the unit theme.

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The Unit Opener uses high-interest photographs to engage students, present the unit theme, and provide opportunities for discussion.

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Unit 2

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Children in a boat classroom, Bangladesh

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A Different Education 1. Look at the photo. What is unusual about this school?

“It’s a big world. We still have a lot to learn and share.” —Amy Freeman

2. Do you want to visit this school? Explain why or why not. 3. Imagine your perfect classroom. Where is it? Is it outside or inside? What does it look like? How many students are there?

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Each unit highlights one National Geographic Explorer to inspire future global citizens and promote 21st-century skills and values. Students first meet the unit explorer with a quote connected to the unit theme.

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Discussion questions activate prior knowledge and lead students into the unit.

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A guiding question promotes critical thinking, helps students access prior knowledge, and introduces the context of the main vocabulary presentation.

Target vocabulary is presented in meaningful

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contexts to help students build fluency and confidence to discuss relevant real-world topics.

What do you know about schools in other countries? Discuss. Then listen and read. TR: 39

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The Nenets people are from Western Siberia. Some Nenets live in towns and villages, but many are nomadic. Nomadic people move from place to place. Nomadic Nenets follow their reindeer herds and travel around Siberia all year. They live in camps. Some Nenets children travel with their families and learn at a special nomadic school. Teachers travel with the families, and the classrooms are in the camps. Some classes are the same as classes at traditional schools, but in other classes, the children also learn about Nenets traditions and skills.

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In Bangladesh, it’s often difficult for children to get to school because of heavy rain. But thousands of students now study at floating schools. It’s easy for these students to go to school even in bad weather because floating schools are on boats. There are also floating libraries, with a lot of books and laptops. What’s your classroom like? Do you get your homework from a robot? Do you travel with your classmates to a different place every week? Do you learn on the land or on the water?

A Nenets boy studying outside his winter camp in Western Siberia

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Learn new words. Listen and repeat. TR: 40

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Work in pairs. Why do you think schools in South Korea have robot teachers? Would you like to learn from a robot teacher? Why or why not?

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At an elementary school in South Korea, children have a new English language teacher. It’s a robot. A teacher in Australia looks into a camera and speaks. In their classroom in South Korea, the children hear the teacher’s voice and see her face on the robot’s screen.

They follow her instructions and practice their English.

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Students work in pairs or groups to practice the new words. All target vocabulary is presented on the audio in isolation, in a contextualized sentence, as well as in the context of the main presentation.



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Student Book Walkthrough Students learn new target vocabulary and a vocabulary strategy that gives students tools to learn new words on their own.

The Speaking Strategy page presents phrases and model dialogues that help students express themselves fluently.

Read and write the words from the list. Make any necessary changes. camera

class

classmate

laptop

practice

screen

Spe AkiNg S tR Ategy

Which subjects do you like? Do you like gym? Do you like art?

. Students then in the classroom. They can use

watch their videos on a

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to send questions to the explorers. Sometimes students choose the explorers’ route for the next week.

math, geography, and science skills.

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same

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Choose an activity.

Ahmed:

I like art, but I think my favorite subject is math.

Haider:

Math? Really? I’m not very good at it.

geography. math!

Ahmed:

science?

Haider:

. Science is really interesting. Do you like science? . It’s difficult!

Ahmed:

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easy

difficult

What’s your favorite subject at school, Haider? geography and art. What about you? Which subjects

Learn new words. Listen to these words and match them to their opposite meanings. Then listen and repeat. TR: 41 and 42 different

Read and complete the dialogue.

Haider:

Dave and Amy Freeman dogsledding in winter

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Listen. How do the speakers talk about their likes and dislikes? Write the phrases you hear. TR: 44

Ahmed:

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children to

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help

The

I like science, but I don’t like math. yes, i do. I love it. No, i don’t. I hate it.

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Dave and Amy Freeman are National Geographic adventurers and educators. Their Wilderness Classrooms teach children about the wild and exciting places they explore. The explorers record their adventures on a

TR: 43

talking about likes and dislikes

language

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New vocabulary is practiced in meaningful contexts involving National Geographic Explorers and real-world topics.

1. Work independently. Write three different things you want to learn about at school. Explain why you want to learn about them. 2. Work in pairs. Design a robot teacher. Think about what it looks like and what it can do. Draw a picture of it.

Work in pairs. Spin the wheel. Tell your partner about your likes and dislikes. Then ask about your partner’s likes and dislikes.

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I like the colors blue and black. I don’t like the color red. What colors do you like?

3. Work in groups. Imagine you can choose next week’s journey for Dave and Amy Freeman. What is their route?

I like yellow and green.

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Choice activities allow students to make decisions and become active participants in learning. They’re encouraged to think critically and creatively as they discover who they are and who they want to be.

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Games provide a fun context for communication.

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Grammar boxes include natural examples of real-world language. Expanded grammar boxes with explanations are provided in the Workbook and on the Classroom Presentation Tool.

Additional target vocabulary is

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presented in meaningful contexts and applied in the grammar practice.

12 Learn new words. Listen to learn about a school day in

TR: 45

Japan. Then listen and repeat.

Camila lives in Quito. She gets up at six o’clock in the morning. I walk to school with her. Her brothers don’t walk to school. They take the bus. She doesn’t have lunch at school. She goes home for lunch. She hangs out with her friends after lunch. What time does she go to bed? At nine thirty.

School starts at 8:30 on weekdays.

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The principal talks to the school once a week.

Class Period

10 Listen. Kerem describes a day in his life. Circle the form you hear.

TR: 46

gets up

6. doesn’t have

don’t have

2. eat

eats

7. make

makes

3. doesn’t have

don’t have

8. return

returns

4. drink

drinks

9. finish

finishes

5. go

goes

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1. get up

10. do

does

11 Read. Complete the sentences with the correct form of the verbs in parentheses. Danilo is 12 years old. He

TR: 47 and 48

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Simple present: talking about routines, habits, and permanent states

Time

Monday

8:30

1

2

Wednesday

Thursday

Friday

Principal talks Homeroom to the school.

Homeroom

Homeroom

Homeroom

8:45

Gym

Math

Gym

Math

Gym

9:45

Science

Language Arts

Science

Language Arts

Science

3

10:45

Language Arts

History

Language Arts

History

Language Arts

4

11:45

History

Gym

History

Gym

History

12:30

Lunch

Lunch

Lunch

Lunch

Lunch

1:30

Math

Science

Math

Science

Math

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2:30

(live) in Manila

Tuesday

After-school club

After-school club

in the Philippines, with his sisters, Lilybeth and Tala, and his parents. He

(get up) every morning at seven o’clock and he

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(prepare) breakfast for his family. After breakfast, he

There are five class periods every day.

(start) his classes. Danilo (not go) to school. His mother morning. In the afternoon, he

After-school clubs meet twice a week at the end of the school day.

(teach) him at home in the (walk) to a music

class at his friend’s house. There are five children in the music class and they all

13 Work in pairs. Describe your typical school week. What do you do every day? What

do you do once or twice a week after school? What do you do on the weekend?

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(practice) together. Lilybeth and Tala

(not go) to the music class.

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14 Work in groups. Design a schedule for your ideal school. Then tell

(stay) home

They

There is no school on the weekend.

another group about your schedule.

(study)

At our school, we start classes at ten thirty every morning. We play soccer every day, and we have a math class once a week.

math or science.

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Grammar is practiced in context with multiple opportunities for real communication using all four language skills.



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Student Book Walkthrough

New target vocabulary is presented in the reading and gives students an opportunity to make predictions about the reading topic.

Reading strategies promote

Readings feature engaging, relevant topics covering a variety of cross-curricular areas.

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comprehension and help students become independent readers.

How to be GReAt

15 16 Before you read, discuss in pairs. Look at the title and

the photos. What do you think the reading is about?

hardworking

improve

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Which words are verbs? Which word is an adjective? Then listen and repeat. TR: 49 fail

succeed

18 17 While you read, think about the main idea of the

One example of this is Josh Waitzkin. Let’s look back at his story.

TR: 50

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reading.

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1. What does Eduardo Briceño want to find out about chess champions or musical prodigies? 2. How does Josh Waitzkin first learn to play chess? 3. Why is his first national chess championship important for Josh? 4. What other activity is Josh also very good at?

Growth

This is an important moment for Josh. He realizes that it’s not about how smart you are. It’s about how hard you work. He works very hard and he wins the next national championship.

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Then, when he is 21 years old, Josh decides to learn something completely different. He joins a Tai Chi class. Josh works very hard again and he wins a world championship!

Before reading activities help students make predictions about the reading.

18 19 5 Work in pairs. What’s the main idea of this reading?

Underline the correct answer. 1. You can improve if you work hard.

3. Chess can help you to be good at other subjects. 20 Discuss in groups. 1. Think of a school subject that is difficult for you. How can you improve? Share your ideas. 2. Do you think people are good at things without trying? Why or why not? 3. Eduardo Briceño says, “Mindset affects all of us.” What do you think he means?

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Josh Waitzkin doing Tai Chi

2. Some people are very good at subjects like math, music, or chess.

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We can all use growth mindset. Don’t think that you are good at a subject or bad at a subject. Think about how you can work hard and get better at everything you do.

When Josh is six years old, he sees people playing chess in Washington Square Park in New York City. He learns to play chess with them. He loves the game and he plays a lot of chess! He becomes very good at it. But then, a couple of years later, he loses his first national championship.

18 After you read, work in pairs to answer the questions.

Mindset

Josh is a great example of growth mindset. He doesn’t believe that he is naturally good at one special thing. He tries to learn new things. He doesn’t always succeed immediately, but he is very hardworking. He thinks that it’s good to fail sometimes because it makes you try harder.

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Eduardo Briceño is an expert in education. He wants to find out why some people are chess champions or great at music or math. He believes that it is because of how they think. He calls this their growth mindset. These people don’t believe they are special or better than other people. They believe they can work hard and improve their skills.

16 17 Learn new words. Find these words in the reading.

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While reading activities guide students and help them stay focused.

After reading activities provide students with opportunities to react and respond to the text, and to make connections between the reading and their lives.

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Meaningful, relevant, and timely topics are presented through videos from National Geographic and other sources, as well as animated infographic videos created specifically for this series.

Before watching activities help students

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make predictions about the video.

While watching activities guide students

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and help them stay focused.

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VIDE 21 22 Before you watch, discuss in pairs. Look at the

photo and guess. Where are the children going? How often do they make this journey? Around the World. From the title and the photo, predict which topics the video is about. Check your predictions. age when students start school school uniform journey to/from school lunch breaks classes school breaks teachers size of school

predictions from Activity 22.

the most surprising or interesting? Why? Which country’s school seemed most different from your school? 26 Discuss in groups. In the video, we see children in

China who have to make a very difficult journey to school. How do you get to school every day?

Children from Atuler village climb ladders up a cliff to get to school, Liangshan, China.

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23 24 Watch scene 2.1. While you watch, check your

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22 Work in pairs. You’re going to watch Education

25 Work in pairs. Which fact from the video was

24 After you watch, work in pairs. Decide if these

sentences are true or false. Check the correct answer. 1. Students in Finland begin school at the age of seven. 2. In Finland, students usually get a lot of homework.

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F F

t

F

4. Lunch breaks in French schools are usually very short.

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5. The main summer break in Argentina begins in February.

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6. Australian students have four school breaks every year.

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3. Some students in Pennsylvania, USA, go to school by horse and cart.

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Choose an activity. 1. Work independently. Find out five more facts about schools in Finland. Share your information with the class. 2. Work in pairs. Imagine you have a very unusual journey to school every day. Draw a map of your journey. Then show the map to your class and describe your journey. 3. Work in groups. Write a short paragraph about schools in your country. Include information about: • what age students start school • what time school starts and finishes • how long lunch break is • how many school breaks there are and how long they are

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After watching activities provide students with opportunities for discussion and reflection.



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A choice activity supports learner autonomy and allows flexibility in the classroom by offering opportunities for individual, pair, or group work.

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Student Book Walkthrough Grammar boxes include natural Students learn the basics of writing in the Foundation level and are introduced to a variety of academic writing genres in Levels 1–4.

examples of real-world language. Expanded grammar boxes with explanations are provided in the Workbook and on the Classroom Presentation Tool.

Models written at the student level

WRitiNg

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When we write about a person’s daily routine, we use sequencing words to show the order of events:

Adverbs: Saying how often you do something 0%

100% rarely

sometimes

often

always

I never say mean things to other people.

She often has lunch at school.

I rarely forget to do my homework.

We always report bullying to an adult.

first

then

next

before

after

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never

ar

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provide examples for students to follow.

31 Read the model. How does the writer show the order of events?

Underline the sequencing words.

He sometimes gets up at six o’clock in the morning.

A Day in my Life Cyberbullying—saying bad things to or about people online—is a big problem. Of course, we should never / sometimes post mean things online. But it is rarely / sometimes difficult, especially for young people. They can be very impulsive. That means they often / never make decisions very quickly without thinking about them carefully first. But now there is a new app checks your messages before you post them. If a message is mean, the app asks, “Do you really want to write this?” When people stop and think about a mean message, they rarely / always decide to post it. 29 Work in pairs. Discuss: • a website you often visit • an app you always use • a sport you never play • a color you always see • a food you sometimes eat • a place you rarely visit • a person you sometimes see

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called ReThink. The app always / sometimes

On weekdays, I always get up at six thirty in the morning. First, I take a shower, and then I have breakfast with my family. Next, I go to school. My family lives on a small island and I always go to school by boat! When the weather is very bad, I stay at home and my teacher sends me extra homework by email. School starts at eight thirty and lunch is at twelve o’clock. I often have rice with fish. After lunch, we have music or art. School finishes at three o’clock, but once a week, on Wednesday afternoon, I stay at school for soccer practice. I really love soccer! I get home at four o’clock. I often go swimming in the ocean before dinner, and then I do my homework. I go to bed at nine o’clock. The stars are very beautiful and I can hear the ocean.

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28 Read the text. Choose the correct adverb of frequency.

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trisha prabhu, the inventor of the anti-cyberbullying app Rethink

30 Work in pairs. Take turns tossing the cube.

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I never sing in the shower!

are the same? Which things are different? 33 Write. Describe a day in your life. Use sequencing words.

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Grammar is practiced in context through engaging activities and games.

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32 Work in pairs. How similar is the writer’s day to your day? Which things

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Make a sentence using the words on the cube and an adverb of frequency.

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Step-by-step prewriting and drafting support is provided in the Workbook. An optional worksheet guides students through the five steps involved in process writing: prewriting, drafting, revising, editing, and publishing.

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The Mission page features National Geographic Explorers as role models who embody the 21st-century skills and values teenagers need to become successful global citizens.

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A variety of projects build 21st-century skills through independent research, discussion, and presentations using a variety of media.

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Make an Impact A 1 Design your perfect school.

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• Think about the classroom, the schedule, and the classes. • Make an advertisement for your school.

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• Present your advertisement to your classmates. Do they want to join your school? B plan and do a video interview. • Find out about a typical school day in another country. • Imagine you are a student in that country. Film a role-play interview about your day with a classmate.

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• Show your video to your classmates and answer their questions.

Believe in Yourself

“At one point I was a student sitting in a classroom just like them and I wanted to be an explorer. And now I am! And they can do it, too, if they want to.” —Dave Freeman

C make a school guide for new students. • Write down the most important facts about your school. • Draw a map to show where the different classrooms are. • Put the information together to make a brochure about your school for new students.

Dave and Amy Freeman

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National Geographic Explorers, Adventurers and Educators

1. Watch scene 2.2.

3. Do you want to be an explorer? Why or why not?

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2. Dave and Amy Freeman travel around the world and tell children about their experiences. What do you think the children learn from their adventures?

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A quote by the Explorer and a Meet the Explorer video help students connect with these inspirational people who are making a difference in the world.



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Project choices allow students to take charge of their own learning and choose their preferred way to use the language they learned to synthesize and reflect on the unit topic.

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Student Book Walkthrough Express Yourself appears every two units. It actively engages students in discussions to synthesize what they learned in the preceding units and make connections beyond the unit themes.

Express Yourself

1. What do you think students learn about at a World Food Day?

TR: 52

2. Imagine there is a World Food Day at your school. You can make a dish from any country in the world. Which country do you choose? What dish do you make?

Tomorrow??

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Yes, tomorrow. Sorry! The note about it is in my backpack. Do you have a recipe for a Japanese dish? What about some sushi? That’s a Japanese dish and it’s easy to make.

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That’s a great idea! Can you pick up the ingredients for me this afternoon, please? Then we can make it when I get home from school. I’m at work this afternoon, but Grandpa is always happy to help. You know he’s a good cook! You can go to the supermarket together after school.

You need some rice, some seaweed, a cucumber, some fish, some soy sauce, and some ginger. OK. Thanks, Mom!

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Good luck making sushi!

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Cool. What do we need?

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Connect ideas. In Unit 1, you learned about food and families. In Unit 2, you learned about education. What connection do you see between the two units?

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Hi, Mom! It’s World Food Day at school tomorrow! Help! I have to bring some food from Japan.

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Read and listen to the text messages about World Food Day.

Work in groups. Discuss the text messages.

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This section exposes students to a wide range of creative expression, from poems and movie scripts to presentations and personal narratives.

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Choose an activity. 1. Choose a topic: • a family celebration • a school celebration 2. Choose a way to express yourself: • an online conversation • an email • a recipe 3. Present your work.

Maki sushi

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Students choose a form of creative expression to find their own voice and reflect on the themes they have studied.

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Listen and repeat. Listen to these words for nationalities. How many syllables do they have? Write 2 or 3 for the number of syllables. TR: 134

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Syllables and stress Listen. Words in English have one or more parts. Each part is called a syllable. Each syllable has a vowel sound in it. It can also have one or more consonant sounds. Listen to the syllables in these words for nationalities. TR: 133

Ger-man Spa-nish

Kor - e - an Ja - pan - ese

5. Chinese 6. Russian

In words with two or more syllables, one syllable is always stronger than the other. It is pronounced loudly and more clearly. This is called the stressed syllable. Listen again and notice the stressed syllable in the two- and three-syllable words above.

TR: 135

2

The third person -s / -es ending 1

Expressing thanks: Formal and informal

Listen and repeat. Then write the words in the correct column. 137 TR: 160 5 Listen andTR:read. crashes Formal gives misses plays speaks teaches

Listen. Notice the different pronunciation of the -s ending of these three verbs.

Expressing thanks

TR: 136

writes

plays

jumpsMr. runs watches

Silva: learnsYou’ve been very helpful. That’s very kind of you. Lara: sits It’s my pleasure. writes

teaches

162 Pronunciation

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We use exactly the same rules for the pronunciation of regular plural nouns.

3

TR: 161 Listen andand read. Work in6 pairs. Listen repeat the sentences.Informal Make sure you pronounce the Wow! That’s so nice of you. Thanks a lot. Lara: verb endings correctly. TR: 138 Victor: You’re welcome.

1. 2. 3. 4. 5.

Josh studies chess Expressing thanksevery day. Josh wins a chess championship. • Thanks. Then he loses an important game of chess. • Thanks a lot. • Thanks very much. He decides to learn a new sport. He thinks it is good to fail sometimes.

Taking turns

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A speaking section presents common academic and social language functions such as greetings, asking for and giving information, and giving a presentation.

• It’s my pleasure. • Don’t mention it. • It’s no trouble at all.

Responding

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• iz when the final sound of a verb has a s, z, x, sh, ch, or j sound. • z when the final sound is a vowel or any other consonant.

Responding

• Thank you. That’s very kind of you. s sound z sound iz sound • Thank you. That’s very thoughtful. writes• I’m very grateful. plays teaches

The -s verb ending has three possible pronunciations. It sounds like:

• s when the final sound is f, k, p, or t.

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Unit 2

Work in pairs. Listen again and repeat the words. Underline the stressed syllable in each word.

3

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French

3. Mexican 4. Indian

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with stress, intonation, and connected speech to help students better understand speakers of English and be better understood.

3

2. English

Unit 1 Cutouts Use with Activity 9 on p. 31.

3/28/17 2:27 PM

Asking

Responding

Agreeing

• Who should go first? • Do you want to say the first line? • Who would like to start?

• Why don’t you? • I went first the last time. • I’d like to. • Is it OK if I go first?

• OK, sure. • All right. • Of course.

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/ what ’s momme / na

Listen and read. TR: 162 e/ r Ana: We have to practice the dialogue on page 27. Who should e wherfagothfirst? Lara: Why don’t you? d gran from Ana: OK, sure. /

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• You’re welcome. • No problem. • Any time.

/ what rite favo ort / sp

1

1. Taiwanese

Pronunciation activities provide practice

our e/y wher dmother gran live /

1

Social and Academic Language

/ whatrite favo ovie /m

e/ wherad d m / fro

Unit 1

169

Unit 2 Cutouts Use with Activity 9 on p. 47.

s

or t

Col ors

ls Foo d

ma Ani

Sp

A variety of games allows students to practice concepts and develop fluency—all while having fun.

3/28/17 2:27 PM

Places in my country

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Groups

171



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11 3/28/17 2:28 PM

Workbook The Workbook contains activities that reinforce and consolidate the material in the Student Book and include listening, reading, writing, grammar, and vocabulary practice.

Months of the Y e ar and daYs of the Week

Se aSonS

13 find and circle 10 words in the puzzle. Then write them in the correct box.

J

A N U A R Y

M O E W U D Y S R M

F

H

I

E

P

L

I

V

T

B R A

X

E

E H D E

F

D A G R S A S

R R Q C M N A U B

U Y I

J

A

S D

T

U D A S B

T

J G R O

L

T

U

A D

T

C

E

L

U R O S

F

K

R

R

A P

R

I

L

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16 Look and draw. Draw a picture to show each season.

C A Y

T

E B D E D

spring

fall

summer

winter

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E B

Y M O N D A Y H S W D A A N D A B P W O A R R

17 Write the numbers.

Months

Units 1–2 Review

April

1

Read. Choose the word that best completes the sentences. . c. wife

1. Maria is the mother of Sonia’s father. Sonia is Maria’s a. children b. granddaughter

days

six hundred eighty-two Elena (1)

4.

Morocco work. She (4) her job because she works with (5) one thousand ninefor hundred fifty-seven They (6) kind and friendly.

c. homework

c. lesson

3. Lisa thinks her little brother is funny. 4. Paola often watches television on weekdays. 5. Juan plays soccer three times a week.

36

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. When she’s in Italy, she in a school. Elena (9) an easy job—it’s a lot of work! But she doesn’t have problems with it. Her work makes her very happy.

TR: 5

7

never

often

on the weekend

on weekdays

rarely

sometimes

(twice) a week

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1. have lunch at home I rarely have lunch at home. 2. do homework 3. go to the library

Now I Can . . .

4. make breakfast for my parents 5. have dinner at a restaurant

talk people in my family. 6. listen• to myabout teacher’s instructions Write two sentences about someone in your family. 7. use a laptop

o Yes, I can! o I think I can. o I need more practice.

8. visit a family member Write two sentences about someone from a famous family.

37

• use be and have to talk about members of my family.

o Yes, I can! o I think I can. o I need more practice.

Complete the sentences about your family. 03/04/2017 12:16

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A review section every two units exposes students to question types commonly found in international exams.

Now I can is a brief self-assessment that offers students an opportunity to reflect on what they learned and identify areas where they need additional practice. Each unit ends with a choice activity that provides options for targeted skill practice.

. .

Write. Use the words in the box to say how often you do each activity. always

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6. Mrs. Lopez doesn’t have any children.

03/04/2017 12:07

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1. Jay is good at the guitar. 2. Simon doesn’t have a laptop.

F

goes to good people.

When Elena is in Morocco, she works in the field (7) (8) (10)

4 7

Listen. Read and check ✓ T for True or F for False. TR: 22 T

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in Italy, but she (3)

1. a. am b. is c. are Sara is . race of2.thea.day. live b. 4. don’t live c. lives 3. a. often b. never c. every day . 5. Roberto is 2. Emilia finishes 4. a. love b. loves c. doesn’t love . 3. Paula is 5. a. some b. 6. anyMiguel is c. rarely 6. a. am b. ’s c. ’re 7. a. sometimes b. every day c. never 19 Write about your next birthday. Include the month, day, and season. Use a calendar. 8. a. teaches b. teach c. don’t teach 9. a. have b. doesn’t have c. has 10. a. some b. any c. always

6

2

an archaeologist. She (2)

1. It’s the

4. Brigitte four : English, Spanish, 14 Write. Complete the charts in Activity 13 withspeaks the remaining months and days. Mandarin, and French. a. lessons b. languages c. instructions 5. I’ve got a lot ofTR: 4 to do today. I’ll start with math. 15 Listen. Write the month of each person’s birthday. a. libraries b. breakfast 3. Salma 1. Nadia 6. Paul takes photos of his sons with his new . 4. Rashi 2. John a. screen b. camera

one hundred twenty 3 Read. 7 Decide which answer (a, b, or c) best fits each blank space.

3.

18 Listen. Complete the sentences.

. We’re doing our English homework together. b. daughter c. generation

a. classmate

thirty-five

5. 396

Sebastian, but they are very different people. a. is married to b. died c. succeeds

3. Eva is my new

1. 2.

6. 983

2. Isabel

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numberS

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I have

03/04/2017 12:17

He’s They’re She doesn’t have

• use count and noncount nouns. Write three sentences using these words.

juice

parents

water

• write about someone using the joining words and and but. Write four sentences about a friend. Join the sentences using and and but.

o Yes, I can! o I think I can. o I need more practice.

o Yes, I can! o I think I can. o I need more practice.

Choose an activity. Go to p. 104.

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25

03/04/2017 12:12

Workbook audio is available for streaming and download at NGL.Cengage.com/impactfoundation.

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Online Workbook and Student Website The Online Workbook, hosted on MyELT, includes interactive activities to support each section of the Student Book:

• Reading • Video • Writing

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The Online Workbook also includes vocabulary flashcards and grammar tutorials for additional support.

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• Vocabulary •  Speaking Strategy • Grammar

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Each unit ends with a choice activity that provides options for targeted skill practice. Specific activities are recommended based on the Now I can self-assessment.

Student resources, including audio for Student Book and Workbook activities, are available at NGL.Cengage.com/impactfoundation. 



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Teacher Resources The Lesson Planner, with DVD, Audio CD, and Teacher’s Resource CD-ROM, provides everything needed to successfully plan, teach, and supplement lessons. VIDE the questions.

Which festivals and holidays do you celebrate together with your family? How do you celebrate them?

Resources Video scene 1.1 (DVD/

2. When is this festival? 3. What things do people take to their family members’ graves on the Day of the Dead? 4. Name three other ways in which people celebrate this day. 5. In which country do people celebrate Tomb Sweeping Day or Qingming? 6. What do families in Japan believe about the festival of Obon?

23 24 Watch scene 1.1. While

you watch, circle the things you see.

Materials drawing materials; large sheets of paper for drawing

Answer Key

party hats

a ghost

a guitar

food

Comprehension 24

flowers

balloons

It’s often better to assign partners than to let students choose their own, especially when students are new to a class. Sometimes you may wish to put a more self-confident student with a less confident student to help him or her. Listen to partners as they work together, and help them treat each other with respect. Keep pairwork interesting by asking students to change partners once or twice during lessons.

1. Where do people celebrate Día de los Muertos, or Day of the Dead?

to watch Celebrating the Dead. Look at the photo. Why do you think the girls are smiling? Discuss your ideas.

costume, culture, dead, festival, grave, honor, loved ones

Teaching Tip

24 After you watch, work in pairs to answer

22 Work in pairs. You’re going

Academic Language label Content Vocabulary celebration,

Website/CPT); Online Workbook; CPT: Video

Be the Expert

21 22 Before you watch, discuss in pairs.

25 Work in pairs. What do you think about these

kinds of celebrations? Why do you think some cultures have them? What do you do in your family or in your culture to remember your loved ones? 26 Work in groups. Find out more about what

1. 2. 3. 4.

Mexico October 31st–November 2nd food, flowers, and gifts They dress up, paint their faces, and play music. 5. China 6. They believe the spirits of their loved ones return.

Two sisters celebrating Day of the Dead in San Miguel de Allende, Mexico

people eat during the Day of the Dead celebrations. Make a list.

Formative Assessment 27 Choose an activity.

Can students • discuss how some cultures celebrate their dead family members? Formative Assessment

1. Work independently. Design a costume for a Day of the Dead celebration. Draw a picture of the costume and label it. Explain what the different parts of the costume mean and why you chose them.

Askstudents What do some cultures do when they Can a celebration the dead? • hold TT_Bullet TT_Bulletfor TT_Bullet TT_Bullet TT_Bullet

2. Work in pairs. Choose one of the festivals below and find out more about it. Write a short paragraph about it. • Chuseok • Gai Jatra • Diwali 3. Work in groups. Invent your own festival to honor the dead. Decide when it will be and what people should do during the festival. Describe your festival to the class.

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• 21 Ask students to open their books to pp. 36−37. Read the questions in Activity 21 aloud. Put students into pairs to discuss the questions. After pairs have had time to discuss, ask Which celebrations did you talk about? Ask pairs to share their ideas with the class. Note any celebrations that aren’t already on the board. Ask How do you celebrate them? Help students with any vocabulary they need.

Video scene 1.1. Tell students to work independently. Check answers as a class.

• Say Now we’re going to watch the video again. Point to the countries listed on the board. Say Let’s see which countries the video names. Play the video again.

• If students have trouble following the video, pause it

• Read the question again. Say In which countries

and allow them to ask questions.

around the world do people have special celebrations for their dead loved ones? What do you think? Invite pairs to suggest answers. Write them on the board.

While You Watch

After You Watch

together and use information from the video to answer the questions. Check answers as a class.

Dead. Direct students’ attention to Activity 23. Read the directions, then choose a student to read aloud the items in the box. Check the meaning of each word as a class.

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• 26 Put the students into small groups. Ask What do you eat when you celebrate a special day? Invite students to give their ideas. Then read the activity directions and give students time to research and write their list. Share answers as a class.

• 27 Have students choose an activity. If students

choose the first activity, make sure they think about the different parts of the costume.

• Put students who choose the second option into

pairs. Say You need to choose one of the festivals. If you can, find some information online about each one.

• Put students who choose the third option into small

groups. Tell them to brainstorm ideas in their group.

• 25 Read aloud the directions and the discussion

questions. Ask pairs to discuss the questions. Then invite pairs to share their answers with the class.

Unit 1

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Video

81

31/05/2017 10:50

• a professional development section that

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The Teacher’s Resource CD-ROM includes:

The Lesson Planner includes:

introduces the key principles of the course;

•  a detailed scope and sequence; • step-by-step instructions for carrying out

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• reduced Student Book pages with answers at point of use;

24 25 26 27

• 24 Put students into pairs. Tell them to work

23

• 23 Say Now we’re going to watch Celebrating the

lessons;

4/7/17 4:49 PM

• Say While you watch, circle all the things you see. Play

are doing? Can you describe the way they are dressed? Do they look happy or sad? Read the caption aloud. Say We’re going to watch a video. Based on what you see in the picture, can you predict what the video is about? Then read Activity 22, and give pairs time to discuss possible answers to the question.

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Say So far in this unit, we’ve looked at lots of different aspects of family life. What have you learned about? (famous families, describing family members, what families eat). Say In this lesson we’ll learn about how families celebrate. Who can tell me an example of a celebration—a special day in the year? Write some of the students’ responses on the board.

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• 22 Say Look at the photo. What do you think the girls

21 22

• Write the title of the unit Family Matters on the board.

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Before You Watch

TT_noBULtext TT_noBULtext TT_noBULtext Video

Online Workbook TT_noBULtext 37

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Students will • discuss how some countries have special days to celebrate their dead family members. • apply the message of the video to their personal lives.

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Video Objectives

The Impact DVD and the Audio CD contain all of the multimedia to support the Student Book.

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•  Student Book audio scripts; • extension activities to supplement the Student

•  unit-by-unit pacing guides for easy lesson planning; •  printable worksheets for extension activities and process writing support; •  printable graphic organizers; •  video scripts; •  Workbook audio scripts; •  pronunciation activities answer keys.

Book, including instructions for using the worksheets on the Teacher’s Resource CD-ROM;

• teaching tips and professional development support at point of use;

•  suggestions for formative assessment.

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The Classroom Presentation Tool integrates all of the Impact resources, including video, audio, Student Book pages, and interactive activities, making it easy to carry out lessons in any classroom with an interactive whiteboard or a computer and projector.

The Assessment CD-ROM with ExamView® includes activity banks to generate customized unit quizzes, mastery tests, and final exams, as well as a pretest and placement test. The Teacher’s Resource Website includes the Student Book and Workbook audio, the Professional Development Video, as well as all the printable materials contained in the Teacher’s Resource CD-ROM.

NGL.Cengage.com/impact



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15

Video

The videos cover meaningful, relevant, and timely topics such as:   Group behavior   Cleaning up the ocean   Art in the open   Forming teen identity   Pushing your limits

• • • • •

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The main video in each unit introduces a key concept of the unit theme in a unique way, either through live action National Geographic content or through an original animation designed specifically for this course.

Meet the Explorer  When students

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reach the Mission page of each unit, they’ll learn more about the National Geographic Explorer featured in the unit. A quote by the Explorer and a Meet the Explorer video help students connect with these inspirational people who are making a difference in the world. These short one-minute clips reinforce unit objectives, develop critical thinking skills, and allow students to hear from each explorer in his or her own words.

The videos are available on a DVD bound with the Lesson Planner, on the Online Workbook, and on the Classroom Presentation Tool.

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Professional Development

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To ensure that teachers are able to improve their classroom practice and get the most out of the Impact teaching resources, Dr. Joan Kang Shin and Dr. Jodi Crandall have developed the Impact Professional Development Video.

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The Impact Professional Development Video, available on the Teacher Resource Website, is hosted by Dr. Joan Kang Shin, and it features interviews with teachers around the world. The video provides useful insights and practical advice on the following topics:   Characteristics of young teens  21st-century skills   Global citizenship   Learning language through content   Student choice and classroom management   Strategy instruction   Classroom routines   Effective use of media in the classroom  Assessment   Teaching writing Professional development topics are also covered at point of use throughout the Lesson Planner.



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About the Author and Series Editors About the Author

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Katherine Stannett is based in West Sussex, England, and is an author with over twenty years of experience in editing, writing, and developing materials to teach English. She specializes in writing for children and teenagers at all levels and is particularly interested in the development of 21st-century skills.

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Katherine Stannett

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About the Series Editors

Dr. JoAnn (Jodi) Crandall

Dr. Joan Kang Shin

Dr. JoAnn (Jodi) Crandall is Professor Emerita and former Director of the Language, Literacy, and Culture Ph.D. Program, and Co-Director of the MA TESOL Program at the University of Maryland, Baltimore County (UMBC). She has worked in all areas of ESL/ EFL, including teaching, curriculum and materials development, standards development, and teacher training.

Dr. Joan Kang Shin is an Associate Professor of Education at George Mason University and the Academic Program Coordinator of the Teaching Culturally & Linguistically Diverse & Exceptional Learners (TCLDEL) program. Dr. Shin specializes in teaching ESL/EFL to young learners and teenagers and has provided professional development programs and workshops to EFL teachers in over 100 countries around the world.

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Le

Impact reflects key concepts and principles of English-language teaching and learning as they apply to adolescent learners of English:

•

Learning is a process of constructing meaning. Active learners work to make sense of their world through interaction in personal, social, and academic contexts.

•

All English learners, and especially teens, need multiple opportunities for questioning and communicating meaning about topics that concern them, at a level that is appropriate to their emotional, social, and intellectual stages of development.

•

Learners benefit greatly from the support of knowledgeable persons (teachers, adults, and peers) to help them successfully incorporate and understand new information.

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National Geographic Learning’s Impact is an exciting new series for young teens that aims to help students to better understand themselves, one another, and the world they live in. The series integrates real-world content, the work and stories of National Geographic Explorers, a wide variety of cross-curricular concepts, and engaging projects into a unified course of English language instruction. It uses a content-based, communicative approach to learning English, with grammar and vocabulary taught and practiced in context, and multiple opportunities for authentic communication using all language skills. In every thematically organized unit, students are immersed in a topic that they explore from different curricular perspectives, using the skills of listening, speaking, reading, and writing.

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Teaching with Impact

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Young teens are actively exploring their own identities and grappling with big ideas daily. Impact encourages teens to consider how their learning might relate to their current or future lives and to the roles they may play in the world as adults. Impact challenges teens to think about their places in their communities, in their countries, and in the world at large. By addressing issues of local and global importance, Impact stimulates students to use 21st-century skills, such as problem-solving, critical thinking, and other higher-order thinking skills. In every unit of Impact, students use their skills to delve deeply into topics of immediate concern to them as citizens of the 21st century.

•

Learning is most effective when the learner is challenged to go one step beyond his or her current stage of cognitive and language development.

•

Activities that encourage students to think critically about issues and that engage them in problem-solving are most effective; these activities link language learning with other curricular areas.

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Characteristics of Young Teens

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Young teens are going through a number of changes: physical, social, and cognitive. For teens, life is both exciting and confusing. They’re engaged in discovering who they are and who they want to be, and in exploring the qualities that make them unique, as well as those qualities they share with their peers.

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Teens combine childlike playfulness with a nearly adult ability to think critically. They’re engaged in questioning, analyzing, and comparing points of view, and they are likely to express strong opinions about topics related to their lives. Impact encourages them to discuss and express their views using a variety of print and communications media, such as videos, posters, stories, comic strips, raps, poems, and songs.

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Adolescent English learners have already learned at least one language and are cognitively more efficient language learners than younger children. They can infer and confirm grammar, vocabulary, and language use when given sufficient opportunities to use the language to communicate. They also need to take part in activities that create language awareness and foster an understanding of, and an interest in, how language functions.

20

Many young people are concerned about their places in the world and their roles as global citizens. They’re developing a sense of social responsibility. They’re also developing a personal sense of values and looking for role models. National Geographic Explorers are people who have made a difference in the world and who challenge young teens to do the same. Eight Explorers and their work are featured in each level of Impact. They’re presented as potential role models who can encourage teens to explore their world (Daniel Raven-Ellison), to discover the future (Bethany Ehlmann), to be curious (Katy Croff-Bell), and to test their limits (Cory Richards).

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Real-World Content

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Students learn language and content at the same time, so it’s natural and authentic to incorporate academic content into the English classroom. Integrating grade-appropriate content from science, geography, history, and other subjects complements what students are learning in their other courses, helps them develop the academic English they may need for future study, and motivates them to use English in meaningful ways.

Because technology plays such a large role in the lives of teens—mobile phones, laptops, social media, texting, and more are part of their everyday lives—Impact provides opportunities for adolescent English learners to explore the influence of media and technology in their lives. In Level 2, for example, in Your Virtual Self (Unit 3), students explore the many ways in which

technology extends our human abilities. Explorer Amber Case, a cyborg anthropologist, challenges teens (and adults!) to think about the positive and negative aspects of our reliance on technology. In Everybody’s Doing It (Unit 3), students in Level 3 learn about the various ways that animals and humans organize into groups, and how those groups affect behavior. They compare groups that they choose to belong to with others that are involuntary, and discuss the importance of groups in their lives. Other units focus on contemporary issues such as the environmental impact of entertainment. As they read The Footprint of Fun (Unit 4) in Level 4, for example, students consider how they can reduce their carbon footprints and take part in sustainable activities while still enjoying themselves in public settings.

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Cultural Connections

Today’s teens live in a world made much smaller through technology and the role of English as a global language. Impact brings that world into the classroom, introducing teens to the diversity of global customs, traditions, and ways of life. Learning about cultures other than their own helps young people develop a multicultural outlook and learn to communicate successfully with others who are using English as a global language, both in person and through social media. And of course, as we’ve come to expect with National Geographic and its global reach and extensive research, we can rely on the accuracy of all content, as well as the stunning photographs and visuals that accompany the text and engage and motivate adolescent learners.

In addition to learning about other cultures, Impact provides teens with opportunities to make connections between their own and other traditions and customs. Students reflect upon their own cultures and discuss connections with their peers. The process helps them build a stronger understanding and appreciation of themselves and their place in the world. It also helps them to learn to use English to communicate and describe their values and traditions to others around them.

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Multicultural Outlook

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In Foundation Level, students read about education in countries around the world. They learn about different types of schools and reflect on their own learning experiences.

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In Impact, teens

•

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learn about robots and how they are used in many different aspects of life, from hospitals to the home. (Foundation Level)

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•

2/22/17 4:08 PM

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read about people with unusual and amazing jobs, who work in some of the world’s most extreme and dangerous environments. (L1) discover that color affects people’s emotions all over the world, and is often used to express and represent one’s self. (L2)

•

explore the different ways in which young people in various cultures express themselves through fashion, from special T-shirts and eco-friendly clothing to hair and body accessories. (L3)

•

1.

2/22/17 4:05 PM

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After reading about the growth of the Internet and the use of electronic gadgets in Level 1, for example, teens are asked about the impact that technology has on their lives. In Level 2, after reading about Tristram Stuart’s campaign to encourage consumers not to reject that extra lumpy potato or misshaped carrot, students are asked to think about food waste and ugly food. In Level 3, students read about the many different ways people around the world have developed animation, from cartoons to movies, video games, mobile phone emojis, and special effects in liveaction films. In Level 4, after reading about public art, teens are urged to think about how they can use art to express their feelings and ideas.

learn how to become digital humanitarians and help others during times of conflict or crisis by employing techniques used in crisis mapping and crowdsourcing. (L4)

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2/22/17 4:05 PM

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Explorer Jimmy Chin, a photographer and climber, reminds teens to be prepared, and to avoid situations where the risks are high and their level of control is low. In a unit about exploration, Corey Jaskolski remarks on the importance of learning by doing and “showing people the world in a different light, in a new format— something that they can engage with and be excited about.”

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These Explorers convey, through their work and their words, a sense of global values. They model universal values such as acting responsibly, respecting others, appreciating the environment, and believing in the value of collaboration. Each unit in Impact includes a Mission page, dedicated to the Explorer’s work and message for teens, as well as a short Meet the Explorer video in which the Explorer shares his or her perspectives and challenges with students.

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As noted, each unit of Impact presents inspiring stories about National Geographic Explorers, global citizens who are actively working in many different fields, exposing students to content from different relevant perspectives. Each unit opener presents a quote from the unit Explorer, meant for students to reflect upon and discuss in the context of their own lives.

  Explorer Jenny Daltry, in a unit on misunderstood animals, many of which are endangered species, urges teens to “keep an open mind.” Iain Couzin, a behavioral ecologist, studies the value of collaboration. As he notes, whether we’re talking about “invasive cells to schooling fish to human cultures, groups can accomplish what solitary individuals cannot.”

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National Geographic Explorers

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Impact gives students a window into the work of Explorers such as Jack Andraka, who at only 15 years of age invented an inexpensive and quick way to detect certain types of cancer. It took him 4,000 attempts to find the protein he needed for his experiment, and 200 attempts to find a research scientist who would accept his project. He hopes to inspire other young people to pursue their passions, no matter the odds, as he asks, “Why not you?” Students meet Bethany Ehlmann, an Explorer and planetary geologist who works to help the Curiosity rover navigate on Mars. Bethany hopes that she and others can someday study signs of life not only on Mars but also in other worlds. She encourages students to “discover the future.”

There are other role models in Impact in addition to the Explorers. From successful teenage fashion designers who have donated part of their earnings to charities or environmental organizations, to a young girl who has regularly attended space camps from the age of seven in the hope of becoming an astronaut, users of Impact also read and learn about young people like themselves who are making a difference.

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21st-century Skills

• • • • • •

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In our increasingly interconnected world, exposure to 21st-century topics and ideas is essential to student success. In addition to key subjects such as English, world languages, arts, mathematics, economics, science, geography, and history, 21st-century students must also develop an awareness and understanding of topics such as:

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Students are engaged in thinking critically about the choices they make and the problems that confront them. Together, they develop fact sheets, posters, videos, or even advertisements that communicate their views to their peers and others. They consider the ways in which groups affect their behavior and how, by collaborating, they can solve problems or accomplish goals. They analyze, compare, and offer their own views. They also engage with a range of media and technology in order to create their own narratives. Students using Impact are challenged in every lesson and activity to think creatively, critically, and innovatively, and to communicate and collaborate as a matter of course.

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Financial, economic, business, and entrepreneurial literacy

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Global awareness

Civic literacy

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Health literacy Environmental literacy

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Learning and innovation skills

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Impact provides students with rich opportunities to think deeply and critically about all of these topics and others. With the help of National Geographic Explorers, students explore ideas that span the globe and affect people of all ages and backgrounds. They ask and answer questions about food consumption and waste, unusual occupations, crisis management, the performing arts, planetary geology, and collective behavior, among many other topics.

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In the process, Impact helps teens develop the skills that have been called the 4Cs, and which are considered essential for success in the 21st century:

• • • •

Creativity and innovation Critical thinking and problem-solving Communication Collaboration

We live in a technology- and media-driven environment characterized by immediately available information and constantly evolving technology. Learning and innovation skills beyond the 4Cs are needed for the complex life and work environments students will face in today’s world. In addition to the ability to collaborate and to make individual contributions, students must also be able to master a range of functional skills such as:

• • • •

Life and career skills ICT (Information and Communication Technology) literacy Information literacy Media literacy

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With Impact, teens develop new ways of thinking, new ways of working, new skills for living fuller and more responsible lives, and a range ICT skills that they can use in their educations and careers.

partner using expressions of surprise, such as “That’s amazing!” or “Wow! Really?” to respond. Speaking strategies in Impact include:

• • • • • • • •

Extending the conversation

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Expressing strong opinions Asking for repetition and clarification

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Expressing surprise or disbelief Arguing and conceding

Offering, accepting, and declining advice Expressing interpretation and understanding

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Each unit of Impact includes direct, explicit strategy instruction to help students effectively use English for academic and future success, and to express their views in appropriate ways.

Asking for help with schoolwork

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In addition to the 4Cs, the four domains of listening, speaking, reading, and writing, and the ICT skills necessary for success in the 21st century, today’s students need to develop content knowledge and social and emotional competencies to navigate complex life and work environments, and skills and strategies to help them navigate their academic environments.

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Skills and Strategies

Reading is arguably the single most important skill for academic success. At this stage in their learning, adolescents are exposed to longer and more complex texts in all of their academic subjects. Impact provides an explicit focus on developing effective reading strategies that will not only be helpful when reading English texts, but will also help students become more effective readers of content in their own or other languages.

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Impact helps adolescent English learners navigate language challenges by presenting real-world situations that 21st-century students encounter every day. All speaking strategies are presented and practiced in authentic contexts. For example, students might compare and contrast their parents and discuss how alike or unlike they are, or they may tell a surprising story to a partner, parts of which might be true or untrue, with the

Supporting Reading Instruction



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Plurals

• • • • • • • •

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Reading strategies in Impact include: Comparing and contrasting Scanning a text

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Visualizing

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Making a personal connection

Identifying a sequence of events Drawing conclusions Summarizing Identifying an author’s purpose

Vocabulary A balanced approach to vocabulary instruction includes explicit instruction of a limited number of well-chosen words, along with instruction in

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plural

singular

plural

singular

plural

girl boy teacher

girls boys teachers

singular

plural

baby country

babies countries

bus watch box quiz potato class

buses watches boxes quizzes potatoes classes

child woman man person mouse deer sheep tooth foot

children women men people mice deer sheep teeth feet

boxes

FINISH

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START

Is the word plural? Say the singular. Is the word singular? Say the plural.

boys

foot

class

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Vocabulary strategies in Impact include:

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After reading Readers may be asked to work in small groups to discuss a main idea, to recall important facts, to discuss the relationship of the text to their own lives, or to evaluate or comment on the text. They might be asked to identify possible good ideas not included in the reading.

TR: 20

singular

36 Work in pairs. Take turns. Use a coin to move. (Heads = 1 space; tails = 2 spaces)

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While reading Students are given prompts that help them self-monitor and focus while they read. As effective readers, they’re asked, for example, to notice details that support their beliefs, to look for similarities and differences, or to notice the order in which events happened.

35 Listen and repeat.

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Before reading Students may be asked to talk with a partner about what they already know about a topic and related vocabulary, or, based on the title and photo, to predict what the text will be about or what they expect to learn from it.

strategies with which students can acquire words independently. Impact does both by introducing highquizzes girl people utility and academic vocabulary thematically, potato buses teacher in context, within reading and listening mice teeth watch activities, and by supporting students as deer men child they develop strategies for learning the vocabulary they need to communicate in English about a range of topics drawn from science, history, art, and other areas of interest.

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Each Reading lesson in your Impact Lesson Planner is presented in a three-step instructional plan: Before reading, While reading, and After reading. During the lesson, students are directed to use a range of strategies before, during, and after they read.

The study of word parts such as prefixes, suffixes, and word roots (including Greek and Latin roots)

•

Using a dictionary to learn the most common meaning of a word, how to pronounce and spell it, etc.

• • •

Recognizing common English collocations Identifying multiple-meaning words Using context clues to discover meaning

Research has shown that at least seven to twelve exposures are needed to begin to “know” a word in terms of its literal definition, its relationship to other words, its connotations, and its power of transformation into other forms. Students who can master these different aspects of knowing a word have deep vocabulary knowledge, and students who are familiar with many words have breadth of vocabulary knowledge. Impact helps students develop broad, deep vocabulary knowledge by providing multiple exposures to target vocabulary in contextualized activities that include pair and group work, in addition to independent Workbook practice, audio activities, whiteboard activities, and videos.

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Vocabulary is a fundamental part of communicating and being understood, especially in another language. The sheer number of English words to be learned—about a million—represents a major challenge for students. Social and academic vocabularies consist not simply of single words, but also of set phrases or chunks of words, many of which are learned together and frequently used together. In order to succeed academically and socially, adolescent English learners must master both social and academic English. While an average English speaker learns about 1,000 words a year, at least until the age of 20, a non-English-speaking student who is trying to learn the language may be lucky to achieve 25% of that rate.

Although Impact provides contextualized vocabulary and complete lesson plans for all vocabulary instruction, it’s helpful for teachers to become familiar with simple routines that can be used to introduce or present new vocabulary words to students.

Impact presents the language students need for academic and social success in highly contextualized, real-world settings. It supports vocabulary development with direct, explicit instruction in vocabulary strategies. Students learn to use common collocations in English, to break words into their component parts in order to work out their meanings, to identify the Greek and Latin roots of many English words, and to consult reference sources to find out how to correctly pronounce a new word or to confirm its meaning.

Check for understanding by asking students to use vocabulary actively.

A simple vocabulary routine

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Display and pronounce the word. Images are powerful aids to comprehension.

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Introduce the meaning of the word with a student-friendly explanation (vs. a standard dictionary definition).

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Illustrate with examples and sample sentences.

Types of language in Impact

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Target vocabulary  High-utility, theme-related vocabulary that can be related to students’ lives, relationships, and studies at school. Target vocabulary is assessed. Academic vocabulary  The language of the classroom. Academic language plays an increasingly prominent role as students read to learn about science, social studies, math, and other areas of academic interest. Content vocabulary  Useful, theme-related vocabulary that allows students to discuss thematic content.



Related vocabulary  Useful vocabulary that students might need at point of use, for example, to describe a photo in the book.

Encourage wordplay.

Pronunciation

Impact includes a pronunciation topic in each unit. The pronunciation syllabus covers basic topics such as the pronunciation of schwa, reductions, and pronunciation of -ed endings. There is a strong focus on discourse-level suprasegmental features, such as stress, intonation, and connected speech. The goal is to help students to be better understood by and to better understand English speakers.

Unit 1

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Syllables and stress 1

Listen. Words in English have one or more parts. Each part is called a syllable. Each syllable has a vowel sound in it. It can also have one or more consonant sounds. Listen to the syllables in these words for nationalities. TR: 133 1

2

3

French

Ger-man Spa-nish

Kor - e - an Ja - pan - ese

Listen and repeat. Listen to these words for nationalities. How many syllables do they have? Write 2 or 3 for the number of syllables. TR: 134 3

1. Taiwanese 2. English 3. Mexican 4. Indian 5. Chinese 6. Russian 3

In words with two or more syllables, one syllable is always stronger than the other. It is pronounced loudly and more clearly. This is called the stressed syllable. Listen again and notice the stressed syllable in the two- and three-syllable words above.

Unit 2

TR: 135

2

The third person -s / -es ending 1

Listen and repeat. Then write the words in the correct column. TR: 137 crashes misses speaks

Listen. Notice the different pronunciation of the -s ending of these three verbs. TR: 136

writes

plays

teaches

The -s verb ending has three possible pronunciations. It sounds like:

SAMPLE COPY, NOT FOR DISTRIBUTION • iz when the final sound of a verb has a s, z, x, sh, ch, or j sound. • s when the final sound is f, k, p, or t. • z when the final sound is a vowel or any

Work in pairs. Listen again and repeat the words. Underline the stressed syllable in each word.

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gives plays teaches

jumps runs watches

learns sits writes

s sound

z sound

iz sound

writes

plays

teaches

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Work in pairs. Listen and repeat the sentences. Make sure you pronounce the verb endings correctly. TR: 138

•

Impact’s Videos

Meet the Explorer When students reach the Mission page of each unit, they’ll learn even more about the National Geographic Explorer whose mission both drives the unit theme and encourages students to be active participants in their learning. These short one-minute clips reinforce unit objectives, develop critical thinking skills, and allow students to hear from each explorer in his or her own words.

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Classroom Management

Classroom atmosphere Effective teachers take care to build a fair, safe, and supportive classroom climate. As supportive adults rather than friends, they aim for positive relationships with all their students and consciously avoid favoritism. They have high but reasonable expectations and model the values they hope to inspire in their students— kindness, patience, fairness, and respect.

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Main video The main video in each unit introduces a key concept of the unit theme in a unique way, either through live-action National Geographic content or through an original animation created for this series. Each main video reviews target unit vocabulary and grammar, and exposes students to authentic communication. Corresponding Student Book pages and activities provide opportunities for students to discuss and critically engage with the material.

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The videos in Impact introduce students to real people using English in real ways. They provide a richer environment for learning and engage 21st‑century teens who are motivated by content that both informs and entertains. More importantly, building students’ media and digital literacy skills prepares them to use English both inside and outside the classroom.

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In each unit of Impact, students encounter two short videos:

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Video is a powerful tool that can help bring the world into the classroom—and bring the classroom to life! Because video allows students to view and listen to authentic representations of content, it can be an effective tool for teachers and an especially useful aid for language learners.

Classroom rules and expectations The establishment of rules is particularly important because students need rules to function successfully. Brainstorm classroom rules with your students at the beginning of the year so that they know what’s expected of them and feel responsible for following the rules. It’s important to share and communicate rules clearly and simply, and to make sure they’re consistently enforced with age-appropriate rewards and sanctions. Managing student-chosen activities A balance of independence and support is important to adolescent learners. They respond well to having a choice of activities and to deciding whether they want to work independently or in pairs or groups.

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Make an Impact A Create a flipbook.

When given choices, adolescents also need clear direction and support from peers and teachers.

In Levels 2–4, students are introduced to common academic writing genres, including Classification, Cause and Effect, Narration, Biography, Persuasion, Review, and Compare and Contrast, among others.

• Assemble a small book. Draw on each of the pages to create animation when you flip it. • Share your book with the class. Describe the story it tells. • Explain the process of making your book. Answer your classmates’ questions. B profile a visual storyteller. • Go online to research visual storytellers. Select one to profile. • Create a computer presentation about the person’s life and work. Show examples of visual stories this person has told. • Present your work to the class. C tell your own visual story. • Think of a cause or person that is important to you. Think of the story you want to tell about this subject. • Choose a format for your story. You might choose to draw, paint, animate, or use photographs. • Create your visual story and share it with the class.

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Worksheets In Levels 1–4, optional Genre Worksheets provide support for the academic writing genres presented in Impact. These include the genres listed above. Optional Process Writing Worksheets guide students through the five steps: Prewriting, Writing a First Draft, Revising, Editing and Proofreading, and Publishing.

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A flipbook

Scaffolded support  For each writing assignment in the Student Book, students are guided step by step in the Workbook. A complete model is provided for the writing task in each unit, so that learners have clear, meaningful examples of what they’re expected to do.

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By providing students with real choices in activities and projects, Impact actively supports learner autonomy. Student-chosen activities are an important feature of Impact and carry an important message: given the right support and materials, students can and shoud be accountable and responsible for their own learning.

Writing

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Impact introduces students to a variety of writing genres and gives them multiple opportunities to express themselves in writing. Young teens are systematically introduced to writing beginning in Foundation and continuing in Level 1. They move from descriptive paragraphs to other types of writing, such as fact sheets and product reviews.

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WRITING

In addition, common real-world genres are presented throughout Impact in student-chosen activities and projects, in Express Yourself, in the Workbook, and in all other components. These genres include text messages, blogs, letters, presentations, travel reviews, poems, movie scripts, and brochures.

A process description explains how something is done or how something happens. The purpose of the steps and the order in which they happen are described. Purpose: Sequence:

so that

before

during

after

finally

then

next

while

little by little

meanwhile

over time

WRITING A process description explains a purpose through a sequence of steps in the order in which they happen.

Read the model. Work in pairs to identify the process being described. What words and phrases does the writer use to show purpose and sequence? Underline them.

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in order to

first

Purpose: I went to the zoo

When you’re very, very afraid of something, that fear can affect you and how you live your life. When I was younger, I saw my cousin fall onto an ants’ nest. The ants attacked him, and he was covered in horrible bites. After that, I became very scared of ants. I wouldn’t eat outside, and I didn’t even like playing outside. I checked my bed for ants every night. But when I turned 13, I decided I couldn’t let my fear get to me. I had to learn to control my fear of ants.

my fear of snakes.

Process Writing: Pre-writing

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Sometimes teachers give you a topic to write about. Sometimes you get to choose your own topic. Pre-writing includes choosing and focusing a topic, choosing a main idea, deciding on who your audience is, deciding on what type of writing to do and deciding on your tone.

First, I saw the snakes behind the glass. Then, I watched them as they moved around. Next, I held one for a few minutes. Finally, I relaxed!

First, I read a lot about different ants. I didn’t focus on bites, but instead I read about how beneficial ants are to the planet. Ants are really cool! They’re hardworking, social and organised. They help bring air and nutrients to the soil. They pollinate plants, clean up decaying matter and help control other insects. Next, I began to watch ants from a safe distance. I started to look at a colony of ants in real time on the Internet in order to learn how they live. Little by little, I felt more comfortable about ants. Finally, I went outside one day and let an ant crawl onto my hand. It was OK! Now that I know about all the good things ants do, I’m not so afraid of them any more.

in order to control so that I could control

Sequence: Before I went to the zoo, I was scared of snakes. During my visit, I became familiar with the snakes. after I left the zoo, I felt more comfortable about snakes.

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Organise.

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Choosing a topic There are many ways to decide what to write about. You can talk to your teacher or brainstorm with your friends. You can think about parts of your own life. You can think about your “favourites,” such as music, places, hobbies, food, films and so on. You can look through books and magazines or search the Internet. You can think about what is happening in the world around you.

2

Focusing a topic Imagine you want to write about animals. That’s a really big topic! It’s too hard to organise and manage a topic that big. Your writing will be confusing. You need to focus the topic or make it smaller and more specific.

1. Your task is to describe the process of training a pit bull puppy to help people better understand your dog. Find out about this breed of dog. Research what type of training you will need to do. Write the main ideas in the table below. How to Train a Pit Bull Puppy

2. Look at your notes. Number the steps you would need to follow to train your dog.

LIVE

Live feed of an ant farm

animals

Think about the purpose of your description. Write a possible topic sentence to tell your reader the purpose of your description.

2

Work in pairs. Imagine you’re scared of an insect or animal. What steps would you take if you wanted to control your fear? Why?

3

Write. Many people are scared of pit bulls. Imagine you have a new pit bull puppy. You don’t want it to be misunderstood. How will you train it to be a good dog? Describe the process. How could you help people to understand your dog better?

cats

house cats

sports Now write the different steps here:

family

Step 1:

3

Step 2: Step 3:

WRITING 37

Choosing a main idea Imagine you decide to write about your pet cat. To get ideas, you can use a word map, a T-chart or other graphic organiser. You can make a list, free-write or use sentence starters. 1. 2.

Step 4: Finally, think about your expected results. This will be your summary.

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my pet cat

Now you try it. Focus the topics below.

6/20/16 11:19 AM

2

3. 4. 5. 6.

Write. 1. Go to page 37 in your book. Re-read the model and the writing prompt. 2. Write your first draft. Check for organisation, punctuation, capitalisation and spelling. 3. Check your final draft. Share it with your teacher and classmates.

My favourite I remember I believe

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Process Writing: Pre-writing

1 Copyright © National Geographic Learning, a part of Cengage Learning.

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Assessment should include a variety of techniques that correspond to learners’ abilities and learning styles. That is to say, assessments should provide opportunities for learners who are not primarily linguistically, logical-mathematically, or spatially inclined to demonstrate other types of intelligence or learning styles. All learners should have multiple chances to demonstrate their skills, abilities, and knowledge.

Formal assessment in Impact is provided in the form of ExamView® test banks. Banks include test items that allow teachers to create a pretest for use at the beginning of the school year, unit quizzes, mastery tests, and a final exam. A placement test is also provided. In addition, with the use of the Assessment CD-ROM with ExamView®, all of the quizzes and tests are easily generated and customizable to the needs of each teacher’s students. Formative assessment opportunities appear at the end of each lesson and align directly to that lesson’s objectives.

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Assessment should always mirror learning. Tests should reflect curriculum objectives and provide students with opportunities to demonstrate what they know and what they can do, in tasks and formats that are similar to what they’ve experienced in class. Tests should also contribute to learning on the part of both teacher and student. Assessment results should provide teachers with information on which to base subsequent instruction, especially modifications that are needed for some or all students. And, of course, the results should provide information to learners on their current strengths and weaknesses, as well as their progress in learning English.

Impact Assessment Options  Impact ensures that students engage in a wide variety of communicative activities in each thematic unit, and many of these themes and activity types are correspondingly reflected in the assessment process. Impact provides many opportunities for both formal and informal assessment of different types. The Impact assessment program includes various kinds of written tests: placement tests and level pretests, eight unit quizzes, two mastery tests, and final tests, together with an Audio CD for listening and speaking assessment.

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Assessment in Impact

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Assessment should motivate learners and build learner confidence. Teachers work hard to include a variety of motivating and engaging activities in their lessons, and they’re conscientious about providing praise and constructive feedback to their students in class. Students should have the same opportunities for fun, engagement, and motivating feedback in assessments.

Finally, it’s important to note that tests should take place over time in order to collect evidence of growth. Assessment should not be approached as an occasional but fear-inducing necessity. Indeed, the more frequently students are assessed through a variety of ways, the less test anxiety they may have, and the more practiced and confident they may feel.

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Accurate assessment reflects not only what students can recognize and produce on a written test, but also what they can perform or do as they actually use the language in real or realistic contexts. Impact therefore provides a wealth of opportunities for informal assessment. These include pair and group work, review pages in the Student Book, Workbook activities, and the Classroom Presentation Tool, among others. Many of the products students create, including end-ofunit projects, may also be assembled as part of a portfolio assessment system.

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Pacing Guides The following pacing guides are recommended for use when teaching Units 1–8. Unit 0 is an introductory unit that can be taught in its entirety at the beginning of Impact, or referred to throughout the program as necessary to reinforce the fundamentals of English.

2–3 hours per week Use Warm Up and Wrap Up sections from the Lesson Planner or replace with your own Warm Up and Wrap Up activities.

Week 1

Week 2

Speaking Strategy: Warm Up; Present; Practice; Apply; Wrap Up Resources 

Mission: Mission

Reading: Warm Up; Before You Read; While You Read; After You Read; Wrap Up Resources • Student Book • Workbook/Online Workbook • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Reading

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Project: Prepare Resources

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• Student Book • Online Workbook • Video (DVD/Online Workbook/CPT) • Classroom Presentation Tool: Video

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Resources

• Student Book • Workbook/Online Workbook • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Grammar 1

• Student Book • Workbook/Online Workbook • Process Writing Worksheet (Teacher’s Resource CDROM/Website) • Video (DVD/Online Workbook/CPT) • Classroom Presentation Tool: Writing

Grammar 2: Warm Up; Present; Practice; Apply; Wrap Up Resources

• Student Book • Workbook/Online Workbook • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Grammar 2

Project (continued): Share Assessment Resources • Student Book • Classroom Presentation Tool: Make an Impact and Review Games • Unit Quiz (ExamView®)

Week 9* Express Yourself: Present; Practice; Connect; Prepare Resources • Student Book • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Express Yourself

Express Yourself (continued): Share Resources • Classroom Presentation Tool: Express Yourself

*Express Yourself

gives students an opportunity to synthesize what they have learned and focus on creative expression after every two units. The Express Yourself for Units 1 and 2 will be covered in Week 9.

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Resources

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Writing: Warm Up; Present; Read the Model; Plan; Write

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Resources 

Video: Before You Watch; While You Watch; After You Watch

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Vocabulary: Warm Up; Present; Practice; Apply; Wrap Up

Week 4

Grammar 1: Warm Up; Present; Practice; Apply; Wrap Up

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Unit Opener: Introduce the Unit

Week 3



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Pacing Guides 3–4 hours per week Extend activities, including Extend Worksheets, are optional.

Resources

Resources • Student Book • Extend Worksheets (Teacher’s Resource CDROM/Website) • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Unit Opener

Vocabulary (continued): Apply; Extend; Wrap Up

• Student Book • Workbook/Online Workbook • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Grammar 1

Grammar 1 (continued): Apply; Extend; Wrap Up Resources

• Student Book • Workbook/Online Workbook • Extend Worksheets (Teacher’s Resource CDROM/Website) • Classroom Presentation Tool: Vocabulary

Reading: Warm Up; Before You Read; While You Read Resources

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• Student Book • Workbook/Online Workbook • Extend Worksheets (Teacher’s Resource CDROM/Website) • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Speaking Strategy

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Resources

• Student Book • Workbook/Online Workbook • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Reading

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Speaking Strategy: Warm Up; Present; Practice; Apply; Extend; Wrap Up

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Writing: Warm Up; Present; Read the Model; Plan; Write

Express Yourself: Present; Practice; Connect

Resources

Resources

Resources

• Student Book • Workbook/Online Workbook • Extend Worksheets (Teacher’s Resource CDROM/Website) • Classroom Presentation Tool: Reading

• Student Book • Workbook/Online Workbook • Process Writing Worksheet (Teacher’s Resource CDROM/Website) • Classroom Presentation Tool: Writing

Video: Before You Watch; While You Watch; After You Watch

Writing (continued): Revise; Edit and Proofread; Publish

Resources

Mission: Mission

• Student Book • Online Workbook • Video (DVD/Online Workbook/CPT) • Classroom Presentation Tool: Video

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Resources

• Student Book • Workbook/Online Workbook • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Grammar 1

Reading (continued): After You Read; Extend; Wrap Up

Grammar 2: Warm Up; Present; Practice; Apply; Extend; Wrap Up Resources

• Student Book • Workbook/Online Workbook • Extend Worksheets (Teacher’s Resource CDROM/Website) • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Grammar 2

• Student Book • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Express Yourself

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Vocabulary: Warm Up; Present; Practice

Week 9*

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Grammar 1: Warm Up; Present; Practice

Week 4

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Unit Opener: Introduce the Unit; Extend

Week 3

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Week 2

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Week 1

Project: Prepare Resources • Student Book • Process Writing Worksheet (Teacher’s Resource CDROM/Website) • Video (DVD/Online Workbook) • Classroom Presentation Tool: Writing

Project (continued): Share

Express Yourself (continued): Prepare Cumulative Review Resources • Student Book • Classroom Presentation Tool: Express Yourself • Cumulative Review Worksheets (Teacher’s Resource CD-ROM/ Website)

Express Yourself (continued): Share Resources • Student Book • Classroom Presentation Tool: Express Yourself • Unit Quiz (ExamView®)

Assessment Resources • Student Book • Classroom Presentation Tool: Make an Impact • Unit Quiz (ExamView®)

*Express Yourself

SAMPLE COPY, NOT FOR DISTRIBUTION

gives students an opportunity to synthesize what they have learned and focus on creative expression after every two units. The Express Yourself for Units 1 and 2 will be covered in Week 9.

Pacing Guides 5–6 hours per week Week 1

Week 2

Week 3

Unit Opener: Introduce the Unit; Extend

Grammar 1: Warm Up; Present; Practice

Mission: Mission Project: Prepare

Resources

Resources

Video: Before You Watch; While You Watch; After You Watch

Express Yourself: Present; Practice; Connect

Resources

Resources

Resources

Vocabulary (continued): Apply; Extend; Wrap Up Resources • Student Book • Workbook/Online Workbook • Extend Worksheets (Teacher’s Resource CDROM/Website) • Classroom Presentation Tool: Vocabulary

• Student Book • Workbook/Online Workbook • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Grammar 1

Reading: Warm Up; Before You Read; While You Read Resources

• Student Book • Workbook/Online Workbook • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Reading

Reading (continued): After You Read; Extend; Wrap Up

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Speaking Strategy: Warm Up; Present; Practice; Apply; Extend; Wrap Up Resources

• Student Book • Online Workbook • Extend Worksheets (Teacher’s Resource CDROM/Website) • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Speaking Strategy



Resources

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Resources

Unit Review

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• Student Book • Workbook/Online Workbook • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Vocabulary

Grammar 2: Warm Up; Present; Practice; Apply; Extend; Wrap Up

• Student Book • Workbook/Online Workbook • Extend Worksheets (Teacher’s Resource CDROM/Website) • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Grammar 2

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Resources

Grammar 1 (continued): Apply; Extend; Wrap Up

• Student Book • Extend Worksheets (Teacher’s Resource CDROM/Website) • Video (DVD/Online Workbook/CPT) • Classroom Presentation Tool: Mission and Make an Impact

• Student Book • Online Workbook • Video (DVD/Online Workbook/CPT) • Classroom Presentation Tool: Video

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Vocabulary: Warm Up; Present; Practice

• Student Book • Workbook/Online Workbook • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Grammar 1

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• Student Book • Extend Worksheets (Teacher’s Resource CDROM/Website) • Classroom Presentation Tool: Unit Opener

Week 4

Resources • Student Book • Workbook/Online Workbook • Extend Worksheets (Teacher’s Resource CDROM/Website) • Classroom Presentation Tool: Reading

Resources • Unit Review Worksheets (Teacher’s Resource CDROM/Website) • Classroom Presentation Tool: Review Games

Project (continued): Share Resources • Student Book • Classroom Presentation Tool: Make an Impact

Writing: Warm Up; Present; Read the Model; Plan; Write

Assessment

Resources

Resources

• Student Book • Workbook/Online Workbook • Process Writing Worksheet (Teacher’s Resource CDROM/Website) • Classroom Presentation Tool: Writing

Week 9*

• Student Book • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Express Yourself

Express Yourself (continued): Prepare Resources • Student Book • Classroom Presentation Tool: Express Yourself

Express Yourself (continued): Share Resources • Student Book • Classroom Presentation Tool: Express Yourself

Cumulative Review Resources • Cumulative Review Worksheets (Teacher’s Resource CD-ROM/ Website)

• Unit Quiz (ExamView®)

Writing (continued): Revise; Edit and Proofread; Publish Resources • Student Book • Workbook/Online Workbook • Process Writing Worksheet (Teacher’s Resource CDROM/Website) • Classroom Presentation Tool: Writing

SAMPLE COPY, NOT FOR DISTRIBUTION

*Express Yourself

gives students an opportunity to synthesize what they have learned and focus on creative expression after every two units. The Express Yourself for Units 1 and 2 will be covered in Week 9.

33

Scope and Sequence

2

1

A Different Education

Family Matters Schools around the world

child, daughter, die, generation, granddaughter, grandson, husband, is married to, son, stepfather, take care of, wife

camera, class, classmate, homework, instructions, language, laptop, library, practice, screen

enjoy, famous for, good at, interested in

different, difficult, easy, same

annoying, friendly, funny, mean, noisy, messy breakfast, dinner, lunch, meal

Grammar

Antonyms

Asking and answering personal questions

Talking about likes and dislikes

Be and have: I’m friendly, but my sister isn’t.

Simple present: Talking about routines, habits, and permanent states She doesn’t have lunch at school. She goes home for lunch.

Count and noncount nouns: Are there any cookies in the cabinet? Yes, there are. Is there any water in the bottle? Yes, there is.

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Breakfast in Four Countries

Video

Mission

Writing PROJECT Pronunciation Express yourself

34

Adverbs of frequency: Saying how often you do something I rarely forget to do my homework. Growth Mindset

Reading Strategy:

Reading Strategy:

Make predictions based on visuals

Identify the main idea

Celebrating the Dead

Education Around the World

Discover Your Values National Geographic Explorer: Max Lowe, Photographer/Writer

Believe in Yourself National Geographic Explorers: Dave and Amy Freeman, Adventurers/Educators

Genre: Personal description

Genre: Sequencing paragraph

Focus: Connect and contrast

Focus: Use sequencing words

• Family tree   • Food poster   • Class family album

• Design a school   • Video interview   • School guide

Syllables and stress

Third-person -s and -es endings

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Reading

Vocabulary Strategy:

Adjective + dependent preposition

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Speaking Strategy

every day, on the weekend, on weekdays, once a week, twice a week fail, hardworking, improve, succeed

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Vocabulary Strategy:

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Vocabulary

• Talk about how schools are different in other countries. • Talk about likes and dislikes. • Use the simple present to talk about routines, habits, and permanent states. • Use adverbs of frequency to say how often something happens. • Write about daily routines.

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• Talk about famous families. • Ask and answer personal questions. Language • Use be and have to describe families and family members. Objectives • Use count and noncount nouns with There is/There are. • Write a description of a family member using and and but to connect and contrast information.

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Family and traditions

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THEME

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Welcome!

• Possessive pronouns • Plurals • A, an, and the • This, that, these, and those • Prepositions of place • Count and noncount nouns

• Seasons • Numbers • Colors • Telling Time • Object pronouns • Possessive adjectives

• The Alphabet • Greetings and Introductions • Subject pronouns and be • Classroom Language • Months of the Year and Days of the Week

Unit 0

Creative Expression: Text messages World Food Day Making connections: Family, food, and school

SAMPLE COPY, NOT FOR DISTRIBUTION

3

4

Part of Nature

Robots and Us People interacting with technology

People and animals and their place in nature

Speaking Strategy

boring, control, design, doctor, follow, help, improve, mouse, online, pain, send 

area, captivity, conservation, costume, endangered, forest, grow, panda, wild, worker

bring, hold, movable, move 

leopard, mountain, reserve, wildlife

cry, dream, imagine, laugh

centimeter, kilogram, liter, meter 

code, engineering, program, project 

against the law, rain forest, return, sell 

Vocabulary Strategy:

Vocabulary Strategy:

The suffix -able

Compound words

Reacting

Writing PROJECT Pronunciation Express yourself



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Quantifiers: Talking and asking about quantity How many different kinds of camels are there? How much food do they eat every day? Adverbs: Saying how you do something Elephants can swim very well. The three-toed sloth moves very slowly.

A Wild Animal Isn’t a Pet Reading Strategy:

Identify the main point of a paragraph

Identify sequence of events

Squishy Robot Fingers

Into the Real Wild: Photographing Pandas with Ami Vitale

Change the World National Geographic Explorer: Chad Jenkins, Computer Scientist/Roboticist

Use Your Skills National Geographic Explorer: Juliana Machado Ferreira, Conservation Biologist

Genre: Contrast paragraph

Genre: Fact sheet

Focus: Use contrast words

Focus: Categorize and organize information

• Presentation   • Design a robot   • Invitation 

• Quiz show   • Journal entry   • Wild animal poster

The th sound

Short vowel sounds

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Mission

Reading Strategy:

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Video

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Should and shouldn’t: Giving advice They should study for this math test. You shouldn’t buy this robot. It’s very expensive. Girls Can Code

Reading

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Checking facts

Can and can’t: Talking about ability My robot can talk, but it can’t open doors. Grammar

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Vocabulary

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• Talk about successful conservation projects.  • Use phrases to check facts.  • Use quantifiers to talk and ask about quantity.  • Use adverbs of manner.  • Write a fact sheet about an animal. 

• Talk about how robots can help people.  • Use phrases to express different reactions.  Language Objectives • Use can and can’t to talk about ability.  • Use should and shouldn’t for advice.  • Write a paragraph of contrast. 

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THEME

Creative Expression: Advertisement Robotosaurus Rex Making connections: Robots and animals

SAMPLE COPY, NOT FOR DISTRIBUTION

35

5

6

Water

How to protect and preserve water

Architecture, photography, and preservation of buildings

• Talk about the water cycle.  • Brainstorm solutions.  • Use the present progressive to talk about what is Language happening now.  Objectives • Use there was and there were to describe a situation in the past.  • Write a paragraph of persuasive writing. 

Speaking Strategy

amazing, building, busy, center, entrance, focus, hospital, important, interesting, museum 

clean, dirty, safe, unsafe 

inside, outside, roof, take photos 

less, reusable, toilet, water 

castle, cathedral, mosque, theater 

cloth, plastic, recycle, reuse 

angle, curve, rectangle, straight line, unusual 

Vocabulary Strategy:

Vocabulary Strategy:

The prefix un-

Collocations with take

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Brainstorming solutions

Expressing opinions and responding to them

Writing

PROJECT Pronunciation Express yourself

36

Simple past: Asking and answering questions about the past Where did you go last summer? We went to Beijing. We didn’t fly there. We went by train.

An Ocean of Plastic

Queen of the Curve

Reading Strategy:

Reading Strategy:

Identify author’s purpose

Boyan’s Big Idea

Preserving Our Heritage with Ross Davison

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Identify examples and explanations

Protect Our Water National Geographic Explorer: Osvel Hinojosa Huerta, Conservationist

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Mission

Simple past: Talking about the past They took photos of a temple, a church, and a castle there.

There was and There were: Talking about the past There were a lot of dead fish in the river.

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Video

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Present progressive: Talking about what is happening now and about things that always happen My brother is always taking long showers! Grammar

Reading

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cloud, freshwater, ground, ice, lake, melt, ocean, rain, river, salt water, sky, snow, underground

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Vocabulary

• Talk about how buildings make us feel.  • Express opinions and respond to them.  • Use the simple past to talk about the past.  • Ask and answer questions about the past.  • Write a paragraph of opinion. 

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THEME

The City: Past, Present, and Future

Know Your History National Geographic Explorer: Ross Davison, Heritage Conservationist

Genre: Persuasive paragraph

Genre: Opinion paragraph

Focus: Use persuasive phrases to give advice

Focus: Give reasons to support your opinion

• Poster   • Comic strip   • Presentation

• Architecture display  • Biographical poster   • Design a school building 

Long vowel sounds

The n and ng sounds

Creative Expression: Tour description A Tour of Thun, Switzerland Making connections: Water, buildings, and history

SAMPLE COPY, NOT FOR DISTRIBUTION

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8

Amazing Space

Space and technology

Travel and vacations

• Talk about space exploration. • Make and respond to suggestions. Language Objectives • Use comparative adjectives to compare two things. • Use superlative adjectives to compare three or more things. • Write a paragraph using comparison and contrast.

airport, by (boat/bus/train), leave, pack, passport, public transportation, spend, ticket, tourist, trip

astronaut, atmosphere, Earth, gas 

gift, hotel, local, tour

bright, storm, surface, wind 

beach, cave, island, valley

discover, image, lost, signal 

equipment, pull, snow shovel, tent

Vocabulary Strategy:

Vocabulary Strategy:

Capital letters for proper nouns

The suffix -ist

Making and responding to suggestions

Asking for and giving directions

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Speaking Strategy

galaxy, journey, one-way trip, orbit, planet, solar system, space, spacecraft, travel, universe

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Vocabulary

Comparatives: Comparing two things Saturn is much bigger than Earth, but it’s smaller than Jupiter. Superlatives: Comparing three or more things Jupiter is bigger than Saturn, but the biggest object in our solar system is the sun. Satellites Above

Writing PROJECT Pronunciation Express yourself



In, on, and at: Saying when things happen On Friday, we’re going to fly to Prague. Kite-skiing in the Arctic

Reading Strategy:

Visualize

The Electric Wind of Venus

Student Expedition: Tanzania

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Mission

Going to: Describing future plans What are you going to do for your birthday?

Connect text to prior knowledge

Think Like a Scientist National Geographic Explorer: Brendan Mullan, Astrobiologist

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Video

Reading Strategy:

Get Outside! National Geographic Explorer: Sarah McNair-Landry, Adventurer/ Cinematographer

Genre: Compare and contrast paragraph

Genre: Blog post

Focus: Use words for comparison and contrast

Focus: Parts of a blog

• Interview  • Presentation  • Timeline

• Tour itinerary   • Blog entry   • Map

The soft and hard g sounds

Silent letters

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Grammar

• Talk about travel. • Ask for and give directions. • Use going to to describe future plans. • Use in, on, and at to say when things happen. • Write a blog post about vacation plans.

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THEME

See the World

Creative Expression: Blog Welcome to Haneul’s Awesome Blogging World Making connections: Space and travel

SAMPLE COPY, NOT FOR DISTRIBUTION

37

Unit 0

Welcome!

In This Unit Sections • The Alphabet • Greetings and Introductions • Classroom Language • Months of the Year and Days of the Week • Seasons • Numbers • Colors • Telling Time • Plurals

Grammar topics

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• Subject pronouns and be • Object pronouns • Possessive adjectives • Possessive pronouns • A, an, and the • This, that, these, and those • Prepositions of place • Count and noncount nouns

Listen, point, and repeat.

TR: 2

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The Alphabet

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Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz

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Warm Up

• Ask students to open their books to pp. 8−9. Point

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out the unit title Welcome! and invite students to repeat it after you. Make a sweeping gesture around the room with your arm, smile, and say Welcome to the class!

Present 

1

• 1 Draw students’ attention to the letters of the alphabet in Activity 1. Say These are the letters of the alphabet in English. Move your finger across the rows of letters, to show the correct order of the alphabet. Point to Aa in the Student Book. Say This is the letter A. Write A and a on the board. Say These letters are both the letter A. The big letter is called a capital letter. We use capital letters at the beginning of names—names of people, places, and certain things.

38

Unit 0

• Say Now we’re going to listen (cup your hand behind your ear to demonstrate listening) and point (demonstrate pointing to the letters of the alphabet in the book). Play TR: 2. Tell students to listen and point to each letter as they hear it. Say Let’s listen again (cup your hand behind your ear) and repeat (pantomime speaking). Play TR: 2 again. This time, students listen, point, and repeat each letter.

Practice • Ask Can you remember the letters of the alphabet? Point to each letter in order. Have students say its name. If necessary, play the track again. Then, try pointing to letters in random order, asking, for example, Is this L or W?

SAMPLE COPY, NOT FOR DISTRIBUTION

4/7/17 4:47 PM

Unit Opener Objectives

Students will • identify the letters of the alphabet. • use the letters of the alphabet and say A is for . . . , B is for. . . .

Academic Language  capital letter, listen, point, repeat

Resources  Online Workbook/Workbook p. 2; TR: 2 (Audio CD/Website/CPT)

Materials  note cards, globe or map of

Be the Expert

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the world (optional)

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“A is for Athens.”

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Apply

• Have students look at the photo on pp. 8−9. Say

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What a beautiful place! This is Athens. Draw attention to the capital letter A for the name of a place. If you have a globe or world map, point out where Athens is. Ask students what they can see in the photo. Have them respond. Then point to the caption, saying A is for Athens. Ask students to repeat. Say “A is for Athens” means that the first letter of Athens is A.

• Ask a student to tell you his or her name. Make a sentence with it, saying (P) is for (Panit). Write the sentence on the board. Then tell students to point to the first letter of their name in the alphabeton p. 8 and make a sentence like the one on the board for their own name. Call on several students one at a time to say their sentences aloud.



Teaching Tip If this is your first lesson with a new class, you will want to put the students and yourself at ease. Give yourself some simple tasks for the first lesson, including learning all the students’ names and speaking to every student at some point in the lesson. Make sure that the students feel that they have learned and used some English by the end of the class, and that they have spoken to several of the other students.

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Wrap Up

• Ask students to write their name on a card, and draw a picture of their favorite animal next to it. Help them with the English word for the animal they draw. Then show students how to fold the bottom of the card to make a base and have them stand the card on their desk or table.

• Encourage students to walk around the room and greet other students one at a time. Tell them to ask the name of each classmate's favorite animal, saying Hello, (classmate's name). What animal is that? Model for the class.

SAMPLE COPY, NOT FOR DISTRIBUTION The Alphabet 39

Greetings and Introductions Objective  Students will • use greetings and introductions.

Grammar  Subject pronouns and be Academic Language  circle,

World map, Lisbon, Portugal

Listen and repeat.

nice; names of countries and nationalities

Resources  Online Workbook/Workbook

What’s your name? Where are you from?

Hello! My name’s Tarek. Good / Nice to meet you.

Read and listen. Underline the greetings and introductions. Circle the questions in blue. TR: 4

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Materials  note cards

Questions

Hi! I’m Benjamina. This is Julia.

Nadia:

Hi! I’m Nadia. What’s your name?

Chang:

Hi, Nadia. My name’s Chang. I’m from China.

Nadia:

Good to meet you, Chang.

Chang:

Where are you from?

Nadia:

I’m from Turkey. This is my friend Gabriel. He’s from Argentina.

Chang:

Hello, Gabriel. Nice to meet you.

Gabriel:

Hi! Nice to meet you, too!

OK! I think we’re all ready to start. Welcome to your new English class!

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Mrs. Martin:

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pp. 3−4; TR: 3−6 (Audio CD/Website/ CPT)

TR: 3

Greetings and Introductions

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Content Vocabulary  good, name,

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contraction, greeting, introduction, match, sentences, subject pronouns

My name is Mrs. Martin. I’m from Australia.

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Complete the sentences with the words from the box. Argentinian

Australian

Chinese

Turkish

Turkish

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3. Gabriel is

2. Chang is

Chinese

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4. Mrs. Martin is

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Argentinian Australian

. .

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Warm Up

• If students made name cards in the previous lesson,

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tell them to display them on their desks. If not, direct them to make a name card or badge now. Encourage students to greet the other students around them by name, saying, for example, Hi, Pablo! or Hello, Rosa!

Present 

• 4 Say Chang is from China. Chang is Chinese. Write

2

• 2 Say Hello and Hi are greetings. Let’s listen to some more greetings and introductions. Open your books to page 10. Point to the box in Activity 2. Play TR: 3. Tell students to listen and read along silently. Play TR: 3 again, and ask students to listen and repeat.

Practice 

3

Read aloud the instructions for Activity 3. Model the activity. Read the first line of the conversation.

Unit 0

China and Chinese on the board. If students know any other countries and the words for their nationalities, write them on the board, too. Ask students to complete Activity 4 individually. Remind them to look back at the dialogue in Activity 3 for help. Check answers as a class.

Present 

4

• 3 Say Listen to some students making friends.

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Say “Hi!” is a greeting, so I’ll underline it. “I’m Nadia” is an introduction, so I’ll underline that, too. “What’s your name?” is a question, so I’ll circle that. You may want to explain that what’s and name's are short ways of saying what is and name is. Play TR: 4 and tell students to complete the activity. Replay TR: 4, pausing to confirm the answers.

5

• 5 Ask students to look at the grammar box on p. 11. Say I’m (your name). I’m is another way of saying I am. I is a subject pronoun. Am is part of the verb be. Be is a very useful verb in English!

SAMPLE COPY, NOT FOR DISTRIBUTION

5

Listen and repeat.

TR: 5

Be the Expert

GR AMMAR Subject pronouns and be Full forms

Contractions

Full forms

Contractions

I am You are He/She/It is We are You are They are

I’m You’re He’s/She’s/It’s We’re You’re They’re

I am not You are not He/She/It is not We are not You are not They are not

I’m not You aren’t He/She/It isn’t We aren’t You aren’t They aren’t

Teaching Tip Put students at ease and build trust by giving plenty of encouragement, particularly at this early stage in the year. Every time they answer a question correctly, say Yes! Well done! or Good job! When fluency rather than accuracy is the focus of an activity, don’t jump in to correct errors immediately, as this can inhibit students’ speaking. Note common errors to work on later.

My name’s Sara. I’m from Spain. His name’s Alan. He’s from France. He isn’t from Spain.

6

Look at Activity 3 again. Circle all the examples of the verb be in red. I’m, What’s, name’s, I’m, are, I’m, is, He’s, we’re, is, I’m

7

Listen and match. Then make sentences.

Bulgarian

Spanish

Malaysia

Bulgaria

Mexico

Mexican

Brazilian

Malaysian

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Spain

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Brazil

TR: 6

1. Nor is Malaysian. She's from Malaysia.

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2. Karina is Brazilian. She’s from Brazil.

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3. Daniel is Mexican. He’s from Mexico. 4. Andrei is Bulgarian. He’s from Bulgaria.

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Work in groups. Imagine you are in the U.S. for a month to study English. Copy and complete the card to the right. Ask and answer.

STUDENT REGISTRATION English Language School

Name:

Nationality:

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I’m Junko. I’m from Japan. What’s your name? Where are you from? Hi, Junko. My name’s Mayumi. I’m from Malaysia.

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5. Alicia and Sandra are Spanish. They’re from Spain.

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• Play TR: 5 and ask students to listen and read along.

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Explain that I am is the full form, I’m is the short form, called a contraction. Write He’s and She’s on the board. Ask When do we use he and when do we use she? Confirm that he is for a boy or man, she is for a girl or woman. Play TR: 5 again, pausing after each full form for the students to say the contraction. Have students repeat the final sentences.

Practice 

6

7

• 6 Put students into pairs. Read the directions for Activity 6 aloud. Help students find the first two examples of the verb be in the dialogue in Activity 3 (I’m and What’s). Then have pairs complete the activity. Check answers as a class.

• 7 Review the countries and nationalities on the board. Play TR: 6 and ask students to complete the matching activity individually. Tell students to complete and write the sentences. Remind them to



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refer to the grammar box if they need help with the correct form of be. When they have finished writing, play TR: 6 again and check answers.

Apply 

8

• 8 Read aloud the directions for Activity 8. Ask students to copy and complete their cards individually. Help them to spell their nationality correctly, if necessary. Put students into small groups. Ask a pair to model the dialogue in the speech balloons for the class. Then tell students to ask and answer questions about themselves in their groups.

Wrap Up • Have pairs of students walk around and introduce themselves to the other students. Model with a student partner. Say Hi, I’m (your name). I’m from (Mexico). This is (José Luis). He’s (Mexican), too. Prompt another pair to respond Nice to meet you.

Greetings and Introductions 41 SAMPLE COPY, NOT FOR DISTRIBUTION

Classroom Language

Classroom Language

Listen and repeat.

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TR: 7

TEACHEr

Objective  Students will • use classroom language that teachers and students commonly use. conversation

Content Vocabulary  answer, be quiet, close, mean, open, page, pairs, repeat, sit down, sorry, spell, understand, write

Resources  Online Workbook/Workbook p. 5; TR: 7−8 (Audio CD/Website/CPT)

STUdENTS

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you repeat that, please? • Can • What page is it again? • What does . . . mean? do you spell . . .? • How sorry, I don’t understand. • I’m do you say . . . in English? • How • I’m sorry I’m late.

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Academic Language  act out,

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down, please! • Sit please! • BeOpenquiet, books to page 5. • Listenyour • to the recording. • Work in pairs. • Hurry up, please! • Close the door, please. • Write your answers in your books.

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Warm Up

• Say Let’s learn some classroom language—things

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that teachers and students say. For example, read, point, and listen are words that are used a lot in the classroom. Invite students to suggest other classroom words and phrases. Write them on the board.

Present 

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10

• 9 Ask students to open their books to p. 12 and look at Activity 9. Read aloud the two headings, and say First, let’s listen to things that teachers say. Play the first part of TR: 7, while students listen and read along. Then read aloud each “Teacher” sentence, pantomiming an action for each one, and encouraging the students to copy the actions.

• Say Now let’s listen to things that students say. Play the second part of TR: 7, while students listen and read along. Ask What contraction with be do you see?

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What is it short for? (I'm; I am) Then draw students’ attention to the symbols to the right of the sentences, and explain page, spell, and late. Replay TR: 7 and have students listen and repeat. Encourage students to copy the intonation in the questions.

• 10 Tell students to look at the photo on p. 13 and describe what they see. Have students respond. Then say Now let’s listen to a classroom conversation. The teacher’s name is Mrs. Martin. Play TR: 8 while students listen and read along. Ask Is there anything you don’t understand? Give students a chance to ask about any unfamiliar words or sentences. Check students’ understanding of the conversation by asking questions such as the following: What does Daniel ask? Nadia gives the right answer. What does Mrs. Martin say to her? Which student is late? Why does Gabriel say he’s sorry?

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Teaching Tip Playing games is an enjoyable way of practicing and consolidating learning in the classroom. The best language games provide different ways of practicing the language and make students relax, which reduces their anxiety about making mistakes. Think about games you’ve played outside the classroom, and see if you can adapt them for classroom use. 10 7 Read and listen

Alberto: Mrs. Martin:

His name is Max Lowe. Yes, that’s right. Well done, Nadia. Now let’s watch . . . I’m sorry I’m late, Mrs. Martin. Hurry up, please, Alberto! Gabriel, don’t talk to Chang.

Gabriel:

Sorry, Mrs. Martin.

Mrs. Martin:

Now, let’s watch . . .

Alicia: Mrs. Martin:

ng

Open your books to page 40. Let’s look at the photo. He’s a National Geographic Explorer. What’s his name?

ni

Nadia: Mrs. Martin:

Can you repeat that, please?

ar

Mrs. Martin:

Be quiet, please! Open your books to page 40.

Mrs. Martin, I can’t see.

Le

Daniel:

ap hi c

Mrs. Martin:

TR: 8

Oh. Well, move your chair over here. Good. Now, is everyone ready? Let’s watch the video.

11 Work in small groups. Act out the conversation from Activity 10.

lG eo gr

12 Now make up your own conversation. Use classroom language from Activity 9.

OWI_F_SE_24787_008-025_U00_PPDF.indd 13

Practice 

io na

11

• 11 Put students into groups of three. Say Now let’s

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at

act out the conversation from Activity 10. Choose roles in your groups. One of you is the teacher, Mrs. Martin. One of you can say all the boys’ lines, and the other can say the girls’ lines. Give students time to assign roles. Say First, let’s listen to the conversation again. Listen carefully to your characters’ lines. Play TR: 8 again while students listen. Then have students work in their groups to act out the conversation.

Apply 

12

• 12 Read aloud the Activity 12 directions. Say Now you get to make up a new conversation. Tell groups to choose someone new to role-play the teacher. Remind them to look on p. 12 for the language to use. Help groups as necessary. When they have written and practiced their conversations, invite groups to act them out for the class.



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Wrap Up • Play Simon Says using some of the teacher instructions that students can easily act out, for example, sit down, open your books, close your books, hurry up (demonstrate running in place), listen, write, and point. Tell students that they can only carry out the instruction if you first say Simon says. Give students a chance to practice the game. Have them stand up. Say Simon says sit down. (Students sit down.) Open your books. (Students don’t respond.) Once students have practiced for a few minutes, explain that any student who makes a mistake is “out.”

• When students are comfortable playing the game, say Let’s begin! Invite students to take turns being Simon and giving the instructions for the rest of the class to follow. Encourage students to think of other instructions they can say, for example, clap your hands, scratch your head, point to the door, and so on.

Classroom Language 43 SAMPLE COPY, NOT FOR DISTRIBUTION

Months of the Year and Days of the Week

Months of the Year and Days of the Week

13 Listen and repeat.

Objectives  Students will • use vocabulary for the months of the year. • use vocabulary for the days of the week.

TR: 9

January

February

March

April

May

June

July

August

September

October

November

December

14 Listen and repeat. Monday

Tuesday

TR: 10

Wednesday

Thursday

Friday

Saturday

Sunday

Content Vocabulary  the words for the days of the week and months of the year

15 Work in pairs. Ask and answer questions.

Resources  Online Workbook/Workbook

What day is it today?

p. 6; TR: 9−10 (Audio CD/Website/ CPT)

What month is it? It’s Monday.

Materials  a calendar, school schedule,

It’s August.

Seasons

or diary (optional), pieces of paper

TR: 11

summer

wet season

fall

ap hi c

Le

spring

ar

ni

ng

16 Listen and repeat.

winter

dry season

lG eo gr

17 Work in pairs. Ask and answer questions. What season is it?

What season is it? It’s summer.

It’s the dry season.

14

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io na

Warm Up

• Ask How many months are there in a year? (12) How

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many days are there in a week? (seven) Say We’re going to talk about months of the year and days of the week. We’re also going to learn about seasons and numbers. If you have a calendar, schedule, or diary, show it to the students. • Explain that people use it to plan or mark the important events or days in their lives, such as birthdays. Ask Do any of you use a diary? Ask students who do to give the class examples of what they write in their diaries.

Present 

13 14

4/7/17 4:49 PM

up a Student Book as you run your finger along the three rows, to show the correct order of the months. Play TR: 9 and tell students to listen and follow along in their books. Ask What do you notice about how the months are written? (The first letter is a capital letter.) Why do we use capital letters? (because they’re names) Remind students how they wrote names of places and their own names with capital letters.

• Play TR: 9 again. Have students listen and repeat. Make sure students pay attention to and repeat the stress on the correct syllable of each word. (Note: Words that stress the first syllable: January, February, April, August; words that stress the second syllable: July, September, October, November, December)

• 13 Ask students to open their books to p. 14 and look at Activity 13. Say In the box are the months of the year, starting at the beginning of the year. Hold

44

Unit 0

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert • 14 Draw students’ attention to the word box in Activity 14. Say These words are names, too. They begin with capital letters. What are they the names of? (the days of the week) Play TR: 10 and tell students to listen and follow along. Then play the track again. This time tell students to listen and repeat.

Practice 

Teaching Tip Teach students to use the Look, Say, Cover, Write, Check method to help them learn the spelling of difficult words, such as the days of the week and months of the year.

15

• 15 Put students into pairs. Read the directions for Activity 15.

1. Copy the word. Make sure spelling and capitalization are correct. 2. Look at the word. Notice the number of letters and shape of the word. 3. Say the word, using correct pronunciation. Then sound out each letter. 4. Cover the word. Visualize how it looks. 5. Write the word again. No peeking. 6. Uncover the word. Check if you wrote it correctly.

ng

Choose a student to take turns reading the text in the speech balloons with you. Then say to the class Now you take turns to ask and answer the questions. Give pairs time to ask and answer the questions in the speech balloons. Then say Now ask and answer the questions again. This time, point to a different day and month in the boxes. Give students time to repeat the activity, answering with the day and month their partner points to.

N

at

io na

lG eo gr

ap hi c

Le

My favorite day of the week is Thursday. On Thursday evening I go swimming. Then I visit my Aunt Elena. I like Thursdays. Ask What’s your favorite day? Give each student a piece of paper to write the name of their favorite day of the week and draw a picture of what they do on that day. When they have finished, invite students to the front of the room to say the name of their favorite day and show the class their picture. Help them to talk about one thing they drew in their picture.

ar

• Tell the class about your favorite day of the week. Say, for example,

ni

Wrap Up



Months and Days 45 SAMPLE COPY, NOT FOR DISTRIBUTION

Seasons and Numbers

Months of the Year and Days of the Week 13 Listen and repeat.

Objectives  Students will • use vocabulary for the seasons. • use vocabulary for numbers.

February

March

April

May

June

July

August

September

October

November

December

14 Listen and repeat. Monday

Content Vocabulary  anagram, dry

TR: 9

January

TR: 10

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

15 Work in pairs. Ask and answer questions.

season, fall, seasons, spring, summer, wet season, winter; numbers 1–1000, cardinal number, ordinal number

What day is it today?

What month is it? It’s Monday.

It’s August.

Seasons 16 Listen and repeat.

TR: 11

Resources  Online Workbook/Workbook p. 7; TR: 11−12 (Audio CD/ Website/ CPT)

spring

summer

wet season

fall

winter

dry season

17 Work in pairs. Ask and answer questions. What season is it?

What season is it? It’s the dry season.

ni

It’s summer.

14

Le

Wrap Up

lG eo gr

p. 14: Seasons. Ask What do you see in the photos? How are they different from one another? Help students with the language they need to express their ideas. Say In some parts of the world, there are four seasons in the year. Point to the four photos for spring, summer, fall, and winter. Say In other parts of the world, there are two seasons. Point to the photos for wet season and dry season. Ask How many seasons do we have here? Have students respond.

• Have the students each choose a day, a month, or a

ap hi c

16

• 16 Tell students to look at the bottom half of

io na

• Play TR: 11. Tell students to listen and point to the

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correct photo for each season and read the word. Ask What do you notice about how the seasons are written? Confirm that when we write the seasons of the year, we don’t write a capital letter at the beginning. Play TR: 11 again and have students listen and repeat.

Practice 

17

• 17 Put students into pairs. Read the directions for Activity 17. Ask a pair to read the examples in the speech balloons. Then have partners take turns asking and answering the questions. Have partners repeat the activity. Tell the students who ask the question to point to a different season. The other students answer with the season their partner points to. Have them take turns asking and answering.

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ar

OWI_F_SE_24787_008-025_U00_PPDF.indd 14

Present 

ng

Materials  pieces of paper

season at random and write it on a piece of paper. Below it, tell them to write an anagram of the word (the same word with the letters in a different order). Demonstrate by writing gAuuts on the board. Ask Which month is this? (August) Invite a student to write his anagram on the board, and tell the other students to raise their hands when they have guessed what it is. Invite one of the students who guessed correctly to come and write her anagram on the board. Repeat with other students.

Present 

18

• 18 Draw students’ attention to the boxes of numbers on p. 15, and say Now let’s learn about numbers. Display numbers 1–5 in a chart: 1

one

first

2

two

second

3

three

third

4

four

fourth

5

five

fifth

• Point to the numbers in the first column and read them aloud. Have students repeat. Say These numbers answer the question How many? They’re called cardinal numbers. Point to the second column and explain that these are the same numbers, spelled out in words.

SAMPLE COPY, NOT FOR DISTRIBUTION

Numbers 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

one two three four five six seven eight nine ten eleven twelve thirteen fourteen fifteen sixteen seventeen

Be the Expert

TR: 12

first second third fourth fifth sixth seventh eighth ninth tenth eleventh twelfth thirteenth fourteenth fifteenth sixteenth seventeenth

18 19 20 21 22 30 40 50 60 70 80 90 100 101 235 999 1,000

eighteen nineteen twenty twenty-one twenty-two thirty forty fifty sixty seventy eighty ninety one hundred one hundred one two hundred thirty-five nine hundred ninety-nine one thousandth

eighteenth nineteenth twentieth twenty-first twenty-second thirtieth fortieth fiftieth sixtieth seventieth eightieth ninetieth hundredth

Grammar in Depth Cardinal numbers (one, two, three, etc.) are numbers that describe quantity, or “counting numbers.” Ordinal numbers (first, second, third, etc.) describe order or position. When expressing an ordinal number in figures, take the last two letters of the written word (e.g., the st of first) and add them to the number. The first three ordinal numbers are irregular. Point out to students the difference in spelling between four and forty, and that they also need to be careful with the spelling of the words fifth, eighth, ninth, twelfth, and the words ending in -y.

ng

18 Listen and repeat.

19 Work in groups. Ask and answer questions.

Teaching Tip

How old are you?

ni

When’s your birthday?

I’m fourteen years old.

Students may find it difficult to make the link between numbers in words and in figures, so it’s best to take this slowly at first, and make sure students practice their numbers often. This will ensure that students become familiar and fluent with numbers. Build a stock of simple number games, such as matching words and figures, playing Bingo!, reciting and repeating telephone numbers, and doing simple calculations in English when you have extra time at the end of a lesson.

lG eo gr

ap hi c

Le

ar

My birthday is on August 29.

OWI_F_SE_24787_008-025_U00_PPDF.indd 15

io na

• Point to and read the words in the third column on

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the board. Have five students come to the front of the class and line up. Go to the first one in line, and say (Ana) is first. Move along the line, saying (Leon) is second, and so on. Say The words first, second, third, and so on, are called ordinal numbers. Explain that we use the ordinal numbers to say the position of something or someone in order. Tell the five students to sit down, and thank them for their help.

• Have students look at the list of numbers in Activity 18. Play TR: 12 and tell students to point to each number as they hear it, and then repeat the word.

Practice 

19

• Say We also use ordinal numbers to talk about dates. If you want to tell someone when your birthday is, you use the month and the ordinal number. To say how old we are, we use cardinal numbers. Write the numbers 23 to



15

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31 on the board. Elicit and write the ordinal numbers that go with them (twenty-third to thirty-first) as they aren’t listed on p. 15. Read aloud the text in the speech balloons. Choose two students, and ask them both questions. Prompt them to respond.

• 19 Put students into groups of four or five. Tell them to take turns asking the other students in their group the two questions. Encourage them to help each other to answer with the correct form of the numbers.

Wrap Up • Divide the class into two teams. Have a student from each team come to the front of the class. Call out any number from 1 to 1,000, and tell the two students to write it in figures on the board. The first student to write it correctly gets a point for that team. Have teams continue to write numbers until everyone has had a turn. Then add up the points and announce the winning team.

Seasons and Numbers SAMPLE COPY, NOT FOR DISTRIBUTION

47

Colors

Colors and Telling Time

20 Listen and repeat.

TR: 13

pink 21 Point and say.

Objectives  Students will • use vocabulary to talk about colors. • use vocabulary for telling time.

yellow

Content Vocabulary  half past, o’clock,

white

quarter after/to, time; names of colors

Resources  Online Workbook/Workbook

brown

pp. 8−9; TR: 13−14 (Audio CD/ Website/CPT)

orange

ng

gray

ar

ni

purple

lG eo gr

ap hi c

Le

blue

red

green

black

16

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io na

Warm Up

• Say Look around you in the classroom and out the

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window. What colors do you see? Invite students to name colors they see. Ask What’s your favorite color? Have students respond, then say In this lesson, we’re going to learn some more color words.

Present 

20

• 20 Ask students to open their books to p. 16 and look at the photo. Say What beautiful colors! Can you see your favorite color in the photo? Say Let’s listen to the names of the colors. Hold up the book and trace with your finger the names for each color in the order in which students will hear them on the audio track. Play TR: 13 while students listen and point.

• Say Now let’s listen and repeat. Replay TR: 13. Have students repeat each word. Then call out the colors in random order and have students point to each one.

48

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Practice 

21

• 21 Read the directions for Activity 21. Put students into pairs. Say Take turns. One of you points to a color in the photo. The other student names the color. Go around the class, monitoring and helping as needed.

Present 

22

• 22 Ask students to look at Activity 22 on p. 17. Say See the two rows of clocks. We use clocks to tell time. Why is it important to know what time it is? Point to each pair of clocks. Explain that each pair shows the same time, but in a different way. Say Now let’s listen to how to say the times. Play the first part of TR: 14 while students listen, point, and read along. Make sure they understand that the sentences below the second, third, and fourth pairs of clocks are two different ways to say the same time.

SAMPLE COPY, NOT FOR DISTRIBUTION

Telling Time 22 Listen and repeat.

Be the Expert

TR: 14

The Time What time is it?

Teaching Tip

It’s one o’clock.

It’s half past two. It’s two thirty.

in the morning

It’s quarter to three. It’s two forty-five.

in the afternoon

If your students are not confident telling time, incorporate practice into your class routine. For example, towards the end of the lesson, ask What time is it, please? When a student responds, say Thank you, (Hana). So, we have ten minutes before lunch. Let’s play a game!

It’s quarter past four. It’s four fifteen.

in the evening

23 Work in pairs. Look at the map of Australia.

ng

Write the times in words. Then read. What time is it in Perth?

four thirty in the afternoon

.

It’s

What time is it in Sydney?

What time is it in Adelaide?

six o’clock in the evening

24 Work in pairs. Ask and answer. What time is . . . • lunch? • breakfast?

.

It’s

• your favorite TV show? • your last class at school?

io na

• Point to the three pictures of the sun and say Now let’s listen to words for parts of the day. Play the second part of TR: 14 while students listen and read along.

at

• Say Let’s listen and repeat. Replay TR: 14. Then read

N

aloud sentences or phrases about time, such as It’s four fifteen, and have students point to the right clock.

Practice 

23

• 23 Put students into pairs. Have them look at the map of Australia. Explain that a.m. means in the morning and p.m. means in the afternoon or evening. Read the activity directions. Demonstrate by reading the question in the first speech balloon, and having students point to the correct time on the map. Then call on a student to read aloud the answer given in the book. Have pairs complete the activity. Circulate and confirm the answers, then have pairs practice reading the questions and answers.



.

.

Lunch is at one o’clock.

• your favorite club? • your first class at school?

OWI_F_SE_24787_008-025_U00_PPDF.indd 17

five thirty in the afternoon

lG eo gr

It’s

five o’clock in the afternoon

Le

It’s

What time is it in Cairns?

ap hi c

What time is it in darwin?

ar

ni

It’s three o’clock in the afternoon .

17

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Apply 

24

• 24 Read the directions for Activity 24. Make sure students understand all the bulleted words and phrases. Tell students that they need to use the word at in their answers. Ask What time is lunch? On the board, write Lunch is at __ . Invite a student to complete the sentence. Then have partners do the activity. When they’re finished, call on pairs to model questions and answers for the class.

Wrap Up • Play a game of True or False using the language for colors and times from the lesson. Call out a sentence, and prompt students to say Yes! for a true sentence and No! for a false sentence. For example, hold up an object that is blue and white and say It’s blue and red. Students say False! Call on students to correct false sentences. Then let students call out their own sentences.

Colors and Telling Time 49 SAMPLE COPY, NOT FOR DISTRIBUTION

25 Listen and repeat.

Grammar

TR: 15

GR AMMAR Object pronouns It’s for me. This is for you. It belongs to him. I’m with her.

Objective  Students will • use object pronouns to replace nouns.

Grammar  Object pronouns Academic Language  object pronouns Content Vocabulary  belong, bold,

I don’t like it. Come with us. It belongs to you. It’s for them.

26 7 Listen and read. Circle the object

pronouns. 1.

Maria:

Resources  Online Workbook/Workbook Francesco:

p. 10; TR: 15−16 (Audio CD/Website/ CPT)

Maria:

Hi, Francesco. Where’s Teresa? I don’t know. She isn’t at school today. Oh, I usually have lunch with her.

Stefano: Anna:

I like your bike. It’s really cool! Thank you! I love it.

3.

Roberto: Claudia:

Who’s that boy? I don’t know him. He’s a new student here.

4.

Antonio: Luca:

Hurry up, Luca! It’s three thirty. We’re late! I know! I hope Mrs. Martin isn’t angry with us!

ni

ar

Circle the correct words.

27

ng

2.

Le

italic, lunch, shoes, student

TR: 16

ap hi c

1. Who is this girl? I / Me don’t know she / her . 2. He / Him is a very good student. 3. Where is my book? I / Us can’t find him / it . 4. Us / We are in classroom B today. 5. He / Him doesn’t like we / us .

lG eo gr

6. Look at these shoes! I like they / them .

18

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io na

Warm Up

• Ask Can you make a sentence about yourself using

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the verb be? Prompt students to respond. When a student makes an appropriate sentence, repeat it, for example, say (Sam) said “I’m fourteen years old.” He’s fourteen years old. Write I’m and He’s on the board, and circle I and He. Ask Can anyone remember what we call these words? If students are unsure, tell them to look back at the grammar box on p. 11. Say These words are pronouns. When they come before the verb, they’re subject pronouns. Today we’re going to learn about a different kind of pronoun: object pronouns.

Present 

their attention to the grammar box and read the title. Say Let’s listen to some sentences with object pronouns. Play TR: 15 and tell students to listen and read along. Say Notice that the object pronoun in each

Unit 0

• Say Pronouns are very useful. They’re little words that can be used to replace nouns. They stop us from repeating the same words. On the board, write: Luca is my friend. I walk to school with Luca. Francesca and Natalia are from Italy. I go swimming with Francesca and Natalia.

25

• 25 Have students open their books to p. 18. Draw

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sentence is darker than the other words. The dark print is called bold print. It's used here to help you focus on the pronouns. Read aloud each sentence in the box, one at a time, and have the students call out the object pronoun.

• Read aloud the first two sentences. Point to Luca in the second sentence and say Luca is a boy’s name. Which pronoun can we use instead of Luca? Encourage students to try saying different pronouns in place of

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Luca. Then cross out Luca in the second sentence and ask What do you think I should write? (him) Do the same with the other pair of sentences, crossing out Francesca and Natalia in the second one and prompting students to say the correct pronoun. (them) Remind students that him and them are object pronouns. Object pronouns come after the verb, often at the end of a sentence. Ask Where do subject pronouns come? (before the verb)

Grammar in Depth Subject and object pronouns are usually called personal pronouns, although in fact they’re used for objects and other things as well as people. When we have already named a person or an object once, or when it’s clear from the context who or what is being referred to, we usually use a pronoun instead of the noun.

• Play TR: 15 again and have students listen and repeat each sentence.

Practice 

We use a subject pronoun instead of a noun when it’s the subject of the verb: This is Lucy. She’s my sister. We use an object pronoun when it’s the object of a verb or preposition: I often play tennis with her.

26 27

ni

lG eo gr

ap hi c

read the sentences and complete the activity together. Tell students that they need to circle one of the words in each pair of italic, or slanted, words. Explain Sometimes you will circle a subject pronoun. Sometimes you will circle an object pronoun. Think about where the word comes in the sentence. Do the first one together. Say Do we say “I don’t know” or “Me don’t know”? (I) Do we say “I don’t know she” or “I don’t know her”? (her) Circulate as pairs complete the activity. Provide assistance as necessary. When students have finished, check answers as a class.

Reassure students who find using grammar terminology difficult. Some students will find it helps to use gestures and actions to reinforce grammatical concepts. For example, you could ask students to clap their hands when they hear or read a subject pronoun, and tap on the desk for an object pronoun. They could practice this by listening to the dialogues in Activity 26, and doing the correct action for each pronoun they hear.

ar

• 27 Read the directions for Activity 27. Put students into pairs to

Teaching Tip

Le

look at the words in bold print in the grammar box if they need to check which words are object pronouns. Play TR: 16. Tell students to just listen and read along the first time. Play the track again and have students complete the activity. Check answers by asking pairs of students to read aloud each dialogue. Tell the rest of the class to raise their hands when they hear the object pronoun.

ng

• 26 Read the directions for Activity 26 aloud. Remind students to

Wrap Up

• Call out an object pronoun and ask students to raise their hands

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io na

when they have thought of a sentence using it. Have students say their sentences, and praise any correct and original sentences using the pronoun. Help students who use the pronoun incorrectly to see their mistake by addressing the whole class. Then gently guide the students to restate their sentences correctly.



Object pronouns SAMPLE COPY, NOT FOR DISTRIBUTION

51

28 Listen and repeat.

Grammar

TR: 17

GR AMMAR Possessive adjectives

Objective 

It’s my cat. Is this your house? No, it’s his house. It’s her bag.

Students will • use possessive adjectives to talk about possession, or ownership.

Grammar  Possessive adjectives Academic Language  possessive

This is its food. Are these your books? Yes, they’re our books. Where are their books?

29 Circle the correct word.

adjectives

1. Carla has got a twin brother. His / Her name is Pedro.

Content Vocabulary  backpack, food,

2. They have got one cat. Its / Their name is Cosmo.

hiking

3. Carla and Pedro like purple. It’s his / their favorite color.

Resources  Online Workbook/Workbook

4. I love purple, too. It’s my / her favorite color!

p. 11; TR: 17 (Audio CD/Website/CPT)

Materials  cloth or paper bag, pieces

30 Look at the photo. Complete the sentences with the names. Circle the

correct word. Amy 1.

of paper

likes hiking with her / their dad.

Amy ’s shirt is blue. His / Her backpack is red and black. Bai ’s shorts are gray. His / Our backpack is green.

ng

2. 3.

Amy ’s hair is a Bai ’s hair is gray. different color. Her / Our hair is brown.

5.

Bai Amy and like the flowers in the mountains. Their / Its favorite flowers are yellow.

lG eo gr

ap hi c

Le

ar

ni

4.

Amy Bai 19

OWI_F_SE_24787_008-025_U00_ptg02.indd 19

28

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Present 

• 28 Have students turn to p. 19 in their books. Draw

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their attention to the grammar box and read the title. Say The words in bold are possessive adjectives. Let’s listen to how we use them. Play TR: 17 while students listen and read along.

• Pick up an object that belongs to you, and say, for example, This is my pen. Encourage a student to hold up an object that belongs to him or her and say This is my (book). Point to the object the student is holding and say It’s isn’t my book. It’s (her) book. Explain that we use possessive adjectives when we talk about things that belong to or relate to us. Play TR: 17 again, and ask students to listen and repeat each sentence.

5/1/17 12:43 PM

my cat your house his

house

her bag its food your books our books their books

Point to the words in the second column and tell students that possessive adjectives are always followed by a noun.

• Have students read aloud all the possessive adjectives in the grammar box, and the words that follow them. List them in two columns on the board:

52

Unit 0

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Practice 

29 30 Grammar in Depth

• 29 Put students into pairs. Tell them to read the pairs of sentences and circle the correct possessive adjective in each second sentence. Remind them that they need to think about who or what the possessive adjective is referring to. Read aloud the first pair of sentences, with the two options. Ask Which is correct, his or her? Whose name is being referred to in the second sentence, Carla’s or her brother’s? (her brother’s, so we circle His). Give pairs time to complete the activity, then check answers as a class.

Possessive adjectives are used before a noun to show ownership or a close relationship, for example: That’s my coat. His coat is brown. Juan is our brother. Their brother is called Luis. The possessive adjectives are my, your, his, her, its, our, their. Note that their form doesn’t change. For example, we don’t add an s when the possessive adjective is followed by a plural noun, as some languages do.

• 30 Ask a student to hold up something belonging to him or her. Point to the object and say, for example, That is Ayako’s ruler. It’s her ruler. Write both sentences on the board, and circle the 's in Ayako's. Say We use an apostrophe plus s after someone’s name to show something belongs to them. Give several other examples of this, using students’ names and things that belong to them.

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Make sure that students don’t confuse the possessive adjective its with it’s, which is a contraction of it is.

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aloud the people’s names. Say Bai and Amy are hiking. Hiking means walking a long way in the countryside. Do any of you like hiking? Elicit students’ responses and invite individual students to tell the class where they go hiking. Then say Bai and Amy have backpacks on their backs. What do you think is in their backpacks? Let students share their ideas.

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• Ask students to look at the photo at the bottom of p. 19. Read

• Read the directions for Activity 30. Have students complete it

Wrap Up Write some topics on the board:

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clothing

lG eo gr

individually. When they have finished, tell them to check their answers with a partner. Then review as a class.

friends pets

favorite things to do

school

food

sports

at

families

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• Then write each subject pronoun, object pronoun, and possessive adjective on a small piece of paper. Write some of the words more than once so that you have enough pieces of paper for each student in the class. Put the pieces of paper in a paper or cloth bag.

• Divide the class into small groups. Ask students to take a piece of paper from the bag and take it back to their group. Have each group write dialogues using all of their words. Say Use the topics on the board or make up your own. Give groups time to practice. When they’re ready, have students perform their dialogues for the class.



Possessive Adjectives SAMPLE COPY, NOT FOR DISTRIBUTION

53

31 Listen and repeat.

Grammar

TR: 18

GR AMMAR Possessive pronouns This is my book. This book is mine. This is your house. This house is yours. This is his bike. This bike is his. This is her bag. This bag is hers. This is your phone. This phone is yours.

Objectives  Students will • use possessive pronouns to talk about possession. • use plurals and see how to make plural nouns.

This is our school. This school is ours. These are their shoes. These shoes are theirs. Question word: Whose? Whose house is this? It’s mine.

32 7 Listen and read. Circle the correct word. Then listen and check.

Grammar  Possessive pronouns, plurals Academic Language  plural, possessive

Penny:

Is this your book, Ana? No, it isn’t my / mine . Is it your / yours ?

Ana:

pronouns, singular

No, it isn’t. There’s Sara! Maybe it’s her / hers .

Penny:

Resources  Online Workbook/Workbook

TR: 19

Sara, is this book your / yours ?

pp. 11−12; TR: 18−20 (Audio CD/ Website/CPT)

Yes, it is. It’s my / mine !

Sara:

Thank you!

Materials  coins and counters for the board game

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33 7 Complete the conversation with

my

Adam: Mrs. Martin: Jan:

yours

your

Adam, where is

book?

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Mrs. Martin:

your

I’m sorry, Mrs. Martin. It isn’t in

my

bag. I don’t know where it is.

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mine

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the words from the box.

Jan, there are two books on your desk. Are they Yes, they are

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and this is

yours

mine , Mrs. Martin. This is my math book.

my

? English book,

34 7 Complete the conversation with the words from the box. her

hers

lG eo gr

Khaled:

Zain:

Khaled:

mine

Whose

whose

kite is this? Is it

yours

yours

, Zain?

mine

. Is it

hers

Yes. Look, it has

her

name on it.

It isn’t

?

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Warm Up

• Review possessive adjectives by saying true or false

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sentences. For example, hold up an item belonging to a student and say This is my (bag). Is that true? Have students answer. (no) Then prompt them to correct you: It's (Marek's) bag. Invite students to make true or false sentences in the same way, and encourage the class to respond with Yes, that’s true or No and a correct sentence. Say In this lesson, we’re going to learn about another kind of possessive: possessive pronouns.

Present 

31

• 31 Have students turn to p. 20 in their books. Tell them to look at the grammar box and read the title. Say The words in bold are possessive pronouns. Let’s listen to how we use them. Play TR: 18 while students listen and read along.

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Unit 0

• Say We use possessive pronouns to talk about things that belong to us. You might ask, "How are they different from possessive adjectives?" Remind students that possessive adjectives are always followed by a noun. Explain that possessive pronouns are used instead of a noun. Play TR: 18 again, and ask students to listen and repeat each sentence.

• Say Look at the grammar box. What question word do you see? (Whose) Confirm that we use whose to ask about who something belongs to. Use classroom objects to demonstrate. Pick up a student’s pencil, and ask Whose pencil is this? If students answer It’s (Julia’s) pencil, say That’s right. Then point to (Julia) and say It’s hers. Hers is a possessive pronoun.

Practice 

32 33 34

• 32 Read the directions for Activity 32. Put students into pairs and tell them to read the dialogue together

SAMPLE COPY, NOT FOR DISTRIBUTION

4/7/17 4:49 PM

Plurals 35 Listen and repeat.

Be the Expert TR: 20

singular

plural

singular

plural

singular

plural

girl boy teacher

girls boys teachers

singular

plural

baby country

babies countries

bus watch box quiz potato class

buses watches boxes quizzes potatoes classes

child woman man person mouse deer sheep tooth foot

children women men people mice deer sheep teeth feet

Grammar in Depth Most words add -s to form the plural. For words ending with a consonant + y, we remove the -y and add -ies. For words ending in -s, -sh, -ch, -x, and -z, we add -es. Irregular plurals have to be learned; they don’t follow any rules. Encourage students to also record the plurals of words when they’re writing new vocabulary in their vocabulary notebooks or on vocabulary cards.

36 Work in pairs. Take turns. Use a coin to move. (Heads = 1 space; tails = 2 spaces)

quizzes

girl

people

boxes

potato

buses

teacher

boys

mice

teeth

watch

foot

deer

men

child

OWI_F_SE_24787_008-025_U00_ptg02.indd 21

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and circle the correct words. Check answers by playing TR: 19. When they have finished, have students practice reading the dialogue with their partner.

at

• 33 Read aloud the directions for Activity 33 and the

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words in the box. Remind students that possessive adjectives are followed by a noun, but possessive pronouns are not. Have students work individually to complete the activity, then check their answers with a partner. Call on a pair of students to read their completed dialogue to the class.

• 34 Tell students to read aloud the words in the Activity 34 box. Have them complete the activity individually. Then check answers the same way as in Activity 33.

Present 

35

• 35 Have students turn their attention to p. 21 and look at the word boxes. Read aloud the column headings, singular and plural. Say If a word is singular,



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lG eo gr

FINISH

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START

Is the word plural? Say the singular. Is the word singular? Say the plural.

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5/1/17 12:44 PM

it names only one thing. If it’s plural, it names more than one. Ask How do we usually make a singular word plural? (We add -s.) Explain that some words form the plural in other ways. Say Let’s listen to some plurals. Play TR: 20 as students follow along in their books. Replay TR: 20 and tell students to listen and repeat.

Practice 

36

• 36 Explain the directions for Activity 36. Make sure students understand heads and tails and how to move their counter one space if the coin lands with the heads side up, and two spaces if it lands with the tails side up. Give each pair two counters and a coin to play the game with. Explain that if they land on a plural word, they say the singular form. If they land on a singular word, they say the plural form. Have pairs play the game. Then let them change partners and play again.

Possessive Pronouns and Plurals SAMPLE COPY, NOT FOR DISTRIBUTION

55

37 Listen and repeat.

Grammar

TR: 21

GR AMMAR A, an, and the There’s a book in my bag. The book is red. There’s an apple on the table. The apple is green. Who are the students in your classroom?

Objective  Students will • use a, an, and the with nouns.

Grammar  A, an, and the Academic Language  article Content Vocabulary  apple, umbrella Resources  Online Workbook/Workbook

38 Complete the sentences with a, an, or the.

a

1. Alberto is

an

2. There’s

p. 12; TR: 21 (Audio CD/Website/CPT)

Materials  cards with a, an, and the

The

3.

written on them

books on this desk are mine.

a

4. I have

student at my school. umbrella in my bag.

new bike.

the

5. A: Where is

the

bike is purple.

school office.

lG eo gr

ap hi c

Le

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ng

B: He’s in

The

English teacher?

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Warm Up

• Remind students of the singular and plural nouns they

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learned in the last lesson. Have them say nouns they can remember, giving the singular and plural forms. Tell students to open their books to p. 22 and look at the photo. Ask What can you see in the photo? Say the singular noun if there’s only one, or the plural form if there’s more than one. Call on different students to respond: bikes, children, girls, boys, trees, sky, clouds, grass, mountains, and so on.

• Say I can see a white bike. The bike is new. Write these two sentences on the board, and underline a and The. Say We’re going to find out how to use a or an and the.

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Present 

37

• 37 Ask students to look at the grammar box on p. 22. Read the title aloud. Say These little words are called articles. There are only three of them in English! Let’s listen to sentences with the articles a, an, and the. Play TR: 21 and tell students to listen and read along.

• Ask Can you figure out when we use a and when we use the? Elicit students’ ideas, then explain that we use a or an when we talk about something for the first time. We use the when we talk about something again. Say We also use the when we talk about things or people that we know about already. For example, look at the question in the grammar box: Who are the students in your classroom? We already know there are students in the classroom, so we use the.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

• Ask When do we use a and when do we use an? Write on the board:

Grammar in Depth

Use an before a word beginning with a vowel sound:

Articles go before nouns or sometimes before other words in a noun phrase, for example, a few bananas or a little water. The indefinite article (a/an) is used when the thing or person named by the noun is not known to the speaker. The definite article (the) is used when it is known.

an apple, an umbrella Use a before other words: a bike, a tree

Read the chart aloud. Remind students that the vowels are a, e, i, o, u. Then explain that using an before a word beginning with a vowel sound makes the two words easier to say together. Ask students to suggest other examples of words that would be preceded by an. List correct examples on the board and have students read them aloud.

Let’s go and see a movie. (We don’t know which movie; it could be any movie.) The movie about Japanese gardens was beautiful. (We know which film the speaker is talking about.) This is why we use a/an when we first refer to something, and the for further references:

38

There’s a cat at the top of our apple tree. The cat can’t get down.

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Practice 

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• Play TR: 21 again and tell students to listen and repeat.

ap hi c

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pairs. Tell pairs to read the sentences and decide together how to complete each one. Remind students to look back at the sentences in the grammar box to help them. Go around to monitor and help if needed while pairs complete the activity. Check answers as a class.

Wrap Up

A common mistake is to use articles with plural or noncount nouns. We say Leo climbs mountains or Elephants drink water. Because mountains refers to mountains in general, and because water is a noncount noun, no article is needed in either sentence.

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• 38 Read the directions for Activity 38. Put the students into

• Divide the class into three groups: the a group, the an group, and

lG eo gr

the the group. Give each group a card with their word written on it. Call out a sentence with the article missing. Say the word blank for the missing article. The group that has the correct article holds up their card. Sentences you could use include:

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There’s ______ new student in our class. I’ve got ______ ice cream. ______ bag on the table is mine. Who are ______ people in our classroom? Here’s ______ umbrella for you. He’s got ______ new backpack.



SAMPLE COPY, NOT FOR DISTRIBUTIONA, an, and the

57

39 Listen and repeat.

Grammar

TR: 22

GR AMMAR This, that, these, and those

Objective  Students will • use this, that, these, and those to talk about singular and plural nouns that are near or far away.

Grammar  This, that, these, and those Academic Language  adjective Content Vocabulary  far, flower, near Resources  Online Workbook/Workbook

This flower is pink.

She wants that flower.

These flowers are pretty.

I like those orange flowers.

p. 13; TR: 22 (Audio CD/Website/CPT

Check two boxes for each sentence. ✓

2. Is that your house?

✓

Le

3. These umbrellas are purple.

ar

1. This bike is red.

4. That cat is black.

Plural

ni

Singular

ng

40 Read the sentences. Are the underlined words singular or plural, near or far?

✓

Near

✓ ✓ ✓ ✓

✓

5. Are those shoes new?

Far

✓

✓ ✓

7. Who is that girl?

✓

✓

8. That phone is cool!

✓

✓

ap hi c

6. She wants to read this book.

✓

lG eo gr

41 Work in pairs. describe things in the

classroom. Use this, that, these, and those to talk about them.

This bag is big. Those pencils are yellow.

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Present 

• 39 Have students turn to p. 23 in their books. Tell

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them to look at the grammar box. Read the title aloud. Ask students to look at the four photos and say what the people are doing. Say The words in bold are special adjectives that point out persons, places, or things. Let’s listen to find out how we use them. Play TR: 22 while students listen and read along.

• Write near and far on the board. Explain that near means close to you, far means a long way from you. Point to the first picture and read aloud the sentence below it: This flower is pink. Ask How many flowers are there? (one) Is the flower near the woman? (yes) Explain that we use this for something that is near to the speaker.

58

Unit 0

• Point to the second picture and say: She wants that flower. Ask How many flowers is she pointing to? (one) Is the flower near the woman? (no) Explain that we use that for something that is far from the speaker.

• Do the same with the other two pictures and sentences, explaining that we use these for more than one thing that is close to the speaker, and those for more than one thing that is far from the speaker.

• Play TR: 22 again and have students listen and repeat each sentence.

SAMPLE COPY, NOT FOR DISTRIBUTION

4/7/17 4:49 PM

Be the Expert Practice 

40 Grammar in Depth

• 40 Put students into pairs. Read aloud the directions for Activity 40. Remind students that singular means one thing, and plural means more than one. Do the first item together. Read the sentence aloud. Ask How many bikes are there? Is the word singular or plural? (singular) Is it near or far? (far) Demonstrate how to put check marks into the two correct boxes. Tell students to work with their partner to read the sentences and check the correct boxes. When students have finished, check answers as a class.

Apply 

This, that, these, and those are used before nouns to refer to people, places, things, or ideas: this teacher those shoes This and these refer to things that are near to the speaker, either in space or time: This picture is lovely. These years are the best of my life.

41

That and those refer to things that are far from the speaker, either in space or in time: Can you see that boat, the one with the red sail? Those days were unhappy ones for him.

ni ar Le

ap hi c

that they should describe near and far objects in the classroom, using this, that, these, and those. Call on a student to read the examples in the speech balloons. Model the activity by making a few sentences about things in the classroom, saying, for example, This book is mine. Those books are yours. These pens are colorful. That window is open. Give pairs time to talk about things in the classroom. When they’re comfortable using the adjectives, have each pair say two of their sentences for the class. Correct any mistakes as a class, making sure pairs understand their error.

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• 41 Have students work with the same partner again. Explain

Wrap Up

• Ask students to stand or sit in a circle. Write this, that, these, and

lG eo gr

those on the board. Join the students in the circle. Say We’re going to take turns saying a sentence using one of the four words on the board. You'll also choose one word from the previous student’s sentence to use in your sentence.

• Say I’ll start. Here’s my sentence: “These students are great!” Gesture

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at the students around you. Then say to the student on your left Choose one word from my sentence and make a new sentence. Remember to include one of the words on the board. The student makes a new sentence, saying, for example, This classroom is great! Continue around the circle until all the students have had at least one turn or until you want to begin again with a new sentence.



This, that, these, and those SAMPLE COPY, NOT FOR DISTRIBUTION

59

42 Listen and repeat. Where is the cat?

Grammar

TR: 23

GR AMMAR Prepositions of place

Objective 

The cat is on the bag.

Students will • use prepositions of place to talk about the location of things.

Grammar  Prepositions of place Academic Language  preposition Content Vocabulary  behind, between,

The cat is in the bag.

The cat is in front of the bag.

The cat is under the bag.

The cat is behind the bag.

The cat is next to the bag.

The cat is between the bags.

in, in front of, next to, on, under p. 14; TR: 23 (Audio CD/Website/CPT)

Materials  an object such as a toy or a

ar

ni

ball; sheets of drawing paper

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Resources  Online Workbook/Workbook

• Choose a picture. • Describe where the cat is. • Can your partner point to the correct picture?

ap hi c



Le

43 Work in pairs. Look at the pictures in Activity 42.

44 Draw a simple picture. don’t show it to your partner. Include these things. an animal a hat

a banana a table

a chair some pencils

• Describe your picture to your partner. • Use prepositions of place. • Can your partner draw your picture?

lG eo gr

a box some books

There’s a chair next to a table. There are some books under the chair. There’s a box on the chair.

24

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Warm Up

• Hold up the toy (or other object) you’ve brought in, or

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use an interesting classroom object. Say, for example, This is Robbie Robot. I’m going to hide him. Close your eyes and count to twenty. Hide the object inside or on another classroom object while students cover their eyes. Then say You can look now. Ask me questions about where Robbie is hidden. Prompt students to ask questions such as Is he on the bookshelf? Is he in your bag? When a student guesses correctly, let him or her have a turn hiding the object. After a few turns, say You used words like in and on to say where things are. These words are called prepositions of place. Let’s learn some more about them.

Present 

42

• 42 Ask students to open their books to p. 24 and look at the photos in Activity 42. Say What a pretty cat! Do any of you have a pet cat? Give students time

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Unit 0

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to respond. Read the question in the directions. Then hold up the book and run your finger down the top two pictures on the left, then back and forth across the two columns, to show the order of the sentences in the audio. Play TR: 23 and tell students to point to each picture in turn.

• Say The prepositions of place are in bold print in each sentence. What are they? (on, in, in front of, under, behind, next to, between) Play TR: 23 again. This time, ask students to listen and repeat.

Practice 

43

• 43 Put students into pairs. Read the activity directions aloud. Tell students they have to choose one of the cat pictures, and describe where the cat is to their partner, without pointing to it. Their partner responds by pointing to the correct picture. Tell students to say That’s right! if their partner points correctly. Have students each describe four pictures.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Apply 

44

• 44 Read the instructions for Activity 44. Invite a student to read

Grammar in Depth

the words in the word box. Point to an object, pantomime it, or show a picture, if students don't know the meaning of a word. Tell students to work individually to draw a picture of one of the items. Remind them that they're going to have to use a preposition of place when they describe it.

The preposition between is used to refer to two people or things, such as The cat is between the bags. To refer to three or more things, use the preposition among, as in The cat is among the bags.

• When they have completed their drawings, put the students into

ng

pairs with a new partner. Give each one a clean sheet of paper. Tell one student to describe his picture, making sure to use a preposition of place. Then his partner has to draw it from the description. Say When you’ve finished, compare the two pictures. Are they similar? Have pairs take turns describing and drawing. When they're finished, have pairs display their pictures.

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to the front of the class. Whisper a different sentence to each student, using a preposition of place. For example, say The dog is next to the ball to one student and The flower is on the hat to the other. When you say Go! the students begin to do a drawing of their sentence on their side of the board.

Le

• Divide the class into two teams. Invite one student from each team

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Wrap Up

• Students in each team try to guess the sentence that their team

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lG eo gr

member is drawing. Tell them to raise their hands when they think they know it. The first correct guess gains a point for that team. Say Make simple drawings, like a cartoon. Have fun! Teams keep drawing sentences until everyone has had a turn. Then total the points and declare the winner.



Prepositions of Place SAMPLE COPY, NOT FOR DISTRIBUTION

61

45 Listen and repeat.

Grammar

TR: 24

GR AMMAR Count and noncount nouns

Objective  Students will • use count and noncount nouns.

Grammar  Count and noncount nouns Academic Language  count, noncount Content Vocabulary  apple, bread,

Count nouns

Noncount nouns

There’s an apple on the table. There are some apples in the fridge.

There’s some juice on the table. There’s some bread on the table.

46 Complete the sentences with a, an, or some.

cheese, egg, fridge, juice, some, strawberry, tomato

Resources  Online Workbook/Workbook p.

1. There is

some

2. There is

an

4. There is

Materials  large sheets of drawing paper

some

some

bread.

egg.

some

3. There are

15; TR: 24 (Audio CD/Website/CPT)

juice and

some

tomatoes and

strawberries.

cheese.

bread

Be the Expert

egg

Teaching Tip

strawberry

ap hi c

tomato

47 Talk about the food in your fridge at home.

lG eo gr

Students may be confused as to whether some nouns are count or noncount. For example, bread is noncount, but a loaf of bread or a slice of bread can be counted. Explain that this is because we know how big a whole loaf or a slice are, and if we have a number of them, we can count them. Similarly, we can ask How many cakes would you like? (count) when we’re talking about whole cakes. But, we ask Would you like some cake? (noncount) when we don’t know exactly how much; it’s just a part of something.

Le

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cheese

ng

juice

There is some butter. There are some tomatoes.

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Present 

• 45 Tell students to turn to p. 25 in their books and

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look at the grammar box. Read aloud the title. Say Count means something we can count. Who can count up to ten? Students respond, then say Noncount means something we can’t count. On the board, draw a quick sketch of two boats sailing on the ocean. Ask How many boats are on the ocean? (two) How many water are in the ocean? Explain that we can’t answer that question with a number because water is not something we can count. Say So, boat is a count noun. Water is a noncount noun.

• Say Let’s listen to find out how we use count and noncount nouns. Play TR: 24, while students listen and read along. Have students read aloud all the count nouns in bold. Then have them read all the noncount nouns. Ask them which noun is plural. (apples) Ask

62

Unit 0  CountSAMPLE and NoncountCOPY, Nouns

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Which word is a singular count noun? (apple) Which word do we use before it? (an) Which word is used before a plural count noun? (some) Which word is used before singular and plural noncount nouns? (some)

• Explain that we sometimes leave out some before noncount nouns, so There’s juice on the table would also be correct. Play TR: 24 again and have students listen and repeat.

Practice 

46

• 46 Ask students to look closely at the photo on p. 25, and help them to read the captions naming the foods. Ask several students to say which foods in the photo they like. Then read the Activity 46 directions and have students complete the activity individually. When they have finished, check answers as a class.

NOT FOR DISTRIBUTION

Apply 

Wrap Up

47

• 47 Put students into pairs. Read the activity directions

having a party. Draw a table full of food and drinks. Then talk about what there is. Give a large sheet of paper to each group to draw a picture. Say Everyone should draw something in the picture. Remind students to use There is and There are when they discuss. Encourage them also to also use the prepositions of place to describe where the foods are. Let groups share their pictures with the class.

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aloud. Make sure that students understand fridge by asking Who can draw a fridge on the board? Let a student draw a fridge, and ask What do you think is in the fridge? Have a student read aloud the examples in the speech balloons. Give students time to do the activity, taking turns with their partner to make sentences. Say Remember to use a or an if there is only one of something. Have several pairs to share their sentences with the class.

• Divide the class into small groups. Say Imagine you’re

TR: 3 2

See Student Book p. 10.

TR: 4 3   See Student Book p. 10. TR: 5

5   grammar See Student Book p. 11.

See Student Book p. 12.

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TR: 7 9

lG eo gr

TR: 6 7   1. Nor is Malaysian. She’s from Malaysia. 2. Karina is Brazilian. She’s from Brazil. 3. Daniel is Mexican. He’s from Mexico. 4. Andrei is Bulgarian. He’s from Bulgaria. 5. Alicia and Sandra are Spanish. They’re from Spain.

TR: 8 10 See Student Book p. 13. TR: 9 13   See Student Book p. 14.

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TR: 10 14   See Student Book p. 14.

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TR: 11 16   spring, summer, fall, winter, wet season, dry season



TR: 15 25   grammar See Student Book p. 18.

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See Student Book p. 8.

TR: 16 26   1. S1: Hi, Francesco. Where’s Teresa? S2: I don’t know. She isn’t at school today. S1: Oh, I usually have lunch with her. 2. S3: I like your bike. It’s really cool! S4: Thank you! I love it. 3. S5: Who’s that boy? S6: I don’t know him. He’s a new student here. 4. S7: Hurry up, Luca! It’s three thirty. We’re late! S8: I know! I hope Mrs. Martin isn’t angry with us!

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TR: 2 1

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Student Book Audio Script

TR: 17 28   grammar See Student Book p. 19. TR: 18 31   grammar See Student Book p. 20. TR: 19 32   S1: Is this your book, Ana? S2: No, it isn’t mine. Is it yours? S1: No, it isn’t. There’s Sara! Maybe it’s hers. Sara, is this book yours? S3: Yes, it is. It’s mine! Thank you! TR: 20 35 See Student Book p. 21. TR: 21 37   grammar See Student Book p. 22.

TR: 12 18 See Student Book p. 15.

TR: 22 39   grammar See Student Book p. 23.

TR: 13 20   See Student Book p. 16.

TR: 23 42 See Student Book p. 24.

TR: 14 22   See Student Book p. 17.

TR: 24 45 See Student Book p. 25.

SAMPLE COPY, NOT FOR DISTRIBUTION

Audio Script 63

Unit 1

In This Unit

Family Matters

Theme  This unit is about families. Content Objectives

Students will • describe their families and individual family members. • read about and discuss famous families. • read about and discuss what families around the world eat for breakfast. Students will • talk about famous families. • ask and answer personal questions. • use be and have to describe families and family members. • use count and noncount nouns with There is/There are. • write a description of a family member using and and but to connect and contrast information.

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Language Objectives

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Explorers Conrad Anker and Max Lowe

Speaking Strategy  Asking and answering personal questions

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pp. 28–29  child, daughter, die, generation, granddaughter, grandson, husband, is married to, son, stepfather, take care of, wife p. 30  enjoy, famous, good at, interested in p. 33  annoying, friendly, funny, mean, messy, noisy p. 34  breakfast, dinner, lunch, meal Vocabulary Strategy  Adjective + dependent preposition

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Vocabulary

26

Grammar

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Grammar 1  Use be and have to describe families and family members Grammar 2  Use count and noncount nouns with There is or There are to talk about food

Reading  Breakfast In Four Countries

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Reading Strategy  Make predictions based on visuals

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Video  Scene 1.1: Celebrating the Dead; Scene 1.2: Meet Max Lowe

Writing  Description of a family member National Geographic Mission  Discover Your Values Project • Family tree • Food poster • Class family album

Pronunciation  Syllables and stress Pacing Guides  F.1.1, F.1.2, F.1.3

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Introduce the Unit • Activate prior knowledge Say Today we’re talking about families. Ask How many people are in your family? Then ask Who is in your family? Encourage students to name some of their family members.

• Ask Is your family big or small? Have students take turns suggesting an adjective that describes their family.

• Tell students to open their books to pp. 26−27. Point out the unit title Family Matters. Ask How many people are in the photo? (two) Where are the people? (in the mountains) Have a student read Question 1. List students’ suggestions on the board. Tell students that they will find out the answer later in the lesson.

• Ask questions such as the following to encourage further discussion. What is the weather like in the photo? (cold, snowy) How do the people in the photo look? Sad or happy? (happy) What do you think the people in the photo are doing? (They’re climbing/exploring.)

SAMPLE COPY, NOT FOR DISTRIBUTION

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Unit Opener Objectives

Students will • describe and discuss people in a photo. • discuss who their heroes are.

“My dad was superhuman to me.” —Max Lowe

Resources  Worksheet F.1.1 (Teacher’s Resource CD ROM/ Website); CPT: Unit Opener

Materials  globe or map of the world

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Be the Expert

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About the Photo

1. Look at the photo. Guess. How are the people related?

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2. What does superhuman mean to you?

3. Who are your heroes? Are they famous people, friends, or people in your family?

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• Read the quote by Max Lowe aloud. Tell students that Max is the

27

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younger man on the right in the photo. Explain that if someone is described as superhuman, they have a special power. Say A person who is superhuman can do something that ordinary people can’t do. Who do you think is superhuman? When a student suggests a name, ask Why is he/she superhuman? What can he/she do? Ask a student to read aloud Question 2 and elicit responses.

The photo shows photographer and writer Max Lowe with his stepfather and mentor Conrad Anker. Conrad Anker is a professional climber, and Max and his family traveled to the wild places of the world following Conrad’s climbing adventures. The photo shows Conrad and Max on assignment for National Geographic.

Teaching Tip Keep track of students’ participation during class. Encourage all students in the class to speak aloud. At the end of class, make a note of which students have not yet spoken. During the next class, call on these students to answer questions that they have already written answers for. This will help them be more confident as they speak.

Related Words mountains, snow, sunglasses

• Share About the Photo with students. Ask What are some wild places you know about? If possible, help the students to find the places on a map or globe. Confirm the answer to Question 1. (Conrad is Max’s stepfather. He’s married to Max’s mother.)

• Call on a student to read aloud Question 3. Say A hero is someone you admire. You think they’re great. Maybe your hero is someone brave, or clever, or very good at doing something. Encourage a class discussion of students’ ideas about their real-life heroes.

Extend • Hand out Worksheet F.1.1. Put students into pairs. Explain that partners will discuss and write about family differences.



SAMPLE COPY, NOT FOR DISTRIBUTION

Unit Opener 65

1

Vocabulary

Do you know any famous families? Discuss. Then listen and read. TR: 25

The Cousteau Family

Objectives

Jacques Cousteau was a great marine explorer. Many people enjoy his books and films about the ocean. His son, Philippe Sr., also loved the sea and made films about it. Now his grandson, Philippe Jr., and his granddaughter, Alexandra, want to protect the ocean. “My father and grandfather were an inspiration,” says Alexandra.

Students will • use vocabulary related to families. • use new vocabulary to read about and discuss three famous families.

Target Vocabulary  child, daughter, die, generation, granddaughter, grandson, husband, is married to, son, stepfather, take care of, wife

Content Vocabulary  fossil, mentor, paleoanthropologist

Resources  Worksheet F.1.2 (Teacher’s Resource CD-ROM/ Website); TR: 25–26 (Audio CD/ Website/CPT); CPT: Vocabulary

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Meave and Louise Leakey working together, Kenya

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Warm Up

• Build background  Tell students they’re going to read

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about three famous families. Say The members of each family are interested in the same things. Write interested in on the board. Ask How about you and your family? What are you interested in? Model a response. Say, for example, I like learning about wild animals. My daughters do, too. We watch TV shows about nature. My family is interested in wild animals. Invite students to say what their own families are interested in.

• Say Family members are often interested in the same things. Sometimes, they have the same jobs, too. Ask Does anyone know a family where two people have the same jobs?

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Unit 1

• Predict  Tell students to open their books to pp. 28−29 and look at the picture. Say This is a mother and a daughter. They are interested in the same things. They work together. Ask What do you think they are interested in? List the students’ suggestions on the board.

Present 

1

2

• Make sure that students have their books open at pp. 28−29. Say We talked about our own families. Now let’s talk about famous families. What do you think famous means? (If someone is famous, a lot of people know about them.)

• Have a student read aloud Activity 1 at the top of p. 28. Ask What famous families do you know? Invite a few students to respond. Each time, ask Why is the family famous? How many people in the family are famous?

SAMPLE COPY, NOT FOR DISTRIBUTION

4/7/17 4:47 PM

Be the Expert The Leakey Family

Conrad Anker is married to Jennifer LoweAnker. Jennifer’s first husband, Alex Lowe, was a very famous climber. He died in a climbing accident in 1999. Alex and Conrad were very close friends, and Conrad is also very good at climbing. In fact, he’s also a professional climber. When Alex died, Conrad helped to take care of Jennifer’s children, Max, Isaac, and Sam. Max now works with his stepfather. “Conrad is my hero and my mentor,” he says.

Paleoanthropologists are scientists who are interested in fossils and early human life. There are three generations of paleoanthropologists in the Leakey family. Mary and Louis Leakey were very famous for their important work in the 1940s and 50s. Their son, Richard Leakey, is also interested in early human life. Richard and his wife, Meave, have two daughters, Louise and Samira. Meave and Louise now work together.

About the Photo Meave and Louise Leakey search for early hominids with a GPS, at Koobi Fora, Kenya.

Teaching Tip Remember to give all students a chance to answer questions in class. Avoid automatically choosing the first student to put up a hand. Wait a few seconds longer to give less confident students more time to formulate an answer and put up their hands.

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The Lowe-Anker Family

Related Words

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fossils, GPS, mountains

2

Learn new words. Listen and repeat.

3

Work in pairs. Name one of your heroes. What do you know about his or her family? Take notes. Compare your notes with your partner’s.

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• 1 Read the names of the three families on

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pp. 28−29 aloud. Say Let’s find out about these three families. Play TR: 25 and tell students to listen and read. Ask the question about the picture again, pointing to the suggestions on the board. Say So, did we guess right? What are the people in the picture interested in? (fossils and early human life)

• Discuss the reading with students. Ask: Why is the Cousteau family famous? (for exploring the sea; protecting the sea) How did Conrad Anker help Max’s family when their father died? (He helped to take care of the three children.) What do you think a mentor is? (someone who helps or advises a younger person) What is a paleoanthropologist? (someone who studies early human life)



TR: 26

29

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When did the Leakey family first become famous? (in the 1940s)

• Explain Say Three generations of the Leakey family are paleoanthropologists. Louise and Samira are sisters. They are one generation. Richard and Meave are their mother and father. They are a second generation. A third generation are their grandparents. What are their names? (Mary and Louis Leakey)

• 2 Learn new words. Play TR: 26. Ask students to listen and repeat. Then put the students into small groups. Display the new words. Give each group three or four of the words. Say Work together to make a new sentence for each word.

• Model an example. Point to take care of. Write Mothers and fathers take care of their babies. When students have finished, ask each group to read their sentences to the class.

SAMPLE COPY, NOT FOR DISTRIBUTION

Vocabulary 67

4

Vocabulary

Read and write the words from the list. child

daughter

died

husband

is married to

son

stepfather

wife

Max Lowe is a National Geographic photographer and writer. He travels around the world

Objectives

son husband

and takes photographs of amazing places. He is the

Students will • use vocabulary related to families. • use a vocabulary strategy to learn new vocabulary.

Lowe-Anker and Alex Lowe. Alex was Jennifer’s first

died child

He

.

in a climbing accident in 1999, when Max was a young . Now, Jennifer

climber, Conrad Anker. Conrad is Max’s

Target Vocabulary  enjoy, famous,

of Jennifer

is married to stepfather

another famous . Max and Conrad enjoy

climbing and traveling together.

good at, interested in

Vocabulary Strategy  Adjective +

5

dependent preposition

Academic Language  synonyms Content Vocabulary  photographer Resources  Online Workbook/Workbook

Learn new words. Listen for these words. Match each word to its definition. Then listen and repeat. TR: 27 and 28 enjoy

pp. 16–17; TR: 27–28 (Audio CD/ Website/CPT); CPT: Vocabulary

famous

good at

good at

1. able to do something well

famous

2. known by many people

interested in

Materials  note cards

3. wanting to know more about something

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4. like doing something

Choose an activity.

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6

interested in

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1. Work independently. Interview one of your classmates. Find out about the different people in your classmate’s family. Make a list of what your classmate is good at and what he or she is interested in. Max Lowe

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2. Work in pairs. Imagine your family is famous. Tell your partner about the different people in your family. What are they famous for?

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3. Work in groups. Choose one of the families from this section. Draw and illustrate their family tree.

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Practice 

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3

4

5

• 3 Put students into pairs. Say Think about your heroes. Read the Activity 3 question on p. 29 aloud while students follow along. Tell students to write down notes about their heroes and then compare notes with their partner. When they have finished, ask pairs to share their notes with the class.

• 4 Say Let’s read some more about the Lowe-Anker family. Have students turn to p. 30. Choose several students to read aloud the words in the word box. Ask them to choose one of the words and use it in a sentence. Then tell students to complete Activity 4 independently.

• 5 Learn new words.  Read the words in the box. Play TR: 27 and tell students to listen for the words. Then have them work in pairs and look for each word in context on pp. 28−29. Play TR: 28 and ask students to listen and repeat the words and sentences. Review word meanings, and then tell students to complete the activity independently.

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Unit 1

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Be the Expert

• Vocabulary Strategy  Ask Who is your favorite famous person? What is he or she famous for? What is your best friend interested in? What are you good at? Write the phrases on the board. famous

+

for

+ __________

good

+

at

+

__________

interested

+

in

+

__________

Vocabulary Strategy Adjective + dependent preposition  In English we need to know which preposition to use after a particular word. Because the preposition used depends on the preceding word and its meaning, the preposition is called a dependent preposition. It can be difficult for students to know which preposition to use after a given adjective. Encourage students to learn dependent prepositions at the same time as the adjective they follow.

• Underline the words famous, good, and interested. Say These are adjectives, or describing words. Circle the words for, at, and in. Say These short words are called prepositions. The prepositions join the adjective to the word or phrase that comes afterwards. We have to learn which preposition goes with each adjective.

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Apply 

It’s helpful to know that adjectives with similar or opposite meanings often take the same preposition:

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happy + about pleased + about good + at bad + at

• Think Aloud  Model silently scanning the text to find the answer to

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a question. Say Why is Jacques Cousteau famous? I know that he explored the sea. But how do people know about him? I’ll scan the text about the Cousteau family and find out.

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on pp. 28−29 and reread the text about them. Say Work with your partner to ask and answer questions about the family. Use the new words in your questions and answers.

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• Put students into pairs. Ask them to choose one of the families

• 6 Tell students to read silently the choices in Activity 6 on

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p. 30. Have students choose an activity, and help them to find partners or groups to work with. Check that they understand what they have to do. When everyone has completed an activity, ask them to share their work with the class.

Extend

Teaching Tip Before your students begin an activity, make sure that they’ve understood your instructions and are clear about what they have to do. Instead of saying “Do you know what to do?” or “Do you understand?” ask an open question, for example, “So, Elena, what is your group going to do?” Then walk around the classroom when the activity is in progress, and make sure the students are carrying out the instructions correctly.

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• Divide the class into six groups. Give each group two cards, each

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with one of the vocabulary words written at the top. Say Write three sentences with each word. When you read the sentence out loud, say “beep” for the word. Your classmates have to guess what the missing word is. Give groups time to write their sentences. Ask each group to read out the sentences one at a time. Invite the class to guess.

• If time allows, hand out Worksheet F.1.2. Explain that students will practice words for family relationships and write about and discuss their interests.

Wrap Up • Say What three famous families did we read about in this lesson? Write the names on the board. Ask What can you remember about each family? Note a few points about each family on the board. Say Which family would you like to belong to, and why? Ask students to give their opinion and a reason.



Formative Assessment Can students • use new vocabulary to describe families? Ask What are the people in your family good at? • use new vocabulary to discuss some famous families? Ask students to describe one of the famous families they read about.

Workbook  For additional practice, assign Workbook pp. 16–17. Online Workbook Vocabulary

Vocabulary Practice 69 SAMPLE COPY, NOT FOR DISTRIBUTION

Speaking Strategy son stepfather wife

SpE AKing S TR ATEgy

What’s your brother’s name? What’s your favorite sport? Where do you live? Where are your grandparents from?

answering personal questions

7

Listen. How do these speakers ask and answer questions? Write the phrases you hear. TR: 30

8 7

Read and complete the dialogue. Possible answers:

Academic Language  dialogue, phrase Content Vocabulary  favorite, place, sport

Pronunciation  Syllables and stress Resources  Online Workbook;

Gina:

Marco:

Worksheet F.1.3 (Teacher’s Resource CD ROM/Website); TR: 29−30, 133−135 (Audio CD/Website/CPT); CPT: Speaking Strategy

Gina:

Is this a photo of your family? Yes, it is. It’s a great photo.

Marco:

Materials  sticky tape or glue; note

Gina:

cards

And

Gabriela.

where’s Where do you live

Marco:

We live in Buenos Aires.

What’s your favorite

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place in Argentina?

My favorite place is Mendoza. My grandparents live there. It’s really beautiful.

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Marco:

your mom from? Rosario.

Gina:

Gina:

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Work in pairs. Take turns tossing the cube. Ask your partner questions using the words on the cube.

go to p. 171. 31

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Warm Up

• Activate prior knowledge Say Pretend that I’m a

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new student in this class. You want to make me feel welcome. What do you say? (Hi! How are you? What’s your name?) List appropriate responses on the board.

• Model  Write the other phrases on the board. Invite a student to role-play a short conversation welcoming a new student to the class. Hi! My name’s

.

How are you?

How old are you? Welcome to our class,

What’s your name? .

I’m

.

you want to find out more about them. You also want to tell them things about you. We do this by asking

Unit 1

4/7/17 4:47 PM

and answering personal questions. Open your books to page 31. Listen to two people asking and answering personal questions. Play TR: 29.

• Play TR: 29 again. Tell students to read along in their books. Ask pairs to take turns using the dialogue and the expressions on the board to role-play getting to know a new student.

• 7 Say Now let’s listen to two students talking. What phrases do they use to ask and answer personal questions? Make notes. Play TR: 30. Ask students to share what they wrote with the class.

Practice 

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• 8 Once students seem comfortable using the

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• Say When you want to get to know someone better,

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baby sister’s name?

Her name’s She’s from

Marco:

9

What’s your

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Speaking Strategy  Asking and

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Students will • ask personal questions. • respond to personal questions.

His name’s Lucas. My favorite sport is soccer. i live in Recife. They’re from Kyoto.

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Objectives

Present 

TR: 29

Asking and answering personal questions

is married to

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husband

speaking strategy, direct them to Activity 8. Point to the photo. Say Look at the family in the photo. What can you tell me about them? (It’s a big family./They look happy./There are three generations in the photo.)

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Say The dialogue is about the family in the photo. Tell students to complete Activity 8 independently.

Strategy in Depth

• Ask pairs of students to read their completed dialogues aloud,

When asking personal questions, students are encouraged to use open questions as well as yes/no questions. Open questions begin with question words, e.g. who, what, where, when, how, and cannot be answered with a yes/no answer. They require an answer that gives more information.

taking turns as Gina and Marco. After several pairs have read their dialogues, ask Did you hear different ways to ask and answer personal questions? What phrases did you say or hear?

Apply 

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• 9 Put students into pairs with a new partner. Ask them to cut

You might also like to encourage your students to respond to personal information with phrases such as:

out and make the cube on p. 171. Read the directions aloud. Demonstrate the activity. Say Take turns. First, one of you throws the cube. Throw a cube. Say Look at the words on the top and make a question using the words. Read out the words on top of the cube and ask the question. Say Then your partner answers the question. Invite a student to answer. Say Take turns until you have asked all the questions. Tell partners to begin the game, and monitor students as they play.

That’s interesting. Really? That’s great.

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the game. Say Now we’re going to play the game again. But this time, you can change one word on the cube. Demonstrate with a student. Throw the cube. Say The cube says “what / favorite / movie.” I can change one word. I’ll change movie to color. Now, I ask “What is your favorite color?” Prompt your partner to answer the question. Then let your partner throw the cube and ask a question. Have partners play the new version of the game until they have both asked all the new questions.

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Extend • Pair students with a different partner to play a new version of

• If time allows, hand out Worksheet F.1.3. Explain that students can use the worksheet to ask and answer personal questions.

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Wrap Up

Encourage your students to use a friendly tone and to make eye contact when asking personal questions, and to be sensitive if another student is reluctant to answer a personal question. Tell them that it can be friendlier to give information about yourself before asking other people to answer about themselves. For example:

• Divide the class into groups of six. Prepare six note cards for each

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group, with a word or phrase on each: a female name, a male name, a place-name, a color, a sport, a type of food. Give one of the six cards to each student in a group.

I live in Kyoto. How about you?

Pronunciation  Go to Student Book p. 162. Use Audio TR: 133–135. Syllables and stress  Word stress is important because stressing the wrong syllables in words can make them difficult to understand. Some students find it easy to spot stresses, and others will take longer to do so. Make students aware of word stress when they are learning new words. First ask them to clap the rhythm of the word to count the number of syllables, then listen to identify the stressed syllable. Point out that the stressed syllable is longer, louder, pronounced more clearly, and usually has a higher pitch than the unstressed syllables.

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• Say I’m going to ask a question. If you have a card that gives a reasonable answer to the question, stand up. For example, I could ask “What’s your favorite color?” If your card says basketball do you stand up? (no) Encourage a student with a card saying yellow to stand up and answer the question with a full sentence (My favorite color is yellow.) The first student to stand up answers the question. A correct answer gets one point for the team. If you have the wrong card, your team loses a point.

• Play the game, asking the following questions in random order: What’s my sister’s/stepmother’s/grandmother’s name? What’s my brother’s/stepfather’s/grandfather’s name? Where do you live? What’s your favorite color/sport/food? The first team to get six points wins.



Formative Assessment Can students • ask personal questions? Say Imagine there is a new student in class. You want to find out about him or her. Ask three questions. • answer personal questions? Ask students to answer these questions: Where do you live? Where is your father from? What’s your favorite sport?

Online Workbook  Speaking Strategy

Speaking Strategy SAMPLE COPY, NOT FOR DISTRIBUTION

71

Grammar 1

gR AMMAR

Objectives

Students will • revise the present tense forms of be and have. • use be and have to describe family members. • learn and use adjectives to describe people.

TR: 31

Be

Have

I’m friendly, but my sister isn’t. My grandparents are interested in photography. is your mom good at sports?

i have two brothers. My aunt doesn’t have any children. Do you have any brothers or sisters?

10 Listen. You will hear six sentences about Joel’s family. Circle the correct form of

the verbs you hear.

TR: 32

1. has / doesn’t have 2. am / is 3. is / are

Grammar  Present tense of be and have Target Vocabulary  annoying, friendly,

4. is / are 5. has / have 6. isn’t / aren’t

11 Read. Complete the sentences with the correct form of the verb in parentheses.

funny, mean, messy, noisy

Hi Petra,

Academic Language  characters, list Content Vocabulary  animals, crazy,

is (be) a picture of my family—there are five of us. This have don’t have I (have) one sister and one brother. We are (have not) any pets, but we (be) all interested in is animals. My brother (be) really crazy about crocodiles. has He (have) crocodile posters, books, and DVDs. His hero is (be) Steve Irwin.

crocodile, zoo

Resources  Online Workbook/Workbook

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pp. 18−19; TR: 31−34 (Audio CD/ Website/CPT); CPT: Grammar 1

Materials  A photo of your family, or of

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aren’t My sister and I (not be) crazy about crocodiles, but is we love big cats. My sister (be) only four years old and she has (have) a lot of toy lions and is tigers. Our house (be) next to the zoo! Are you How about you?

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a famous family (optional); sheets of paper; note cards

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(you / be) interested in animals? Do you have (you / have) any pets?

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Rita xx

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Warm Up

• Set the scene Write Describing people on the board. Say Today we’ll talk about people—real people and people in stories. Describe your own family, or if you prefer, describe another family you know, or a famous or fictional family. If you have a photo, show it to the class. Say, for example, This is my family. I have two brothers. I don’t have any sisters. My brother David is very noisy and talks a lot . . . (and so on). How about your family? Encourage students to talk about their own family members.

• Recycle Say We use be and have to describe family members. Let’s see if we can remember the simple-present forms. Write the following table on the board. Ask students to come up and choose the correct word to fill each blank. I

good at English. (am / are / is)

You / We / They He / She / It I / You / We / They He / She / It

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Unit 1

good at English. (am / are / is) good at English. (am / are / is) a big family. (has / have) a big family. (has / have)

SAMPLE COPY, NOT FOR DISTRIBUTION

12 Learn new words. Listen to learn about Tom’s brothers. Then listen and

repeat.

Be the Expert

TR: 33 and 34

My brothers, Charlie and Peter, are very friendly.

Grammar in Depth The verbs be and have are the most common verbs in English. Both are irregular verbs (as are many other common English verbs).

Charlie is messy and noisy.

Be Be + adjective is used in the examples to describe someone’s personality. The adjective can stand alone, as in: Sometimes Peter is a little mean to Charlie. He thinks Charlie is annoying. But Charlie is really funny.

My brother is friendly. Or, the adjective can be followed by a dependent preposition and noun:

13 Work in pairs. Describe your family. Who is messy? Who is friendly? Is anyone a

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My brother is interested in football.

little mean sometimes?

Have

14 play a game in groups.

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Have is used to talk about possession in the present. Have can also be used in the negative:

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1. Work together to make a list of families from your favorite books, movies, and TV shows.

friendly

funny

good (at)

interested (in)

mean

messy

noisy

This person is very good at singing. This person is really funny.

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3. Read each other’s sentences and try to guess the characters.

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annoying

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2. Work independently. Write a sentence about each character. Begin “This person is . . .” and use at least one word from the box below.

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Teaching Tip Students who feel valued and supported in class are likely to take an active role in the learning process. Create a classroom atmosphere in which students do not need to be anxious about making mistakes. At the beginning of class, explain to students that they’re learning new things and that making mistakes is a natural and expected part of learning. Whenever possible, help and encourage students to correct their own mistakes.

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Present

33

She has two brothers, but she doesn’t have any sisters.

• Tell students to open their books to pp. 32–33. Point out the

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grammar box at the top of p. 32. Say We’re going to listen to sentences describing family members. Play TR: 31.

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• Point to the first sentence in the box. Say I’m friendly, but my sister isn’t. Ask Is my sister friendly? (no) On the board, write isn’t = is not. Explain that we use not to make a negative. Say There’s another negative sentence in the box. Which one? (My aunt doesn’t have any children.) On the board, write doesn’t have = does not have. Then ask Who can make this sentence negative? My grandparents are interested in photography. (My grandparents aren’t interested in photography.) On the board, write aren’t = are not

• Write on the board the following: He has a brother. Her sister is good at singing. They have a big family. Say Can you make these sentences negative? Talk to a partner. Give pairs time to discuss, then invite pairs to say the sentences.

• Play TR: 31 again. Have students listen and read along in their books. Ask pairs to take turns reading aloud each sentence in the box.



SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar 1 73

gR AMMAR

repeat.

Have

I’m friendly, but my sister isn’t. My grandparents are interested in photography. is your mom good at sports?

i have two brothers. My aunt doesn’t have any children. Do you have any brothers or sisters? Charlie is messy and noisy.

TR: 32

1. has / doesn’t have 2. am / is 3. is / are

TR: 33 and 34

My brothers, Charlie and Peter, are very friendly.

10 Listen. You will hear six sentences about Joel’s family. Circle the correct form of

the verbs you hear.

How old do you think they are? What are they doing? Elicit students’ ideas. Say Let’s find out about the children. Play TR: 33 while students listen.

12 Learn new words. Listen to learn about Tom’s brothers. Then listen and

TR: 31

Be

4. is / are 5. has / have 6. isn’t / aren’t

• Tell students to look at the speech balloons in

11 Read. Complete the sentences with the correct form of the verb in parentheses.

Hi Petra,

Activity 12. Say What are the names of the little boys? (Charlie and Peter). Play TR: 33 again. Ask students to listen for the children’s names.

Sometimes Peter is a little mean to Charlie. He thinks Charlie is annoying. But Charlie is really funny.

is This (be) a picture of my family—there are five of us. have don’t have I (have) one sister and one brother. We are (have not) any pets, but we (be) all interested in is animals. My brother (be) really crazy about crocodiles. has He (have) crocodile posters, books, and DVDs. His hero is (be) Steve Irwin.

13 Work in pairs. Describe your family. Who is messy? Who is friendly? Is anyone a

little mean sometimes?

aren’t (not be) crazy about crocodiles, but My sister and I is we love big cats. My sister (be) only four years old and she has (have) a lot of toy lions and is tigers. Our house (be) next to the zoo! Are you How about you?

14 play a game in groups. 1. Work together to make a list of families from your favorite books, movies, and TV shows. 2. Work independently. Write a sentence about each character. Begin “This person is . . .” and use at least one word from the box below.

(you / be) interested in animals? Do you have (you / have) any pets? Rita xx

annoying

friendly

funny

good (at)

interested (in)

mean

messy

noisy

• Point out the six words in the speech balloons that are in bold type. Say These are new words. They are all words we can use to describe people. Let’s listen to the words in sentences. Play TR: 34. Ask students to repeat each word alone and in a sentence.

This person is very good at singing. This person is really funny. 3. Read each other’s sentences and try to guess the characters.

32

33

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10 11

• 10 Say Now we’re going to listen to Joel talking about

• 13 Put students into pairs. Write the new words on the board: annoying, friendly, funny, mean, messy, noisy. Say Tell your partner about your family. Use the new words on the board and other words you know. When pairs have finished, ask some to share their descriptions with the class.

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Practice  OWI_F_SE_24787_026-041_U01_PPDF.indd 32

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groups of four or five students. Ask students to look at Activity 14. Read the directions and the first task. Say In your group, make a list of your favorite characters. They can be from books, movies, or TV shows. Make sure you all know who the characters are. Try to list eight to ten characters.

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• Say Now we’ll read a letter from one of the people in

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Ask questions such as How many people are in the picture? What animal can you see? What are the people doing? Help with any vocabulary students might need to describe what they can see.

• 14 Say Let’s play a guessing game! Put the class into

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• 11 Ask students to look at the picture on p. 32.

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his family. Play TR: 32 and tell students to listen. Read the directions and point to the alternative words and phrases in Activity 10. Play the track again and ask students to circle the form of be or have that they hear in each sentence. Check answers.

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the picture. Draw student’s attention to Activity 11. Ask Who is the letter from? Who is it to? (from Rita, to Petra) Point out the blank lines in the letter and the verbs in parentheses. Read the directions aloud. Say First, read the letter quickly to see what it’s about. This is called skimming. Don’t worry about the missing words this time. Give students time to skim the letter. Say So, what do you think the letter is about? Choose several students to give their ideas. (It’s about the animals that the family is interested in.)

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• Say Now read the letter again. This time write the correct form of the verb in the blanks. Work through the first two examples with the students. Remind them to refer to the grammar box on p. 32 if they have difficulty. When students have finished, choose two or three students to each read out part of the completed letter to the class.

Apply 

12 13 14

• 12 Learn new words. Say You read a letter describing Rita’s family. Now we’re going to learn new words that will help you describe different people in a family. Ask students to look at the pictures in Activity 12. Say Look at the children in the pictures.

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Unit 1

• Give groups time to write their lists. Monitor as needed. When groups have finished their lists, say Now work on your own. Don’t show your group what you are writing. Read the second task. Write This person is . . . on the board. Tell students that they should write a sentence for each character on their list. They can use their own ideas and the words and phrases in the box.

• When students have finished writing, say Now play the game in your groups. Take turns to read a sentence. Your group tries to guess which character you’re describing. The first group member to guess correctly gets a point. Give groups time to play the game. If time permits, groups could share their lists and a few sentences with the class.

Extend • Ask What other words can we use to describe people? Add students’ suggestions to the list on the board.

• Give out two sheets of paper to each student. Say You described characters from stories, movies, and TV shows. Now you’re going to invent a character of your own. On one piece of paper, draw a picture of the character. On the other, write a few sentences to describe the character.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

• Say The character can be a person or an animal. Make your character funny or interesting. Give your character a name. Model the activity by drawing a picture of a character on the board. Then say, for example, Let’s see; I think I’ll call my character Lucky Lucas. He’s very funny. I think he’s noisy, too. He isn’t good at math. He’s interested in sports, but he isn’t good at playing football. He doesn’t have any brothers or sisters, but he has a pet cat. As you speak, write sentences on the board.

Teaching Tip Playing games can be a welcome change of pace from reading and writing activities and other seated work. Bring in movement where possible. For example, ask students to form a circle or stand when it’s their turn. Students often relax when playing games and are more willing to participate.

• Give students time to draw their pictures and write their descriptions. Make sure they don’t write anything on the picture. When students have finished, collect their pictures and display them at the front of the classroom. Say Now we’re going to guess which picture belongs to each description. Divide the class into two teams, A and B. Line the teams up. The first student from Team A reads out her character description. The first student from Team B tries to guess which picture matches the description. If the student is right, Team B gets a point. Then the same two students reverse roles. Continue until all the students have read their descriptions.

Related Word

Wrap Up • On the board, write words for family members and adjectives

funny

grandparents

pets

mean

sisters

annoying

aunt

interested in

good at

crazy about

friendly messy

mom

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brothers

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in random order. On four note cards write be, not be, have, doesn’t have.

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giraffe

• Ask students to sit in a circle. Say Let’s go around the circle, making

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sentences. I’ll start. I’m going to hold up one of these cards. Read the verb on your card. Say My card says doesn’t have. I choose a word from the list on the board. I choose grandparents. My sentence is: My grandparents don’t have any pets. Say Now it’s your turn.

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• Ask a student in the circle to go first. Hold up one of the verb cards.

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Give the student time to choose a word on the board and make a sentence using the verb and the noun or adjective from the board. Continue around the circle until everyone has had a chance to say a sentence. Once a word has been used, erase it. Remind students to use the correct form of the verb. When everyone has had a turn, you could take a vote on the best sentence.

Formative Assessment Can students • use the correct form of be or have to describe family members? Ask students to choose the correct word or phrase to complete each sentence. My parents _________ (is / are) interested in animals, but they ________ (have / don’t have) any pets. I ________ (have / don’t have) four brothers. • use the correct form of be or have to ask questions about family members? Ask students to make questions from the following prompts: your dad / interested in / sports? is your aunt / have / sons? Does

Workbook  For additional practice, assign Workbook pp. 18−19. Online Workbook  Grammar 1

SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar 1 75

15 16 Before you read, discuss in pairs. Based

Reading

on the title and the photo, what do you think the reading is about? 16 17 Learn new words. Find these words in the

Objectives

reading. Which word is the more general word? Then listen and repeat. TR: 35

Students will • read about and discuss what families in four different countries eat for breakfast. • use new words from the reading. • interpret photographs.

breakfast

dinner

lunch

meal

18 17 While you read, underline the numbers in

the reading.

Reading Strategy  Make predictions

TR: 36

based on visuals

Target Vocabulary  breakfast, dinner,

A special Saturday morning breakfast in Turkey

BRE AKFAST

lunch, meal

Academic Language  caption, (dictionary) entry, prediction

Content Vocabulary  bread, diet, food, fruit, morning, porridge, sprinkles

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Resources  Online Workbook/Workbook

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pp. 20–21; Worksheet F.1.4 (Teacher’s Resource CD-ROM/Website); TR: 35−36 (Audio CD/Website/CPT); CPT: Reading; Graphic Organizer: Word Web (Teacher’s Resource CD-ROM/ Website)

Materials  photos of different types

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ap hi c

of food and meals from different countries around the world; set of classroom dictionaries

34

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OWI_F_SE_24787_026-041_U01_PPDF.indd 34

Warm Up

• Build background Say Every person in the world eats food. We all eat to make our bodies work. But food is fun, too. We all like certain foods. What are your favorite foods? Choose several students to tell the class about their favorite foods and meals. Say What did you eat for dinner yesterday? Can you remember? Help with vocabulary, if necessary. When several students have answered, see if any of the students had the same answer. Say, for example, So, three students had (noodles) last night. But only one student had (fish). Do we eat a lot of (noodles) here?

• Ask How many of you have visited a different country? Put your hands up. Ask the students with their hands up to name the country they visited. Then ask Did you eat any different foods in that country? Help students to name any unfamiliar foods. Tell students about your own experience, for example, In Spain, I had a meal made with rice called paella. It was delicious. Show the class photos of meals from around the world, if you have these. Ask the class if they can guess where any of the meals come from.

76

Unit 1

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4/7/17 4:47 PM

DiFFEREnT WAyS To START THE DAy ARounD THE WoRLD What food does your family eat in the morning? What is your favorite breakfast food? Is your meal at breakfast very different from your meal at lunch or dinner? Do you eat the same things as your friends? Different families around the world have very different diets. Do you know what people have for breakfast in other parts of the world? In Malawi, Emily, seven years old, starts the day at six in the morning. She lives with her grandmother and seven other family members. Her breakfast is porridge made from flour. She also has vegetables and drinks tea.

Be the Expert

Oyku is nine years old. She’s from Turkey. She has brown bread with olives, jam, tomatoes, eggs, and lots of different types of cheese. Nathanaël is six and he lives in France. From Monday to Friday, Nathanaël has fruit, cereal, and bread with his grandmother’s jam for breakfast. On the weekends he eats croissants. His favorite food, though, is crêpes with hot chocolate. In France, children drink hot chocolate from a bowl.

Reading Strategy Make predictions based on visuals  Visuals from many sources—books, posters, websites, newspapers and magazines—are very useful to get students to predict the content of a reading or listening text. Encourage students to look at the picture and describe what they can see. Ask questions to draw students’ attention to the general content as well as the details. If there is more than one picture, they can compare them and guess what relation they will have to each other in the text.

Viv, from the Netherlands, is five years old. She has bread with sweet sprinkles on top. This is a very popular breakfast in the Netherlands. The Dutch eat 750,000 slices of bread with chocolate sprinkles every day!

IN FouR CouNTRIeS

9

people in Emily’s family.

2. Every day, people in the Netherlands eat bread with chocolate sprinkles. 3. Nathanaël is 4. Emily gets up at

6

years old.

6

20 Discuss in groups.

in the morning.

750,000 slices of

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1. There are

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18 19 Work in pairs. Find numbers in the text to complete these

sentences.

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1. Look at the food in the photo. Do you eat similar food? Do you want to try some of the food in the photo? Which food? 2. What do you think we can learn from the text? 3. What differences do you notice between the people in the text?

OWI_F_SE_24787_026-041_U01_PPDF.indd 35

While reading or listening, students should then be encouraged to check and revise their predictions. When they make predictions, students become active readers, engaged in the task and are more likely to understand and remember what they read.

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Who eats a special food on the weekend? Nathanaël Who lives with her grandmother? Emily Who is from the Netherlands? Viv In which country do people drink from a bowl? France Where is Oyku from? Turkey

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1. 2. 3. 4. 5.

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18 After you read, answer the questions.

35

Teaching Tip Students can use pictures to help them remember new vocabulary. Encourage them to draw pictures to remind them of the meanings of the new words they learn. They may enjoy building their own picture dictionary. The drawing process encourages students to check their understanding of a word and identify differences between related words.

4/7/17 4:47 PM

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• Say In different countries around the world people eat different types

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of food. The food that we eat is called our diet. Different parts of the world often have different diets. Ask students to suggest why this might be.

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Before You Read 

15 16

• 15 Ask students to open their books to pp. 34−35. Direct students’ attention to Activity 15. Put students into pairs, then read the directions aloud. Invite a student to read aloud the title. Say With a partner, look at the photo and the title. Discuss what you think the reading will be about. When students have finished, review their predictions as a class. Note their ideas on the board. Say We guessed what the reading is about. These are our ideas. They are called predictions. When we read, we’ll see if our predictions were correct.

Reading 77 SAMPLE COPY, NOT FOR DISTRIBUTION

on the title and the photo, what do you think the reading is about?

What food does your family eat in the morning? What is your favorite breakfast food? Is your meal at breakfast very different from your meal at lunch or dinner? Do you eat the same things as your friends?

16 17 Learn new words. Find these words in the

reading. Which word is the more general word? Then listen and repeat. TR: 35 breakfast

dinner

lunch

Different families around the world have very different diets. Do you know what people have for breakfast in other parts of the world?

meal

In Malawi, Emily, seven years old, starts the day at six in the morning. She lives with her grandmother and seven other family members. Her breakfast is porridge made from flour. She also has vegetables and drinks tea.

18 17 While you read, underline the numbers in

the reading.

• Read aloud the words in the box again. Ask So, which

DiFFEREnT WAyS To START THE DAy ARounD THE WoRLD

15 16 Before you read, discuss in pairs. Based

TR: 36

A special Saturday morning breakfast in Turkey

BRE AKFAST

word is the general word? (meal) Which words are examples of the general word? (breakfast, dinner, lunch)

Oyku is nine years old. She’s from Turkey. She has brown bread with olives, jam, tomatoes, eggs, and lots of different types of cheese. Nathanaël is six and he lives in France. From Monday to Friday, Nathanaël has fruit, cereal, and bread with his grandmother’s jam for breakfast. On the weekends he eats croissants. His favorite food, though, is crêpes with hot chocolate. In France, children drink hot chocolate from a bowl. Viv, from the Netherlands, is five years old. She has bread with sweet sprinkles on top. This is a very popular breakfast in the Netherlands. The Dutch eat 750,000 slices of bread with chocolate sprinkles every day!

• Discuss the word meanings. Then say If we don’t know

IN FouR CouNTRIeS

the meaning of a word, we know that we can look in a dictionary a dictionary gives us lots of information about a word. Let’s see what kind of information. Put students into pairs. Give a dictionary to each pair. Say Find the entry for breakfast in your dictionary. What other information does the dictionary give us? (spelling, pronunciation, part of speech, example sentences, and so on) Discuss with with your partner.

18 After you read, answer the questions. 1. 2. 3. 4. 5.

Who eats a special food on the weekend? Nathanaël Who lives with her grandmother? Emily Who is from the Netherlands? Viv In which country do people drink from a bowl? France Where is Oyku from? Turkey

18 19 Work in pairs. Find numbers in the text to complete these

sentences. 1. There are

9

people in Emily’s family.

2. Every day, people in the Netherlands eat bread with chocolate sprinkles. 3. Nathanaël is 4. Emily gets up at

6

750,000 slices of

years old.

6

in the morning.

20 Discuss in groups. 1. Look at the food in the photo. Do you eat similar food? Do you want to try some of the food in the photo? Which food? 2. What do you think we can learn from the text? 3. What differences do you notice between the people in the text? 34

35

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• Say Look at page 34 again. Don’t read the text yet. Can you tell what country the food comes from? Give students time to find the caption for the photo. That’s right, there is some writing next to the photo. Ask a student to read the caption. Say This is called a caption. It gives more information about the photo.

• When pairs have finished, invite them to share their

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ideas with the class. Say A dictionary is very useful. It can tell us what a word means. It can tell us how to say the word. It can tell us what kind of word it is. And it gives an example sentence to show us how the word is used. What is the example sentence for breakfast in your dictionary?

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OWI_F_SE_24787_026-041_U01_PPDF.indd 34

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While You Read 

• Direct students’ attention to Activity 16 again, and

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read the second part of the directions. Say Which word is a more general word? Let’s see what general means. Here’s a different example. On the board, draw a word web with a central circle. In the central circle, write animals. Say Who can give me an example of an animal? Ask several students to give you an example of an animal, and write each of these around the central word.

dog

zebra

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elephant

cat

animals frog

• Draw a new word web with a different word in the central circle, such as colors. Ask students to suggest colors to write in the web. Point to the two central circles and say Animals and colors are general words. The words around the outside of the web are examples.

78

Unit 1

17

• 17 Say Now we’re going to find out what different families around the world have for breakfast. Listen and read. Play TR: 36 and tell students to read along.

• Say Now listen and read again. This time, look and

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word box on p. 34. Ask students to repeat. Say One of these words is in the title on pages 34 to 35. Which one? (breakfast) Ask students to find all four words from the box in the reading and discuss what they think they mean. Then play TR: 35 and ask students to listen and repeat.

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• 16 Learn new words.  Read aloud the words in the

listen for numbers. Notice what the numbers refer to. Play TR: 36 again while students read and find numbers. Tell students to write down the numbers they find.

After You Read 

18 19 20

• 18 Put students into pairs. Ask them to read and answer the questions. If partners disagree on an answer, encourage them to find the paragraph that has the information they need, and read aloud the part of the text that supports the correct answer.

• 19 Have students change partners. Have them compare with their partner the list of numbers they wrote down while reading. Make sure students have their books open at p. 35 and draw their attention to the sentences in Activity 19. Ask them to read sentences 1−4. Say Don’t look at the reading text again. Can you match one of the numbers you wrote with each sentence? Give pairs time to decide which number might fill each blank. Then say Now, reread the text and check if you were right. When they have

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert finished, check answers as a class.

• 20 Put students into small groups. Tell the students to read and

Teaching Tip

discuss the activity questions. If students are struggling for ideas, provide some prompts. For each group, ask one member to act as secretary and write a few notes from the discussion for each question.

Encourage students to be active listeners when they have group discussions. From time to time, ask students to pause an activity and repeat what another group member just said. If one of the group is taking notes, the other group members can assist them by repeating the main points. Remind students that when they take notes, they do not need to write complete sentences.

Discussion prompts 1. Do you want to try some of the food?

imagine the taste of each food—sweet, bitter, salty, delicious, hot, cold

2. What can we learn from the text?

think about the different countries: what is the weather like there, what food grows there?

Answer Key

Is breakfast an important meal in this country? How much do people eat for breakfast? How long does it take to make and eat breakfast?

1. Nathanaël eats a special food on the weekends. 2. Emily lives with her grandmother. 3. Viv is from the Netherlands. 4. In France, people drink from a bowl. 5. Oyku is from Turkey.

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3. What differences do you notice between the people in the text?

Comprehension 18

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Extend

• Ask the group secretaries to share their discussion notes for

lG eo gr

each question. Write some of their ideas on the board next to the discussion prompts. Then tell students to work with a partner to write sentences about the picture and the reading. Say Work with a partner. Write at least four things you learned about breakfasts in different countries.

• If time allows, hand out Worksheet F.1.4 in class. Students will use the worksheet to practice the new vocabulary and discuss what people eat for different meals.

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Wrap Up

• Say Let’s play True or False. Check that students understand true

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and false by saying a few sentences that are obviously true or false. Say Let’s see what you remember about breakfast in other countries. Close your books. I’ll say a sentence. If it’s true, keep your hand down. If it’s false, put your hand up. Say sentences such as the following: Emily’s family in Malawi have porridge and vegetables for breakfast. (true) In Turkey, Oyku eats lots of different types of fruit for breakfast. (false) In France, children drink tea from a bowl at breakfast time. (false) Dutch people eat a lot of bread with chocolate sprinkles. (true) Invite students to correct the false sentences.

Formative Assessment Can students • talk about what different families eat around the world? Ask students to describe what one of the families in the reading has for breakfast. • use new words from the reading? Ask What meals do we eat at different times of day? • interpret photographs? Ask students to say two things they learned from the photo on pp. 34−35.

Workbook  For additional practice, assign Workbook pp. 20–21. Online Workbook Reading

SAMPLE COPY, NOT FOR DISTRIBUTION

Reading 79

VIDE

Video Objectives

21 22 Before you watch, discuss in pairs.

Students will • discuss how some countries have special days to celebrate their dead family members. • apply the message of the video to their personal lives.

Which festivals and holidays do you celebrate together with your family? How do you celebrate them? 22 Work in pairs. You’re going

to watch Celebrating the Dead. Look at the photo. Why do you think the girls are smiling? Discuss your ideas.

Academic Language  label Content Vocabulary  celebration, costume, culture, dead, festival, grave, honor, loved ones

Resources  Video scene 1.1 (DVD/ Website/CPT); Online Workbook; CPT: Video

23 24 Watch scene 1.1. While

Answer Key

party hats

a ghost

a guitar

food

Comprehension 24

flowers

balloons

Mexico October 31st–November 2nd food, flowers, and gifts They dress up, paint their faces, and play music. 5. China 6. They believe the spirits of their loved ones return.

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1. 2. 3. 4.

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sheets of paper for drawing

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you watch, circle the things you see.

Materials  drawing materials; large

36

OWI_F_SE_24787_026-041_U01_PPDF.indd 36

21 22

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Before You Watch 

• Write the title of the unit Family Matters on the board.

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Say So far in this unit, we’ve looked at lots of different aspects of family life. What have you learned about? (famous families, describing family members, what families eat). Say In this lesson we’ll learn about how families celebrate. Who can tell me an example of a celebration—a special day in the year? Write some of the students’ responses on the board.

• 21 Ask students to open their books to pp. 36−37. Read the questions in Activity 21 aloud. Put students into pairs to discuss the questions. After pairs have had time to discuss, ask Which celebrations did you talk about? Ask pairs to share their ideas with the class. Note any celebrations that aren’t already on the board. Ask How do you celebrate them? Help students with any vocabulary they need.

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• 22 Say Look at the photo. What do you think the girls are doing? Can you describe the way they are dressed? Do they look happy or sad? Read the caption aloud. Say We’re going to watch a video. Based on what you see in the picture, can you predict what the video is about? Then read Activity 22, and give pairs time to discuss possible answers to the question.

• Read the question again. Say In which countries around the world do people have special celebrations for their dead loved ones? What do you think? Invite pairs to suggest answers. Write them on the board.

While You Watch 

23

• 23 Say Now we’re going to watch Celebrating the Dead. Direct students’ attention to Activity 23. Read the directions, then choose a student to read aloud the items in the box. Check the meaning of each word as a class.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Teaching Tip

24 After you watch, work in pairs to answer

the questions.

It’s often better to assign partners than to let students choose their own, especially when students are new to a class. Sometimes you may wish to put a more self-confident student with a less confident student to help him or her. Listen to partners as they work together, and help them treat each other with respect. Keep pairwork interesting by asking students to change partners once or twice during lessons.

1. Where do people celebrate Día de los Muertos, or Day of the Dead? 2. When is this festival? 3. What things do people take to their family members’ graves on the Day of the Dead? 4. Name three other ways in which people celebrate this day. 5. In which country do people celebrate Tomb Sweeping Day or Qingming? 6. What do families in Japan believe about the festival of Obon? 25 Work in pairs. What do you think about these

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kinds of celebrations? Why do you think some cultures have them? What do you do in your family or in your culture to remember your loved ones?

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26 Work in groups. Find out more about what

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27 Choose an activity.

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people eat during the Day of the Dead celebrations. Make a list.

Two sisters celebrating Day of the Dead in San Miguel de Allende, Mexico

1. Work independently. Design a costume for a Day of the Dead celebration. Draw a picture of the costume and label it. Explain what the different parts of the costume mean and why you chose them.

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2. Work in pairs. Choose one of the festivals below and find out more about it. Write a short paragraph about it. • Chuseok • Gai Jatra • Diwali

3. Work in groups. Invent your own festival to honor the dead. Decide when it will be and what people should do during the festival. Describe your festival to the class.

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• Say While you watch, circle all the things you see. Play

Video scene 1.1. Tell students to work independently.

Check answers as a class.

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• Say Now we’re going to watch the video again. Point to

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the countries listed on the board. Say Let’s see which countries the video names. Play the video again.

• If students have trouble following the video, pause it and allow them to ask questions.

After You Watch 

24 25 26 27

• 24 Put students into pairs. Tell them to work together and use information from the video to answer the questions. Check answers as a class.

Formative Assessment Can students • discuss how some cultures celebrate their dead family members? Formative Assessment Askstudents What do some cultures do when they Can hold a celebration the dead? TT_Bulletfor TT_Bullet TT_Bullet • TT_Bullet TT_Bullet TT_noBULtext TT_noBULtext TT_noBULtext

Online Workbook Video TT_noBULtext 37

4/7/17 4:49 PM

• 26 Put the students into small groups. Ask What do you eat when you celebrate a special day? Invite students to give their ideas. Then read the activity directions and give students time to research and write their list. Share answers as a class.

• 27 Have students choose an activity. If students choose the first activity, make sure they think about the different parts of the costume.

• Put students who choose the second option into pairs. Say You need to choose one of the festivals. If you can, find some information online about each one.

• Put students who choose the third option into small groups. Tell them to brainstorm ideas in their group.

• 25 Read aloud the directions and the discussion questions. Ask pairs to discuss the questions. Then invite pairs to share their answers with the class.



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Video 81

Grammar 2

gR AMMAR

TR: 37

Count and noncount nouns

Objective

Students will • use count and noncount nouns with There is or There are to talk about food.

Count nouns

noncount nouns

Are there any cookies in the cabinet?

is there any water in the bottle?

Yes, there are. There are some sugar cookies, but there aren’t any chocolate chip cookies.

Yes, there is. And there’s some juice in the fridge.

is there a banana in your lunch box?

No, there isn’t. There isn’t any bread, but there’s some rice.

is there any bread at the store?

No, there isn’t. But there is an apple.

Grammar  Count and noncount nouns Academic Language  count, noncount,

28 Listen to the conversation. Write C for count and N for noncount next to each word. TR: 38

noun

N

Content Vocabulary  barbecue, burger,

N

chicken, cookie, honey, lettuce

Resources  Online Workbook/Workbook

chicken

C

juice

N

burger

N

water

C

lettuce

C

tomato

banana

N

honey

29 Work in pairs. Circle the correct words.

pp. 22–23; Worksheet F.1.5 (Teacher’s Resource CD-ROM/Website); TR: 37−38 (Audio CD/Website/CPT); CPT: Grammar 2

Today is my sister’s tenth birthday and my is / are some cheese sandwiches and there is / are

Materials  large sheets of paper for

some chips. There isn’t / aren’t any candy because

drawing; markers

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my sister doesn’t like candy, but there is / are some

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whole family is here for her birthday meal. There

cookies and there is / are a big chocolate cake.

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There is / are also some fruit—there is / are some grapes and there is / are some strawberries. There

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isn’t / aren’t any juice, but there is / are some

coffee in a large pot and there is / are some water.

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30 Work in pairs. Take turns choosing a card. Ask and answer questions using

the words on the card with Is there / Are there. Is there any water in the bottle?

go to p. 173.

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Yes, there is.

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Warm Up

• Activate prior knowledge Write There is and There

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are on the board. Say We use these phrases to talk about things that are around us. For example, There are 20 students in our class today. There is one teacher—me! Call on some students to make sentences with There is and there are. Ask How do we make those sentences negative? Add to the board There isn’t and There aren’t.

Present • Ask students to open their books to p. 38. Say We’re going to find out how to use There is and There are to talk about food. Ask students to look at the sentences in the grammar box. Say Some of the food and drink words are count nouns. Some of them are noncount nouns. Can anyone say what the difference is? (Count nouns are things you can count; noncount nouns are things you can’t count.)

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Unit 1

• Play TR: 37 while students read along silently. Ask What’s the first count noun in the box? (cookies) What’s the first noncount noun in the box? (water)

• Write the following on the board: Count Noncount cookies water ________ ________ ________ ________ ________ ________

• Encourage students to find the other count and noncount nouns in the box. If they are confident, they can suggest other words for food and drink to add to the board.

• Say We use There is with a singular noun, that is, when there is only one of something. We use There are with a plural noun, that is, when there is more than one.

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4/7/17 4:49 PM

Be the Expert Ask students to find examples of singular and plural sentences in the first column of the grammar box. Say Now look at the sentences with noncount nouns. Do they use There is or There are? (There is). Say You always use a singular verb when you talk about a noncount noun.

Grammar in Depth A count noun is the name of a separate item that can be counted. It is usually a concrete noun (something you can experience through one or more of the five senses: sight, hearing, touch, smell, taste).

• Play TR: 37 again. Then ask students to take turns asking and answering with a partner.

Practice 

28 29

A noncount noun is the name of something such as a liquid, powder, or gas, or a material or an abstract idea that we do not see as a separate item and therefore cannot be counted. We cannot use numbers or a/an with noncount nouns, and they cannot be made plural.

• 28 Read the Activity 28 directions and items aloud. Check

Apply 

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• 30 Put students into pairs with a new partner. Have them cut out

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the cards on p. 173. Read the instructions and have a pair read the model dialogue. Then model the activity. Say I’ll choose a card: box – potatoes. I ask “Are there any potatoes in the box?” Have a student reply. (Yes, there are.) Students take turns to ask and answer questions.

Extend

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• Put students into small groups. Give a sheet of drawing paper and

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some markers to each group. Say Let’s plan the food and drink for a family celebration. First, decide on a celebration. Then, each person in your group should draw a food or drink item, and tell the group about it. Use There is or There are to begin your sentences. Ask each group to tell the class what celebration they chose.

• If time allows, hand out Worksheet F.1.5 to give students more practice with count and noncount nouns.

Wrap Up

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I’d like a sugar, please. (count, meaning a cube or packet of sugar) Do you like sugar? (noncount, meaning the sweetener in general) I’ll get two pizzas for dinner. (count, meaning two separate whole items) Would you like some pizza? (noncount, meaning an unknown quantity) We can quantify a noncount noun by adding a count noun such as a piece/ item/bit of before the noun: bread (noncount) → a piece/slice/loaf of bread (count) news (noncount) → a piece/an item of news (count)

Formative Assessment Can students • use count and noncount nouns to talk about food and drink? Ask students to complete the following dialogue with the correct form of there is/ there are: Is there any juice in the glass? ____________

• Keep the students in the same groups as for the Extend activity. Say We planned the food and drink for a celebration. Now let’s play a game. Can you guess what food or drink the other groups have chosen? Ask questions beginning with Is there or Are there. Ask each group in turn to choose another group and ask them a question about the picture they drew, for example, Are there any cookies in your picture? If the answer is Yes, there are, the group asking the question gets a point. Continue the game until each group member has asked at least one question.



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29. Ask What kind of celebration do you think this is? (a birthday) Have students read and complete the activity with their partners. When they have finished, call on a pair to read the completed text.

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• 29 Put students into pairs. Tell them to look at the picture in Activity

Usually it is not difficult to decide if a noun is count or noncount. However, some nouns can be count or noncount depending on their exact meaning. A good dictionary will help to check this. Some examples:

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understanding of the words. Explain that some of the nouns are count and others are noncount. Say We’re going to listen to two people talking about food and drink for a barbecue. Listen for the words in the activity. Play TR: 38 while students listen and follow. Then say Now listen again, and work on your own to complete the activity. Play TR: 38 again. When students have completed the activity, check answers as a class. Discuss any incorrect responses students may have and why they are incorrect.

there is . But ___________ are there any Yes, ____________ bananas? there aren’t . No, _____________

Workbook  For additional practice, assign Workbook pp. 22–23. Online Workbook  Grammar 2

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Grammar 2

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Writing

WRiTing We use joining words, such as and and but, to connect information in a sentence. We use and to connect two similar pieces of information. She has long hair and brown eyes.

Objectives

Students will • identify and use joining words correctly to connect and contrast information. • analyze a model paragraph to see how the writer connects and contrasts information. • write a description of a family member.

We use but to contrast two different pieces of information. My brother is very friendly, but my sister is pretty mean. 31 Read the model. How does the writer connect and contrast information?

underline the sentences with and and but. My grandfather I have one grandfather—my Grandpa Miguel. Grandpa Miguel is from Mexico, but now he lives with us in Spain. He’s 72 years old, but he’s very healthy and active. He has short gray hair and brown eyes. He’s pretty tall and he has a very loud voice. He’s really funny and friendly. All my friends like him. His favorite meal is breakfast, and he loves the Mexican dish huevos rancheros—eggs with tomatoes and chili. He’s very interested in music and he has three guitars. He enjoys playing them, but he isn’t very good at it!

Writing  Personal description Academic Language  connect, contrast, different, similar

Content Vocabulary  appearance, interests, personality

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Resources  Online Workbook/Workbook

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p. 24; Process Writing Worksheet (Teacher’s Resource CD-ROM/ Website); Graphic Organizer: Word Web (Teacher’s Resource CD-ROM/ Website); CPT: Writing

32 Work in pairs. What information does the writer include about his grandfather?

Check the information that is in the paragraph. ✓

his name

✓

his appearance

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✓

his personality his friends

his favorite animals

✓

his interests

33 Write. Describe a member of your family. Remember to use and and but

to connect and contrast information.

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Warm Up

• Recycle  Remind students of the language they used

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to describe different family members. Ask What kind of words did we use to describe people? (adjectives) Ask students to recall some of the adjectives they used to describe their family members and list these on the board.

• Write the following pairs of sentences on the board: I’m friendly. My sister is friendly, too. My brother is interested in photography. I think it’s boring. My cousin is friendly. He can be shy sometimes. My father is good at sports. My mother likes sports, too.

• Say Look at these pairs of sentences. They give information about people. Sometimes the pairs of

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Unit 1

39

4/7/17 4:49 PM

sentences describe how things are the same, or similar. Sometimes they describe how things are different. Call on a student to read the first pair of sentences aloud. Say Are these similar, or different? (similar) Do the same with the other pairs of sentences.

Present • Say We’re going to see how we can make two sentences like these pairs into one sentence. To do this, we use joining words. We’re going to look at which joining words we use to join similar pieces of information and different pieces of information.

• Tell students to open their books to p. 39. Ask the students to read silently through the information in the green box at the top of the page. Write the example sentences on the board: She has long hair and brown eyes. My brother is very friendly, but my sister is pretty mean.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

• Have a student read aloud the two sentences. Ask Which sentence has two pieces of similar information? (the first one) Which joining word do we use? (and) Ask Which sentence has two pieces of different information? (the second one) Which joining word do we use? (but) Write similar and different after the relevant sentences on the board, and underline and and but.

Writing Support Conjunctions of contrast  The most usual way of expressing a difference between ideas in two clauses of a sentence is by using the joining word, or conjunction, but. In a sentence like this, but always comes at the beginning of the second clause; it never begins the sentence. We say

• Read out the second sentence in the box. Say We use and to connect two similar pieces of information. Connect means “to join.” Write connect on the board after the first sentence. Read out the fourth sentence in the box. Say We use but to contrast two different pieces of information. When we contrast, we join two pieces of information that are different. Write contrast on the board after the second sentence.

My older sister is really friendly, but my younger sister is mean. His aunt is good at singing, but his uncle isn’t interested in music.

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• Go back to the pairs of sentences you wrote on the board in the

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Warm Up. Ask Which joining word will we use to connect each of the pairs? (and, but, but, and) Ask students to say the combined sentences.

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31 32

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Read the Model 

But my older sister is really friendly, my younger sister is mean.

• 31 Say Now we’re going to look at an example of a paragraph with

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connecting words. First, let’s look at the photo and the title. Who is described in the paragraph? (the writer’s grandfather) Ask Without reading the paragraph, can you predict some words that might be used to describe the man in the photo? Let several students give their ideas and write them on the board.

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• Invite several students to each read a part of the paragraph

My little brother is noisy, but funny.

Teaching Tip When students are writing a description of a person, remind them to think of both similarities and differences, and to focus on a person’s positive traits as well as any negative ones. Remind students of the vocabulary and grammar they should use in each writing assignment. Model example sentences before the students begin to write.

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aloud. Ask students if there are any words they don’t understand. Encourage students to work out what the words might mean from context. Ask a few comprehension questions, such as: What is the grandfather’s name? (Miguel) What does he look like? (He’s tall. He has short gray hair and brown eyes.) What does he like eating for breakfast? (huevos rancheros) Point to the list of adjectives on the board and ask Did we predict any of the words correctly?

In the following sentence, the conjunction joins two pieces of information, in this case, two contrasting adjectives:

• Read the directions aloud. Say Look for sentences that connect

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and contrast information. What joining words are we looking for? (and and but) Have students read the paragraph again on their own and underline the sentences that contain and or but. Then have them read aloud each sentence they’ve underlined and say whether the information in the sentence is similar or different.

• 32 Put students into pairs. Read the directions aloud and have a student read aloud the items. Explain personality and appearance. Say When we talk about personality, we say what someone is like. Is the person a happy person? Is he friendly or funny? Does she like helping other people? When we talk about appearance, we say what people look like. Are they tall or short? What color is their hair? What kind of clothes do they wear? Ask pairs to read the text again and complete the activity together.

Workbook  For scaffolded Writing support, assign Workbook p. 24. Online Workbook Writing



SAMPLE COPY, NOT FOR DISTRIBUTION

Writing 85

• If you have time in class, allow students to work on this step. If not, assign it as homework. If students have Workbooks, remind them to use Workbook p. 24 for writing support.

WRiTing We use joining words, such as and and but, to connect information in a sentence. We use and to connect two similar pieces of information. She has long hair and brown eyes.

We use but to contrast two different pieces of information.

• Worksheets  If your students need a reminder of

My brother is very friendly, but my sister is pretty mean.

any of the steps of process writing, you may want to hand out the Process Writing Worksheet and review together.

31 Read the model. How does the writer connect and contrast information?

underline the sentences with and and but. My grandfather I have one grandfather—my Grandpa Miguel. Grandpa Miguel is from Mexico, but now he lives with us in Spain. He’s 72 years old, but he’s very healthy and active. He has short gray hair and brown eyes. He’s pretty tall and he has a very loud voice. He’s really funny and friendly. All my friends like him. His favorite meal is breakfast, and he loves the Mexican dish huevos rancheros—eggs with tomatoes and chili. He’s very interested in music and he has three guitars. He enjoys playing them, but he isn’t very good at it!

• Workbook  Refer students to Workbook p. 24 to help them organize and plan their writing.

Write • After students have completed their prewriting, tell

32 Work in pairs. What information does the writer include about his grandfather? his name

✓

his personality

his appearance

his friends

his favorite animals

✓

• After students have finished their first drafts, tell them

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✓

his interests

to review their writing and think about their ideas and organization. Ask each student to consider the following: Have I described my family member well? Have I included the most interesting information about him or her? Have I used and and but to connect and contrast information? What is good? What needs more work?

33 Write. Describe a member of your family. Remember to use and and but 39

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33

• 33 Read Activity 33 aloud. Say Now you’re going

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to plan your writing. You already know your topic is a description of a member of your family. Your next step is prewriting.

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to connect and contrast information.

Plan 

• Ask students to use a word web graphic organizer to

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list their ideas about the person they’re going to write about. Hand out copies of the Graphic Organizer or draw one on the board for students to copy. Remind students of the items in Activity 32. Say Whom are you going to write about? Write the name in the central circle. Then write the types of information from Activity 32 in the outer circles. The graphic organizer will help you plan your writing.

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

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= = = =

Excellent Good Needs improvement Redo

Unit 1

Edit and Proofread • Encourage students to consider elements of style, such as sentence variety, parallelism, and word choice. Then ask them to proofread for mistakes in grammar, punctuation, capitalization, and spelling.

Publish • Publishing includes handing in pieces of writing to the teacher, sharing work with classmates, adding pieces to a class book, displaying pieces on a classroom wall or in a hallway, and posting on the Internet. 1

Writing Rubric

4 3 2 1

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Revise

Check the information that is in the paragraph. ✓

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them to work on their first drafts. If you don’t have enough time in class, assign the first drafts as homework.

Writing  Student includes appropriate connecting and contrasting ideas using and and but correctly to join pieces of information. Grammar  Student uses be and have correctly to describe a person. Vocabulary  Student uses a variety of word choices, including words learned in this unit.

SAMPLE COPY, NOT FOR DISTRIBUTION

2

3

4

Mission Objective

Students will • discuss how we can discover what things are important in our lives and those of our family members.

Discover Your Values

“The things you value in life stem from the very beginning.”

Content Vocabulary  values, stem Resources  Video scene 1.2 (DVD/

—Max Lowe National Geographic Photographer and Writer

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Website/CPT); Worksheet F.1.6 (Teacher’s Resource CD-ROM/ Website); Online Workbook: Meet the Explorer; CPT: Mission

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Be the Expert

2. Max Lowe is from a family of climbers. He is a photographer and writer. Max travels around the world and takes

40

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• Read aloud the mission Discover Your Values. Say

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Values are the things that we believe to be important in our lives. Your values can change the way you live. For example, some people believe that it is wrong to kill animals, and so they become vegetarian. Ask Who can think of other examples of values? Invite several students to share their ideas.

• Tell students to open their books to p. 40 and look at the photo and quote from Max Lowe. Have a student read the quote aloud. Explain that in this sentence stem means the same as come. Ask What do you think Max means by “The things you value in life stem from the very beginning”? (The most important things in life are with you from the start of your life.) Say Do you agree with Max? Why or why not? Ask students to say whether they agree or disagree. Ask them to give examples from their own lives.



Encourage students to participate actively in discussion activities. Consider asking one student or a pair of students to lead a class discussion. Giving students responsibility in the classroom increases self-confidence and motivation and develops leadership skills.

3. What things are important to your family? Are they important to you? How?

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Mission

photographs of beautiful places. How is his career connected to his family?

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1. Watch scene 1.2.

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Teaching Tip

Online Workbook  Meet the Explorer 4/7/17 4:49 PM

• Activity 1 Say Now let’s watch a video about Max

Lowe. Play Video scene 1.2. Ask students to focus on where Max is and who he is climbing with.

• Activity 2  Put students into pairs. Ask partners to discuss the job that Max does. He is described as an explorer, photographer, and writer. Ask What kind of skills do you think he would need to have? Would you like to travel a lot, as Max does? Then tell students to think about the video and the information they learned earlier in the unit and discuss how Max’s career is connected to his family.

• Activity 3 Say Now you’re going to think about values—your values and your family’s values. Read the questions. Ask students to work individually to write responses to the questions.

• Worksheet  Assign Worksheet F.1.6. Explain that students will use the worksheet to further discuss family interests.

SAMPLE COPY, NOT FOR DISTRIBUTION

Mission 87

Make an Impact

Project

A 1 Draw a family tree.

Objective

• Find out about four generations of a family. • Draw a family tree to show how they are all in the same family. • Write sentences about the people in the family tree. Describe the different relationships.

Students will • choose and complete a project related to their families.

Academic Language  album, poster, record

B Make a poster about your family’s breakfast.

Content Vocabulary  family tree,

• Keep a record of everything your family eats for breakfast.

relationships

• Design a poster with pictures and facts about the food.

Resources  Assessment: Unit 1 Quiz;

• Display your poster in the classroom. Answer your classmates’ questions about the information on the poster.

Workbook p. 25; Worksheet F.1.7; (Teacher’s Resource CD-ROM/ Website); CPT: Make an Impact and Review Games

C Make a class family album.

Materials  book with large blank

• Bring in some of your favorite family photos.

pages to make a class album, or large strong sheets of paper to make an album

• Write a few sentences about each photo.

Go to p. 280.

Unit Review  Assign Worksheet F.1.7. Workbook  Assign p. 25. Online Workbook  Now I can

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Assessment 

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• Stick the photos and sentences in a book to create a class family album.

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Prepare

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• Have students choose a project.

• Activity A  Tell students to find examples of family

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trees and examine how they are drawn. They can do this by searching on the Internet or finding books or other sources on the subject.

• Ask students to do research on their own families, or other families they know, by asking the family members questions. Remind them to find out about four different generations.

• Activity B  Tell students to keep a record of everything their family eats for breakfast. They can do this once, or every day for a few days, depending on how much time is available. Ask them to research some interesting and unusual facts about the foods they have recorded to add to their posters.

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Unit 1 ProjectSAMPLE

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• Activity C  Explain that an album is a special book with blank pages where you stick or place photographs, pictures, and other important things that you want to keep. Have the students who are making the class album plan it together and discuss what kind of information they want to include in the sentences they are writing.

Share • Schedule time for students to present their family trees, posters, or albums to the class. Allow time for discussion of the students’ work.

• Modify  For Activity B, students can keep a record of everything their family eats in a whole day. Tell them to research different food groups and assign the foods they have recorded to the different groups on their poster. Is it a healthy diet?

COPY, NOT FOR DISTRIBUTION

Student Book Audio Script

TR: 29 Speaking Strategy  See Student Book p. 31.

TR: 36 17   While you read, underline the numbers in the reading.  See Student Book pp. 34–35. TR: 37 grammar  See Student Book p. 38. TR: 38 28   S1: Hey, it’s a beautiful day. Let’s have a family barbecue. S2: Great idea! Is there any chicken in the fridge? S1: Yes, there is. We have some chicken and we have some burgers. S2: That’s good. Is there any lettuce? S1: No, there isn’t. There isn’t any lettuce and there aren’t any tomatoes. S2: No lettuce, no tomatoes. How about juice? Is there any juice in the fridge? S1: Yes, there is. There’s some juice and there’s some water. S2: OK. Can you check the fruit bowl for me? Are there any bananas? Bananas with honey are great on the barbecue. S1: Yes, there are some bananas. But there isn’t any honey in the cabinet. S2: OK. I’d better go to the supermarket!

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TR: 28 5 Learn new words.  enjoy / People enjoy seeing animals at the zoo. famous for / They’re famous for their zoo. good at / People who work in zoos are very good at taking care of animals. interested in / Bindi and Robert Irwin are interested in animals.

TR: 35 16 Learn new words.  breakfast / We have breakfast at seven o’clock in the morning. dinner / Dinner is in the evening. lunch / Many children around the world have lunch at school. meal / My favorite meal is rice with beans.

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TR: 27 5   The Irwin Family is a very famous family in Australia. Lyn and Bob Irwin opened the Australia Zoo in 1970. Their son, Steve Irwin, was very good at working with crocodiles. He became famous for his TV show The Crocodile Hunter. Many people around the world enjoyed watching it. Steve died in 2006, but now his children, Bindi and Robert, also work with the zoo. They are very interested in conservation and make TV programs about animals.

TR: 34 12   Learn new words.  annoying / My sister is very annoying because she’s always in my room. friendly / He’s a very friendly, kind man. funny / My brother tells lots of jokes, but they aren’t very funny. mean / She’s pretty mean and thinks only about herself. noisy / He listens to loud music all the time and he’s very noisy. messy / They’re very messy. They don’t help clean up.

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TR: 26 2 Learn new words.  is married to / My mother is married to my father. child / He’s the middle child. daughter / Their daughter is five years old. die / Her dog died last year. generation / There are three generations of climbers in our family. granddaughter / She’s my teacher’s granddaughter. grandson / He’s the grandson of a famous explorer. husband / My husband makes films about the sea. son / My three sons are named Pedro, Enrique, and Vicente. stepfather / When his father died, his mother married Jim. Jim is his stepfather. take care of / She takes care of her little sisters. wife / His wife is from Egypt.

TR: 33 12   I have two little brothers. Their names are Charlie and Peter. They’re both really friendly. Charlie is two years old. He’s really messy and noisy. He plays music in the kitchen every day. Peter is five years old. He can sometimes be a little mean to Charlie because he thinks Charlie is annoying. But the truth is, Charlie is really funny!

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L isten and read.  See Student Book pp. 28–29.

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TR: 25 1

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TR: 30 7   S1: Hi, Chau. Can I ask you some questions for my geography project? S2: Sure. No problem. S1: OK, first of all, where do you live? S2: I live in Hanoi, Vietnam. S1: Hanoi. Uh huh. And, where are your parents from? S2: My dad’s from Vietnam and my mom’s from the U.S. S1: Vietnam and the U.S. And what are your parents’ names? S2: My dad’s name is Nguyen, and my mom’s name is Cindy. S1: OK, great. And finally, what’s your favorite animal? S2: My favorite animal? I don’t know. Um, I think my favorite animal is a lion. S1: A lion! Cool! OK, that’s it! Thanks very much. TR: 31 grammar  See Student Book p. 32.

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TR: 32 10   1. She doesn’t have any brothers or sisters. 2. I’m an only child. 3. My parents are from Brazil. 4. My mom’s interested in music and dancing. 5. She has two sisters, Alicia and Silvia. 6. They also enjoy dancing, but they aren’t very good at it!



SAMPLE COPY, NOT FOR DISTRIBUTION

Audio Script 89

Unit 2

In This Unit Theme  This unit is about unusual schools.

Content Objectives

Students will • describe their schools and daily routines. • read about and discuss unusual schools around the world. • read about and discuss hard work and success.

Language Objectives

Students will • talk about how schools are different in other countries. • talk about likes and dislikes. • use the simple present to talk about routines, habits, and permanent states. • use adverbs of frequency to say how often something happens. • write about daily routines.

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A Different Education

Vocabulary

and dislikes

Grammar

Reading  Growth Mindset

Reading Strategy  Find the main idea

Video  Scene 2.1: Education Around the

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World; Scene 2.2: Meet Amy and Dave Freeman

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Writing  Description of a day in your life National Geographic Mission  Believe in Yourself Project • Design a school • Video interview • School guide

Express Yourself  Text messages Pronunciation Third-person -s /-es endings

Pacing Guides   F.2.1, F.2.2, F.2.3

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Unit 2

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Grammar 1  Use the simple present to talk about routines, habits, and permanent states Grammar 2  Use adverbs of frequency to say how often you do something

“It’s a big world. We still have a lot to learn and share.” —Amy Freeman

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Speaking Strategy  Talking about likes

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pp. 44–45 camera, class, classmate, homework, instructions, language, laptop, library, practice, screen p. 46  different, difficult, easy, same p. 49  every day, on the weekend, on weekdays, once a week, twice a week p. 50 fail, hardworking, improve, succeed Vocabulary Strategy  Antonyms

42

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Introduce the Unit • Activate prior knowledge Say Today we’re talking about schools around the world. Ask How can we describe our school? Encourage students to suggest adjectives that describe the school. Ask Is our school different from other schools in any way? Have students take turns suggesting ways that the school is unusual.

• Tell students to open their books to pp. 42−43. Point out the unit title A Different Education. Explain that education is a word for all the things we learn in schools and colleges. Read the quote by Amy Freeman aloud. Say Amy Freeman is an adventurer who travels around the world. She is also an educator. What is another word for educator? (teacher) Ask students if they agree with Amy.

• Tell students to look at the photo. How many adults are in the photo? (two) What do you think they’re doing? Call on a student to read Question 1. Ask Who can suggest another word that means the same as unusual? Confirm that unusual is similar in meaning to different. Ask students to suggest ways in which the school in the photo is unusual. Confirm that the school is unusual because it is on a boat.

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Unit Opener Objectives

Students will • describe and discuss an unusual school in a photo. • discuss their idea of a perfect school.

Resources  Worksheet F.2.1 (Teacher’s Resource CD ROM/Website); CPT: Unit Opener

Materials  globe or map of the world

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Children in a boat classroom, Bangladesh

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Be the Expert

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About the Photo

1. Look at the photo. What is unusual about this school?

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2. Do you want to visit this school? Explain why or why not. 3. Imagine your perfect classroom. Where is it? Is it outside or inside? What does it look like? How many students are there?

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• Ask questions such as the following to encourage further

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discussion: How are the children dressed for school? (bright, colorful clothes) What do you think the children are learning? Why? Why do you think the school is on a boat? • Share with students the information in About the Photo. If you have a globe or world map, encourage the students to find Bangladesh. Have a student read aloud Question 2 and elicit responses.

• Read aloud Question 3 and discuss. Say Your perfect classroom can be anywhere in the world. Where would you like it to be? Some students like being in small classes, with just a few students. Others prefer a large class. What do you think? Encourage a class discussion. Ask students to give the reasons for their choices.

Extend • Hand out Worksheet F.2.1. Put students into pairs. Explain that partners will discuss and write about what they do at school.



The photo shows children sitting around a circular table during a class on board a wooden boat. The nonprofit organization Shidhulai Swanirvar Sangstha developed these floating schools to bring schools to the students during flooding. The boat first acts as a school bus, stopping by the riverside at various points to pick up the students. Then it docks and classes begin. Each boat can take about 30 students and has solar panels that power equipment such as internet-linked laptops and printers, and also provides lighting for evening classes for students who work during the day. The boats also have libraries and other resources. The boats have high ceilings and waterproof roofs that can withstand heavy monsoon rains. Viewed from the riverbank, members of the community see the school as a “river turtle.”

Teaching Tip When introducing students to a new unit, help them make connections between the new content and the content they’ve learned in previous units. For example, ask what words from Unit 1 might be used to describe the photo in the unit opener. Encourage students to use grammar structures they’ve learned in Unit 1 to describe what they see.

Related Words boat, floating, flood, teacher

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Unit Opener 91

1

Vocabulary

What do you know about schools in other countries? Discuss. Then listen and read. TR: 39

Objectives

Students will • use vocabulary related to schools. • use new vocabulary to read about and discuss schools in three different countries.

Target Vocabulary  camera, class, classmate, homework, instructions, language, laptop, library, practice, screen

Content Vocabulary  camp, float, nomadic, problem, robot

Resources  Worksheet F.2.2 (Teacher’s

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Resource CD-ROM/Website); TR: 39–40 (Audio CD/Website/CPT); CPT: Vocabulary

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Warm Up

• Predict  Remind students that they learned about

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an unusual school that’s on a boat. Say There is a special reason why the school is on a boat. What’s the problem? (there is sometimes a lot of rain in Bangladesh; there is flooding) Draw a two-column chart on the board. Write Problem at the top of the first column and Solution at the top of the second.

• Say A problem is when something is difficult. A solution is a good idea that helps to solve the problem. Write flooding in the first column and boat schools in the second. Ask What are some problems that schools in other countries could have? Write students’ suggestions in the first column, then elicit ideas for solutions to add to the second column.

• Tell students to open their books to pp. 44−45. Say Look at the photo. The boy in the photo is learning. Read the caption to find out where the boy lives. Ask What is

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the weather like? What do you notice about the homes? Do any of the problems and solutions we wrote on the board apply here?

Present 

1

2

• 1 Make sure that students have their books open at pp. 44−45. Read aloud the question in Activity 1. Say We’ve already learned about boat schools in Bangladesh. What other types of schools do you think there are? Name the countries where we might find them. Call on a few students to respond.

• Say Let’s find out about schools in three different places. Listen and find out how each type of school is unusual. Play TR: 39 and tell students to listen and read. Ask What is unusual about the schools in these three places? (in Western Siberia the schools and teachers travel around with the people; in South Korea children have robot English teachers; in Bangladesh there are schools on boats).

SAMPLE COPY, NOT FOR DISTRIBUTION

The Nenets people are from Western Siberia. Some Nenets live in towns and villages, but many are nomadic. Nomadic people move from place to place. Nomadic Nenets follow their reindeer herds and travel around Siberia all year. They live in camps. Some Nenets children travel with their families and learn at a special nomadic school. Teachers travel with the families, and the classrooms are in the camps. Some classes are the same as classes at traditional schools, but in other classes, the children also learn about Nenets traditions and skills.

Be the Expert

In Bangladesh, it’s often difficult for children to get to school because of heavy rain. But thousands of students now study at floating schools. It’s easy for these students to go to school even in bad weather because floating schools are on boats. There are also floating libraries, with a lot of books and laptops.

Our World in Context The Nenets are an ancient people descended from inhabitants of northwest Siberia. Traditionally, they are reindeer herders. The reindeer provide the Nenets with meat for food, skins for making clothes, shoes and tents, and horn for making different implements. Many Nenets families still move with the seasons, following their reindeer as they migrate from the northern forests to the treeless tundra far above the Arctic Circle.

What’s your classroom like? Do you get your homework from a robot? Do you travel with your classmates to a different place every week? Do you learn on the land or on the water?

The nomadic schools follow the same migration routes, making education possible for the children of the herders. The schools began in the 1920s, and are currently undergoing modernization, introducing information and communication technologies to help improve the quality of education for these children. The nomadic schools aim to provide education while adapting traditional ways of living to the modern day.

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At an elementary school in South Korea, children have a new English language teacher. It’s a robot. A teacher in Australia looks into a camera and speaks. In their classroom in South Korea, the children hear the teacher’s voice and see her face on the robot’s screen.

They follow her instructions and practice their English.

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A Nenets boy studying outside his winter camp in Western Siberia

Learn new words. Listen and repeat. TR: 40

3

Work in pairs. Why do you think schools in South Korea have robot teachers? Would you like to learn from a robot teacher? Why or why not?

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• Discuss the reading with students. Ask questions:

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Find the word nomadic in the first paragraph. What do you think it means? (It describes people who move around, who don’t live in one place.) How do nomadic children learn? (Teachers travel with the families.) When the children in South Korea are taught by the robot, whose voice do they hear? (a teacher in Australia) How many children in Bangladesh go to the floating schools? (thousands) Apart from the floating schools, what can you find on boats in Bangladesh? (floating libraries)

• Have a proficient student read aloud the final paragraph of the reading. Ask some students to answer the questions in the text.

• 2 Learn new words. Play TR: 40. Ask students to listen and repeat. Display the new words. Put the students into pairs. Say Work with your partner. Choose



Related Words camp, fur, sled, tent

45

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three of the new words. Make a true or false sentence with each word. The class will decide if your sentence is true or false. Model an example. Point to screen. Say In South Korea, children see a book on the robot’s screen. Ask Is that true or false? (false) Invite a student to correct the sentence.

• When students have finished writing their sentences, ask each pair to read one of their sentences to the class.

Practice 

3

4

5

• 3 Put students into new pairs. Read the Activity 3 questions on p. 45 aloud. Say Use your new words to discuss the questions. Try to think of some reasons why they have robot teachers in South Korea. Then imagine having a robot teacher here. Would you like that? Tell your partner why or why not. When they have finished, ask pairs to share their answers for each question with the class.

SAMPLE COPY, NOT FOR DISTRIBUTION

Vocabulary 93

4

Vocabulary

Read and write the words from the list. Make any necessary changes. camera

class

classmate

laptop

practice

screen

language

Objectives

Students will • use vocabulary related to unusual schools. • use a vocabulary strategy to learn new vocabulary.

Dave and Amy Freeman are National Geographic adventurers and educators. Their Wilderness Classrooms teach children about the wild and exciting places they explore. The explorers record their adventures on a

camera

watch their videos on a

in the classroom. They can use

screen

. Students then

laptops

Target Vocabulary  different, difficult,

to

send questions to the explorers.

easy, same

Sometimes students choose the

Vocabulary Strategy Antonyms Content Vocabulary  adventure,

explorers’ route for the next week. The

adventurers, dogsled, route

children to

Resources  Online Workbook/Workbook

classes practice

help

math, geography, and science skills.

pp. 26–27; TR: 41–42 (Audio CD/ Website/CPT); CPT: Vocabulary

Materials  large sheets of paper; globe

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or map of the world; note cards

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easy

difficult

same

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different

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Learn new words. Listen to these words and match them to their opposite meanings. Then listen and repeat. TR: 41 and 42

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Dave and Amy Freeman dogsledding in winter

Choose an activity.

1. Work independently. Write three different things you want to learn about at school. Explain why you want to learn about them.

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2. Work in pairs. Design a robot teacher. Think about what it looks like and what it can do. Draw a picture of it. 3. Work in groups. Imagine you can choose next week’s journey for Dave and Amy Freeman. What is their route?

46

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• 4 Tell students to turn to p. 46. Have them look at the photo and describe what they see. Say The people in the photo are Dave and Amy Freeman. We read a quote from Amy Freeman in the last lesson. Ask one student to turn to p. 42 and read aloud the quote again. Say We’re going to read some more about Amy and Dave Freeman. They travel the world and have lots of adventures. An adventure is when you do something really exciting. Choose several students to read the words in the word box aloud. Explain that wilderness means a wild place, far away from towns and cities. Tell students to complete Activity 4 independently. When they have finished, ask a student to read the completed paragraph aloud.

• 5 Learn new words.  Read the words in the box. Ask students to work in pairs to find each word in the reading on pp. 44−45. Play TR: 41 while students listen. Read the first part of the directions. Say We have to match each word with its opposite meaning. Opposite means two things that are as different as possible. For example, big is the opposite of small. Have students complete Activity 5 independently. Then play TR: 42 and tell students to listen and repeat.

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Be the Expert

• Vocabulary Strategy Write opposite words = antonyms on the board. Say Another word for a word with an opposite meaning is antonym. When you learn a new word, it’s often good to learn its antonym at the same time. Write the two examples of antonyms from Activity 5 in two columns on the board:

Vocabulary Strategy

Who can give me some more examples of antonyms? Add some correct examples that students suggest to the two columns.

Antonyms  An antonym is a word that means the opposite of another one. When teaching the meaning of a word, it can be very useful to define it in terms of what it is not, for example, we can say that old means not young. However, a single word can often have more than one possible meaning and therefore more than one possible antonym. For example:

• Ask Do all words have antonyms? Give students a minute or so to

He collects old books.

same easy

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He collects young books.

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In this case, the opposite of old is new. So, although antonyms are often convenient when defining new words, it is important to make students aware that words rarely have a single antonym that could be used in all contexts.

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Apply 

cannot be rewritten as

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talk with a partner. Ask some pairs to say what they think. Write on the board the words yes, happy, true, reindeer, hot, robot. Ask Which of these words have antonyms? Let partners discuss and then ask again Do all the words have antonyms? (no) Which ones don’t? (reindeer, robot) Ask students to say what the antonyms for the other words are, and add these to the list on the board. (yes → no; happy → sad; true → false; hot → cold) Tell students that words sometimes have more than one antonym. For example, the opposite of big could be small or little.

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different difficult

• 6 Ask students to read the choices in Activity 6. Have them

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choose an activity, and then find partners or groups to work with if they chose options 2 or 3. Remind students who chose option 1 to give reasons for the different things they’d like to learn. For groups who chose option 3, make sure they have access to a world map, globe, or the Internet to research places that Dave and Amy Freeman might visit.

Teaching Tip Encourage students to speak, even when they aren’t sure of the answer or don’t have all of the vocabulary they need to answer it. If you ask a question and no one responds, ask students to tell you single words they can use to answer the question. You could also encourage students to ask you a question about the vocabulary they need in order to respond.

• Ask students to share their work on different school subjects,

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robot teachers, or a route for the Freemans with the class.

Extend

• After students have had a chance to share their work with their

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classmates, ask them to choose one of the other Activity 6 options and complete it.

• If time allows, hand out Worksheet F.2.2. Explain that students will use vocabulary words to write about and discuss how your school compares to other schools.

Wrap Up • Prepare note cards by writing one word on a card, and its antonym on a different card, using different words so that there is one for each student. Use words from the unit (big → small; outside → inside; same → different; easy → difficult; bad → good) as well as your own ideas. Mix up the cards and give one to each student. Say Look at the word on your card. Which word is its antonym? Let’s see who can find their antonyms first. Tell students to walk around the class, asking other students, for example, Do you have the word (difficult)? The first pair to hold up a matching pair wins.



Formative Assessment Can students • use new vocabulary to talk about schools? Ask Which things are easy to learn in school? Which things are difficult? • use new vocabulary to discuss learning in different countries? Ask students to describe one of the unusual schools they read about.

Workbook  For additional practice, assign Workbook pp. 26–27. Online Workbook Vocabulary

Vocabulary Practice 95 SAMPLE COPY, NOT FOR DISTRIBUTION

Speaking Strategy

Spe AkiNg S tR Ategy

TR: 43

talking about likes and dislikes Which subjects do you like? Do you like gym? Do you like art?

Objectives

Students will • express likes and dislikes. • ask and respond to questions about likes and dislikes.

Speaking Strategy  Talking about likes

7

Listen. How do the speakers talk about their likes and dislikes? Write the phrases you hear. TR: 44

8 7

Read and complete the dialogue. Possible answers:

and dislikes

Academic Language  dialogue, phrase Content Vocabulary  art, geography, math, science, subject

I like science, but I don’t like math. yes, i do. I love it. No, i don’t. I hate it.

Resources  Online Workbook; Worksheet

Ahmed:

F.2.3 (Teacher’s Resource CD ROM/ Website); TR: 43−44 (Audio CD/ Website/CPT); CPT: Speaking Strategy

Haider:

What’s your favorite subject at school, Haider?

I like geography and art. What about you? Which subjects

I don’t like Math? Really? I’m not very good at it.

Ahmed:

Do you like

Haider:

Yes, I do No, I don’t

science?

. Science is really interesting. . It’s difficult!

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Ahmed:

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math!

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Do you like science?

geography.

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Haider:

I like art, but I think my favorite subject is math.

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Ahmed:

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I don’t like

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do you like

Materials  paper clips, pencils, scissors

Work in pairs. Spin the wheel. Tell your partner about your likes and dislikes. Then ask about your partner’s likes and dislikes.

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I like the colors blue and black. I don’t like the color red. What colors do you like?

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• Activate prior knowledge Say In this lesson we’re

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going to talk about things we like, and things we don’t like. Who likes sports? Ask What sports do you like? Do the same with music, TV shows, and pets.

• Tell students to compare their likes and dislikes with a partner. Model the activity with a student. Say I like tennis. How about you? Encourage the student to respond Yes, I like tennis or No, I don’t like tennis. When pairs have taken turns to talk about their likes and dislikes, ask a few pairs to tell the class what they found out about their partner.

47

• Play TR: 43 again while students read along in their books. Then have a pair of students read aloud the questions and answers as a dialogue. Say There are two different words in the dialogue that mean like and dislike. What are they? (love and hate) Say If you love something, you like it very much. If you hate something, you dislike it very much.

• 7 Say Now let’s listen to two students talking about their schools. Notice the phrases they use to say what they like and dislike. Write down the phrases you hear. Play TR: 44. Call on students to share their phrases with the class.

• Ask What school subjects did the students talk about?

7

• Tell students to open their books to p. 47. Read aloud the title of the speaking strategy. Say We’re talking about likes and dislikes. Listen to two people talking about their likes and dislikes. Play TR: 43.

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go to p. 171.

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Warm Up

Present 

I like yellow and green.

Unit 2

See how many of the subjects the students remember. Explain that gym is a school subject where students play sports and do exercises. Play TR: 44 again and ask students to listen for the school subjects.

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Be the Expert Practice 

8 Strategy in Depth

• 8 Once students seem comfortable using the speaking strategy to talk about likes and dislikes, direct them to Activity 8. Point to the photo. Say The boy looks happy. Which subject do you think he’s doing? (science) Say The dialogue is about school subjects. Tell students to complete Activity 8 independently.

Likes and dislikes include expressing a wide range of different feelings. Consequently, when talking about likes and dislikes, there are many different expressions that we can use to express a degree of liking or disliking. Ways of expressing liking include:

• Have pairs of students read their completed dialogues aloud, taking turns as Ahmed and Haider. After several pairs have read their dialogues, ask Which student do you think is in the photo, Ahmed or Haider? How do you know? (Haider, because he’s enjoying a science lesson)

9

Ways of expressing dislike include:

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Apply 

I like . . . I’m interested in . . . I enjoy . . . I love . . . I’m crazy about . . .

• 9 Put students into pairs with a new partner. Tell them to cut

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I don’t like . . . I dislike . . . I can’t stand . . . I hate . . . If students want to say that they neither like nor dislike something, they can say: I don’t mind . . . . . . is OK.

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out the spinner from p. 171 in one of their books. Show them how to spin the paper clip around the point of a pencil. Explain that when the paper clip stops spinning, it points to which text to read. Read the instructions aloud, then demonstrate the activity. Spin the paper clip, then read aloud the text in the part of the spinner where the paper clip stops. Say It says Food, so I should talk about what food I like and dislike. Then say, for example, I like pizza and apples. I don’t like eggs. Turn to a student and ask What food do you like?

• Have a pair of students read aloud the speech balloons to model

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the activity. Say Take turns until you have talked about four different subjects on the spinner. Tell partners to play the game.

Extend

• Put students into small groups of three or four. Say Now talk in

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your groups about likes and dislikes. Talk about school subjects, or the topics on the spinner, or your own ideas. If necessary, suggest some new topics to help groups get started: clothes, movies, books, drinks. Give groups time to discuss two or three topics.

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• If time allows, hand out Worksheet F.2.3. Explain that students

Wrap Up

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can use the worksheet to practice talking about likes and dislikes.

• Give a piece of paper to each student. On the board, write like, love, don’t like, hate. Tell the students to write four sentences using each word or phrase. The sentences should be true for them. When they have finished, collect the pieces of paper, and hand them out to different students at random. Make sure students don’t get their own paper back. Have students take turns reading aloud the sentences on the paper they’re holding, pausing after each sentence for other students to guess who has written it. If no one guesses correctly, ask the student who wrote the sentence to stand up.

Formative Assessment Can students • talk about likes and dislikes? Say What school subjects do you like and dislike? • ask and answer questions about likes and dislikes? Say Let’s talk about what sports we like. What do you ask me?

Online Workbook  Speaking Strategy

Speaking Strategy 97 SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar 1

gR AmmAR

TR: 45

Simple present: talking about routines, habits, and permanent states Camila lives in Quito. She gets up at six o’clock in the morning. I walk to school with her. Her brothers don’t walk to school. They take the bus. She doesn’t have lunch at school. She goes home for lunch. She hangs out with her friends after lunch. What time does she go to bed? At nine thirty.

Objectives

Students will • identify the form and use of the simple present. • use the simple present to talk about routines, habits, and permanent states. • learn and use phrases to talk about routines and schedules.

10 Listen. Kerem describes a day in his life. Circle the form you hear.

Grammar  Simple present: Talking about routines, habits, and permanent states

Target Vocabulary  every day, on the weekend, on weekdays, once a week, twice a week

Academic Language  typical Content Vocabulary  afternoon, lunch,

TR: 46

1. get up

gets up

6. doesn’t have

don’t have

2. eat

eats

7. make

makes

3. doesn’t have

don’t have

8. return

returns

4. drink

drinks

9. finish

finishes

5. go

goes

10. do

does

lives

Danilo is 12 years old. He

morning, schedule

ng

11 Read. Complete the sentences with the correct form of the verbs in parentheses. (live) in Manila

gets up prepares starts

endings

Resources  Online Workbook/Workbook pp. 28−29; TR: 45−48, 136–138 (Audio CD/Website/CPT); CPT: Grammar 1

(get up) every morning at seven o’clock and he (prepare) breakfast for his family. After breakfast, he

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Pronunciation  Third-person -s / -es

ni

in the Philippines, with his sisters, Lilybeth and Tala, and his parents. He

(start) his classes. Danilo

teaches walks

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(not go) to school. His mother

morning. In the afternoon, he

does not go

(teach) him at home in the (walk) to a music

class at his friend’s house. There are five children in the

Materials  large sheets of paper

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music class and they all

practice

(practice) together. Lilybeth and Tala They and

do not go stay study

(not go) to the music class. (stay) home (study)

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math or science.

48

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OWI_F_SE_24787_042-057_U02_PPDF.indd 48

Warm Up

• Set the scene Write Routines on the board. Say Today we’re going to talk about ordinary things that we do every day or every week. These things make up our routine. Describe your morning routine. Say, for example, I get up at six o’clock. I take a shower and get dressed. Then I take our dog, Billy, for a walk . . . (and so on). Encourage students to tell a partner about their morning routine.

• Say When we talk about routines we use the simple present. We also use the simple present to talk about things that are always true. Remind students that in the last unit they learned the simple present of be and have. Say We used these verbs to talk about things that are always true. For example, we said “My mom is good at math.” If your mom is good at math, that never changes. In this lesson, we’ll use different verbs in the simple present.

Present • Tell students to open their books to pp. 48–49. Point out the grammar box at the top of p. 48. Read the title. On the board, write routine, habit, and permanent state. Say A habit is something that

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12 Learn new words. Listen to learn about a school day in

Japan. Then listen and repeat.

Be the Expert

TR: 47 and 48

School starts at 8:30 on weekdays.

Grammar in Depth

The principal talks to the school once a week.

Monday

8:30 1

Wednesday

Thursday

Friday

Principal talks Homeroom to the school.

Homeroom

Homeroom

Homeroom

8:45

Gym

Math

Gym

Math

Gym

2

9:45

Science

Language Arts

Science

Language Arts

Science

3

10:45

Language Arts

History

Language Arts

History

Language Arts

4

11:45

History

Gym

History

Gym

History

12:30

Lunch

Lunch

Lunch

Lunch

Lunch

1:30

Math

Science

Math

Science

Math

5

2:30

Tuesday

After-school club

We use the simple present to talk about facts that are always true (permanent states), or things that we feel are usually true. It rains a lot here in July. We also use the simple present to talk about things that happen regularly: habits and routines.

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Time

After-school club

To form the simple present of regular verbs, the verb changes only with the third person pronouns he, she, or it, when we usually add -s. Exceptions are:

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Class Period

The unit focuses on some uses of the simple-present tense, which describes things happening in the present that are generally true.

There is no school on the weekend.

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13 Work in pairs. Describe your typical school week. What do you do every day? What

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After-school clubs meet twice a week at the end of the school day.

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There are five class periods every day.

do you do once or twice a week after school? What do you do on the weekend? 14 Work in groups. Design a schedule for your ideal school. Then tell

another group about your schedule.

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At our school, we start classes at ten thirty every morning. We play soccer every day, and we have a math class once a week.

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we do regularly, for example, I always have a snack when I watch TV. A routine is similar. It means the things we do in a fixed order at the same time. A permanent state is something that is always true. Say Now let’s listen to some sentences about a girl called Camila. Play TR: 45 while the students listen.

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• Write the following on the board: Uses of simple present

Examples

routines and habits permanent states

• Play TR: 45 again. Reread the first sentence in the box. Say Camila lives in Quito. Ask Is that a routine or a habit, or is it a permanent state? (a permanent state) Write the sentence on the board, on the second line of the Examples column. Read aloud I walk to school with her. Ask Is that a permanent state? (No, it’s a routine or habit.) Write the sentence on the first line.

• Have pairs practice reading the sentences in the box together.

Verbs ending in consonant + -y change the -y to -ies, as in fly → flies Verbs ending in -ch, -o, -s, -sh, -x, -z add -es, as in match → matches fix → fixes fish → fishes carry → carries Some irregular verbs do not add -s or -es but change their spelling, as in have → has be → am, are, is We make the negative and question forms of the simple present with do. We usually use the contractions don’t and doesn’t in the negative when speaking.

Pronunciation Go to Student Book p. 162. Use TR: 136–138. The third person -s / -es endings  Pronunciation of simple present third person singular endings follows the same rules as regular plural nouns and possessives, so it is important for students to understand and have plenty of practice in these. The s or es is pronounced differently depending on the final consonant sound of the verb. The pronunciation is /s/ after unvoiced sounds, /z/ after voiced sounds, and /ɪz/ after sibilant sounds. Ask students to refer to the rules and examples given on p. 162. You might also like to display a table of the word endings and corresponding sounds in the classroom for easy reference.

SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar 1 99

gR AmmAR

How do we make the negative form of a simple-present verb? (We add don’t or doesn’t.) Say Yes, that’s right. We use the helping verb do. On the board, write don’t = do not and doesn’t = does not.

12 Learn new words. Listen to learn about a school day in

TR: 45

Japan. Then listen and repeat.

Simple present: talking about routines, habits, and permanent states Camila lives in Quito. She gets up at six o’clock in the morning. I walk to school with her.

TR: 47 and 48

School starts at 8:30 on weekdays. The principal talks to the school once a week.

Her brothers don’t walk to school. They take the bus. She doesn’t have lunch at school. She goes home for lunch. She hangs out with her friends after lunch. What time does she go to bed? At nine thirty.

Class Period

10 Listen. Kerem describes a day in his life. Circle the form you hear.

TR: 46

1. get up

gets up

6. doesn’t have

don’t have

2. eat

eats

7. make

makes

3. doesn’t have

don’t have

8. return

returns

4. drink

drinks

9. finish

finishes

5. go

goes

10. do

does

lives

Monday

Wednesday

Thursday

Friday

8:30

Principal talks Homeroom to the school.

Homeroom

Homeroom

Homeroom

1

8:45

Gym

Math

Gym

Math

Gym

2

9:45

Science

Language Arts

Science

Language Arts

Science

3

10:45

Language Arts

History

Language Arts

History

Language Arts

4

11:45

History

Gym

History

Gym

History

12:30

Lunch

Lunch

Lunch

Lunch

Lunch

1:30

Math

Science

Math

Science

Math

5

11 Read. Complete the sentences with the correct form of the verbs in parentheses. Danilo is 12 years old. He

Time

2:30

(live) in Manila

Tuesday

After-school club

• Read the Activity 11 directions aloud. Say Let’s do the first one together. Read aloud the first sentence. Say I have to fill in the blank with the correct simple-present form of the verb in parentheses, live. We’re talking about Danilo. The word before the verb is he so I need to add -s to the verb.

After-school club

in the Philippines, with his sisters, Lilybeth and Tala, and his parents. He

gets up prepares starts

(get up) every morning at seven o’clock and he (prepare) breakfast for his family. After breakfast, he (start) his classes. Danilo

teaches walks

(not go) to school. His mother morning. In the afternoon, he

There are five class periods every day.

does not go

After-school clubs meet twice a week at the end of the school day.

(teach) him at home in the

class at his friend’s house. There are five children in the music class and they all

13 Work in pairs. Describe your typical school week. What do you do every day? What

practice

do you do once or twice a week after school? What do you do on the weekend?

(practice) together. Lilybeth and Tala They and

do not go stay study

There is no school on the weekend.

(walk) to a music

(not go) to the music class.

14 Work in groups. Design a schedule for your ideal school. Then tell

(stay) home

another group about your schedule.

(study)

At our school, we start classes at ten thirty every morning. We play soccer every day, and we have a math class once a week.

math or science.

48

Apply 

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• 12 Learn new words.  Ask students to look at

10 11

Activity 12. Point to the schedule. Say This is a school schedule. What information does it give? Ask several students to give their ideas.

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• Have students look at the notes in boxes at the top

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in the life of a family. First, let’s scan the text. Read the text quickly and try to find one thing that is unusual about this family’s routine. Give students time to scan the text, then ask What is unusual about this family? (Danilo doesn’t go to school. His mother teaches him at home.) Ask a few general questions about the text, and give students time to find the answers. Ask Where does the family live? (in Manila, in the Philippines) Who is in the family? (Danilo and his sisters, Lilybeth and Tala, and their parents)

to listen to someone talking about a typical school week in that country. Play TR: 47 while students listen.

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• 11 Say Now we’re going to read about a typical day

• Say This schedule is for a school in Japan. We’re going

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• Remind students how to form the simple present. Say

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Look at the grammar box at the top of the page again. Sometimes we have to add -s to the verb when we make the simple present. Which examples of this can you find in the box? (Camila lives; She hangs out) Say For he, she and it, or when we use a person’s name, we add an -s to the verb. Say Sometimes the spelling changes when we add the -s. Can you find an example of this in the box? (go → goes) Write this on the board: Simple-present verbs with he, she and it verbs ending in -ch, -o, -s, -sh, -x, -z add -es go → goes

verbs ending in consonant + -y change the -y to -ies

and bottom of the schedule. Call on different students to each read aloud one of the notes. Point to the phrases in bold type. Write them on the board: on weekdays, once a week, every day, twice a week, on the weekend. Say These are useful phrases when we want to say when something happens, or how often it happens. Let’s listen to the audio track again. Put up your hand when you hear one of the phrases on the board. Play TR: 47 again while students listen for the new vocabulary.

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going to listen to Kerem talking about a typical day. A typical day is an ordinary day, a day when nothing unusual happens. Play TR: 46 once and tell students to listen. Play the track again and ask students to circle the simple-present form they hear.

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• 10 Read the instructions for Activity 10. Say We’re



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Practice 

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• Point to the new vocabulary on the board again. Say Now we’re going to hear each phrase on its own and in a sentence. Play TR: 48. Have students listen and repeat. Tell students that in Japan and many other countries, the weekend is Saturday and Sunday. Other countries, however, have their weekends on different days. For example, in Egypt, the weekend is Friday and Saturday, and Sunday is a weekday.

• 13 Put students into pairs. Read the directions aloud. On the board, write every day – once or twice a week after school – on the weekend. Tell each pair to discuss the questions and think of at least two activities for each phrase on the board. When pairs have finished, read aloud each phrase on the board and ask pairs to share their ideas with the class.

study → studies

• Say Look at the grammar box again, and Activity 10.

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Unit 2

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Be the Expert • 14 Read the directions for Activity 14 aloud. Say You’re going to design a schedule for your dream school. Who can suggest another word that means the same here as dream? (perfect) Why is it called your dream school? Put the class into an even number of groups, ideally of four or five students. Ask a student to read aloud the example in the speech balloon. Give out a large sheet of paper to each group. Remind groups to look at the schedule on p. 49 for ideas about how to lay out their schedule. Say The schedule on page 49 says Class 1, Class 2, and so on. If you like, your group can say which subjects are in your schedule, too.

Teaching Tip When students are taking part in a group activity, it is important to monitor and confirm that they have understood the activity and are not having difficulties in carrying it out. Beyond that, however, it’s often best to resist the temptation to intervene too much. If groups are left to carry out an activity without your help, they are likely to formulate their own solutions and ideas and ultimately learn more effectively.

• Give groups time to draw up their ideal school schedules. Monitor

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• Say We talked about our ideal schedules. Now let’s compare these

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Extend

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and help as needed, and ensure that all group members are taking part. When they have finished their schedules, put each group together with another group. Say Now tell the other group about your schedule. Take turns saying one thing about the schedule. Make sure students understand that each group member should have a chance to speak.

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with our real-life school schedules. Remind students that we use and to talk about two things that are similar, and but to talk about two things that are different. On the board, write: At my dream school, there are five lessons every

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day, and at my real school there are five lessons every day.

At my dream school, there are after-school clubs every day, but at my real school there are after-

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school clubs once a week.

• Give students time to write ideas for two sentences about their

Wrap Up

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dream school and their real school. Then go around the room, asking each student to share their sentences with the class.

• Have students sit in a circle. Display or write the vocabulary phrases on the board (on weekdays, once a week, every day, twice a week, on the weekend). Say Choose one of the phrases and make a true or false sentence. The sentence can be about you or someone else. The next student in the circle guesses if your sentence is true or false. I’ll start. I choose on the weekend. Then say, for example, I always go swimming in the sea on the weekend. Is that true or false? Ask a student to guess the answer and then take a turn. For the false sentences, ask the student who made the sentence to correct it.

Formative Assessment Can students • use the simple present to talk about routines, habits, and permanent states? Say Tell me about your routine when you get home from school. • learn and use phrases to talk about routines and schedules. Ask students to tell you one thing they do every day and one thing they do once a week.

Workbook  For additional practice, assign Workbook pp. 28−29. Online Workbook  Grammar 1



SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar 1 101

15 16 Before you read, discuss in pairs. Look at the title and

Reading

the photos. What do you think the reading is about? 16 17 Learn new words. Find these words in the reading.

Which words are verbs? Which word is an adjective? Then listen and repeat. TR: 49

Objectives

Students will • read about and understand the concept of a growth mindset. • use new words from the reading. • discuss how people become good at doing things.

fail

hardworking

improve

succeed

18 17 While you read, think about the main idea of the

reading.

TR: 50

18 After you read, work in pairs to answer the questions.

Reading Strategy  Find the main idea Target Vocabulary  fail, hardworking,

1. What does Eduardo Briceño want to find out about chess champions or musical prodigies? 2. How does Josh Waitzkin first learn to play chess? 3. Why is his first national chess championship important for Josh? 4. What other activity is Josh also very good at?

improve, succeed

Academic Language  abbreviation, example, main idea

Content Vocabulary  education, growth, lose, mindset, skills, win

Growth

Resources  Online Workbook/Workbook

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pp. 30–31; Worksheet F.2.4 (Teacher’s Resource CD-ROM/Website); TR: 49−50 (Audio CD/Website/CPT); CPT: Reading

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Mindset

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Materials  set of classroom dictionaries

50

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Warm Up

• Set the stage Say In this lesson we’re going to find out what makes someone good at something. First, I’ll tell you an old story. It’s the story of The Tortoise and the Hare. Do any of you know the story? Ask students to raise their hands if they are familiar with the story. Make sure students understand tortoise and hare. Tell the story, using pantomime as necessary to help clarify the meaning.

• Say The hare was very fast. The tortoise was very slow. One day, the two animals had a race. “I’m the best!” said the hare. “I’m going to win!” The race began. The hare ran down the road. He was a long way in front of the tortoise, so he stopped to rest. “I can win easily,” he said. But then he fell asleep. The tortoise never stopped. Soon he was close to the finish line. The other animals started cheering. Suddenly, the hare woke up. He started running again—but it was too late. The tortoise had won the race! After that, the hare never again said “I’m the best.” He’d learned his lesson.

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Unit 2

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how to be GreAt Eduardo Briceño is an expert in education. He wants to find out why some people are chess champions or great at music or math. He believes that it is because of how they think. He calls this their growth mindset. These people don’t believe they are special or better than other people. They believe they can work hard and improve their skills. One example of this is Josh Waitzkin. Let’s look back at his story.

Be the Expert

Josh is a great example of growth mindset. He doesn’t believe that he is naturally good at one special thing. He tries to learn new things. He doesn’t always succeed immediately, but he is very hardworking. He thinks that it’s good to fail sometimes because it makes you try harder.

Reading Strategy Find the main idea  The main idea, or

We can all use growth mindset. Don’t think that you are good at a subject or bad at a subject. Think about how you can work hard and get better at everything you do.

main point, of a written text is the single most important idea that the writer is trying to communicate. To help students think about the main idea, ask the question: In one sentence, what is the writer saying about the topic?

When Josh is six years old, he sees people playing chess in Washington Square Park in New York City. He learns to play chess with them. He loves the game and he plays a lot of chess! He becomes very good at it. But then, a couple of years later, he loses his first national championship.

The main idea can be located at different places in a text. The title often contains a clue to the main idea. Sometimes the main idea is clearly stated in the first sentence of a text, but often it is necessary to read through the whole text to trace the development of the idea, before we can say what the main point is. Josh Waitzkin doing tai Chi

The main idea of a text is usually backed up, or supported, by examples and related points that reinforce the main idea. These are called supporting details.

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Then, when he is 21 years old, Josh decides to learn something completely different. He joins a Tai Chi class. Josh works very hard again and he wins a world championship!

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This is an important moment for Josh. He realizes that it’s not about how smart you are. It’s about how hard you work. He works very hard and he wins the next national championship.

18 19 5 Work in pairs. What’s the main idea of this reading?

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Underline the correct answer. 1. You can improve if you work hard.

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2. Some people are very good at subjects like math, music, or chess. 3. Chess can help you to be good at other subjects. 20 Discuss in groups.

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1. Think of a school subject that is difficult for you. How can you improve? Share your ideas. 2. Do you think people are good at things without trying? Why or why not? 3. Eduardo Briceño says, “Mindset affects all of us.” What do you think he means?

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• Ask Why did the tortoise win the race? Have students respond. Ask

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What was the hare thinking during the race? What was the tortoise thinking? Say When we try to do something difficult, the way we think about it is very important.

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Before You Read 

15 16

• 15 Have students open their books to pp. 50−51. Direct their attention to Activity 15. Put students into pairs, then read aloud the title and subtitle of the reading. Say If a person is great at doing something, it means they’re very skilled at it. They do it extremely well. Read the directions aloud, and ask pairs to discuss what they think the reading is about, based on the title and the photos. When students have finished, review their predictions as a class. Write their ideas on the board.

• Say Look at the photo on page 51 again. Find the caption. What information can you find out from the caption? Give students time to find the caption for the photo and then have them respond (The man in the photo is called Josh Waitzkin. He’s doing Tai Chi.)



SAMPLE COPY, NOT FOR DISTRIBUTION

Reading 103

the photos. What do you think the reading is about?

Eduardo Briceño is an expert in education. He wants to find out why some people are chess champions or great at music or math. He believes that it is because of how they think. He calls this their growth mindset. These people don’t believe they are special or better than other people. They believe they can work hard and improve their skills.

16 17 Learn new words. Find these words in the reading.

Which words are verbs? Which word is an adjective? Then listen and repeat. TR: 49 fail

hardworking

improve

succeed

18 17 While you read, think about the main idea of the

reading.

Eduardo Briceño is an expert in how people learn. Let’s listen and read. Play TR: 50 and tell students to read along.

how to be GreAt

15 16 Before you read, discuss in pairs. Look at the title and

One example of this is Josh Waitzkin. Let’s look back at his story.

TR: 50

Josh is a great example of growth mindset. He doesn’t believe that he is naturally good at one special thing. He tries to learn new things. He doesn’t always succeed immediately, but he is very hardworking. He thinks that it’s good to fail sometimes because it makes you try harder. We can all use growth mindset. Don’t think that you are good at a subject or bad at a subject. Think about how you can work hard and get better at everything you do.

• Say Now listen and read again. This time, think about

When Josh is six years old, he sees people playing chess in Washington Square Park in New York City. He learns to play chess with them. He loves the game and he plays a lot of chess! He becomes very good at it. But then, a couple of years later, he loses his first national championship.

18 After you read, work in pairs to answer the questions. 1. What does Eduardo Briceño want to find out about chess champions or musical prodigies? 2. How does Josh Waitzkin first learn to play chess? 3. Why is his first national chess championship important for Josh? 4. What other activity is Josh also very good at?

what the main idea of the reading is. What is the most important idea in the article? What is the writer saying about how people learn? Play TR: 50 again while students read and think about the main idea. When the track has finished, give students a couple of minutes to write one sentence stating what they think is the main idea of the article.

This is an important moment for Josh. He realizes that it’s not about how smart you are. It’s about how hard you work. He works very hard and he wins the next national championship.

Growth

Then, when he is 21 years old, Josh decides to learn something completely different. He joins a Tai Chi class. Josh works very hard again and he wins a world championship!

Mindset

Josh Waitzkin doing tai Chi

18 19 5 Work in pairs. What’s the main idea of this reading?

Underline the correct answer. 1. You can improve if you work hard. 2. Some people are very good at subjects like math, music, or chess. 3. Chess can help you to be good at other subjects. 20 Discuss in groups. 1. Think of a school subject that is difficult for you. How can you improve? Share your ideas. 2. Do you think people are good at things without trying? Why or why not? 3. Eduardo Briceño says, “Mindset affects all of us.” What do you think he means? 51

50

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the words in the word box on p. 50. Put students into pairs. Read the first part of the directions. Have partners find all four words from the box in the reading and discuss what they think they mean. Then play TR: 49 while students listen to the words on their own and in context.

After You Read 

• 18 Put students into small groups. Draw their attention to the questions in Activity 18. Say These questions don’t ask about the main idea of the reading. They ask about details, smaller points that support the main idea. Have groups read and answer the questions. If students disagree about an answer, encourage them to look again at the text to find support for their answers.

• Direct students’ attention to Activity 16 again, and

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• 19 Put students into pairs, and have them read to

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read the two questions in the directions. On the board, write verb and adjective. Remind students A verb is a word for something we do, an action. Call on students to give examples of verbs. Then say An adjective is a describing word. Guide students to name some adjectives. Ask Which words in the box are verbs? Which one is an adjective? Discuss with your partner. Give students time to discuss, then replay TR: 49 and have students listen and repeat.

• Tell students to work with the same partner. Give a

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dictionary to each pair. Say Find the four words in the dictionary. Check the meanings. How can you find out from the dictionary entry if the word is a verb or an adjective? When pairs have finished, invite them to share their ideas with the class.

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• Say You find the word you’re looking for in a dictionary. Then you look at the other information. After the pronunciation, you’ll often find the part of speech. For a verb, most dictionaries use the letter v, the abbreviation for verb. For an adjective, you’ll see the abbreviation adj. Ask What do we call a naming word, a word for an object or a thing? (a noun) Say For a noun, most dictionaries use the abbreviation n. Ask students to find an example of a noun in their dictionaries.

While You Read 

18 19 20

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• 16 Learn new words.  Have a student read aloud

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their partner the sentence they wrote for Activity 17, stating the main idea of the article. Give them a couple of minutes to discuss any similarities. Then ask them to look at Activity 19. Read the directions aloud. Ask three students to each read aloud one of the sentences, and ask pairs to discuss. When they have finished, check pairs’ answers as a class.

• 20 Put students into groups of four or five. Tell the students to read and discuss the questions. For question 1, say Earlier in the unit, we talked about school subjects. Which subjects can you remember? List students’ ideas on the board, or encourage them to look back at p. 47 in their books to find words for different school subjects before choosing one to discuss.

• For question 2, tell students to think of a person they know who is very good at something. Did this person really become good at something without trying hard?

• For question 3, make sure that students have understood mindset. Say Mindset means “a way of thinking about things.” Think about why this might be important.

17

• 17 Say Now we’re going to read about the ideas of a man who is an expert in education. An expert is someone who knows a lot about something.

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Unit 2

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Be the Expert Extend • Say Let’s find out which subjects most people find difficult. Then

Teaching Tip

let’s share our ideas for ways of getting better at these subjects. Encourage students to share their ideas with the class, and call on students to write their ideas in a chart on the board. Then go around the rest of the class, encouraging other students to add their own ideas.

Make sure students use new vocabulary when they work in groups. Sometimes it’s possible to answer a question without using any of the new words. In those cases, write sentence starters or frames on the board to remind students to use the vocabulary. Walk around the room to check that students are doing this.

Subjects we find difficult  How to practice and get better math            play math games

Answer Key

               get my brother to help me

Comprehension  18

English            help my sister with her

1. why they’re so good at certain things 2. He plays chess with people at Washington Square Park when he is six years old. 3. because he loses and learns he isn’t special 4. Tai Chi

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English homework

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• If time allows, hand out Worksheet F.2.4 in class. Students will

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• Write the new words on the board: fail, hardworking, improve,

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Wrap Up

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use the worksheet to practice the new vocabulary and discuss the people they’ve learned about in the unit.

succeed. Ask Do you remember the story of The Tortoise and the Hare? Let’s make sentences about the story using the new words.

• Divide the class into two teams. Call out one of the new words and

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ask the students to raise their hands if they can think of a sentence about the story using the word. Model the activity first. Say If the word is succeed, I could say Tortoise doesn’t succeed immediately, but he works hard. For each student that says a correct sentence, give the team a point. Call out each of the vocabulary words a few times, in random order. Give each student one chance only to make a sentence.

Formative Assessment Can students • understand the concept of growth mindset? Ask students to describe the best way of becoming good at something. • use new words from the reading? Ask students to make a sentence with each of the new words. • find the main idea of a text? Ask What is the main idea of the story The Tortoise and the Hare?

Workbook  For additional practice, assign Workbook pp. 30–31. Online Workbook Reading

SAMPLE COPY, NOT FOR DISTRIBUTION

Reading 105

VIDE

Video Objectives

21 22 Before you watch, discuss in pairs. Look at the

Students will • discuss how schools are different around the world. • apply the message of the video to their personal lives.

photo and guess. Where are the children going? How often do they make this journey? 22 Work in pairs. You’re going to watch Education

Around the World. From the title and the photo, predict which topics the video is about. Check your predictions.

Academic Language  compare, prediction

Content Vocabulary  break, cliff, horse

age when students start school school uniform journey to/from school lunch breaks classes school breaks teachers

and cart, start school

Resources  Video scene 2.1 (DVD/ Website/CPT); Online Workbook; CPT: Video

Materials  world map or globe (optional)

23 24 Watch scene 2.1. While you watch, check your

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predictions from Activity 22.

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size of school

24 After you watch, work in pairs. Decide if these

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sentences are true or false. Check the correct answer. 1. Students in Finland begin school at the age of seven.

t ✓

2. In Finland, students usually get a lot of homework.

t

F ✓

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F

4. Lunch breaks in French schools are usually very short.

t

F ✓

5. The main summer break in Argentina begins in February.

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F ✓

6. Australian students have four school breaks every year.

t ✓

F

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3. Some students in Pennsylvania, USA, go to school by horse and cart.

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21 22

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Before You Watch 

• Write the unit title A Different Education on the board.

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Say In this unit we’ve talked about some unusual schools. What can you remember about them? (schools on boats, schools with robot teachers, nomadic schools). Say We also discussed school subjects and school routines. Now we’re going to watch a video about some other aspects of school life in different countries.

• Ask Has anyone in this class been to school in a different place, or even in a different country? How was it different? Ask students who raise their hands to tell the class about their experiences.

• 21 Tell students to open their books to pp. 52−53 and look at the picture. Say Look at the young people! What do you think they’re doing? Read the directions and questions for Activity 21. Put students into pairs to discuss. When they have finished, call on pairs to

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share their ideas with the class. Read out the photo caption. Explain cliff (a very steep rock face) and ladder (an item made of wood or metal that people use to reach high places.)

• 22 Read the Activity 22 directions aloud. Call on a student to read the list of topics. Say You’re going to predict which of these topics will be in the video. What will you use to make your predictions? (the photo and the title) Ask pairs to discuss and make a check mark next to their predictions. When they have finished, ask pairs to compare their predictions with two other pairs.

While You Watch 

23

• 23 Say Now we’re going to watch the video. Point to the unit title on the board, and read the directions for Activity 23. Say While the video is playing, look and listen for the topics in the list. Did you check the correct topics? Play Video scene 2.1. Tell students to work independently. Review answers as a class.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Teaching Tip

25 Work in pairs. Which fact from the video was

the most surprising or interesting? Why? Which country’s school seemed most different from your school?

Use the pause feature selectively while students watch the video. For example, pause to check students’ comprehension at a particular point or to help students to define a word they hear in context. You might also like to replay the video, and encourage students to raise their hands if they would like you to pause the video so that they can ask a question.

26 Discuss in groups. In the video, we see children in

China who have to make a very difficult journey to school. How do you get to school every day?

Choose an activity.

27 6

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1. Work independently. Find out five more facts about schools in Finland. Share your information with the class.

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Children from Atuler village climb ladders up a cliff to get to school, Liangshan, China.

2. Work in pairs. Imagine you have a very unusual journey to school every day. Draw a map of your journey. Then show the map to your class and describe your journey.

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3. Work in groups. Write a short paragraph about schools in your country. Include information about: • what age students start school • what time school starts and finishes • how long lunch break is • how many school breaks there are and how long they are

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• Say Now we’re going to watch the video again. This

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time, write down any countries you hear or see in the video. Make a note of any interesting information. Play the video again, and confirm the countries that were mentioned. (Finland, China, U.S., France, Argentina, Australia) You may need to explain that French means “from France,” and Chinese means “from China,” as these countries are not named in the video.

• If students have trouble following the video, pause it and allow them to ask questions. Try replaying the video with and without sound, and ask students to describe and comment on what they see.

After You Watch 

24 25 26 27

• 24 Put students into pairs. Tell them to work together and use information from the video to decide whether the statements are true or false. You may want to play the video again. Review the answers and ask students to correct the false statements.



Formative Assessment Can students • discuss how schools are different around the world? Say Tell me something about the schools in one country in the video.

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• 25 Read aloud the directions and the questions. Tell pairs to discuss. When they have finished, invite some pairs to share their answers with the class.

• 26 Put the students into groups of four or five. Read the directions for Activity 26 aloud. Say What adjectives can you use to describe your journey to school? Tell your group, then discuss the questions. Give groups time to discuss.

• 27 Have students choose an activity. If students choose the first activity, make sure they have access to the Internet or reference materials to find out about schools in Finland.

• Put students who choose the second option into pairs. Say Use your imagination! Think how your journey to school could be unusual.

• Put students who choose the third option into small groups. Tell them to discuss ideas in their group first.

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Video 107

Grammar 2

gR AmmAR

TR: 51

Adverbs: Saying how often you do something 0%

100%

never

Objective

Students will • use adverbs of frequency to say how often something happens.

rarely

sometimes

often

always

I never say mean things to other people.

She often has lunch at school.

I rarely forget to do my homework.

We always report bullying to an adult.

He sometimes gets up at six o’clock in the morning.

Grammar  Adverbs of frequency Academic Language  adverb, frequency Content Vocabulary  app, bullying,

28 Read the text. Choose the correct adverb of frequency. Cyberbullying—saying bad things to or about people online—is a big problem.

cyberbullying, online, post

Of course, we should never / sometimes post mean things online. But it is

Resources  Online Workbook/Workbook

rarely / sometimes difficult, especially for young people. They can be very impulsive.

pp. 32–33; Worksheet F.2.5 (teacher’s Resource CD-ROM/Website); TR: 51 (Audio CD/Website/CPT); CPT: Grammar 2

That means they often / never make decisions very quickly without thinking about them carefully first. But now there is a new app called ReThink. The app always / sometimes checks your messages before you post them. If a message is mean, the app asks, “Do you stop and think about a mean message, they

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rarely / always decide to post it.

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really want to write this?” When people

trisha prabhu, the inventor of the anti-cyberbullying app Rethink

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• a website you often visit • an app you always use • a sport you never play • a color you always see • a food you sometimes eat • a place you rarely visit • a person you sometimes see

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29 Work in pairs. Discuss:

30 Work in pairs. Take turns tossing the cube.

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Make a sentence using the words on the cube and an adverb of frequency. I never sing in the shower!

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Warm Up

• Build background Say How often do you use a

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computer in a typical week? How often do you go online? How many times in a week do you post a message? On the board, write use a computer, go online, post a message. Check that students understand all the phrases and model by talking about yourself. Say, for example, I use a computer every day. I go online twice a day. I post messages online on the weekend. Ask students to tell a partner about themselves, using the phrases on the board.

Present • Tell students to open their books to p. 54. Say We’re going to talk about how often we do something, this time using adverbs of frequency. Read the title in the grammar box. Explain An adverb tells us how something is done. These adverbs tell us how often something is done. Draw students’ attention to the

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go to p. 175.

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scale from 0% to 100%, and read aloud the adverbs below it. Ask If I do something 0% of the time, how many times in a week do I do it? (none/never) If I do something 100% of the time, how often do I do it? (all the time/always) If we do something rarely it means we do something, but not very often. If we do something often it means we do it a lot. Sometimes comes in the middle—it means we do it about half of the time.

• Say Now let’s see how we use the adverbs of frequency. Play TR: 51 while students read along silently. Explain bullying (being mean or unkind), then read the examples aloud. Ask students to name the adverb of frequency in each sentence and list them vertically on the board. Then have students find and call out the verb in each sentence, and list these in another column. Add a separate column on the left, like this:

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Who does it?  Adverb of frequency    Verb ___We__

always         report

________

often            has

________

sometimes              gets up

________

rarely         forget

________

never            say

Grammar in Depth We often use the simple-present tense with expressions of frequency, such as those on p. 49 (every day, twice a week, etc.), and with adverbs of frequency. There are three positions where adverbs or adverbial phrases can be placed in a sentence or clause: at the beginning, in the middle (with the verb), or at the end.

 Call on students to say who does the action in each sentence, and complete the first column.

• Play TR: 51 again. Then have students take turns with a partner to

Expressions of frequency are usually positioned at the end:

read aloud the sentences.

Practice 

There are five lessons every day.

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28 29

With a simple verb, adverbs of frequency are usually positioned in the middle, between the subject of a sentence and the verb:

• Tell students to choose the word that makes the most sense each

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about cyberbullying. What is cyberbullying? (online bullying) Say The text tells us about an app. The woman in the photo has invented the app we’re going to read about.

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• 28 Read the Activity 28 directions aloud. Say You’re going to read

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time. Put students into pairs. Tell students to complete the activity with their partner. Check answers as a class.

• 29 Ask a student to read aloud the topics in Activity 29. Put

We always report bullying. With a modal verb or an auxiliary (helping) verb, the adverb of frequency usually comes after the modal or auxiliary verb: I can always have lunch at home.

students into pairs. Ask them to discuss each of the points in turn.

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Apply 

• 30 Put students into pairs with a new partner. Tell them to cut

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out and assemble the cube on p. 175. Read the instructions and the speech balloon. Say Take turns throwing the cube and saying a true sentence using the phrase on top of the cube and an adverb of frequency. The first pair to each use all the adverbs wins.

Extend

• Put students into new groups of four or five. Have them play a new

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version of the game. Say This time, take turns in your group throwing the cube and saying a sentence about yourself or someone in your family that is true or false. The other members of your group each decide whether your sentence is true or false. If they are right, they get one point. The person with the most points in the end wins. Ask groups to play the game.

• Hand out Worksheet F.2.5 to give students more practice with adverbs of frequency.

Wrap Up

Formative Assessment Can students • use adverbs of frequency to say how often they do something? Ask students to make two sentences about their daily routines, one using rarely and one using often.

• On the board, write: On my perfect day, I . . . Tell the class to sit in a circle. Tell each student to read aloud the sentence beginning on the board and complete it, using an adverb that you call out and the student’s own ending.



Workbook  For additional practice, assign Workbook pp. 32–33. Online Workbook  Grammar 2

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Grammar 2 109

Writing

WRitiNg When we write about a person’s daily routine, we use sequencing words to show the order of events:

Objectives

first

Students will • identify and use sequencing words to show the order of events. • analyze a model paragraph to see how the writer uses sequencing words to show the order of events. • compare a model paragraph with their own daily routine. • write a description of a typical day.

then

next

before

after

31 Read the model. How does the writer show the order of events?

Underline the sequencing words. A Day in my Life On weekdays, I always get up at six thirty in the morning. First, I take a shower, and then I have breakfast with my family. Next, I go to school. My family lives on a small island and I always go to school by boat! When the weather is very bad, I stay at home and my teacher sends me extra homework by email. School starts at eight thirty and lunch is at twelve o’clock. I often have rice with fish. After lunch, we have music or art. School finishes at three o’clock, but once a week, on Wednesday afternoon, I stay at school for soccer practice. I really love soccer! I get home at four o’clock. I often go swimming in the ocean before dinner, and then I do my homework. I go to bed at nine o’clock. The stars are very beautiful and I can hear the ocean.

Writing  Description of a daily routine Academic Language  order, sequence, sequencing

Content Vocabulary  island, sea, stars, swimming, weather

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Resources  Online Workbook/Workbook

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p. 34; Process Writing Worksheet (Teacher’s Resource CD-ROM/ Website); CPT: Writing

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Materials  large sheet of paper for each

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student, scissors, glue

32 Work in pairs. How similar is the writer’s day to your day? Which things

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are the same? Which things are different?

33 Write. Describe a day in your life. Use sequencing words.

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Warm Up

• Recycle  Remind students that when we describe

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our routines, we talk about things that we do often or always. Ask What tense do we use to talk about routines? (simple present) Say Tell me some things that you often do, or always do, at lunchtime. Ask several students to say two or three things they do at lunchtime.

• Choose one of the students who has described a sequence of events. Say to the student, for example, At lunchtime you have lunch at school. You also play chess. Which do you do first? The student responds, then say You have lunch, then you play chess. Write then on the board. Say When you do things in a certain order, it’s called a sequence. We can show the order using sequencing words.

• Say We’re going to learn some more sequencing words, and use them to describe our daily routine.

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55

Present • Tell students to open their books to p. 55. Ask the students to read silently through the information in the green box at the top of the page. On the board, write these example sentences: First, I do my homework, and then I watch TV. I have breakfast before I walk to school. After supper, I read a book. Before I go to bed, I brush my teeth.

• Have students work with a partner to find all the sequencing words on the board. When they have finished, ask Which are the sequencing words? Underline them as students name them. Then call on a student to read aloud the first sentence on the board. Say I do my homework. I watch TV. Which action comes first? (do my homework) Do the same for each of the sentences.

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Be the Expert

• Say The sequencing words tell us the order in which things happen. Using sequencing words when you write helps to make sure the order of the events is clear.

Read the Model 

Writing Support Using sequencing words A sequence describes the order in which events happen. It’s important for students to understand sequence when they’re reading, because it helps them to make sense of both factual texts and fictional stories. It’s also important for students to understand sequence when they’re writing in order to guide their readers through the order of events they’re writing about. Sequencing words, used well, can make a paragraph both easier to read and more fluent.

31 32

• 31 Say Now we’re going to look at a model of a paragraph that uses sequencing words. First, let’s look at the photo. Ask What do you think the text might be about?

• Tell students to read the text independently. When they have finished, put students into pairs. Say Now you’ll read the text again. Work with your partner to find all the sequencing words and underline them. When pairs have finished, check answers as a class.

Some useful sequencing words and phrases include:

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first – second – third, etc. before − after then – next – later last – finally – in the end

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partner again. Find two things that the writer always does, two things he often does, and two things he sometimes does. The word sometimes is not always used for things he sometimes does— you have to figure it out. Write down your ideas. When pairs have finished, ask them to share their ideas. On the board, write some of the events from the model that students suggest, and add a few more, so that you have a list like this, in random order:

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• On the board, write always, often, sometimes. Say Work with your

school finishes

has lunch

swims in the sea

takes a shower

goes to bed

gets up

goes to school by boat

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does homework

• Say Talk to your partner. In which order do the events on the board

Teaching Tip Let students know in advance how much time they will have to complete an activity. For example, if students are writing, make sure you tell them before they begin how much time they have to complete the task. If they have difficulty completing a task in the time given, allow them to finish at home or in the next lesson.

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happen? Try to number them. When they have had time to work out the order of events, invite a pair to the board to write numbers before each item in the list. Ask Do you agree? Who wants to change the order?

Sequencing words are used in all types of writing, but are particularly useful in writing instructions, directions, or descriptions of a series of events.

• 32 Put students into pairs with a different partner. Read the

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questions aloud. Say You’re going to compare the writer’s typical day to yours. Remember that a typical day includes things that we often do, or always do. Things that we rarely do don’t happen in a typical day. Ask pairs to read the text again and complete the activity together. Tell them to write a few events in their own typical day as they discuss.

Plan 

33

• 33 Read Activity 33 aloud. Say Now you’re going to plan your writing. What is your topic? (a typical day in your life) What kind of words will you use to help order the events in your description? (sequencing words) Say Your next step is prewriting.

Workbook  For scaffolded Writing support, assign Workbook p. 34. Online Workbook Writing

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Writing 111

If students have Workbooks, remind them to use Workbook p. 34 for writing support.

WRitiNg When we write about a person’s daily routine, we use sequencing words to show the order of events: first

then

next

before

• Worksheets  If your students need a reminder of any of

after

the steps of process writing, you may want to hand out the Process Writing Worksheet and review together.

31 Read the model. How does the writer show the order of events?

Underline the sequencing words. A Day in my Life

• Workbook  Refer students to Workbook p. 34 to help

On weekdays, I always get up at six thirty in the morning. First, I take a shower, and then I have breakfast with my family. Next, I go to school. My family lives on a small island and I always go to school by boat! When the weather is very bad, I stay at home and my teacher sends me extra homework by email. School starts at eight thirty and lunch is at twelve o’clock. I often have rice with fish. After lunch, we have music or art. School finishes at three o’clock, but once a week, on Wednesday afternoon, I stay at school for soccer practice. I really love soccer! I get home at four o’clock. I often go swimming in the ocean before dinner, and then I do my homework. I go to bed at nine o’clock. The stars are very beautiful and I can hear the ocean.

them organize and plan their writing.

Write • After students have completed their prewriting, tell

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them to work on their first drafts. If you don’t have enough time in class, assign the first drafts as homework.

Revise

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• After students have finished their first drafts, tell

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them to review their writing and think about their ideas and organization. Ask each student to consider the following: Have I described the most important or interesting events in my day? Have I described them in the right order, using sequencing words? What seems good? What needs more work?

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32 Work in pairs. How similar is the writer’s day to your day? Which things

are the same? Which things are different?

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Edit and Proofread • Encourage students to consider elements of style,

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have students brainstorm all the things that happen in their typical day. Say Write down all the things you can think of that you do in your typical day. Write them down, in any order. You don’t need to write sentences, just a few words about each idea. Leave a little space between them. When students have finished, give out scissors and ask them to cut out each idea separately. Then say Now put the events in the order they happen in your day. Students lay out the pieces of paper in the correct order and glue them into their notebooks or onto a fresh sheet of paper in sequence.

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33 Write. Describe a day in your life. Use sequencing words.

such as sentence variety, parallelism, and word choice. Then ask them to proofread for mistakes in grammar, punctuation, capitalization, and spelling.

Publish • Publishing includes handing in pieces of writing to the teacher, sharing work with classmates, adding pieces to a class book, displaying pieces on a classroom wall or in a hallway, and posting on the Internet.

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• If you have time in class, allow students to work on

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this step. If not, assign it as homework.

Writing Rubric Use this rubric to assess students’ writing. You can add other aspects of their writing you’d like to assess at the bottom of the rubric. 4 3 2 1

= = = =

112

Excellent Good Needs improvement Redo

Unit 2

1 Writing  Student includes appropriate sequencing words to describe the order of events. Grammar  Student uses the simple present and adverbs of frequency correctly to describe a routine. Vocabulary  Student uses a variety of word choices, including words learned in this unit. Usage  Student uses correct subject-verb agreement.

SAMPLE COPY, NOT FOR DISTRIBUTION

2

3

4

Mission Objective

Students will • discuss how important it is to believe in yourself.

Content Vocabulary  adventurer, educator

Resources  Video scene 2.2 (DVD/ Website/CPT); Worksheet F.2.6 (Teacher’s Resource CD-ROM/ Website); Online Workbook: Meet the Explorer; CPT: Mission

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Believe in Yourself

Be the Expert

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“At one point I was a student sitting in a classroom just like them and I wanted to be an explorer. And now I am! And they can do it, too, if they want to.”

Teaching Tip

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—Dave Freeman Dave and Amy Freeman

2. Dave and Amy Freeman travel around the world and tell children about their experiences. What do you think the children learn from their adventures?

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Mission

3. Do you want to be an explorer? Why or why not?

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1. Watch scene 2.2.

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National Geographic Explorers, Adventurers and Educators

• On the board, write the mission Believe in Yourself.

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Say In the reading text in this unit, we read about Josh Waitzkin. Can you remember what Josh was good at? (playing chess, Tai Chi) Ask Did Josh find it easy to become a champion? (no) How did Josh become good at these things? (He worked very hard.) Say Josh knew he could do well if he worked hard. He didn’t give up when things were difficult. He believed in himself. Read aloud the mission and say We’re going to talk about why it’s important to believe in yourself.

• Tell students to turn to p. 56 and look at the photo of Dave and Amy Freeman. Say Dave and Amy Freeman teach children about exciting places while they’re exploring the world. Look at the photo on this page. Ask What do you think they’re doing? Have students respond, then ask a student to read the quote aloud. Ask What do you think is the main point of Dave’s quote? (If you believe in yourself, anything is possible.)



If students don’t understand a concept, they may not always speak up and make it clear that they’re confused. Make sure you check understanding as you teach new material. Encourage students to speak up when they don’t understand something. Tell them that this is what good learners do.

Online Workbook  Meet the Explorer 4/7/17 4:54 PM

• Activity 1 Say Now let’s watch a video about Dave and Amy Freeman. Play Video scene 2.2. Ask students to focus on how Dave and Amy keep in touch with students when they are traveling to wild places.

• Activity 2  Put students into pairs. Ask partners to discuss what children can learn from following the experiences of explorers like Dave and Amy Freeman. What questions would they like to ask the explorers? What places would they like to learn about?

• Activity 3 Say Dave Freeman says “I wanted to be an explorer. And now I am!” Think about whether you would like to be an explorer. Why would you, or why wouldn’t you? For students who said they wouldn’t like to be an explorer, ask What would you like to be? What do you believe you can do in your life?

• Worksheet  Hand out Worksheet F.2.6. Explain that students will use the worksheet to further discuss Dave and Amy Freeman’s mission.

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Mission 113

Make an Impact

Project

A 1 Design your perfect school.

Objective

Students will • choose and complete a project related to schools.

• Think about the classroom, the schedule, and the classes. • Make an advertisement for your school. • Present your advertisement to your classmates. Do they want to join your school?

Academic Language  guide, role-play, video interview

Content Vocabulary  advertisement,

B plan and do a video interview.

brochure, schedule

• Find out about a typical school day in another country.

Resources  Assessment: Unit 2 Quiz;

• Imagine you are a student in that country. Film a role-play interview about your day with a classmate.

Workbook p. 35; Worksheet F.2.7; (Teacher’s Resource CD-ROM/ Website); CPT: Make an Impact and Review Games

• Show your video to your classmates and answer their questions.

Materials   large sheets of paper,

• Write down the most important facts about your school.

Go to p. 281.

Unit Review  Assign Worksheet F.2.7. Workbook  Assign p. 35. Online Workbook  Now I can

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Assessment 

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• Put the information together to make a brochure about your school for new students.

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• Draw a map to show where the different classrooms are.

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C make a school guide for new students.

markers, video camera

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Prepare

• Have students choose a project.

• Activity A  Ask students to think about what their

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perfect school would be like. Tell them to think of a name for the school first. Ask What would you include in the design of a perfect classroom? Which subjects would be on the schedule? Would you include any more unusual activities? Tell them to pick their best ideas for their advertisements and to present them in a colorful and eye-catching way.

• Activity B  Tell students to do some research first about schools in another country.

• When they have finished their research, have students write a series of questions for an interview, and think about some of the things they could include in answers to the questions. Students work with a partner who asks them the interview questions. Make

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Unit 2 ProjectSAMPLE

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sure they have access to a device that records video. Tell students they should rehearse their interview before recording it.

• Activity C  Explain that a guide is a book that gives the most important information about something. Encourage students to work together to plan and make the guide, each working on a different aspect.

Share • Schedule time for students to present their projects to the class. Allow time for the student audience to ask questions about their classmates’ work. You can ask students to vote on the best design for a perfect school.

• Modify  Help students simplify a project by leaving out one of the options or steps. You could provide students with some information about schools in a particular country for the video interview, or provide students with a map of their school to label for the school guide.

COPY, NOT FOR DISTRIBUTION

Student Book Audio Script

TR: 43 SPEAKING STRATEGY  See Student Book p. 47.

TR: 48 12 Learn new words.  on the weekend / We don’t go to school on the weekend. every day / We get up every day at half past seven. on weekdays / School starts at eight o’clock on weekdays. once a week / I have a music class once a week on Monday. twice a week / We have gym twice a week on Tuesday and on Thursday.

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TR: 42 5 Learn new words.  difficult / This math question is very difficult—I can’t answer it. easy / It’s easy to take the bus to school. same / My school is in the same town as my house. different / We’ve got three different teachers for English.

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TR: 41 5   The Nenets people are nomads. They follow their reindeer herds around Siberia. But it is difficult for the children to go to school because their families move to a new place every week. Now there is a nomadic school for the children. The teachers move with the families. It is easy to go to school when your classroom is also your home! At the Nenets nomadic school, some classes are the same as classes in a traditional school. Children learn how to read and write and they study math and science. But other classes are very different. The children learn about special Nenets traditions and skills.

TR: 47 12   In most junior high schools in Japan, students start school at eight thirty in the morning on weekdays. Once a week, the whole school meets and the principal gives a special talk to the students. There are four classes in the morning before lunch. Every day, students collect their lunch from the school kitchen and take it to their classroom. They eat their food and then they help to clean up their classroom. There’s usually one more class after lunch and then school ends. After-school clubs meet once or twice a week at the end of the school day. Students don’t go to school on the weekend, but sometimes they go to extra private classes.

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TR: 40 2 Learn new words.  camera / A camera records the teacher’s words. class / Our classes are at different times. classmate / Joe and Emma are my classmates. homework / I get homework every day. instruction / Please listen to your teacher’s instructions. language / She speaks two languages: English and Japanese. laptop / We’ve got a new laptop in our classroom. library / Our school has got a big library with some great books in it. practice / We practice singing and dancing every morning before school starts. screen / The students can see the teacher on the computer screen.

TR: 46 10   My name is Kerem and I’m from Turkey. 1. I get up at six thirty in the morning. 2. My sisters and I eat bread and cheese for breakfast. 3. My mother doesn’t have breakfast. 4. She drinks some black tea. 5. I go to school after breakfast. 6. I don’t have lunch at school. 7. My grandmother makes my lunch at home. 8. After lunch I return to school. 9. My last class finishes at three o’clock. 10. I do my homework at school after my last class.

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Listen and read.  See Student Book pp. 44–45.

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TR: 39 1

TR: 49 16 Learn new words.  fail / Sometimes it is good to fail a test because you learn something. hardworking / He’s hardworking and always does all of his homework. improve / I can improve my grades if I work hard. succeed / She doesn’t always succeed, but she tries hard.

TR: 51 grammar  See Student Book p. 54.

TR: 45 grammar  See Student Book p. 48.

TR: 52 Express Yourself See Student Book pp. 58–59.

TR: 50 17   While you read, think about the main idea of the reading.  See Student Book pp. 50–51.

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TR: 44 7   S1: Do you like your new school, Luke? S2: Yes, I do. It’s great. S1: What subjects do you like? S2: Hmm. I’m not sure. I like music and history. S1: What about art? Do you like art? S2: No, I don’t. I hate art! But I love geography. How about you? What subjects do you like at your school? S1: I like English and Spanish, and I like math. But I don’t like gym or history. S2: You don’t like gym? That’s my favorite subject!



SAMPLE COPY, NOT FOR DISTRIBUTION

Audio Script 115

Express Yourself

Express Yourself

1

Read and listen to the text messages about World Food Day.

TR: 52

Objectives

Students will • identify the purpose and features of text messages. • connect ideas about families and food, schools, and education.

Hi, Mom! It’s World Food Day at school tomorrow! Help! I have to bring some food from Japan. Tomorrow??

Content Vocabulary  celebration, supermarket, sushi, text message, typical

Yes, tomorrow. Sorry! The note about it is in my backpack. Do you have a recipe for a Japanese dish?

Resources  Online Workbook (Units 1–2 Review)/Workbook pp. 36–37; Worksheet F.2.8 (Teacher’s Resource CD-ROM/Website); TR: 52 (Audio CD/ Website/CPT); CPT: Express Yourself Units 1−2

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Cool. What do we need?

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I’m at work this afternoon, but Grandpa is always happy to help. You know he’s a good cook! You can go to the supermarket together after school.

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That’s a great idea! Can you pick up the ingredients for me this afternoon, please? Then we can make it when I get home from school.

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What about some sushi? That’s a Japanese dish and it’s easy to make.

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You need some rice, some seaweed, a cucumber, some fish, some soy sauce, and some ginger.

OK. Thanks, Mom!

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Good luck making sushi!

Maki sushi

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Present 

• Preview  Ask students to turn to pp. 58−59. Discuss

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the photo. Ask What food is this? Have you eaten anything like it? Do you know what part of the world it comes from? Have students discuss and read the caption. Tell students they’re going to read and listen to a conversation in the form of text messages. Ask Have you all sent a text message? What can you tell me about text messages? Have students respond.

• Ask students to look at the text messages on p. 58. Say Some of the messages are in green speech balloons. The others are in blue. Why are there two colors? (Different people are sending the two sets of messages.) What do the writers use to communicate with, in addition to words? (emoticons) Make sure students understand emoticons. Write the word on the board and invite two or three students to draw examples on the board.

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Unit 2

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• 1 Read together  Read the directions for Activity 1. Say As you read along, think about how the people are feeling when they write each message. Play TR: 52 once as students listen and read along. When the audio track is finished, ask What two people are sending the text messages? (a student and his mother) How are they feeling? Elicit students’ ideas.

Practice 

2

• 2 Discuss  Put students into groups of three or four. Read aloud the Activity 2 questions. Remind students that in Unit 1 they learned about different foods that families eat for breakfast in various parts of the world. Ask Have you celebrated any special days at school? What activities did you do? Do you eat in restaurants that serve food from different countries? Have you visited any other countries? What food did you like best? Encourage students to think about how easy or difficult a dish would be to make.

SAMPLE COPY, NOT FOR DISTRIBUTION

2

Work in groups. Discuss the text messages.

3

1. What do you think students learn about at a World Food Day? 2. Imagine there is a World Food Day at your school. You can make a dish from any country in the world. Which country do you choose? What dish do you make?

Connect ideas. In Unit 1, you learned about food and families. In Unit 2, you learned about education. What connection do you see between the two units?

Be the Expert Genre in Depth Text messages  Since text messages usually appear on a small screen, the message needs to be written in very few words. Single words are often used, for example, Hi, OK, or Cool! Shorter forms of words or acronyms are also common, for example, CU for see you. Emoticons (such as a smiley face or a sad face) are often used to convey the writer’s feelings or mood.

Cumulative Review

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Hand out Cumulative Review Worksheet F.2.8.

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Formative Assessment

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Can students • identify the purpose and features of text messages?

Choose an activity.

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1. Choose a topic: • a family celebration • a school celebration

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2. Choose a way to express yourself: • an online conversation • an email • a recipe 3. Present your work.

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Connect 

• 3 Critical thinking  Put students into new groups.

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Read aloud the Activity 3 text. Provide prompts as necessary: Remember some of the unusual types of schools we talked about in Unit 2. Think about how families and communities in different parts of the world live, and how this relates to, or affects, education in those countries.

Prepare 

4

• Review the activity options. Allow students to choose their own topic. You may want to assign this activity in advance so that students have more time to work on it in class or at home.

• 4 To help students decide which activity to choose,

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Ask students to say why they might send a text message, and give an example. • connect ideas about food and families, schools and education? Ask Can you give an example of connections between food and schools for different types of families?

Workbook  Assign pp. 36–37. Online Workbook  Units 1–2 Review

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presented like the text messages on page 58. It could be about planning the celebration, or saying what happened at the celebration. If you write an email, think about who you’re writing to and why. Do you want to persuade the principal to hold a school celebration, for example, or ask for someone’s help or advice?

• Say If you choose a recipe, take time to look at recipes in books or online, and note how they look and what they include. Remind students of the importance of putting the steps of a process in the correct order.

Share • Set aside time for sharing students’ work with the class. Remind students to listen politely to presentations and to wait until they’re over before asking any questions.

ask them to think what kind of message they want to communicate. Say An online conversation could be



Express Yourself 117 SAMPLE COPY, NOT FOR DISTRIBUTION

Unit 3

In This Unit Theme  This unit is about robots. Content Objectives

Students will • describe robots and what they can do. • read about jobs that robots do. • read about and discuss the gender divide.

Language Objectives

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Students will • talk about how robots can help people. • use phrases to express different reactions. • use can and can’t to talk about ability. • use should and shouldn’t for advice. • write a paragraph of contrast.

Robots ni

Vocabulary

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pp. 62–63  boring, control, design, doctor, follow, help, improve, mouse, online, pain, send p. 64  bring, hold, movable, move p. 67  cry, dream, imagine, laugh p. 68  code, engineering, program, project Vocabulary Strategy  The suffix -able

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and Us

Grammar 1  Use can and can’t to talk about ability Grammar 2  Use should and shouldn’t to give advice

Reading  Girls Can Code Reading Strategy  Identify the main point of a paragraph

Video  Scene 3.1: Squishy Robot

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Fingers; Scene 3.2: Meet Chad Jenkins

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Speaking Strategy Reacting Grammar

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• Give a presentation • Design a robot • Write an invitation

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Writing  Contrasting two gadgets National Geographic Mission  Change the World Project

Pronunciation The th sound Pacing Guides  F.3.1, F.3.2, F.3.3

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Introduce the Unit • Activate prior knowledge Say In this unit we’re talking about robots. Ask Who can tell me what a robot is? Elicit students’ ideas, and confirm A robot is a machine that can work by itself. It often does a job that humans did in the past.

• Ask students to name robots from stories, TV shows, or movies. When they name a fictional robot, ask What’s (robot name) like?

• Tell students to open their books to pp. 60−61. Point out the unit title Robots and Us. Say We talked about robots that aren’t real. But in real life, there are robots that can help people. We’re going to find out about these robots in this unit. Have students look at the photo. Ask What’s the robot doing? (putting the lid on a jar) Read Question 1. List suggestions on the board.

• Read aloud the photo caption and explain that robotics is the science of making robots. Then ask questions about the photo and the caption such as the following: What country is this robot from? (Germany) What do you think the robot is made of? (plastic, metal, glass)

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Unit 3

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Unit Opener Objectives

“We know that robots are going to have an impact on society.” —Chad Jenkins

Students will • describe and discuss a robot in a photo. • discuss the importance of robots and machines.

Resources  Worksheet F.3.1 (Teacher’s Resource CD-ROM/Website); CPT: Unit Opener

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Be the Expert

About the Photo

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1. Look at the photo. What is the robot doing? What else do you think this robot can do? 2. Would you like to have a robot at home? Why or why not?

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3. Think about your house. How many machines are there? What jobs do they do? What would your life be like without them?

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How big do you think it is? Which part of the robot is most like a human? What do you think the robot sounds like? Do you think it can speak? What name would you give this robot, and why?

• Read the quote by Chad Jenkins aloud. Say If something has an

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impact on society, it means it changes our lives in an important way. Can you think of some ways in which robots might change our society? Call on students to suggest some ways. Then ask a student to read aloud Question 2 and have students respond.

• Share with students the information in About the Photo. Say Robots can help with many different tasks. Which is the most important?

• Ask a student to read aloud Question 3. Ask What machines are there in your home? What do they do? Encourage a class discussion.

Extend

The Institute of Robotics and Mechatronics in southern Germany develops many different types of robots. Some of the robots are designed to operate in environments that would be difficult to reach or dangerous for human beings. Others provide assistance to people in their everyday life and work. The robots copy the way humans move, and extend the things that humans can do. The robots are designed for tasks in many different areas, including space exploration, medicine and health care, industry, disaster management, exploration of extreme environments, and personal assistance.

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A robot at work at the Institute of Robotics and Mechatronics, Germany

Teaching Tip Discussion can bring out students’ interests and allow them to talk about things that are important to them. Be aware of how much your students know about the topic they are discussing and whether they need help with vocabulary. During class discussions, try to get students to talk to each other and not just to you. You don’t have to respond to every student’s comment yourself. Instead, ask the class to respond to what a student has said. Ask Who agrees with (student’s name)? Tell (him) what you think and why. Make sure students express their ideas politely.

Related Words human, robotics

• Hand out Worksheet F.3.1. Put students into pairs. Explain that partners will be discussing and writing about robots.



SAMPLE COPY, NOT FOR DISTRIBUTION

Unit Opener 119

1

Vocabulary

What do we use robots for? Discuss. Then listen and read. TR: 53

What do you think of when you hear the word robot? Perhaps you imagine something that follows our instructions, brings us our clothes, and helps us around the house. These robots do exist, but scientists also design many other kinds of robots for other important jobs.

Objectives

Students will • use vocabulary related to robots. • use new vocabulary to read about and discuss some jobs that robots do.

Doctors use medical robots for surgery. They can use the robots to make very careful

Target Vocabulary  boring, bring,

movements. The doctors can even control the robots from far away. Other doctors also use another type of robot—a therapy robot. One type of therapy robot called Paro looks and acts like a baby seal. It has a movable head and flippers. When patients hold this robot, they feel relaxed and happy. Sometimes their pain levels improve.

control, design, doctor, follow, help, hold, improve, mouse, movable, move, online, pain, send

Content Vocabulary  assembly line, cuddle, household chores, medical, position, roboticist, therapy, vehicle

Resources  Worksheet F.3.2 (Teacher’s

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Resource CD-ROM/Website); TR: 53–56 (Audio CD/Website/CPT); CPT: Vocabulary

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Warm Up

• Build background  Tell students they’re going to read

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about different jobs that robots do. Have students open their books to pp. 62−63 and look at the two photos. Say There are two very different types of robots in the photos. The robot in the main photo looks like a baby seal. Where do seals live? (sometimes in the sea, sometimes on land). Read aloud the captions. Then ask Can you guess what job the robots in the two photos are doing? Put students into pairs and give them time to discuss their predictions.

Present 

1

2

• Say The child in the main photo is cuddling the seal. This is cuddling. Demonstrate a cuddling motion, like a small child holding a doll and rocking it.

• 1 Put students into pairs. Read aloud Activity 1 at

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two minutes to list as many ways we use robots as you can. When the time is up, ask pairs how many uses they listed. Have them read aloud a few of them.

• Say Let’s find out some more uses for robots. Play TR: 53 and tell students to listen and read. Say The baby seal is a therapy robot. What do you think therapy means? (helping someone with a medical problem to get better) Say The robot in the smaller picture is a vehicle. Can you give me some examples of things that are vehicles? (car, train, boat, truck, plane)

• Discuss the reading. Ask questions such as: Why do you think doctors sometimes use robots to do operations? What happens when patients hold Paro? What dangerous job can robots do? Robots often do jobs that people find boring. What do you think an assembly line is?

the top of p. 62. Say Discuss with a partner. You have

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Unit 3

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Be the Expert In factories, robots do a lot of very boring assembly line jobs. When humans do repetitive jobs—the same thing, again and again—they can make mistakes, but robots don’t get bored!

About the Photo The Paro therapy robot has been designed to look and behave like a baby harp seal. It is covered with soft artificial fur to make people feel as though they are touching a real animal. It responds to being spoken to or stroked by making seal noises, moving its body and flippers, and opening and closing its eyes. It’s designed to have a positive effect on the people interacting with it, similar to the effects of therapies carried out with real animals. These robots have helped people of all ages, from children in hospitals to elderly people with dementia.

A robot rescue vehicle, Russia

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Explorers send robot vehicles to places that are difficult to reach, for example, deep below the ocean. They can watch the robots on a screen and control them online using a keyboard and mouse. They can decide where and when the robots move. People also use robots to do very dangerous jobs. For example, if there is a fire in a building, a robot can go into the building and look for people.

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Teaching Tip

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A child in the hospital holding Paro, a life-like baby seal robot, Japan

2

Learn new words. Listen and repeat.

3

Work in pairs. Design a therapy robot. What does it look like? What does it do? How does it make people feel happy? Share your ideas with the class.

TR: 54

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• Explain Say Some jobs in factories in the past were

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very boring for people to do because they had to do the same thing over and over again. Now robots can do many of these jobs, and do them better than people.

• 2 Learn new words. Play TR: 54. Ask students to

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listen and repeat. Then put the students into small groups. Give each group three or four of the new words. Say Make a new sentence for each word. When they’re finished, have groups read their sentences.

Practice 

3

4

5

• 3 Share with students the information in About the Photo. Put students into pairs. Say Now you’re going to design a therapy robot. Think about who your robot might help. Read the Activity 3 questions. Tell students to work out their ideas on paper, including a



Get students actively involved in learning new words. Instead of always supplying the definition of a new word, present the word and elicit students’ ideas about what it might mean. For example, ask What’s a repetitive job? Show me. Students might respond by pantomiming the same actions several times. Encourage reasonable ideas and then confirm by giving students a clear definition.

Related Words patients, repetitive

63

4/7/17 4:56 PM

drawing of their robot. When they have finished, have them share their ideas with the class. Ask the class to vote on the best robot.

• 4 Read aloud the quote on p. 61 again. Then tell students to turn to pp. 64–65. Point out the photo of Chad Jenkins and read the caption. Then read the words in the word box aloud. Say Most of these words are verbs. Which words aren’t verbs? (doctor, online). Tell students to complete Activity 4 independently. Ask a student to read the completed paragraph aloud.

• 5 Learn new words.  Read aloud the words in the Activity 5 word box. Then play TR: 55 and tell students to listen for the words. Have students work in pairs and look for each word in context on pp. 62−63. Tell students to complete the matching activity independently. Play TR: 56 and ask students to listen and repeat the words and sentences.

SAMPLE COPY, NOT FOR DISTRIBUTION

Vocabulary 121

4

Vocabulary

Read and write the words from the list. Make any necessary changes. control

design

doctor

follow

help

online

designs

Chad Jenkins is a computer scientist and roboticist. He

Objectives

send

online

Chad to teach his robots. They visit Chad’s robot lab

send

Target Vocabulary  bring, hold,

. Then they

follow

instructions to the robots. The robots

control

the instructions. People who visit Chad’s lab

robots.

help

He wants to teach his robots how to learn new things. Lots of people

Students will • use vocabulary related to robots. • use a vocabulary strategy to learn new vocabulary.

the robots online.

They can tell the robots to play soccer or to do some household chores. The robots learn new

movable, move

things and improve because they get lots of practice.

hold

move hold bring

movable

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Choose an activity.

movable

Chad Jenkins interacts with a robot

move

1. change from one position to another

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bring

2. have something in your hands or arms 3. take something or someone with you to a place

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pp. 38–39; TR: 53–56 (Audio CD/ Website/CPT); CPT: Vocabulary

Learn new words. Listen for these words and match them with the definitions. Then listen and repeat. TR: 55 and 56

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4. able to change position

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Vocabulary Strategy The suffix -able Academic Language  definition, suffix Resources  Online Workbook/Workbook

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1. Work independently. Write a list of five instructions for the robots in Chad Jenkins’ lab. 2. Work in pairs. Henry Evans works with Chad. He can’t speak or move his arms or legs. Think of different ways a robot might help Henry.

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3. Work in groups. Think of a very simple task for a robot, for example, “Bring me my book.” or “Check my email.” Then write instructions for every step of the task.

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• Vocabulary Strategy Say Read the Activity 5 words again. Which two words begin with the same three letters? (move, movable) Ask a student to read aloud the definitions of the two words. Say Sometimes when we add an ending to a word it changes the kind of word it is. Move is a verb. What kind of word is movable? (an adjective) Say When we add -able to the end of a verb, it makes an adjective that means “able to do something.” If a robot has movable arms, it means you can move them. Write on the board: verb + suffix = adjective move + able = movable control +

able

= controllable

reach + able = reachable

• Say A suffix is a group of letters that we can add to the end of the word to change its meaning. One suffix is -able. Draw students’ attention to the other examples on the board. Say Here are two other verbs that we can add -able to. Read the examples aloud. Ask What do you think controllable means? (We can control something.)

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Be the Expert What about reachable? (We can reach something.) Point out the spelling changes. Say We drop the e from move before adding the suffix. We double the final l in control. Ask students to suggest sentences using the three -able words on the board.

Apply 

Vocabulary Strategy The suffix -able  It’s possible to change the part of speech of a word in English by adding a suffix. The suffix -able is an example of an adjective suffix, which changes a verb into an adjective. It’s related to the word able, and means “can be done” or “capable of.” It is a particularly useful suffix as it can be used with many verbs, e.g. drink → drinkable, change → changeable, watch → watchable.

6

• 6 Tell students to silently read the choices in Activity 6. Say Choose one of the three activities. You’ll work on your own, with a partner, or in a group.

• For Activity 1, encourage students to think about the order of the instructions, and to express them clearly. For Activities 2 and 3, help students to find partners or groups to work with. Give students time to complete their chosen activity, then ask them to share their work with the class.

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Other common adjective suffixes are -ful, meaning “full of” or “providing,” and -less, meaning “without,” as in use → useful, useless, hope → hopeful, hopeless. These suffixes are mainly added to nouns rather than verbs.

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Extend

A suffix sometimes requires a change of spelling to the base word, for example: move → movable (the final -e is dropped) rely → reliable (the final -y changes to i) control → controllable (the final consonant doubles).

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of the groups who did Activity 3 to read their instructions to the “robot,” who tries to act out the actions to complete the task. Then say Did the instructions work well? Were any steps of the task left out? Encourage students to suggest improvements and guide the student robot through the task again. Repeat the activity a few more times with different students playing the robot, and other groups giving their instructions for a new task.

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• Invite a student to volunteer to role-play being a robot. Ask one

• If time allows, hand out Worksheet F.3.2. Explain that students

Wrap Up

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will use vocabulary words to write about and discuss robots and technology.

• Write two columns of words from the unit on the board—a list of

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nouns and a list of verbs:

Nouns: robot, doctor, mouse, instructions, computer, roboticist, baby seal, people, household chores

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Verbs: move, control, design, send, improve, bring, hold, follow, use

• Divide the class into two groups to play a game. Have the groups line up. Tell students that the person at the front of one line will choose a noun and the person at the front of the other line will choose a verb. Say You need to work together to make a sentence with the two words. The two students write their sentence on a piece of paper, then go to the back of their lines while other pairs take a turn. When the first pair get to the front of the line again, say Now tell us your sentence. The rest of the class listens and decides if the sentence is correct. The class gets a point for each correct sentence. Set a target number of points that the class has to reach in order to win.



Formative Assessment Can students • use new vocabulary related to robots? Ask students to choose the correct words to complete these sentences: A roboticist ______ robots. (follows/ designs) Students can send ______ to the robots online. (instructions/pain) The robots ______ because they get lots of practice. (follow/improve) • use new vocabulary to discuss some jobs that robots do? Ask students to talk about the work done by one of the robots they read about.

Workbook  For additional practice, assign Workbook pp. 38–39. Online Workbook Vocabulary

Vocabulary Practice 123 SAMPLE COPY, NOT FOR DISTRIBUTION

Speaking Strategy

SPe AkInG S tR AteGy

TR: 57

Reacting

Students will • express reactions.

Speaking Strategy Reacting Academic Language  speaker Content Vocabulary  amazing, cool,

7

That’s amazing!

That’s boring!

That’s fantastic!

That’s kind of weird!

That’s so cool!

That’s scary!

Listen. How do the speakers react? Write the phrases you hear.

fantastic, scary, weird

8 7

Pronunciation The th sound Resources  Online Workbook; Worksheet

Krish:

F.3.3 (Teacher’s Resource CD-ROM/ Website); TR: 57–58, 139–141 (Audio CD/Website/CPT); CPT: Speaking Strategy

TR: 58

Read and complete the dialogue. Possible answers:

Mariana: Krish:

Materials  Scissors for each pair of

Mariana:

students, note cards or pieces of paper

Krish: Mariana:

No, it isn’t! It’s really interesting. This robot looks like a baby seal. Wow!

That’s amazing!

They even use them in hospitals. In hospitals?

That’s kind of weird.

Not really. The robots help patients feel happy and relaxed.

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Really?

That’s so cool!

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Mariana:

That’s boring!

Robots!

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Krish:

There’s an article in this magazine about robots.

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Objective

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• Activate prior knowledge Say Imagine someone tells

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you something very surprising. For example, “We’ve got a new robot at home. It cleans the house every day and makes our meals.” What would you say to the person? Ask several students for their ideas, and list them on the board. Explain When we respond to something interesting, surprising, sad, or happy that someone tells us, we’re reacting. Write reacting at the top of the board. Say In this lesson, we’ll learn different ways of reacting to people.

• Model Say Let’s see why it’s important to react in a conversation. Invite a student to the front of the class and role-play a short conversation in which you don’t react in an appropriate way. For example, you could say Tell me something exciting that happened. When the student says, for example, My sister was on TV last week! say OK in a bored voice. Then say Tell me about something unusual. When the student responds,

Unit 3

Go to p. 177.

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Warm Up

124

Work in pairs. Pick a card and react to the information on it.

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My brother loves doing household chores! don’t reply. Instead, pause, then say something completely unrelated, such as I had fish for supper last night.

• Ask the class What happened when I didn’t react in the right way to what (Mia) said? Say If you don’t react in the right way, people might think you’re unfriendly, or that you don’t care about them. So it’s important to know appropriate ways of reacting.

Present 

7

• Say Let’s look at some different ways of reacting. Open your books to page 65. Listen to some different expressions we can use. Play TR: 57. Tell students to listen and read along.

• Play TR: 57 again, pausing after each sentence for students to repeat. Make sure that they use the right intonation. Say It’s important that we say the expressions in the right tone of voice.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert • 7 Say Now let’s listen to two people talking. What phrases do they use to react? Write down the phrases you hear. Play TR: 58. Ask students to share what they wrote with the class.

Practice 

Strategy in Depth Intonation is the rise and fall, or the music, of a voice when speaking. In English, intonation is very important in conveying meaning, but it is also crucial in conveying attitude—how the speaker is feeling. The same phrase spoken with different intonation can convey enthusiasm or indifference, surprise or annoyance. Make sure that your students have the chance to listen to typical examples of natural speech and that they pay attention to and use the correct intonation. Make students aware that when reacting to another speaker, a flat tone indicates lack of interest, so they need to speak with real feeling.

8

• 8 Once students seem comfortable using the speaking strategy to react, direct them to Activity 8. Say Now we’re going to read a dialogue about therapy robots. Read the instructions aloud, and tell students to complete Activity 8 independently.

• Ask pairs of students to read their completed dialogues aloud,

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Apply 

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taking turns as Krish and Mariana. Remind them to use intonation and facial expression to convey their feelings. When they have finished, ask Did you both use the same expressions to react?

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cut out a set of cards on p. 177. Read the instructions aloud. Demonstrate the activity. Say Place the cards facedown. One person turns over a card and tells his or her partner the information on the card. Then the partner reacts.

• Ask a student to model playing the game with you. Invite the

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student to turn over a card and read aloud the information, for example, The SuperClock is a robot alarm clock. It jumps onto the floor and hides. React, saying Wow! That’s so cool. I want one! As partners play, monitor and provide assistance as needed.

Extend

Pronunciation

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• 9 Put students into pairs with a new partner. Ask them to

Go to Student Book p. 163. Use TR: 139–141.

The th sound  To make the unvoiced th sound, tell students to place the front of the tongue lightly against the back of the upper teeth, and blow air out. To make voiced th, tell them to add their voice, making the vocal cords vibrate. If they put two fingers on their Adam’s apple (the hard part at the front of the neck), they will feel the difference between the unvoiced and voiced sounds.

• Give out two blank note cards or small pieces of paper to each

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student. Ask students to make new game cards, writing two facts about robots. They can use their own knowledge or facts from the unit. Put the class into small groups to play the game. Tell each group to sit in a circle. Say Mix all the new cards together. Put them facedown in the middle of the group. Take turns picking a card and reading it to the person on your right. That person reacts to what you say. See how many times you can go round the circle.

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• If time allows, hand out Worksheet F.3.3. Explain that students can use the worksheet to practice reacting.

Formative Assessment Can students • express reactions appropriately?

Wrap Up • Write the new vocabulary words on the board: boring, bring, control, design, doctor, follow, help, hold, improve, mouse, movable, move, online, pain, send. Ask students to stand in a circle. Say Take turns to make a sentence. Use at least one of the words on the board. Say something surprising, or unusual, or different. Then choose two different students to react to what you said. Encourage the two students reacting to use different expressions.

Ask students to react to each of these statements: Our teacher brought a robot into class today. This robot can speak five different languages. You can get a robot that looks just like you.

Online Workbook  Speaking Strategy

Speaking Strategy 125 SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar 1

GR AMMAR

TR: 59

Can and can’t: talking about ability My robot can talk, but it can’t open doors. Can your robot clean the floor? Yes, it can.

Objectives

Students will • use can and can’t to talk about ability. • learn about and discuss what robots can and can’t do.

Grammar  Can and can’t: Talking about ability

Target Vocabulary  cry, dream, imagine,

Robotic pet dog

laugh

Content Vocabulary  drive a car, fast-food restaurant, go upstairs, load the dishwasher 10 Listen. Check the correct answers.

pp. 40−41; TR: 59–62 (Audio CD/ Website/CPT); CPT: Grammar 1

can

can’t

✓ ✓ ✓

run

can’t

✓ ✓ ✓ ✓

talk

understand voice instructions

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load the dishwasher

dance

ni

walk

go upstairs

ar

paper (optional)

can

✓

jump

Materials  One poster-sized sheet of

TR: 60

ng

Academic Language  ability, compare Resources  Online Workbook/Workbook

11 Work in pairs. Imagine you have a robot. Think of five things it can do and five

ap hi c

things it can’t do. You can use the ideas in the box below or your own ideas. Then compare your robot with another pair’s robot. run

jump

swim

talk

sing

load the dishwasher

clean the house

play soccer

dance

drive a car

read a book

understand voice instructions

lG eo gr

hold things laugh

Our robot can hold things and it can dance, but it can’t sing. Can your robot sing?

Yes, it can. Our robot can sing and it can run, but it can’t understand voice instructions.

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Warm Up

• Activate prior knowledge Say We’ve learned about some fantastic robots in this unit. Who can remember some of the things that robots do to help us? Let several students give their suggestions. Then say My favorite is the baby seal robot. It moves like a baby seal. It makes noises like a seal. It even pretends to go to sleep by closing its eyes. But seals can swim. Does the robot seal swim? (no) Ask Why not? Discuss students’ ideas.

• Say The robot can move, but it can’t swim. Write the sentence on the board. Underline can and can’t. Say We’re going to talk about things people and robots can and can’t do. We’re going to talk about ability. Write ability at the top of the board.

• Predict Say Robots do a lot of things! But are there some things that robots can never do? Talk to your partner. Put students into pairs and give them time to discuss whether there are some things robots can never do and what those things might be. Then have students share their ideas with the class.

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12 Learn new words. Listen to learn about what robots can and can’t do. Then listen and

repeat.

Be the Expert

TR: 61 and 62

Grammar in Depth A modal is an auxiliary or helping verb that we use in English to talk about concepts, or ideas, such as ability, possibility, necessity, or permission. Modal verbs include can, could, may, might, shall, should, and would. This unit covers the use of can for ability.

✓

✗ Robots can’t imagine things.

Humans can feel sad and cry.

✓

Can is used in the present to express an ability, and can’t to express a lack of ability. Can is used to say what people, animals, and things are able to do because of their own skills, knowledge, strength, design, and so on: The robot can lift heavy weights. Juan can play the guitar well.

✗

Humans can feel happy and laugh.

Robots can’t dream.

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13 Work in pairs. Complete these sentences about yourself. Then compare your answers I laugh when . . .

I like to imagine I’m . . .

I cry when . . .

14 Work in groups. What do you think these robots can do? What can’t they do?

Le

Complete the sentences below with your own ideas. A fast-food restaurant robot can prepare food and it can wash dishes. It can talk to

ap hi c

people. It can’t laugh and it can’t use a computer. A hospital robot

lG eo gr

A school robot

A police robot

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Present

Be able to has a similar meaning, particularly when talking about a person’s ability, especially when the ability is surprising or exceptional: She is three years old, but she can / is able to speak three languages!

ar

I sometimes dream about . . .

ni

with your partner.

• Tell students to open their books to pp. 66–67. Point out the

To talk about past ability, we use could.

Teaching Tip Pause from time to time to give students a chance to ask questions about the lesson. Encourage them to ask any questions they may have about vocabulary, grammar, or other Englishlanguage content. Help students to feel comfortable about asking questions by reminding them that all questions are important. Explain that other students in the class probably want to know the answer to the same question.

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grammar box at the top of page 66. Say We’re going to listen to a dialogue about what a robot can and can’t do. Play TR: 59 while the students listen and read along.

Be able to is more formal than can, and is used less often.

• Read aloud the first sentence in the box, and write it on the board. Say My robot can talk, but it can’t open doors. Can my robot talk? (yes) Can it open doors? (no) Say We use can to talk about ability. We use can’t to talk about its opposite, lack of ability. Can’t is the same as cannot.

• Ask What can my robot do? (talk) Underline talk on the board. Ask What can’t my robot do? (open doors). Underline open on the board. Say Talk and open are the two main verbs in the sentence. But there are two other verbs: can and can’t. Circle can and can’t. Say Sometimes we use a verb like can before a main verb to express certain kinds of ideas. These verbs are called modal or helping verbs. Point to the word but and remind students that we use the joining word but to contrast two different pieces of information.



SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar 1 127

GR AMMAR

meaning of any words or phrases, for example, load the dishwasher. Ask What’s a dishwasher? (a machine for washing dishes) What does load mean? (to put the dishes inside the dishwasher)

12 Learn new words. Listen to learn about what robots can and can’t do. Then listen and

TR: 59

repeat.

TR: 61 and 62

Can and can’t: talking about ability My robot can talk, but it can’t open doors. Can your robot clean the floor? Yes, it can.

✓

✗ Robots can’t imagine things.

Humans can feel sad and cry.

Robotic pet dog

✓ 10 Listen. Check the correct answers. can

can’t

✓

jump

✓ ✓ ✓

walk run load the dishwasher

can go upstairs dance

can’t

• Put students into pairs. Ask Can you remember any

✗

Humans can feel happy and laugh.

TR: 60

of the things the robot can and can’t do? Talk to your partner. Don’t complete the charts yet. Give students time to discuss any information they remember. Then play TR: 60 again and tell students to complete the activity. Say Put a check mark in the can or can’t column for each action. If necessary, pause the track after each sentence for students to check the correct box. Review answers as a class.

Robots can’t dream.

13 Work in pairs. Complete these sentences about yourself. Then compare your answers

with your partner.

✓ ✓ ✓ ✓

talk understand voice instructions

I sometimes dream about . . .

I laugh when . . .

I like to imagine I’m . . .

I cry when . . .

14 Work in groups. What do you think these robots can do? What can’t they do?

Complete the sentences below with your own ideas. A fast-food restaurant robot can prepare food and it can wash dishes. It can talk to

11 Work in pairs. Imagine you have a robot. Think of five things it can do and five

things it can’t do. You can use the ideas in the box below or your own ideas. Then compare your robot with another pair’s robot.

people. It can’t laugh and it can’t use a computer. A hospital robot

hold things

run

jump

laugh

sing

dance

drive a car

swim

talk

load the dishwasher

clean the house

play soccer

read a book

understand voice instructions

Our robot can hold things and it can dance, but it can’t sing. Can your robot sing?

A school robot

A police robot

Yes, it can. Our robot can sing and it can run, but it can’t understand voice instructions.

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67

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• Talk through how to form questions and short answers

you think? Do you want a SpotMini in your house?) Ask students to give their response to the questions, stating their reasons.

My robot can’t sing.

ar

Your robot can clean the floor.

• Say What questions did the speaker ask? (What do

ni

with can. Ask a pair of students to read the question and answer in the grammar box. On the board, write:

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• 11 Choose students to read aloud the verbs in the

Can your robot clean

Le

the floor?

box in Activity 11. Put students into pairs and read aloud the first part of the activity directions. Tell partners to work together to write down their ideas about what their robot can and can’t do.

• Point to the left side of the chart. Say Which words

• When pairs have had time to complete their lists,

lG eo gr

have changed places in the first two sentences? (your robot and can). Say We put the modal verb can at the beginning of the second sentence to make a question. Read the short answer. Say Yes, it can. Explain that we use only the modal verb in the short answer, but we use the modal and the main verb in the long answer: Yes, it can clean the floor.

ap hi c

?

Yes, it can.

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• Read aloud the negative sentence on the right side

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of the chart. Ask Who can make the question? (Can my robot sing?) Ask What’s the short answer? (No, it can’t.) Add the two sentences to the board.

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• Play TR: 59 again. Ask students to listen and repeat several times. Encourage them to read with expression and correct intonation.

Practice 

10 11

• 10 Say Now we’re going to find out about a new type of robot called SpotMini. Let’s listen and find out what the robot can and can’t do. Play TR: 60 and tell students to listen. Then point out the two charts in Activity 10. Ask a student to read the verbs in the first column of each chart. Ask Are there any words in the box that you don’t understand? Help students as needed with the

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read aloud the final part of the directions. Ask a pair to read aloud the example dialogue in the speech balloons. Say Now work with another pair. Compare what your robots can do. When groups have finished, ask them to tell the class about their robots.

Apply 

12 13 14

• 12 Learn new words. Say Robots can do a lot of things, but people can do even more! Ask students to look at the pictures in Activity 12. Say The people in the pictures are doing some things that robots can’t do. Let’s find out about these things. Play TR: 61 and have students listen.

• Say What things did the track say that robots can do? Ask students to say what they can remember, then play TR: 61 again. Tell students to listen for the things that robots can do.

• Have students silently read the captions below each photo in Activity 12. Point out the four words in the bold type. Say These are new words. They’re all words we use for some things that people can do. Play TR: 62. Have students repeat each word alone and in a sentence.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert • 13 Ask students to look at Activity 13. Read aloud the directions, and the four sentence beginnings. Tell students to work individually to complete the sentences in a way that is true for them.

Our World in Context Today, robots’ intelligence and ability to experience emotions are still very limited. Scientists working in the field of artificial intelligence predict that this will change rapidly. In traditional programming, a computer needs to be given a detailed set of instructions in order to carry out any task. The concept of machine learning could transform this. With machine learning, scientists program computers to learn by themselves. A new generation of robots could become extremely intelligent.

• When they have finished, put students into pairs and ask them to compare answers with their partner. When they’re finished, call on some students to tell the class about their partner’s sentences.

• 14 Put students into small groups. Read the Activity 14 instructions. Say You’re going to decide how robots can help in a fast-food restaurant, in a hospital, in school, and how they can help the police do their job. Listen to each other’s suggestions before you complete each sentence. Make sure all group members have a chance to share their ideas. Have groups complete the task.

ap hi c

Le

ar

ni

• Join the groups from Activity 14 on one side of the class into one team, and the groups from the other side into another team. Say You’re going to tell us about the robots you wrote about. Choose one of the sentences you wrote. But don’t tell us where the robot works! The other team has to guess. Model the game by saying This robot can bring food to people in bed. It can ask the patients how they’re feeling. But it can’t do operations. Which robot is it? Students guess It’s a hospital robot!

• Teams take turns saying a sentence about one robot. One student

lG eo gr

from the other team guesses which robot it is. If the student is correct, the team gets a point. Let each student have a turn at guessing.

Wrap Up

• Say Let’s design a class robot! Think about what you want our robot

Teaching Tip When students do activities or play games in groups, maintain order by making sure all students understand the instructions before the activity or game starts. Establish a few ground rules, such as One person speaks at a time. Listen while your classmate is speaking. Practice by demonstrating the first few steps of an activity or game as a class.

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to do. On the board, or on a poster-sized sheet of paper, draw a large outline of a robot’s body, but without any details. Invite a student up to the board and say Draw one part of the robot, and tell us one thing that the robot can do. For example, you could draw the robot’s eyes and say “Our robot can see.” Let each student in turn add to the drawing of the robot and say what it can do. Make a list of the actions that the robot can perform on the board.

Scientists are divided, however, over whether robots will be able to experience emotions. They could be taught psychological factors that affect the actions of humans, such as goals, beliefs, and preferences. But would the robot truly be experiencing feelings, or merely imitating humans? Scientists are agreed, however, that how robots develop in the future is for people to decide.

ng

Extend

• Say Let’s give our robot a name. Invite students to suggest a name for the robot and then vote on the most popular idea. Then say Now let’s talk about what our robot can and can’t do. I’ll start. Point to the list of things the robot can do, and choose one of them. Say, for example, Our robot’s name is Robbie. So, here’s my sentence: Robbie can dance, but he can’t run. Give each student a turn to make a sentence. Tell students they’ll have to use what they’ve learned about robots so far to say something (Robbie) can’t do.

Formative Assessment Can students • use can and can’t to talk about ability? Say Pretend we each have a robot at home to help with the chores. Tell me what your robot can and can’t do. Then ask me about my robot.

Workbook  For additional practice, assign Workbook pp. 40−41. Online Workbook  Grammar 1

SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar 1 129

Reading Objectives

Students will • read about and discuss the gender divide in computer science and engineering. • use new words from the reading. • identify the main point of a paragraph.

Girls Can Code

Reading Strategy  Identify the main point of a paragraph

Target Vocabulary  code, engineering, program, project

Academic Language  context, paragraph

Content Vocabulary  after-school

ng

club, computer science, gender divide, technology 15 16 Before you read, discuss in

18 After you read, look at the sentences.

Check T for true or F for false.

Le

pairs. Based on the title and the photo, what do you think the reading is about?

ar

pp. 42–43; Worksheet F.3.4 (Teacher’s Resource CD-ROM/ Website); TR: 63–64 (Audio CD/ Website/CPT); CPT: Reading

ni

Resources  Online Workbook/Workbook

16 17 Learn new words. Find these

ap hi c

words in the reading. Use the other words around them to guess their meaning. Then listen and repeat. TR: 63 engineering

program

project

lG eo gr

code

18 17 While you read, think about the main

point of each paragraph.

TR: 64

1. Boys aren’t better than girls at math and science at school.

✓t

F

2. Many girls study computer science in college.

t

F ✓

3. Reshma Saujani works as an engineer.

t

F ✓

4. Girls Who Code is an after-school club organization.

t ✓

F

5. Girls can make computers at Girls Who Code clubs.

t

F ✓

t ✓

F

6. Lots of girls want to study computer science or engineering in college because of Girls Who Code clubs.

68

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Warm Up

• Build background Say We know that robots can do great things! But who makes the robots do these things? (scientists, roboticists) Explain Scientists write the special instructions that make robots work. Ask Who would like to do a job like that? Have students respond and prompt them to give reasons for their answers.

• Say At school, both girls and boys are good at math and science. Boys are interested in robots and girls are, too. But when students go on to a college or university, and when they get jobs, there are a lot more men than women who work in subjects like computer science. There are more men who are roboticists, for example. This is sometimes called the gender divide. Write the phrase on the board.

• Say Let’s think about which jobs are mostly done by men or women. Are there some jobs that equal numbers of men and women do? Give students time to think. Allow them to discuss ideas with a classmate.

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How to Change the Future

programs. So how can we get more girls to study these subjects?

Boys and girls are both good at science and math in school. But there is a big gender divide in subjects like computer science and engineering in college. A gender divide means there is a difference between what girls do and what boys do. Very few girls study computer science or engineering in college, and very few girls get jobs in these fields. In fact, only 20% of engineering graduates and only 18% of computer science graduates in the United States are girls. Computer science and engineering are useful and interesting subjects. Engineers use science and math to create and design things. Computer scientists work on new computer

Identify the main point of a paragraph  When trying to understand a reading text with more than one paragraph, it’s helpful to ask students to identify the main point or topic sentence of each paragraph in turn. A paragraph is a group of sentences related to a main idea or point.

These clubs are a big success. There are now 10,000 girls in Girls Who Code after-school clubs around the United States! Many of these girls want to study computer science or engineering when they go to college.

A well-written paragraph contains a topic sentence that states the main point and structures the rest of the paragraph around it. For example, a paragraph will often begin with the topic sentence, which is then followed by a series of examples that support it. Or, a paragraph might state a number of facts and details that lead up to a conclusion, and the topic sentence is then at the end of the paragraph.

84%

80%

70% 52% 30%

Indonesia

India

16%

United States

United kingdom

20 discuss in groups.

correct paragraph number for the descriptions below. 2 an explanation of computer

1. Do you think there are any subjects that girls are better at or that boys are better at? Why or why not?

science and engineering the effect of the Girls Who Code clubs

1 3

an introduction to the topic

2. Why do you think STEM subjects (science, technology, engineering, and math) are less popular with girls? How can we change that?

ap hi c

4

3. Imagine you can organize some after-school clubs around your area. What clubs do you want to organize? Why do you want to organize these clubs? Who will join them?

lG eo gr

a description of the Girls Who Code clubs

OWI_F_SE_24787_060-075_U03_PPDF.indd 69

ar

18 19 Work in pairs. Write the

20%

ng

boys

Le

girls

Reading Strategy

ni

enGIneeRInG ARoUnd the WoRLd 48%

Be the Expert

Reshma Saujani is an American lawyer. She wants to change things. Her organization, Girls Who Code, runs after-school clubs and summer schools all around the United States. The clubs are free, and they teach girls how to code, or write special instructions for computers. The girls use these instructions to make basic computer programs. They work on projects together to help their community.

69

io na

• Draw a Venn diagram like the following on the board:

men and women

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women

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men

Identifying topic sentences or main points is a very important skill for both reading and writing. Try to give your students as much practice in this as possible, and it will become second nature to them.

• Ask students to suggest jobs that they can think of and tell which part of the diagram they should go in. Add the jobs to the diagram. Encourage other students to say if they agree or disagree. Guide a class discussion about why students think there are some jobs that are mostly done by men and others that are mostly done by women.

• Say In this lesson we’re going to think some more about why there’s a gender divide for certain subjects and jobs, and how things are changing.



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Reading 131

How to Change the Future

Girls Can Code 15 16 Before you read, discuss in

Computer science and engineering are useful and interesting subjects. Engineers use science and math to create and design things. Computer scientists work on new computer

enGIneeRInG ARoUnd the WoRLd 48% girls

18 19 Work in pairs. Write the

16 17 Learn new words. Find these

2. Many girls study computer science in college.

t

F ✓

4

3. Reshma Saujani works as an engineer.

the effect of the Girls Who Code clubs

t

F ✓

an introduction to the topic

4. Girls Who Code is an after-school club organization.

1 3

t ✓

F

5. Girls can make computers at Girls Who Code clubs.

t

F ✓

t ✓

F

words in the reading. Use the other words around them to guess their meaning. Then listen and repeat. TR: 63

18 17 While you read, think about the main TR: 64

20 discuss in groups.

While You Read  

1. Do you think there are any subjects that girls are better at or that boys are better at? Why or why not? 2. Why do you think STEM subjects (science, technology, engineering, and math) are less popular with girls? How can we change that?

• 17 Ask Who can remember what the gender divide

3. Imagine you can organize some after-school clubs around your area. What clubs do you want to organize? Why do you want to organize these clubs? Who will join them?

68

is? Have students respond, then say Let’s find out more about the gender divide in computer science and engineering. Play TR: 64 and tell students to listen and read along.

69

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Before You Read 

OWI_F_SE_24787_060-075_U03_PPDF.indd 69

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Direct their attention to Activity 15. Put students into pairs, then read the directions. Ask a student to read aloud the title and subtitle. Say Talk to your partner. Look at the photo on page 68 and the chart on page 69. Think about the titles. What do you predict the reading will be about? When students have finished, review predictions as a class.

• 16 Learn new words.  Read aloud the words in the

• Ask How many paragraphs are there in the reading? (four) Make sure that students can identify the separate paragraphs, by asking What is the first word and the last word of each paragraph? When they have identified the paragraphs, say In Unit 2, we found the main point of a whole article, which we call the main idea. But each paragraph in a text has a main point, too. Let’s listen and read the text again. This time, think about the main point of each paragraph.

• Play TR: 64 again while students read and decide which sentence contains the main point of each paragraph. Tell students to underline these sentences.

io na

lG eo gr

word box on p. 68. Have students repeat. Ask Do you think these words are nouns, verbs, or adjectives? Have a few students say what they think, then explain We can’t always tell what kind of word it is when we see a word on its own. We need to read the whole sentence, or the words that come before and after it. These other surrounding words create a word’s context. Explain that context can also help you figure out an unfamiliar word’s meaning. Say Now let’s find out what the words mean.

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15 16

• 15 Ask students to open their books to pp. 68−69.

• Read aloud the first part of the directions for Activity 16.

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Say Let’s find the word code in the reading. How many times does the word appear in the text? (three, and in the title) Say Let’s find the first sentence with the word code. The text tells us there’s an organization called Girls Who Code. That tells us that code is a verb. But what does code mean? Let’s read ahead in the text. Tell Which sentence gives the meaning? (The next sentence. It says code means to “write special instructions for computers.”) Tell students to work with a partner to find the other words in context and guess their meaning.

• Say Now we’re going to hear the four words in context again, but in different sentences. Play TR: 63 and have students listen and repeat.

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Unit 3

17

ni

point of each paragraph.

6. Lots of girls want to study computer science or engineering in college because of Girls Who Code clubs.

a description of the Girls Who Code clubs

16% United kingdom

ar

project

United States

Le

engineering

program

science and engineering

20%

India

ap hi c

code

correct paragraph number for the descriptions below. 2 an explanation of computer

F

84%

80%

70%

Check T for true or F for false. ✓t

These clubs are a big success. There are now 10,000 girls in Girls Who Code after-school clubs around the United States! Many of these girls want to study computer science or engineering when they go to college.

30%

pairs. Based on the title and the photo, what do you think the reading is about?

1. Boys aren’t better than girls at math and science at school.

don’t know the meaning, you can look in a dictionary. But before you do this, remember to read the word in context. Look for clues. Ask What is a clue? (something that helps you find something or understand something better) Say Look at the surrounding words in the text. They can give you clues to the word’s meaning.

Reshma Saujani is an American lawyer. She wants to change things. Her organization, Girls Who Code, runs after-school clubs and summer schools all around the United States. The clubs are free, and they teach girls how to code, or write special instructions for computers. The girls use these instructions to make basic computer programs. They work on projects together to help their community.

52%

boys

Indonesia

18 After you read, look at the sentences.

• Say When you find a new word in a reading text and

programs. So how can we get more girls to study these subjects?

Boys and girls are both good at science and math in school. But there is a big gender divide in subjects like computer science and engineering in college. A gender divide means there is a difference between what girls do and what boys do. Very few girls study computer science or engineering in college, and very few girls get jobs in these fields. In fact, only 20% of engineering graduates and only 18% of computer science graduates in the United States are girls.

After You Read 

18 19 20

• 18 Put students into pairs. Ask them to read the sentences and decide if they’re true or false. Encourage them to look back at the reading each time to confirm the answer. Check answers as a class, and have students correct the false sentences by reading out the part of the text with the correct information.

• 19 Tell students to compare with their partner the sentences they identified as the main point of each paragraph. Then read the instructions for Activity 19 and have partners work together to complete the activity. Review the answers as a class.

• 20 Put students into small groups for Activity 20. Tell each group to choose one student to act as secretary and write notes from their discussion for each question. Tell students that Question 1 has no right or wrong answers. Remind them to listen to each other politely and make sure to give reasons for their opinions.

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Be the Expert

• To help students discuss Question 2, you may want to provide prompts. For example, say Think about when children are very young. Are toys for boys and girls different? Think about how STEM subjects are taught in schools. Do boys and girls have role models in these subjects—adults they would like to be like? Do boys and girls know what kind of jobs are available in these areas?

Teaching Tip When students are carrying out activities in groups, monitor how well they work together. Even students who get on well together in friendship groups do not always work together effectively. For example, they might lack focus and have a tendency to talk to each other about things not related to the task. Another problem occurs when an extroverted student dominates a group activity, discouraging quieter students from participating. If you notice these kinds of situations arising, make a note to change the groups for future tasks. For example, you might try putting quieter students together in one group, or separate close friends so that students focus better on the task in hand.

• For Question 3, ask students to think about clubs that don’t already exist in their area, perhaps a club that would bring together students with different interests to explore new subjects. Say Decide on a purpose for your club. Think of a name for it. Encourage students to use their imaginations.

Extend • Ask the secretary for each group to share their discussion notes

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for Question 3. Ask What kind of clubs did you come up with? Have secretaries write the groups’ club names or purposes on the board. Have group members describe their ideas for their clubs. Take a class vote on the best idea.

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• If time allows, you may want to assign Worksheet F.3.4 in class.

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Students will use the worksheet to practice the new vocabulary and revisit the content of the reading.

Wrap Up

Finally, let students know collaboration is an important part of group work, and when they help each other in their groups, it benefits both the helper and the student helped.

• Say Let’s play True or False in groups. Put students into an even

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number of small groups. Tell each group to work together to write four sentences based on the reading. The sentences can be either true or false.

• Say Play against another group. Take turns reading your four

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sentences to the other group. Each student in the other group responds to one of your statements, saying “True” or “False.” Students get one point for their group if they answer correctly. One student in each group keeps track of how many points the group gets. When they have used all their sentences, groups move on to play with another group, until all the groups have all played each other. Then ask How many points did each group get? Who won?

Formative Assessment Can students • talk about the gender divide? Say What do we mean when we say there is a gender divide in some subjects at colleges and universities? • use new words from the reading? Ask What can girls do at the after-school clubs we read about? • identify the main point of a paragraph? Ask students to choose one paragraph from the reading, and tell you what the main point is.

Workbook  For additional practice, assign Workbook pp. 42–43. Online Workbook Reading

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Reading 133

VIDE

Video Objectives

21 22 Before you watch, discuss in pairs. How can robots help explorers

Students will • discuss the development of robotic hands for collecting deep-sea samples. • apply the message of the video to their personal lives.

in places that are very dangerous or difficult to reach? 22 Work in pairs. You are going to watch Squishy Robot Fingers.

Before you watch, look at the photo. What do you think it shows? What is it doing?

Academic Language  commercial,

23 24 Watch scene 3.1. While you watch, check your answers from

description, list

Activity 22. Were they correct? What else did you learn about Squishy Fingers?

Content Vocabulary  adapt, coral reef, equipment, rubber, underwater

Resources   Video scene 3.1 (DVD/

24 After you watch, work in pairs. Circle the correct

Website/CPT); Online Workbook; CPT: Video

1. David Gruber first tested Squishy Fingers in a swimming pool / coral reef . 2 Now he is testing it in a boat / on a coral reef .

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3. Squishy Fingers is made from metal / rubber .

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option to complete the sentences.

4. David’s old robots were designed for coral / oil exploration .

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5. Squishy Fingers grabs a small / large piece of coral.

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6. David and the team are happy / unhappy with the test.

25 Work in pairs. Compare Squishy Fingers’ hands

Task

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with the older robot hands. Make a chart with three headings: Task, Squishy Fingers, and Older Robot Hands. Check which robot could do each task better. Squishy Fingers

pick up trash

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hold a balloon

Older Robot Hands

✓

✓

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21 22

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Before You Watch 

• Say We’ve learned about how robots can work in

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places that are difficult or dangerous for people. What are some of those places? (deep below the sea, inside a burning building) Say We learned that some robots can make careful movements with their hands. What is an example of this? (doctors using medical robots to do operations)

• 21 Ask students to open their books to pp. 70−71. Read aloud the question in Activity 21. Put students into pairs. Say Think about some other places that are dangerous or difficult. Imagine how robots can help explorers in those places. After pairs have discussed, have them share their ideas.

• 22 Read the instructions for Activity 22 aloud. Say Look at the photo. Where is this? What kind of machine is this, and what is it doing? Say The video is called

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Squishy Robot Fingers. What do you think squishy means? Try to predict what the video is about. Give pairs time to discuss the questions, and then invite them to share their ideas with the class.

While You Watch 

23

• 23 Say Now we’re going to watch Squishy Robot Fingers. Let’s find out if your predictions were correct. Play Video scene 3.1. Say Did you guess right? Where’s the robot in the photo? What’s it doing? Invite several students to answer.

• Read the final part of the Activity 23 directions. Say Let’s watch the video again. This time, find the answer to this question: Is Squishy Fingers successful? Check that students understand successful. Say You want to do something. You try hard, and you do it. You’re successful! Play the video again. Confirm the answer (Squishy Fingers is successful).

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Be the Expert Teaching Tip When students work in groups, consider giving each individual student within the group a role or task to make sure each student has a part to play. One student could be the secretary and record all the group’s ideas. Another could be the reader, the person who reads aloud the questions or relevant parts of the text to the group. Another student could be the leader and make sure that everyone does their job and is respectful and polite to all the group members. Change the roles from one activity to the next, so that everyone gets a turn in the different roles.

26 Work in groups. Think of ways to use

an underground cave

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the Arctic

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the Sahara desert

27 Choose an activity.

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1. Work independently. David Gruber is an underwater explorer. In the video, he uses Squishy Fingers to collect a piece of coral in the ocean. Where else could Squishy Fingers work? Make a list of your ideas.

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a volcano

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robots to explore the places listed below. How would you change the robot for each place?

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2. Work in pairs. Design a TV commercial for Squishy Fingers. Include information about what it can do. Make a video or perform your commercial in class. 3. Work in groups. Find out about another piece of equipment used in underwater exploration. Write a short description of the equipment and what it does. Tell the class about it.

Squishy Fingers in action underwater

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24 25 26 27

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After You Watch 

• 24 Put students into pairs. Tell them to use

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information from the video to circle the correct answers. If necessary, play all or part of the video again. Review the answers as a class.

• 25 Read the directions aloud and write the three headings on the board. Say The scientists now have robots with squishy fingers. Before, the robots had metal hands. But those were designed for oil exploration. Talk about the differences between the hands. Then think about other things the different robot hands could do. When pairs have finished, invite them to share their ideas with the class.

• 26 Put students into small groups. Read the directions aloud and the four places. Say Think about how robots could help to explore these places. You might need to adapt a robot for each place. Adapt means “to change.” For example, if your robot is in a



Formative Assessment Can students • discuss the development of robotic hands for collecting deep-sea samples? Say Describe the Squishy Fingers robot. What job does it do in the video?

Online Workbook 

Video

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very hot place, it might need a special fan to cool it. Encourage each student within the group to think about one of the places, and then share their ideas with the rest of their group.

• 27 Have students choose an activity. If students choose the first one, guide these students to do online research into the work of underwater explorers.

• Put students who choose the second option into pairs. Say You’re going to design a TV commercial. Think about the best things that Squishy Fingers can do, and the best words to make it sound great. If students wish to film their commercial, make sure they have access to a device that records video, and encourage them to rehearse their commercial before recording it.

• Put students who choose the third option into small groups and help them to find websites where they can research equipment for underwater exploration.

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Video 135

Grammar 2

GR AMMAR

TR: 65

Should and shouldn’t: Giving advice We should join the after-school coding club. You shouldn’t buy this robot. It’s very expensive.

Objective

They should study for this math test.

Students will • use should and shouldn’t to give advice.

28 1 Read. Use should or shouldn’t with the correct verb from the box to complete

the sentences. forget

cool, designer, developer

join

learn

look

do you want a cool job as a robot developer or a computer game designer?

Resources  Online Workbook/Workbook pp. 44–45; Worksheet F.3.5 (teacher’s Resource CD-ROM/Website); TR: 65 (Audio CD/Website/CPT); CPT: Grammar 2

Materials  scissors, sheets of paper

play

• • • •

read

spend

how to code.

You

should study

math

and science.

shouldn’t forget / should start

You

to play a lot of

computer games at home!

should join

You

an after-school

computer club. If there isn’t an after-school computer

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Choose a card. Read the sentence. Ask your partner for advice.

watch

should learn

You

should start

should watch

one! TV shows about

science and technology.

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29 Work in pairs. Take turns.

study

You

club, you

• •

start

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advice

Academic Language  advice Content Vocabulary  computer game,

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Grammar  Should and shouldn’t: Giving

You

should read

books and

magazines about computers.

You should ask your math teacher for help.

Go to p. 179.

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Warm Up

• Activate prior knowledge Say Imagine your best

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friend says to you, “I really want to be a computer scientist when I’m older, but I don’t know what to study.” Invite several students to tell the class what they would say to their friend.

• Respond to one student’s advice, and say, for example, Ricardo said “Talk to your science teacher and look on the Internet to find out about jobs in computer science.” Ricardo is giving advice. When you give advice, you express your ideas about how someone can solve a problem. You’re being a good friend.

• Remind students about modal verbs. Say We learned how to use one modal, or auxiliary, verb earlier in the unit. Who can remember what it was? (can) Say We use can to talk about ability. Today we’re going to find out about another modal verb that we use to give advice. That verb is should. The negative form is shouldn’t,

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which is the shortened form of should not. Write should and shouldn’t on the board.

Present • Tell students to open their books to p. 72 and look at the grammar box. Read the title. Say Let’s listen to some people giving advice. Play TR: 65 while students read along silently.

• Point to should on the board. Ask When the speaker says we should do something, is it a good idea to do it, or a bad idea? (a good idea) Say There are two things in the box that are good ideas. What are they? (join the after-school coding club, study for the math test) Say There’s one thing in the box that isn’t a good idea. What is it? (buy the robot) Ask Why not? (because it’s very expensive)

• Write the following on the board:

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Be the Expert Who?

should/shouldn’t

main verb

other information

We

should

join

the after-school club.

You

shouldn’t

buy

Grammar in Depth Should is a modal verb that we use to talk about probability or obligation. This unit covers the use of should to give advice: talking about what is good, sensible, or correct to do. When we use should to give advice, we know that the advice might or might not be followed. When it is extremely important that a suggestion be followed, we use the stronger modal must.

the robot.

Ask students to help you complete the third line of the chart. Say Look at the third sentence in the grammar box. What’s the main verb in the sentence? (study) Is it a good idea to study, or a bad idea? (a good idea) So, we use should. Who should study? (they) What’s the other information in this sentence? What are they studying for? (for this math test) Fill in the blanks on the board.

Should does not change its form: Your son should spend more time doing his homework.

Practice 

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• Play TR: 65 again, and ask students to listen and repeat.

Questions are formed without do: Should we invite her to the party?

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29

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Apply 

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the verbs in the box. Then guide students to complete the first item. Ask What do you think should come before how to code? What verb in the box makes the most sense in this sentence? (learn) Ask Is it a good idea to learn how to code? (yes) Say So we use should. Ask students to complete the activity individually, then review the answers with a partner.

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The modal ought to has a very similar meaning and usage to should.

• 28 Read the Activity 28 directions aloud. Ask a student to read

• 29 Put students into pairs. Have them cut out a set of cards from p. 179. Read aloud the instructions. Ask pairs to place the cards facedown in front of them. Students take turns picking a card and reading the situation described. Their partner gives appropriate advice.

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Extend

• Put students into small groups. Give each group a sheet of paper.

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Say Decide on a cool job together and write it at the top of the paper. Then work together to write six pieces of advice to someone who wants that job. Use should and shouldn’t. Give students time to complete the task. Then ask each group to tell the class which job they chose, and why.

• Hand out Worksheet F.3.5 to give students more practice with should and shouldn’t for advice.

Wrap Up • Keep students in the same groups. Ask each group to write the job they chose for the Extend activity on a piece of paper. Collect the papers and hand them out to the groups, making sure that no group gets its own paper. Groups have one minute for each student in the group to guess one piece of advice the other group wrote for that job. Go around the room and ask the students in each group to call out their guesses. The group who originally chose that job confirms whether any of the guesses are correct.



Formative Assessment Can students • use should and shouldn’t to give advice? Say Imagine your best friend is upset because you forgot his or her birthday. What should you do? What shouldn’t you do?

Workbook  For additional practice, assign Workbook pp. 44–45. Online Workbook  Grammar 2

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Grammar 2 137

Writing

WRItInG When we contrast two different things, we use words like but and however. We can use however at the beginning of a sentence. Your robot is very strong, but it isn’t very intelligent. My robot cleans the floor. However, it can’t open the door.

Objectives

Students will • use but and however to contrast information. • analyze a model paragraph to see how the writer contrasts information. • write a paragraph contrasting two gadgets.

30 Read the model. How does the writer contrast information? Underline the words

that show contrast. Buddy and SegaTM Toys Dream Cat are both robots, but they’re very different. Buddy is a companion robot. He has three wheels and he has a screen for a face. However, he doesn’t have movable arms, so he can’t bring things to you and he can’t wash your dishes! He can check your emails and he can wake you up in the morning, but he’s very expensive. SegaTM Toys Dream Cat is a robot pet. She can’t check your emails or wake you up in the morning, but she is very cute! She can purr and she can move her tail. However, she can’t walk or run. Which robot do you prefer?

Writing Contrast Academic Language  contrast Content Vocabulary  companion, gadget

Resources  Online Workbook/Workbook

Buddy the robot

SegatM toys dream Cat

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p. 46; Process Writing Worksheet (Teacher’s Resource CD-ROM/ Website); CPT: Writing

31 Work in pairs. Find two things Buddy can do and two things he can’t do.

Find two things SegaTM Toys Dream Cat can do and two things she can’t do.

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32 Write. Compare two different gadgets in your house, for example, a

smartphone and a computer. Think about what they’re like, what they can do, and what they can’t do. Use but and however to show contrast.

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Warm Up

• Recycle  Remind students how they used joining

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words in Unit 1 to connect information in a sentence. Say We used and to connect two similar pieces of information in a sentence. For example, “My robot can sing, and it can dance.” Then ask Which joining word did we use to contrast two different pieces of information? (but) Say Here’s an example: “My robot can wash the dishes, but it can’t help with my homework.” Have students offer other examples.

• Say We’re going to learn another way to contrast two pieces of information.

Present • Tell students to open their books to p. 73. Ask the students to read silently through the information in the green box at the top of the page. Write the examples on the board.

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It’s very strong, but it isn’t very intelligent. It cleans the floor. However, it can’t open the door.

• Ask a student to read aloud the sentences. Ask Which word shows contrast in the first sentence? (but) Underline but. Then say It cleans the floor. It can’t open the door. How many sentences are there? (two) Say When we want to show contrast between two sentences, we can use another word at the beginning of the second sentence. Point to the board. Ask What’s that word? (however) Draw students’ attention to the position of the commas in each of the sentences.

Read the Model 

30 31

• 30 Say Now we’re going to read a paragraph that contrasts information about two things. Draw students’ attention to the two photos on p. 73. Ask students to

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Be the Expert guess what the paragraph is about. When several students have shared their predictions, ask a student to read aloud the photo captions and the first sentence of the paragraph. Say Without reading the rest of the paragraph, can you predict what Buddy and the Dream Cat can do? Let several students give their ideas and write them on the board.

Writing Support But and however to express contrast  In Unit 1, students used the conjunction but to join two parts of a sentence containing contrasting ideas. However is an adverb that can be used to make a contrast between sentences. Along with phrases such as nevertheless or on the other hand, however is used mainly in more formal speech or writing.

• Put students into pairs. Read the instructions aloud. Say Read the paragraph with your partner. Take turns reading one sentence at a time. Look for the words that show contrast, and underline them. Give pairs time to complete the task, then ask Which words did you underline? (but and however) Check answers by having students read aloud the sentences with the underlined words.

Teaching Tip When students work with a partner, encourage them to speak only in English. To help students, you might display useful phrases and sentences on the board or on a classroom wall for them to use, for example: It’s your turn, What do we do now?, Is this right?, and That’s a good idea.

• 31 Read the directions aloud. Say Work with your partner. Write

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read about the things that Buddy does. So, what do you think companion means? Ask several students to give their ideas, then confirm Companion means a friend who does a lot of things with you. Ask students if there were any other words in the paragraph they didn’t understand. (Possibilities include cute, expensive, prefer, purr) Discuss possible meanings with the class. If necessary, let them use their dictionaries to check.

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• Say The paragraph says that Buddy is a companion robot. You’ve

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down two things that Buddy and Dream Cat can do, and two things they can’t do. If you wish, you could give a time limit for pairs to find and write down the information.

• When they’re finished, ask pairs to tell you some of the things they

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wrote. Write two pieces of contrasting information on the board: Buddy can wake you up in the morning. He can’t wash your dishes.

One sentence showing contrast:

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Two sentences showing contrast:

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• Say Here are two pieces of contrasting information. If we want

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to make them one sentence using a joining word, what will the new sentence be? Ask a student to write the new sentence on the board. (Buddy can wake you up in the morning, but he can’t wash your dishes.) Say That’s a long sentence. If we want to make two sentences, how do we show contrast? Ask a student to write the two sentences on the board. (Buddy can wake you up in the morning. However, he can’t wash your dishes.) Have partners talk about what the two robots can and can’t do. Tell them to use but and however.

Workbook  For scaffolded Writing support, assign Workbook p. 46. Online Workbook Writing

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Writing 139

• If you have time in class, allow students to work on this step. If not, assign it as homework. If students have Workbooks, remind them to use Workbook p. 46 for writing support.

WRItInG When we contrast two different things, we use words like but and however. We can use however at the beginning of a sentence. Your robot is very strong, but it isn’t very intelligent. My robot cleans the floor. However, it can’t open the door.

• Worksheets  If your students need a reminder of

30 Read the model. How does the writer contrast information? Underline the words

any of the steps of process writing, you may want to hand out the Process Writing Worksheet and review together.

that show contrast. Buddy and SegaTM Toys Dream Cat are both robots, but they’re very different. Buddy is a companion robot. He has three wheels and he has a screen for a face. However, he doesn’t have movable arms, so he can’t bring things to you and he can’t wash your dishes! He can check your emails and he can wake you up in the morning, but he’s very expensive. SegaTM Toys Dream Cat is a robot pet. She can’t check your emails or wake you up in the morning, but she is very cute! She can purr and she can move her tail. However, she can’t walk or run. Which robot do you prefer?

Buddy the robot

• Workbook  Refer students to Workbook p. 46 to help them organize and plan their writing.

SegatM toys dream Cat

Write • After students have completed their prewriting, tell

• After students have finished their first drafts, tell

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Find two things SegaTM Toys Dream Cat can do and two things she can’t do. 32 Write. Compare two different gadgets in your house, for example, a

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32

• 32 Read Activity 32 aloud. Say Now you’re going to

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plan your writing. The topic is to compare two gadgets in your home. Who can tell me what a gadget is? (a piece of equipment that does something unusual or useful) Ask students to suggest some examples of gadgets. Then say Your next step is prewriting.

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• Ask students to use word webs to brainstorm the

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features of two gadgets in their home. Say What gadgets are you going to write about? Try to think of something unusual. Write the name of the gadget in the central circle of the web. Then write all the information about it you can think of in the outer circles.

Use this rubric to assess students’ writing. You can add other aspects of their writing you’d like to assess at the bottom of the rubric. = = = =

140

Excellent Good Needs improvement Redo

Unit 3

Edit and Proofread • Encourage students to consider elements of style, such as sentence variety, parallelism, and word choice. Then ask them to proofread for mistakes in grammar, punctuation, capitalization, and spelling.

Publish • Publishing includes handing in pieces of writing to the teacher, sharing work with classmates, adding pieces to a class book, displaying pieces on a classroom wall or in a hallway, and posting on the Internet. 1

Writing Rubric

4 3 2 1

them to review their writing and think about their ideas and organization. Ask each student to consider the following: Have I described each gadget well, and contrasted what they look like? Have I described what each gadget can and can’t do? Have I used but and however to show contrast? What seems good? What needs more work?

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smartphone and a computer. Think about what they’re like, what they can do, and what they can’t do. Use but and however to show contrast.

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Revise

31 Work in pairs. Find two things Buddy can do and two things he can’t do.

Plan 

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them to work on their first drafts. If you don’t have enough time in class, assign the first drafts as homework.

Writing  Student includes appropriate contrasting ideas and descriptions. Grammar  Student uses can and can’t for ability, and uses but and however correctly to connect clauses or sentences. Vocabulary  Student uses a variety of word choices, including words learned in this unit.

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2

3

4

Mission Objective

Students will • discuss how technology can make people’s lives better.

Content Vocabulary  technology Resources  Video scene 3.2 (DVD/ Website/CPT); Worksheet F.3.6 (Teacher’s Resource CD-ROM/ Website); Online Workbook: Meet the Explorer; CPT: Mission

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Be the Expert

Change the World

2. Chad Jenkins develops new types of robots. How do you think they can help change the world?

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Mission

• Read aloud the mission Change the World. Say Do

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you agree that the world is changing quickly? Who can give some examples? Invite several students to share their ideas. Ask Can a person change the world? How can one person make the world better? Have students respond. Say We’re going to learn about someone who wants to change the world—using robots!

• Tell students to turn to p. 74 and look at the photo and quote from Chad Jenkins. Ask a student to read the quote aloud. Remind students of the meaning of technology. Say In the Reading lesson we learned about girls studying the STEM subjects science, technology, engineering, and math. Technology means scientific knowledge and the electronic devices and machines that are developed using that knowledge. Ask Can science and technology really change the world? Have students respond and explain their answers.



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3. Imagine you can use technology to change your town or country. What technology do you use? How does it change your town or country?

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1. Watch scene 3.2.

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—Chad Jenkins National Geographic Explorer, Computer Scientist and Roboticist

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“We provide the technology so that you can help us to reach out and change the world.”

Teaching Tip If students have difficulty discussing an abstract concept like changing the world, guide their discussions by asking them to consider specific questions. For example, for this lesson, you could ask What are some examples of technology in people’s homes? In hospitals? In factories? What jobs does technology make easier? What are some things that people find hard to do that technology can help with?

Online Workbook  Meet the Explorer 4/7/17 4:57 PM

• Activity 1 Say Now let’s watch a video about Chad

Jenkins. Play Video scene 3.2. Ask students to focus on what Chad Jenkins wants his robots to do. Play the video again, and ask students to make notes of any phrases they hear that say what Chad is trying to do.

• Activity 2  Put students into pairs. Read aloud the question, and ask partners to discuss it. Tell them to think about the robots in the video. What kind of jobs might those robots do? Can they change the whole world, or change the world for one person at a time?

• Activity 3 Say Now you’re going to think about your own town or country. Read the questions in Activity 3. Ask students to work individually to write a short paragraph in response to the questions. Remind them to use but and however to contrast different ideas.

• Worksheet  Hand out Worksheet F.3.6. Explain that students will use the worksheet to think and write about ways to change the world.

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Mission 141

Make an Impact

Project Objective

A 1 Prepare a presentation about a famous robot.

Students will • choose and complete a project related to robots and computers.

• Find out facts about a famous robot—fictional or real. • Find photos and illustrations of the robot. • Give a presentation about the robot to the class.

Academic Language  design, invitation, presentation

B design your own robot.

Content Vocabulary  facts, fictional, illustration

• Think about what your robot can and can’t do.

Resources  Assessment: Unit 3 Quiz;

• Draw a picture of your robot and label it.

Workbook pp. 47 and 106; Worksheet F.3.7; (Teacher’s Resource CD-ROM/ Website); CPT: Make an Impact and Review Games

• Display your picture in the class. Answer your classmates’ questions about it.

• Include information about why learning to code is important.

Go to p. 282.

Unit Review  Assign Worksheet F.3.7. Workbook  Assign pp. 47 and 106. Online Workbook  Now I can

C-3Po and R2d2 from Star Wars: episode III Revenge of the Sith

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Assessment 

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• Send your Coding Club invitation to your classmates.

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• Decide when the club will be and what students will learn.

for robot designs

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C Write a Coding Club invitation.

Materials  large, strong sheets of paper

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Prepare

• Have students choose a project.

• Activity A  Draw students’ attention to the two robots

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in the photo on p. 75 and the caption. Say Fictional refers to something that doesn’t exist in real life. It comes from a story or movie. Ask Are the two robots in the photo real, or are they fictional? (fictional, they’re from the Star Wars movies).

• Have students do research on robots and choose one for their presentation. Make sure they understand that their chosen robot can be a real one, like Chad Jenkins’ robots, or a fictional one. Encourage them to find good pictures for their presentation.

• Activity B  Tell students to first focus on what they would like their robot to be able to do. Then they can decide what it might look like. Remind students that a robot does not have to look like a human being. It

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might look like an animal, or a machine. Tell them to think about other details of their robot. Then they will be better able to answer their classmates’ questions.

• Activity C  Remind students about the coding clubs described in the reading on p. 69. Tell them to think of a name for their club and to address all of the details listed in the bullet points.

Share • Schedule time for students to present their projects to the class. Allow time for the other class members to question their classmates about their work.

• Modify  For Activity B, when students have finished designing their robots, you could ask them to discuss their robot designs and contrast their robot with those designed by their classmates. Students might like to make changes to improve their designs after they’ve heard their classmates’ feedback.

142 Unit 3 ProjectSAMPLE COPY, NOT FOR DISTRIBUTION

Student Book Audio Script TR: 59 grammar  See Student Book p. 66.

TR: 57 Speaking Strategy  See Student Book p. 65.

TR: 62 12 Learn new words.  imagine / Robots can’t imagine things. cry / Humans can feel sad and cry. laugh / Humans can feel happy and laugh. dream / Robots can’t dream. TR: 63 16 Learn new words.  code / When you code, you write special instructions for a computer. engineering / My mother teaches engineering at a university. program / This computer program helps you to practice your math. project / For our robot project, we made a poster about therapy robots.

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TR: 56 5 Learn new words.  bring / The robot brings our food into the dining room. hold / The robot holds the equipment for the doctor. movable / This robot has a movable head, arms, and legs. move / It can move its eyes and its mouth.

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TR: 55 5   One of Chad Jenkins’ projects is the PR2 robot. The PR2 robot is a special robot. It helps patients with disabilities. Henry Evans has a PR2 robot. Henry can’t speak and he can’t move his arms or his legs. But now the PR2 helps him with a lot of household tasks. Henry uses his eyes to give the robot instructions. The PR2 has two movable arms. It can bring things to Henry. It can hold things for him. It helps Henry in a lot of different ways. “Robots are my freedom,” says Henry.

TR: 61 12   Robots can do many useful jobs for humans. They can work in banks and in supermarkets. They can cook and serve food at a fast-food restaurant. When you buy something on the Internet, a robot probably sends it to you. But robots aren’t creative. They can’t imagine things. They can’t think of new ideas. They are on or off. They don’t sleep and they can’t dream. They can cry and they can laugh, but they don’t cry and laugh like humans because they don’t feel sad or happy. A robot can be a pet, but can it be a friend?

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TR: 54 2 Learn new words.  boring / This work isn’t interesting; it’s boring. control / I can control this robot. design / My company designs robots. doctor / A doctor usually works in a hospital. follow / This robot follows my instructions. help / Robots can help to make our lives easier. improve / When you improve, you get better. mouse / I use my mouse to control my computer. online / We can go online and watch the robot vehicle. pain / Some robots can help to make pain better. send / We can send robots to dangerous places.

TR: 60 10   SpotMini is a new type of robot. It looks like a robot dog but it has a long neck like a giraffe. It can’t jump, but it can walk on four legs, and it can run. It can load the dishwasher. It can go upstairs and downstairs, and it can even dance. But it can’t talk and it can’t understand voice instructions. What do you think? Do you want a SpotMini in your house?

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L isten and read.  See Student Book pp. 62–63.

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TR: 64 17   While you read, think about the main point of each paragraph. See Student Book pp. 68–69. TR: 65  GRAMMAR  See Student Book p. 70.

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TR: 58 7   S1: Look at this picture! It’s a companion robot. You can buy it for your home. S2: That’s so cool! S1: It can wake you up in the morning, check your email, and take photos. S2: That’s amazing! Can it make my breakfast? S1: Hmm. I don’t think so. But it can play music. S2: That’s fantastic! S1: And also, you can give it instructions and it can understand you. S2: Really? Wow! That’s kind of scary!



SAMPLE COPY, NOT FOR DISTRIBUTION

Audio Script 143

Unit 4

In This Unit

Part of

Theme  This unit is about wild animals. Content Objectives

Nature

Students will • describe and discuss wild animals. • read about and discuss conservation projects for endangered species. • read about and discuss wild animals kept as pets.

Language Objectives

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Students will • talk about successful conservation projects. • use phrases to check facts. • use quantifiers to talk and ask about quantity. • use adverbs of manner. • write a fact sheet about an animal.

Vocabulary

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pp. 78–79  area, captivity, conservation, costume, endangered, forest, grow, panda, wild, worker p. 80  leopard, mountain, reserve, wildlife p. 83  centimeter, kilogram, liter, meter p. 84  against the law, rain forest, return, sell Vocabulary Strategy  Compound words

Grammar 1  Use quantifiers to talk and ask about quantities Grammar 2  Use adverbs to talk about how things are done

Reading  A Wild Animal Isn’t a Pet Reading Strategy  Identify sequence of events

Video  Scene 4.1: Into the Real Wild:

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Photographing Pandas with Ami Vitale; Scene 4.2: Meet Juliana Machado Ferreira

Your Skills

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Writing  Fact sheet about an animal National Geographic Mission Use Project

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Speaking Strategy  Checking facts Grammar

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• Create and run a quiz show • Write a journal entry • Make a wild animal poster

Express Yourself   Advertisement Pronunciation  Short vowel sounds Pacing Guides  F.4.1, F.4.2, F.4.3

Butterflies on the shoreline of the Juruena River, Brazil

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Introduce the Unit • Activate prior knowledge Say Today we’re talking about animals. What different kinds of animals are there? Encourage students to name different kinds of animals, such as birds, insects, and mammals. Ask Who can name an animal that lives in our area? When students name an animal, ask What kind, or group, of animals does it belong to?

• Tell students to open their books to pp. 76−77. Read the unit title Part of Nature. Explain that nature is a word for the world and all the things that live in it.

• Have students name the things they see in the photo. (butterflies, water, trees, rocks) Ask Where is this? Read the caption. Say A river and the land close to it form an ecosystem. What kinds of animals live on or near rivers? Read and discuss Question 1.

• Ask questions to encourage further discussion:

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How many butterflies do you think there are in the photo? Can you describe the butterflies? What colors are they? What do you know about how butterflies live?

Unit 4

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Unit Opener Objectives

Students will • describe and discuss a wildlife ecosystem in a photo. • discuss how humans are part of nature.

“We are part of nature and the ecosystem, not something separate.” —Juliana Machado Ferreira

Resources  Worksheet F.4.1 (Teacher’s Resource CD ROM/Website); CPT: Unit Opener

Materials  globe or map of the world;

Be the Expert

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map of Brazil (optional)

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About the Photo

1. Look at the photo. What kinds of animals live in this place? Would you visit here? Why or why not?

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2. How are you part of nature? What do you think nature and wild animals can teach us?

Teaching Tip

3. Do you sometimes visit zoos or wildlife parks? Which animals do you see there?

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• Read aloud the quote by Juliana Machado Ferreira. Say An

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ecosystem means all the plants and animals in one area, and how they live together. Ask a student to read the first part of Question 2. Ask students if they agree with Juliana that humans are part of nature and the ecosystem, and why. Read aloud the second part of Question 2. Guide students to answer by asking questions such as What things do animals need to survive? Do humans need the same things? What are wild animals better at doing than humans? How does learning about nature help us?

During whole class discussions, try to encourage students to talk to each other as well as to you by trying out different seating arrangements. Where possible, arrange chairs in a circle or U-shape so that students can all see and interact with each other.

Related Words national park, riverbank, shoreline

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The photo shows butterflies on the shoreline of the Juruena River. Different species of butterflies come to the riverbank to feed on mineral salts from the sand. Juruena National Park, Brazil’s newest national park, covers 2 million hectares (4.8 million acres), mostly consisting of rain forest.

• Read aloud Question 3 and discuss. Ask Who has visited a zoo or a wildlife park? Which do you think is better for the animals? Which animals did you like best? Encourage a class discussion of students’ ideas about zoos and wildlife parks.

Extend • Hand out Worksheet F.4.1. Put students into pairs. Explain that partners will be discussing and writing about what it means to be part of nature.



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Unit Opener 145

What do you know about giant pandas? Discuss. Then listen and read. TR: 66

1

Vocabulary Objectives

Content Vocabulary  bamboo,

Thanks to conservation projects, giant pandas are not endangered anymore, but they still need our help. There are now 1,800 pandas in the wild, and the panda population is growing slowly. Thirty percent of the world’s population of giant pandas lives in the Sichuan Giant Panda Sanctuaries in China. These sanctuaries are famous for their work with giant pandas and with other endangered animals, including snow leopards and red pandas.

breeding, population, research, sanctuary

Resources  Worksheet F.4.2 (Teacher’s Resource CD-ROM/Website); TR: 66–67 (Audio CD/Website/CPT); CPT: Vocabulary

With a combination of conservation, research, science, and some very cute costumes, the Sichuan Giant Panda Sanctuaries are continuing to help to bring giant pandas back into the wild.

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There are seven nature reserves in a very big area of land in the sanctuaries. Here, giant pandas can

Increasing the giant panda population is a very important part of the sanctuaries’ conservation work. At a special research center, workers keep some pandas in captivity for breeding. When the baby pandas are born, the workers help the mothers to take care of them. They try to teach them how to live in the wild. They don’t want the pandas to be too friendly with people, so the workers wear panda costumes!

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conservation, costume, endangered, forest, grow, panda, wild, worker

live safely in the wild. Their favorite food, bamboo, grows in the forests around the mountains.

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Did you know that almost 7,000 different types of animals are endangered? Fortunately, there are some amazing wildlife conservation projects around the world.

Target Vocabulary  area, captivity,

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Students will • use new vocabulary to read about and discuss giant panda conservation. • use new vocabulary to read about and discuss keeping wild animals and birds as pets.

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Warm Up

• Build background Write endangered animals on the

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board. Say We’re going to read about animals that are endangered. Call on one or two students to read the phrase aloud. Ask if anyone can guess the meaning of endangered. Draw a circle around danger within the word. Say If something is in danger it means that something bad could happen to it. Endangered means that a kind of animal has a hard time finding food, shelter, or avoiding being killed or captured. Many of the animals die, leaving few left alive.

• Ask How can people help? Have students suggest ways that people can help to save animals that are endangered. Write their ideas on the board.

• Tell students to open their books to pp. 78−79. Say Look at the picture. What animal are we going to read about? (giant pandas) Say There are two pandas in the photo. Is that right? (No! There is one panda and

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one person dressed as a panda.) Say That’s strange. I wonder why the person is wearing a panda costume. Let’s find out. Tell students to read the caption. Ask Which country do giant pandas come from? (China)

Present 

1

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• 1 Make sure that students have their books open at pp. 78−79. Ask a student to read aloud the question in Activity 1. Say Has anyone here seen a giant panda? If any students have seen a real panda, ask them to tell the class about it. Then discuss the Activity 1 question.

• Play TR: 66 and tell students to listen and read. Discuss the reading. Ask questions such as: What do conservation projects do? (help endangered animals) How many pandas are there now in the wild? (1,800) What’s the giant panda’s favorite food? (bamboo)

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Our World in Context An endangered species of animal is one that has been identified as in danger of becoming extinct. A major reason why species are endangered is loss of habitat, which can happen naturally or through human activity. When land is developed for homes, industry, or agriculture, the habitat for wildlife is reduced. One example of this is in the Amazon rain forest in South America, where developers have cleared hundreds of thousands of acres of forest, removing all the vegetation. As trees and plants are removed, the animals that depend on them may become endangered.

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A worker wearing a panda costume, Wolong, Sichuan Province, China

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The International Union for Conservation of Nature (IUCN) keeps a “Red List” of species that classifies species in seven levels, according to the threat of extinction: least concern, near threatened, vulnerable, endangered, critically endangered, extinct in the wild, and extinct. Thanks to conservation projects, the giant panda’s numbers have increased and its status has been downgraded from endangered to vulnerable.

Learn new words. Listen and repeat. TR: 67

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Work in pairs. Why do you think the workers don’t want the baby pandas to be too friendly with people?

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What’s the word beginning with s that means the place where pandas are taken care of? (sanctuary) Why is the person in the photo wearing a panda costume? (The workers wear panda costumes because they don’t want the baby pandas to get too friendly with humans.)

• 2 Learn new words. Play TR: 67. Ask students to listen and repeat. Put the students into pairs. Tell partners to take turns saying each word. Display the new words, and give each of the pairs two of the new words. Say Work with your partner to make a new sentence for each of the words. Model an example. Point to wild. Write on the board Workers teach baby pandas how to live in the wild. When students have finished, ask pairs to read their sentences aloud.



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Practice 

3

4

5

• 3 Put students into pairs. Read the Activity 3 question on p. 79 aloud. Say Find the paragraph in the reading that talks about the workers wearing panda costumes. Read the paragraph again with your partner. Then discuss the question. When they have finished, ask pairs to share their ideas.

• 4 Ask students to turn to p. 80. Point out the photo of Juliana Machado Ferreira, and say The person in the photo is a biologist. Who knows what a biologist is? (a scientist who studies plants and animals). Say We’re going to read about Juliana Machado Ferreira’s work to protect birds in Brazil.

SAMPLE COPY, NOT FOR DISTRIBUTION

Vocabulary 147

4

Vocabulary

Read and write the words from the list. area

captivity

conservation

endangered

forest

wild

worker

National Geographic Explorer Juliana Machado Ferreira is a conservation biologist.

Objectives

conservation

She works on

Students will • use vocabulary related to wildlife conservation. • use a vocabulary strategy to learn new vocabulary.

projects in Brazil. There is a big problem in

wild

Brazil because people take

birds from their homes in the

forest and then sell them as pets. Because of this, some of these birds endangered . are now Juliana wants to teach people that when you

Target Vocabulary  leopard, mountain,

keep these birds in

reserve, wildlife

captivity

,

it’s very bad for nature. She uses her

Vocabulary Strategy Compound

knowledge of biology to find out which

area

words

Content Vocabulary  biologist,

the birds originally

come from, and then she returns the birds to

originally

their homes.

Resources  Online Workbook/Workbook

Juliana Machado Ferreira

pp. 48–49; TR: 68–69 (Audio CD/ Website/CPT); CPT: Vocabulary

mountain

wildlife

reserve

1. a place where the animals and plants are protected

wildlife

2. animals and plants that live in a natural environment

leopard

3. a large wild animal of the cat family 4. a very high hill

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mountain 6

reserve

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Learn new words. Listen for these words and match them to their definitions. Then listen and repeat. TR: 68 and 69

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Materials  note cards

Choose an activity.

1. Work independently. Why is it a bad idea to own a wild animal as a pet? Think of three reasons. Share your ideas with the class.

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2. Work in pairs. Imagine you work at the Sichuan Giant Panda Sanctuaries research center. What do you like about your work? What parts of your work are difficult? 3. Work in groups. Design an advertisement for the Sichuan Giant Panda Sanctuaries.

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• Have students read the words in the word box aloud. Tell them to choose a word and use it in a sentence. Then have students complete Activity 4 independently. Ask a student to read the completed paragraph aloud.

• 5 Learn new words.  Read the words in the box. Tell students to listen for the words as you play TR: 68. Then play the track again and ask students to match each of the four words to its definition. Say Did you match the words to the right definitions? Check answers as a class. Then play TR: 69 and ask students to listen and repeat the words and example sentences.

• Vocabulary Strategy  Write compound words on the board. Say In English, we can sometimes join two words together to make a new word. Wildlife is a compound word. Ask What two words have been joined to make wildlife? (wild + life) Write wild + life = wildlife. Say Other examples of compound words you know are football and homework. Write on the board foot + ball = football and home + work = homework. Invite students to suggest other examples and have them come up and write the words on the board.

148

Unit 4

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Be the Expert

• Say Some compound words are written as two words, for example, swimming pool. Some compound words are written with a short line called a hyphen that joins the two words, for example, great-aunt. Write swimming pool and great-aunt on the board. Explain that there aren’t any rules to say how a particular compound word is written, so it helps to look it up in a dictionary.

Apply 

Vocabulary Strategy Compound words  Compound words can be nouns, adjectives (e.g. oldfashioned), or verbs (e.g. windsurf). The examples used in this lesson are all compound nouns. These can be made by combining two nouns, for example classroom, but they can also be made by combining a noun with an adjective (e.g. whiteboard) or a verb (e.g. swimming pool, sunrise).

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• 6 Ask students to silently read the choices in Activity 6 on

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classroom to role-play being a worker at the Sichuan Giant Panda Sanctuaries research center. Give the rest of the class time to write down two questions they would like to ask the “workers.” Have an interview session, with students taking turns to ask their questions, and workers taking turns to reply.

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Extend • Invite students who chose the second activity to the front of the

• If time allows, hand out Worksheet F.4.2. Explain that students

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will practice vocabulary words as they write about and discuss nature and endangered wildlife.

Wrap Up

Compound nouns can be written as a single word, two words joined with a hyphen, or two separate words. Sometimes it is acceptable to write the same compound noun in more than one way, e.g. fact sheet, factsheet. These conventions tend to change over time, so it is important to use an up-to-date dictionary to check how a particular compound noun is written.

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p. 80. Have students choose an activity, and help them to find partners or groups to work with if they chose the second or third activities. Remind students who chose the first activity to reread the text in Activity 4, then think of other species of wild animals kept as pets. Remind pairs and groups to reread the text on pp. 78−79 for more details about the Sichuan Giant Panda Sanctuaries. Invite students to share their ideas or advertisements with the class.

Teaching Tip When you introduce new vocabulary, ask the whole class to repeat each word. Then ask individual students to say the word. Correct any pronunciation errors and draw attention to the correct word stress, particularly for longer words. If you monitor pronunciation from the start, you can identify any difficulties and fix any errors before students begin to use the words on their own.

• Prepare note cards by writing a word on each card that can be

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combined with a word on a different card to form a compound word. Use enough words to give each student a card. Compound words you could use include wild + life = wildlife; nature + reserve = nature reserve; class + room = classroom; great + aunt = great-aunt; dish + washer = dishwasher; washing + machine = washing machine; grand + son = grandson; week + end = weekend. Mix up the cards and give one to each student.

• Say Look at the word on your card. You can join it to another word to make a compound word. Can you find the word that goes with yours? Ask students to walk around the class, asking other students, for example, What’s your word? Does it join with mine?

• When students find their match, tell them to sit down together and write a sentence that uses their compound word. Say Think about how your compound word is written. Remember that a compound word can be written as one word, two words, or a word with a hyphen. If you’re not sure, look your word up in a dictionary. When pairs are finished, have them read their sentences to the class.



Formative Assessment Can students • use new vocabulary to talk about giant panda conservation? Ask students to tell you two things that the workers at the Giant Panda Sanctuaries do. • use new vocabulary to discuss keeping wild animals and birds as pets? Ask Is it a good idea to keep wild animals as pets? Why or why not?

Workbook  For additional practice, assign Workbook pp. 48–49. Online Workbook Vocabulary

Vocabulary Practice 149 SAMPLE COPY, NOT FOR DISTRIBUTION

Speaking Strategy

SPe Aking S tR Ategy

TR: 70

Checking facts

Objectives

Students will • use appropriate language to check facts. • respond to questions that check facts.

There are seven nature reserves in the Sichuan Giant Panda Sanctuaries.

Really?

Yes. The most famous is the Wolong Nature Reserve.

How big is it?

It’s 2,000 square kilometers.

How many pandas are there?

I don’t know exactly. I think there are about 100.

Are there really 100 pandas there?

I think so! 7

Listen. How do the speakers check information? Write the phrases you hear.

8 7

Read and complete the dialogue. Possible answers: Really

Hadil: Samira:

Materials scissors

?

Yes, look!

Hadil:

How many

Samira:

There are 16 babies.

Are there really

Hadil: Samira:

16 baby pandas there?

Yes, there are. It’s a very successful center.

How big

Hadil:

is it?

I don’t know, but the Sichuan Giant Panda Sanctuaries reserve is very big. It covers 9,245 square kilometers.

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Samira:

baby pandas are at the research center?

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F.4.3 (Teacher’s Resource CD ROM/ Website); TR: 70–71, 142–143 (Audio CD/Website/CPT); CPT: Speaking Strategy

Hey, look at these cute baby panda pictures! They’re from the research center in Sichuan, China. The workers wear panda costumes.

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Samira:

TR: 71

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Speaking Strategy  Checking facts Academic Language  information Content Vocabulary  successful Pronunciation  Short vowel sounds Resources  Online Workbook; Worksheet

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• Activate prior knowledge Say In Unit 1, we learned

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how to ask about personal information. What kind of questions did we ask? (Where do you live? What’s your favorite sport?, and so on) Ask How can you check information? Imagine your new friend says “My grandparents are from Canada, but they live in China now.” What would you say to check that you’ve understood? Have students respond. Then say, for example, You might say, “Your grandparents live in China. Is that right?” or “Are your grandparents really from Canada?” Write some other phrases that students might use on the board.

• Ask partners or small groups to act out situations where they give and check personal information. Encourage them to think of unusual or surprising facts about themselves or their families. Choose pairs or groups to act out their role-plays with the class.

Unit 4

go to p. 181. 81

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Warm Up

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Work in pairs. Take turns. Choose an information card. Give the matching picture card to your partner. Answer your partner’s questions about the nature reserve on your information card.

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Present 

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• Tell students to open their books to p. 81. Read aloud the title of the speaking strategy. Say We talked about how to check personal information. Now we’ll learn how to check facts. If someone is giving a lot of information about something, we often need to confirm what they’re saying. Say Let’s listen to two people talking about the Sichuan Giant Panda Sanctuaries. Play TR: 70.

• Play TR: 70 again while students read along. Say Which words are used twice in the questions? (really and how) Say We use really to check information that is surprising. We use phrases with how at the beginning of questions to get more information—How big, How many, How fast, How long. Ask What does the first speaker say when she isn’t sure of the answer? (“I don’t know exactly.”) Tell pairs to take turns reading the questions and answers.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert • 7 Say Let’s listen to two people talking about the Chengdu Panda Base, where scientists research and breed giant pandas. (Explain that breed means to help bring about the birth of baby pandas.) Write down the words and phrases that check the facts about the panda base. Play TR: 71. Ask some students to read aloud their phrases.

Practice 

Strategy in Depth The language used for checking facts in this lesson includes ways of confirming that you have understood what a speaker has told you, and asking for further information. Here are some additional examples:

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• 8 Once students seem comfortable using the speaking strategy

Checking understanding

to check facts, direct them to Activity 8. Say Complete the dialogue by adding words or phrases that check facts. Reading the answer to each question will help you to complete the question correctly. Ask students to do the activity independently.

Are you sure? Did you say that . . . ? Is it really . . . ? Is that the same as . . . ?

• Ask pairs of students to read their completed dialogues aloud,

Asking for further information Why are there . . . ? How old is . . . ? Can you tell me some more about . . . ? Do you know anything about . . . ?

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taking turns as Samira and Hadil.

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from p. 181. Read aloud the activity instructions. On the board, write these question prompts: Where . . . ? How big . . . ? What animals . . . ? How many . . . ? Say Spread out the information cards on one side and the picture cards on the other side. The cards should all be faceup. Take turns picking an information card and giving your partner the matching picture card. Your partner asks questions about the nature reserve on the card. Respond to the questions. Remind pairs to use the prompts on the board, and other words and phrases for checking facts. Say Take turns until you’ve talked about all the different nature reserves.

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• 9 Tell pairs to cut out a set of information and picture cards

Extend

Pronunciation Go to Student Book p. 163. Use TR: 142 and 143. Short vowel sounds  This unit focuses on the short vowel sounds found in the words man, red, him, hot, and cup. There are two other short vowel sounds in English: the vowel sound in book, and the schwa sound. Learners need practice in identifying and producing the different vowel sounds, and they need to be aware that vowel sounds can vary with different English accents.

• Ask partners to choose one of the nature reserve information

nature reserve is amazing!

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cards and write a short dialogue based on it. Display sentence frames to help students get started. When they’re finished, have pairs read their dialogues to the class.

? What animals can you find there? .

How many

are there?

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• If time allows, hand out Worksheet F.4.3. Explain that students can use the worksheet to practice checking facts.

Can students • use appropriate language to check facts?

Wrap Up • Invite a student to come to the front of the class. Ask the student Which nature reserve would you like to visit? Give the student the information card for that nature reserve, and let the class interview the student to find out why he’d like to visit that place, and to ask for more information. Let several students come up and answer questions about different reserves.



Formative Assessment Say Cheetahs are the fastest animals in the world. But there are only a few cheetahs left in the wild. Have students ask questions to check facts. • respond to questions that check facts? Ask How many giant pandas are there in the wild? Have students respond.

Speaking Strategy SAMPLE COPY, NOT FOR DISTRIBUTION

151

Grammar 1

gR AMMAR

TR: 72

Quantifiers: talking and asking about quantity How many different kinds of camels are there? There are two kinds of camels. How much food do they eat every day? A lot! Camels eat a lot of thorny and dry plants. There is very little grass and there are few plants in the desert.

Objectives

Students will • identify the form and use of quantifiers. • use quantifiers to talk and ask about quantity. • learn and use units of measurement to give facts about camels.

10 Read. Use how much, how many, a lot, little, and few to complete the fact sheet.

Camels: Frequently Asked Questions (FAQs) How many

Grammar  Quantifiers: Talking and asking about quantity

humps does a camel have?

Well, it depends on the type of camel. Dromedary camels have one hump, and Bactrian camels

Target Vocabulary  centimeter,

have two humps.

kilogram, liter, meter

A lot

Content Vocabulary  camel, drink, extraordinary, hump, tail, walk, weigh

How much

water can a camel drink?

little a lot

! There is very

desert. When a camel finds water, it can drink

How many

wild Bactrian camels are there in the world?

few There are very 1,000 in the wild. They are endangered.

wild Bactrian camels. There are only about

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pp. 50−51; TR: 72–74 (Audio CD/ Website/CPT); CPT: Grammar 1

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Academic Language  fact sheet Resources  Online Workbook/Workbook

water in the !

Materials  Large sheets of paper

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11 Work in pairs. Write two more questions about camels with how much or how many.

Then do some research to find out the answers. Share your answers with the class.

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How

?

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How

?

An Afar camel caravan crosses the salt flats of Lake Assal, Djibouti

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Warm Up

• Activate prior knowledge Say In this lesson we’re going to talk about extraordinary animals. Write extraordinary on the board, and explain that it means unusual or surprising. Ask students to give you an example of an extraordinary animal. Ask Why do you think it’s extraordinary? What’s different about this animal?

• Say The extraordinary animal we’re going to learn about is the camel. What do you know about camels? Is a camel big or small? Encourage students to gesture with their hands to show how tall a camel is. Ask other questions, such as What color is a camel? Do camels live in hot or cold countries? What other animal does a camel look like? Then ask What shape is a camel’s back? Can anyone draw a camel on the board?

• Invite a student to draw the outline of a camel on the board. Point to the hump on its back and say This is one extraordinary thing about a camel. It’s called a hump. Write hump on the board and ask students to repeat the word.

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12 Learn new words. Listen and read

Be the Expert

to learn about camels. Then listen and repeat. TR: 73 and 74 Its tail is about 50 centimeters (cm) long.

Grammar in Depth

It can drink 135 liters (L) of water in 13 minutes.

Quantifiers are words or phrases that are used before a noun to describe the amount or quantity of something. This unit focuses on much and many to ask questions about quantity, along with a lot (of), few, and little.

The Bactrian camel is about 1.8 meters (m) tall.

It weighs between 600−1,000 kilograms (kg).

The Bactrian camel is about 3 meters (m) long.

kg

Much and many

13 Work in pairs. Invent your own amazing animal. Complete the questions and then

How much is used to ask about the quantity of a noncount noun, e.g., How much bamboo does a panda eat in one day?

write your own answers. My animal’s name: ?

It is

How much

?

It weighs

How much

?

It drinks

tall.

How many is used to ask about the number of a count noun, e.g., How many animals are endangered?

.

ng

How tall

It can walk in

day(s).

lG eo gr

ap hi c

14 Work in groups. Ask other students about their amazing animal.

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Present

A lot (of) can be used before both count and noncount nouns to talk about a large quantity of something: a lot of animals, a lot of food.

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?

A lot (of) and few / little

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How far

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of water in minutes.

• Ask students to open their books to p. 82 and look at the grammar

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box. Play TR: 72 and tell students read along. Read aloud the title in the grammar box. Then have a student read the first question for the class. Say Starting a sentence with how many is one way of asking about a quantity. Ask What’s the answer? (two) Say Two is a quantity. We use how many when we’re asking about things we can count. Ask a student to read aloud the second question. Ask Is the word food a count or noncount noun? (noncount) Explain that we use how much when we ask about noncount things.

Few and little mean the opposite of a lot (of). Few is used before count nouns, and little before noncount nouns: few camels, little water. Other commonly used quantifiers in English are some, both, most, each, every and all.

About the Photo The photo at the bottom of pp. 82−83 shows a camel caravan (also called a camel train) crossing the salt flats of Lake Assal in Djibouti. The landscape of Djibouti is very varied. The highest peak is the volcano Mount Moussa, which rises to 2,028 m (6,654 ft.). Lake Assal, at 157 m (515 ft.) below sea level, is the lowest point in Africa. It has been used for salt production.

• Call on a student to read aloud the last two lines in the grammar box. Ask How much food do camels eat? (a lot) Ask Which two words in the box mean the opposite of a lot? (little and few) Say There’s little grass and few plants in the desert. Is grass a count or noncount noun? How about plants? (grass = noncount, plants = count) Explain to students that we use few before count nouns, and little before noncount nouns.



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Grammar 1 153

gR AMMAR

to learn about camels. Then listen and repeat. TR: 73 and 74

How many different kinds of camels are there? There are two kinds of camels. How much food do they eat every day?

Its tail is about 50 centimeters (cm) long.

A lot! Camels eat a lot of thorny and dry plants. There is very little grass and there are few plants in the desert.

It can drink 135 liters (L) of water in 13 minutes.

10 Read. Use how much, how many, a lot, little, and few to complete the fact sheet.

It weighs between 600−1,000 kilograms (kg).

Camels: Frequently Asked Questions (FAQs) How many

humps does a camel have?

Well, it depends on the type of camel. Dromedary camels have one hump, and Bactrian camels have two humps.

A lot

they need. When they have completed their research, ask pairs to share their questions and answers with the class. After each question, ask Did anyone else have the same question? Did you get the same answer?

12 Learn new words. Listen and read

TR: 72

Quantifiers: talking and asking about quantity

How much

little a lot

How many

My animal’s name:

wild Bactrian camels. There are only about

There are very 1,000 in the wild. They are endangered.

Apply 

write your own answers. water in the !

wild Bactrian camels are there in the world?

few

The Bactrian camel is about 3 meters (m) long.

kg

13 Work in pairs. Invent your own amazing animal. Complete the questions and then

water can a camel drink?

! There is very

desert. When a camel finds water, it can drink

The Bactrian camel is about 1.8 meters (m) tall.

How tall

?

It is

How much

?

It weighs

How much

?

tall. .

• 12 Learn new words. Say We’re going to learn more

It drinks of water in minutes.

11 Work in pairs. Write two more questions about camels with how much or how many.

How far

Then do some research to find out the answers. Share your answers with the class. How

?

How

?

?

about camels, this time using units of measurement. Write units of measurement on the board. Point to a few students in turn and ask each one How tall are you? Keep asking until at least one student answers with a unit of measurement, either meters or feet. Explain that these are examples of units of measurement. Say Now listen as two students plan a fact sheet about camels. Listen for the units of measurement. Play TR: 73 while students listen. Ask Which units of measurement did you hear? Write them on the board.

It can walk in

day(s).

14 Work in groups. Ask other students about their amazing animal.

An Afar camel caravan crosses the salt flats of Lake Assal, Djibouti

82

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• Draw a two-column chart on the board and encourage

How much . . . ?

a lot (of)

a lot (of)

few

little

• Play TR: 73 again. This time ask students to look at

dialogue in the box.

10 11

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lG eo gr

• 10 Ask students to look at Activity 10. Read the title

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in the blue bar. Ask Does anybody know what FAQs means? Where have you seen this before? Explain that FAQs is a short way of saying frequently asked questions and that websites often include FAQs as a way of drawing attention to information visitors to the website will probably want to know. Read the instructions for Activity 10. Say You’re going to complete a fact sheet about camels. Tell students to complete the activity individually, then compare their answers with a partner. Check answers as a class.

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• 11 Tell students to look at the photo at the bottom of pp. 82−83. Ask If you want to ask about the number of camels in the photo, what would you say? (How many camels are there?) What would the answer be? (13) Share the information from About the Photo with the students.

• Put students into pairs. Read the instructions for Activity 11 and have pairs write their questions. When pairs have finished, make sure they have access to the Internet or other resources to find the answers

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the photo and the information in the boxes as they listen. Ask Which two questions did the girl ask? (How much does the Bactrian camel weigh? How big is it?) Have students point to the four new words in bold type as you read them aloud. Write them on the board. Say Now let’s listen to these words on their own and in sentences. Play TR: 74 and tell students to repeat each word alone and in a sentence.

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• Play TR: 72 again and have pairs practice reading the

Practice 

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How many . . . ?

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Noncount

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the students to help you to complete it as follows: Count

12 13 14

• Ask Which unit can you use to measure how heavy something is? (kilograms) Which unit can you use to measure how much water there is? (liters) Which two units can you use to measure how long something is? (centimeters and meters) Ask How many centimeters are there in a meter? (100) On the board, write 100 centimeters = 1 meter.

• 13 Put students into pairs. Read the instructions aloud. Say You’re going to invent an extraordinary animal. It’s not a real animal. You need to use your imagination and make one up! Talk to your partner. What’s extraordinary about your animal? Think of a cool name for it. Have partners complete the activity.

• 14 Put two or three pairs of students together to make small groups. Read the directions for Activity 14 aloud. Say Take turns asking other students in your group a question about their animal. Ask a different question each time. Give students time to ask at least three questions each.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Extend • Give each student a large sheet of paper. Say Now you’re going to

Teaching Tip

draw a picture of an extraordinary animal. Choose a different animal from the one you invented in Activity 13. This time it can be a real or invented animal. Write three boxes giving facts about it. Remind students to use some units of measurement.

Playing games can be a welcome change of pace from reading and writing activities and other seated work. Incorporate movement into games. For example, you could ask students to stand or come to the front of the class when they take a turn. Students may also like to act out the actions in questions or responses.

• Help students by writing these prompts on the board: My animal eats / drinks . . .

It looks like . . . and is . . . tall.

It weighs . . .

Its tail is . . . and it has . . .

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The extraordinary thing about my animal is . . .

• Once the other students have guessed, ask the student to say

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each student in turn to come to the front of the class and read the facts about their animal. Tell students not to show the class their picture or say their animal’s name. Ask the class So, do you think this animal is real or invented?

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• Give students time to draw their pictures and write facts. Then have

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if the animal is real or invented and show the picture. If it’s an invented animal, ask the student to tell what it’s called. If it’s a real animal, ask the other students to guess what it is.

lG eo gr

Wrap Up

• Ask students to sit in a circle. Make sure the units of measurement

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and quantifiers are displayed or written on the board (many, much, a lot, little, few, centimeter, kilogram, liter, meter). Say Choose one of the words and use it in a true or false sentence about an extraordinary animal you know about. It can be a pet or a wild animal. The next student in the circle guesses if your sentence is true or false. I’ll start. I choose a lot. I’ll say “My pet cat eats a lot of vegetables. True or false?” Ask a student to guess the answer, then he or she takes a turn. Ask students to correct sentences they know are false.

Formative Assessment Can students • use quantifiers to talk and ask about quantity? Ask students to complete this dialogue: many humps does a Bactrian camel How _______ have? Two. much food does a camel eat? How _______ a lot of food, but there is Camels eat _______ little _______ grass in the desert. • use units of measurement correctly to talk about camels? Ask students to complete these sentences with the correct unit of measurement: liters of water. It A camel can drink 135 _______ kilograms weighs about 800 ________.

Workbook  For additional practice, assign Workbook pp. 50−51. Online Workbook  Grammar 1

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Grammar 1

155

15 16 Before you read, discuss in pairs. Look at the title and the

Reading

photo. What do you think the reading is about? 16 17 Learn new words. Find these words in the reading.

What do you think they mean? Use a dictionary to check. Then listen and repeat. TR: 75

Objectives

Students will • read about and discuss the problem of wild animals kept in captivity. • use new words from the reading. • identify a sequence of events.

against the law

rain forest

return

sell

18 17 While you read, think about the order of events.

Reading Strategy  Identify a sequence

TR: 76

18 After you read, work in pairs to answer the questions.

of events

1. What is a poacher? Why do poachers take animals from the rain forest?

Target Vocabulary  against the law, rain forest, return, sell

2. Why do wild animals often die in captivity?

Academic Language  opinion, order,

3. Who helps Juliana to find the poachers?

sequence

4. What do the workers at the special rehabilitation center do?

Content Vocabulary  DNA, lizard, poacher, rehabilitation, turtle

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pp. 52–53; Worksheet F.4.4 (Teacher’s Resource CD-ROM/Website); TR: 75–76 (Audio CD/Website/CPT); CPT: Reading

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5. How does Juliana find out exactly where each animal’s home is?

Resources  Online Workbook/Workbook

A green-billed toucan, Brazil

ar

Materials  set of classroom dictionaries,

lG eo gr

ap hi c

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large sheets of paper

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Warm Up

• Activate prior knowledge Say Baby pandas are born at the panda sanctuaries and then taught how to live in the wild. Can you remember why the workers at the sanctuaries wear panda costumes? (because the pandas are going to live in the wild and they shouldn’t become friendly with people)

• Say There are some animals that we want to be friendly with people. These are our pets. Do any of you have pets at home? Encourage students to tell the class about their pets, and let other students ask them questions.

• List all the different types of pets that have been mentioned on the board. Say What other types of animals are kept as pets? Add any new suggestions to the list. If students don’t know the name of an animal, encourage them to act it out, or describe it, or draw a picture of it. Then see if other students can name it.

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Unit 4

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A WILD ANImAL iSn’t A PeT

Identify a sequence of events A sequence of events is the order in which a series of things happens or is arranged. Understanding the sequence of events is an important skill that helps comprehension of both narrative (story) texts and factual texts, for example, a description of a process. Help students to understand that sometimes events in a text are mentioned in a different order from the actual sequence of events. Encourage students to identify all the events that occur in a text, then ask What happens first? And after that? to guide them to identify the sequence.

Juliana Machado Ferreira works together with the police to find the poachers and to save the animals. She then takes them to a special wildlife center where workers take care of the animals. They teach the animals how to find food in the wild. The birds learn how to fly again. When they are ready, the animals can return to the rain forest. Juliana now has another important job. She wants to find out exactly where each animal’s home is in the rain forest. But the rain forest in Brazil is a very big place. Juliana looks at the animals’ DNA. This gives her important information about each animal and its home. Then, at last, she can take the animals back to the right places in the rain forest.

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Every year in Brazil, people take millions of animals from the rain forest and sell them as pets. These people are called poachers. Selling wild animals is against the law, but people love to buy these beautiful animals and keep them as pets. In fact, people in Brazil spend more than $2 billion every year on birds, turtles, lizards, and other wild pets. However, the animals are not happy in captivity. People often don’t know how to care for them. The animals can die if they eat the wrong food or because they are very unhappy.

Reading Strategy

Some texts will have sequencing words such as first, next, then, finally. Encourage students to look out for these when identifying a sequence.

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RetuRning wild animals to the Rain foRest

Be the Expert

4 6 2 3 1 5

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18 19 Work in pairs. Put these events into the correct order. Workers at the center help the animals to learn important skills.

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The animals return to the rain forest. Juliana and the police save the wild animals from the poachers. Juliana takes the wild animals to the rehabilitation center. Juliana looks at the animals’ DNA.

20 Discuss in groups.

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Poachers take wild animals from the rain forest.

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85

To improve reading fluency, ask students to practice reading aloud in phrases instead of individual words. Play audio recordings and pause after each phrase or sentence. Encourage students to repeat the group of words exactly as they heard it. Learning to read in phrases helps students become more fluent readers. They can recognize common phrase types and apply the familiar pattern to different texts.

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15 16

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Before You Read 

lG eo gr

1. Does the reading change your opinion about birds as pets? Explain why or why not. 2. Why do you think it’s important for the animals to return to exactly the same place in the rain forest? Think of several different reasons. 3. Do you think it’s important to learn about the wild animals from your own country? Why or why not?

Teaching Tip

• 15 Put students into pairs. Ask them to open their books to

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pp. 84−85. Read aloud the title. Then read the directions to Activity 15. Have pairs discuss what they think the reading is about. When students have finished, review their predictions.

• Ask What kind of bird is shown in the photo? Give students time to find the photo caption and answer the question. (a toucan) Ask Do you think the toucan in the photo is a wild bird, or a pet? Why would someone want a toucan as a pet? Elicit students’ ideas.

• 16 Learn new words.  Say Now you’re going to learn some new words and phrases. Remember that a phrase is two or more words that go together and have a particular meaning. Read aloud the words and phrases in the word box on p. 84. Say Against the law is a phrase. What do you think it means? Ask students to read the beginning of the reading text and find the phrase.



SAMPLE COPY, NOT FOR DISTRIBUTION

Reading 157

photo. What do you think the reading is about? 16 17 Learn new words. Find these words in the reading.

What do you think they mean? Use a dictionary to check. Then listen and repeat. TR: 75 against the law

rain forest

return

sell

18 17 While you read, think about the order of events.

While You Read 

A WILD ANImAL iSn’t A PeT

15 16 Before you read, discuss in pairs. Look at the title and the

RetuRning wild animals to the Rain foRest

TR: 76

18 After you read, work in pairs to answer the questions.

Every year in Brazil, people take millions of animals from the rain forest and sell them as pets. These people are called poachers. Selling wild animals is against the law, but people love to buy these beautiful animals and keep them as pets. In fact, people in Brazil spend more than $2 billion every year on birds, turtles, lizards, and other wild pets. However, the animals are not happy in captivity. People often don’t know how to care for them. The animals can die if they eat the wrong food or because they are very unhappy.

1. What is a poacher? Why do poachers take animals from the rain forest? 2. Why do wild animals often die in captivity? 3. Who helps Juliana to find the poachers? 4. What do the workers at the special rehabilitation center do? 5. How does Juliana find out exactly where each animal’s home is?

• 17 Say Now we’re going to read about the problem of animals being taken from the wild and sold as pets. What do you think Juliana Machado Ferreira is doing to solve the problem? Play TR: 76 and tell students to read along. Say Juliana looks at the animals’ DNA. Does anyone know what DNA is? Let students give their ideas, and then confirm that DNA is a substance found inside the cells of humans, animals, and plants. Scientists can find out a lot of information about how living things grow and develop by looking at their DNA.

Juliana Machado Ferreira works together with the police to find the poachers and to save the animals. She then takes them to a special wildlife center where workers take care of the animals. They teach the animals how to find food in the wild. The birds learn how to fly again. When they are ready, the animals can return to the rain forest. Juliana now has another important job. She wants to find out exactly where each animal’s home is in the rain forest. But the rain forest in Brazil is a very big place. Juliana looks at the animals’ DNA. This gives her important information about each animal and its home. Then, at last, she can take the animals back to the right places in the rain forest.

A green-billed toucan, Brazil

18 19 Work in pairs. Put these events into the correct order.

4 6 2 3 1 5

Workers at the center help the animals to learn important skills. The animals return to the rain forest. Juliana and the police save the wild animals from the poachers. Juliana takes the wild animals to the rehabilitation center. Poachers take wild animals from the rain forest. Juliana looks at the animals’ DNA.

20 Discuss in groups. 1. Does the reading change your opinion about birds as pets? Explain why or why not. 2. Why do you think it’s important for the animals to return to exactly the same place in the rain forest? Think of several different reasons. 3. Do you think it’s important to learn about the wild animals from your own country? Why or why not? 84

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• Ask If something is against the law, is it a good thing to

• Say Now listen and read again. This time, pay attention to the sequence of events. Sequence means the order in which things happen. Events are all the different things that happen. Think about Juliana’s work with wild animals. What happens first? And after that? Write down all the events that are mentioned. Replay TR: 76 while students read and write down each event.

• Give a dictionary to each pair. Say Let’s check the

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After You Read 

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Rain forest is a compound noun. It can be written as one word, or two. Ask Did you find against the law? Where? If you look up the word against, you might not find the phrase against the law. If you look up the word law, you probably will find it. That’s because, in this phrase, law is a more important word than against.

• Explain that when looking for a phrase in a dictionary, it’s best to decide on the most important word in the phrase, and look for that word first.

• Play TR: 75 while students listen to the words and phrases on their own and in context. Play TR: 75 again and ask students to listen and repeat.

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Unit 4

18 19 20

• 18 Put students into pairs. Tell partners to read the questions and answer them together. If partners disagree about an answer, tell them to look again at the text to find support for their answers. When pairs have finished, check answers as a class.

lG eo gr

meanings of the words and phrases. First, find return and sell. When pairs have found these two words and checked their meanings, say Now let’s find against the law and rain forest. We know that the words in a dictionary are listed in alphabetical order. What problem do we have with these phrases? (there is more than one word; we don’t know which word to look up) Give students a couple of minutes to try to find the two phrases.

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Activity 16 directions. Ask partners to find the remaining words from the word box in the reading and discuss what they think they mean.

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• Put students into pairs. Read the first part of the

ng

do or a bad thing to do? What can happen to someone who does something that is against the law? Have students respond. Then say The first sentence names the people who are doing something that is against the law. What are they called? (poachers)

• Ask Did you find rain forest? What did you notice? Say

17

• 19 Tell students to work with their partner to compare the events they recorded for Activity 17. Give them a couple of minutes to talk about any differences. Then ask them to look at Activity 19. Read the directions aloud, and ask different students to each read aloud one of the events.

• Do the first step with the students. Ask Which event happens first? (Poachers take wild animals from the rain forest.) Tell them to write number 1 next to this sentence. Then have pairs complete the activity. When they’ve finished, check answers as a class.

• 20 Put students into groups of four or five. Tell the students to read and discuss the questions. For Question 1, say Find the reasons given in the reading for why it isn’t a good idea to keep wild animals as pets. Do you agree with all of them? Do you know anyone who keeps a bird as a pet?

• For Question 2, tell students to first think about the different things that animals need to survive in the wild, such as food, water, shelter, space, and safety from predators.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

• For Question 3, ask students to name as many animals from their own country as they can. Write them on the board. Ask Which animals or birds would you like to know more about?

Teaching Tip Don’t let limited vocabulary restrict students when they brainstorm ideas or take part in discussions. Encourage them to express their ideas by acting them out, drawing a picture, or giving an example of what they mean. Then help them to learn or remember the English words to describe their ideas.

Extend • Say You’re going to work in your groups to tell a story based on the events I’m going to write on the board. First, you need to decide the sequence of events. Write on the board: Event Number in sequence workers look after animal

________

poachers try to sell animal

________

animal taken to rehabilitation center

________

Comprehension  18

animal taken back to the wild

________

police find poachers and animal

________

poachers take animal from rain forest

________

1. People who take wild animals and sell them; to sell them as pets 2. because they eat the wrong food to eat, or because they’re unhappy 3. the police 4. They teach the animals how to find food and they teach the birds how to fly. 5. She looks at their DNA.

• Say When you’ve decided on the sequence of events that makes

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the most sense, take turns in your group to tell part of the story. You can invent all the details of the story. Decide what kind of animal the story is about. Give the characters in your story names.

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Answer Key

• If time allows, you may want to hand out Worksheet F.4.4 in class. Students will use the worksheet to practice the new vocabulary as they revisit ideas from the reading.

lG eo gr

Wrap Up

• Write on the board: against the law, birds, captivity, endangered,

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poacher, rain forest, return, sell, wild, wildlife. Put students into pairs and say Work with your partner. Make a poster with the title A Wild Animal Isn’t a Pet. Write advice to someone choosing a pet. See how many of the words on the board you can use.

• Give out a large sheet of paper to each pair of students. Allow

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sufficient time for them to make their posters. Let them illustrate the poster if time permits. Invite each pair to share their poster with the class, and say how many of the words they used.

Formative Assessment Can students • discuss the problem of wild animals kept in captivity? Ask students to give two reasons why wild animals should not be kept as pets. • use new words from the reading? Ask students to make a sentence with each of the new words. • identify a sequence of events? Ask What do you do in the mornings before school? Tell me the usual sequence of events.

Workbook  For additional practice, assign Workbook pp. 52–53. Online Workbook Reading

SAMPLE COPY, NOT FOR DISTRIBUTION

Reading

159

VIDE

Video Objectives

21 22 Before you watch, discuss in pairs. What do you already

Students will • discuss how pandas are returned to the wild. • apply the message of the video to their personal lives.

know about pandas? Remember what you read about pandas on page 78. Keep these questions in mind when watching the video: 1. In which country do many giant pandas live? 2. How many giant pandas are there in the wild? 3. What food do giant pandas love to eat?

Academic Language  predict Content Vocabulary  release, surprise, survive

22 Read and circle. You are going to watch Into the Real

Resources  Video scene 4.1 (DVD/

A giant panda cub, Wolong, Sichuan Province, China

Wild: Photographing Pandas with Ami Vitale. From the title, predict what the video is about. Circle the letter.

Website/CPT); Online Workbook; CPT: Video

a. Returning pandas to the wild b. Looking for pandas in the wild

circle the words you hear. captivity

costume

mother

mountain

school

forest

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camera

leopard

student

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baby

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23 24 Watch scene 4.1. While you watch,

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21 22

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Before You Watch 

• Say We’ve talked about wild animals and pets, and

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about animals that are endangered. Say Talk to your partner. What wild animals have you learned about? Which is your favorite? Give partners time to discuss, then ask them to share their ideas.

• 21 Ask students to open their books to pp. 86−87 and look at the photo. Ask What animal is this? (a giant panda) Is the panda in the picture old or young? (young) Say That’s right. The panda in the picture is very young. It’s a cub. The word for a baby panda is cub. Read the directions for Activity 21 and the three questions. Put students into pairs to discuss, answering the questions from memory. When they have finished, check answers as a class. (1. China; 2. 1,800; 3. bamboo)

• 22 Say The video we’re going to watch is called Into

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Based on the title and the photo, predict what you think the video will be about. Circle the letter that describes your prediction. Ask a student to read aloud options a and b. Once they’ve made their choice, ask several students to explain their reasons for choosing it.

While You Watch 

23

• 23 Say Now we’ll watch the video. While the video is playing, think about your prediction. Was it correct? Play Video scene 4.1. Confirm the answer. (option a)

• Read aloud the directions for Activity 23. Say Let’s watch the video again. This time, circle the words in the box that you hear. Have a student read aloud the words in the box. Then replay the video. Ask students to work independently. When they have finished, tell students to check their words with a partner before you review them as a class.

the Real Wild: Photographing Pandas with Ami Vitale.

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Be the Expert Teaching Tip

24 After you watch, read the sentences. Decide if they are true or

false. Check the correct answers. 1. China takes pandas born in captivity and releases them into the wild.

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2. Mother pandas go for several months without food and water after their baby is born.

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3. Baby pandas grow very slowly.

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4. “Papa Panda” is the name of a very old panda at the Wolong China Conservation and Research Center.

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F ✓

5. Workers at the Conservation Center teach pandas how to live in the wild.

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F

6. Leopards and pandas often play together at the Conservation Center.

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When students identify a false statement in a true or false activity, ask them to think about how to make the statement true. There may be more than one way to correct the false statement. Ask students to think about which part of the statement is false, and challenge them to think of more than one way to make the statement true.

25 Work in pairs. At the beginning of the video, Ami says, “As a

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National Geographic photographer, my job is to surprise people.” Which photographs or facts in the video surprised you? explain.

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26 Work in groups. In the video, workers try to prepare pandas for life

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in the wild. Think about how animals survive in the wild. What do they need to do and know in order to survive? make a list of the most important skills.

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27 Choose an activity.

1. Work independently. What do you want to know about the life of a worker at the Wolong China Conservation and Research Center? Write a list of questions. Then read your questions to the class and ask them to suggest possible answers.

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2. Work in pairs. Role-play a conversation between Ami and a reporter who wants to know about her experiences in China. Share your dialogue with the class.

3. Work in groups. Find out about an endangered animal and ways to protect it. Share with the class.

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• If students have trouble following the video, pause

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it and allow them to ask questions. Try replaying the video with and without sound, and ask students to describe and comment on what they see.

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After You Watch 

24 25 26 27

• 24 Put students into pairs. Tell them to work together to decide whether the statements are true or false. Review the answers as a class. Call on students to correct the false statements.

• 25 Read aloud the activity instructions. Ask If someone tells you something surprising, is it something usual or unusual? (unusual) Say Who can make a surprised face? Encourage students to pantomime being surprised. Tell pairs to discuss Ami’s quote and the question. When they have finished, invite some pairs to share their responses with the class.



Formative Assessment Can students • discuss how pandas are returned to the wild? Say Tell me two things the workers do before pandas can go to live in the wild.

Online Workbook Video 87

4/7/17 4:58 PM

• 26 Put the students into groups of four or five. Read the directions for Activity 26 aloud. Give groups time to discuss the question, then ask them to share their lists with the class.

• 27 Have students choose an activity. If students choose the first, ask them to think about the most interesting and unusual aspects of work at the center.

• Put students who chose the second option into pairs. Say One of you is Ami Vitale. Think about your life as a photographer and your visit to China. What did you do and see? How did you take your best photographs? One of you is a reporter. What will you ask Ami?

• Put students who chose the third option into small groups. Tell them to brainstorm ideas as a group before choosing an endangered animal to research. Make sure they have access to the Internet or other research tools.

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Video 161

Grammar 2

gR AMMAR

TR: 77

Adverbs: talking about how things are done Cheetahs are fast runners. They can run very fast at 113 kilometers per hour. elephants are good at swimming. They can swim very well. The three-toed sloth is a slow animal. It moves very slowly at five meters per hour. The howler monkey has a loud voice. It can call very loudly.

Objective

Students will • use adverbs of manner to describe how some things are done.

Grammar  Adverbs: Saying how things

good

well

high

high

easy

easily

fast

fast

bad

badly

gentle

gently

are done 28 Work in pairs. Complete the sentences with the correct form

Academic Language  adverb, manner Content Vocabulary  ability, hear, smell Resources  Online Workbook/Workbook

of a word from the box. bad

pp. 54–55; Worksheet F.4.5 (Teacher’s Resource CD-ROM/Website); TR: 77 (Audio CD/Website/CPT); CPT: Grammar 2

easy

fast

good

high

loud

quiet

high Cats can jump very . They can jump five fast times their own height. They can run very at 50 kilometers per hour. They have good noses, and they can smell well from far away. They also things very quietly have very good ears. Even if you speak , your

Materials  Pieces of paper, scissors

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cat can hear you! All cats meow when they are angry or hungry, but some cats are loudly very noisy. Siamese cats are famous because they meow when they are hungry. Cats are also good at climbing. It isn’t difficult for them to easily , but sometimes climb trees. They can go up very they forget how to come down again!

dolphins

pandas

hear

move

easily

fast

loudly

parrots

snakes

tigers

run

speak

swim

quickly

quietly

well

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dogs climb

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29 Work in pairs. make sentences about the animals below and their abilities.

good

bad

fast

loud

quiet

slow

easy

high

quick

30 Work in pairs. Play Tic-Tac-Talk. Choose X or O. Then

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choose a square, and make an adverb from the word on that square. Use it to describe things that you can or can’t do. mark your letter (X or O) for a correct sentence. Try to get three in a row. I can’t swim very well!

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Warm Up

• Recycle  Write on the board two sentences: Pandas

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always eat bamboo. Pandas are sometimes born in captivity. Say These two sentences contain words that tell us how often something happens. Which words tell us that? (always and sometimes) Ask Can anyone remember what type of words these are? Prompt students to say that these words are adverbs.

Present • Tell students to open their books to p. 88. Say We’re going to learn about adverbs of manner. Direct students’ attention to the title in the grammar box. Explain An adverb of manner tells us how, or in what way, you do something.

• Call on a student to help you demonstrate. On the board, write this sentence beginning, using the student’s name: (Malai) walks ________. Then tell the

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student to walk slowly across the front of the class. Add the adverb slowly to the end of the sentence. Change slowly to quickly, and ask the student to demonstrate. Then say The words slowly and quickly are adverbs of manner. Ask the class to suggest other adverbs that could be used to describe ways of walking.

• Play TR: 77 while students read along. Then read the first sentence in the box aloud and say Cheetahs are fast runners. Is fast an adjective or an adverb? (an adjective) Read the second sentence. Ask How about fast in this sentence? (It’s an adverb.) Say In the first one, fast describes the noun runner. In the second one, fast describes the verb run by telling how the cheetahs run. Ask How do they run? (fast)

• Go through the other pairs of sentences in the box, asking students to identify the adjectives and adverbs. Explain that some adverbs like fast and high keep the same form as the adjective. Other adverbs are formed by adding -ly to the adjective.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert • Remind students that adverbs of frequency usually come before the verb. Then ask How about adverbs of manner? Look at the grammar box again. Confirm that adverbs of manner usually go after the verb. Play TR: 77 again. Ask pairs to take turns saying one of the adjectives and naming the corresponding adverb.

Practice 

Grammar in Depth Adverbs of manner are used to add information to a verb to say how something is done or happens. They are usually placed after the verb or after the object of the sentence: Polar bears can swim well. The panda ate the bamboo happily.

28 29

• 28 Read the Activity 28 directions and the words in the box. Say You’re going to complete a paragraph about cats. Let’s find out what cats can do. Fill in the first blank together. Say A couple of the words in the box would fit. Let’s read the next sentence. It’s about height. So, which word do we need for the first blank? (high) Point out to students that the words in the box are adjectives, and they need to make sure to use the adverb form. Ask students complete the activity independently. Check answers.

Adverbs ending in -ly can go in the middle of a sentence when the verb, not the adverb, is the main focus: The snake greedily ate the eggs.

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Most adverbs of manner are formed from adjectives by adding -ly: sudden → suddenly slow → slowly

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• 29 Ask three students to each read one row of words from the word box. Ask What kind of words are in the first row? the second? the third? (nouns; verbs; adverbs) Then have partners write six true sentences, each using a noun, a verb, and an adverb from the box.

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Apply 

Sometimes there is a spelling change: noisy → noisily gentle → gently

• 30 Put students into new pairs. Ask each student to cut out five

Some adverbs of manner take the same form as the adjectives. Examples in this lesson are fast and high.

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small squares from a piece of paper. One student in each pair writes a big zero on her squares, and the other student writes a large X on his squares. Say Let’s play! Read the instructions, the words in the grid, and the example. Partners take turns choosing a word in the grid and making a sentence with the adverb form. If the sentence is correct, students put their X or O on that square. Tell students to follow the rules for Tic-Tac-Toe to win.

Extend

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• Have students write down one or two of their sentences from

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Activity 30. Divide the class into two teams. Invite a student from Team A to write one of their sentences on the board, for example, Dolphins can swim quickly. Give Team A one point if the sentence is true. Then have a student from Team B come up and change one word in Team A’s sentence, but keeping it true, for example, Fish can swim quickly or Dolphins can swim well. Team B gets one point for a true sentence. Play until all students have had a chance to write a sentence and change a sentence. Alternate teams so that Team A is not always writing the first sentence.

• Hand out Worksheet F.4.5 to give students more practice with adverbs of manner.

Can students • use adverbs of manner to say how something happens? Ask students to complete these sentences, using an appropriate adverb of manner: Frogs can jump very ________. Wild birds kept as pets don’t live ________.

Wrap Up • Have students sit or stand in a circle and take turns making a sentence about their favorite animal. Say Use a different adverb from the student that goes before you.



Formative Assessment

Workbook  For additional practice, assign Workbook pp. 54–55. Online Workbook  Grammar 2

SAMPLE COPY, NOT FOR DISTRIBUTION Text Overset

Grammar 2 163

Writing

WRiting When we write a fact sheet, we need to check all the facts carefully. Separate the facts into different sections. We can separate the facts with headings or bullet points:

Objectives

Students will • identify ways to check facts. • use headings and bullet points to separate facts. • analyze a model paragraph to see how the writer separates information. • write a fact sheet.

Diet Parrots eat fruit, seeds, and small insects. Habitat Parrots live in the rain forest.

Fun facts • Parrots are often brightly colored. • There are more than 350 different types of parrot.

31 Read the model. How does the writer separate the information? Underline the

headings and circle the bullet points.

Writing  A fact sheet Academic Language  bullet point, fact

the Capybara The capybara is a large hairy mammal. It’s the size of a pig—about 50–60 centimeters tall and about 100–130 centimeters long. It weighs between 30 and 80 kilograms. It doesn’t have a tail.

sheet, heading, separate

Content Vocabulary  capybara, diet, habitat, mammal

Habitat: Capybaras are from South and Central America. They always live near water.

Resources  Online Workbook/Workbook

Diet: Capybaras are herbivores. They eat water plants and grass. They don’t eat meat.

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p. 56; Process Writing Worksheet (Teacher’s Resource CD-ROM/ Website); CPT: Writing

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Fun facts: • Capybaras can swim very well. They can stay under the water for five minutes. • Capybaras are very friendly. They usually live together in large groups. • Capybaras are very noisy! They can make a lot of different sounds.

32 Work in pairs. Look at the questions about

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capybaras. Which ones can you answer using information from the fact sheet?

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• What do they eat? • How fast can they run? • How big are they? • How much do they eat? they live alone • Where do they live? • Do or in groups? 33 Write. Write a fact sheet about a different

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animal. Choose an animal from this unit or any other animal. Use headings and bullet points to separate the facts.

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Warm Up

• Activate prior knowledge  Write the following

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sentences on the board:

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A princess lives in a tall tower in a magic forest. There are 1,800 pandas in the wild. Poachers take 38 million animals from the rain forest each year. The spaceship door opens and three little green men get out.

• Say Which of these sentences do you think are facts? (sentences 2 and 3) Ask Where do the other sentences come from? Let students give their ideas. Say Facts are information that’s true. We’ve learned a lot of facts about animals in this unit. Now we’re going to read a fact sheet about an animal. Write fact sheet

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Four squirrel monkeys take a ride on a capybara!

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on the board. Ask What kind of information do you think we can include on an animal fact sheet? Note students’ suggestions on the board.

Present • Tell students to open their books to p. 89. Have students read silently through the information in the green box at the top of the page. Say The examples in the box come from a fact sheet about parrots. When we write a fact sheet, what’s the first thing we need to do? (check all the facts carefully) Ask Where can we find facts about animals? Ask several students to give their ideas, which should include books, magazines, encyclopedias, reliable Internet websites, and so on.

• Say The box says we should separate the facts into different sections. Why do you think this is a good idea? Let several students give their ideas. Say Separating

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert facts into different sections makes your fact sheet clear and easy to read. Two ways of doing this are shown in the box. What are they? (headings and bullet points) Ask students to identify the two headings in the box (Diet and Habitat). Check that students remember the meaning of diet (what the animal eats) and habitat (where the animal lives). Then call attention to the bullet points. Make sure students understand that each bulleted sentence is a separate fact.

Writing Support Separating information Headings and bullet points are useful features of factual writing that make a text more organized and easy to read. These features are not usually used in fictional writing.

• Ask students to work with a partner to think of one more heading

Headings  should be clear and short.

that could go in a fact sheet about parrots, and one more sentence about parrots that they could add to the list of bullet points. When they have finished, ask pairs to share their ideas with the class.

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Read the Model 

A reader should be able to skim the headings in a text and gain an idea of what the text is about. Students should be encouraged to use headings when they have several points to make that can be grouped together.

Bullet points  are often introduced

• 31 Say Now we’re going to look at a fact sheet about a different

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• Tell students to read the model fact sheet independently. When

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animal. Look at the photo. Do you know what the large animal is? Read the photo caption to confirm the answer.

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they have finished, put students into pairs and read the Activity 31 directions aloud. Say Now you’ll read the text again. Work with your partner to underline the headings and circle the bullets. When pairs have finished, check answers.

• Say What’s the first thing in this fact sheet? (the title) Say The title

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tells you what the fact sheet is about. What comes next? What kind of information is in the first paragraph? Encourage students to give their ideas about the paragraph, for example, that it includes general information about the animal and what it looks like. Ask What’s the first heading? (Habitat) What information is given about the animal’s habitat? (what part of the world the animal comes from, what kind of place it lives in) Ask What kind of information is given in the bullet points? (fun facts)

• 32 Put students into pairs with a different partner. Read the

Teaching Tip A problem that happens often when students are working in pairs or groups is that some finish more quickly than others. One way of avoiding having fast finishers who sit doing nothing is to have ready a set of extra task-related activities that students can work on. You can build these extra activities into the daily routine of the class so that students know without asking what they can be doing when they have a few extra minutes to fill. In this way, no student should ever be bored or unoccupied.

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instructions for Activity 32, and ask a student to read aloud the questions. Say You can answer some of the questions by looking at the information in the fact sheet, but not all of them. Have pairs read the fact sheet again and complete the activity together. Check answers as a class. Ask Can you think of any other questions you would like to ask about capybaras? Note students’ questions on the board.

with a colon (:). Bullets (the heavy dots) separate a list of similar points in a format that is easier to read than a long paragraph of text. There are different ways to use punctuation with bullet points, but you might like to encourage students to punctuate full sentences with a capital letter at the beginning and a period at the end. If a list of bullet points contains single words or phrases, tell students that they probably don’t need a capital letter or period.

Plan 

33

• 33 Read Activity 33 aloud. Say Now you’re going to plan your fact sheet. What will you use to organize the information in your fact sheet? (headings and bullet points) Say Your next step is prewriting.

• Say First, you need to choose an animal to write about, and then think about the kind of information to include and the headings to use to organize it. Here’s an example. Draw a word web on the



Workbook  For scaffolded Writing support, assign Workbook p. 56. Online Workbook Writing

SAMPLE COPY, NOT FOR DISTRIBUTION

Writing 165

• Worksheets  If your students need a reminder of any

WRiting

of the steps of process writing, hand out the Process Writing Worksheet and review together.

When we write a fact sheet, we need to check all the facts carefully. Separate the facts into different sections. We can separate the facts with headings or bullet points: Diet

Fun facts • Parrots are often brightly colored. • There are more than 350 different types of parrot.

Parrots eat fruit, seeds, and small insects. Habitat Parrots live in the rain forest.

• Workbook  Refer students to Workbook p. 56 to help them organize and plan their writing.

31 Read the model. How does the writer separate the information? Underline the

the Capybara

Write

The capybara is a large hairy mammal. It’s the size of a pig—about 50–60 centimeters tall and about 100–130 centimeters long. It weighs between 30 and 80 kilograms. It doesn’t have a tail.

• After students have completed their prewriting, tell

headings and circle the bullet points.

them to work on their first drafts. If you don’t have enough time in class, assign the first drafts as homework.

Habitat: Capybaras are from South and Central America. They always live near water. Diet: Capybaras are herbivores. They eat water plants and grass. They don’t eat meat. Fun facts: • Capybaras can swim very well. They can stay under the water for five minutes. • C apybaras are very friendly. They usually live together in large groups. • Capybaras are very noisy! They can make a lot of different sounds.

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Revise

• After students have finished their first drafts, tell them

32 Work in pairs. Look at the questions about

capybaras. Which ones can you answer using information from the fact sheet?

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to review their writing and think about their ideas and organization. Ask each student to consider the following: Have I included the most important facts about my animal? Have I separated the facts into different sections? Have I included some fun facts?

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• What do they eat? • How fast can they run? • How big are they? • How much do they eat? they live alone • Where do they live? • Do or in groups?

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33 Write. Write a fact sheet about a different

animal. Choose an animal from this unit or any other animal. Use headings and bullet points to separate the facts. 89

board, with the words African elephant in the central circle and five circles around it. Write habitat and diet in two of the outer circles.

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• Encourage students to consider elements of style,

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Edit and Proofread

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Four squirrel monkeys take a ride on a capybara!

• Ask What other headings could I use for my fact sheet

about elephants? Add students’ ideas to the remaining circles in the word web. Tell students to research and check facts about their chosen animal carefully, and organize them using a word web.

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• If you have time in class, allow students to work on

such as sentence variety, parallelism, and word choice. Then ask them to proofread for mistakes in grammar, punctuation, capitalization, and spelling.

Publish • Publishing includes handing in pieces of writing to the teacher, sharing work with classmates, adding pieces to a class book, displaying pieces on a classroom wall or in a hallway, and posting on the Internet.

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this step. If not, assign it as homework. If students have Workbooks, remind them to use Workbook p. 56 for writing support.

Writing Rubric Use this rubric to assess students’ writing. You can add other aspects of their writing you’d like to assess at the bottom of the rubric. 4 3 2 1

= = = =

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Excellent Good Needs improvement Redo

Unit 4

1 Writing  Student includes headings and bullet points to separate information. Grammar  Student uses quantifiers and adverbs of manner to write facts about an animal. Vocabulary  Student uses a variety of word choices, including words learned in this unit.

SAMPLE COPY, NOT FOR DISTRIBUTION

2

3

4

Mission Objective

Students will • discuss the importance of using your skills to solve problems.

Content Vocabulary  abilities, biologist, knowledge

Resources  Video scene 4.2 (DVD/ Website/CPT); Worksheet F.4.6 (Teacher’s Resource CD-ROM/ Website); Online Workbook: Meet the Explorer; CPT: Mission

Use Your Skills

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“Do whatever is in your reach . . . we need to act, and act now.”

Be the Expert

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—Juliana Machado Ferreira National Geographic Explorer, Conservation Biologist

2. Juliana talks about doing “whatever is in your reach.” Think about Juliana’s work. How does she use her special knowledge and abilities to help animals?

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Mission

3. Think about some problems in your own area. How can you use your knowledge and abilities to help solve these problems?

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1. Watch scene 4.2.

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Teaching Tip

• Tell students to turn to p. 90 and look at the photo

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of Juliana Machado Ferreira. On the board, write the mission, Use Your Skills. Ask a student to read aloud the quote. Say When we do whatever is in our reach, we do what we can. When we use our skills, we do things we’re good at. Ask What are you good at? What skills can you think of? Say We’ve read about Juliana’s work. What does she do? Elicit ideas, then say We’re going to find out more about her work against animal trafficking. Write animal trafficking on the board. Explain that it means capturing and selling wild animals. Remind students that it’s against the law, and that Juliana works with the police to stop it.

The best way to encourage students to speak in class is to create a risk-free environment. Let students know that mistakes are not only accepted, but expected. If classmates laugh at an error, gently remind them that making fun of people’s mistakes is not acceptable. Let students know that mistakes show that they are experimenting with language and attempting to communicate.

Online Workbook  Meet the Explorer 4/7/17 4:58 PM

• Activity 2  Put students into pairs. Ask partners to discuss what special knowledge and skills Juliana has, and how she uses them to help the animals. Tell them to look back at p. 85 in their books to remind themselves about her work.

• Activity 3 Say Juliana says “we need to act, and act now.” What problems in our own area would you like to act on? Think about what skills and knowledge might help to solve those problems and how you can help.

• Worksheet  Hand out Worksheet F.4.6. Explain that students will use the worksheet to think and write about Juliana’s work, and about using special skills to help people or animals.

• Activity 1 Say Now let’s watch a video about Juliana

Machado Ferreira. Play Video scene 4.2. Ask students to focus on why Juliana thinks it’s important to stop animal trafficking. When they’ve finished watching, ask students to give their ideas.



SAMPLE COPY, NOT FOR DISTRIBUTION

Mission 167

Make an Impact

Project

A 1 Plan and hold an endangered animal quiz show.

Objective

Students will • choose and complete a project related to wild animals and wildlife conservation.

• Prepare cards with true or false sentences about endangered animals. • Organize two teams in your class. • Hold the quiz show. Read each fact aloud. Have classmates say if your sentence is true or false.

Academic Language  create, organize, prepare

B Write a journal entry.

Content Vocabulary  diary entry,

• Imagine that you work at a wildlife reserve. Think about which animals you take care of and what you do.

display, quiz

Resources  Assessment: Unit 4 Quiz;

• Write a description of your day. Include photos.

Units 1–4 Mastery Test; Workbook pp. 57 and 107; Worksheet F.4.7; (Teacher’s Resource CD-ROM/ Website); CPT: Make an Impact and Review Games

• Show your journal entry to your classmates. Answer their questions about it. C Make a wild animal poster. • Organize your information on a poster.

Materials  note cards for the quiz

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• Choose a wild animal and find out about it. Collect information and photos. • Display your poster in the classroom. Present it to your classmates.

Assessment 

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activity

Go to pp. 283 and 284.

Unit Review  Assign Worksheet F.4.7. Workbook  Assign pp. 57 and 107. Online Workbook  Now I can

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golden snub-nosed monkeys

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Prepare

• Have students choose a project.

• Activity A  Tell students do more research about

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endangered animals before writing their cards. Make sure they keep a record of the correct answers. Say Find some facts about more unusual animals. This will make it more challenging for your classmates to guess the answers. Choose animals from less common habitats, or different parts of the world.

• Activity B  Have students find out about different wildlife reserves, and imagine which animals would be interesting or fun to work with. Tell them to describe the events of a typical day working in the wildlife reserve, but they could also include something unusual or funny that happened on that day. Encourage them to be ready to answer questions about working with their chosen animals.

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Unit 4 ProjectSAMPLE

• Activity C  Encourage students to find out about a wild animal that was not featured in the unit. Tell them to gather information and photos and think about the most interesting or eye-catching way to display everything on the poster.

Share • Schedule time for students to present their projects to the class. Allow time for the student audience to ask questions about their classmates’ work. You can ask students to vote on the most interesting wild animal poster.

• Modify  Help students simplify a project by leaving out one of the options or steps. You could provide students with sources of information about several different wild animals for the posters, or provide them with brochures and website information about a specific wildlife reserve for the journal entries.

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Student Book Audio Script TR: 72 grammar  See Student Book p. 82.

TR: 70 Speaking Strategy  See Student Book p. 81.

TR: 75 16 Learn new words.  against the law / It’s against the law to take wild birds from the forest. rain forest / There are 1,300 different types of birds in the Amazon rain forest. return / The rescue centers help to return the animals to their homes. sell / Some people sell wild animals as pets. TR: 76 17   While you read, think about the order of events.  See Student Book p. 84. TR: 77 grammar  See Student Book p. 88.

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TR: 69 5 Learn new words.  leopard / Snow leopards live in Central Asia. mountain / The mountains of the Himalayas are very beautiful. reserve / Nature reserves help keep animals and plants safe. wildlife / If you’re lucky, you might see different types of wildlife in the forest.

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TR: 68 5   The Sichuan Giant Panda Sanctuaries in China are a very successful wildlife conservation project. There are seven nature reserves and nine parks in the mountains of the sanctuaries. These reserves and parks cover a very big area of land. Many endangered animals live here. There are snow leopards, clouded leopards, red pandas and, of course, giant pandas. There are also 5,000 different types of plants. Many people come from around the world to visit the sanctuaries and help to look after the endangered animals.

TR: 74 12 Learn new words.  centimeter / Its tail is about 50 centimeters long. liter / It can drink 135 liters of water in 13 minutes! kilogram / It weighs between 600 and 1,000 kilograms. meter / The Bactrian camel is about 3 meters long. The Bactrian camel is about 1.8 meters tall.

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TR: 67 2 Learn new words.  area / There are many unusual animals in this area. captivity / Some animals live in captivity in zoos or safari parks. conservation / Conservation projects help to save animals. costume / Please wear this costume when you visit the animals. endangered / These animals are endangered. forest / There are many tall trees in the forest. grow / Bamboo often grows in forests. panda / Giant pandas are from China. wild / There are very few giant pandas in the wild. worker / The workers at the research center teach the animals how to find food.

TR: 73 12   Boy: Let’s find some facts for this camel fact sheet. Girl: OK. So, we want to write about the Bactrian camel. How much does the Bactrian camel weigh? Boy: It weighs between 600 and 1,000 kilograms. That’s pretty heavy. Girl: And how big is it? Boy: It’s about three meters long and 1.8 meters tall, so the same height as a tall man. And the tail is about 50 centimeters long. Girl: Wow! And look at this. Here’s another interesting fact. Camels can drink 135 liters of water in 13 minutes! Boy: Really? Girl: Yes, really! Boy: Wow! That’s really amazing!

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L isten and read.  See Student Book p. 78.

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TR: 66 1

TR: 78 Express Yourself  See Student Book pp. 92–93.

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TR: 71 7   S1: Look, here’s a photo of my aunt at Chengdu Panda Base. You can meet baby pandas there. S2: Really? I love pandas! S1: I know. It’s amazing. S2: How many pandas are there? S1: I don’t know exactly, but I think there are about 200. S2: How big is the Panda Base? S1: Oh, it’s really big. It’s 2.4 square kilometers. S2: Is it really 2.4 square kilometers? S1: Yes, I think so!



SAMPLE COPY, NOT FOR DISTRIBUTION

Audio Script 169

Express Yourself

Express Yourself

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Read and listen to the advertisement.

TR: 78

Objectives

Students will • identify the purpose and features of advertisements. • connect ideas about robots, technology, and animals.

Content Vocabulary  ad,

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iT’s a peT and a fRiend! • • • • •

Clap your hands to make the dinosaur sit or stand. Use the remote control to make your dinosaur walk, run fast, or lie down. play music through the remote control to make your dinosaur dance! Toss the remote control and watch your dinosaur chase it. Look at the lights on your dinosaur’s back to check its mood:

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Rex

This amazing remote-controlled robot dinosaur is more than a toy . . .

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3–4 Review)/Workbook pp. 58–59; Worksheet F.4.8 (Teacher’s Resource CD-ROM/Website); TR: 78 (Audio CD/ Website/CPT); CPT: Express Yourself Units 3−4

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Resources  Online Workbook (Units

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Robotosaurus

advertisement, advertising, catchy, dinosaur, mood, pet, remote control, slogan, specification, Tyrannosaurus rex

bLUe

Red

gReen

yeLLow

happy

angry

tired

hungry

Remote control

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Present 

• Preview  Ask students to turn to pp. 92−93. Discuss

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the image. Read the title. Ask What do you call this kind of text, or notice? (an ad, an advertisement) Make sure students know that ad is a short word for advertisement. Ask Do you know why the robot has this name? (It’s named after a large, fierce—and familiar— dinosaur called Tyrannosaurus rex.)

• Ask What’s being advertised? What kind of reader is the advertisement aimed at? Who do you think would buy something like this? Encourage a class discussion. Ask What’s your opinion of this ad? What kind of ad do you like best? Invite students to share their opinions and ideas.

• 1 Read together Say Now we’ll listen to and read the advertisement. Say As you read along, think about the different features that advertisements include. How

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does an ad give information about a product? How does it try to persuade the reader to buy it?

• Play TR: 78 once as students listen and read along. Then ask Which features of the ad got your attention? (Students’ ideas might include the name of the product, the attention-getting design, the descriptions of what the robot can do, the catchy (short and descriptive) slogans, the specifications, and the price.)

Practice 

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• 2 Discuss  Put the students into groups of three or four. Read aloud the Activity 2 questions. Provide prompts to help students with their discussions. Say Imagine you buy a Robotosaurus Rex. When you take it home, what will you make it do? What other things would you like it to do? This ad is probably from a newspaper or magazine. Where else do you see advertising? Have groups share their best ideas.

SAMPLE COPY, NOT FOR DISTRIBUTION

you’ll love Robotosaurus Rex! He’s so CooL!

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Be the Expert

discuss in groups. 1. What are the best features of the Robotosaurus Rex? Explain.

Genre in Depth

2. Imagine that you can add some extra features to the Robotosaurus Rex. Which features do you add?

Advertisements  Students see advertisements in their daily lives on television, on billboards, in magazines, and on the Internet. Encourage them to think critically about the purpose of the ads, and the persuasive techniques used. Ask students to name ads they think are memorable or influential, and tell why.

3. How do you find out when new toys or products are available? Think of different ways companies tell people about their new products.

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Connect ideas. In Unit 3, you learned about robots and technology. In Unit 4, you learned about animals. What connection can you see between the two units?

Cumulative Review

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Hand out Cumulative Review Worksheet F.4.8.

1. Choose a topic: • an endangered animal • a robot 2. Choose a way to express yourself: • a poster • an advertisement • a comic strip

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$49.99

Choose an activity.

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Price:

4 6

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Formative Assessment specifications Height: 30 cm (12 in.) weight: 350 g (0.8 lb.) batteries: aa (x4)

3. Present your work.

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Connect 

• 3 Critical thinking  Put students into new groups.

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Read the Activity 3 text aloud. Provide prompts: In Unit 3, we learned about robots in hospitals. Can you remember what connection they had to animals? How did this type of robot help people? In Unit 4, we read about wild animals that are endangered or being taken as pets. What technology is being used to help them?

Prepare 

Ask students to talk about an ad they like, and say what they like about it. • connect ideas about robots, technology, and animals? Ask How can technology help animals that are in danger?

Workbook  Assign pp. 58–59. Online Workbook  Units 3−4 Review

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• 4 To help students decide which activity to choose, tell them to think about which topic interests them more, animals or robots. Then ask What kind of message do you want to communicate? Is your purpose to persuade, to inform, or to entertain? If you want to persuade people to do something, an advertisement would be a good choice. To give more information about something, a poster might be better. If you want to make people laugh, a comic strip would be great!

Share

4

• Review the activity options. Allow students to choose their own topic. You may want to assign the activity in advance so that students have more time to work on it in class or at home.



93

Can students • identify the purpose and features of advertisements?

• Set aside time for sharing students’ work with the class. Remind students to listen politely to presentations and to wait until they’re over before asking any questions.

Express Yourself 171 SAMPLE COPY, NOT FOR DISTRIBUTION

Unit 5

In This Unit Theme  This unit is about water. Content Objectives

Students will • describe and discuss the water cycle. • read about plastic in our oceans. • read about and discuss environmental protection.

Water

Language Objectives

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Students will • talk about the water cycle. • brainstorm solutions. • use the present progressive to talk about what is happening now. • use there was and there were to describe a situation in the past. • write a paragraph of persuasive writing.

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Vocabulary

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pp. 96–97  cloud, freshwater, ground, ice, lake, melt, ocean, rain, river, salt water, sky, snow, underground p. 98  clean, dirty, safe, unsafe p. 101  less, reusable, toilet, water p. 102  cloth, plastic, recycle, reuse Vocabulary Strategy  The prefix -un

Speaking Strategy Brainstorming solutions

Grammar

Reading  An Ocean of Plastic Reading Strategy  Identify examples and explanations

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Video  Scene 5.1: Boyan’s Big Idea; Scene 5.2: Meet Osvel Hinojosa Huerta

Project • Poster • Comic strip • Presentation

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Writing  Persuasive writing National Geographic Mission 

The Colorado River Delta, from a thousand feet above

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Grammar 1  Use the present progressive to talk about what is happening now Grammar 2  Use there was and there were to describe a situation in the past

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Introduce the Unit

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• Activate prior knowledge Say In this unit we’re talking about water. Ask Where can we find water? Elicit students’ ideas.

• Say Without water, we would die. How much of your body is water? Let students make suggestions. Confirm About 60 per cent of our body weight is water. Water is really important.

• Tell students to open their books to pp. 94−95. Point out the unit title

Pronunciation  Long vowel sounds Pacing Guides  F.5.1, F.5.2, F.5.3

Water. Read Question 1. Say Talk to a classmate. What do you think the photo shows? Give students a few minutes to discuss the photo, then ask them to share their ideas. Read the caption aloud, and say The Colorado River flows through two countries. Do you know which ones? (the U.S. and Mexico)

• Explain that a delta is the place where a river breaks up into smaller rivers that flow into the ocean. Then ask questions about the photo and the caption such as the following: How do you think this photo was taken? What does the shape of the river remind you of? Are there a lot of plants and trees growing around the river? Why or why not?

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Unit 5

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“Rivers affect the health of our seas, wildlife, communities, and economies.” —Osvel Hinojosa Huerta

Unit Opener Objectives

Students will • describe and discuss an aerial photo of a river delta. • discuss the importance of water and rivers.

Resources  Worksheet F.5.1 (Teacher’s Resource CD ROM/Website); CPT: Unit Opener

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Materials  world map or globe (optional)

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Be the Expert

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About the Photo

1. Look at the photo. What do you see?

2. Think about how you use water at home. What do you use it for? How often do you use it?

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3. Osvel Hinojosa Huerta talks about the importance of rivers. Do you live near any rivers? How do people use them? Give examples.

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• Read the quote by Osvel Hinojosa Huerta aloud. Explain that

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health means that someone or something is well and strong. Say Communities are groups of human beings living together on Earth. Economy means how we earn and spend money. Who can give some examples of how rivers affect our wildlife, our communities, and our economies? Let several students give their ideas. Share with students the information in About the Photo.

• Ask a student to read aloud Question 2 and discuss as a class. List students’ responses about water use on the board. Then ask a student to read aloud Question 3. Prompt a class discussion of students’ ideas about how people use rivers.

Extend

The photo was taken by Canadian photographer Edward Burtynsky, who specializes in taking large-scale photos showing the impact of human activity on nature. The photo shows the Colorado River Delta in Mexico. In the photo, the river looks like a green-trunked tree with brown branches. The area around the river delta has become dry and infertile as freshwater has been used by people along the course of the river. Wildlife, agriculture, and fisheries have been affected. However, a number of environmental projects are returning freshwater to parts of the area, and in those areas vegetation and wildlife are recovering.

Teaching Tip Students may not tell you when they don’t understand a word or a concept. Before beginning a lesson, preview some of the more challenging concepts or vocabulary. You may want to pair a fluent student with a less fluent one and allow them to communicate briefly in their first language, if necessary, to clarify understanding. During class discussions, walk around the room and check students’ understanding by asking individuals to share ideas with you.

• Hand out Worksheet F.5.1. Put students into pairs. Explain that partners will be reading about and discussing water.

Related Word delta



SAMPLE COPY, NOT FOR DISTRIBUTION

Unit Opener 173

1

Vocabulary

Where does your water come from? Discuss. Then listen and read. TR: 79 You turn on a faucet and water comes out of it. But do you know where your water comes from? Earth is sometimes called “The Blue Planet” because 71 percent of its surface is covered in water. This water is in a continuous cycle. It is always moving on, above, and below the surface of the earth. Let’s look at the water cycle.

Objective

Students will • use vocabulary related to the water cycle.

Target Vocabulary  cloud, freshwater,

Water in the clouds cools down more and falls from the sky as rain, snow, or hail.

ground, ice, lake, melt, ocean, rain, river, salt water, sky, snow, underground

Content Vocabulary  cycle, evaporates, faucet

Resources  Worksheet F.5.2 (Teacher’s Resource CD-ROM/Website); TR: 79–80 (Audio CD/Website/CPT); CPT: Vocabulary

Water in the sky cools down a little and becomes clouds.

Materials  diagram of the life cycle of a

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frog (optional)

There is salt water in the oceans and freshwater in the rivers. Most lakes are freshwater, but there are saltwater lakes, too. Water on the surface of the rivers, lakes, and oceans heats up. Then it evaporates and rises up into the sky.

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Warm Up

• Build background  Tell students they’re going to read

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about the water cycle. Write the water cycle on the board. Ask What word do you know that has cycle in it? If students suggest bicycle, say A bicycle has wheels that go around and around. A cycle is a series of events that happen in the same order again and again, like the bicycle’s wheels turning.

• Explain The life cycle of an animal is another example of a cycle. Let’s think about the life cycle of a frog. Draw this simple diagram on the board: tadpole

eggs

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Trace the arrows with your finger, pointing out how the arrows lead around the circle. Say A cycle is continuous. This means it doesn’t stop. Tell students to open their books to pp. 96−97. Point to the diagram, and trace your finger around in the direction of the arrows. Say This diagram describes another continuous process: the water cycle.

• Predict Say We’re going to read about why Earth is sometimes called “The Blue Planet.” Why do you think this is? Ask students to share their ideas.

Present 

1

2

• 1 Draw students’ attention to the main photo on frog

pages 96−97. Ask Where is there water in the photo? (in the river or lake at the bottom of the photo; in the form of ice and snow on the mountain) Call on a

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

WaTeR gives Life, buT iT is aLso a kiLLeR! Less than 1% of the water on Earth is freshwater, and not all of that water is clean and safe to drink. • Unsafe water is one of the top ten killers in the world. • Dirty water causes 80% of all diseases in some parts of the world.

There is snow on the mountains. Some snow turns into ice.

Our World in Context Looking at pictures of Earth taken from space, we can see how most of the planet is covered in water—snow and ice at the poles, and liquid water in the oceans. Both salt water and freshwater are critical to the health of the planet, but for humans, freshwater is especially important because it’s used for drinking and agriculture.

Sometimes the ice and snow on the mountains melts. Then it runs down the side of the mountains and onto the ground.

Teaching Tip

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Try to involve students actively in learning new words and concepts. A good way of doing this is by asking students to use the new vocabulary in a context that is real for them, one that relates to their own lives. For example, in presenting the different types of weather, you could ask students to describe their experiences of being in rain or snow. When presenting the concepts of safe and unsafe, you could ask students Where do you feel safe? or Tell me about a time when you felt unsafe.

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Learn new words. Listen and repeat.

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Work in pairs. Talk about why the water cycle is important to us.

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Some of the water goes underground. Some water flows from the ground into oceans, lakes, and rivers.

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student to read aloud Activity 1. Have a class discussion about where water comes from, helping students with any necessary vocabulary.

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• Play TR: 79 while students listen and read. Ask So,

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was your prediction correct? Why is Earth called The Blue Planet? (because most of its surface is covered in water, which makes Earth look blue when seen from space) Say Find the word evaporates. What do you think it means? (the water turns into a gas and rises)

• Discuss the reading with students. Ask questions such as: How many stages are there in the water cycle? (six) In what different forms does water fall from the sky? (rain, snow, or hail) What two forms of water are found near the tops of mountains? (snow and ice)



TR: 80

Related Words rapids, white water

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Where is water found on the ground? (in bodies of water such as oceans, seas, lakes, rivers, ponds, streams, and so on) What kind of water can we drink? (freshwater) What does “water is also a killer” mean? (If people drink unsafe water, it can kill them.) Is unsafe water a big problem? How do you know? (yes; it causes 80 per cent of all diseases in some places)

• 2 Learn new words. Play TR: 80. Have students listen and repeat. Then put the students into small groups. Display the new words. Give each group three or four of the words. Say Work together to make a new sentence for each word. When students have finished, ask each group to read their sentences aloud.

SAMPLE COPY, NOT FOR DISTRIBUTION

Vocabulary 175

4

Vocabulary

Read and write the words from the list. cloud

freshwater

ground

River

The Colorado

Objectives

ocean

rain

river

salt water

sky

is 2,330 km (1,448 mi.) long. It flows from

the Rocky Mountains in the United States of America, through five U.S. states and into

Students will • use vocabulary related to water. • use a vocabulary strategy to learn new vocabulary.

freshwater

Mexico. It finally flows out into the Delta wetlands. The

in

the wetlands is very important for wildlife and plants. From the wetlands, the river then

salt water

joins the

Target Vocabulary  clean, dirty, safe,

ocean

of the

in the

Gulf of California.

unsafe

But there’s a problem. Factories, farms, and cities are using a lot of water from the

Vocabulary Strategy  The prefix -un Academic Language  prefix Content Vocabulary  bodies of water,

Delta wetlands. There is also less past. This means that the

rain

than there was in the

ground

in some

parts is now completely dry. Dr. Osvel Hinojosa Huerta is a National Geographic Explorer and conservationist. He’s working

wetlands

with business owners, farmers, and city officials to save the

Resources  Online Workbook/Workbook

Delta wetlands. He wants to put water back into the wetlands.

(optional)

Learn new words. Listen for these words and match them to the definitions. Then listen and repeat. TR: 81 and 82 clean

dirty

safe

unsafe

unsafe

1. not safe, dangerous

2. free from dirt or marks

safe

3. not dangerous

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clean dirty

sandra Postel and osvel Hinojosa Huerta

4. covered with dirt or marks

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Materials  maps of the local area

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pp. 60–61; TR: 81–82 (Audio CD/ Website/CPT); CPT: Vocabulary

Choose an activity.

1. Work independently. Find different bodies of water near where you live. Look for rivers, lakes, or ponds. Draw and label a map to show where they are.

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2. Work in pairs. How much water do you use in your daily life? Talk about an average day, and make a list of every time you use water. 3. Work in groups. Research groups that help people find clean, safe water. Learn about where they work and what they do. Share what you learn with the class.

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Practice 

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• 3 Share with students the information in Our World in Context. Put students into pairs. Read aloud the Activity 3 directions. Say Discuss how the water cycle is important. Think about how we use water. Ask pairs to write their ideas. When they have finished, ask them to share their ideas with the class. List the different reasons that students suggest on the board. You could ask the class to put the reasons in order of importance.

• 4 Ask students to turn to p. 98. Point out the photo. Say What are the people in the photo doing? What problem do you think they’re trying to solve? Have students respond. Then tell students to read the words in the word box and to complete Activity 4 independently. Invite a student to read the completed paragraph aloud.

• 5 Learn new words.  Read aloud the words in the Activity 5 word box. Ask students to work in pairs and look for each word in context on p. 97. Play TR: 81 and tell students to listen for the words. Have students complete the matching activity independently. Play TR: 82 and ask students to listen and repeat the words and sentences.

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Be the Expert

• Vocabulary Strategy  Say Read the words in the box again. Which two words have the same four letters? (safe, unsafe) Ask a student to read the definitions of the two words. Say Unsafe means the opposite of safe. What two letters are added to give it the opposite meaning? (u, n) Ask Are the letters at the end of the word, or the beginning? (the beginning) Explain When we add letters to the beginning of a word to change its meaning, that group of letters is called a prefix. The prefix un- makes a new word with the opposite meaning. Can anyone think of another adjective that we can change by adding un-? Have students respond. Write on the board: safe

+

un-

=

Vocabulary Strategy The prefix -un  Tell students that we can’t add un- to every adjective to make a word with the opposite meaning. Explain that it’s useful to understand what prefixes mean so students can guess the meaning of unfamiliar words that begin with them. Un- can also be added to verbs to make a verb with the opposite meaning, for example, tie – untie, do – undo.

unsafe (not safe)

Point out to students that un at the beginning of a word is not always a prefix. For example, in the words uniform and until, un is not a prefix.

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Add any correct suggestions that students have made. If they are unable to think of any examples, add the following to the board: happy – unhappy; believable – unbelievable; kind – unkind; real – unreal. Ask students to make sentences with some of the words.

Teaching Tip

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Choose one of the three activities. You’ll work on your own, with a partner, or in a group. For options 2 and 3, help students to find partners or groups to work with. If students choose option 1, provide or help them to find maps of their local area to base their own maps on. If students choose option 3, make sure they have access to the Internet to do their research.

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• 6 Tell students to silently read the choices in Activity 6. Say

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6

Extend

Drawing diagrams and pictures can help students to work out their ideas and therefore to remember them better. Tell students that their ideas are more important than their artistic ability. Praise students’ drawings for the ideas they express, rather than for how artistic they look.

• Invite pairs of students who chose option 2 to present their work

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to the class. Divide the class into small groups. Say It’s important to know how much water we use. What activity uses the most water? Discuss in your groups. List the ways you use water. Put the list in order, starting with the activity that uses the most water.

• If time allows, hand out Worksheet F.5.2. Explain that students

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will write about and discuss the new vocabulary words.

• Write on the board:

water falls on the ground and flows into rivers.  4 water in the clouds cools and falls as rain.  3 water flows from the rivers into the ocean.  5 water from the ocean evaporates.  1 water in the sky becomes clouds.  2

• Ask students to draw a simple diagram of the water cycle, putting the phrases from the board in the correct order. If time allows, tell them to draw symbols or simple pictures to illustrate each stage.

Formative Assessment Can students • use new vocabulary related to water? Ask students to choose the correct word to complete each sentence: Water falls from the clouds as ______. (rivers/rain) The water in the oceans is ______. (salt water/freshwater) Clean water is ______ to drink. (unsafe/ safe) • use new vocabulary to discuss why the water cycle is important? Ask students to describe two important stages of the water cycle.

Workbook  For additional practice, assign Workbook pp. 60–61. Online Workbook Vocabulary



Vocabulary Practice 177 SAMPLE COPY, NOT FOR DISTRIBUTION

Speaking Strategy

sPe aking s TR aTegy

TR: 83

brainstorming solutions

Objective

Students will • brainstorm solutions.

Speaking Strategy Brainstorming

How can we save water?

Maybe we can take shorter showers?

What about young people? What can they do?

What if they learn about the water cycle at school?

What can we do in the garden to save water?

i think we should collect rainwater for the plants.

Do you have any other ideas?

Sorry, i can’t think of anything.

solutions

Content Vocabulary  faucet, rainwater, save water, turn off

Pronunciation  Long vowel sounds Resources  Online Workbook; Worksheet F.5.3 (Teacher’s Resource CD ROM/ Website); TR: 83−84, 144–146 (Audio CD/Website/CPT); CPT: Speaking Strategy

7

Listen. How do the speakers brainstorm solutions? Write the phrases you hear. TR: 84

8 7

Read and complete the dialogue. Possible answers:

Frieda:

Frieda:

What if they show us some videos about saving water and ask us to research other ways?

teachers?

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how can

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What about Good idea. What can they do?

we save water in the school

Yes, OK. And kitchen?

Frieda:

Sorry, I can’t think of anything.

Stefan:

OK, never mind.

Frieda:

I think we should plant more trees in the school garden. Yes. Trees don’t need that much water.

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Stefan:

any other ideas?

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Do you have

Great idea. Thanks Frieda.

Work in pairs. Take turns. Choose a card. Brainstorm solutions.

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Maybe we can put some At school? posters up in the bathrooms about saving water. Then people will remember to turn the faucets off.

Stefan:

Stefan:

go to p. 179.

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Warm Up

• Revisit Say In the last lesson we talked about

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problems related to water. What were they? Ask students to give their ideas without looking back at their books. Say One big problem was that many people don’t have safe drinking water. Some of you found out about groups that help people find clean water. What are those groups doing to help? Let students who found out about these groups say what they can remember.

• Say In this lesson we’re going to learn how to brainstorm solutions. Write brainstorming solutions on the board. Explain Brainstorming means thinking of lots of ideas, as quickly as you can. Ask What is a solution? Take students’ responses. Then say A solution is a good way of dealing with a problem. When two or more people brainstorm, they make lots of suggestions for ways to solve a problem and then

Unit 5

we do at school

to save water?

Materials scissors

178

What can

Stefan:

99

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choose the best ones. It’s a great way to decide what to do when you have a difficult problem.

• Ask the class to brainstorm ways of solving the problem of unsafe water. Say Raise your hands if you can think of a solution. We’ll see how many suggestions we can make in three minutes. Let’s brainstorm! When the three minutes are up, discuss the best suggestions the students made, and say That was good! Now we’re going to find out some other ways of brainstorming solutions.

Present 

7

• Have students open their books to p. 99. Say Let’s listen to two people brainstorming solutions. Play TR: 83. Tell students to listen and read along. Ask What’s the problem they’re trying to find solutions for? (how to save water)

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

• Play TR: 83 again, pausing after each sentence for students to repeat. Make sure that they use the right intonation for the questions. Then ask students to practice reading the dialogue with a partner.

Strategy in Depth Brainstorming is a way of generating as many ideas as possible in a short amount of time, for the purpose of coming up with creative ways to solve problems. Encourage students to call out any ideas that come to mind, without stopping to worry about whether their suggestion is a good one or not. The important thing is to keep the ideas flowing. The suggestions generated can be evaluated and graded when the brainstorming session is over.

• 7 Say Now let’s listen to a conversation about saving water at home. What phrases do the young people use to brainstorm solutions? Write down the phrases you hear. Play TR: 84. Call on some students to tell the class the phrases they wrote.

Practice 

8

• 8 Once students seem comfortable using the speaking strategy to brainstorm solutions, direct them to Activity 8. Say Stefan and Frieda are talking about how to save water at school. Read the instructions, and tell students to complete Activity 8 independently.

ng

Pronunciation Go to Student Book p. 164. Use TR: 144–146.

9

ar

ap hi c

Apply 

Long vowel sounds

Le

taking turns as Stefan and Frieda. Then ask the class Did anyone complete the dialogue in a different way? Discuss any alternative phrases students used.

ni

• Ask pairs of students to read their completed dialogues aloud,

• 9 Ask students to work with their partner to cut out a set of

lG eo gr

cards on p. 179 of their books. Read the instructions aloud. Say Place the cards facedown in front of you. Mix them up. Take turns picking one card. Read aloud the topic on the card, then brainstorm ways to do what the card says. Take turns making suggestions. Try to think of at least four ideas for each topic. Tell partners to begin. Encourage them to pick and discuss at least four different cards.

Extend

Long vowel sounds are longer than short vowel sounds. Words from this lesson with long vowel sounds include do, school, saving, mind, choose, solutions. Some languages do not make a distinction between long and short vowel sounds, and this can cause difficulty in both comprehension and speaking. Asking students to concentrate on the different mouth positions used to form each sound can help, as can asking them to focus on minimal pairs such as not and note, shell and sheep, hat and hate.

• Put each of the pairs from Activity 9 together with one or two

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other pairs to form small groups. Say Now play the same game in your groups. Brainstorm solutions for each topic. Each member of the group suggests one solution. Then vote on the best one. Do the same for all the cards. When groups have finished, have them share with the class their best solution for each topic.

• If time allows, hand out Worksheet F.5.3. Put students into pairs. Explain that students can use the worksheet to get further practice in brainstorming solutions to problems.

Wrap Up • Write on the board the sentence beginning: How can we ______? Give students one minute to write down a different problem that needs a solution. Say Try to think of a problem we haven’t talked about yet. Invite different students to the front of the class to read aloud the problem they wrote and invite the rest of the students to brainstorm solutions.

Formative Assessment Can students • use appropriate language to brainstorm solutions? Ask students to respond to each of these statements: How can we save water in school? Do you have any ideas about saving water in the garden?



Speaking Strategy 179 SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar 1

gR aMMaR

Objectives

Students will • identify the form, meaning, and use of the present-progressive tense. • use the present progressive to talk about what is happening now and about things that always happen.

TR: 85

Present progressive: Talking about what is happening now

Talking about things that always happen

How are we trying to save water?

My brother is always taking long showers!

People aren’t wasting as much water as they used to.

Our neighbor is always washing his car.

They’re keeping water cold in the fridge. Apps are helping people to save water in the garden. 10 Listen. You will hear six ways that people are trying to save water. Number the words in

the order you hear them. Then write them out in the correct form. 6 buy My parents are buying

Grammar  Present progressive: Talking about what is happening now and about things that always happen

Target Vocabulary  less, reusable, toilet, water

Academic Language  compare, order Content Vocabulary  apps, fridge, gutter, hose, shower, turn on the faucet

2

put

We ’re putting / are putting

4

help

We ’re helping / are helping

1

keep

I ’m keeping / am keeping

5

plant

I ’m planting / am planting

3

talk

My sister ’s talking / is talking

TR: 86

pp. 62−63; TR: 85−88 (Audio CD/ Website/CPT); CPT: Grammar 1

are you doing

(you / do) today?

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What

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11 Read. Complete the text with the correct form of the verb in parentheses.

Resources  Online Workbook/Workbook Materials  large sheets of paper

lG eo gr

ap hi c

Le

ar

We’re on Day 1 of our Water Saving Plan at home. Mom and Dad are trying (try) really hard to save water right isn’t helping now, but Hugo, my little brother, (not help) us at all. He ’s / is always playing (always play) with are always turning the hose in the garden, and his friends (always turn) on the faucet in the kitchen and then running away. We ’re / are getting (get) very annoyed with them! Do you have any advice for us?

100

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OWI_F_SE_24787_094-109_U05_PPDF.indd 100

Warm Up

• Activate prior knowledge Ask Who can remember what brainstorming solutions means? Invite two or three students to respond. Then say In the last lesson we brainstormed solutions for how to save water at school, at home, and in the garden. Ask Did you tell your family about any of the solutions for saving water? Did you try any of them? If so, which ones? Allow several students to respond. If any of them are putting water-saving suggestions into practice, praise them, saying That’s great. Good job!

• Say We brainstormed a lot of good ideas for saving water. I decided to try some of them at home. Here are some of the things my family does now. On the board, write several sentences in the present progressive about how your family is saving water at home. Use these ideas, or your own, if more appropriate for your situation:

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Unit 5

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12 Learn new words. Listen to learn about other ways of saving water. Then listen

and repeat.

Be the Expert

TR: 87 and 88

Grammar in Depth

an old brick

The present progressive is formed with am, are, or is and the present participle of the main verb. We usually use contractions of am, is, or are in speech or informal writing:

water from the roof

I’m helping my mom in the kitchen, but my sister’s playing with her friends. The present progressive is used to describe an action that is continuing or in progress. We also use the present progressive to talk about repeated actions, if they are happening within a temporary period of time. We can use the present progressive with an adverb such as always to talk about actions that happen very often, perhaps too often:

toilet

ni

He’s always making fun of me. They’re always forgetting to do their homework.

13 Work independently. Imagine that you’re trying to save water at home. Write a list

faucet

garden

less

plants

reusable

shower

toilet

wash

waste

water

ap hi c

of the things you’re doing to help. Use words from the box.

ar

Collect the water from your roof. Water runs through your gutter, and a special container collects it. Now you can water your garden!

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Find a reusable object, such as a brick. Put it in the tank of your toilet. Now your toilet uses less water.

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water for the garden

lG eo gr

14 Work in pairs. Compare your lists from Activity 13. Do you have similar ideas?

When planning lessons, remember that students have different learning styles. Some students learn best when they hear information, others when they see the information written or in visual form, and others learn best when they can touch physical objects and use their bodies by pointing, pantomiming, or walking and talking. Provide a variety of activity types to involve all learners in the lesson.

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101

Teaching Tip

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We’re taking shorter showers. I’m remembering to turn the kitchen faucets off. My family is collecting rainwater for the plants in the garden.

Add one or two things that students have said they are doing at home to save water. Say All these things are happening now, in the present.

Present • Tell students to open their books to pp. 100–101. Point out the grammar box at the top of p. 100. Say We’re going to listen to sentences about things that are happening now, and things that always happen. Play TR: 85 while students listen and read along.

• Read aloud the first question in the box, and ask three students to read aloud the sentences below it in the first column. Ask Are these things happening now? (yes) Explain that when we talk about what is happening now we use the present-progressive tense.



SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar 1 181

gR aMMaR

verb separately in full. Write the contractions on the board for students to refer to. Ask students to help you write the following chart:

12 Learn new words. Listen to learn about other ways of saving water. Then listen

TR: 85

and repeat.

Present progressive: Talking about what is happening now

Talking about things that always happen

How are we trying to save water?

My brother is always taking long showers!

People aren’t wasting as much water as they used to.

Our neighbor is always washing his car.

TR: 87 and 88

an old brick

They’re keeping water cold in the fridge. Apps are helping people to save water in the garden. 10 Listen. You will hear six ways that people are trying to save water. Number the words in

the order you hear them. Then write them out in the correct form. 6 buy My parents are buying 2

put

We ’re putting / are putting

4

help

We ’re helping / are helping

1

keep

I ’m keeping / am keeping

5

plant

I ’m planting / am planting

3

talk

My sister ’s talking / is talking

water from the roof

TR: 86

water for the garden

11 Read. Complete the text with the correct form of the verb in parentheses.

What

are you doing

I       + am      you       + are  he / she / it   + is      we       + are      they       + are        my uncle         + is 

toilet

(you / do) today? Find a reusable object, such as a brick. Put it in the tank of your toilet. Now your toilet uses less water.

We’re on Day 1 of our Water Saving Plan at home. Mom and Dad are trying (try) really hard to save water right isn’t helping now, but Hugo, my little brother, (not help) us at all. He ’s / is always playing (always play) with are always turning the hose in the garden, and his friends (always turn) on the faucet in the kitchen and then running away. ’re / are getting We (get) very annoyed with them! Do you have any advice for us?

Collect the water from your roof. Water runs through your gutter, and a special container collects it. Now you can water your garden!

13 Work independently. Imagine that you’re trying to save water at home. Write a list

of the things you’re doing to help. Use words from the box. faucet

garden

less

plants

reusable

shower

toilet

wash

waste

water

14 Work in pairs. Compare your lists from Activity 13. Do you have similar ideas?

100

Tell students to work individually to write the verbs. When they have finished, play TR: 86 again while students check their answers individually. Then review the answers as a class.

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• Have a student read the two example sentences in

• Say You heard about six ways that people are saving water. Which is the best idea? Let students give their opinions.

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the second column. Say These are things that always happen. They happen many times. We also use the present-progressive tense for these situations.

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directions for Activity 11. Tell students to read through the text together once, then go back to the beginning and fill in the verbs. Check answers as a class.

Apply 

• Play TR: 85 again. Ask students to listen and

Practice 

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repeat several times. Encourage them to read with expression and correct intonation.

10 11

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• 10 Read the first part of the directions aloud. Have

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a student read aloud the verbs in the first column. Say Now we’re going to listen to some ideas for saving water. Listen for the main verb in each sentence and write numbers to put them in order. Play TR: 86, pausing at the end of the first sentence. Ask What is the main verb in the first sentence? (keep) Show students that they should write the number 1 on the line in front of keep. Play the rest of the track while students number the verbs in order. Check answers.

12 13 14

• 12 Learn new words.  Tell students that they’re going

lG eo gr

make the present progressive, we use the present tense of the verb be and the main verb with the -ing ending. Which forms of the verb be can you see in the yellow box? (are, is) Tell students to read aloud the verbs with -ing from the box.

• 11 Put students into pairs and read aloud the

ap hi c

• Review how to form the present progressive. Say To

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• Ask What do you notice about these two sentences? Are the actions described good things to do, or bad? (bad) Explain that we often use the present progressive to describe an action that we don’t like people doing. Say For example: The students in the other class are always forgetting to clean up their classroom.

   =  I’m    =  you’re     =  he’s / she’s / it’s     =   we’re      =  they’re    =  my uncle’s

to learn some new words as they listen to an audio track. Have students look at the pictures in Activity 12. Ask them to predict what the audio will be about. Play TR: 87 while students listen. Ask What did we find out about? (more ways of saving water at home)

• Tell students to look at the picture on the right. Say The caption for this picture says “Water runs through your gutter, and a special container collects it.” Can you guess what a gutter is? It’s part of a house. Who would like to try to draw a gutter? Invite a student or students to draw on the board a house with a gutter. Confirm The rain from the roof falls into the gutter, which carries it away from the house. Replay TR: 87. Ask students to listen again to the ways of saving water.

• Ask students to silently read the labels and captions for the photos in Activity 12. Point out the four words in bold type in the captions. Say Let’s listen to the words alone and in sentences. Play TR: 88. Ask students to repeat each word and sentence.

• Read the final part of the directions. Say Complete the verbs in the present progressive. You can write the short form of the verb be, or write the pronoun and the

182

Unit 5

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert • 13 Ask students to look at Activity 13. Read the directions aloud, and have a student read the words in the box. Ask How many verbs are there in the box? What are they? If students say there is only one verb (wash or waste), point out that several of the words can be used as both a noun and a verb, such as garden, plants, shower, waste, and wash. Tell students to work individually to write their lists. Say See how many words from the box you can use!

Our World in Context Most water use at home is indoors. This includes personal and clothes washing, toilets, kitchen use, and drinking water. Choosing water-efficient products and making small changes in our water use habits can help to reduce our water footprint.

• 14 Put students into pairs. Ask them to compare their lists of ways to save water. Ask What’s the same? What’s different?

Extend • Invite pairs from Activity 14 to come to the front of the classroom

ni

ng

and tell the class, from memory, how their partner is saving water. Encourage them to use the present-progressive tense. After each idea, ask the other students to raise their hands if they or their partner wrote the same idea on their list.

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• Say Let’s design a super water-saving home! Put the students into

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Wrap Up

ap hi c

small groups. Give each group a large sheet of paper and ask them to draw a house with many water-saving features. Tell them to brainstorm ideas in their group before they begin to draw. Say Make sure everyone has a turn to draw part of the house. Add labels to each water-saving feature. Include as many as you can. Use your imaginations!

lG eo gr

• Give groups time to complete the task, then have each group

present their drawing. Ask each student in the group to explain one feature of their house.

• To wrap up, you might like to take a class vote on the best design.

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Encourage students to vote for the best water-saving ideas, not just the most artistic drawing.

Formative Assessment Can students • use the present progressive to talk about what is happening now? Ask What are you doing to save water at home? • use the present progressive to talk about things that always happen? Ask students to complete the following present-progressive sentences, using the words in parentheses, and their own ideas for the end of the sentence: Endings will vary. is always (always / wash). My (little sister) _________ washing. are always (always / try). My friends __________ trying

Workbook  For additional practice, assign Workbook pp. 62−63. Online Workbook  Grammar 1

SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar 1

183

15 16 before you read, discuss in pairs.

Reading

Based on the title and the photo, what do you think the reading is about? 16 17 Learn new words. Find these words in

Objectives

the reading. Which two words are types of material? Which two words mean to do something again? Then listen and repeat. TR: 89

Students will • read about and discuss the problem of plastic in our oceans. • use new words from the reading. • identify examples and explanations in the reading.

cloth

Reading Strategy  Identify examples

plastic

recycle

reuse

18 17 While you read, look for examples and

and explanations

explanations.

Target Vocabulary  cloth, plastic,

Keep our oceans clean! Look around you. Do you see anything made with plastic? We use plastic in our computers, in our phones, in our homes, in our cars, and even in our clothes! We make 300 million tons of plastic every year. That’s about the same weight as 30 million elephants! Plastic is very useful, but there’s a problem. When we don’t want things made of plastic anymore, we often throw them away.

TR: 90

recycle, reuse

Academic Language  examples, explanations

Content Vocabulary  microbeads, microplastics, nutritious, products

ng

Resources  Online Workbook/Workbook

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pp. 64–65; Worksheet F.5.4 (Teacher’s Resource CD-ROM/Website); TR: 89−90 (Audio CD/Website/CPT); CPT: Reading

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an ocean lG eo gr

of Plastic 102

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Warm Up

• Activate prior knowledge Say We talked about why it’s important to have clean water for drinking. We don’t use water from the oceans for drinking. But it’s important to keep our oceans clean. Why are clean oceans important? Let several students give their ideas. Say It’s a problem when trash or garbage gets into the ocean. How do you think that happens? Elicit some suggestions, then ask What kind of garbage gets into the ocean? Have any of you found garbage on a beach? What was it? List students’ responses on the board.

Before You Read 

15 16

• 15 Tell students to open their books to pp. 102−103. Call on a student to read Activity 15 aloud. Put students into pairs. Have another student read aloud the main title and subtitle of the reading. Say Don’t read the text yet. Look at the photo and think about the titles. Predict what the reading will be about. When students are ready, review their predictions as a class.

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Unit 5

SAMPLE COPY, NOT FOR DISTRIBUTION

A lot of that plastic ends up in our oceans. In fact, every year, at least 8 million tons of plastic goes into our oceans. This plastic breaks up into very small pieces called microplastics. Sea animals and fish eat the microplastics and may die. Microplastics are not the only problem. Other tiny pieces of plastic, called microbeads, are added to many types of toothpaste and shampoo. When we use these products, the microbeads go into the water and fish eat them. However, because microbeads are not food and are not nutritious, the fish then die. Microbeads can also pass into our systems when we eat fish.

There are things we can do to stop plastic from reaching the ocean. Some countries have now banned the use of microbeads in products. We can also reduce the amount of plastic we use and find ways to recycle it. Don’t use plastic bags. When you go shopping, take cloth bags to the store with you and reuse them. Recycle your plastic bottles at home and at school. If you live near a beach, join or start a cleanup group. Let’s all work together to keep our oceans clean!

Be the Expert Reading Strategy Examples and explanations Students have already learned to identify the main point, or topic sentence, of a paragraph. A well-written paragraph identifies the main point clearly, and gives more information about this point in the form of examples or explanations. Examples help to illustrate the writer’s main point, and explanations help to give more information and clarification. Explanations would normally follow the topic sentence in a paragraph, but examples could come first in a paragraph that has the main point stated at the end.

ng

a gray triggerfish below trash floating in the atlantic ocean, Palm beach, florida

18 after you read, work in pairs to answer the questions.

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How much plastic do we make every year? What do we sometimes do when we don’t want our plastic? How much plastic goes into the ocean every year? What happens when fish eat microplastics? What kinds of products have microbeads in them? Why are reusable bags better than plastic bags?

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1. 2. 3. 4. 5. 6.

18 19 Work in pairs. How does the author give examples or explanations

ap hi c

to answer these questions? Underline the sentences. 1. Three hundred million tons of plastic is the same weight as how many elephants? 2. What happens when we use products with microbeads? 3. Give an example of how people can reuse or recycle plastic. 20 Discuss in groups.

lG eo gr

1. How does the reading change the way you feel about plastic? Explain. 2. How much plastic is in your classroom? Make a list of all the plastic things you can see. Compare your list with other groups. 3. What happens when people eat fish that eat plastic?

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• 16 Learn new words.  Read aloud the words in the word box on p. 102. Have students repeat. Then tell students to work with their partner to find the four words from the box in the reading.

at

• Read aloud the two questions in Activity 16. Say Material means

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what something is made of. Which two words do you think are types of material? (cloth, plastic) Ask Which two words mean to do something again? (recycle, reuse) Explain that the prefix re- means to do something again. Ask students if they can name other words with the prefix re-. (reheat, rename, renegotiate, reread)

• Explain to students that a few words with re- use a hyphen after the prefix to avoid a misunderstanding of the intended meaning of the word. For example, re-cover, meaning “to cover again,” as a book, is hyphenated to avoid confusing it with the word recover, meaning “to get something back again,” as your health after an illness. Tell students they’ll need to learn which words are hyphenated, and that they can check a dictionary if they’re unsure.



SAMPLE COPY, NOT FOR DISTRIBUTION

Reading 185

15 16 before you read, discuss in pairs.

Based on the title and the photo, what do you think the reading is about? 16 17 Learn new words. Find these words in

the reading. Which two words are types of material? Which two words mean to do something again? Then listen and repeat. TR: 89 cloth

plastic

recycle

reuse

18 17 While you read, look for examples and

explanations.

Keep our oceans clean!

A lot of that plastic ends up in our oceans. In fact, every year, at least 8 million tons of plastic goes into our oceans. This plastic breaks up into very small pieces called microplastics. Sea animals and fish eat the microplastics and may die.

Look around you. Do you see anything made with plastic? We use plastic in our computers, in our phones, in our homes, in our cars, and even in our clothes!

Microplastics are not the only problem. Other tiny pieces of plastic, called microbeads, are added to many types of toothpaste and shampoo. When we use these products, the microbeads go into the water and fish eat them. However, because microbeads are not food and are not nutritious, the fish then die. Microbeads can also pass into our systems when we eat fish.

We make 300 million tons of plastic every year. That’s about the same weight as 30 million elephants! Plastic is very useful, but there’s a problem. When we don’t want things made of plastic anymore, we often throw them away.

After You Read 

There are things we can do to stop plastic from reaching the ocean. Some countries have now banned the use of microbeads in products. We can also reduce the amount of plastic we use and find ways to recycle it. Don’t use plastic bags. When you go shopping, take cloth bags to the store with you and reuse them. Recycle your plastic bottles at home and at school. If you live near a beach, join or start a cleanup group. Let’s all work together to keep our oceans clean!

• 18 Put students into pairs. Ask them to work together to answer the Activity 18 questions. Encourage them to locate the paragraph in the reading with the answer, and read the relevant sentence or sentences together. Check answers as a class.

TR: 90

a gray triggerfish below trash floating in the atlantic ocean, Palm beach, florida

18 after you read, work in pairs to answer the questions. 1. 2. 3. 4. 5. 6.

an ocean

How much plastic do we make every year? What do we sometimes do when we don’t want our plastic? How much plastic goes into the ocean every year? What happens when fish eat microplastics? What kinds of products have microbeads in them? Why are reusable bags better than plastic bags?

• 19 Read aloud the Activity 19 directions. Tell

18 19 Work in pairs. How does the author give examples or explanations

to answer these questions? Underline the sentences.

students that the author of the reading has provided examples or explanations for all three questions. Ask pairs to locate them in the reading and underline them. When they’ve finished, invite several pairs to read the sentences they underlined for each question. Ask the class if they identified the same sentences.

1. Three hundred million tons of plastic is the same weight as how many elephants? 2. What happens when we use products with microbeads? 3. Give an example of how people can reuse or recycle plastic.

of Plastic

20 Discuss in groups. 1. How does the reading change the way you feel about plastic? Explain. 2. How much plastic is in your classroom? Make a list of all the plastic things you can see. Compare your list with other groups. 3. What happens when people eat fish that eat plastic?

102

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• Encourage a class discussion about which sentences are examples, and which are explanations. Draw a three-column chart on the board and record students’ ideas in the appropriate column, like this:

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word with the prefix re- is replay. What does replay mean? Now I’m going to replay the track. Listen to each word and sentence and then repeat.

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• Play TR: 89 and tell students to listen. Say Another

17

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While You Read 

• Read the directions for Activity 17. Say We know

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how to identify the main point of a paragraph. Well, a paragraph may also contain examples and explanations of the main point. An example is something that the writer uses to represent an idea. It shows the kind of thing you’re talking about and helps people to understand the main point. Tell students that rain and snow are examples of weather. Then say The word explanation comes from the verb explain. An explanation gives more information about what something is, or about why or how it happens.

• Replay TR: 90 while students read and listen for examples and explanations in each paragraph. Tell students to write one or two examples or explanations that they hear. When they’ve finished, ask some students to read the examples or explanations they identified. Ask the rest of the class to say if they agree with what the students wrote.

Unit 5

Example

Explanation

1

30 million elephants

–

ap hi c

Question

2

lG eo gr

find out if you were right. Play TR: 90 and tell students to listen and read along. Have students tell what parts of their predictions were correct. Then have them find the word nutritious in the fourth paragraph of the reading. Ask Can anyone guess from the sentence what nutritious means? Confirm that nutritious describes a food that helps people or animals to stay healthy.

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• 17 Say You predicted what the reading is about. Let’s

186

18 19 20

3

– use reusable bags recycle plastic bottles

microbeads are not nutritious –

• 20 Put students into small groups for Activity 20. Ask each group to choose one member to act as secretary and write notes about the group’s discussions. Tell students that when they discuss Question 1, they might want to list some adjectives that describe how they feel, before explaining why they feel that way.

• When students are listing plastic items for Question 2, encourage them to draw a quick sketch of the item if they don’t know the word for it. When groups have compared their lists, bring the class together to say what they found out. See if other students in the class can help students to name any items they’ve drawn. Then confirm or correct the words.

• For Question 3, remind students to think of the food cycle in our oceans.

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Be the Expert Extend • Call on students to name some of the effects of plastic in the

Teaching Tip

oceans. List them on the board. Say Imagine you work for an organization that wants to clean up our oceans. Work with a partner. Decide what you will do to solve these problems. Write some solutions.

Use pictures and other visuals to help students remember new vocabulary. Drawing pictures of vocabulary words, or arranging words into diagrams, such as word webs, to show the relationship between them, requires students to demonstrate their understanding of word meanings, and helps them to make new words part of their vocabulary.

• When students have finished writing, invite a pair to come to the front of the room. Have them pretend to be experts from an environmental organization. The rest of the students interview them. Enourage the “experts” to use the present progressive to tell the class what they’re doing to solve the problem of plastic in our oceans. Let several pairs take a turn role-playing.

Answer Key

• If time allows, you may want to hand out Worksheet F.5.4 in class.

Comprehension  18 1. 300 million tons 2. We sometimes throw it away. 3. 8 million tons 4. The fish may die. 5. toothpaste and shampoo 6. because they reduce the amount of plastic we use

Wrap Up • Say Let’s play True or False. Ask students to write one sentence

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about keeping our oceans clean. It can be true or false. Ask students to stand or sit in a circle. Join the circle. Say I’ll go first. Address the student to your left. Say Here’s my sentence: “Microbeads are very nutritious for fish.” Is that true or false? Prompt the student to say false and to make the sentence correct. Then that student takes a turn, addressing the student to her left. Continue until all the students have had a turn.

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Students will use the worksheet to practice the new vocabulary and think more about the problem of plastic in our oceans and how to solve it.

Formative Assessment Can students • talk about the problem of plastic in our oceans? Ask What’s one way of stopping plastic from getting into our oceans? • use new words from the reading? Ask What materials can you make shopping bags with? • identify examples and explanations? Ask students to choose one paragraph from the reading, and identify one example or explanation from that paragraph.

Workbook  For additional practice, assign Workbook pp. 64–65. Online Workbook Reading

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Reading 187

VIDE

Video Objectives

21 22 before you watch, discuss in pairs.

Students will • discuss an invention to clean up plastic from the ocean. • apply the message of the video to their personal lives.

1. How often do you go swimming? Where do you go swimming? 2. Do you ever find plastic bags or other trash in the water? How do you feel when you find litter in the water? 22 Work in pairs. You are going to watch Boyan’s Big Idea.

Content Vocabulary  litter, pollution,

Before you watch, look at the photo of Boyan’s invention. What do you think his big idea is?

prototype, trash

Resources  Video scene 5.1 (DVD/ Website/CPT); Online Workbook; CPT: Video

Answer Key Comprehension  24

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1. 16 years old 2. plastic bags that look like jellyfish 3. 8 million tons 4. Boyan and his team take the trash out, store it, and ship it to land for recycling. 5. 2016 6. 2020

from activity 22.

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23 Watch scene 5.1. While you watch, check your prediction

How old is Boyan in 2010? What do he and his friend see when they are diving in Greece? How many tons of plastic go into the ocean every year? What happens to the trash after it collects at the center of Boyan’s invention? 5. When does Boyan put a model of his invention into the North Sea? 6. When does Boyan want to put his invention into the Pacific Ocean?

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1. 2. 3. 4.

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24 22 after you watch, work in pairs to answer these questions.

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21 22

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Before You Watch 

• Say We read about the problem of plastic in the ocean.

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We also read about some solutions to the problem. Who can remember what they were? Ask several students to say what they remember. Say Now we’re going to read about another idea. It’s a big idea!

• 21 Ask students to open their books to pp. 104−105. Read aloud the questions in Activity 21. Put students into pairs. Say Discuss the questions with your partner. Have you had similar experiences? When pairs have finished, encourage them to share their responses with the class.

• 22 Read the instructions for Activity 22 aloud. Say Look at the photo. Who do you think Boyan is? What do you think his big idea is? Try to predict what the video will say. Give pairs time to discuss the questions. Ask them to share their ideas with the class.

188

Unit 5

While You Watch 

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23

• 23 Say Now let’s watch Boyan’s Big Idea. Let’s find

out if your predictions were correct. Play Video scene 5.1. Ask Were you right? What’s Boyan’s big idea? Invite several students to answer.

After You Watch 

24 25 26 27

• 24 Put students into new pairs. Tell them to use information from the video to answer the questions. If necessary, play all or part of the video again. Check answers as a class.

• 25 Put students into small groups. Ask a student to read the directions aloud. Say Make sure each member of your group has a chance to give an opinion. Tell what’s good about the invention. List any problems you can think of. When groups have finished, have a short class discussion to share opinions.

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Be the Expert Teaching Tip

25 Work in groups. What do you think about Boyan’s idea?

Discuss any possible problems.

The novelty of watching a video in class may make students excited and talkative. Set clear expectations before you play the video. Remind students of how they should behave by setting positive rules of what they should do while they are watching.

26 Work in pairs. Plastic isn’t the only problem in our ocean.

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What other environmental problems are there? Discuss your ideas together.

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27 Choose an activity.

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The ocean Cleanup north sea Prototype in The Hague, netherlands

1. Work independently. Look for ways to reduce plastic pollution. Make a list of your ideas.

2. Work in pairs. Design a poster to tell people not to use plastic bags. Include some information about plastic in the oceans.

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3. Work in groups. Create a commercial for Boyan’s Ocean Cleanup system. Use music and images. Act it out for the class, or make a video.

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• 26 Put students into pairs again. Read Activity 26

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aloud. Check that students understand environmental (referring to the natural world around us, including birds, animals, and plant life). Say Think of other environmental problems. Make a list and try to put them in order of importance, by listing the most serious problem first, followed by the less serious problems. Have pairs compare lists with other pairs.

• 27 Have students choose an activity. If students

Formative Assessment Can students • discuss an invention to clean up plastic from the ocean? Say Describe Boyan’s big idea. Do you think it will be successful?

Online Workbook Video 105

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• Put students who choose the third option into small groups. If they want to film their commercial, make sure they have access to a cell phone or other video recording device. Make sure they rehearse their commercial before they act it out or make a video.

• If there is not enough time for students to rehearse and perform or film their commercial, they could present their ideas on paper or as a PowerPoint® presentation or slide show.

choose the first one, guide them to do online research about plastic pollution and ways of reducing it.

• Put students who choose the second option into pairs. Say You’re going to design a poster. Your poster needs to be very persuasive. Make sure you include some surprising or startling information that will make people think about how they use plastic. Encourage pairs to plan before starting to draw or write.



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Video 189

Grammar 2

gR aMMaR

TR: 91

Talking about the past: There was and There were

Objective

Students will • use There was / There were to describe a situation in the past.

Grammar  There was / There were Content Vocabulary  factory, museum,

The Han River, south korea in the 1970s . . .

now . . .

There was pollution in the water. There were lots of dead fish in the river. There wasn’t any food for wildlife. There weren’t any birds near the water.

There isn’t any pollution in the water. There aren’t any dead fish in the river. There’s plenty of food for wildlife. There are many types of birds in and near the water.

28 Read. Complete the paragraph with there was, there were, there wasn’t, or there weren’t.

park, tourist

there was In the 1950s and 1960s, in Singapore, a big There was problem with the Singapore River. a lot of trash There were in the water. farms and factories very close to there was the river, and a lot of pollution from these places. There weren’t many tourists near the river because it was dirty.

Resources  Online Workbook/Workbook pp. 66–67; Worksheet F.5.5 (Teacher’s Resource CD-ROM/Website); TR: 91 (Audio CD/Website/CPT); CPT: Grammar 2

There wasn’t there was

any clean water in the river. Then, in 1977, a big cleanup project. Now the Singapore River is clean and beautiful. Many tourists come to visit the parks and museums near the river.

Materials  for the game: one coin per

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pair, and a colored counter or small object for each student; scissors (optional); sheets of paper

The singapore River in the 1960s

The singapore River, 2016

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29 Work in pairs. Toss a coin and move ahead.

(Heads = 1 space; tails = 2 spaces) When you land on a space, make a sentence about how the park was in the past and how it is now.

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In the past there was trash on the grass, but now there’s no trash on the grass.

go to p. 183.

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Warm Up

• Activate prior knowledge Write There is ________

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and There are ________ on the board. Say Let’s say what’s in the classroom today. Make some sentences that are true for your classroom, beginning with There is or There are. Say, for example, There’s a big poster on the wall. There are a lot of books on the shelf. Invite students to make similar sentences using There is or There are. Say We use There is to say that one thing exists. For more than one thing, we use There are. Now we’re going find out how to do the same thing about the past. We’ll compare situations then and now.

Present • Have students open their books to p. 106 and look at the grammar box. Read the title and headings. Say Which column is talking about the past? (the first) What time in the past is being described? (the 1970s) Play TR: 91 while students read along silently.

190

Unit 5

• Say The sentences compare the past and the present of the Han River. Was the river clean in the 1970s? (no) Is it clean now? (yes) Write the following on the board:

Present

Past

Positive

Negative

Positive

Negative

There is

______

There was

______

______

______

There are ______

• Invite students to help you complete each blank, and read aloud the sentence in the grammar box that uses that form; for example, say There wasn’t any food for wildlife. Wasn’t is short for what two words? (was + not) Do the same for the other sentences with contractions. Tell students that There is is often shortened to There’s, but There are can’t be shortened. Play TR: 91 again, and ask students to listen and repeat each sentence.

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Be the Expert Practice 

28 Grammar in Depth

• 28 Read the Activity 28 directions aloud. Say We’re going to find out how another river has changed. Scan the text. Which river is it? Give students time to scan the text and find the answer. (the Singapore River) Say Look at the pictures. Which do you prefer? When some students have responded, tell students to read and complete the paragraph individually. Then have them review the answers with a partner. Finally, confirm the answers as a class.

Apply 

There is is used to say that something exists or happens. There are is used for a plural subject. The word There is an “empty” or “dummy” subject at the beginning of the sentence, with the actual subject being the noun or noun phrase that follows. There is / are is usually used with an indefinite noun phrase:

29

There is a computer in the classroom.

• 29 Put students into pairs. Say Let’s play a game! Ask them to

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look at the game board on p. 183. Allow students to cut it out if they wish. Read the game instructions and the speech balloon aloud. Give a coin to each pair, and make sure that they understand heads and tails (heads = when the coin lands, the side with the head is facing up; tails = the other side of the coin is facing up)

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place it on the top left circle, marked “start.” Demonstrate how to play the game, throwing the coin, moving the correct number of spaces, and making a correct sentence from the prompts on the circle. Then let a student have a turn. Say If you can’t make a correct sentence, you miss a turn. The first student to reach the finish circle—marked by a yellow flower—wins. Walk around the room and monitor pairs as they play the game.

There can be used in this way with all forms of be, including modal forms.

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• Ask each student to take a colored counter or small object and

There is the computer in the classroom.

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Extend

• Put students into pairs with a different partner. Give each pair two

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sheets of paper. Say Look at the game board again. It describes how a park has changed over time. Imagine what the park looked like in the past and how it looks now. Talk to your partner. Draw pictures of the same park in the past and now. Add some more details. Give pairs time to draw their “before and after” pictures. Then invite pairs to the front of the class to show their pictures and make sentences about the past and present.

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• Hand out Worksheet F.5.5 to give students more practice using

Wrap Up

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There was(n’t) and There were(n’t).

• Say I’ll make a sentence about this school when I first started teaching here. You respond by saying something about the school now. Model an example. Say, for example There weren’t any computers in the classrooms. Invite a student to respond Now there are computers in every classroom. Call out some more sentences for students to respond to.

Formative Assessment Can students • use There was / There were to describe a situation in the past? Ask students to choose the correct form to complete these sentences: In the 1950s, __________ a lot of trash in the river. (there were / there was) Now, __________ many birds living by the river. (there are / there were) The river was dirty and __________ any food for wildlife. (there aren’t / there wasn’t)

Workbook  For additional practice, assign Workbook pp. 66–67. Online Workbook  Grammar 2

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Grammar 2 191

Writing

WRiTing In persuasive writing, we try to make the reader think or do something. We can give advice with phrases, such as: It’s really important to save water. It’s a good idea to take a quick shower instead of a bath. You should use a reusable water bottle. You shouldn’t leave the faucet on.

Objectives

Students will • identify phrases used to persuade readers. • analyze a model paragraph to see how the writer uses persuasive language. • write a paragraph to persuade people to save water.

30 Read the model. Work in pairs to identify and

underline the phrases that persuade the reader. save Water! Water is very important. We drink it, we wash in it, we swim in it, and we cook with it. It’s very important to save water at home and at school. How can you help? In the classroom, you should use reusable water bottles. In the school bathrooms, you should remember to turn off the faucet after you wash your hands. Teachers can also help. They should teach us about the water cycle in school. We should have posters about water in our classrooms. For example, it’s a good idea to collect rainwater in a special container and use it to water the trees and plants in the schoolyard.

Writing  Persuasive writing Academic Language  persuade Resources  Online Workbook/Workbook

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p. 68; Process Writing Worksheet, Genre Writing Worksheet: Persuasion (Teacher’s Resource CD-ROM/ Website); CPT: Writing

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31 Work in pairs. Do you already do things to save

water at your school? What do you do?

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32 Write. Write a paragraph to persuade people to

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save water at home. Include some ideas from pages 99 and 101 to give advice.

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Warm Up

• Recycle Say Earlier in this unit, we brainstormed

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solutions for how to save water. Who can remember some of those solutions? Let several students say what they remember. Say We know how important saving water is. We talked about what people should and shouldn’t do. Tell your partner one way he or she should save water. Ask students to turn to the student next to them and make a sentence starting with You should/shouldn’t.

• Say Saying “You should . . .” is one way of trying to persuade someone to do something. Write persuade on the board. Say When you read an ad, someone is trying to persuade you to do something. What do you think persuade means? Elicit students’ ideas, then say Let’s find out if you’re right.

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Unit 5

107

• Tell students to open their books to p. 107. Ask them to read silently through the information in the green box at the top of the page. Point to the word persuade on the board. Say Which word in the box is related to the word persuade? (persuasive) Explain Persuade is a verb. Persuasive is an adjective. From the information in the box, what does persuade mean? (to try to make someone think or do something)

• Say When you read an ad, what is someone usually trying to persuade you to do? (buy something) Ask Can anyone remember a time when you tried to persuade someone to do something? Ask several students to give examples.

• Ask a student to read aloud the first example sentence in the green box. Ask Which phrase is used to give advice? (It’s really important to) Go through the

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Be the Expert other three sentences in the same way, asking students to identify the phrases used to advise or persuade. List them on the board. Explain that the first two phrases are more polite, gentler ways of giving advice. Using should and shouldn’t is a stronger way of persuading someone to follow your advice.

Read the Model 

Writing Support Persuasive writing  In persuasive writing, we don’t have to present two sides of an argument. It’s important to stick to the main message and state it more than once, in different ways. A good persuasive paragraph uses simple, clear language and gives reasons and examples to back up its message.

30 31

• 30 Say Now we’re going to read a paragraph that tries to persuade the reader to save water. Ask Does the paragraph talk about saving water at home, outside, or at school? Ask students to skim the paragraph and find out. Confirm The paragraph is about saving water at school.

Encourage students to be personal when writing persuasively. Tell them that using I or you engages the reader. It’s also a good idea to use questions because they make the reader think. For example, in the model the writer addresses the reader directly, asking How can you help?

• Put students into pairs. Read the directions aloud. Say Read the

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Many students find writing difficult, and it’s important to recognize when they have worked hard on a piece of writing and to praise their efforts. A combination of appropriate praise with helpful suggestions on doing even better next time helps students to improve their work and grow in self-confidence.

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important. The writer wants to make the reader understand how important it is, so he or she goes on to give examples of all the ways we use water. What are these? (drinking, washing, swimming, cooking) This helps to make the paragraph more persuasive.

Teaching Tip

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• Say The first sentence of the paragraph states that water is very

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paragraph with your partner. Take turns reading one sentence. Identify the phrases that are trying to persuade the reader to do something, and underline them. Explain that not every sentence has one of these phrases. Give pairs time to complete the task. Check answers by having students read the phrases they underlined to the class.

• Say The paragraph gives a lot of different ideas about saving water

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at school. Which idea do you think is the most important? Which idea will save the most water? Talk to your partner. Give students time to discuss. Let several pairs give their opinion, and take a class vote to decide on the most important idea.

• 31 Draw students’ attention to Activity 31, and read the

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instructions aloud. Have students work with a new partner to discuss the questions. Say Make a list of the things you already do. Try to think of some ideas that aren’t in the model.

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• When pairs have finished, invite partners to the front of the class

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to persuade the other students to agree with their ideas. Tell them to use the phrases on the board, for example, You shouldn’t use tap water to water the plants in the classroom. It’s a good idea to collect rainwater instead.

Workbook  For scaffolded Writing support, assign Workbook p. 68. Online Workbook Writing

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Writing 193

• Worksheets  If your students need a reminder of any of the steps of process writing, you may want to hand out the Process Writing Worksheet and review it together.

WRiTing In persuasive writing, we try to make the reader think or do something. We can give advice with phrases, such as: It’s really important to save water.

• Workbook  Refer students to Workbook p. 68 to help

It’s a good idea to take a quick shower instead of a bath. You should use a reusable water bottle.

them organize and plan their writing.

You shouldn’t leave the faucet on. 30 Read the model. Work in pairs to identify and

Write

underline the phrases that persuade the reader. save Water!

• After students have completed their prewriting, tell

Water is very important. We drink it, we wash in it, we swim in it, and we cook with it. It’s very important to save water at home and at school. How can you help? In the classroom, you should use reusable water bottles. In the school bathrooms, you should remember to turn off the faucet after you wash your hands. Teachers can also help. They should teach us about the water cycle in school. We should have posters about water in our classrooms. For example, it’s a good idea to collect rainwater in a special container and use it to water the trees and plants in the schoolyard.

them to work on their first drafts. If you don’t have enough time in class, assign the first drafts as homework.

Revise

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• After students have finished their first drafts, tell them to review their writing and think about their ideas and organization. Ask each student to consider the following: Have I chosen the most persuasive examples? Have I used phrases for giving advice correctly? Have I stated my opinion clearly and with good explanations?

31 Work in pairs. Do you already do things to save

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water at your school? What do you do? 32 Write. Write a paragraph to persuade people to

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save water at home. Include some ideas from pages 99 and 101 to give advice.

Edit and Proofread

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107

• Encourage students to consider elements of style,

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Plan 

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32

• 32 Read Activity 32 aloud. Say Now you’re going

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to plan your own writing. The topic is to persuade people to save water at home. Encourage students to review the ideas for water saving from the unit, as well as listing their own ideas. Remind them of the water-saving houses they designed. Say You need to decide on the best, or most persuasive, ideas for your paragraph.

such as sentence variety, parallelism, and word choice. Then ask them to proofread for mistakes in grammar, punctuation, capitalization, and spelling.

Publish • Publishing includes handing in pieces of writing to the

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teacher, sharing work with classmates, adding pieces to a class book, displaying pieces on a classroom wall or in a hallway, and posting on the Internet.

• If you have time in class, allow students to work on

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this step. If not, assign it as homework. If students have Workbooks, remind them to use Workbook p. 68 for writing support. 1

Writing Rubric Use this rubric to assess students’ writing. You can add other aspects of their writing you’d like to assess at the bottom of the rubric. 4 3 2 1

= = = =

194

Excellent Good Needs improvement Redo

Unit 5

Writing  Student includes phrases for persuasive writing. Grammar  Student uses the present progressive to talk about what is happening now and what always happens. Vocabulary  Student uses a variety of word choices, including words learned in this unit.

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2

3

4

Mission Objective

Students will • discuss how natural bodies of water can be protected.

Resources  Video scene 5.2 (DVD/ Website/CPT); Worksheet F.5.6 (Teacher’s Resource CD-ROM/ Website); Online Workbook: Meet the Explorer; CPT: Mission

Protect Our Water

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“We turn on our tap, but we don’t know where the water comes from.”

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—Osvel Hinojosa Huerta

Teaching Tip When students are particularly interested in a topic, spontaneous discussions can sometimes happen during lessons. These can provide productive speaking opportunities if encouraged. Prompt all students to take part, and try to be flexible with error correction in order not to interrupt the flow of students’ ideas.

2. Read Osvel’s quote. Do you know where your water comes from? How can knowing where your water comes from change the way you use water every day?

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Mission

3. Choose a local lake or river. Find out about the plants and wildlife there. How can you help to protect this place or to clean it up?

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1. Watch scene 5.2.

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National Geographic Explorer, Conservationist

• Read aloud the mission Protect Our Water, and write

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it on the board. Ask Who can explain what protect means? (to take care of something) Invite students to share their ideas about how we can protect the world’s water. Say We’re going to learn about someone who’s doing great work protecting water.

• Tell students to turn to p. 108 and look at the photo. Say We already learned something about Osvel Hinojosa Huerta. Can anyone remember in what part of the world he works? If students need help answering this, have them turn back to p. 98. Confirm Osvel works in the Colorado River Delta in Mexico. Read aloud the quote on p. 108. Tell students that tap is another word for faucet. Say Osvel says that people use water, but they don’t know where it comes from.

• Activity 1 Say Now let’s watch a video about Osvel’s work. Play



Video scene 5.2. Ask students to focus on

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what Osvel’s work is, and why it’s so important. Play the video again, and ask students to notice whether Osvel’s work has been successful.

• Activity 2  Put students into pairs. Read the quote aloud again, and have a student read the questions. Have partners discuss them. Tell students to think of examples of how they will change their own water use now that they know more about the water supply.

• Activity 3  Read Activity 3. Ask students to choose and research a local lake or river. Make sure they have access to the Internet to do their research and maps of the local area. If there are any organizations protecting lakes or rivers in your area, make sure that students can access information from them. Ask students to present their ideas individually.

• Worksheet  Hand out Worksheet F.5.6. Explain that students will use the worksheet to write about and further discuss the need to protect our water.

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Mission 195

Make an Impact

Project

A 1 Make a cleanup day poster.

Objective

Students will • choose and complete a project related to water pollution and water saving.

• Imagine that a local park, river, or lake is holding a cleanup day. • Create a poster to advertise the day. Include information about why the cleanup project is important. • Display your poster in the classroom. Talk to your classmates about the day and answer their questions.

Academic Language  comic strip, story Content Vocabulary  cleanup day,

B Create a comic strip.

volunteers

• Think of a short story about trash in a river. • Design a comic strip to illustrate the story. • Share your comic strip with the class.

Resources  Assessment: Unit 5 Quiz; Workbook pp. 69 and 108; Worksheet F.5.7; (Teacher’s Resource CD-ROM/ Website); CPT: Make an Impact and Review Games

C give a presentation.

Materials  large, strong sheets of paper

• Find information about different ways that a city can save water. • Make a list of the most useful advice and find pictures to illustrate your ideas. • Present your advice to the class.

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for posters; examples of comic strips (optional)

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Go to p. 285.

Unit Review  Assign Worksheet F.5.7. Workbook  Assign pp. 69 and 108. Online Workbook  Now I can

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Assessment 

volunteers from a school collect trash along Manila bay, Philippines

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Prepare

• Have students choose a project.

• Activity A  Draw students’ attention to the boys in

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the photo and the caption. Ask What country are the students from? (the Philippines) What are they doing? (taking part in a beach cleanup) Explain that if someone is a volunteer, they’re helping with something because they want to, not to earn money.

• Ask students to choose a local park, river, or lake to feature in their poster. Ask them to think about how it could benefit from a cleanup day. Encourage them to plan a design for their poster before they start to draw or write. Remind them to use persuasive language to encourage readers to get involved in the cleanup day.

• Activity B  Remind students of the features of a comic strip—how it tells a story in pictures and speech balloons. If you have some examples, display them to remind students how a comic strip works.

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Unit 5 ProjectSAMPLE

Ask students to think of a story about trash in a river. Encourage them to think about the beginning, middle, and end of the story, and to keep it simple.

• Activity C  Tell students to think about how a city uses water, for example, in public swimming pools and golf courses, and other large-scale activities that depend on water. Ask them to think about how they will present their advice in an attention-getting way, and to choose pictures and other visual aids that will illustrate their ideas clearly.

Share • Schedule time for students to present their projects to the class. Allow time for the other class members to ask questions about their classmates’ work.

• Modify  Help students simplify a project by eliminating one of the options or steps. For example, for Activity C, you could provide information for the students about the ways one city uses water.

COPY, NOT FOR DISTRIBUTION

4/7/17 5:02 PM

Student Book Audio Script

TR: 82 5 Learn new words.  clean / We can drink this water because it’s clean. dirty / This water is very dirty, so you shouldn’t drink it. safe / This water is safe to drink. unsafe / This water is unsafe. Don’t drink it!

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TR: 83 Speaking Strategy  See Student Book p. 99.

TR: 87 12   Many people are trying to save water at home. Let’s look at some ideas for the bathroom. First of all, the toilet. Did you know that every time you use your toilet, it uses nearly 7 liters of water? If you have a toilet like the one in the picture, you can use this simple solution. Find a reusable object, for example, a brick. Then put it in the toilet tank. In this way, less water goes into the toilet when you use it. You can also use the runoff water from your roof. You can’t drink it, but you can use it to water your plants in the garden. Remember, ask your parents before you try any of these ideas!

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TR: 81 5   Water gives life, but it is also a killer! Less than 1% of the water on Earth is freshwater, and not all of that water is clean and safe to drink. Unsafe water is one of the top ten killers in the world. Dirty water causes 80% of all diseases in some parts of the world.

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TR: 80 2 Learn new words.  cloud / When water in the sky cools down, it makes a cloud. freshwater / Freshwater is water that is not from the sea. ground / Water flows onto the ground and helps plants to grow. ice / When it’s very cold, water turns to ice. lake / There are a lot of large lakes in Canada. melt / When it gets hot, snow and ice melt and turn to water. ocean / The ocean covers more than 70% of the earth’s surface. rain / Rain falls from the sky onto the ground. river / Rivers flow from the mountains to the sea. salt water / Salt water is in the ocean. sky / The sky is above us. snow / There is usually snow at the top of mountains. underground / You can often find water underground.

TR: 86 10   S1: What are you doing to save water? S2: I’m keeping a bottle of water in the fridge. Then I don’t need to run the faucet for a long time to get cold water. S3: We’re putting a big container in our garden to store rainwater. S4: My sister’s talking to her classmates about the water cycle. S5: We’re helping to clean our local river. S6: I’m planting local flowers and trees in my garden. They don’t need as much water. S7: My parents are buying a new dishwasher. It uses less water.

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L isten and read.  See Student Book pp. 96–97.

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TR: 79 1

TR: 88 12 Learn new words.  less / Try to use less water at home. reusable / Fill a reusable bottle and put it in the fridge. toilet / A toilet can use a lot of water. water / Use rainwater to water your garden.

TR: 85 grammar  See Student Book p. 100.

TR: 90 17   While you read, look for examples and explanations.  See Student Book pp. 102–103.

TR: 89 16 Learn new words.  cloth / Use a cloth bag when you go shopping. plastic / Plastic in our oceans is a big problem. recycle / We should recycle plastic bottles. reuse / Don’t throw away that bag; reuse it!

TR: 91 grammar  See Student Book p. 106.

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TR: 84 7   S1: How can we save water at home? S2: I think we should collect rainwater for the garden. S1: Good idea. What can we do in the kitchen to save water? S2: Maybe we can use less water when we do the dishes. S1: OK. What about the pets? How can we save water there? S2: What if, when we clean the fish tank, we put the dirty water on the plants in the garden? S1: Mmm hmmm ... Do you have any other ideas? S2: Sorry! I can’t think of anything else.



SAMPLE COPY, NOT FOR DISTRIBUTION

Audio Script 197

Unit 6

In This Unit Theme  This unit is about cities and their buildings.

Content Objectives

Students will • describe buildings and what they like and don’t like about them. • read about buildings past and present. • read about a famous architect.

The City

Language Objectives

Students will • talk about how buildings make us feel. • express opinions and respond to them. • use the simple past to talk about the past. • ask and answer questions about the past. • write a paragraph of opinion.

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Past, Present, and Future

Speaking Strategy Expressing opinions and responding to them

Grammar

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pp. 112–113  amazing, building, busy, center, entrance, focus, hospital, important, interesting, museum p. 114  inside, outside, roof, take photos p. 117  castle, cathedral, mosque, theater p. 118  angle, curve, rectangle, straight line, unusual Vocabulary Strategy  Collocations with take

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Vocabulary

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Grammar 1  Use the simple past to talk about the past Grammar 2  Ask and answer questions about the past

Reading  Queen of the Curve

Reading Strategy  Identify the author’s purpose

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Video  Scene 6.1: Preserving Our

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Heritage with Ross Davison; Scene 6.2: Meet Ross Davison

Writing  A paragraph of opinion National Geographic Mission Know Your History

Project • Architecture display • Biographical poster • Design a school building

Express Yourself   Tour description Pronunciation The n and ng sounds Pacing Guides  F.6.1, F.6.2, F.6.3

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Introduce the Unit • Activate prior knowledge Say In this unit we’re going to talk about cities. Ask What do we find in cities? Elicit students’ ideas. Say In this unit we’re also going to talk about some amazing buildings.

• Have students open their books to pp. 110−111. Read aloud the unit title The City: Past, Present, and Future. Say Present means what’s happening now. If we look at a city today, we can see how it is in the present. We can look at photographs and movies to see what a city was like in the past. What about the future? What do you think cities will be like in the future? Let several students give their suggestions, then tell the class to look at the photo. Read aloud Question 1. Have partners discuss the three parts, then let pairs share their ideas with the class.

• Have students read the photo caption. Ask questions, such as the following, to encourage further discussion: What city is in the photo? (Moscow, in Russia) Can you describe the colorful building on page 111 of the photo? What kind of building do you think it is? (a cathedral, a very big church)

198

Unit 6

SAMPLE COPY, NOT FOR DISTRIBUTION

4/7/17 5:01 PM

Unit Opener

“The structures, the art, and the buildings that we build during our lifetime are our way of communicating with the people around us and with future generations.” —Ross Davison

Objectives

Students will • describe and discuss a photo of a city. • discuss famous buildings and buildings close to home.

Resources  Worksheet F.6.1 (Teacher’s Resource CD ROM/Website); CPT: Unit Opener Moscow, Russia, at night

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Be the Expert

About the Photo

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The photo shows Red Square, the central square in Moscow, Russia’s capital city. Red Square dates from the late 15th century. Alongside the square is the Kremlin, the center of government, and both the Kremlin and Red Square are World Heritage cultural sites. Moscow has about five million foreign tourists every year.

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1. Look at the photo. What do you see? Do you want to live in a city like this? Why or why not? 2. Ross Davison thinks that we can communicate with future generations through our buildings. Think about a famous building or structure. What message does it communicate to you?

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3. Think about a place in your area that you love. Why do you like it? Which things about that place are most important?

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Which buildings in the photo do you think are old? Which are new? Which buildings in the photo are tall? Do you think that many people visit this city? Why or why not?

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Share with students the information in About the Photo. Say Red Square in Moscow has some amazing buildings. A lot of tourists visit it.

• Read the quote by Ross Davison aloud. Explain structures. Say A structure is anything built by people. Buildings are structures, and so are bridges. How do you think a building or structure can communicate with future generations? Elicit suggestions. Then ask a student to read aloud Question 2. Have students respond, sharing their thoughts about a famous building or structure they know.

The colorful towers (referred to as “onion domes”) in the photo are part of St. Basil’s Cathedral, and the tower on the left of p. 110 belongs to Russia’s largest historical museum, the State Historical Museum.

Teaching Tip While students are discussing in pairs or groups, make it a habit to walk around and monitor their discussions. Interact with students by praising their ideas with phrases such as That’s a good idea! and Good job! To encourage students to discuss a topic in greater depth, ask questions such as What’s the reason for that? or Can you give another example?

Related Words communicate, structure, tower

• Call on a student to read aloud Question 3. Encourage a class discussion of local places that students love, and prompt them to explain why they love it. Take a vote on the students’ favorite place.

Extend • Hand out Worksheet F.6.1. Put students into pairs. Explain that partners will be discussing and writing about their town or city.



SAMPLE COPY, NOT FOR DISTRIBUTION

Unit Opener 199

1

Vocabulary

What buildings do you like to look at? Discuss. Then listen and read. TR: 92

Objectives

Students will • use vocabulary related to buildings. • use new vocabulary to read about and discuss the importance of buildings to people.

Target Vocabulary  amazing, building, busy, center, entrance, focus, hospital, important, interesting, museum

Content Vocabulary community, nature, office, photographer, story

Resources  Worksheet F.6.2 (Teacher’s

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Resource CD-ROM/Website); TR: 92–93 (Audio CD/Website/CPT); CPT: Vocabulary

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A five-story house and garden in Tokyo, Japan

112

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Warm Up

• Build background  Tell students they’re going to read

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about a photographer who takes photos of buildings. Say Imagine you’re a photographer. Which buildings in the world would you photograph? Invite several students to give their ideas. Ask them to give their reasons.

• Tell students to open their books to pp. 112−113 and look at the photo. Say Are these buildings in the city or the country? (in the city) Ask What’s unusual about the white house on page 112 of the photo? Do you like it? Read aloud the caption, then discuss the photo with the class.

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Unit 6

Present 

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1

2

• Say The house in the photo is very tall and thin. How many different levels are there in the house? (five, including a roof garden) Say We call these different levels stories. Write story on the board. Tell students The tallest structure in the world has over 160 stories!

• 1 Put students into pairs. Read Activity 1. Tell students to discuss the question with a partner. Then have pairs tell the class about the buildings they like.

• Say Let’s find out some more about the photographer Iwan Baan. Play TR: 92 and tell students to listen and read. Say The reading gives several different reasons why Iwan Baan takes photographs. Let’s listen again. See if you can underline the reasons. Replay TR: 92. Then ask students which sentences they underlined.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert About the Photo

Some buildings have more than one focus, like the Tenerife Espacio de las Artes (TEA), a cultural center in Spain. Iwan took photos of this interesting building in 2009. The TEA is a library, art museum, store, and restaurant in one! It brings together people of all ages and interests. It’s a very busy place. But don’t worry about waiting in line to get in. The building has an entrance on every side! The inside of the TEA has many beautiful rooms, but there’s no roof at the center of the building—it’s an outdoor space shaped like a triangle. There, you can sit outside and eat a snack during the day or watch a movie at night.

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Teaching Tip Using movement to act out new words helps students to develop a physical and visual connection with the words. This can benefit students who have a preference for kinesthetic learning. You could ask the class to decide on a movement to associate with some of the new words, particularly action verbs and objects. This would also help you to check students’ understanding of the words.

2

Learn new words. Listen and repeat.

3

Work in pairs. Think about the buildings where you live. Which ones are important to your community? Why?

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Sometimes he takes photos of buildings such as the Butaro hospital in Burera, Rwanda because they are important and they help the community. Before this hospital opened in Burera in 2011, there

were no doctors in this whole district of 340,000 people.

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Iwan Baan is a photographer. He travels 52 weeks of the year, taking photos of buildings and the people who live in them. Sometimes he takes photos of buildings because they bring nature into the city, such as the tiny five-story garden building in the center of Tokyo, Japan. This small building has a garden on each floor and also on the roof! Sometimes he takes photos of buildings because they are very beautiful, such as Zaha Hadid’s amazing MAXXI museum in Rome.

The photo shows a five-story home in Tokyo, Japan. It was designed by architect Ryue Nishizawa and built on a tiny urban plot in order to allow the owners to live in the center of the city, close to where they worked. The house features concrete slabs, glass walls, and a metal staircase that connects all the floors. However, its most unusual feature is the use of large numbers of plants, mostly in pots, that cover the front of the building and extend inside the house.

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• Discuss the reading with students. Ask questions

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such as: How can a building “bring nature into the city”? Why did Iwan take photos of the MAXXI museum? What’s special about the Butaro hospital? When did Iwan take photos of the TEA? What’s interesting about the TEA?

• 2 Learn new words.  Play TR: 93. Ask students to listen and repeat. Then ask pairs or small groups to take turns saying each word. Tell them to make a true or false statement containing one of the new words. Then ask the class to decide whether the statement is true or false.



Related Words

TR: 93

architect, slabs

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4/7/17 5:02 PM

Practice 

3

4

5

• 3 Share with students the information in About the Photo. Say The house in the photo is very important to the people who live there. It lets them live close to their workplace. Put students into pairs. Read the Activity 3 questions on p. 113 aloud. Tell students to discuss the questions with their partner. When they’ve finished, share ideas as a class. Ask What’s the most important building in our community?

• 4 Say Now we’re going to read about Ross Davison, who wrote the quote at the beginning of the unit. Read aloud the quote on p. 111 again, and ask Can you guess what Ross Davison’s job might be? When students have guessed, read the directions for Activity 4. Have one student read aloud the words in the box. Tell students to complete the activity independently, then check answers as a class.

SAMPLE COPY, NOT FOR DISTRIBUTION

Vocabulary 201

4

Vocabulary

Read and write the words from the list. amazing

buildings

center

entrance

focus

hospital

important

museum

Ross Davison works for the CyArk, an organization that keeps online images of important

Objectives

cultural places. He travels to places around the world. These places are

Students will • use vocabulary related to buildings. • use a vocabulary strategy to learn new vocabulary.

buildings

because the

important

there are very old, and they can tell us a lot about

how people lived in the past. Ross uses CyArk’s special cameras to make images of these

amazing

Target Vocabulary  inside, outside, roof,

places before they disappear forever. For example, in Syria,

hospital

Ross and his team made a 3D image of a 13th-century

center

take photos

Vocabulary Strategy  collocations with

in the

of Damascus. In the past, this was a place for sick people, but now

it is an important historical site. Ross also teaches local people to use CyArk’s special cameras.

take

Museum

In Beirut, Ross used the Sursock

Academic Language  collocation,

as his classroom. The local

team used CyArk’s cameras on the historical objects there.

compare, imagine disappear, images

Pronunciation  The n and ng sounds Resources  Online Workbook/Workbook

Learn new words. Listen for these words and use them to complete the sentences. Then listen and repeat. TR: 94 and 95 inside

pp. 70–71; TR: 94–95, 147–149 (Audio CD/Website/CPT); CPT: Vocabulary

outside

1. Iwan Baan

roof

takes photos

takes photos

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Content Vocabulary  camera, cultural,

Ross Davison working with CyArk

of interesting

buildings.

outside 2. From the look very interesting.

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the building, you

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inside 3. When you go see that it’s a beautiful home.

, this building doesn’t

roof

!

Choose an activity.

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4. This building even has a tennis court on the

1. Work independently. Imagine a house that you would want to live in. What would it be like? Write a short description.

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2. Work in groups. Make a plan to take photos of classrooms and students in your school. Decide where you want to go in your school and what photos you want to take. Tell the class about your ideas. 3. Work in pairs. What do you like about your school building? What would you change? Write three things for each. Compare your list with your partner’s.

114

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• 5 Learn new words.  Read the words in the box, then play TR: 94 and tell students to listen for the words. Tell students to work with a partner and look for the words and phrase in context in the reading on p. 113. Then have students complete the activity independently. When they’ve finished, have them check their answers with their partner. Play TR: 95 and tell students to listen and repeat the words and sentences.

• Vocabulary Strategy  Ask Which word in the box is a verb? Which word is it combined with? (takes + photos) Say Take is often used together with different nouns. It’s useful to learn the verb and the noun together. Words that go together like this are called collocations. Here are some other collocations with take. Write on the board: Collocations with take take a photo / take photos take advice take an exam take a minute take a vacation

202

Unit 6

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Ask students to suggest other examples and add any correct suggestions to the board.

Apply  •

Vocabulary Strategy

6

Collocations with take  Collocations are words that frequently go together. This lesson focuses on verb + noun collocations with take, one of the most commonly used verbs in English. Some examples are take photos, take an exam, take a walk, and take a look.

6 Have students silently read the choices in Activity 6. Say

Choose one of the three activities. You’ll work on your own, with a partner, or in a group.

• Think Aloud  Model thinking about each activity in order to choose one. Say If I choose Activity 1, I need to describe all the things I would want in my perfect house. That would be fun. For Activity 2, we need to think about which classes in the school would make the best photos and make a plan. Our school is big, so it might be hard to choose. Activity 3 involves thinking about our school building, what we like about it and what we would change. That could be interesting. So, which activity do I choose?

Some collocations with take have a more abstract meaning, such as take an interest in, take advice, or take pity.

Pronunciation

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Go to Student Book p. 164. Use TR: 147–149.

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Extend

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work with. Give students time to complete their chosen activity, then ask the students who did Activities 1 and 2 to share their work with the class.

Invite the pairs who did Activity 3 to come to the front of the class. Have them tell their classmates the three things they liked about the school building. Ask the class if they agree, and let them suggest other things about the building that they like. Then ask the pairs at the front to tell the three things they would change about the school building. Guide them to explain how they would change them. Have a class discussion about the ideas. List the five most popular ideas on the board, and take a class vote for the best one.

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The n and ng sounds  N and ng are both nasal sounds: the tongue closes up the mouth, and air escapes through the nose. In the case of n, the tip of the tongue touches the roof of the mouth just behind the teeth. In the case of ng, the back of the tongue closes the back of the mouth. Speakers of languages that do not have these two sounds may have difficulty hearing the difference or forming the sounds. The minimal pairs in Activity 2 on page 164 provide good examples for practice. Encourage students to focus on the position of the tongue: farther forward for n, at the back of the mouth for ng.

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• For Activities 2 and 3, help students to find groups or partners to

• If time allows, hand out Worksheet F.6.2. Explain that students

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will use vocabulary words to write about and discuss buildings and things they like to do in and around them.

Wrap Up

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• Write on the board or display all the new words: amazing, building,

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busy, center, entrance, focus, hospital, important, inside, interesting, museum, outside, roof, take photos. Put students into pairs. Say Work with your partner. Write a sentence using as many of the new words as you can. But the sentence has to make sense. You have two minutes. Give it your best effort! Pairs have two minutes to write their sentence.

• Ask Who wrote a sentence with just one new word? Who used two of the words? and so on. Then have each pair read aloud their sentence. The rest of the class listens and decides if the sentence is correct or not. The pair or pairs to use the most new words in a correct sentence are the winners.

Formative Assessment Can students • use vocabulary related to buildings? Ask students to choose the best words to complete these sentences: You go into a building through the ______. (center/entrance) There are many historical objects in this ______. (museum/hospital) The garden house has trees on the ______! (stairs/roof) • use new vocabulary to discuss the importance of buildings to people? Ask students to say three things they like about the building they live in.

Workbook  For additional practice, assign Workbook pp. 70–71. Online Workbook Vocabulary



Vocabulary Practice 203 SAMPLE COPY, NOT FOR DISTRIBUTION

Speaking Strategy

Spe Aking S TR ATegy

TR: 96

expressing opinions and responding to them

Objective

Students will • express opinions and respond to them.

Speaking Strategy Expressing

i love photos of empty buildings.

i don’t. i prefer photos with people in them.

i think that this building is beautiful.

i don’t agree. / no way! I don’t like it at all.

i don’t like the buildings on this street.

Me neither! I think they’re really boring.

i think it’s important to keep a record of our historic sites.

Me too! / Absolutely! They’re really important.

opinions and responding to them

Academic Language  agree, disagree, opinion

7

Listen. How do the speakers agree and disagree? Write the phrases you hear. TR: 97

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Read and complete the dialogue. Possible answers:

Content Vocabulary  architecture, boring, empty, historic, people

Resources  Online Workbook; Worksheet

I think

in China.

pieces of paper Bruno:

Absolutely I prefer I like Rome.

these Iwan Baan photos of the CCTV building they’re amazing!

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I love

Livia:

Materials  scissors; note cards or small

! They are really interesting. But his photos of Zaha Hadid’s MAXXI building in looking at photos of buildings without

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people.

No way

Livia:

The Maracanã Stadium, Rio de Janeiro, Brazil

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F.6.3 (Teacher’s Resource CD ROM/ Website); TR: 96−97 (Audio CD/ Website/CPT); CPT: Speaking Strategy

! People make the photos more interesting.

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I don’t agree. I want to look at the architecture—the walls, the floor, and the roof—not the people.

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Bruno:

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Empty buildings are boring.

Work in pairs. Choose a card. Read the sentence. Give your opinion. Your partner will then agree or disagree.

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“Museums are interesting places.” Yes, I think museums are interesting places. I like art museums. I don’t agree. I think museums are really boring!

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• Activate prior knowledge Say Imagine two people

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are looking at the garden house on page 112. The first person says, “That house is so beautiful. I love it!” The second person says, “I don’t like it. It’s ugly.” Who’s right, and who’s wrong? Let several students respond. Say We can’t say that one person is right and the other is wrong. They’re just saying what they think. Write opinions on the board.

• Write these four sentences on the board: 1. There are two houses with roof gardens on our street. 2. I think our school is the most beautiful building in the town. 3. I don’t like tall buildings. 4. Tokyo is the capital of Japan. Ask Which of these sentences express opinions, and which state facts? (2 and 3 express opinions, 1 and 4 state facts) Say Phrases such as I think, I love, I don’t like are clues that the speaker is giving an opinion. Ask Can you think of any other ways of expressing opinions? List students’ suggestions on the board.

Unit 6

115

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Warm Up

204

go to p. 185.

Present 

4/7/17 5:02 PM

7

• Say Let’s learn other ways of expressing opinions, and ways to respond. Say Open your books to page 115. Listen to a dialogue. Play TR: 96. Tell students to listen and read along.

• Play TR: 96 again, pausing after each sentence for students to repeat, using the correct intonation. Say The second speaker responds to the first speaker’s opinions. When two people think the same thing, they agree with each other. When they think different things, they disagree.

• Draw students’ attention to the second column in the box. Ask Which phrases are used for agreeing? (Me neither! Me too! Absolutely!) Which phrases are used for disagreeing? (I don’t, I prefer . . . , I don’t agree, No way!)

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert • 7 Say Now let’s listen to two people expressing their opinions about two buildings. What phrases do they use to give their opinions and to respond? Write down the phrases you hear. Play TR: 97. Have students share what they wrote with the class.

Practice 

Strategy in Depth When students are expressing opinions rather than stating facts, they are conveying emotions. Some subjects can raise strong feelings, and it’s important to encourage students to acknowledge others’ opinions even if they don’t agree. Make sure that students speak respectfully and politely, even when expressing a difference of opinion.

8

• 8 Once students seem comfortable using the speaking strategy to express opinions and respond, direct them to Activity 8. Say Livia and Bruno are talking about Iwan Baan’s photos of buildings. Read the directions, and tell students to complete the dialogue independently. Have pairs of students read their completed dialogues aloud. Remind them to show expression in their voices to convey the meaning of the words.

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Apply 

In group discussions, encourage students to find out the opinions of all members of the group. Questions that they might find useful in drawing out others’ opinions include:

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What do you think of . . .? How do you feel about . . .? Do you agree with . . .?

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out a set of cards on p. 185. Ask a student to read aloud the game instructions. Say Place the cards facedown. Take turns choosing a card. Read aloud the sentence on the card, and give your own opinion. Then your partner responds. Invite a pair to read aloud the example in the speech balloons. Monitor while pairs play the game.

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• 9 Put students into pairs with a new partner. Tell them to cut

Extend

Some topics might evoke different degrees of agreement or disagreement. You could ask students to express their opinions in a more nuanced way by asking them if they: 1. strongly agree, 2. agree, 3. neither agree nor disagree, 4. disagree, 5. strongly disagree.

• Give a blank note card or small piece of paper to each student.

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Tell them to each make a new game card, writing their opinion about a building they know. Encourage them to use the phrases for expressing opinions.

• Ask each pair from Activity 9 to join up with another pair to make a

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group of four to play a new game. Tell each group to mix their new cards with a set of cards from Activity 9. Say Take turns picking a card and expressing your opinion about what’s written on it. Then each of the other students in your group responds.

• If time allows, hand out Worksheet F.6.3. Explain that students

Wrap Up

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can use the worksheet to get further practice in expressing opinions and responding to them.

• Write the new vocabulary words on the board: amazing, building, busy, center, entrance, focus, hospital, important, inside, interesting, museum, outside, roof, take photos. Ask students to stand in a circle. Say Take turns to express an opinion about a building you know, or a building from this unit. Use at least one of the words on the board. Then the student on your left responds to what you’ve said. Go around the circle, with the student who responds then taking a turn to make a new sentence.

Formative Assessment Can students • express opinions? Say Choose one of the buildings shown in this unit of the Student Book. What do you think of it? • respond to opinions? Say I prefer old buildings to modern ones. How about you?



Speaking Strategy 205 SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar 1

gR AMMAR

TR: 98

Simple past: Talking about the past In July 2016, Ross and his team visited Naxos island in Greece. They took photos of a temple, a church, and a castle there. They carried all their equipment in backpacks. They loved seeing the ancient buildings.

Objectives

Students will • use the simple past to talk about the past. • learn about and discuss a visit to an amazing place.

visit love carry

visited loved

take go

took went

carried

build

built

10 Listen. You will hear about a CyArk project in Hawaii. Circle the simple past verbs you

hear.

Grammar  Simple past: Talking about the past

Target Vocabulary  castle, cathedral,

TR: 99

came

created

learned

made

sent

started

studied

thought

took

visited

wanted

worked

mosque, theater

Academic Language  irregular, regular,

11 Read. Complete the text with the simple past form of the verb in parentheses.

simple past

Content Vocabulary  animation, create,

visited (visit) a high school in worked (work) with an after-school club of Armenia. He went (go) to a famous monastery near the 21 students. They used (use) cameras and special equipment to school. They returned (return) to the school. They scan the site. Then they created (create) 3D models and animations of the site from their took (take) a week. After the students photos. The project finished gave (finish) the project, they

equipment, monastery, presentation, visit

In January 2015, Ross Davison

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Resources  Online Workbook/Workbook

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pp. 72−73; TR: 98−102 (Audio CD/ Website/CPT); CPT: Grammar 1

Materials  world map or globe, note

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cards, examples of postcards (optional)

(come) to the presentation.

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came

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(give) a presentation at their school. Two hundred students, teachers, and parents

116

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Warm Up

• Activate prior knowledge Say We learned how to describe a situation in the past. Can you remember what phrases we used for this? Elicit There was and There were. Say Was and were are the simple-past forms of the verb be. Write simple past on the board. Say In this lesson we’re going to use the simple past of different verbs to talk about the past.

Present • Tell students to open their books to pp. 116–117. Point out the grammar box at the top of p. 116. Say We’re going to hear about a visit that Ross Davison made to a special place. Play TR: 98 while the students listen and read along.

• Read the first sentence in the box, and ask What is the simple-past verb in this sentence? (visited) Say They visited Naxos island. Is that action still going on? Are they still there? (no) Say We use the simple past to talk about actions in the past that are finished now. Ask students to read aloud the simple-past verb in each of the sentences in the box.

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12 Learn new words. Listen to learn about some amazing buildings. Then listen and

repeat.

Be the Expert

TR: 100 and 101

Grammar in Depth

The amphitheater in Cartagena, Spain is a Roman open-air theater.

This unit focuses on the use of the simple-past form to describe single actions in the past that are now completed. The simple past is often used with a time reference, words that say when something happened: Our class visited the museum last week.

The Cathedral of Brasilia in Brazil is a very modern building.

Once the time reference is clear, we can go on using the simple past in writing or conversation: At the museum, we saw 3D models and watched a film. Then we went to the shop.

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The Sheikh Zayed Mosque in the United Arab Emirates has enough space for more than 40,000 people.

13 Work in pairs. Listen again. Circle the correct words.

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Himeji Castle in Japan looks like a white bird.

We form the simple past of regular verbs by adding -ed to the base form. For verbs ending in -e, add -d. For verbs ending in one stressed vowel + one consonant (except w, x, y), double the final consonant before adding -ed. Verbs ending in a consonant and -y change the y to i before adding -ed.

TR: 102

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1. More than two million people visit / visited the Himeji Cathedral / Castle in 2015. 2. Sheikh Zayed Castle / Mosque in Abu Dhabi open / opened in 2007.

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3. I went / go to the Cathedral / Theater of Brasilia with my grandmother last year.

4. Last week, 7,000 people watched / watch plays and races at the open-air mosque / theater in Cartagena.

14 Work independently. Imagine you visited one of the places above. Write a

lG eo gr

postcard about your visit. Describe how you got there, what you saw, and what you did.

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• Say Let’s see how we make the simple-past form. Read aloud the

117

Teaching Tip Notice which students are having difficulty with a new grammar structure or new vocabulary. When the class is involved in group activities, put these students in a group together and use the time to sit down with them and give them extra help and support.

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regular verbs in the first column on the right side of the grammar box (visit, love, carry) and ask How do these verbs change to make the simple-past form? (they end in -ed) Say For most verbs, we make the simple-past form by adding -ed. These are called regular verbs. Sometimes the spelling changes. Write examples on the board:

Irregular verbs have to be memorized, but the simple-past form is the same for all nouns and pronouns (except for pronouns used with the verb be, as in I was/You were). Student Book p. 166 has a useful table of irregular verbs.

carry → carried love → loved try → tried  hope → hoped

Ask If a word ends in -y, how do we make the simple past? (we change the y to i, then add -ed) Ask If a word ends in -e, what do we do? (just add -d).



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Grammar 1 207

• 11 Say We’re going to read about another project that

12 Learn new words. Listen to learn about some amazing buildings. Then listen and

TR: 98

repeat.

Simple past: Talking about the past In July 2016, Ross and his team visited Naxos island in Greece. They took photos of a temple, a church, and a castle there. They carried all their equipment in backpacks.

visit love carry

visited loved

take go

took went

carried

build

built

TR: 100 and 101

Ross Davison worked on. Draw students’ attention to Activity 11. Have a student read the first sentence in the paragraph. Ask Where did Ross go? (Armenia) If you have a world map or globe, point out Armenia.

They loved seeing the ancient buildings.

10 Listen. You will hear about a CyArk project in Hawaii. Circle the simple past verbs you

hear.

TR: 99

came

created

learned

made

sent

started

studied

thought

took

visited

wanted

worked

The amphitheater in Cartagena, Spain is a Roman open-air theater.

The Cathedral of Brasilia in Brazil is a very modern building.

Himeji Castle in Japan looks like a white bird.

The Sheikh Zayed Mosque in the United Arab Emirates has enough space for more than 40,000 people.

11 Read. Complete the text with the simple past form of the verb in parentheses.

• Read aloud the Activity 11 directions. Model the

visited (visit) a high school in worked (work) with an after-school club of went (go) to a famous monastery near the used (use) cameras and special equipment to returned (return) to the school. They scan the site. Then they created (create) 3D models and animations of the site from their took (take) a week. After the students photos. The project finished gave (finish) the project, they In January 2015, Ross Davison

Armenia. He

21 students. They school. They

13 Work in pairs. Listen again. Circle the correct words.

(give) a presentation at their school. Two hundred students, teachers, and parents

came

activity. Say The verb in parentheses in the first sentence is visit. That’s a regular verb. So the simplepast form is visited. I write visited on the first blank line. Remind students to refer to the verbs in the grammar box and the verbs in Activity 10, if they are unsure how to form the simple past of a particular verb. Put students into pairs to complete the activity. When they have finished, check answers as a class.

TR: 102

1. More than two million people visit / visited the Himeji Cathedral / Castle in 2015.

(come) to the presentation.

2. Sheikh Zayed Castle / Mosque in Abu Dhabi open / opened in 2007. 3. I went / go to the Cathedral / Theater of Brasilia with my grandmother last year. 4. Last week, 7,000 people watched / watch plays and races at the open-air mosque / theater in Cartagena.

14 Work independently. Imagine you visited one of the places above. Write a

postcard about your visit. Describe how you got there, what you saw, and what you did. 116

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• Read aloud the verbs in the second column in the

• 12 Learn new words. Say Now we’re going to find

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out about four amazing buildings. Have students look at the photos on p. 117. Then ask them to suggest adjectives to describe each building pictured. Ask Which of these buildings are old, and which are new? Have students discuss this with a partner. Then play TR: 100 as students listen. Ask What did you find out? (the amphitheater and the castle are very old; the cathedral and the mosque are new)

10 11

• Ask Which of these buildings would you like to visit, and

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Practice 

• 10 Ask Who can remember what the organization

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called CyArk does? (It collects and keeps online images of important places.) Say We’re going to hear about a CyArk project in Hawaii. If you have a world map or globe, help students to locate Hawaii. Play TR: 99 and tell students to listen.

• Read aloud the final part of the directions for Activity

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10, then call on students to read aloud the verbs in the box. Ask Can you remember hearing any of these verbs? Let students say what they remember. Then play TR: 99 again and ask students to complete the activity individually. Check answers as a class.

• Ask What ending do regular simple-past verbs have? (-ed) So, which of the verbs in the box are regular verbs? (created, learned, started, studied, visited, wanted, worked) Call on different students to read the regular simple-past verbs in the box. Then have a student identify the irregular verbs for the class.

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• Replay TR: 98. Ask students to listen and repeat several times. Put students into pairs and ask them to take turns, one student saying the base form of one of the verbs in the box, and their partner replying with the correct simple-past form.

12 13 14

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Apply 

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box. Ask What do you notice about these verbs? (the simple-past forms don’t end with -ed) Explain These are called irregular verbs. There are many common verbs in English that are irregular, and they all form the simple past in different ways. We have to learn and memorize the simple-past form for each verb.

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gR AMMAR

why? Play TR: 100 again. Tell students to listen and decide which building they would choose. Ask several students to share their ideas with the class.

• Invite four students to each read one of the photo captions for the class. Help them to pronounce the place-names correctly if necessary. Point out the four words in bold type. Say These are all words for different types of buildings. Let’s listen again. Play TR: 101. Ask students to repeat each word alone and in a sentence.

• 13 Ask students to look at Activity 13. Read aloud the instructions. Put students into pairs, and tell them to read the sentences in Activity 13 with their partner, without completing the activity. Then play TR: 102. Tell pairs to listen for the answers and circle each correct word. Check answers as a class.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert • 14 Ask Who knows what a postcard is? Do you send postcards when you’re on vacation? Lots of people do. Let several students talk about postcards they’ve sent or received. If you’ve brought in postcards, show them to the class and read aloud any appropriate text they contain. Then read the directions for Activity 14. Say You’re going to use the simple past to write about your vacation. Draw students’ attention to the list of irregular verbs on p. 166. Encourage them to use it if they don’t know the correct form of an irregular verb they want to use.

Teaching Tip Consider making the seating arrangement in your classroom as flexible as possible for different types of activities. When the focus of the class is on the teacher, make sure that all the students can see you and the materials you are presenting. If space permits, a U-shaped seating arrangement makes it easier for you to see and communicate with the whole class. This kind of seating arrangement makes it harder for reluctant students to avoid participating. Don’t be afraid to experiment with different seating arrangements, and take note of what works well for different activity types.

• Give a note card or postcard-sized piece of paper to each student. Tell them to complete the activity individually, writing on one side of their postcard. If time permits, encourage them to draw a relevant picture on the other side.

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Extend

• Have students take turns reading part of their postcards and

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the postcard they wrote for Activity 14. Say Choose two or three sentences from your postcard to read to the class. Don’t name the place you visited. Let the class guess. If you drew a picture, make sure you don’t show it!

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• Invite students to come to the front of the class, one by one, with

lG eo gr

ap hi c

inviting their classmates to guess what places they visited. They can then reveal the places they wrote about. If a student drew a picture, ask her or him to show it to the class. When all the students have finished, display the postcards in the classroom and give students time to look at and read them.

Wrap Up

• Divide the class into two teams. On the board, write a list of verbs

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from the lesson: build, carry, come, create, go, learn, love, make, open, take, think, visit, watch. Invite one member of each team to come to the front of the class. Say I’m going to call out one of the verbs on the board. You have to write a sentence using the simple past of the verb. The first person to write a correct sentence gets three points for their team. The second person gets two points for a correct sentence.

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• Demonstrate the activity with the first pair of students, saying Your verb is make. Write a sentence on the board including the simple past of make. If you need help with the correct form, you can ask your classmates, but you lose one point. Continue the game until all the students have had a chance to write a sentence. Ask them to erase their sentences when their turn is over.

Formative Assessment Can students • use the simple past to talk about the past? Say Talk about a visit you made to an interesting place. Make three sentences in the simple past.

Workbook  For additional practice, assign Workbook pp. 72−73. Online Workbook  Grammar 1

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Grammar 1 209

15 16 Before you read, discuss in pairs. Look at the title and the

Reading

photo. What do you think the reading is about? 16 17 Learn new words. Find these words in the reading. What

do you think they mean? Which four words would you find in a math lesson? Then listen and repeat. TR: 103

Objectives

Students will • read about and discuss the life and work of a famous architect. • use new words from the reading. • identify the author’s purpose.

angle

curve

rectangle

straight line

unusual

18 17 While you read, think about why the author wrote this

text. TR: 104

Reading Strategy  Identify the author’s

18 After you read, work in pairs to answer the questions.

purpose

Target Vocabulary  angle, curve,

1. Why did no one want to build Zaha Hadid’s buildings in her early career?

rectangle, straight line, unusual

2. Name four countries where Zaha Hadid lived.

Academic Language  author’s purpose Content Vocabulary  architect,

3. Give three reasons why, according to Zaha Hadid, people had problems with her.

foreigner, nice, popular, structure

4. What can you find in the MAXXI museum in Rome?

Resources  Online Workbook/Workbook

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5. Are Zaha Hadid’s buildings popular with everyone? Find a sentence in the text to support your answer.

pp. 74–75; Worksheet F.6.4 (Teacher’s Resource CD-ROM/Website); TR: 103−104 (Audio CD/Website/ CPT); CPT: Reading

18 19 Work in pairs. Why did the author write this text? Check

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the best reason. Explain your choice.

Materials  pictures of old and new

to write a short biography of Zaha Hadid’s life

buildings in your area (optional)

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✓ to express his/her opinion about Zaha Hadid’s work

20 Discuss in groups.

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to persuade the reader to visit some of Zaha Hadid’s buildings

lG eo gr

ap hi c

1. Zaha Hadid said, “We don’t make nice little buildings . . . The world is not a rectangle.” What do you think she means? Can you think of examples of “nice little buildings” in your area? 2. Imagine that you can design a new public building for your city or town. What type of building do you design and why? Do you use an old or new style of architecture for your building? 3. What different things do architects have to think about when they design a building? Discuss your ideas and make a list.

118

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Warm Up

• Activate prior knowledge Say We’ve learned about some amazing buildings in this unit. Which one is your favorite? Give students time to look back at the previous lessons in this unit, if necessary. Call on several students to give their ideas, explaining their reasons.

• Say A lot of people are involved in making great buildings. The people who construct the building are called builders. But do you know the word for someone who designs buildings? (architect) Say Buildings and other structures are called architecture. They’re designed by architects. Write both words on the board.

• Ask Do any of you know an architect? Or do you know about any famous architects? Let several students respond. Ask Would you like to be an architect? Why or why not? Give students time to respond. Then say In this lesson, we’re going to read about an amazing architect. Her name was Zaha Hadid. Her buildings are famous around the world.

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Queen of the

guangzhou Opera House, guangzhou, China

Be the Expert

Curve

Reading Strategy Identify the author’s purpose Identifying an author’s purpose for writing is an important skill for understanding or analyzing a written text. The three main purposes or reasons for writing are often said to be:

Zaha Hadid: the architect who didn’t build nice buildings

• writing to inform, for example, articles about factual topics, instructions, reference and other nonfiction texts, informational brochures • writing to persuade, for example, advertisements, structured arguments, letters or speeches persuading people to do something • writing to entertain, for example, stories, poems, songs, and plays

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Zaha Hadid (1950−2016) was one of the most famous architects in the world. She was called “Queen of the Curve” because her buildings often had huge curves, as well as straight lines and sharp angles. But she wasn’t always successful. At the beginning of her career, architecture magazines published her amazing drawings of buildings, but no one wanted to build them! Her ideas were too unusual and often very expensive.

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Zaha Hadid was born in Baghdad, Iraq. She went to school in Switzerland and England and then studied math at a university in Beirut, Lebanon. In 1972, she moved to London, England, to study architecture. Life wasn’t always easy for her. “I’m a woman and that’s a problem for some people,” she explained. “I’m a foreigner, and I do work which is not normative (unusual).”

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15 16

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Before You Read 

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Today, there are 40 Zaha Hadid buildings and structures around the world. You can listen to opera at the Guangzhou Opera House in the city of Guangzhou, China. You can cross the Sheikh Zayed Bridge in Abu Dhabi. You can go swimming at the Aquatics Center in London, England, and you can look at 21st-century art at the MAXXI museum in Rome, Italy. In all of these places, you can see the shapes, curves, and angles of Hadid’s structures. Hadid’s work is exciting, interesting, and unusual. Not everyone likes it, but it’s never boring. “We don’t make nice little buildings,” she said in a newspaper interview in 2013. “The world is not a rectangle.”

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When students are trying to identify an author’s purpose, they should first ask themselves, “Why did the author write this?” and “Who is the audience?” Tell them to look for clues in the structure of the text. For example, an informative text often has facts and figures, maps and diagrams. A persuasive text will often present only one side of an argument. Texts written to entertain are usually in an easily recognizable format, such as a story, poem, or play.

• 15 Ask students to open their books to pp. 118−119. Put

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students into pairs. Say Read the title. Look at the photo and read the caption. When students are ready, ask them to talk to their partner and predict what they think the reading will be about. Ask pairs to share their predictions with the class.

• Say The caption says the photo is of Guangzhou Opera House. Does anyone know where Guangzhou is? (in China) Ask From the photo, can you guess what opera is? (a type of play performed by singers and musicians) If any students have been to an opera, ask them to tell the class about it.

• 16 Learn new words.  Read aloud the directions for Activity 16. Have students read aloud the words in the word box. Say Work with your partner. Find the words in the reading. Try to work out the word meanings from the context. Give students time to find the words and talk about their meanings, then ask Which four words would you



SAMPLE COPY, NOT FOR DISTRIBUTION

Reading 211

15 16 Before you read, discuss in pairs. Look at the title and the

photo. What do you think the reading is about?

guangzhou Opera House, guangzhou, China

16 17 Learn new words. Find these words in the reading. What

curve

rectangle

straight line

Queen of the

Curve

do you think they mean? Which four words would you find in a math lesson? Then listen and repeat. TR: 103 angle

something) Why would someone write a recipe book? (to tell the reader how to cook different foods) Ask What other reasons for writing can you think of? Take students’ responses.

unusual

18 17 While you read, think about why the author wrote this

text. TR: 104

Zaha Hadid: the architect who didn’t build nice buildings

18 After you read, work in pairs to answer the questions. 1. Why did no one want to build Zaha Hadid’s buildings in her early career?

• Say Now let’s listen to the text again. While you listen,

Zaha Hadid (1950−2016) was one of the most famous architects in the world. She was called “Queen of the Curve” because her buildings often had huge curves, as well as straight lines and sharp angles. But she wasn’t always successful. At the beginning of her career, architecture magazines published her amazing drawings of buildings, but no one wanted to build them! Her ideas were too unusual and often very expensive.

2. Name four countries where Zaha Hadid lived. 3. Give three reasons why, according to Zaha Hadid, people had problems with her. 4. What can you find in the MAXXI museum in Rome? 5. Are Zaha Hadid’s buildings popular with everyone? Find a sentence in the text to support your answer.

try to think why the author wrote this text about Zaha Hadid. Replay TR: 104 while students read and think about the author’s reason for writing. When they’ve finished, have them discuss their ideas with a partner.

Zaha Hadid was born in Baghdad, Iraq. She went to school in Switzerland and England and then studied math at a university in Beirut, Lebanon. In 1972, she moved to London, England, to study architecture. Life wasn’t always easy for her. “I’m a woman and that’s a problem for some people,” she explained. “I’m a foreigner, and I do work which is not normative (unusual).”

18 19 Work in pairs. Why did the author write this text? Check

the best reason. Explain your choice. to write a short biography of Zaha Hadid’s life

✓ to express his/her opinion about Zaha Hadid’s work to persuade the reader to visit some of Zaha Hadid’s buildings

Today, there are 40 Zaha Hadid buildings and structures around the world. You can listen to opera at the Guangzhou Opera House in the city of Guangzhou, China. You can cross the Sheikh Zayed Bridge in Abu Dhabi. You can go swimming at the Aquatics Center in London, England, and you can look at 21st-century art at the MAXXI museum in Rome, Italy. In all of these places, you can see the shapes, curves, and angles of Hadid’s structures. Hadid’s work is exciting, interesting, and unusual. Not everyone likes it, but it’s never boring. “We don’t make nice little buildings,” she said in a newspaper interview in 2013. “The world is not a rectangle.”

20 Discuss in groups. 1. Zaha Hadid said, “We don’t make nice little buildings . . . The world is not a rectangle.” What do you think she means? Can you think of examples of “nice little buildings” in your area? 2. Imagine that you can design a new public building for your city or town. What type of building do you design and why? Do you use an old or new style of architecture for your building? 3. What different things do architects have to think about when they design a building? Discuss your ideas and make a list.

After You Read  119

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• 18 Put students into pairs. Tell partners to work

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together to write answers to the questions. Encourage them to try to answer each question from memory first, then look back at the text to check their answers. Confirm answers as a class. If students disagree about an answer, tell them to find and read aloud the part of the text that supports their answer.

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find in a math lesson? (angle, curve, rectangle, straight line) Say Now listen to the words in context in different sentences. Play TR: 103 as students listen and repeat.

17

• 17 Say Now we’re going to find out more about the

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reason for writing this text in Activity 17. Then read the instructions for Activity 19 and ask students to read the three options. Remind them that a biography is a written factual account of someone’s life. Give students time to complete the activity, discussing the reason for their choice with their partner. Review the answer as a class.

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lG eo gr

architect Zaha Hadid. Draw attention to the subtitle below the title. Say The text calls Zaha Hadid “the architect who didn’t build nice buildings.” That seems strange. What do you think it means? Elicit students’ ideas, then say If Zaha Hadid’s buildings aren’t nice, what adjectives might describe them? While you listen and read, note the adjectives that are used to describe the buildings. Play TR: 104 while students listen and read along.

• 19 Remind students that they discussed the author’s

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While You Read 

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• Ask Who can draw an angle on the board? Invite two or three students to draw different angles on the board. Do the same with curve, rectangle, and straight line. Ask How many straight lines are there in a rectangle? (four) Is a circle made with straight lines, or a curve? (a curve)

• When they’ve finished, ask students to say what

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adjectives were used to describe Zaha Hadid’s buildings. List them on the board. (amazing, unusual, expensive, exciting, interesting, never boring)

• Read the direction for Activity 17. Say When we’re trying to understand a text, it’s important to think about why the author wrote it. This is called the author’s purpose. Write author’s purpose on the board.

• Say Let’s think about some reasons why authors write. For example, why would an author write a funny story? (to make the reader laugh) Why would someone write an advertisement? (to make the reader want to buy

212

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18 19 20

• 20 Put students into small groups for Activity 20. Ask each group to choose one member to act as secretary and write notes of their discussion for each question. When students are discussing Question 1, remind them of the list of adjectives on the board that describe Zaha Hadid’s buildings.

• To help students discuss Question 2, you may want to provide pictures of modern and older-style buildings in your town or area. Make sure students understand the difference between a public building (for example, a museum or library) and a private building (for example, a house or an apartment building). Tell groups to brainstorm a list of different types of public buildings before choosing one to discuss.

• For Question 3, ask students to think about what different elements buildings need to contain, and how they are made both practical and beautiful.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Extend • Ask the secretary for each group to share their discussion notes

Teaching Tip

for Questions 2 and 3. Say Let’s interview a famous architect! Invite a student to come to the front of the class and role-play being a famous architect who has just designed a public building.

Texts that give information often include details that students may forget. After a first reading, give students a chance to revisit the text and make notes. For example, ask students to reread the text at the end of the lesson and make notes. At the beginning of the next lesson, ask students to refer to their notes to answer questions about the text.

• Encourage the other students to ask questions to find out about the building. Write some prompts on the board to help them get started, for example: What’s your building?

Answer Key

Did you use an old or new style of architecture?

Comprehension  18

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What different things do you think about when you design buildings?

Let several students take a turn as the architect. Alternatively, you could invite pairs of students to do the role-play together, as architects who work on projects as a team.

1. because they were unusual and expensive 2. Iraq, Switzerland, Lebanon, and England 3. because she was a woman, she was a foreigner, and her work was not normative 4. 21st-century art 5. No. “Not everyone likes it, but it’s never boring.”

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What words describe your building?

• If time allows, you may want to hand out Worksheet F.6.4 in class. Students will use the worksheet to practice the new vocabulary words and other Target Vocabulary words from the unit.

lG eo gr

Wrap Up

• Say Now draw a design for the public building you discussed in

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Activity 20, Question 2. Give a sheet of paper to each student, and give students time to draw a sketch of their public building. Tell them to label its features. When they’ve finished, have them talk to a partner about their design. If time allows, ask students to present their designs to the class. Tell them to say why their building is important to the public and who they think will use it. You might like to display students’ designs in the classroom.

Formative Assessment Can students • talk about a famous architect? Ask What kind of buildings did Zaha Hadid design? • use new words from the reading? Show students drawings of an angle, a curve, a straight line, and a rectangle, and ask What are these?

Workbook  For additional practice, assign Workbook pp. 74–75. Online Workbook Reading

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Reading 213

VIDE

Video Objectives

21 22 Before you watch, discuss in pairs. Look at the photo.

Students will • discuss how historic and important buildings can be preserved. • apply the message of the video to their personal lives.

Discuss the questions below. 1. What do you think happened to this temple? 2. Do you think people can rebuild it? How? 3. Can they find out exactly how it looked in the past? How?

Content Vocabulary  digital, heritage,

22 Work in pairs. You are going to watch Preserving Our

image, landscape, preserve

Heritage with Ross Davison. From the title, predict what the video is about. Circle the letter.

Resources  Video scene 6.1 (DVD/ Website/CPT); Online Workbook; CPT: Video

a. using images to keep information about important buildings

Answer Key

b. using buildings to find out about the past

Comprehension  25

23 Watch scene 6.1. While you

1. in May 2016 2. An earthquake hit Bagan and damaged the temples. 3. Ross and CyArk compared the photos taken before and after the earthquake so they knew exactly what needed to be repaired. 4. He teaches them how to use his special cameras and equipment. 5. She thinks he is a very interesting person who likes his work.

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watch, check your prediction from Activity 22.

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A temple in Bagan, Myanmar, the day after a powerful earthquake

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21 22

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Before You Watch 

• Say In this unit we’ve learned about amazing buildings

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and the architects who design them. Now we’re going to learn about people who protect important buildings. Ask Why do you think we have to protect buildings? Take students’ responses.

• 21 Tell students to open their books to pp. 120−121. Read aloud the questions in Activity 21. Put students into pairs and have them discuss the questions. When they’ve finished, ask pairs to share and discuss their ideas with the class.

• 22 Read the instructions for Activity 22. Say Preserving means keeping something safe. What do you think heritage means? Ask students to give their ideas. Call on a student to read aloud options a and b. Ask What’s another word for image? (picture) Tell students to complete the activity with their partner.

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Unit 6

While You Watch 

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23

• 23 Say Now we’re going to watch Preserving Our Heritage with Ross Davison. Let’s check your predictions. Play Video scene 6.1. When they’ve finished watching, invite pairs to say whether their prediction was correct.

After You Watch 

24 25 26 27 28

• 24 You might like to ask students to change partners for Activities 24–26. Read the directions for Activity 24. Tell students they need to decide on the correct order of events from the video. Play the video again while students watch and complete the activity with their partner.

• 25 Have students read the questions aloud. Give them time to discuss the events with their partner. Encourage them to try to answer from memory. If necessary, play the video again.

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Be the Expert 24 After you watch, work in pairs

Teaching Tip

25 Work in pairs to answer the questions.

to put these events in the correct order. a. 4 Ross makes a digital model of

When students are about to carry out a research task, talk to them before they begin. Ask them what their plan is for doing their research, and help them with search terms and sources to get them started. If possible, invite the school librarian to explain what materials are available in the school and how they can be used.

1. When did Ross first visit Bagan? 2. What happened a few months after Ross’s trip?

the building. 1 Ross studies the site. 3 Ross uses flying cameras to take photos of the landscape. d. 2 Ross uses special cameras to take 3D images.

3. How did Ross’s photos of the building in Bagan help solve the problem?

b. c.

4. What does Ross teach his students? 5. What does the student from Lahore think about Ross? 26 Work in pairs. In the video, Ross explains

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that our heritage is our personal history and buildings are part of that history. What other things make up our heritage? Make a list of your ideas. 27 Work in groups. Earthquakes are just one

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possible problem for historic buildings. What other problems are there? How can we protect our buildings in the future? Discuss your ideas together.

28 Choose an activity.

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1. Work independently. Find out about another historic building that was damaged in an earthquake or another disaster. What happened to it? Write a short report about it.

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2. Work in pairs. Ross sometimes visits schools. He talks to students about historic buildings in their area and teaches them to use his equipment. Write a letter to Ross, inviting him to visit your school. Explain why you want him to come. 3. Work in groups. Imagine that you can work with Ross to make a 3D image of one building in your city or town. Which building will you choose? Why?

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• 26 Read the Activity 26 directions aloud. Make sure

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all the students understand the concept of heritage discussed in Activity 22. Then have partners work together to make their list. Encourage them to list at least five things. When they have finished, invite pairs to share their lists with the class. If necessary, confirm Heritage includes buildings, art, music, language, and traditions that are important to families and communities.

• 27 Read Activity 27. Put students into groups to discuss the questions. When everyone has had a chance to offer their ideas, have groups share other problems and possible solutions with the class.

Formative Assessment Can students • discuss how important and historic buildings can be preserved? Ask students to tell you three things Ross Davison does to preserve historic buildings.

Online Workbook Video 121

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in the more distant past. Encourage them to find out about restoration work that has been done to bring damaged buildings back to life.

• Put students who chose the second activity into pairs. Encourage them to make notes of their ideas before writing their letter on a sheet of paper, making sure to use the correct format for a letter.

• Put students who chose the third activity into small groups. Advise them to make a list of possible buildings before choosing one. Tell them to think about which building would look amazing in 3D— perhaps a building that is an interesting shape or that has gardens, sculptures, or other unusual features.

• 28 Have students read the three activity options and choose one. If they chose the first activity, guide them to do some online research about historic buildings that have been damaged, either recently or



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Video 215

Grammar 2

gR AMMAR

TR: 105

Simple past: Asking and answering questions about the past Where did you go last summer? We went to Beijing. We didn’t fly there. We went by train.

Objective

Students will • use the simple past to ask and answer questions about the past.

Did you visit the National Center for the Performing Arts? Yes, we did. We didn’t see a performance there, but we looked at the building.

Grammar  Simple past: Asking and answering questions about the past

29 Read. Complete the dialogue with the correct simple past form of the verb in parentheses. Hi, Florence.

Did you enjoy

Florence:

Yes, we

did

Nico:

Where

Florence:

Materials  scissors, glue or tape for the cube (optional)

Nico: Florence: Nico: Florence:

(you / go)?

We went to Barcelona and Bilbao.

Did you visit

Nico: Florence:

, thank you! It was a great trip.

did you go

(you / visit) the Guggenheim Museum in Bilbao?

didn’t like

Yes, we did. I loved it, but my brother at all! He hates modern architecture.

Did you look

Really? No way!

(not / like) it

(you / look) at the modern art inside?

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pp. 76–77; Worksheet F.6.5 (Teacher’s Resource CD-ROM/Website); TR: 105 (Audio CD/Website/CPT); CPT: Grammar 2

(enjoy) your trip to Spain last month?

didn’t have (not / have) enough time. We were No, we didn’t. We only in Bilbao for one day and then we went to Barcelona. How long

did you spend

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Nico:

(you / spend) in Barcelona?

Four days. It was amazing! My favorite building was the Sagrada Familia

didn’t want

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Cathedral. I

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Academic Language  simple past Content Vocabulary  performance Resources  Online Workbook/Workbook

(not / want) to come home!

What did you do last weekend?

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30 Work in pairs. Take turns tossing the

I played soccer with my friends.

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cube. Use the words on the cube to make a simple past question. Answer your partner’s questions.

go to p. 175.

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Warm Up

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• Activate prior knowledge Say We learned how to talk

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about things that happened in the past. What form do we use for this? (the simple past) Ask Can you use the simple past to tell me what you did last weekend? Elicit simple-past sentences from several students.

Present • Tell students to open their books to p. 122 and look at the grammar box. Read the title. Say Let’s listen to a conversation about a vacation. The first speaker asks questions in the simple-past form. Play TR: 105 while students read along silently.

• Have students read the two questions in the box aloud. Say When we ask questions in the simple past, we use an auxiliary, or helping, verb. What word is it in these two sentences? (did) Ask What are the main verbs? (go and visit) On the board, write:

216

Unit 6

Where

did

who

main verb

other information

did

you

go

last summer?

visit

the National Center?

Did you

• Ask What’s the simple-past form of go and visit? (went and visited) Do these two questions use the simple-past form of the main verb? (no) Explain that in questions about the past, we form the simple-past with did plus a main verb in the base form. Draw attention to the short answer to the second question in the grammar box. Write on the board Yes, we did. Say If the answer was no, what would we say? Elicit the answer and write it on the board. (No, we didn’t.)

• Play TR: 105 again, and ask students to listen and repeat each sentence. Ask students to practice reading the dialogue with a partner.

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Be the Expert Practice 

29 Grammar in Depth

• 29 Read the Activity 29 directions aloud. Guide students to fill in the first blank. Point out that there’s no question word, such as where, in Nico’s question. Then point to the second sentence on the board. Say There isn’t a question word in this sentence, either. Which word comes first? (Did) Which word comes next? (you) Say The main verb is enjoy. Do we use the simple-past form, or the base form? (the base form) Say So we write Did you enjoy. Ask a student to read the completed question. Tell students to complete the activity individually, then compare answers with a partner. Check answers as a class. Finally, have pairs practice reading the completed dialogue.

Remind students not to change the main verb to the past form; this is a common error. Time references usually come at the end of the sentence: Did you play tennis last week?

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Apply 

For questions and negatives in the simple past, we don’t use the simple-past form of the main verb. Instead, we use did (not) + base form. When speaking, we usually use the contraction didn’t for the negative: Did you play tennis yesterday? No, I didn’t.

In short answers, remind students to use did instead of the main verb: Yes, I did. NOT Yes, I played.

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the cube on p. 175. Read the instructions. Say Some of the questions don’t start with a question word. You can answer those with “Yes, I did” or “No, I didn’t” The questions that start with a question word need longer answers. Ask a pair to model the example dialogue for the class. Then have students play the game. Remind them to answer the questions in a way that is true for them.

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• 30 Put students into pairs. Tell partners to cut out and assemble

Extend

• On one side of the board, write the question words Where, When,

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How long, What, and Why. On the other side of the board, write these verbs: do, go, live, make, stay, take, visit. Put students into pairs, and ask each pair to write four questions to ask someone about a visit to an amazing place.

• When they have finished writing their questions, ask each pair to

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join with another pair. One pair pretend to be explorers who have just visited an amazing place. The other two students ask them the questions they wrote. Then the pairs change roles.

• Hand out Worksheet F.6.5 to give students more practice in asking

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and answering questions about the past.

• Divide the class into two groups. Invite one student from each group to come to the front. One student asks the other student a question in the simple past about what she or he did last week. The student responds, then takes a turn asking a question. Teams get one point for a correct question or answer. Continue until all of the students have had a turn asking and answering a question. Then total the points and declare the winning team.

Formative Assessment Can students • use the simple past to ask questions about the past? Say Imagine your friend went on vacation last week. What questions would you ask your friend about his vacation?

Workbook  For additional practice, assign Workbook pp. 76–77. Online Workbook  Grammar 2

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Grammar 2 217

Writing

WRiTing When we write a paragraph of opinion, we present several reasons to support our argument. The following words can help you to introduce your reasons:

Objectives

first

Students will • analyze a model paragraph of opinion to see how a writer supports an opinion. • use reasons to support an argument. • write a paragraph of opinion.

second

finally

31 Read the model. Work in pairs to identify and underline the examples that

support the writer’s opinion. Sagrada Familia There are many beautiful buildings in my home town of Barcelona, but my favorite building is the Sagrada Familia. The architect, Antoni Gaudí, started to build this amazing church in 1882, and it still isn’t completed today! Although it isn’t completed, it’s still important for several reasons. First, it’s a very tall church. You can see it from very far away because it’s 170 m (560 ft.) tall. Second, it looks very unusual. Not everyone likes it, but people always enjoy talking about it. Some people think it looks like a forest made of stone. Other people think it looks like a house from a fairy tale. Finally, Gaudí used the natural world for his design. He thought about mountains, trees, and rocks when he designed this building. For these reasons, I think the Sagrada Familia is a very important and amazing building.

Writing  Paragraph of opinion Academic Language  argument, introduce, opinion, reason, sequence

Content Vocabulary  fairy tale, natural world, stone

Resources  Online Workbook/Workbook

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p. 78; Process Writing Worksheet (Teacher’s Resource CD-ROM/ Website); CPT: Writing

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32 Work in pairs. Find and circle the adjectives that

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the writer uses to describe the Sagrada Familia. 33 Write. Write about your favorite building

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or structure. Explain why it is your favorite. Give three reasons that support your opinion.

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Warm Up

• Recycle  Remind students of the meaning of opinion.

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Ask Who can remember what phrases we use to express opinions? Ask several students to respond. If necessary, tell them to look back at p. 115. Say We also talked about an author’s purpose, or reason, for writing. One reason for writing is to express an opinion. In this lesson we’re going to read, and then write, a paragraph of opinion.

Present • Tell students to open their books to p. 123. Ask them to read silently through the information in the green box at the top of the page. Say An argument is the main idea in your paragraph of opinion. If you want to convince someone that your argument is right, you need to give reasons. It’s important to organize your reasons logically. Which words in the box help you to do this? (first, second, finally)

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Unit 6

123

• Put students into pairs. On the board, write: Opinions: I love tall buildings. Modern architecture is boring. It’s important to protect old buildings.

Tell pairs to choose one of the opinions on the board, and think of three reasons that would support that argument. When they’ve finished, ask pairs to share their ideas with the class. Ask Was one of your reasons more important than the others? Do you think you should put the most important reason first, second, or last? Let students discuss in which order they would present their reasons.

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Be the Expert Read the Model 

31 32 Writing Support

• 31 Say Now we’re going to read a paragraph of opinion. Draw students’ attention to the photo on p. 123. Say This is a very famous building. It’s called the Sagrada Familia. Does anyone know anything about it? Invite students to say what they know. Explain that the Sagrada Familia is in the city of Barcelona. It has more than three million visitors every year. Say Look at the towers. They’re a very unusual shape. What do they remind you of? What adjectives can you use to describe them? Let several students express their ideas, and note them on the board.

Paragraph of opinion: Using reasons to support an argument  When writing a paragraph of opinion, it’s important to identify the opinion clearly at the beginning, and follow it up with reasons or examples to support it. Make sure that students check that each of their reasons effectively supports the idea, and is relevant to their argument. If the paragraph gives three or more supporting reasons, encourage students to order them by putting the strongest reason either first or last.

• Read the instructions for Activity 31 aloud. Say First, let’s find out how the writer introduces the main idea. Read the first sentence. What phrase introduces the main idea? (my favorite building is the Sagrada Familia) Then say Work with your partner. Read the paragraph. Underline the examples, or reasons, that support the main idea. Give pairs time to complete the task.

• Check answers by asking students to read aloud the sentences

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they have underlined. Ask What words introduce each of the reasons? (first, second, finally) Say In this paragraph, these words make it clear when the writer is starting to describe a new reason to support the opinion. Using these words to organize the paragraph makes it easier to read.

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The concluding sentence of the paragraph should restate the opinion in a way that follows logically from the supporting reasons.

• Say Some people think the Sagrada Familia looks like a house from

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a fairy tale. What do you think they mean? Who can give me an example of a fairy tale? Ask several students to name fairy tales. Then ask students if there were any other words in the paragraph they didn’t understand. Discuss with the class possible meanings of any words mentioned, and if necessary, let students use their dictionaries to check.

Teaching Tip Remind students that when they’re stating an opinion, rather than a fact, they should use introductory phrases that make this clear, such as In my opinion or I believe, or the phrases from the Speaking lesson on p. 115. It is also important to show that they have considered other viewpoints, using phrases such as Some people think/say . . . but I . . . Addressing other viewpoints will help students gain confidence in expressing their own opinions, either when taking part in class discussions or structuring their writing.

• 32 Read the directions aloud. Give students time to work with

Plan 

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their partner to circle all the adjectives describing the Sagrada Familia. Check answers as a class. Ask Are any adjectives used more than once? (amazing, important) Draw students’ attention to the list of adjectives on the board (from Activity 31). Say Are any of the adjectives we listed the same as, or similar to, the ones in the paragraph?

33

• 33 Read aloud the Activity 33 directions. Say It’s time to plan your writing. The topic is to write about your favorite building or structure. Ask students to suggest some examples of structures that aren’t buildings, for example, bridges or walls. Then say Your next step is prewriting.

Workbook  For scaffolded Writing support, assign Workbook p. 78. Online Workbook Writing

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Writing 219

the Process Writing Worksheet and review it together. WRiTing

• Workbook Refer students to Workbook p. 78 to help

When we write a paragraph of opinion, we present several reasons to support our argument. The following words can help you to introduce your reasons: first

second

them organize and plan their writing.

finally

Write

31 Read the model. Work in pairs to identify and underline the examples that

support the writer’s opinion.

• After students have completed their prewriting, tell

Sagrada Familia There are many beautiful buildings in my home town of Barcelona, but my favorite building is the Sagrada Familia. The architect, Antoni Gaudí, started to build this amazing church in 1882, and it still isn’t completed today! Although it isn’t completed, it’s still important for several reasons. First, it’s a very tall church. You can see it from very far away because it’s 170 m (560 ft.) tall. Second, it looks very unusual. Not everyone likes it, but people always enjoy talking about it. Some people think it looks like a forest made of stone. Other people think it looks like a house from a fairy tale. Finally, Gaudí used the natural world for his design. He thought about mountains, trees, and rocks when he designed this building. For these reasons, I think the Sagrada Familia is a very important and amazing building.

them to work on their first drafts. If you don’t have enough time in class, assign the first drafts as homework.

Revise • After students have finished their first drafts, tell them to review their writing and think about their ideas and organization. Ask each student to consider the following: Have I stated my opinion clearly at the beginning? Have I supported my opinion with three reasons? Have I finished the paragraph by stating my opinion again in different words? What seems good? What needs more work?

32 Work in pairs. Find and circle the adjectives that

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the writer uses to describe the Sagrada Familia. 33 Write. Write about your favorite building

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or structure. Explain why it is your favorite. Give three reasons that support your opinion.

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such as sentence variety, parallelism, and word choice. Then ask them to proofread for mistakes in grammar, punctuation, capitalization, and spelling.

Publish

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structures they like, and take time to decide which to write about. Then have them brainstorm as many reasons as they can think of for why they like their chosen building or structure. Say Choose the best three to include in your paragraph. Put them in the order you will write them. Your strongest reason should come first or last.

• Encourage students to consider elements of style,

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123

• Publishing includes handing in pieces of writing to the teacher, sharing work with classmates, adding pieces to a class book, displaying pieces on a classroom wall or in a hallway, and posting on the Internet.

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• If you have time in class, allow students to work on

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this step. If not, assign it as homework. If students have Workbooks, remind them to use Workbook p. 78 for writing support.

• Worksheets If your students need a reminder of any of

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the steps of process writing, you may want to hand out 1

Writing Rubric Use this rubric to assess students’ writing. You can add other aspects of their writing you’d like to assess at the bottom of the rubric. 4 3 2 1

= = = =

220

Excellent Good Needs improvement Redo

Unit 6

Writing  Student includes appropriate reasons to support the opinion, and uses words such as first, second, and finally to introduce the reasons. Grammar  Student uses simple-present and simplepast forms correctly. Vocabulary  Student uses a variety of word choices, including words learned in this unit.

SAMPLE COPY, NOT FOR DISTRIBUTION

2

3

4

Mission Objective

Students will • discuss the importance of knowing about and preserving their history and culture.

Content Vocabulary  culture, generation, guardian

Resources  Video scene 6.2 (DVD/

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Website/CPT); Worksheet F.6.6 (Teacher’s Resource CD-ROM/ Website); Online Workbook: Meet the Explorer; CPT: Mission

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Know Your History

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—Ross Davison

3. Ross Davison says that we are the guardians of our local history. A guardian is a person who preserves and protects something. How can we preserve our own culture for the next generation?

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2. What is your culture? Describe the people, places, things, and actions that make up your culture.

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National Geographic Explorer, Heritage Conservationist

1. Watch scene 6.2.

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Mission

• Say Turn to page 124. Read aloud the Mission, Know

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Your History. Ask What do you think this means? Who can give an example of why it’s important to know our own history? Invite several students to give their ideas. Say In the video lesson, we heard Ross Davison talking about preserving our heritage, our personal history. Can you remember how Ross Davison’s work helps to do this? Ask several students to say what they remember about Ross’s work.

• Read aloud the quote on p. 124. Say It’s clear that Ross believes it’s important to get involved with preserving our local history. Now we’re going to find out more about his work and how he gets people involved.

• Activity 1 Play Video scene 6.2. Ask students to focus on how local people were involved in one of Ross’s projects. Play the video again, and ask students to note any phrases Ross uses to persuade people to get involved.



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“You are the guardians of your local history. This is your culture.”

Be the Expert

Teaching Tip When you hold a class discussion, in order to encourage students to participate actively in their learning, consider having a student or a pair of students lead the discussion. Giving students responsibility in this way builds self-confidence, increases motivation, and develops leadership skills.

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• Activity 2  Put students into pairs. Say Now you’re going to talk about all the things that make up your culture. Think about the things that are really important to you and your community. Read the question and directions for Activity 2. Have pairs discuss their culture. Remind them to use phrases for stating opinions where appropriate.

• Activity 3  Read the Activity 3 text. Make sure that students remember the meaning of the next generation. Ask What would the next generation be? Then discuss the activity question as a class. Prompt students to think of specific examples. When you’ve finished, have students decide on the best suggestions and write them on the board.

• Worksheet Hand out Worksheet F.6.6. Explain that students will use the worksheet to further discuss Ross Davison and their local history.

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Mission 221

Make an Impact

Project

A 1 plan and create an architecture display.

Objective

Students will • choose and complete a project related to architecture and building design.

• Work as a group to prepare a list of buildings in your area that are interesting, unusual, or historically important. • Find or take photos and write sentences about each building. • Create a display with your photos and sentences. Share it with the class.

Academic Language  design Content Vocabulary  biographical,

B Make a biographical poster.

biography, practical

• Research an architect who designed some unusual buildings or buildings that you really like.

Resources  Assessment: Unit 6 Quiz; Workbook pp. 79 and 109; Worksheet F.6.7; (Teacher’s Resource CD-ROM/ Website); CPT: Make an Impact and Review Games

• Prepare a biography of that person. Include photos of some of their buildings. • Create a poster and share the information with the class.

• Think of a design for your school building. It should look good and be practical.

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C Design a new school building.

Materials  large, strong sheets of paper

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• Draw a picture of your design. Use curves, angles, and straight lines to make it interesting.

Go to p. 286.

Unit Review  Assign Worksheet F.6.7. Workbook  Assign pp. 79 and 109. Online Workbook  Now I can

i. M. pei, architect of The pyramid at the Louvre Museum, paris, France

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Assessment 

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• Present your design to the class and answer their questions about it.

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Prepare

• Have students choose a project.

• Activity A  Put students who have chosen this option

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together in small groups. Tell students to choose the most interesting, unusual, or historic buildings in their area. Say Try to choose buildings that are different from each other. Choose buildings that look interesting and ones that have an important function. Find or take good photos of them.

• Activity B  Remind students of the meaning of biography (the true story of a person’s life and work). Encourage them to think of questions they have about the architect before they begin their research. For example, How did (I. M. Pei) first become interested in architecture? What are (his) most famous buildings?

students to plan all the elements that need to be included in their design before they start drawing.

Share • Schedule time for students to present their displays, posters, or designs to the class. Allow time for the other class members to ask questions about their classmates’ work.

• Modify  For Activity B, students could work in pairs to research the same architect if time is limited. Ask one student to research the architect’s life, and the other to research the buildings he or she designed. Then students can share their research to make a poster together. For Activity C, the students could work in pairs or small groups to design the building, allocating different tasks to each student.

• Activity C  Review the meaning of practical. Tell

222

Unit 6 ProjectSAMPLE

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Student Book Audio Script

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TR: 101 12 Learn new words.  castle / Himeji Castle in Japan looks like a white bird. cathedral / The Cathedral of Brasilia in Brazil is a very modern building. mosque / The Sheikh Zayed Mosque in the United Arab Emirates has enough space for more than 40,000 people. theater / The Amphitheater in Cartagena, Spain, is a Roman open-air theater.

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TR: 94 5   Some buildings focus on more than one thing, like the Tenerife Espacio de las Artes (TEA), a cultural center in Spain. Iwan took photos of this interesting building in 2009. The TEA is a library, art museum, store, and restaurant in one! It brings together people of all ages and interests. It’s a very busy place. But don’t worry about waiting in line to get in. The building has an entrance on every side! The inside of the TEA has many beautiful rooms, but there’s no roof at the center of the building—it’s an outdoor space shaped like a triangle. There, you can sit outside and eat a snack during the day or watch a movie at night.

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TR: 93 2 Learn new words.  amazing / Look at these amazing photographs of Kuala Lumpur. building / There are a lot of new buildings in this part of the city. busy / The town was busy and full of people. center / Traffic in the center of the city is very bad. entrance / We can meet at the entrance to the park. focus / People and their lives are often the focus of his work. hospital / I stayed in the hospital for two weeks last year when I was very sick. important / This is an important place for the whole community. interesting / It is very interesting to read about how people live in different places. museum / We can find out about history, culture, science, or art at a museum.

TR: 100 12   I want to tell you about my favorite four places. The first place is in my home town of Cartagena in Spain. It’s the famous amphitheater. An amphitheater is an openair theater—a theater that’s outside. This amphitheater is Roman, and it’s more than 2,000 years old. Seven thousand people watched plays, chariot races, and gladiator fights in this amazing theater. The next place is the Cathedral of Brasilia in Brazil. This is a very modern building—it’s less than 60 years old. I went there last year when I visited my grandparents in Brasilia and I think it’s beautiful. My grandparents go there every Sunday. Then there’s a beautiful castle in Japan called Himeji Castle. It’s a bright white castle and people think that it looks like a white bird. Himeji Castle is more than 400 years old. It’s very popular with tourists. More than two million people visited Himeji Castle in 2015. And finally, there’s an amazing modern mosque in the United Arab Emirates. It’s called the Sheikh Zayed Mosque. It opened in 2007. It’s very big—there’s enough space for more than 40,000 people in the building. It also has beautiful gardens around it and a famous library. What about you? What are your favorite buildings?

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TR: 95 5 Learn new words.  inside / There are lots of small shops and restaurants inside this building. outside / The outside of this building is very bright and colorful. roof / A tree fell on the roof of our house in a storm last night. take photos / I always take photos of interesting buildings when I go on vacation. TR: 96 Speaking Strategy  See Student Book p. 115.

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TR: 97 7   S1: Look at this picture of the Beijing National Stadium. It was the Olympic Stadium in 2008. I think it’s really beautiful. S2: Me too! I love it! S3: No way! I don’t like it at all! S4: Me neither. I mean, of course, the inside is interesting, but the outside looks really strange. S2: I don’t agree. I think it’s an amazing building. I like the design. S3: I prefer the Maracanã Stadium in Rio. S1: Well, yes, I like that too. The Maracanã Stadium is also beautiful. S2: Absolutely. I love it!

TR: 103 16 Learn new words.  angle / A right angle is always 90 degrees. curve / There are a lot of curves on the roof of this building. rectangle / A rectangle is the shape of one side of a box. straight line / A straight line is the shortest distance between two points. unusual / This is a very unusual building—it’s different from all the other buildings on the street. TR: 104 17   While you read, think about why the author wrote this text.  See Student Book pp. 118–119. TR: 105 grammar  See Student Book p. 122.

TR: 99 10   In Hawaii, the CyArk team worked with students at the Mid-Pacific Institute in Honolulu. The students visited some local historic sites together and took scans of the buildings. The students then sent these scans to CyArk and CyArk created 3D images of the sites. The students also studied the history of these sites in the classroom. Finally, parents and local people came to an exhibition of their work. Everyone thought the exhibition was amazing.

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TR: 98 grammar  See Student Book p. 116

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TR: 102 13  See TR: 100.

Express Yourself  See Student Book pp. 126–127.

SAMPLE COPY, NOT FOR DISTRIBUTION

Audio Script 223

Express Yourself

Express Yourself

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Read and listen to the tour description.

TR: 106

Objectives

Students will • identify the purpose and features of a tour description. • connect ideas about water, buildings, and history.

A Tour of

Thun

Content Vocabulary  clothing, description, market, sight, tour

Switzerland

Resources  Online Workbook (Units 5–6 Review)/Workbook pp. 80–81; Worksheet F.6.8 (Teacher’s Resource CD-ROM/Website); TR: 106 (Audio CD/Website/CPT); CPT: Express Yourself Units 5−6

Welcome to Thun, Switzerland—a beautiful town by the River Aare, at the west end of Lake Thun. Join us on a three-hour tour and discover some of Thun’s amazing buildings and sights.

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We begin our tour at the bus station. Next, we cross a bridge over the River Aare to the island of Bälliz. This is Thun’s shopping area. There are a lot of expensive clothing stores here, but you can also buy fruit, vegetables, and flowers on Wednesdays and Saturdays at the market.

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Next, we cross another bridge to visit Castle Thun in the old town. The castle is more than 800 years old. It is now a museum and concert hall. After we visit the castle, it’s time for lunch! If the weather is sunny, we can eat at one of the outdoor cafés by the river.

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After lunch, we walk to Schadau Park, a beautiful garden on the shore on Lake Thun. Here, we can also see the famous Thun-Panorama. A Swiss artist painted this 360-degree image of the town in 1814. Finally, we return to the old town and visit one of the many cafés for some coffee and a piece of delicious cake.

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Present 

• Preview  Have students turn to pp. 126−127. Discuss

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the photo. Ask What adjectives would you use to describe this place? Do you think the buildings are old or new? How do you know? Who do you think the people in the photo are? What are they doing? Let students discuss, then tell them they’re going to read a tour description. Say The text describes a tour of a town. What information do you think will be included? Ask students to give their suggestions.

• 1 Read together Say Let’s listen to and read the tour description. As you read, think about what’s included in the description. Were you right in your predictions? Play TR: 106 as students listen and read along. When it’s finished, ask Were your predictions correct? Were you surprised by any of the activities included in the tour?

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Unit 6

Practice 

3/27/17 3:56 PM

2

• 2 Discuss  Put students into groups of three or four. Read aloud the Activity 2 questions. Remind students that in Unit 6, they learned about amazing places and buildings that people like to visit. Provide prompts to help students with their discussions. Say Think about towns you’ve visited as a tourist. Were they similar to Thun, or different? Consider the unusual modern buildings in Unit 6, and the old structures that are part of an area’s culture—what kind of places do you like to visit?

• Ask How can you find information about a town and its buildings? What clues can you get to the history of a town when you walk around it? Encourage students to use the language they learned in Unit 6 for expressing opinions and responding to them.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Genre in Depth

2

Tour description  A tour description is a type of persuasive writing typically written by a travel company or tour operator to attract people to their tours. It should be written in simple, clear, and vivid language, and describe events in a logical order. The tone and level of formality used depend on the type of person that the tour operator wants to attract.

Work in groups. Discuss the tour description. 1. In your opinion, what is the most interesting part of this tour? What is the least interesting part? 2. Would you like to go on a tour like this? Why or why not?

Cumulative Review

3. What do you think you can learn about a town when you walk around it?

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Connect ideas. In Unit 5, you learned about water and where it comes from and where it goes. In Unit 6, you learned about buildings and history. What connection can you see between the two units?

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Formative Assessment Can students • identify the purpose and features of a tour description?

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Hand out Cumulative Review Worksheet F.6.8.

Choose an activity.

1. Choose a topic: • lakes and rivers • historical buildings

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Thun, Switzerland

2. Choose a way to express yourself: • a description of a tour • a labeled map • a postcard

3. Present your work.

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Connect 

• 3 Critical thinking  Put students into new groups.

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Read the Activity 3 text aloud. Provide prompts as necessary: In Unit 5, we talked about keeping oceans, lakes, and rivers clean and free from pollution. In Unit 6, we talked about the importance of preserving our historic buildings. Can you see a connection between these two ideas?

Prepare 

4

• Review the activity options. Allow students to choose their own topic. You may want to assign this activity in advance so that students have more time to work on it in class or at home.

• 4 To help students decide which activity to choose, ask them to think about their topic and what they want to say about it. Then they should consider the best way to express their ideas. Say If you write a



127

Say Choose a town or city. Describe three places that you would include in a tour of that place.

• connect ideas about water, buildings, and history? Ask What connections did you make between water and a place’s important buildings? Talk about two connections you made.

Workbook  Assign pp. 80–81. Online Workbook  Units 5−6 Review

3/27/17 3:56 PM

tour description, choose all the places in a town or city that you’d like to visit. Decide the order in which you’d visit them, and how you’d travel around. Make the tour sound fun and appealing! If you choose the map, think about what features to label, and how you’ll label them—you could include small pictures or drawings or connect places on the map to a paragraph about them.

• Remind students who choose the postcard to think about who they’re writing to. That will affect the tone they use. Say Describe the place you’re visiting and your experiences in a few sentences. Be sure to draw a picture of the place on one side of the postcard!

Share • Set aside time for sharing students’ work with the class. Remind students to listen politely to presentations and to wait until they’re over before asking any questions.

Express Yourself 225 SAMPLE COPY, NOT FOR DISTRIBUTION

Unit 7

In This Unit

Amazing Space

Theme  This unit is about space. Content Objectives

Students will • read about and discuss space exploration. • read about satellite technology. • read about and discuss the planets of the solar system.

Language Objectives

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Students will • talk about space exploration. • make and respond to suggestions. • use comparative adjectives to compare two things. • use superlative adjectives to compare three or more things. • write a paragraph using comparison and contrast.

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Vocabulary

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“We want to be connected with something greater than ourselves.” —Brendan Mullan

Speaking Strategy  Making and responding to suggestions

Reading  Satellites Above Reading Strategy  Connect text to prior knowledge

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Video  Scene 7.1: The Electric Wind

of Venus; Scene 7.2: Meet Brendan Mullan

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Writing  A paragraph using comparison and contrast

Project

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National Geographic Mission Think Like a Scientist

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Grammar Grammar 1  Use comparatives to compare two things Grammar 2  Use superlatives to compare three or more things

• Interview • Presentation • Timeline

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pp. 130–131  galaxy, journey, oneway trip, orbit, planet, solar system, space, spacecraft, travel, universe p. 132  astronaut, atmosphere, Earth, gas p. 135  bright, storm, surface, wind p. 136  discover, image, lost, signal Vocabulary Strategy  Upper vs. lower case

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Introduce the Unit • Activate prior knowledge Say In this unit we’re going to find out about space. When it’s dark, and you look up at the night sky, what can you see? Talk to a classmate. When pairs have had time to list all the things they can see in the night sky, ask them to share their ideas with the class. List them on the board. Ask Which things in the night sky are natural? Which ones are made by people?

• Tell students to open their books to pp. 128−129. Read aloud the

Pronunciation  The soft and hard g sounds

Pacing Guides  F.7.1, F.7.2, F.7.3

unit title Amazing Space and the quote from Brendan Mullan. Ask What do you think “something greater than ourselves” means? Have students share their ideas.

• Draw students’ attention to the photo and ask them to read the caption. Read Question 1. Say Talk to your partner. How do you think the astronaut feels? Can you think of some adjectives to describe how he’s feeling? Give students a couple of minutes to discuss the questions. Have pairs respond. List some adjectives on the board.

• Share with students the information in About the Photo. Then ask

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Unit 7

questions about the photo and the caption. Use questions such as the following to encourage further discussion:

SAMPLE COPY, NOT FOR DISTRIBUTION

4/7/17 5:03 PM

Unit Opener Objectives

Students will • describe and discuss a photo of an astronaut taking part in a spacewalk. • discuss space and space travel.

NASA astronaut Mike Hopkins on a spacewalk

Resources  Worksheet F.7.1 (Teacher’s Resource CD ROM/Website); CPT: Unit Opener

Materials  a poster of the planets in the

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Be the Expert

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About the Photo

1. Look at the photo. Imagine you are this astronaut. How do you feel right now?

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2. We see planet Earth in the photo. What other planets can you name? What else is in space?

3. Would you like to travel into space? Why or why not? What do you think are the most difficult things about space travel for astronauts?

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What’s the astronaut wearing? How do astronauts breathe in space? What’s in the pockets on the front of the astronaut’s spacesuit? Which country does this astronaut come from? Do you think it’s easy to move around in space? Why or why not?

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• Read aloud Question 2. Discuss the questions as a class. Add students’ suggestions for things that are in space to the list on the board. If you have a poster showing the solar system, display it and confirm the names of the planets.

• Read aloud Question 3. Put the students into small groups to discuss the questions. When they have finished, take a class vote on whether students would or wouldn’t like to travel into space. Ask some students to give reasons for their opinion.

The photo was taken on December 24, 2013. It shows the astronaut Mike Hopkins taking part in a spacewalk outside the International Space Station, which orbits Earth. The purpose of the spacewalk was to repair some equipment on the exterior of the space station. He was accompanied on the spacewalk by astronaut Rick Mastracchio, whose image can be seen reflected in Mike Hopkins’ helmet visor. You might like to remind students that in Unit 5, Earth was described as “The Blue Planet.” The photo illustrates this beautifully.

Teaching Tip When students engage in group discussions, remind them to make sure that each group member has a chance to speak and express ideas and opinions. An important skill for students to learn is when it is appropriate to interrupt another speaker. You might like to ask students to reflect on this, by asking, for example, When is it OK to interrupt another student? Is it OK to interrupt another student when he or she is talking too much? How could you interrupt politely?

Related Words patch, reflected, spacewalk

Extend • Hand out Worksheet F.7.1. Put students into pairs. Explain that partners will be discussing and writing about outer space and going to space camp.



SAMPLE COPY, NOT FOR DISTRIBUTION

Unit Opener 227

Universe

What do you know about space exploration? Name a space mission or space program that you know of. Discuss. Then listen and read. TR: 107

1

Vocabulary

The universe has many galaxies.

Objectives

Students will • use vocabulary related to space. • use new vocabulary to read about and discuss space exploration.

We live on the planet Earth. Earth is part of our solar system and it orbits the sun. The sun is at the center of our solar system. Our solar system is a small part of the Milky Way galaxy. Our galaxy is one of many millions of galaxies in the universe.

Target Vocabulary  galaxy, journey, one-way trip, orbit, planet, solar system, space, spacecraft, travel, universe

Content Vocabulary  exploration,

Galaxies

Our galaxy is the Milky Way.

In the past, we could only look at the stars and planets through telescopes.

helium, hydrogen, mission

Resources  Worksheet F.7.2 (Teacher’s Resource CD-ROM/Website); TR: 107–108 (Audio CD/Website/CPT); CPT: Vocabulary

Now, we have the technology to find out about these stars and planets. We can send astronauts into space. We also use robot spacecraft for very long journeys to distant planets in our solar system.

Milky Way Galaxy

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Stars

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The Milky Way has billions of stars.

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Sun

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Planets

Our solar system has eight planets. Sun Earth

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Warm Up

• Activate prior knowledge Say In the last lesson, we

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looked at a photo of an astronaut walking in space. What can you remember about him and what he was doing? Call on students to say what they remember. Say Mike Hopkins was working on the International Space Station. The space station goes around Earth about 15 times every day. Astronauts live inside it and carry out scientific experiments. Ask What kind of experiments do you think they do? What might they want to find out? Have a class discussion.

• Predict Say When countries send a spacecraft to explore space, it’s called a mission. Write mission on the board. Say We’re going to read about two space missions that go much farther away from Earth than the International Space Station. Ask Where do you think these two missions are going? Have students give their predictions.

228

Unit 7

Present 

5/1/17 12:45 PM

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• 1 Give students a minute to turn to p. 130 and look at the diagram. Ask Where’s our planet in the diagram? (at the bottom, in the solar system) What’s the largest entity, or thing, in the diagram? (the universe) Have students look at the picture of the solar system. Ask Who can show me how Earth moves? Invite a student to draw on the board how Earth goes around the sun. Say Earth and the other planets move around the sun. We say they orbit the sun. Write orbit on the board.

• Ask a student to read aloud Activity 1. Say Talk to the student sitting next to you. Discuss space missions or space programs that you know about. When they’ve finished, ask students to look at the two pictures on p. 131. Say These two spacecraft are named Juno and New Horizons. We’re going to find out about their missions into space.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

The Juno Mission The spacecraft Juno left Earth in August 2011. In July 2016, Juno began to orbit around the planet Jupiter. Now, Juno is sending information about Jupiter back to Earth. Jupiter is the biggest planet in our solar system. Like the sun, its atmosphere is made mainly of two gases: hydrogen and helium. Juno’s mission is a one-way trip. It won’t return to Earth. In 2018, it will fly into Jupiter and it will be destroyed.

Our World in Context While the observation of space from Earth has been going on for many thousands of years, it is only very recently in human history that the physical exploration of space has become possible. The space age began in 1957 with the Soviet Union’s launch of the first artificial satellite, Sputnik 1. Later in 1957, the first animal, a dog called Laika, went into space. In 1961 the first human being went into space: the cosmonaut Yuri Gagarin.

2

Learn new words. Listen and repeat.

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Work in pairs. Why do you think scientists are so interested in finding out about other planets? How can this knowledge help us on Earth?

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• Play TR: 107 while students listen and read. Ask So,

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were your predictions correct? Where in space are the Juno and New Horizons missions traveling? (around Jupiter, and to the edge of the solar system)

• Discuss the reading with students. Ask questions

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such as: What’s at the center of our solar system? (the sun) What’s the Milky Way? (our galaxy) How many stars are there in the Milky Way? (billions) What’s a robot spacecraft? (one that doesn’t have people on board) Is Jupiter the same size as Earth? (No, it’s much bigger.) What’s the Kuiper Belt? (a ring of rocks, comets, and dwarf planets)



Other important dates in space exploration are 1965, when the first spacewalk was carried out, and 1969, when men walked on the moon for the first time. Since then, missions have included space stations orbiting Earth, spacecraft landing on Mars, the Voyager mission to Jupiter and Saturn (Voyager is still sending information back to Earth from the outer edges of the solar system), and the Hubble telescope.

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Teaching Tip Remember to regularly check students’ understanding of new vocabulary or grammar structures. Students may learn some topics quickly but need additional help with others. Above all, encourage students to let you know if they need help with any skills or topics.

TR: 108

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On January 19, 2006, the robot spacecraft New Horizons began its long journey to the very edge of our solar system, just past Neptune. This area is called the Kuiper Belt. It is a ring of of icy rocks, some comets, and some dwarf planets. One of the dwarf planets is Pluto. New Horizons flew past Pluto in July 2015, and it is now traveling toward other objects in the Kuiper Belt. The New Horizons mission will help us to understand the outer edge of our solar system.

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The New Horizons Mission

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• 2 Learn new words.  Play TR: 108. Ask students to listen and repeat. Then put the students into small groups. Display the new words. Give each group three or four of the words. Say Work together to make a new sentence for each word. When students have finished, ask each group to read aloud their sentences.

Practice 

3

4

5

• 3 Share with students the information about space exploration in Our World in Context. Put students into pairs. Read the Activity 3 questions aloud, and give students time to discuss them with their partner. Help students with any new vocabulary they might need to discuss the questions. When they’re finished, have pairs share their ideas with the class.

SAMPLE COPY, NOT FOR DISTRIBUTION

Vocabulary 229

4

Vocabulary

Read and write the words from the list. Make any necessary changes. galaxy

orbit

planet

space

space

Brendan Mullan fell in love with

Objectives

travel

universe

when he was ten years old.

He went on a school trip to a planetarium. “I thought it was the coolest thing in the world

Students will • use vocabulary related to space. • use a vocabulary strategy to learn new vocabulary.

and decided right there I wanted to know how it all works,” he says. That class trip was the beginning of his career as an astrobiologist. Brendan now teaches physics and astronomy at a university. He also runs astrobiology summer camps for kids. He studies how stars

Target Vocabulary  astronaut,

galaxies

form in different

atmosphere, Earth, gas

. In 2012, Brendan was the American winner of a

competition called FameLab. For the competition, he had to describe a complex scientific

Vocabulary Strategy  Upper vs. lower

traveled

idea in three minutes. Brendan talked about why aliens have never

case

to Earth. He is very interested in life beyond Earth. He wants to find out if we are alone in the

universe

Content Vocabulary  alien, astronomy,

planet

. Is Earth the only

with life on it?

physics, planetarium, scientific Learn new words. Listen for these words and match them with the definitions. Then listen and repeat. TR: 109 and 110

gas Earth astronaut atmosphere 6

Choose an activity.

Earth

gas

1. a substance like air

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atmosphere

2. the planet we live on

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astronaut

Brendan Mullan

3. a person who travels to outer space to work and study

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4. the air that surrounds a planet

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1. Work independently. There is a planned mission to Mars in 2020. What three items do you put inside the spacecraft? Explain your choices. 2. Work in pairs. Imagine you enter a science competition. You must explain a scientific idea in three minutes. Explain your idea to your classmates.

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3. Work in groups. Brendan Mullan wants to find out if Earth is the only planet with intelligent life on it. What do you think? Discuss and give reasons for your answers.

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• 4 Tell students to turn to p. 132. Ask Does anyone know what a planetarium is? Have you ever visited one? Have students respond, and confirm that a planetarium is a building you can visit with a curved roof, where images of stars and planets are projected on the ceiling. Point out the photo, and explain that this is the scientist Brendan Mullan. Say We’re going to read about Brendan’s interest in space, which began with a visit to a planetarium. Tell students to read the words in the word box and to complete Activity 4 independently. Have a student read the completed paragraph aloud.

• 5 Learn new words.  Read the words in the Activity 5 word box. Play TR: 109 and tell students to listen for the words. Then have them work in pairs to look for each word in context on pp. 130–131. When all the pairs have found the words, tell students to complete the matching activity independently. Play TR: 110 and tell students to listen and repeat the words and sentences.

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Unit 7

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Be the Expert

• Vocabulary Strategy  Ask Which word in the box is written with a capital letter? (Earth) Ask students to suggest why this is. Explain When we write our own names, or the names of places, we write the first letter as a capital letter. These names are called proper nouns. Earth is a proper noun, too, because it’s the name of the planet we live on. For the same reason, the names of the other planets are also written with a capital letter.

Vocabulary Strategy Upper vs. lower case  Tell students that in English we use upper case, or capital, letters for the first letter of proper nouns. Students might have heard the names of important stars such as Sirius (the brightest star in the sky) or Betelgeuse. Because these are unique names for those stars, they are proper nouns, written with a capital letter. The same goes for the names of the planets in the solar system—Mercury, Venus, Earth, and so on. The moons that orbit the other planets have been given names mostly taken from Greek or Roman mythology:

• Invite two or three students to come to the board and write the names of planets they remember. Say We don’t usually write moon or sun with a capital letter. That’s because these are not proper nouns. There are many suns and moons in the universe. Ours don’t have their own names.

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• 6 Tell students to read the choices in Activity 6 to themselves.

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The planet Mars has two moons, called Deimos and Phobos.

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Earth’s own moon doesn’t have its own name, so it is usually written with a lower case first letter: The moon looks very bright tonight.

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Say Choose one of the three activities. You’ll work on your own, with a partner, or in a group. For options 2 and 3, help students to find partners or groups to work with. If students choose option 2, help them get access to the Internet, if necessary, to research a scientific idea. If students choose option 3, have groups first research a definition of intelligent life before going on to discuss their opinions and reasons.

Extend

• Hold a class discussion about the question in option 3. Ask

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groups who chose this option to lead the discussion, first explaining what intelligent life means, and then presenting both sides of the argument about whether life exists on other planets. As students discuss, remind them to explain the reasons why they think the way they do. At the end of the discussion, take a vote to see what the majority view of the class is. Ask Did any of you change your minds as a result of the discussion?

• If time allows, hand out Worksheet F.7.2. Explain that students

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will use vocabulary words to write about and discuss space exploration.

• Ask students to write one true statement and one false statement about space. Invite a student to come to the front of the class and read aloud his two statements, in any order. Ask the rest of the class to say which is true and which is false, and to correct the false statement. Invite another student to come to the front and read her statements, and continue until every student has had a turn.

Formative Assessment Can students • use new vocabulary related to space? Ask students to fill in the blanks with the correct words from the unit: planets in the solar system. There are eight ______ sun is at the center of the solar The ______ system. galaxy is called the Milky Way. Our ______ • use new vocabulary to discuss space exploration? Ask students to describe one space mission they learned about.

Workbook  For additional practice, assign Workbook pp. 82–83. Online Workbook Vocabulary

Vocabulary Practice 231 SAMPLE COPY, NOT FOR DISTRIBUTION

Speaking Strategy

SPE AkiNG S TR ATEGy

TR: 111

Making and responding to suggestions

Objective

Students will • make and respond to suggestions.

Speaking Strategy  Making and responding to suggestions

Content Vocabulary  fact sheet, NASA Pronunciation  The soft and hard g

i think we should write a fact sheet about Saturn.

i’m not so sure. A fact sheet is pretty boring.

Why don’t we make something?

That could be good.

What if we make a model of the solar system?

Actually, that could work.

We could also record some audio with information about it.

That’s a great idea!

Sun

sounds

Resources  Online Workbook; Worksheet Mercury

Venus

Earth

Mars

Jupiter

Saturn

Uranus

Listen. How do the speakers make and respond to suggestions? Write the phrases you hear. TR: 112

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Read and complete the dialogue. Possible answers:

Do you have any ideas for doing this homework about the planets?

I think we should

Fabio: Renata:

We could

. There’s a lot to learn about the

also include some information about the

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Fabio:

do something about the Kuiper Belt.

be good

That could Kuiper Belt.

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Renata:

Neptune

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Materials  Paper clips, scissors

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New Horizons mission.

I’m not so sure

Renata:

about that. I think it’s pretty difficult to find

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information about it.

Why don’t we

Fabio: Renata:

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• Activate prior knowledge Say Imagine your friend

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says “I want to know if other planets have intelligent life. How can I find out the facts?” What would you say to help her? (“Why don’t you try looking on the Internet?” “You should read a book about it.”) List appropriate suggestions on the board.

• Say When we say things that someone could do, we’re making suggestions. When you make a suggestion, you don’t tell someone what she has to do. You say things she might like to do. She can choose whether to do them or not. Explain that a suggestion does not convey the same importance as advice. It’s meant to simply present an idea or a proposal for consideration.

• Point to the board. Ask What do you think your friend would say in response to these suggestions? Write any appropriate responses on the board. Say In this lesson,

Unit 7

Work in pairs. Spin the wheel. Take turns making suggestions. Your partner will respond to your suggestions.

FPO

Go to p. 187.

OWI_F_SE_24787_128-143_U07_PPDF.indd 133

Warm Up

232

. I’m sure we can find out something about it there.

lG eo gr

9

look on NASA’s website?

That’s a great idea

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we’re going to learn other ways of making suggestions and responding to them.

Present 

133

7

• Ask students to open their books to p. 133. Point to the diagram of the solar system. Say We’re going to listen to two people discussing how to present information about the solar system. Listen to them making and responding to suggestions. Play TR: 111. Tell students to listen and read along.

• Ask Which speaker is making suggestions? Which speaker is responding? (The first speaker is making suggestions, and the second speaker is responding.) Ask students to read aloud the phrases used for making suggestions, then the phrases for responding. Say Most of the phrases used to respond agree with the suggestions. Which phrase is used to disagree politely? (“I’m not so sure.”)

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

• Play TR: 111 again, pausing after each sentence for students to repeat. Have students practice reading the dialogue with a partner. Then call on partners to read the dialogue for the class.

Strategy in Depth Remind students of the importance of responding politely to suggestions. If they don’t agree with a suggestion, some responses could appear rude and discourage further discussion: No! That’s a terrible idea. I don’t agree.

• 7 Say Now let’s listen to two students planning a school project. What phrases do they use to make suggestions? What phrases do they use to respond? Write down the phrases you hear. Play TR: 112. Have some students read aloud the phrases they wrote.

Practice 

8

Instead, phrases such as the following are ways of gently disagreeing and steering the discussion towards different suggestions: I’m not so sure. Hmm . . . maybe, but we could also . . . I like that idea, but have you thought about . . .

• 8 Once students seem comfortable using the speaking strategy

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Pronunciation

9

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• 9 Put students into pairs with a new partner. Ask them to cut

Go to Student Book p. 165. Use TR: 150–152.

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Apply 

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to make and respond to suggestions, direct them to Activity 8. Say Renata and Fabio are discussing what to do for their homework. You need to complete the dialogue. Ask students to complete Activity 8 independently, then compare answers with a partner. Ask Did you both choose the same phrases? Invite a pair to read their completed dialogue for the class.

lG eo gr

ap hi c

out the spinner from p. 187. Remind them how to spin the paper clip around the point of a pencil. Tell them that when the paper clip stops spinning, it points to which text to read. Read the instructions aloud, then model the activity with a student. Spin the paper clip and read the text aloud. Make a suggestion, and prompt the student to respond. Have partners play the game. Tell them to discuss at least four different topics.

Extend

• Ask pairs of students from Activity 9 to join together with another

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pair to work in groups of four. Say Choose one of the topics from the spinner. List as many suggestions as you can for that topic. Give groups a time limit to list their suggestions. When they’ve finished, ask them to choose the two best suggestions to read to the class. Invite other students to respond to the suggestions.

The soft and hard g sounds The letter g has two sounds, hard and soft. Hard g is more common than soft g and is heard in words such as great and galaxy. The soft g sound is heard in the words gender and generation, and is also written with the letter j, in words such as Jupiter, Juno, and object. To pronounce the soft g, the back of the tongue closes against the back of the roof of the mouth. For hard g, the tip and sides of the tongue lightly touch the front of the roof of the mouth and the side teeth. Encourage students to study the spelling rules for the two sounds on p. 165 and to record examples of each that they come across.

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• If time allows, hand out Worksheet F.7.3. Explain that students

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can use the worksheet to practice making and responding to suggestions.

Wrap Up • Say Imagine that scientists want to give our sun a name. Write a suggestion for how they can choose a name or what name they can give it. Give students time to write down a suggestion. Then tell students to sit or stand in a circle. Have one student read aloud his suggestion, and invite the student on his left to respond to it. That student responds, then reads aloud her suggestion. Continue around the circle until all the students have had a turn. You might like to ask the class which suggestion they liked best.

Formative Assessment Can students • make suggestions? Say Another student wants to find out about space travel. What suggestions can you make to help him or her? • respond to suggestions? Ask students to react to each of these suggestions: I think our class should plan its own space mission. What if we visit a planetarium?

Online Workbook  Speaking Strategy

Speaking Strategy 233 SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar 1

GR AMMAR

TR: 113

Comparatives: Comparing two things Saturn is much bigger than Earth, but it is smaller than Jupiter. Saturn is farther from the sun than Earth. Jupiter is closer to the sun than Saturn. Astronomy is more interesting than I thought!

Objectives

Students will • identify the form and use of comparative adjectives. • use comparative adjectives to compare two things.

Grammar  Comparatives: Comparing

big

bigger

small

smaller

close

closer

far

farther

interesting

more interesting

10 Read. Complete the sentences with the correct form of the word in the box.

two things

Target Vocabulary  bright, storm,

big

close

cold

far

hot

long

short

small

surface, wind Size: Venus: 12,104 km (7,521 mi.) Earth: 12,756 km (7,926 mi.)

Academic Language  compare,

smaller bigger

1. Venus is

comparison

2. Earth is

Content Vocabulary  distance, helium, hydrogen, length, size, solid, temperature

than Earth. than Venus.

Length of one day: Venus: 243 Earth days Earth: 1 Earth day

longer shorter

Resources  Online Workbook/Workbook

4. One day on Earth is

pp. 84−85; TR: 113−115 (Audio CD/ Website/CPT); CPT: Grammar 1

than one day on Earth.

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3. One day on Venus is

than one day on Venus.

Average temperature: Venus: 462°C (864°F) Earth: 14.6°C (58.3°F)

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hotter colder

5. Venus is much

than Earth.

than Venus.

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6. Earth is much

Distance from sun: Venus: 108 million km (67 million mi.)

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Earth: 150 million km (93 million mi.)

closer

to the sun than Earth.

8. Earth is

farther

from the sun than Venus.

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7. Venus is

11 Work in pairs. Use the information from the table below

Mercury is smaller than Uranus.

to make comparisons between Mercury and Uranus. Length of one day

Average temperature

Distance from sun

Mercury

3,032 mi.

58 Earth days

167°C (333°F)

36 million mi.

Uranus

31,763 mi.

17 Earth hours

-197°C (-323°F)

1,784 million mi.

lG eo gr

Size

134

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Warm Up

• Preteach Say We can compare two different things using adjectives. Hold up two objects, one big and one small. Ask, for example, Which book is big? Which one is small? Hold up the books in turn, saying This book is bigger than this one. This book is smaller than this one. Explain We add the ending -er to the adjectives to compare the size of the two books. Adjectives used to compare two things are called comparatives. Write comparatives on the board.

• Say In this lesson we’re going to compare the planets of the solar system. Can anyone name a planet that is bigger than Earth? (Jupiter, Saturn, Uranus, Neptune) Ask students to make sentences with bigger and smaller, and write the examples below on the board. Point out to students that the g in big is doubled before the -er is added. Neptune is bigger than Earth. Earth is smaller than Saturn. Venus is smaller than Earth.

234

Unit 7

SAMPLE COPY, NOT FOR DISTRIBUTION

12 Learn new words. Listen to learn about Jupiter. Then listen and repeat.

TR: 114 and 115

Be the Expert

Jupiter doesn’t have a solid surface. Its atmosphere is made mainly of the gases hydrogen and helium.

Grammar in Depth We use comparative adjectives followed by than to compare two things, people, or actions: Spacecraft are faster than airplanes.

There are very strong winds and storms on Jupiter.

We can also use than to introduce a clause: Space travel is more dangerous than I thought it was.

There are big stripes of cloud and bright belts of color.

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One-syllable adjectives usually have comparative forms with -er; many adjectives with two syllables, and most with three or more syllables, use more + the adjective. An example of two-syllable adjectives that don’t use more (or most in the superlative) are those ending in -y; they change the y to i before adding -er or -est (happy → happier → happiest).

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This is the Great Red Spot. It’s a huge storm in Jupiter’s atmosphere.

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Irregular comparatives include:

13 Work in pairs. Imagine you are an astronomer

I can see that Earth has bright blue oceans. My planet doesn’t have oceans on its surface.

from another planet, looking at Earth. Compare Earth with your planet using the words in the box. big

bright blue

life

small

solid

storms

surface

lG eo gr

atmosphere

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Jupiter

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135

Teaching Tip Make sure the directions you give students are easy to understand. Always get students’ attention before starting to give directions. Whenever you can, model what students have to do, rather than just explaining it. Check that students have understood by saying Tell me what you’re going to do first. And after that?

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• Say We use the comparative adjective followed by than to make

good → better bad → worse far → farther

Present

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comparative sentences. Underline bigger than and smaller than in the sentences on the board.

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• Tell students to open their books to pp. 134–135. Point out the grammar box at the top of p. 134. Say Let’s listen to some examples of people comparing two things. Play TR: 113 while the students listen and read along.

• Read aloud the first sentence in the box. Ask In the first part of the sentence, what two things are we comparing? (Saturn and Earth) Ask What about the second part of the sentence? (Saturn and Jupiter) Explain We don’t need to repeat the word Saturn in the second part of the sentence, we use the pronoun it instead.

• Ask a student to read the other example sentences in the box. Ask What do you notice about the form of the comparatives in these sentences? (there are other spelling changes besides adding -er; the final comparative doesn’t have -er) Draw students’ attention



SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar 1 235

GR AMMAR

12 Learn new words. Listen to learn about Jupiter. Then listen and repeat.

TR: 113

Saturn is much bigger than Earth, but it is smaller than Jupiter. Saturn is farther from the sun than Earth. Jupiter is closer to the sun than Saturn. Astronomy is more interesting than I thought! big

bigger

small

smaller

close

closer

far

farther

interesting

more interesting

Practice 

TR: 114 and 115

Jupiter doesn’t have a solid surface. Its atmosphere is made mainly of the gases hydrogen and helium.

Comparatives: Comparing two things

• 10 Read the Activity 10 directions aloud. Ask students

There are very strong winds and storms on Jupiter.

to read the adjectives in the word box. Say Now you’re going to read information about two planets, Venus and Earth. Then you’re going to use the information to complete sentences comparing the two planets.

10 Read. Complete the sentences with the correct form of the word in the box. big

close

cold

far

hot

long

short

small

Size: Venus: 12,104 km (7,521 mi.) Earth: 12,756 km (7,926 mi.)

smaller bigger

1. Venus is 2. Earth is

There are big stripes of cloud and bright belts of color.

than Earth. than Venus.

Length of one day: Venus: 243 Earth days Earth: 1 Earth day

longer shorter

3. One day on Venus is 4. One day on Earth is

than one day on Earth. than one day on Venus.

Average temperature: Venus: 462°C (864°F) Earth: 14.6°C (58.3°F)

hotter colder

5. Venus is much 6. Earth is much

This is the Great Red Spot. It’s a huge storm in Jupiter’s atmosphere.

than Earth. than Venus.

• Read aloud the line of information about the two

Distance from sun: Venus: 108 million km (67 million mi.) Jupiter

Earth: 150 million km (93 million mi.) 7. Venus is

closer

to the sun than Earth.

8. Earth is

farther

from the sun than Venus. 13 Work in pairs. Imagine you are an astronomer

Mercury is smaller than Uranus.

11 Work in pairs. Use the information from the table below

Length of one day

Average temperature

planets. Say This information tells us the size of the two planets. If you measure from one side of the planet to the other, this is how big they are. Compare the figures. They are about the same size, but one is a little bigger. Which one? (Earth) Say So, the first sentence says “Venus is (blank) than Earth.” Which word from the box do we choose? (small) What’s the comparative form? (smaller) Then have partners work individually to complete the activity. Check answers as a class.

I can see that Earth has bright blue oceans. My planet doesn’t have oceans on its surface.

from another planet, looking at Earth. Compare Earth with your planet using the words in the box.

to make comparisons between Mercury and Uranus. Size

Distance from sun atmosphere

Mercury

3,032 mi.

58 Earth days

167°C (333°F)

36 million mi.

Uranus

31,763 mi.

17 Earth hours

-197°C (-323°F)

1,784 million mi.

big

bright blue

life

small

solid

storms

surface

134

135

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instructions for Activity 11. Ask students to read the information in the table with their partner. Call on a student to read aloud the example in the speech balloon. Then have partners make sentences with comparatives, using the information in the table.

Apply 

• Draw a chart such as the one below on the board

to illustrate the rules for forming comparatives. Ask students to suggest other examples for each rule and add them to the chart.

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Forming comparative adjectives

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Adjectives ending in vowel + single consonant— double the final consonant and add er: hot → hotter

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Adjectives ending in e— just add r: nice → nicer

Adjectives with three or more syllables— use more + the adjective: colorful → more colorful Irregular forms must be memorized: good → better

• Replay TR: 113. Have students listen and repeat.

Unit 7

12 13

• 12 Learn new words.  Tell students to look at the

lG eo gr

such as big double the final letter before adding -er. For adjectives ending in -e just add -r. And some adjectives have an irregular comparative form, such as far → farther. We just have to memorize those! Say Hmm. The adjective interesting has a different form. Can you suggest the rule for adjectives with three or more syllables? (The adjective stays the same, but we add more before it.)

• 11 Put students into pairs and read aloud the

ap hi c

• Say For one-syllable adjectives, add -er. Some adjectives

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to the adjectives and their comparative forms at the bottom of the box. Put students into pairs. Say We form the comparatives of adjectives in different ways. Talk to your partner. Can you guess some of the rules for forming comparatives? Have students discuss.

236

10 11

picture of Jupiter on p. 135. Say Jupiter is an amazing planet! We’re going to listen to some information about Jupiter. Ask Can you predict any adjectives that might be used to describe this planet? Write students’ ideas on the board.

• Play TR: 114 while students listen and note any adjectives they hear. Ask students whether any of the adjectives they heard are listed on the board.

• Have students read the text above the picture. Say The text says that Jupiter doesn’t have a solid surface, or outer layer; it’s made up of gases. What do you think solid means? (hard; not a liquid or a gas) Ask Which two gases are mentioned? (hydrogen and helium)

• Tell students to find the Great Red Spot in the picture. Say The Great Red Spot is huge. That means it’s very big. Let’s listen again and find out how big it is. Play TR: 114 again. Elicit the answer. (It’s bigger than Earth.)

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

• Have students silently read the information in the boxes around the planet. Point out the three words in bold type. Say Let’s listen to the words alone and in sentences. Play TR: 115. Ask students to repeat each word and sentence.

Teaching Tip Try not to assume that if one or two students give the correct answer to a question, everyone has understood. If you always call on the first few students who raise their hands to answer, you run the risk of moving at the pace of the fastest learners and leaving the other students behind. Make sure you turn to different students, addressing them by name, e.g. What’s your answer, Isabel? or Do you agree, Joaquin?

• 13 Tell students to look at Activity 13. Put students into pairs. Read the directions aloud, and ask a student to read aloud the words in the box. Ask Which words in the box are adjectives? (big, bright blue, small, solid) Have a student read the text in the speech balloon for the class. Make sure students understand that they have to make sentences from the point of view of someone on another planet. They can use a real planet or an imaginary one. Give pairs time to make at least five comparisons.

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Extend

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ap hi c

Wrap Up

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them to tell the class which planet they’re from, and to write the name on the board. Ask the class Is this a real or an imaginary planet? Then ask the partners to tell the class two comparisons between their planet and Earth. If time allows, have the class ask follow-up questions about the planet.

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• Invite pairs from Activity 13 to come to the front of the class. Ask

• Play a game of True or False using the information about Venus,

lG eo gr

Earth, and Jupiter from this lesson. Say I’ll start. I’ll say a sentence about one of the planets in this lesson. Fold your arms if you think it’s true. Stand up if you think it’s false. Here’s my sentence: “The storms on Earth are bigger than the storms on Jupiter.” Is that true or false? Give students time to fold their arms or stand up. Point to the students who stand up and say You’re right! That’s false.

• Choose one of the students standing up to correct your sentence,

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and then invite her to come to the front of the class to make her own true or false sentence. Continue until all students have had a turn. You may want to have students write sentences before the game, or allow them to bring their books up to the front with them to help them make up their sentences on the spot.

Formative Assessment Can students • use comparative adjectives to compare two things? Ask students to complete the following sentences, using the comparative form of the correct adjective in parentheses: smaller than Jupiter. Earth is ________ (far / small) hotter than Earth. Venus is _________ (hot / big)

Workbook  For additional practice, assign Workbook pp. 84−85. Online Workbook  Grammar 1

SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar 1 237

14 16 Before you read, discuss in pairs. What do you

Reading

know about satellites around Earth? Write a list of uses for satellites. 15 17 Learn new words. Find these words in the reading.

Objectives

What do you think they mean? Which of these words are synonyms for picture and find? Then listen and repeat. TR: 116

Students will • read about and discuss satellite technology. • use new words from the reading. • increase understanding of text by connecting to prior knowledge.

discover

image

lost

signal

18 16 While you read, look for the different uses

Reading Strategy  Connect text to prior

of satellites.

knowledge

Target Vocabulary  discover, image,

TR: 117

17 After you read, look at the sentences.

Check T for true or F for false.

System, satellite, satellite dish, tag

1. GPS is a type of satellite orbiting Earth.

T

F ✓

2. We use satellite signals to watch TV shows from anywhere in the world.

T ✓

F

T ✓

F

T

F ✓

3. Conservationists in Malaysia use satellite tags to find out information about hawksbill turtles.

Resources  Online Workbook/Workbook pp. 86–87; Worksheet F.7.4; Graphic Organizer: KWL chart (Teacher’s Resource CD-ROM/Website); TR: 116−117 (Audio CD/Website/CPT); CPT: Reading

4. Sarah Parcak uses powerful cameras to take photos of satellites in space.

T

F ✓

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5. Tanis is the name of a new city in Egypt.

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Academic Language  synonym Content Vocabulary  Global Positioning

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lost, signal

18 Work in pairs. Look at your list from Activity 14.

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Were any of your ideas included in the reading? Can you add any more uses for satellites to the list?

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19 Discuss in groups.

lG eo gr

1. Think about your daily activities. When do you use satellites for information or entertainment? 2. Imagine that all the satellites orbiting Earth suddenly stop working. Think of how this affects people, businesses, and transportation. 3. Discuss how these people might use information from satellite signals in their daily work: fishermen, pilots, soldiers, world leaders, and farmers.

Satellite photo of Hurricane katrina

136

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Warm Up

• Activate prior knowledge Say In this lesson, we’re going to read about satellites. Who can explain what a satellite is? (an artificial device sent up into space to orbit Earth or another planet) Ask What does a satellite look like? Who can draw a picture of a satellite? Invite a student or students to the front of the class to draw a satellite on the board. Ask them to explain what they’ve drawn.

Before You Read 

14 15

• 14 Tell students to open their books to pp. 136−137. Have a student read the directions for Activity 14 to the class. Put students into pairs to discuss the question together. Encourage students to think about how satellites influence their daily lives. Give each pair a KWL chart (Know/Want to Know/Learned), and ask them to write Satellites as the topic at the top of the chart. Draw an example on the board:

238

Unit 7

SAMPLE COPY, NOT FOR DISTRIBUTION

Imagine you are on a long hike with some friends and you get lost. How do you find your way home? If you have a smartphone, you can use it to find your way home. Your phone has a Global Positioning System (GPS). The GPS sends and receives signals from satellites orbiting Earth. It uses information from these satellites to figure out exactly where you are and show you how to get home. Satellites are now part of our daily lives. There are more than 1,000 satellites orbiting Earth right now, sending and receiving signals. We use information from these satellites to help us find places, predict the weather, and make telephone calls. We can use satellite dishes on our houses to watch satellite TV shows from anywhere in the world.

Reading Strategy Connect text to prior knowledge  Students use information that they already know about a topic from school or personal experience and connect it to the text they’re reading. This helps them to make a deeper connection with the text, to understand it better, and to remember what they’ve read. The strategy can be used before, during, and after students read. Before reading, activate students’ prior knowledge by asking questions about the topic and their own experiences with it that might be relevant. During reading, ask students to check how the information in the text relates to what they know already. After reading, ask them to reflect on what they learned. A KWL chart can help students organize this process.

We also use satellites to help us learn more about our planet’s history. Archaeologist Sarah Parcak uses photos taken by powerful space cameras on satellites to try to find archaeological sites. She looks at the images very carefully to find signs of underground buildings and roads. “From space you can see a detailed network of streets and houses,” she explains. She used this method to discover the underground city of Tanis, in Egypt. “Now we have a completely new plan of an ancient city no one has seen for 3,000 years.” Sarah believes that satellite technology can become even more accurate. “It’s getting much better, much faster . . . this is the unbelievable future of archaeology.”

lG eo gr

ap hi c

Le

ar

ni

In Malaysia, conservationists use satellites to help hawksbill turtles. Hawksbill turtles are critically endangered, and conservationists want to know more about

Be the Expert

them. The conservationists put satellite tags on the backs of hawksbill turtles. As the turtles swim from place to place in the ocean, the tags send signals to the satellites using GPS. This gives conservationists important information about where the turtles go. The conservationists can then work to protect those habitats.

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How Space TecHnology iS Helping earTH

Topic: Satellites Know

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Want to Know

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Learned

Which other planets have man-made satellites orbiting them?

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at

Most satellites orbit Earth.

137

• Ask students to complete the first column, listing information they already know about satellites. When they’ve finished, ask pairs to read and compare their lists.

• Say Now work with your partner to complete the second column of the chart, the Want to Know column. List things you’d like to know about satellites. You can write these as questions; for example, “Can satellites help animals as well as people?” Encourage pairs to think of three or four questions to write in their chart.



SAMPLE COPY, NOT FOR DISTRIBUTION

Reading 239

• Replay TR: 117. Call on students to say whether any

14 16 Before you read, discuss in pairs. What do you

know about satellites around Earth? Write a list of uses for satellites.

How Space TecHnology iS Helping earTH Imagine you are on a long hike with some friends and you get lost. How do you find your way home? If you have a smartphone, you can use it to find your way home. Your phone has a Global Positioning System (GPS). The GPS sends and receives signals from satellites orbiting Earth. It uses information from these satellites to figure out exactly where you are and show you how to get home.

15 17 Learn new words. Find these words in the reading.

What do you think they mean? Which of these words are synonyms for picture and find? Then listen and repeat. TR: 116 discover

image

lost

signal

18 16 While you read, look for the different uses

of satellites.

Satellites are now part of our daily lives. There are more than 1,000 satellites orbiting Earth right now, sending and receiving signals. We use information from these satellites to help us find places, predict the weather, and make telephone calls. We can use satellite dishes on our houses to watch satellite TV shows from anywhere in the world.

TR: 117

17 After you read, look at the sentences.

Check T for true or F for false. 1. GPS is a type of satellite orbiting Earth.

T

F ✓

2. We use satellite signals to watch TV shows from anywhere in the world.

T ✓

F

T ✓

F

4. Sarah Parcak uses powerful cameras to take photos of satellites in space.

T

F ✓

5. Tanis is the name of a new city in Egypt.

T

F ✓

3. Conservationists in Malaysia use satellite tags to find out information about hawksbill turtles.

In Malaysia, conservationists use satellites to help hawksbill turtles. Hawksbill turtles are critically endangered, and conservationists want to know more about

them. The conservationists put satellite tags on the backs of hawksbill turtles. As the turtles swim from place to place in the ocean, the tags send signals to the satellites using GPS. This gives conservationists important information about where the turtles go. The conservationists can then work to protect those habitats.

of the questions they wrote were answered. Give students the opportunity to clarify any vocabulary or sentences in the text that they didn’t understand.

We also use satellites to help us learn more about our planet’s history. Archaeologist Sarah Parcak uses photos taken by powerful space cameras on satellites to try to find archaeological sites. She looks at the images very carefully to find signs of underground buildings and roads. “From space you can see a detailed network of streets and houses,” she explains. She used this method to discover the underground city of Tanis, in Egypt. “Now we have a completely new plan of an ancient city no one has seen for 3,000 years.”

After You Read 

Sarah believes that satellite technology can become even more accurate. “It’s getting much better, much faster . . . this is the unbelievable future of archaeology.”

• 17 Ask students to work individually to decide if the statements are true or false. Encourage them to locate the sentence in the reading where they can find the correct information.

18 Work in pairs. Look at your list from Activity 14.

Were any of your ideas included in the reading? Can you add any more uses for satellites to the list? 19 Discuss in groups. 1. Think about your daily activities. When do you use satellites for information or entertainment? 2. Imagine that all the satellites orbiting Earth suddenly stop working. Think of how this affects people, businesses, and transportation. 3. Discuss how these people might use information from satellite signals in their daily work: fishermen, pilots, soldiers, world leaders, and farmers.

17 18 19

• When students have finished, ask them to check their

Satellite photo of Hurricane katrina

136

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answers with a partner. If they disagree, tell them to find and read the correct information from the text. Check answers as a class. Have students correct the false statements.

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• 18 Say In the first column of your chart, you wrote a

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the word box on p. 136. Have students repeat. Tell students to work individually to find each of the words in the reading.

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• 15 Learn new words.  Read aloud the words in

• Read aloud the two questions in Activity 15. Remind

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• 19 Put students into small groups for Activity 19.

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students that synonym means a word that has the same or a similar meaning to another word. Say Talk to your partner. Which words have almost the same meaning as picture and find? Give students time to decide, then check the answer. (image = picture; discover = find) Play TR: 116 and ask students to listen to the words and sentences. Make sure students understand the meaning of lost. Say If you get lost, you don’t know where you are. Has that ever happened to you? How did you feel? Ask students to tell the class about their experiences.

list of things you knew satellites are used for. Compare your list with the uses mentioned in the reading. Give students time to reread their lists and compare them with the text. Ask Were any of the uses in your lists mentioned in the reading? Which ones?

• Play TR: 116 again, and ask students to listen and

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While You Read 

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repeat. Say One of the sentences talks about GPS technology. Do you know anything about the GPS? Can you guess what it does? Elicit students’ ideas, then say We’re going to find out more about GPS technology in the reading.

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• 16 Say We’re going to read and listen to the text. Listen for the uses of satellites that are mentioned. Play TR: 117 while students listen and read along.

• Say We’re going to listen and read again. This time,

Ask each group to choose one member to act as secretary and write notes of their discussions. For Question 1, make sure that students understand the difference between information and entertainment.

• When students are discussing Question 2, encourage them to think about different groups of people and how they might be affected. For example, which people would not be able to do their jobs without satellites? How would children be affected? What about older people? How might businesses, such as advertising companies, and the airline and shipping industries, be affected?

• For Question 3, encourage students to talk about each of the jobs mentioned in turn, drawing on their prior knowledge of these jobs and what they involve. Students might also like to talk about how these groups did their jobs in the past, and how satellite technology has improved their lives.

think about the questions you wrote in the second column of your KWL chart. What did you want to know more about? Were any of your questions answered in the reading?

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Be the Expert Extend • Ask groups to look at their discussion notes for question 2, and

Teaching Tip

plan how they could act out a scene based on one of their ideas. Say Imagine you are a group of people affected when satellites stop working. Can you act out what happens? Give groups time to write a script and practice acting it out. Make sure that every student in the group has a part to play. Then ask groups to perform their scenes for the class.

Graphic organizers are helpful in teaching reading strategies. They give students a picture of how the ideas and concepts they read about are related to each other. Graphic organizers come in many different forms: webs, charts, tables, diagrams with overlapping circles, or circles connected to other circles with lines or arrows. You can use the ones provided on the Teacher’s Resource CDROM, or make your own. It is important to model the correct use of graphic organizers and to explain how they connect to different learning strategies.

• If time allows, you may want to hand out Worksheet F.7.4 in class. Students will use the worksheet to practice new vocabulary related to satellite technology.

Wrap Up

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again to complete the third column of their chart. Say The final column of the chart is for you to write what you learned about satellites. Some of those things might be answers to the questions you wrote. Others will be new facts you learned. Try to write four things. Give pairs time to complete the final column.

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• Have the students who began their KWL chart together pair up

• When pairs have completed their charts, ask each pair to write four

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questions to ask the rest of the class, based on the information in their charts. Questions can be based on any of the columns of their charts, as long as they connect to the information in the reading. Invite pairs to come to the front of the class and ask their questions. Make sure each student has a chance to ask one question for the other students in the class to answer.

Formative Assessment Can students • use new words from the reading to discuss satellite technology? Say Tell me about two ways satellites are used in our daily lives. • connect text to prior knowledge? Ask students to say one fact they already knew about satellites before reading, and one new fact they learned.

Workbook  For additional practice, assign Workbook pp. 86–87. Online Workbook Reading

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Reading 241

VIDE

Video Objectives

22 20 Before you watch, discuss in pairs. Read the definition of gravity

Students will • discuss the electric wind of Venus. • apply the message of the video to their personal lives.

below. Then think of some other examples that show the force of gravity in everyday life. Gravity is a strong force. It pulls things down to the center of the planet. For example, when you drop a ball, it falls down onto the ground. It doesn’t float in the air or rise up. This is because of gravity.

Content Vocabulary  float, force, gravity, oxygen, temperature

Resources  Video scene 7.1 (DVD/ Website/CPT); Online Workbook; CPT: Video

Answer Key Comprehension  23

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1. at NASA’s Goddard Space Flight Center 2. 460 degrees Centigrade/Celsius (860 °F) 3. gravity and electric force 4. Answers will vary.

21 Work in pairs. You are going to watch The Electric

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Wind of Venus. What do you already know about Venus? Compare it with some of the other planets in the solar system. Look at the diagram on page 133 to remind you. 22 24 Watch scene 7.1. While you watch, circle the

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correct answers.

1. Venus is much wetter / drier than Earth. 2. Venus is much hotter / colder than Earth. 3. Every planet has oxygen / a gravity field .

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4. Venus has a very weak / strong electric field.

5. The electrical field on Venus takes the oxygen / gravity out of the atmosphere and sends it into space.

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20 21

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Before You Watch 

• Say We read about how satellite technology helps us

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in our everyday lives. Now we’re going to find out about an amazing discovery scientists have made about the planet Venus.

• 20 Ask students to open their books to pp. 138−139. Read the directions for Activity 20 aloud, then tell students to read the definition of gravity silently and look at the diagram. Explain force. Say A force is a power that can make an object move. Gravity is a type of force that makes objects move downwards, like this. Pick up an object such as a pencil, and let it drop to the floor. Say The pencil fell to the floor because of gravity.

• Put students into pairs. Say Think of some more examples that show the force of gravity. When pairs have finished talking, encourage them to share their ideas with the class.

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• 21 Read the activity directions aloud. Give pairs time to discuss what they already know about Venus and compare it with the other planets. Ask pairs to tell the class what they discussed.

While You Watch 

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• 22 Read the directions for Activity 22, and have students read the sentences silently. Say Let’s watch The Electric Wind of Venus and find the answers that complete the sentences. Play Video scene 7.1. Give students time to circle the correct word in each sentence. Check answers as a class.

After You Watch 

23 24 25

• 23 Put students into pairs with a different partner. Tell them to use information from the video to answer the questions. Ask students to let you know if they need to see all or part of the video again. Check answers as a class.

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Be the Expert Teaching Tip

23 After you watch, work in pairs to answer

the questions.

Keep order in the classroom by helping students stay focused during activities. Review directions, focusing on one step at a time. Encourage students to ask you to explain directions or concepts they don’t understand. Make sure that each student knows what he or she is supposed to do.

1. Where does Glyn Collinson work? 2. What’s the temperature on the surface of Venus? 3. Which two forces does Glyn talk about? 4. Why do you think this discovery about Venus is important? 24 Work in groups. At the end of the video,

25 Choose an activity.

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1. Work independently. Learn 4–5 more facts about Venus. Compare this information with what you know about Earth.

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Glyn talks about looking for habitable planets—planets where life can exist—around other stars. What makes a planet habitable? Make a list of the most important things.

2. Work in pairs. Find out about gravity and the atmosphere on one of the other planets in our solar system. Present your information to the class.

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3. Work in groups. Find different objects and drop them onto the ground from the same height. Time how long it takes for each object to hit the ground. Discuss your results. What affects how quickly an object falls?

The electric wind of Venus

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• 24 Put students into small groups. Read the

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instructions for Activity 24. Say Many scientists are studying whether life can exist on other planets. Discuss what you think are the most important things a planet needs to have in order to support life. When groups have finished, encourage a short class discussion to share ideas.

• 25 Have students choose an activity. If students choose the first one, guide them to do some research about Venus and Earth online.

139

Formative Assessment Can students • discuss the electric wind of Venus? Say Tell me two things you learned about Venus in the video.

Online Workbook Video

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• Put students who choose the third option into small groups to carry out their experiment. Make sure they have a stopwatch or watch with a second hand, and remind them to record their results. Encourage them to think of different explanations for what they find out. Ask them to present their results and possible explanations to the class.

• If appropriate, some students might like to follow up their experiments by doing some research about gravity and how it works, and about the other factors that affect how quickly objects fall from a height.

• Put students who choose the second option into pairs. Tell them to think about how to present their information in a clear and logical way. They might want to consider organizing the information in a chart.



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Video 243

Grammar 2

GR AMMAR

TR: 118

Superlatives: Comparing three or more things I learned many interesting facts about space in my science class. The most interesting facts were about stars. Canopus is brighter than Rigil Kentaurus, but the brightest star in our night sky is Sirius.

Objective

Proxima Centauri is closer to Earth than Barnard’s Star, but the closest star to Earth is the sun.

Students will • use superlative adjectives to compare three or more things.

Jupiter is bigger than Saturn, but the biggest object in our solar system is our sun. bright

Grammar  Superlatives: Comparing

brighter bigger closer more interesting

big close interesting

three or more things

Content Vocabulary  dwarf star,

the brightest the biggest the closest the most interesting

hypergiant 26 Read. Complete the sentences with the correct

Resources  Online Workbook/Workbook

form of the word in parentheses.

pp. 88–89; Worksheet F.7.5 (Teacher’s Resource CD-ROM/Website); TR: 118 (Audio CD/Website/CPT); CPT: Grammar 2

Vy Canis Majoris

There are billions of stars in our galaxy and billions of galaxies in the universe. It’s impossible to know about all of these stars. Here are some facts that scientists like Brendan Mullan know today about the stars we can see in the universe. As we watch new stars form, our knowledge may change in the future.

Materials  scissors, large sheets of

The sun

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paper

The biggest

(big) star in the universe is UY Scuti. It is 1,700 times bigger

4.

The brightest

(small) known star today is OGLE-TR-122b, a red dwarf star.

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The smallest

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than the sun! 3.

the coolest

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1. The brown dwarf star called WISE J085510.83-071442.5 is (cool) star ever found. 2.

Uy Scuti (Largest known star)

(bright) stars in the universe are blue hypergiants, like

Eta Carinae. These are also

the hottest

(hot) stars in the universe.

the oldest

6.

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(old) star in the universe is 5. Scientists believe that HD 140283, also called the Methuselah Star. They believe this star formed more than 13 billion years ago.

The closest (close) star to Earth other than the sun is Proxima Centauri.

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27 Work in pairs. Take turns choosing a blue card. Make a

question from the words on the card. Then try to find the matching answer on a red card. Go to p. 189.

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Warm Up

• Activate prior knowledge Write Mercury – Earth on

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the board. Ask Can you make a sentence comparing these two planets, using the adjective big? Write on the board Earth is bigger than Mercury. Say We learned how to use comparatives to compare two things. Can you make any other sentences comparing Mercury and Earth? Have students look at the diagram on p. 133 and the chart at the bottom of p. 134. Then have them suggest sentences.

• Say Now we’re going to find out how to compare more than two things. Write Jupiter on the board, and below it: Earth is bigger than Mercury, but Jupiter is . . . Say Let’s find out a new way to complete this sentence.

Present • Ask students to open their books to p. 140 and look at the grammar box. Read aloud the title. Say We use comparatives to compare two things. For three or more

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things, we use superlatives. Let’s see how we use them. Play TR: 118 while students read along.

• Say “The brightest star in our night sky is Sirius.” So, are there any stars that are brighter than Sirius? (no) “The closest star to Earth is the sun.” Are there any stars that are closer to Earth? (no)

• Say We form comparatives by adding -er to most adjectives. To form most superlatives, we add two things. Look at the sentences. What do we add? (the + an adjective ending in -est) Ask How do we make the superlative form of a longer adjective? (the most + an adjective)

• Point to the sentence beginning you wrote on the board. Say Earth is bigger than Mercury, but Jupiter is . . . Ask What superlative can we use to complete this sentence? (the biggest) Complete the sentence on the board. (. . . the biggest planet in our solar system.)

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Be the Expert

• Play TR: 118 again, and ask students to listen and repeat the adjectives with their comparative and superlative forms. Put students into pairs to take turns, with one student naming an adjective from the box, and the other student responding with the comparative and superlative forms.

Practice 

Grammar in Depth Comparatives are used to compare one thing or person with another. Superlatives are used to distinguish one thing or person from two or more others: Venus is hotter than Earth. Venus is the hottest planet in the solar system.

26

• 26 Read the Activity 26 directions aloud. Invite a student to read aloud the paragraph. Then have students look at the diagram of three stars. Ask Is that our sun? It looks tiny! The other stars must be very big. Let’s find out about some amazing stars. Tell students to read and complete the sentences individually. When they’ve finished, tell them to compare their answers with a partner’s. Invite students to read their completed sentences to the class.

Irregular superlatives include: good → the best bad → the worst far → the farthest

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Apply 

One-syllable adjectives usually have superlative forms with the + -est; some adjectives with two syllables, and most with three or more syllables, use the most + the adjective.

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game, and find out some incredible facts about space! Ask students to cut out the cards from p. 189. Read the instructions. Model the activity with a student. Put the blue cards in a pile, facedown. Spread out the red cards, faceup. Say I need to pick up a blue card and make a question. Ask students to look at the blue card at the bottom of p. 140. Say If I pick up this card, what question do I ask? (What’s the hottest planet in our solar system?)

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• 27 Put students into pairs with a new partner. Say Let’s play a

• Turn to the student modeling the activity with you, and ask the

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question again. Then say Look for the red card that has the answer. Help the student to find the card and make a sentence. Have pairs play the game. Monitor students as they play.

Extend

• Put pairs together to form groups of four. Tell groups to mix up a

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set of cards and spread them out facedown. Then model with one group. Tell a student to turn over a blue card and ask the question. Then tell another student to turn over any red card, read out the answer, and decide if it’s a “match.” If it is, that student scores a point and keeps the two cards. If it isn’t, the students return the two cards to the same positions and the other two students in the group take a turn. The aim is to remember where the matching questions and answers are. Have groups play until all their cards have been matched.

• Hand out Worksheet F.7.5 to give students more practice with superlatives.

Wrap Up • Put students into pairs. Give each pair a large sheet of paper. Say Now you’re going to invent three planets. Think about how they’re different. Draw each of the planets and give them names. Make some sentences using superlatives about your planets. Write adjectives on the board as prompts: big, small, bright, interesting, colorful, hot, cold. Give students time to draw their planets, then invite pairs to display their pictures and talk about their planets.



Formative Assessment Can students • use superlatives to compare three or more things? Ask students to form the superlative of the word in parentheses to complete these sentences: the biggest (big) star in the EY Scuti is __________ universe. the oldest (old) The Methuselah Star is __________ star in the universe. the most interesting (interesting) I think Jupiter is __________ planet in the solar system.

Workbook  For additional practice, assign Workbook pp. 88–89. Online Workbook  Grammar 2

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Grammar 2 245

Writing

WRiTiNG When we compare and contrast two things, we describe the things that are the same and the things that are different about them. Both Saturn and Jupiter are gas giant planets in our solar system. Although Uranus is closer to the sun, it is colder than Neptune. Uranus is several times larger than Earth. Saturn, however, is much bigger than Uranus.

Objectives

Students will • use words for comparison and contrast. • analyze a model paragraph to see how the writer compares and contrasts two planets. • write a paragraph of comparison and contrast.

Earth has one moon, but Mars has two moons. 28 Read the model. How does the writer compare and contrast Jupiter and Venus?

Underline the compare words and circle the contrast words. Jupiter and Venus

Writing  Comparison and contrast Academic Language  compare,

Jupiter and Venus are both planets in our solar system. Jupiter is farther from the sun and much bigger than Venus. In fact, Jupiter is the largest planet in the solar system. Venus has a solid surface. Jupiter, however, is a gas giant planet and does not have a solid surface. Jupiter has 67 moons in orbit around it, but Venus has no moons. Jupiter also has some rings of small pieces of rock around it. Venus doesn’t have any rings around it. Although both Venus and Jupiter have layers of cloud around them, Venus has a much hotter surface temperature than Jupiter. Jupiter’s clouds are white, brown, and orange, but Venus’s clouds are all white.

comparison, contrast, difference, similarity

Resources  Online Workbook/Workbook

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p. 90; Process Writing Worksheet (Teacher’s Resource CD-ROM/ Website); CPT: Writing

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29 Read the model again. Make a table of the similarities and the

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differences between Venus and Jupiter. Look at the table on page 134 for ideas.

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30 Write. Compare and contrast Saturn and Mars. Describe the things that

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are the same and the things that are different about the two planets.

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• Activate prior knowledge  Remind students that

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they’ve learned how to compare two or more things using comparative and superlative adjectives. Write these two sentences on the board: Saturn is bigger than Uranus, but Jupiter is the biggest planet in the solar system. Uranus, Saturn, and Jupiter are all big planets, and they’re all made mostly of gases.

• Say The first sentence compares three planets, using comparative and superlative adjectives. The second sentence shows that there are similarities between

Unit 7

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Warm Up

246

Jupiter

these three planets. Write similarities on the board, next to the second sentence. Say Similarities are things that are the same. We can also talk about the opposite—differences. Write another sentence on the board: Jupiter has more than 50 moons, but Earth has only one. Write differences next to this sentence. Say In this lesson, we’re going to write about similarities and differences.

Present • Tell students to open their books to p. 141. Ask them to silently read through the information in the green box at the top of the page. Ask What’s the word that means “to describe differences”? (contrast) Say There are five sentences in the box. Which sentences contrast information? (2, 3, 4, and 5)

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Be the Expert

• Ask students to read aloud the sentences that contrast. Then have them look at the words in bold type in the sentences. Ask Which words in bold talk about similarities, and which talk about differences? Say We use both when two things are the same. We can use although, however, and but to talk about differences. Writers use these words when they want to draw attention to, or emphasize, a particular similarity or difference.

Read the Model 

Writing Support Comparison and contrast  Comparison shows similarities between different people, things, ideas, or places. Contrast points out the differences. There are two ways of organizing a compare and contrast paragraph. The first method is to separate the information into two sections. For example, in a paragraph comparing and contrasting Mars and Neptune, the writer could first give all the information about Mars, then give similar information about Neptune. The second method, which is used in this lesson, is to compare point by point. A point, or fact, about Mars would be immediately followed by a similar or contrasting point about Neptune.

28 29

• 28 Say Now we’re going to read a paragraph comparing and contrasting Jupiter and Venus. Ask Do you think the writer will find more similarities between the two planets, or more differences? Have students express an opinion.

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• Put students into pairs. Read the directions aloud. Say First read

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• Ask Did you find any words in the paragraph that you didn’t

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the paragraph with your partner. Note any words that you don’t understand. Then reread the paragraph. This time, underline the words that signal comparison and circle the words that signal contrast. Give pairs time to complete the task. Then call on students to read aloud the words they underlined and circled.

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understand? Some students might need to be reminded what a gas giant is or what rings are. Ask other students to suggest what these words might mean, using the context. Confirm any meanings that are still unclear, or let students find them in their dictionaries.

• 29 Draw students’ attention to Activity 29, and read the

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directions aloud. Give students time to look back at the chart on p. 134 to remind them of some ways planets can be similar or different. On the board, draw a simple chart for the students to copy and complete:

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Venus and Jupiter

Differences

Both planets in solar system

Jupiter much bigger than Venus

Teaching Tip During class activities, look for and make a note of common and repeated errors. Instead of drawing attention to individual students who make an error, review errors with the whole class. Write a sentence that contains the error on the board, and ask the students to identify the error. Then write the sentence correctly and explain why it’s correct.

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Similarities

In the latter method, words that signal comparison or contrast are important for organizing the paragraph and aiding comprehension. Words and phrases that signal similarities include: both, also, too, as well, and similar to. Words and phrases that signal differences include however, but, although, and on the other hand.

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Have students work individually on their charts. When they’re finished, tell them to compare their work with a partner’s.

Plan 

30

• 30 Read Activity 30 aloud. Say Now you’re going to plan your own writing. The topic is to compare and contrast Saturn and Mars. Tell students they can use information about the two planets from their prior knowledge, from the unit, and from research. Say For your prewriting, use a chart like the one you made for Venus and Jupiter to organize your information and to help you decide what to use in your paragraph.

Workbook  For scaffolded Writing support, assign Workbook p. 90. Online Workbook Writing



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Writing 247

Write • After students have completed their prewriting, tell

WRiTiNG When we compare and contrast two things, we describe the things that are the same and the things that are different about them.

them to work on their first drafts. If you don’t have enough time in class, assign the first drafts as homework.

Both Saturn and Jupiter are gas giant planets in our solar system. Although Uranus is closer to the sun, it is colder than Neptune. Uranus is several times larger than Earth. Saturn, however, is much bigger than Uranus. Earth has one moon, but Mars has two moons.

Revise

28 Read the model. How does the writer compare and contrast Jupiter and Venus?

Underline the compare words and circle the contrast words.

• After students have finished their first drafts, tell them

Jupiter and Venus Jupiter and Venus are both planets in our solar system. Jupiter is farther from the sun and much bigger than Venus. In fact, Jupiter is the largest planet in the solar system. Venus has a solid surface. Jupiter, however, is a gas giant planet and does not have a solid surface. Jupiter has 67 moons in orbit around it, but Venus has no moons. Jupiter also has some rings of small pieces of rock around it. Venus doesn’t have any rings around it. Although both Venus and Jupiter have layers of cloud around them, Venus has a much hotter surface temperature than Jupiter. Jupiter’s clouds are white, brown, and orange, but Venus’s clouds are all white.

29 Read the model again. Make a table of the similarities and the

differences between Venus and Jupiter. Look at the table on page 134 for ideas. 30 Write. Compare and contrast Saturn and Mars. Describe the things that

Edit and Proofread

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are the same and the things that are different about the two planets.

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to review their writing and think about their ideas and organization. Ask each student to consider the following: Have I found similarities and differences between the two planets? Have I expressed these clearly, using the words for comparison and contrast? Have I chosen the most interesting facts? What could I improve on?

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• Encourage students to consider elements of style,

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such as sentence variety, parallelism, and word choice. Then ask them to proofread for mistakes in grammar, punctuation, capitalization, and spelling.

Jupiter

• If you have time in class, allow students to work on OWI_F_SE_24787_128-143_U07_PPDF.indd 141

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• Publishing includes handing in pieces of writing to the

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this step. If not, assign it as homework. If students have Workbooks, remind them to use Workbook p. 90 for writing support.

Publish

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141

teacher, sharing work with classmates, adding pieces to a class book, displaying pieces on a classroom wall or in a hallway, and posting on the Internet.

• Worksheets  If your students need a reminder of

any of the steps of process writing, you may want to hand out the Process Writing Worksheet and review together.

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• Workbook  Refer students to Workbook p. 90 to help

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them organize and plan their writing.

Writing Rubric Use this rubric to assess students’ writing. You can add other aspects of their writing you’d like to assess at the bottom of the rubric. 4 3 2 1

= = = =

248

Excellent Good Needs improvement Redo

Unit 7

1 Writing  Student includes words to signal comparison and contrast. Grammar  Student uses comparative and superlative adjectives correctly. Vocabulary  Student uses a variety of word choices, including words learned in this unit.

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2

3

4

Mission Objective

Students will • discuss how scientific thinking can solve problems.

Resources  Video scene 7.2 (DVD/ Website/CPT); Worksheet F.7.6 (Teacher’s Resource CD-ROM/ Website); Online Workbook: Meet the Explorer; CPT: Mission

Be the Expert

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Think Like a Scientist

Teaching Tip

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—Brendan Mullan

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Mission

3. What do you want to know about space, the planets, and the stars? Make a list of questions. Then think like a scientist and decide how you can find the answers to your questions. 

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2. Brendan Mullan says you should “Think like a scientist.” What do you think he means? How do scientists think? How can you think like a scientist? Give an example of a problem that you solved by thinking like a scientist.

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National Geographic Explorer, Astrobiologist

1. Watch scene 7.2.

• Tell students to turn to p. 142 and look at the photo.

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Read aloud the Mission and the quote from Brendan Mullen. Explain that someone who is curious asks a lot of questions. Ask Do you think it’s important to ask a lot of questions? Why or why not? Let several students express their ideas. Say We read about how Brendan Mullan first got interested in science. Can you remember what happened? (He visited a planetarium when he was ten years old.)

• Activity 1 Say Now let’s watch a video about Brendan Mullan. Notice how he feels about his work as a scientist. Play Video scene 7.2. Play the video again, and ask students to notice what Brendan says is the best thing about being a scientist. (That moment where you’re the first person in the world to learn something new.)



Video in the classroom After students have watched a video, ask them to write questions about it. Partners can exchange papers and answer each other’s questions. Then students give back their partner’s paper and comment on each other’s answers. This gives students an incentive to write better questions, and to answer them more thoughtfully.

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“Ask questions, solve problems, think like a scientist, stay curious!”

Online Workbook  Meet the Explorer 4/7/17 5:04 PM

• Activity 2  Put students into pairs. Read the quote again, and ask a student to read aloud the questions. Tell partners to discuss them and write their ideas. Encourage students to think about a time when they had to solve a problem on their own. Ask Did you ever put together a toy or an electronic device? Did you ever have to take some action in an emergency? How did you figure out what to do? When they’re finished, have pairs share their ideas about how scientists think with the class.

• Activity 3  Read the instructions in Activity 3. Ask students to list as many questions as they can, and then choose three of them to work on. Have students individually present their questions and tell how they’d go about finding the answers.

• Worksheet  Hand out Worksheet F.7.6. Explain that students will use the worksheet to write about asking questions and thinking like a scientist.

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Mission 249

Make an Impact

Project

A 1 Write and role-play an interview.

Objective

• Use the Internet to find out about daily life on the International Space Station (ISS). • Write an interview between a journalist on Earth and an astronaut on the ISS. • Role-play your interview for the class.

Students will • choose and complete a project related to space.

Academic Language  presentation, role-play, timeline

B Give a presentation about a planet.

Content Vocabulary  astronaut,

• In a group, choose one of the planets in our solar system. • Create a presentation with information about the planet. Include photos and facts. • Give the presentation to the class and answer their questions about it.

International Space Station

Resources  Assessment: Unit 7 Quiz; Workbook pp. 91 and 110; Worksheet F.7.7; (Teacher’s Resource CD-ROM/ Website); CPT: Make an Impact and Review Games

NASA astronaut Mae C. Jemison

Go to p. 287.

Unit Review  Assign Worksheet F.7.7. Workbook  Assign pp. 91 and 110. Online Workbook  Now I can

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Assessment 

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• Find out about the life of a famous astronaut. • Create a timeline to show the astronaut’s important life events. Find or draw pictures for each event. • Present your timeline to the class. Explain why you chose this astronaut.

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C Make a timeline of a famous astronaut’s life.

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Prepare

• Have students choose a project.

• Activity A  Draw students’ attention to the photo and

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the caption. Say This astronaut is making her first flight into space aboard a science lab orbiting Earth. What can you see in the picture? What kind of work do you think she’s doing?

• Put students who choose this option into pairs. Help them find websites to use to research life on board the International Space Station. Remind them that the picture on pp. 128−129 is of an astronaut working on the ISS. In each pair, one student role-plays the journalist, and the other role-plays the astronaut.

• Activity B  Ask students to think of the clearest and most appealing way to organize their presentation. Encourage groups to choose a planet they haven’t researched before but make sure groups don’t all choose the same one.

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143

Unit 7 ProjectSAMPLE

• Activity C  Remind students how to create a timeline of a person’s life. Their timeline could begin in the year the astronaut was born, or even before, if they want to add some information about the astronaut’s parents. Make sure students plan and sketch out their timeline before making the final version. Remind them that they can add illustrations or photos to mark special events on the timeline.

Share • Schedule time for students to role-play their interviews, give their presentations, or present their timelines to the class. Allow time for students to ask questions about their classmates’ work.

• Modify  Help students simplify a project by eliminating one of the options or steps. For Activity C, students could work in a group to make one large timeline that they display across the classroom. Each student could be responsible for two events from the astronaut’s life.

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4/7/17 5:04 PM

Student Book Audio Script TR: 113 grammar  See Student Book p. 134.

TR: 115 12 Learn new words.  bright / Jupiter has beautiful bright belts of color. storm / The Great Red Spot is a huge storm. surface / Jupiter’s surface isn’t solid. It’s made up of gases. wind / There are very strong winds on Jupiter. TR: 116 15 Learn new words.  discover / We can use satellite technology to discover new things about our planet. image / The images from satellite photographs show signs of ancient cities. lost / I got lost yesterday but I used my phone to find my way home. signal / GPS technology uses signals from satellites to work out where you are.

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TR: 110 5 Learn new words.  astronaut / Neil Armstrong was the first astronaut on the moon. atmosphere / Jupiter’s atmosphere is made of hydrogen and helium. Earth / We live on the planet Earth. gas / Oxygen, hydrogen, and helium are all kinds of gas.

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TR: 109 5   Some planets have atmospheres and some planets don’t. An atmosphere is the mixture of gases in the air that surrounds the planet. On Earth, our atmosphere is made up mainly of nitrogen, oxygen, argon, and carbon dioxide. We can breathe in this atmosphere. But when astronauts leave Earth’s atmosphere and travel through space, they need to carry special oxygen tanks to help them breathe. Until recently, scientists believed that our moon had no atmosphere at all. Now we know that it does have an atmosphere, but it is very, very thin. It’s so thin that we’re still not sure which gases are in it!

We don’t know yet exactly how many moons Jupiter has, but we know that it definitely has at least 63 moons, perhaps 67. Some of these moons are bigger than our moon and some are much smaller.

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TR: 108 2 Learn new words.  galaxy / A galaxy is a system of billions of stars. journey / It’s a very long journey from Earth to Jupiter. one-way trip / We won’t come back because this is a one-way trip. orbit / Earth orbits the sun. planet / There are eight planets in our solar system. solar system / The solar system is the sun and the planets that move around it. space / Space begins about 100 kilometers above the surface of Earth. spacecraft / Six Apollo spacecraft landed on the moon. travel / New Horizons traveled for nine years before it reached Pluto. universe / The universe is everything that exists.

TR: 114 12   I think Jupiter is the most beautiful planet in our solar system. It’s also very unusual. It is a gas giant planet. This means that it doesn’t have a solid surface. It has a very thick atmosphere, made mainly of the gases hydrogen and helium. When you look at Jupiter, you can see big stripes of cloud and bright belts of color. The clouds are there because of the very strong winds and storms on Jupiter. You can also see one very big red spot. This is called the Great Red Spot. It is a huge storm in Jupiter’s atmosphere. The Great Red Spot is bigger than Earth and it has lasted for hundreds of years.

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L isten and read.  See Student Book pp. 130–131.

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TR: 107 1

TR: 111 Speaking Strategy  See Student Book p. 133.

TR: 118 grammar  See Student Book p. 140.

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TR: 112 7   S1: So, what are we going to do for this project on Jupiter? Any ideas? S2: What if we make a poster about the planet? S1: I’m not so sure. What can we put in a poster? S2: Well, why don’t we design it like a vacation poster? “Come and visit the wonderful planet of Jupiter!” “The biggest planet in the solar system!” That kind of thing. S1: Actually, that could work. S2: And then we could also draw some pictures of Jupiter for the poster. S1: That could be good, but I think we should look for some photos. S2: That’s a great idea.

TR: 117 16   While you read, look for the different uses of satellites. See Student Book pp. 136–137.



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Audio Script 251

Unit 8

In This Unit

See the World

Theme  This unit is about travel and vacations.

Content Objectives

Students will • discuss travel itineraries and travel experiences. • read about kite-skiing in the Arctic. • read about and discuss student expeditions and family vacations.

Language Objectives

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Students will • talk about travel. • ask for and give directions. • use going to to describe future plans. • use in, on, and at to say when things happen. • write a blog post about vacation plans.

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Vocabulary

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pp. 146–147  airport, by (boat/bus/ train), leave, pack, passport, public transportation, spend, ticket, tourist, trip p. 148  gift, hotel, local, tour p. 151  beach, cave, island, valley p. 152  equipment, pull, snow shovel, tent Vocabulary Strategy  The suffix -ist

Speaking Strategy  Asking for and giving directions Grammar 1  Use going to to describe future plans Grammar 2  Use in, on, and at to say when things happen

Reading  Kite-skiing in the Arctic Reading Strategy  Visualize

Video  Scene 8.1: Student Expedition:

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Tanzania; Scene 8.2: Meet Sarah McNair-Landry

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Grammar

• Tour itinerary • Blog entry • Map

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Outside!

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Writing  Blog post National Geographic Mission Get

Express Yourself  Blog Pronunciation  Silent letters Pacing Guides  F.8.1, F.8.2, F.8.3

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Introduce the Unit • Activate prior knowledge Say In this unit we’re talking about travel and vacations. Say In Units 1 to 7, we met some National Geographic Explorers who travel to some amazing places. Which explorers can you remember? Where did they travel to? Have students respond. Encourage them to look at pp. 6 and 7 in their Student Books to remind them of the explorers from Units 1 to 7.

• Tell students to open their books to pp. 144−145. Ask students to look at the photo and the caption and guess where the people are. Confirm the answer by sharing with students the information in About the Photo.

• Read Question 1. Put students into pairs. Say Talk to your partner. Do you want to travel to this place? Discuss your reasons. Give students a couple of minutes to discuss, then ask them to share their ideas. If any students have traveled to very cold countries, ask them to tell the class about their experiences.

• Ask questions about the photo and the caption such as the following:

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Unit 8

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Unit Opener “If you are passionate about what you do, it makes motivating yourself and working hard much easier.” —Sarah McNair-Landry

Objectives

Students will • describe and discuss a photo of an expedition in Antarctica. • discuss reasons why people travel.

Resources  Worksheet F.8.1 (Teacher’s Resource CD ROM/Website); CPT: Unit Opener

Materials  world map or globe (optional)

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Be the Expert

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About the Photo

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Expedition team members trek over blue glacial ice.

1. Look at the photo. Do you want to travel to this place? Why or why not?

2. Why do people travel? Think of different reasons. Why don’t some people like to travel?

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3. When you travel, how can you get to know local people? How do you think local people feel about travelers from other countries?

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What should you take with you when you go to a very cold place? What does it feel like to walk across ice? What kind of shoes are the people wearing? What animals live in very cold countries? How do they survive? Can you see any plants or trees in the picture? Explain.

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• Read the quote by Sarah McNair-Landry aloud. Explain that if you are passionate about something, that means it’s very important to you. Ask students to suggest what motivating means (enthusiastic to keep going with something, even if it’s difficult). Have a student read aloud Question 2 and discuss as a class.

The photo is of members of an expedition team trekking over glacial ice. Glaciers are made from fallen snow that, over many years, compresses to form a slow-moving mass of ice. The photo was taken in Queen Maud Land, a region of Antarctica south of Africa. The ice sheet here is up to 2.4 km (1.5 mi.) thick. The region was first explored by Norwegian expeditions and was named after the queen of Norway. There is very little vegetation in the region, but several species of birds live there, including penguins. Four species of Antarctic seals can be found in the nearby waters.

Teaching Tip Some students may remember an experience better if they act it out. Help students to recall details by asking questions such as What happened first? Then what happened? How did you feel? How did it end? Ask students to act out the event, then help them to describe it in words.

Related Words glacial, glacier, ice, ski, ski poles, sled, spikes

• Call on a student to read aloud Question 3. Ask Why might local people be happy to have travelers from other countries visit them? Why might they be unhappy with such visits? Discuss as a class.

Extend • Hand out Worksheet F.8.1. Put students into pairs. Explain that students will write and talk about traveling and plan a trip.



SAMPLE COPY, NOT FOR DISTRIBUTION

Unit Opener 253

1

Vocabulary

What famous places in China can you name? Discuss. Then listen and read. TR: 119

Objectives

Students will • use vocabulary related to travel. • use new vocabulary to read about and discuss a travel itinerary.

Target Vocabulary  airport, by (boat/ bus/train), leave, pack, passport, public transportation, spend, ticket, tourist, trip

Content Vocabulary  cultural, itinerary Resources  Worksheet F.8.2 (Teacher’s Resource CD-ROM/Website); TR: 119–120 (Audio CD/Website/ CPT); CPT: Vocabulary

Materials  A map or maps of China

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(optional)

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Sunset over The Great Wall of China

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Warm Up

• Activate prior knowledge Say In the last lesson, we

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discussed reasons for traveling. One reason for visiting different places is to find out about other cultures. What might you do on a cultural journey? Ask students to share their ideas, and write them on the board. Remind students that culture includes all the things that are important to a place or country, including music, history, architecture, literature, theater, movies, and other arts.

• Say We’re going to read an itinerary for a cultural trip. Who can guess what itinerary means? Take students’ suggestions, and confirm that an itinerary is a plan for a journey, trip, or vacation. It lists the activities that are planned for each day.

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Unit 8

Present 

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1

2

• 1 Ask students to look at the photo on pp. 146−147. Say This is a very famous structure. What is it? (the Great Wall of China) Have students describe what they can see in the picture. Encourage them to say what they know about the Great Wall of China. Share the information in Our World in Context. Ask What information did you find the most surprising?

• Have a student read aloud Activity 1. Put students into pairs and tell them to list and discuss any famous places in China they know. When they’ve finished, ask pairs to share their ideas with the class.

• Before students listen and read, ask them to look at the headings in the itinerary on p. 147. Ask How many days will the trip last? (ten) Then play TR: 119 while students listen and read along.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

S TudEnT CuLTur aL Trip To

day 6

September 5–September 14

Today is our chance to buy gifts for our families at the Shanghai Historic District—a very popular shopping area for tourists.

iTinErary:

day 7

day 1

We travel by bus to Nanjing. We stay with local families and experience traditional Chinese food and friendship!

China

We arrive in Beijing and check into our beautiful old Hutong hotel in Beijing’s Dongcheng district.

We spend the day at Nanjing No. 1 Junior Middle School and take part in some classes.

We join a tour of the Great Wall of China. Make sure you pack some comfortable shoes for this part of our trip because we’re going to do a lot of hiking today!

day 9

day 4 We experience China’s amazing public transportation system when we take the high-speed train to Shanghai. Later, we check into our hotel in the Pudong area of Shanghai.

The bus to the airport leaves at 7 a.m., so we have a very early breakfast. It’s time to say goodbye to China and begin our journey home!

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Related Words fortification, intact, section

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We travel by boat down the Huanpu River in the morning. In the afternoon, we visit the Shanghai Museum.

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MoST iMporTanT ThinGS To paCk: * Tickets * passport * Comfortable shoes * Warm clothes * Spending money (no more than $30)

day 5

Although some parts of the wall have fallen into disrepair, it is still one of the most remarkable structures on our planet and was designated a UNESCO World Heritage site in 1987. Tourists explore the wall from Beijing; the most popular section of the wall, offering impressive views, is 70 km (42 mi.) from the city.

day 10

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In the morning, we visit the Forbidden City. In the afternoon, we travel to the 2008 Beijing Olympic sites. In the evening, we enjoy some traditional Chinese opera at the Lao She Tea House.

We visit Xuanwu Lake and Jiming Temple. In the evening, we have a goodbye dinner with students from Nanjing No. 1 Junior Middle School.

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day 3

Learn new words. Listen and repeat.

3

Work in pairs. Imagine that this is the itinerary for your school trip to China next week. How do you feel about the trip? Which activities are you looking forward to? Which parts of the trip are you worried about?

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• Discuss the itinerary with students. Ask questions

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such as the following: Where do the students begin their tour? (in Beijing) Why do the students have to take comfortable shoes? (They’re going to do a lot of hiking.) Where do they travel to on Day 4? (Shanghai) Where can the students buy gifts? (at the Shanghai Historic District) In which city do the students stay with local families? (Nanjing) What will students do at Nanjing No. 1 Junior Middle School? (take part in classes) Do you think the weather will be hot or cold? Why do you think this? (cold, because they have to take warm clothes)

• 2 Learn new words.  Play TR: 120. Ask students to listen and repeat. Then put the students into small groups. Display the new words. Give each group three



The Great Wall of China runs for 8,850 km (5,500 mi.) along the northern border of China. It is one of the largest building projects ever undertaken and consists of a series of fortifications rather than one single structure. It is thought that millions of people worked on the construction of the wall over some 1,000 years. The most intact section of the wall dates from the Ming dynasty (1368 to 1644).

day 8

day 2

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Our World in Context

TR: 12 0

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or four of the words. Say Make a true sentence and a false sentence for each new word. When students have finished, ask each group to read aloud their sentences and ask the rest of the class to guess which ones are true and which are false.

Practice 

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• 3 Read aloud Activity 3 on p. 147. Put students into pairs to talk about the itinerary. Say Imagine you’re going on a school trip to China. Read the itinerary again. How do you feel about it? Ask pairs to note their ideas. Make sure they understand looking forward to (to feel excited and happy about something that is going to happen).

• When students have finished, let pairs share their ideas with the class. You might like to take a vote on the most and least popular activities.

SAMPLE COPY, NOT FOR DISTRIBUTION

Vocabulary 255

4

Vocabulary

read and write the words from the list. Make any necessary changes. airport

by

leave

pack

spend

tourist

tourists

Sarah McNair-Landry loves to travel, but she’s not like most

Objectives

trip

.

She goes on long trips to places like the North and the South Pole, the Gobi Desert, the

Students will • use vocabulary related to travel. • use a vocabulary strategy to learn new vocabulary.

spent

Sahara, and Greenland. In 2015, she and Erik Boomer

left

in the Canadian Arctic. They

by

February 2015 and traveled around Baffin Island

packed

Target Vocabulary  gift, hotel, local,

120 days

Sarah’s home town of Iqualuit in dogsled. They

a lot of food for the journey, including 30 kg (66 lbs.) of chocolate!

Baffin Island is the fifth largest island in the world, and Sarah and Erik’s journey

tour

was 4,000 km (2,500 mi.) long. Sarah’s parents did the same

Vocabulary Strategy  The suffix -ist Academic Language  suffix Content Vocabulary  expedition Resources  Online Workbook/Workbook

trip

25 years earlier.

pp. 92–93; TR: 121–122 (Audio CD/ Website/CPT); CPT: Vocabulary

Learn new words. Listen for these words and use them to complete the sentences. Then listen and repeat. TR: 121 a n d 12 2 gift

hotel

Materials  maps and tourist information for your local area (optional)

local

tour

local

1. A

2. You often give a their birthday.

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3. You can stay in a on vacation.

person or place is part of the area.

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tour

to someone on when you’re you visit several

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4. When you go on a different places.

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Sarah Mcnair-Landry

Choose an activity.

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1. Work independently. Imagine that you can interview Sarah McNair-Landry about one of her trips. Which trip do you want to ask about? Make a list of questions.

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2. Work in pairs. Interview each other about your most interesting travel experience. Explain why it was interesting and what you learned. 3. Work in groups. Which places in your area are interesting for tourists? Think of three different places for students from another country to visit. Discuss why they should visit these places.

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• 4 Tell students to turn to p. 148, and point out the photo of Sarah McNair-Landry. Ask What do you think she’s doing? Where was this photo taken? Elicit ideas. Call on a student to read aloud the quote on p. 145 again. Say We’re going to read about Sarah McNairLandry’s travels. Have students read the words and complete Activity 4 independently. Invite a student to read the completed paragraph aloud. Ask Why do you think Sarah takes such long and unusual trips? Have students respond. Then ask Is Sarah a tourist or an explorer? Write tourist and explorer on the board, and encourage a discussion about the difference between them.

• 5 Learn new words.  Read the words in the box. Play TR: 121 and tell students to listen for the new words. Have pairs look for each word in the itinerary on p. 147. Then students complete the activity independently. Play TR: 122 as students listen and repeat.

• Vocabulary Strategy  Ask Who can remember what a suffix is? (a group of letters added to the end of a word that changes its meaning). Say In Unit 3, we learned words with the suffix -able. Have students give examples of words ending in -able. (movable,

256

Unit 8

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Be the Expert comfortable) Say Now we’re going to find out about the suffix -ist. Write -ist on the board. Reread the words in the box. Ask Which word can you add -ist to? What word do you make? (tour → tourist) Write some more examples of words ending in -ist on the board: artist, dentist, scientist, chemist. Ask Can you guess what the suffix -ist means? What’s the same about all of these words? (they’re all words for people) Confirm that the suffix -ist usually means a person who does something, often as a job.

Apply 

Vocabulary Strategy The suffix -ist  The suffix -ist is a noun suffix meaning someone who does or makes something, often as their occupation, or someone who has an interest or belief in something. Examples include people who play musical instruments: guitarist, pianist, violinist, and people who are experts in different scientific fields: biologist, physicist, environmentalist.

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• 6 Tell students to silently read the choices in Activity 6. Say Choose one of the three activities. You’ll work on your own, with a partner, or in a group. For options 2 and 3, help students to find partners or groups to work with. If students choose option 1, remind them to look back at the text in Activity 4 to read about the places in the world that Sarah travels to on her expeditions. If students choose option 2, tell them that their chosen travel experience need not be far from home or in another country. If students choose option 3, help them to research the local area, if possible, providing them with maps and tourist information.

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Other suffixes with a similar meaning are -er and -or: worker, composer, traveler, visitor, actor, operator, and explorer.

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Remind students that -ist at the end of a word is not always a suffix. For example, in verbs like insist and assist, -ist is not a suffix.

Extend

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• Invite groups of students who chose option 3 to present their work to the class, then encourage a class discussion about the places the group chose. Ask any students who have visited these places to tell the class about their experiences.

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• If time allows, hand out Worksheet F.8.2. Explain that students will use vocabulary words to write about and discuss travel and vacations.

Wrap Up

• Put students into small groups. Say Imagine that a group of

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students from another country is coming to visit this area for two days. Plan an itinerary for their visit. Remind students to look back at the itinerary on p. 147 for ideas on content and layout. Ask students who chose option 3 in Activity 6 to share any useful information they collected about the local area. Write it on the board. Say Think about how many activities the students will do each day. Perhaps they’ll want some time for relaxing in between the activities. Decide what country the students are from. What’s different in their country? What will they find interesting here?

• When they have finished, ask each group to present their itinerary to the class. Ask another group to role-play the group of visiting students. Encourage them to ask questions about the itinerary and comment on it.

Teaching Tip Make sure that all students have an opportunity to speak in discussions. Don’t let the most confident students dominate the conversation. One way of doing this is by using a “talking stick”: a ruler, a ball, or another object that can be passed from one student to another to indicate that it’s his or her turn to speak. This also directs the other students’ attention to the speaker, and reminds them to listen to that person.

Formative Assessment Can students • use vocabulary related to travel? Ask students to choose the correct word to complete these sentences: Sarah often travels to the North and South Poles. She’s a famous ______. (tourist/ explorer) We traveled ______ (on/by) bus to Nanjing, where we stayed with ______ (local/public) people. • use new vocabulary to discuss a travel itinerary? Ask students to describe the activities for one day on their perfect vacation.

Workbook  For additional practice, assign Workbook pp. 92–93. Online Workbook Vocabulary

Vocabulary Practice 257 SAMPLE COPY, NOT FOR DISTRIBUTION

Speaking Strategy

SpE akinG S Tr aTEGy

TR: 12 3

asking for and giving directions

Objective

Students will • ask for and give directions.

Speaking Strategy  Asking for and

Where is Lunenburg Town Hall?

It’s on the corner of Cumberland Street and King Street.

how do i get there?

Go straight on King Street from the Fisherman’s Memorial. after four blocks, turn left. It’s on the right.

do you know how to get to Fox Street from Lunenburg Academy?

Go down Unity Lane. Turn right onto Cornwall Street. Take the first left onto Fox Street.

giving directions

Academic Language  abbreviation, directions

Content Vocabulary  corner, library, memorial, straight, street plan, town hall

Listen. The speakers are at Lunenburg Town Hall. How do they ask for and give directions? Write the phrases you hear. TR: 124

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read and complete the dialogue. The speakers are at Lunenburg Town Hall. Possible answers: where is Rosa: Excuse me, the library?

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The library? That’s Kaulbach Street.

How do I get there

Rosa:

From Cumberland Street,

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Marley:

and

Turn right turn left

Street. The library is

Rosa:

?

go down

King Street.

onto Lincoln Street. Go

straight

when you get to Kaulbach

on the right

Work in pairs. Use the map on this page. Start at the library. Take turns. Pick a card. Ask for directions to the place on the card.

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• Activate prior knowledge Say In Unit 7, we talked

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about what can help you if you get lost. What does getting lost mean? (You don’t know where you are.) Ask What solution did we discuss? (using GPS technology on your phone) Say Suppose you’re visiting a new place. You want to find your way around. If you don’t have a smartphone, what else can you do? Elicit students’ ideas.

• Say In this lesson we’re going to learn how to ask for and give directions. Say Imagine that you’re a tourist. You want to go to the museum. What questions can you ask? Ask several students to make suggestions, and write appropriate phrases on the board.

.

Go to p. 191.

149

at the street plan. Ask What place is shown in the

Unit 8

street plan? (Lunenburg, in Canada) Ask Is Lunenburg a town or a city? (a town) Explain that on a street plan, sometimes there isn’t space to write the complete names of the streets and roads. Say An abbreviation is a short way of writing a word, using only a few of its letters. What abbreviations can you see on the plan? (St., Rd., Ln., Ave., Dr.) Write them on the board.

• Say Let’s listen to two people asking for and giving directions. Listen to see what some of the abbreviations stand for. Play TR: 123. Tell students to listen and read along. Point to the board. Ask Which words did you hear that are abbreviations in the street plan? (St. = Street; Ln. = Lane) Have students suggest the meanings of the other abbreviations. Confirm that Rd. = Road, Ave. = Avenue, and Dr. = Drive.)

• Ask What phrases did the first speaker use to ask for

7

• Ask students to open their books to p. 149 and look

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of Pelham Street and

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Warm Up

Present 

on the corner

Great, thank you!

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Materials  scissors, note cards

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F.8.3 (Teacher’s Resource CD ROM/ Website); TR: 123−124, 153–155 (Audio CD/Website/CPT); CPT: Speaking Strategy

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Pronunciation  Silent letters Resources  Online Workbook; Worksheet

directions? What phrases did the second speaker use to give directions? Elicit the phrases in bold in both

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Be the Expert columns. Make sure that students understand corner and straight, by asking a student to draw visuals on the board representing each word. Play TR: 123 again, pausing after each sentence for students to repeat. Then ask students to practice reading the dialogue with a partner, while tracing the route on the street plan with their finger.

Strategy in Depth Stress the importance of politeness when asking for directions. Tell students to always begin with Excuse me when asking for information from a stranger. Without this, a question may seem rude, and the stranger may be unwilling to respond in a helpful way. Similarly, make sure students express their thanks when they’ve been given the information they need, saying Thank you, Thanks for your help, etc.

• 7 Say Now let’s listen to two people talking. What phrases do they use to ask for and give directions? Write down the phrases you hear. Play TR: 124. Call on students to tell the class the phrases they wrote. Say When you’re asking for directions, it’s very important to be polite. Let’s listen again, and identify the phrases that the first speaker uses to be polite. Play TR: 124 again, and elicit “Excuse me,” “Thanks so much,” and “Have a nice day.”

Practice 

Other phrases to ask for directions are Can you show me the way to . . . ?, What’s the best way to get to . . . ?, and What’s the quickest way to get to . . . ?

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• 9 Ask students to work with their partner to cut out a set of

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cards on p. 191. Read the instructions aloud. Ask students to find their starting point, the library, on the street plan. Say Place the cards facedown in a pile. Take turns picking up the card on the top of the pile and asking a question. Your partner responds. Tell pairs to play the game until all the cards have been used.

Extend

• Ask each student to write the name of three places in the school

Related Words icon, key

Pronunciation Go to Student Book p. 165. Use TR: 153–155.

Silent letters Silent letters are letters that are used in the spelling of a word, but are not pronounced when the word is spoken. There are silent letters in many English words because over many years the pronunciation of the words has changed. For example, the k in knock and the g in gnome would have been sounded out in old English. Finding out a word’s origin can help students remember its spelling.

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(other than the classroom where you are now) on separate note cards. Put each of the pairs from Activity 9 together with one or two other pairs to form small groups. Say Now play the game in your groups. Put the cards you’ve made in a pile, facedown. Take turns picking up a card and asking for directions from this classroom to the place on the card. The student on your left responds. Tell group members to listen to the student giving directions, and help her or him if the directions are incomplete or incorrect.

Another useful way of giving directions is to name buildings or places along the route: for example, You pass the market on your right . . . , Go over the bridge . . . , or Go past the white building . . .

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Apply 

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to ask for and give directions, direct them to Activity 8. Put students into pairs. Say Rosa is asking Marley for directions. Tell students to complete the activity. Have pairs read their completed dialogues aloud, taking turns as Rosa and Marley.

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• 8 Once students seem comfortable using the speaking strategy

• If time allows, hand out Worksheet F.8.3. Explain that students can use the worksheet to ask for and give directions.

Wrap Up • Put students into pairs. Ask them to take turns asking How do you get from home to school every day? Partners responds, explaining their route in as much detail as they can.

Formative Assessment Can students • ask for directions? Say Imagine you’re a new student in this school. You have to find your way to another part of the school. Ask me for directions. • give directions? Ask How do I get to the (library) from this classroom? Have students respond.

Online Workbook  Speaking Strategy

Speaking Strategy 259 SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar 1

Gr aMMar

TR: 12 5

Going to: describing future plans What are you going to do for your birthday? i’m going to spend the weekend in San Miguel de Allende. My uncle lives there. We aren’t going to take the train. My brother’s going to drive. On Saturday, my uncle’s going to take us on a tour of the town. On Sunday, we’re going to have a picnic at the Botanical Gardens.

Objectives

Students will • identify the form, meaning, and use of going to to describe future plans. • use going to to decribe future plans.

Grammar  Going to: Describing future

10 Listen. What are Alicia’s plans for her weekend in San Miguel de Allende?

plans

Circle the correct form of the verb you hear.

Target Vocabulary  beach, cave, island,

TR: 12 6

1. They’re going to / aren’t going to

valley

leave on Saturday morning.

Content Vocabulary  plan, spend time,

2. Her uncle is going to / isn’t going to

tourism

make breakfast at his home.

Resources  Online Workbook/Workbook

3. She’s going to / isn’t going to visit a

pp. 94−95; TR: 125−128 (Audio CD/ Website/CPT); CPT: Grammar 1

museum on Sunday morning.

Materials  note cards

time at her uncle’s house on Sunday afternoon. 5. They’re going to / aren’t going to drive

San Miguel de Allende, Mexico

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home on Sunday evening.

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4. She’s going to / isn’t going to spend

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11 Work in groups. Use going to to complete the text about Ricardo’s plans for Sunday.

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isn’t going to visit (not visit) the museum with Alicia on Sunday ’s going to go (go) by bus to Fábrica La Aurora—a place morning. He (look for) a surprise birthday with a lot of art galleries. He ’s going to look for (walk) to San Agustín gift for his sister there. Then, he ’s going to walk (buy) a special cake for his sister there. Then he Café. He ’s going to buy are going to give (give) the gift and the cake to his sister at and his uncle Ricardo

the Botanical Gardens.

12 Work in pairs. Imagine that a friend from another town is

lG eo gr

going to visit you this weekend. What are you going to do together? Discuss your plans.

In the morning, we’re going to go to the sports center.

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Warm Up

• Activate prior knowledge Say In the Vocabulary lesson, we read an itinerary for a trip to China. The itinerary described the students’ activities for each day. Can you remember which verb form was used? Read aloud the first few sentences in the itinerary on p. 147, and confirm the answer (simple present). Say Sometimes we use the simple present for a description of future events. But we can also describe plans for the future by using the phrase going to. Write going to on the board.

Present • Tell students to open their books to pp. 150–151. Point out the grammar box at the top of p. 150. Say We’re going to listen to someone describing plans for her birthday. Play TR: 125 while the students listen and read along.

• Read aloud the first question in the box, and the first sentence of the answer. Say The girl says “I’m going to spend the weekend in San Miguel de Allende.” Is she in San Miguel de Allende now? (no)

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13 Learn new words. Listen to learn about two UNESCO World Heritage sites:

Ha. Long Bay and Göreme National Park. Then listen and repeat.

Be the Expert

TR: 127 a n d 12 8

Grammar in Depth We use the helping verb be + going to + the base form of the main verb for plans and intentions, in other words, for actions that are already decided or planned. This structure is very common, especially when used in informal speech, for example: Guess what! I’m going to buy a new laptop. islands of ha. Long Bay, Vietnam

In the sentence above, the speaker intends to buy a laptop but hasn’t done it yet.

Ha Long Bay in Vietnam is famous for its many small islands. Tourists enjoy traveling by boat from one island to another, admiring the beautiful beaches and green forests.

In speech, not every letter of going to is sounded out. In informal speech, going to is sometimes pronounced gonna.

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In Göreme National Park in Turkey, there are mountains, valleys, caves, and underground cities in the rock. Tourists can stay in underground hotels.

Cappadocia, Central anatolia, Turkey

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14 Work in groups. Imagine you can choose one of these three places for your next

holiday: San Miguel de Allende, Göreme National Park, or Ha. Long Bay. Which place are you going to visit and why? What are you going to do there?

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Confirm that going to shows that the action is planned to happen in the future. Say going to is followed by a main verb. What’s the main verb in the first sentence of the girl’s answer? (spend)

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• Say Look at the sentences in the box again. Which verb comes before

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going to in each sentence? (be) On the board, write: be + going to + main verb + other information I’m  going to  spend

the weekend in San Miguel . . .

Ask Which sentence in the box is negative? (We aren’t going to take the train.) So, how do we make a sentence with going to negative? (Add not between be and going to.)

• Play TR: 125 again. Ask students to listen and repeat several times. Encourage them to read with expression and correct intonation.



SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar 1 261

Gr aMMar

Apply 

13 Learn new words. Listen to learn about two UNESCO World Heritage sites:

TR: 12 5

Ha. Long Bay and Göreme National Park. Then listen and repeat.

Going to: describing future plans

TR: 127 a n d 12 8

What are you going to do for your birthday? i’m going to spend the weekend in San Miguel de Allende. My uncle lives there. We aren’t going to take the train. My brother’s going to drive.

• 13 Learn new words.  Tell students to look at the

On Saturday, my uncle’s going to take us on a tour of the town. On Sunday, we’re going to have a picnic at the Botanical Gardens.

photos on p. 151. Call on a few students to describe what they see in the photos. Then have students predict what the audio track for Activity 13 will be about. Read the first part of the directions, and ask What can you remember about World Heritage sites? Take students’ responses. Play TR: 127 as students listen. Say Those two places sound amazing! Listen again and focus on the reasons why these places are World Heritage sites.

10 Listen. What are Alicia’s plans for her weekend in San Miguel de Allende?

Circle the correct form of the verb you hear.

TR: 12 6

1. They’re going to / aren’t going to leave on Saturday morning. 2. Her uncle is going to / isn’t going to

islands of ha. Long Bay, Vietnam

make breakfast at his home.

Ha Long Bay in Vietnam is famous for its many small islands. Tourists enjoy traveling by boat from one island to another, admiring the beautiful beaches and green forests.

3. She’s going to / isn’t going to visit a museum on Sunday morning. 4. She’s going to / isn’t going to spend

In Göreme National Park in Turkey, there are mountains, valleys, caves, and underground cities in the rock. Tourists can stay in underground hotels.

time at her uncle’s house on Sunday afternoon. 5. They’re going to / aren’t going to drive home on Sunday evening.

San Miguel de Allende, Mexico

11 Work in groups. Use going to to complete the text about Ricardo’s plans for Sunday.

isn’t going to visit

(not visit) the museum with Alicia on Sunday (go) by bus to Fábrica La Aurora—a place

with a lot of art galleries. He ’s going to look for

Café. He ’s going to buy

and his uncle

(look for) a surprise birthday (walk) to San Agustín

(buy) a special cake for his sister there. Then he

are going to give

(give) the gift and the cake to his sister at Cappadocia, Central anatolia, Turkey

the Botanical Gardens. 12 Work in pairs. Imagine that a friend from another town is

going to visit you this weekend. What are you going to do together? Discuss your plans.

14 Work in groups. Imagine you can choose one of these three places for your next

In the morning, we’re going to go to the sports center.

holiday: San Miguel de Allende, Göreme National Park, or Ha. Long Bay. Which place are you going to visit and why? What are you going to do there?

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Practice 

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• Play TR: 127 again, and ask students to say why they think the places were made World Heritage sites. If they need help, remind them that World Heritage sites can be places of natural beauty or with unusual landscapes. Others might contain ancient buildings or structures. Tell them that these special places need to be looked after carefully so that uncontrolled tourism or development, for example, don’t damage or alter them.

10 11 12

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Ricardo

morning. He ’s going to go

gift for his sister there. Then, he ’s going to walk

• 10 Read the directions for Activity 10 aloud. Play

• Say Sentences 1 and 2 are negative. Those things

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aren’t going to happen. Can you remember from the recording what is going to happen instead? (sentence 1: They’re going to leave on Friday night; sentence 2: They’re going to have breakfast in a café.)

• Ask students to silently read the labels and captions

• 11 Put students into small groups and read aloud the

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directions for Activity 11. Ask Who is Ricardo? (Alicia’s brother) Model the activity by reading the first sentence aloud. Say The words in parentheses say not visit. What kind of sentence is this? (a negative sentence) Ask Who is the subject of the verb? (Ricardo) Elicit the correct form of going to and the main verb to fill in the first blank. (isn’t going to visit)

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• Ask students to read through the text together in their groups, taking turns to complete each sentence. Check answers as a class.

• 12 Put students into pairs and read aloud the directions. Ask a student to read the text in the speech balloon for the class. Give students time to discuss their plans, then invite pairs to tell the class what they’re going to do. You might like to take a class vote on the most exciting set of plans.

Unit 8

for the photos. Point out the four words in bold type. Say Let’s listen to the words alone and in sentences. Play TR: 128. Ask students to repeat each word and sentence. Check understanding of the four words, by asking questions: What can you do on a beach? What’s it like inside a cave? How do you travel to an island? Is a valley low down, or high up?

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sentences. Say You have to choose between two forms of the verb in each sentence. What’s the difference between them? (One is positive, the other negative.) Play TR: 126 again, and tell students that this time they should listen and circle the correct form of each verb. Check answers as a class.

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TR: 126, and ask students just to listen and read the

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13 14

• 14 Put students into groups. Read the directions. Ask students to discuss the three places, then take a vote in their group on which place to choose. Groups might like to think about what sort of vacation a traveler would have in each place, and what sort of person each place would appeal to. Remind them to use going to when discussing their final plans.

Extend • Invite groups from Activity 14 to come to the front of the class and tell the class which place they chose and what they plan to do there, using going to.

• Ask the other groups who chose the same place to say if their activities are similar or different. Encourage all the groups to say if they think other groups had some better or more unusual ideas than theirs.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Wrap Up • Write the following words on note cards, one word to card: airport,

Our World in Context

beach, cave, city, forest, hotel, island, mountain, valley. Put the cards facedown on a table at the front of the class. Write the words in a list across the top of the board. Clean the board below the list, and divide it into two sections with a vertical line.

The Göreme Valley in Cappadocia, Turkey, is a beautiful landscape of volcanic rocks that have been formed by erosion into striking and unusual shapes, including the so-called “fairy chimneys.” The Göreme National Park and the rock sites of Cappadocia were added to the UNESCO World Heritage List in 1985. Important monuments and rocks that are in danger of further erosion or other damage have been identified, and plans have been made for their conservation.

• Divide the class into two groups. Have one student from each group come to the front of the class and each choose one of the cards. When they’ve looked at the word on the card, have them show the word to you, but not to the other students.

• When you say Go!, the two students start to draw a picture on their

Teaching Tip It will sometimes happen that you ask a question and no one raises a hand to answer. If this happens, don’t be tempted to answer your own question. Instead, after giving students time to respond, try asking the same question a different way, or point out the place in the book where students can find the answer.

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• The students at the front stop drawing and ask someone from their group with a hand up to guess the word. If the guess is incorrect, the group gets no points. If the guess is correct, the group gets one point, and an extra point if it was the first group to guess correctly. Continue playing the game until all students have had a turn at the board.

There are more than one hundred underground towns and villages in the region, some dating as far back as the 4th century. The first inhabitants took to living in caves as protection from wild animals and from the harsh winter weather. People gradually enlarged and connected the original caves with tunnels, eventually forming underground cities, some of which are open to visitors today.

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side of the board to illustrate their word. As soon as the other students in each group figure out the word their group’s drawing depicts, they raise their hands. Note which group raises a hand first.

Formative Assessment Can students • use going to to describe future plans? Ask What are you going to do next weekend? Tell me three things.

Workbook  For additional practice, assign Workbook pp. 94−95. Online Workbook  Grammar 1

SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar 1 263

19 Work in pairs. Choose one 18

15 16 Before you read, discuss in pairs. Look at

Reading

the title and the photo. What do you think the reading is about?

paragraph from the text. Draw a picture to show what happened to Sarah and Eric.

16 17 Learn new words. Look at the words below.

Objectives

What do you think they mean?

Students will • read about and discuss an unusual journey across the Arctic. • use new words from the reading. • visualize the journey described in the reading.

equipment

pull

20 discuss in groups.

TR: 12 9

snow shovel

1. For this journey, Sarah and Eric traveled by kite-ski. Think about the advantages and disadvantages of traveling by kite-ski. Would you like to travel this way? Why or why not?

tent

Now find them in the reading. Has your idea about the meaning changed? Explain. Then listen and repeat.

Reading Strategy Visualize Target Vocabulary  equipment, pull,

2. For many days of their trip, Sarah and Eric were alone in the middle of the Arctic. What are the dangers of traveling so far from a town or village? Why do you think people like traveling in remote locations?

18 17 While you read, try to picture the events of

Sarah and Eric’s journey in your mind.

snow shovel, tent

TR: 13 0

18 after you read, work in pairs to answer

Academic Language  visualize Content Vocabulary  frozen, kite-ski,

the questions. 1. Why did people in the past want to use the Northwest Passage?

polar bear, remote, route, sled

Resources  Online Workbook/Workbook

3. Why did Sarah and Eric change their route at Boothia Strait? 5. How did the people of Pond Inlet welcome Sarah and Eric?

Materials  a world map or globe, sheets

Sarah Mcnair-Landry kite-skiing across the northwest passage of Canada

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of paper

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4. How did Sarah make the polar bear go away?

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2. Which days were easier for Sarah and Eric— windy days or days with no wind?

pp. 96–97; Worksheet F.8.4 (Teacher’s Resource CD-ROM/Website); TR: 129−130 (Audio CD/Website/CPT); CPT: Reading

3. Imagine you are planning a journey with an unusual means of transportation. Explain why you want to travel this way and where you want to go.

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Warm Up

• Activate prior knowledge Say At the beginning of this unit, we looked at a photo of an expedition across ice. Can you remember where in the world the team was traveling? How were the people moving across the ice? Have two or three students respond.

• Tell students to open their books to pp. 144−145. Say The team in the photo are traveling across Antarctica. Invite a student or students to locate Antarctica on a world map or globe. Say They have special shoes and ski poles to help them walk across the ice. They’re pulling their supplies along on a sled. Point out the two sleds in the photo, and write sled on the board. Discuss with students the possible advantages of using sleds to move heavy loads over ice.

• Say In this lesson, we’re going to read about another expedition across ice. It takes place in a different part of the world, and the people use a different method of traveling across the ice. Can you guess where it might be, and how the people might travel? Elicit some predictions, but don’t confirm the answers for the moment.

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Unit 8

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4/7/17 5:04 PM

Kite-skiing in the Arctic

Be the Expert Reading Strategy Visualize  Visualizing is a powerful strategy that engages a reader or listener with a text, and aids comprehension. When we ask students to visualize something, we are asking them to form a picture in their mind of an object, an event, or a scene described in a text. While students are reading, prompt them to picture the events in their heads. After reading, ask them to describe what they visualized. Make sure they understand that everyone will form a different picture of a particular scene, filling in details with their imagination— there is no right or wrong answer.

Polar bears, melting ice, and a lot of chocolate!

Sarah and Eric started their journey in the west, in Tuktoyaktuk. Along the route, they stopped at seven small communities, where they stayed with local families. They visited the schools in each community and talked to the children about their trip.

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Encourage students to compare and contrast their visualizations. This helps them to know how much they’ve understood from the reading, and whether they missed any details that are important for a deeper understanding of the text.

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Once students are comfortable with the strategy, encourage them to make a habit of forming mental images whenever they read.

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Before You Read 

On June 11, 2011, after 85 days, Sarah and Eric finally arrived at the tiny Inuit community of Pond Inlet. They were very tired, hungry, and wet from the melting ice. The mayor of Pond Inlet greeted them on the beach. In the evening, the local people organized a dance party. It was an amazing end to a wonderful expedition.

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On windy days, the kites pulled Sarah and Eric (on their skis) and the sleds with all the equipment. But on days when there was no wind, Sarah and Eric had to pull the sleds themselves with no help. Sometimes, when the weather was really bad, they only traveled 5–6 km (3–4 mi.) per day.

At four o’clock in the morning, Sarah woke up suddenly. There was a polar bear outside the tent and it wanted to come inside! Eric tried to scare the polar bear away with a snow shovel, but the snow shovel was very small and the polar bear was very big! Then Sarah found her rifle and shot it once above the bear’s head. The bear ran away, but Sarah and Eric didn’t go back to sleep. They wanted to leave. On the same morning, they saw five more polar bears.

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In 2011, Sarah McNair-Landry and her brother, Eric, decided to kite-ski 3,300 km (2,500 mi.) across the frozen Northwest Passage in Canada. They each took four kites—big kites for days when there wasn’t much wind and small kites for days when the wind was very strong. Of course, they also packed sleeping bags, a tent, and a lot of food, including 200 bars of chocolate! In total, they had four sleds, with about 180 kg (400 lbs.) of equipment. Sarah and Eric were on skis for the journey.

One of the most difficult parts of their trip was at Boothia Strait. The ice started to melt, and Sarah and Eric had to change their route. They decided to camp for the night and make a new plan the next day.

lG eo gr

The Northwest Passage is a sea route along the Arctic coast of Canada and Alaska. It connects the Atlantic and the Pacific Oceans. In the past, many explorers tried to sail through the Northwest Passage because it was a much shorter route from China to Europe. The freezing ice made traveling by sea very dangerous and difficult.

• 15 Tell students to open their books to pp. 152−153. Ask a

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student to read aloud the directions for Activity 15. Put students into pairs. Say Don’t read the text yet. Look at the photo and read the title. Predict what the reading will be about.

• When students have responded, review their predictions as a class. Say So, let’s answer the questions we asked before. The answers are in the title. What part of the world is this, and how will the people be traveling? (the Arctic; they’ll be kite-skiing) Have a student or students locate the Arctic on the map or globe. Then ask the class to suggest words to describe what the environment is like in the Arctic.

• 16 Learn new words.  Read aloud the words in the Activity 16 word box and have students repeat. Read the first part of the directions. Give students time to write down what they think the words mean. Tell them that if it’s easier, they can draw a picture instead to illustrate what they think a particular word means.



SAMPLE COPY, NOT FOR DISTRIBUTION

Reading 265

15 16 Before you read, discuss in pairs. Look at

the title and the photo. What do you think the reading is about? 16 17 Learn new words. Look at the words below.

What do you think they mean? equipment

pull

tent

Now find them in the reading. Has your idea about the meaning changed? Explain. Then listen and repeat. 18 17 While you read, try to picture the events of

Sarah and Eric’s journey in your mind.

TR: 13 0

18 after you read, work in pairs to answer

the questions. 1. Why did people in the past want to use the Northwest Passage? 2. Which days were easier for Sarah and Eric— windy days or days with no wind? 3. Why did Sarah and Eric change their route at Boothia Strait?

Have students who imagined other details of the incident share their visualizations with the class.

Kite-skiing in the Arctic

paragraph from the text. Draw a picture to show what happened to Sarah and Eric. 20 discuss in groups.

TR: 12 9

snow shovel

19 Work in pairs. Choose one 18

1. For this journey, Sarah and Eric traveled by kite-ski. Think about the advantages and disadvantages of traveling by kite-ski. Would you like to travel this way? Why or why not?

After You Read 

Polar bears, melting ice, and a lot of chocolate! The Northwest Passage is a sea route along the Arctic coast of Canada and Alaska. It connects the Atlantic and the Pacific Oceans. In the past, many explorers tried to sail through the Northwest Passage because it was a much shorter route from China to Europe. The freezing ice made traveling by sea very dangerous and difficult.

2. For many days of their trip, Sarah and Eric were alone in the middle of the Arctic. What are the dangers of traveling so far from a town or village? Why do you think people like traveling in remote locations? 3. Imagine you are planning a journey with an unusual means of transportation. Explain why you want to travel this way and where you want to go.

In 2011, Sarah McNair-Landry and her brother, Eric, decided to kite-ski 3,300 km (2,500 mi.) across the frozen Northwest Passage in Canada. They each took four kites—big kites for days when there wasn’t much wind and small kites for days when the wind was very strong. Of course, they also packed sleeping bags, a tent, and a lot of food, including 200 bars of chocolate! In total, they had four sleds, with about 180 kg (400 lbs.) of equipment. Sarah and Eric were on skis for the journey.

4. How did Sarah make the polar bear go away? 5. How did the people of Pond Inlet welcome Sarah and Eric?

On windy days, the kites pulled Sarah and Eric (on their skis) and the sleds with all the equipment. But on days when there was no wind, Sarah and Eric had to pull the sleds themselves with no help. Sometimes, when the weather was really bad, they only traveled 5–6 km (3–4 mi.) per day. Sarah and Eric started their journey in the west, in Tuktoyaktuk. Along the route, they stopped at seven small communities, where they stayed with local families. They visited the schools in each community and talked to the children about their trip.

Sarah Mcnair-Landry kite-skiing across the northwest passage of Canada

One of the most difficult parts of their trip was at Boothia Strait. The ice started to melt, and Sarah and Eric had to change their route. They decided to camp for the night and make a new plan the next day.

• 18 Put students into pairs to answer the questions.

At four o’clock in the morning, Sarah woke up suddenly. There was a polar bear outside the tent and it wanted to come inside! Eric tried to scare the polar bear away with a snow shovel, but the snow shovel was very small and the polar bear was very big! Then Sarah found her rifle and shot it once above the bear’s head. The bear ran away, but Sarah and Eric didn’t go back to sleep. They wanted to leave. On the same morning, they saw five more polar bears.

Encourage them to locate the paragraph in the reading where the answer is given, and to read aloud the relevant sentence or sentences. Check answers as a class.

On June 11, 2011, after 85 days, Sarah and Eric finally arrived at the tiny Inuit community of Pond Inlet. They were very tired, hungry, and wet from the melting ice. The mayor of Pond Inlet greeted them on the beach. In the evening, the local people organized a dance party. It was an amazing end to a wonderful expedition.

• 19 Have the pairs read the directions for Activity 19. Give each pair a blank sheet of paper. Encourage them to choose different parts of Sarah and Eric’s journey, not just the polar bear incident. Tell them that it’s fine to make up the details that the text doesn’t provide.

Sarah Mcnair-Landry’s route

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• Then have students find the four words in the reading.

change your mind about the meaning of any of the words after you found it in the reading? Invite several students to respond. Play TR: 129 and ask students to listen and repeat the words and sentences.

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• 20 Put students into small groups for Activity 20.

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• Say You predicted what the reading is about. Let’s find

their picture to the class, without saying which part of the text it illustrates. Invite the other students to identify the part.

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out if you were right. Play TR: 130 and tell students to listen and read along. Ask students to note what parts of their predictions were correct. Then draw attention to the map of Sarah McNair-Landry’s route on p. 153, and the places named in the text, and see if students can find any of the places on the globe or map.

• 17 Read the directions for Activity 17. Say Now we’re

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going to listen to the text again. This time, don’t read the text. Close your eyes and visualize the events of the journey. Visualize means to make pictures in your mind. Replay TR: 130 while students visualize the events described.

• When students have finished, have them describe some of the images they formed of the polar bear incident. Ask questions such as the following: Exactly how big was the polar bear? Was the tent big or small, and what color was it? What were the expressions on Sarah and Eric’s faces? Was it easy for Sarah to shoot the rifle? How did the bear react when it heard the rifle shot? How did Sarah and Eric look when they realized the bear was running away?

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Ask each group to choose one member to act as secretary and write notes of their discussions. When students are discussing the first topic, tell the secretaries to use a two-column chart to list the advantages and disadvantages suggested by the group, before they discuss the main question. If time allows, groups might like to do some quick Internet research on kite-skiing, finding out, for example, how fast you can travel in this way, and how long it takes to learn to kite-ski.

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• Read aloud the question in Activity 16. Ask Did you

• When students have finished, ask each pair to show

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Tell them that each of the words can be found twice in the text. Ask them to find both occurrences of each word and to look at the context—the words and sentences before and after each word—to help them decide if their definitions make sense.

While You Read 

18 19 20

• For the second topic, have the secretaries record all the dangers the group members can think of. Ask students to guess the meaning of remote, and confirm that it means “far away from towns and cities.” Students might want to name some adjectives that describe people who like to travel to remote locations to help them discuss the second question.

• For the third topic, encourage students to use their imaginations to think of an unusual means of transportation. Suggest that each student spend a moment visualizing what it would be like to travel that way, before suggesting it to the group. Tell each group to decide on one unusual means of transportation and have the secretary make notes about it. They might also like to draw a picture or a labeled diagram.

• Tell students that a drawing will help them with their discussion of where they’re going and why they’re using this means of transportation.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Extend • Have the secretary of each group share their group’s drawing and

Teaching Tip

ideas about the third topic. Encourage the rest of the class to ask each group questions about its suggested means of transportation, for example, Where are you going to go? What route are you going to travel? How long is your journey going to take? Is anyone going to go with you?

If students don’t have the words to express the meaning of a new word, encourage them to sketch a picture of it. Similarly, if students are undertaking a visualization activity, you could ask them to draw a quick sketch of what they visualized. Emphasize that the quality of their drawing isn’t important; it’s simply another way of conveying and comparing their ideas.

• If time allows, you may want to hand out Worksheet F.8.4 in class. Students will use the worksheet to revisit the reading and practice the new vocabulary.

Wrap Up

Answer Key

• Tell the students to sit in a circle to play a memory game. Join in

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Comprehension  18

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1. because it was a shorter route from China to Europe 2. Windy days were easier for Sarah and Eric. 3. because the ice started to melt 4. Sarah shot her rifle above the bear’s head. 5. They organized a dance party.

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the circle with them. Explain Visualizing can help you to remember things. Let’s try it. Say Imagine we’re going on an expedition. Let’s talk about what we’re going to take. I’ll start. Here’s my sentence: We’re going to take a lot of chocolate. Encourage students to visualize bars, bags, and boxes of chocolate for a few moments. Then ask the student on your left to repeat what you said and add another item to the sentence, for example, We’re going to take a lot of chocolate and a tent.

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• Go around the circle, with students adding a new item each time.

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Give students time to form a picture in their mind of each item and of the list as it gets longer. If any student can’t remember all the items previously named, the next student in the circle starts the game again with one item. Ask Did visualizing the items help you to remember them?

Formative Assessment Can students • discuss Sarah and Eric’s journey across the Arctic? Ask What do you think was the biggest problem for Sarah and Eric on their journey? • use new words from the reading? Ask students to make four sentences, each including one of the new words from this lesson: equipment, pull, snow shovel, tent.

Workbook  For additional practice, assign Workbook pp. 96–97. Online Workbook Reading

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Reading 267

VIDE

Video Objectives

21 22 Before you watch, discuss in pairs. Imagine you can take

Students will • discuss a student expedition to Tanzania. • apply the message of the video to their personal lives.

a trip to any country in the world. Which country do you want to go to? Why? What do you want to do there? 22 read and check. You are going to watch Student Expedition:

Tanzania. Before you watch, predict which images you will see:

Content Vocabulary  camera, elephant, expedition, lion

✓

Resources  Video scene 8.1 (DVD/

cameras

✓

tents

✓

dancing

✓

singing

Website/CPT); Online Workbook; CPT: Video

stores

computers

✓

Materials  a world map or globe, or a

elephants

caves

✓

stars

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map of Africa

boats

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21 22

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Before You Watch 

• Say In this unit, we’ve learned about travel to a lot of

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different countries. Who can remember some of the countries or places? Call on several students to name the countries or parts of the world they remember reading about. Say In this lesson, we’re going to watch a video about travel to another country. It’s a country where you can find lions and zebras. Can you guess what it is or where it is? Let students make suggestions.

• 21 Ask students to open their books to pp. 154−155. Read aloud the questions in Activity 21. Put students into pairs. Say Discuss the questions with your partner. When pairs have finished, encourage students to have a class discussion.

• 22 Read the directions for Activity 22. Say Now we know that the students are traveling to Tanzania. Help a student to locate Tanzania on a world map or

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globe. Then ask another student to read aloud the list of words in the box. Say Look at the photo. Think about what the students might do on this trip. Predict what you’ll see in the video. Ask students to work individually to complete the activity, then compare their predictions with their partner.

While You Watch 

23

• 23 Say Now let’s watch Student Expedition: Tanzania. Let’s find out if the things you checked were correct. Look for the images. Play Video scene 8.1. Ask Were your predictions correct? Check answers as a class, playing parts of the video again if necessary.

After You Watch 

24 25 26 27

• 24 Put students into new pairs. Tell them to use information from the video to decide if the statements are true or false. Ask students to let you know if they

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Teaching Tip 23 24 Watch scene 8.1. While you watch, check your predictions

Video in the classroom  Divide the

from activity 22.

class into pairs, with one student facing the monitor and the other facing away from it. Turn off the sound and play the video. Ask the students who can see to describe to their partner what is happening. Pause the video from time to time for the students to change places. This activity could be used, for example, to check answers for Activity 23.

24 4 after you watch, work in pairs. Decide if these sentences

are true or false. Check the correct answer. 1. The boy thought a trip to Tanzania would change his life.

T ✓

F

2 The boy believes that he can use his camera to take photos of all the new things he sees in Tanzania.

T

F ✓

3. The boy thinks that the trip was a typical tourist experience.

T

F ✓

5. The girl’s favorite animal is a lion.

T ✓

F

T

F ✓

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4. The girl came to Tanzania to learn about a different culture and lifestyle and to improve her photography skills.

25 Work in groups. Would you like to take part in an expedition

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like this? Why or why not? Which parts of the video looked most interesting or exciting? Think of some problems or difficulties you might have on this kind of expedition. 26 Work in pairs. In the video, one of the students says, “I can

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27 Choose an activity.

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honestly say that a part of me is changed because I came to Tanzania.” How do you think a trip to another country might change your life?

1. Work independently. Imagine you are in Tanzania on a National Geographic Student Expedition. Write a postcard home to your family about your activities in the last few days.

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2. Work in pairs. Find out about a National Geographic Student Expedition to another country. Write a short description of it. 3. Work in groups. Prepare a short vacation brochure about Tanzania. Find out about four popular activities for tourists. Find photos to go with your information. Present your brochure to the class.

national Geographic Student Expedition, Tanzania

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need to see all or part of the video again. Check answers as a class, and see if students can correct the false statements.

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• 25 Put students into small groups. Ask a student

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to read the directions aloud. Say Make sure each member of your group has a chance to share his or her opinions and ideas. Ask the group for a volunteer to make notes of your discussion. When groups have finished, ask them to share their ideas with the class. Take a class vote on whether students would like to take part in a similar expedition.

• 26 Put students into pairs again to discuss the question. Ask them to tell their partner if they’ve already made a journey that changed their life, or if there is a part of the world they would love to visit. When pairs are finished, ask What are some ways you think such a trip can change a person’s life? Are all the changes good? Are any not so good?



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Formative Assessment Can students • discuss a student expedition to Tanzania? Say Tell me three things the students saw or did in Tanzania.

Online Workbook Video

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• 27 Have students choose an activity. If students choose the first one, encourage them to think of the most exciting parts of their trip to write about. If time allows, you could tell them to illustrate their postcard.

• Put students who choose the second option into pairs. Guide them to find Internet sites that will help them complete the activity. Information can be readily found online via a quick search using the term National Geographic Student Expeditions.

• Put students who choose the third option into small groups. Guide them to find information about travel to Tanzania online and in books and other printed resources. Encourage students to divide up the work; for example, one student can focus on research, another on the brochure design, another on finding photos, and so on.

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Video 269

Grammar 2

Gr aMMar

TR: 131

in, on, and at: Saying when things happen on Friday, we’re going to fly to Prague. on Saturday morning, we’re going to see Prague Castle. at lunchtime, we’re going to try the new café in Wenceslas Square. in the afternoon, I’m going to walk to Alfons Mucha Museum. at seven o’clock in the evening, we’re going to meet our friends at Prague Estates Theatre.

Objective

Students will • use in, on, and at to say when things happen.

Grammar  In, on, and at Content Vocabulary  castle, concert,

28 read. Complete the email with in, on, or at.

email, square, trolley

Hello from Prague

Resources  Online Workbook/Workbook pp. 98–99; Worksheet F.8.5 (Teacher’s Resource CD-ROM/Website); TR: 131 (Audio CD/Website/CPT); CPT: Grammar 2

Hi Stella! How are you? We’re having a great time in Prague. Yesterday we went to Charles Bridge very early

at

the morning and took a lot of photos. Then,

Materials  Paper clips, scissors ,

all the beautiful buildings, and

note cards

at

noon, we took a train to Peace Square. We looked at

lunchtime, we had a hot dog from a kiosk in the square.

In

the afternoon, we visited the National House of Vinohrady—an amazing building.

the morning, so we’re very tired today!

we’re going to take a train to Karlštejn Castle. And

on

the evening, we night. We didn’t get

On

Wednesday,

Thursday, we’re going to come back home!

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See you soon, Joel

at

In

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back to our hotel until one o’clock

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went to an amazing concert at Akropolis. It didn’t finish until half past eleven

in

in

29 Work in pairs. Talk about your plans for the next two or three days. Use in, on, and at. 30 Work in pairs. Spin the wheel. Take turns making sentences using the

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words on the wheel and the correct preposition: in, on, or at.

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I had a cheese sandwich at lunchtime.

Go to p. 187.

prague, Czech republic

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Warm Up

• Activate prior knowledge Say When you write an

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itinerary for a trip, how do you organize it? Confirm that an itinerary is usually divided into the different days of the trip, and lists the activities for each day. Say It’s very important to know exactly when activities and events will happen. To talk about when things happen, we use the prepositions in, on, and at. Write in, on, at on the board. Say Let’s find out how to use them.

Present • Tell students to open their books to p. 156. Read the title of the grammar box. Then point to the three words on the board, and tell students to work individually to find them in the example sentences.

• Say Listen to someone talking about a visit to Prague. They say when they’re going to do each thing. Play TR: 131 while students read along silently.

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Unit 8

• Say We need to know which preposition to use. We use different prepositions depending on what follows them in the sentence. Write the following chart on the board: When?

Preposition

Example

Day of the week Part of the day Clock time /other specific time of day

Have students help you complete the chart chart. Ask Which sentences in the box name days of the week? (the first two) Ask So, which preposition do we use before days of the week? (on) Write on in the second column of the chart, and On Friday as the example. Call on students to complete the other blanks in the

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Be the Expert chart, using the sentences in the grammar box. Confirm that in is used for parts of the day, such as morning, afternoon, and evening. Confirm that at is used for specific times of day, such as clock times, or with words, such as bedtime and lunchtime that refer to times when regular activities take place. Replay TR: 131 and have students listen and repeat each sentence.

Practice 

Grammar in Depth Many different prepositions are used to refer to time. In this lesson, we look at the use of in, on, and at. In is used for parts of the day, for example, morning, afternoon, and evening. It is also used for months or seasons of the year: In April we’re going to visit Paris. I love Paris in the spring.

28 29

• 28 Ask students to look at Activity 28, and read the directions. Put students into pairs. Say Work with your partner to read the email and complete it using the correct prepositions. Remind students to refer to the chart on the board and the grammar box on p. 156, if they’re not sure which preposition to use. Check answers as a class.

Exceptions to the above rule are at night, at midnight, at noon.

Apply 

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with the same partner and talk about their plans. Say Try to make two sentences for each of the prepositions. When they’ve finished, ask some of the students to tell the class about their plans. Encourage the class to raise a hand if they think any preposition is incorrect. Discuss and correct any errors.

30

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• 30 Put students into pairs with a new partner. Tell them to cut

At is used for clock times and times of day, e.g., at the end of the day, at sunset.

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out a spinner from p. 187. Read aloud the instructions and have a student demonstrate how to use the spinner. Say Look at the spinner in the picture at the bottom of page 156. The paper clip points to lunchtime. Which preposition do we use? (at) Ask a student to read the example in the speech balloon. Tell pairs to play the game, taking turns to spin the wheel and make a sentence.

On is used for days of the week, dates, and special days, for example, on my birthday. We use plurals of days of the week to talk about repeated or habitual actions and to refer to parts of the week: On Sundays, I visit my aunt. On weekdays I have little time for video games. I take time for games and sports on the weekend.

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• 29 Read aloud the directions for Activity 29. Ask students to work

Extend

• Make two sets of three cards, each with in, on, or at written in large

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letters. Divide the class into two teams. Invite one student from each team to the front of the class and give them a set of cards. Call out a word or phrase for time, for example, Thursday, morning, two o’clock, breakfast time, half past ten, night, evening, and so on. The first student to hold up the card with the correct preposition for that word or phrase gets a point for his team. Then he makes a sentence with the preposition and the word or phrase. For a correct sentence, his team gets an extra point. Continue until all students have had a turn at the front.

• Hand out Worksheet F.8.5 to give students more practice with the prepositions in, on, and at.

Wrap Up • Have students work in small groups to write an itinerary for a perfect weekend. Say Imagine you can do anything you want to do, for one weekend. Think of at least three activities for each day. Tell students to decide the time or the time of day each activity will take place. When they’re finished, invite groups to talk about their perfect weekend, using going to and the correct prepositions.



Formative Assessment Can students • use in, on, and at to say when things happen? Ask students to choose the correct prepositions to complete these sentences: On Tuesday we’re going to perform a ______ play for our parents. at two o’clock. They’re going to arrive ______ In the evening, we’re going to eat at a ______ restaurant.

Workbook  For additional practice, assign Workbook pp. 98–99. Online Workbook  Grammar 2

SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar 2 271

Writing

WriTinG Blogs usually include the following information: • The title of each blog post • The date of each blog post

Objectives

• A small piece of information about the author (the blogger)

Students will • identify the features of a blog post. • analyze the elements of a model blog post. • write a blog post about vacation plans.

At the end of the blog post, the blogger often asks the readers to add their comments. 31 read the model. Work in pairs to identify and underline these four things: the

title of the blog post, the date of the blog post, the information about the blogger, and the request for comments.

Writing  Blog post Academic Language  blog, blogger,

My Life, My Music, My World, My Blog! December 12, 2016

comment, request

About me: I’m Mateo. I’m from Córdoba and I love music, soccer, and empanadas!

My Staycation Every summer vacation our family goes away for a week or two. Sometimes we visit friends in the mountains, or we go to the beach. Sometimes we travel to other countries. This year, we’re going to do something completely different. We’re going to have a staycation. We’re planning to stay at home and explore all the exciting things right here in Córdoba, Argentina.

Resources  Online Workbook/Workbook p. 100; Process Writing Worksheet (Teacher’s Resource CD-ROM/ Website); CPT: Writing

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On Monday, we’re going to visit the Paseo del Buen Pastor. We’re planning to look at some modern art and listen to some music. On Tuesday, we’re going on a picnic at Parque Sarmiento and in the evening my sister’s hoping to take a tango lesson. (I’m not so sure about that plan!)

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On Wednesday, we’re planning to take a day trip to a small town near Córdoba called Cosquín. We’re going to listen to some folk music there. After that . . . I don’t know yet. But there’s so much to do in my own city, I think a staycation is a great idea!

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Fountain show, paseo de Buen pastor, Córdoba, argentina

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What do you think of our staycation plans? Please comment below!

32 Work in pairs. Do you like the idea of a staycation? Why or why not?

33 Write. Write a blog about your summer vacation plans. Include all of the

information you usually find on a blog.

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Warm Up

• Build background Ask What do you know about blogs

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and blogging? Where would you read a blog? Ask students to share their ideas about blogs with the class. Confirm that A blog is a website or webpage that has information added to it regularly. It’s usually written by one person, or a small group of people.

• Say A blog often shares information or experiences about a particular topic. People blog about their jobs, or about their hobbies or interests. There are blogs about different sports and about how to make things. There are more than 150 million blogs on the Internet! Explain that a blog post or blog entry is an individual article or new piece of writing that’s been added to a blog. Ask Do any of you read blogs? Who are they written by? What’s the topic? You might like to start the discussion by sharing your own experience of a blog that you read regularly.

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Unit 8

Present • Tell students to open their books to p. 157. Tell them to silently read the information in the green box at the top of the page. Discuss the points in the box one by one, asking questions such as the following: Why does a blog need a title? (to tell the reader what the subject is; to persuade the reader to continue reading) Why is it important for a blog post to have a date? (so that the reader can see the order in which the blog posts were written; to see if the information is up to date) Why is there some information about the blogger? (because readers like to know about the writer; it makes the blog more personal) Why do bloggers ask for readers’ comments? (Let the students express their own ideas about this

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Be the Expert question, but the answers might include: so that bloggers can write about things that interest their readers; so that they can improve their writing; so that they can get to know what kinds of people are reading their blog.)

Read the Model 

Writing Support Blog post   A blog is usually written in an informal, conversational style. Tell students to imagine they’re writing to their friends, because a friendly tone will attract more readers. Bloggers are advised to update their blog regularly, adding new information or posts, to keep their readers’ interest.

31 32

• 31 Say Now we’re going to read a blog post and identify the different features. Read the directions for Activity 31. Put students into pairs and ask them to read the blog post together and underline the four features mentioned. Give pairs time to complete the activity.

Encourage students to think of a title that will convey the content of the blog clearly, but also entice the reader to read on. Tell them to provide some personal information to give the reader a picture of who they are, and where they are based.

• Say The title at the top of the blog is the name of the blog. What

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Students often find writing difficult, and it’s important to keep students motivated and praise their efforts. Always give them a good reason to write. Explain that being able to write a blog post allows them to express their own ideas and opinions, and to talk about subjects they know a lot about or are passionate about. Encourage students to read blog posts on subjects that interest them, always with guidance from a teacher or parent.

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is it called? (“My Life, My Music, My World, My Blog!”) Ask Do you think this is a good title for a blog? Why or why not? Say The title in smaller type is the title of the blog post. What is it? (“My Staycation”) Explain The title “My Staycation” tells us what this blog post is about. Did you find out what a staycation is? (a vacation where you stay close to home) Check the other information students underlined as a class.

Teaching Tip

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some examples of this. (One example is, We’re going to do something completely different.) Then say In some sentences, the blog uses another phrase to describe future plans. What is it? (We’re planning to) Confirm that we’re planning to and we’re going to have very similar meanings. Say The blog also says “my sister’s hoping to take a tango lesson.” Hoping to means that you want to do something, but you’re not sure whether you’ll be able to or not.

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• Say The blog post uses going to to describe future plans. Elicit

• Ask Did you enjoy reading Mateo’s blog? What did you like about

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it? Have students respond. Point out the informal, conversational tone of the writing and ask What does the blog title, the personal information, and the tone of the writing tell you about what kind of person Mateo is? If you could write Mateo a comment about his blog, what would it say? Ask students to discuss in pairs. Invite several students to tell what they’d write.

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• 32 Draw students’ attention to Activity 32, and read the

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directions aloud. Ask students to work with a new partner to discuss the questions. Ask pairs to share their opinions with the class. Ask Have you ever had a staycation? What did you do? Invite students to share their experiences.

Workbook  For scaffolded Writing support, assign Workbook p. 100. Online Workbook Writing

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Writing 273

• If you have time in class, allow students to work on this step. If not, assign it as homework. If students have Workbooks, remind them to use Workbook p. 100 for writing support.

WriTinG Blogs usually include the following information: • The title of each blog post • The date of each blog post • A small piece of information about the author (the blogger)

• Worksheets  If your students need a reminder of

At the end of the blog post, the blogger often asks the readers to add their comments.

any of the steps of process writing, you may want to hand out the Process Writing Worksheet and review together.

31 read the model. Work in pairs to identify and underline these four things: the

title of the blog post, the date of the blog post, the information about the blogger, and the request for comments.

My Life, My Music, My World, My Blog! December 12, 2016

About me: I’m Mateo. I’m from Córdoba and I love music, soccer, and empanadas!

My Staycation Every summer vacation our family goes away for a week or two. Sometimes we visit friends in the mountains, or we go to the beach. Sometimes we travel to other countries. This year, we’re going to do something completely different. We’re going to have a staycation. We’re planning to stay at home and explore all the exciting things right here in Córdoba, Argentina.

• Workbook  Refer students to Workbook p. 100 to help them organize and plan their writing.

On Monday, we’re going to visit the Paseo del Buen Pastor. We’re planning to look at some modern art and listen to some music. On Tuesday, we’re going on a picnic at Parque Sarmiento and in the evening my sister’s hoping to take a tango lesson. (I’m not so sure about that plan!)

Write

On Wednesday, we’re planning to take a day trip to a small town near Córdoba called Cosquín. We’re going to listen to some folk music there. After that . . . I don’t know yet. But there’s so much to do in my own city, I think a staycation is a great idea!

• After students have completed their prewriting, tell them to work on their first drafts. If you don’t have enough time in class, assign the first drafts as homework.

Fountain show, paseo de Buen pastor, Córdoba, argentina

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What do you think of our staycation plans? Please comment below!

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Revise

• After students have finished their first drafts, tell them

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to review their writing and think about their ideas and organization. Ask each student to consider the following: Have I included all the information in the right order? Will the title I’ve chosen make the reader want to read on? Have I chosen the most interesting points about my planned vacation? Have I written in an informal style, as though I was writing to a friend?

32 Work in pairs. Do you like the idea of a staycation? Why or why not?

information you usually find on a blog.

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Plan 

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33

• 33 Say Now you’re going to plan your own writing.

Edit and Proofread

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The topic is to write a blog about your vacation plans. Explain that students can write about a real vacation they’re planning, or use their imagination to write about a vacation they would like to go on. Say Use going to or planning to to write about your plans.

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33 Write. Write a blog about your summer vacation plans. Include all of the

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• Ask What are the different types of information you

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need to include? (a title, a date, information about themselves, and an invitation for people to comment) Tell students to make notes about each of these types of information before beginning their blog.

Use this rubric to assess students’ writing. You can add other aspects of their writing you’d like to assess at the bottom of the rubric. = = = =

274

Excellent Good Needs improvement Redo

Unit 8

such as sentence variety, parallelism, and word choice. Then ask them to proofread for mistakes in grammar, punctuation, capitalization, and spelling.

Publish • Publishing includes handing in pieces of writing to the teacher, sharing work with classmates, adding pieces to a class book, displaying pieces on a classroom wall or in a hallway, and posting on the Internet. 1

Writing Rubric

4 3 2 1

• Encourage students to consider elements of style,

Writing  Student includes the information and features of a blog post correctly. Grammar  Student uses going to and other appropriate phrases to talk about future plans. Vocabulary  Student uses a variety of word choices, including words learned in this unit.

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2

3

4

Mission Objective

Students will • discuss how travel and outdoor experiences can help them learn.

Resources  Resources Video scene 8.2 (DVD/Website/CPT); Worksheet F.8.6 (Teacher’s Resource CD-ROM/ Website); Online Workbook: Meet the Explorer; CPT: Mission

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Be the Expert

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Get Outside!

Teaching Tip

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“Get outside and have fun!” —Sarah McNair-Landry

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Mission

3. Think about a time that you spent outside recently. What did you do? What did you see? What did you learn? Did you have fun?

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2. What things can you learn about when you travel to a different place? What can you learn about yourself?

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National Geographic Explorer, Adventurer and Cinematographer

1. Watch scene 8.2.

• Write Get Outside! on the board. Point to it. Say See

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the exclamation point. What does it tell you about how to read this? Show me with your voice. Call on different students to read the words aloud. Ask Why is it important to get outside? Elicit students’ ideas. Ask Who’s the explorer featured in this unit? What kind of places does she travel to? (Sarah McNair-Landry; she often travels to very cold places like the Arctic)

• Tell students to turn to p. 158. Say This is another photo of Sarah. It looks like she’s in a very cold place. How can we tell? (She has ice on her hair and her eyelashes!) Ask What else do you see in the photo? Read aloud the mission and the quote. Ask Does Sarah look like she’s having fun in the photo? (Yes, she seems to be smiling.)

• Activity 1 Say Now let’s watch a video about Sarah

and her travels. Play Video scene 8.2. Ask students to focus on what Sarah says about why she travels to



When students are working in pairs, encourage them to use English at all times. Make sure that they have useful vocabulary to refer to. You might also like to provide basic sentences on the board or on a classroom wall for students to use. For example: I think . . . , Do you agree? Do you have any other ideas? In my opinion, the most important thing is . . . , How can we find out about . . .?

Online Workbook  Meet the Explorer 4/7/17 5:04 PM

difficult places. Remind students that they visualized the incident with the polar bear in the night. Play the video again, and ask them to notice any new information about the incident in the video. Ask students to say what they noticed.

• Activity 2  Put students into pairs. Say In the video, Sarah says she wants to pass on the message to young people that anything is possible. Read aloud the quote again, and have a student read the activity questions. Have pairs discuss.

• Activity 3  Read the questions in Activity 3. Ask students to make notes individually about a recent experience they had. Then invite students to share and compare ideas with the rest of the class.

• Worksheet  Hand out Worksheet F.8.6. Explain that students will use the worksheet to think and write about Sarah McNair-Landry and why it’s important to get outside.

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Mission 275

Make an Impact

Project

A 1 Create a tour itinerary.

Objective

Students will • choose and complete a project related to travel and vacations.

• Make a list of interesting places in your local area. • Design a three-day tour itinerary for visitors. Think about how they can get from one place to the next. Use photos to illustrate your itinerary.

Content Vocabulary  blog entry,

• Present your itinerary to the class and answer their questions about it.

itinerary

B Write a blog entry.

Resources  Assessment: Unit 8 Quiz, Units 5–8 Mastery Test, Final Test; Workbook pp. 101 and 111; Worksheet F.8.7; (Teacher’s Resource CD-ROM/Website); CPT: Make an Impact and Review Games

• Research a city in another country. • Pretend that you are on vacation in this city. Write a blog about your visit. Include photos. • Publish your blog. Answer questions and respond to your classmates’ comments.

Materials  tourist brochures about your

C Make a map.

local area (optional), large sheets of paper, glue sticks (optional)

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• Survey your friends and family to find out which places around the world they have visited.

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• Draw or print out a map of the world and label each place with the name of the person who went there and information about why they went there.

Go to pp. 288–290.

Unit Review  Assign Worksheet F.8.7. Workbook  Assign pp. 101 and 111. Online Workbook  Now I can

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Assessment 

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• Show your map to the class. Discuss which places are the most popular and why.

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Prepare

• Have students choose a project.

• Activity A  Remind students how to organize an

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itinerary, laying it out day by day. Make sure students have access to information about interesting places in the local area. If you have pertinent materials, make them available. Encourage students to do research to check facts and deepen their knowledge of local places. This will prepare them to answer questions when they present their itineraries to the class.

• Activity B  Remind students of the features of a blog. Encourage them to choose a city that has a culture that is unfamiliar to them, as this is likely to elicit more interesting comments and questions. When they publish their blog, students bloggers might like to ask their classmates to provide short written comments, as if they were commenting online.

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Unit 8 ProjectSAMPLE

• Activity C  When students carry out their surveys, remind them to find out why people visited the different places, as well as where they went. You might like to provide large sheets of paper, so that students can paste or tape their maps onto the center of the sheet, so they have space for photos and labels around the map.

Share • Schedule time for students to present their tour itineraries, blog entires, or labeled maps to the class. Allow time for students to ask questions about their classmates’ work.

• Modify  Help students to simplify a project by eliminating one of the options or steps. For Activity C, you could provide a world map outline for students to use, and several students could combine their survey information, compiling the results on one map.

COPY, NOT FOR DISTRIBUTION

4/7/17 5:04 PM

Student Book Audio Script

TR: 128 13   Learn new words.  beach / Ha. Long Bay has many beautiful beaches. cave / In Göreme National Park there are caves in the rocks. island / Tourists enjoy traveling by boat from one island to another. valley / There are valleys between the mountains. TR: 129 16   Learn new words.  equipment / They had a lot of equipment for their trip. pull / The kites pulled the sleds along the ice. snow shovel / We used a snow shovel to move the snow from our door. tent / A polar bear tried to get into their tent while they slept!

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TR: 122 5   Learn new words.  gift / I always bring a gift when I stay with other people. hotel / I don’t want to stay in a hotel because it’s too expensive. local / The local stores are much better than the ones downtown. tour / Let’s go on a tour of the Forbidden City today.

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TR: 121 5   S1: So, Marco . . . did you enjoy the school trip to China? S2: Yes, it was amazing. S1: What was your favorite part? S2: My favorite part of the trip was our tour of the Forbidden City. It was really interesting and the palaces were so beautiful! And I liked Shanghai Historic District. I bought a Chinese poster as a gift for my sister there. She loves it! S1: Where did you stay? S2: In Beijing and Shanghai we stayed in hotels. They were OK, but it was really interesting to stay with a local family in Nanjing. They were very friendly and I was able to practice my Chinese.

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TR: 120 2   Learn new words.  airport / We can take a train to the airport and then fly to France. by train/by bus/ or by boat / I usually travel by train/by bus/or by boat. leave / Our train leaves tomorrow at eleven o’clock in the morning. pack / It will be very cold in China, so don’t forget to pack warm clothes. passport / You usually need a passport when you go to another country. public transportation / Trains and buses are both forms of public transportation. spend / Students will spend three days in Beijing. ticket / You must buy your ticket before you get on the train. tourist / Thousands of tourists visit the Great Wall of China every year. trip / The school trip to China was amazing.

TR: 127 13   The UNESCO list of World Heritage sites includes more than one thousand places around the world of great interest, importance, or natural beauty. In Vietnam, Ha. Long Bay is a UNESCO World Heritage site. There are more than 1,600 islands in this bay. Many of them are uninhabited—no one lives there—because they’re very small and rocky, with thick forests. Tourists love to travel by boat from one island to another to admire the beautiful beaches, the unusual rock formations, the green forests, and the blue water of the sea. Another amazing UNESCO World Heritage site is the Göreme National Park in Turkey. Like the islands in Ha. Long Bay, Göreme National Park has some amazing and unusual rock formations. But here, there are mountains, valleys, caves, and underground cities in the rocks. Two thousand years ago, more than 20,000 people lived in these underground cities. Now, if you visit, you can stay in hotels in the caves!

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L isten and read.  See Student Book pp. 146–147.

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TR: 130 17

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TR: 123 SPEAKING STRATEGY  See Student Book p. 149.

TR: 131 GRAMMAR  See Student Book p. 156. TR: 132 1

 xpress Yourself  See Student Book E pp. 160–161.

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TR: 124 7   S1: Excuse me, do you know how to get to Linden Avenue? S2: Linden Avenue? Of course. Go down King Street and turn right at the Fishermen’s Memorial onto Bluenose Drive. S1: OK, got it. S2: Then you go straight down Bluenose Drive. At the end of Bluenose Drive, turn left and that’s Linden Avenue. S1: That sounds easy! Thanks so much. S2: No problem. Have a nice day.

 hile you read, try to picture the events of W Sarah and Eric’s journey in your mind. See Student Book pp. 152–153.

TR: 125 GRAMMAR  See Student Book p. 150.

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TR: 126 10   S1: So, Alicia, tell me more about your birthday weekend in San Miguel de Allende. Are you going to leave here on Saturday morning? S2: No, we aren’t. We’re going to leave on Friday night. Ricardo’s going to drive. I think the trip from Mexico City is about four hours. S1: And what are you going to do on Saturday morning? S2: Our uncle is going to take us to this amazing café called Muro for breakfast. I can’t wait. And then in the afternoon we’re going to do a tour of the town. S1: Are you going to visit any museums? S2: Yes. You know I’m crazy about museums! I’m going to visit the Historical Museum on Sunday morning, before our picnic in the Botanical Gardens. But my brother isn’t going to come! S1: Do you have any plans for Sunday afternoon? There are a lot of amazing art galleries, you know. S2: I’m not going to do anything on Sunday afternoon. I’m just going to spend some time at my uncle’s house and then we’re going to drive back home to Mexico City in the evening.



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Audio Script 277

Express Yourself

Express Yourself

1

Read and listen to the blog.

TR: 132

Objectives

Students will • identify the purpose and features of blogs. • connect ideas about space and travel.

Welcome to Haneul’s Awesome Blogging World May 23, 2028 I saw it in my favorite science magazine: “Win a five-day vacation to a space hotel, 300 km (186 mi.) above Earth.” A vacation like that costs more than $1 million. Of course I entered the competition! I’m crazy about space. And . . . can you believe it? I won! Now, I am in a rocket with five billionaires on our way to space!

Content Vocabulary  billionaire, competition, float, strap

Resources  Online Workbook (Units 7–8 Review)/Workbook pp. 102–103; Worksheet F.8.8 (Teacher’s Resource CD-ROM/Website); TR: 132 (Audio CD/Website/CPT); CPT: Express Yourself Units 7−8

Materials  travel brochures and catalogs for different kinds of vacations (optional)

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May 25, 2028 I took a lot of photos today. Earth is the most beautiful and the most colorful thing in space. We’re traveling around Earth at 27,000 km (16,777 mi.) per hour, and we can watch the sun rise and set 16 times a day!

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May 24, 2028 The journey on the rocket yesterday was pretty scary and very noisy. It was also way faster than I thought it would be! In fact, it only took ten minutes to get into space, but it took six hours to connect with our space hotel. The space hotel is amazing! We all have our own bedrooms, and we have special straps to hold us onto our beds so we don’t float away when we’re asleep! Being in zero gravity is so weird!

May 26, 2028 Some of the other guests in this space hotel complain about everything! They don’t like the food or the beds. But I think we are the luckiest people in the universe!

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May 27, 2028 Today was our last day in the space hotel. Now I just need to find $1 million for my next trip.

160

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Present 

• Preview  Have students turn to pp. 160−161. Tell

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students to look at the picture and read the caption. Ask Where’s this hotel? Can you stay in this hotel now? What can you see inside the hotel? What would the view from the windows be like? Let students discuss, then tell them they’re going to read a description in the form of a blog of a very unusual trip. Say You wrote a blog about vacation plans in Unit 8. Can you remember what you included in it? Review with students the features of blog writing.

• 1 Read together Say Now let’s read and listen to the blog. Say As you read, think about the writer’s feelings and emotions. Do these change in the different blog posts? Play TR: 132 while students listen and read along. When they’ve finished, ask How would you describe Haneul’s feelings and emotions? Do the other guests feel the same? Why do you think this is?

278

Unit 8

Practice 

3/27/17 4:01 PM

2

• 2 Discuss  Put students into groups of three or four. Read aloud the Activity 2 questions. Remind them that, in Unit 7, they learned about space exploration, and in Unit 8, they read about many different types of travel and vacations. Provide prompts to help students with their discussions. Say Think about things astronauts can do in space, and things they can’t do. Would five days in space pass quickly, or would it seem like a long time?

• When students are discussing sources of information about travel, if possible, display different examples of travel brochures and catalogs for students to examine. Ask them to think about the type of information these materials include, and the type of information they don’t include that a traveler might want to know.

SAMPLE COPY, NOT FOR DISTRIBUTION

2

Be the Expert

Work in groups. Discuss the blog. 1. Do you want to take a five-day vacation in a space hotel? Why or why not? How do you think the guests spend their time there?

Genre in Depth Blogs  Remind students of the blog post

2. Haneul describes his experiences in a blog. What else can you read to find out about travel? How do you learn about other places? 3

they wrote in Unit 8, which included a title, date, information about themselves, and a request for comments from readers. Other features that can be included in blog posts very effectively are photos, information tables and diagrams, and illustrations. Some blog posts also include a link to a video on the same subject. For more information on blogs, see p. 273.

Connect ideas. In Unit 7, you learned about space. In Unit 8, you learned about travel. What connection do you see between the two units?

Cumulative Review

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Hand out Cumulative Review Worksheet F.8.8.

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Formative Assessment

Choose an activity.

1. Choose a topic: • space travel • an unusual holiday

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2. Choose a way to express yourself: • a blog • a short story • a poem

Plans for a future space hotel

3. Present your work.

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Connect 

• 3 Critical thinking  Put students into new groups.

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Read aloud the Activity 3 text. Provide discussion prompts as necessary: Try to think of connections between space and travel, apart from space travel itself. For example, how does space technology help travelers on Earth?

Prepare  

4

• Review the activity options. Allow students to choose their own topic. You may want to assign this activity in advance so that students have more time to work on it in class or at home.

• 4 After students have chosen a topic, help them to choose the kind of writing they will use to express themselves. Say If you choose to write a blog, you



161

Can students • identify the purpose and features of blogs? Ask students to talk about a blog that they’d like to write. Say What would be the title of two or three of your blog posts? • connect ideas about space and travel? Ask students to tell you two different ideas they discussed about the connections between space and travel.

Workbook  Assign pp. 102–103. Online Workbook  Units 7−8 Review

3/27/17 4:01 PM

already know the features to include. Your blog could be about a real experience or you could use your imagination, especially if you’re writing about space travel!

• Explain that a short story could be a good choice if students want to write about someone else’s experiences, especially a character or characters they invent. Say Remember to plan a beginning, a middle, and an end for your story. If you write a poem, try to focus on something that you feel strongly about and use powerful language or language that relates to the senses. Your poem doesn’t have to rhyme.

Share • Set aside time for sharing students’ work with the class. Remind students to listen politely to readings and presentations and to wait until they’re over before asking any questions.

Express Yourself 279 SAMPLE COPY, NOT FOR DISTRIBUTION

Assessment

Unit 1 Quiz

Resources  Unit 1 Quiz (ExamView®)

Before the Quiz 1. T o generate the quiz, go to ExamView® Test Generator and select Create a new test using a wizard.

Be the Expert

2. Give your quiz a title (for example: Unit 1 Quiz).

Testing Tip 

3. Select the Unit 1 question bank and select all items. Quizzes include questions that assess comprehension of vocabulary and grammar, as well as skills in these four areas: listening, speaking, reading, and writing.

Set clear expectations for test-taking behavior. Point out that students must stay in their seats and may not talk to one another during the test. If students have a question about the test, ask them to raise their hand and wait for you to come to their desk.

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• You may choose to customize this quiz or create your own. 4. Print the quiz. Then make copies for each student in your class.

Establish a system for finishing and collecting tests. You may want students to bring the test to your desk. Or you may find it easier if students place their tests facedown on the desk to be collected after the time is up. Find a system that works for each class you teach and keep the same routine throughout the program.

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• For additional review, use the end-of-unit games in the Classroom

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Presentation Tool.

• Hand out the quiz and tell students to read the directions. Clarify

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directions if necessary.

• For the listening comprehension activities, you can play TR: 2 or you can read the audio script available on the ExamView® CD-ROM and also on the Teacher’s Resource Website.

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• For the speaking section of the assessment, you can use the questions on ExamView® and these additional questions: Describe your family. Say three things about them.

What food is important to you and your family?

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Choose one meal of the day. What do you eat for that meal?

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Unit 1 Quiz

SAMPLE COPY, NOT FOR DISTRIBUTION

Assessment

Unit 2 Quiz

Resources  Unit 2 Quiz (ExamView®)

Before the Quiz 1. T o generate the quiz, go to ExamView® Test Generator and select Create a new test using a wizard.

Be the Expert

2. Give your quiz a title (for example: Unit 2 Quiz).

Testing Tip 

3. Select the Unit 2 question bank and select all items. Quizzes include questions that assess comprehension of vocabulary and grammar, as well as skills in these four areas: listening, speaking, reading, and writing.

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• You may choose to customize this quiz or create your own.

Before students enter on a test day, prepare your room for assessment. Arrange the desks in a way that allows students to work individually, without distraction. Check to make sure that the audio equipment is working properly, and program the audio to the correct track, so that you’re not searching for the track while administering the test. Lastly, make sure you have any other testing materials that students may need during the test, such as scrap paper and sharpened pencils. Preparing your materials in advance will result in a smooth, organized test administration.

4. Print the quiz. Then make copies for each student in your class.

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• For additional review, use the end-of-unit games in the Classroom

Giving the Quiz • Hand out the quiz and tell students to read the directions. Clarify

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directions if necessary.

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Presentation Tool.

• For the listening comprehension activities, you can play TR: 3 or you can read the audio script available on the ExamView® CD-ROM and also on the Teacher’s Resource Website.

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• For the speaking section of the assessment, you can use the questions on ExamView® and these additional questions: Describe your school. What’s unusual about it?

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What school subject do you like best? Say why you like it.

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Name one thing you want to improve at. How can you do it?



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Unit 2 Quiz

281

Assessment

Unit 3 Quiz

Resources  Unit 3 Quiz (ExamView®)

Before the Quiz 1. T o generate the quiz, go to ExamView® Test Generator and select Create a new test using a wizard.

Be the Expert

2. Give your quiz a title (for example: Unit 3 Quiz).

Testing Tip 

3. Select the Unit 3 question bank and select all items. Quizzes include questions that assess comprehension of vocabulary and grammar, as well as skills in these four areas: listening, speaking, reading, and writing.

Some students always finish a test early. It’s important to have another activity that will keep students engaged until their peers have finished. You may want to let fast finishers select a book or magazine from a classroom library of English language materials. Or, you may want to use the Internet to find puzzles, mazes, or word games to copy and hand out to these students. To clarify expectations and avoid disruption, make a plan for fast finishers and explain it before you hand out the test.

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• You may choose to customize this quiz or create your own. 4. Print the quiz. Then make copies for each student in your class.

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• For additional review, use the end-of-unit games in the Classroom

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Giving the Quiz

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Presentation Tool.

• Hand out the quiz and tell students to read the directions. Clarify

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directions if necessary.

• For the listening comprehension activities, you can play TR: 4 or you can read the audio script available on the ExamView® CD-ROM and also on the Teacher’s Resource Website.

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• For the speaking section of the assessment, you can use the questions on ExamView® and these additional questions: Describe one robot that helps people.

Chad Jenkins says that technology can change the world. Do you agree or disagree? Say why.

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Say three things robots can do, and three things robots can’t do.

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Unit 3 Quiz

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Assessment

Unit 4 Quiz

Resources  Unit 4 Quiz (ExamView®)

Before the Quiz 1. T o generate the quiz, go to ExamView® Test Generator and select Create a new test using a wizard.

Be the Expert

2. Give your quiz a title (for example: Unit 4 Quiz).

Testing Tip 

3. Select the Unit 4 question bank and select all items. Quizzes include questions that assess comprehension of vocabulary and grammar, as well as skills in these four areas: listening, speaking, reading, and writing.

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• You may choose to customize this quiz or create your own.

Always tell students to scan the entire test before they begin to make sure they understand each item type. After you hand out the test, set one or two minutes aside for students to look at the test items. Then review the test as an entire class, section by section. Answer students’ questions on item types only (not content), providing models on the board and strategies for approaching each item type.

4. Print the quiz. Then make copies for each student in your class.

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• For additional review, use the end-of-unit games in the Classroom

Giving the Quiz • Hand out the quiz and tell students to read the directions. Clarify

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directions if necessary.

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Presentation Tool.

• For the listening comprehension activities, you can play TR: 5 or you can read the audio script available on the ExamView® CD-ROM and also on the Teacher’s Resource Website.

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• For the speaking section of the assessment, you can use the questions on ExamView® and these additional questions: What’s your favorite wild animal? Why do you like it?

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Say one surprising fact about an animal you learned in this unit.

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Why shouldn’t we keep wild animals as pets? Give two reasons.



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Unit 4 Quiz

283

Assessment

Units 1–4 Mastery Test

Resources  Units 1–4 Mastery Test (ExamView®)

Before the Test 1. T o generate the test, go to ExamView® Test Generator and select Create a new test using a wizard.

Be the Expert

2. Give your test a title (for example: Units 1–4 Mastery Test).

Testing Tip 

3. Select the Units 1–4 Mastery Test question bank and select all items. Tests include questions that assess comprehension of vocabulary and grammar, as well as skills in these four areas: listening, speaking, reading, and writing.

Create a folder for each student’s assessments, and keep the folders on file for instructional use. For example, before a mastery test, pass out students’ old tests, and allow them time to discuss the tests in small groups. Students can use the tests to quiz one another on the content. They can also use old tests to discuss challenging item types and how they approached them. After the review, collect the tests and file them away until the final test. At that time, allow students to repeat the review process with all eight unit tests and/or the two mastery tests.

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• You may choose to customize this test or create your own. 4. Print the test. Then make copies for each student in your class.

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• For additional review, use the end-of-unit games in the Classroom

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Giving the Test

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Presentation Tool.

• Hand out the test and tell students to read the directions. Clarify

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directions if necessary.

• For the listening comprehension activities, you can play TR: 10 or you can read the audio script available on the ExamView® CD-ROM and also on the Teacher’s Resource Website.

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• For the speaking section of the assessment, you can use the questions on ExamView® and these additional questions: Describe one thing you and your family enjoy doing together.

How can we help endangered animals?

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How are robots doing jobs that people can’t do? Give two examples.

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Units 1–4 Mastery Test SAMPLE

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Assessment

Unit 5 Quiz

Resources  Unit 5 Quiz (ExamView®)

Before the Quiz 1. T o generate the quiz, go to ExamView® Test Generator and select Create a new test using a wizard.

Be the Expert

2. Give your quiz a title (for example: Unit 5 Quiz).

Testing Tip 

3. Select the Unit 5 question bank and select all items. Quizzes include questions that assess comprehension of vocabulary and grammar, as well as skills in these four areas: listening, speaking, reading, and writing.

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• You may choose to customize this quiz or create your own.

Help students manage their time during the test. Before they begin, go through each section and tell them approximately how long you think it should take. Explain to students that if they’re spending a long time on a single test item, they may want to skip that item and continue the test, coming back to it at the end of the assessment period. As students work on the test, let them know every ten minutes how much time they have left. Make sure you give a two-minute warning before the time is up.

4. Print the quiz. Then make copies for each student in your class.

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• For additional review, use the end-of-unit games in the Classroom

Giving the Quiz • Hand out the quiz and tell students to read the directions. Clarify

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directions if necessary.

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Presentation Tool.

• For the listening comprehension activities, you can play TR: 6 or you can read the audio script available on the ExamView® CD-ROM and also on the Teacher’s Resource Website.

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• For the speaking section of the assessment, you can use the questions on ExamView® and these additional questions: Describe two things that happen in the water cycle.

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Think about the problem of plastic in our oceans. Brainstorm some solutions.

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The mission for this unit is Protect Our Water. How can you help protect a local lake or river?



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Unit 5 Quiz

285

Assessment

Unit 6 Quiz

Resources  Unit 6 Quiz (ExamView®)

Before the Quiz 1. T o generate the quiz, go to ExamView® Test Generator and select Create a new test using a wizard.

Be the Expert

2. Give your quiz a title (for example: Unit 6 Quiz).

Testing Tip 

3. Select the Unit 6 question bank and select all items. Quizzes include questions that assess comprehension of vocabulary and grammar, as well as skills in these four areas: listening, speaking, reading, and writing.

When providing feedback on assessments, offer more than just a ✓ or an ✗. Give praise for correct answers and point out areas of improvement over previous assessments. If a student gets an answer wrong, explain why. Make sure students are aware of spelling and grammar errors. For open-ended items, provide suggestions on how to improve a response so that students can do better on the following tests. If a student’s result was particularly low, schedule a time when you can sit down and discuss the test with the student.

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• You may choose to customize this quiz or create your own. 4. Print the quiz. Then make copies for each student in your class.

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• For additional review, use the end-of-unit games in the Classroom

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Giving the Quiz

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Presentation Tool.

• Hand out the quiz and tell students to read the directions. Clarify

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directions if necessary.

• For the listening comprehension activities, you can play TR: 7 or you can read the audio script available on the ExamView® CD-ROM and also on the Teacher’s Resource Website.

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• For the speaking section of the assessment, you can use the questions on ExamView® and these additional questions: Imagine you could design and build your own home. Describe it.

Why is it important to preserve historic buildings?

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Express your opinion of an unusual building in your town or city.

286

Unit 6 Quiz

SAMPLE COPY, NOT FOR DISTRIBUTION

Assessment

Unit 7 Quiz

Resources  Unit 7 Quiz (ExamView®)

Before the Quiz 1. T o generate the quiz, go to ExamView® Test Generator and select Create a new test using a wizard.

Be the Expert

2. Give your quiz a title (for example: Unit 7 Quiz).

Testing Tip 

3. Select the Unit 7 question bank and select all items. Quizzes include questions that assess comprehension of vocabulary and grammar, as well as skills in these four areas: listening, speaking, reading, and writing.

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• You may choose to customize this quiz or create your own.

Some students experience anxiety during tests. Before the test, try to help your students relax. Increase their confidence by reviewing the material once more. Then offer some strategies for staying calm during the test. For example, model closing your eyes and taking deep breaths or rolling your shoulders and neck. Ask the class to suggest other ways to stay calm during the test, and make a list. Keep the strategies displayed in the classroom. If you see a student experiencing stress during the test, approach the student and remind him or her of the calming strategies you’ve discussed.

4. Print the quiz. Then make copies for each student in your class.

ni

• For additional review, use the end-of-unit games in the Classroom

Giving the Quiz • Hand out the quiz and tell students to read the directions. Clarify

ap hi c

directions if necessary.

Le

ar

Presentation Tool.

• For the listening comprehension activities, you can play TR: 8 or you can read the audio script available on the ExamView® CD-ROM and also on the Teacher’s Resource Website.

lG eo gr

• For the speaking section of the assessment, you can use the questions on ExamView® and these additional questions: What did you learn about space from this unit?

io na

What new space technologies do you think will be developed in the coming years? Make some suggestions.

N

at

Brendan Mullan says we should “Think like a scientist.” Give two examples of how we can do this.



SAMPLE COPY, NOT FOR DISTRIBUTION

Unit 7 Quiz

287

Assessment

Unit 8 Quiz

Resources  Unit 8 Quiz (ExamView®)

Before the Quiz 1. T o generate the quiz, go to ExamView® Test Generator and select Create a new test using a wizard.

Be the Expert

2. Give your quiz a title (for example: Unit 8 Quiz).

Testing Tip 

3. Select the Unit 8 question bank and select all items. Quizzes include questions that assess comprehension of vocabulary and grammar, as well as skills in these four areas: listening, speaking, reading, and writing.

Do not accept tests without first asking students whether they’ve checked their answers. Even the most confident and proficient student makes errors or accidentally skips an item. Always play audio tracks a second time for students to check their answers to audio activities. You may want to model how to check one’s own work by doing a Think Aloud, in which you read the questions aloud, explain why the distractors are wrong, and justify each correct answer.

ng

• You may choose to customize this quiz or create your own. 4. Print the quiz. Then make copies for each student in your class.

ni

• For additional review, use the end-of-unit games in the Classroom

Le

Giving the Quiz

ar

Presentation Tool.

• Hand out the quiz and tell students to read the directions. Clarify

ap hi c

directions if necessary.

• For the listening comprehension activities, you can play TR: 9 or you can read the audio script available on the ExamView® CD-ROM and also on the Teacher’s Resource Website.

lG eo gr

• For the speaking section of the assessment, you can use the questions on ExamView® and these additional questions:

Describe your plans for your next vacation. What are your favorite activities to do outside?

N

at

io na

The title of this unit is See the World. What part of the world would you like to visit? Give two reasons.

288

Unit 8 Quiz

SAMPLE COPY, NOT FOR DISTRIBUTION

Assessment

Units 5–8 Mastery Test

Resources  Units 5–8 Mastery Test (ExamView®)

Before the Test 1. T o generate the test, go to ExamView® Test Generator and select Create a new test using a wizard.

Be the Expert

2. Give your test a title (for example: Units 5–8 Mastery Test).

Testing Tip 

3. Select the Units 5–8 Mastery Test question bank and select all items. Tests include questions that assess comprehension of vocabulary and grammar, as well as skills in these four areas: listening, speaking, reading, and writing.

As students take the test, monitor their focus and behavior. Ensure that students remain on-task by walking around the room and checking their progress as they work. Guide students who are off-task to look at easier test items first, in order to bring their attention back to the test. If a student seems particularly unfocused, move his/her seat to a quiet space in the classroom, or into the hallway, so that the student can concentrate better.

ng

• You may choose to customize this test or create your own. 4. Print the test. Then make copies for each student in your class.

ni

• For additional review, use the end-of-unit games in the Classroom

Giving the Test • Hand out the test and tell students to read the directions. Clarify

ap hi c

directions if necessary.

Le

ar

Presentation Tool.

• For the listening comprehension activities, you can play TR: 11 or

you can read the audio script available on the ExamView® CD-ROM and also on the Teacher’s Resource Website.

lG eo gr

• For the speaking section of the assessment, you can use the questions on ExamView® and these additional questions:

io na

You’ve read about the problems some people have when they don’t have clean water. What solutions can you suggest for keeping rivers and lakes clean? Describe your favorite public building or large structure.

N

at

Would you like to travel into space? Why or why not?



Units 5–8 Mastery Test SAMPLE COPY, NOT FOR DISTRIBUTION

289

Assessment

Final Test

Resources  Final Test (ExamView®)

Before the Test 1. T o generate the test, go to ExamView® Test Generator and select Create a new test using a wizard.

Be the Expert

2. Give your test a title (for example: Units 1–8 Final Test).

Testing Tip 

3. Select the Units 1–8 Final Test question bank and select all items. Tests include questions that assess comprehension of vocabulary and grammar, as well as skills in these four areas: listening, speaking, reading, and writing.

Before administering the final test, take a close look at it to determine how long each section will take your students to complete. Depending on the length of your class period, students may not finish the final test in a single class. Plan accordingly. For example, break the test into two parts. On the first day, administer the more controlled parts of the test, such as the listening, vocabulary, and grammar items. Then, on the second day, administer the open-ended items, such as speaking and writing.

ng

• You may choose to customize this test or create your own. 4. Print the test. Then make copies for each student in your class.

ni

• For additional review, use the end-of-unit games in the Classroom

Le

Giving the Test

ar

Presentation Tool.

• Hand out the test and tell students to read the directions. Clarify

ap hi c

directions if necessary.

• For the listening comprehension activities, you can play TR: 13 or you can read the audio script available on the ExamView® CD-ROM and also on the Teacher’s Resource Website.

lG eo gr

• For the speaking section of the assessment, you can use the questions on ExamView® and these additional questions:

N

at

io na

How are food and families connected with education? Give two examples based on what you learned in Units 1 and 2.

290

Final Test

How are robots and technology connected with animals? Give two examples based on what you learned in Units 3 and 4. How is water connected with buildings and history? Give two examples based on what you learned in Units 5 and 6. How are space and travel connected? Give two examples based on what you learned in Units 7 and 8.

SAMPLE COPY, NOT FOR DISTRIBUTION

Workbook

Unit 0

GrEE TinGs And inTroduc Tions

Welcome!

4

d 1. Hello! _____

a. Nice to meet you!

THE ALPHABE T

c 2. What’s your name? _____

b. I’m from Singapore.

b 3. Where are you from? _____

c. My name is Raina.

a 4. Lara, this is my teacher, Mr. Patel. _____

d. Hi!

Write the missing letters.

L l

V

b

C c

M m

N

v

W w

D n

X

d O

x

E o

e

F f G g

H

h

Q

r

S s

P p

Y y

Z

q

R

I i

J

T

t

j

K

k 5 7

U u

read. Complete the conversation.

Jian: 2

Write the words in alphabetical order. Then spell them out loud. class

pencil

paper

name

book

1.

book

4.

name

class

5.

paper

3.

homework

6.

pencil

Listen. Write the cities you hear. Use a map to find the country for each city. Write, say, and spell each country name. Then check your answers with a friend. TR: 2

2.

Seoul

South Korea

3.

Tokyo

Japan

3. My name’s / name is [name].

4.

Beijing

China

4. I’m / I am from [country / city].

1. Hi, Sam. I’m / I am [name].

Mexico Canada

7.

Zurich

Switzerland

8.

New Delhi

India

Le

Oaxaca Vancouver

2. Hello, Ana. Good / Nice to meet you.

ap hi c

5. 6.

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Gr AmmAr subject pronouns and be

io na

are

1. you

are

4. they

am is

5. it

is

6. we

are

at

3. he/she

Write the contractions. Use the words from Activity 7.

2. 3.

you’re

4.

they’re

I’m

5.

it’s

he’s /she’s

6.

we’re

N

1.

9

contractions i’m from Buenos Aires. it’s in Argentina. You’re from Mexico? He’s Mexican, too. We’re not / We aren’t from England. They’re Canadian. she’s from Toronto.

read. Write the full form of be.

2. I

She isn’t

1. Berta is from Santiago.

He isn’t/He is not

3. Lucas is from Rio de Janeiro.

4. Valerie and Christine are from Chicago.

02/05/2017 16:57

cL Assroom L AnGuAGE 11 7 read. Who do you think is speaking? Write T for Teacher or s for Student. 1. “Be quiet, please!”

T

2. “I’m sorry I’m late, Mrs. Reed.”

S

3. “Open your books to page 23.”

T

4. “Listen to the recording.”

T

5. “Excuse me, how do you spell welcome?”

S

6. “Can you repeat that, please?”

S

7. “Work in pairs.”

T

8. “Mrs. Reed, what does nationality mean?”

S

Mr. Jansen:

Australian.

Brazilian.

They’re/They are

(1)

open your books

sit down

Sit down

sorry i’m late

What page is it

work in pairs

, please. Today, let’s learn about cities and

countries. (2)

Open your books

to page 110.

Thomas:

Hello. I’m (3)

sorry I’m late

, Mr. Jansen.

Mr. Jansen:

Hurry up, please, Thomas! Sit down and open your book.

What page is it

, please?

Thomas:

(4)

Mr. Jansen:

It’s page 110, Thomas. OK, let’s start. Look at the photograph. Who knows which city that is? Yes, Juliana?

American. Juliana:

5. Mei and I are from Shanghai. We aren’t/We are not Malaysian. 6. You’re from Costa Rica. You aren’t/You are not Argentinian.

It’s Moscow.

Mr. Jansen:

That’s right! (5)

Juliana:

M-O-S-C-O-W.

Mr. Jansen:

10 Write three sentences. Say where you and two other people are from. 1.

OWI_F_WB_24817_002-015_U00.indd 3

How do you spell

French.

He’s/He is

3

12 7 read. Complete the conversation with the phrases from the box.

read and write. Use a map if necessary.

2. Kyle is from London.

to meet you!

Listen. Write a response using answers about yourself. TR: 3

Portugal

Full forms i am from Buenos Aires. it is in Argentina. Juan is from Mexico City. He is Mexican. We are not from England. Paula’s family is Canadian. she is from Toronto.

Peter. He’s from Shanghai, too.

Good / Nice

Lisbon

OWI_F_WB_24817_002-015_U00.indd 2

8

Hello, Mrs. Lee. (10)

, Peter.

ar

6 7

Greece

is

Hi / Hello

1.

2

7

Peter:

, too!

Shanghai.

Oh, really? (8) This

Mrs. Lee: (9)

Athens

you

?

you, Mrs. Lee.

are you from?

from

Mrs. Lee: I’m (7) Jian:

meet

name’s Jian. Nice to (4)

Where

(6)

name

is Mrs. Lee. What’s your (2)

Mrs. Lee: Hi, Jian! Nice to meet (5)

homework

2.

Example:

My

(3)

Jian:

3

name

Mrs. Lee: Hello! My (1)

z

ng

B

Aa

ni

1

read and match. Write the letter on the line.

That’s right. Now, (6)

How do you spell work in pairs

Moscow, Juliana?

. Do Activity 11 with

your partner.

Answers will vary.

2. 4

3.

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Workbook 291 SAMPLE COPY, NOT FOR DISTRIBUTION

Workbook

monTHs oF THE Y E Ar And dAYs oF THE WEEk

sE Asons

13 Find and circle 10 words in the puzzle. Then write them in the correct box.

E B

J

A N U A R Y

M O E W U D Y S R M

F

H

I

E

P

L

I

V

T

B R A

X

E

E H D E

F

D A G R S A S

R R Q C M N A U B

U Y I

J

A

S D

T

U D A S B

T

J G R O

L

T

U

A D

T

C

E

L

U R O S

F

K

R

R

A P

R

I

L

L

16 Look and draw. Draw a picture to show each season.

C A Y

T

E B D E D

spring

fall

summer

winter

Y M O N D A Y H S W D A A T

Y

P W E D N E S D A Y

D E

E

T

N D A B P W O A R R

numBErs

February

May June

July August November

September October

December

35 120

one hundred twenty

3.

682

six hundred eighty-two

4.

1,957

one thousand nine hundred fifty-seven

ar

6. 983 nine hundred eighty-three

Thursday Saturday

18 Listen. Complete the sentences.

Friday Sunday

1. It’s the

November

1. Nadia

June

2. John

TR: 4

3. Salma

April

4. Rashi

December

6

20 read. Check ✓ the correct sentences. Rewrite the incorrect sentences. 1. Elephants are red. Elephants are gray.

✓ 2. Zebras are black and white. 3. Apples are blue. Apples are red/yellow/green.

5. The sun is purple.

io na

✓ 4. Chocolate is brown.

.

.

fourth

5. Roberto is

fifth

6. Miguel is

sixth

. . .

Answers will vary.

02/05/2017 16:57

coLors

first

19 Write about your next birthday. Include the month, day, and season. Use a calendar.

7

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OWI_F_WB_24817_002-015_U00.indd 6

second

4. Sara is

race of the day.

ap hi c

3. Paula is 15 Listen. Write the month of each person’s birthday.

tenth

2. Emilia finishes

14 Write. Complete the charts in Activity 13 with the remaining months and days.

TR: 5

Le

Monday Wednesday

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TELLinG TimE 22 Listen. Circle the clock with the time you hear.

TR: 6

1.

3.

5.

2.

4.

6.

23 Write. Complete the sentences with your own information.

The sun is yellow/orange/red.

Answers will vary.

1. I eat breakfast at seven thirty

✓ 6. Rice is usually white or brown.

. .

2. I go to school at 3. I eat lunch at

at

21 read and write. Use the clues to complete the puzzle with the colors. 1

P 2 3 Y B L U E 4 G R E E N R R 5 R L O P I N K A L W L 6 Y O R A N G E W

.

4. I watch TV at

.

5. I go to bed at

.

N

24 read and look. Say and write what time it is. Use in the morning/afternoon/evening.

Across 3. 4. 5. 6.

thirty-five

5. 396 three hundred ninety-six

days

Tuesday

1. 2.

ni

April January March

ng

17 Write the numbers. months

the color of the ocean yellow + blue red + white yellow + red

1. Edgar is eating breakfast. What time is it?

It’s seven o’clock in the morning.

2. Julian is in a math class. What time is it?

It’s quarter past eleven/eleven fifteen in

the morning.

down

3. Susannah is playing soccer. What time is it? It’s four thirty/half past four in the afternoon.

1. 2. 3. 4.

4. Mary is playing video games. What time is it? It’s five forty-five/quarter to six in the

red + blue the color of a banana the color of a teddy bear black + white

afternoon/evening. 5. Felipe is going to bed. What time is it? It’s quarter to nine/eight forty-five in the evening.

8

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Workbook

Gr AmmAr

Gr AmmAr

object pronouns

Possessive adjectives The food is bad. Don’t eat it. Please give the ball to us. I can share my lunch with you. Let’s help them.

my house his toys your cat her pencil Questions Is it her bag? Is it your book?

25 read. Underline six object pronouns in the paragraph.

our

us

her

him

?

my house → The house is mine. your cat → The cat is yours. his toys → The toys are his. her pencil → The pencil is hers. Questions Whose car is this? It’s ours.

?

us

5. Let’s go to the park. We can take the dog with

it

6. I need the computer. I’ll turn

.

on.

them

7. The boys want to see the new car. Let’s show it to

nest.

our food → The food is ours. your books → The books are yours. their bus → The bus is theirs.

ni

you

Gr AmmAr Possessive pronouns

me

3. I want to watch TV. Can you watch with 4. You look sad. How can I help

.

?

bottle.

its

6. The bird is asleep. It’s in

1. Dad is thirsty. Please take this glass of water to 2. Maria is very nice. Do you know

his

5. The water bottle is Erik’s. It’s

you

.

27 rewrite each sentence. Replace the underlined word(s) with an object pronoun.

29 Write. Complete the sentences with the correct word.

mine

1. My book is not yellow. The red one is

2. Open your book to page 130. Open it to page 130.

2. Glenda doesn’t eat candy. Those chocolates aren’t

ap hi c

1. Share your pens with Leila and Teresa. Share your pens with them.

3. I visit Charles at four o’clock. I visit him at four o’clock.

4. “

5. Dad is making a cake for you and me. Dad is making a cake for us.

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lG eo gr

OWI_F_WB_24817_002-015_U00.indd 10

30 read. Decide if the word is singular, plural, or both. Check ✓ the correct box. If the word is

singular, write the plural. If the word is plural, write the singular. 2 or more

3. tomato

✓

4. sheep

✓

tomatoes

✓

A, an, and the

✓

6. mouse

✓

sheep

7. quiz

✓

8. women

foot

quizzes ✓

2. Is there a / an animal in the window?

5. An / The teacher is Mrs. Maddox.

3. A / The men at the club know my father.

6. I need a / an green apple for the pie.

The

an

3.

purple

egg? I want to make

the

green

4.

gray orange

orange. It’s from

the The

Those

this

year.

3. Look at

this

red

a

cake.

pencils are his, too.

cat. She always sits here on my keyboard.

these

flowers? We can’t keep them here.

5. Look over there! I don’t know who

bakers there make delicious bread.

that

car belongs to.

35 Write. Describe three things in your home. Use this, that, these, and those. Answers will vary.

desk belongs to my mother.

students are happy today.

1. The books on that table belong to Lee. 2. Today is my birthday. I’m 11

1. This is my desk. 2. 3.

tree in our garden.

4.

teacher didn’t give them any homework.

12

OWI_F_WB_24817_002-015_U00.indd 12

TR: 7

4. Where can we put

The

bakery near my house.

computer on

5. She’s eating

This book is very interesting. I love that dress over there. It’s really colorful! Do you want some of these oranges? They’re delicious. We don’t know those students! Maybe they’re new.

pink

4. A: What’s in the box? It’s very heavy! B: New books for the science students.

6.

This, that, these, and those

2.

32 read. Complete the sentences with a, an, or the.

The

Gr AmmAr

yellow

N

4. Math is a / an difficult subject for me.

3.

are.

34 read. Complete each sentence with this, that, these, or those.

1. A / The people at my school are very nice.

2. Do you have

?”

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black

an

his

OWI_F_WB_24817_002-015_U00.indd 11

1.

31 read and circle the correct word.

a

yours

bike is that? David, is it

11

33 Listen and color.

woman

The book is on the desk. There’s a mouse in the classroom! The mouse is running. I don’t want an animal in the classroom. The students don’t like mice.

1. There’s

Whose

. .

mice

at

Gr AmmAr

2 or more

5. feet

baby

io na

✓

2. babies

1

children

✓

1. child

hers ours

5. Victor took Julie’s keys. He doesn’t know where

10

1

.

3. We have a new car. The blue one over there is

4. The pencils belong to Marta. The pencils belong to her.

PLur AL s

shoes.

school,” say Liz and Ivy.

ar

them

books are on the table.

her

Le

me

bag.

Their

3. The blue shoes belong to Sara. They’re

26 read. Complete each sentence with a word from the box. it

my

1. The bag belongs to me. It’s 2. The students have green books.

4. “This is

him

your books their bus

28 read. Complete the sentences with the correct word.

I like apples. They’re good for you. Do you like them? My mother buys apples for us at the supermarket. She always cuts an apple for my baby brother. She gives him one piece at a time. He can’t eat it all—it’s too big! So, my mom gives the rest to me.

her

its color our food

ng

Come with me. This book is for you. I really like him. Can you go with her?

13

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Workbook 293 SAMPLE COPY, NOT FOR DISTRIBUTION

Workbook

Gr AmmAr

Gr AmmAr

Prepositions of place

count and noncount nouns count nouns an egg → three eggs a book → some books

on

in

under

noncount nouns juice → some juice bread → some bread

next to 38 organize. Write the words in the correct column. apple

bread

cheese

cookie

egg

juice

milk

count

between

39 Listen. Complete the shopping list with the words you hear.

3. There’s a little green car between / in those two buses.

some bread three apples milk twelve eggs six oranges chicken rice

4. Please come and stand in front of / under the class. 5. The supermarket is on this street, in / next to the school. 6. She put her books in/ behind her bag to take them home.

37 Listen and draw. Then, compare your answers with a friend. Say where the items are.

pasta rice

TR: 9

Le

7. The pens on / between the desk belong to Greta.

2.

bread cheese juice milk

ng

1. The children are in front of / behind the couch. I can’t see them. 2. My pencil is on the floor, under / on my desk.

1.

noncount

apple cookie egg strawberry

36 read. Circle the best word to complete each sentence.

strawberry

ni

behind

rice

ar

in front of

pasta

TR: 8

3.

40 Write. You’re going food shopping. Write five things you need. Use a, an, some, or a

14

02/05/2017 16:57

Unit 1

Family Matters

2

Ida

(1944–)

(1945–2014)

Paul

Janice

at

Elaine

io na

Look at the family tree. Complete each sentence with a word from the box.

Robert

Harriet

Mary

David

3 7

Tony

1. a. What’s your favorite food? b. What’s your favorite sport?

✓

2. a. What’s your husband’s name? b. What’s your son’s name?

✓

3. a. Where are your parents from? b. Where are your grandparents from?

✓

4. a. What’s his name? b. What’s her name?

✓

Listen. Write the number of the sentence that goes with each photo. TR: 11 b.

died

four

Mia

4

generations

grandfather

four

1. Robert and Ida have

husband

children

.

3. David is Serena and Tony’s

son

.

is married to

5. Ida

died

6. Sally is Thomas’s 7. Tony is Serena’s 8. There are four

is married to

son

1

  Paul.

4 7

f.

 .

3

2

Listen to the questions. Write answers. TR: 12 1.

wife husband

e.

6

wife

  in 2014.

generations

5

granddaughters.

2. Paul and Elaine have three

4. Elaine

c.

Thomas

d. children

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Listen. Check the questions you hear. TR: 10

a.

Sally

N

Kate

Serena

15

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OWI_F_WB_24817_002-015_U00.indd 14

1

Answers will vary.

ap hi c

number for each item. some orange juice

Answers will vary.

2.

 .

3.

  in the family.

16

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Workbook

8 7

Gr ammar

Complete the sentences using the correct form of the words. is

1. The book

Be and have be I’m an explorer. You aren’t an explorer. Is he a photographer? We’re explorers. are they good at singing?

have I have two sisters. You have one brother. He doesn’t have famous grandparents. We have similar interests. Do they have any children?

2. Johann

am = ’m is = ’s are = ’re have = ’ve has = ’s

(be / ✓) really good.

doesn’t have

(have / ✕) any sisters.

are

3. Some of the insects in the rain forest

aren’t

4. The children

have

5. We

You can use the verb be with nouns (I’m an explorer.) and adjectives (It’s dangerous.).

(be / ✓) dangerous.

(be / ✕) tall enough to ride the rollercoaster.

(have / ✓) new ice skates.

is

6. Mrs. Moreau

(be / ✓) French.

To form the negative, use not or add n’t: I’m not an explorer. / We aren’t happy. To ask a question, change the word order: Are you an explorer?

9 7

Listen to the boy. Write the words he uses to describe each family member. TR: 14

We use have to talk about things that are ours (I have two sisters.) or to describe people (She has long hair.). To form the negative, use not or add don’t / doesn’t: They do not have / don’t have their tickets. To ask a question, change the word order: Does he have blue eyes?

Circle the correct words.

This is my mom. She (6) ’s / is

1. I’m not / aren’t a photographer. 3. Are / Is they explorers?

Ben (9)

4. They have / has one daughter.

read and match the two parts of the sentence. Write the letter on the line.

c 1. Alexandra Cousteau has _____

c. a famous grandfather.

b 4. Is your sister good at _____

d. any pets?

a 5. I’m interested in volcanoes, _____

e. Conrad Anker’s wife.

d 6. Do you have _____

f. Louise and Samira’s parents.

7

Now listen and check your answers. TR: 13

18

the words in the box. annoying

friendly

funny

mean

noisy

rude

Answers will vary.

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11 Listen and read. As you read, underline the numbers.

brother!

10 7 Write sentences about two people in your family or a famous family. Use be, have, and

lG eo gr

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my brother. He’s (10) interested in movies, and he’s at acting. He often plays with me. I’m glad I don’t have a

Le

b. sports?

f 3. Richard and Meave Leakey are _____

is

four years old. She can be (14) annoying . Jane is my sister. She (13) ’s / is has noisy She (15) a new drum set, and she’s very (16) when she plays them!

a. but my friend isn’t.

e 2. Jennifer is _____

good mean

ap hi c

6

(11) (12)

has a photographer. She (7) at cooking, too, and she makes

good

ni

a really nice camera. My mom’s (8) delicious cakes.

2. She has / have two cats.

ar

5

has two older friendly .

ng

an architect. He (2) This is my dad. He (1) ’s / is funny brothers. He (3) ’s / is really (4) and (5)

TR: 15

at

io na

Omelets! How do you eat yours? A lot of people around the world eat eggs. One of the most popular ways to eat eggs is to make them into omelets. But an omelette in Spain is very different from an omelet in Indonesia! This is how people in different countries eat theirs.

19

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12 Look at the paragraph numbers and the numbers you underlined in the reading.

Circle the correct answer. Paragraph number

Number in the reading

answer

Paragraph 2

2

a. number of brothers Rudi has b. number of sisters Rudi has

Paragraph 2

10

Paragraph 3

2

a. teaspoons of sugar b. teaspoons of soy sauce

Paragraph 3

5

a. number of times Akira eats a snack each week b. number of times Akira eats tamagoyaki each week

Paragraph 4

6

a. number of potatoes b. number of eggs

a. how many omelets Rudi’s grandmother makes b. how many eggs Rudi’s grandmother uses

1

N

13 Look at the chart of ingredients. Read Omelets! How do you eat yours? again.

Check the boxes if the person uses that ingredient.

Rudi has two brothers and one sister. They live in Jambi in Indonesia. Their favorite breakfast is telur dadar—an Indonesian omelet. Their grandmother makes it for them every morning. She uses ten eggs each day! The omelets have garlic, onions, and chili in them. They’re delicious! 2

rudi’s grandmother

akira’s mom

maria’s grandmother

✓ ✓

✓

✓ ✓ ✓

Eggs Onions Potatoes

3 Akira lives with her mom and dad in Tokyo. Her favorite snack is her mom’s tamagoyaki. It’s a thin Japanese omelet. Akira eats this five times a week. Her mom adds two teaspoons of sugar and one teaspoon of soy sauce to the eggs. She then cooks the eggs in a hot pan. It’s really tasty!

✓ ✓

Sugar Soy sauce

Maria’s grandmother makes tortilla de patatas for her family at least four times a week. She uses six eggs, three large potatoes, and one large onion. Maria loves her grandmother’s omelets.

Garlic

✓

Chili

✓

4

14 Write about your favorite snack. Who makes it for you? What ingredients are in it? How

often do you eat it? Answers will vary.

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Workbook

17 read the conversation between Polly and her grandmother. Complete the sentences with

Gr ammar

the words in the box. You can use a word more than once.

Count and noncount nouns

any

Noncount nouns There’s some honey in the cupboard. Is there any coffee? No, there isn’t. There isn’t any coffee, but there’s some tea.

If we can count something, it’s a count noun: eggs, peppers, onions. We generally add an –s to make the plural. We can put a/an or a number before a count noun: an egg, six onions. If you can’t count something, it’s a noncount noun: bread, milk, water. These words don’t have a plural form.

15 Look at mari’s shopping list. Listen and write the numbers you hear in the boxes. If you

don’t hear a number, leave it blank. TR: 16 6 12

onions

C

tomatoes

C

are

is

some

there

Polly:

Grandma, how do you make your apple cake?

Grandma:

First, we need (1) are (2)

Polly:

(3)

Grandma:

We only need four, so that’s fine. We also need (4) any That’s in the cupboard, here. Is there (5)

There

some

apples. How many apples

there? are six apples in the fruit bowl. How many do we need?

Polly:

I’ll look . . . yes, there’s some butter.

Grandma:

And we need brown sugar. (6) sugar in the cupboard?

Is

Yes! And we can’t forget the spices. What spices do we need?

Grandma:

None! There aren’t (8)

any

18 answer the questions.

No, there aren’t.

1. Are there any eggs in the kitchen? ✕

Yes, there is.

N

coffee

N

bread

N

eggs

C

ni

rice

No, there aren’t.

4. Are there any potatoes in the cupboard? ✕

ar

C

Yes, there is.

19 Write questions. Then look at the shelf and answer the questions.

Le

12

burgers

3. Is there any milk in the fridge? ✓

16 Look at mari’s shopping list again. Write C for count and N for noncount next to each word.

1. there / any / tomato? Are there any tomatoes?

Yes, there are.

2. there / any / cookie? Are there any cookies?

Yes, there are.

3. there / any / milk? Is there any milk?

No, there isn’t.

4. there / any / rice? Is there any rice?

Yes, there is.

5. there / any / potato? Are there any potatoes?

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20 Organize.

io na

When we want to connect pieces of information in a sentence, we use words such as and and but. Use and to join similar pieces of information. My brother is crazy about sports, and he really likes to play music, too. Use but to contrast two different pieces of information. My mom is very friendly, but she’s also very quiet.

1

Favorite food:

Other information:

02/05/2017 17:05

Now I Can . . . • talk about people in my family.

o Yes, I can! o I think I can. o I need more practice.

Write two sentences about someone in your family.

Answers will vary.

• use be and have to talk about members of my family. Complete the sentences about your family.

2

I have

1

He’s

N

Interests:

2

at

Personality:

1

23

Write two sentences about someone from a famous family.

1. Describe a member of your family. Look at the list of topics. Write two sentences about each topic. Is the information in the two sentences similar or different? appearance:

No, there aren’t.

OWI_F_WB_24817_016-025_U01.indd 23

lG eo gr

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WrITING

any

spices in my apple cake.

ap hi c

2

N

flour.

butter in the fridge?

there (7)

Polly:

2. Is there a pineapple in the fruit bowl? ✓

garlic

some

ng

Count nouns There are six eggs in this omelet. are there any peppers? Yes, there are. There are some peppers, but there aren’t any onions.

2

They’re

1

She doesn’t have

o Yes, I can! o I think I can. o I need more practice.

Answers will vary.

2

• use count and noncount nouns.

1

Write three sentences using these words.

2

juice

parents

water

o Yes, I can! o I think I can. o I need more practice.

Answers will vary.

2. Plan your writing. Look at the information in the chart above. If the information is similar, join the sentences with and. If it is different, join the sentences with but. appearance: Interests:

1 She has blue eyes. 2 She has short gray hair. 1 She likes music. 2 She doesn’t play music now.

My grandmother has blue eyes and short gray hair.

• write about someone using the joining words and and but.

She likes music, but she doesn’t play music now.

Write four sentences about a friend. Join the sentences using and and but.

o Yes, I can! o I think I can. o I need more practice.

Answers will vary.

21 Write. 1. Go to p. 39 in your book. Reread the model. 2. Write your first draft. Check for organization, content, punctuation, capitalization, and spelling. 3. Write your final draft. Share it with your teacher and classmates.

Choose an activity. Go to p. 104.

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Workbook

Unit 2

2 7

A Different Education

T

✓

2. The laptop doesn’t have a camera.

Read the clues. Then complete the crossword. Across

Down

. 1. You can borrow books from a 2. Our teacher gives us for our

7. The other people in my class are . my 8. Televisions, tablets, and computer . monitors all have a 9. A computer you can carry around is a . 10. I take photos with my .

work in class. every night after school. 3. I do my 4. People speak different in different countries. 5. We speaking English so we get better. 7 C 6. You study different subjects in 1 during the school day. L

F ✓

1. The boy has a new television.

3. The boy isn’t very good at taking photos.

✓

4. The teacher gives instructions for the students’ homework in class.

✓

✓

6. There are 16 computers in the library.

1. The boy has a new laptop. 2. The laptop has a camera. 5. Four classmates have laptops. 3 7

I B R A R Y

Read. Complete the article with the words from the box. easy

difficult

different

instructions

practice

language

same

ng

A 8 I N S T R U C T I O N S S C 3 H O M E W O R K R A E T E 9 4 L A N G U A G E S N A S P T O 5 10 P R A C T I C E A M E R 6 C L A S S E S

✓

5. Sixteen classmates have laptops.

2

easy Some people think it’s (1) language. Other people think it’s very (3) Experts say that it’s easier to learn another (4)

different to learn a (2) difficult and struggle for years.

ar

ni

language if you have a good reason to learn it. Tomasz’ mom is English. His dad is Polish. Tomasz was born in England. His parents speak to him in English. Tomasz can’t speak Polish, but he has a lot of family in Poland. practice Tomasz wants to learn Polish so he can speak to them. He likes to (5) Polish every day after school. His mom is also learning Polish. Now, when they visit their same family in Poland, they can all speak the (6) language! 4 7

Le

1

Listen. Read and check T for True or F for False. Then rewrite any false sentences to make them true. TR: 17

Answer the questions.

Answers will vary.

1. What language do you want to learn? What languages can you speak?

ap hi c

2. What’s your favorite subject?

3. Which subjects are difficult?

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Gr ammar

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7

Simple present: Talking about routines, habits, and permanent states

Negative I don’t live in Singapore. You don’t learn Spanish until fifth grade. She doesn’t live far from school.

io na

affirmative I live in Jakarta. You learn two languages in fourth grade. She walks to school every morning. Questions Do you like pasta? What does she want for dinner?

To form a negative sentence, use don’t or doesn’t and the base verb. I don’t listen to the radio. He doesn’t want ice cream.

Read the article. Complete the text with the correct words. Then listen and check your answers. TR: 19

at

8 7

Look at the chart. Read the sentences and complete with the names and the correct form of the verb. monday

6 7

Sam

tennis

Thursday

Friday

tennis

Spanish

tennis

Weekend

soccer

piano

cooking

soccer

soccer

Emily

piano

piano

piano

piano

piano

tennis

3. My sister teach / teaches English in Beijing.

Harry

soccer

soccer

soccer

soccer

soccer

soccer

1. Simon like / likes science and math.

cooking

Wednesday

2. Miguel’s grandparents live / lives in Quito.

Circle the correct word to complete the sentences.

Jenna

Tuesday

cooking story writing

N

5

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lives (live) in South Africa with his parents. He Claude is 11 years old. He (1) has two sisters, Eve and Tola. They’re both six years old—they’re twins! Claude (2) gets up (get up) at 6 a.m. He makes (make) breakfast to help his parents. He (3) (4) finishes (finish) breakfast at 6:30. At seven o’clock, the walk (walk) three kilometers school. They children (5) (6) don’t go (go) to school on the weekend. On Saturdays, go they (7) (go) to the market with their parents. They buy (buy) meat and potatoes. (8)

To form the simple present: I live in Jakarta. We watch TV. For he/she/it, add –s or –es: She lives in Jakarta. He watches TV.

To ask a question, use do or does. Do you want breakfast? Does he take the bus to school?

27

4. We doesn’t / don’t visit our friends every weekend.

1.

Harry

plays

(play) soccer every day.

5. The orchestra practices / practice five times a week.

2.

Emily

plays

(play) the piano on weekdays.

3.

Sam

writes

(write) stories once a week.

4.

Jenna

read the questions and the answers. Listen and complete the questions. TR: 18 1.

Does

does

2. Where 3.

your brother

Do

4. What time

play live

your sister

you

visit

does

he

soccer? ?

Yes, he does.

get

home?

9 7

In Toronto.

your grandparents after school?

Yes, I do.

Emily

play

(play) tennis on the weekend.

Think about your own routine. Write sentences using some of the words in the box. on the weekend

At seven o’clock.

and

every day

on weekdays

once a week

twice a week

1. Answers will vary. 2. 3.

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Workbook 297 SAMPLE COPY, NOT FOR DISTRIBUTION

Workbook

11 Check the ways that Ginny helps Laura.

10 Listen and read. As you read, think about the author’s main point.

Check the correct sentence. TR: 20 1. Parents think their children are safer with animals.

✓

2. A disability doesn’t have to stop you from doing things in life. 3. It’s very difficult to train a guide dog.

1. Ginny helps Laura find things.

✓

2. Ginny helps Laura cross busy streets.

✓

3. Ginny lets Laura know if there is danger.

✓

4. Ginny carries groceries.

✓

5. Ginny gives Laura independence.

A different pAir of eyes

12 Put the following sentences in the correct order.

But now, Ginny lives with Laura. Laura explains, “Ginny is a Labrador retriever, and she’s my best friend. She helps me with my daily activities. If I can’t find something, Ginny helps me look for it. Now, I walk to school without Mom because Ginny helps me cross streets safely. She helps me in the grocery store. We go out together every day. She gives me so much independence.”

1. Laura walks to school with Ginny.

4

2. Laura thinks she can’t do the activities she likes.

2

3. Laura plays tennis four times a week.

5

4. Laura loses her eyesight.

1

5. Laura runs every day.

6

6. Laura gets a guide dog named Ginny.

3

ng

Laura is 15 years old. She lives with her mom in Liverpool, England. Laura is blind. She lost her eyesight when she was 11 years old. At the time, Laura remembers thinking, “I can’t see. How can I do anything? What activities can I do? I can’t play tennis now, and I can’t go running.”

13 Read A Different Pair of Eyes and Growth Mindset on p. 51 again.

Read the sentences below. Write + (positive) if the speaker has a positive attitude, and write – (negative) if the speaker has a negative attitude.

ni

Ginny is a wonderful companion for Laura. Her mom says, “I don’t worry as much when Laura goes out now. I know that Ginny is there by her side. We both feel safer with Ginny around.”

3. Of course I can do that!

+

ar

– +

4. I want to learn Spanish, but it looks too difficult.

–

5. I’m really bad at science.

–

Le

And what about Laura’s activities? She laughs and explains, “I know now that you can succeed at anything you want to. I do so much more now that I am blind. I play tennis at least four times a week, at a tennis club for blind players. I also run every day. I have made so many more friends. But Ginny is by far my favorite!”

1. I’m not good at math. I don’t understand it.

2. I want to succeed, so I work hard every day.

14 7 Change the negative sentences in Activity 4 and make them positive.

ap hi c

Use your own ideas.

Answers will vary.

I’m good at math. It’s my favorite subject.

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GR AmmAR Adverbs of frequency: Saying how often you do something 0% never

rarely

sometimes

often

100% always

I often do my homework in the library. I always use my laptop after school.

io na

He never goes online. They rarely meet up on weekdays. We sometimes walk home together.

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17 Read. Complete the sentences with the correct adverb of frequency. We asked three tweens—people between the ages of 8 and 12—from different countries how long they spend online. Claude, from South Africa I have a computer, but I don’t have a smartphone. There are some computers at school. We sometimes use them, but we rarely look at things online. We don’t often have a good Internet connection.

We use adverbs of frequency to say how often we do things.

Marianna, from Poland My parents look at their smartphones all the time. My mom often checks her email at the dinner table, and my dad sometimes plays games. I don’t have a smartphone so I never spend any time on one.

15 Look at the advice for staying safe online. Listen and write the adverbs of frequency. TR: 21

Always

Never

N

2.

think before you post anything online.

at

1.

Jun, from Japan Every day, I check my smartphone to see if I have messages from my friends. At school, we often work on laptops or tablets. And I always do my homework online. We upload it three or four times a week for our teachers.

share personal information with people you don’t know.

often

3. Make sure you change your password

. always

sometimes

4. I

5. Apps are money on them.

rarely

never

often

just leave my phone in my room and go outside.

free, so make sure you don’t spend too much

sometimes

2. Claude

rarely

3. Marianna’s dad

Always

make sure your parents know what you’re looking at online.

16 Complete the sentences about how to stay safe online. Use two different adverbs

5. Jun

always / often

6. Jun

often

plays games on his phone. uses a smartphone.

looks at his smartphone. uploads his homework for his teachers.

Answers will vary.

1. Think about what you write online, and you post them.

Never

goes online in class.

18 Write three sentences about youself. Use a different adverb of frequency in each sentence.

of frequency.

2.

sometimes

uses a computer at school.

sometimes never

4. Marianna 6.

rarely

1. Claude

always

1.

check your messages before

2.

make friends with strangers online.

3.

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Workbook

Now I Can . . .

WRiTiNG When we write about someone’s daily routine, we use sequencing words such as: first

then

next

before after

o Yes, I can! o I think I can. o I need more practice.

• talk about different types of schools.

These words tell the reader the order of events.

Write a sentence about your school day.

Answers will vary. 19 Organize.

Write a sentence about something you like doing at school.

1. Describe a day in your life. Look at the different times of day below. Think about your own day and list what you do at each time in the Things I do column. Things i do

When/How often i do these things

• use the simple present to talk about routines, habits, and permanent states.

Early morning:

Complete two positive sentences and one negative sentence using a word from the box.

mid morning: Lunchtime:

eat

o Yes, I can! o I think I can. o I need more practice.

go

live

I Answers will vary.

Early afternoon:

He/She

Late afternoon:

ng

We

mid afternoon:

• use adverbs of frequency to talk about how often i do things.

Early evening: Late evening:

I

Bedtime:

I

eat sushi.

go to the movies on the weekend. watch television after school.

ar

I 2. How often do you do the things listed in your chart? Every day? On weekends? On weekdays? Once a week? Complete the When/How often I do these things column.

• write about daily routines using sequencing words.

Le

3. Plan your writing. Look at the information in the chart above. Remember to use sequencing words and adverbs of frequency to write your description.

o Yes, I can! o I think I can. o I need more practice.

Put these events into order. Write 1–4 in the boxes.

20 Write.

Then, I have breakfast.

2

First, I get up at seven o’clock.

1

After school, I visit my grandmother.

4

Next, I go to school.

3

ap hi c

1. Go to p. 55 in your book. Reread the model text. 2. Write your first draft. Check for organization, content, punctuation, capitalization, and spelling. 3. Write your final draft. Share it with your teacher and classmates.

o Yes, I can! o I think I can. o I need more practice.

ni

Complete the sentences, using an adverb of frequency. Answers will vary.

Choose an activity. Go to p. 105.

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Units 1–2 Review 1

lG eo gr

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3 7

. c. wife

a. lessons

. We’re doing our English homework together. b. daughter c. generation

to do today. I’ll start with math. b. breakfast

c. homework

. c. lesson

N

6. Paul takes photos of his sons with his new a. screen b. camera 2

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

: English, Spanish, Mandarin, and French. b. languages c. instructions

at

5. I’ve got a lot of a. libraries

io na

4. Brigitte speaks four

Listen. Read and check ✓ T for True or F for False. TR: 22

4 7

T 1. Jay is good at the guitar. 2. Simon doesn’t have a laptop.

F ✓

b. is b. don’t live b. never b. loves b. any b. ’s b. every day b. teach b. doesn’t have b. any

c. are c. lives c. every day c. doesn’t love c. rarely c. ’re c. never c. don’t teach c. has c. always

Write. Use the words in the box to say how often you do each activity. Answers will vary. always

✓ ✓

4. Paola often watches television on weekdays.

✓

6. Mrs. Lopez doesn’t have any children.

a. am a. live a. often a. love a. some a. am a. sometimes a. teaches a. have a. some

never

often

on the weekend

on weekdays

rarely

sometimes

(twice) a week

1. have lunch at home I rarely have lunch at home.

3. Lisa thinks her little brother is funny.

5. Juan plays soccer three times a week.

Read. Decide which answer (a, b, or c) best fits each blank space.

When Elena is in Morocco, she works in the field (7) b . When she’s in Italy, she (8) a in a school. Elena (9) b an easy job—it’s a lot of work! But she doesn’t have (10) b problems with it. Her work makes her very happy.

Sebastian, but they are very different people. 2. Isabel a. is married to b. died c. succeeds 3. Eva is my new a. classmate

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Elena (1) b an archaeologist. She (2) c in Italy, but she (3) a goes to Morocco for work. She (4) b her job because she works with (5) a good people. They (6) c kind and friendly.

Read. Choose the word that best completes the sentences. 1. Maria is the mother of Sonia’s father. Sonia is Maria’s a. children b. granddaughter

35

2. do homework Sample answer: I do homework on weekdays. 3. go to the library Sample answer: I go to the library once a week. 4. make breakfast for my parents Sample answer: I never make breakfast for my parents.

✓

5. have dinner at a restaurant Sample answer: I sometimes have dinner at a restaurant on

✓

the weekend.

6. listen to my teacher’s instructions Sample answer: I always listen to my teacher’s instructions. 7. use a laptop Sample answer: I often use a laptop. 8. visit a family member Sample answer: I sometimes visit my grandfather.

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Workbook 299 SAMPLE COPY, NOT FOR DISTRIBUTION

Workbook

Unit 3

3 7

Robots and Us 1

1. I hold / help to build robots. 2. I send / design the plans. 3. We decide which parts will be move / movable.

Look at the pictures. Complete each sentence with words from the box. controls

doctor

hold

mouse

Listen. David is a robotics engineer. Circle the correct word. TR: 23

movable

online

4. We follow / improve the plans.

pain

5. We control / follow this with prototype testing. 6. We hold / control how we make the robot better.

doctor

1. The

3 gave the boy some pills for the

pain

controls movable

3. The robot has

2

3. He does prototype testing.

6

4. He goes back and improves plans.

5

6 They decide which parts will be movable.

the pencil on the screen.

arms. It can

3

5. David helps to build robots.

in his leg.

mouse

2. The

1. He designs the plans needed to build a robot. 2. He works with a lot of other people.

hold

5 7

control

follow

the instructions

the car

an ocean

a building

a robot

3. follow

the rules

the instructions

the keyboard

4. send

a letter

an email

a mouse

5. help

a chore

someone

your mom

6. improve

the conditions

the design

the doctor

7. bring

a coat

a mistake

a towel

8. hold

hands

a hospital

the door

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Gr ammar I can walk. You can sing. He can read. We can’t understand the instructions. They can’t design new equipment. Questions Can you pass me the book, please? Can it run? Yes, it can.

7

io na

Can and can’t: Talking about ability

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improve

Answers will vary.

Le

the temperature

hold

ap hi c

1. control

help

ar

bring

Look at the words on the left. Cross out the phrase on the right which doesn’t make sense.

2. design

4

Design and draw a robot. Then write a description. Use the words from the box.

things in its “hands.” 2

1

ni

2

1

Listen again. Number the sentences in the sequence you hear them. TR: 24

ng

4 7

02/05/2017 17:03

Listen to the descriptions. Number the pictures. TR: 25

3

4

1

2

You use can to say what you’re able to do: I can speak three languages. = I’m able to speak three languages.

You don’t use to with can: I can to speak three languages. Can and can’t don’t change form: I can control the robot, and he can control it, too.

at

To form the negative, add ’t: They can’t get the robot to walk. = They aren’t able to get the robot to walk. To ask a question, change the word order: Can you help me? Can it speak? Can’t it fly?

N

6

8 7

rewrite these sentences using can or can’t. 1. The robot isn’t able to communicate with other robots.

Listen again. Complete the sentences using can or can’t. TR: 26 1. Tobor

can

2. Tobor

can

3. The girl’s brother

The robot can’t communicate with other robots.

4. The girl

2. Today, doctors are able to use robots for operations.

5. Elgar

Today, doctors can use robots for operations.

can’t can

6. Elgar and the boy 3. Engineers are able to design movable body parts. 7. The girl

Engineers can design movable body parts.

8. Sylvie

4. These robots aren’t able to understand voice instructions.

These robots can’t understand voice instructions.

9 7

5. This robot isn’t able to do chores.

can’t can

answer the questions.

see what’s behind it. understand the boy’s voice.

can’t

play tennis very well.

always hit the ball back to Ballboy. sing and play the piano.

can

improve a song together.

always remember her dreams. tell the girl her dreams.

Answers will vary.

1. What can you make?

This robot can’t do chores.

2. What can’t you do?

6. Scientists are able to use robots for exploration.

3. What can you improve?

Scientists can use robots for exploration.

4. What can’t you change? 40

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Workbook

10 Listen and read. As you read, think about the main point of each paragraph. What new

11 match each paragraph with a description. Write the number.

information does each paragraph give you? TR: 27

BIG PLANS

2 An explanation of what the MicroTug can do.

3.

4 An explanation of how the MicroTug works.

4.

3 An explanation of where the idea behind MicroTug came from.

5.

1 An introduction to the topic.

12 Complete the paragraph with the words from the box.

Tiny robots can carry 2,000 times their own weight!

code

Question: What do a tug-of-war and geckos have in common? Answer: Sticky feet! In tug-of-war, you use your arms, but you also push your feet into the ground. And geckos can walk up most things—even across ceilings. Put the two together, add some engineering, and meet MicroTug, the world’s smallest robot. 1

design

code

code

design

ng

help

improve

program

project

study

Le

microTug

at

N

engineer

Design

Testing Use

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16 read anna’s blog. Use the ideas in the article or your own ideas to write six pieces

of advice using should and shouldn’t.

Jobs for the girls! OK, boys! Get ready for the girls! It’s true that right now, more men than women have STEM (science, technology, engineering, and math) jobs. But don’t think that this will always be true. If teachers in schools get girls interested in studying math and computer-based subjects, there’s no reason why girls shouldn’t play a big part in this type of work. So, what should you girls do? First, don’t think that this should be work just for men. Study hard, learn how to code, join a club, play a lot of computer games, watch science fiction movies, and do online research. If you want to build a robot that changes the world, you should believe that you can! Remember, girls, these jobs aren’t just for the boys!

Answers will vary.

14 match the sentences. Write the letter on the line.

d 1. I want to learn how to code. ____

a. She shouldn’t go to bed so late.

a 2. Mary is so tired every day. ____

b. You should see a doctor.

e 3. They can’t go in the water because it’s too deep. ____

c. You should click this icon, here.

b 4. I want to get rid of this pain in my leg. ____

d. You should join a coding club.

f 5. My phone sometimes rings at the movies. ____

e. They should send a robot there instead.

c 6. I want to send this email. ____

f. You should turn your phone off.

should

want the robot to help people: it might help people trapped

Development

ap hi c io na

lG eo gr

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You use should to talk about the right thing to do: I should do my homework as soon as I get home. You don’t use to with should: We should to find the exit now. To form the negative, add n’t to should: We shouldn’t stay up too late. To ask a question, change the word order: Should we cross the bridge?

1. Jasmine

part. Scientists

research Study how ants can carry things and how geckos can stick to things.

Scientists want MicroTug to help people. It might deliver equipment to people trapped in buildings. Or, it might just bring you a drink while you’re studying!

15 Listen. Write should or shouldn’t.

movable

the robot. The scientists on the

Use some of the words from the box.

5

I should read more books in English. You should take your phone with you. She should follow the instructions. We shouldn’t bring our pet robots to school. You shouldn’t post mean things online. Questions Should I learn how to code? Should they take a computer science course?

project

13 Imagine you are on the microTug team. Write a sentence for each stage of the development.

The design of the robot is simple, but underneath it has tiny, sticky feet like the gecko does. Scientists use code to program the robot. Then, when the MicroTug pulls something heavy, it sticks its feet to the ground and uses a movable part to pull the object.

Should and shouldn’t: Giving advice

program

to (4)

project

MicroTug (5)

4

Gr ammar

program

together, and meet MicroTug. The tiny robot can

in a building, or it might just bring you something to drink!

3 So, how do you design a robot to carry such heavy weights? First, think about how ants can carry big leaves. Then, look at how geckos can walk up walls. They can do this because of the thousands of tiny hairs on their feet.

OWI_F_WB_24817_038-047_U03.indd 42

movable

engineering

carry very heavy weights by using its sticky feet and a (2) use (3)

2 MicroTug is small but strong. A 9 g (0.3 oz.) MicroTug can pull a 1 kg (2 lb.) object up a glass wall. The engineers say this is similar to a person climbing a tall building . . . while carrying an elephant!

42

engineering

Put sticky feet and (1)

ni

Tiny Robot,

A gecko

5 Suggestions about the ways the MicroTug might be used in the future.

ar

Tug-of-war

1. 2.

Boys

TR: 28

should

study design and technology.

Teachers

Girls should study hard and learn how to code.

Teachers should encourage girls to take STEM subjects.

Boys shouldn’t think STEM subjects are only for boys.

Girls shouldn’t think STEM jobs are only for boys.

Teachers shouldn’t think STEM subjects are only for boys.

17 Choose one of the situations. Write a list of advice for your friend. Use should and shouldn’t. 1. Your friend wants to start a coding club.

study math.

2. She

Girls

Boys should get ready for the girls.

2. Your friend spends six hours every night playing computer games.

3. She

shouldn’t

listen to her brother’s advice.

3. Your friend isn’t very good at math, but she wants to become an engineer.

4. She

shouldn’t

give up taking art classes.

4. Your friend loves making robots but doesn’t think she should do this as a job.

5. She

should

take a creative subject.

Answers will vary.

6. She

should

do some online research.

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Workbook 301 SAMPLE COPY, NOT FOR DISTRIBUTION

Workbook

Now I Can . . .

WrITInG Use words like but and however when you want to contrast, or show the difference between, two things. We usually use but to join two pieces of contrasting information to make one sentence. I should learn to code, but there’s no coding club at school.

o Yes, I can! o I think I can. o I need more practice.

• talk about robots, STEm subjects, and gadgets. Write two sentences about one of the robots in this unit.

We usually use however at the beginning of a sentence. The robots are the same size. However, they do very different things.

Answers will vary.

18 Organize.

Write two sentences about STEM subjects.

Answers will vary.

1. Compare two different gadgets in your house. Before you start, walk around your house and write down a list of gadgets that you can see. Decide which two gadgets you want to compare. Think about what each gadget is like and what you can and can’t do with it. Make notes in the chart. appearance:

Smartphone

• use can and can’t to talk about ability.

Computer

o Yes, I can! o I think I can. o I need more practice.

Complete the sentences with things you can and can’t do.

Size

Answers will vary.

play games, make phone calls

What you can do with it

ng

Features Imagine you have a robot. Complete the sentences about your robot.

do homework

Answers will vary.

Answers will vary.

• use should and shouldn’t to give advice.

and

are both gadgets in my home. They’re , but they are very different.

both

o Yes, I can! o I think I can. o I need more practice.

Write four sentences using the prompts and should or shouldn’t.

ar

Topic sentence:

ni

2. Plan your writing. Look at the information about each gadget and write a topic sentence.

girls / study / coding Girls should study coding.

Children should / shouldn’t play a lot of computer

children / play / a lot of computer games games.

3. Now, use the information to plan your paragraphs. Think about each gadget’s size and features. Think about what each gadget can do and what each gadget can’t do. Include information on how useful each gadget is. Remember to use contrasing words such as but and however.

Le

passengers / use / cell phones / airplane Passengers shouldn’t use cell phones on an airplane. engineers / study / science Engineers should study science.

19 Write.

• contrast two things using the words but and however.

1. Go to p. 73 in your book. Reread the model text. 2. Write your first draft. Check for organization, content, punctuation, capitalization, and spelling.

ap hi c

Write two sentences contrasting robots with real animals. Choose either MicroTug and a real gecko, or Parobot and a real baby seal. Use but and however.

o Yes, I can! o I think I can. o I need more practice.

Answers will vary.

3. Write your final draft. Share it with your teacher and classmates.

Choose an activity. Go to p. 106.

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Unit 4

Part of Nature

2

Complete each sentence with a word from the box. Then match the photos with the sentences. Write the number. area

captivity

conservation

io na

1

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lG eo gr

OWI_F_WB_24817_038-047_U03.indd 46

costumes

endangered

forest

3. The scientist is looking for birds in the

conservation

at

4. Water

N

5. Scientists sometimes wear

6. The sanctuary has a team of 7. Some of the animals are kept in 8. Palm trees a.

grow b.

workers captivity

F T

3. Today, workers don’t wear costumes or use puppets.

T

4. Adult cranes learn to look after the chicks.

T F F

of Brazil.

h

1. There are over 400 whooping cranes in the wild.

.

a

5. The cranes learn to live in the wild.

workers

when they work with animals. that washes the elephants.

c

so they can breed.

6. The young cranes stay at the center for five months.

f e

3 7

Complete the sentences about giant pandas. Use the words from the box. big

captivity

endangered

forests

b 1. Giant Pandas live in bamboo

g

in hot and humid climates. c.

1. There are now only 20 whooping cranes in the wild. 2. Crane chicks are born in captivity every year.

5. The cranes learn to live with humans.

wild

projects are especially important in dry countries.

costumes

Listen. Read and write T for True and F for False. Then rewrite the false statements to make them true. TR: 29

6. The young cranes stay at the center for five years.

grow

.

area

02/05/2017 17:03

d

forest

wild

1. There aren’t many red pandas left in the 2. The Amazon rain forest covers a huge

47

the wild

2. There are 1,800 in

d.

3. They live on 4. The

workers

big

leopards

forests

the wild

workers

in China.

. areas of land.

try to teach the pandas how to live in the wild.

5. The Sichuan Giant Panda sanctuaries also help snow

leopards

.

6. Today, the number of giant pandas is growing. This means they aren’t endangered .

e.

f.

g.

4 7

h.

Answer the questions. 1. What do red pandas and snow leopards have in common? They’re endangered animals. 2. Where does bamboo grow? in the forests around the mountains in China 3. Where are animals and plants protected? in a reserve

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302 Workbook

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Workbook

7

Gr AmmAr Quantifiers: Talking and asking about quantity

elephant

How much …? How much water do plants need?

There are plants that need a lot of water. Other plants need little water. Few plants need no water at all. How many …? How many types of leopard are there? A lot. About eight or nine, I think.

giraffe

jaguar

Animal:

Height: 60–80 centimeters Tail length: 80 centimeters Weight: 100–160 kilograms Diet: mammals, fish, reptiles

We use a lot of with count and noncount nouns. We use few with count nouns: There are few poisonous snakes. = There aren’t many poisonous snakes. We use little with noncount nouns: There’s little interest in the subject. = There isn’t much interest in the subject.

Animal:

elepha

nt Height: 3 Tail leng –4 met er s th Weight: : 1–1.5 met er up s Diet: gr to 8,000 kilog as rams Water pe s, plants r day: 19 0 liters

jaguar

Animal:

We use quantifiers to talk about the quantity, or number, of something. When asking about quantities, we use How much with noncount nouns, and How many with count nouns.

giraffe

Height: 4–6 meter s Tail length: 1 meter Weight: 790–1,200 kilogra ms Diet: leaves Water per day: 45 liters

Complete the questions using How much or How many. How much

honey can these bees make?

1. How tall is a giraffe? A giraffe is 4–6 meters tall.

How many

bees live in the hive?

2. How much water does a giraffe drink? A giraffe drinks 45 liters of water per day.

ng

1. 2. 3.

How many

eyes does a bee have?

3. How much does a jaguar weigh? A jaguar weighs 100–160 kilograms.

4.

How many

flowers does a bee visit in one day?

4. How long is a giraffe’s tail? A giraffe’s tail is 1 meter long.

5.

How much

time does a bee spend on each flower?

5. How much water does an elephant drink? An elephant drinks 190 liters of water per day.

6.

How many

eggs does a queen bee lay?

6. How tall is an elephant? An elephant is 3–4 meters tall.

ni

5

Look at the photos. Read and label the fact cards. Then use the information on each card to answer the questions.

Listen. Write the words you hear. TR: 30

ar

7. How long is a jaguar’s tail? A jaguar’s tail is 80 centimeters long. 6

8. How much does an elephant weigh? An elephant weighs up to 8,000 kilograms.

This is really exciting! I’m walking through the rain forest in Puerto Rico. I can hear

a lot of

different sounds, but I can see very (2)

in the trees. However, I can see very (4)

little

forest floor. Very (5)

few

8 7

few

a lot of

birds, way up

of them. It’s dark here on the

How tall is the animal?

sunlight reaches the forest floor. There are

Animal:

How long is the animal’s tail?

a lot of good hiding places for the animals that live here. There’s little chance of staying dry here—everything is soaking wet. There’s (7) a lot of rain in the forest! Look! What’s that? I think it’s a snake. I don’t know (8) how many snakes there are in the wild here, but I know there are exactly (9) few . a (10) (6)

How much does the animal weigh?

ap hi c

50

What does the animal eat? How much water does the animal drink?

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9

Choose an animal. Research some facts and write your own fact card. Then ask and answer questions with a friend. Think about the questions below. Answers will vary.

Le

(1)

animals! Listen! I can hear insects, mammals, and (3)

Listen and read. As you read, think about the sequence of events. TR: 31

at

io na

Saving Ghana’s Giant Squeaker frogs

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10 read Saving Ghana’s Giant Squeaker Frogs again. Complete the flow chart with the

sentences in the box to show the correct sequence of events. Gilbert Gilbert Gilbert Gilbert Gilbert

finds giant squeaker frogs. teaches people about giant squeaker frogs. is now an expert on African frogs. helps save giant squeaker frogs. creates an organization to protect giant squeaker frogs.

1 People think giant squeaker frogs are extinct.

2 Gilbert finds giant squeaker frogs.

Gilbert Baase Adum holding an African tiger frog

Gilbert Baase Adum doesn’t hunt frogs anymore. In fact, he helps save them. Today, he is a leading conservationist and an expert in Africa’s frogs. Some frogs are endangered in Ghana. A lot of people thought the giant squeaker frog was extinct, too. But thanks to Gilbert’s work, these frogs have a second chance.

N

3 Gilbert creates an organization to protect giant squeaker frogs.

The land where the frogs live provides the local community with food, fuel, and water. However, some people cut down the trees, which is against the law, to use the land for farming. Some local people even burn down the trees to look for bees. The bees make wild honey. When people find the honey, they sell it at local markets.

4 Gilbert teaches people about giant squeaker frogs.

In 2009, Gilbert found a small population of giant squeaker frogs. Now, he works with his organization, Save the Frogs Ghana!, to protect them. He talks to local farmers and persuades them to find different ways to earn money. He plants trees so that the frogs can return to the area again. He wants the local community to look after the frogs. He visits schools to tell children how important the frogs are to the community.

5 Gilbert is now an expert on African frogs.

Giant squeaker frog

11 Complete the sentences. 1. Cutting down trees to use the land for farming is

Gilbert knows how important the frogs are. They eat mosquitoes that spread malaria. Malaria is a disease that kills hundreds of thousands of people, including many children, every year. So, Gilbert says that if we save the frogs, we save the world.

.

3. Gilbert plants trees so that the frogs can return to the area again . 4. Saving the frogs means saving

52

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against the law

2. Some people want to find honey to sell at local markets .

the world

.

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Workbook 303 SAMPLE COPY, NOT FOR DISTRIBUTION

Workbook

14 read the letter from Leon’s grandma. Circle the correct words. Then listen and check.

Gr AmmAr

TR: 32

Adverbs of manner Adverb The giant squeaker frog squeaks loudly. Mountain goats can climb well. Leopards can find prey easily.

Dear Leon, I hope you’re (1) happy / happily at your new school. Here’s some (2) helpful / helpfully advice for you. • Make sure you eat (3) healthy / healthily. • Do your homework (4) neat / neatly. (5) Good / Well handwriting is important. • Speak (6) clear / clearly when you talk to your teachers. • Learn your spelling words every week! It’s important to be able to spell (7) correct / correctly. • Be (8) polite / politely. Don’t behave (9) bad / badly. • Be (10) kind / kindly to people. • Play football (11) good / well and make sure you run (12) fast / fastly!

Adverbs of manner tell us how something is done. They are usually formed by adding -ly to an adjective: He talks quietly. She sings happily. When an adjective ends in y (happy, angry), we change the y to i before adding -ly: The lion roared angrily. Some words don’t change their form: The cheetah ran fast. They worked very hard.

I hope it works out (13) perfect / perfectly for you.

12 Look at these adjectives. Write the adverb of manner.

3. bad 4. quick 5. safe

6. easy

well

7. fast

badly quickly safely

Lots of love, Grandma

easily fast / quickly

8. beautiful

beautifully

9. healthy

healthily

15 Do word math. Write T for True and F for False.

1

slowly

10. slow

2 3

13 read the sentences on the left. Then complete the sentences on the right with the

4

adverb of manner.

5

well quietly

2. Snakes are very quiet when they move.

Snakes move very

3. Nature photographers are very patient.

Nature photographers wait

.

patiently .

Cheetahs can run very fast / quickly .

5. Sam’s homework is always neat.

Sam always does his homework

6. Joe thinks it’s easy to speak English.

Joe speaks English

easily

.

7. An elephant’s call is very loud.

Elephants call very

loudly

.

8. Honey bees are hard working.

Honey bees work very

neatly

hard

1. A1 + B3 + C1 = Cats fly well.

F

2. A2 + B4 + C5 = Giraffes shout loudly.

F

.

3. A5 + B2 + C3 = Frogs jump easily.

T

4. A4 + B5 + C4 = Lions roar quietly.

F

Answers will vary. 1.

.

2.

02/05/2017 17:03

When we write a fact sheet, it’s important to make sure we check all the facts carefully.

We want the information in a fact sheet to be clearly presented to readers so that it’s easy for them to read. Separate the facts into different sections. Use subheadings or bullet points to do this.

io na

1. Write a fact sheet about an animal. You can choose an animal from your book, or any other animal. First, decide which animal you want to write about. Write its name on the line below.

55

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lG eo gr

OWI_F_WB_24817_048-057_U04.indd 54

Answers will vary.

C

well fast easily quietly loudly

16 Now make two true sentences about the animals in the chart or any others you know.

54

17 Organize.

swim jump fly shout roar

.

4. Cheetahs are fast runners.

WriTiNG

Cats Giraffes Parrots Lions Frogs

Answers will vary.

Le

Most dogs can swim

B

ap hi c

1. Most dogs are good at swimming.

A

ng

2. good

happily

ni

1. happy

ar

Adjective The giant squeaker frog has a loud squeak. Mountain goats are good climbers. It is easy for leopards to find prey.

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Now I Can . . . • talk about different things in nature. Use the words from the box to write two sentences. captivity

conservation

giant panda

o Yes, I can! o I think I can. o I need more practice.

Answers will vary. giant squeaker frog

1. 2.

• use quantifiers to talk about quantity.

o Yes, I can! o I think I can. o I need more practice.

Complete these questions and answers. Use How much / How many in the questions, and a lot, little, and few in the answers.

at

Now look at the list of subheadings below. Use the library or Internet to find out facts about your animal. Write your facts in the table below. Color

N

Size (height / weight / length) Diet

1.

How much

rain is there in the desert? There’s

2.

How much

water can a camel drink in 13 minutes?

little

3.

How many

wild Bactrian camels are there? Very few / Few .

rain in the desert.

A lot

o Yes, I can! o I think I can. o I need more practice.

• use adverbs of manner.

Habitat

safely

Write three sentences using these words.

badly

!

fast

Answers will vary.

Fun facts 2. Plan your writing. Look at the information in the chart above. Think about how to organize your facts. Remember, if you have more than one fact under a heading, you can use bullet points. You also need to include a good introductory sentence. This might include some of your general facts, for example, The . . . is a large, hairy mammal. Look at the information above and write your own introductory sentence.

• write a fact sheet.

o Yes, I can! o I think I can. o I need more practice.

Complete the mini fact sheet. Check the details in your book.

Answers will vary.

Giant Pandas Giant pandas live in bamboo

18 Write. 1. Go to p. 89 in your book. Reread the model text. 2. Write your first draft. Check for organization, content, punctuation, capitalization, and spelling.

forests

in China.

black

Appearance:

• Giant pandas have

Diet:

• Giant pandas’ favorite food is

Population:

• There are

1,800

and

bamboo

white

fur.

.

giant pandas in the wild.

3. Write your final draft. Share it with your teacher and classmates.

Choose an activity. Go to p. 107.

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304 Workbook

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SAMPLE COPY, NOT FOR DISTRIBUTION

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Workbook

Units 3–4 Review

Read the blog post. Decide which answer (a, b, or c) best fits each blank space.

Read. Choose the word that best completes the sentences. I love taking photographs. I take photos of birds, plants, animals, and insects. Sometimes, I wait (1) c for hours, just to see a bee

, where workers can look after them. b. costumes c. captivity

a. the wild

land on a flower. Getting a great photo takes (2) b of patience. Do you want to be a photographer? Think about these ideas as you get started:

projects. They can see animals in certain areas. 3. Robotic cameras are used in a. boring b. conservation c. control

• You (3) a think carefully about what you want to photograph.

people with pain. c. help

4. Robots are also used in hospitals, to a. code b. grow

plants or birds can you photograph in one place? You don’t want to choose a place with (6) c interesting things to photograph.

fingers.

5. The engineer is designing a robotic hand with a. online b. movable c. wild 6. The baby leopard only weighs two

• You (4) c get great photos with the right location. Think about it: (5) b different

• Think about (7) a time you can spend taking photos. • Do you have a good camera? The wrong camera can (8) b make a photo come out (9) a . • You (10) c expect your first shot to be perfect!

.

a. liters b. centimeters c. kilograms

Listen. Circle the correct response for each sentence you hear. TR: 33 1. a. No, the workers should return the robot. b. Yes, but I dream about robots cleaning my house.

4 7

b. well b. a lot b. shouldn’t b. can’t b. how many

c. quietly c. little c. can’t c. can c. how well

6. 7. 8. 9. 10.

a. a lot a. how much a. high a. badly a. can

b. little b. how many b. easily b. good b. should

a. No, you can’t.

3. a. No, they shouldn’t cry. b. Yes, they can code very well.

a 2. Can you easily photograph bees? ____

b. No, they can’t.

g 3. Should you be very loud at work? ____

c. Two.

Le

d 1. How much time do you spend taking photos? ____

b 4. Can robots take better photos than people? ____

d. A lot!

h 5. How does she work? ____

e. There are very few.

ap hi c

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lG eo gr

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Unit 5

Water

f 6. Should you tell someone where you’re going? ____

f. Yes, you should.

c 7. How many cameras do you have? ____

g. No, you shouldn’t.

e 8. How many bees are in this area? ____

h. She works quietly. 59

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3 7

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Complete the diagram with the correct words. Then listen and check. TR: 34

io na

Label each form of water. Then decide which is salt water and which is freshwater. Write S for salt water or F for freshwater. More than one answer is possible. a.

b.

S/F

at

ice

ocean

river

The sun heats the water. The water evaporates and goes up into the sky (8) as clouds.

F

e.

Then the cycle starts again.

N

d.

Clouds in the sky (1) hold water. It falls as rain/snow and (2) snow/rain (3) .

c.

S

c. few c. how easily c. well c. little c. shouldn’t

Match the questions with the answers. Write the letter on the line.

2. a. Yes, it’s a conservation project. b. Yes, they can return to this area.

4. a. That’s fantastic! b. That’s against the law.

1

a. loudly a. few a. should a. shouldn’t a. how much

ar

2

1. 2. 3. 4. 5.

ng

2. Some pandas live in

Becoming a Great Photographer

species. c. engineering

1. There are few rhinoceroses in the wild. They are an a. endangered b. against the law

ni

1

3 7

lake 2

snow

S/F

Sometimes, the snow and ice on mountains (4) melt and turn into water. (5) lakes/rivers , This water flows into (6) rivers/lakes , and oceans. Some (7) water goes underground.

F

Read. Complete the sentences with words from the box. cloud

ground

ocean

rain

river

sky

1. Be careful where you walk! The

ground

2. Hungry bears can find fish in a

river

5. The sun is high in the 6. It’s a beautiful day. There isn’t a

sky

is very icy. .

ocean

3. Sharks, whales, and dolphins live in the 4. Take your umbrella. There will be

underground

rain

4 7

.

in the afternoon.

cloud

Use the diagram in Activity 3 to complete the sentences. 1. The three forms of water the speaker mentions are

today.

in the sky!

it flows into lakes, rivers, and oceans

3. When the sun heats up water,

it evaporates

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ice, snow, and rain

2. When ice melts and turns into water,

. .

and forms clouds. 61

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Workbook 305 SAMPLE COPY, NOT FOR DISTRIBUTION

Workbook

6 7

GR AmmAR Present progressive

Reread the text on p. 100 in your book. Then complete the text. We’re on day ten of our Water-