Our World 2ed AME 3 Lesson Planner

3
Series Editors
Joan Kang Shin
JoAnn (Jodi) Crandall
SECOND EDITION
Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
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Walk-through . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
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Teaching with Our World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Generic Pacing Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
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Unit 0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
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Unit 1 A Helping Hand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Unit 2 My Place in the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
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Unit 3 On the Move! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
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Extended Reading: The Lion and the Mouse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
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Units 1–3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

Unit 4 Our Senses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
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Unit 5 Animal Habitats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162

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Unit 6 What’s for Dinner? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190

Extended Reading: The Gingerbread Man . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
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Units 4–6 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220

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Unit 7 Feeling Fit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222

Unit 8 Let’s Celebrate! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250
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Unit 9 My Weekend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278

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Extended Reading: The Paralympics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306

Units 7–9 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308
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Annotated Workbook Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 312
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
SAMPLE COPY, NOT FOR DISTRIBUTION

OW_LP_L3_FM_CP3.indd 1 7/18/19 1:43 PM
Scope and Sequence
1 2 3 4
A Helping Hand My Place in the On the Move! Our Senses
p. 10 World p. 42 p. 62
p. 26
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Social and Instructional Language Arts, Social Studies Technology and Engineering, Science, Language Arts, Health and
content area
connection Language, Social Studies Social Studies Physical Education
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• talk about caring for others • talk about my town • talk about different kinds of • talk about the senses
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• describe daily routines • ask for help transportation • talk about how things look, feel,
goals
sc: 1 • talk about how many times • give directions • describe how people travel taste, sound, and smell
people do things • compare and contrast • talk about the past
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carry, feed my pet, give my pet bakery, drugstore, hospital, airplane, bus, ferry, helicopter, beautiful, delicious, dry, hard, loud,
a bath, goldfish, hamster, help, movie theater, museum, park, hot air balloon, motorcycle, quiet, rough, smooth, soft, sticky,
hold hands, hug, pick up, protect, police station, post office, sailboat, scooter, ship, subway, terrible, ugly
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take care of my pet, teach restaurant, supermarket, taxi
Strategy: Antonyms
toy store, train station
vocabulary 1 & 2
Strategy: Context Clues
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Strategy: Compound Words
bitter, salty, sour, spicy, sweet
sc: 2–4 come home, do my homework, coast downhill, get off, get on,
Strategy: Sound combinations:
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have a snack, make my bed, library, mall, stadium, swimming park, pedal uphill
Combinations with /s/
take a shower pool, zoo
Strategy: Grouping
Strategy: Comparing sounds:
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/l/ and /r/
before and after Can for requests and offers too for agreeing Sense verbs
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grammar 1 & 2 Adverbs of frequency Giving directions but as a contrast was / were
sc: 5–6
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Caring for Baby Elephants Eye in the Sky Hot Air Balloons Amazing Animal Senses
reading Strategy: Identify sequence of Strategy: Text features Strategy: Sequence of events Strategy: Compare and contrast
events
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Write about taking care of Write about a special place. Write about transportation. Write about summer.
people or animals. Focus: Write about a special Focus: Use but to show that two Focus: Use and, but, and or to
writing Focus: Use time-order words; place I know. connected ideas are different. connect sentences.
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write about taking care of

others.
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value Take care of others. Explore your town. Be safe on the street. Use your senses.
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Make a collage. Make My World circles. Make a class bar graph about Write a Five Senses poem.
project favorite types of transportation.
extended reading The Lion and the Mouse pp. 58–59 The Gingerbread Man
review Units 1–3 pp. 60–61 Units 4–6
additional video Song: Sc. 7; Viewing: Sc. 8; Story Time: Sc. 9; Wrap Up: Sc. 10

5 6 7 8 9
Animal Habitats What’s for Dinner? Feeling Fit Let’s Celebrate My Weekend
p. 78 p. 94 p. 114 p. 130 p. 146
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Language Arts, Science Health and Physical Education, Health and Physical Education Social Studies, Music and the Health and Physical Education,
Social Studies Performing Arts Language Arts
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• name animal habitats • name foods • name parts of the body • talk about celebrations and • talk about free-time activities
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• say what animals look like • talk about quantities • talk about the past festivals • talk about the past
• talk about animal homes • talk about favorite meals • talk about good and bad habits • tell what happened in the past • talk about hobbies
• talk about cultural traditions
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cave, desert, forest, grasslands, bag of rice, bottle of oil, back, bend, bone, chest, elbow, celebrate, costume, dance, busy, eat out, exciting, go on
hive, ice, island, mud, nest, bowl of sugar, box of cereal, fingers, knee, muscle, shoulder, decorations, dress up, feast, a picnic, go to the beach, go to
rain forest, snow, underground, bunch of bananas, can of soda, stomach, stretch, toes fireworks, lantern, mask, the movies, interesting, lose,
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web, wetlands glass of juice, jar of olives, parade, party, remember stay home, text my friends,
Strategy: Analogies
loaf of bread, piece of cake visit a museum, win
Strategy: Context clues
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eat fruit, eat junk food, eat
Strategy: Using a Dictionary
Strategy: Using a Dictionary
fur, horns, pouch, tongue, wings vegetables, get exercise, get rest balloons, birthday cake, candles,
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buy, compare, money, price, invitation, present go fishing, go hiking, go
Strategy: Analogies
put away horseback riding, go ice skating,
go swimming
Strategy: Sound categories:
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Vowels
Why …? Because … some and any Simple past: Yes / No Simple past: regular verbs Simple past: wh- questions
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Infinitive of purpose a few and a little questions and short answers Simple past: irregular verbs and negative
too and enough go + verb + -ing
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Amazing Rain Forests What’s for Lunch Take Care of Your Brain! November Celebrations Wow! Look at That!
Strategy: Visualize Strategy: Connect text to Strategy: Identify main idea Strategy: Scanning text for Strategy: Identifying an
personal experience and details information author’s purpose
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Write about an animal you Write about your favorite Write about keeping fit. Write about a celebration. Write about a good weekend.
like. meal. Focus: Use because to explain Focus: Use details to describe a Focus: Use words to show the
Focus: Use it’s and its correctly. Focus: Write a topic sentence to reasons. celebration or festival. order of events.
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tell a main idea.

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Help protect animal habitats. Eat good food. Keep fit. Celebrate your culture. Try new things.
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Make a mobile of an animal Organize a Taste Test Day. Make a Good Habits poster. Make a parade mask. Make a class scrapbook.
habitat.
pp. 110–111 The Paralympics pp. 162–163
pp. 112–113 Units 7–9 pp. 164–165

STUDENT’S BOOK WALK-THROUGH
Our World, Second Edition, a seven-level primary series for young learners of English from National Geographic
Learning, uses real-world content, stunning photographs and video from National Geographic, and a variety of
interactive digital resources to fully engage and motivate students as they learn about the world in English. Young
learners will be captivated by the beautiful photography and high-interest content relevant to their world as they
learn about people and places from across the globe. Young learners will achieve more through collaboration,
extensive critical thinking and visual literacy work, and activities that inspire meaningful thinking and sharing.
Our World truly brings the world into the classroom and improves learning outcomes, motivating learners to use
English to show the world what they can do—and achieve more.
The Unit Opener uses high-interest Units feature high-interest
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photographs to engage students, present the cross-curricular topics, which are
unit theme, and provide opportunities for woven throughout the unit, from
speaking and discussion. the opening photo to the closing Project.
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Unit 4
Our Senses
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hi
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In this unit, I will . . .

• talk about the senses.
• talk about how things look,
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feel, taste, sound, and smell.

• talk about the past.
Swimming with a sperm
Look and check. whale, Dominican Republic
This person is
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touching a whale.
feeding a whale.
hugging a whale.
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62 63
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A list of unit goals is Image captions help students and

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followed by a goal-setting teachers understand the image and

activity that focuses make connections with the unit
students’ attention. theme.
A Video introduction provides a

preview of the contents of the unit.
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Target vocabulary is presented in meaningful contexts
to help students build fluency and confidence to discuss
relevant real-world topics.
All target vocabulary is presented in

the Audio program in isolation, in a
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contextualized sentence, as well as in
the context of the main presentation.
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VOCABULARY 1
delicious terrible
1 Listen and read. TR: 4.1
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2 Listen and say. TR: 4.2
We use our eyes, ears, nose, tongue, and skin to
learn about the world around us.
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smooth rough
quiet loud
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beautiful ugly
sticky
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3 Describe. Listen and guess.

Work with a partner.
a cake an elephant a flower

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a leaf a rabbit a rock a tomato
hard soft dry

It’s small. It’s soft. It has
big ears. What is it? A rabbit!
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Namib desert, Namibia

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Students work in pairs or groups to

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practice the new words.
Two video
segments present
and practice Target
Vocabulary.
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The Unit Song supports the unit theme

and models natural rhythm and
intonation. Lyrics incorporate unit
vocabulary and grammar.
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SONG
1 Listen. Read and sing. TR: 4.3
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Our Senses
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How does the cake taste?
It tastes sweet.
How does a kitten feel?
It feels soft.
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Let’s count our senses, 1, 2, 3, 4, 5!
Listen.
Look.
Feel.
Taste.
Smell.
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It’s great to be alive!
How does the drum sound?

It sounds loud.
How does a flower smell?
hi
It smells good.
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CHORUS
How does the garden look?
São Paolo, Brazil.
It looks beautiful.
How does a hug feel?
It feels great!
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CHORUS
2 Name an object. Say how it

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feels, tastes, smells, looks, or

sounds. Work in a group.
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Follow-up activities provide After the first presentation, songs can be reused
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opportunities to throughout the unit. Point-of-use suggestions in

use the song for group or the Lesson Planner provide opportunities for
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pair work. reuse and recycling.

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The Song video features the

video host singing the song.
Students can follow along with
the karaoke-style lyrics.
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Grammar charts include natural examples
of real-world language. Expanded grammar
charts are provided in the Workbook, Grammar
Workbook, and Classroom Presentation Tool.
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GRAMMAR 1
Sense verbs TR: 4.4
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The soup smells great. The music sounds terrible.
The flowers look beautiful. The baby rabbit feels soft.
How does the chicken taste? It tastes delicious.
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1 Write. Use these words.
good old rough smooth sticky terrible
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1. The cake
tastes good .
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2 Write sentences. Look at the photo. Use sense words.
2. The dog .
The trees are tall and green.
hi 1.
2.
3. The house .
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3.
4. The glue . 4.
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Now look around you. What do you see and hear? Write true sentences.
5. The rock . The classroom is quiet and sunny.
1.
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2.
6. The phone .
3.
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4.
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Grammar is practiced in context with multiple

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opportunities for real communication using all

four language skills.
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Grammar is presented
in two short, engaging
animations.
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Grammar charts include natural

Additional thematic examples of real-world language.
vocabulary is presented Expanded grammar charts are
visually. Vocabulary is provided in the Workbook,
presented on the Audio Grammar Workbook, and
program in isolation. Classroom Presentation Tool.
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VOCABULARY 2 GRAMMAR 2
1 Listen and say. Read and write. TR: 4.5 was / were TR: 4.7
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How is the ice cream? It’s delicious!
How was the ice cream? It was delicious. More, please!
How were the cookies? They were great. Can I have one more, please?
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salty bitter
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1 Read and write.
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1. That ice cream delicious. I want more, please!
sweet sour spicy

hi 2. The music loud. I’m going outside.
1. This lemon isn’t sweet. It’s . 3. The flowers beautiful before. They’re ugly now.
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2. I don’t like honey. I don’t like things. 4. That song beautiful.
3. These potato chips have a lot of salt. They’re very . 5. The glue sticky, but now it’s dry.
4. I like peppers. They’re really .

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2 Play a game. Cut out the wheels in the back of the book.
5. I don’t like the taste of coffee. It’s very .
Spin and make sentences. Play with a partner.
2 Listen and stick. Work with a partner. Check your answers. TR: 4.6 Flowers, were. The
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flowers were beautiful,

but now they aren’t.
Number 1 is spicy. Good job. My turn.
Yes. It’s a pepper.
Music, are. No match!
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1 2 3 4 5
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Sticker activities in Games provide a fun context

each unit provide for communicative
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reward, motivation, grammar practice.

and interactive
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practice.
A video segment presents and

practices Target Vocabulary.
Grammar is presented in a
short animation.
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Meaningful, relevant Graphic organizers
real-world Readings develop help students collect,
language through cross- organize, and visualize
curricular topics such as information.
science, nature, history, art,
culture, music, and sports.
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READING 2 Read. Check T for True and F for False.
T F
1. Spiders have ears.
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AMAZING Animal Senses
T F
2. Bears can’t smell very well.
T F
3. Butterflies taste with their feet.
Many animals can see, hear, smell, taste, and touch,
T F
but they do it in a different way from humans. 4. Seals use their whiskers to feel fish in the water.
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Imagine that you have to walk on your dinner to T F
5. Chameleons can look up and down at the same time.
taste it! Well, a butterfly does. It tastes with its feet!
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People use the ends of their fingers to touch. Seals
use their whiskers. Their sense of touch is amazing. 3 Read the text again. Write.
They can feel fish through the water 180 meters whisker
(590 ft.) away. Animal Sense Why is it unusual?
Spiders don’t have ears. They hear using hundreds
of small hairs on their legs. butterfly taste It uses its feet.
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We can smell delicious food in front of a restaurant.
But we can’t smell food in a different town. Bears can!
Bears have a fantastic sense of smell. They can smell
things that are as far as 32 kilometers (20 mi.) away!
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red-tailed
Chameleons can see very well. Look at their eyes! hawk
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One eye looks up, and the other eye looks down.
They can see all around them.
4 Talk about other animals you know. Work with a partner.

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I think dogs can I think bats can’t

hear very well. see very well.
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A worm can taste

with its whole body.
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person
mouse
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Infographics show factual Weird but True After-reading activities

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information in fun and engages students provide students with

sometimes surprising ways. with surprising facts. opportunities to react
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and respond to the

text, and to make
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connections between the

reading and their lives.
EXTENDED READING
2 Read and write. Write the describing words.
1 Listen and read. TR: 9.9 1. Zebras are black and .
Grevy’s ZEBRAS 2. Zebras have legs.
What is it? It looks like a horse. It has four legs and a long 3. Zebras have tails.
tail. It’s black and white. Or is it white and black?
4. Zebras can run .
It’s a zebra! Zebras live in Africa in groups called herds. Each
herd contains many zebra families. In each zebra family, there
is usually one adult male, several females, and young zebras. 3 Read and write. Answer the questions.
Like horses, zebras have long heads, thin legs, and long tails. Work with a partner.
Zebras eat grass, leaves, and even sticks. They can run fast
and kick hard! And, even though they look alike, every zebra 1. How are zebras like horses?
has a different stripe pattern!
There are three different kinds of zebras: plains zebras,
Grevy’s zebras, and mountain zebras. Grevy’s zebras are
2. Describe a zebra family.
New Extended Reading sections after every

disappearing for many reasons. But some members of the
Samburu tribe in Africa are working to protect Grevy’s zebras
in Kenya and Ethiopia. They help them find food and water,
and they protect the zebras from hunters.
3. How do members of the Samburu tribe help
Grevy’s zebras?
three units introduce students to a variety 4 Choose an activity.
of genres and support reading fluency. An 1. Draw a picture of a zebra. Carefully draw its
stripes. Compare with your partner.
2. Find or draw pictures to show where zebras
live in Africa.
Express Yourself activity allows students to 3. Learn more about Grevy’s zebras. Then draw and
label a picture of a Grevy’s zebra.
choose a form of creative expression.

Grevy’s zebras, Mpala Research Centre, Kenya
162 Extended Reading 163
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Models written at Students are The Value page promotes

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

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or
Washington, D.C., USA

74 Unit 4 75
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Students share their A Think-Pair-Share routine helps students

writing with an form individual ideas, and discuss and
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audience. share them with their classmates.

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Step-by-step pre-writing
and drafting support is provided
in the Workbook.
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A variety of Projects build 21st-century skills through
independent research, discussion, presentations, craft, design,
and explaining ideas and opinions.
Step-by-step instructions and strong visual support are

provided for students through each project.
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PROJECT
Write a Five Senses poem. Think of a time when you used your
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five senses. Write about it.
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1 2
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Plan your work. Write sentences.
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This poem is about cookies.
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3 4
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Now I can . . .
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talk about the five senses.

talk about how things
look, feel, taste, sound,
and smell.
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talk about the past.

Draw pictures. Write your name.
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Project work is realistic and attainable and “Now I can . . .” statements refer
instills a sense of achievement in students. back to the unit goals. Learners
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Completed projects serve as tangible can use the statements to

evidence of student learning. measure and demonstrate their
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knowledge.
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WORKBOOK AND GRAMMAR WORKBOOK
The Our World Workbook contains activities that reinforce and consolidate the Student’s Book instruction.
Practice includes listening, speaking, reading, writing, grammar, vocabulary, and review
activities. Each unit has 12 pages of skills practice and activities, along with Our World Workbook
additional readings and cumulative review practice.
READING 2 Read. Check T for True or F for False. New to the second edition
1 Listen and read. TR: 4.6 1. The rafflesia smells terrible. T F
2. The Eastern snake-necked turtle has a short neck.

Stinky Animals • More authentic content woven throughout
T F
3. Flies like the smell of the rafflesia. T F
and Plants
4. The Eastern snake-necked turtle always smells bad. T F
5. The rafflesia is a very big flower.
unit practice and readings

T F
Many things smell good. Apple trees,

3 Read. Complete the chart.
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flowers, and the ocean all smell great. But
some animals and plants smell terrible!
Stinky animals and plants
The Eastern snake-necked turtle lives in
fresh water in eastern Australia. This turtle
has a really long neck that looks like a
snake. If you catch an Eastern snake-necked
turtle, it smells terrible. Some people think animal: Eastern snake-necked turtle plant: rafflesia
• Updated grammar charts with exemplars
and student-friendly explanations
it smells like a skunk. In Australia, people
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call this turtle the “stinker”!
a rafflesia flower Where does it live? It lives in Where does it grow? It grows in
Many flowers smell good, but the
rafflesia doesn’t. It smells terrible! fresh water in eastern Australia. southeastern Asia.
The rafflesia is the biggest flower in
• An end-of-unit Review section that exposes

the world. It’s almost one meter (three What does it smell like? What does it smell like?
Southern
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Asia feet) wide. The rafflesia grows in
Australia
southeastern Asia. The rafflesia smells
students to question types similar to those

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

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

It smells terrible.
The pizza smells great. The helicopter sounds loud.
The dress looks beautiful. The cat feels soft. 2.
structured grammar practice and extends the

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Question Answer
does the apple taste? It tastes delicious.
How
do the rabbits feel? They feel soft. 3.
Words like smell, look, sound, and feel are not usually used in the progressive:
The soup is tasting delicious. grammar lessons found in the Student’s Book. Each
4.
grammar topic includes two pages of practice, three

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1 Read and draw. Draw an object for each sentence.
4 Write. Use words from each column.

airplanes beautiful
review sections, and a cumulative review section.
coffee feel delicious
cookies look hard
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my bed sound loud

paintings taste soft
1. It tastes delicious. 2. It smells terrible. 3. It sounds loud.
a rock terrible
2 Read. Answer the questions. 1. A rock feels hard .
1. How does a motorcycle sound? It sounds loud . 2. .

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2. How does a rabbit feel? It . 3. .
3. How does a banana taste? It . 4. .
4. How does a bakery smell? It . 5. .

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

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New to the second edition

• Updated grammar charts with new exemplars for each grammar topic
• Student-friendly explanations of each grammar topic with examples
12

OUR WORLD ABC AND OUR WORLD PHONICS
SECOND EDITION
• Our World ABC introduces and practices the letters

of the alphabet, as well as numbers, shapes, and
some high-frequency words.
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• Our World Phonics introduces young learners to
the sounds and letters of English and helps them
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learn and practice sound/spelling relationships in
order to develop their listening, speaking, reading,
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and writing skills.
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hi
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• Our World Phonics 1 introduces single-letter sounds, including consonants and short vowels, as well
as some common consonant digraphs.
• Our World Phonics 2 introduces long vowels and diphthongs, and two-letter blends.
• Our World Phonics 3 introduces word stress and the schwa sound, r-colored vowels, three-letter
blends, and other letter combinations.
13

TEACHER RESOURCES
The Lesson Planner with Student’s Book Audio CD and DVD provides everything needed to successfully
plan, teach, and supplement lessons.

READING T ✔
F
BE THE EXPERT
Objectives 1 Listen and read. TR: 4.8
✔ About the Photo
AnimalAnimal
Senses Senses
T F
Students will 2. Bears can’t smell very well.
• describe unusual animal senses.

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

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

Related Vocabulary
environment, eyesight
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A worm can taste
person
ar
mouse
72 Unit 4 73
Warm Up
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• On the board, draw a pair of eyes, a pair • Say See. I use my to see. Have a student write eyes • Play TR: 4.8 again. Pause at the end of each paragraph to • Graphic literacy Have students use the
of ears, a nose, a mouth, and a hand. Say to complete the first sentence frame. Have the class read aloud check for comprehension. Ask: diagram on p. 72 to compare and contrast
Let’s talk about how we see, hear, smell, the competed sentence. Have students complete the rest of the Paragraph 2: What do people use to taste? (mouths) What human and animal senses. Say The person
taste, and touch. Ask What do we use to frames. do butterflies use to taste? (feet) and the red-tailed hawk both see the
see? (our eyes) Have a student write see Paragraph 3: What do people use to touch? (fingers) What mouse.
• Ask questions such as Do you use your eyes or your ears to see?
above the picture of eyes. Ask about the do seals use to touch? (whiskers)
Have students use the sentence frames to respond. • Ask Who is close to the mouse? (person)
other senses and have students label the Paragraph 4: Do spiders hear with ears? (no) What do they What is far away? (hawk) Say The person
pictures. use? (hairs on their legs) and the hawk both see the mouse. The
Present
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Paragraph 5: Do bears have a good sense of smell? person has to be close to the mouse to see
• Then write the following sentence frames
• Describe Say Open your books to page 72. We’re going (yes) How do we know? (They can smell things that are it, but the hawk can see the mouse from
on the board:
to read about how animals use their senses in different 32 kilometers away.) far away!
Paragraph 6: What can a chameleon’s eyes do? (One looks
I use my
I use my
to see.
to hear.
ways than we do. Point to the seal. Say A seal has whiskers.
Point to the chameleon. Say Look at the chameleon’s eyes.
One looks up and one looks down at the same time! Can your
eyes do that?
hi up and one looks down.)
• Think Aloud Say A chameleon has two eyes like me. My eyes
Practice
• Write the name of each animal from the
can look down and up. A chameleon’s eyes can look up and
I use my to smell. reading on the board. Point to spider. Say
• Play TR: 4.8 and have students read along. down, too. In that way, we’re the same. But a chameleon can
Think about the reading. Ask What do
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I use my to taste. look up with one eye and down with the other eye at the same
time! I can’t do that! In that way, we’re different. you know about spiders? (no ears; use tiny
I use my to touch. hairs to hear) Write students’ responses on
the board. Continue with the remaining
animals. (seals, bears, chameleons)
150 Unit 4 Reading 151

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The Lesson Planner includes:

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• a Professional Development section that introduces key principles of the program
• a detailed Scope and Sequence

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• simplified step-by-step instructions for carrying out lessons

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• reduced Student’s Book pages with answers at point-of-use

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• Student and Workbook audio scripts

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• Extension activities to supplement the Student’s Book, including instructions to use the Worksheets
found on the Teacher’s Website
• Teaching tips and professional development at point of use
• Formative Assessment suggestions
• a handy Pacing Guide key to accommodate classrooms with a range of instruction time
The Our World DVD and Student’s Book Audio CD contain all of the multimedia to support the Student’s
Book instruction.
14

Our World Flashcards including the Sounds of English
The Our World Flashcards including the Sounds of English provide additional support for vocabulary
and English pronunciation and phonics.
The Flashcards include all target vocabulary. The Sounds of English Cards include individual and
contrasted English words with related images and spellings.
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Poster Sets
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Nine full-color Posters bring
beautiful photography into the
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classroom, reinforce the unit
themes, and feature National
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Geographic Our World values.
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Baby rhinos at the Lewa

Wildlife Conservancy, Kenya
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©2020 Cengage Learning, Inc.
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Our World Phonics Teacher’s Guide

The Our World Phonics Teacher’s Guide provides everything needed to
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successfully plan, teach, and supplement lessons in Our World Phonics 1, 2,

and 3, including:
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• a detailed Scope & Sequence

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• complete lesson plans, including Warm Ups, detailed lesson

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instruction, interactive Extend activities, and Wrap Ups
• an audio CD for each level of Our World Phonics.
Assessment
The ExamView Assessment Suite includes activity banks to generate customized unit quizzes, mastery
tests, final exams, and a placement test, and is available through the Teacher’s Website.
15

DIGITAL RESOURCES
Classroom Presentation Tool

The Classroom Presentation Tool integrates all Our
World resources, including video, audio, Student’s Book,
Workbook, and Grammar Workbook pages, as well as
interactive activities and games, making it easy to carry
out lessons in any classroom with an interactive whiteboard
or a computer and projector.
The Classroom Presentation Tool is available on USB or

online through the Learning Management System.
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New Online Practice and Learning Management System
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Our World, Second Edition’s Online Practice is completely new with improved games for practice and
comprehension, additional activities for assessment preparation, progress tracking, and access to audio and
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video resources.
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For teachers, a brand-new Learning Management System is available, with teacher resources, class
management functionality, progress reports, assignment creation tools, and messaging features.
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Both the Online Practice and Learning Management System are accessible at learn.eltngl.com with an
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access code, and both work on laptops, tablets, and smartphones!
The Online Practice offers students independent, interactive practice. It includes activities and games to
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support each section of the Student’s Book, with integrated audio:

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• Vocabulary
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• Song
• Grammar
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• Reading
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• Writing
• Review
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• Extended Readings
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• Let’s Talk
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Online Practice includes karaoke-style sing-along of the song with practice. Speaking activities allow
students to respond to and record answers to activity prompts.
The Online Practice includes fun games that reinforce and expand on Student’s Book content. Each unit has
two vocabulary games, two grammar games, and a unit review game.
Additionally, parents can track student progress and review activity results.
The Online Practice is accessible through learn.eltngl.com with an access code and course activation key.
It’s optimized for all devices.
16

Student Resource Website
Student resources, including audio for Student’s Book and Workbook activities, are available
at ELTNGL.com/ourworld3.
Teacher Resource Website

Teacher resources can be found at ELTNGL.com/ourworld and include:
• Student’s Book, Workbook, and assessment audio
• unit-by-unit Pacing Guides for easy lesson planning
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• three-step Teaching Routines
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• printable Worksheets for extension activities
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• printable Graphic Organizers
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• Workbook Audio Scripts
• Home-School Connection letters
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• the ExamView Assessment Suite hi
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Activity Works
Date heet 1.4
Extreme Wea
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Name ther
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1 Do the puzzle.
rganizer Think together
Sunshine o page 2 and wr
ite the words.
with your gro
Find the hidde
up. Read the clu
es on
n word in the
lightning bolt!
thunde
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r rise
storms ice
range exciting
speed hurricane dangerous
lightning emergency
heat wave blizzard
drought
WH
AT
na
? ?
HO 1.
W
2.
io
3.
4.
WHEN?
at
5.
HOW?
6.
N
7.
8.
RE? 9.
WH HE
Y? W 10.
11 .
12.
13 .
14.
Our World 5 Our World
Copyright ©
2020 Cengage
Learning. Learning, Inc.
Cengage
l Geographic
Learning,
a par t of 1
© Nationa
Copyright
17

READERS
The Our World Readers are six levels of original stories, classic folktales, myths, and non-fiction
selections from around the globe. A graded Reader is available to support the theme and language of each
unit in the Student’s Book. Each Reader includes additional fun facts and activities related to the story and
unit theme. All Readers are available as “Story Time” on the Our World Video, on the Story Time DVDs, and on
the Classroom Presentation Tool.
Level 3 Readers
Caring for Orphan Elephants Caring for Getting
Elephant COUNTRY MOUSE to
Country Mouse Visits Orphans
City Mouse
Visits School
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City Mouse LEVEL 3 READERS
LEVEL 3 READERS
by Jill Korey O’Sullivan
Caring for Elephant Orphans Anansi’s Big Dinner
Based on a Folktale from Ghana
LEVEL 3 READERS
Based on an Aesop’s Fable
Caring for Elephant Orphans
Anansi’s Big Dinner
Around the World
Caring for Elephant Orphans Anansi’s Big Dinner Country Mouse Visits City Mouse Country Mouse Visits City Mouse
by Dan Adams
Based on an Aesop’s Fable Tortoise and Hare’s Race Tortoise and Hare’s Race
Country Mouse Visits City Mouse
Based on an Aesop’s Fable by Jill Korey O’Sullivan
Based on an Aesop’s Fable Tortoise and Hare’s Race Getting to School Around the World Getting to School Around the World
Holiday Colors and Lights Holiday Colors and Lights
Getting to School Around

Getting to School Around the World The Four Blind Men The Four Blind Men
Holiday Colors and Lights Based on a Folktale from India Coyote’s Weekend Based on a Folktale from India Coyote’s Weekend
The Four Blind Men Based on Coyote Maya Folktales Based on Coyote Maya Folktales
Based on a Folktale from India Coyote’s Weekend Mouse Deer in the Rain Forest Mouse Deer in the Rain Forest
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Based on Coyote Maya Folktales A Folktale from Indonesia A Folktale from Indonesia
Mouse Deer in the Rain Forest
A Folktale from Indonesia
the World
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The Four Blind Men
Mouse Deer in the Rain
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Forest OWR_G3U1_ElephantOrphans_CVR_001 3 9/13/12 4:38 PM OWR_G3U2_CountryMouse_CVR_001 3 9/13/12 4:38 PM OWR_G3U3_GettingToSchool_CVR_001 3 9/13/12 4:38 PM
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The
Four
Tortoise and Hare’s Race
MD
ouse
Blind
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Holiday Colors and Lights Men eer BIG DINNER
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by George Bennet
Based on a Folktale from India
LEVEL 3 READERS
by Vikram Gulaty in the Rain Forest
Coyote’s Weekend
LEVEL 3 READERS
ALEVEL
Folktale
3 READERS
from Indonesia
Caring for Elephant Orphans Anansi’s Big Dinner Caring for Elephant Orphans Anansi’s Big Dinner Caring for Elephant Orphans Anansi’s Big Dinner
Based on a Folktale from Ghana Based on a Folktale from Ghana
Country Mouse Visits City Mouse Country Mouse Visits City Mouse RetoldVisits
Country Mouse by Anna Olivia
City Mouse
Based on an Aesop’s Fable Tortoise and Hare’s Race Based on an Aesop’s Fable Tortoise and Hare’s Race Based on an Aesop’s Fable Tortoise and Hare’s Race
Based on an Aesop’s Fable Based on an Aesop’s Fable Based on an Aesop’s Fable
Getting to School Around the World Getting to School Around the World Getting to School Around the World
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Holiday Colors and Lights Holiday Colors and Lights Holiday Colors and Lights
The Four Blind Men The Four Blind Men The Four Blind Men
Based on a Folktale from India Coyote’s Weekend Based on a Folktale from India Coyote’s Weekend Based on a Folktale from India Coyote’s Weekend
Based on Coyote Maya Folktales Based on Coyote Maya Folktales Based on Coyote Maya Folktales
Mouse Deer in the Rain Forest Mouse Deer in the Rain Forest Mouse Deer in the Rain Forest
A Folktale from Indonesia A Folktale from Indonesia A Folktale from Indonesia
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Tortoise Coyote’s
Weekend
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and
Hare’s Holiday Based on Coyote Maya Folktales
Race
by Ruben Garcia
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LEVEL 3 READERS LEVEL 3 READERS
Colors and Lights

Caring for Elephant Orphans Anansi’s Big Dinner LEVEL 3 READERS Caring for Elephant Orphans Anansi’s Big Dinner
Based on a Folktale from Ghana Based on a Folktale from Ghana
Country Mouse Visits City Mouse Based onElephant
Caring for an Aesop’s
OrphansFable Anansi’s Big Dinner Country Mouse Visits City Mouse
Based on an Aesop’s Fable Tortoise and Hare’s Race Based on a Folktale from Ghana Based on an Aesop’s Fable Tortoise and Hare’s Race
Based on an Aesop’s Fable Country
by Mouse Visits City Mouse
Zoe McLoughlin Based on an Aesop’s Fable
Getting to School Around the World Tortoise and Hare’s Race Getting to School Around the World
Holiday Colors and Lights
by Stacy McPherson
The Four Blind Men Getting to School Around the World The Four Blind Men
A Folktale from India Coyote’s Weekend Holiday Colors and Lights Based on a Folktale from India Coyote’s Weekend
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Based on Coyote Maya Folktales The Four Blind Men Based on Coyote Maya Folktales
Mouse Deer in the Rain Forest A Folktale from India Coyote’s Weekend Mouse Deer in the Rain Forest
A Folktale from Indonesia Based on Coyote Maya Folktales A Folktale from Indonesia
Mouse Deer in the Rain Forest
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VIDEO
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Each Our World Video is 30 minutes of fun-filled, fully integrated content that includes:
• vocabulary and language presentation and review
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• original songs hi
• games
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• inspiring, real-world video, and

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• Our World Readers Story Time

Presented in highly manageable 3–5 minute clips, the Our World Video can be used before, during,
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or after instruction to preview, support, and review. Our World Videos are available on Video DVD
bound with the Lesson Planner and on the Classroom Presentation Tool.
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Scenes include:
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Scene 1: Introduction
Scene 2: Vocabulary 1a
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Scene 3: Vocabulary 1b
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Scene 4: Vocabulary 2
Scene 5: Grammar 1
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Scene 6: Grammar 2
Scene 7: Song
Scene 8: Viewing
Scene 9: Story Time
Scene 10: Wrap Up
19

PROFESSIONAL DEVELOPMENT
The Our World Professional Development website helps you improve classroom practice and get the
most out of your young learners with resources available online.
New to the second edition The website includes:

Three new videos show teachers how to use • downloadable training videos for preprimary
the Our World Lesson Planner. Videos provide and primary teachers
instruction on:
• preview and review training slides
• how to teach vocabulary
• handouts for workshops
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• how to teach grammar
• links to additional development resources
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• how to teach reading and writing
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Routines
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A series of three-step teaching routines
offers teachers a streamlined approach to
lesson planning. The routines can be used
for any major lesson type and will help
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teachers execute successful lessons. THREE-STEP GRAMMAR ROUTINE
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The three-step teaching routines and all Step 1
other Professional Development materials • Model the Grammar topic by giving a personal example or using it in a
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real-world context
are available at: ELTNGL.com/OurWorldPD.
• Read or have a student read aloud the Student’s Book Grammar examples.
• Play the audio track and have students listen.
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Step 2
• Have students complete the Student’s Book activities. Have partners or small
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groups share their work.

• (Optional)
• Have students practice using the Grammar topic when it appears in the unit Song
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or applies to the Unit Opener photograph or other lessons.

• Help students explore and expand on the topic with a graphic organizer, diagram,
or other visual aid.
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Step 3
• Have pairs or small groups work together to complete and share the personalized
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or open-ended Student’s Book activities.

• (Optional) Have students personalize the grammar topic by
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• asking and answering questions.
• illustrating and acting out original dialogues or role-plays that use target grammar.
• creating and labeling diagrams, models, photo-essays, and other types of classroom
presentations that feature the topic being taught.
20

TEACHING WITH OUR WORLD
OUR WORLD PHILOSOPHY: • Goal-oriented learning contributes to Young

Learners’ success. In addition to the larger goals of
KEY CONCEPTS
educating students to be responsible global citizens
The Our World series reflects key concepts and in the 21st century and to be knowledgeable and
principles of English language teaching and learning. caring stewards of our planet, providing explicit
language learning goals helps learners understand
• Students learn through a process of constructing
the purpose of the activities they carry out.
meaning. They are active learners who work to
make sense of their world through interaction in • Learning about the world through theme-based
personal, social, and academic contexts. units is an approach that benefi ts Young Learners
because a variety of topics provides a meaningful
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• Activities designed for Young Learners
basis for exploration as well as a rich variety of
should provide multiple opportunities for the
language learning tasks.
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understanding and construction of meaning at a
level appropriate to the emotional and intellectual • Addressing the needs of the whole child in
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stages of their development. the language class includes paying attention
to learning styles, learning strategies, critical
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• Students learn effectively when they’re challenged
thinking skills, 21st-century skills, and universal
just one step beyond their current stage of
cultural values.
cognitive and language development. They
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most often need support from a knowledgeable • Authentic assessment of Young Learners
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person at this time to successfully understand goes beyond traditional paper-and-pencil tests.
and incorporate new information. In Our World, multiple opportunities for concept
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comprehension and performance provide a variety

of ways to determine students’ depth of learning.
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21

OUR WORLD CONTENT Home and Cultural Connections

It’s important to encourage Young Learners to
Global Citizenship connect to their home cultures while in the English
language classroom. Making connections to the local
To empower Young Learners for the 21st century,
culture helps Young Learners relate personally to
teachers of English as a Foreign Language must
the content and build a stronger understanding of
understand the global importance of English, as well
themselves and their place in the world. In addition,
as what it means to be a global citizen.
learning to express aspects of their own culture
Our World uses real-world and multicultural in English is another step toward effectively using
content to help Young Learners grow up to English as a global language.
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become successful global citizens. Dramatic
photos and content from National Geographic
Global Values
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and around the world spark curiosity and broaden
students’ perspective by exposing them to multiple Each unit in Our World has a National Geographic
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cultures and ideas. Value or Mission page that connects to the real-world
content presented in the unit. These pages promote
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Striking images and content allow Young universally recognized values for students, bring real-
Learners to explore people, places, and societies world content to the classroom, and inspire Young
as they learn to care about our fascinating and Learners to develop their curiosity and to value their
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ever-changing world. own cultural traditions as well as those of others.
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Unit 2
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My Place
• talk about my town.
• ask for help.
• give directions.
Look and check.
in the World
These children are in
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North America.
South America.
Asia.
Australia.
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VOCABULARY 1 a supermarket a drugstore
Old Delhi, India

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2 Listen and say. TR: 2.2 a hospital
26 Some people live in big towns. Other 27

people live in small villages. In both,
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there are interesting places to go. Are a train station a movie theater
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there places like these where you live? 6/27/19 11:18 AM
a post office a bakery
a toy store a police station
a museum a restaurant
3 Describe and guess. Use these

words. Work with a partner.
bread a doctor food movies
paintings a police officer a swing
You can get medicine here.
Shinjuku Gyoen Park, It’s a drugstore!

Tokyo, Japan
a park
28 Unit 2 29
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22

LEARNING ENGLISH THROUGH A framework for an integrated lesson should
include these four stages:
REAL-WORLD CONTENT
Students learn language and content at the same • Processing text: This includes the use of texts that
time, so it’s natural and authentic to incorporate incorporate visual, graphic, and other text structure
academic content into the English language markers such as headings and subheadings, as well
classroom. Our World uses subject-area content as as features like bold or italic text for emphasis.
the basis for motivating students to learn English and
• Identification and organization of knowledge:
to support what they’re learning in other areas.
This includes the use of graphic organizers such as
Integrating content from different areas such as Venn diagrams, timelines, flow charts, and tables.
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Language Arts, Science, and Social Studies makes
• Language identification: This includes the use of
language learning interesting and engaging.
language features that help students to reproduce
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It also helps prepare Young Learners who may
core content knowledge in their own words, such
eventually study these subjects in English. In addition,
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as the language of comparison and contrast, cause
contextualizing language instruction by integrating
and effect, and speculation; as well as features
it with other learning provides opportunities
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such as collocations, subject-specific vocabulary,
to reinforce in English the academic skills and
and academic vocabulary.
knowledge learned in other classes.
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hi • Tasks for students: This includes the use of
a variety of learner-appropriate tasks, both
receptive and productive.
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READING
culture and
park
1 Listen and read. TR: 2.8 art center
A satellite can
Eye in the Sky

see an open
gymnasium
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umbrella from
space!
sports
Satellites are machines in space that circle Earth. They help us talk stadium
to people on the other side of the planet. They can also study the
planet’s weather. This satellite is called GeoEye 1. It is the same size as baseball
river
stadium
a big car. It takes photos of our planet. These pictures can show our 681 km
continents and oceans. They can show our streets and houses, too! (423 miles) swimming
pool
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On the Internet, there are many photos and maps of Earth. We

can use these images to help us explore our world.
2 Look at the satellite map. Check T for True and F for False.
T F
This is a photo of the world. You 1. The gymnasium is next to the river.
can see the seven continents.
2. The sports stadium is between the gymnasium
Do you know their names? T F
and the culture and art center.
T F
3. The park is next to the gymnasium.
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T F
4. The gymnasium is near the swimming pool.
3 Read and write. Write the words in order from small to big.
continent country house planet street town
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small
big
WRITING Look! There’s VALUE

4 Talk about your town. Work with a the mall.
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This is part of Asia, the biggest continent.

Now we can see the countries clearly. Now we can see one town.
1 Read. We can use the word and to connect two ideas.
partner. You can use a photo or map.
Underline the sentences with andYes,
asit’s
you read.
next Explore It’s fun to find new
Here we can see South Korea. This is Pohang in South
Korea. Look! Can you see
My special place in the world
to the park.
your town. things in your town.
two stadiums?
My name is Jan, and I live in a town in
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36 Unit 2 37
Poland called Kazimierz Dolny. I have two
favorite places!
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There is a hill by the town. You can walk 2/7/19 4:21 PM Think. Pair. Share.
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to the top of the hill, and from there you
can see the whole town. It’s beautiful, and How can you explore your
it’s very quiet. town?
My second favorite place is the bakery!
My town is famous for its special bread.
The bakery makes bread in the shape of
a chicken. It’s delicious!
2 Write. Write about your special place in the world.
Shanghai, China
3 Share your writing. Work in a small group. Listen and fill the chart.
Name Favorite place
38 Unit 2 39
23

21ST-CENTURY SKILLS • Tools for working: Young Learners today aren’t

just learning English. They’re preparing to enter a
Today’s students are growing up in an
competitive global workforce. In order to be ready
interconnected world. The Framework for
for the future, they need to be able to navigate
21st-Century Learning deals with “the skills,
technology and to extract information from
knowledge, and expertise students must master
many forms of media. They also need to acquire
to succeed in work and life; it is a blend of content
technology literacy, information literacy, and visual
knowledge, specific skills, expertise, and literacies.”
literacy.
These skills can be categorized in four ways:
• Skills for living in the world: In Our World,
• Ways of working: Students need to communicate Young Learners are introduced in age-appropriate
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clearly and collaborate effectively. Our World ways to concepts such as openness to new ideas
helps students use the vocabulary and language and experiences, adaptability, and initiative. They
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structures they’re learning to communicate about learn about 21st-century professions such as cyborg
real-world content and collaborate on activities and anthropology, and are introduced to the work of
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projects in ways that allow them to meaningfully National Geographic Explorers, who are presented
apply the English they’re acquiring.
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as potential role models.
• Ways of thinking: Students need to think creatively Throughout Our World, Young Learners are
and critically. Our World challenges them to do introduced to people, places, and cultures from
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so. For example, in Level 5 students create musical hi around the world. At the same time students are
instruments from recycled materials and discuss how learning to recognize cultural similarities and
appreciate differences, they are also encouraged
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people in their communities can reduce their human
footprints. In Level 6, students learn to analyze to express their own culture in English as a first
techniques advertisers use to influence shopping step to building their intercultural awareness and
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behavior, brainstorm how to conserve water at competence. In short, Our World prepares students
school, and discuss the importance of local history to be curious, engaged, and well-informed citizens of
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and how to value it. the 21st century.

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PROJECT
Make My World circles.

I live in South America.
1 2
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Cut out six circles of different On the smallest circle, draw

sizes. a picture of your house and
write My House.
3 4
Now I can . . .
talk about my town.
ask for help.
On the other circles, do the Taking care, join the circles
same for My Neighborhood, together with a brad. give directions.
My Town, My Country,
My Continent, and My World.
40 Unit 2 41
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24

VISUAL LITERACY Our World uses a variety of images of different
types to help Young Learners understand text and
Visual literacy is a necessary skill for the 21st
organize information; some examples are tables
century, which is increasingly image-, media-, and
and charts, diagrams, mind maps, T-charts, maps,
technology-driven. In the past, the term “literacy”
bar graphs, calendars, timelines, line graphs, Venn
referred to being able to read and write, but today
diagrams, cause-and-effect arrows, and pie charts.
it includes the interpretation of various kinds of
texts in print and media. Visual literacy is the ability National Geographic has one of the most
to construct meaning from images such as photos, impressive and highest-quality collections of photos
illustrations, graphic organizers, signs, symbols, and video in the world. These visuals enrich the Our
information graphics, and video. World print, video, and media components. These
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materials help Young Learners become visually
Brain-based research shows that 80%–90% of the
literate through imagery that reflects print and
information we take in is visual. Learning a language,
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media in the real world. This will further help them
then, is not only reading and writing words; it is also
to succeed as 21st-century citizens.
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being able to understand visual information and
communicate it to others. An additional benefi t of
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learning information simultaneously through text and
visuals is that it can dramatically improve retention
and recall.
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READING 2 Read. Check T for True or F for False.
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T F
1 Listen and read. TR: 3.9 1. There is an International Balloon Fiesta every year.
Hot Air Balloo 2. Hot air usually goes down. T
T
F
F
It’s always exciting to see a colorful hot air balloon 3. Balloons are always round.
in the sky—but here there are hundreds! In October
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T F
of every year, balloonists gather at the International 4. The pilot stands in the basket.
Balloon Fiesta in Albuquerque, USA. About 600
T F
balloons are up in the sky at the same time! 5. The chase team uses a radio to talk to the pilot.
How does a hot air balloon fly? When the balloon
is on the ground, people light gas to make a small
3 Read. Write the sentences in order.
fire. The fire heats the air in the balloon. Because hot
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air always rises, the balloon begins to go up into the The wind blows the
air. The pilot of the balloon stands in the basket and 2
balloon along.
lights the gas to go higher. The wind then blows the
balloon along. People light a fire to heat
1
Usually, there’s a group of people on the ground the air in the balloon.
called the “chase team.” They follow the balloon in a
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truck. The chase team uses a radio to talk to the pilot. The pilot lands the
The pilot looks for a safe place to land the balloon and balloon safely.
tells the chase team where to go. Then the chase team
takes the balloon and the pilot back home! The balloon goes up
into the air.
The pilot talks to the

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chase team.
4 Talk. Look at the photographs from the balloon fiesta.

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

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The first passengers in a

hot air balloon were a chicken,
a duck, and a sheep!
52 Unit 3 53
25

VIDEO AND TECHNOLOGY The Classroom Presentation Tool allows

the introduction of many types of content, including
Video is a powerful tool that can bring the world
video, audio, and interactive activities, into the
into the classroom and the classroom to life. In
classroom using either an interactive whiteboard or
learning language, video can be especially valuable
a computer with a projector. Young Learners love
because it provides real-world contexts that help
games, and the Classroom Presentation Tool includes
students experience language in a natural and
games that present and practice Student’s Book
dynamic way.
lessons in new and unique ways. These activities
Our World Video is flexible. Lessons can be allow for teaching and reteaching that will engage
presented from the Student’s Book first, and then the whole class. Through the use of these games,
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followed by the corresponding segment in the video students have opportunities to predict, to think
to review and check comprehension. Or the video can critically, to work in teams, to sing along, and to use
be used to present target language and then followed English in a safe and motivating environment.
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by Student’s Book review and practice. Either way,
More importantly, building students’ media and
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using video regularly helps contextualize language
digital literacy skills helps prepare them to use
instruction and engage students in the classroom in
English in the real world in the 21st century.
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fun and meaningful ways.
A variety of Online Practice Activities provide
Videos in Our World are divided into short,
engaging opportunities for students to review
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manageable clips that present the following:
target language, grammar, reading comprehension
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• vocabulary presented with amazing photos strategies, and even the unit song in class or
independently at a self-directed, comfortable pace.
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• grammar in animated contexts Students receive immediate feedback with each

online activity and can revisit challenging topics as
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• songs performed by fun hosts

often as necessary.
• video clips that give examples of
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real-world communication
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• stories read by the hosts using images from the

Our World Readers
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CHARACTERISTICS OF • Tactile learners use touch and the manipulation
of objects to help them process and remember
YOUNG LEARNERS
information. They depend on their physical and
In general, Young Learners are energetic and material surroundings for cues. For example, when
spontaneous. They don’t like to sit still for long trying to concentrate, they may flip pencils or play
periods of time, and they have relatively short with their hair. To understand instructions, they
attention spans. They can be easily distracted, but need to see, hear, and physically carry them out.
are curious and will pay attention if the topic is Tactile learners do well with arts and crafts, flash
interesting or if the activity is engaging. cards, puzzles, board games, and realia.
Although these characteristics can make • Kinesthetic learners process and remember
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teaching Young Learners challenging and even information through physical movement. Like
difficult at times, they can also make the Young tactile learners, they touch and manipulate objects,
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Learner classroom joyful and rewarding. By using and they’re good at working with their hands.
developmentally appropriate activities that cater They understand directions for activities more
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to their learning profiles, Our World keeps Young easily when they can see, hear, and physically carry
Learners active and engaged.
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them out. They need to release tension through
movement and will look for ways to do so—going
Learning Styles to the pencil sharpener or trash basket several
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times, for example. Kinesthetic learners do well with
Young Learners tend to process information
hiTotal Physical Response (TPR) activities, charades,
about the world primarily through their senses.
role-plays, puzzles, and board games.
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The principal sensory learning styles are visual,
auditory, tactile, and kinesthetic.
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• Visual learners notice the details of their

surroundings and use color, shape, and position to
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help them learn and remember information. They

tend to understand instructions for activities better
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when they’re shown rather than told what to do.

Visual learners respond well to board work, and to
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activities involving photos, drawings, flash cards,

posters, video, arts and crafts, murals, projects,
puzzles, and board games.
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• Auditory learners learn and remember

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information through sound and rhythm. They

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memorize information easily and can repeat back

the text of stories, role-plays, and song lyrics after
listening only once or twice. They understand oral
directions for activities and may be willing to act
them out or repeat them for other students. They
do well with listening and pronunciation activities,
and enjoy discussions, sound tracks, video and
computer games, songs, and chants.
27

SKILLS AND STRATEGIES Critical Thinking Skills

Critical thinking is a higher order of thought that
Learning Strategies involves analyzing, evaluating, and synthesizing
information. In many Young Learner classrooms,
Strategies are generally defined as behaviors that
teachers’ questions may be limited to basic
learners use to understand and complete a task.
comprehension questions (What is the story about?
Learning strategies and their use and instruction can
Is it a happy or sad story?) and to display questions
benefi t Young Learners as well as adults. Strategies
(How many planets are there in our solar system? Is
generally fall into three categories: metacognitive,
the moon hot or cold?).
cognitive, and social-affective.
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Students ask questions that activate skills such as
• Metacognition is “thinking about thinking.” For the following:
Young Learners, this means helping them plan
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before doing a task. They need to think about • Classifying What are (two) ways you can
the purpose of the task, what information is most group together these words?
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important, how they will use the information, what
• Comparing How are (dogs) and (wolves)
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the best way to do the task is, and how much they
alike?
understand about the task.
• Contrasting How are the (cassowary) and
• Cognitive strategies include accessing prior
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(ostrich) different?
knowledge about a topic, seeing how new
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information connects to the material the student • Making Inferences Looking at these effects,
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already knows, identifying where more information what do you think is the cause?
could be accessed, thinking of good ways to
• Predicting What will happen when (the
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organize the material, and identifying ways to

volcano erupts)?
remember the new information.
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• Problem Solving What are some ways we can

• Social-affective strategies are especially useful in
solve the problem of (conserving water
language classes, as language is social by nature.
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at school)?
While using English, Young Learners can ask for
explanations from teachers and classmates, find • Ranking How would you list your (favorite
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out how and when they can ask for help, discuss sports) from one to five?
how they can work together with classmates, and
discuss how they can get and give feedback. • Sequencing When (planting vegetables),
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what are the steps in order?

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• Using Graphic Features What do the title,

caption, diagrams, and photographs tell you
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about what you’re going to read?
• Visualizing How do you picture (the treasure)

in your mind?
28

CREATING SUCCESSFUL LESSONS • Practice An important step focuses on students’
first efforts to use new target language. For Young
Effective teaching begins with a lesson plan. A
Learners, practice is guided, meaning that students
lesson is like a road trip that requires a map: the
are provided with the structures and vocabulary
final destination or goal cannot be reached without
needed to produce the target language. While
carefully planning each stop along the way. A lesson
students are not expected to create new language
plan is the map. The steps in a lesson plan help
independently, the goal is to provide opportunities
learners reach lesson objectives, which are the final
for them to try out new language in order to
destination of the trip teachers and students are
prepare for real communicative contexts.
taking together, successfully.
• Apply At this stage, students should be able to
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A good lesson plan has many benefi ts. It helps
use new language in realistic contexts, as well as
teachers prepare for class and includes gathering or
personalize the language with respect to their own
creating the materials needed to make the activities
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lives. Application further develops students’ abilities
successful. It lays out step-by-step instructions that
to use language communicatively.
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provide a guide for every moment in class. But most
importantly, it requires teachers to define objectives • Extend Extension activities are additional
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for the lesson, and plan activities in a sequence that communicative activities that help students
will ensure student success. personalize new language and use it in realistic
contexts. These activities are not found in the
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Student’s Book and are designed to provide
Stages of a Lesson
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additional opportunities for real communication
Our World uses six basic steps recognized as the
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among students in the classroom.
standard for effective language instruction: Warm
Up, Present, Practice, Apply, Extend, and Wrap Up. • Wrap Up This might be a quick review in game form
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of what was learned in class or even a simple song

• Warm Up These activities create interest and or chant. The wrap up might be a conclusion to a
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excitement about the topic and prepare learners pair-work extension activity in which the teacher
for the new language input. They help EFL students asks individual students what they learned from
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switch over from their native language to English, their partners.

prompt them to remember material from earlier
lessons, and build students’ confidence about what • Three-Step Routines In addition to the explicit,
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they know. guided instruction provided in the Lesson Planner,

Our World also offers a series of three-step teaching
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• Present Teachers should take time during this step routines as an alternative or streamlined approach
to provide meaningful listening and reading input. to lesson planning. These routines can be used for
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Activities should require the use of the four skills any major lesson type and contain all of the major
in order to reliably check students’ comprehension.
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elements of successful lessons in consolidated form.

The Our World Lesson Planner provides multiple
activities to present and check comprehension
of language in support of the activities in the
Student’s Book.
29

Lesson Adjustments Successful Activities

Teachers must keep in mind many different Activities for Young Learners should above all
elements as they plan their lessons. They identify be meaningful and purposeful. Engaging students
learning objectives and match appropriate activities in authentic and meaningful contexts helps them
to them. They plan how they will use their physical recognize and remember language patterns.
space and seating arrangements for individual, pair,
Instead of presenting language as isolated
and group work. They collect the materials and
grammar structures to be analyzed, teachers do well
equipment they will need. They think about time
to present language in realistic contexts and provide
management and pacing. But no matter the plan,
plenty of opportunities for students to repeat,
teachers know to expect the unexpected as the day’s
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recycle, and use English in order to communicate
lesson unfolds!
meaningfully with one other.
In a classroom full of Young Learners, there are
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Activities are supported and scaffolded
many factors teachers cannot control. Successful
Scaffolding is used to describe the exterior support
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teachers learn to be creative so that they can adapt
structure around a building under construction. As
to unplanned events, whether they be a surprise
the building is completed, the scaffolding is taken
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fire drill, equipment failure, or unexpected student
away, and the building stands on its own. In the
behaviors. This includes adjusting instruction based
same way, teachers provide scaffolding to students
on students’ unique personalities, their mood swings,
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in order to help them construct knowledge and learn
their varied interests, and their diverse personal,
language effectively.
cognitive, and emotional needs.
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Our World prepares students for success by
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In mixed-ability classes, for example, teachers
supporting and scaffolding the learning process and
spend more time with some students than with
by breaking tasks down into small, achievable steps
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others. When this is the case, they have ready a

that help build student achievement.
number of other activities for the rest of the class
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to do. These may include starting homework in Activities are active and hands-on Our
class or choosing something from an activity box World materials promote an active and hands-on
classroom. Because so many students are kinesthetic
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that includes worksheets, puzzles, board games,

vocabulary cards, comic books in English, and class- learners and like to move their bodies and move
produced books. In the Our World Lesson Planner, around the room, it’s important to make instruction
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teachers have a variety of activities to choose from, physically active whenever possible.
including extension activity suggestions that are not Activities are enjoyable and interesting The
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in the Student’s Book. photographs and activities in Our World will capture
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In addition, many additional activities and games students’ attention and interest. Each unit is full of
are available in the Classroom Presentation Tool, activities that Young Learners find fun and engaging,
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Online Practice activities, and the Our World Video. such as singing songs, listening to stories, and playing
games. In addition, the video program and the
Classroom Presentation Tool contain a wide variety of
motivating and enjoyable activities.
30

Repetition and Recycling recycle language, they use it again in another
context. Within a typical unit of Our World, new
Classrooms should provide plenty of opportunities
vocabulary and language are regularly recycled
to practice the language. Using repetition and
and used in different contexts within the song,
recycling is important when working with Young
the grammar activities, and games, as well as in
Learners. Luckily, if there’s a fun song, students will
the Reader and storytelling activities.
ask to sing it again. If there’s an interesting story,
they’ll ask to hear it again! Repeating is a natural Our World also recycles language from unit
part of a student’s learning process. Our World to unit and level to level. For example, in one
provides plenty of opportunities for meaningful lesson students may learn vocabulary for different
repetition, especially if the video program and/or clothes. A teacher may recycle this language by
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Classroom Presentation Tool is used in conjunction teaching about the weather and asking students
with the Student’s Book. Students will have the what to wear when it is hot and sunny or when it is
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chance to hear, repeat, and use vocabulary and cold and snowy. Recycling helps students increase
grammar multiple times. their proficiency by getting them to use the language
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in a new context. This makes the learning process
Recycling is also important as a way of improving
more authentic and meaningful.
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Young Learners’ ability to understand new language
structures and use them correctly. When teachers
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31

CLASSROOM MANAGEMENT Classroom Rules and Routines

As teachers everywhere know, real learning The establishment of rules and routines in the
requires a well-managed classroom. Expectations Young Learner classroom is particularly important
of proper classroom behavior can vary from culture because students need clear rules and predictable
to culture, but in all cases, effective classroom routines in order to function successfully.
management goes beyond dealing with misbehavior Teachers should communicate rules clearly and
only. Many aspects of teaching can affect the simply and make sure they’re consistent in enforcing
behavior of students in the classroom. them with age-appropriate rewards and sanctions.
When possible, allow students to help create the
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Time rules and consequences. The teacher and students
may together come up with rules such as Be quiet
Effective teachers use their class time carefully.
when someone is talking; Raise your hand to talk; or
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They plan the time it takes to greet students and
Be kind to others. Work hard, Share, and Cooperate
start the class, the duration of each activity, the
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are other options. Display the rules on a poster on
time spent between activities, the time it takes
the classroom wall, or provide each student with a
for student breaks, and the time it takes to assign
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copy to keep in their notebooks.
homework and end the class. They reserve time to
be used as needed during the class. In addition, Equally important is the establishment of
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they keep in mind what is known as “wait time,” predictable routines. Young Learners feel most
secure when they know what to expect during
the amount of time the teacher waits for a student
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to answer a question. Some teachers count to ten different stages of a lesson.
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slowly and silently, while others use a watch to
allow from three to five seconds. This helps students
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formulate better quality responses.

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Activities and Transitions

It’s important to have all materials needed for
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each activity ready before class so that Young

Learners don’t have time to get restless. Activity
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instructions are another area that can require

advance planning. To keep students’ attention, it’s
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a good idea to read all activity instructions before

class so that there is time to simplify or modify them
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if necessary.
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Moving smoothly from one activity to another

requires planning transitions. For the youngest
learners, this could be a clapping chant (“We are
done/That was fun/Now let’s do/Another one.”),
visual cues such as a teacher-held stop sign or
flipping the light switch on and off three times,
or auditory cues such as a whistle or bell. If the
previous activity has involved movement, a useful
transition to the next activity can be having students
close their eyes and rest their heads on their hands
for a moment.
32

THE FOUR SKILLS: LISTENING, Speaking
SPEAKING, READING, AND WRITING Listening and speaking are the communicative
foundation for language learning. Question and
Our World provides multiple opportunities
answer exchanges, whether between teacher
for Young Learners to develop all four skills in a
and student or between student and student,
balanced and age-appropriate way.
play an important part in the classroom. At first,
Young Learners will rely on modeled language in
Listening their exchanges, but it is important to introduce
In the classroom, Young Learners benefi t from opportunities for personalized, authentic language
multiple opportunities to listen to and practice use as soon as possible.
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routine language, vocabulary, basic structures, Gradually move away from display questions
and patterns. And while practicing listening and to which students provide already-known answers
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speaking together is very important, so is a focus to show their comprehension, such as “What color
on listening-only activities, some of which develop
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is your hair?” or “How many students are in our
students’ discrimination of sounds, words, and class?” to authentic communication questions to
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sentence boundaries, while others may focus on which the answers are not yet known, such as “What
stress, rhythm, and intonation. animals2 make good pets?” or “When do you usually
TR: 3.5
Songs, chants, and poems are natural, fun, and play soccer?” Be sure to regularly include speaking
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Name
engaging ways to practice English. In addition, and listening opportunities
hi Scooter such
Bus as games, group
Bike
they can provide additional support to students discussions, and project presentations. The more
✔
relevant the language is to learners’ lives, the more
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who need support with basic listening strategies
such as identifying the main idea and details. meaningful and memorable✔ it becomes.
English learners can listen for sequence (first, next,
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Our World provides many different

✔
speaking
then, finally), for time frames (verb forms signaling models, including work✔ with Basic Interpersonal
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present, past, or future time), and for cause and Communication Skills (BICS) and Cognitive Academic
effect (why, because), among other strategies. Language Proficiency (CALP) in Levels✔4–6 in the
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sections titled Let’s Talk. In addition,

✔ students gain
2 Listen and check. TR: 3.5 valuable practice with rhythm, stress, and intonation in
songs 3and chants, and with pronunciation and sound
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Name
Scooter Bus Walk Bike
discrimination using The Sounds of English Cards.
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Miguel ✔
I ride my bike.
Carlos ✔
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4 Talk about you and your

friends. Work with a partner.
Fernanda ✔
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How do you get to school?

Rosario ✔
Tomas ✔
49
Graciela ✔
33

Reading During reading, it is useful to train students to ask

themselves silent questions such as Who, When,
A unique feature of the Our World series is
Where, What, Why, and How and find the answers
the use of engaging content from the world-
as they go. They can also underline or highlight
renowned National Geographic archives. Students
information as they read or make brief comments in
are naturally curious about the world around them
the margin.
and will enjoy reading about topics such as copycat
animals, chocolate, flesh-eating plants, and pirate After-reading activities include comprehension
shipwrecks. Readings are age appropriate and questions but can also include questions that require
provide basic practice in reading strategies such higher-order thinking, questions that require learners
as identifying the main idea, finding details and to support their ideas and opinions, summaries, and
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examples, figuring out meaning from context, and graphic organizers. Additional readings are found in
relating texts to graphic organizers. the Workbook.
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The Lesson Planner includes a variety of before-, In addition, nine Our World Readers accompany each
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during-, and after-reading tasks that draw students of the six levels. These Readers are age appropriate and
deeper into texts. Before-reading activities help are designed so that they may be read independently,
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prepare learners for the reading by drawing their either in class or at home. Each Reader is thematically
attention to titles, headings, photos, and captions; related to the corresponding Student’s Book unit
and contains some of the unit target grammar and
by accessing what they already know about the topic;
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vocabulary. Texts are an entertaining and informative
and by predicting what the reading might include. hi mix of fiction and non-fiction.
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EXTENDED READING
2 Write numbers to put the story in order.
Mouse sees Lion in a net.
THE LION
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Mouse chews the net.

Lion laughs and drops Mouse.
and the Mouse Lion thanks Mouse.
Lion is sleeping in the grass. Little Lion catches Mouse.
Mouse doesn’t see Lion. She runs right
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over Lion’s big paw.

3 Read. Use the words in the box (or other words) to write
“Aha! I’ve GOT you!” says Lion. “Lucky me! sentences that describe Mouse and Lion. Work with a partner.
I always eat a snack before I sleep. Mmmm.
What a nice snack!” He picks Mouse up. EXTENDED READING
“Oh, please! Don’t eat me!” says Mouse.
big clever funny scared small 2 Read and match. You can match more than one.
strong
“One day, I can help you!”
“You? Help me? A little mouse! Ha! Ha!”
The Gingerbread Man Mouse Lion Grandma • runs after the gingerbread man.
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says Lion. He laughs and laughs. “You’re lucky.

I’m not very hungry today. You can go!” Grandma makes a beautiful gingerbread man. “Mmmm. I’m hungry.
He drops Mouse. I want to eat you,” says Grandma.
Mouse runs away! The gingerbread man jumps up. He says, “You can’t eat me! Run, fox • is hungry.
Many days later, Mouse is running in the run, as fast as you can. You can’t catch me, I’m the gingerbread man!”
grass again. She hears Lion. Grandma is surprised!
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“Roar! Oh, roar! Help! Please, can anybody help The gingerbread man runs out of the house. Grandma runs after him. coyote • makes a gingerbread man.
me?” asks Lion. He is in a big net. He is worried He runs to a forest. He sees a fox. “Mmmm. I’m hungry,”
and angry. “I can’t get out,” Lion says. says the fox. “I want to eat you!”
EXTENDED READING
4 Express yourself. Choose an activity.
“I can help you,” says Mouse. “I can use my teeth! The gingerbread man says, “You can’t eat me! Run, run, as fast as turtle • takes the gingerbread man across the river.
I can chew the net!” you can. You can’t catch me. I’m the gingerbread man!” 2 Write. Complete the sentences with words from the box.
1 Listena.and Drawread. pictures. Turn the fable into a comic book story.
at
TR: 9.8
Mouse chews and chews. Soon Lion is free. He sees a coyote. “Mmmm. I’m hungry,” says b. Make bag puppets. Perform the fable for your class.
THE Paralympics
disabilities four medals parade swim
“Thank you, Mouse!” says Lion. the coyote. “I want to eat you!” The coyote runs
after the gingerbread man. c. Think of another fable. Tell or read it to the class. 3 Read and check. Check T for True and F for False.
“You’re welcome,” says Mouse. “Even a little
The gingerbread man says, “You can’t eat me! You’ve probably heard of the Olympic Games. People from many countries
1. The gingerbread man is a cookie. a. The Olympics Fand the Paralympics take place every
mouse can help a big lion!” T
Run, run, as fast as you can. You can’t catch me. come together every four years to run, swim, and play other sports at the
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I’m the gingerbread man!” Olympics. Another great sporting event, called the Paralympic 2. Games, alsodoesn’t
The fox takes want to eat the gingerbread man. T F
years.
place every four years.
He runs to a river. He sees a turtle. “I’m not hungry. b. Paralympians are athletes who also have .
3. The turtle helps the gingerbread man. T F
I don’t want to eat you,” says the turtle. At the Paralympics, people with disabilities come together to run, swim,
and compete at sports. Years ago people with disabilities didn’t take part in c. At the beginning of the Paralympics, there is a .
“Oh, good!” says the gingerbread man. “I have tomany sports. Now at the Paralympics they compete in sports such as skiing,
d. After he saw the Paralympics, Daniel Dias learned to .
cross the river! Can you help me, please?” wheelchair tennis, and judo. At the beginning of the Games 4 they
Express
dress in yourself.
their Choose an activity.
58 Extended Reading “Yes, I can,” says the turtle. “Jump on my back.” national uniforms and take part in parades. When they win, they receive medals 59
that celebrate their strength. a. Write a short paragraph about what happens 3 toRead.
the gingerbread
Write a list of Paralympic sports from the text. Can you
The gingerbread man jumps on the turtle’s back. man next.
They swim across the river. Daniel Dias was born with no hands and only one foot. In school, children think of more? Work with a partner.
OW2e_SB_3_31995_058-059_U1-3ExtRdg_PPDF.indd 58 2/21/19 9:35 AM called him names.
OW2e_SB_3_31995_058-059_U1-3ExtRdg_PPDF.indd 59 He stayed home a lot. He didn’t do much. When he was
b. Make masks and perform
2/8/19 9:43 a
AM play about the gingerbread man.
The gingerbread man jumps off the turtle’s back.16, Daniel watched the Paralympics on TV and saw disabled people like him
He says, “Thank you,” and runs away. swimming. He exercised and learned to swim. Soon he was fit c.and Make or bake
strong. He your own gingerbread man. Take photos. Share them
was also very fast. He won gold medals in his first Paralympic Games with in Beijing.
your class.
“Run, run, as fast as you can. You can’t catch me.
I’m the gingerbread man!” The Paralympic Games changed Daniel’s life. They are also helping to change a. Learn about a Paralympian from your country. Tell the class about
how people see Paralympians and other people with physical disabilities. him or her.
b. Pretend that you are a journalist and your partner is Daniel Dias.
Act out an interview with him.
c. Make a poster about the Paralympics.
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Writing A complete model is provided for each writing
task in each unit in Student’s Books 1 through 6,
Younger learners are systematically introduced
so that learners have clear, meaningful examples
to writing beginning in Level 1, where they work
of what they are expected to do. When they are
at the word level, gradually move into sentence
finished, writers read their work to classmates, who
stems, and finally to one to three simple sentences.
listen actively to fill in a chart or take notes. Students
Students draw and then write about their drawings.
are encouraged to give constructive criticism when
In Level 2, Young Learners are guided to organize
applicable, pointing out things they liked, found
and write short paragraphs through answering
confusing, or wanted to know more about.
specific questions. In Level 3, students learn about
compound sentences, descriptive words, the parts of Teachers may want students to create individual
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a paragraph, complex sentences with because, and writing portfolios for evaluation purposes. A writing
sequence words. In Levels 1 through 3, a page in each portfolio is a file or folder of each student’s written
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Workbook unit provides additional writing practice. work, assembled over a period of time. It contains
final drafts of assignments, but it may also contain
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In Levels 4 through 6, older learners are introduced
samples of works in other stages of the writing
to the concept of paragraph unity, and to different
process, such as word maps, outlines, research
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writing genres such as journal entries, blogs, reviews,
cards, rough drafts, letters, poems, copies of
and paragraphs of opinion, of cause and effect,
group-produced work, and inspirational images.
of contrast, of comparison, of exemplification, of
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The teacher, together with the student, reviews
fact and opinion, of persuasion, of classification, hi selected work and comments on the student’s
and more. Students are guided step by step in
writing progress.
the Workbook for each writing assignment in the
ap
Student’s Book. Additional writing tasks are provided

in the Workbook as well.
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WRITING
WRIT
1 Read and write. Read about winter. Use or to join the underlinedING
ragraph
Wr ite the pasentences. Write the sentences. 1
WRITING an amazing
bik e. Read
. Unde
ou t s.
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Read ab rlined sent

ence rline th
d write. what e word
1 Read an n the unde the an
s that
“but” to joi imal d
oes. W tell w
again, using ne? It liv es in gr rite th hat th
bike like mi e nam e
e of th animal looks
ng Bike! ha ve a lo ng ne as slands.
My Amazi can’t sw im. Do you ng ! I like eyes an
ck. It
eats le It is br e anim like an
It can fly
. It e is amazi aves at own and ye al. d
bike. . My bik d ea rs.
azing
am ocean th llo
W hat e tops w.
I have an ’t go under the is it? of tree It can run.
on. It can
io
s. It us It has
to the mo the rain. It’s a es its lo
It can fly es I ride in long to ng legs and
the sun. Sometim 2 . ng ue
to clea a
to ride in Dra n its
wfeel
a pcold
I like winter. We throw snowballs. Sometimes we build a snowman. We
Te icture
after we play in the snow. We sit by the fireplace. Sometimes we takell aw of
Read
hot it looks an anima
hatshower.
shower
l. Desc
at
Then we have a snack. We eat soup. Sometimes we drink hot chocolate. yo like. Te ri
ur desc be it.
ription ll what it d Tell w
here it
and as oes. T
k, “Wh hen w lives.
at is th ork w
e anim ith a p
al?” artne
r.
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your
ite about
d draw. Wr rtation.
2 Write an of transpo
n am azing form aw a 2 Write and draw. What do you do during school vacation?
ow but. Dr
ces with
Use senten Write. Use sentences with or to show choices. Draw a picture.
ture of it.
pic
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My Amazi
amazing
I have an
This an
im al lives
It can
. It is
It eats . It ha
. s
52 Unit 4 .
64 U . It us .
nit 5 es its
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3 11/04/2019 OW
38 Unit
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05_CPP
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_U03_CPP
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OW2e_WB_
12/03/20
19 19:3
8
35

VOCABULARY For older learners, vocabulary items are related to

their own lives (habits, chores, likes and dislikes), to
Our World helps develop vocabulary through a
their relationships (as family members, as friends, as
variety of activities that encourage communication.
members of the community), and to their studies at
The target vocabulary items in each unit are
school (science, health, language arts, social studies,
presented in thematically related, meaningful
sports). Encourage students’ active involvement in
contexts, and then recycled several times in different
vocabulary learning through the use of pictures,
activities and across different program components.
Flashcards, Posters, arts and crafts, kinesthetic
Active vocabulary consists of words necessary to
games, projects, personal dictionaries, word mobiles,
understand and talk about the unit theme, as well
and word walls.
as high-frequency, high-utility items used in real
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communication relevant to the world of the student. Have students keep vocabulary notebooks in
which they write definitions, use words in sentences,
For younger learners, many items are related to
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develop word maps, note collocations, and build
the same concepts they are exploring in their first
word groups (photo, photograph, photographer,
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language, such as colors, shapes, and numbers.
photographic, photographically).
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ap
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LEVEL 3 88
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LEVEL 3 92
LEVEL 3 96
36

GRAMMAR As learners age and develop cognitively, they
are invited to notice certain language features and
Our World presents grammar in age-appropriate,
think about how they function. The oldest learners
meaning-based ways. Because their analytical skills
can keep personal grammar reference notebooks
are not yet fully developed, younger learners gain
in which they have a page for each grammar point,
little from analyzing forms and memorizing rules
with examples of form, meaning, and use. They can
the way many adults do. They benefi t more by
also record their most frequent errors and write a
seeing many repetitions of a target grammar
corrected version of each one in their notebooks.
point in different meaningful contexts, and by
using grammar as unanalyzed “chunks” that help Grammar practice in the Student’s Book is
them communicate. supported by additional activities in the Workbook,
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Grammar Workbook, Video animations, and the
The grammar boxes in Student’s Books,
Classroom Presentation Tool.
Workbooks, and Grammar Workbooks show target
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points in meaningful sentences that students can use
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as models for language production.
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GRAMMAR 2 GAME TIME!
hi
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But as a contrast 1 Go through the maze.
Write.
My sister takes a taxi to the mall, but my brother rides his bike.
1. I ride a bike
to the scooter .
1 2. I ride the
gr
Read and write. Read the sentences and rewrite using but.
to the .
1. My sister walks to school. My brother rides his bike to school.
My sister walks to school, but my brother rides his bike to school. 3. I take the
to the .
2. I don’t like to pedal uphill. I like to coast downhill.
GRAMMAR 1 2 Listen and check. TR: 3.5
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4. I ride the
too
3. She walks to the movie theater. She takes a bus to for
the agreeing
mall. TR: 3.4 to my .
I ride my scooter to school. I do, too. Name
I take the bus to school. 2 I take
I don’t. Write. Use words
the subway. from the box. Scooter Bus Walk Bike
4. He eats snacks after school. He always eats hisMy
dinner.
brother rides his bike to school. My brother does, too.
My sister rides her skateboard to school. My sister doesn’t. She walks. Miguel
but coasts downhill does doesn’t pedals uphill scooter taxi
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5. A penguin can swim. It can’t fly.

1 Read. Write a sentence with do, don’t, does, or doesn’t. Carlos
6. The girl is smiling. The boy is frowning.

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

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

Read, listen, and talk. Go to the back of the book. Work with a
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partner. Take turns. 2. She takes a to the ferry, he rides a motorcycle.
3. I ride my scooter after school.
3. Sara . Roberto . He .
Graciela
SECOND EDITION
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3 Listen and read. Can you say these fast? TR: 3.4
4. My cousins go on vacation by airplane every summer.
Learn your world. 3
1. A motorcycle moves Mary to the mall on Monday. Look. Write sentences about Marco’s survey.
SECOND EDITION
Achieve more with Our World, Second Edition, a best-selling seven-level series for young
2. Take a taxi to the tall tower tomorrow.
learners of English.
5. I take my dog to the park every day. Experience more of the real world with content that motivates learners to use English,
Tomas walks to school.
at
3. Six scooters scoot to the subway.

including surprising photography, meaningful stories and readings, immersive video, and
34 Unit 3 incredible National Geographic Explorers. She takes the bus.
Fernanda doesn’t. 35
Learn more about the world through cross-curricular topics that challenge learners and
deepen their understanding of the world in English.
I ride my bike.
Help learners achieve more through collaborative projects, extensive critical thinking and
OW2e_WB_3_32381_028-039_U03_CPP.indd 34 13/02/2019 18:21 visual literacy work, and activities
OW2e_WB_3_32381_028-039_U03_CPP.indd 35 that inspire meaningful thinking and sharing. 11/04/2019 18:04
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Our World truly brings the world into the classroom and improves learning outcomes,
motivating learners to use English to show the world what they can do—and achieve more. friends. Work with a partner.
Inside every Our World Grammar Workbook:
• Expanded charts with new examples, student-friendly explanations, and two pages of How do you get to school?
practice for every grammar topic in the Our World Student’s Book
• Three Review sections, each with two pages of comprehensive and integrated practice for
six grammar topics
• A Cumulative Review, with four pages of additional practice integrating the grammar,
themes,
Yankou, and vocabulary from all nine units
China
48 Unit 3 49
CEFR correlation
Pre–A1 A1 A2 B1
AMERICAN ENGLISH
Bringing the world to the classroom

and the classroom to life
GRAMMAR WORKBOOK
ELTNGL.com/ourworld2e
A PART O F CE NGAGE
OW2e_GWB_L3_36891_covers.indd 1-2 31/05/2019 12:26
37

ASSESSMENT
Because of young learners’ age, level of maturity, • Tests should motivate learners and build learner
limited range of experience, and cognitive, linguistic, confidence. Teachers work hard to include a variety
and literacy development, they need appropriately of motivating and fun activities in their lessons,
designed assessment tasks, whether traditional or and they are conscientious about providing praise
performance based. and constructive feedback to their students in
• Tests should mirror learning. The material class. Students should have the same opportunities
actually taught in class is what is assessed. Tests for fun engagement and motivating feedback in
should reflect the objectives of the curriculum their assessments.
and provide students with the opportunity to
• Tests should take place over time in order to
demonstrate what they know and what they can
collect evidence of growth. Assessment should
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do with the language in tasks and formats that are
not be approached as an occasional but necessary
similar to the ones they have experienced in class.
evil. Indeed, the more frequently students are
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• Tests should contribute to learning on the assessed through a variety of ways, the less test
anxiety they may have and the more practiced and
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teacher’s part as well as on the student’s
part. Test results should provide teachers with confident they may feel during assessments. The
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information on which to base subsequent Our World series ensures that students engage in
instruction, especially modifications that are needed a wide variety of communicative activities in each
for some or all students. Results should provide thematic unit, and many of these themes and
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information to learners on their current strengths hi activity types are correspondingly reflected in the
and weaknesses and progress in learning English. assessment process.
Our World provides many opportunities for both
ap
• Tests should include a variety of techniques that
formal and informal assessment of different types.
correspond to learners’ different intelligences
The typical paper-and-pencil test with formats such
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and learning styles. That is to say, tests should

as multiple-choice, true/false, matching, and fill-in-
provide opportunities for learners who are not
the-blank is one example of formal assessment. In
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primarily linguistically, logical-mathematically, or

many language curricula around the world, these
spatially inclined but rather demonstrate other
task types remain popular.
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types of intelligences or learning styles.

The Our World ExamView© Assessment Suite
• Tests should be contextualized and reflect
includes test banks that allow teachers to generate
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relevant tasks and language for young learners.

and customize various kinds of written tests, including
Assessment items are more authentic when they
Placement Tests, nine Unit Quizzes, three Mastery
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reflect a previously taught theme or body of

Tests, and a Final Test.
content, and when the language tested is that used
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by young learners in class and in their real lives. Accurate assessment reflects not only what
students can recognize and produce on a written
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• Tests should allow all learners to experience test, but also what they can realistically do as they
success. Assessment should provide both actually use the language in daily contexts. Our
lower-than-average and advanced learners World therefore provides a wealth of opportunities
opportunities to demonstrate their knowledge. for informal assessment. These include Extension and
Just as teachers support mixed-ability learners in Expansion activities listed in each unit of the Lesson
class with differentiated instruction, so too should Planner, multiple opportunities for pair and group
they provide opportunities for mixed-ability learners work, Review and Project pages in the Student’s
on assessments. Book, Workbook activities, Online Practice, and the
Classroom Presentation Tool.
38

GENERIC PACING GUIDE
2–3 hours per week 3–4 hours per week 4–6 hours per week
Unit Opener
Unit Opener Unit Opener
Vocabulary 1: Warm Up; Present;
Practice; Wrap Up Vocabulary 1: Warm Up; Present;
Practice; Wrap Up
Week 1
Week 1
Week 1
Vocabulary 1: Warm Up; Present; Song (optional)
Practice; Wrap Up
Song (optional)
Vocabulary 1 (continued): Recap;
Apply; Extend; Wrap Up
Vocabulary 1 (continued): Recap;
Apply; Wrap Up
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Song (optional) Vocabulary 1 (continued): Recap;
Apply; Extend; Wrap Up Review
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Song
Grammar 1: Warm Up; Present;
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Grammar 1: Warm Up; Present; Practice; Wrap Up Practice; Wrap Up
Practice; Apply; Wrap Up Song (optional)
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Song (optional) Grammar 1 (continued): Recap;
Week 2
Week 2
Week 2
Song (optional)
Grammar 1 (continued): Recap;
c
hi Practice; Apply; Extend; Wrap Up
ap
Practice; Apply; Wrap Up Vocabulary 2: Warm Up; Present;
Practice; Apply; Extend; Wrap Up Review
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Grammar 2: Warm Up; Present; Practice; Apply; Extend; Wrap Up

Grammar 2: Warm Up; Present; Practice; Apply; Extend; Wrap Up
Practice; Apply; Wrap Up
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Review
Week 3
Week 3
Week 3
Reading: Warm Up; Present;

Practice; Wrap Up
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Reading: Warm Up; Present;

Practice; Wrap Up
Reading: Warm Up; Present; Practice;
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Apply; Wrap Up Reading (continued): Recap; Apply;

Extend; Wrap Up Reading (continued): Recap; Apply;
Extend; Wrap Up
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Writing: Warm Up; Present; Read

Writing: Warm Up; Present; Read the Model; Plan; Write
Writing: Warm Up; Present; Read the the Model; Plan; Write
Model; Plan; Write
Mission
Writing (continued): Edit; Share
Mission
Week 4
Week 4
Week 4
Writing (continued): Edit; Share

Mission
Review
Assessment
Project: Prepare; Share Project Preparation
Assessment Project: Prepare; Share
Song (optional) Assessment Project: Prepare; Share
Song (optional) Song (optional)
39

UNIT 0 Unit 0
Classroom Language
Seasons and Months
Welcome to Our Class.
Resources TR: 0.2–0.5; Flashcards 1–4; 1 Look, listen, and say. TR: 0.2
Workbook p. 1, TR: 0.2–0.3 How do you spell scissors?
How do you say
borrador in English? It’s an eraser.
s-c-i-s-s-o-r-s
Could you repeat

that, please?
Sure, s-c-i-s-s-o-r-s.
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What’s the difference between
I don’t understand. Can next to and in front of?
you help me, please?
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The teacher is in front of the class.
My desk is next to your desk.
Yes, sure.
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hi
ap
gr
4 Unit 0
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Classroom Language
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• 1 Have students open their books to p. 4. • Repeat this process with the next three dialogues on the page.
Say Welcome to our class. Gesture to the Call on different students.
classroom. Have students repeat. Say We
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work in class. We work in groups. We work

with partners. We help other students in
Seasons and Months
the class. • Say Now look at page 5. Let’s talk about seasons and months.
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Have students repeat the words seasons and months. Show

• Point to the first dialogue at the top left Flashcard 1 (spring). Say It’s spring. There are flowers on the
at
corner of the page. Say We say words in trees. It’s sunny and cool. Show Flashcard 2 (summer). Say
English. Point to the second dialogue. Say It’s summer. The trees are green. It’s hot! It’s sunny. Show
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We spell words in English. We write letters. Flashcard 3 (fall). Say It’s fall. The trees are orange, brown,
Point to the third. Say We read and learn. and red. It’s cool. It’s windy. Show Flashcard 4 (winter). Say It’s
We don’t always understand everything winter. The trees have no leaves. It’s cold and snowy.
right away. Point to the fourth dialogue.
Say We help others. • 1 Play TR: 0.3. Have students repeat the word for each
season when they hear it.
• Play TR: 0.2. Pause the audio after the
first two sentences. Call on two students
to role-play the dialogue. One reads the
question, and the other reads the answer.
Have the class repeat each sentence.
40 Unit 0

OW2e_LP_3_34279_040-045_U0_CR2.indd 40 6/27/19 12:01 PM
SEASONS AND MONTHS
BE THE EXPERT
1 Look, listen, and say. TR: 0.3 Our World in Context
The Northern Hemisphere is the part of the world
north of the equator; the Southern Hemisphere
is the area south of the equator. As Earth orbits
the sun, one hemisphere tilts, or leans, toward
the sun. The other leans away from it. The
hemisphere that tilts toward the Sun is warmer
during that time. For example, in the month of
spring summer fall winter July, the Northern Hemisphere tilts toward the
sun, so it’s summer in that hemisphere and winter
2 Look and listen. Point and say. TR: 0.4 in the Southern Hemisphere.
3 Look, listen, and say. TR: 0.5
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January February March April
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May June July August
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September October November December
c
hi
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It’s December. It’s December,
It’s cold here. but it’s hot here.
gr
5
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• 2 Play TR: 0.4. Say Listen. Point to the photo. Pause the audio • Expand Point to a month. Ask What’s
after each season is named. Have students point in their books. the weather like? What season is it? For
Then have students repeat the name of the season. example, point to December. Ask What’s
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the weather like? What season is it?

• Say Now I’ll describe a season. You say what season it is. Let’s Students may respond: It’s (snowy).
begin. It’s cold. It’s snowy. The trees have no leaves. What It’s (winter).
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season is it? (winter) Say The trees have flowers. What season
is it? (spring) Say It’s hot. It’s sunny. The trees are green. What • Ask When’s your birthday? What month?
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season is it? (summer) Say The trees are different colors. I see List the months aloud and have students
orange, red, and brown. What season is it? (fall) raise their hands when their birthday
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months are named. Say Raise your hand

• 3 Direct students’ attention to the calendar on p. 5. Say Let’s when I say your birthday month. Then
talk about months. Say Repeat each month after you hear it. have students stand in line in order of
Play TR: 0.5. Pause the audio for students to repeat each month. birthday months: students with birthdays
in January line up first, etc.
Unit 0 41

OW2e_LP_3_34279_040-045_U0_CR2.indd 41 6/27/19 12:01 PM
NUMBERS
UNIT 0
Numbers 20 to 1 Billion 1 Look, listen, and say. TR: 0.6
Ordinal Numbers and Math Language 20 21 22 23 24

twenty twenty-one twenty-two twenty-three twenty-four
Academic Language equation, order
Resources TR: 0.6–0.8; Flashcard 5; 25 26 27 28 29
Graphic Organizer: Two-column chart; twenty-five twenty-six twenty-seven twenty-eight twenty-nine
Workbook p. 2
30 40 50 60 70
thirty forty fifty sixty seventy
80 90 100 101 102

eighty ninety one hundred one hundred one hundred
and one and two
200
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two hundred
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1,000 1,000,000 1,000,000,000
one thousand one million one billion
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+ — =
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plus minus equals
2 Work with a partner. Listen. Do the math Twenty plus

together. Listen to check your answers. TR: 0.7 five equals . . .
c
hi
24 + 2 = 80 + 9 = 300 – 50 =
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100 + 10 = 35 + 5 = 1,000 + 1,000 =
60 + 20 = 40 – 30 = 99 – 9 =
Twenty-five!
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6 Unit 0
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Numbers 20 to 1 Billion
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• 1 Say Open your books to page 6. Let’s • Write on the board: 23 – 3 = 20. Say minus. Circle the minus
count. Play TR: 0.6. Pause the audio after sign on the board. Call on a student to circle the equal sign.
each row of numbers. Ask one student to Then read aloud Twenty-three minus three equals twenty. Have
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repeat the numbers of that row, in order. students repeat. Then point to the minus, equal, and plus signs
Have the class repeat. on the board at random. Have students name the symbols as
you point.
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• After the audio plays, write on the board:

20 + 1 = 21. Show Flashcard 5. Say the • 2 Pair students. Play TR: 0.7. Pause after each equation to
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words plus, minus, equals. Circle the plus give students time to solve it and write the answer. When
sign on the board and say plus. Have students have solved each equation, play the second half of
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students repeat. Circle the equal sign and the audio. Have students check their answers. Pause after each
say equals. Have students repeat. Point to fully solved equation and ask a student to repeat it aloud.
the complete equation on the board. Say Have the class repeat.
Twenty plus one equals twenty-one. Have
students repeat. • Modify If students have trouble solving the equations,
supply the answer to each equation aloud. Have students
listen to the answer and write the number. For example, for the
first equation, say The answer is twenty-six. Students should
write 26.
42 Unit 0

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3 Look, listen, and say. TR: 0.8
BE THE EXPERT
Teaching Tip
1st first When you introduce an activity, read or have a
student read aloud the instructions. Then call
on another student to repeat the instructions.
2nd second
If the activity is complicated, you might call on
several students to explain each one of the steps.
3rd third This will help students pay attention so they can
understand what they’re supposed to do before
they begin an activity.
4th fourth
5th fifth
ng
6th sixth 10th tenth 14th fourteenth 18th eighteenth
ni
7th seventh 11th eleventh 15th fifteenth 19th nineteenth
ar
8th eighth 12th twelfth 16th sixteenth 20th twentieth
Le
9th ninth 13th thirteenth 17th seventeenth 21st twenty-first
4 Ask and answer. Work with a partner.
c
hi
September 15th.
ap
When’s your birthday?
gr
7
eo
Ordinal Numbers and Math Language

lG
• 3 Draw students’ attention to p. 7. Play TR: 0.8. Pause the • Distribute two-column graphic organizers.
audio after fifth. Point to each runner in the image as you say Have students walk around the room,
aloud the number. Say first, second, third, fourth, fifth. Have asking one another When’s your birthday?
na
students point in their books and repeat. Continue to play Students should write notes in their charts.
the audio. Pause after every four numbers and have students Have them write classmates’ names in
repeat them aloud. the first column and their birthdays in the
io
second. After a few minutes, have students

• Expand Call out a number such as seventeen. Ask students to share information about their classmates’
at
change the number to tell about order. (seventeenth) Repeat birthdays from their charts.
with more numbers.
N
• 4 Say My birthday’s in (September). Ask a student What

month is your birthday? Repeat the question to other students.
Then point to the dialogue at the bottom of p. 7. Role-play
the conversation with a student. Have the student read
the question. Respond September fifteenth. My birthday’s
September fifteenth. Then ask a different student When’s your
birthday? Tell me the month and the day. Correct any mistakes.
For example, if a student responds September fifteen, guide
him to say fifteenth.
Unit 0 43

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PRONOUNS
UNIT 0
Possessive Pronouns 1 Look, listen, and say. TR: 0.9
Object Pronouns
Resources TR: 0.9–0.10; Flashcards 6–7;
Workbook p. 3
The kite is mine. The coat is yours. The ball is his. The bat is hers.
ng
The grapes are ours. The pencils are yours. The game is theirs.
ni
2 Look around your classroom. Ask and answer.
ar
Whose pencil is this?
Le
It’s mine. Thank you!
c
hi
ap
gr
8 Unit 0
eo
Possessive Pronouns
lG
• Build background Say Let’s talk about • Expand Have students turn to p. 8. Point to the kite in the first
things people have. Hold up a pencil. Say picture. Ask and answer Whose kite is that? The kite is mine.
I have a pencil. Point to yourself. Say The Point to the picture of the coat. Ask a student Whose coat is
na
pencil is mine. Ask a student to hold up her that? (The coat is yours.) Write on the board: Whose
pencil. Model and say You have a pencil. is that? In pairs, have students ask and answer questions about
Hold up your pencil. Point to the student the pictures in Activity 1.
io
and the pencil. Say The pencil is yours. Ask

a few students to hold up their pencils. Say • 2 Point to a notebook on a student’s desk. Ask Whose
at
You all have pencils. Hold up your pencils. notebook is this? (It’s his/hers.) Point to your own desk or other
Gesture to the students. Say The pencils object. Ask Whose (desk) is this? (It’s yours.) Have students look
N
are yours. Gesture to the whole classroom. at the dialogue at the bottom of p. 8. Role-play the dialogue
Say We work in this classroom. Gesture to with a student. Hold up your own pencil as you ask. Have
indicate yourself and the students. Say The students repeat the question and answer.
classroom is ours.
• 1 Play TR: 0.9. Pause after each sentence.

Read the sentence again, and have
students repeat.
44 Unit 0

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3 Look, listen and say. TR: 0.10 BE THE EXPERT
Teaching Tip
Give students opportunities to practice sounding
out words and predicting correct pronunciation.
Before you play an audio track or model a word
aloud, have students try to read the word aloud
themselves. Call on different students. Then model
me you him her pronouncing the word and have the class repeat.
it us you them
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4 Read and write.
ni
1. John! Jenny! I have some lunch for you .
ar
2. Hey, Dad. Can I help you ?
him
Le
3. Thanks, Jenny. Where’s your brother? I can’t see .
4. Mom is over there. Maybe he’s with her .
him/her/them
c
5. Go get . It’s time to eat!
6. I love chicken sandwiches! Give me

hi
that big one!
ap
7. Let’s play soccer. Do you want to come with us ?
8. OK, where’s the ball? Oh, I see it ! Workbook and Online Practice
gr
9 Unit 0
eo
lG
• Write this sentence frame on the board: Whose is • Place students in pairs to complete the
this? It’s . Put students in pairs. Have them use the activity. First, have students identify the
sentence frame to ask and answer questions about objects in person or persons or thing being talked
na
the classroom. to or about in each sentence. Then, have

them point to the picture on the page with
the right word. Have them use the picture
Object Pronouns
io
to complete the sentence. For item 5, point

• 3 Direct students’ attention to Activity 3 on p. 9. Play out that the speaker is talking about the
at
TR: 0.10. Point to each picture at the top of the page. Say the brother, although the object pronouns
word below it. Have the class repeat. For him and them, hold her and them could also be correct. When
N
up Flashcards 6 and 7. Call on a student to point to one other groups are finished, ask different students
student in the class for him. Call on another student to point to to read a sentence aloud.
several students to show them.
• 4 Read item 1 aloud. Say John and Jenny. How many people?
(two people) Say I’m talking to two people. Point to the picture
in the second row that shows this. Then ask Do we write you or
them? (you) Then say John! Jenny! I have some lunch for you.
Have students write the word you on the line.
Unit 0 45

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Unit 1
In This Unit
Theme This unit is about helping others.
Content Objective A Helping
Hand
Students will
• identify and describe how and when they care
for others.
Language Objectives
Students will
• talk about caring for others.
• describe daily routines. In this unit, I will . . .
• talk about caring for others.
• talk about how many times people do things. • describe daily routines.
• talk about how many times people do things.
Vocabulary
Vocabulary 1 carry, feed my pet, give my pet a Look and check.
ng
bath, a goldfish, a hamster, help, hold hands, These are baby They are
hug, pick up, protect, take care of my pet, teach
zebras. ✔ drinking milk.
Vocabulary 2 come home, do my homework,
ni
have a snack, make my bed, take a shower ✔ rhinos. eating fruit.
Grammar tigers. drinking juice.
ar
Grammar 1 before and after
Grammar 2 Adverbs of frequency
Le
Reading Caring for Baby Elephants
Writing Write about taking care of others.
c
Value Take care of others. hi
Project Make a collage.
ap
gr
10
eo
UNIT OPENER Introduce

Objectives
lG
• Build background Say The name of this unit is “A Helping

Students will
Hand.” Hold out your hands and say These are my hands. Say
• analyze a photo for information.
Show me your hands. Have students hold out their hands. Say
na
• describe people, animals, and actions in the We can use our hands to help.
photo.
Resources Video: Sc. 1—Introduction; Home- • Point to the photo and say Here are two men and two rhinos.
io
School Connection Letter; Unit Opener Poster; They are using their hands to help. They are feeding the rhinos.
Classroom Presentation Tool; World Map They are giving them milk. They are helping the rhinos.
at
Poster
• Preteach Say There are many ways we can use our hands
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to help. Pick up a piece of waste paper and put it in a

wastebasket. Say I can use my hands to pick up trash. Pick up
Pacing Guides L3U1 a book and ask What else can I pick up? Say I can carry things
2–3 Hours 3–4 Hours 4–6 Hours with my hands. I can put things away. Carry a book or object
across the room and put it away. Ask What can you carry?
What can you put away?
46 Unit 1

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BE THE EXPERT
About the Photo
A keeper feeds orphaned southern white rhinos
at the Lewa Wildlife Conservancy in Northern
Kenya. At 3,000 to 8,000 pounds, white rhinos
are the world’s second-largest land animals, after
elephants. By the late 1800s, the southern white
rhino was on the verge of extinction—numbers
were estimated to be as low as 50 to 200. Today,
thanks to decades of work by conservationists
and researchers, their numbers are above 20,000,
and the southern white is considered the most
abundant rhino in the world.
Teaching Tip
When you ask students a question, allow them
ng
enough time to form an answer. Students are
thinking in a new language, so they may remain
silent after a question is asked. Silence doesn’t
ni
always mean students don’t know the answer.
They may just need extra time to form an answer
ar
before speaking.
Related Vocabulary
Le
bottle
c
hi
ap
Baby rhinos at the Lewa
Wildlife Conservancy Kenya
gr
11
eo
lG
• Point to the photo on pp. 10–11. Ask questions such as the

following to encourage discussion of the photo:
What do you see in the photo? (people’s hands, rhinos,
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bottles)
What are the people holding in their hands? (bottles)
io
What are the people giving to the rhinos? (milk)

• Guide students through the activity on p. 10. Read each
at
statement and option aloud. For each option, have students

say Yes or No. Discuss each statement. Then confirm the correct
N
answers.
Unit Opener 47

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VOCABULARY 1
VOCABULARY 1 help

Students will
• identify and use verbs related to caring for 2 Listen and say. TR: 1.2
others. We all need help from other people.
• describe who and what they care for. We care for each other in many different
ways. We care for animals, too.
Vocabulary carry, help, hug, teach, hold hands,
feed my pet, a goldfish, take care of my pet, a
hamster, pick up, give my pet a bath, protect
Resources TR: 1.1–1.2; Minimal Pair Card 52;
Video Sc. 2—Vocabulary 1a, Sc. 3—Vocabulary carry hug
1b; Graphic Organizer: Three-column chart;
Activity Worksheet 1.1; Workbook pp. 4–5, TR:
1.1; Online Practice
Materials colored pencils; note cards
ng
ni
ar
Le
teach
c
hi
ap
gr
12 Unit 1
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Warm Up Present
lG
• Activate prior knowledge Say Today • Say Open your books to pages 12 and 13. Look at the ways to
we’re going to talk about caring for others. take care of people and animals. As you point to each photo,
Draw a word web with help in the center. say the vocabulary word or words and have students repeat
na
Ask Who are some people who help? after you. Say These photos show things we can do. They show
(teachers, doctors, police, family) Model how we care for others. Point to hug and say This girl hugs
one answer, for example, doctors. Say her grandmother. She cares for her grandmother.
io
Doctors are people who help.

• Say We care for people, and people care for us. Point to the
at
help photo. Say People care for you, and help you. Who helps
doctors you? Repeat with questions using carry, teach, hold hands
N
(with), pick (you) up, and protect. Accept short answers. (My

mother. My teacher.)
help • Point to the photos of feed my pet, give my pet a bath, and
take care of my pet on p. 13. Say each phrase aloud, and have
students repeat. Say We take care of our pets. We feed our
pets. We give our pets baths. Ask Do you have a pet? What
pets do you have? How do you help your pets?
• Record students’ answers in the remaining

outer circles. Next, point to each circle and
ask How does this person help?
48 Unit 1

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hold hands pick up BE THE EXPERT
Vocabulary Strategy
Context Clues To help students learn new words,
have them focus on context clues. Explain that
context clues can be pictures or words. Have
students focus on pictures and the other words in
a sentence to understand the meaning of a new
word. For example, point to the picture at the left
give my that shows a girl feeding her fish. Explain that the
pet a bath picture is a clue to the meaning of feed my pet.
feed my pet Sounds of English

Comparing Sounds: /-/ and /h/
a goldfish The /h/ sound is uncommon or nonexistent in
some languages, so students may have trouble
adding the /h/ sound to familiar English words
ng
protect such as all à hall, at à hat, eat à heat, and
ear à hear.
ni
Use Minimal Pair Card 52 (air, hair) to give
students practice adding the /h/ sound to the
beginning of a familiar English word. Students will
ar
be able to feel the air used to make the /h/ sound
in their throat.
Le
take care of my pet
Example words: hug, help, hamster
3 Ask and answer. Related Vocabulary
c
hi bike, fishbowl, lion
What do you
ap
like to do?
I like to take care

a hamster of my goldfish.
gr
13
eo
Practice
lG
• 1 Say We’re going to read and listen to information about

I like to hug .
caring for others. Read the words on pages 12 and 13 as you
I like to help .
listen. Play TR: 1.1. I like to pick up .
na
I like to teach .
• Review the words and phrases on pp. 12 and 13. For each word
I like to feed .
or phrase, develop a hand gesture or motion to perform along
io
with the word as you say it. For example, say hug and wrap
your arms in front of you. Say pick up and reach down and Use these sentence frames to assess
at
pretend to pick up an object. For hold hands, put your hands students’ understanding of the vocabulary.
together in front of you. For carry, pretend to hold a baby in For extra support, provide a word bank
N
your arms. For teach, pretend to write something on the board with terms such as mom, dad, brother,
and point to it. Practice these with students. sister, dog for students to choose from to
complete the sentences.
• 2 Say Now we’re going to hear words and listen to sentences
with those words. Repeat each word and sentence after you
hear it. Play TR: 1.2. Have students repeat each word and
sentence.
• Say I like to hug my sister. Using the vocabulary on pp. 12 and

13, create sentence frames such as the ones listed at right. Have
students work in groups to write sentences and say them aloud.
Vocabulary 1 49

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VOCABULARY 1
help hold hands pick up

We all need help from other people.
We care for each other in many different
ways. We care for animals, too.
give my
pet a bath
carry hug feed my pet
a goldfish
protect
ng
ni
teach take care of my pet
ar
3 Ask and answer.
Le
c
What do you
hi like to do?
I like to take care

a hamster of my goldfish.
ap
12 Unit 1 13

gr
Wrap Up Recap
• Provide students with paper and colored • Ask How can we care for others? (feed, protect, teach) Say Let’s
eo
pencils. Say Think about how people care practice. I’ll say how we can care for others. Then you act out
for others. Draw a picture to show caring the word. Ready? Say a vocabulary word aloud to the class and
lG
for others. Have students draw pictures have students respond with a physical motion demonstrated
that show how someone cares for them, earlier in the lesson.
or how they care for another person, or for
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a pet.
Apply
• When students have finished, ask them to • Give students several minutes to brainstorm about people and
io
share their drawings with the class. Have animals they like to care for. Ask What people and animals do
students explain their drawings. Encourage you like to care for? List students’ responses on the board.
at
them to use vocabulary words.

• 3 Direct students’ attention to the model dialogue on p. 13.
N
Say Let’s talk about how we like to care for others. Model
the dialogue with a student. Pair students and ask them to
alternate asking and answering the questions.
50 Unit 1

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Extend BE THE EXPERT
• Draw a three-column chart. Say We learned that holding hands Vocabulary Strategy
is one way to care for others. Ask Who can use hold hands in As students continue to learn vocabulary, have
a sentence? Write hold hands in the first column. Call on them record new language on note cards.
students to respond and write sample sentences in the center These cards can be used as flashcards anytime
column. In the third column, draw a picture to illustrate one of during a unit for review activities, games, and
comprehension tests. Have students store
the sample sentences.
vocabulary flashcards in a notebook pocket, a
plastic bag, or an envelope.
hold hands ● I hold hands
with my
brother.
● The girl holds

hands with
her father.
ng
ni
• Assign each student a vocabulary item and have students
create their own charts. If time permits, have students share
ar
their charts with a group or partner.
Le
Wrap Up
• Write four problems on different slips of paper, such as
Something fell on the floor; My cat is hungry; Your bed is
c
messy; The dog is dirty. Have students form groups of four.hi
Give each group one of the slips of paper. Say Read the
sentence. Talk about how you can help. Give students three
ap
minutes for discussion. Then have students write a sentence
to tell how they can help. Have each group read aloud their
gr
problem and solution. Ask What is the problem? What can

you do?
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Review
lG
• For additional practice, direct students to Activity Worksheet 1.1.

na
io
at
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Workbook and Online Practice

Vocabulary 1
✔ Formative Assessment
Can students
• identify and use verbs related to caring for
others?
Write a verb on the board and ask students to
act it out.
• describe who they like to care for?
Point to a photo, such as teach, and ask Who do
you teach? How do you teach them?
Vocabulary 1 51

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SONG
SONG
Vocabulary in the song 1 Listen. Read and sing. TR: 1.3
Vocabulary 1 take care of my pet, pick up, hug,
feed my (pet), protect, bathe (give my pet a
bath), hold hands, teach, carry
Taking Care
CHORUS
Grammar in the song
I love taking care of my pets.
Grammar 1 before and after I love taking care of my family.
Resources TR: 1.3; Video Sc. 7—Song; Workbook I love taking care of them all.
I’m happy that there are so many!
p. 6, TR: 1.2; Online Practice
Materials markers; colored pencils; scissors I love to pick them up, and hug them, too.
But before I get to play with my pets,
I have some work to do.
I have to comb my cat, feed my dog,
protect my bird, and pick up my frog.
I have to wash my goat, brush my horse,
ng
And I can’t forget to bathe my snake, of course.
CHORUS
ni
I love taking care of my family.
I love to hug them, too.
But before I get to play with my family,
ar
I have some work to do.
I have to read to my sister,
take care of my brothers,
Le
and hold hands with my grandmother.
I have to teach my brothers their 1, 2, 3’s
and carry my family’s new baby.
c
I love taking care of my family.
hi
After all my work is done,
I get to have some fun with my…
cat and dog, bird and frog,
ap
goat and horse, and my snake, of course!
My sisters and my brothers, my grandmother,
and even my family’s new baby!
gr
14 Unit 1
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Use the Song

lG
• Say Open your books to pages 12 and 13. • Ask What animals are in the song? What people are in the
We’ve talked about how to care for others. song? List students’ answers in a two-column chart:
What are some more ways we care for
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others? Introduce and act out new “care

Animals People
for” vocabulary in the song, for example,
comb, wash, brush, read. cat sister
io
• Say Now, look at page 15. Ask What dog brothers

at
animal do you see? Does the animal look

bird grandmother
happy or sad? Point to the goat. Ask Is
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the goat a pet? Say Raise your hand if frog baby

you have a pet. Ask What sort of pet do
you have? goat
• 1 Say We’re going to listen to a song horse

about caring for animals and people. snake
Listen to names for animals and people in
the song. Play TR: 1.3. Have students point
to the goat as they hear it named in the
song. Ask How does the girl in the song
care for the goat? (She washes it.)
52 Unit 1

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BE THE EXPERT
Girl with goat, Bangladesh
Our World in Context
Dogs are one of the two most common pets in
the world. Cats are the other. There are over
400 breeds of dogs kept as pets. Humans who
lived 12,000 years ago owned dogs as pets!
Ancient drawings of dogs have been found on
2 Sing again and hold Spanish cave walls, Egyptian tombs and buildings,
and traditional Chinese pottery.
up pictures.
Teaching Tip
Classroom Management Singing songs can
be a great way to boost class energy or offer a
change of pace. When your students show signs
of fatigue during a lesson, do a song activity as a
way to refresh their energy.
ng
ni
ar
Le
c
hi
ap

gr
15 Song
eo
Use It Again
lG
• Vocabulary 1 Play the song (TR: 1.3) again. After students • Play the song (TR: 1.3) again. Have
listen once, point to the word for each animal and person listed students retell two or three things the girl
in the chart. Ask How does the girl care for her cat? (She combs does before she plays with her pets and
na
her cat.) How does the girl care for her sister? (She reads to her before she plays with her family. Record
sister.) Repeat with the remaining animals and people. responses in the chart. Ask questions
such as When does she take care of her
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• Pair students. Assign pairs an animal or person from the song. brothers?
Say Draw a picture to show how the girl in the song takes care
at
of your animal or person. For example, students may draw a • 2 End of lesson If students completed
snake getting a bath. the drawing activity, have them display
N
their drawings. Play the song again

• Grammar 1 Display the following two-column chart. (TR: 1.3) and have students sing along
aloud. Say When you sing the name
Before she plays Before she plays of your person or animal, hold up your
with pets with family drawing.
Song 53

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GRAMMAR 1
GRAMMAR 1
Objectives before and after TR: 1.4
What does she do before breakfast? She gets dressed before breakfast.
Students will
What does he do after school? He feeds his bird after school.
• use time phrases with before and after.
• identify the difference between before and
1 Look at the pictures. Complete the sentences.
after.
• describe daily routines. BEFORE SCHOOL
Grammar before and after
Resources TR: 1.4; Video Sc. 5—Grammar 1;
Workbook pp. 7–8, TR: 1.3; Grammar Workbook
pp. 2–3; Online Practice
Materials four index cards
ng
AFTER SCHOOL
ni
ar
Le
1. He plays with his cat before / after school.
2. He brushes his teeth before / after school.
c
3. He helps his mom before / after school.
hi
4. He feeds his dog before / after school.
5. He gets dressed before / after school.
ap
6. He plays basketball before / after school.
gr
16 Unit 1
eo
Warm Up
lG
• Activate prior knowledge Say Think • Write the following in two columns on the board:
about your morning. What did you
do at home this morning? Did you eat
Amanda helps her sister
na
breakfast? Did you take a shower? Did

you talk to your family? After students Amanda hugs her mom and dad before school
answer, say You did these things this
io
morning before school. Amanda feeds her dog after school

at
• Set the stage Describe a routine. Say Amanda gives her dog a bath
Amanda cares for others before school.
N
Amanda hugs her mom and dad before

• Ask How does Amanda care for others before school? (hugs
school. Amanda feeds her dog before
her mom and dad, feeds her dog) Ask How does Amanda care
school. Then say Amanda also cares for
for others after school? (gives her dog a bath, helps her sister)
others after school. Amanda gives her dog
a bath after school. She helps her sister • As students respond, draw a line from the phrase in the left-
after school. hand column to the correct response in the right-hand column.
Have students read the completed sentences aloud with you.
54 Unit 1

OW2e_LP_3_34279_046-073_U1_CR2.indd 54 6/25/19 3:37 PM
2 Write. What do you do before and after school?
BE THE EXPERT
Before school After school Our World in Context
In Japan, many students continue to study in juku
after school. Juku are private tutoring centers.
Students can go after school to receive extra help
with class subjects and exams. Some juku are in
tutors’ homes. Juku may offer art, music, and
martial arts classes.
Grammar in Depth
We use phrases with the words before and after
to show the order of two events:
She feeds her fish before school. (1st event =
feeding fish; 2nd event = going to school)
I brush my teeth after breakfast. (1st event =
eating breakfast; 2nd event = brushing teeth)
ng
Note that before and after can be placed at the
beginning of the sentence too: Before school, she
ni
feeds her fish.
When before or after come at the beginning
ar
of the sentence, we separate the phrase with a
comma: After breakfast, I brush my teeth.
bedtime breakfast dinner lunch school
Le
Related Vocabulary
What do you do basketball, toothbrush
after breakfast? I brush my teeth.
c
hi
ap
gr
17
eo
Present
lG
• Point to the Grammar box on p. 16. Say the sentences, or play • Write these sentence frames on the board:
TR: 1.4, acting out the activities as you say or hear them.
For example, model putting on a shirt to show getting dressed, Evan before 8:00.
na
or putting birdseed inside a cage to model feeding a pet bird. Evan after 3:00.
Have students repeat your actions.
• Have partners ask and answer questions
io
• Contextualize Draw four clocks with hands at 7:00, 8:00, about what Evan does before school and
3:00, and 4:00. Say Evan goes to school at 8:00 in the morning. after school. For example, What does Evan
at
He feeds his dog at 7:00 in the morning. Ask Does Evan feed his do before 8:00 in the morning? He feeds
dog before school or after school? (before school) his dog before 8:00 in the morning.
N
Say Evan leaves school at 3:00 in the afternoon. He gives his

dog a bath at 4:00 in the afternoon. Does Evan give his dog a
bath before school or after school? (after school)
• Write each of the following sentences on individual cards:

Evan feeds his dog at 7:00 in the morning. Evan goes to
school at 8:00 in the morning. Evan comes home at 3:00 in the
afternoon. Evan gives his dog a bath at 4:00 in the afternoon.
Select four students and give each a card. Say Place your card
under the correct clock.
Grammar 1 55

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GRAMMAR 1 2 Write. What do you do before and after school?
before and after TR: 1.4

Before school After school
What does she do before breakfast? She gets dressed before breakfast.
What does he do after school? He feeds his bird after school.
1 Look at the pictures. Complete the sentences.
BEFORE SCHOOL
AFTER SCHOOL
ng
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bedtime breakfast dinner lunch school
ar
1. He plays with his cat before / after school.
2. He brushes his teeth before / after school. What do you do
I brush my teeth.
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after breakfast?
3. He helps his mom before / after school.
4. He feeds his dog before / after school.
5. He gets dressed before / after school.
c
6. He plays basketball before / after school. hi
ap
16 Unit 1 17

gr
Practice
• Draw students’ attention to the Grammar assess students’ understanding of the activities. Repeat for
eo
box on p. 16. Have students act out the After school. Have students complete the activity.
sentences as they read them aloud.
• Write the following sentences on the board. Read each
lG
• On the board, write Before breakfast and sentence and ask Is the sentence true or false? Have students
After breakfast. Below Before breakfast respond. If the sentence is false, ask How can you change this
write I get dressed before breakfast. Model sentence to make it true?
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getting dressed. Ask What do I do before

breakfast? I get dressed before breakfast. He feeds his dog after school.
io
• Have a student stand beside Before He helps his mom after school.
at
breakfast. Ask What do you do before

breakfast? Have her model an activity, for He plays with his cat before school.
N
example, feeding a pet. Ask the class What

does she do before breakfast?
• Record the response. Have other students

Wrap Up
model before-breakfast activities. Record • Have students stand in a circle around you. Point to one
responses. Then repeat for after-breakfast student and ask What’s one thing you do before school? After
activities. the student responds, point to another student and ask What’s
one thing you do before school? Continue until all students
• 1 Ask What does the boy do before have answered.
school? Point to the first picture. Ask What
is he doing? (He is brushing his teeth.) • Repeat the circle activity, this time asking What’s one thing you
Point to the other two Before school do after school?
pictures and ask the same question to
56 Unit 1

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Recap BE THE EXPERT
• Explain that students can use before and after to describe Teaching Tip
many situations. Say You can talk about what you do before Grouping When you have students work in
and after breakfast. You can talk about what you do before pairs or groups, walk around the classroom to
and after a soccer game. Write these sentence frames: monitor their progress. As you observe students’
conversations, offer feedback and answer
I before . students’ questions.
I after .
• Have students complete the sentences and read them aloud.
Apply
• 2 Point to the chart on p. 17. Say Write what you do before
and after school. To help students begin, ask Do you eat
ng
breakfast before school? Do you do homework after school?
• 3 Model the dialogue on p. 17 with a student. Then pair
ni
students and ask What do you do before lunch? What do you
do after lunch? Give students time to think of activities. Say Ask
ar
your partner about what she does before and after lunch.
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Extend
• Say Let’s use a Who-How-When chart to write about who we
c
care for, how we care for them, and when we care for them. hi
Draw and label three boxes on the board. Write my little
brother in the Who box. Write pick up in the How box and
ap
after school in the When box. Have students offer their own
examples and create their own charts.
gr
Who How When

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my little pick up after

brother school
lG
Put students into groups of three or four. Say Use your chart to
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tell your group about who you care for, how you care for them,
and when you care for them.
io
Wrap Up
at
• Write the following questions on the board.

N

What do you do at in the morning?
Grammar 1
What do you do at in the afternoon?
Arrange students in a circle. Point to one student and ask Can students
What do you do at 7:00 in the morning? Have the student • identify the difference between before and
answer the question. Ask the next student What do you do after?
at 8:00 in the morning? After that student responds, ask Review Activity 1 and ask Does he brush his teeth
the next student What do you do at 9:00 in the morning? before school or after school?
Continue around the circle. • describe daily routines?
Ask What do you do before school? What do
you do after school?
Grammar 1 57

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VOCABULARY 2
VOCABULARY 2
Objective 1 Listen and say. Check T for True and F for False. TR: 1.5
Students will take a shower make my bed come home
• identify when they do things in daily routines. 7:30 A.M. 8:15 A.M. 3:20 P.M.
Vocabulary take a shower, make my bed, come
home, have a snack, do my homework
Content Vocabulary A.M., P.M.
Resources TR: 1.5; Video Sc. 4—Vocabulary 2;
have a snack do my homework
Graphic Organizer: Two-column chart;
Activity Worksheet 1.2; Workbook p. 9, TR: 1.4; 3:45 P.M. 5:00 P.M.
Online Practice
Materials paper and colored pencils
ng
1. She makes her bed at eight fifteen. ✔
T F
2. She has a snack at four forty-five. T ✔

F
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3. She does her homework at five o’clock. ✔
T F
4. She takes a shower at six thirty. T ✔

F
ar
5. She comes home at three twenty-five. T ✔
F
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2 Stick and write times. What time do you take a shower?
I take a shower at 7:45.
:
c : : : :
hi
ap
gr
18 Unit 1
eo
Warm Up
lG
• Draw three clocks with hands at 7:30, • Give students an opportunity to use the vocabulary. Ask What
8:15, and 3:20. Point to each clock and ask do I do at 7:30 in the morning? (take a shower) What do I do
What time is it? Have students say the at 3:20 in the afternoon? (come home) What do I do at 8:15 in
na
time. Under the corresponding clock write the morning? (make my bed)
7:30 A.M., 8:15 A.M., and 3:20 P.M. Point to
each clock and ask Is this before school or • Recycle Have students name ways they can care for others.
io
after school? Then ask “What time?” questions such as What time do you
help your mom?
at
Present
Practice
N
• Set the stage Point to the clocks on

the board, then act out and say I take a • Say Open your books to page 18. Point to each photo, read the
shower at 7:30 in the morning. I make my phrase, and have students repeat. Point to and say each time.
bed at 8:15. I come home at 3:20 in the Have students repeat.
afternoon. Say “What time do . . .?” or • Say Imagine you’re the person in the photo. Point to the first
“What time does . . .?” are questions we photo and say I take a shower at 7:30 A.M.
ask to find out about time. We ask them
to learn when someone does something.
What time do I come home? I come home
at 3:20.
58 Unit 1

OW2e_LP_3_34279_046-073_U1_CR2.indd 58 6/25/19 3:37 PM
• Point to the second photo and ask When do you make your BE THE EXPERT
bed? Provide the following sentence frame: I make my bed
at . Create sentence frames for the remaining Teaching Tip
vocabulary items. Try to avoid using a student’s name or saying you
when correcting speaking errors. When correcting
• After students say each vocabulary phrase, say Now you’re a speaking error, instead of saying Jean (or You)
going to hear words and sentences with those words. Repeat said “I has a snack at 3:45,” say I heard “I has
each word and sentence. Play TR: 1.5. a snack at 3:45.” Then ask students if they can
correct the error.
• Now say Let’s talk about the girl in the photos. Point to the first
photo and say She takes a shower at 7:30 in the morning. Point
to the next photo and ask What time does she make her bed?
Continue with the remaining pictures. You may wish to provide
the following sentence frame: She at .
• 1 Say We’re going to read sentences. Some are true, and
ng
some are not. When a sentence is not true, we say it is false.
Read aloud item 1 with students. Point to the second picture
and read aloud the label, make my bed, and the time, 8:15.
ni
Ask Does she make her bed at eight fifteen? (yes) Say Yes, the
sentence is true. Let’s check T for true. Model putting a check
ar
mark on the T, then read each sentence aloud with students.
Ask Is this sentence true or false? Have students check T for
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true and F for false. If students are having difficulty, rewrite
each sentence with the time written in numerical form, for
example, 8:15 for eight fifteen.
c
Apply
hi
ap
• 2 Say Let’s do a sticker activity. Say Look at Activity 2. Model
the dialogue with a student. Hold up the homework sticker. On
the board, write I do my homework at . Ask What
gr
time do you do your homework?
• Assign partners and have them complete the activity. Provide

eo
the question frame What time do you ?

lG
• Have students record their answers in a two-column chart

labeled Activity and Time. For example, write Take a shower
under Activity and 7:45 under Time.
na
Extend
io
• Give students colored pencils Activity Time

and paper. Say Look at your take a shower 7:45
at
charts. Choose an activity. Draw Workbook and Online Practice

a picture to show the activity. make my bed Vocabulary 2
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Write the time you do that

come home
activity. ✔ Formative Assessment
have a snack
Can students
Wrap Up do my homework • identify and use key vocabulary phrases?
• Pair students. Say Talk about Write the following words in two columns. Have
your partner. When does she students draw lines to complete the phrases:
come home? When does she have a snack? When does she do do a shower
her homework? take my homework
come a snack
Review make home
• For additional practice, direct students to Activity Worksheet 1.2. have my bed
Vocabulary 2 59

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GRAMMAR 2
GRAMMAR 2
Adverbs of frequency TR: 1.6
Objective
I never eat lunch at 12:30. I sometimes eat lunch at 12:30.
Students will I usually eat lunch at 12:30. I always eat lunch at 12:30.
• explain how often they do certain activities
using never, sometimes, usually, or always.
1 Read and write. never sometimes
Grammar Adverbs of frequency usually always
Academic Language how often

Resources TR: 1.6; Video Sc. 6—Grammar 2; 8:15 6:30 6:30 8:45
Activity Worksheet 1.3; Workbook p. 10, TR: 1.5; Meena
Grammar Workbook pp. 4–5; Online Practice Tom
1. Meena I never play soccer at 6:30.
2. Tom I always take a shower at 8:15.
ng
3. Meena I usually help at home at 6:30.
usually
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4. Tom I go to bed at 8:45.
5. Meena I sometimes take a shower at 8:15.
ar
Le
2 Play a game. Cut out the game board and cards in the
back of the book. Play with a partner.
c
I usually make my I always make my
bed in the morning.
hi bed in the morning.
ap
So we’re
different.
gr
19
eo
Warm Up
lG
• Draw the following chart on the board. • Draw students’ attention to the chart. Point to do my homework
on each day of the week. Say I always do my homework. Ask
Monday Tuesday Wednesday Thursday Friday When do I have a snack? (Monday, Wednesday, Thursday) I
na
do my do my do my do my do my have a snack three out of five days. So, I usually have a snack.
homework homework homework homework homework Continue drawing conclusions based on the chart with sentences
such as I sometimes play basketball.
io
have a have a have a

Present
at
snack snack snack
• Point to the Grammar box on p. 19. Play TR: 1.6. Ask students to
N
play play
repeat the sentences as they hear them.
basketball basketball
• Erase the writing in the chart on the board. Write eat lunch at
• Say Let’s talk about how many times we do 12:30 under Monday and say I sometimes eat lunch at 12:30.
things. We can always do things. We can Write eat lunch at 12:30 under Wednesday and Thursday. Say
usually do things. We can sometimes do I usually eat lunch at 12:30. Write eat lunch at 12:30 under all
things. We can never do things. five days. Write I eat lunch at 12:30. Have students
orally fill in the blank. (always) Erase eat lunch at 12:30
completely from the chart and point to I eat lunch
at 12:30. Have students fill in the blank. (never)
60 Unit 1

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Practice BE THE EXPERT
• Point to the chart in Activity 1. Say Take a shower at 8:15. Play Grammar in Depth
soccer at 6:30. Help at home at 6:30. Go to bed at 8:45. Have Adverbs of frequency describe how often we do
students repeat each phrase after you say it. something. They typically come before the main
verb in a sentence (with verbs other than be): I
• Graphic l iteracy Read the column and row headings. Point always brush my teeth before bed.
to the key and say This is a key. The key tells us what the circles Always = every time; at all times
mean. Three filled-in blue circles means “always.” Two filled- Usually = not at all times, but most times. We
in blue circles means “usually.” One filled-in blue circle means use usually to talk about things we normally do
“sometimes.” No filled-in blue circles means “never.” Draw as part of a routine.
Sometimes = on some occasions. Sometimes
three empty circles. Ask What does this mean? (never) Fill in
describes events that are not part of a normal
one circle and ask What does this mean? (sometimes) routine.
Never = not ever; not one time
• 1 Read item 1 with students. Point to the key and say There
are no filled-in blue circles. Meena never plays soccer at 6:30.
ng
• Read item 2. Point to the shower at 8:15 column and ask How
many filled-in blue circles are there for Tom? (three) Point to
ni
the key and ask Which word has three filled-in blue circles?
(always) Say Tom always takes a shower at 8:15.
ar
• Have students work in pairs to complete the activity. After
students have completed each sentence, have them read it
Le
aloud to their partners.
Apply
c
• 2 Read the model dialogue on p. 19 with students. Read item
hi
1 on the game board. Say I always do my homework in the
ap
evening. My brother always does his homework in the evening.
We’re the same. Read Item 2. Say I usually eat lunch at 12:00.
gr
My brother sometimes eats lunch at 12:00. We’re different, too.
• Pair students. Have them read each item and put down a
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frequency card. Next, have students tell whether they are the
same or different.
lG
Extend
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• Review the care for vocabulary on pp. 12–13. Have students list
two or three people or animals they care for and how they care
for them. Have them say or write complete sentences.
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Wrap Up
at
• Form groups of three to four students. Have each group choose

N
a pet. Ask What does your pet always do? What does your pet
usually do? What does your pet sometimes do? What does your
pet never do? Have each group write sentences and read them Workbook and Online Practice
to the class. Grammar 2
Review
• For additional practice, direct students to Activity Worksheet 1.3. Can students
• use adverbs of frequency to describe how often
they do an activity?
Write never, sometimes, usually, and always on
individual note cards. Have students pick a card
and say a sentence using the selected word.
Grammar 2 61

OW2e_LP_3_34279_046-073_U1_CR2.indd 61 6/25/19 3:37 PM
READING
READING
Students will
• explain how people take care of baby
elephants.
• outline a sequence of events.
Reading Strategy Identify Sequence of Events
Academic Language order
Content Vocabulary elephants, Kenya, trust (n.),
the wild
Resources TR: 1.7; Workbook pp. 12–13, TR: 1.7;
Caring for
Online Practice
Material World Map
Baby Elephants
ng
Sometimes young animals such as elephants don’t
have parents to take care of them. Who can help them?
A group called the David Sheldrick Wildlife Trust
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helps elephants and other animals in Kenya, in Africa.
Sometimes, a baby elephant’s mother dies. When that
ar
happens, the baby doesn’t have anyone to take care
of it, or any milk to drink. People at the Sheldrick
Wildlife Trust find the baby elephant and care for it.
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They feed it milk and protect it.
The baby elephants are usually sad at first. They don’t
want to eat or sleep. People at the Trust take turns caring
for the baby elephant. They sleep near it and give it
c
milk when it’s hungry. The people are like the elephant’s
hi
new family.
After a few weeks, the baby elephant starts to play and
ap
Elephants touch
make friends with other elephants. Now the people at the
each other with their
Trust know that the elephant is happy. In time the elephant trunks to say hello!
is ready to go back to the wild to live with other elephants!
gr
20 Unit 1
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Warm Up Present
lG
• Activate prior knowledge Write baby • Direct students to p. 20. Ask What do you see in the picture?
on the board. Ask When you hear or read (elephants, a man) Ask What do you think the man is doing
the word baby, what do you think of? List with the elephants? List students’ guesses on the board.
na
students’ responses on the board.

• 1 Read together Say We’re going to read about baby
• Say When animals are very young, they elephants. They don’t have mothers. We’ll learn how people
io
are babies, just like we’re babies when take care of the elephants like a family. Play TR: 1.7 and have
we’re young. Let’s talk about one kind students read along. After they finish, ask them to call out any
at
of baby animal. Move your shoulder to words they didn’t understand. Review the words together.
your nose and swing your arm back and
N
forth like a trunk. Ask What animal am I? • Say We’re going to listen to the reading again. Listen to the
(an elephant) Say Baby elephants need order of the things that happen to some baby elephants.
parents to take care of them. Say I’m a What happens first? What happens next? Play TR: 1.7
baby elephant. Rub your stomach and a second time. Pause at the end of each paragraph to
say I’m hungry. Ask How do elephants check for comprehension. Ask questions such as:
help their hungry babies? (They give them Paragraph 1: What problem do some young animals have?
food.) Say Some baby elephants don’t
have parents. Ask How can they eat? Paragraph 2: What do elephant mothers do for their babies?
(Someone has to feed them.) Who helps a baby if its mother dies?
62 Unit 1

OW2e_LP_3_34279_046-073_U1_CR2.indd 62 6/25/19 3:37 PM
2 Read. Check T for True and F for False.
BE THE EXPERT
1. The David Sheldrick Wildlife Trust helps animals in Asia. T ✔
F
About the Photo

2. The Trust helps elephants and other animals. ✔
T F
An elephant keeper at the David Sheldrick Wildlife
3. Sometimes a baby elephant’s mother dies. ✔
T F Trust puts blankets on several orphaned baby
elephants. Elephants in East Africa are hunted for
4. People at the Trust give milk to the baby elephants. ✔
T F
the ivory in their tusks, leaving hundreds of baby
5. The elephants never go back to the wild. T ✔
F elephants without parents. The keepers feed and
rehabilitate the baby elephants until they are
grown and are able to return to the wild.
3 Read. Number the sentences in order.
Teaching Tip
2 People at the Trust find the baby elephant.
Design a matching activity to use as a pre-
reading, vocabulary building warm-up. In
5 The elephant goes back to the wild.
column 1, draw a picture of a vocabulary term or
write its definition. In column 2, write the term.
3 People at the Trust give the baby elephant milk.
Have students draw lines to connect a picture or
ng
meaning with each term.
1 The baby elephant’s mother dies.
Related Vocabulary
ni
4 The elephant grows and plays with other elephants.
blanket, caretaker, keeper
ar
4 Talk about the reading. Work with a partner.
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That’s why the people at
The baby elephants the Trust take care of them.
need help.
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hi
ap
gr
21
eo
lG
Paragraph 3: What happens when baby elephants are sad? What other animals are in Kenya? (lions,
What do people at the Trust do? zebras, giraffes, hippos) What animals
besides elephants do you think the Trust
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Paragraph 4: What do baby elephants do when they’re takes care of?

happy? Where do they go when they leave the Trust?
• Ask a volunteer to point either to your
io
• Graphic literacy Display the World Map. Ask Where is country or the country where he was born
the David Sheldrick Wildlife Trust? (Kenya, in Africa) Ask a on the map. Ask What animals live in this
at
volunteer to identify the continent of Africa on the map. country? What animals need people to
Then point out the location of Kenya in Africa. take care of them? Have students make a
N
• Read the first sentence of the second paragraph aloud: list of three animals and write the different
A group called the David Sheldrick Wildlife Trust helps ways that people take care of them.
elephants and other animals in Kenya, in Africa. Ask Students should then share their list with
a partner.
Reading 63

OW2e_LP_3_34279_046-073_U1_CR2.indd 63 6/25/19 3:37 PM
1. The David Sheldrick Wildlife Trust helps animals in Asia. T ✔
F
2. The Trust helps elephants and other animals. ✔
T F
3. Sometimes a baby elephant’s mother dies. ✔

T F
4. People at the Trust give milk to the baby elephants. ✔

T F
5. The elephants never go back to the wild. T ✔

F
3 Read. Number the sentences in order.
Caring for 2 People at the Trust find the baby elephant.
Baby Elephants 5 The elephant goes back to the wild.
3 People at the Trust give the baby elephant milk.

Sometimes young animals such as elephants don’t
have parents to take care of them. Who can help them? 1 The baby elephant’s mother dies.
ng
A group called the David Sheldrick Wildlife Trust
helps elephants and other animals in Kenya, in Africa. 4 The elephant grows and plays with other elephants.
Sometimes, a baby elephant’s mother dies. When that
ni
happens, the baby doesn’t have anyone to take care
of it, or any milk to drink. People at the Sheldrick 4 Talk about the reading. Work with a partner.
Wildlife Trust find the baby elephant and care for it.
ar
They feed it milk and protect it. That’s why the people at
the Trust take care of them.
The baby elephants are usually sad at first. They don’t The baby elephants
want to eat or sleep. People at the Trust take turns caring need help.
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for the baby elephant. They sleep near it and give it
milk when it’s hungry. The people are like the elephant’s
new family.
After a few weeks, the baby elephant starts to play and
c
Elephants touch
make friends with other elephants. Now the people at the
each other with their hi
Trust know that the elephant is happy. In time the elephant trunks to say hello!
is ready to go back to the wild to live with other elephants!
ap
20 Unit 1 21

gr
Practice Wrap Up
• 2 Read item 1 with students. Say This • Have students write the sentences in Activity 2 as a summary
eo
sentence is incorrect. Underline Asia. of the reading in paragraph form. Remind them that the errors
Reread the first sentence of the second in sentences 1 and 5 should be corrected. Ask Which sentence
lG
paragraph of “Caring for Baby Elephants.” of your summary states the main idea of the reading? (the first
Ask Where do people help baby elephants? sentence)
(Kenya, in Africa) Say It says that the
na
David Sheldrick Wildlife Trust helps

elephants and other animals in Kenya,
Recap
in Africa. Ask Is the first sentence true or • Say People care for baby elephants. They feed milk to the
io
false? (false) elephants and sleep near them. The elephants feel better and
go back to the wild.
at
• For items 2–5, guide students to find and

underline the sentence or sentences in the • Ask Do elephants stay with the David Sheldrick Wildlife Trust
N
reading where they can find the answer. their whole lives? (no) Do elephants learn to have fun with
Have students check T for true or F for other elephants at the Trust? (yes)
false. Then have them correct the one
remaining false sentence (item 5).
64 Unit 1

OW2e_LP_3_34279_046-073_U1_CR2.indd 64 6/25/19 3:37 PM
Apply BE THE EXPERT
• 3 Read the sentences in Activity 3 aloud with students. Ask Reading Strategy
What happens first? (The baby elephant’s mother dies.) Have Sequence of Events As students read, have them
students write 1 next to that sentence. Then ask What happens keep in mind key questions such as What happens
next? Have students scan the reading again to find the next first? What happens next? What happens last?
step. Have them number the remaining sentences in order. Review the terms then, soon, before, and when.
These words are commonly used to show a
• Write each sentence on a strip of paper. Have groups arrange sequence of events. Have students look out for
the strips of paper and read the sentences aloud together in these words as they read.
the correct order. Our World in Context
The David Sheldrick Wildlife Trust was founded
Extend in 1977 by Dr. Dame Daphne Sheldrick in the
memory of her late husband, David Leslie William
• Review the order of the sentences as a class. On the board, Sheldrick. David Sheldrick was a pioneer in
draw five storyboard boxes. In the first box, draw a baby wildlife conservation in East Africa, founding and
ng
elephant that looks sad. Say The baby elephant’s mother dies. serving as warden of Tsavo East National Park
Write the sentence under the drawing. Have students copy the for more than 20 years. In addition to rescuing
orphaned elephants, the Sheldrick Trust also cares
storyboard, drawing, and sentence on a piece of paper. Then
ni
for rhinos. Both species suffer at the hands of
place students in pairs to finish the storyboard with drawings poachers for the ivory in their tusks and horns.
of the other four sentences.
ar
• Say Let’s hang your storyboards around the room. Give each
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pair a piece of tape to hang their work on the walls. Allow
students time to walk around the room and look at their
classmates’ drawings.
• 4 Ask a volunteer to read the model dialogue on p. 21

c
hi
aloud with you. Then place students in pairs to talk about the
reading. If students need help with what to talk about, direct
ap
them to use the sentences in Activity 3 as prompts for their
discussions.
gr
• When pairs finish talking about the reading, ask them Do you
want to work at the David Sheldrick Wildlife Trust? How do you
eo
want to care for baby elephants? Have partners discuss.

lG
Wrap Up
• Review the events students numbered on p. 21. Ask students
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to think of three things they did yesterday and list them in

sequence. If time allows, have students draw a picture to Workbook and Online Practice
represent each activity.
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Reading
at
Can students
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• identify how people help take care of baby

elephants?
Ask yes or no questions such as Can baby
elephants take care of themselves without their
mothers? Do the elephants ever return to the
wild?
• outline a sequence of events?
Have students arrange the following sentences
in order:
The elephant goes back to the wild.
People at the Trust take care of the elephant.
A baby elephant is found without parents.
The elephant learns to play with other elephants.
Reading 65

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WRITING
WRITING
Writing Write about taking care of people or 1 Read. What words or phrases does the writer use to show when
animals. her uncle does things? Underline the words.
Objectives
Students will
• use time-order words. A Zookeeper’s Day
• write about taking care of others. My uncle is a zookeeper. He takes care of some of the
• listen and fill out a chart. monkeys in the zoo. He gets up at 6:30 every morning. After he
has breakfast, he feeds the monkeys. There are more than 60
Academic Language order monkeys, so there’s a lot of food! The monkeys eat vegetables,
Resources Workbook p. 14; Online Practice fruits, and special monkey food.
Before lunch my uncle usually
cleans the monkey house. It’s
hard work! In the afternoon
he feeds the monkeys again.
Sometimes he talks to the
ng
Workbook and Online Practice visitors at the zoo. He loves his
Writing job. And I love to visit him
at the zoo!
ni
ar
Can students
2 Write. Think about someone who takes care of animals
• use time-order words?
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or people. Write about his or her day.
Check students’ paragraphs from Activity 2 for
words such as first, next, before, and after.
3 Share. Share your writing in a small group. Listen and take notes.
• write about taking care of others?
c
Review writing in Activity 2. Do students identify hi Name Who? What does he or she do?
a caretaker or helper and show how that person
takes care of or helps others? Ana her aunt She‘s a nurse. She works at the
hospital every day.
ap
• listen and fill out a chart?
Each student should have similar information
for each group member in Activity 3.
gr
22 Unit 1
eo
Present
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• Set the stage Draw a simple picture of • Write the headings Who? How? When? on the board and have
a boy and a dog. Say Ahmad takes care students copy them.
of his pet dog. He gives his dog food. He
• Brainstorm As you point to each heading, ask Who cares
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walks with his dog. Ahmad’s dog is happy.

for others? How does this person care for others? When does
Model the actions as you tell the story.
this person care for others? Have students write responses on
io
their papers.
Write
at
• 2 Say Write about how one person cares for or helps others in
• 1 Say Open your books to page 22. Point a day. Use the words before, after, at, and in.
N
to the picture and ask What animals are in

this picture? (monkeys) Say You’re going
to read about a man who takes care of Share
monkeys. Write the words after, before, • 3 Have students form groups of three. Say Now listen to your
at, and in on the board. Say These words group members’ stories and fill in the chart. Have students read
are used to say when things happen. Have and listen to one another’s stories.
students look for phrases that use these
words and underline them. Then read the
writing with students.
66 Unit 1

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VALUE
VALUE
Take care Value Take care of others.
of others. Objective
Students will
Sometimes others need • think and talk about taking care of others.
your help. Be caring.
Resource Value Poster
Think. Pair. Share. BE THE EXPERT

How can we take care
of others?
Teaching Tip
Review students’ writing. If several students are
ng
making the same error in their writing, take time
to review the error as a class. After you review
with students, have them correct their errors and
ni
rewrite their sentences.
ar
Related Vocabulary
macaque, fur
Le
c
hi
ap
Adult and baby
macaque, Japan
gr
23
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Value
lG
Think others in this way? Students may laugh,

but remind them that they were babies
• Have students look at the photo and caption on p. 23. Say This once and ask how they kept clean.
na
is a macaque monkey and its baby. A macaque keeps its baby

clean. Ask What’s another way a macaque cares for its baby? • Put students in pairs. Have them ask and
(protects it, feeds it, keeps it warm) answer the question in the middle of the
io
page. Students should write notes or draw

• Have students read the value statement on p. 23 aloud. pictures of their partner’s answers.
at
Ask How can you take care of others? Allow students to

share their ideas aloud. Share
N
• Have a student read the sentences under the value statement. • Have students take turns sharing their
Ask Who often needs help? What can you do for someone who partner’s answers to the question aloud.
needs help? Point out that Be caring is a command. It uses the Encourage the rest of the class to listen
verb to be without to to tell someone to be a certain way. carefully. After everyone shares, ask How
do we take care of each other?
Pair
• Ask How is the adult macaque taking care of its baby? (keeping
it clean) Why does the adult do this for the baby? (because the
baby can’t do it on its own) Do you take care of
Writing and Value 67

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PROJECT
PROJECT
Objectives Make a collage. Show ways people care.
Students will
• draw and find pictures about caring for 1 2
others.
• create a collage.
• share information with the class.
• complete the Unit 1 Quiz.
Content Vocabulary collage
Resources Assessment: Unit 1 Quiz; Activity
Worksheet 1.4
Materials colored pencils, construction paper,
glue, markers, photos (optional), scissors,
newspaper or magazine images
Cut out a big circle. Collect and draw pictures that
ng
show caring.
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3 4
ar
Le
c
hi
ap
Glue the pictures to cover Tell the class about your collage.
the circle.
gr
24 Unit 1
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Prepare
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• Ask How can we care for others? List the • Write the following questions on the board:
words and phrases students call out on the
board. Say Today, you’re going to make Who do you care for?
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a collage about how to care for others. A

collage is a collection of pictures. Who cares for you?
io
• Have students cut a large circle out of How do people care for each other?
paper. Provide the class with magazines
at
How do people care for animals?

and newspapers. You may also wish
to have students bring magazines or
N
newspapers from home. Say Look in the • Have students cut out or draw pictures, or do both, and then
magazines and newspapers. Find pictures glue their pictures and drawings to the circle.
that show how to care for others. You can
• Have students come to the front of the class to present
also draw your own pictures. Here are
their collages.
some questions to think about.
68 Unit 1

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BE THE EXPERT
Teaching Tip
They care for their families! Students may feel nervous about speaking in
front of the entire class. You may wish to have
students form small groups and speak to their
group members instead of the entire class. After
the group presentations, invite students who
would like to speak in front of the entire class to
do so.
Project Rubric
ü Did students cut out or draw and glue pictures
that show caring for others?
ü Did students use unit vocabulary when telling
about their collage?
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ü Did students use unit grammar when telling
the class about their collage?
ni
ar
Le
Now I can . . .
talk about caring
c
for others. hi
describe daily routines.
talk about how many
ap
times people do things.
gr
25
eo
Share
lG
• Have students ask and answer questions about one another’s

collages. Encourage discussion of the collages with the
following questions: How are the people in your collage caring
na
for others? Do you care for others like the people in (Sami’s)
collage?
io
• Modify To simplify the project, assign each student a specific

vocabulary term from pp. 12–13. Have each student focus on Now I Can
at
finding or drawing a picture that illustrates the term. Ask questions such as the following:
N
• How do you care for the people in your family?

Review • What do you do every morning? What do you
do after school?
• For additional practice, direct students to Activity Worksheet 1.4. • What do you sometimes eat for lunch? What do
you always do after school?

Unit Review
✔ Assessment: Unit 1
Give the Unit 1 Quiz. Hand out the quiz and go
over the instructions with students. Quiz should
take 15–20 minutes.
Project 69

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VIDEO
Vocabulary 1a a goldfish, a hamster, feed my pet, give
my pet a bath, carry, help
Vocabulary 1b pick up, hold hands, protect, teach,
hug, take care of my pet
Vocabulary 2 make my bed, have a snack, take
a shower, do my homework, come home
Grammar 1 before and after
Grammar 2 Adverbs of frequency
Song Taking Care
Viewing caring for others
Story Time Caring for Elephant Orphans
Resources Video: Sc. 1–10 Zoom In
ng
Vocabulary
• Fast forward through Scene 2: Vocabulary 1a and
ni
Before You Watch Scene 3: Vocabulary 1b. Stop at the images in the
picture frames. Say each vocabulary item and have
ar
• Play the introduction to the video. Say This video is
about taking care of pets. Ask Do you have any pets? students use it in a sentence.
How do you take care of your pets?
Le
Grammar
• Say Listen for the words before and after. While
While You Watch viewing Scene 5: Grammar 1, pause and ask
c
• As they watch the video, have students listen for hicomprehension questions such as What does Jasmine
words that describe caring. Have them sort the words do after breakfast? (go to school)
into a three-column chart. Label the columns Care for • Write always, sometimes, and usually on the board.
ap
Other People, Care for Pets, Care for Myself. Say Listen for these words. List what Laurie always,
• Ask How can you care for your pet? (give my pet a sometimes, and usually does.
gr
bath) Have students write this phrase in the Care for Song
Pets column. Some vocabulary items may belong in
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• View Scene 7: Song. Have students form groups.

more than one column.
Assign each group a verse. Play Taking Care (TR: 1.3)
again. Have each group sing its assigned verse.
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After You Watch Viewing

• Have students form groups of three or four. Ask
• Draw a Venn diagram labeled Animals, People, and
na
Did you write the same things as your group

Both. Play the animal section of the viewing. Ask How
members? Have students compare what they listed in
do animals take care of their babies? Write responses.
their charts.
Watch the second portion and ask and record
io
responses. Ask What do both humans and animals

do? Write answers in the center.
at
Story Time
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• View Scene 9: Story Time. Pause the video and ask

questions such as How do the babies feel when they
arrive at the orphanage? (They’re scared.)
70 Unit 1

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UNIT 1 READER
Text Type nonfiction
PHANS
Caring for
Elephant
in trouble. Some lose their land to
r families to hunters. But there is
a where people take care of orphan
Vocabulary help, protect, take care, cuddle, play
n about this special place. with, clean, feed
rning, the Our World readers are six levels of original stories,
around the globe. Following the readings are fun facts and
ience together in a way that fascinates, educates, and informs.
Orphans Grammar before and after; adverbs of frequency
by Jill Korey O’Sullivan
Reading Strategy Cause and Effect
ouse
e World

Resources Video: Sc. 9—Story Time; Graphic
Coyote’s Weekend
Based on Coyote Maya Folktales
Organizer: Two-column chart
st
Caring for
Elephant Orphans
e
Elephants in Africa are in trouble.
Some lose their land to people. Some
of
ult
lose their families to hunters. But

BE THE EXPERT
ood
there is a special place in Kenya where
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people take care of orphan elephants. Our World in Context
Asia and Africa are the only two continents with
ni
wild elephant populations. Elephants’ big ears
Before You Read help them stay cool in these hot climates. African
ar
• Activate prior knowledge Say How do humans take care elephants are larger and have bigger ears than
Asian elephants. For thousands of years, humans
of whooping cranes that do not have moms? (teach them to
have used Asian elephants to help them travel,
Le
fly) Say Humans also care for elephant babies that don’t have work, and move or lift heavy things. African
mothers. elephants, though, are usually found only in
the wild.
• Introduce the strategy Say A cause tells why something
c
happens. An effect is what happens. Say My goldfish is hungry. hi Reading Strategy
I feed my goldfish. Ask Why do I feed my goldfish? (because Cause and Effect The relationship between
it’s hungry) Write Cause: My goldfish is hungry. Effect: I feed causes and effects can be described with the
ap
my goldfish. word because. This word helps students see
the connection between causes and effects,
• Say As we read, let’s use charts to organize causes and effects. as in Keepers sleep with elephants at night
gr
Draw a two-column chart on the board. Label the columns because . (the elephants cry if
Cause and Effect and draw an arrow from left to right they’re left alone)
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between the two columns. Have students copy it.

Text Background
• Say As we read, we can write causes and effects in the chart. This reader focuses on Kenya, a country in East
lG
Africa. Most orphaned elephants come to Tsavo

National Park in southern Kenya. These elephants
While You Read usually live with their keepers at the orphanage
na
for eight to ten years. When they are ready, the

• As students read, ask the following questions. Then ask Is this
orphans join one of the elephant families living in
a cause? Is it an effect? the national park.
io
p. 3: What’s the cause of the problem? (Some people harm

elephants.) What is the effect of the problem? (Baby
at
elephants become orphans.)

p. 9: Why do keepers sleep next to baby elephants?
N
(Elephants cry if they’re alone. Cause.)

p. 11: What’s one reason elephants come back to visit keepers?
(They want to say hello. Cause.)
After You Read

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

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AUDIO SCRIPT TR: 1.7 1 Listen and read.
Note: The reading Caring for Baby Elephants is on p. 62.
Student’s Book
TR: 1.1 1 Listen and read. Workbook
We all need help from other people. We care for each
TR: 1.1 1 Listen and write. Then listen again. Read
other in many different ways. We care for animals, too.
and match.
carry, help, hug, teach, hold hands, feed my pet, a
1. I help my grandmother.
goldfish, take care of my pet, a hamster, pick up, give
my pet a bath, protect 2. I feed my goldfish.
3. A mother can protect her baby.
TR: 1.2 2 Listen and say. 4. I hug my mother.
carry I like to carry my rabbit. 5. I carry the baby.
ng
help I like to help my grandma. 6. I teach my brother the ABCs.
hug I like to hug my mom. 7. I hold hands with my friend.
ni
teach I like to teach my friends new 8. I pick up the hamster.
things.
9. I take care of my bird.
ar
hold hands We hold hands when we
cross the street. 10. I give my pet a bath.
Le
feed my pet I like to feed my pet.
TR: 1.2 1 Listen to the song. Look. Number
a goldfish I feed my goldfish after the pictures.
school.
c
Note: Lyrics for the song Taking Care are on p. 52.
hi
take care of my pet I take care of my pet after
school. TR: 1.3 2 Listen. Match. Draw lines.
ap
a hamster I have a hamster called 1. S1: What do you do after school?
George.
S2: I help my mother after school.
gr
pick up I like to pick up my little

brother. 2. S1: What do you do before breakfast?
eo
give my pet a bath I like to give my pet a bath. S2: I feed my cat before breakfast.
protect I want to protect my little 3. S1: What do you do after breakfast?

lG
sister. She’s only three. S2: I hug my grandmother after breakfast.

4. S1: What do you do before school?
TR: 1.3 1 Listen. Read and sing.
S2: I take care of my brother before school.
na
Note: Lyrics for the song Taking Care are on p. 52.

TR: 1.4 1 Listen and write.
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TR: 1.4 Grammar 1 before and after

1. I make my bed before breakfast.
Note: Grammar 1 is on p. 54.
at
2. I take a shower after breakfast.
TR: 1.5 1 Listen and say. Check T for True and F for 3. I feed my cat before school.
N
False. 4. I have a snack after school.

take a shower I take a shower at 7:30.
TR: 1.5 1 Listen. Draw lines to match.
make my bed I make my bed at 8:15.
1. She sometimes helps at home at 5:30.
come home I come home at 3:20.
2. She always has a snack at 3:15.
have a snack I have a snack at 3:45.
3. He never takes a shower at 6:30.
do my homework I do my homework at 5:00.
4. She usually does her homework at 4:45.
TR: 1.6 Grammar 2 Adverbs of frequency 5. He usually makes his bed at 8:00.
Note: Grammar 2 is on p. 60. 6. He sometimes comes home at 3:45.
72 Unit 1

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TR: 1.6 3 Listen and read. Can you say these fast? TR: 1.7 1 Listen and read.
1. I slurp snacks and sodas at six sixteen. Note: The reading The Daily Lives of Animals is
2. Meena makes many milkshakes in the morning. on p. 315.
3. Before four, fix the fifteenth flower vase.
NOTES
ng
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c
hi
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gr
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na
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at
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Audio Script 73

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Unit 2
In This Unit
Theme This unit is about exploring a town and
giving directions.
Content Objective
My Place
in the World
Students will
• identify and discuss different places in a town.
Language Objectives
Students will
• talk about their towns.
• ask for help.
Vocabulary
Vocabulary 1 a bakery, a drugstore, a
ng
hospital, a movie theater, a museum, a park,
a police station, a post office, a restaurant,
a supermarket, a toy store, a train station
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Vocabulary 2 a library, a mall, a stadium, a
swimming pool, a zoo
ar
Grammar
Grammar 1 Can for requests and offers
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Grammar 2 Giving directions
Reading Eye in the Sky
Writing Write about a special place.
Value Explore your town.
c
hi
Project Make My World circles.
ap
gr
26
eo

Objectives
lG
• Brainstorm Ask What are some places you know? (home,

Students will
school, playground) Write students’ responses on the board.
Encourage them to also name places they’ve visited in different
na
• identify parts of a photo.

parts of the country or world.
Resources Video Sc: 1—Introduction; Home-
School Connection Letter; Unit Opener Poster; • Say The name of our next unit is “My Place in the World.” Say
io
Classroom Presentation Tool; World Map Look at the photo on pages 26–27. A girl and a boy are playing
Poster outside in a city. Ask Does this place look like where you live?
at
Have students share what is similar about the city in the photo
to their own town or city and what is different.
N
Pacing Guides L3U2

• Ask questions such as the following to encourage discussion of
2–3 Hours 3–4 Hours 4–6 Hours the photo:
What do you see in the photo? (a girl, a boy, other people, a
puddle, fancy buildings)
What are the girl and boy doing? (playing a game)
74 Unit 2

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In this unit, I will . . . BE THE EXPERT
• talk about my town.
• ask for help.
About the Photo
Two children play a game of chase in the
Look and check. courtyard of the Jama Masjid in Delhi. The Jama
These children are in Masjid is one of the largest mosques in India. It
was built between 1644 and 1656 of sandstone
North America. and marble. It has three domes and two minarets
South America. (towers), and the courtyard where the children
✔ Asia. play can hold 25,000 worshipers. To the right
is the Red Fort, an even older structure that
Australia. was once the home to emperors of the Mughal
dynasty. It now holds museums.
Teaching Tip
Brainstorming is a good way to introduce content.
To help students brainstorm, write a one- or
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two-word description of the topic on the board.
A visual cue will help students stay focused.
Before beginning, tell students that they should
ni
avoid saying negative things about anyone’s
ideas. Be encouraging during the brainstorming
ar
session and make sure each student has a chance
to share her ideas.
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Related Vocabulary
building, continent, puddle
c
hi
Old Delhi, India
ap
gr
27
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What is the weather like in that place? (warm and rainy)

lG
How do you know? (It’s warm because the children aren’t

wearing shoes. It’s rainy because there is a rain puddle in
na
front of the children.)
• Ask What colors do you see in the photo? (yellow, blue, red,
io
orange, pink) What objects have these colors? (clothes, the

buildings) Do you have colorful clothes like the children’s?
at
Are there buildings in your town like the ones in this city?
• Guide students through the activity on p. 27. Read the name

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of each continent out loud and have the class repeat it. Have
students point to where each continent is on a world map.
Ask How do we know which continent the children are in? (the
clothes, the buildings)
Unit Opener 75

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VOCABULARY 1
VOCABULARY 1
Objective 1 Listen and read. TR: 2.1
Students will
• identify and use nouns related to places. 2 Listen and say. TR: 2.2 a hospital
Vocabulary a post office, a museum,

Some people live in big towns. Other
a park, a hospital, a bakery, a restaurant,
a supermarket, a train station, a toy store,
there are interesting places to go. Are
a drugstore, a movie theater, a police station there places like these where you live?
Content Vocabulary town, village
Resources TR: 2.1–2.2; Video Sc. 2—Vocabulary a post office a bakery
1a, Sc. 3—Vocabulary 1b; Graphic Organizers:
Two-column chart, Word web, KWL chart;
Activity Worksheet 2.1; Workbook pp. 16–17,
TR: 2.1; Online Practice
Materials scissors, poster board, magazines,
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colored markers
ni
ar
Le
c
hi
ap
Shinjuku Gyoen Park,

Tokyo, Japan
a park
gr
28 Unit 2
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Warm Up Present
lG
• Activate prior knowledge Ask What • Say Open your books to pages 28 and 29. Look at these photos
can you do in your town? What places can of places. Point to each place and say its name. Then have
you go to? What can you do there? Say students repeat after you.
na
Today we’re going to learn words about

places. Think about the places you go to. • Say Look at the photos again. Ask questions such as the
following:
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• Set the stage Draw and label a simple What can you do at a supermarket? (buy food)
stick figure on the board. Say This is Raúl.
at
Which places help sick people? (hospital, drugstore)

Raúl goes to school. Ask What do you Which place helps keep people safe? (police station)
think Raúl does at school? Listen carefully.
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What can you do at a park? (play, run, fly a kite)

Does he fly a kite? Does he watch TV?
Does he read? What does Raúl do at • Ask What places do you go to in your town? What places do
school? (He reads.) Ask What other things you like? What places don’t you like? For students who need
can Raúl do at school? (color, count, listen) more support, ask Yes/No questions such as Do you like the
List students’ ideas on the board. toy store? or provide sentence frames such as I like .
I don’t like .
76 Unit 2

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a supermarket a drugstore BE THE EXPERT
Vocabulary Strategy
Compound Words Compound words are made
up of two smaller words. The two words have
a single meaning when used together. Some
compound words are written as a single word, for
example, notebook. Other compound words, such
a train station a movie theater as orange juice, are written as two words. Both
kinds of compound words are used in the lesson
(supermarket, post office, train station, toy store,
drugstore, movie theater, police station).
Teaching Tip
Help students connect what they already know
to what they will learn. Have them use a three-
a toy store a police station column KWL-chart (What I Know, What I Want
ng
to Know, What I Learned) to help organize their
ideas. In the first column, students list what
they already know about a topic. In the second
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column, they list questions about the topic or
things they want to learn. Students complete the
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last column after learning about the topic.
Le
c
paintings a police officer a swing hi
ap
It’s a drugstore!
gr
29
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Practice Wrap Up
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• 1 Say We’re going to read and hear about places to go. Read • Say Let’s play a game. I’m going to talk
the paragraph on page 28 and the words on pages 28 and 29 about a place. You tell me what place you
as you listen. Play TR: 2.1. think it is. Ready? I see grass, trees, and
na
people walking. I come here to play. What

• Discuss the paragraph and photos. Ask questions such as place is it? (a park) Then act out and say
Where can people live? (big towns, small villages) I come here to eat lunch. I sit at a table.
io
Do small villages have interesting places? (yes) I pay for my lunch. What place is it? (a
at
What photo shows people near a train? (train station) restaurant) Repeat with two or three other
Where do people go to get or send mail? (post office) vocabulary words.
N
• 2 Say Now we’re going to hear words. Then we’ll listen to

sentences with those words. Say each word and sentence after
you hear it. Play TR: 2.2. Have students repeat each word and
sentence.
• Put students in groups of three or four. Assign two or three

vocabulary words to each group. Have groups write their
own sentence for each word. Then have one student from
each group read the sentences out loud. Use the sentences to
see whether students understand the vocabulary or whether
students are struggling; provide sentence frames for each term,
for example, I buy milk at the . (supermarket)
Vocabulary 1 77

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VOCABULARY 1 a supermarket a drugstore
2 Listen and say. TR: 2.2 a hospital
Some people live in big towns. Other

there are interesting places to go. Are a train station a movie theater
there places like these where you live?
a post office a bakery
a toy store a police station
ng
ni
ar
Le
paintings a police officer a swing
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Shinjuku Gyoen Park,
Tokyo, Japan
hi It’s a drugstore!
a park
ap
28 Unit 2 29

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Recap Apply
• Ask What did we learn about yesterday? • 3 Have students look at the dialogue on p. 29. Model
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(places to go) Then ask What are some the dialogue with a student. Then put students into pairs.
places to go? Write the following sentence Say Tell about a place. Use the words in the box. Have your
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frames on the board: partner guess the place. Say complete sentences.
• Draw a two-column chart with the headings Where I go and

I go to the to mail a letter.
What I do there. Have students copy the chart.
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Theo and his mom go to the to

watch movies. Where I go What I do there
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Rose goes to the when she

at
needs medicine.
We go to the to get on the • Give students three minutes to think about one place they go
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train to the city. and what they do there.
• Have students look at the photos on pp. 28–29 for ideas. Have
• Read each sentence frame out loud. Have them write their answers in the chart. Model examples. I go to
students say the name of the place as a restaurant. I eat pizza. I go to the pet store. I play with the
they point to the photo in their books. puppies. Then call out each vocabulary term. If students chose
Write new sentence frames for the that place, have them stand up and read their sentences.
other vocabulary words to give students
additional practice.
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• Say Let’s think more about the places we learned about. Write About the Photo
post office on the board. Ask the following questions: Shinjuku Gyoen Park is one of the largest public
parks in Tokyo. Opening as a national park in
What do we see at the post office? (people, mailboxes)
1949, the land was previously a private residence,
What do we do at the post office? (mail and get letters, a botanical garden, and a garden of Japanese
stand in line) emperors. (Gyo-en means “imperial garden” in
• Put students in groups of three or four. Assign each group a Japanese.) Shinjuku Gyoen Park has more than
place from pp. 28–29. Say Think about your place. What do 20,000 trees on 144 acres of land. It is a popular
place to see cherry blossoms in springtime.
people see there? What do people do there? Have groups make
a word web to write their ideas. Teaching Tip
Grouping Conflicts may happen when students
people work in groups. Prevent conflicts from happening,
or keep them from getting worse, by monitoring
groups as they work. If problems occur, ask the
ng
post office mailboxes group to take some time to think about the
problem and talk through a solution. Remind
students to avoid negative language when
ni
packages discussing a problem. Make sure each student
in the group has a chance to share his concerns.
ar
Provide guidance and support as needed.
• If time allows, hand out scissors, poster board, magazines, and
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colored markers to each group. Then have groups use their
word web to make a poster about their assigned place. Say
Draw and cut out pictures to make your poster. Allow time for
each group to present its completed poster to the class. Have
c
the class look at the poster and give details about each place. hi
Wrap Up
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• Say Let’s play a game. I’ll draw a picture on the board. The
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picture is from a place we learned about. Use the picture to

guess the place. Model the activity for students. Draw a picture
of a tree and a bench or swing on the board. Students should
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identify a park as the correct place. Repeat the activity with

other vocabulary words. Have students come up to the board
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and draw a picture clue.
Review
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io
at
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Vocabulary 1
Can students
• identify and use nouns related to places?
Point to a photo of a place and ask Is this a
(museum) or a (train station)? What can you see
at this place? What can you do there?
Vocabulary 1 79

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SONG
SONG
Vocabulary 1 a post office, a toy store, a
supermarket, a park, a bakery, a movie theater A Great New Town
Vocabulary 2 a library, a zoo, a swimming pool
Can I help you? You look lost.
Grammar in the song Can I help you find your way?
Can I help you? You look lost.
Grammar 1 Can for requests and offers Can I help you today?
Resources TR: 2.3; Video Sc. 7—Song; Workbook CHORUS
p. 18, TR: 2.2; Online Practice I’m new in town. I think I’m lost.
Can you help me find my way?
Materials drawing paper, colored pencils or I’m new in town.
markers Can you help me with my busy day?
Where are the post office, the toy store,

the supermarket, and the park?
Where’s the bakery?
Where’s the library?
ng
Where are the zoo, the school, and a swimming pool?
CHORUS
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I can help you. You’re not lost.
I can help you find your way.
ar
I can help you today.
Here’s the post office,
the toy store, the supermarket,
Le
and the park.
Here’s the bakery, the library, the zoo,
the school, a swimming pool,
and a movie theater, too!
c
I can help you today.
hi
I can help you find your way, and you’ll be OK,
in your great new town today!
ap
Thank you for helping me to find my way.
Thank you for helping me with my busy day,
in my great new town today!
In my great new town today!
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30 Unit 2
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Use the Song

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• Say There are many places people go in a • 1 Play TR: 2.3 so that students can hear the names of places
town. Have students turn to pp. 28–29. Ask in a town. Put students into groups of three or four. Give each
What places can people go to in this town? group one of these places to draw: a post office, a toy store,
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Have students point to each place and say a supermarket, a park, a bakery, a library, a zoo, a school, a
its name out loud. Ask What can people swimming pool, or a movie theater.
do in (the toy store)? Have students name
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one activity that people do in each place. • 2 When students have finished drawing, play the song again.
Tell groups to hold up their pictures when they hear their
at
• Set the stage Say Ivan is new in town. place in the song. Then have students ask group members
He doesn’t know where everything is. He for help finding a place. Have one student ask “Where is the
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wants to go to the library. Ask What can post office?” Have the student holding the picture of the place
Ivan do? (ask for help) Say Right. He can answer “Here’s the post office.”
ask for help.
• Have students look at the picture on pp. 30–31. Ask Does this
look like a place we heard about in the song? (no) What is this
place? (a place for tourists to buy souvenirs) Are there places
like this in your town?
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BE THE EXPERT
Teaching Tip
Provide opportunities for different students
to lead minor activities. Giving students a
chance to be leaders can help build confidence,
develop motivation, and give practice applying
vocabulary. For example, identify students who
are musically talented or auditory learners.
Encourage them to lead the class in singing
the song. Ask them for suggestions on how to
perform a song.
ng
ni
ar
Le
Chania, Crete
c
hi
ap
2 Sing again and hold up pictures.
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31 Song
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Use It Again
• Vocabulary 2 Sing or play these lines
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• Vocabulary 1 Have students turn to pp. 28–29. Play TR: 2.3

again. Have students point to each term as they hear it in the from the song: “Where’s the library? /
song (post office, toy store, supermarket, park, bakery, movie Where are the zoo, the school, and a
na
theater). Then have students identify the terms that were swimming pool?” Then have students turn
not in the song (museum, hospital, restaurant, train station, to p. 34. Play the following lines of the
drugstore, police station). song: “Here’s the bakery, the library, the
io
zoo / the school, a swimming pool.” Have

• Grammar 1 Sing or play these lines from A Great New Town: students point to the photos of the library,
at
“I’m new in town. I think I’m lost. / Can you help me find my the zoo, and the pool when they hear
way?” Ask What help does the person need? (The person needs those places named.
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help finding different places.) Why does the person need help?

(She just moved to the town. She thinks she’s lost.) • Play the third and fifth verses of A Great
New Town. Have the class brainstorm
places people might need to find in their
own town. List students’ responses on the
board. Then, as a class, sing the third and
fifth verses of A Great New Town. Replace
the places named in the song with the
places listed on the board.
Song 81

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GRAMMAR 1
GRAMMAR 1
Objectives Can for requests and offers TR: 2.4
Can you help me? Sure. How can I help?
Students will
• ask for help with can.
• answer requests for help with can.
Grammar Can for requests and offers
Content Vocabulary across, behind, between,
next
Academic Language request
Workbook pp. 19–20; Grammar Workbook
pp. 6–7, TR: 2.3; Online Practice
ng
ni
ar
Le
Can you help me?
Sure. How can I help?
c
hi
Where’s the hospital?
ap
It’s across from the museum. It’s on the

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corner of Main Street and First Street.

32 Unit 2
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Warm Up
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• Recycle Review vocabulary from Unit 1. • Point out the grammar box on p. 32. Say the questions out loud
Write help on the board. Say We’ve or play TR: 2.4. Ask What words are in both questions? (can,
learned about ways we can help our help)
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family and pets. What are ways we

• Model Say When we need help, we can ask, “Can you help
can help our family? (hug, teach, hold
me?” Say Repeat after me. Say “Can you help me, please?”
hands) Have students think of other ways
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Then say This is one way to ask for help. Model how to ask for
family members help one another. Write
help finding a place. Say I’m a new student at school. I can’t
at
responses on the board.

find my classroom. I see a teacher. I can ask her “Can you help
me, please? Where’s the classroom?” Point out that it’s polite
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Present to say please when asking for help.

• Contextualize Ask What are some • Write the following on the board:
words we learned for places? (a hospital, a
park, a police station) Are there places like
Can you help me, please?
these in your city or town? Do you know
where they are? Then say Think about a Where’s the ?
new person in town. She needs to take the
train. She can’t find the train station. What
can she do? (ask for help)
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1 Read. Look at the map. Match the sentences.
BE THE EXPERT
1. Can you help me? a. It’s on the corner of Main Street.
2. Where’s the park?
It’s next to the bakery. Our World in Context
b. I’m sorry. I don’t know where it is. In most cultures, it’s common to express gratitude
3. Where’s the toy store?
c. It’s across from the supermarket. for receiving help. In the United States a person
4. Where’s the museum? may say thank you or thanks after receiving help.
d. It’s behind the hospital. In Japan and some other Asian cultures, a person
5. Where’s the movie theater?
e. Yes, of course. How can I help? may express thanks by bowing.
6. Can you help me find the
drug store? f. It’s between the hospital
and the supermarket.
Grammar in Depth
Can is a helping verb. There are many different
2 Write more questions about the town. Work with uses for can. Students have already learned how
a partner. Ask and answer. to use can to talk about ability: A penguin can
swim. It can’t fly.
3 Ask and answer. What about you? Think about where you live. In this lesson, students will learn how to use can
to request help and offer to help someone.
ng
Use can you when you are asking someone to
do something for you: Can you help me? To get
someone’s attention in a polite way, we often add
Museum
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excuse me: Excuse me. Can you hold my bag?
Also, because you are asking a favor, it’s common
ar
to add please: Can you please open the window?
Can you open the window, please?
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Use can I when you are offering to help: How can
I help? Can I get you a soda?
Students have already learned the question word
Police where and how to answer with It’s followed by
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a preposition of place. Across from may be a
station
hi new expression for students. It means “located
opposite from.”
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Park
gr
33
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• Put students into pairs. Say Think of a place at school. Write • Before students begin Activity 1, review
it on a piece of paper. Now pretend you’re new at school. You next to, across, behind, and between.
can’t find the place on your paper. Ask your partner for help. Have two students stand near each other
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to demonstrate next to. Have one stand

• Say Use the questions on the board. Have students come up to in back of the other to show behind. Then
the front of the room and role-play their dialogue for the class. have several students form two lines. Point
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out students standing across from one

Practice another in line. Have one student stand in
at
the middle of two others to show between.

• Have students look at the map below the grammar box
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on p. 32. Ask What places are on the map? (park, hospital, • 1 Have students complete items 1–6 on
museum, toy store, bakery, supermarket, theater) What other p. 33. Review the answers with the class.
words do you see? (First Street, Main Street)
• 2 Put students in pairs. Write the
• Point out the picture of the boy asking the girl for help on following sentence frames on the board.
p. 32. Ask How does the boy ask for help? (He says “Can you
help me?”) Ask What question does the boy ask? (Where’s the Where’s the ?
hospital?) What does the girl tell the boy? (It’s across from
the museum. It’s on the corner of Main Street and First Street.) The is across from the movie
Tell students to use the directions to point to the hospital in theater.
their books.
Grammar 1 83

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GRAMMAR 1 1 Read. Look at the map. Match the sentences.
1. Can you help me? a. It’s on the corner of Main Street.
Can for requests and offers TR: 2.4
It’s next to the bakery.
Can you help me? Sure. How can I help? 2. Where’s the park?
b. I’m sorry. I don’t know where it is.
3. Where’s the toy store?
c. It’s across from the supermarket.
4. Where’s the museum?
d. It’s behind the hospital.
5. Where’s the movie theater?
e. Yes, of course. How can I help?
6. Can you help me find the
drug store? f. It’s between the hospital
and the supermarket.
2 Write more questions about the town. Work with

a partner. Ask and answer.
3 Ask and answer. What about you? Think about where you live.
ng
Museum
ni
ar
Can you help me?
Le
Police
station
Where’s the hospital?
c
hi Park
It’s across from the museum. It’s on the
corner of Main Street and First Street.
ap
32 Unit 2 33

gr
Recap
• Say Look at the map. Write more questions • Remind students that they can use can to ask for help. Ask
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about the town. Use these sentences to How do we ask for help? (Can you help me, please?) How do
help you. When students have finished, we answer? (How can I help?) Draw a simple map with two
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have a student from each pair read one streets, like the one on p. 32. Have students use can to ask and
question and answer aloud. Use students’ answer questions about the places on the map.
responses to assess their understanding
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of the vocabulary. If students are having

difficulty, review the vocabulary words. Apply
• Have students tell about places in their city or town. Model by
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Wrap Up giving examples of places found where you live. My town has
a police station and a supermarket. It doesn’t have a museum
at
• Say Let’s ask and answer questions about or a theater. For students who need more support, use Yes/No
places at school. Ask a student Can you questions such as Does your town have a police station? Does it
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help me, please? Where’s the principal’s have a bakery? Have students review the photos on pp. 28–29
office? Once the student gives an answer, for more ideas.
have her ask another student about a
different place at school. To continue the • 3 Put students in pairs. Have partners complete the activity,
activity, have students ask and answer using the model on p. 32 to ask and answer questions about
questions about various school locations. where they live. Remind them to use can. Monitor partners
to make sure they are taking turns asking and answering
questions.
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• Expand Say and write I’m at the bakery. I can’t find the BE THE EXPERT
cupcakes. Can you help me, please? Where are the cupcakes?
Point out the underlined words are and cupcakes. Explain to Teaching Tip
students that when they’re asking about more than one thing, Students may have different learning styles.
they should use are. For example, some students learn best when
information is presented visually. Some students
• Have students choose a place from the map on p. 32, the need information verbally, while others may
photos on pp. 28–29, or their own town or city. Have them list need to write it down. Still others may benefi t
from performing hands-on activities, or activities
two items from their chosen place, such as apples and oranges
involving physical movement. Be sure to include a
at the supermarket, or magazines and videos at the library. variety of visual, verbal, written, and movement
Then have them write questions asking for help finding the activities in your class to support different
items on their list. For example: Can you help me? Where are learning styles.
the apples and oranges? Remind them to use the verb are.
Extend
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• Put students in pairs. Have each student write sentences about
something they need to do or get. The partner tells them how
ni
to get there. First, write the dialogue below, and model it with
a student.
ar
Can you help me?
Le
I want to [buy a toy. Where’s the toy store?]
It’s [between the hospital and the supermarket.]

c
hi
ap
• If students have difficulty, create a two-column chart with the
headings What? and Where? Then brainstorm with students to
complete a group chart such as the one below. When the chart
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is completed, have students use it to practice their dialogues.

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What? Where?
see a doctor hospital

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buy a toy
toy store
buy a gift
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buy bananas
supermarket
buy apples
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see paintings museum

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buy a birthday cake

bakery
buy bread Workbook and Online Practice
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Grammar 1
see a movie movie theater
Wrap Up
Can students
• Say Let’s play a game about things in the classroom. Ask a • ask for help with can?
student about the location of a classroom item. For example,
Present students with the following scenario:
say Can you help me, (Hyo)? Where’s the chalkboard? The Imagine you need medicine but can’t find the
student answers by saying Yes, I can help you. The chalkboard drugstore. What do you say to ask for help?
is at the front of the classroom. The student who answers then Have students use can to form their requests.
asks another student about a new object. The game continues • answer requests for help with can?
with students asking and answering questions about the Ask questions such as What do you say to the
location of classroom objects. person asking you for help?
Grammar 1 85

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VOCABULARY 2
VOCABULARY 2
Objective 1 Listen and say.
Students will Read and write. TR: 2.5
• identify and use more nouns related to
places. a swimming pool a zoo
Vocabulary a library, a swimming pool, a mall, a

zoo, a stadium
Content Vocabulary favorite
Minimal Pair Card 56; Video Sc. 4—Vocabulary
a library
2; Activity Worksheet 2.2; Workbook p. 21, TR: a mall a stadium
2.4; Online Practice
1. Min wants to go to the zoo .
She loves the crocodiles and the monkeys.
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2. Aziz wants to go to the stadium .
He likes to see his favorite soccer team.
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3. Janica wants to go to the swimming pool .
She has a new bathing suit.
ar
4. Mounira wants to go to the mall .
She wants to buy some new clothes.
Le
5. Leo wants to go to the library .
He wants to read some books.
c
2 Listen and stick. TR: 2.6
hi
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Monday Tuesday Wednesday Thursday Friday

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34 Unit 2
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Warm Up
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• Recycle Say Let’s talk about the words • Have students open their books to p. 34. Hold up Flashcard 44.
you learned for places. Ask What place has Ask What does this picture show? (a boy reading a book,
letters and mailboxes? (a post office) What books on shelves) Have students say the vocabulary word
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place has doctors and nurses? (a hospital) out loud. Repeat with the other four vocabulary words and
Give clues for other vocabulary words. Flashcards 45–48.
Each clue should name a person or object
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in each place.
Practice
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• 1 Say Now we’re going to hear words. Then we’ll listen to

Present sentences with those words. Say each word and sentence out
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• Explain Say We’re going to learn five loud after you hear it. Play TR: 2.5.
new words about places. One place has
books to read. Show students a book.
Another place is for swimming. Act out
swimming. Then say One place has stores.
Another place has all kinds of animals.
People watch sports at another place.
Ask Do you know what these places are?
86 Unit 2

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• Say Look again at the photos of places on page 34. BE THE EXPERT
Ask students questions such as these:
Teaching Tip
Which place has a panda? (a zoo) Do you think this place has
To help students remember new vocabulary
other animals? (yes) What other animals are there? (lions,
terms, have them apply the vocabulary to their
giraffes, zebras, and so on) own lives. Encourage students to choose their
Which place has water? (a swimming pool) What do people favorite place out of the five places listed on p. 34.
do there? (swim) Have groups discuss their favorite place, when
Which place has books? (a library) Can you read books at they went there, how often they go, and who
this place? (yes) they go with.
Which place has people walking inside? (a mall) What do
they do there? (buy things)
The Sounds of English
Which place has many people sitting? (a stadium) What do Comparing sounds: /l/ and /r/
you think they do there? (watch games) The two “liquid” consonants /l/ ( mall ) and
/r/ (restaurant) can be difficult for learners of
• Point out the new word favorite in item 2. Say Your favorite English, especially since some languages don’t
thing is the thing you like best. My favorite food is pizza. distinguish between the two.
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Ask What’s your favorite food? To demonstrate the /l/ sound, touch the tip of
your tongue to the roof of your mouth, right
• Read item 1 out loud. Ask What does Min love? (crocodiles and
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behind your upper front teeth. To demonstrate /r/,
monkeys) What place has these things? (a zoo) Have students put your tongue in the same position, but don’t
write the answer to item 1. Then have them complete items 2–5. touch your tongue to your gums.
ar
Use this activity to see if students understand the vocabulary. To help students practice these sounds, use
Walk around the room to check students’ work. If students Minimal Pair Card 56 (glass, grass).
Le
are having trouble completing the sentence frames, give them Example words: restaurant, supermarket, mall,
more examples as clues. hospital, library
Apply
c
hi
• 2 Have students look at Activity 2. Point to Monday in the
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first box. Say Monday is a day of the week. Have the class say
Monday out loud. Then say the other four days of the week
out loud. Have students repeat each one after you.
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• Say Now let’s do the sticker activity. Assign partners. Say

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Listen for a day of the week. Then put a sticker in the right box.
Play TR: 2.6. Check partners’ work. Each box should have one
sticker in it.
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Extend
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• Put students into groups of three or four. Assign one of the

vocabulary words to each group. Have groups write two new
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sentences about their assigned place. Students should model

their sentences on the ones in Activity 1 on p. 34.
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• Give students five minutes to write their sentences. Then ask a

student from each group to read the sentences out loud.
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Wrap Up
• Write each vocabulary word on the board. Leave space below Workbook and Online Practice
each word. Point to each vocabulary word and have students Vocabulary 2
say it out loud. Then say Before we end class today, let’s name
new things we see in each place. Encourage students to think ✔ Formative Assessment
of things other than the ones in the book. Examples might
Can students
include computers at the library, towels at the swimming pool,
• identify and use more nouns related to places?
or elephants at the zoo.
Ask questions such as Where can you borrow a
book to read? Where do you see tigers? Where
Review do you watch a baseball game?

Vocabulary 2 87

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GRAMMAR 2
GRAMMAR 2
Objectives Giving directions TR: 2.7 Go straight .
Students will How can I get to the drug store? Turn left on Third Avenue.
Turn right at the supermarket.
• give directions with an imperative + adverb.
1 Look at the map below. Follow and write.
Grammar Giving directions
1. How can I get to the museum ? Turn left on Summer Street.
Content Vocabulary directions, left, right, Go straight. Turn right on Spring Street. It’s next to the mall.
straight
2. How can I get to the school ? Go straight on Green Street. Turn
Resources TR: 2.7; Video Sc. 6—Grammar left on Middle Street. It’s on the corner of Middle Street and Second Avenue.
2; Activity Worksheet 2.3; Workbook p. 22;
Grammar Workbook pp. 8–9; Online Practice 3. How can I get to the restaurant ? Go straight on Green Street.
Turn right on Middle Street. Turn left on Black Street. It’s next to the
Materials note cards (with directions to places in swimming pool.
the classroom), scissors
4. How can I get to the zoo ? Turn left on Summer Street.
Turn right on Second Avenue. Go straight on to Sunny Street. It’s next to the
ng
book store.
2 Play a game. Cut out the cards in the back of the book.
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Play with a partner. Ask for directions. Take turns.
ar
MALL
MUSEUM
Le
SPRING STREET
POLICE SCHOOL BOOKS
ZOO
SUMMER STREET
MIDDLE STREET
HIGH STREET
c
SECOND AVENUE SUNNY STREET
hi
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GREEN STREET
Begin HOSPITAL
RESTAURANT
here
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BLACK STREET
35
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Warm Up Present
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• Build background Put students into • Explain Direct students’ attention to the Grammar box at the
small groups. Assign each group a top of p. 35. Play TR: 2.7. Point out Go straight. Then point to
number. Give each group a note card with the arrow next to Go straight. Say The arrow shows the way
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directions to a location in the classroom. to go. This arrow points straight up. That means to go straight
For example, Walk straight to the front of ahead. Repeat for Turn left and Turn right. To help students
the room. Then turn left. Walk five steps remember left and right, tell them to form an L with their index
io
and stop. Have group members work finger and thumb on their left hand. Say L stands for “left.”
at
together to follow your directions. When You use your left hand to make an L.
groups are at their locations, ask Group 1,
• Write the following sentence frames on the board:
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where are you? (the bookshelves) Group 2,

where are you? (the chalkboard)
Go .
• Say You followed directions to get to a
place in the classroom. Directions tell you Turn .
where to go. Ask What directions did you
follow? Call on different students to read Turn .
their directions aloud.
• Complete the sentence frames as a class. Remind students to
look at each arrow to see where it points.
88 Unit 2

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• Map skills The directions straight, left, and right may be Grammar in Depth
confusing to students when looking at a map from above. The imperative is used to give directions. Use the
Saying Go straight on Green Street will look like going right base form of the verb to form the imperative: Go
on the map. Remind students they need to imagine they are straight. Turn right at the bakery.
walking on the street in the map, not above it. Use on before street names and at before
buildings: Turn right on Green Street. Turn left at
• 1 Complete Item 1 as a class. Say Put your finger at Begin the school.
here on the map. Follow with your finger as I talk. Go straight With the imperative, the subject of the sentence is
on Green Street to Summer Street. Point to the “straight” arrow unsaid or unwritten but assumed to be you (all).
on the board. Continue to read the directions in item 1 aloud as If you want to tell the exact location of a
students trace the route, pointing to the arrows on the board building, use on the right/left at the end of your
as needed. When you’ve finished reading item 1 aloud, ask directions: Turn left on Second Street. Go straight.
What place do you see? (the museum) Say That’s right! The The zoo is on your right.
museum is next to the mall. Have students complete items 2–4.
ng
Walk around the room to watch students work.
ni
Apply
• Write the following question frame on the board:
ar
Le
How can I get to the ?
• 2 Put students into pairs. Have partners cut out the cards
c
on p. 169. Say One student picks a card and reads the place,hi
for example, the mall. Ask your partner “How can I get to the
mall?” Your partner will use the map to give directions. Model
ap
the activity with a student. Observe partners as they play the
game. Make sure the student asking for directions uses How
can I get to the (mall)? Remind students to look at the question
gr
frame on the board.

eo
Extend
• Put students into groups of three or four. Say Draw your own
lG
map of a town. Think of three streets and four or five places to

put on your map. Look at the map on page 35 for ideas. Name
the places and streets on your map. Allow time for groups to
na
organize their ideas and draw their maps.

io
• Then have each group trade maps with another group. Say Use
the new map to ask for and give directions. Take turns. Remind
at
students to use this question form to ask for directions: How

can I get to the (mall)?
N
Grammar 2
Wrap Up
• Say Look at the map on page 35. Two places don’t have
names. What are they? (the stadium and the swimming pool) Can students
Have students write directions to each place. Remind them to • ask for directions?
start from Begin here on the map. Call on students to read
Name the following places: post office, train
their directions aloud. station, toy store, movie theater. Have students
ask for directions to each place.
Review • give directions with an imperative + adverb?
Ask students to give directions to places in
• For additional practice, direct students to Activity Worksheet 2.3. school, such as the cafeteria, nurse’s office,
or library.
Grammar 2 89

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READING
READING
A satellite can
Students will
Eye in the Sky
see an open
• find places on a map. umbrella from
space!
• write words in size order.
• talk about their town. Satellites are machines in space that circle Earth. They help us talk
Reading Strategy Text Features planet’s weather. This satellite is called GeoEye 1. It is the same size as
a big car. It takes photos of our planet. These pictures can show our
Academic Language caption, label 681 km
continents and oceans. They can show our streets and houses, too! (423 miles)
Content Vocabulary machine, satellite, space,
weather On the Internet, there are many photos and maps of Earth. We
Resources TR: 2.8; Workbook pp. 24–25, TR: 2.6;
Online Practice This is a photo of the world. You
Materials maps or photos of students’ town Do you know their names?
(optional), colored markers or crayons,
ng
construction paper
ni
ar
Le
c
hi
This is part of Asia, the biggest continent.
Now we can see one town.
ap
Now we can see the countries clearly.
Here we can see South Korea. This is Pohang in South
two stadiums?
gr
36 Unit 2
eo
Warm Up Present
lG
• Activate prior knowledge Ask Where’s • Predict Say Open your books to pages 36 and 37. Have
the sky? Point and show me. (up) Then students read the title out loud. Say Look at the photos and
have a group of students come to the read the words by them. What do you think this reading is
na
board. Ask the rest of the class to name about? (satellites and the photos they take of Earth) Have
things in the sky (clouds, sun, birds). Have students write their predictions on paper.
the group of students draw what the class
io
names. Say The sky is very large. There are • 1 Read together Play TR: 2.8. Have students read along.
Ask What’s the reading about? Then discuss the predictions
at
many things in the sky.

students wrote.
• Preteach Write satellite on the board.
N
Say it aloud and have students repeat. Say

Satellites are special machines that go far
above the sky, into space. Satellites help us
do many things on Earth.
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BE THE EXPERT
culture and
park
art center About the Photo
The city shown in the satellite photos is Pohang
gymnasium
in South Korea. Pohang is a city on the east coast
sports of the country. It has been home to many small
stadium fishing villages since 1500 B.C.
baseball In 1930, the city began to grow. The steel industry
river became an important part of the city’s economy.
stadium
swimming In recent years, the city has encouraged interest in
pool the environment and culture.
1. The gymnasium is next to the river. T ✔
F

and the culture and art center. ✔
T F
ng
3. The park is next to the gymnasium. T ✔
F
4. The gymnasium is near the swimming pool. ✔

T F
ni
ar
Le
small house street town
country continent planet big
c
Look! There’s hi
partner. You can use a photo or map. Yes, it’s next

ap
to the park.
gr
37
eo
lG
• Play TR: 2.8 again. Stop at the end of each paragraph to check • Think Aloud Model making an inference,
comprehension. Ask questions such as: or educated guess, about information in
the text by thinking aloud. Say I read that
na
Paragraph 1: What are satellites? What can satellites help us satellites study weather. What kinds of
do? What’s GeoEye 1? How big is it? What does it do? weather do people want to know about?
I know people like to know about storms.
io
Paragraph 2: Where can we find photos and maps of Earth?

What can photos and maps of Earth help us do? Maybe satellites help show which way
a storm is moving. People can use that
at
• Graphic literacy Draw students’ attention to the diagram information to get out of the way of the
of the GeoEye 1 satellite on p. 36. Point to the photo. Ask storm and stay safe.
N
What does the photo show? (the GeoEye 1 satellite) Say

This is a satellite. The lines and numbers tell us how far the
satellite is above Earth. How far above Earth is the satellite?
(681 kilometers, or 423 miles)
Reading 91

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READING
culture and
park
1 Listen and read. TR: 2.8 art center
A satellite can
Eye in the Sky

see an open
umbrella from gymnasium
space!
sports
Satellites are machines in space that circle Earth. They help us talk stadium
planet’s weather. This satellite is called GeoEye 1. It is the same size as baseball
river
a big car. It takes photos of our planet. These pictures can show our stadium
681 km
continents and oceans. They can show our streets and houses, too! (423 miles) swimming
pool
On the Internet, there are many photos and maps of Earth. We
This is a photo of the world. You 1. The gymnasium is next to the river. T ✔
F

Do you know their names?
and the culture and art center. ✔
T F
3. The park is next to the gymnasium. T ✔

F
ng
4. The gymnasium is near the swimming pool. ✔
T F
ni
ar
small house street town
country continent planet big
Le
Look! There’s
This is part of Asia, the biggest continent. partner. You can use a photo or map.
c
Now we can see the countries clearly. Now we can see one town. Yes, it’s next
This is Pohang in South to the park.
Here we can see South Korea. hi
two stadiums?
ap
36 Unit 2 37
OW2e_SB_3_31995_026-041_U02_PPDF_2ndP.indd 36 5/20/19 3:41 PM OW2e_SB_3_31995_026-041_U02_PPDF.indd 37 2/11/19 1:19 PM

gr
Practice
• Say Look at the satellite map on page 37. • Move around the room and check students’ work. Note
eo
Point out the labels to students. Say The whether students are having trouble understanding between,
labels tell the name of each place. Read next to, or near. If so, use three coins or other small objects to
lG
each label aloud and have students repeat show what each term means.
it. Connect the places in the photo to the
vocabulary words. Ask What places did we • To prepare for the next activity, have students start thinking of
things that are big and small. Give students these examples to
na
learn about in this unit? (park, stadium,

swimming pool) What places are new? get them started: trees (big), flowers (small); lion (big), kitten
(gymnasium, culture and art center) Say A (small). Write students’ ideas on the board and ask questions
io
gymnasium is where people play sports. A such as Is a tree bigger than a flower? (yes) Is a kitten bigger
culture and arts center is where people can than a lion? (no)
at
see paintings and other kinds of art. • 3 Put students into six groups to complete the activity. When
N
• 2 Model using the map to answer Item groups have finished, have a student from each group read
1. Say The stadium is close to the river. The the group’s word list aloud. Then write the correct word order
swimming pool is close to the river, too. on the board (house, street, town, country, continent, planet).
The gymnasium is not as close. It isn’t next Ask Is a continent bigger than a country? (yes) Is a continent
to the river. Say Look at the first question. bigger than a planet? (no)
Is the first sentence true or false? (False) • Expand Assign each group one of the six words from the
Say It’s false. The gymnasium is not next activity. Have groups write an original sentence for their
to the river. Then have students complete assigned word. Then choose a student from each group to
Items 2–4 independently. write the group’s sentence on the board.
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Wrap Up BE THE EXPERT
• Write these phrases on the board, leaving space under each Reading Strategy
one: help people talk to people far away, study the planet’s Text Features Text features are parts in a
weather, take photos of Earth. Read each one aloud. Say These text that stand out. They help organize the
are some things satellites do. Have students brainstorm a list information and make it easy to find. Text
of reasons why each one is helpful. For example, students may features include headings, photos, drawings,
captions and labels, maps, diagrams, charts,
say that studying weather can help people stay safe in bad
and tables.
storms. Write students’ ideas under the appropriate heading.
Understanding text features helps students see
the “big picture,” or what the text is mainly about.
Recap Before students begin reading a text, have them
look quickly at the text features. Ask them which
• Say We learned about satellites and what they do. What are features they noticed first and why. Ask students
satellites? (machines in space that circle Earth) What are some to identify what they learned from the feature.
things satellites do? (help people talk to other people far away,
study the planet’s weather, take photos of Earth) Teaching Tip
ng
Grouping Students often work in groups to create
posters and other products. Before groups begin
Apply working, suggest that each group member choose
ni
and focus on a specific task, such as taking notes,
• Say Open your books to pages 36 and 37. Look at the satellite writing dialogue, drawing sketches, and so on.
ar
maps. Maps help you learn about a place. Look at the words Assigning tasks will help groups save time and
on and near the maps. Point to the caption above the satellite allow group members to work together better.
Le
photo of Earth on p. 36. Say This is a caption. A caption tells
you about a photo. A caption says more than a label does. A
label just tells the name of a thing. Point to a label on p. 37
c
(gymnasium) and say This is a label.
• Have students read the captions on p. 36 and the labels

hi
on p. 37. Talk with students about the places shown on the
ap
satellite photos (p. 36) and the map (p. 37). Have students
point to and name the seven continents in the photo on p. 36.
gr
• 4 Direct students’ attention to the model dialogue on p. 37.

Role-play the dialogue with a student. Then put students into
eo
pairs and have partners complete the activity. If possible,

provide maps or photos of students’ towns for them to use in
this activity.
lG
Extend
na
• Put students into small groups. Have groups make posters

about their town. Have students brainstorm three details about Reading
io
their town. Assign two students in the group to use the details
to write sentences. Ask What would your town look like from ✔ Formative Assessment
at
space? Assign other students to draw a picture like the one

on p. 37. Ask What continent is your town in? What would Can students
N
a satellite picture of it look like? Assign the other students • find places on a map?
to draw the continent like the ones on p. 36. Have students Show students a world map or globe. Ask them
add labels and captions to their posters. Then have students to find certain continents, oceans and other
present their posters to the class. bodies of water, countries, and so on.
• write words in size order?
Wrap Up Present the following words to students: world,
neighborhood, street, city. Have them order the
• Say, Before we finish class today, tell me three things you words from biggest to smallest.
learned about satellites. • talk about their town?
Have students ask their partners questions
about their town, such as Does our town have a
library? What street is it on? They should answer
using complete sentences.
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WRITING
WRITING
1 Read. We can use the word and to connect two ideas.
Writing Write about a special place.
Underline the sentences with and as you read.
Objectives
Students will My special place in the world
• read a description of a place. My name is Jan, and I live in a town in
• write about a special place they know. Poland called Kazimierz Dolny. I have two
favorite places!
Academic Language connect There is a hill by the town. You can walk
Resources Graphic Organizer: Two-column chart; to the top of the hill, and from there you
Workbook p. 26; Online Practice can see the whole town. It’s beautiful, and
it’s very quiet.
My second favorite place is the bakery!
My town is famous for its special bread.
The bakery makes bread in the shape of
a chicken. It’s delicious!
ng
2 Write. Write about your special place in the world.
Writing
ni
ar
Can students
Le
• read and understand a description of a place?
Have students read the description of the
town in Poland again. To assess students’
comprehension, ask Where does Jan live? What
c
are his two favorite places? What’s his town
famous for?
hi
• write about a special place they know? Name Favorite place
ap
Review the descriptions students wrote in
Activity 2. Do they identify a place? Do they
include specific details about their chosen place?
gr
38 Unit 2
eo
Present
lG
• Help students begin thinking about places • 1 Say Now we’re going to read about a student’s special
they like. Say We’re learning about places. place. As you read, underline the sentences with and in them.
What are some places we learned about? Read and have students identify the sentences with and
na
What are some places you like to go? (sentences 1, 4, and 5). Choose one of the sentences and have a
What place do you like best? student identify the two ideas in it.
io
• Model Show students how to use details • Show students how to connect two ideas with and. Point out
when discussing a place. Say The place I the two sentences you wrote on the board. Say I can use and
at
like best is the beach. Write on the board: to make these two sentences into one sentence. Write I swim in
I swim in the water. I build sand castles. the water, and I build sand castles.
N
Read each sentence aloud and act it out.

• 2 Have students think of their favorite place and write
Keep the sentences on the board.
a description of it. Remind them to connect two ideas with and.
If students have trouble connecting two ideas with and, refer
Write them to the sentences on the board.
• Say Open your books to page 38. Have
students read the title. Ask What do you
think the photo shows? (a special place,
something from that place)
94 Unit 2

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VALUE
VALUE
Explore It’s fun to find new Value Explore your town.
your town. things in your town. Objective

Students will
• talk and write about exploring their town.
Resources Value Poster; World Map
Think. Pair. Share.

How can you explore your
town?
BE THE EXPERT
About the Photo
The photo shows a boy in Shanghai, the largest
ng
city in China. Locate China on a world map or
globe and trace your finger from your country to
China.
ni
Shanghai, China The boy is facing the Oriental Pearl Tower, a TV
tower and popular tourist attraction. Shanghai’s
ar
commercial area, known as the Bund, can be seen
in the background.
Le
Teaching Tip
Encourage students to include details from all
c
five senses. Using a variety of sensory details will
hi make their writing more interesting.
Related Vocabulary
ap
building, lamppost, tower, vacation, visit
gr
39
eo
Share
lG
• 3 Put students into groups of three. Say Copy the chart from What is something new you can find if you
page 38. Listen to each person in your group read about a look around? Give students time to think
place. Fill in the chart. about this and take notes.
na
• After students have read and listened to one another’s Pair

descriptions, have each group member state two details from
io
another student’s description. Have the student use and to • Put students in pairs. Have them ask and
connect these details in a sentence. answer the question in the middle of the
at
page. Ask other questions to help them

start their conversation: Is there a part of
Value
N
your town you don’t know well? How can

you get there from here? What do you
Think
think you can find there?
• Point to the photo on p. 39. Say This boy is in Shanghai, China.
Ask What’s he doing? (looking at a tower, holding a toy) What Share
does the toy look like? (the tower he’s looking at) • Have students take turns sharing their
• Have students read the value statement on p. 39 aloud. Ask Do partner’s answers to the question aloud.
you explore in your town? What do you find? Allow students to Encourage the rest of the class to listen
share their ideas aloud. carefully. After each student shares, ask
the class Do you know this place? What
• Have a student read the sentence to the right of the value can you do there?
statement. Ask Do you agree that it’s fun to find new things?

OW2e_LP_3_34279_074-101_U2_CR2.indd 95 6/25/19 3:58 PM
PROJECT
PROJECT
Objectives Make My World circles.
Students will
• draw pictures of where they live, moving from 1 2
a small place (house or apartment) to a large
place (world).
• make My World circles.
Content Vocabulary continent, country,
neighborhood, South America
Worksheet 2.4; World Map
Materials world map, scissors, colored Cut out six circles of different On the smallest circle, draw
construction paper, crayons and markers, sizes. a picture of your house and
metal brad (fastener)
ng
write My House.
3 4
ni
ar
Le
c
hi
On the other circles, do the Taking care, join the circles
ap
same for My Neighborhood, together with a brad.
My Town, My Country,
My Continent, and My World.
gr
40 Unit 2
eo
Prepare
lG
• Ask What are the names of some places is a big piece of land on Earth. Ask What continent do we live
we learned about in this unit? Write the on? Say Show me on the map. Then ask What does the whole
places that students call out on the board. map show? (the world) Ask Is your house part of the world?
na
Ask What places are in your town? Put (yes) Repeat the question for neighborhood, town, country,
a check mark next to each place that and continent.
students say is in their town.
io
• Give each student the materials for making My World circles.

• Say Your house is in your neighborhood. You may want to begin the activity by having students think
at
A neighborhood is part of a town. A town and talk about what picture to draw for their neighborhood,
is part of a country. Ask What country do town, country, and continent. Make sure students have enough
N
we live in? Point to the world map. Have time to complete the activity. If necessary, help them trace and
students identify the country. Then say A cut the circles, label their drawings, and join the circles.
country is part of a continent. A continent
96 Unit 2

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BE THE EXPERT
Teaching Tip
I live in South America.
Some students may feel uncomfortable with their
drawing skills. Support and encourage students
who think they’re not good at drawing. Reassure
students that they won’t be judged for their
artwork. If students are working in groups, make
sure that group members do not make negative
comments about other students’ drawings.
Encourage group members to point out things
they like about each student’s drawing.
Project Rubric
ü Did students draw pictures of where they live,
from smallest to largest place?
ü Did students join their circles in the right
ng
order?
ni
ar
Le
Now I can . . .
c
talk about my town.hi
ask for help.
ap
give directions.
gr
41
eo
Share
lG
• Have students exchange My World circles with a partner.

Ask What did your partner draw on each circle? Have students
talk about how their My World circles are alike and different.
na
• Ask students to come up to the front of the room and share

their circles with the rest of the class. Be sure to leave enough
io
time for questions and answers.

at
• Modify Put students in groups of three or four to share ideas Now I Can
about their drawings. You may also wish to pass around a Ask questions such as the following:
N
completed My World circle set for students to look at before

• What do you say to ask for help?
they begin. This will help them see what the finished product
• How do you tell a new student where the nurse’s
should look like.
office is?
• What words can help you talk about your town?
Review
• For additional practice, direct students to Activity Worksheet 2.4. Workbook and Online Practice
Unit Review
over the instructions with students. The quiz
should take 15–20 minutes.
Project 97

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VIDEO
Vocabulary 1a a restaurant, a police station, a hospital,
a drugstore, a post office, a train station
Vocabulary 1b a toy store, a supermarket, a bakery,
a movie theater, a museum, a park
Vocabulary 2 a mall, a library, a zoo, a stadium,
a swimming pool
Grammar 1 Can for requests and offers
Grammar 2 Giving directions
Song A Great New Town
Viewing places in the world
Story Time Country Mouse Visits City Mouse
Resources Video: Sc. 1–10; Graphic Organizer: Zoom In
ng
Two-column chart
Vocabulary
• Select Scene 3: Vocabulary 1b or Scene 4:
ni
Vocabulary 2. Pause at each image and have students
Before You Watch name the place.
ar
• Play the introduction to the video. Say This video is all
Grammar
about places. Ask What are some places you go with
Le
your family? What places do you like best? • Play Scene 5: Grammar 1. What does the girl say to ask
for help? (Can you help me find my hippo?)
While You Watch

c
• Play Scene 6: Grammar 2. Freeze on the first caption.
Ask What do the words tell the robot to do? (Move
• Hand out a two-column chart to students. Have
hi
quickly.) Then have students identify the other
them label one column Inside and the other column
commands the robot receives.
ap
Outside. Say Look and listen for words that name
places. Have students put each word they see and Song
hear into the correct column.
gr
• Play Scene 7: Song. Say What are some places named

• Say Name one place that is inside. (drugstore) Then in the song? (post office, toy store, supermarket) Put
eo
say Name one place that’s outside. (park) Ask What the class into two groups. Have groups take turns
other places are inside? What other places are singing each set of lines in the song.
outside? Viewing
lG
• Pause the video as necessary to allow students to • Play a few seconds of Scene 8: Viewing. Freeze on a
identify and list words for places. Have them use the frame of a place. Ask What place is this? How do you
na
images to determine whether the place is inside or know?

outside.
• Play the scene. Have students brainstorm ideas for
io
other places to show in the video. Write the ideas on

After You Watch the board. Then have groups of students each write
at
• Have students review their completed two-column examples of people and things in each place. Have
groups read their ideas aloud.
N
charts. Say Choose one inside place and one outside

place. Write three things you see in each place. Story Time
• View Scene 9: Story Time once with the class.
• Play Scene 9 again. Pause to ask questions such as

How does Country Mouse get to the city? (He takes
the train.) What places do Country Mouse and City
Mouse visit? (the museum, the library, the bakery,
the park)
98 Unit 2

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UNIT 2 READER
S CITY MOUSE Text Type fable
his cousin Country Mouse for a visit.
Vocabulary a train station, a museum, a library,
COUNTRY MOUSE
isit some of City Mouse’s favorite places.
s the city. But will he want to stay?
a bakery, a park
Visits
c Learning, the Our World readers are six levels of original stories,
from around the globe. Following the readings are fun facts and
City Mouse Grammar Can for requests and offers

experience together in a way that fascinates, educates, and informs.

Reading Strategy Compare and Contrast
hans Anansi’s Big Dinner
Country Mouse Visits

ty Mouse
Based on an Aesop’s Fable by Jill Korey O’Sullivan
City Mouse
d the World
Coyote’s Weekend
Resources Video: Sc. 9—Story Time; Graphic
Organizer: Venn diagram; World Map
Forest
One day, City Mouse invites Country

Mouse to visit him in the big city.
Country Mouse arrives by train, and
City Mouse takes his cousin on a tour
of the city. The two mice go to many
engage
tfolio of
and adult 90000
ions
wonderful places in the city. What

e, social
childhood
kets.
9 781133 730538 does Country Mouse think of the city? BE THE EXPERT
Does he miss his country home?
ng
Country Mouse Visits City Mouse takes place in
Before You Read
ni
Paris. Paris is the largest city in France, as well as
the country’s capital. Located in the central-north
• Activate prior knowledge Ask What are some places you
ar
area of France, Paris is home to more than two
know? What things do you see in each place? How are these million people.
places like where you live? How are they different?
Le
Text Background
• Introduce the strategy Show students a pencil and a pen. Country Mouse Visits City Mouse is based on a
Say When I compare two things, I tell how they’re alike. The fable credited to Aesop, a legendary storyteller of
c
pencil and the pen are both long. Both are for writing. Then ancient Greece. Many of Aesop’s original fables
say When I contrast two things, I tell how they’re different. The end with a moral, or lesson. It’s unclear whether
hi Aesop the person ever actually existed.
pencil is yellow. The pen is blue. The pencil has an eraser. The
pen doesn’t. I can sharpen the pencil. I can’t sharpen the pen.
ap
Reading Strategy
• Point out the title of the Reader. Say As we read the story, keep Compare and Contrast Comparing and
track of how the country and the city are alike and different. contrasting details in a text helps students better
gr
Draw a Venn diagram on the board. Label one circle Country understand parts of a story, such as characters
and settings. As students read Country Mouse
and the other City. Write Both where the circles overlap. Say
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Visits City Mouse, have them look carefully for

We’ll use this graphic organizer to list ways the country and city details describing each place and think about
are alike and different. We can also talk about how characters whether the details describe similarities or
lG
are alike and different. Look at the picture on the cover. How differences.
are the two characters alike? How are they different?
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While You Read

• Stop after every few pages to compare and contrast the
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country and the city with students.

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p. 7: How is the library like Country Mouse’s bookshelf at

home? How’s it different?
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p. 8: How’s the bread at the bakery different from the bread

Country Mouse has at home?
p.9: What does Country Mouse say about the park? How’s
the park like Country Mouse’s home?
After You Read

• After finishing the story, look at the completed Venn diagram
with students. Have students use the different parts of the
diagram to write a short summary of how the country and city
are alike and different.
Video and Reader 99

OW2e_LP_3_34279_074-101_U2_CR2.indd 99 6/25/19 3:58 PM
AUDIO SCRIPT TR: 2.5 1 Listen and say. Read and write.
a library He wants to go to the library.

Student’s Book
a swimming pool I want to go to the swimming
TR: 2.1 1 Listen and read. pool.
Some people live in big towns. Other people live in a mall I want to go to the mall.
small villages. In both, there are interesting places to a zoo We all want to go to the zoo.
go. Are there places like these where you live?
a stadium They want to go to the stadium.
a post office, a museum, a park, a hospital, a bakery,
a restaurant, a supermarket, a train station, a toy store,
a drugstore, a movie theater, a police station TR: 2.6 2 Listen and stick.
S1: When do you want to go to the mall?
TR: 2.2 2 Listen and say. S2: Let’s go on Friday.
a post office You can mail letters and packages
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S1: Do you want to go to the library?
at the post office.
S2: I can’t today. Let’s go on Tuesday.
a museum You can see paintings in
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S1: Do you want to go to the museum?
a museum.
S2: Yes! Let’s go on Thursday.
a park You can play on the swings in the
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park. S1: Are you going to the game on Monday?
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a hospital You can see doctors and nurses at S2: Yes! I’ll see you at the stadium.
the hospital. S1: Do you want to go to the swimming pool today?
a bakery You can buy bread in a bakery. S2: I can’t... Let’s go on Wednesday.
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a restaurant You can eat food in a restaurant. hi
a supermarket You can find lots of food at the TR: 2.7 Grammar 2 Giving directions
supermarket. Note: Grammar 2 is on p. 88.
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a train station You can get on a train at a train

station. TR: 2.8 1 Listen and read.
gr
a toy store You can buy toys at the toy store. Note: The reading Eye in the Sky is on p. 90.
a drugstore You can get your medicine at a
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drugstore. Workbook
a movie theater You can see movies at the movie
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theater. TR: 2.1 2 Listen and match. Write the letter in

the box.
a police station You can see police officers at the
A. A doctor works at a hospital.
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police station.
B. You can play in the park.
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TR: 2.3 1 Listen. Read and sing. C. A police officer works at a police station.
Note: Lyrics for the song A Great New Town are D. You can see paintings at a museum.
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on p. 80. E. You can buy bread at a bakery.

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F. You can buy food at a supermarket.

TR: 2.4 Grammar 1 Can for requests and offers
G. You can watch movies at a movie theater.
TR: 2.2 1 Listen to the song. Write.

Note: Lyrics for the song A Great New Town are on
p. 80.
100 Unit 2

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TR: 2.3 1 Listen and match. TR: 2.4 2 Listen. Circle the answers.
1. S1: Can you help me? 1. She wants to go to the stadium. She wants to see her
S2: Sure. How can I help? favorite baseball team.
S1: Where’s the supermarket? 2. I want to go to the library. I want to study.
S2: It’s on the corner of Main Street and First Street. 3. He wants to go to the mall. He wants to buy some
new shoes.
2. S1: Can you help me?
4. She wants to go to the swimming pool. She wants to
S2: Sure. How can I help? play in the water.
S1: Where’s the post office? 5. I want to go to the zoo. I love the elephants!
S2: It’s next to the museum.
3. S1: Can you help me? TR: 2.5 3 Listen and read. Can you say these fast?
S2: Sure. How can I help? A supermarket sells salty shellfish.
ng
S1: Where’s the restaurant? Bill is busy at the bookstore buying big blue books.
S2: It’s behind the movie theater. Lisa looks right at the library.
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TR: 2.6 1 Listen and read.
S2: Sure. How can I help?
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Note: The reading Villa las Estrellas: A Town in
S1: Where’s the hospital? Antarctica is on p. 318.
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S2: It’s across from the bakery.
S2: Sure. How can I help?
S1: Where’s the drugstore?
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hi
S2: It’s between the toy store and the park.
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NOTES
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Audio Script 101

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Unit 3
In This Unit
Theme This unit is about using different kinds of
transportation.
Content Objectives
On the Move!
Students will
• discuss different kinds of transportation.
• talk about how they and others use In this unit, I will . . .
• talk about different kinds of transportation.
transportation. • describe how people travel.
• compare and contrast.
Language Objectives
Students will Check T for True and F for False.
• identify different kinds of transportation. A city
• describe ways of traveling. ✔
1. is very quiet. T F
• compare and contrast.
2. has a lot of cars. ✔
T F
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Vocabulary ✔
3. has no taxis T F
Vocabulary 1 an airplane, a bus, a ferry, a
helicopter, a hot air balloon, a motorcycle, a
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sailboat, a scooter, a ship, a subway, a taxi
Vocabulary 2 coast downhill, get off, get on,
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park, pedal uphill
Grammar
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Grammar 1 too for agreeing
Grammar 2 but as a contrast
Reading Hot Air Balloons
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Writing Write about transportation. hi
Value Be safe on the street.
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Project Make a class bar graph.
gr
42
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Objectives
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• Activate prior knowledge Say The name of our next

Students will
unit is “On the Move!” Ask How do we move? We can run!
• identify elements of a photo.
Run in place. We can walk. Walk in place. We can swim. Act
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• evaluate the accuracy of statements.

out swimming. We can dance! Act out dancing. Ask How do
Resources Video Sc: 1—Introduction; Graphic animals move? (swim, fly, hop, run) Can things move?
Organizer: Two-column chart; Home-School
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Connection Letter; Unit Opener Poster • Set the stage Say Sometimes we move to go from one place
to another place. This morning, I rode my bike to school. Act
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out riding a bike. Last week, I took the train. Sometimes, I take
the bus. A bike, a bus, and a train are kinds of transportation.
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Pacing Guides L3U3

They help us move from one place to another. Ask Do you use
2–3 Hours 3–4 Hours 4–6 Hours
transportation to get to school?
• Place students in groups of three or four and have them look at

the photo on pp. 42–43. Say Some of the people in the picture
are walking. Some people are using transportation to move.
102 Unit 3

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BE THE EXPERT
About the Photo
This photo shows the Dom Luís I Bridge over the
River Douro in Portugal. Its two-deck construction,
built between 1880 and 1886, connects the cities
of Porto and Vila Nova de Gaia. The lower deck
is 172 meters (564 feet) long and is reserved for
general traffic and pedestrians. The upper deck
is 395 meters (1,296 feet) long and is open only
to pedestrians and a light rail line. At its highest
point, it is 85 meters (279 feet) above the river.
It was Gustave Eiffel, the architect of the Eiffel
Tower in Paris, who initially proposed the idea for
the bridge.
Teaching Tip
ng
Act out the meaning of new or unfamiliar verbs
or adverbs. Acting out helps students connect
a new word with a movement they understand,
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without extra language that might confuse them.
Encourage students to join you in acting out a
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new word.
Related Vocabulary
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boats, pedestrians, river, sidewalk, traffic
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hi
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Porto, Portugal
gr
43
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lG
• Have groups make a two-column chart with the headings

Moving and Not Moving. Have them look at the photo to
find words to write under each heading. Words under Moving
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might include cars, bus, people, and train. Words under Not
Moving might include trees, buildings, and bridge.
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• Ask questions such as the following to encourage students to

discuss the photo.
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What moves in the photo? (train, cars, bus, people)

Can you name three kinds of transportation in the photo?
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(cars, bus, train)
• Guide students through the True/False activity on p. 42. Read
each statement out loud. Have students raise their hands to
vote whether it is true or false. Have individual students share
their reasons. Help students make any false statements true.
Unit Opener 103

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VOCABULARY 1
VOCABULARY 1
a bus
Students will
• identify types of transportation and use 2 Listen and say. TR: 3.2
words to describe them.
Transportation helps us move around.
Vocabulary a sailboat, a helicopter, We can travel in the sky, on water, or
a bus, an airplane, a ferry, a subway, on land. Which is your favorite?
a hot air balloon, a scooter, a taxi, a ship,
a motorcycle
Content Vocabulary transportation an airplane a ferry
Resources TR: 3.1–3.2; Flashcards 49–59; Video

Sc. 2—Vocabulary 1a, Sc. 3—Vocabulary 1b;
Graphic Organizers: Two-column chart,
Word web; Activity Worksheet 3.1; Workbook
pp. 28–29, TR: 3.1; Online Practice
ng
a helicopter a subway
ni
ar
Le
c
hi a sailboat
Dubai, United Arab Emirates
ap
gr
44 Unit 3
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Warm Up
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• Activate prior knowledge Say • Say Share your drawings. Which kind of transportation is slow?
Transportation helps us get from one place Which is fast? Which is the most fun? Students can point to
to another place. Sometimes, our bodies their drawings to answer the questions. Talk as students point.
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are the transportation. We can walk or Say (Maria) is pointing to a girl walking.
run. Walk and run in place. Sometimes
we use other things to move. We can
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use trains or bikes, or other kinds of

Present
• Say Open your books to pages 44 and 45. Look at the
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transportation.
photos of different kinds of transportation. Hold up
• Build background Say We move in lots
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Flashcards for each kind of transportation and say

of different ways. Draw a two-column the name. Have students repeat.
chart on the board with the headings
Land and Water. Say Copy this chart. Then • Ask questions about transportation, for example, Which kind
draw pictures of how we move on land of transportation travels in the sky? Which travels on land?
and how we move in or on water. Have Which travels on water? Which kind of transportation is fast?
students draw two kinds of movement or Which is slow?
transportation for each category.
104 Unit 3

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BE THE EXPERT
a hot air a ship Vocabulary Strategy
balloon Compound Words Compound words are
words made up of two smaller words, such as
homework. Point out the one-word compound
words on pp. 44–45: sailboat, airplane, subway,
and motorcycle. Be sure students can identify the
two words that make up each compound word.
Explain that the smaller words give clues about
the meaning of the compound word. For example,
a scooter a scooter
airplane includes the word air. An airplane is a
type of air transportation. A sailboat is a type
of boat. The word motorcycle includes cycle, as in
bicycle.
Teaching Tip
ng
To simplify questions, provide options for answers.
For instance, rather than just asking Where do
a taxi a motorcycle ships move? add In the ocean? Or on land? This
ni
will give students practice using new vocabulary
and also provide them with frames for answers.
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Related Vocabulary
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travel
3 Describe and guess. It’s in the water.
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Is it a sailboat?
hi
ap
gr
45
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lG
• Contextualize Say People use transportation to get from one • 2 Play TR: 3.2. Pause so that students
place to another. Ask How many people can ride on a bus? Lots can repeat the words and sentences as
of people or just one? How many people can ride on a scooter? they hear them.
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• To simplify, ask questions with yes/no responses, such as Can • In pairs, have students create stories about
you cross the ocean on a scooter? Can you fly in a ferry? a trip. The trip can be made up, or it can
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be a trip they took in real life. Students

should include at least three different
Practice
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types of transportation in their stories.

• 1 Say We’re going to hear words for different types of Walk around the classroom and check that
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transportation. Look at the photos on pages 44 and 45. students are using new vocabulary. Provide
Read the words as you listen. Play TR: 3.1. sentence frames such as the following
if needed: First, he took a
• Discuss the words on pp. 44–45. Ask questions such as: to get to the airport. Then he rode in a
Where can you travel? .
Do you like to travel in the sky?
Do you like to travel on water?
How can you travel on land?
Vocabulary 1 105

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VOCABULARY 1

a bus a hot air a ship
balloon
Transportation helps us move around.
We can travel in the sky, on water, or
on land. Which is your favorite?
an airplane a ferry a scooter a scooter
ng
a helicopter a subway a taxi a motorcycle
ni
ar
3 Describe and guess.
Le
It’s in the water.
a sailboat Work with a partner.

Dubai, United Arab Emirates Is it a sailboat?
c
hi
ap
44 Unit 3 45
OW2e_SB_3_31995_042-057_U03_PPDF_2ndP.indd 44 5/31/19 9:31 AM OW2e_SB_3_31995_042-057_U03_PPDF.indd 45 2/11/19 1:18 PM

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Wrap Up
• On the board, draw a three-column • Have students share their charts with classmates.
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chart with the headings On a Trip, Get to

School, and Other Ways. Have students On a Trip Get to School Other Ways
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copy the chart. Say In the first column, ship scooter hot air balloon
write how you travel on a trip. What kinds
of transportation can you use? In the airplane bus motorcycle
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second column, write ways you can get

to school. In the last column, think about taxi
other kinds of transportation you want to
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use. For example, you may not ride in hot

air balloons, but you think they look fun!
Recap
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Write hot air balloon. • To review vocabulary, point to photos on pp. 44–45. Have
students name the kind of transportation and say whether
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it travels in the sky, on water, or on land. Then ask questions

without pointing, for example, Does an airplane travel on
water? Does a ferry travel on water?
106 Unit 3

OW2e_LP_3_34279_102-129_U3_CR2.indd 106 6/25/19 3:55 PM
Apply BE THE EXPERT
• 3 Have students look at the model dialogue on p. 45. Model Our World in Context
another question/answer dialogue or continue the model In the picture on pp. 44–45, a dhow, or racing
conversation with an incorrect and then a correct answer. Say sailboat, participates in the Al-Gaffal Dhow Race
Is it a scooter? No. Is it a helicopter? Allow students to answer. off the coast of Dubai in the Persian Gulf.
Then say Think of a kind of transportation. Take two minutes Al-Gaffal has taken place every year since 1991
and features over 100 sailboats, skimming the
to write clues about it. Guide students with questions such as Is
waters from Sir Abu Nu’ayr to Abu Dhabi.
it fast? Is it slow? Do you ride it every day? Sailboat races, which are popular all over the
world, are an example of transportation as
• Once students have written clues, have them work with a
sports competition.
partner. Students use the model dialogue as a guide and take
turns giving clues and guessing their partner’s transportation. Teaching Tip
Guide students’ comparisons by asking questions.
Extend Talk about specific categories. Ask students about
colors, numbers, speed, shape, and size to help
ng
• Say Now we’re going to think about how transportation is them make comparisons.
the same and different. Think of two kinds of transportation.
Model organizing information in a Venn diagram on the board.
ni
Label the diagram Sailboat, Both, and Train. Give examples
for each section of the diagram.
ar
Le
Sailboat Both Train
on water big on land
c
hold lots hi
of people
fast
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• Have students make their own Venn diagrams. Have them

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list as many things as they can without including the names

of the transportation. When they finish, have them exchange
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diagrams with a partner. Say Use the clues to guess what kinds
of transportation the diagram tells about. After partners finish,
lG
have students read their clues aloud to the class. Have the class
guess the kinds of transportation.
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Wrap Up
• Have students think about when to use types of transportation.
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Say I’m going to school. How should I get there? Take several
answers. Repeat for different locations. I’m going to another
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country/across the ocean/next door. How should I get there?

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Review Workbook and Online Practice

• For additional practice, direct students to Activity Worksheet 3.1. Vocabulary 1
Can students
• identify types of transportation and use words
to describe them?
Have students draw pictures and use written
words to describe the following:
airplane bus
ship hot air balloon
Vocabulary 1 107

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SONG
SONG
Vocabulary 1 a bus, a ferry, a subway
Vocabulary 2 coast downhill How Do You
Grammar in the song
Get to School?
Resources TR: 3.3; Video Sc. 7—Song; Workbook CHORUS
p. 30, TR: 3.2; Online Practice How do you get to school?
I take the bus to school.

I do, too.
I ride my bike to school.
I do, too.
ng
CHORUS
My mom drives me to school.

My mom does, too.
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I coast downhill to school.
I do, too.
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CHORUS
Listen and I’ll tell you
Le
how I get to school.
I take a ferry to school. Yes, I do.
c
I take a ferry to school. Do you take one, too?
hi
I take the subway to school. Yes, I do.
I take the subway to school. Do you take it, too?
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CHORUS
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46 Unit 3
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Use the Song

lG
• Revisit Say We’ve learned about different • 1 Play TR: 3.3 once. Have students listen for different types of
ways to travel. Some people travel to transportation. Have them list each type of transportation as
school by bus. Others walk to school. they hear it. When the song is over, say What transportation
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Others ride a bike to school. Then have words did you hear? List students’ answers on the board.
students open their books to pp. 44–45
and look at the photo.
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• Put students into groups of four or five.

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One at a time, have students draw a

picture of a type of transportation. Group
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members call out guesses as each student

draws. When a correct answer is guessed,
the next student draws a picture for others
to guess.
108 Unit 3

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BE THE EXPERT
About the Photo
The students in the photo are riding in an auto
rickshaw called a Tuk Tuk. Rickshaws are common
in India, especially in Delhi. The Delhi government
encourages people to use them instead of
cars and trucks. Cars and trucks cause a lot of
pollution, and auto rickshaws are cleaner and
better for the environment.
Teaching Tip
A song’s tune and repetition can help students
remember vocabulary and grammar. Play songs
multiple times, and have students sing phrases.
If possible, print out or make copies of the song
with blanks for vocabulary words. Students can fill
ng
in vocabulary as they listen. Encourage students
to use new vocabulary to make up their own
songs.
ni
ar
Le
c
hi
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2 Work in a group. Act out how you
get to school. Your group guesses.
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47 Song
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Use It Again
lG
• Grammar 1 Replay the first two verses of the song and have • Model drawing a picture of a student
students sing along. Then sing or call out a line from the song taking the bus and point out the sentence
and have students respond with the next line. For example, I take the bus to school in the song. Write
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call or sing out I take the bus to school! The class responds it on the board.
I do, too.
• After students finish drawing their pictures
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• 2 Vocabulary 1 Have students read the activity on p. 47. and writing their sentences, call one
Model acting out one type of transportation while the class student from each group to come to the
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guesses what it is. Put students into groups of four or five. As a front of the class with her picture. Say I’m
class, sing the chorus: “How do you get to school?” One person going to play the song one more time.
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in each group acts out how they get to school. The rest of the When you hear how you get to school,
group guesses. Repeat until each group member takes a turn. show your picture and sing the sentence.
Your group holds up their pictures and
• End of Unit Put students in five small groups. Point out the sings “I do, too.”
many ways to get to school mentioned in the song. Assign one
of the ways to each group. Say Each student draws a picture of
the way to get to school. Write the sentence from the song.
Song 109

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GRAMMAR 1
GRAMMAR 1
Objectives too for agreeing TR: 3.4
Students will I ride my scooter to school. I do, too.
I take the bus to school. I don’t. I take the subway.
• express agreement or disagreement with too My brother rides his bike to school. My brother does, too.
and not. My sister rides her skateboard to school. My sister doesn’t. She walks.
• tell what other people do or don’t do using
too and not.
1 Read. Write a sentence with do, don’t, does, or doesn’t.
Grammar too for agreeing
Academic Language survey
I don’t. I ride my bike.
Content Vocabulary vacation
Resources TR: 3.4–3.5; Video Sc. 5—Grammar 2. My sister rides her bike every day.
1; Graphic Organizer: Three-column chart;
Workbook pp. 31–32, TR: 2.3; Grammar
Workbook pp. 10–11; Online Practice 3. I ride my scooter after school.
ng
ni
ar
5. I take my dog to the park every day.
Le
c
hi
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gr
Yankou, China
48 Unit 3
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Warm Up Present
lG
• Set the stage Say I like to fly in airplanes • Say Now open your books to page 48. Have students look at
when I go on trips. My sister does, too. the grammar box as you play TR: 3.4.
Make a gesture for “yes.” We fly together.
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Say My brother doesn’t like to fly. Make • Write I do, too. and I don’t. on the board. Say Ana rides her
a gesture for “no.” He likes to travel on bike to work. Point to I do, too. and make a positive gesture.
boats. Say I do, too. Say Raúl takes the train to work. Point to I don’t.
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on the board and make a negative gesture. Say I don’t.

• Preteach Say Sometimes I walk to school.
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Ask a student Do you walk to school? • Use like to make more statements and have individual students
Model connecting the two statements. Say respond I do, too or I don’t. For example, say I like to take the
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I walk to school. (Luis) does, too. Or I walk bus. Point to both phrases on the board and have a student
to school. (Luis) doesn’t. choose one.
• Make statements such as these: I like to • Contextualize In pairs, have students talk about their likes
draw. Ask a student Do you like to draw? and dislikes. Add the sentence frame I like to . on the
Then say I like to draw. (Juliana) does, board to the two phrases above. Partners should respond with
too/doesn’t. I do, too or I don’t. Then switch.
110 Unit 3

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2 Listen and check. TR: 3.5
BE THE EXPERT
Name
Grammar in Depth
Scooter Bus Walk Bike Look at this brief exchange:
A: I ride the ferry every day.
Miguel ✔ B: I also ride the ferry every day.
While this is grammatically correct, there’s a
Carlos ✔ simpler, more efficient way to say the response
in English:
A: I ride the ferry every day.
Fernanda ✔
B: I do, too.
Use do/does + too to indicate agreement with the
Rosario ✔
conditions of the first statement that was made.
Note that if the first sentence uses a form of be or
Tomas ✔ is negative, you cannot use do/does + too:
They’re from Chile. I do too. I am, too.
She doesn’t take the subway. I do too. I don’t
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Graciela ✔
either.
When you don’t agree with a statement, it’s
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3 Look. Write sentences about Marco’s survey. typical to give an explanation, as in the following
exchange:
A: I ride my bike to school.
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Tomas walks to school. B: I don’t. I walk.
Fernanda doesn’t. She takes the bus.
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Teaching Tip
I ride my bike.
Sentence Strips Sentence strips can help students
4 Talk about you and your practice and understand word order. For example,
c
friends. Work with a partner. have students create sentence strips for the
sentences that appear in the grammar box.
hi Cut words or short phrases and mix them up.
Have partners work together to put the sentence
ap
strips in the correct order.
gr
49
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Practice
lG
• Write this sentence on the board: They walk to school. Then • Call on students to draw a line from a
write subjects and sentence endings as shown below. Point to subject to a sentence ending. Have them
the sentence on the board and say They walk to school. Model read the sentences. Help students make
na
creating a response by drawing a line from Raúl to does, too. any necessary corrections. Say the sentence
Say Raúl does, too. out loud again, and have the class repeat.
Have them make positive and negative
io
They walk to school. Raúl do, too gestures for “yes” and “no.”
at
You doesn’t • 1 Read item 1 out loud. Ask a volunteer

to read the model response aloud. Read
N
I don’t item 1 again, and then ask a student What

about you? (I do, too. / I don’t.) Have
does, too students work in pairs to complete items
2–5. Have them write their responses.
Grammar 1 111

OW2e_LP_3_34279_102-129_U3_CR2.indd 111 6/25/19 3:55 PM
GRAMMAR 1 2 Listen and check. TR: 3.5
too for agreeing TR: 3.4

I ride my scooter to school. I do, too. Name
I take the bus to school. I don’t. I take the subway. Scooter Bus Walk Bike
My brother rides his bike to school. My brother does, too.
My sister rides her skateboard to school. My sister doesn’t. She walks. Miguel ✔
1 Read. Write a sentence with do, don’t, does, or doesn’t. Carlos ✔

Fernanda ✔
I don’t. I ride my bike.
2. My sister rides her bike every day. Rosario ✔
Tomas ✔
3. I ride my scooter after school.
Graciela ✔
ng
3 Look. Write sentences about Marco’s survey.
ni
5. I take my dog to the park every day. Tomas walks to school.
Fernanda doesn’t. She takes the bus.
ar
I ride my bike.
Le
friends. Work with a partner.
c
hi
Yankou, China
ap
48 Unit 3 49
Wrap Up
gr
• 2 Have students look at the chart on • On the board, draw a two-column chart with the headings I
eo
p. 49. Explain that they will listen to do, too and I don’t. Have two students come up to the board.
sentences about different ways to get to Have one student act out how he gets to school. Have the class
lG
school. Play TR: 3.5 as students listen. guess the type of transportation.
• Model how to read the chart. Say The • The second student writes a check mark in the I do, too or I
don’t column. If the answer is “I don’t,” the second student
na
first column shows the students Marco

talked to. Move your finger up and down acts out how she gets to school. Repeat the activity with two or
the chart. The first row shows types of three pairs of students.
io
transportation. Move your finger left

to right across the chart. Start with the Recap
at
person’s name. Then go across to find the

correct column. • Remind students that they can use I do, too and I don’t to
N
agree or disagree with someone. Point to a student. Ask How

• Play TR: 3.5 again. Pause after each do you get to school? Model responding with I do, too or I
statement to give students time to make a don’t. Repeat with other students.
check in the chart. Model the first check.
Say Miguel says that he rides his bike.
I see Miguel on the chart. I make a
check under bike.
112 Unit 3

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Apply BE THE EXPERT
• 3 Have students revisit Marco’s survey on p. 49. Remind Teaching Tip
students that a check mark stands for something that a person Make sure students incorporate new vocabulary
does. Read the sentences on p. 49 out loud. Say Tomas walks and grammar when working in pairs. Provide
to school. Fernanda doesn’t. She takes the bus. students with sentence frames that include new
vocabulary and grammar or write phrases on the
• Model another sentence from the chart. Say Rosario rides her board that students can refer to, as necessary.
scooter. Point to the chart to show your thinking. Ask What
about Carlos? Point to Carlos’ transportation on the chart.
Show that the two responses are in the same column. Say he
does, too.
• Have students write sentences based on the survey. Put

students in pairs. One student reads a sentence. Partners
respond by talking about another person. Have students
ng
switch.
• 4 Place students in pairs. Read the dialogue on
ni
p. 49 out loud. Say Now, you’re going to talk about how you
and your friends get to school.
ar
• Write sentence frames on the board:
Le
I to school.
does, too. / doesn’t. She/he .
c
hi
After partners ask each other about transportation, have them
ap
use the sentence frames to talk about their friends. Then have
students present to the class. Model an example. Say I take the
bus to school. Gabriela doesn’t. She walks.
gr
Extend
eo
• Have students draw a three-column chart. Say Use the chart

to find out what you and your classmates like to do. Write
lG
an activity you like to do in the first column. Then ask your

classmates if they like the activity. Write their answers in the
Does, too or Doesn’t columns.
na
• Model filling out the chart. For example, you can write “I like
to play soccer.” Then ask (Julia), “Do you like to play soccer?”
io
If she says “yes,” write “(Julia) does, too” in the Does, too Workbook and Online Practice
column. Have students move around the classroom, telling
at
Grammar 1
their classmates what they like to do, and recording their
N
classmates’ responses.
Does, too Doesn’t Can students

• agree or disagree using too and not?
I like to play soccer. (Julia) does, too. (Nico) doesn’t. Make simple statements about activities. For
example, say I take the bus home. Do you?
Students should respond with I do, too or I
don’t.
Wrap Up • tell what other people do or don’t do using too
• Prompt individual students to use I do, too or I don’t when and not?
talking about their likes and dislikes. For example, say I like the Have students write a statement about what
color blue. Students should respond with I do, too or I don’t. they do: I (usually) after school. Have
them write a second statement about a friend or
sibling using does, too or doesn’t.
Grammar 1 113

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VOCABULARY 2
VOCABULARY 2
Objective 1 Listen and say. Read and write. TR: 3.6
Students will
• use verbs to talk about using transportation.
Vocabulary get on, pedal uphill, coast downhill, get on
get off, park
Resources TR: 3.6–3.7; Minimal Pair Card 58; pedal uphill coast downhill
Video Sc. 4—Vocabulary 2; Activity Worksheet
3.2; Workbook p. 33, TR: 3.3; Online Practice
get off park
ng
1. After school I get on my bike, and I ride home. I can ride
home in fifteen minutes.
ni
2. I sometimes ride uphill . I get tired, but at the top of the hill
you can see the whole town!
ar
3. I like to ride downhill , too. It can be very fast. You have to
be careful.
Le
4. When I get home, I get off my bike and park
it. I’m usually hungry, so I have a snack.
2
c
Listen and stick. TR: 3.7
hi
ap
1 2 3 4 5
gr
50 Unit 3
eo
Warm Up
lG
• Activate prior knowledge Say Open • Write drive in the center of another word web. Ask What do
your books to pages 44 and 45. Write fly in people drive? Act out using a steering wheel. Complete the
a circle on the board. Say What do we use web as students respond. (a bus, a taxi) Have the class repeat
na
to fly? Use your arms to pretend you’re an each word after you write it.
airplane. Write airplane in an outer circle,
with a line connecting it to fly.
Present
io
• Say Think about how you ride a bike. With prompting, have a
at
airplane
student act out each step of riding a bike. Say What do you do
first? What do you do next? How do you move the bike? What
N
fly do you do when you want to stop? Students should act out
each step.
• Explain As the student goes through each step, describe what

she is doing. First, (Sofia) gets on the bike. Now, she pedals the
bike. When she gets to school, she gets off the bike. The last
thing she does is park the bike.
• Ask What else do we use to fly? Complete
the web. (hot air balloon, helicopter, space • Say an action, write it on the board, and have the class act
shuttle, glider) it out. Make sure everyone in the class participates.
114 Unit 3

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• Say Open your books to page 50. Have students look at the Teaching Tip
pictures and repeat each phrase after you. Grouping When students present information
from partner activities to the class, have each
• Draw a diagram like the one below on the board. student present the other’s information. This will
ensure that each student is listening to the other
2 and paying attention to his partner’s answers.
3 6
5
4 The Sounds of English
Comparing sounds: /^/ and /u:/
The /^/ and /u:/ sounds (bus/balloon) can be
difficult for some students to distinguish.
• Say The line shows my trip to school. I ride my bike. Trace the Since /^/ is similar to the schwa sound, your
line on the board as you speak. First I go uphill. I get very tired! lips and mouth should be relaxed. When you
Then I go downhill and back up again. I get to school at the pronounce the /u:/ sound, you round your lips.
ng
end. To help students distinguish these sounds, use
Minimal Pair Card 58 (sun, soon).
• Have students look at the book to respond. Say What do I do Example words: bus, subway, hug; scooter, zoo,
ni
first? I get on my bike. Here’s a hill! What do I do now? (pedal supermarket
uphill) Continue for each part of the route. What do I do when
ar
I get to school? (get off my bike and park it)
• 1 Say Now you’ll hear a student talk about riding his bike.
Le
Point to the words in your book as you hear them. Play TR: 3.6.
• Read item 1 aloud. Do I get off my bike after school, or do I
c
get on my bike after school? (get on) Have students use the hi
pictures and words to complete items 2–4.
ap
Apply
• 2 Say Now let’s do a sticker activity. Listen carefully. When
gr
you hear an action, put the sticker down.

eo
• Play TR: 3.7. Pause after each statement to give prompts. What
did the boy do first? Then what did the boy do? What sounds
do you hear?
lG
• Have students compare the stickers they placed with those of

a classmate.
na
Extend
io
• Say We can use the words we learned to talk about other kinds
of transportation, too. I get on a bus to go to my favorite
at
restaurant. I get off the bus when I’m there.

N
• Ask You can get on a bus. Can you pedal a bus? (no) Can you
get on a scooter? (yes) Can you pedal a scooter? (no)
Wrap Up Vocabulary 2
• Ask students questions about the words they learned in class. ✔ Formative Assessment
When do you get on your bike? When do you need to pedal
uphill? When do you park your bike? Can students
• use verbs to talk about using transportation?
Review Have students write First, Next, and Last on a
piece of paper. Write the phrases park, get on,
• For additional practice, direct students to Activity Worksheet 3.2. and get off on the board. Have students write
phrases in the correct order.
Vocabulary 2 115

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GRAMMAR 2
GRAMMAR 2
Objective but as a contrast TR: 3.8
Students will My mother takes the bus to work, but my father takes the subway.
• use but to express contrast.

1 Look at the pictures and complete.
Grammar but as a contrast
Academic Language alike, different
1. The boy rides his scooter to school,
Activity Worksheet 3.3; Workbook p. 34;
Grammar Workbook pp. 12–13; Online Practice but the girl rides her bike to school.
2. The girl eats breakfast at eight o’clock,
7:30 8:00
but the boy eats breakfast at seven thirty.
3. The boy has a pet rabbit,
ng
but the girl has a pet dog.
4. He wants to be a singer,
ni
but she wants to be a vet.
ar
5. The girl likes spaghetti for lunch,
but the boy wants a burger.
Le
2 Play a game. Cut out the cards in the back of the book. Play with
a partner. Make sentences about the cards. Find and keep pairs.
c
hi
Jenny wants to fly in a hot air
Pair! Jenny likes to play tennis
on Saturdays, but Sam likes
balloon. Jenny likes cereal for
to play soccer on Saturdays.
ap
breakfast. No pair. Your turn!
gr
51
eo
Warm Up
lG
• Build background Ask a student • Write the word but on the board. Have a third student use but
How do you like to travel? What’s your to combine the sentences and describe the drawings. Model if
favorite kind of transportation? Repeat necessary: (Maria) drew a bus, but (Victor) drew a ferry. Repeat
na
the student’s statement and respond with other students’ drawings.

with a contrast. (Sami) likes to travel in
a bus. I like to travel on my bike. (Sami)
Present
io
likes to travel in a bus, but I like to travel

• Explain Say When we want to talk about how things are
at
on my bike. Ask other students the same

question. Each responds with a different different, we can use the word but. Have students open their
books to p. 51. Direct their attention to the grammar box.
N
form of transportation, then have students

combine the statements using but.
• Play TR: 3.8. Ask How does the mother get to work? (bus)
• Preteach Say Draw one kind of How does the father get to work? (subway) Are those types of
transportation. When students finish transportation the same or different? (different)
drawing, call two students who have
drawn different pictures to the front of the
class. Ask what each student drew. Write
the word, and say (Maria) drew a bus.
(Victor) drew a ferry.
116 Unit 3

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• Write sentences in columns on the board as shown below. BE THE EXPERT
Then model how to combine two of the sentences using but.
For example, say I take the bus, but you ride your bike. Call on Grammar in Depth
students to pick two sentences and combine them using but. Use but to connect two ideas that show contrast.
But can be used to connect words, phrases, or
sentences. Here are some examples:
I take the bus. I ride my bike. I walk. My bike is small but fast.
I ride it during the day but not at night.
I ride my bike to school every day, but I don’t
You take the bus. You ride your bike. You walk.
ride it on Sundays.
She takes the bus. He rides his bike. She walks.
Practice
ng
• 1 Say Open your books to page 51. Look at the pictures. Is
each pair of pictures the same or different? (different) Do item
1 together. What does the boy ride? (a scooter) What does the
ni
girl ride? (a bike) Say We use the word but to show differences.
He rides his scooter to school, but she rides her bike to school.
ar
• Say Do the rest of the activity on your own. Remember to tell
Le
how each pair of pictures is different. Make sure to use the
word but.
c
Apply hi
• 2 Have students read the boy’s sentences in the model
dialogue on p. 51. Say One sentence is about wanting
ap
something. The other is about liking something. They’re not
about the same thing. They’re not a match. Find two cards
gr
about wanting to do something or two cards about liking

something. Use but to connect the sentences. Pair students and
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have them play the game.
Extend
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• Write the following categories on the board.

na
transportation color food animal

io
• Say Write your favorite thing for each category.

at
• Put students in pairs. Say Ask your partner questions about her
sentences. If you and your partner like different things, make a
N
sentence using but.

Grammar 2
Wrap Up
• Say I like to ride on airplanes, but some people don’t like
airplanes. Begin another sentence aloud, stopping after but: Can students
I ride my scooter every day, but … Have a student finish the • use but to express contrast?
sentence. Call on students to begin and end sentences. Give sentences, such as these, for students to
complete using but:
Review I walk to school with my brother, but
.
I usually take the bus home, but .
Grammar 2 117

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READING
READING
Objectives 1
ns
Listen and read. TR: 3.9
Students will
• outline steps in a sequence. Hot Air Balloo
• demonstrate what they learned from a text. It’s always exciting to see a colorful hot air balloon
• explain how something works.
of every year, balloonists gather at the International
Reading Strategy Sequence of Events Balloon Fiesta in Albuquerque, USA. About 600
balloons are up in the sky at the same time!
Content Vocabulary basket, gas
Academic Vocabulary diagram, order, steps is on the ground, people light gas to make a small
Resources TR: 9; Graphic Organizers: Flow chart, air always rises, the balloon begins to go up into the
KWL chart; Workbook pp. 36–37, TR: 3.5; air. The pilot of the balloon stands in the basket and 2
Online Practice lights the gas to go higher. The wind then blows the
balloon along.
1
Usually there’s a group of people on the ground
ng
truck. The chase team uses a radio to talk to the pilot.
The pilot looks for a safe place to land the balloon and
ni
takes the balloon and the pilot back home!
ar
Le
c
hi
ap
gr
52 Unit 3
eo
Warm Up Present
lG
• Revisit Say Think again about riding • Say Today we’re going to read about hot air balloons. Hot air
a bike. What do you do first? (get on) balloons are one type of transportation.
Can you pedal uphill before you get on?
na
(no) Sometimes, we need to do things in • Graphic literacy Say Look at the diagram, or picture, at
the right order. One step happens first. the top of page 52. This diagram shows how a hot air balloon
Another step happens next. works. How do you know what happens first? (The diagram
io
has a number 1.)

• Say Let’s think about things we do in
at
order. Besides bicycles, how else do people • Say First, the balloon is on its side, and then it fills up with gas
travel? After students have named types of and goes in the air. This diagram helps you see how a hot air
N
transportation, say Pretend you’re going balloon flies. If you look at the color photo above the diagram,
to travel by (bus). What do you do first? you can see two hot air balloons on their sides.
What do you do next? Write steps on the
board as students name them. Repeat for
other types of transportation.
118 Unit 3

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2 Read. Check T for True or F for False.
BE THE EXPERT
1. There is an International Balloon Fiesta every year. ✔
T F
2. Hot air usually goes down. T ✔
F
The first two people to fly in a hot air balloon
were Jean Pilâtre de Rozier and François Laurent.
3. Balloons are always round. T ✔
F
They made the flight in 1783 in France. Today,
✔
T F
people fly hot air balloons all over the world
4. The pilot stands in the basket.
for different reasons. Some people race hot air
5. The chase team uses a radio to talk to the pilot. ✔
T F balloons. Some fly in other types of competitions.
Some pilots have flown their hot air balloons over
30 kilometers (20 miles) high!
Teaching Tip
The wind blows the People light a fire to heat the air
Fluency Have students read to each other in
balloon along. in the balloon.
pairs. Pair a more fluent reader with a less fluent
People light a fire to heat reader. You can do this by passing out color-coded
the air in the balloon. The balloon goes up in the air. cards to students. For example, assign students
ng
holding a blue card to read first. They read one
The pilot lands the sentence, and their partner repeats it. Continue
balloon safely. The wind blows the balloon along.
through the passage, encouraging students to
ni
help one another with pronunciation.
The balloon goes up
into the air. The pilot talks to the chase team.
ar
Le
chase team. The pilot lands the balloon safely.
c
Describe a hot air balloon. hi
ap
Hot air balloons are big and colorful!
gr

53
eo
lG
• Draw a KWL chart on the board. Ask students to tell what Play TR: 3.9 a second time. Pause at the
they already know about hot air balloons. (They travel in the end of each paragraph to ask students
sky. They’re colorful.) Record the information on the chart. what they learned about hot air balloons.
na
Say What do you want to learn about hot air balloons? What To guide students, ask questions such as
questions do you have? Add students’ questions to the chart. the following:
Say After we read, we can write what we learned in the What
io
we learned column of the chart. Paragraph 1: Where is the International

Balloon Fiesta? How many balloons fly at
at
What we know What we want to What we learned once?

about hot air know Paragraph 2: How do pilots make hot air
N
balloons balloons go higher? Where does the pilot

stand?
• 1 Play TR: 3.9 and have students read along. Then revisit the
Paragraph 3: What does the chase team
KWL chart. Read the questions one by one and ask Was this
do? What kind of transportation does
question answered? If so, write the answer in the What we
the chase team use?
learned column of the chart. If not, say Some questions won’t
be answered in the reading. You can look in other books to Add students’ responses to the What we
learn more. learned column of the KWL chart.
Reading 119

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

F
It’s always exciting to see a colorful hot air balloon 3. Balloons are always round. T ✔
F

of every year, balloonists gather at the International 4. The pilot stands in the basket. ✔
T F
Balloon Fiesta in Albuquerque, USA. About 600

balloons are up in the sky at the same time! 5. The chase team uses a radio to talk to the pilot. ✔
T F

is on the ground, people light gas to make a small
air always rises, the balloon begins to go up into the
2 The wind blows the People light a fire to heat the air
air. The pilot of the balloon stands in the basket and balloon along. in the balloon.
lights the gas to go higher. The wind then blows the
balloon along. People light a fire to heat
1 The balloon goes up in the air.
Usually there’s a group of people on the ground the air in the balloon.
truck. The chase team uses a radio to talk to the pilot. The pilot lands the
ng
The pilot looks for a safe place to land the balloon and balloon safely. The wind blows the balloon along.
takes the balloon and the pilot back home! The balloon goes up
into the air. The pilot talks to the chase team.
ni
ar
chase team. The pilot lands the balloon safely.
Le
Describe a hot air balloon.
c
hi Hot air balloons are big and colorful!
ap
52 Unit 3 53
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gr
Practice Wrap Up
• 2 Divide students into pairs. Say Look • Say Now it’s your turn to write your own true and false
eo
at Activity 2. Take turns reading each sentences. Think about the reading. Think of two true
sentence out loud to your partner. Write statements and two statements that might be false. Write them
lG
down any words you don’t know. Take down. When students are ready, have them exchange papers
questions about vocabulary after students with a partner. Have partners decide whether they think the
have read each statement. statements are true or false. Have them discuss and explain
na
their answers.
• Once students are comfortable with all
vocabulary, say With your partner, decide
Recap
io
whether each sentence is true or false.

Use what you remember, then mark your • Say We read about how hot air balloons work. What can you
at
answer. For now, do not look back at the remember about how they fly? Make a list on the board as
reading. Check to see that all pairs have students name steps.
N
completed the task. Then have students

return to the text to check their answers. • Say Hot air balloons come in lots of colors and patterns. If you
had a hot air balloon, what would it look like? Describe your
• Expand Ask Which sentences were not hot air balloon.
true? For each false statement, say What
would make this true? Provide guidance.
For example, say The statement “Hot air
usually goes down” is false. Look at the
second paragraph of the reading. What
does hot air do? (Hot air always rises.)
Help students rewrite false statements to
make them true.
120 Unit 3

OW2e_LP_3_34279_102-129_U3_CR2.indd 120 6/25/19 3:55 PM
Apply BE THE EXPERT
• Say I’m going to tell you how to ride a bike. First, get on. Then, Reading Strategy
get off and park. Is that right? (no) What’s missing? (pedaling Identify Sequence of Events Discuss the
the bike) It’s important to do some things in the right order. importance of understanding the order in which
All the steps are important. You can’t leave out or forget any steps happen. Have students visualize each step
steps! in a sequence as they read it. Have them focus on
what happens first, next, and last.
• 3 Say Open your books to page 53. Read the sentences. Using drawings or diagrams with a text can help
Which sentence happens first? First, people light a fire to heat explain a sequence of events. When there are
the air in the balloon. So, I’ll put a number 1 next to that no drawings or diagrams, encourage students to
picture the steps in their head or draw them out
sentence. What happens next? Put a 2 next to that sentence.
on a piece of paper.
Students should number each sentence, then complete the
activity. Remind them to rewrite the sentences in order in the Teaching Tip
boxes, using the numbers they wrote as a guide. They can refer Encourage students to take notes on unfamiliar
back to the text as needed. Pair students. words as they read. Have them write down the
ng
word. Then have them use context clues or visual
• Observe partners as they take turns reading their sentences cues to make a prediction about what the word
in order. If either student disagrees about the order of the means. Have students use a dictionary to verify
ni
steps, have both partners refer to the text to determine the their prediction and confirm the word’s meaning.
correct order.
ar
• In pairs, ask students to write two more sentences about flying
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hot air balloons. Then decide where in the KWL chart the
sentences might fi t.
c
Extend hi
• Draw a blank flow chart on the board like the one in Activity 3,
but horizontal. In the second box, write eat breakfast. In the
ap
fifth box, write get to school. Have students copy the chart.
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eat get to
breakfast school
eo
• Say What else do you do in the morning? First, write sentences

about what you do. Then put them in the right order in the
lG
chart. Have students read their charts to a partner.

na
Wrap Up
• 4 Have students read the model question and answer on Reading
io
p. 53. Using the photographs on p. 52, have them describe the

balloons they see. Encourage students to use as many words as ✔ Formative Assessment
at
possible to describe the balloons.

Can students
N
• outline steps, in order, about how something

works?
Ask students to describe, in order, the steps of a
familiar process. For example, ask How do you
park a bike?
• identify what they learned from a text?
Ask students What are three things you learned
about hot air balloons?
• explain how something works?
Have students reread the flow chart that they
completed on p. 53. Without looking at the
chart, have students explain to a partner how a
hot air balloon works.
Reading 121

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WRITING
WRITING
Writing Write about transportation. 1 Read. We can use the word but to show that two connected ideas are
different. Underline the sentences with the word but as you read.
Objectives
Students will
• use but to show that two connected ideas are Catch the Bus in Curitiba!
different. My city of Curitiba, Brazil, is famous for its bus system. It is
• write complete sentences. called the BRT. There are more than a thousand buses in our city.
There are many cars and trucks on the roads, but the buses use a
Resources Workbook p. 38; Online Practice special lane. They can move fast. In some parts of the city, you can
catch a bus every 90 seconds. Many buses are the typical size, but
some of the buses are very long. They carry a lot of people. The
buses are modern, and some of the bus stops are, too. At these
stops, people can get on and off the bus in 15 seconds.
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Writing
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Can students
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• identify the use of but to show a contrast?
2 Write. Write about your favorite transportation
Ask students questions such as What’s one kind
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where you live.
of transportation you like? What’s one kind you
don’t like? Tell students to respond with one
3 Share. Share your writing in a small group. Listen
sentence using the word but.
and take notes. Write down the names and ideas of
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• use complete sentences to describe your classmates.
hi
transportation?
Have students check their writing for use of Name Transportation
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capital letters at the beginning of sentences
and periods or other punctuation at the ends.
Make sure each sentence contains a complete
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thought.
54 Unit 3
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Present
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• Say to the class I’m thinking of a kind of of transportation because I answered lots of questions. I gave
transportation. I want you to guess what a lot of information. It’s important to give information to
it is. Think of questions you can ask about explain what something is.
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it. What information do you need to know?

Write one question on a piece of paper.
Give examples of questions, such as Is it
Write
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fast? How many people can fit in it? Walk • 1 Say Open your books to page 54. Read how this student
describes transportation in his city. What questions does he
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around the room and help students form

questions. answer? After students read once for main ideas, have them
underline sentences with but.
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• Have students put their questions in a pile

at the front of the room. Choose questions • 2 Say Think about your favorite kind of transportation. Is
at random. Write each one on the board there a certain bus you like to take? Is there a fun way to travel
and answer it. Leave the questions there where you live?
for the remainder of the lesson.
• Say You’re going to write about your favorite transportation.
• Once you’ve answered five or six Remember to use complete sentences. Describe the
questions, say Can you guess the kind transportation for someone who doesn’t know what it is. Look
of transportation? When students have at the questions on the board and think about how they can
guessed correctly, say You guessed the kind help you describe your favorite transportation. Remember that
if you have two ideas that are connected but different, use but
to connect them.
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VALUES
VALUE
Be safe on Value Be safe on the street.
the street. Objectives

Students will
Stop. Look both ways. Listen. • identify safety issues of busy streets.
• write how they can be safe on the street.
BE THE EXPERT
Teaching Tip
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When a student reads written work to a group,
make sure group members are listening to the
Think. Pair. Share. student rather than looking at what she wrote.
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How can we be safe on If group members have questions about the
information, the speaker should try to answer
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the street?
verbally rather than showing a classmate her
written work.
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Related Vocabulary
accident, busy, dangerous
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Hanoi, Vietnam
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55
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Share
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• 3 Have students read the directions for Activity 3. Put listen for on a busy street? Give students
students into groups of three. Say Now you’re going to share time to think and write notes.
what you wrote with your group.
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Pair
• Tell students to read what they wrote, one at a time, to the rest
of their group. Have them take notes in their charts as they • Put students in pairs. Have them ask and
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listen. Encourage group members to ask questions about one answer the question in the middle of the
another’s writing. Walk around the room and ask students to page. Encourage them to use their notes
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describe a group member’s favorite transportation. from Think. Ask What other unsafe things
should we look out for on the street?
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Value Share
Think • Have students take turns sharing their
partner’s answers to the question aloud.
• Point to the photo on p. 55. Say This is a busy street in Vietnam. Encourage the class to listen carefully.
How can busy streets be unsafe, or dangerous? Look at the
picture for ideas. Have students read the value statement on p. • Draw a T-chart on the board. Write
55 aloud. Ask Why do we need to be safe on the street? Allow Danger in the left column and Stay safe in
students to share their ideas aloud. the right column. As students share, fill in
the chart. Review this list as a class after
• Have a student read the sentence below the value statement. everyone has shared.
Say These three sentences are commands that use the verbs
stop, look, and listen. Ask What should we stop, look, and

OW2e_LP_3_34279_102-129_U3_CR2.indd 123 6/25/19 3:55 PM
PROJECT
PROJECT
Objectives 1 Make a class bar graph about favorite types of transportation.
Students will
• make a graph about types of transportation.
1 2
• summarize results of a class survey.
Academic Language bar graph
Worksheet 3.4
Materials colored pencils, crayons, or markers,
glue, poster-sized paper or poster material,
ruler, scissors
Cut out a 10 cm (4 in.) square Write your name and draw your
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piece of paper. favorite type of transportation.
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3 4
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With your class, make a bar Glue your pictures in place.
graph for your pictures.
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56 Unit 3
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Prepare
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• Ask What kinds of transportation did we • Give each student a piece of paper and colored pencils,
learn about in this unit? Make a list on crayons, or markers. Have students share rulers and scissors
the board as students call out names. Say in groups. Say Measure a 10 cm (4 in.) square and cut it out.
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Today you’re going to make a class bar Remember that a square’s sides are all the same length. Draw
graph. The graph will show our class’s a picture of your favorite kind of transportation on the square.
favorite kinds of transportation. Write your name on your square.
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• Draw a simple bar graph on the board. Say • When students finish, tape a large piece of paper to the board.
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This kind of graph is called a bar graph. Write each type of transportation along the bottom of the
We can use bar graphs to collect and paper, in graph form. Then say A graph needs a title. What
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compare information. Point to the graph should we call the graph? One by one, have students glue their
and say A high bar shows a high number. drawing in the correct bar on the graph. Make sure students’
drawings are lined up and are in the correct categories.
124 Unit 3

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Now I can . . . BE THE EXPERT
Our class really likes bikes. It’s
our favorite transportation. identify different kinds Teaching Tip
of transportation. When sharing their favorite things, encourage
describe ways students to vote independently of their
of traveling. classmates. Explain that people like different
compare and contrast.
things, and that’s okay. Explain that a survey or
a graph can be more interesting if many different
categories are listed. Encourage all students to
explain their choices.
Project Rubric
ü Did students correctly match their drawings
with unit vocabulary words?
ü Did students correctly place their pictures on
the bar graph?
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ü Did students use unit vocabulary to talk about
the bar graph?
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57
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Share
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• After all students have glued their drawings onto the graph,
ask questions such as the following:
What’s our class’s favorite kind of transportation? How do
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you know? Why do you think it’s the favorite?

Which kind of transportation is the least popular? How do
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you know? Why do you think it’s not popular?

Now I Can
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Have students explain why they chose the type of Ask questions such as the following:
transportation that they did. • What kind of transportation is fast? What kind
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of transportation do many students use?
Review • How do you get to school? How do your parents

get to work?
• For additional practice, direct students to Activity • Can you use but to compare and contrast ways
Worksheet 3.4. you and your friends get to school?

Unit Review
Project 125

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VIDEO
Vocabulary 1a hot air balloon, helicopter, airplane, sailboat,
ship, ferry
Vocabulary 1b bus, subway, taxi, scooter, motorcycle
Vocabulary 2 get on, get off, park, pedal uphill, coast
downhill
Grammar 2 but as a contrast
Song How Do You Get to School?
Viewing transportation
Story Time Getting to School Around the World
Resource Video: Sc. 1–10
Zoom In
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Vocabulary
Before You Watch • As you play Scene 2: Vocabulary 1a or Scene 3:
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• Say This video is about how people travel. How do Vocabulary 1b, stop at the images. Ask What kind of
transportation is this? How does it move?
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you get to school? Is it slow? Does it take a long
time? Or is it fast? Do you use more than one kind of Grammar
transportation?
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• Freeze a frame of Scene 5 that shows the boy and girl.
Say what he or she does: He takes the bus. Ask What
While You Watch does she do? (She takes the bus, too.)
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• Have students make a chart to take notes while they • Play the full animation for Scene 6: Grammar 2. Ask
hi
watch the video. Say You’re going to hear about kinds students how the people in the animation travel
of transportation. Pick four kinds. Copy the chart and differently than they usually do.
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takes notes while you listen.
Song
Kind of How it Where it How I can
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• Play Scene 7: Song. Then play the scene again and

transportation moves goes use it
stop after the first verse. Say Write how you get to
Hot air balloon Flies in the In the Fly to far-
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school. Play the rest of the song and have students

air sky, over a away places raise their hands if they hear how they get to school.
desert
Viewing
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• Pause the video to allow students to take notes.

• Tell students to imagine they’re planning a trip. In
groups, have students write sentences to say where
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After You Watch they’re going and what kind of transportation they’ll
• Divide students into groups. Have one student read use.
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information from his chart and have students guess Story Time
the kind of transportation. Have students compare
• View Scene 9: Story Time once with students. Pause
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and add to their charts. Every student in a group

at an image of each location. Ask students for words
should share at least one kind of transportation.
to describe it. What do you see? Does this look like
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your town?
• View Getting to School Around the World again.

Pause to ask questions. How do students in Botswana
get to school? (by boat) Why? (Because of floods,
there aren’t any roads.) Why do students in Japan
take the subway? (The streets are crowded.) Ask Why
do students get to school in different ways? Give
reasons. (weather, roads, traffic)
126 Unit 3

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UNIT 3 READER
Getting
UND THE WORLD
hool? Do you take a bus? A boat? Do you

el? Read about some of the different Vocabulary airplane, (by) bus, helicopter,
und the world get to school.
to
School
scooter, (a/by) subway
earning, the Our World readers are six levels of original stories,
m around the globe. Following the readings are fun facts and
erience together in a way that fascinates, educates, and informs.
Grammar but as a contrast
s Anansi’s Big Dinner
Around the World Reading Strategy Problem and Solution
Mouse
by Dan Adams
Resources Video Sc. 9—Story Time; Graphic

e World
Organizer: Two-column chart

Coyote’s Weekend
Getting to School Around

st
the World
How do you get to school? Do you
age
take a bus? A boat? Do you ride a
subway? A camel? Read about some
o of
adult
s
cial
of the different ways that children

BE THE EXPERT
dhood
around the world get to school.
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Reading Strategy
Problem and Solution Recognizing problems and
Before You Read
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solutions in a text helps students understand why
• Activate prior knowledge Say Think about how you get to events happen, or why people act a certain way.
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school. What kind of transportation do you take? Are there lots For every location they read about, ask students
what problems people face. Problems might be
of other people? Do you walk?
presented as “difficulties” or “challenges.” Ask
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how the people solve their problems.
• Introduce the strategy Say I wanted to take the bus to the
airport last week. The bus was very late. Act out waiting. So, Text Background
I took a taxi to the airport. Say I had a problem. What was
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Nonfiction uses a variety of details, such as facts
the problem? (The bus was late.) A solution is the answer to a
hi and examples, to provide information about a
problem. My solution was to take a taxi. real place or person. In this text, details are used
to compare and contrast how children get to
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• Say You’re going to read about transportation all over the school in different countries. Mongolia, Vietnam,
world. All of these students need to get to school, but in some Japan, Malaysia, and India are all in Asia. Mexico,
places, transportation is hard. Draw a problem and solution the United States, and Canada are in North
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two-column chart on the board. Say Copy this chart to help America. Kenya and Botswana are in Africa.
you record problems and solutions.
Teaching Tip
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• Say A problem can be that people can’t use one kind of Help students understand that the way people
transportation. So, the solution is to travel a different way. travel, dress, or eat is related to where they live.
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Where it’s cold, people need warm clothes. Where

there aren’t good roads, people have to walk.
While You Read These things are solutions to problems. Encourage
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students to think about reasons for differences

• To check students’ understanding, stop to ask questions, such between their culture and other cultures and about
as the following, about problems and solutions: how people solve problems in different ways.
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p. 5: Why don’t children in Malaysia take the bus? How do

they get to school?
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p. 6: What is one problem with the roads in Tokyo? How do

children get to school?
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p. 10: Why is it difficult to travel by car or bus in some parts

of Canada? How do Inuit children in Canada solve this
problem?
After You Read

• Check that students have filled out their Problem and Solution
charts. Explain that there can be more than one way to solve a
problem. Ask Can you think of other solutions to the problems
in your chart? Write them next to the ones you wrote.
Video and Reader 127

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

TR: 3.10
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Note: The reading The Lion and the Mouse is on p. 130.
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Note: Lyrics for the song How Do You Get to School? are
on pp. 108–109. Workbook
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TR: 3.1 3 Listen and check. Check what the boy and
TR: 3.4 Grammar 1 too for agreeing
girl like.
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S1: I like airplanes. Airplanes are big.
TR: 3.5 2 Listen and check. S2: I like ships. A ship is on the ocean. I like the ocean.
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Marco: Hi Miguel. I’m taking a survey. How do you get S1: I don’t like ships.
to school? S2: I like the ferry.
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Miguel: I ride my bike. S1: I don’t like the ferry. I like scooters. Do you
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Marco: How about you, Carlos? How do you get like scooters?

to school? S2: Yes, I do!
Carlos: I ride my scooter.
TR: 3.2 1 Listen to the song. Write.
Marco: Hello Fernanda. How do you get to school?
Note: Lyrics for the song How Do You Get to School? are
Fernanda: I take the bus.
on pp. 108–109.
Marco: Hi Rosario, I’m doing a survey. How do you get
to school?
TR: 3.3 2 Listen and check. Check your answers to
Rosario: I ride my scooter. Activity 1.
1. Sometimes I help my mother. I get on my bike, and
I go to the bakery.
128 Unit 3

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2. The bakery is at the top of a hill. I pedal uphill to
the bakery. TR: 3.5 1 Listen and read.
3. When I get to the bakery, I get off my bike. Note: The reading How Kids Go to School around the
World! is on p. 321.
4. I park my bike next to the bakery.
5. After I go to the bakery, I coast downhill to my home.
TR: 3.4 3 Listen and read. Can you say these fast?
A motorcycle moves Mary to the mall on Monday.
Take a taxi to the tall tower tomorrow.
Six scooters scoot to the subway.
NOTES
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Audio Script 129

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EXTENDED READING
EXTENDED READING
The Lion and the Mouse 1 Listen and read. TR: 3.10
Objectives
Students will THE LION
• order the events in a story. and the Mouse
• describe the characters in a fable.
Lion is sleeping in the grass. Little
Academic Language characteristics, describe, Mouse doesn’t see Lion. She runs right
over Lion’s big paw.
order
“Aha! I’ve GOT you!” says Lion. “Lucky me!
Content Vocabulary chew, net, paw, snack I always eat a snack before I sleep. Mmmm.
What a nice snack!” He picks Mouse up.
Resources TR: 3:10; Graphic Organizer:
“Oh, please! Don’t eat me!” says Mouse.
Two-column chart; Online Practice “One day, I can help you!”
Materials drawing paper, crayons, markers, “You? Help me? A little mouse! Ha! Ha!”
paper bags says Lion. He laughs and laughs. “You’re lucky.
I’m not very hungry today. You can go!”
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He drops Mouse.
Mouse runs away!
Many days later, Mouse is running in the
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grass again. She hears Lion.
“Roar! Oh, roar! Help! Please, can anybody help
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me?” asks Lion. He is in a big net. He is worried
and angry. “I can’t get out,” Lion says.
“I can help you,” says Mouse. “I can use my teeth!
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I can chew the net!”
Mouse chews and chews. Soon Lion is free.
“Thank you, Mouse!” says Lion.
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“You’re welcome,” says Mouse. “Even a little
mouse can help a big lion!”
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58 Extended Reading
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Present Practice
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• Tell students they are going to listen • 2 Read the instructions and ask for volunteers to take turns
to and read a fable about a lion and a reading the events from the story. Explain to students that they
mouse. Ask How are a lion and a mouse are going to order the events in the story with the numbers 1–5.
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different? How are they the same? Have students do the task individually first by referring to the
reading. Then play TR: 3.10 while students check their answers.
• Explain that a fable is a story with a moral,
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or a lesson. Say Fables often use talking • 3 Write on the board: Mouse is small. and underline small.
animals to teach us about something. Ask What word in the story is the same as small? (little). Write
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Ask students if they know any stories with a second sentence: Mouse is little. Explain to students that they
talking animals. will write sentences like this to describe Lion and Mouse.
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• 1 Read together Play TR: 3.10 and • Have students work in pairs. Encourage them to write four
have students listen to the fable once sentences for each character. Tell them they can use their
with their books closed. Have them make charts to help them write their sentences. Say Remember the
a T-chart on a piece of paper with Lion chart you made about Lion and Mouse as you listened to the
and Mouse at the top. Then tell students story. It will help you write your sentences.
to open their books to page 58. Play the
audio again and ask students to follow
along and make notes in their charts as
they listen. Say Write notes in your chart
about how you would describe Lion and
Mouse—how they look and the things
they do.
130 Units 1–3

OW2e_LP_3_34279_130-133_R1_CR2.indd 130 6/25/19 4:00 PM
2 Write numbers to put the story in order.
BE THE EXPERT
3 Mouse sees Lion in a net.
Understanding Theme
4 Mouse chews the net. Explain to students that fables often have a
2 moral, or lesson to teach the reader. Students
Lion laughs and drops Mouse.
may learn a couple of lessons from The Lion and
5 Lion thanks Mouse. the Mouse: (1) Even small things can make a big
1 Lion catches Mouse. difference. (2) Treat people with kindness because
you may need them to show kindness later.
3 Read. Use the words in the box (or other words) to write
sentences that describe Mouse and Lion. Work with a partner. Aesop’s Fables
The Lion and the Mouse is one of Aesop’s Fables.
big clever funny scared small strong Aesop was a storyteller believed to have lived
in ancient Greece from 620 to 564 BCE. His fables
Mouse Lion
were passed down for centuries and eventually
written down. They are short, often have animals
as characters doing human things, and usually
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contain a moral that is useful and true to life.
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a. Draw pictures. Turn the fable into a comic book story. Can students
b. Make bag puppets. Perform the fable for your class. • order the events in a story?
c. Think of another fable. Tell or read it to the class.
Have students put the parts of this story in
c
order: (a) Icarus flies too close to the sun.
(b) Icarus and Daedalus make wings of
hi feathers and wax. (c) The wax melts on Icarus’s
wings and he falls into the sea. (d) Icarus and
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Daedalus fly into the sky.
• describe the characters in a fable?
Have students write two words to describe Lion
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59 and two words to describe Mouse.

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Prepare Share
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• 4 Say Now you tell a story. Choose an activity to tell the story of • Students share their stories with the class.
The Lion and the Mouse in a different way or tell another fable Comic book stories can be shown and
you know. Give students time to decide which activity they want described. Bag puppets should act out the
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to do. fable for the class. Other stories should be

read aloud.
• Option 4a may be done individually or with a partner. Option
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4b should be done with a partner, with each student playing • Encourage active listening by having the
the role of Lion or Mouse. Option 4c can be done individually. class ask questions about students’ fables
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after they present.

• Distribute drawing paper, crayons, markers, and brown paper
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bags. For students who chose 4c, allow time to find another • Critical thinking Ask What makes a
fable or write down one that they know. fable interesting? Do stories with talking
animals teach you things? Have a short
discussion.
Extended Reading 131

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REVIEW: UNITS 1–3 Review
Vocabulary Units 1–3
Grammar Units 1–3
Start
Content Vocabulary heads, tails
Resources Workbook pp. 40–41, TR: R1.1 5:00 P.M. 6:45 A.M.
Materials coins, playing pieces (buttons, tokens,
or other small, flat objects)
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Finish
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7:20 A.M. There’s
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no wind!
Go back
two spaces!
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60 Review Units 1–3

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• Play the game Say Let’s play a game! • Point out the word Finish on p. 60. Then have students find
Turn to pages 60 and 61. Read aloud the the two spaces that don’t have pictures. Have them read the
directions and the model dialogue. Say sentences. Make sure students understand what to do if they
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Find the word Start. Then look at the land on these spaces.
pictures and read the sentences.
• Demonstrate the game with a student. Put a playing piece
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• Remind students that they’ve learned on Start. Explain that the circle with the soccer ball is the
how to ask and answer questions first space. Flip the coin. Say (Tails.) Move (one space) as you
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about finding places. Ask Can you help count aloud. Ask a student a question about the picture you
me? Prompt students to respond with land on. For example, ask (Alejandro), do you sometimes play
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Sure. How can I help? Ask Where’s the soccer at five o’clock? (No, I never play soccer at five o’clock.)
stadium? Tell students to find the picture Then have the student flip the coin, move the correct number
of the stadium on p. 60 and point to it. of spaces, and ask you a question about the picture he lands
Then ask Who takes the bus to school? on. Provide a sentence frame if necessary, for example, Do
Raise your hand. Say I don’t take the bus. you to school?
I (ride a bike) to school.
• Pair students and give each pair a coin and playing pieces. Say
Now, you play! Remember to take turns. Make sure students
understand that if they land on a space that shows a place,
they should ask and answer questions about that place.
132 Units 1–3

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BE THE EXPERT
Teaching Tip
Playing games can be a welcome change of
pace from reading and writing activities and
other seated work. Incorporate movement into
There’s a lot 8:15 A.M. games. For example, have students stand when
of wind! they take a turn. Encourage students to choose
Go forward a movement to go with the actions in the game,
two spaces! such as walking or jogging in place when they
move their game pieces forward. Students may
also act out pictured activities, the actions in
questions, or their responses.
7:30 A.M.
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Play a game. Look. Ask and answer.
Use a coin. Play with a partner.
Heads = 2 spaces. Tails = 1 space.
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Heads! One, two.
Where’s the museum? It’s between the bakery
hi
and the toy store.
✔ Assessment: Units 1–3

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Give the Units 1–3 Mastery Test. Hand out the test
and go over the instructions with students. The
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61 test should take 20–30 minutes.

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lG
• Sentence frames If students need help thinking of questions • Modify Pair students with limited English-
and answers, write examples on the board: language skills with peers who speak more
fluently. One option for this grouping
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strategy is to guide more proficient students

Can you help me? Where’s I usually , but
the ? sometimes I . to frame questions as yes/no questions,
such as Is the stadium next to the zoo?
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Go . Turn . I never . Encourage their partners to respond by

repeating words in the question to form
at
What does she do before How does he get to complete sentences. For example, have
breakfast? school?
them respond: Yes, the stadium is next to
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She before He to school. the zoo.

breakfast.
What do you do after dinner? Do you to school?
I always . I don’t. I take the .
Review 133

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Unit 4
In This Unit
Theme This unit is about using our senses.
Content Objective
Students will
Our Senses
• identify and describe the five senses.
Language Objectives
Students will
• talk about how things look, feel, taste,
sound, and smell.
Vocabulary
Vocabulary 1 beautiful, delicious, dry, hard,
ng
loud, quiet, rough, smooth, soft, sticky,
terrible, ugly
Vocabulary 2 bitter, salty, sour, spicy, sweet
ni
Grammar
Grammar 1 Sense verbs
ar
Grammar 2 was / were In this unit, I will . . .
Reading Amazing Animal Senses
Le
• talk about how things look,
feel, taste, sound, and smell.
Writing Write about summer. • talk about the past.
Value Use your senses.
c
Look and check.
Project Make a class book of Five Senses poems. This person is
hi
✔ touching a whale.
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feeding a whale.
hugging a whale.
gr
62
eo

Objectives
lG
• Build background Say The name of our next unit is

Students will
“Our Senses.” We use our senses to learn about our world.
Hold up the nectarine. Point to your nose, and then smell the
na
• describe a photo.
nectarine. Say We use our noses to smell. Smell is one sense.
Resources Video Sc. 1—Introduction; Home- This nectarine smells sweet.
School Connection Letter; Unit Opener Poster;
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World Map Poster; Sound Card 7 • Point to your eyes and look closely at the nectarine. Say
Content Vocabulary sperm whale We use our eyes to see. This nectarine is orange and yellow.
at
Material a nectarine or other fruit (optional) • Touch the nectarine. Say We use our hands to touch. This
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nectarine is smooth.
• Point to your ears and then put the nectarine to one ear.
Pacing Guides L3U4
Say We use our ears to hear. I can’t hear the nectarine, but
2–3 Hours 3–4 Hours 4–6 Hours I can hear other things. For example, I hear (children playing
outside).
• Finally, point to your mouth. Say We use our mouth to taste.

This fruit tastes good!
134 Unit 4

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BE THE EXPERT
About the Photo
The photo shows a diver swimming alongside
a sperm whale off the coast of the Dominican
Republic. Sperm whales are the largest of the
toothed whales and are found in every ocean on
Earth. They are distinctive for their large heads,
which contain spermaceti, an oily fluid that is
believed to help the whale’s buoyancy.
Sperm whales were widely hunted in the 18th and
19th centuries for this oil, which was burned in
lamps throughout the world. A sperm whale is the
title character in Herman Melville’s famous novel
Moby-Dick.
Teaching Tip
ng
When possible, have students make a visual of
some kind to show new vocabulary. By drawing
or cutting out pictures, students become actively
ni
engaged in learning new words. As students
learn more vocabulary, they may wish to keep a
ar
“vocabulary portfolio” of drawings and pictures
they’ve made or collected during the school year.
Le
Related Vocabulary
Swimming with a sperm diver, goggles, nectarine
whale, Dominican Republic
c
hi
ap
gr
63
eo
lG
• Give students paper. Say Draw a picture of your face. Then say
Show me what you use to see. Students should point to their
eyes. Say aloud and write on the board: I see with my eyes.
na
Have students repeat and write it. Continue by asking what

students use to hear, smell, and taste.
io
• Have students look at the photo on pp. 62–63. Say The person

is swimming. A whale is in the water. This type of whale is
at
called a sperm whale.

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Ask questions to encourage discussion of the photo.

What do you see? (a person swimming, a whale, water)
What’s the diver looking at? (a whale)
• Guide students through the activity on p. 62. Draw a whale

on the board. Touch the whale. Ask Is the diver touching the
whale? (yes) Look closely at the whale. Is the diver looking at
the whale? (yes) Is the diver smelling the whale? (no)
Unit Opener 135

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VOCABULARY 1
VOCABULARY 1
Students will
• identify and use adjectives related to the
senses. We use our eyes, ears, nose, tongue, and skin to
Vocabulary smooth, rough, beautiful, ugly,
dry, sticky, hard, soft, terrible, delicious,
quiet, loud smooth rough

Video Sc. 2—Vocabulary 1a, Sc. 3—
Vocabulary 1b; Activity Worksheet 4.1;
Workbook pp. 42–43, TR: 4.1; Online Practice
Materials magazines (optional), note cards,
tape, tissue, timer (optional)
ng
beautiful ugly
ni
ar
Le
hard soft dry
c
hi
ap
gr
64 Unit 4
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Warm Up
lG
• Activate prior knowledge Say Let’s • Have a student from each group tape one note card with a
talk about our senses. Draw a word web drawing next to the correct sense in the word web on the board.
on the board with senses in the center.
na
Point to the five outer circles and ask What

are our senses? (see, hear, smell, taste,
Present
touch) Complete the outer circles. • Run your hand along the surface of your desk. Say My desk is
io
smooth. How does your desk feel? Is it smooth? Then touch a

rough surface such as a brick wall. Say This (wall) isn’t smooth.
at
It’s rough.
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senses • Say Look at page 64. Point to the peacock. Say This bird is called
a peacock. The peacock is beautiful. Then point to the turkey.
Say This bird is a turkey. The turkey isn’t beautiful. It’s ugly.
• Say Look at page 64. Point to hard and soft. Hold up a

• Give groups of students ten note cards.
textbook and a tissue. Say The book is hard. The tissue isn’t
Have students draw two eyes, a nose, a
hard. It’s soft.
mouth, an ear, and a hand on five cards
and write see, smell, taste, hear, and
touch on five cards. Have students mix
up the cards and match each picture with
its sense.
136 Unit 4

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delicious terrible BE THE EXPERT
Vocabulary Strategy
Antonyms Antonyms are words that have
opposite meanings, such as hot and cold. Explain
to students that several of the words on
pp. 64–65 have opposite meanings. For example,
explain that smooth and rough are opposites.
Have students point out other examples of words
quiet loud with opposite meanings, such as beautiful/ugly,
hard/soft, terrible/delicious, and quiet/loud.
Teaching Tip
Classroom Management It’s important to give
all students an opportunity to speak in class.
When you ask questions during class, don’t
always call on the most eager student. Call on
ng
many different students so that each may have an
opportunity to speak.
sticky
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Related Vocabulary
3 Describe. Listen and guess. desert, peacock, turkey
ar
Le
c
hi
ap
Namib desert, Namibia

gr
65
eo
lG
• Point to quiet and loud. Say I’m quiet. in a soft voice. In a loud • 2 Say Now we’re going to hear words
voice say Now I’m loud! Have students repeat in the same way. and listen to sentences with those words.
Listen to the words and sentences, then
na
• Finally, write on the board: I like . It’s delicious. repeat them. Play TR: 4.2. Have students
I don’t like . It’s terrible. Then point to terrible follow along in their books. After students
and delicious. Say I like pizza. Mmm, it’s delicious! What have listened to the sentences, repeat
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food do you like? I don’t like (fish). It’s terrible. What food a sentence from TR: 4.2 aloud and
don’t you like? have students find the corresponding
at
vocabulary word on pp. 64–65. Say Listen

Practice to the sentence. Point to the word in your
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book. If students have difficulty identifying

• 1 Point to the photos on pp. 64–65. Say We’re going to read the vocabulary word, point to the pictures
and listen to words that tell how things look, feel, taste, smell, and ask yes/no questions such as Is this
and sound. Read along as you listen to the words. Point to chair hard? Is the chair soft?
each photo as you hear the word. Play TR: 4.1.
Vocabulary 1 137

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VOCABULARY 1
delicious terrible

We use our eyes, ears, nose, tongue, and skin to
smooth rough
quiet loud
beautiful ugly
ng
sticky
3 Describe. Listen and guess.
ni
ar
hard soft dry
Le
c
hi Namib desert, Namibia
ap
64 Unit 4 65
gr
Wrap Up
• Write the following words on the board: • Say Let’s talk about the classroom. Walk around the classroom
eo
and point to various objects, such as a desk and a clock. As you

ugly quiet point to objects, ask questions such as Is this ugly or beautiful?
lG
Is it smooth or rough? Is this hard or soft? As students answer,

delicious hard
write the name of each object on the board and list words
loud terrible students use to describe it.
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soft beautiful
Recap
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• Say Opposite words are words that have • Say Let’s talk about the words we learned. Show Flashcards
very different meanings. Act out being one at a time. Have students say the target word for each card.
at
hot and fanning yourself. Say Hot is the Then ask What’s the opposite of this word?
opposite of cold. Act out shivering from
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the cold. Then look and point up, and • Pair students. Assign each pair of students two opposite
ask What’s the opposite of up? (down) vocabulary words. Have students brainstorm one object
Say Now let’s look at the words on the per word. Then have students use the two words to write
board. Say These words are opposites. sentences about the objects. Provide sentence frames such as
For example, ugly and beautiful mean the following: The is smooth. The isn’t
very different things. Ugly is the opposite smooth. It’s rough.
of beautiful. Draw a line to connect
the words.
• Say Now it’s your turn. Find words that

are opposites. Have students complete the
activity by drawing a line from a word to
its opposite.
138 Unit 4

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Apply BE THE EXPERT
• 3 Read the model dialogue on p. 65 with students. Draw Teaching Tip
a simple picture of a rabbit on the board. Ask questions to Grouping During pair or group work, make
encourage students to use complete sentences, as shown in the sure students get to work with many different
model. Ask Is a rabbit big or small? (It’s small.) Is a rabbit hard classmates. After groups or pairs of students have
or soft? (It’s soft.) Do you think a rabbit is beautiful or ugly? completed an activity, have them form new groups
or pairs and repeat the activity. This gives students
(I think it’s beautiful.)
another opportunity to practice and also helps
• Write the terms in the box on separate slips of paper. Make them get to know their classmates.
sure there are enough slips for each student. Then pair
students. Have each student choose a slip of paper. Say Don’t
show your word. You’re going to tell your partner about it.
Your partner is going to guess your word.
• To prepare students for their dialogues, say Think of three
ng
words to describe your object. Provide the sentence frame It’s
, , and . Give students two
minutes to brainstorm. After they’ve brainstormed, have pairs
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of students take turns describing and guessing objects.
ar
Extend
Le
• Review the words on pp. 64–65 with students. Say These words
can be used to describe many kinds of things. List several
objects usually found in a room of a house. Draw them on the
c
board. Point to each object. Say I see (a soft chair) in the living
hi
room.
• Give each student a piece of paper. Say Think of your home.

ap
What’s in it? Have students list objects. Say Now draw a picture
of three objects that you can describe with the words in your
gr
book.
• After students have drawn their objects, have them choose

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one or two words from pp. 64–65 to describe them. Then have
students work in pairs to show and talk about their pictures.
lG
• Ask questions such as What’s something soft in your living

room? What’s something beautiful in your bedroom? What’s
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something loud in your kitchen? Have students hold up their

drawings, point to an object, and use a vocabulary word to
describe it.
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Wrap Up
at
• Give each student five note cards. Have students cut out
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pictures of various objects from magazines and glue one

picture to each note card. If magazines are unavailable, have
students draw a picture on each of their note cards. Pair
students. Say Your partner is going to show you a picture. Workbook and Online Practice
Look at the picture. Look at the words on pages 64 and 65. Tell Vocabulary 1
about your partner’s picture. Have students alternate showing
and describing the pictures on the note cards. ✔ Formative Assessment
Can students
Review • identify and use adjectives related to the senses?
• For additional practice, direct students to Activity Worksheet 4.1. Have students describe their favorite fruit or
vegetable. Ask questions such as How does it
taste? How does it feel? How does it smell?
Vocabulary 1 139

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SONG
SONG
Vocabulary 1 soft, loud, beautiful
Vocabulary 2 sweet
Our Senses
Grammar in the song How does the cake taste?
Grammar 1 Sense verbs It tastes sweet.
How does a kitten feel?
Resources TR: 4.3; Video Sc. 7—Song; Workbook It feels soft.
p. 44, TR: 4.2; Online Practice Let’s count our senses, 1, 2, 3, 4, 5!
Listen.
Look.
Feel.
Taste.
Smell.
It’s great to be alive!
ng
It sounds loud.
How does a flower smell?
It smells good.
ni
CHORUS
How does the garden look?
São Paolo, Brazil.
ar
It looks beautiful.
How does a hug feel?
It feels great!
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CHORUS
2 Name an object. Say how it
c
feels, tastes, smells, looks, or
hi
sounds. Work in a group.
ap
gr
66 Unit 4
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Use the Song

lG
• Activate prior knowledge. Ask What • Act it out Say Let’s listen to a song about our senses.
are the five senses? (taste, smell, hearing, Play TR: 4.3. For each question in the song, model an action.
sight, touch) As students call out answers, For example, pretend to eat cake, pet a kitten, play a drum,
na
have them point to the body part (eye, ear, smell a flower, and give a hug. During the chorus put your
nose, mouth, fingers) related to each sense. fingers up one at a time (“Let’s count our senses, 1, 2, 3, 4, 5!”).
As the words “Listen, Look, Feel, Taste, Smell” are sung, point
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• 1 Say Open your books to page 66. Look to the related body part.
at the photo. Point to the drum. Ask What
at
instrument is this? (a drum) What sense • Play TR: 4.3 again. Have students model the actions with you
do we use with a drum? (sound) Is a drum as the song plays.
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loud or quiet? (loud) Have students look

around the classroom. Ask What other
things in this room make loud noises?
140 Unit 4

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BE THE EXPERT
About the Photo
This photo shows a boy in São Paulo, Brazil,
playing a surdo drum. The surdo is a large bass
drum that is played in samba and other types of
Brazilian music. The surdo drum is often carried
over the shoulder or on the hip and played while
marching. Many varieties of surdo drums are
played in Rio de Janeiro during Carnival.
Teaching Tip
Songs are a great way for students to practice
pronouncing words. Review songs for difficult
words. Give students the opportunity to hear and
say challenging words. Replay song lines that
have difficult words. Pause the music and have
ng
students sing the lines aloud.
Related Vocabulary
ni
drum, hug, garden, kitten
ar
Le
c
hi
ap

gr
67 Song
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Use It Again
lG
• 2 Vocabulary 1 Write soft, loud, and beautiful on the • Grammar 1 Play TR: 4.3. Say Listen to the
board. As you point to each word, say The kitten is soft. The words taste, feel, sound, smell, and look.
drum is loud. The garden is beautiful.
na
• After the song, ask questions and have

• Point to each word on the board again and work with students students respond with complete sentences.
to think of an opposite term. For example, point to soft. Sing or Ask What tastes sweet? (The cake tastes
io
play the following lines from Our Senses: “How does a kitten sweet.) What feels soft? (The kitten feels
feel? It feels soft.” Then say Some things aren’t soft. They’re soft.) What sounds loud? (The drum
at
hard. A rock is hard. What else is hard? (a wall, a table) Repeat sounds loud.) What smells good? (The
for the other two vocabulary items. flower smells good.) What looks beautiful?
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(The garden looks beautiful.) What feels

• Have students form small groups. Assign each group an object, great? (A hug feels great.)
and if possible, give them the actual object or a picture of
it. Have students open their books to pp. 64–65 and use the
words to describe their objects in complete sentences. Have
each group share their sentences with the class.
Song 141

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GRAMMAR 1
GRAMMAR 1
Objective Sense verbs TR: 4.4
Students will
• describe objects using the linking verbs taste, How does the chicken taste? It tastes delicious.
sound, smell, look, feel.
Grammar Sense verbs 1 Write. Use these words.
Academic Language choose, pick good old rough smooth sticky terrible
Workbook pp. 45–46, TR: 4.3; Grammar
Workbook pp. 16–17; Online Practice
1. The cake
tastes good .
Materials several small boxes and various
small objects, such as a cotton ball, a bell,
a piece of candy, a coin, a flower, a leaf,
a rock, a tissue 2. The dog smells terrible .
ng
3. The house looks old .
ni
ar
4. The glue feels sticky .
Le
5. The rock feels rough .
c
hi
6. The phone feels smooth .
ap
gr
68 Unit 4
eo
Warm Up
lG
• Brainstorm Review the vocabulary items • Have the class guess the object. Then repeat the activity with
from pp. 64–65. Then show the class various other students until all of the objects in the box have been
small objects, for example, a cotton ball, chosen.
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a bell, a piece of candy, a coin, a flower,

a leaf, a rock, or a tissue. Pass the objects
around the room so students can examine
Present
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them. Say Look closely at each thing. How • Say Open your books to page 68. We’re going to listen to some
sentences. The sentences tell how things smell, sound, look,
at
does it look? What color is it? Touch it to see

how it feels. Does it make a sound? Does it feel, and taste. Play TR: 4.4. Have students read along in their
books and say the words aloud.
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have a smell?
• Give students about 15 seconds to examine • Have students close their books. Write the following sentence
each object. Then put the objects in a box. frames on the board and have students copy them:
Have one student come to the front of
the room and turn his back to the class. The soup great. The music terrible.
Have the student pick and describe one
object from the box. Say Pick one thing. The flowers The baby rabbit
Tell about it. Use words we learned in this beautiful. soft.
lesson.
How does the chicken ? It delicious.
142 Unit 4

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BE THE EXPERT
Cultures all across the world use spices to make
food look, smell, and taste better. Cinnamon and
ginger are two common spices in Europe, the
Americas, and Asia. These spices make food smell
and taste more flavorful. Some spices also change
how a food looks. When saffron is added to food,
for example, it colors the food yellow.
Grammar in Depth
The verbs feel, look, smell, sound, and taste
are called stative verbs because they describe
2 Write sentences. Look at the photo. Use sense words. characteristics or states rather than actions: The
music sounds terrible. (The subject, music, isn’t
The trees are tall and green. doing anything in this sentence. The sentence is
ng
1.
simply describing the quality of the music.)
2. Stative verbs can be followed by adjectives, rather

than adverbs: The baby rabbit feels soft.
ni
3. Some of the stative verbs in this lesson relate to
the senses (hearing, seeing, touching, etc.): The
ar
soup smells great. They often are used with the
4.
linking verb can: I can’t taste anything. I can hear
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Now look around you. What do you see and hear? Write true sentences. a noise outside.
Many stative verbs are common and can be
1.
The classroom is quiet and sunny. categorized loosely into groups such as verbs
c
of thinking / the mind (forget, know, remember,
understand) and verbs of emotion (hate, like,
2.
hi love).
When verbs are used to describe states, they
ap
3.
usually do not take the progressive form: The cake
is tasting good. The cake tastes good.
4.
gr
69
eo
lG
• Say Listen to each sentence. Write the word that goes on the • Hold up the coin and the rock. Ask a
blank line. Then slowly read each sentence from the Grammar student to touch the coin, and ask a
box on p. 68 from left to right. Have students fill in the missing different student to touch the rock. Point to
na
words on their papers. the word feels and ask the first student How
does the coin feel? (smooth) Repeat the
• Give students opportunities to use the grammar. For example, student’s answer using a complete sentence
io
say The soup smells great. What else smells great? Students It feels smooth. Then ask the other student
should respond using this sentence frame: The How does the rock feel? (rough) Say Yes, it
at
smells great. feels rough. If students have difficulty using

the vocabulary they learned, ask Does the
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Practice coin feel smooth or rough?
• Gather the objects used in the Warm Up activity. Write tastes, • Hold up the bell and ring it. Point to
sounds, smells, looks, and feels on the board. Pick up the piece sounds and ask a student How does the
of candy. Put it under your nose. Point to the word smells and bell sound? Does it sound loud or soft?
say The candy smells sweet! Point to your mouth and to the Hold up the flower. Point to looks and ask
word tastes. Say The candy tastes delicious! How does the flower look? Does it look
beautiful or ugly?
Grammar 1 143

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GRAMMAR 1
Sense verbs TR: 4.4

How does the chicken taste? It tastes delicious.
1 Write. Use these words.
good old rough smooth sticky terrible
1. The cake
tastes good .
2 Write sentences. Look at the photo. Use sense words.

2. The dog smells terrible .
1.
The trees are tall and green.
ng
looks old 2.
3. The house .
3.
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4. The glue feels sticky . 4.
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Now look around you. What do you see and hear? Write true sentences.
5. The rock feels rough . The classroom is quiet and sunny.
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1.
2.
6. The phone feels smooth .
c
hi 3.
4.
ap
68 Unit 4 69
gr
• Divide students into small groups and Write the sentence on the board. Then put students in pairs
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give each group a box. Have groups and have them complete the activity. Point to item 2. Ask How
choose one or two objects to put in their does the dog smell? If students are having difficulty, ask Does
lG
boxes. Students should spend about three the dog smell good? Does the dog smell terrible? (terrible)
minutes discussing how their objects look,
smell, feel, sound, and taste. Then have
Wrap Up
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groups switch boxes with another group.

Say Look at the things quickly. Then one • Put students in five groups. Assign each group one of the
person picks one thing. Don’t show it to following words: taste, smell, sound, look, feel. Say Name
io
your group! The group asks questions to a food you know. Draw a picture of the food on the board.
guess the thing. Give groups about five Have each group say a sentence about the food, using the
at
minutes to guess the objects. word they were assigned, as appropriate. Then have students
switch words with another group and create a new sentence.
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• 1 Have students open their books to You may want to repeat the activity with an animal, or some
p. 68. Read aloud the words in the white other food or object.
box with students. Point to the picture in
item 1. Say The girl is eating cake. What
sense do you use when you eat? (taste) Recap
The girl is smiling. How do you think the • Say Today we talked about how things look, smell, sound, taste,
cake tastes? Pick a word from the box. and feel. Walk around the classroom. Point to various objects
(good) Say Right! The cake tastes good! and ask “How does?” questions using smell, sound, look, feel,
and taste. Ask students to respond in complete sentences.
144 Unit 4

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Apply BE THE EXPERT
• 2 Point to the picture. Ask What do you see? (trees, Teaching Tip
mountains, a lake) Say Imagine you are in this place. Ask the Classroom Management Activities that involve
following questions one at a time. What do you see? What do students drawing may take too much time on
you hear? What do you smell? What can you touch? How does days with time limits. Instead of having students
it feel? After several students respond, say Choose three things draw, use Flashcards from other levels and units.
in this place to write about. You’re going to write a sentence
about how each thing smells, sounds, looks, feels, or tastes.
• Read aloud item 1 with students and then have them complete
the first activity on their own. Remind students to use one of
these words in each sentence: smell, sound, look, feel, taste.
• Have students read the second activity. Then say Look around
our classroom. What do you see? Hear? Smell? Touch? Give
ng
students a few minutes to point out several things. Say Choose
three things to write about. Write a sentence about each thing.
Remember to use the words smell, sound, look, feel, or taste.
ni
Extend
ar
• Have students draw a picture of their favorite restaurant or
Le
place to eat. Have them draw a five-column chart with the
headings Looks, Smells, Sounds, Tastes, and Feels. Have them
write at least two ideas in each column. To guide students, ask
c
questions such as How does the place look? How does it smell?
hi
Are there many windows? What do you hear?
My Favorite Restaurant
ap
Looks Smells Sounds Tastes Feels

gr
• Have students use the information in their charts and the

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words looks, smells, sounds, tastes, or feels to write three

sentences describing the place. When students have finished
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their sentences, put them in pairs. Have students show their

pictures to a partner and read the sentences they wrote.
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Wrap Up
• Put students in small groups. Have each group choose an
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object in the classroom and say three sentences about how it

looks, feels, tastes, smells, or sounds. Have other groups guess Workbook and Online Practice
at
the object. Grammar 1

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Can students
• describe objects using the linking verbs taste,
sound, smell, look, and feel?
Provide the following sentence frames for
students to complete:
The lemonade delicious. (tastes)
The cat soft. (feels)
The music great. (sounds)
The cheese bad. (smells)
The flower beautiful. (looks)
Grammar 1 145

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VOCABULARY 2
VOCABULARY 2
Students will
• describe how things taste.
Vocabulary sweet, salty, bitter, sour, spicy
Content Vocabulary coffee, honey, lemon
salty bitter
Video Sc. 4—Vocabulary 2; Activity
Worksheet 4.2; Workbook p. 47, TR: 4.4;
Online Practice
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sweet sour spicy
1. This lemon isn’t sweet. It’s sour .
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2. I don’t like honey. I don’t like sweet things.
salty
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3. These potato chips have a lot of salt. They’re very .
4. I like peppers. They’re really spicy .
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5. I don’t like the taste of coffee. It’s very bitter .
2 Listen and stick. Work with a partner. Check your answers. TR: 4.6
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Number 1 is spicy.
hi Yes. It’s a pepper.
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1 2 3 4 5
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70 Unit 4
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Warm Up
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• Activate prior knowledge Draw a words to describe taste. Hold up Flashcard 77. Say bitter and
two-column chart on the board with the have students repeat. Say Some people think coffee is bitter!
headings Tastes delicious and Tastes Then hold up Flashcard 78, say salty and have students repeat.
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terrible. Ask students What do we use Say Chips are salty.

the word taste to tell about? (things we
• For Flashcards 79–81, say aloud each word and have students
eat and drink) What do you like to eat?
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repeat. Model a facial expression as you describe each taste:

What do you like to drink? Write students’
Lemons are sour! Some peppers are spicy! Honey is sweet!
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answers in the Tastes delicious column.

Ask What’s one food you don’t like to eat? • Recycle Say Fold your hands if the sentence I say is true.
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What’s something you don’t like to drink? If it’s not true, raise your hand and correct the sentence.
Write students’ answers in the Tastes Say the following sentences:
terrible column. Then have students use
the words in the chart to discuss likes and Bananas are salty. (False. Bananas are sweet.)
dislikes, using tastes delicious and tastes Potato chips are bitter. (False. Potato chips are salty.)
terrible.
Some peppers are spicy. (True)
Present
• Hold up Flashcards 65–76 one at a time.
Say each word and have students repeat
after you. Say We’re going to learn more
146 Unit 4

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• Say Open your books to page 70. Look at each photo as you Teaching Tip
say aloud each vocabulary word. Make a face to show how Leveling If students have trouble thinking of a
each food tastes. Model as necessary. full sentence to answer a question, accept one-
word responses. A student might answer sweet
• Write the following statements on the board. Have students to the question How does it taste? Tell students
come up and circle the correct answer. the answer is correct, and then repeat the answer
using a complete sentence. A cookie is sweet.
Honey is sweet/spicy. (sweet)
Coffee is spicy/bitter. (bitter) The Sounds of English
Lemons are sour/salty. (sour) Sound Combinations: Combinations with /s/
Chips are spicy/salty. (salty) Combining the /s/ sound with consonant sounds
Peppers are spicy/bitter. (spicy) such as /m/, /p/, /t/, /k/, and /w/ may be difficult for
students.
• Say Listen carefully to the words and sentences. Say them Have students practice the /s/ sound by passing
aloud after you hear them. Then play TR: 4.5. air through the small gap created when they put
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the tip of their tongue behind their top teeth.
• 1 Read item 1. Have students orally fill in the blank. Have Have students say the sound for several seconds,
them complete items 1–5. and practice adding the second consonant sound.
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Encourage students to shorten the time spent
pronouncing the /s/ sound before they add the
Apply
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second sound. Example words: smooth, spicy,
• 2 Say Let’s do a sticker activity. Listen to the people talking. sticky, scooter, sweet.
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Put a sticker down to show the food or drink. Play TR: 4.6. After
students finish, point to each number and ask What is it? Then
ask or questions such as Is it sweet or spicy?
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Extend
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• Draw a 6-by-6 chart.
sweet salty bitter sour spicy

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lemonade X X
soup X X
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• Ask students What do you like to eat? What do you like to

drink? Write the food or drink in the left column. Ask Is it
(sweet, salty, bitter, sour, spicy)?
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• Have students write a complete sentence to describe each

food or drink listed. Provide the following sentence frame:
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is/are . Model the example Lemonade is

sweet and sour.
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Wrap Up
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• Tell students what you like to eat for breakfast. Describe each
item as sweet, salty, bitter, sour, or spicy. Pair students. Say Tell
your partner what you like to eat for breakfast. Say if the food Workbook and Online Practice
Vocabulary 2
is sweet, salty, bitter, sour, or spicy.
Review
Can students
• For additional practice, direct students to Activity
• describe how things taste?
Worksheet 4.2.
Write sweet, salty, bitter, sour, and spicy on the
board. Have students choose a food and a word
from the list to complete the following sentence
frame: (Food/Drink) is/are .
Vocabulary 2 147

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GRAMMAR 2
GRAMMAR 2
Objective was / were TR: 4.7
Students will How is the ice cream? It’s delicious!
How was the ice cream? It was delicious. More, please!
• use the simple past of to be. How were the cookies? They were great. Can I have one more, please?
Grammar was / were
Academic Language match, spin
Resources TR: 4.7; Video Sc. 6—
Grammar 2; Activity Worksheet 4.3;
Workbook p. 48, Grammar Workbook
1 Read and write.
1. That ice cream was delicious. I want more, please!
2. The music is loud. I’m going outside.
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3. The flowers were beautiful before. They’re ugly now.
is/was
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4. That song beautiful.
5. The glue was sticky, but now it’s dry.
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2 Play a game. Cut out the wheels in the back of the book.
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Spin and make sentences. Play with a partner.
Flowers, were. The
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flowers were beautiful,
but now they aren’t.
Good job. My turn.
hi Music, are. No match!
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gr
71
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Warm Up Present
lG
• Activate prior knowledge Walk • Label a time line Past and Now.
around the room. Ask individual students
What do you like to eat for breakfast? Past Now
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What do you like to drink for breakfast?

After the students answer, ask questions
such as Is it/Are they delicious? Is it/Are
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they sour? sweet? spicy? • Explain Point to Now and say To talk about now, we use is or
at
are. Under Now write is/are. Say The coffee is sweet. The eggs
• Set the stage Draw a plate of eggs
are delicious. Point to Past and say To talk about the past, we
and a cup of coffee on the board. Point to
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use was or were. Under Past write was/were. Say The coffee
each drawing. Say I eat eggs for breakfast.
was bitter. The eggs were delicious.
I drink coffee for breakfast. Act out eating
eggs. Say Mmm, these eggs are delicious! • Draw students’ attention to the Grammar box on p. 71. Play
Act out drinking a cup of coffee. Make an TR: 4.7. Point to Now. Write and say The ice cream is delicious.
unhappy face. Say This coffee is bitter. I’ll Underline is. Then point to Past and write The ice cream was
put more sugar in it. Pantomime pouring delicious. Underline was.
or spooning sugar into the coffee cup
and tasting the coffee. Say The coffee • Repeat with the sentences about cookies.
was bitter. Now it’s sweet!
148 Unit 4

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• Read aloud the sentences in the Grammar box on p. 71. Ask Grammar in Depth
How was the ice cream? (It was delicious.) How were the We use the simple past to describe states and
cookies? (They were great.) If students have difficulty, write on events in the past.
the board: The ice cream was/were delicious. The cookies was/ There are two forms for the past tense of the
were great. Have students write each sentence and circle the verb be: was and were
correct form of to be. In this lesson, students encounter singular nouns
(bread, cookie, flower, ice cream) and plural
• 1 Complete item 1 on p. 71 with students. Then have students nouns (tomatoes, cookies, flowers, chairs). Use
complete the activity. Say Write was or were. Use was to tell the pronoun it to replace singular nouns and the
about one thing. Use were to tell about more than one thing. pronoun they to replace plural nouns.
Use was with it: The ice cream / It was delicious.
Apply Use were with they: The cookies / They were great.
Use the simple past for completed events. Notice
• Write the following on the board: the difference:
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simple present: This ice cream is delicious.
One More Than One (I’m eating it right now. I haven’t finished yet.)
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is are simple past: That ice cream was delicious.
was were (I’ve eaten the ice cream. There is no more left.)
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Use questions with how to ask about the
condition or quality of something: How was
• Read the directions for Activity 2. Pair students and have them
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your meal?
make the wheels on p. 173. Model the activity. Say Spin the
wheel with the pictures. Then spin the wheel with were, is, was,
and are. Spin each wheel. If the wheels don’t match, say No
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Match! If the wheels do match, write an example sentence. hi
• Have pairs play the game. Observe partners as they play.
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If students are having difficulty, say Spin the picture wheel.
Is there one thing, or more than one thing? Direct students’
attention to the chart on the board.
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Extend
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• Tell students that they can use was/were to talk about other
things, such as events and people.
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• Write the following on the board:

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How was ? was .

How was the party? It was great.
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How were ? were .

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How were the games? They were fun.

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Have students write their own sentences using the sentence Grammar 2
frames on the board.
Wrap Up Can students
• Play the unit song. Ask Is the music quiet or loud? Say The • use the simple past of to be?
music is (quiet/loud). Turn the music off. Ask How was the Have students complete the following sentence
music? Say The music was (quiet/loud). Repeat several times, frames with was or were.
lowering or raising the volume each time. The food The rocks
delicious. rough.
Review The flowers The music
beautiful. very loud.
Grammar 2 149

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READING
READING

Students will
• describe unusual animal senses.
• compare and contrast human and but they do it in a different way from humans.
animal senses.
Imagine that you have to walk on your dinner to
Reading Strategy Compare and Contrast taste it! Well, a butterfly does. It tastes with its feet!
Content Vocabulary bears, chameleons, seals, People use the ends of their fingers to touch. Seals
spiders, whiskers use their whiskers. Their sense of touch is amazing.
Resources TR: 4.8; Workbook pp. 50–51, (590 ft.) away.
TR: 4.6; Online Practice Spiders don’t have ears. They hear using hundreds
of small hairs on their legs.
We can smell delicious food in front of a restaurant.
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Bears have a fantastic sense of smell. They can smell
things that are as far as 32 kilometers (20 mi.) away!
red-tailed
Chameleons can see very well. Look at their eyes! hawk
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One eye looks up, and the other eye looks down.
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c
hi
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person
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mouse
72 Unit 4
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Warm Up
lG
• On the board, draw a pair of eyes, a pair • Say See. I use my to see. Have a student write eyes
of ears, a nose, a mouth, and a hand. Say to complete the first sentence frame. Have the class read aloud
Let’s talk about how we see, hear, smell, the competed sentence. Have students complete the rest of the
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taste, and touch. Ask What do we use to frames.

see? (our eyes) Have a student write see
• Ask questions such as Do you use your eyes or your ears to see?
above the picture of eyes. Ask about the
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Have students use the sentence frames to respond.

other senses and have students label the
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pictures.
• Then write the following sentence frames

Present
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on the board: • Describe Say Open your books to page 72. We’re going
to read about how animals use their senses in different
I use my to see.
ways than we do. Point to the seal. Say A seal has whiskers.
Point to the chameleon. Say Look at the chameleon’s eyes.
I use my to hear. One looks up and one looks down at the same time! Can your
eyes do that?
I use my to smell.
• Play TR: 4.8 and have students read along.
I use my to taste.
I use my to touch.
150 Unit 4

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T ✔
F
BE THE EXPERT
2. Bears can’t smell very well. T ✔
F About the Photo
✔
T F
The lizard shown in the photo is a chameleon.
3. Butterflies taste with their feet. Chameleons have the unusual ability to change
4. Seals use their whiskers to feel fish in the water. ✔
T F the color of their skin in response to their
✔
T F
environment. There are over 150 species of
5. Chameleons can look up and down at the same time.
chameleons in the world. Over half the known
species of chameleons live on the African island
of Madagascar.
3 Read the text again. Write.
Animal Sense Why is it unusual?
Hawks live on every continent except Antarctica.
butterfly taste It uses its feet. The red-tailed hawk is the most common hawk in
North America. It uses its incredible eyesight to
seal touch It uses its whiskers. find its food.
spider hearing It uses small hairs on its legs.
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Teaching Tip
It can smell food in a
bear smell different town / 32 km away. The first time students read a passage, have them
It can look up and down underline words or phrases they don’t know.
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chameleon sight
at the same time. Afterward, discuss these words and phrases as a
class and then reread the passage.
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Related Vocabulary
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environment, eyesight
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A worm can taste
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73
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lG
• Play TR: 4.8 again. Pause at the end of each paragraph to • Graphic literacy Have students use the
check for comprehension. Ask: diagram on p. 72 to compare and contrast
Paragraph 2: What do people use to taste? (mouths) What human and animal senses. Say The person
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do butterflies use to taste? (feet) and the red-tailed hawk both see the
Paragraph 3: What do people use to touch? (fingers) What mouse.
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do seals use to touch? (whiskers) • Ask Who is close to the mouse? (person)
Paragraph 4: Do spiders hear with ears? (no) What do they What is far away? (hawk) Say The person
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use? (hairs on their legs) and the hawk both see the mouse. The
Paragraph 5: Do bears have a good sense of smell? person has to be close to the mouse to see
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(yes) How do we know? (They can smell things that are it, but the hawk can see the mouse from
32 kilometers away.) far away!
Paragraph 6: What can a chameleon’s eyes do? (One looks
up and one looks down.)
Practice
• Think Aloud Say A chameleon has two eyes like me. My eyes
can look down and up. A chameleon’s eyes can look up and • Write the name of each animal from the
down, too. In that way, we’re the same. But a chameleon can reading on the board. Point to spider. Say
look up with one eye and down with the other eye at the same Think about the reading. Ask What do
time! I can’t do that! In that way, we’re different. you know about spiders? (no ears; use tiny
hairs to hear) Write students’ responses on
the board. Continue with the remaining
animals. (seals, bears, chameleons)
Reading 151

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1. Spiders have ears. T ✔
F
✔
T F
2. Bears can’t smell very well.
3. Butterflies taste with their feet. ✔
T F
4. Seals use their whiskers to feel fish in the water. ✔
T F
but they do it in a different way from humans.
Imagine that you have to walk on your dinner to 5. Chameleons can look up and down at the same time. ✔
T F
taste it! Well, a butterfly does. It tastes with its feet!

People use the ends of their fingers to touch. Seals
use their whiskers. Their sense of touch is amazing. 3 Read the text again. Write.
of small hairs on their legs. butterfly taste It uses its feet.
We can smell delicious food in front of a restaurant. seal touch It uses its whiskers.
Bears have a fantastic sense of smell. They can smell spider hearing It uses small hairs on its legs.
things that are as far as 32 kilometers (20 mi.) away! It can smell food in a
bear smell
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Chameleons can see very well. Look at their eyes!
red-tailed
different town / 32 km away.
hawk
It can look up and down
One eye looks up, and the other eye looks down. chameleon sight
at the same time.
ni
ar
Le
A worm can taste
c
person hi
mouse
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72 Unit 4 73
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Wrap Up
• 2 After discussing the animals, say Look • Have students form pairs. Assign each pair an animal and
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at Activity 2. Read the sentences. Tell if say Draw a picture of your animal. Write two true sentences
the sentences are true or false. Then have about your animal. Allow time for students to complete their
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students complete the activity. Observe drawings and write their sentences. Then have partners present
students as they work. Point to item 1 and their picture and read their sentences to the class.
ask Do spiders have ears? (no) If students
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answer incorrectly, have them reread

paragraph 4 of “Amazing Animal Senses.”
Recap
• Say We talked about how we use our senses. We read about
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• Put students in pairs. Have them take turns how some animals use their senses.
reading aloud each item and sharing their
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answers. If students give different answers • Write unusual on the board. Say Unusual means the same
for the same item, have them return to as different, strange, or even weird. Here’s an example of
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the reading and find and underline the something unusual. People taste food with our tongues and
sentence that tells the correct answer. other parts of our mouths. Many animals use their tongues to
taste. But a butterfly tastes with its feet. That’s unusual.
• Expand Assign each student an animal
from the reading. Say Write one true
sentence about the animal. Write one false Apply
sentence. Next, pair students. Say Listen • Have students form groups of four. Assign each group one
to your partner’s sentences. Which is true? of the following animals from the reading and its related
Which is false? Have students take turns paragraph: seals (Paragraph 3), spiders (Paragraph 4), bears
reading and deciding which sentence is (Paragraph 5), and chameleons (Paragraph 6). Say Read the
true and which is false. Have partners find paragraph about your animal. What sense does the paragraph
the sentence in the reading that proves talk about? What’s unusual about that sense in your animal?
each sentence is true or false. Have groups share their information.
152 Unit 4

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• 3 After groups have shared their information, have individual BE THE EXPERT
students fill in the chart on p. 73.
Reading Strategy
• Ask What animals do you know? Have students call out names. Compare and Contrast Students can use
Write the names on the board. Ask questions about each signal words such as both, also, and too to
animal, for example, Can it hear well? Can it see well? Does it identify similarities in a reading. Signal words
have any unusual senses? Discuss the animals as a class. and phrases such as but, unlike, different, and
on the other hand may help indicate differences
• 4 Read the model dialogue on p. 73 aloud, or choose a in a text. Encourage students to use Venn
student to read with you. Then review the animals on the diagrams when keeping track of similarities
board. Pair students and say Think of an animal. Tell your and differences in texts.
partner about the animal’s senses. Assign students an animal
from the board if they’re having difficulty thinking of ideas.
Extend
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• Say People use their senses. Butterflies, seals, spiders, bears,
and chameleons use their senses, too! We use our senses in
different ways. Let’s talk about how our senses are different.
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• Draw the three-column chart below on the board. Label two
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columns People and Animals.
People Animals
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Hear ears Spider: hairs on its legs
Taste mouth and tongue Butterfly: feet
Touch fingers Seal: whiskers
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hi
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• Say Let’s write about differences. When we tell about
differences, we sometimes use the word but. Write the
sentence frame I taste with my , but a
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tastes with its .

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• Model using the responses in the chart to complete the

sentence frame. (I taste with my mouth and tongue, but a
butterfly tastes with its feet.) Have students read the sentence
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aloud. Then have students write sentences for the other senses
in the chart.
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Wrap Up
• Have the class stand in a circle. Stand in the center of the circle.
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Point to your eyes. Say I see with my eyes. Point to your ears.
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Say I hear with my ears. Point you your nose. Say I smell with
my nose. Point to your mouth and tongue. Say I taste with my
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mouth and tongue. Hold up your fingers. Say I touch with my

fingers. Have students repeat the sentences after you. Have Workbook and Online Practice
Reading
students model the actions while they speak.
Can students
• describe unusual animal senses?
Ask students questions such as What unusual
animal sense do you think is interesting?
• compare and contrast human and animal
senses?
Have students tell how one animal’s sense is
different from a human’s sense.
Reading 153

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WRITING
WRITING
Writing Write about summer. 1 Read. We use the word and to show that two connected ideas are
similar. We use but to show that two connected ideas are different.
Objectives
When we can choose between two connected ideas, we use or. or
Students will
Underline the sentences with or.
or
• read a writing sample.
• write about summer.
Summer is my favorite season.
• use and, but, and or to connect sentences. The weather is hot, and we do many
Resources Workbook p. 52, Online Practice activities outside. On weekends we visit
our grandparents, or we go to the
river with my cousin.
At my grandmother’s house, we sit
outside and play cards, or we play with
their pet dog, Charlie. My grandma
loves flowers. They look beautiful,
and they smell great, too.
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There’s a river near my cousin’s
house, and we swim there sometimes.
The water’s cold, but I love it! After we
swim, we eat fruit or ice cream. My
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Workbook and Online Practice brother likes chocolate ice cream, but
Writing strawberry is my favorite!
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2 Write. Write about your summer. Use or to show choices.
Can students
• write about summer? 3 Share your writing. Work in a small group. Listen and fill in the chart.
c
Have students read aloud their favorite sentence Name Choice 1 Choice 2
from their paragraphs.
hi
• use and, but, or or to connect sentences?
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Review students’ writing for usage of and, or
but, or or. If students have difficulty, provide
a sentence frame such as In the summer,
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I go to or I go to .
74 Unit 4
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Present
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• Draw a word web with summer in the • Say We’re going to read about summer. Read the passage
center oval. Have students brainstorm together.
about summer. Ask How does the weather
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• After reading, write the or sentences on the board. Say We use

feel in the summer? What do you hear?
or to talk about choices. Reread the or sentence in Paragraph 1.
What do you smell? What do you like to
Ask What are the choices? (visit grandparents or go to the river
do? What do you see? What do you eat in
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with cousin) Repeat with the remaining or sentences. Write We

the summer? Add students’ responses to
can go to the park. We can go to the movies. Ask students to
at
the word web.

rewrite the sentences as one sentence using or.
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Write • 2 Say Think about the choices you make in the summer. For
example, you can go to the park, or you can go to the beach.
• 1 Model Write and, but, and or on the Have students brainstorm and share ideas. Say Now write
board. Read the top paragraph on p. 74 about your summer. Tell about at least one choice you make.
with students. Use the ideas students Remember to use or to show choices in your sentences.
offered in the brainstorming session to
make sentences with and, but, and or.
For example, I eat ice cream, and I eat
melons. I go swimming, or I ride my bike.
154 Unit 4

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VALUES
VALUE
Use your senses. Value Use your senses.
Objectives
Take time to enjoy the world
Students will
around you.
• read and talk about enjoying the world
through their senses.
Think. Pair. Share.
• talk about their favorite place
How do you use your
senses? What do you do? Resource Value Poster
BE THE EXPERT
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In the Southern Hemisphere, the summer season
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commonly includes the months of December,
January, February, and March. In the Northern
Hemisphere, June, July, August, and September
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are the typical summer months.
Le
Teaching Tip
Provide sufficient time for students to brainstorm
ideas before they begin writing. Have students
c
brainstorm in small groups. Brainstorming in
hi small groups gives students more opportunities
to speak and offer ideas. After groups have had
a chance to brainstorm, invite them to share their
ap
ideas with the class.
gr
Washington, D.C., USA

75
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Share
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• Read Activity 3. Have students form groups of three. Say Pair

Listen to each other’s stories. Listen for the word or. Write each
• Ask Is the boy in the photo enjoying the
student’s choices in the chart on page 74. Have students share
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world around him? (yes) Ask What sense is

their writing with the class.
he using? (touch)
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Value • Put students in pairs. Tell them to think

about their favorite place outside of home
Think
at
or school. Have them ask and answer the

questions to the right on the page about
• Point to the photo on p. 75. Say This is a small waterfall. Ask
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this place. They should tell their partner

Where do you think this is? (a park) What is the boy doing?
what they see, hear, smell, feel, and taste
(jumping through the water) Is it a hot day or a cold day? (hot)
there.
• Have students read the value statement on p. 75 aloud (Use
your senses.). Ask What are your senses? Allow students to Share
say the senses they know out loud. They should identify sight, • Have students take turns sharing their
sound, smell, touch, and taste. partner’s answers to the questions aloud.
Encourage the rest of the class to listen
• Have a student read the sentence under the value statement.
carefully. After each student shares, ask Do
Ask What is in the world around you right now? (classroom,
you want to visit this place?
students) What senses do we use here? (sight, sound,
sometimes touch)

OW2e_LP_3_34279_134-161_U4_CR2.indd 155 6/25/19 4:12 PM
PROJECT
PROJECT
Objectives Write a Five Senses poem. Think of a time when you used your
Students will five senses. Write about it.
• identify how they use their five senses.
• write a poem.
1 2
• collaborate with others.
• complete the Unit 4 quiz.
Content Vocabulary experience, poem, senses
Academic Language plan
Resources Assessment: Unit 4 Quiz;
Activity Worksheet 4.4
Materials colored pencils, markers
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Plan your work. Write sentences.
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Draw pictures. Write your name.

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76 Unit 4
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Prepare
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• Ask What senses did we talk about in this • Have students look at p. 77 aloud. Say Let’s read this Five
unit? (sight, hearing, smell, taste, touch) Senses poem about cookies. Point out the words feels, smells,
List the senses in the left column of a two- hear, look, and taste.
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column chart.
• Say Look carefully at the instructions on page 76. Follow each
• Say We’re going to tell about a time we step. Have students draw their own two-column charts. Then
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used all five senses. Then we’re going to say Think of a time when you use your five senses. Write details
write a poem. For example, let’s tell about in your chart.
at
a party. What do you see at a party?

• After students have completed their charts, tell them to write
You see colorful balloons. Write colorful
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complete sentences on another piece of paper. Have students

balloons in the sight row of the chart. Ask
draw pictures or add other decorations to the paper. Remind
a question about each sense and write
students to write their names below their poems.
responses in the chart.
• Have students use the words in the chart

to say sentences about each sense. List
the sentences on the board. Help students
choose a title for the poem, for example,
“Party.” Have them take turns reading
aloud the poem.
156 Unit 4

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BE THE EXPERT
Teaching Tip
Be sure to give students opportunities to revise
their projects. Offer feedback directly, or have
students share their work with partners and offer
suggestions on how to improve it. After students
have had a chance to revise their projects, display
them in the classroom.
Project Rubric
ü Did students use a chart to brainstorm about
the senses?
ü Did students write complete sentences and
draw pictures?
ü Did students write their names?
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This poem is about cookies.
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Now I can . . .
talk about the five senses.
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talk about how things
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look, feel, taste, sound,
and smell.
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77
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Share
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• Put students in small groups and have them read their poems
to their groups. After students have shared their poems, call on
individual students. Ask What did you write about? Then ask
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the student one question about a sense, such as How does it

smell?
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• Modify To simplify the project, have students form groups

of four or five. Assign each group a situation such as eating Now I Can
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breakfast, playing outside, or taking care of my pet. Have Ask questions such as the following:
students brainstorm details for the chart. Then have each
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• What sense do I use with my (eyes, ears,

student in the group pick one sense from the chart and write nose, mouth, fingers)?
a sentence for the poem. • How does (a desk, wall, rabbit) feel?
• What did you have for breakfast.
Review How was/were ?
• For additional practice, direct students to Activity Worksheet 4.4. Workbook and Online Practice
Unit Review
Give the Unit 4 Quiz. Hand out the quiz and
go over the instructions with students. The quiz
Project 157

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VIDEO
Vocabulary 1a rough, smooth, hard, soft, loud, quiet
Vocabulary 1b sticky, dry, delicious, terrible,
beautiful, ugly
Vocabulary 2 salty, bitter, sour, sweet, spicy
Grammar 1 Sense verbs
Grammar 2 was / were
Song Our Senses
Viewing senses and the natural world
Story Time The Four Blind Men
Resource Video Sc. 1–10
Zoom In
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Before You Watch Vocabulary
• Select Scene 3 or 4. Replay the segment, pausing
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• Play the introduction. Pause after Ellen and Sofia talk
after each sentence. Have students read and say the
about the flowers and scarf. Ask How do the flowers
sentence aloud. Ask a comprehension question such
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look? (beautiful) How do the flowers smell? (terrific)
as How does the tree feel? (rough)
How does the scarf feel? (soft)
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Grammar
• Play the rest of the introduction. Ask How many
senses do we have? (five) Have students watch Sofia • Play Scene 5: Grammar 1. Pause at the end of the
as she points to each sense. Have students repeat the scene and point to each food or drink on the blanket.
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words and her actions. hiAsk How does (the lemonade) taste? (sweet and sour)
Song
While You Watch
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• Play Scene 7: Song. Have students listen to Our Senses
• Have students look and listen for target words that once. Then play the song again. Ask students to read
describe how things taste, sound, look, smell, and feel. along and act out Sofia’s actions with her.
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Viewing
• Say Listen carefully for the words taste, sound, look,
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smell, and feel. • Play a few seconds of Scene 8: Viewing. Draw a flower
on the board. Ask How does a flower look? How does
• On the board, write taste, sound, look, smell, and a flower smell?
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feel in a column. Have students copy the terms. Have

them write notes and sample sentences next to the • After viewing, have students form groups. Assign
appropriate sense as the video plays. each group one of the following words: beautiful,
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smell, sweet, quiet, rough, ugly. Say Listen for your

• Pause the video to allow students time to look closely word. Play the segment again. Have each group say
at the pictures and describe how the items shown sentences using their word.
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taste, sound, look, smell, and feel.

Story Time
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• View Scene 9: Story Time The Four Blind Men with

After You Watch students. After each blind man touches the elephant,
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• Have partners share the sentences they wrote. Then pause and ask How does it feel?
play parts of the video with no sound. Have students
tell what’s happening in the video. • Play Scene 9: Story Time again, all the way through
without pausing. After students have viewed The
Four Blind Men a second time, draw an elephant on
the board. Point to each part and ask students to
describe it.
158 Unit 4

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The
UNIT 4 READER
Four Text Type folktale
alking though the jungle. Suddenly,
und. What is in the forest with them? Blind Vocabulary beautiful, hard, loud, rough, sweet
Men
mething different. Who is right?
Based on a Folktale from India
Grammar Sense verbs; was / were
by Vikram Gulaty
Reading Strategy Ask Questions
s Anansi’s Big Dinner
Resources Video Sc. 9—Story Time

Mouse
he World
est
Coyote’s Weekend
Based on Coyote Maya Folktales Materials box; small, soft object, such as
a cotton ball; small, hard, rough object,
such as a rock
The Four Blind Men
age
Four blind men are walking through
the jungle. Suddenly, they hear a
o of
adult
s
cial
strange sound. What’s in the jungle

dhood
.
with them? Each man guesses
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something different. Who’s right? BE THE EXPERT
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Before You Read The Four Blind Men is a folktale from India. Much
of traditional Indian literature is inspired by the
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• Build background Write the word blind on the board. Say ancient songs and writings of the Hindu religion.
A person who is blind cannot see. Some people are born blind. If possible, point out India on a world map.
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Some people lose their eyesight because of a sickness or an
accident. Reading Strategy
Ask Questions Asking questions can help
• Introduce the strategy Put a soft object and a hard object
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students stay interested in a text and help them
in a box. Say We ask questions to learn. Have a student come hi monitor their understanding. Students can ask
to the front of the class. Say Close your eyes. Can you see? (no) questions such as What do I already know
about this? Which words are new to me? Which
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• Then say Keep your eyes closed. Pick one thing from the box sentences did I not understand? How does the
I put in your hands. I’m going to close my eyes, too, so I can’t picture help me better understand the words?
see what you pick. After the student has picked an object, turn What in the story reminds me of something in
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away, open your eyes, and say I want to learn about what you my life?
picked. I’m going to ask you questions. Ask How does it feel?
Text Background
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Does it feel hard? Does it feel soft? Is it rough? Is it smooth?

A folktale is a very old story passed down from
Have the student answer. Then guess what the object is.
generation to generation. In the past, folktales
Review with the class. Ask students to tell about the object.
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were memorized by storytellers and shared

orally. These made-up stories may include animal
While You Read characters and often teach a lesson about life.
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• Pair students. Have them practice asking questions in the

simple past. Remind students to ask How was? and How were?
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questions.
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• p. 4: Say The man feels something. Write the following

questions on the board and ask aloud: What was it like?
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Was it short or long? (long) Was it weak or strong? (strong)
• pp. 5, 6, 7: Have partners alternate asking and answering

questions about each page. If they have difficulty, remind them
to look at the questions on the board.
After You Read

• Assign four groups p. 8, 9, 10, or 11. Have each group write two
questions based on their page. Groups can read aloud their
questions for other groups to answer.

OW2e_LP_3_34279_134-161_U4_CR2.indd 159 6/25/19 4:13 PM
AUDIO SCRIPT Right—number 4. Hmmm—these are salty!
They’re potato chips!
Student's Book And the last one—number 5! Mmmm. I know what

that is. It’s very bitter. It’s black coffee.
TR: 4.7 Grammar 2 was / were
We use our eyes, ears, nose, tongue, and skin to learn
about the world around us. Note: Grammar 2 is on p. 148.
smooth, rough, beautiful, ugly, hard, soft, dry, sticky,
delicious, terrible, quiet, loud TR: 4.8 1 Listen and read.
Note: The reading Amazing Animal Senses is on p. 150.
smooth The door is smooth. Workbook
rough The tree is rough.
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beautiful This bird is beautiful.
1. This hat is hard.
ugly This bird is ugly.
2. This hat is soft.
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dry Why is it dry?
3. My hand is sticky.
sticky This is very sticky.
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4. My hands are dry.
hard This chair is hard.
5. This rock is smooth.
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soft This chair is soft.
6. This rock is rough.
terrible This food is terrible.
7. This apple is delicious.
delicious This ice cream is delicious!
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8. This apple is terrible.
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quiet Shhh! Be quiet!
loud The music is too loud. TR: 4.2 1 Listen to the song. Draw lines
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to match.
Note: Lyrics for the song Our Senses are on
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Note: Lyrics for the song Our Senses are on pp. 140–141. pp. 140–141.
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TR: 4.4 Grammar 1 Sense verbs TR: 4.3 2 Unscramble the sentences. Write. Listen to
Note: Grammar 1 is on p. 142. check your answers.
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1. The sun feels hot.

TR: 4.5 1 Listen and say. Read and write. 2. The books look old.
sweet This honey is very sweet. 3. How do the sandwiches taste?
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salty The chips are salty. 4. How does the drum sound?
bitter Black coffee tastes bitter.
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sour Lemons are sour. TR: 4.4 1 Read and write. Listen and check.
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spicy These peppers are very spicy. 1. My mother drinks tea every morning, but I don’t like
it. It’s bitter.
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TR: 4.6 2 Listen and stick. Work with a partner. 2. Lemons are sour, but sometimes lemonade is sweet.
Check your answers. 3. There are peppers in the soup. It’s very spicy.
OK—food number 1. That is spicy. Don’t eat it! 4. This cheese pizza is very salty.
It’s a pepper!
5. This apple isn’t sweet. It’s sour.
And now number 2. Oooh that’s sour. That’s lemon
I think.
And number 3? Yum! My favorite. That’s very sweet.
It’s strawberry ice cream!
160 Unit 4

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TR: 4.5 3 Listen and read. Can you say TR: 4.6 1 Listen and read.
these fast? Note: The reading Stinky Animals and Plants is
1. I eat sweet and sour ice cream on Sunday. on p. 325.
2. Billions of bitter beans bounced on the bed.
3. Taste the terrible tea tomorrow.
NOTES
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Audio Script 161

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Unit 5
In This Unit
Theme This unit is about what animals look like
and where they live.
Content Objectives
Animal Habitats
Students will
• identify and discuss animal habitats.
• identify animal traits and discuss reasons for
these traits.
Language Objectives
Students will
• name animal habitats.
• say what animals look like.
• talk about animal homes.
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Vocabulary
Vocabulary 1 a cave, a desert, a forest,
grasslands, a hive, ice, an island, mud,
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a nest, a rain forest, snow, underground, • name animal habitats.
a web, wetlands • say what animals look like.
• talk about animal homes.
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Vocabulary 2 fur, horns, a pouch, a tongue,
wings Look and circle.
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Grammar 1. This is a .
Grammar 1 Why . . .? Because . . . a. gorilla b. hippo c. panda
Grammar 2 Infinitive of purpose 2. He’s holding a .
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a. leaf b. fruit c. toy
Reading Amazing Rain Forests hi
Writing Write about an animal you like.
Value Help protect animal habitats.
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Project Make a mobile.

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78
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Objectives
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• Build background Say Open your books to page 78.

Students will
Say We’re going to talk about animal habitats. A habitat is an
• analyze a photo.
animal’s home. Say The ocean is home for fish. The ocean is
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• accurately describe a photo.

their habitat. Ask What’s our habitat? Say We live in (a city).
Resources Video Sc. 1—Introduction; The (city) is our habitat.
Home-School Connection Letter;
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Unit Opener Poster; World Map Poster • Draw pictures of a bird, a fish, and a rabbit on the board.
Draw a two-column chart with the headings Animal and
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Habitat like the one below. Point to the drawing of the fish.
Write a fish in the Animal column. Ask Does a fish live in a tree
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Pacing Guides L3U5

or in the ocean? (the ocean)
• Repeat with the drawings of the bird and the rabbit, asking
Does a bird live in a tree or on a rock? (a tree) Does a rabbit
live in the ocean or in the grass? (the grass). Write responses in
the Habitat column.
Animal Habitat
a fish the ocean
a bird a tree
a rabbit
162 Unit 5

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BE THE EXPERT
About the Photo
This photo shows a mountain gorilla soaking in a
swamp in Democratic Republic of the Congo. This
male is preparing to eat the plant in his hand by
removing all the dirt from it first. Male mountain
gorillas like this one are called Silverbacks, because
their hair, while black everywhere else, is silver on
their backs. Silverbacks are six feet tall and weigh
about 160 kg (350 lbs). They have broad chests
and arms that are longer than their legs.
The habitats of mountain gorillas are the
mountainous areas of central Africa. These
habitats are in danger of destruction by humans,
who seek to use the land for farming and trees
for fuel. Silverbacks are the most endangered of
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all gorilla species.
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Animals live in many different habitats across
the globe. Some animals live high up in cold,
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mountainous areas. Others live in dry, hot deserts.
Some animals live at the bottom of the ocean, in
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Silverback gorilla,
Democratic Republic
an environment with no sunlight and very high
of the Congo pressure.
Over a long period of time, animal species can
develop adaptations to fi t their habitats, however
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hi inhospitable the habitat may seem. Adapt means
to change. Giraffes are animals that adapted to
their habitat. They grew very long necks to eat
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the leaves at the tops of tall trees.
Related Vocabulary
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79 hold, plants, water

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• Recycle Draw students’ attention to the photo on pp. 78–79.

Ask What animal is this? (gorilla) How does the gorilla look?
(strong, content, peaceful) How do you think a gorilla’s hair
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feels? (rough) Are gorillas quiet and peaceful? (sometimes, but

they can be scary, too)
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• Ask questions such as the following to encourage discussion of

the photo:
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What else do you see in the photo? (plants, water)

What color is the gorilla? (black, silver)
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Are the gorillas big or small? (big)
• Guide students through the activity on p. 78. Read aloud item 1.

Ask What is this animal? Is it a panda? (no) Is it a hippo? (no)
Is it a gorilla? (yes) Have students circle the correct response.
• Have a student read aloud item 2. Pick up a pencil and hold

it in front of you. Say Ask me what I am holding. Students
say What are you holding? Say Now ask the person next to
you what I am holding. Students say What is (she) holding?
Elicit pencil. Then have students circle the correct response for
item 2.
Unit Opener 163

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VOCABULARY 1
VOCABULARY 1
Students will
• identify animal habitats. 2 Listen and say. TR: 5.2
We all need a place to live. We live in houses
Vocabulary a forest, a desert, ice, a web, or apartments in our neighborhood. Animals
grasslands, wetlands, a hive, a cave, and plants have a place to live, too. This place
underground, mud, a rain forest, an island, is called their habitat.
a nest, snow
Content Vocabulary houses, apartments, wetlands grasslands a forest
neighborhood, habitat
Video Sc. 2—Vocabulary 1a, Video Sc. 3—
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Material country map (optional) a rain forest
a desert
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Tenere Desert, Niger
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80 Unit 5
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Warm Up Present
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• Preteach Say Today we’re going to talk • Say Now open your books to page 80. Look at the photos.
about animal habitats. A habitat is the These photos show different habitats. Point to each photo and
place where an animal lives. Hold up read the vocabulary term aloud. Have students repeat.
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Flashcards 87–100 one at a time. Say the

word on each card. Have students repeat • Ask questions to help students describe the photos, for
after you. example, What grows in a forest? (trees) Is ice hot or cold?
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(cold) Where’s the hive in the photo on page 81? (in a tree)
• Say Let’s talk about our habitat. Our Then turn off the lights and say It’s dark in here! Turn the lights
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classroom is a kind of habitat. Think about back on. Ask What habitats are dark? (a cave, underground)
inside and outside. Ask How does our
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habitat feel? Is it hot or cold? Is it wet or

dry? How does our habitat look?
164 Unit 5

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BE THE EXPERT
ice snow mud About the Photo
The background photo on pp. 80–81 is of the
Ténéré Desert in Niger, Africa. This desert receives
only about 25 millimeters (1 in.) of rainfall a year.
Camels provide food and transportation for the
people living in the Ténéré Desert. Camels have
adapted to the dry, hot conditions of a desert
habitat. Camels store fat in the humps on their
a web a hive a nest
backs. This fat nourishes the camel during those
times when it is forced to go without food or
water.
Vocabulary Strategy
Compound Words The smaller words in a
compound word can give clues to the meaning
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underground an island a cave of the whole word. For example, in wetlands,
grasslands, rain forest, and underground, the
words lands, forest, and ground name places.
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Wet, grass, rain, and under describe those places.
Wetlands are grassy areas covered in water.
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Grasslands are large, flat areas covered with
grass. Rain forests are rainy, tropical forests.
The word underground describes places that
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3 Work with a partner. Ask and answer. are below or under the ground.
Where do camels live?

Related Vocabulary
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They live in the desert. bees, dark, under, wet
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81
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Practice
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• Point to the web, the hive, and the nest. Ask What animal lives • 1 Say We’re going to listen to and read
in a web? in a hive? in a nest? (spider, bee, bird) Are these the names of some animal habitats. As
habitats big or small? (small) Point to the cave and the forest. you listen, read the sentences on page 80
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Ask Is this habitat big or small? and the words on pages 80 and 81. Play
TR: 5.1.
• Recycle Ask What habitats feel cold? (ice, snow) What
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habitat feels dry? (a desert) What habitats feel wet? (wetlands, • Say When I say the name of a habitat, you
a rain forest, mud) What habitat feels sticky? (a web) point. Read the name of a habitat. Say
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Point to (the rain forest).

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• 2 Say Think about the habitats you’ve

just heard about. We’re going to hear their
names again. Then we’ll hear a sentence
about each habitat. Listen to the words
and sentences. Repeat each word and
sentence after you hear it. Play TR: 5.2.
Vocabulary 1 165

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VOCABULARY 1

ice snow mud

We all need a place to live. We live in houses
or apartments in our neighborhood. Animals
and plants have a place to live, too. This place
is called their habitat.
wetlands grasslands a forest a web a hive a nest
a rain forest underground an island a cave

a desert
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3 Work with a partner. Ask and answer.
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Where do camels live?
They live in the desert.
Tenere Desert, Niger
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80 Unit 5 81
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Wrap Up
• Review words used to describe habitats, for • Have students review their word webs. Say Think about your
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example, hot, cold, wet, dry, sticky, dark, habitat. I’ll say a sentence. If I say a true sentence about
big, small, beautiful, and ugly. Then assign your habitat, stand up. Say sentences such as My habitat is
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each student a vocabulary word from pp. (big/small). My habitat is (cold/hot). My habitat is (wet/dry).
80–81. Have students make a word web for My habitat is dark. (Animal/Plant) lives in my habitat.
their vocabulary word. Have them write
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the vocabulary word in the center oval.

In the other ovals, have them write words Recap
that tell about the habitat. • Say We’ve talked about animal habitats. Ask Who can tell me
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what a habitat is? (a home, a place where a person, plant,

bees small or animal lives) What’s your habitat like? Next, have students
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open their books to pp. 80–81. Call on students to answer

questions such as What habitat is hot? (a rain forest, a desert)
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a hive What habitat is dry? (a desert) What habitat is small? (a nest,

a web)
Review word webs for accuracy. If students

have written an incorrect word, ask a
guiding question such as Is a hive big or
small? (small)
166 Unit 5

OW2e_LP_3_34279_162-189_U5_CR2.indd 166 6/27/19 10:27 AM
Apply BE THE EXPERT
• 3 Direct students’ attention to the dialogue on p. 81. Model Vocabulary Strategy
the dialogue with a student. Say We’re going to ask and Analogies Analogies are a way to show
answer questions about where animals live. connections between words. Using analogies
can help students see comparisons and contrasts
• Pair students. Assign each pair one or two habitats. Say Talk between vocabulary words. A common way to
with your partner. Talk about animals that live in each habitat. present analogies is: Hot is to cold as wet is to dry.
Give partners several minutes to brainstorm animals. Use vocabulary terms students are learning to
create analogies. For example,
• Write each habitat on the board. Have partners take turns spider is to web as bee is to hive.
telling about the animals they brainstormed for each habitat. desert is to dry as rain forest is to (wet).
Write the animal names on the board.
Because the is to + as structure may be confusing
• Say Find an animal on the board. Ask your partner where the to some students, present analogies in a simpler
form:
animal lives. Have students take turns asking and answering
questions about animals and their habitats. spider web: bee hive.
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desert dry: cave dark.
Extend Teaching Tip
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Classroom Management When students are
• Divide the class into two teams. Say Let’s play a guessing playing a language game in teams, make
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game. I’ll say clues about a habitat. Then you guess the sure each team member has the opportunity
habitat I’m thinking about. Give two clues for each habitat to contribute and speak. For example, ask a
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and ask one team to guess. If students are unable to identify different student to answer each time a team
the habitat, give the opposing team an opportunity to answer. has a turn. You may also assign specific duties
to each team member; for example, writing the
Sample clues might include This habitat is dark. It’s not above
team’s answer, saying aloud the team’s answer,
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the ground. (underground) or researching information.
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Wrap Up
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• Have students form a circle. Stand in the center and hold up a
Flashcard. Ask a student What habitat is this? If she answers
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correctly, move on to the next student in the circle. If not,

hold up another Flashcard and repeat. When the student has
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named the habitat correctly, move on to the next student and

continue around the circle.
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Review
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Worksheet 5.1.
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Vocabulary 1
Can students
• identify animal habitats?
Point to a photograph or draw a picture of
an animal habitat. Ask Is this (a cave) or
(an island)?
Vocabulary 1 167

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SONG
SONG
Vocabulary 1 ice, snow
Vocabulary 2 fur
Grammar in the song Why? Because!
Grammar 1 Why . . .? Because . . .
Resources TR: 5.3; Flashcards 91, 97; Video Why does a giraffe have a long, long neck?
Sc. 7—Song; Workbook p. 56, TR: 5.1; Online Why?
Why?
Practice Because it eats leaves at the tops of the trees.
I want to know why.

I want to know why.
Why?
Because I want to know why!
Why does a frog have strong legs?
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Why?
Why?
Because it hops, swims, and jumps.
CHORUS
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Animals are amazing.
They do so many things.
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And I have just one thing to say.
Why?
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Why does a polar bear have white fur?
Why?
Why?
Because it lives in ice and snow.
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2 Act out and describe an animal.

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

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• Say Open your books to pages 82 and 83. • 1 Say We’re going to listen to a song about animals. Play the
Ask What animal do you see? (a frog) Ask first verse of TR: 5.3. Have students follow along in their books.
What does the frog look like? What color is Play the verse again and have students sing along. Then play
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it? Is it big? Is it small? the chorus. After students listen and follow along, sing the
chorus again, one line at a time. Alternate singing lines of the
• Build background Point to the frog’s chorus with students.
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feet. Say Look at the frog’s feet. Does a

frog have feet like yours? (no) Explain that • Play TR: 5.3 again. Say Listen to the song. Point to the frog
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frogs’ feet are webbed to help them swim, when you hear its name.
but for this species of frog, their feet also
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help them to “fly.” Point to the frog’s legs.

Ask Does a frog have strong legs? (yes)
168 Unit 5

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BE THE EXPERT
Wallace’s flying frog, also known as the Abah
River flying frog, is found in the forests of
Southeast Asia. They are named for biologist
Alfred R. Wallace, who first discovered them.
Wallace’s flying frogs have long, power legs,
webbing between their toes, and a thin fringe
of skin along their sides that lets them jump and
glide from great heights. The frogs mostly live in
trees and jump to the ground only to mate and
lay eggs. Otherwise they can be found “flying”
from tree to tree, subsisting on insects.
Teaching Tip
Memorizing song lyrics is a great way for students
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to practice using new vocabulary. Assign groups
one line or verse from a song. Give students time
to rehearse and memorize their parts of the
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song. When they have finished rehearsing, have
students close their books. Then have the class
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sing the song, with each group performing the
part they rehearsed.
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Related Vocabulary
webbed feet
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Wallace’s flying frog,
Kuala Lumpur, Malaysia hi
ap

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83 Song
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Use It Again
lG
• Vocabulary 1 Play TR: 5.3 again. Hold up Flashcards 91 and • Grammar 1 Sing the giraffe verse again.
97 (ice and snow). After the song, ask How do ice and snow Ask Why does a giraffe have a long, long
feel? Do they feel hot or cold? (cold) Is snow soft or hard? neck? Say Because . . . and have students
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(soft and hard) Is ice soft or hard? (hard) sing the answer. (“It eats leaves at the tops
of the trees.”) Sing the frog and polar bear
• 2 Vocabulary 2 Have students choose an animal to act verses again. Repeat the Why? questions
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out. Say Think about your animal. Is it big or small? Does it in each verse and have students sing each
hop and jump? Can it swim? Does it have long legs or big answer beginning with Because.
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teeth?
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Song 169

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GRAMMAR 1
GRAMMAR 1
Objective Why... ? Because ... TR: 5.4
Why does a giraffe have a long neck? Because it eats leaves at the top of trees.
Students will
Why don’t you like penguins? Because they look silly, and they can’t fly!
• use why and because to talk about cause
and effect.
1 Match.
Grammar Why . . .? Because . . .
Content Vocabulary leopards, octopus, ostrich, 1. Why do jaguars a. Because they eat meat.
owl, polar bear, spider have spots?

Workbook pp. 57–58, Grammar Workbook
2. Why does a polar b. Because they need to
Materials note cards bear cover hide in the trees.
its black nose?
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3. Why do crocodiles c. Because it can’t
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have sharp teeth? fly, and it needs to
run fast.
ar
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4. Why does an owl d. Because it wants to
have big eyes? hide in the snow.
c
hi 5. Why does an ostrich e. Because it needs to
have long legs? see at night.
ap
gr
84 Unit 5
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Warm Up
lG
• Activate prior knowledge Say Let’s • Then write the following questions and sentences:
talk about the weather. On the board,
draw three pictures: a sun with flowers Why do you wear a jacket?
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blooming below it, a cloud and rain, and

a snowman. Point to the sun and ask Why do you wear a raincoat? Because its hot.
When it’s sunny and flowers are growing,
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Why do you wear shorts? Because its cold.

is it usually hot or cold outside? (hot) Point
at
to the rain cloud and ask What does this Why do you use an umbrella? Because its rainy.
picture show? (rain) When we can make
Why do you use gloves?
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a snowman, is it hot or cold outside? (cold)
• Read aloud the three answers in the second column. Then

point to the first question and read it aloud. Model answering
the question. (Because it’s cold.) Draw a line from the question
to the answer. Then read the next question aloud and have
students answer. Have a student come to the board to draw
a line from the question to the answer. Continue with the
remaining questions.
170 Unit 5

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2 Read the answers. Then write a question with why for each answer.
BE THE EXPERT
1. Why do spiders make webs?
Because they catch insects in them.
Scientists are trying to solve a recent mystery
2. Why do birds make nests? about honeybees: Why are so many bees flying
Because they lay their eggs and raise their babies in them. away from their hives and dying? Scientists
don’t know why, but they are considering
3. Why do bees make hives? several possible answers. Bees might be getting
sick because they eat poison on local crops or
Because they need a place to keep their honey.
because they don’t get enough good food to eat.
Then a virus or bacteria may attack the sick or
4. Why do people live in houses?
weak bees and kill them.
Because we need a place to stay warm and safe.
Grammar in Depth
When we want to know the reason or
3 Ask and answer. Talk about these animals. Work with a partner.
explanation for something, we ask a question
with why: Why do crocodiles have sharp teeth?
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elephant monkey parrot penguin spider
Answer why questions with because: Because
they eat meat.
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In conversation it’s fine to say something like
Because they are scary. This is not a sentence,
though, and in formal writing because clauses
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like these need to be connected to a main clause:
I don’t like crocodiles because they are scary.
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Why do you like parrots?
Because they’re
Note that there are three ways to talk about
colorful and smart! a noun in general (in this case, “all giraffes”
or “giraffes in general”) with no change in
c
hi meaning:
Why does a giraffe eat leaves?
Why do giraffes eat leaves?
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Why does the giraffe eat leaves?
We also use the + noun to refer to a specific noun:
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85 Why is the giraffe eating leaves?

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Present
lG
• Write Because on the board. Say We use because to talk about • Say Open your books to page 84. Let’s
why something is or why something happens. listen to sentences with why and because.
Point to the Grammar box and say Listen
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• Say Now let’s talk about animals! Say I like tigers because to the sentences. Play TR: 5.4.
they’re beautiful.
Practice
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• Write the following question and answer on the board: Why do

I like tigers? Because they’re beautiful.
• Draw students’ attention to the Grammar
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• Write Why? in large print on one side of a note card. Write box on p. 84. Ask Why does a giraffe have
a long neck? Say Because it eats leaves
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Because in large print on the other side of the note card. Hold
up the Why? side and read aloud the question on the board. at the top of trees. Reread the remaining
Then flip the card to the Because side. Say the answer Because Why? questions and have students respond
they’re beautiful. Have students repeat after you. with the related Because statement.
• Say Now it’s your turn. Think about an animal you like. Think • Write the Because statements on the
about why you like it. Give students a minute or two to think board. Have students close their books.
of an answer. Then ask a student What animal do you like? Ask a Why? question from the Grammar
Hold up the Why notecard. Ask Why do you like (elephants)? box and call on a student to read the
Give the card to the student and have him show the Because correct Because statement from the board.
side to the class. Have the student use because to answer the
question.
Grammar 1 171

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GRAMMAR 1 2 Read the answers. Then write a question with why for each answer.
Why... ? Because ... TR: 5.4 1. Why do spiders make webs?

Why does a giraffe have a long neck? Because it eats leaves at the top of trees. Because they catch insects in them.
Why don’t you like penguins? Because they look silly, and they can’t fly!
2. Why do birds make nests?
1 Match. Because they lay their eggs and raise their babies in them.
3. Why do bees make hives?

1. Why do jaguars a. Because they eat meat.
have spots? Because they need a place to keep their honey.
4. Why do people live in houses?

Because we need a place to stay warm and safe.
2. Why does a polar b. Because they need to
bear cover hide in the trees.
its black nose? 3 Ask and answer. Talk about these animals. Work with a partner.
elephant monkey parrot penguin spider
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3. Why do crocodiles c. Because it can’t
have sharp teeth? fly, and it needs to
run fast.
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4. Why does an owl d. Because it wants to Why do you like parrots?
have big eyes? hide in the snow.
Because they’re
colorful and smart!
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5. Why does an ostrich e. Because it needs to
have long legs? see at night.
c
hi
ap
84 Unit 5 85
gr
• 1 Point to each animal photo. Ask Draw students’ attention to the photos on p. 84. Point out
eo
a guiding question to help students the crocodile’s sharp teeth and the owl’s big eyes. Say Look
describe the animal. For example, point for clues in the photos. Clues are information that can help us
lG
to the polar bear and ask What color is answer questions. Say Why do crocodiles have sharp teeth?
the polar bear’s nose? (black) How do Is it because they eat meat or because they hide in the snow?
the crocodile’s teeth look? (sharp) After (because they eat meat) If students have difficulty answering,
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students have described each animal, refer them to the photos on p. 84.
say Now look at the leopard. Say Why do
jaguars have spots? Because they need to
Wrap Up
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hide in the trees. Have students draw a line

connecting item 1 to its answer, b. • Ask What’s your favorite season or time of year? Have students
at
call out seasons or write their answers on the board. Ask Why
• Have students complete the activity is (summer) your favorite season? Have students use Because in
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independently. If students have trouble, their answers. (Because I like to swim outside.)
write the following hints on the board.
Hints Recap
Polar bears live in the snow. • Say Look at page 84. Say the name of an animal on the page,
for example, the polar bear. Ask Who can ask a Why? question
Sharp teeth help cut meat. about polar bears? Have students ask Why? questions about
Owls fly in the dark. polar bears. Call on different students to answer with because.
Ostriches are very fast birds.
172 Unit 5

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Apply BE THE EXPERT
• 2 Read the directions for Activity 2 aloud. Explain that Teaching Tip
students will come up with questions that ask why based on Games are a fun way for students to practice
the answers. Have students brainstorm what animal does each English in class; however, competition may
thing mentioned in the answer. Say Look at number 1. It says distract students from using correct language
“catch insects in them.” Ask What animals use something to and grammar. Make sure to include correct
spelling and grammar as part of the game.
catch insects? (spiders) What do they use? (webs) What why
For example, rather than giving points for the
question should we ask? (Why do spiders make webs?) Tell most ideas, make sure to give points only for
students to repeat this process for items 2–4. ideas that use correct language. Give students
a chance to check their answers for grammar and
• 3 Pair students. Assign each pair an animal from the box on spelling before you award points.
p. 85. Say Think of your animal. Think of ways to talk about
your animal. Give each group three minutes to brainstorm
words to describe their animal. Write or draw each animal in
a column on the board. Call on each pair to say the words they
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brainstormed. Write the words next to the name or picture of
the animal.
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• Read the first model dialogue on p. 85 with students. Say Talk
to your partner. Tell your partner about an animal you like. For
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example, say to your partner, “I like parrots.” Your partner will
ask you why. Use because to tell your partner why you like the
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animal.
• Expand After partners talk about animals they like, have
c
them talk about animals they don’t like using why and
because.
hi
ap
Extend
• Write the names of foods or animals on the board. Say Let’s
gr
play a game. First, we’ll form teams. Ask Who likes (food/
animal)? Have students raise their hands if they like that food
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or animal. Say You’re the Do Like team. Ask Who doesn’t like
(food/animal)? Say You’re the Don’t Like team.
lG
• Give students several minutes to brainstorm because sentences

about why they do or do not like the food or animal.
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• Ask students from each team to share their because sentences.

See which team can think of the most because sentences. Keep
score on the board. Give one point for each correct because
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sentence. Repeat the activity with a new food or animal.

at

Wrap Up Grammar 1
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• Give each student a slip of paper. Say On your piece of paper,

write a Why? question. Have students form a circle. Put the ✔ Formative Assessment
slips of paper in a container. Have a student pull out a piece
Can students
of paper and ask the question to another student in the circle.
• use why and because to discuss cause and
After that student answers, have her pull out a slip of paper
effect?
and ask another student a new question. Continue until all the
Write Adriana likes ice cream because it’s
questions have been asked and answered.
delicious.
Ask students to write a Why? question and
a Because answer based on the sentence.
Provide the following frames:
does she like ice cream?
ice cream is delicious.
Grammar 1 173

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VOCABULARY 2
VOCABULARY 2
Objective 1 Listen and say. Write the animals in the correct groups. TR: 5.5
Students will fur horns
• identify and use words related to animal
characteristics.
Vocabulary a tongue, fur, horns, a pouch, wings
Resources TR: 5.5; Flashcards 101–105; Sound
Cards 38, 40; Video Sc. 4—Vocabulary 2;
Activity Worksheet 5.2; Workbook p. 59, a pouch wings
TR: 5.2; Online Practice
Material note cards
a tongue
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butterfly cat duck goat kangaroo
monkey parrot penguin polar bear rabbit
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pouch fur wings horns
kangaroo cat, rabbit, parrot goat
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polar bear, penguin,
kangaroo, butterfly,
monkey, goat duck
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2 Guess and stick. Work with a partner.
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This animal is big and white. It lives
in the snow. It has sharp claws.
hi It’s a polar bear!
ap
1 2 3 4 5
gr
86 Unit 5
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Warm Up Present
lG
• Activate prior knowledge Say Think • Hold up Flashcards 101–105 one at a time. Say each word and
of your favorite animal. Have students have students repeat after you. Say Think about our senses.
call out the names of animals. Write the Do we taste or smell with our tongues? (taste) Say Yes, we
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names on the board. Talk about what taste with our tongues. Animals taste with their tongues, too!
each animal looks like. Write students’ Ask How does an animal’s fur feel? Does fur feel soft or hard?
descriptions on the board. (soft) Say Yes, fur feels soft!
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• Turn to p. 91. Point to the picture of the • Act it out Point to the photo of horns. Ask What kind of
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elephants. Ask Does an elephant have a animal is this? (a goat) Use your two index fingers to model
long trunk? (yes) Turn to p. 83. Point to the horns on your head. Say Some animals, such as goats, have
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picture of the frog. Ask Does a frog have horns on their heads. Point to the image of pouch. Ask What
strong legs? (yes) Turn to p. 107. Point to kind of animal is this? (a kangaroo) Act out carrying a baby
the picture of the giraffes. Ask Does a in your arms. Say We use our arms and hands to carry babies.
giraffe have a long neck? (yes) Some animals, such as kangaroos, carry their babies in a
pouch. Finally, point to the image of wings. Ask What kind of
animal is this? (a parrot) Hold out your arms and wave them
up and down as if flapping wings. Say Some animals, such
as parrots, have wings. Parrots use their wings to fly! Have
students repeat the vocabulary words and model your actions.
174 Unit 5

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

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pouch sharp claws

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brown fur white

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grasslands ice and snow

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• Pair students. Have pairs choose two animals listed on page 86

and make a Venn diagram to compare and contrast the
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animals. Invite pairs to describe their diagrams to the class.

Have them refer to the chart on page 86 for information about
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their animals.
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Vocabulary 2
Wrap Up
• Write tongue, fur, horns, pouch, and wings on separate note
cards. Write on the board: giraffe, polar bear, goat, kangaroo, Can students
and parrot. Have students stand in a circle. Have one student
• identify and use words related to animal
pick a card. Tell the student to use the word on the card to characteristics?
talk about an animal on the board. Model a sentence such as Have students complete the following sentence
A goat has two horns. Continue until all students in the circle frames:
have picked a card and said a sentence.
A giraffe has a long . (tongue)
A parrot uses to fly. (wings)
Review A kangaroo has a . (pouch)
• For additional practice, direct students to Activity Worksheet 5.2. A polar bear has soft . (fur)
Vocabulary 2 175

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GRAMMAR 2
GRAMMAR 2
Objective Infinitive of purpose TR: 5.6
Students will Giraffes use their long tongues to clean their ears.
Goats use their horns to fight.
• use infinitives of purpose.
Grammar Infinitive of purpose 1 Read and match. Then say in pairs.
Content Vocabulary hide 1. Zebras use their black and white fur a. to carry their babies.
Activity Worksheet 5.3; Workbook p. 60, 2. Cats use their tongues b. to eat meat.
TR: 5.3; Grammar Workbook pp. 23–24;
3. Kangaroos use their pouches c. to clean their fur.
Online Practice
4. Elephants use their long trunks d. to swim in the ocean.
5. Tigers use their sharp teeth e. to shower.
6. Penguins use their wings f. to hide in the grasslands.
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2 Play a game. Cut out the cubes in the back of the book.
ni
Work with a partner. Make sentences.
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Dogs use their trunks That’s not true! Elephants use their trunks
to drink water. to drink water! Dogs don’t have trunks!
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hi
ap
gr
87
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Warm Up Present
lG
• Recycle Act out giving a hug. Say I use • Have students turn to p. 84. Point to the crocodile.
my arms to hug my grandmother. Act out Ask Why do crocodiles have sharp teeth? (to eat meat)
picking up a child. Say I use my hands to
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pick up a little baby. Say and act out the • Point to the owl. Ask Why does an owl have big eyes?
sentences again. Have students repeat (to see at night) Point to the ostrich. Ask Why does an
your actions and sentences. ostrich have long legs? (to run fast)
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• Draw a picture of a toothbrush and • Have students copy the following sentences.
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a pencil on the board. Point to the

toothbrush. Say I use a toothbrush to Owls use their big eyes (to see / to hear) at night.
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clean my teeth. Point to the pencil. Say Ostriches use their long legs (to run/to fly) fast.
I use a pencil to write. Act out brushing
your teeth and writing with a pencil.
• Tell students to circle the correct options.
• Have students copy the following sentence
frames: I use my arms . I use • Say Open your books to pages 86 and 87. Point to the
my toothbrush my teeth. I use photos of the giraffe and the goat on p. 86. Say Listen to the
a pencil . If students need sentences. We’re going to hear about how giraffes use their
additional support, point to the related tongues. We’ll also hear about how goats use their horns.
picture on the board, or act out the Play TR: 5.6.
sentence.
176 Unit 5

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• Review the words fur, tongue, pouch, trunk, teeth, and wings Grammar in Depth
with students. If possible, draw an example, or point to a Students are learning infinitives of purpose in this
photo or picture to show each word. Say Let’s talk about how lesson. Infinitives of purpose describe how or why
animals use these parts of their bodies. we do something to achieve a goal: Goats use
their horns to fight. (= Goats use their horns for
• 1 Have students look at Activity 1. Point to and read item 1 the purpose of fighting. / They use them in order
aloud. Say Zebras use their black and white fur . . . Move your to fight.)
finger down to item f and continue reading: to hide in the Although students primarily make sentences with
grasslands. Tell students to match the remaining items. Say the verb use in this lesson, it’s important to know
that infinitives of purpose are used with other
Read the first part of each sentence, then match the second
verbs as well: I’m calling to ask you about . . .
part to make a true sentence. Walk around the room and
check students’ work. If students are having difficulty, provide
sentence frames such as Cats use their tongues their
fur. Have students read their completed sentences aloud.
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Apply
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• 2 Help students cut out and make the cubes on p. 175. Explain
to students that one cube shows animals and one cube shows
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body parts of animals.
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• Hold up both completed cubes. Point to dog and wings. On the
board write A dog uses its wings to fly. Ask Is this true? (no)
Ask What animal uses wings to fly? (a parrot) Then model the
c
activity. Roll both cubes and write a sentence on the board.
hi
Ask Is this true or false? If it’s false, have students make the
sentence true.
ap
• Read the model dialogue on p. 87 with students. Pair students
and have them take turns rolling the cubes and making
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sentences. Observe students as they play. If students are

having difficulty, provide this sentence frame: use
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their to .
Extend
lG
• Ask students to name five other animals they know. Write the
animal names on the board. Have students roll the body parts
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cube and make new sentences using the animal names.

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Wrap Up
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• Write tongue, fur, horns, pouch, and wings on the board. Point
to tongue and ask What animal has a long tongue? (A giraffe
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has a long tongue.) Then ask What does it use its tongue to
do? (It uses its tongue to clean its ears.) Ask similar questions
for each of the remaining words on the board. Encourage
students to respond in complete sentences. Grammar 2
Review ✔ Formative Assessment

• For additional practice, direct students to Activity Can students
Worksheet 5.3. • use infinitives of purpose?
Ask students to complete this sentence frame
with the correct answer option:
Parrots use their wings .
(to fly / fly / can fly)
Grammar 2 177

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READING
READING
Students will
• identify the four parts of a rain forest.
• visualize the different parts of the rain forest.
Amazing Rain Forests
Rain forests are warm, wet forests. They are in countries near
Reading Strategy Visualize the equator—in Central America, South America, Africa, Southeast
Asia, and Australia. Rain forests are important. They’re homes for
Content Vocabulary the Equator, jaguar, oxygen
millions of animals and plants. The plants in rain forests make much
Resources TR: 5.7; Workbook pp. 62–63, of the oxygen that people in the world need to live.
TR: 5.5; Online Practice A RAIN FOREST HAS FOUR PARTS:
Materials four large sheets of paper, colored Emergent
pencils, markers, note cards In this part, you can see the tops of very
tall trees. They are sometimes 60 m (200 ft.)
tall! Many different birds, butterflies, and
other insects live here.
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Canopy
In this part of the forest, the trees have
many leaves. Birds, spiders, tree frogs,
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monkeys, and snakes live here.
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Understory
In this part of the forest, it is dark, wet, and
cool. There aren’t many plants. Why? Because
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plants need light to live. Snakes and lizards
live here. Jaguars like to live in this part, too!
Forest floor
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In this part, there are many insects and
hi spiders. Some spiders are as big as plates!
There are many large animals. And people
live here, too!
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Howler monkeys are very,

very loud. You can hear them
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from 5 km (3 mi.) away.

88 Unit 5
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Warm Up
lG
• Activate background knowledge Say • Graphic literacy Point to the picture of trees on p. 88. Say
Today we’re going to read about rain This picture shows the four parts of a rain forest. Hold your
forests. A rain forest is a type of habitat. hands high above your head and say emergent. Lower your
na
Say Close your eyes. Imagine you’re in a hands to your shoulders and say canopy. Lower your hands
rain forest. Walk around the room and to your hips and say understory. Put your hands on the floor
ask questions such as Does a rain forest feel and say forest floor. Ask students to stand and repeat the
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wet? (yes) What things do you see? (There words and actions along with you. Hold your hands at the four
different heights, one height at a time. Ask What part of the
at
are lots of trees and animals.) What colors

do you see in the rain forest? (green leaves, rain forest is this?
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red flowers, and so on) What animals do

• 1 Read together Say Let’s read about the four parts of the
you hear? (birds, monkeys)
rain forest. Play TR: 5.7 and have students read along.
Present
• Say Open your books to page 88. Look at
the pictures. Ask What do you see? What
animals do you see? Do you see trees?
What colors do you see? Have students
answer aloud, and write their answers on
the board.
178 Unit 5

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2 Read. Circle the correct words.
BE THE EXPERT
1. Rain forests are in countries far from / near the equator.
2. Plants make a lot of oxygen / water. In English, the word howl means to yell or scream.
Howler monkeys make very loud noises. They live
3. Plants need light / oxygen to live.
in small groups and will howl, or yell, at other
4. Many leopards / birds live in the top part of the rain forest. groups of monkeys that invade their territory.
Howler monkeys use their loud voices to defend
5. Many large animals live on the forest floor / tops of trees. their habitat.
Related Vocabulary
3 Complete the chart. Use these words. You can use some branches, leopard, gorilla
words more than once.
birds dark large animals monkeys snakes spiders sunny
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sunny, birds, spiders
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sunny, monkeys, snakes, birds, spiders
ar
dark, snakes, spiders, birds,
large animals
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large animals
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4 Talk about the different
parts of the rain forest.
hi
There are gorillas
Work with a partner. in this part.
ap
gr
89
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• Play TR: 5.7 a second time. Pause at the end of each section to I know that under means “below.” The
check for comprehension. Ask questions such as: understory in the rain forest is below
Emergent: What animals live in this part of the rain forest? something. I know it isn’t the forest floor.
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What part of the trees can you see? I think understory means “a part of the
Canopy: What animals live here? Do the trees have many rain forest that’s below other parts.” It’s
below the emergent and canopy parts,
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leaves?
Understory: How does this part feel? Are there many plants and between the canopy and the forest
floor!
at
here?
Forest floor: How big are the spiders? Do humans live here, • Review each part of the rain forest again.
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too? Say Close your eyes. Imagine you’re in the

• Think Aloud Model guessing meaning from context by (canopy). What do you see? After each
thinking aloud. Say I’m not sure what the word understory section, have students open their eyes and
means. Understory and underground both begin with under. tell about what they see.
Reading 179

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READING 2 Read. Circle the correct words.
1. Rain forests are in countries far from / near the equator.
Amazing Rain Forests

2. Plants make a lot of oxygen / water.
3. Plants need light / oxygen to live.

Rain forests are warm, wet forests. They are in countries near
the equator—in Central America, South America, Africa, Southeast 4. Many leopards / birds live in the top part of the rain forest.
Asia, and Australia. Rain forests are important. They’re homes for
millions of animals and plants. The plants in rain forests make much 5. Many large animals live on the forest floor / tops of trees.
of the oxygen that people in the world need to live.
A RAIN FOREST HAS FOUR PARTS:

3 Complete the chart. Use these words. You can use some
Emergent words more than once.
In this part, you can see the tops of very
tall trees. They are sometimes 60 m (200 ft.) birds dark large animals monkeys snakes spiders sunny
tall! Many different birds, butterflies, and
other insects live here.
Canopy sunny, birds, spiders
In this part of the forest, the trees have
ng
many leaves. Birds, spiders, tree frogs,
monkeys, and snakes live here. sunny, monkeys, snakes, birds, spiders
ni
Understory
In this part of the forest, it is dark, wet, and
large animals
cool. There aren’t many plants. Why? Because
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plants need light to live. Snakes and lizards
live here. Jaguars like to live in this part, too! dark, snakes, spiders, birds,
large animals
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Forest floor
In this part, there are many insects and
spiders. Some spiders are as big as plates! 4 Talk about the different
There are many large animals. And people parts of the rain forest. There are gorillas
live here, too!
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Work with a partner. in this part.
Howler monkeys are very,

very loud. You can hear them
hi
from 5 km (3 mi.) away.
ap
88 Unit 5 89
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Practice
• 2 Review new or unfamiliar terms such as • Make groups of four pairs, with one pair from each part of
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oxygen and Equator. Then have students the rain forest. Say Tell your group about your part of the rain
complete the activity by reading each forest. How does it look? What animals do you see?
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sentence and circling the correct answer.

• After the four pairs in each group have talked, have students
• Review students’ answers as a class. complete their charts. Then have groups use their charts to tell
the class about the four different parts of the rain forest.
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Reread sentences from p. 88 to help

students identify where the answers
appear in the reading. Have students
Wrap Up
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underline the sentences that contain

the answers. • Ask What are the four parts of the rain forest? (emergent,
at
canopy, understory, forest floor) Say I’m going to say true

• Pair students. Assign each pair one of the things about each part of the rain forest. Can you tell what
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parts of the rain forest: Emergent, Canopy, part I’m talking about? Say sentences such as Many different
Understory, or Forest floor. Say Reread the birds, butterflies, and insects live in this part. What part is
sentences on page 88 about your part of it? (emergent) Really big spiders live here. What part is it?
the rain forest. (forest floor)
• 3 After pairs have reread their sections,
read the words in the box on p. 89 aloud Recap
with students. Say Think about your part
• Say We talked about the four parts of the rain forest. In
of the rain forest. Then write the words
the emergent part, you can see the tops of trees! Ask What
from the box that tell about your part on
are other things you can see in this part? (birds, butterflies,
the chart.
insects)
180 Unit 5

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• Point to other parts of the rain forest on p. 88. Ask What can BE THE EXPERT
you see in the (canopy)? Have students answer and write their
answers on the board. Reading Strategy
Visualize When students are visualizing, help
them focus on how something appears to all of
Apply their senses, not just sight. Have students close
their eyes, then ask guiding questions such as
• 4 Write Emergent, Canopy, Understory, and Forest floor on
What do you see? How does it look? What do you
individual note cards. Pair students and give each student a smell? What do you hear?
set of cards.
After students have visualized the reading in their
• Have students place the cards facedown on their desks. Say heads, have them create a representation of it.
Students can draw or cut out pictures to show
Take turns. Pick up a card. Read the word on your card. Take
how they visualize the reading. Remind students
a moment to visualize, or make a picture in your mind, of that to label their pictures using vocabulary from the
part of the rain forest. Then describe it to your partner. unit and text.
• Ask guiding questions such as What can you see in this part
ng
of the rain forest? What animals live there? Observe students
as they talk. If they have difficulty forming sentences, ask Are
there (snakes) in the (canopy)? (yes) Provide a sentence frame
ni
such as the following for students to complete and say aloud
to their partners: In the , there are and
ar
.
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Extend
• Divide the class into four groups. Give each group a large sheet
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of paper and colored pencils or markers. Assign each group
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either Emergent, Canopy, Understory, or Forest floor.
• Say Look at the picture on page 88 and reread the information

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about your part of the rain forest. After students have reread,
say Think about what your group’s part of the rain forest looks
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like. Draw on your paper. Be sure to include the animals that

live in your part of the rain forest.
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• Have students label their drawings. Display the drawings in a

vertical column on the wall.
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Wrap Up
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• Have students close their books. Write each part of the rain
forest on a note card and walk around the class. Say Today we
read about the four parts of the rain forest. Have a student
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choose a note card. Then say to the student Open your book
to page 88. Read a sentence about your part of the rain forest.
at
After the student reads a sentence, have other students guess Workbook and Online Practice
what part of the rain forest it is. Reading
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Can students
• identify the four parts of the rain forest?
Write Emergent, Canopy, Understory, and
Forest floor on individual note cards. Have
students arrange the note cards in correct
order from top to bottom.
• visualize the different parts of the rain forest?
Walk around the room and ask questions
such as What can you see in the (forest floor)?
What can you hear?
Reading 181

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WRITING
WRITING
1 Read about Mounira’s animal. Underline words that tell you what
Writing Write about an animal you like.
the animal looks like. Write the name of the animal.
Objectives
Students will
• read a writing model.
• use it’s and its correctly. My name is Mounira. I live by the Nile
• write sentences to describe an animal River. This animal lives here. What is it?
they like. Can you guess?
It lives in the river. It’s brown and it has
Resources Graphic Organizer: Word web;
Workbook p. 64, Online Practice black spots on its back. It has four short
legs and a long tail. It has big eyes on top
of its head, and it uses them to see above
the water. It has a strong mouth and
sharp teeth! It can walk and it can swim.
It is scary, but I like it!
ng
Yes! It’s a crocodile .
ni
Writing
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2 Write about an animal you like.
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Can students
• Use it’s and its correctly. 3 Share your writing. Work in a small group. Listen and fill in the chart.
Ask two students to come to the board to write
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a sentence with it’s and a sentence with its. Name
hi Animal Where it lives What it looks like
Ask the class if the students used it’s and its
correctly.
ap
• write sentences to describe an animal they like?
Ask students questions such as Where does your
animal live? What does your animal eat? What
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does your animal look like? 90 Unit 5

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Present
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• Have students name an animal. Ask What next picture and repeat the questions. Have students complete
color is it? Is it big or small? Does it have the sentence at the bottom of the model.
legs? How many? Are its legs long or
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short? Does it have spots or stripes? Can it

(swim, fly, run)? Draw the animal and write
Write
students’ answers on the board. • 2 Say Think of an animal you like. Have students create a
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word web with the animal’s name in the center. Say Write
• Say Open your books to page 90. As words that tell about your animal in the other circles.
at
you point to each animal, have students

describe it. Say We’re going to read about • Have students use their word webs to write sentences about
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an animal. We don’t know what it is. Let’s their animals. Provide the following sentence frames: It lives in
read about it and guess. . It has . It’s . Remind them not
to write the name of the animal.
• 1 Read the model aloud with students.
Then have students reread and underline
words that describe the animal. Have Share
students share words they underlined. • 3 Put students in groups of three. Say Read your sentences
Write the words on the board. Then point aloud. Remember, don’t say the name of your animal. Your
to each photo and use the words on the group is going to write about your animal in their charts. Have
board to ask questions such as Is this students use the chart on p. 90 to record what they hear. Then
animal (brown)? Does this animal have have groups use the information in their charts to guess the
(big eyes)? If the answer is “no,” go to the animals.
182 Unit 5

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VALUES
VALUE
Help protect Value Help protect animal habitats.
animal habitats. Objectives

Students will
• read about protecting animal habitats.
• talk about how to protect animal habitats.
Think. Pair. Share.
• Why is it important to
protect animal habitats?
• How can you help BE THE EXPERT
protect animal habitats?
Teaching Tip
ng
Midway through the year, have students look
back through their books and reread what they
wrote. Give students a chance to make corrections
ni
to their writing. Students may also revisit topics
they’ve written about in the past, using the new
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vocabulary and grammar they have learned.
When students revisit and rewrite what they
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wrote earlier in the year, they can see how their
English has improved over time.
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hi
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Maasai Mara National Reserve, Kenya

gr
91
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Value
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• Point to the photo on p. 91. Ask What animals do you see? • Put students in pairs. Have them ask and
(elephants) What’s their habitat? (grasslands, forests) answer the questions to the left on the
page. Have students make a T-chart with
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Think the title “Protecting Animal Habitats.”

In the left column, they write “Why it is
• Have students read the value statement on p. 91 aloud (Help
important” and the right column “How we
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protect animal habitats.). Ask What is a habitat? (a place

can help.” Have students work together to
where something lives) What is our habitat? (city, town,
add ideas to the chart.
at
countryside) What do we do to protect our habitat? Allow

time for students to think and share their answers aloud. Share
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Pair • Have students take turns sharing their

charts with the class. Reproduce the
• Ask Are elephants’ habitats in danger? (yes) What harms
T-chart on the board and add students’
elephants’ habitats? (cutting down forests, putting up
ideas as they present. Encourage the rest
buildings, climate change)
of the class to listen carefully and ask
questions. After everyone shares, point to
the board and ask What can we do today
to protect animal habitats?

OW2e_LP_3_34279_162-189_U5_CR2.indd 183 6/27/19 10:27 AM
PROJECT
PROJECT
Objectives Make a mobile of an animal habitat. Choose a habitat and animals.
Students will
• find information about an animal’s habitat.
• create a mobile. 1 2
• share information with a group.
Content Vocabulary mobile
Academic Language research
Materials glue, markers, poster paper or board,
string, sticks
ng
Choose an animal and draw it. Research your animal’s habitat.
What other animals and plants
live there?
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3 4
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c
hi
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Draw these animals and plants. Hang the pictures on your mobile.
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92 Unit 5
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Prepare
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• Draw a two-column chart with the • Have students form groups of three or four. Assign each group
headings Habitats and Animals. a habitat. Say Think about your habitat. Ask What animals live
in this habitat? Draw a picture of the animal. Tell students to
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Habitats Animals look at the two-column chart on the board for ideas.
• Have students use available resources to research other plants

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and animals that live in their habitats. Have each student draw
and cut out a picture of a plant or animal that lives in the
at
• Ask What animal habitats did we talk habitat.

about in this unit? List students’ responses
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under Habitats. (desert, island, rain forest, • Tell students to tie their pictures to a piece of string and hang
grasslands, and so on) Point to the first them from the stick. Remind students to hang their pictures
habitat and ask What animals live in this evenly so the mobile will balance.
habitat? Write the animals’ names. Repeat
for the other habitats.
• Say Today we’re going to make mobiles

about animal habitats. Open your books
to page 93. Say A mobile is a group of
hanging pictures or objects. The boy is
holding a mobile.
184 Unit 5

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BE THE EXPERT
This is a parrot. It lives in the rain
forest. Monkeys live here, too. Teaching Tip
Grouping When students are working in groups,
encourage them to think of new ideas. Remind
them to avoid copying or repeating group
members’ work or ideas. Work with students
to help them think creatively. Ask guiding
questions such as What’s another way to say
that? Can you think of a different example?
Project Rubric
ü Did students include information about their
animal’s habitat in their mobile?
ü Did students use unit vocabulary when they
presented their mobile?
ng
ü Did students use unit grammar when they
presented their mobile?
ni
ar
Le
c
Now I can . . . hi
name animal habitats.
ap
say what animals look like.
talk about animal homes.
gr
93
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Share
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• Have a student read aloud the words in the speech bubble on

p. 93. Then say Now it’s your turn to share your mobile. Tell the
class what you learned.
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• Provide sentence frames such as the following to help students

present their mobiles:
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This is a . Now I Can

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Ask questions such as the following:

It lives in the .
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• What are three animal habitats?

live here too. • What does a (polar bear) look like? What color
is it? Does it have (fur)?
• Help students hang their mobiles around the classroom. • How does a (desert) feel? Does it feel (wet)?
Does it feel (dry)?
• Modify To simplify the project, assign each group a habitat.
Give students a list of plants and animals from their habitat. Workbook and Online Practice
Have students draw pictures of plants and animals from the list Unit Review
to hang on their mobiles.
Review Give the Unit 5 Quiz. Hand out the quiz and
Project 185

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VIDEO
Vocabulary 1a a forest, a rain forest, wetlands, grasslands,
desert, the Arctic
Vocabulary 1b a nest, a hive, a web, a cave, underground,
mud, an island, ice, snow
Vocabulary 2 pouch, tongue, fur, wings, horns
Grammar 1 Why . . .? Because . . .
Grammar 2 Infinitive of purpose
Song Why? Because
Viewing animals in their habitats
Story Time Mouse Deer in the Rain Forest
Resources Video Sc. 1–10; Graphic Organizer: Venn diagram
Zoom In
ng
Vocabulary
Before You Watch • As students view Scene 2: Vocabulary 1a and Scene 3:
ni
• Play Scene 1: Introduction. Stop at the picture of the Vocabulary 1b, stop the video at the images presented
in the picture frames. Have students name each
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bird’s nest. Say This video is about animal habitats.
Ask What’s a habitat? (a home, a place where people habitat. Press Play to bring up the full-screen image
and caption. Note that the Arctic is a habitat that
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and animals live) What habitats do you know?
does not appear in the Student’s Book. Ask What two
vocabulary words can we use to describe the Arctic?
While You Watch
Grammar
• As students watch the video, have them look and
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listen for target words that describe animal habitats.
hi
• Freeze Scene 6: Grammar 2 after How is it using its
wings? Write students’ responses on the board. Press
ap
• Pause the video as necessary to allow students to Play and have students listen to check their answers.
write down animal habitats they see. Pause the video
• Repeat pausing after the questions: How is it using its
when it gives more information about a habitat. Ask
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tongue? How are they using their horns?

What’s a desert like? Give students time to write down
words that describe the habitat. Song
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• Put students in three groups. Assign each group one

After You Watch of the following animals: giraffe, frog, polar bear.
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Say Listen for your animal.

• Ask students What’s your habitat? (a house, an
apartment, a neighborhood, a town, a city) Ask What • Play Scene 7: Song once. Then play Why? Because
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animal habitats did we see in the video? Draw a large again. When each group hears its animal, have
Venn diagram on the board. Encourage students to them sing aloud with you.
talk about how their habitat and animal habitats are
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similar and different. Ask questions such as Does this Viewing

animal’s habitat have trees? Does our habitat have • Pause the video as each habitat is presented. Ask
at
trees? Do both habitats have water? Is our habitat questions to help students talk about the habitats:
dark all the time? Is this habitat dry or wet? Is it hot or cold?
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• After viewing ask What other habitats do you know?

What animals live in those habitats? Write this
sentence frame on the board to help students answer:
live in .
Story Time
• View Scene 9: Story Time once with students.
• View it again. Pause the video and ask What does

Mouse Deer say the soup is made of? (chocolate)
What does Tiger think the hive is? (the king’s drum)
186 Unit 5

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UNIT 5 READER
FOREST
ing in the rain forest. Tiger is hungry

ouse Deer. Can Mouse Deer trick Tiger
?
MD ouse
eer
Text Type folktale
Reading Strategy Summarize
Vocabulary rain forest, mud, nest, island
in the Rain Forest Grammar Why . . .? Because . . .; Infinitive of
s
Mouse
Based on a Folktale from Ghana Retold by Anna Olivia
purpose
Resources Video Sc. 9—Story Time;

he World
Graphic Organizer: Two-column chart

Coyote’s Weekend
est
Mouse Deer Material World Map

in the Rain Forest
age
o of
Mouse Deer is swimming in the rain
forest. Tiger is hungry and wants to
adult
s
cial
dhood
eat Mouse Deer. Can Mouse Deer trick

.
Tiger and get away from him?
ng
BE THE EXPERT
Reading Strategy
Before You Read
ni
Summarize Demonstrate summarizing for the
• Build background Say Let’s read a story about a small class. Discuss a familiar movie or story, such as
ar
animal called a mouse deer that tricks a tiger. A trick makes Cinderella. Ask students to tell you the four to five
someone believe something that is not true. Some people play most important things about the movie or story.
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tricks to make others laugh. Some people play tricks to get Then use those details to model a summary for
the class.
away with something. Discuss a funny trick, like putting a fake
fly on someone’s desk. Say A fake fly can surprise someone and To help students summarize, have them underline
c
key details in the reading. Ask students to focus
make a person think it’s real! Ask students Do you know any hi on the basic questions of Who, What, When,
tricks? Have you ever tricked someone? Where, Why, and How. Emphasize that students
should use their own words to summarize.
• Introduce the strategy Explain summarize to students. Say
ap
In this story, we’re going to summarize. Summarize means to Our World in Context
retell. When we summarize, we don’t retell everything. We just Mouse Deer in the Rain Forest is a folktale from
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retell the most important parts. Indonesia. A mouse deer is a small animal with
brown fur and white spots and stripes. Mouse
• Draw a two-column chart with the headings Who’s in the
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deer eat plants and are usually awake during the

Story and What Happened. Under What Happened write night. Mouse deer live in warm areas in Asia and
the numbers 1–5. Point to the first column. Say Write the two parts of Africa.
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animals in the story. Point to the second column. Say Write the
important things that happen in the story. Text Background
Mouse Deer is a common character in many
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Indonesian folktales. Mouse Deer is usually a

While You Read “trickster” character. Tricksters are smart and
clever, and like to surprise and confuse other
• Stop after every few pages. Ask the following questions and
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characters in the story.

have students use the answers to complete their charts.
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p. 4: Who are the main characters in the story? (Mouse Deer

and Tiger)
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p. 6: Why does Mouse Deer trick Tiger about the mud?

(because Tiger wants to eat him)
p. 7: Why does Tiger chase Mouse Deer through the forest?
(because Tiger is hungry)
p. 10: Why does Tiger run to the river and jump in? (because
the hornets are chasing him)
After You Read

• Put students in pairs. Ask students to use their charts
to summarize, or retell, how Mouse Deer tricked Tiger.
Have students reread pp. 6–9 to review the story before
summarizing.

OW2e_LP_3_34279_162-189_U5_CR2.indd 187 6/27/19 10:27 AM
AUDIO SCRIPT TR: 5.6 Grammar 2 Infinitive of purpose
Student’s Book
TR: 5.1 1 Listen and read. Note: The reading Amazing Rain Forests is on p. 178.
We all need a place to live. We live in houses or
apartments in our neighborhood. Animals and plants
have a place to live, too. This place is called their
Workbook
habitat.
TR: 5.1 1 Listen to the song. Read. Draw lines to
grasslands, wetlands, a forest, a desert, a rain forest, match.
ice, snow, mud, a web, a hive, a nest, underground,
Note: Lyrics for the song Why? Because are on
an island, a cave
pp. 168–169.

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

Note: Grammar 1 is on p. 170. 2. We walk through the wetlands in windy weather.
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3. Do the polar bear and panda play in the park?

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

a pouch A kangaroo has a pouch.
wings A parrot has colorful wings.
188 Unit 5

OW2e_LP_3_34279_162-189_U5_CR2.indd 188 6/27/19 10:27 AM
NOTES
ng
ni
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c
hi
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na
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at
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Audio Script 189

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Unit 6
In This Unit
Theme This unit is about kinds and quantities of
food.
What’s for
Dinner?
Content Objectives
Students will
• describe quantities of food.
• talk about buying food.
Language Objectives In this unit, I will . . .
Students will • name foods.
• talk about quantities.
• name foods. • talk about favorite meals.
• talk about quantities.

Look and circle.
• talk about favorite meals.
1. He is .
Vocabulary a. playing b. fishing c. swimming
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Vocabulary 1 a bag of rice, a bottle of oil, a bowl
2. He is having for dinner.
of sugar, a box of cereal, a bunch of bananas, a
a. fish b. vegetables c. chicken
can of soda, a glass of juice, a jar of olives, a loaf
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of bread, a piece of cake
Vocabulary 2 buy, compare, money, price, put
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away
Grammar
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Grammar 1 some and any
Grammar 2 a few and a little
Reading What’s for Lunch
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Writing Write about a favorite meal. hi
Value Eat good food.
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Project Organize a taste-test day. Traditional fishing, Mare,
New Caledonia
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94
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Objectives
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• Build background Draw a word web on the board. Write

Students will
Where do we get food? in the center circle. Say The name of
• analyze a photograph for information.
this unit is “What’s for dinner?” Ask What do you like to eat for
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• describe actions in a photograph and make

dinner? Say Let’s think about where the food we eat for dinner
predictions.
comes from.
Resources Video Sc. 1—Introduction; Graphic
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Organizer: Word web; Home-School

Connection Letter; Unit Opener Poster
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Where do
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Pacing Guides L3U6 we get food?

• Say Open your books to pages 94 and 95. Look at the picture.
What’s the man doing? (fishing) Yes, he’s fishing in the ocean.
He’s getting food from the ocean. Write the ocean in one of the
outer circles in the web.
190 Unit 6

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BE THE EXPERT
About the Photo
The man in this photo is spearfishing in Mare,
New Caledonia. New Caledonia, a French territory,
is a group of islands east of Australia. If possible,
point out New Caledonia on a map or point to the
islands just east of Australia.

In some places, overfishing causes fish populations
to decrease. When fishermen use certain types of
nets to catch many fish at once, fish populations
may begin to die out. Spearfishing, however, is
a type of fishing that involves catching only one
fish at a time. This type of fishing not only helps
protect fish populations, it also lets fishermen
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provide food for their families.
Teaching Tip
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Classroom Management Choose a signal for
groups to use when they have finished their work.
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This way, you’ll know when everyone is ready to
move on. For example, have students raise their
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hands, ask students to stand up quietly, or pass
out cards for students to hold up when they have
completed an activity.
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hi Related Vocabulary
coral, fishing, spear
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95
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• Say People get fish from the ocean. They pick fruit from
trees. People get vegetables from a garden. Act out picking
vegetables. Write ocean, trees, and garden in the web.
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• Say People get food at a supermarket. Act out putting a food

item in a cart. Write supermarket in the web. Ask Where do you
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get your food? Add students’ responses in the web.

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• Ask questions to encourage discussion of the photo:
What do you see in the photo? (a man, a fish, water, sky)

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What’s the man doing? (fishing)

What do you think will happen next? (He catches the fish. He
eats the fish for dinner.)
• Guide students through the activity on p. 94. Read aloud each

statement and the answer choices. Have students circle the
answers. Then have students read the complete sentences
aloud.
Unit Opener 191

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VOCABULARY 1
VOCABULARY 1 a bottle of oil
Students will
• name foods. 2 Listen and say. TR: 6.2
• talk about quantities of food. We all love food. We can find food in
stores or at the market. What’s your
Vocabulary a loaf of bread, a bottle of oil, a bag
favorite food? Let’s go shopping!
of rice, a jar of olives, a box of cereal, a bowl
of sugar, a bunch of bananas, a glass of juice,
a can of soda, a piece of cake a bag of rice
Academic Vocabulary part, piece, whole
Content Vocabulary shopping a loaf of bread

Sc. 2—Vocabulary 1a, Sc. 3—Vocabulary 1b;
Activity Worksheet 6.1; Graphic Organizers:
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Two-column chart, Three-column chart;
a jar of olives
Materials box of cereal (optional), empty bowl
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(optional), empty bottle of juice (optional)
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96 Unit 6
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Warm Up Present
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• Set the stage Say I like to cook. I like • Say Open your books to pages 96 and 97. Look at the photos of
to eat, too! But today, I opened my different kinds of foods. What foods can you name? (bananas,
refrigerator (act out opening a refrigerator juice, rice, bread) Hold up the Flashcards for bananas, juice, rice,
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and looking inside) and it was empty! I and bread. As you name each item, have students point to the
need to buy more food. My sister is going picture in their books and repeat the word.
to the market. Help me make a list of what
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• Say Look at the photos. What are things you can drink? (a can
I need. What are some foods she can buy?
of soda, a glass of juice) Ask What are things you can see at
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• Write foods on the board as students call breakfast? (a box of cereal, a bunch of bananas) What do you
them out. Say That’s a good list. I also like to eat? What do you like to drink?
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need to tell her how much to buy. Go

• Say Now let’s learn some more words that we can use to talk
through the list one by one. Ask How much
about food. Say Let’s look at the pictures again. Which words
do I need? or How many do I need? (five
tell us how much? (bag of, bottle of, box of, etc.) Ask Does a jar
apples, a box of cookies)
of olives have many olives? (yes) Does a bag of rice have a lot
of rice? (yes) Which is more: a piece of cake or a whole cake?
(a whole cake)
192 Unit 6

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a box of cereal a bowl of sugar
BE THE EXPERT
Vocabulary Strategy
Context Clues Context clues give hints about a
word’s meaning. A context clue can be a word,
group of words, photo, or picture. Context clues
that are words can usually be found close to the
unfamiliar word. Point out the word box in a box
of cereal. Ask a student to draw a box on the
board. Explain that the word box is a hint that
a bunch a glass of juice
of bananas cereal is a type of food that can go in a box.
Teaching Tip
Classroom Management When you ask the class
a question, have everyone write an answer before
you call on individual students to respond. This
gives all students time to think of an answer, and
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it provides writing practice. One student answers
a can a piece of cake aloud, but every student has the opportunity to
of soda come up with an answer and participate.
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Related Vocabulary
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basket
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3 Say what you see. Work with
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a partner. Add to the sentence hi
I see a jar of olives.
each time.
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I see a jar of olives
and a loaf of bread.
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97
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Practice
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• 1 Say We’re going to read and listen to words that name • 2 Say Now we’re going to hear sentences
different foods. As you listen, look at the photos and read the about the words you just learned. Listen
words on pages 96 and 97. Play TR: 6.1. and repeat what you hear. Play TR: 6.2.
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Have students repeat each phrase and

• On the board, list the vocabulary phrases in two columns: a sentence.
of and the food words.
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• Act out looking for something in a food

a bottle of cake store. Say I’m at the market. I need to
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buy food for breakfast. Write breakfast

a bag of bread on the board. Ask What should I buy? List
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answers under breakfast. (a box of cereal,

a loaf of oil
a bunch of bananas, etc.)
a piece of rice • Say I want something sweet. Write sweet
on the board. Ask What things are sweet?
• Point to a bottle of. Ask What food or drink can we have List answers under sweet. (a piece of cake,
a bottle of? (oil) Draw a line from a bottle of to oil. Have a bowl of sugar)
students come to the board. Say Draw a line to match the
words. Have the class say each phrase aloud.
Vocabulary 1 193

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VOCABULARY 1
a bottle of oil a box of cereal a bowl of sugar

We all love food. We can find food in
stores or at the market. What’s your
favorite food? Let’s go shopping!
a bag of rice a bunch a glass of juice

of bananas
a loaf of bread
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a jar of olives a can a piece of cake
of soda
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3 Say what you see. Work with
a partner. Add to the sentence
I see a jar of olives.
each time.
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I see a jar of olives
and a loaf of bread.
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96 Unit 6 97
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• Place students in groups and assign either • Say Write a vocabulary word in each box. There are ten
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dinner or snack to each group. Have vocabulary words. Choose nine. The words can be in any order.
students brainstorm a list of as many Then listen carefully. I’m going to say a vocabulary word. If
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words as they can for their categories. you see the word I say on your paper, draw a big X through it.
Encourage students to use known words When you get three Xs in a straight line, raise your hand.
in addition to the ones on pp. 96–97. Call
• Model Say a vocabulary term aloud (glass of juice) and draw
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on groups to share their lists, and make a

an X through it. Play the game until there is a winner. If time
class list on the board.
permits, have students make a new chart and play again.
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Wrap Up Recap
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• Say Let’s play a game! Draw a chart like

• Say Let’s review the words we learned. Draw a bottle of oil
this. Draw a three-column chart on the
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on the board. Say Here’s some oil. How much oil is there? (a
board.
bottle of oil) That’s right. It’s a bottle of oil. Repeat with more
a glass of vocabulary terms, such as a glass of juice and a piece of cake.
juice Say Here are some (olives). How many (olives) are there? (a jar
of olives)
194 Unit 6

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Apply BE THE EXPERT
• 3 Have students read the directions for Activity 3. Model Teaching Tip
the dialogue with a student. Add At the market, I see a jar of Grouping Use different methods to create
olives, a loaf of bread, and a bunch of bananas. Put students groups so that students can work with a variety
in pairs and have them complete the activity. Encourage of partners and groups. For example, you might
students to use all of the new words. Walk around the class. have students count off, or you can group students
based on their favorite foods or birthday months.
Stop and ask groups What do you see at the market? In the
kitchen? Each time they add on, have students write down the
items to keep track of their lists.
• Ask students to share their sentences with the class. Have

students point to pictures in their books as their classmates
list words.
Extend
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• If possible, bring in a box of cereal, an empty bowl, and an
empty bottle of juice. Say and act out This morning, I ate
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breakfast. I got a box of cereal. I put some cereal in a bowl. I
ate a bowl of cereal. I got a bottle of juice. I poured the juice
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into a glass. I drank a glass of juice.
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• Draw a two-column chart with the following phrases on the
board. Have students copy the chart.
a bottle of water, oil, juice
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a bowl of cereal, soup
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a piece of pizza
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• Say Many different things come in bottles. You can have a

bottle of water. You can have a bottle of oil. What else comes
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in a bottle? (lemonade, soda, milk) What else comes in a bowl?

What comes in pieces? In groups, have students brainstorm as
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many foods as they can for each phrase. Give students enough
time to make their lists. Then call on students to add to the
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chart on the board.
Wrap Up
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• Put students in groups of up to 10. Say Let’s imagine we’re

shopping at the market. I’ll give each of you one food item to
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buy. Assign each group member a vocabulary word. Say Draw

a picture of your food. Write how much or how many you need
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to buy. When you’re finished, stand in a circle with your group. Workbook and Online Practice
Then I’ll know you’re ready to begin. Vocabulary 1
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• One student begins by saying I’m buying a (bottle of oil). The

next student says (Tariq) is buying a (bottle of oil). I’m buying
a (box of cereal). Go around the circle in this way, until the last Can students
student names what everyone is buying. Remind students that
• name foods?
they can use one another’s pictures to help them remember.
Hold up a Flashcard and ask What’s this?
Repeat with a different Flashcard and a
Review different student.
• talk about quantities of food?
Write the following on the board:
bananas, oil, juice.
Have students write an appropriate amount
before each food.
Vocabulary 1 195

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SONG
SONG
Vocabulary 1 a bowl of, a glass of, a jar of
Vocabulary 2 buy, put away
Grammar in the song Let’s Go
Shopping!
Academic Language phrase
Let’s go shopping. Let’s go shopping,
Resources TR: 6.3; Flashcards 106–115; Video Sc. let’s go shopping today.
7—Song; Workbook p. 68, TR: 6.2–6.3; Online Let’s go shopping to buy some food,
Practice then go home to put it away.
A jar of jelly is no fun,

if there isn’t any bread to spread it on.
A bowl of rice is very nice,
but it tastes better with some spice.
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CHORUS
Let’s buy some pasta at the shop,
and some sauce to put on top.
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Let’s buy a cake. Cake’s a treat.
I like cake because it’s sweet!
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A bowl of pasta, a jar of spice,
a glass of juice, and cake are nice!
Let’s go now. Let’s buy some food.
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Let’s go shopping, just me and you!
CHORUS
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2 Sing. Find and point. Work with
a partner.
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98 Unit 6
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Use the Song

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• Activate prior knowledge Say We • Write the following on the board:

learned words for food. We learned words
that tell about amounts of things, too. a bottle of oil a jar of olives
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Hold up Flashcard 107. Ask What’s this? (a

bottle of oil) Ask What other foods come a box of cereal a bowl of sugar
in a bottle? (soda, juice, milk) Hold up
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a bunch of bananas a glass of juice

Flashcard 108. Ask What’s this? (a bowl
of sugar) Ask What foods can come in a
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bowl? (cereal, rice) • 2 Put students in small groups. Have students choose four
phrases from the board and use them to replace the foods in
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• 1 Have students open their books to the last verse. Provide these sentence frames:
pp. 98–99. Play TR: 6.3. Have students
point to the picture of cakes as they hear it ,
mentioned in the song. and are nice!
Let’s go now! Let’s buy some food.
• Have each group sing its new verse aloud.
196 Unit 6

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BE THE EXPERT
Teaching Tip
Grouping Make sure each student in a group has
a chance to speak or share ideas. Have group
members pass around and hold an object that
shows whose turn it is to speak. When the speaker
finishes, he or she passes the object to another
group member.
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hi
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99 Song
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Use It Again
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• Vocabulary 1 Put students in three groups. Assign each • Grammar 1 Have students look at the
group a verse in the song. Say Each group sings its part of picture with the song. In pairs, have
the song. We all sing the chorus. Practice singing the chorus students ask and answer questions about
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together, and then play TR: 6.3. Have groups sing their the picture. Provide sentence frames.
assigned verses.
(Are/Is) there any ?
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• Have students draw a loaf of bread, a bowl of rice, and a piece

of cake and label each picture. Read the words aloud and have Yes, there (are/is) some. No, there
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students repeat after you. Say When you hear bread, rice, and (arent/isnt) any.
cake in the song, hold up your picture. Play TR: 6.3 again.
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• Vocabulary 2 Sing the chorus once. Say Let’s think of how • Project To help students talk about words
we can act out the song. How can we act out “shopping”? that describe food, listen to TR: 6.3. Ask
Have students choose a short action. How can we act out questions about each food in the song. Is
“buy some food”? How can we act out “put it away”? Sing the a jar of jelly sweet or salty? (sweet) Is the
chorus one more time as a class, including the actions. bowl of rice bitter or spicy? (spicy)
Song 197

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GRAMMAR 1
GRAMMAR 1
Objective some and any TR: 6.4
Are there any oranges? Yes, there are some in the fruit bowl.
Students will
Are there any bananas? No, there aren’t any.
• describe amounts of food with some and any. Is there any milk? Yes, there is some in the fridge.
Is there any bread? No, there isn’t any.
Grammar some and any
Academic Language amount, count
1 Read. Look and write answers.
Content Vocabulary fridge
1. Are there any tomatoes?
Yes, there is one on the table.
Graphic Organizer: Two-column chart, Three- 2. Is there any rice? Yes, there is some on the table.
column chart; Workbook pp. 69–70, TR: 6.4;
Grammar Workbook pp. 24–25; Online Practice 3. Are there any olives? No, there aren’t any.
Material colored pencils or markers Yes, there are some on the table.
4. Are there any grapes?
5. Is there any sugar? No, there isn’t any.
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6. Are there any bananas Yes, there are some in the bag.
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100 Unit 6
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Warm Up
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• Preteach Say Rafi is at the market with pairs. Have partners read and act out the conversation. Have
his mother. He wants to bake a cake for his them switch roles and repeat.
dad’s birthday. He needs sugar, eggs, and
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• Ask What’s in the kitchen? (eggs and milk) What does Rafi
milk. Write sugar, eggs, and milk on the
need to get at the market? (sugar)
board. Rafi wants to know what’s in the
kitchen at home. He calls his sister. Here’s
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what they say. Write the following on the Present

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board. Read as you write.

• Have students look at the Grammar box on p. 100. Draw the
chart below on the board and have students copy it. Ask
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R: Is there any S: No, there isnt What’s in the kitchen? Listen and mark yes or no. Play TR: 6.4.
sugar? any. Pause after each statement to allow students to mark their
R: Are there any S: Yes, there are charts.
eggs? some.
Yes No
R: Is there any S: Yes, there is oranges X
milk? some.
bananas X
• Explain that R stands for Rafi and S stands milk X
for sister. Model the conversation, making
bread X
negative gestures for “no” and positive
gestures for “yes.” Then put students in
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2 Ask and answer. Look at
the food in the picture. Work
BE THE EXPERT
with a partner. Take turns. Grammar in Depth
Sometimes we want to talk about specific amounts:
I have two boxes of cereal. You have ten olives.
(It’s clear exactly how much of each we have.)
Other times we want to talk about general
amounts. In those cases, we can use some and
any. We use them when we don’t know the exact
amount of something or when it’s not important
to specify exactly how much:
I have some cereal. (I have cereal, but it’s unclear
how much.)
I don’t have any cereal. (I have no cereal.)
Use some in affirmative sentences and any in
questions and negative sentences.
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Is there any juice?
No, there isn’t (any), but there is some soda.
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Are there any apples?
No, there aren’t (any), but there are some oranges.
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Partitive expressions are used to make noncount
nouns countable. They allow us to talk about a
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general amount more specifically:
I have some milk. (general) I have a carton of milk.
I have some soda. (general) I have two cans of
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soda.
Is there any yogurt?

hi Teaching Tip
Encourage students to form complete sentences
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when they answer questions. If a student gives a
No, there isn’t any. one-word or a yes or no response, model how to
answer in a complete sentence. Have the student
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101 repeat after you.

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Practice
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• Contextualize Draw a big rectangle on the board. Say Let’s • Have half of the class read aloud each
imagine that this is a refrigerator. Let’s put some things in the question in the grammar box on p. 100.
fridge. Call on students to come to the board to draw and label Have the other half of the class read aloud
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pictures of food in the box. After each student draws a picture, the answers.
ask What foods or item of food did you draw? Have the class
repeat the answer. • Draw a three-column chart on the board.
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Say This chart shows what there is in the

• Say Let’s pretend I don’t know what’s in the fridge. I’m going kitchen.
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to ask questions to find out. Use sentences to answer. Write the

following sentence frames on the board. Yes No
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oranges X
Yes, there are No, there arent
some . any . bananas X
milk X
Yes, there is some No, there isnt any
. . bread X
• Turn away from the board. Ask the class questions about
what’s in the fridge. Ask Are there any grapes in the fridge? Is
there any milk?
Grammar 1 199

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GRAMMAR 1 2 Ask and answer. Look at
the food in the picture. Work
some and any TR: 6.4
with a partner. Take turns.
Are there any oranges? Yes, there are some in the fruit bowl.
Are there any bananas? No, there aren’t any.
Is there any milk? Yes, there is some in the fridge.
Is there any bread? No, there isn’t any.
1 Read. Look and write answers.
1. Are there any tomatoes?

Yes, there is one on the table.
2. Is there any rice? Yes, there is some on the table.
3. Are there any olives? No, there aren’t any.
4. Are there any grapes? Yes, there are some on the table.
5. Is there any sugar? No, there isn’t any.
6. Are there any bananas Yes, there are some in the bag.
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Is there any yogurt?
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100 Unit 6 101
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• Write the following sentence frames on • 1 Read item 1 aloud. Say Look at the pictures on pages 100
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the board: and 101. Are there any tomatoes? Point to the sentence frames
on the board. (yes) How many are there? (one) Where is it?
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Is there any Are there any (on the table) Say Now we’re going to write a full sentence. On
? ? the board, write Yes, there is one on the table. Have pairs of
students complete items 2–6.
Yes, there is some. Yes, there are
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some. • To guide students, point to Yes and some. Explain that the two
words go together. Then point to No and any, and explain
No, there isnt No, there arent
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that these words are also used together. Ask Is there a glass of
any. any. juice? If students have difficulty knowing when to use is, point
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to a food and say Use is with one, and are with more than one.
• Point to the chart and the sentence frames • Expand Have students ask and answer questions about foods
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on the board. Ask Are there any oranges? in the picture that they haven’t asked about, such as the box of
(Yes, there are some.) Have students cereal, loaf of bread, and glass of juice.
repeat the question and answer as a class.
Ask Are there any bananas? (No, there
aren’t any.) Continue with all the foods Wrap Up
listed in the chart. • Say Look at the photos on pages 96 and 97. Pick one and draw
it on a piece of paper. Then label the food. Have students stand
in a circle and hold their drawings. Ask Is there any (cake)? If
students have a drawing of that food, have them step forward.
Then have all students answer Yes, there is some (cake). Repeat
with other foods until all students have come forward.
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Recap BE THE EXPERT
• Say We learned how to ask questions about food. Think Teaching Tip
of what’s in your kitchen at home. Ask a student Are there Classroom Management Keep students on
bananas in your kitchen? Guide students to respond with full track by making sure they understand directions.
sentences. (No, there aren’t any./Yes, there are some.) Repeat Always read directions aloud and have students
with other foods. repeat and explain them.
Focus on one step at a time. Then have students
summarize the directions. After you review
Apply directions, ask students What questions do
you have?
• 2 Say Look at the table on page 101. What do you see? (fruit,
vegetables, eggs, pasta, bread, meat, milk, cheese, beans,
rice) Model the dialogue with a student. Then put students in
pairs and say You’re going to ask questions about what’s on
the table. First, look carefully at the table and write a list of
foods to ask about. Give students a few minutes to make a list.
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Say Use your list to write some questions. Give students a few
minutes to write their questions.
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• Have students use their lists and the questions they wrote to
practice the dialogue. Say Now ask your partner the questions
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you wrote. Take turns. Write your partner’s answers next to
your questions.
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• Expand Keep students in the same pairs. On the board, write
Are there any ? and Is there any ?
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Point to are and say Use are to talk about more than one thing.
Point to is and say Use is to talk about one thing, or about
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something you can’t count, for example, cheese. Have students
list as many words as they can think of to fill in the blank for
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each question. Call on students to read questions with the

words they listed. Make corrections and have students repeat
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as necessary.
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Extend
• Pass out colored pencils or markers. Say Let’s play a game.
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Draw a box for a fridge. Then draw five different foods in the
fridge. As students work, draw a two-column chart on the
board.
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There is some
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There are some
• Have students copy the chart. Say List the foods you drew
at
where they belong. Then write sentences about what’s in

your fridge.
N
Wrap Up Workbook and Online Practice

Grammar 1
• Have students open their books to pp. 96–97. Say Look at the
food in the pictures. Put students in pairs. Have students take ✔ Formative Assessment
turns asking and answering questions about the foods in the
pictures. Model a question and answer, such as Is there any Can students
cake? (Yes, there is some.) • describe amounts of food with some and any?
Draw different foods on the board. Ask Are
there any (bananas)? Have students respond
using some or any. Check that students use
some for positive responses and any for
negative responses.
Grammar 1 201

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VOCABULARY 2
VOCABULARY 2
Students will
• identify and use words to talk about going to
the supermarket.
Vocabulary money, put away, price, compare,
buy
Resources TR: 6.5–6.6; Flashcards 106–115; put away a price
Sound Cards 29, 34, 36, 38, 41; Video
Sc. 4—Vocabulary 2; Activity Worksheet 6.2;
Workbook p. 71, TR: 6.5; Online Practice
Materials an empty bottle, bowl, and jar
(optional)
money compare buy
ng
1. Which drink is better for you? Let’s compare them.
a. buy b. compare c. eat
ni
2. Can you help me put away the food in the fridge, please?
ar
a. compare b. put away c. buy
3. The
price of that loaf of bread is ninety cents.
Le
a. price b. money c. buy
4. Let’s buy some milk. We don’t have any.
c
a. compare b. put away c. buy
2
hi
Listen and stick. Work with a partner. TR: 6.6
ap
1 2 3 4 5
gr
102 Unit 6
eo
Warm Up
lG
• Recycle Say Let’s review some words Point to the pictures on the board. Say Here are some bananas.
about food. Hold up Flashcards as you say And here are some bananas. Hmmm. How do I choose? Write
each group of words on pp. 96–97. Have compare on the board. Say I know! I can compare them.
na
students repeat after you. Then hold up

• Say I need to look at the price. Write price on the board. Point
a jar and say What can I put in this jar?
to $1 and say The price for this bunch of bananas is one dollar.
(olives) Hold up a bottle and say This is
io
That’s how much money I need to buy the bananas. Write

a bottle. What can I put in it? (oil, juice)
money on the board.
at
Hold up a bowl and ask What can I put in

this bowl? (sugar, rice, cereal) • Point to the second picture of bananas. Say The price of this
N
bunch of bananas is three dollars. That’s more than one dollar.

Present That’s too much. Point to the first bunch of bananas. Write buy
on the board. Say I’m going to buy this bunch of bananas.
• Have students open their books to
pp. 102–103. Read each target word aloud
as you point to the photos. Have students Practice
repeat after you. • Say Look at the photos on page 102. They show words that we
use when we go shopping. Read each term and have students
• Act it out On the board, draw a bunch
repeat. Point to the photo for money. Say This is money. Ask
of bananas with $1 written below it.
Does this look like the money you use? Why do we need money?
Then draw a second bunch of bananas
with $3 written below it. Say I’m at the
supermarket. I want a bunch of bananas.
202 Unit 6

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• Put students in small groups. Say Look at the other photos. BE THE EXPERT
What do they show? Write a sentence about each photo. When
students finish writing, ask groups to share their sentences. Teaching Tip
Classroom Management Show students how to
• Think Aloud Show how to use photos to understand a word. be good listeners. If students are talking while
Point to the photo of the girl and her mother. Say The photo you’re speaking, stop. Hold a card in the air to
shows a girl and her mother placing food in the fridge. I think quiet the class and get their attention. Make eye
put away means to place something where it belongs. contact with students who are talking. When
students are quiet and ready to listen, lower the
• Say Now you’re going to listen to sentences with these words. card and begin speaking again. Use this signal to
Point to each photo as you hear the word. Then repeat the keep students focused during class.
word and sentence. Play TR: 6.5. Pause for students to repeat.
Related Vocabulary
• 1 Guide students through item 1. Read the sentence and bills, coins
choices aloud. Ask What word means “look at two things and
decide which is better?” (compare) The sentence should say The Sounds of English
Let’s compare them. Have students complete items 2–4 on their Sound Categories: Vowels You can make
ng
own. Say I’m not sure what I want. Should I compare, or buy? students aware of different vowel sounds by
If students need more support, review TR: 6.5 and the photos showing each vowel in a related context. Have
students pronounce the following words that start
ni
on page 102 together.
with /b/: bag, bottle, bowl, bunch, and buy.
To give students extra practice with these vowels
ar
Apply use Sound Cards 29 (apple), 34 (octopus), 41
(ocean), 36 (umbrella), and 38 (ice).
• 2 Pair students. Have them look at the stickers. Say Talk
Le
Example words: task, top, toe, tub, type; cat, copy,
about what word or words each sticker shows. Give students
coat, cut, kite
a few minutes to talk. Say You’re going to hear sentences with
a beep in them. That’s for the missing word. When you hear
c
the beep, stick the sticker that shows the missing word. Play
hi
TR: 6.6, pausing so students can place stickers.
ap
Extend
• Pair students. Say Write a story about going to the market. Use
gr
vocabulary words. Take turns writing sentences about what

happens first, next, and last.
eo
• Ask students to share their stories with the class. Partners take
turns reading.
lG
Wrap Up
na
• Put students in groups. One at a time, have students act out

each of the vocabulary words. Other group members should
io
guess the words. The student who guesses correctly acts out
the next word.
at
Review
N

Vocabulary 2
Can students
• identify and use words to talk about going to
the supermarket?
Ask questions such as What does your family
usually buy at the supermarket?
Vocabulary 2 203

OW2e_LP_3_34279_190-217_U6_CR2.indd 203 6/27/19 10:41 AM
GRAMMAR 2
GRAMMAR 2
Objective a few and a little TR: 6.7
Students will Are there any cookies? Yes, there are a few.
Is there any orange juice? Yes, there is a little.
• use a few and a little to describe amounts of
food.
1 Read and write.
Grammar a few and a little is a little
1. Is there any ice cream? Yes, there .
Activity Worksheet 6.3; Graphic Organizer: 2. Are there any peppers? Yes, there are a few .
Three-column chart; Workbook p. 72, Grammar
3. Is there any rice? Yes, there is a little .
Materials ball or eraser (to pass/toss), colored 4. Are there any potatoes? Yes, there
are a few .
pencils or markers, note cards, bottle of water
2 Play a game. Cut out the board game and the cards in the back
ng
of the book. Put the cards on the board. Play with a partner.
B1. Is there any soda?
ni
No, there isn’t any soda.
A1. Are there any eggs?
ar
Le
Yes, there are a
few. Here you are.
c
hi
ap
gr
103
eo
Warm Up
lG
• Preteach Draw six apples on the board. • Give examples Have students write a few and a little on
Ask Are there any apples? (yes) Erase three separate note cards. Make a set of cards for yourself. Draw
apples. Say Are there any apples? (yes) Say three cupcakes on the board. Say Let’s count the cupcakes.
na
Yes, there are a few. Write a few on the One, two, three cupcakes. Ask Are there any cupcakes? Hold up
board. Repeat with peppers. the card for a few. Say Yes, there are a few. We can count how
many there are, so we use a few.
io
• Draw a full bottle of milk on the board.

Ask Is there any milk? (yes) Erase the milk • Show a bottle of water with a little water in it. Ask Is there any
at
to show a smaller amount of milk in the water? Hold up the card for a little. Say Yes, there is a little. We
bottle. Ask Is there any milk? (yes) Say Yes, can’t count water, so we use a little to tell how much there is.
N
there is a little. Write a little on the board.

• Draw foods on the board (a little juice in a glass, a piece of
Repeat with juice.
cheese, two bananas, three cookies). Point to each and ask (Is)
there any (juice)? Have students hold up cards for either a few
Present or a little. Say the correct answer and have students repeat
after you.
• On the board, write Yes, there are a few.
Yes, there is a little. Say You’re going to
hear questions and answers about food in
the kitchen. Listen for the sentences on the
board. Play TR: 6.7. Have students repeat
each sentence.
204 Unit 6

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• 1 Read item 1 aloud, and then write Yes, there . Grammar in Depth
on the board. Say Let’s look carefully at the question. Is there A few and a little are similar to some. We use a
any ice cream? I see the word is in the question. That means few and a little to talk about general amounts:
we use is in the answer. Write is in the blank on the board. Say Are there any potatoes? Yes, there are a few.
We can’t count ice cream, so we use a little in our answer. Write Use a few with count nouns and a little with
a little on the line. Say Yes, there is a little. Have small groups noncount nouns. They can replace some in
complete items 2–4. the sentence.
count noun: Are there any bananas? Yes, there
Apply are a few.
noncount noun: Is there any salad? Yes, there
• On the board, write Is there / Are there any ? Under is a little.
this question, draw a three-column chart. While a few and a little can replace some in the
sentence, their meanings are slightly different.
YES There is a little. There are a few.
ng
some = a general amount
NO There isn’t any. There aren’t any. a few / a little = a general amount that is smaller
than some, but not none
ni
• 2 Pair students. Say Let’s play a game. Cut out the board
Remember, the negative answers to Is there . . . /
game and the cards on page 177. Then put a book between Are there . . . questions may use any:
ar
you and your partner. Don’t look at your partner’s board! Have
Is there any milk? No, there isn’t (any).
students look at the picture on p. 103 to see how they should
A few and a little are often followed by a noun
Le
sit during the game. Then have them place their food cards on
(a few friends, a little time), but this usage is not
their boards. Explain how to read the numbers and letters on
practiced in this lesson.
the board (A1, B2). Model the dialogue on p. 103 with a student.
Teaching Tip
c
• Say First, pick a space on the board. Ask your partner if a food
hi
is in that space. If your partner guesses correctly, give him the Classroom Management Keep students focused
during games by setting a time limit for playing
card. Listen to students’ questions and answers. Help students
the game. Give students five minutes to play a
ap
refer to the chart on the board and the model dialogue to ask game. When there are two minutes left to play,
and answer questions correctly. ring a bell to let students know their time is
almost up.
gr
Extend
eo
• Pass out colored pencils or markers. Have students work in

pairs. Model a conversation. Say I ask Is there any milk? If my
partner says Yes, there’s a little, then I draw some milk. Draw
lG
a bottle with a small amount of milk. Say I keep going until I

draw five things.
na
• When students finish, hang their drawings on the board. Ask

the class questions about the drawings, for example, Is there
io
any bread?
at
Wrap Up
N
• Stand with students in a circle. Hold a ball. Ask Are there any
apples in the kitchen? Toss or pass the ball to a student. The
student answers, asks another question, and passes the ball. Workbook and Online Practice
Model with the student: Are there any apples in the kitchen? Grammar 2
Yes, there are some. Is there any juice? Have students keep
passing the ball to ask and answer questions. ✔ Formative Assessment
Can students
Review • describe amounts of food with a few and
• For additional practice, direct students to Activity Worksheet 6.3. a little?
Use Flashcards to ask questions such as Is there
any juice? Are there any bananas? Write There
are a few and There is a little. Have students
choose and say the correct response.
Grammar 2 205

OW2e_LP_3_34279_190-217_U6_CR2.indd 205 6/27/19 10:41 AM
READING
READING
Students will France
What’s for lunch

• tell what people have for lunch in different
parts of the world.
• connect a text to their own lives.
Millions of children around the world
Reading Strategy Connect Text to Personal eat lunch at school. Some bring their
Experience lunch from home. Others eat food that
the school makes for them. Schools in
Academic Language chart, column, row different countries make different kinds
of lunches.
Content Vocabulary beets, borscht, noodles,
sausages In France, children eat together in a
cafeteria. They have a big lunch because Japan
Resources TR: 6.8; Workbook pp. 74–75, TR: 6.7; they don’t eat snacks in the morning.
Online Practice Sometimes they eat fish or sausages, with
Materials colored pencils or markers, note cards, vegetables or salad. Then they may have
ng
fruit or a piece of cake.
tape
In Japan, children usually eat their
lunch in the classroom. They eat soup,
ni
rice or noodles, fish and vegetables.
They drink milk, too. After lunch, all
ar
the children work together to clean the
classroom. Brazil
Le
In Brazil, children may eat rice and
beans, salad, and cooked vegetables or
meat for lunch. And sometimes they eat
fruit, as well.
c
In Russia, children eat vegetable
hi
soup and fish or meat with bread. One
delicious soup, called borscht, is made
with dark red vegetables called beets.
ap
Russia
gr
104 Unit 6
eo
Warm Up Present
lG
• Brainstorm Say We all have favorite • Predict Have students look at the photos on p. 104. Ask What
foods. Some foods are better for certain foods can you name? (bread, soup, fish, rice, beans, banana)
meals. I like pasta for dinner, but I What do you think the reading is about? (meals, different
na
don’t usually eat it for breakfast! Write countries) Have students write their predictions.
Breakfast, Lunch, and Dinner on the
• 1 Play TR: 6.8 and have students read along. Have students
board. Give three note cards to each
io
revisit their predictions.

student. Say Draw a picture of your
at
favorite foods for breakfast, lunch, and • Play TR: 6.8 a second time. Pause at the end of each paragraph
dinner. to check for comprehension. Ask questions such as the
N
following:
• When students finish, have them hang
their drawings on the board under Paragraph 1: What meal is the reading about?
the appropriate word. Go through the
drawings one at a time, and have students
say the word for each picture aloud. Have
the class repeat.
206 Unit 6

OW2e_LP_3_34279_190-217_U6_CR2.indd 206 6/27/19 10:41 AM
BE THE EXPERT
1. In France, children eat lunch outside. T ✔
F
2. In France, children sometimes eat fruit with lunch. ✔
T F
Most countries outside the United States do not
3. In Japan, children help clean the classroom together after lunch. ✔
T F
sell school lunch, but those that do offer healthy
4. In Russia, children sometimes eat soup for lunch. ✔
T F options. In many Latin American countries,
children eat lunch at home because they only
5. In Brazil, many children eat rice and beans. ✔
T F
attend school in the morning or in the afternoon.
Midday is set aside not only for a big meal but
3 Read. Complete the chart. also for resting.
Country Where do they eat? What they sometimes eat

Teaching Tip
Fluency Model reading a paragraph aloud
France
fluently. Say each word clearly, but read at a
Russia normal pace, pausing briefly for commas, and a
few seconds longer for periods. Then have pairs
Japan of students take turns reading a passage aloud,
ng
looking for commas and periods. Students can
Brazil
alternate reading paragraphs.
ni
4 Talk about what the people eat. What do you eat?
ar
Le
I have cereal for
breakfast.
c
Every day half
hi
the people in the
world eat rice.
ap
I do, too!
gr
105
eo
lG
Paragraph 2: Do French schoolchildren have big lunches or • Think Aloud Model guessing meaning
small lunches? from context by thinking aloud. Say I’m
Paragraph 3: Where do Japanese schoolchildren usually eat not sure what beets are. The reading says
na
lunch? borscht is a soup made from beets. I know

the food in the bottom picture that looks
Paragraph 4: What are two foods that children in Brazil have like a soup is dark red. It makes sense that
io
for lunch? beets are vegetables that are dark red.

Paragraph 5: What is borscht made of?
at
N
Reading 207

OW2e_LP_3_34279_190-217_U6_CR2.indd 207 6/27/19 10:41 AM
1. In France, children eat lunch outside. T ✔
F
2. In France, children sometimes eat fruit with lunch. ✔
T F
France
What’s for lunch

3. In Japan, children help clean the classroom together after lunch. ✔
T F
4. In Russia, children sometimes eat soup for lunch. ✔

T F
Millions of children around the world 5. In Brazil, many children eat rice and beans. ✔
T F
eat lunch at school. Some bring their
lunch from home. Others eat food that
the school makes for them. Schools in 3 Read. Complete the chart.
different countries make different kinds
of lunches.
Country Where do they eat? What they sometimes eat
In France, children eat together in a
France
cafeteria. They have a big lunch because Japan
they don’t eat snacks in the morning. Russia
Sometimes they eat fish or sausages, with
vegetables or salad. Then they may have Japan
fruit or a piece of cake.
Brazil
In Japan, children usually eat their
ng
lunch in the classroom. They eat soup,
rice or noodles, fish and vegetables.
They drink milk, too. After lunch, all 4 Talk about what the people eat. What do you eat?
ni
the children work together to clean the Work with a partner.
classroom. Brazil
ar
In Brazil, children may eat rice and I have cereal for
beans, salad, and cooked vegetables or breakfast.
meat for lunch. And sometimes they eat
Le
fruit, as well.
In Russia, children eat vegetable
soup and fish or meat with bread. One Every day half
delicious soup, called borscht, is made the people in the
c
with dark red vegetables called beets. world eat rice.
hi I do, too!
Russia
ap
104 Unit 6 105
gr
Practice
• 2 Put students in pairs. Say Read each lunch was your favorite? When students finish, put them in
eo
sentence to your partner. Take turns. After pairs. Partners should read their sentences to one another.
you read a sentence, decide if it’s true or
lG
false. Then go back to the reading and

check your answer.
Recap
• Say Think about what you ate for lunch this week. Make a list.
• Have partners compare and check their
na
Give students a few minutes to write. Say Draw and label a

answers with another group. Then call on picture of everything you ate. Give students a few minutes to
students to read the sentences and say the draw and label. Ask Did you draw every kind of food? What
io
answers aloud. about drinks? Display students’ drawings at the front of the
• Expand Say Look at the sentence you class. Point to foods and have students name them.
at
marked false. What makes it false? Find

Apply
N
what makes it false, then change the

sentence to make it true. Students should
• 3 Have students look at the chart. Explain that they can
note that outside makes item 1 false. Ask
choose the easiest way to fill it out. They might start with one
What words make the sentence true? (in a
country and fill in everything in the row, or they might go
cafeteria). Ask a volunteer to come to the
down each column. Model filling in the first box. Trace across
board and write the correct sentence.
to France and up to Where do they eat? Say Where do the
students eat in France? (a cafeteria) I write cafeteria in this box.
Wrap Up
• Have students complete the chart. Ask What is one thing they
• Have students imagine they’re a student eat for lunch in Russia? (borscht) Where do they eat lunch in
in one of the countries featured in the Japan? (the classroom) What do they sometimes have for lunch
reading. Say Write about what you had for in Brazil? (fruit) If students have difficulty, have them reread
lunch at school. Ask What food in your the corresponding paragraph in the text.
208 Unit 6

OW2e_LP_3_34279_190-217_U6_CR2.indd 208 6/27/19 10:41 AM
• 4 Read the directions for Activity 4 and have two students BE THE EXPERT
read the model dialogue aloud. Then put students in pairs. Say Reading Strategy
Look at the photos. What does each person eat? Do you eat
Connect Text to Personal Experience Making
the same foods? Do you eat different foods? What do you eat? connections to their own lives helps students
better understand a text. Ask questions about
Extend specific events and characters to help students
make connections.
• Have students look again at the chart for Activity 3. Say Let’s First, make a statement about something from
make charts we can use to talk about you and your classmates. the text. Then ask questions to connect that
Draw the following chart on the board and have students copy it. statement to students’ experiences. For example,
Children in France eat fish and vegetables for
Me lunch. Do you like fish and vegetables? Do you eat
it for lunch? What do you like to eat for lunch?
Town/City
Breakfast
Related Vocabulary
breakfast, dinner
ng
Lunch
Dinner
ni
• Have students fill in the first column on their own. Say Where
ar
are you from? Write your town or city in the first box. What do
you eat for breakfast? Write that in the next box down. Keep
Le
going until you write in all the boxes under the word Me.
• Have students walk around the room to ask three classmates

questions about where they live and what they eat. Students
c
should write their classmates’ names in the top row of the
hi
chart. Then they should fill in each person’s information in the
column below.
ap
Wrap Up
gr
• Have students summarize what children eat for lunch in France,

Japan, Brazil, and Russia. Then ask Which of these lunches
eo
sound good to you? What is something you don’t normally eat

but want to try?
lG
na
io
at

Reading
N
Can students
• tell what people have for lunch in different
parts of the world?
Point to the photo of the four lunches. Say
Name one thing students have for lunch in
each country.
• connect a text to their own lives?
First, have students tell about a lunch in the
reading. Then have students compare what they
usually eat for lunch to that lunch. Are they
similar or different?
Reading 209

OW2e_LP_3_34279_190-217_U6_CR2.indd 209 6/27/19 10:41 AM
WRITING
WRITING
Writing Write about your favorite meal. 1 Read. In a paragraph, the first sentence is called the topic sentence.
It tells the main idea. The other sentences are called the body of the
Objectives
paragraph. They give more information about that idea.
Students will
• describe a favorite meal.
• write a topic sentence to tell a main idea. My Favorite Meal
I love all kinds of food, but I have one
Academic Language body, details, topic
favorite meal. First, I have a small bowl
sentence
of chicken soup. Then I have a burger.
Resources Graphic Organizer: Word web; Burgers are delicious! I love burgers!
Workbook p. 76, Online Practice I like them with cheese, lettuce, and
tomatoes. Then I have strawberries
with vanilla ice cream and chocolate
sauce. Yum! And sometimes I have a big
glass of cold milk with everything! Yum!
ng
2 Write. Write about your favorite meal.
ni
Writing Then check your writing. Circle yes or no.
Does your first sentence tell what the paragraph is about? Yes No
ar
✔ Formative Assessment Do the other sentences give more information about it? Yes No
Le
Can students
• describe a favorite meal? 3 Share your writing. Work in a small group. Listen and fill the chart.
Tell students to think about their favorite meals. Name Favorite meal
c
Ask questions such as What do you like to eat? hi
What do you like to eat first? What do you like
to eat last?
ap
• write a topic sentence to tell a main idea?
Have each student read aloud the first sentence
in his paragraph. Help him identify whether it
gr
tells about the main idea of the paragraph. 106 Unit 6

eo
Present
lG
• Say We talked about our favorite foods about. Ask What foods are in the writer’s favorite meal? List
and about different meals: breakfast, the foods on the board: chicken soup, bread, fish cakes, salad,
lunch, and dinner. A meal can be one apple juice, cake.
na
food or a few different foods. What’s your

• 2 Say Now write a paragraph about your favorite meal. Use
favorite meal? Draw a word web on the
your word web to write your paragraph. The first sentence
board with My favorite meal in the center
io
tells the main idea. The next sentences describe your favorite
circle.
meal. Provide sentence frames as needed, for example: First, I
at
• Point to the center circle and read it aloud. have . Then I have . After that, I have
Say My favorite meal is . . . salad, chicken, . Remind students to describe how their favorite
N
and ice cream. Write each food in one of foods taste.

the outer circles. Then have students make
• Have students use the questions in Activity 2 to check their
their own word webs.
work. If students circle No for either question, have them use
• After students complete their word webs, the question to revise their paragraphs.
have them share with their partner.
Share
Write • 3 Place students in groups. Have them take turns reading
• 1 Have students read the paragraph their paragraphs aloud. Group members should listen carefully
about the writer’s favorite meal. Say and fill in their charts to record other members’ favorite meals.
Underline the topic sentence. The topic Ask students to describe a group member’s favorite meal. If
sentence tells what the paragraph is
210 Unit 6

OW2e_LP_3_34279_190-217_U6_CR2.indd 210 6/27/19 10:41 AM
VALUES
VALUE
Eat good Value Eat good food.
Objectives
food. Students will
Think about • identify healthy food.
what you eat. • make a list of good foods.
Academic Language topic sentence, body (of a
Think. Pair. Share. paragraph)
• Why is it important Resource Value Poster

to eat good food?
• Why should you read
the labels on boxes
and cans?
BE THE EXPERT
Rothschild’s giraffes,
ng
Woburn Safari Park,
England
Teaching Tip
ni
Leveling If students have trouble coming up
with a full sentence to answer a question, accept
ar
one-word responses. A student might answer
cookies to the question What foods are not
nutritious? Tell students the answer is correct, and
Le
then restate the answer in a complete sentence:
Cookies are not nutritious. Have the class repeat
the full sentence.
c
hi
ap
gr
107
eo
lG
students have difficulty, ask What does (Ana) like to eat first? Pair
What does she like to eat next?
• Ask Do giraffes think about what they eat?
na
• Have students write questions for their group members. Provide Why? Students may answer yes or no to
sample questions such as Do you eat your favorite meal in a this question. Explain that giraffes need
restaurant? What does it taste like? Have students take turns to know which leaves are okay to eat and
io
asking and answering questions. they have natural instincts about what is
edible. Explain instincts.
at
Value • Put students in pairs. Have them ask and

N
• Point to the photo on p. 107. Ask What are the giraffes doing? answer the questions to the right on the
(eating leaves) Say The giraffes are eating leaves from a tree. page. Tell partners to make a list of 10
Giraffes have long necks and can eat leaves high in a tree. foods that they agree are “good.”
People can eat leaves, too, like lettuce, but most people get Share
vegetables from stores and supermarkets.
• Have pairs take turns sharing their lists of
Think good foods with the class. Encourage the
• Have students read the value statement on p. 107 aloud (Eat rest of the class to listen carefully and give
good food.). Ask What makes food good? Allow students to feedback about whether or not they agree
share their ideas aloud. with the foods in each list. After everyone
shares, work as a class to create a top ten
• Have a student read the sentence under the value statement. Ask list of good foods based on the lists that
Do you think about what you eat? Why do we need to think about were shared.
our food? (We need to think about if it is healthy and good for us.)

OW2e_LP_3_34279_190-217_U6_CR2.indd 211 6/27/19 10:41 AM
PROJECT
PROJECT
Objectives Organize a Taste Test Day. Taste food together.
Students will
Describe each food. How does it taste?
• describe the taste of different foods.
• interview a partner about food.
1 2
• take notes in a chart.
Content Vocabulary blindfold, interview,
descriptions
Academic Language guess
Resources Assessment: Unit 6 Quiz; Flashcards
106–115; Graphic Organizer: Two-column chart;
Materials bandana, several different foods that
students bring in, foods with different flavors
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(optional) Bring in different kinds Work with a partner. Put on a
of food. blindfold and taste the food.
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3 4
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hi
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Interview your partner. Write Take turns writing and tasting!
down descriptions.
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108 Unit 6
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Prepare
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• Ask What are some words we use to say • Have students read steps 1–4 of the activity. Say First, you get
how things taste? Write spicy on the board. the food ready. What do you do next? (put on blindfolds; taste
Model an answer, such as Some foods are food) What’s the third step? (write descriptions) What do you
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spicy. Make a list of students’ responses on do after you finish? (take turns)
the board. (bitter, salty, sour, sweet, sticky,
• Show the bandana to students and point out the pictures on
dry)
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p. 108. Say One of you is going to cover your eyes. Pretend to

• Have students make a two-column chart cover your eyes with the bandana. Say Make sure you can’t
at
with the headings Food and Description. see. Remove the bandana. Say You’re going to taste some
Then put students in pairs. Say We’re food. Your partner is going to ask you how the food tastes. He
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going to have a taste test. You’re going or she is going to write your answers in the chart. Model asking
to taste foods with a partner, but one of questions, such as Is it spicy? Is it sweet?
you won’t know what food you’re about
• Have blindfolded students taste foods with a partner. After
to eat!
a student describes the food, have him or her describe how it
Food Description tastes. Have partners list foods and write descriptions in their
charts.
212 Unit 6

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BE THE EXPERT
It’s soft. It tastes salty
and a little spicy.
Teaching Tip
Grouping Make sure students work with a variety
of partners in the classroom. When students split
into pairs, have them begin with an introduction.
Have students introduce themselves in a complete
sentence. Then provide a question related to the
topic for partners to ask each other before they
begin, such as What’s your favorite food?
Project Rubric
ü Did students taste and describe food
accurately?
ü Did students interview their partners?
ü Did students take notes in a chart?
ng
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ar
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Now I can . . .
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name foods.
hi
talk about quantities.
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talk about favorite meals.
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109
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Share
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• After students complete the taste test, have them share their
results with the class. Ask What are some words you used to
tell how the food tasted? Write these words on the board. Ask
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What foods were (spicy)? Were any foods hard to guess?
• Modify To simplify the project, bring in three different types

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of packaged foods, instead of asking students to bring foods. If Now I Can

time is limited, eliminate the blindfolds. Have pairs of students
at

taste each food and describe what it tastes like. Write students’
• Show a Flashcard. Ask What’s this food?
descriptions in a chart on the board.
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• Name a food to buy at the market, such as

bananas, milk, or olives. Ask How much should I
Review get? or How many should I get?
• Ask What’s your favorite meal? What foods are
• For additional practice, direct students to Activity Worksheet 6.4. in your favorite meal?

Unit Review
Project 213

OW2e_LP_3_34279_190-217_U6_CR2.indd 213 6/27/19 10:41 AM
VIDEO
Vocabulary 1a a glass of juice, a bunch of bananas, a loaf of
bread, a bowl of sugar, a can of soda, a piece of cake
Vocabulary 1b a bag of rice, a box of pasta, a bottle of oil, a
jar of olives
Vocabulary 2 money, price, compare, buy, put away
Grammar 2 a few and a little
Song Let’s Go Shopping!
Viewing markets around the world
Story Time Anansi’s Big Dinner
Resources Video Sc. 1–10; Graphic Organizer: Two-column
chart Zoom In
ng
Vocabulary
• As you watch Scene 2: Vocabulary 1a, Scene 3:
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Before You Watch Vocabulary 1b, or Scene 4: Vocabulary 2, pause at
• Play Scene 1: Introduction. Say This video is about each image.
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food. Ask What’s your favorite food? What do you
• Have students name each image and use the word(s)
like to eat for dinner? What do you like to eat for
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in a sentence.
breakfast? Do you eat bread in the morning?
Grammar
While You Watch • View Scene 5: Grammar 1. Replay the animation,
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stopping each time a new food is presented. Ask Is
• Have students use words from the video to make a
hithere any pasta? (Yes, there is some pasta.)
checklist. Have them create two-column charts with
ap
the headings Have at home and Need to buy. • View Scene 6: Grammar 2. Ask questions such as How
many bowls of rice are on the table? (There are a few
• Have students list foods under Have at home. Under bowls of rice.) How much rice is on the table now?
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Need to buy, have them list foods they need to buy at (There’s a little rice.)
the market. Say Pretend you’re going shopping. When
Song
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you hear a food, think about if you have it at home.

Point to Have at Home. Write foods you have at home • Play Scene 7: Song with no audio. Pause for students
here. Point to Need to buy. Write foods you need to to mimic Sofia’s actions and say the words. Then play
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buy here. Remember to tell how much or how many. Let’s Go Shopping! with the audio on. Have students
act out phrases as they hear them.
After You Watch
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Viewing
• Have students practice a dialogue. Write the following • Preview Scene 8: Viewing without audio. Ask What do
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sentence frames on the board: you think the video shows? (people at markets)
Excuse me. Is/Are there any ? • Have students imagine they are cooking a meal. Say
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No, I’m sorry. There isn’t/aren’t any . First, decide what you will cook. Write a list of what
you need to buy. Then describe your meal.
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Have students use their charts to help them ask and

answer questions. Story Time
• View Scene 9: Story Time with students.
• View Anansi’s Big Dinner again. Pause the video and

ask What happens when Turtle returns from the store
the first time? (Anansi sends him back to the store for
more food.) How does Turtle trick Anansi? (He has
Anansi hold candles so he can’t eat.)
214 Unit 6

OW2e_LP_3_34279_190-217_U6_CR2.indd 214 6/27/19 10:41 AM
UNIT 6 READER
Text Type folktale
ner, but he needs more food from Reading Strategy Identify Sequence of Events
BIG DINNER
go to the store. Anansi promises
rtle. But will he?
Vocabulary bottle of (milk), bunch of (carrots),
, the Our World readers are six levels of original stories,
nd the globe. Following the readings are fun facts and by George Bennet
buy, can of (tomatoes), jar of (pickles), loaf of
together in a way that fascinates, educates, and informs.
(bread), go(es) shopping
Grammar some and any; a few and a little
Resources Video Sc. 9—Story Time; Graphic
rld
Coyote’s Weekend
Organizer: Flow chart
Material scissors
Anansi is cooking a big dinner,
but he needs more food from
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the store. He asks Turtle to go
to the store. Anansi promises to
share his dinner with Turtle. But
BE THE EXPERT
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will he? Our World in Context
Anansi’s Big Dinner is based on a folktale from
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Ghana, a country in Africa. Ghana is in the
Before You Read western part of Africa. There are more than
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70 cultural groups in Ghana, each with its own
• Predict Hold up the Reader and point to the cover. Say This
language and traditions. English is the country’s
story is called Anansi’s Big Dinner. What do you see in the official language.
picture? (a spider, carrots, tomatoes, bananas, a spoon) Who
c
do you think Anansi is? (the spider) What do you think he’s hi Reading Strategy
going to do in the story? (cook or eat a big dinner) Identify Sequence of Events The order in which
events happen is called the sequence of events.
• Introduce the strategy Say Think about something you do
ap
Words such as first, next, then, and now give clues
in order. For example, think about how you put on your clothes. about the order of events. Writing down events
What do you put on first—your shoes or your socks? (socks) helps students remember and retell a story. It also
gr
helps students check that they do not miss or skip

• Say Some stories tell what happens first, second, next, and last. any main events.
Draw a flow chart on the board. Have students copy the chart.
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Label boxes with the numbers 1, 2, 3, 4, 5, 6. Text Background

“Trickster tales” are a type of folktale. These
• Say As we read, we’re going to fill in this chart. Let’s write what
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folktales are common all over the world,

happens first in the “1” box. (Anansi asks Turtle to buy food.) especially in Native American and African
Next we write what happens in the “2” box. (2: Anansi asks traditions. The main character is often an animal
for more food; 3: Anansi asks for more food again; 4: Anansi with human-like qualities, such as Anansi. The
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doesn’t let Turtle in; 5: Turtle tells Anansi to hold the candles; trickster is clever and tricks other people to get
6: Turtle eats) his way. Sometimes, however, the trickster gets
fooled, as in Anansi’s Big Dinner.
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While You Read

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• Stop every few pages to ask questions about the story. Add
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information to the flow chart together.
p. 3: What does Anansi ask Turtle to do? What’s Anansi doing?

p. 5: What happens when Turtle comes back with the food?
p. 9: What happens when Turtle comes back?
p. 11: How does Turtle trick Anansi?
After You Read

• Have students cut out each box in their flow charts. Cover or
erase the flow chart on the board. Have partners mix up the
boxes and use the information in each to arrange the boxes in the
correct order. Finally, as a class, review the sequence of events.

OW2e_LP_3_34279_190-217_U6_CR2.indd 215 6/27/19 10:41 AM
AUDIO SCRIPT 3. Look at the !
4. Always two products and buy the better
Student’s Book one.
5. When you get home, the milk and the
TR: 6.1 1 Listen and read. ice cream first. Wait. Don’t put away the ice cream.
We all love food. We can find food in stores or at the Eat it!
market. What’s your favorite food? Let’s go shopping!
TR: 6.7 Grammar 2 a few and a little
a loaf of bread, a bottle of oil, a bag of rice, a jar
of olives, a box of cereal, a bowl of sugar, a bunch of Note: Grammar 2 is on p. 204.
bananas, a glass of juice, a can of soda, a piece of cake
TR: 6.2 2 Listen and say. Note: The reading What’s for Lunch is on p. 206.
a loaf of bread Can you buy me a loaf of bread?
TR: 6.9 1 Note: The Extended Reading The
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a bottle of oil There’s a bottle of oil on the
table. Gingerbread Man is on p. 218.
a bag of rice This bag of rice is very heavy!
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a jar of olives This is a big jar of olives. Workbook
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a box of cereal Let’s get a big box of cereal. TR: 6.1 1 Listen and write.
a bowl of sugar Where’s the bowl of sugar? 1. a bag of rice
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a bunch of bananas Look at that big bunch 2. a piece of cake
of bananas.
3. a bowl of sugar
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a glass of juice Can I have a glass of juice,
4. a bottle of oil
hi
please?
5. a jar of olives
a can of soda I want a can of soda.
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6. a can of soda
a piece of cake That piece of cake looks
delicious! 7. a bunch of bananas
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8. a glass of juice
9. a box of cereal
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Note: Lyrics for the song Let’s Go Shopping! are on 10. a loaf of bread
pp. 196–197.
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TR: 6.2 1 Listen to the song. Look at the pictures.

TR: 6.4 Grammar 1 some and any
Read. Check the box when you hear the word.
Note: Lyrics for the song Let’s Go Shopping! are on
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pp. 196–197.
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money I need some money. TR: 6.3 2 Listen and write.

put away Put away the tomatoes! Note: Lyrics for the song Let’s Go Shopping! are on
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a price Is that the price? That’s a lot. pp. 196–197.

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compare It’s important to compare the prices when

TR: 6.4 1 Listen. Read and circle.
you shop.
1. S1: Is there any cake?
buy I buy strawberries at the market.
S2: No, there isn’t any.
TR: 6.6 9 Listen and stick. Work with a partner. 2. S1: Are there any bottles of oil?
1. When you go shopping, don’t forget your S2: Yes, there are some.
. 3. S1: Are there any pieces of cake?
2. If you have no money, you can’t S2: No, there aren’t any.
anything.
4. S1: Is there any cereal?
S2: Yes, there is some.
216 Unit 6

OW2e_LP_3_34279_190-217_U6_CR2.indd 216 6/27/19 10:41 AM
TR: 6.5 1 Listen and read. Write. TR: 6.6 3 Listen and read. Can you say these fast?
1. The price of that hamburger is ninety-nine cents. 1. Put away the pasta, peppers, and potatoes.
2. Let’s put away the milk and eggs in the refrigerator. 2. Betty buys a big bunch of bananas.
3. I’m hungry. Let’s go to the supermarket and buy 3. Compare the cheese, chips, and chicken carefully.
some food.
4. Which is better, yogurt or ice cream? Let’s TR: 6.7 1 Listen and read.
compare them. Note: The reading Special Food is on p. 331.
5. Oh no! I don’t have any money! I can’t take the
bus home.
NOTES
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hi
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Audio Script 217

OW2e_LP_3_34279_190-217_U6_CR2.indd 217 6/27/19 10:41 AM
EXTENDED READING
EXTENDED READING
The Gingerbread Man 1 Listen and read. TR: 6.9
Objectives
Students will
The Gingerbread Man
Grandma makes a beautiful gingerbread man. “Mmmm. I’m hungry.
• learn about and contribute to a folktale. I want to eat you,” says Grandma.
• understand characters’ actions in a story. The gingerbread man jumps up. He says, “You can’t eat me! Run,
run, as fast as you can. You can’t catch me, I’m the gingerbread man!”
Academic Language repetition, word-of-mouth Grandma is surprised!
Content Vocabulary catch, cookie, run, swim The gingerbread man runs out of the house. Grandma runs after him.
He runs to a forest. He sees a fox. “Mmmm. I’m hungry,”
Resource TR: 6.9 says the fox. “I want to eat you!”
Materials crayons, markers, paper plates, yarn The gingerbread man says, “You can’t eat me! Run, run, as fast as
or string, ingredients to make gingerbread you can. You can’t catch me. I’m the gingerbread man!”
(optional) He sees a coyote. “Mmmm. I’m hungry,” says
the coyote. I want to eat you!” The coyote runs
after the gingerbread man.
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The gingerbread man says, “You can’t eat me!
Run, run, as fast as you can. You can’t catch me.
I’m the gingerbread man!”
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He runs to a river. He sees a turtle. “I’m not hungry.
I don’t want to eat you,” says the turtle.
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“Oh, good!” says the gingerbread man. “I have to
cross the river! Can you help me, please?”
“Yes, I can,” says the turtle. “Jump on my back.”
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The gingerbread man jumps on the turtle’s back.
They swim across the river.
The gingerbread man jumps off the turtle’s back.
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He says, “Thank you,” and runs away.
“Run, run, as fast as you can. You can’t catch me.
hi
I’m the gingerbread man!”
ap
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110 Extended Reading

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Present Practice
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• Tell students they are going to listen to • 2 Ask a volunteer to read the list of actions on the right
and read a folktale about a Gingerbread aloud. Explain to students that they are going to draw lines
Man. Ask What is gingerbread? Do you like to match these actions to the characters. Tell them that some
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gingerbread? actions match more than one character. Have students do the
task individually first by looking back at the reading.
• Explain that a folktale is a kind of story that
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is passed down from one generation to • 3 Say These sentences are about the characters in the story.
the next, usually by word of mouth instead They are either true or false. Have students underline the word
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of in writing. Say Folktales tell stories of cookie in item 1. Say The word cookie is not in the story. Does
normal people, animals, or objects that do that mean the sentence is false? Students may say yes. Ask
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surprising or amazing things. students to read the first paragraph of the reading. Ask What
does the grandma do? (makes the gingerbread man) What
• 1 Read together Play TR: 6.9 and does she say? (“I want to eat you.”) What can you infer about
have students listen to the folktale of the the gingerbread man? (that he is a cookie) Is number 1 true or
Gingerbread Man with their books closed. false? (true)
Have them make a list of all the characters
they hear about (grandma, Gingerbread • Ask students to do items 2 and 3 individually.
Man, a fox, a coyote, a turtle). Then tell
students to open their books to page 110.
Play the audio again and ask students
to follow along as they listen. Encourage
them to write notes about what the
characters do.
218 Units 4–6

OW2e_LP_3_34279_218-221_R2_CR2.indd 218 6/27/19 10:51 AM
2 Read and match. You can match more than one.
BE THE EXPERT
Repetition in stories
Grandma • runs after the gingerbread man. Point out to students that the story of the
gingerbread man has a lot of sentences that are
repeated, such as, Mmmm, I’m hungry!, I want
fox • is hungry. to eat you!, and Run, run as fast as you can. You
can’t catch me, I’m the gingerbread man.” Explain
that folktales often have repeated words like this
coyote • makes a gingerbread man.
to make them easier to remember and tell to other
people. Repetition also establishes who characters
are and what their motivations are within the story.
turtle • takes the gingerbread man across the river. Folklore
Folklore is the collection of stories, songs, poems,
and sayings within a culture that get passed
3 Read and check. Check T for True and F for False.
down from generation to generation. Folktales
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1. The gingerbread man is a cookie. ✔
T F are a type of longer-form folklore that often
include stories of ordinary things doing something
2. The fox doesn’t want to eat the gingerbread man. T ✔
F
extraordinary. Because folklore comes from the
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3. The turtle helps the gingerbread man. ✔
T F “folk,” or the common people in rural areas,
folktales often tell the adventures of things such
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people would be most familiar with: animals,
dishes, cups, brooms, the woods, and so on.
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a. Write a short paragraph about what happens to the gingerbread
man next. ✔ Formative Assessment
b. Make masks and perform a play about the gingerbread man.
c. Make or bake your own gingerbread man. Take photos. Share them Can students
c
with your class. hi • learn about and contribute to folklore?
Say Imagine Grandma has a granddaughter
that runs real fast. Tell the story of how the
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granddaughter catches the gingerbread man.
• understand characters’ actions in a story?
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Ask Who helped the gingerbread man? Why?

111
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Prepare
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• 4 Students choose an activity related to the gingerbread • Critical thinking Play a game of
man. Give them time to decide which activity they want to do. telephone with the class. Whisper in
one student’s ear: The turtle ate the
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• Option 4a can be done individually or with a partner. Option gingerbread man. Have the student
4b should be done in groups of three to five. Option 4c should whisper this to the next student, and so
be done with a partner during class if you have access to an on through the classroom. Ask the last
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oven; if not, it should be done at home as homework. student to say out loud what they heard.
Say Folktales are passed down by telling
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• Distribute crayons, markers, paper plates, and ingredients to

make gingerbread men. a story to someone, and that person
telling someone else, and so on. Ask Was
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the sentence I whispered the same as the

Share sentence you heard? What does this mean
• Students share their paragraphs, plays, or finished gingerbread about folktales that are passed down by
cookies with the class. Paragraphs can be read aloud and plays speaking? Discuss ideas as a class.
performed in front of the class.

OW2e_LP_3_34279_218-221_R2_CR2.indd 219 6/27/19 10:51 AM
1 Answer the questions. You have
2:15
Grammar Units 4–6
three minutes to answer them all!
Academic Language heads, tails
Time yourselves! Work with a partner.
Resources Assessment: Units 4–6 Test; Workbook
pp. 78–79, TR: R2.1; Grammar Workbook
1. List three animals whose name begins with C.
Materials timer, stopwatch, or clock with a
second hand, coins, playing pieces (buttons, 2. Are there any potatoes? Yes, there are a
tokens, or other small, flat objects) some/a few !
3. List three things you buy in bottles.
4. What lives in a hive? bees
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5. Are there any bananas? No, there aren’t
any
ni
.
6. Why does a giraffe have a long neck?
ar
7.
bowl of
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A of cereal and a
jar of of olives, please.
8. Spiders make webs .
c
hi 9. List three things that are sweet.
10.
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How was the It was !
ice cream?
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• Play the game Say Let’s play some

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• Say Let’s play a new game. Look at page 113. Read aloud the
games! Turn to page 112. Read aloud the directions and the speech bubble. Say Ask and answer questions
instructions at the top of p. 112. Say This about the photos. Start each question with the word that’s next
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game is called One to Ten! You and a to the photo. Have students read aloud each question word in
partner will work together to answer ten the game. Then call on students to identify some of the objects
questions in three minutes. Then call on and actions in each photo.
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students to read aloud each of the ten

items. Tell students they can say the word • Model playing the game. Put a playing piece on Start. Flip a coin,
at
blank if the item has a blank line to be and move the playing piece one or two spaces. Ask a question
filled in. about the photo you land on. For example, you might ask What
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do the potato chips taste like? (They taste salty.) Then call on
• Pair students and give partners a minute a student to flip the coin, move the playing piece, and ask you a
or so to review the questions. Students question using the word next to the photo.
can answer items 1, 3, 4, 6, and 9 in their
• Pair students, and hand out coins and playing pieces. Say Now,
notebook. Set a timer or stopwatch for
you play. Remember to start each question with the word next
three minutes. Once pairs are ready, say
to the photo. Take turns. Keep moving around the circle until
Go! and start the timer. When time is up,
you get to Finish. Observe pairs as they play to make sure
say Stop. Put down your pencils. Call on
they take turns and begin each question with the appropriate
pairs to read their answers aloud. Then
question word.
discuss with the class the answers to each
question.
220 Units 4–6

OW2e_LP_3_34279_218-221_R2_CR2.indd 220 6/27/19 10:51 AM
Finish Start BE THE EXPERT
12 1 Teaching Tip
Timed writing or speaking activities help students
practice thinking and speaking quickly in English.
2 Set a timer for review activities and let students
11 know in advance how much time they will be
given. Tell students that it’s okay if they don’t get
Why . . . ? Why . . . ? to every question, but have them try to answer
as quickly as possible. Giving language learners
Is . . . ? What . . . ? the chance to practice writing and speaking under
3 timed conditions helps them develop reading and
10 writing fluency.
What . . . ? Is . . . ?
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How . . . ? What . . . ?
9
4
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Is . . . ? Are . . . ?
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Why . . . ? How . . . ?
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8 5
c
7 6 hi
Tails. Why does a
2 Play a game. Use a coin. Ask

camel have a hump?
ap
and answer. Play with a partner.
Give the Units 4–6 Mastery Test. Hand out the test
Heads = 2 spaces, Tails = 1 space.
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• Sentence frames If students need help thinking of questions • Modify If class time is limited, call on
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and answers for the game on p. 113, write examples on the students to answer each question in the
board: One to Ten! game verbally. Have students
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play the game on p. 113 in small groups

Why does a have ? It has because . instead of pairs.
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What do taste like? They taste .
What does a look like? It looks .

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Are there any ? No, there arent any.

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How does sound? It sounds .
Is there any ? Yes, there is a little.
Yes, there is some.
How does feel? It feels .
Review 221

OW2e_LP_3_34279_218-221_R2_CR2.indd 221 6/27/19 10:51 AM
Unit 7
In This Unit
Theme This unit is about exercising and
staying healthy.
Content Objective
Feeling Fit
Students will
• identify and discuss habits for staying healthy.
Language Objectives • name parts of the body.
Students will • talk about good and bad habits.
• name parts of the body.

Check T for True and F for False.
1. He is climbing. ✔
T F
• talk about good and bad habits.
2. He is using his hands
Vocabulary and feet. ✔
T F
Vocabulary 1 a back, bend, a bone, a chest, 3. He is wearing a blue shirt. T ✔
F
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an elbow, fingers, a knee, a muscle, a shoulder,
a stomach, stretch, toes
Vocabulary 2 eat fruit, eat junk food,
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eat vegetables, get exercise, get rest
Grammar
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Grammar 1 Simple past: Yes / No questions
and short answers
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Grammar 2 too and enough
Reading Take Care of Your Brain!
Writing Write about keeping fi t.
Value Keep fi t.
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Project Make a Good Habits poster.
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114
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Objectives
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• Say The name of our next unit is “Feeling Fit.” Feeling fi t means
Students will
we feel healthy and strong. Say Moving your body is one thing
you can do to be fit, or healthy and strong. Flex your arm
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• evaluate the accuracy of statements.

muscles to show strong. Ask What other things can you do to
Resources Video Sc. 1—Introduction; be healthy?
Graphic Organizer: Word web; Home-School
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Connection Letter; Unit Opener Poster; • Set the stage Say I’ll tell you a story about two different
Classroom Presentation Tool people. Say and act out After school, Dan sits on the sofa.
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He watches all his favorite TV shows. He eats cookies and

candy. Is Dan fit? (no) Say and act out After school, Tara plays
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Pacing Guides L3U7 soccer. She walks home with her friends. Then she eats fish and
vegetables for dinner. Is Tara fit? (yes)
• Brainstorm Draw a word web on the board. In the center,
write the words Being Fit. Group students. Have groups
brainstorm ways to be fi t. Then, as a class, complete the word
web on the board. Add ovals to the web as needed.
222 Unit 7

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BE THE EXPERT
About the Photo
This photo shows John “Razor Sharp” Benson
climbing limestone rocks in Madagascar.
Madagascar is an island off the coast of Africa.
Benson’s nickname probably comes from the
razor-sharp rocks he climbs. They are sharp
enough to cut through skin, so climbers wear
gloves and boots to protect themselves. The
group of rocks is called a tsingy, which means
“where one cannot walk barefoot.”
The tsingy can be dangerous for humans, but it
is home to many animals. The top of the tsingy
is dry, like a desert, while the soil at the bottom
collects water. Many animals have adapted to
life in the tsingy. Lemurs, for one, have thick pads
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on their hands and feet to protect them from the
tsingy’s sharp edges.
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Teaching Tip
Give multiple examples when presenting a new
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concept or vocabulary word. For example, if
students struggle with the meaning of a new
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word such as healthy, continue to give examples
of healthy activities until they see a pattern.
This will help them apply the new word to a
variety of situations and contexts.
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hi Related Vocabulary
Climbing the tsingy in Madagascar. Tsingy barefoot
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means “Where you cannot walk barefoot.”
gr
115
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lG
• Have students look at the photo on pp. 114–115. Ask Is this

person healthy and fit? (yes) How do you know? (He’s climbing
rocks; he’s doing an outside activity.) In groups, have students
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list as many things as they can name in the photo.
• Ask questions to encourage discussion of the photo:

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What do you see in the photo? (a person and rocks)

What is the person doing? (climbing on rocks)
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How does the person stay safe? (He’s careful; he wears

gloves.)
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statement aloud. Act out words or point to the photo to
help students with vocabulary (rock-climbing, rocks, gloves).
Have students stand for statements they think are true and
stay seated for statements they think are false. Discuss each
statement. Then confirm the correct answer.
Unit Opener 223

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VOCABULARY 1
VOCABULARY 1
Students will
• identify parts of the body. 2 Listen and say. TR: 7.2 a muscle
• name ways to move their bodies.
It’s important to take care
Vocabulary a chest, a stomach, an elbow, bend, of your body. Exercise and
a bone, a muscle, fingers, stretch, toes, a knee, good food help keep you
a shoulder, a back fit and healthy.
Content Vocabulary exercise, fit, healthy

Resources TR: 7.1–7.2; Flashcards 121–132; Sound
Cards 31, 41; Video Sc. 2—Vocabulary 1a, Sc. 3—
Vocabulary 1b; Activity Worksheet 7.1; Graphic fingers a chest
Organizer: Two-column chart; Workbook
a stomach
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Materials full-body photos of people engaged in
physical activities
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Khmer classical dance,
Siem Reap, Cambodia
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a knee
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hi a bone
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gr
116 Unit 7
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Warm Up Present
lG
• Activate prior knowledge Say Today • Say Open your books to pages 116 and 117. Ask How can we
we’re going to learn some new words move? What can we do with our bodies? We can run. Run
about our bodies. Ask What words do you in place. What else can we do? (walk, jump, climb) Act out
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know about your body? (arm, ear, eye, walking, jumping, and climbing. Point to the woman on p. 117.
foot, hair) List students’ responses on the Say The woman can bend her body. Have students repeat
board. the sentence. Ask Can you bend? Model bending and have
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students act it out. Point to the woman’s left leg on p. 117.

• Draw a person or stick figure on the board.
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Say She can also stretch. She stretches her leg. She stretches
Call students to the board and have them her foot. Have students repeat. Ask Can you stretch? Model
use the list to draw and label parts of the
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stretching and have students stretch with you.

body. To guide students, point to a part of
your own body (arm, ear, eye, foot, hair) • Point to each labeled part of the body on pp. 116–117 and say
and ask What’s this? each word aloud. Have students repeat each word after you.
• Preteach Say Now I’ll hold up some • Point to a part of your body and ask students to say the name.
photos. Point to the part of your body you Continue until students have named all the parts of the body
see in the photo. Hold up Flashcard 125 on pp. 116–117. Ask What do we use to walk? (toes, feet, knees,
(elbow). Say This is an elbow and point legs) What do we use to write? (fingers, hands)
to your elbow. Have the class repeat.
Continue with more Flashcards.
224 Unit 7

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BE THE EXPERT
Nearly every culture has at least one type of
traditional dance that involves unique body
movements for self-expression, storytelling, and
honoring the past. In the picture here, Cambodian
dancers perform a traditional Khmer classical
dance called Apsara, which historically was used
in courts to honor royalty.
a shoulder
Vocabulary Strategy
Analogies Create analogies to help students
connect ideas. For example, a finger is part of
an elbow a back a hand. A toe is part of a foot. You can pose
the following analogy: finger is to hand as
toes is to foot. Have students use the
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connection between the words to complete the
analogy. (toe) Repeat with other connected
words: An elbow helps you bend your arm.
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A knee helps you bend your leg.
is to arm as knee is to leg.
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stretch bend Teaching Tip
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Whenever possible, incorporate activities involving
movement during class. Breaking up periods of
3 Say, listen, and do.
seated work with physical activity will refresh and
energize students. It can also help students better
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hi remember what they learn.
Stretch your arms! OK. My turn.

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gr
117
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Practice
lG
• 1 Say Now, we’ll read and listen to information about taking • Bend backward slightly. Ask What’s the
care of our bodies. Read the sentences and words on pages 116 word for what I’m doing? (bend) What
and 117 as you listen. Play TR: 7.1. part of my body is bending? (your back)
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Stretch your arms upward. Ask What’s

• Discuss the information in the paragraph on p. 116. Then ask the word for what I’m doing? (stretch)
questions such as: Bend both arms at the elbows and ask
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What are some parts of the body we use to run? (legs, knees, When you put your arms like this, do you
bend or stretch? (bend) If students answer
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toes, muscles)
What parts do we use to throw a ball? (arm, elbow, fingers, incorrectly, review both terms.
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shoulder, muscles)
• 2 Say Now we’ll hear words and
What part of the body does the food we eat go to?
sentences with those words. Repeat each
(stomach)
word and sentence after you hear it. Play
Where do we put our hands to hear our heartbeats? (chest)
TR: 7.2. Have students repeat each word
and sentence aloud.
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VOCABULARY 1
2 Listen and say. TR: 7.2 a muscle

It’s important to take care
of your body. Exercise and
good food help keep you
fit and healthy.
a shoulder
fingers a chest
an elbow a back
a stomach toes
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Khmer classical dance,
Siem Reap, Cambodia
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stretch bend
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a knee
3 Say, listen, and do.
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a bone
Stretch your arms! OK. My turn.
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hi
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116 Unit 7 117

gr
Recap
• Pair students. Write sentence frames on the • Draw a person or stick figure on the board. Say We wrote labels
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board. I use my to . for some parts of the body. Now let’s use the new words we
I can stretch . Model sentences: learned to label other parts of the body. Have students come to
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I use my muscles to lift things. I can stretch the board and label the drawing with the vocabulary words. To
my back. guide students, hold up Flashcards 121–132 and say What’s this?
Show me where this part of the body is. Write the name on the
• Have partners write about how they use
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body part.
their bodies every day. If students need
help thinking of words, act out movements
Apply
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and help them use the words. Call on pairs

to share their sentences with the class.
• 3 Have students read the directions for Activity 3 on p. 117.
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Model and act out the dialogue with a student. Say Tell your
Wrap Up partner how to move. Your partner is going to listen and move.
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Then your partner will tell you how to move.

• Have students stand in a circle. Write these
sentence frames on the board: I bend my • Explain to students that they will tell their partner what body
. I stretch my . part to move, and how to move it. Have them organize their
I move my . Act out bending ideas in a two-column chart. Say Think of some movements
your elbow. Have a student describe what you can do. What body part do you move to do it?
you’re doing, and then have students
use the sentence frames on the board to Body part Movement
act out an activity: You bend your elbow. back stretch
I stretch my arm. Have students continue
taking turns, naming and performing their legs bend
movements.
226 Unit 7

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• Give students a few minutes to complete their charts. Prompt BE THE EXPERT
them with questions such as What parts of the body can you
stretch? What can you bend? How can you move your legs? The Sounds of English
Have them look at the pictures on pp. 116–117 for ideas. Comparing Sounds /oʊ/ and /u:/ English learners
may confuse the sounds /oʊ/ (bone) and /u:/
• Pair students. Have them take turns giving commands and (juice). For the /oʊ/ sound, you start with your
moving. Call on partners to say and act out some movements tongue near the back of the mouth and your
in front of the class. lips rounded. For the /u:/ sound, the lips are also
rounded but the tongue is touching the back
teeth at the top of your mouth.
Extend Practice with Sound Cards 41 (ocean) and 31
(moon). Then have students alternate
• Act it out Act out a movement in front of the class (stretching
pronouncing the words toe and two, blow
your arms). Ask What am I doing? Have students name both and blue.
the movement (stretching) and the body parts involved (arms).
Example words: elbow, shoulder, bone; juice,
When a student answers the question correctly, have her come smooth, beautiful
to the front of the room and act out another movement.
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Teaching Tip
Wrap Up During highly active lessons, students may lose
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their focus on the lesson’s content. Remind
• Have students play a game of “Simon Says” using parts of the students that every time they act something out,
they should write or say words to describe what
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body and movements. Call out an action, such as Simon says,
“Bend your knees.” Have students perform the movement. they are doing.
Repeat with different movements. Remind students to only
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do the movement if they hear “Simon says.” If students do
an incorrect movement, or move when you don’t say “Simon
says,” have them sit down. When only one student is left
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standing, replay the game. hi
Review
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gr
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lG
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Vocabulary 1
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Can students
• identify parts of the body?
Hold up full-body photos of people engaging in
physical activities. Point to various parts of the
body on each photo, and have students say and
write the name of each body part.
• name ways to move their bodies?
Act out a movement such as bend or stretch.
Have students describe the movement, as well
as the part of the body you move, orally or in
writing.
Vocabulary 1 227

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SONG
SONG
Vocabulary 1 stretch, a back, a muscle, toes,
bend, a knee
Grammar in the song
Grammar 1 Simple past: Yes / No questions and
short answers
Resources TR: 7.3; Flashcards 121, 122, 127, 128, 131,
132; Video Sc. 7—Song; Workbook p. 82, TR: 7.1;
Online Practice
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Let’s Move
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We like to feel fit. Did you move your legs? Yes, I did!
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We like to have fun. Did you stretch your back? I did that a lot!
We like to play hard. Did you get enough sleep? Yes, I did!
Let’s move now, everyone! Did you eat a healthy snack? Oops, I forgot!
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CHORUS Don’t worry. Tomorrow is another day.
You can try again. It’s OK!
We want to feel healthy.
We want to feel fit. We like to feel fit.
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Come on, everybody. We like to have fun.
Stand! Don’t sit!
hi We like to play hard.
Let’s jump now, everyone!
What did you do to be fit today?
CHORUS
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What did you do to be strong?
What did you do?
gr
118 Unit 7
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Use the Song

lG
• Act it out Say We’re going to listen to • 1 Hand out Flashcards 121, 122, 127, 128, 131, 132 to different
a song called Let’s Move. How can you students. Play TR: 7.3. Have students with Flashcards hold them
move? Show me. Have the class stand up as they hear the words named in the song (stretch, a back,
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and move in different ways. Then have a muscle, toes, bend, a knee). Have the rest of the class point
students repeat after you as you say the to the words on pp. 116–117 as they hear them.
first three lines of the song aloud: “We
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• Have students turn to pp. 118–119. Play TR: 7.3 again as students
like to feel fit. We like to have fun. We like
follow along in their books.
to play hard.” When you say the fourth
at
line, “Let’s move now, everyone!,” have • 2 Put students in groups of three or four. Read aloud
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students do their own movements. Ask the directions at the bottom of p. 119. Say Think of an
How did you move? (jump, run, and so on) action and act it out for your group to guess. Remember
to take turns. Allow time for group members to act out and
• Have students open their books to
guess activities.
pp. 116–117 and look at the pictures. Point
to a part of your body shown in the
Student’s Book, and have students say
the name. Then bend or stretch and have
students say the name of the movement.
228 Unit 7

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BE THE EXPERT
Teaching Tip
Before you begin a game or activity, review the
instructions. If an activity involves speaking in
front of the class, understanding instructions
will build students’ self-confidence. This will help
them focus on producing language, rather than
figuring out what to do, while they take part in
the activity.
Related Vocabulary
roller-skating
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Limbo skating, New Delhi, India
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What did you do to be fit today? Don’t worry. Tomorrow is another day.
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What did you do to be strong? You can try again. It’s OK!
We like to feel fit.
What did you do?
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We like to have fun.
Did you stretch your muscles? Yes, I did! We like to play hard.
Did you touch your toes? I did that a lot! Let’s dance now, everyone!
Did you bend your knees? Yes, I did!
Did you wiggle your nose? No. I forgot! CHORUS
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hi
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2 Act out an activity.
Work with a group. Take turns.
gr
119 Song
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Use It Again
lG
• Vocabulary 1 Have students perform actions from the song. (Did you stretch your back?) as she
Provide support by asking Where’s your back? How do you performs the action. When the third verse
stretch your back? Point to a muscle. Ask How do you stretch has been covered, play the seventh verse
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your muscles? Where are your toes? Touch your toes. Where’s and continue the activity. Have students
your knee? Bend your knee. refer to the board for the questions and
answers.
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• Once students have performed all the actions, play the song.
Have students perform each action they hear. Pause the song • End of lesson Group students. Assign
at
as long as necessary to allow time for students to perform the groups the third or seventh verse. Have
actions. groups replace the actions in their verse
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with four new actions and write four new

• Grammar 1 Write the third verse (“Did you move …”) and sentences. Have groups present their new
the seventh verse (“Did you stretch …”) on the board. Stand in verses to the class, singing or chanting as
a circle with students. Play the third verse. Stop the audio and they act out the movements.
ask the student to your right Did you move your legs? Act out
moving your legs. Have the student answer. (Yes, I did!) That
student then asks the student on her right the next question
Song 229

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GRAMMAR 1
GRAMMAR 1
Objective Simple past: Yes / No questions and short answers TR: 7.4
Did you wash your hands? Yes, I did.
Students will
Did you brush your teeth? No, I didn’t.
• ask and answer questions with did. Did he take a shower? Yes, he did.
Grammar Simple past: Yes / No questions and

short answers 1 Read and look. Write answers.
Academic Language contraction, verb

Workbook pp. 83–84, TR: 7.2–7.3;
Grammar Workbook pp. 30–31;
Online Practice
Material a ball or an eraser
ng
ni
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1. Did he take a shower yesterday? No, he didn’t.
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2. Did she brush her teeth? Yes, she did.
3. Did she eat fruit? Yes, she did.
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4. Did he go for a walk?
hi No, he didn’t.
5. Did he ride his bike? Yes, he did.

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6. Did she make her bed? No, she didn’t.
gr
120 Unit 7
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Warm Up
lG
• Activate prior knowledge Ask What • Preteach Point to each activity on the list and ask students
do you do to get ready for school? (brush whether or not they performed that activity this morning.
my teeth, take a shower, eat breakfast, Ask, for example, (Xuan), did you (take a shower) this
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put on a coat) Write the activities that morning? (yes) Students should say yes for each circled activity
students name on the board. If students and no for each activity that is not circled.
have trouble naming an activity, have
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them act it out and then remind them of

Present
at
the word.
• Brainstorm Have students brainstorm a list of things people
• Set the stage Use the list on the board do to stay healthy. Guide students by asking questions such as
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to talk about daily routines. For example, What do we eat to be healthy and fit? How do we move to be
ask Today before school, did you take a fit? How do we take care of our bodies? Write students’ ideas
shower? Did you eat breakfast? Did you on the board. Make sure each phrase includes a verb.
brush your teeth? On the board, circle
each activity they say that they did as you • Have students look at the grammar box on p. 120. Play TR: 7.4.
say it aloud. The list on the board should Act out the actions as you hear the questions. For example,
have some items circled and some items pretend to wash your hands. For answers, make positive or
that are not circled. negative gestures that students will recognize, such as nodding
your head for yes and shaking your head for no.
230 Unit 7

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2 Write. What about you? Complete the questions and answers.
BE THE EXPERT
1. Did you ride your bike yesterday? No, I didn’t.
2. Did you brush your teeth yesterday? Did you know that people who lived thousands
Did you eat of years ago brushed their teeth? They didn’t use
3. a snack yesterday? toothbrushes like we do today. Instead, they used
Did you “chew sticks” made of thin twigs. People would
4. make your bed today?
rub the sticks against their teeth.
5. Did you play soccer yesterday?
Grammar in Depth
Did you wash
6. your hands yesterday? Use this pattern to make a simple past yes/no
Did you watch question:
7. TV yesterday?
did + subject + base form of verb
8. Did you do your homework yesterday? Did you wash your hands?
The verb form does not change. We use the base
form for all persons.
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Did you/she/he/they eat dinner at 6:00?
3 Ask and answer questions. Use these words. Work in a group.
Unlike questions in the simple present, which can
do your homework eat salad go for a walk take do or does (Do you brush your teeth every
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make your bed play basketball swim day? / Does she take a bath in the evening?)
simple past yes/no questions only take did:
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Did you brush your teeth this morning?
Did she take a bath last night?
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Did you go for a
Answer yes/no questions like this:
walk yesterday? Yes, I did. / No, I didn’t.
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hi
Yes, I did.
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gr
121
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lG
• Ask a student if he did one of the things listed on the board • Write the following on the board:
yesterday. Remind students that yesterday is in the past. Ask
Did you (eat an apple) yesterday? On the board, write Yes, I did. I didn’t.
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I did. and No, I didn’t. If the student answers yes, mark an X

She did. She didn’t.
next to the phrase. Then, have the class repeat the question
and the student’s answer. Continue asking students questions He did. He didn’t.
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about what they did yesterday, having the class repeat each
question and answer.
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• Read each phrase aloud and have students

repeat it after you. Make a gesture that
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Practice means “yes” for “did” statements and

a gesture that means “no” for “didn’t”
• Draw a short time line on the board labeled Yesterday, Today,
statements.
and Tomorrow. Circle Yesterday. Remind students that they
will talk about the past. • Guide students through item 1. Read aloud
Did he take a shower yesterday? Ask Which
• 1 Read aloud the direction line. Have students look at the six
picture shows take a shower? Have students
pictures on p. 120. Say These pictures show what boys and girls
point to the correct picture. Ask Is there a
did or didn’t do yesterday. Explain that a line through a picture
line through the picture? (yes) Point out and
means the boy or girl didn’t do that action.
read the answer No, he didn’t.
Grammar 1 231

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GRAMMAR 1 2 Write. What about you? Complete the questions and answers.
Simple past: Yes / No questions and short answers TR: 7.4 1. Did you ride your bike yesterday? No, I didn’t.
Did you wash your hands? Yes, I did.
Did you brush your teeth? No, I didn’t. 2. Did you brush your teeth yesterday?
Did he take a shower? Yes, he did.
3. Did you eat a snack yesterday?
1 Read and look. Write answers. Did you
4. make your bed today?
5. Did you play soccer yesterday?
6. Did you wash your hands yesterday?
7. Did you watch TV yesterday?
8. Did you do your homework yesterday?
3 Ask and answer questions. Use these words. Work in a group.
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do your homework eat salad go for a walk
make your bed play basketball swim
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1. Did he take a shower yesterday? No, he didn’t.
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2. Did she brush her teeth? Yes, she did.
Did you go for a
walk yesterday?
3. Did she eat fruit? Yes, she did.
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4. Did he go for a walk? No, he didn’t.
5. Did he ride his bike? Yes, he did.

Yes, I did.
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6. Did she make her bed? No, she didn’t. hi
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120 Unit 7 121

gr
Recap
• Have students complete items 2–6, • Call a student to the front of the room to act out something he
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and review the correct answers with the did to be healthy. Write on the board I did and I didn’t. Model
class. Circulate around the room, pointing asking the student questions to guess the action, for example,
lG
to pictures in the Student’s Book and asking Did you (walk to school)? The student should answer either
individual students Did the girl Yes, I did or No, I didn’t. Call on other students to act out and
yesterday? If students struggle to answer, guess healthy activities. When a student guesses the action
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review the information in the grammar box. correctly, she then takes a turn acting out a healthy activity.
Wrap Up Apply
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• Hand out copies of the two-column chart • 2 Say Now you’ll ask and answer questions about what you
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graphic organizer. Have students label the did yesterday. Write the following words on the board.
columns I did and I didn’t. Ask students
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to think about things they like to do. (ride take a snack

a bike, eat carrots) Have them call out
activities, such as ride a bike or eat carrots. play a shower
Write the activities on the board. Ask Did wash soccer
you (ride a bike) yesterday? Then have
have your hands
students fill in their charts. Say Remember,
if you did not do an activity, write it in the
I didn’t column. Pair students and have • Have students come to the board and draw a line connecting
partners compare charts. words that go together (have a snack, take a shower, play
soccer, wash your hands). Have them read each connected
phrase aloud.
232 Unit 7

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• Have a student read item 1 on p. 121 aloud. Then, draw BE THE EXPERT
students’ attention to item 2. Ask What action goes with your
teeth? (brush) If students have trouble answering the question, Teaching Tip
act out brushing your teeth. Ask What words go on the first Leveling Don’t let limited vocabulary restrict
blank line? (Did you brush) Tell students to write the words and students when they brainstorm ideas. If students
then fill in the answer to the question on the second blank line. have an idea but don’t know or can’t remember
the words to express it, ask them to act it out,
Have students complete items 3–8.
draw a picture, or use other words to describe it.
• 3 Model the dialogue on p. 121 with a student. First, check Then help them remember or learn the words to
describe their ideas.
that students understand all the words in the box. Call on
students to act out or draw a picture on the board to describe
each activity.
• Place students in pairs. Have students take turns asking and

answering questions. Students should put a check mark next to
activities their partner did yesterday.
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• Expand Combine pairs to make groups of four. Have students
ask one another about what their partners did yesterday. Give
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examples. Did Miguel make his bed yesterday? Yes, he did. Did
Rita eat salad yesterday? No, she didn’t.
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Extend
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• Pair students and hand out a two-column chart to each
partner. Have students label the left column Questions and
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the right column Answers. Tell students to interview each
other about what they did to be healthy last week. Say
hi
Write questions in the left column. They should start with
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“Did you …?” Remember to ask about activities that help you
stay fit and healthy. Each student should write a few questions
about healthy habits. Give an example as shown below.
gr
Questions Answers
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Did you walk to

Yes, I did.
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school yesterday?
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• Students should take turns asking one another questions.

When pairs finish, have them present to the class. Each student
should tell a short story about what his partner did to be
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healthy last week.

at
Wrap Up
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• Have students stand in a circle. Hold a ball or eraser to toss.

Start by asking a question, such as Did you go for a walk
today? Toss the object to a student in the circle. Have the
student answer “Yes, I did” or “No, I didn’t,” toss the ball to Workbook and Online Practice
another student, and ask that student a new question. Have Grammar 1
students continue tossing the ball around the circle, asking and
answering questions. ✔ Formative Assessment
Can students
• ask and answer questions with did?
Have partners ask and answer questions about
activities they did last week. Then have students
share their dialogues with the class.
Grammar 1 233

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VOCABULARY 2
VOCABULARY 2
Students will
• identify and use phrases related to good and
bad health habits.
Vocabulary get exercise, eat junk food,
eat vegetables, get rest, eat fruit
eat junk food eat vegetables
Content Vocabulary every day
Resources TR: 7.5; Flashcards 133–137;
Video Sc. 4—Vocabulary 2; Activity
Worksheet 7.2; Workbook p. 85;
Online Practice
get exercise
get rest eat fruit
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1. I eat fruit every day. I like apples, mangoes, and grapes!
2. I get exercise every day. I play soccer and go swimming.
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3. I eat vegetables every day. I love carrots, beans, and potatoes.
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4. I get rest every day. I relax after exercise, and I sleep at night!
5. I eat junk food sometimes. I like to eat potato chips and drink soda!
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2 Stick in order (1 = most important). Work with a partner.
Talk about what you think is important.
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hi My number one is exercise. It’s My number one is fruit. I think
very important to get exercise. it’s important to eat fruit.
ap
1 2 3 4 5
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122 Unit 7
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Warm Up
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• Recycle Say Everybody stand up. What • Hold up Flashcard 136 (get exercise) so all students can see it.
ways can you move your body? Show me. Ask What are the children doing? (running) Why do you think
Have students move in different ways. Ask they’re running? (They’re in a race or playing a game.) Say
na
What two ways to move your body did we Running is exercise. When you move, you exercise.
learn? (bend and stretch) Have students
• Give examples Say Everyone stand up. Let’s run in place.
bend and stretch.
io
Run in place with students. Say We’re getting exercise! Dance

• Preteach Say Moving your body helps and have students copy your movements. Say Dancing is
at
you stay fit and strong. Flex your arm exercise, too! Jump in place. Say Jumping is exercise, too!
muscle to show strong. Say When you’re Divide students into groups. Have each group choose a type
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fit, you can do activities. I like to play of exercise and act it out for the class.
basketball. Act out dribbling and shooting
• Explain Say Getting exercise helps you to be healthy.
a basketball. Ask What’s your favorite
You need to eat good foods, too. What healthy foods
activity? Have students act out their
do you know? (apples, oranges, carrots) List responses on
favorite physical activity.
the board.
Present
• Say Moving your body keeps it healthy.
Now we’ll talk about other ways to keep
your body healthy.
234 Unit 7

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• Say Open your books to page 122. Point to each picture and say Our World in Context
each phrase aloud. Have students repeat after you. No matter where you live, it’s important to stay
healthy. Eating fruit is one way to do that.
• 1 Say Now you’ll hear words, and sentences with those
The watermelon is a sweet fruit that is eaten
words. Repeat each word and sentence after you hear it. raw. It varies in size, color, and shape. Small
Play TR: 7.5. watermelons can weigh as little as 1 kilogram
(2.2 pounds), while large watermelons can weigh
• Have students look at item 1. Say Look at the second sentence more than 20 kilograms (44 pounds).
first. Read the sentence aloud. Ask What are apples, mangoes, The sweet flesh can be red, white, yellow, or
and grapes? (fruit) What do we write on the blank line? orange. The outside rind can be spotted or
(eat fruit) striped. People have been enjoying watermelons
for more than 4,000 years! Pictures of this healthy
• Have students complete items 2–5. Call on students to share fruit were drawn by ancient Egyptians.
their answers with the class. Then review the correct answers.
Say I eat fruit every day after school. Then I get exercise. Teaching Tip
ng
Which words tell what I do to stay healthy? (eat fruit, get Encourage students to be active listeners when
exercise) they work in pairs or groups. As classmates speak,
ni
have students take notes or make check marks if
appropriate. Pause at various points in an activity
Apply and ask students to repeat what their partners
ar
just said.
• 2 Say Let’s do a sticker activity. Pair students. Have them talk
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with their partners about what each sticker shows. Then say Related Vocabulary
Look at your stickers. They are about being healthy. What is French fries, watermelon
most important to you? Put that sticker as number one.
c
• Point out the dialogue on p. 122, and model the dialogue with
hi
a student. Say Your numbers don’t have to be the same as your
partner’s. Something can be more important to you than to
ap
your partner. When you finish, compare stickers.
• Have students ask each other questions about their choices

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using why and answer using because. Model by saying Why did
you put get exercise first? I put get exercise first because you
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need strong muscles to be fit.

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Extend
• Have students write about healthy and unhealthy habits.
na
Assign half the class healthy and the other half not healthy.
Have partners write a story about what they do every day.
Healthy pairs describe healthy activities, and not healthy pairs
io
describe not healthy activities. Before they write, students

should make a word web to brainstorm ideas.
at
• Call on pairs to share their completed story with the class.

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Wrap Up
• Place Flashcards 133–137 facedown. Have a student select Workbook and Online Practice
a card. Let him choose to draw, give clues, or act it out for Vocabulary 2
the class. When a student guesses correctly, she chooses the
next card.
Can students
Review • identify and use phrases related to good and
bad health habits?
Hold up Flashcards 133–137 one at a time.
Worksheet 7.2. Call on students to name the activity and
say whether it’s healthy or not healthy.
Vocabulary 2 235

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GRAMMAR 2
GRAMMAR 2
Objective too and enough TR: 7.6
Students will I don’t watch too much TV. I think I get enough exercise.
I drink enough water. I don’t eat too much junk food.
• talk about healthy and unhealthy habits using
enough and too.
1 Read and make true sentences about you.
Grammar too and enough Underline the words and complete the sentences.
Resources TR: 7.6; Flashcards 136, 137; enough too many too much
Video Sc. 6—Grammar 2; Graphic Organizer:
Two-column chart; Activity Worksheet 7.3; 1. I drink / don’t drink soda.
Workbook p. 86–87, Grammar Workbook
pp. 32–33; Online Practice 2. I get / don’t get exercise.
Materials coins 3. I drink / don’t drink water.
4. I eat / don’t eat chips.
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5. I watch / don’t watch TV.
6. I get / don’t get sleep.
ni
2 Play a game. Cut out the
cards in the back of the book. Heads = Tails =
ar
good bad
Choose a card and flip a coin.
for you for you
Play with a partner.
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c
hi
Tails. I watch too much TV.
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Heads. I get enough sleep.
No points for me! Your turn.
One point for me!
gr
123
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Warm Up
lG
• Build background Hold up • Point out the grammar box on p. 123. Play TR: 7.6. Have
Flashcard 136 (get exercise). Say I get students read each sentence aloud. Ask What word do
exercise. I usually run every day. Act out you use to talk about something you do as much of as you
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running. How do you get exercise? Show should? (enough) What word can you use to talk about
me. Have students act out ways that they something you do more of than you should? (too) Ask
exercise. students to tell you one activity they do enough of, and
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one activity they do too much of.

• Hold up Flashcard 137 (get rest). Say I try to
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get lots of sleep. But sometimes I stay up

late. Pretend to yawn. Say Then I’m tired in Practice
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the morning. • 1 Read the activity directions aloud. Say Think about what
you do every day. Underline the words that make the sentence
Present true about you.
• Explain Write enough on the board. Say

To talk about how much you do something,
you can use enough. Enough tells that you
do as much of something as you should. I
get a lot of sleep. “I get enough sleep.” Say
To say that you do more of something than
you should, you can use too. You can say “I
eat too much junk food.”
236 Unit 7

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Apply BE THE EXPERT
• 2 Read aloud the activity directions. Pair students and have Grammar in Depth
partners cut out the cards and put them facedown in a pile. Use too much or too many before a noun to say
Say Choose a card. Then flip a coin. For heads, use the photo that you have more than you want or need of
on the card to talk about something that’s good for you. You something:
get one point. For tails, use the photo to talk about something There are too many people in this room.
that’s bad for you. You get no points. (The room is very small. It’s very crowded.)
We use too much with noncount nouns and
• Model the dialogue on p. 123 with a student. Then demonstrate too many before count nouns:
the game. Choose a card and show it to the class. Flip a coin noncount noun: I eat too much sugar.
to tails. Say Tails. I (eat too much junk food). No points for me. count noun: I eat too many chips.
Have a student choose a card and show it to the class. Flip the Use enough before both count and noncount
coin to heads and say Heads. The student uses the photo to say nouns to say that you have the right amount of
a sentence about a healthy habit, for example, I (eat enough something:
vegetables). Say You get one point. Put a mark on the board to noncount noun: Don’t worry. We have enough
ng
show a point. Then have the student return to her seat. time.
count noun: We have enough tomatoes for the
• Give a coin to each pair. Have partners place the pile of
ni
salad.
facedown cards between them. Say Now play the game. Count
Enough + noun = the necessary amount of
the number of points you get for healthy activities. The person
ar
something
with more points wins. Not enough + noun = less than the necessary
amount of something
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Extend I’m worried! We don’t have enough time.
Sentences 1–3 describe not having the right
• Hand out copies of the two-column chart graphic organizer
amount of something.
c
and draw one on the board. Have students list in the chart
Sentence 4 describes having the right amount.
things they don’t do enough of and things they do too
hi
much of. 1. I eat too much sugar.
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2. I eat too many chips.
Not enough Too much/too many
3. I don’t get enough sleep.
I don’t eat enough I watch too much TV.
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4. I get enough exercise.

vegetables. I can play outside.
Teaching Tip
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• Say I can do things to get healthy. What can I do? Next to Classroom Management Maintain order in the
I watch too much TV, write I can play outside. Then have classroom when students play games in pairs or
groups. Before beginning, make sure all students
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students write what they can do to get healthy next to each

sentence in their charts. understand the directions. Then walk through
the first few turns of the game as a class. Have
everyone flip coins, pick cards, or complete the
na
Wrap Up first step of the game together. Doing activities

in separate groups but at the same time helps
• Name things you can do that are healthy or unhealthy, such as students stay on task.
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I get enough sleep. I eat too much junk food. I watch too
much TV. I eat enough fruit. For each statement, have students
at
say healthy if it’s healthy and unhealthy if it’s unhealthy.

Repeat the activity, this time asking students to stand for a true
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statement and stay seated for an untrue statement.

Grammar 2
Worksheet 7.3. ✔ Formative Assessment
Can students
• talk about healthy and unhealthy habits using
enough and too?
Write junk food, water, and exercise on the
board. Have students use either enough or too
to write two sentences for each item.
Grammar 2 237

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READING
READING
Students will
• compare the effect of exercise on the body
and the brain. Take Care
of Your
!
• talk about kinds of exercise they like.
BRAIN
• discuss main idea and details.
Reading Strategy Identify Main Idea and Details
Academic Language detail, main idea, reason We all know that it’s important to exercise, but we
don’t always want to do it. Some people think that
Content Vocabulary brain, follow exercising every day is too hard, or that it takes too long.
Resources TR: 7.7; Graphic Organizers: They think they don’t have time to exercise every day.
Venn diagram; Two-column chart;
Well, here’s some good news! If you exercise for only
ten minutes a day, your body and your brain will feel
ng
Materials colored pencils or markers, better! In fact, some scientists believe that ten minutes of
poster paper exercise every day can make you think faster and smarter!
A “gelotologist” is a
Exercise isn’t the only thing that’s good for your
ni
person who studies the
brain. Scientists believe that spending time outside is effects of laughter on
also great for your brain and your body. They know that the human body!
ar
your brain relaxes when you’re outdoors in a natural
place like a forest. Some scientists think people should
take a “forest bath,” or spend time in an outdoor place,
Le
whenever they can.
Even laughing is good for your brain! When you laugh,

especially if you laugh out loud, your brain gets more
c
blood than when you’re sad! Your whole body can feel
hi
better for up to 45 minutes after a good laugh!
Think about it. Are you taking good care of your

ap
brain? Do you get enough exercise? Do you spend
enough time outdoors? Do you laugh enough?
gr
124 Unit 7
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Warm Up Present
lG
• Activate prior knowledge Draw a • Have students look at the photos on p. 124. Ask What do you
T-chart on the board. On the left write see in the big photo? (a path in the woods) Ask Do you like to
the heading Activities. Ask What physical walk in the woods?
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activities did you do in the past week?

Pause to get students’ responses. Tell • 1 Read together Call on a student to read the title on p. 124
students that physical activity does not aloud. Say We usually hear that it’s important to take care of
io
need to be a sport but anything that our bodies. Think about the title. How do we take care of our
brain? (reading, learning, remembering) Look at the smaller
at
involves movement. Write the activities

that students mention. photo on page 124. How is the girl taking care of her brain?
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• Then write the heading Time on the right • Play TR: 7.7 and have students read along. After they finish,
of the chart. Ask students How long did revisit the question How do we take care of our brain?
you do these activities? Tell students to • Have students read the text aloud as a class. Pause at the end
estimate the amount of time in minutes of each paragraph to check for comprehension. Ask questions
that they were active. Write the times next such as:
to each activity. Say We will learn how
much activity is good for your body and
your brain.
238 Unit 7

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2 Read and underline.
BE THE EXPERT
1. Exercise is good / bad for your body and brain.
2. If you exercise for ten hours / minutes a day, your brain will feel better.
About the Photos
The big photo shows a forest path in the Vosges,
3. You have to be outdoors / indoors to take a forest bath. a low-altitude mountain range in eastern
4. Your body can feel better for 45 minutes after you laugh / exercise out loud. France. The small photo shows a 12-year-old girl
navigating an obstacle course high in the trees.
5. It’s important to watch TV / exercise every day.
3 Write. Why is exercise good for…
Scientists are developing technology that can help
your body? your brain?
people who can’t move their arms, legs, or other
body parts because of injury or disease. When a
person who can’t move a body part thinks about
performing a specific action with that body part,
special machines and implanted computer chips
translate the thought into an actual movement of
the paralyzed or prosthetic body part.
ng
ni
4 Ask and answer. Work with a
ar
partner. Do you like to exercise?
What do you like to do?
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I like to exercise!
Me, too! I like to jump
rope and play outdoors.
c
hi
ap
gr
125
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Practice
Paragraph 1: What reasons do people give for not exercising?
lG
• 2 Call on students to read items 1–5

Paragraph 2: How much exercise a day helps the body and
of Activity 2 aloud. Students should skip
the brain?
the answer choices as they read, pausing
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Paragraph 4: How does laughing affect your brain?

instead. Check that students understand
• Personalize a text Have students reread paragraph 3. all of the vocabulary in the sentences.
Ask Do you feel more relaxed when you’re outside than when
io
you’re inside? Explain your answer. • Have students underline the correct
answers for items 1–5 without looking
at
• Draw students’ attention to the “Weird but True” feature on at the reading. When they finish, place
p. 124. Have a student read it aloud. Ask Would you want to students in pairs. Have them check their
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be a gelotologist? How do you think a gelotologist studies answers with a partner.

laughter?
• Expand Ask students questions about
• Have students think about their experiences to agree or the answer choices that are not correct,
disagree with the reading. Ask questions such as Do you spend for example, What is bad for the body
a lot of time outside? Do you notice a difference in your body and brain? Point to it in the photo on
or in the way you think when you’re outside? Does it feel good p. 124. Then discuss another answer
to laugh? How do exercise and laughter compare to studying choice. Say You can’t be indoors to take
and learning for the health of your brain? a “forest bath.”
Reading 239

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READING 2 Read and underline.
1. Exercise is good / bad for your body and brain.
2. If you exercise for ten hours / minutes a day, your brain will feel better.
Take Care 3. You have to be outdoors / indoors to take a forest bath.
of Your
!
4. Your body can feel better for 45 minutes after you laugh / exercise out loud.
5. It’s important to watch TV / exercise every day.
BRAIN 3 Write. Why is exercise good for…
We all know that it’s important to exercise, but we your body? your brain?
don’t always want to do it. Some people think that
exercising every day is too hard, or that it takes too long.
They think they don’t have time to exercise every day.
Well, here’s some good news! If you exercise for only

ten minutes a day, your body and your brain will feel
better! In fact, some scientists believe that ten minutes of
exercise every day can make you think faster and smarter!
ng
A “gelotologist” is a
Exercise isn’t the only thing that’s good for your person who studies the
brain. Scientists believe that spending time outside is effects of laughter on
also great for your brain and your body. They know that the human body! 4 Ask and answer. Work with a
ni
your brain relaxes when you’re outdoors in a natural partner. Do you like to exercise?
place like a forest. Some scientists think people should
take a “forest bath,” or spend time in an outdoor place,
ar
whenever they can.
I like to exercise!
Even laughing is good for your brain! When you laugh, Me, too! I like to jump
Le
especially if you laugh out loud, your brain gets more rope and play outdoors.
blood than when you’re sad! Your whole body can feel
better for up to 45 minutes after a good laugh!
c
Think about it. Are you taking good care of your
brain? Do you get enough exercise? Do you spend hi
enough time outdoors? Do you laugh enough?
ap
124 Unit 7 125

gr
Wrap Up Apply
• Return to the T-chart you made at the • 3 Read the direction line and the chart headings aloud. Say
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beginning of the lesson. Say You learned You will complete the sentence in the direction line with words
how exercising for only ten minutes a from the reading. Put students into pairs. Have partners decide
lG
day can make your body and your brain who is going to look for information in the reading about your
feel better. Ask volunteers to come to the body and who is going to look for information about your
board and circle activities that students brain. Students complete their half of the chart individually,
na
did for more than ten minutes. Ask Which then exchange answers with their partner.
activities can you start doing today to help
your body and your brain? • 4 Have the same pairs of students read the directions for
io
Activity 4. Model the dialogue with a student. Say Talk with

your partner about exercising. Tell about the kinds of exercise
Recap
at
you do and how it helps your body and your brain. Do you and
• Ask Why do some people think you have your partner think exercise is a good way to keep your brain
N
to exercise a long time to be healthy? (It healthy? Tell why or why not.
takes a long time to lose weight. It takes
a long time to train for sporting events.)
Why is spending ten minutes outside good
for your brain? List students’ responses on
the board.
240 Unit 7

OW2e_LP_3_34279_222-249_U7_CR2.indd 240 6/27/19 11:18 AM
• Say The main idea is the most important thing in a text. Details Reading Strategy
give more information about the main idea. Details help Identify Main Idea and Details Make sure
support or prove the idea. Use a two-column chart to have students understand that the main idea of a
students think about the main idea and details in Take Care of text is a summary of the most important point.
Your Brain! Have students work in small groups to find details Sometimes, a main idea is a statement or an
opinion. A main idea might promote one side of
or reasons that support a main idea.
an issue or state that something is good or bad.
• Decide on the main idea as a class. Say What is the reading Details can explain why or how. Details might be
reasons or descriptions of how something works.
about? Tell what it’s about in one sentence. Write multiple
ideas on the board. Vote on the best one or two ideas as a Teaching Tip
class. Then complete the two-column chart as a class. Have Having students read aloud helps them practice
students make their own copies of the chart. pronouncing words without having to use their
own language. However, some students may not
Main Idea Details/Reasons comprehend a text as they read aloud because
ng
Exercise and laughter Ten minutes of exercise a day helps they’re too focused on the sounds. Have students
are good for your your body and your brain feel better. reread silently after reading aloud to help their
comprehension.
brain.
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Being outside relaxes the brain, and
some scientists recommend a “forest
ar
bath.”
Laughing helps your brain get more
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blood and makes your whole body feel
better.
c
• Combine groups and have students add other details and hi
reasons to their charts.
• Say I think exercise and laughter help you feel better. But they
ap
have more benefits to your body than your brain. Draw a new
two-column chart on the board and write this main idea in the
gr
left column: Exercise and laughter are better for your body
than your brain. Ask What evidence is there that exercise and
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laughter are good for your body? Use students’ responses to fill
in the right side of the chart with details and reasons.
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Wrap Up
• Have students make an advertisement that shows the health
na
benefi ts of being outside. Put students in groups. Say Pretend

you want to tell your parents why you need to play outside
io
more. Make a poster to show how being outdoors can be good

Reading
for you. Give students key words to use, such as exercise, think,
at
and relax. Have students share their posters with the class. ✔ Formative Assessment
N
Can students
• compare the effect of exercise on the body and
the brain?
Have students describe the benefi ts of exercise
on the body and the brain.
• talk about kinds of exercise they like?
Have students talk about their favorite physical
activities.
• discuss the main idea and details?
Ask students to summarize the reading in one
or two sentences. Then ask questions using why
and how. Have students use details in the text
to answer.
Reading 241

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WRITING
WRITING
Writing Write about keeping fi t. 1 Read. Read about Daniel’s favorite way to keep fit.
He uses because to explain why he likes swimming.
Objectives
Students will
• use because to explain reasons. Swim to Keep Fit!
• write a paragraph about keeping fi t. Swimming is my favorite way to keep
Academic Language reasons fit. It’s great exercise and a lot of fun,
too! I like it because you move all of your
Resources Workbook p. 90; Online Practice body. You use your arms, your shoulders,
Materials colored pencils or markers your legs—and all your muscles.
Another reason I like it is because
you can swim inside or outside. In winter
I go to the swimming pool. In summer
I sometimes swim in the sea. I like
that because it feels different. I like to
swim in races, too. But my favorite thing
ng
is to splash water and have fun with
my friends!
ni
ar
2 Write. Do you keep fit? What exercise or sport
Writing
do you like? Why?
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3 Share your writing. Work in a small group.
Can students Listen and fill the chart.
c
• use because to explain reasons? hi
Ask students why they like a favorite sport. Name Activity Why
Provide the sentence frame I like
because .
ap
• write a paragraph about keeping fi t?

Check that students’ paragraphs use complete
gr
sentences and give relevant details. 126 Unit 7

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Present Write
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• Brainstorm Say Let’s talk about how we • 1 Say Today we’ll read and write about favorite ways to
keep fit. Who plays a sport? Raise your keep fit. Point out the student model on p. 126 and read it aloud.
hand. Ask students with raised hands what
na
sports they play. List these sports on the • Ask What is Daniel’s favorite way to keep fit? (swimming)
board. Point to a sport and ask What parts Why does he like swimming? Explain that to find out why,
of your body do you use to play this sport? students should look for the word because. Have students
io
Why do you like to play (soccer)? Choose underline where Daniel uses because. Help them list his
reasons.
at
more sports and repeat.
• Say Playing sports isn’t the only way to • 2 Say Now write about your favorite way to keep fit.
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keep fit. Who likes to walk? Raise your Write at least two reasons why you like it.
hand. Who likes to dance? Have students • Have students use their reasons to write a paragraph about
think about their favorite way to keep fi t. their favorite activity. Remind students to use because to
Say Draw a picture of yourself doing your explain why they like the activity. On the board, write the
favorite activity. Have students draw and sentence frames I like because . It’s fun
label pictures of themselves doing favorite because .
activities. Display students’ drawings in
the classroom.
242 Unit 7

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VALUE
VALUE
Keep fit. Value Keep fi t.
Objectives
Take care of your body.
Students will
Exercise.
• read about health-related values and
activities.
• talk about the kind of exercise they do.
BE THE EXPERT
ng
Teaching Tip
Students may have trouble answering general
questions such as Why do you like soccer? Guide
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their responses with more specific questions, such
as How do you feel when you play soccer? Do you
ar
play with a team? This helps students analyze
why they like something and encourages them to
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give more detailed responses.
Related Vocabulary climb, rock
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Think. Pair. Share.
Do you exercise? Central Park, New York City, USA

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127
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Share
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• 3 Have students read the directions for Activity 3. Point Pair

out the chart on p. 126, and have a student read the chart
• Have students look at the picture.
headings aloud. Then place students into groups of three.
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Ask What is the girl doing? (climbing a

• Have students share their pictures from the Present activity. rock) Is climbing good exercise? (yes)
Say First, show your drawing to your group. Then take turns
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• Put students in pairs. Have them ask and

reading your writing aloud. Listen carefully when someone is
answer the questions at the bottom of the
reading. After she finishes, fill in the chart. Remind students to
at
page. Students should write notes or draw

listen for the word because to list reasons under why.
pictures of their partner’s answers.
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Value Share
Think • Have students take turns sharing their
partner’s answers to the questions aloud.
• Have students read the value statement on p. 127 aloud. (Keep Encourage the rest of the class to listen
fit.) Ask What is the difference between getting fi t and keeping carefully. After everyone shares, ask What
fi t? Allow students to share their ideas aloud. do we do to keep fit? Make a list on the
board. Put checks next to activities that
• Have a student read the sentences under the value statement.
are repeated. What kind of exercise is most
Ask What are some examples of exercise?
popular?

OW2e_LP_3_34279_222-249_U7_CR3.indd 243 7/19/19 1:39 PM
PROJECT
PROJECT
Objectives Make a poster. Work in a group.
Students will
Make a Good Habits poster.
• brainstorm ideas about good habits.
1 2
• create a poster.
Content Vocabulary stay clean, keep safe
Flashcards 121–137; Activity Worksheet 7.4
Materials glue, markers, old magazines,
poster board or paper, scissors
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Make four sections on your paper. Write the headings: Keep fit, Stay
clean, Eat good food, Keep safe.
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3 4
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Write sentences, and draw or cut Sign your name.
out pictures.
gr
128 Unit 7
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Prepare
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• Have students stand in a circle. Ask What • Give out materials to each group. Guide students in dividing
can we do to be healthy and fit? Name an their posters into four sections. Make sure they leave space
activity and act it out. I brush my teeth. for a title. Have students write the title Good Habits and then
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Have the class repeat the action. Go label each section with a category from the board.
around the circle, having students say and
• Say Now, think about what you can put in each box. On a
act out activities. Prompt students if they
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sheet of paper, write sentences about each kind of good habit.

have trouble. Ask What can you eat to be
Read your sentences and make any changes. Then write the
at
fit? How can you move to stay fit?

sentences on the poster where they belong. Draw or cut out
• Say Today, you’re going to make posters and paste pictures to show what you wrote about in your
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about good habits. Good habits keep sentences. Remember to sign your names at the bottom of
you healthy, safe, clean, and fit. Group the poster.
students. On the board, write Keep fit, Stay
• Make sure students’ posters include both words and pictures.
clean, Eat good food, and Keep safe.
Check that words and illustrations match.
244 Unit 7

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name parts of the body. Teaching Tip
talk about the past. When groups present to the class, make sure
no single group member does all of the talking.
talk about good and
Before groups present, have them decide what
bad habits.
each member will say. Groups might decide to
take turns based on categories or topics. They
might choose to take turns saying sentences.
Encourage students to practice their presentations
before they speak to the class.
Project Rubric
ü Did students include information about good
habits on their poster?
We think it’s important to sleep ü Did students include appropriate images on

their poster?
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eight hours every night.
ü Did students use unit vocabulary on the
poster?
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ü Did students share their posters with the class?
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129
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Share
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• Have students share their posters with the class. Then

display the posters in the classroom. Encourage discussion
and comparison between the posters. Ask What are some
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important habits to have? Why are they important?
• Modify To simplify the project, brainstorm ideas for each

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category as a class. Write all the ideas on the board. Have Now I Can
groups decide which ideas they think are the most important
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and include those on their poster.
• What parts of the body do we use to run?
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What parts do we use to throw a ball?

Review • Did you eat breakfast this morning? Did you ride
your bike last week?
• For additional practice, direct students to Activity • What are some healthy and unhealthy habits
Worksheet 7.4. that you have?

Unit Review
go over the instructions with the students.
The quiz should take 15–20 minutes.
Project 245

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VIDEO
Vocabulary 1a a muscle, a bone, stretch, bend,
a shoulder, a back
Vocabulary 1b a knee, an elbow, fingers, toes, a stomach,
a chest
Vocabulary 2 eat vegetables, eat fruit, eat junk food,
get exercise, get rest
Grammar 1 Simple past: Yes / No questions and short
answers
Grammar 2 too and enough
Song Let’s Move
Viewing how people and animals move
Story Time Tortoise and Hare’s Race
Zoom In
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Resources Video Sc. 1–10; World Map; Graphic Organizer:
4-by-4 matrix Vocabulary
• Play Scenes 2–4, stopping at each image in the frame.
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Have students identify the vocabulary term and, if
applicable, act out the activity.
Before You Watch
ar
• Play the video introduction. Say This video is about
Grammar
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keeping fit. Ask What does it mean to keep fit? (to • Pause on the first frame of Scene 5: Grammar 1.
stay healthy and strong) What can you do to keep fit? Ask students to describe what they see on screen.
(get exercise, get rest, eat fruits and vegetables) Continue playing the segment. At the end of the
c
hi segment, have students briefly summarize the plot.
(A girl and her mom talk about what the girl did and
While You Watch didn’t do.)
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• Have students write ways to keep fi t. Have them label
the columns in a 4-by-4 matrix Activities, Enough, Not • Replay Scene 5: Grammar 1 and Scene 6: Grammar 2.
Enough, and Too Much. Under Activities, make sure Then return to each image and role-play the dialogue
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students list eat vegetables, eat fruit, eat junk food, with students.
get exercise, get rest. Song
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• Model filling in one row of the chart. Ask What’s a • Divide the class in half. Play Let’s Move. Have the
healthy activity? (get exercise) Ask How much exercise whole class sing along. For verses with questions and
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did you get last week? (enough) Have students mark answers, point to one side of the room to ask and the
an X in the Enough column. other to respond.
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• Pause the video as necessary to allow students Viewing

to list activities. Remind them to mark an X in the • Play the segment without audio. Ask students to
appropriate column of the chart to show what they describe what’s happening on screen.
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did last week.

• After viewing, have students give other examples of
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video segments that would help explain the topic.

After You Watch
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Story Time
• Pair students. Have pairs talk about their charts. Then
have partners read this information aloud. • View Scene 9: Story Time once with students.
• View the story again. Pause the video to ask questions

such as Why doesn’t Hare like to exercise? (He gets
tired.) Why does Hare get tired in the race? (He didn’t
keep fi t; he ate junk food.) How does Tortoise beat
Hare? (He’s fi t; he keeps moving.)
246 Unit 7

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UNIT 7 READER
Text Type fable
Tortoise
CE
eats well. Hare is lazy and eats lots

e thinks he is faster than Tortoise, and
and
Reading Strategy Make Connections to Personal
Hare’s
ce. Who will win the race?
Experience
Vocabulary a bone, eat junk food, get exercise,

Race
s Anansi’s Big Dinner a muscle

Mouse Based on an Aesop’s Fable
Grammar Simple past: Yes / No questions and

Based on an Aesop’s Fable by Zoe McLoughlin
he World
est
Coyote’s Weekend
Based on Coyote Maya Folktales short answers; too and enough
Resources Video Sc: 9—Story Time;
Graphic Organizer: Three-column chart
age
Summary Tortoise exercises and eats
well. Hare is lazy and eats lots of junk
o of
adult
s
cial
food. Hare thinks he’s faster than

dhood
.
Tortoise and challenges him to a race.
ng
Who will win the race?
BE THE EXPERT
Reading Strategy
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Before You Read Make Connections to Personal Experience
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• Activate prior knowledge Ask students questions to get Personal experience can include both what
them thinking about the story. Say Do you run in races or play students have done and what they’ve learned
about a topic. Making connections to their own
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sports? How do you get ready? Talk about what you do.
lives can help students better understand a story.
• Introduce the strategy Give examples to help students Help students make connections in Tortoise and
Hare’s Race by stopping every few pages and
understand how to make a connection with a personal
c
asking questions about how students are the
experience. Ask a student about his favorite way to exercise. hi same as, or different from, the characters.
Then say I like to (swim), too! I think (swimming) is fun, and it’s
good exercise. Then say to the class I know what (Antonio) is Text Background
ap
talking about because I made connections to something that A fable is a story that teaches a lesson about how
I know about and do, too. people should act. The characters in fables are
usually animals that speak and act like humans.
gr
• Say As we read, we’ll make charts to connect what happens Just like humans, these animals have weaknesses,
in the story with what we know and do. Draw a three-column or bad habits. The purpose of a fable is for
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chart on the board. Label the columns What’s in the Story, readers to learn from the animals’ mistakes.
What I Know, and Connection to Me. Have students copy
Teaching Tip
the chart.
lG
For activities that require students to talk about

• Say As we read, we’ll stop to write what happens. Then we’ll personal experiences, explain that there’s not one
think about what we know about it. We’ll try to connect the correct answer. Tell students that their answers
na
should be different from their classmates’. Praise

story to what we know and do.
original responses, and ask for more than one
response to the same question.
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While You Read

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• Stop after every few pages to help students connect the story
to what they know and do in their own lives.
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p. 3: What do you know about exercise? What do you know

about junk food?
p. 5: How do you get ready for a game or race?
p. 11: What does Hare learn? What do you learn from your
friends?
After You Read

• After finishing the story, pair students and have partners
compare their charts. Remind students that their connections
will be different. Have students pick one connection and tell
a few sentences about it to their partner.

OW2e_LP_3_34279_222-249_U7_CR2.indd 247 6/27/19 11:18 AM
AUDIO SCRIPT TR: 7.7 1 Listen and read.
Note: The reading Take Care of Your Brain! is on p. 238.
Student’s Book
TR: 7.1 1 Listen and read. Workbook
It’s important to take care of your body. Exercise and
TR: 7.1 1 Listen to the song. Read. Draw lines to
good food help keep you fi t and healthy.
match.
a muscle, fingers, a chest, a stomach, a knee, a bone,
Note: Lyrics for the song Let’s Move are on pp. 228–229.
a shoulder, an elbow, a back, toes, stretch, bend

1. S1: Did you bend your knees?
a muscle I have strong muscles, too.
S2: Yes, I did.
fingers I have ten fingers.
2. S1: Did she run in the park?
ng
a chest This is my chest. S2: Yes, she did.
a stomach I’m not hungry. My stomach is full. 3. S1: Did you eat breakfast?
ni
a knee Point to your knees. S2: No, I didn’t.
a bone I have strong bones. 4. S1: Did he stretch his back?
ar
S2: No, he didn’t.
a shoulder I’m touching my shoulder.
5. S1: Did they do their homework?
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an elbow I have two elbows.
S2: No, they didn’t.
a back I can touch my back.
toes I have ten toes, too. TR: 7.3 2 Listen and match. Draw lines.
c
stretch Stretch your legs!
hi
1. S1: Did he walk to school?
bend Bend your arms! S2: No, he didn’t.
ap
2. S1: Did you play baseball yesterday?
TR: 7.3 1 Listen. Read and sing. S2: Yes, I did.
gr
Note: Lyrics for the song Let’s Move are on pp. 228–229. 3. S1: Did he brush his teeth after breakfast?
S2: Yes, he did.
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TR: 7.4 Grammar 1 Simple past: Yes / No questions and 4. S1: Did you play with friends yesterday?
short answers S2: No, I didn’t.
lG

TR: 7.5 1 Look and say. 1. Slowly stretch your stomach and shoulders on
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get exercise I get exercise every day. Sunday.
eat junk food I sometimes eat junk food. 2. Eat enough fresh fruit every Friday.
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eat vegetables Do you eat a lot of vegetables? 3. Bonnie bends her beautiful back.
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get rest It’s important to get rest every night.

eat fruit I eat fruit every day after school.
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Note: The reading Do Animals Need Exercise? is on

p. 334.
TR: 7.6 Grammar 2 too and enough
248 Unit 7

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NOTES
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Audio Script 249

OW2e_LP_3_34279_222-249_U7_CR2.indd 249 6/27/19 11:18 AM
Unit 8
In This Unit
Theme This unit is about festivals and cultural
traditions.
Let’s
Celebrate
Content Objective
Students will
• identify and describe how people celebrate
holidays and special occasions.
Language Objectives
Students will
• talk about celebrations and festivals.
• tell what happened in the past.
• talk about cultural traditions.
Vocabulary
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Vocabulary 1 celebrate, a costume, dance,
decorations, dress up, a feast, fireworks,
a lantern, a mask, a parade, a party, remember
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Vocabulary 2 balloons, a birthday cake,
candles, an invitation, a present
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Grammar
Grammar 1 Simple past: regular verbs
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Grammar 2 Simple past: irregular verbs
Reading November Celebrations
Writing Write about a celebration.
Value Celebrate your culture.
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Project Make a parade mask.
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The Carnival of Oruro, Oruro, Bolivia

gr
130
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Objectives
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• Activate prior knowledge Say The name of our next unit

Students will
is “Let’s Celebrate” Explain that when we celebrate, we show
• identify objects in a photo.
that we’re happy about something. Ask What special days do
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• complete statements accurately.

you and your family celebrate? Students’ responses are likely
Resources Video Sc. 1—Introduction; to include their own and family members’ birthdays, as well
Home-School Connection Letter; as various religious, regional, and national holidays. List these
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Unit Opener Poster; Classroom

on the board. Point to each item on the list and ask What are
Presentation Tool
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some things you do to celebrate these special days?
• Build background Say Some people celebrate special days

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Pacing Guides L3U8 by having a party with friends. Sometimes, they cook food
together. They tell stories and laugh. Others play music and
sing. They have a good time. Ask Do your friends come to your
house to celebrate? Do you go to friends’ houses to celebrate?
250 Unit 8

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BE THE EXPERT
About the Photo
Folk dancers participate in a parade to the
Shrine of the Tunnel during the Carnival of Oruro
in Bolivia. Occurring each February around
the Christian holiday of Ash Wednesday, the
carnival was adopted by the Christian tradition
from indigenous Bolivian cultures and has been
celebrated in Oruro for more than 200 years.
Teaching Tip
Grouping Make sure each student in a group has
the chance to speak or share ideas. Have group
members pass an object to show whose turn it is
to speak. When the speaker finishes, she passes
the object to another group member.
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Related Vocabulary
In this unit, I will . . . costume, mask
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• talk about celebrations and festivals.
• tell what happened in the past.
• talk about cultural traditions.
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Look and check.
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1. These people are
✔ celebrating.
resting.
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2. They are wearing colorful hi
✔ costumes.
bathing suits.
ap
gr
131
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• Place students into groups of three or four. Have them look

at the photo on pp. 130–131. Have groups list all of the things
they can see in the photo. Then have them talk to one
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another about what they think is happening in the photo. Ask

groups to share what they see in the photo. Then discuss the
photo with students.
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• Ask the following questions to encourage further discussion

at
of the photo.
What do you see in the photo? (people, many colors,
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costumes, masks)
Do the people look like they’re having fun? (yes)
Do you think there was music playing when this photo was
taken? (Yes, because it looks like people are dancing.)
• Guide students through the activity on p. 131. Read each sentence
and answer choice aloud. For each answer choice, have students
raise their hand if they think it is the correct answer. Discuss each
statement. Then confirm the correct answers.
Unit Opener 251

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VOCABULARY 1
VOCABULARY 1
Students will
• identify and use words about celebrations. 2 Listen and say. TR: 8.2
• ask and answer questions about celebrations. People all over the world have special celebrations.
Vocabulary a costume, a feast, a mask, They take time to remember the past, meet family
a lantern, a party, fireworks, celebrate, and friends, eat food, and have fun!
remember, dance, dress up, decorations,
a parade a costume a feast
Academic Language dictionary

Content Vocabulary celebration
Video Sc. 2—Vocabulary 1a, Sc. 3—
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a mask a lantern
Materials magazine photos that show
celebrations
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a party
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132 Unit 8
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Warm Up Present
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• Recycle Open the Student’s Book to p. 5. • Say Open your books to pages 132 and 133. Look at these
Hold up the book and point to each season photos of things and actions that are part of celebrations.
and month. Say Let’s say the seasons and As you point to each object, action, or event, say the word.
na
months we learned. As you point, have Then have students repeat it.
students say each word aloud.
• Point to the photo for celebrate. Say When you celebrate, you
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• Activate prior knowledge Ask What’s get together with people and do fun things. Point to fireworks.
something you celebrate? In what month Say Sometimes, there are fireworks! Fireworks are special lights
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do you celebrate it? How do you celebrate that explode in the sky. Point to the photo of a parade. Say
it? What things do you celebrate in Sometimes, there’s a parade! A parade is when many people
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summer? in winter? Have students name walk together for a celebration.

holidays or celebrations they know. List
them on the board, along with the time of • Point to the photos of dress up and a costume. Say Some people
year or the month in which they occur. like to dress up and wear costumes to celebrations. Costumes are
special clothes. Point to a mask. Say You can wear a mask with
a costume. Point to a lantern. Say A lantern is a paper lamp.
Sometimes, lanterns are part of a big celebration.
252 Unit 8

OW2e_LP_3_34279_250-277_U8_CR2.indd 252 6/27/19 11:28 AM
celebrate remember BE THE EXPERT
Vocabulary Strategy
Using a Dictionary A dictionary entry usually
includes the word, pronunciation, part of speech,
definition or definitions, and a sample sentence
for each definition. As students learn more
words or encounter unfamiliar words, give them
dance dress up opportunities to look up the words in a dictionary.
An understanding of alphabetical order is
necessary to use a dictionary. Make sure students
understand that when two words begin with the
same letter, the next letter in each word is used to
alphabetize the words. When the second letter is
also the same, then the following letter is used.
decorations a parade Teaching Tip
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As you teach new vocabulary to students, speak
slowly and clearly. It’s also important to repeat key
words several times and have students repeat after
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you each time. This allows students to become
more familiar with saying new vocabulary.
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Do you like to dress up?
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Yes, I do. I have
many costumes.
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gr
133
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Which photo shows a lot of food?

lG
• Point to a party. Say This is a party. A party is a type of

celebration. Point to decorations. Say Decorations help make a (a feast)
party fun and colorful. People like to dance at parties. Point to What looks like a paper lamp?
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dance. Act out dancing at a party. Point to a feast. Say A feast (a lantern)
is a type of celebration where there’s a lot of food. What are the friends with the cake
doing? (having a party)
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• Finally, point to remember. Place your finger at the side of your Which photo shows a girl looking in a
head and ask Can you remember everything I just said? mirror? (dress up)
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Which photo shows a family looking at

photos? (remember)
Practice
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• 2 Say Now we’re going to hear words,

• 1 Say We’re going to read and listen to information about and then hear sentences with those words.
how people celebrate. Read the paragraph on page 132 and Repeat each word and sentence after you
the words on pages 132 and 133 as you listen. Play TR: 8.1. hear it. Play TR: 8.2. Have students repeat
• Ask students questions such as: each word and sentence aloud.
Vocabulary 1 253

OW2e_LP_3_34279_250-277_U8_CR2.indd 253 6/27/19 11:28 AM
VOCABULARY 1 celebrate remember

People all over the world have special celebrations.
They take time to remember the past, meet family
and friends, eat food, and have fun!
dance dress up
a costume a feast
decorations a parade
a mask a lantern
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ni
ar
a party
Do you like to dress up?
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fireworks
Yes, I do. I have
c
many costumes.
hi
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132 Unit 8 133

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Wrap Up
• Place students in small groups. Assign • Write sentences such as the ones below on the board. Have
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groups three vocabulary words. Group students come to the board and complete the sentences using
vocabulary words that work together, such the correct vocabulary word.
lG
as celebrate, a parade, and dance; dress

1. light up the night sky. (Fireworks)
up, a mask, and a costume; decorations,
2. A dinner with lots of food is . (a feast)
party, and a feast; and fireworks,
3. I like to for special holidays. (dress up)
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celebrate, and parade.

4. are special clothes. (Costumes)
• Have each group write sentences for 5. covers your face. (A mask)
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each vocabulary word. Tell them to write 6. is a good time with friends. (A party)
sentences that tell a story. Have groups 7. is a paper lamp. (A lantern)
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share their sentences with the class. Ask 8. People special days with lots of food and
Which words are about things you do? friends. (celebrate)
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(celebrate, remember, dance, dress up) 9. Photos help families . (remember)

If students have trouble identifying the 10. make a home look colorful. (Decorations)
action words, review the vocabulary.
Recap
• Use Flashcards 138–149 to review vocabulary words. Hold
up each card. Have students call out the word. Ask them to
describe what’s going on in the picture. Then have students use
the word in a sentence.
254 Unit 8

OW2e_LP_3_34279_250-277_U8_CR2.indd 254 6/27/19 11:28 AM
Apply BE THE EXPERT
• 3 Model the dialogue on p. 133 with a student. Then pair Teaching Tip
students and have partners practice the dialogue. When you ask students a question, allow enough
time for them to form an answer. Students are
• Model the dialogue again, using a different vocabulary word. thinking in a new language, so they may remain
Prompt a student to ask you Do you like fireworks? Say Yes, silent after a question is asked. This silence may
I do. I like the different colors of fireworks. not mean that students don’t know the answer.
Students may just need extra time to form an
• Give students about five minutes to write some questions. Then answer before speaking.
have partners take turns asking and answering questions using
the vocabulary words. The Sounds of English
Sound combinations: /sk/ and /ks/, /st/ and /ts/
You can practice consonant clusters with your
Extend students. In the combined sound /sk/ (mask),
• Place students into pairs. Draw a two-column chart on the the back of the tongue moves up during the
transition from /s/ to /k/. For /ks/ (taxi), the back
ng
board. Label the first column Things. Label the second column
of the tongue lowers after the /k/ sound and
Actions. Say Some of the new words are things. Some are the tongue tip rises to form the /s/ sound. Try
actions. different combinations of sounds, and practice
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the combinations that students have the most
• Hand out a two-column chart graphic organizer to each pair. trouble with.
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Say Copy the chart on the board. Work with your partner. Put Example words: mask; fireworks; feast; dance
words that are things in the left column. Put words that are
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actions in the right column.
Things Actions
a costume celebrate
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hi
a mask remember
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• When students have finished, have each partner choose a

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word from each column of the chart and use these two words
in a sentence about their own lives. Call on students to share
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their completed charts and sentences aloud.

lG
Wrap Up
• Say Now let’s play a game. I say a sentence. You tell me the
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vocabulary word that goes with it. Write the vocabulary words
on the board. Give students clues for the vocabulary words,
for example: I do this when I hear music. (dance) These things
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make a house colorful. (decorations) These are special lights

that you see in the sky. (fireworks) Have students guess each
at
word you are describing.

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Vocabulary 1
Review
• For additional practice, direct students to Activity ✔ Formative Assessment
Worksheet 8.1.
Can students
• identify and use words about celebrations?
Have students use the vocabulary words to
describe a celebration they participate in at
home.
• ask and answer questions about celebrations?
Hand out magazine photos that show
celebrations. Have students ask and answer
questions about the photos.
Vocabulary 1 255

OW2e_LP_3_34279_250-277_U8_CR2.indd 255 6/27/19 11:28 AM
SONG
SONG
Vocabulary 1 dress up, a parade, dance,
a costume, a mask
Grammar in the song Celebrate!
Grammar 1 Simple past: regular verbs We went to a carnival.
Grammar 2 Simple past: irregular verbs Everyone was there!
We dressed up, sang some songs,
Resources TR: 8.3; Flashcards 139, 140, 142, 146, and watched a parade.
147; Video Sc. 7—Song; Workbook p. 94, TR: 8.1; But best of all,
Online Practice we danced to music,
wonderful music.
Material World Map Poster We danced to music
all day long.
CHORUS
We danced to music,
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wonderful music.
We danced to music
all day long.
ni
Did you like the food?
Yes, I liked the food.
Did you dress up?
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Yes, I went as a frog.
CHORUS
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Did you like the costumes?
Yes, I liked the costumes.
Did you see any masks?
Yes, we saw some masks.
c
hi CHORUS
ap
Rio de Janeiro, Brazil
gr
134 Unit 8
eo
Use the Song

lG
• Act it out Remind students that they • Say In the United States, people celebrate the Fourth of July.
learned how people around the world Point to the United States on the World Map Poster. Say
have special celebrations. Say People During the day, many people have a party outside. They eat
na
celebrate in many different ways. People hamburgers, hot dogs, and ice cream. At night, they watch
eat food. Some people dance. Some fireworks. It’s fun! Have students name a special occasion or
people march in parades. Some people holiday they celebrated recently. Ask questions such as Did you
io
watch parades. As you say each example, eat good food? Did you dress up? Did you go to a party? Have
act it out. Have students describe each students use the questions to describe what they did during the
at
action. celebration. Make sure they respond in complete sentences.

N
• 1 Play TR: 8.3 once. Say Now turn to • 2 Group students. Say Turn to pages 134 and 135. Read aloud
pages 132 and 133. Replay the song. Have the directions for Activity 2 on p. 135. Play TR: 8.3 and have
students point to each vocabulary word as groups complete the activity.
they hear it. (dress up, a parade, dance, a
costume, a mask)
256 Unit 8

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2 Work in a group. Put the words in the order
you hear them in the song.
BE THE EXPERT
2 parade 4 food 1 About the Photo
dress up
The photo shows Brazilian children in colorful
6 masks 3 danced 5 costumes costumes taking part in the Carnival parade in
the favela Rocinha. A favela is a shanty town,
a neighborhood of low-income households.
Rocinha, located in Rio de Janeiro, is the
largest favela in Brazil and has its own samba
dance school. Throughout the year, the entire
community of Rocinha participates in rehearsals
and parades related to Carnival.
ng
ni
ar
Le
c
hi
ap

gr
135 Song
eo
Use It Again
lG
• Vocabulary 1 Put the class into five groups. Hand out one carnival or a different thing you watched.
Flashcard to each group: dress up, a parade, dance, a costume, Write this model on the board: Did you
a mask. Tell one student from each group to hold the card. Say like the decorations? / Yes, I liked the
na
Listen to the song. When you hear the word on your group’s decorations. Have students read or sing
card in the song, stand up and clap your hands. The person their completed lines aloud.
with the card holds up the card instead of clapping. Explain
io
to students that, for some vocabulary words, they’re going • Grammar 2 Divide the class in half.
to hear a form of the word, not the exact word on the card. Assign one half to sing the questions in
at
Play Celebrate! and have groups do the activity. the last two verses, and the other half to
sing the responses. Play the last two verses
N
• Grammar 1 Play or sing these lines: “Did you like the food? / of the song and have groups alternate
Yes, I liked the food.” “Did you like the costumes? / Yes, I liked singing the lines. Then ask What animal
the costumes.” Say Write two new lines for the song. In your did you go as? (I went as a frog.) Did you
new lines, write about a different thing you liked at the see any masks? (Yes, we saw some masks.)
Song 257

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GRAMMAR 1
GRAMMAR 1
Objective Simple past: regular verbs TR: 8.4
Did you watch the parade? Yes, we watched the parade.
Students will
Did you like the music? Yes, we liked it a lot!
• ask and answer questions using the past
tense of regular verbs.
1 Read and write. Complete the sentences. Use these words.
Grammar Simple past: regular verbs
dress up like listen play watch
Workbook pp. 95–96, TR: 8.2; Grammar Yesterday . . .
1. I dressed up in my favorite costume. I was
Materials drawing paper, crayons, or markers a superhero!
2. The parade was great. We listened to music

from many countries.
ng
3. I liked the food and the dancing. It was fun!
4. After dinner all the children played games.
ni
5. At night we watched the fireworks. They
ar
were incredible!
Le
c
hi
ap
gr
136 Unit 8
eo
Warm Up
lG
• Set the stage Describe a sample • the end of each word.) In the first sentence, cross out the -ed
celebration for students. Say Last in dressed and add the letters -es. Ask Now what does the
Halloween a boy dressed up as a sentence say? (He dresses up as a superhero.) Have students
na
superhero. His friend dressed up as a say the sentence in both past and present tense. Ask How are
clown. First, they watched a parade. Then, the two sentences different? (One tells about what happens
they walked around the neighborhood. now or what happens often. The other tells about what
io
happened in the past.)

• Write this on the board:
at
dress up He dressed up as a superhero.

Present
N
• Write walk, play, listen, jump, call, watch, and color on the
watch They watched the parade.
board. Write + ed next to each. Say By adding -ed to the end
walk They walked around the of each action word, I can make words that tell about things
neighborhood. that happened in the past. For each word, write an equal sign
followed by the simple past form of the word, for example,
• Have students read the sentences aloud. walk + ed = walked.
Point out the words on the left. Underline
• Say Open your books to page 136. Point out the grammar box.
the form of the word in the sentence to
Play TR: 8.4.
the right. Ask What’s different about the
word’s spelling? (The letters -ed are at
258 Unit 8

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2 Write true sentences. Think of a celebration.
Use these words.
BE THE EXPERT
Grammar in Depth
celebrate dance like listen play watch
We use the simple past to describe events in the
past.
1. Add -ed to the end of regular verbs to form the
past tense. If the verb ends in e add -d.
2. watch → watched play → played
dance → danced
3.
However, if the verb ends with a consonant + y¸
change the y to i and then add -ed:
4.
study → studied
To answer yes/no questions in the affirmative, we
5.
typically respond with a short answer:
Did you dance at the party?
6.
ng
Yes, I did. It was fun.
In this lesson, students are practicing giving a
3 Ask questions about your celebrations. longer answer in the affirmative.
ni
Work with a partner. We answer no to a yes/no question like this:
Did you watch the parade?
ar
Did you play games
at the party? No, I didn’t. I stayed at home.
Le
Teacher Tip
Make sure that students are able to identify the
three different ways of pronouncing the -ed
c
hi endings in the simple past:
/t/ pronunciation: watched, liked
Yes, we played
games. It was fun. /d/ pronunciation: played, listened
ap
/ɪd/ pronunciation: celebrated, wanted
gr
137
eo
lG
• Replay TR: 8.4, pausing after each sentence. Have students • Read the chart aloud and have students
repeat each sentence aloud. Use the verbs on the board and repeat after you.
the question format in the grammar box to ask questions such
na
as Did you walk to school today? Have students respond in • 1 Point out the activity on p. 136. Read
complete sentences. (Yes, I walked to school today.) If students aloud the directions.
have difficulty, review the information on the board.
io
• Help students complete item 1. Have a

student read the completed sentence
Practice
at
aloud, then ask that student What did you

do yesterday? (I dressed up in my favorite
• Choose a verb listed on the board to show students how to
N
costume.) Point to another student and

form the simple past. For example, write the following on the ask the same question. Point to the first
board: student and ask a third student What did
she do yesterday? (She dressed up in her
I walked we walked favorite costume.) Point to the first two
you walked you walked students and ask a fourth student What
did they do yesterday? (They dressed up in
he walked their favorite costumes.) Point to yourself
she walked they walked and say I dressed up in my favorite
costume, too. Then point to yourself and
it walked
the first two students and say We dressed
up in our favorite costumes. Then have
students complete items 2–5.
Grammar 1 259

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GRAMMAR 1 2 Write true sentences. Think of a celebration.
Use these words.
Simple past: regular verbs TR: 8.4
Did you watch the parade? Yes, we watched the parade. celebrate dance like listen play watch
Did you like the music? Yes, we liked it a lot!
1 Read and write. Complete the sentences. Use these words. 1.
dress up like listen play watch 2.
Yesterday . . . 3.
1. I dressed up in my favorite costume. I was 4.

a superhero!
2. The parade was great. We listened to music 5.

from many countries.
6.
3. I liked the food and the dancing. It was fun!
ng
4. After dinner all the children played games. 3 Ask questions about your celebrations.
watched Work with a partner.
5. At night we the fireworks. They
ni
were incredible! Did you play games
at the party?
ar
Le
Yes, we played
games. It was fun.
c
hi
ap
136 Unit 8 137

gr
Wrap Up
• Ask a student What did you do at the • Say Choose an -ed word from the board. Write a new sentence
eo
parade? (I listened to music from many using the word. Hand out drawing materials and have
countries.) Point to that student again and students illustrate their sentences. Then pair students and have
lG
ask another student What did (he) do at partners ask and answer questions about their sentences and
the parade? (He listened to music from illustrations.
many countries.) Continue in this way for
na
all the items in the activity.

Recap
• Practice asking and answering questions
• Remind students that to ask questions about the past, they
io
with students using the words in Activity 1.

add -ed to the end of some action words. Ask questions such as
Ask questions such as these:
Did you watch TV last night? Did you listen to music yesterday?
at
Did you listen to the radio yesterday? Have students respond in complete sentences using the -ed
Did you watch a movie last week? Did form of the word.
N
you like the movie?

Did you dress up at a party? • Make sure students understand that when they write the
Did you play a sport this week? What simple past form of a word that ends in an e, they just need to
sport did you play? add the d to the end of the word.
• Make sure that students use the correct
form of the word in their response and
that they respond in a complete sentence.
260 Unit 8

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Apply BE THE EXPERT
• 2 Point out Activity 2 on p. 137. Read aloud the directions. Our World in Context
Say Think of a celebration you went to. Ask When was the One of the biggest holidays in Korea is the
celebration? What did you celebrate? Did you dance at your Ch’usŏk, or Harvest Moon Festival. It’s usually
celebration? What did you like about your celebration? held in September or October on the fifteenth day
of the eighth full moon according to the lunar
• Say and write a model sentence, such as Last February calendar. Families from around the country and
I celebrated Chinese New Year with my neighbors. the world gather at their ancestral homes for
the big day. The Ch’usŏk is a holiday dedicated
• Have students complete the activity. Prompt students to read to ancestors.
their answers aloud. Ask questions such as Did you listen to
Teaching Tip
music? Did you play with friends? Did you watch a parade?
Who watched another kind of activity? What are some other Leveling Students in your class may have
different levels of experience and ability in
activities you watched?
answering questions. To give students more
of a challenge when answering questions,
• 3 Say Look at Activity 3 on page 137. Read aloud the
ng
rephrase yes/no questions as questions that
directions. Point out the model dialogue on the page, and require a more complex response. For example,
model it with a student. Pair students. Have partners complete instead of asking Did you watch TV over the
ni
the activity, using the example question on p. 137 as a model. weekend?, ask What TV shows did you watch
Remind students to take turns asking and answering questions over the weekend? Make sure students use a
ar
and to answer in complete sentences. complete sentence to respond.
Le
Extend
• Write walk, play, listen, dance, like, call, watch, and color on
c
the board. Pair students, and hand out copies of a two-column
chart graphic organizer to each pair.
hi
• Say Use the chart to find out what your partner did yesterday
ap
or on the weekend. Write questions that start with “Did
you . . .?” in the first column. Use some of the words on the
gr
board in your questions. Then ask your partner the questions

and write your partner’s answers in the second column.
eo
• Draw the following chart on the board for students to use as a

model.
lG
Your Question Partner’s Answer
Did you call a friend last Yes, I called a friend last

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week? week.
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• Allow time for students to write questions, ask the questions,

at
and record their partner’s answers. Then call on pairs to read

N
one of their questions and answers aloud.
Wrap Up Workbook and Online Practice

Grammar 1
• Call on a student and ask (Diego), did we play a game in class
yesterday? The student should use the correct form of the word ✔ Formative Assessment
and respond in a complete sentence. (Yes, we played a game in
class yesterday.) Then have that student ask another student a Can students
new question, for example, (Mala), did we listen to a song on • ask and answer questions using the past tense
Monday? Continue the activity in this manner. of regular verbs?
Write look, watch, listen, play, talk, and
celebrate on the board. Pair students and have
them use the words to ask and answer questions
about activities they took part in recently.
Grammar 1 261

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VOCABULARY 2
VOCABULARY 2
Objective 1 Listen and say.
Students will Read and write. TR: 8.5
• identify and use words related to birthday
celebrations.
Vocabulary a present, a birthday cake, candles,
an invitation, balloons
a birthday cake candles
Sc. 4—Vocabulary 2; Activity Worksheet 8.2;
e to
Workbook p. 9; Online Practice Comparty!
my
Material sample party invitation Wha
t: M
y part
n: Oct
y!
ober 17
e
Whe
re: M
y hous
Whe
a present an invitation balloons
ng
1. You write this on paper. You give it to your friends. an invitation
ni
2. It tastes sweet. It usually has candles on top. a birthday cake
balloons
ar
3. They are usually round. They have air inside.
4. They are long and thin. You put them on a birthday cake. candles
Le
5. You use colorful paper to wrap it. You give it to people on
their birthdays. a present
c
2
hi
Listen and stick. TR: 8.6
ap
1 2 3 4 5
gr
138 Unit 8
eo
Warm Up
lG
• Set the stage Describe a celebration that Then say Open your books to page 138. Have students point to
you had recently. Say Some people like each photo and say the word aloud.
to celebrate (their birthday). They have a
na
• Hold up the Flashcard for each word in a different order

(birthday party) (with decorations and a
than that shown in the book. Have students say the word for
cake). Their (friends bring gifts).
each card. Then say and act out sentences for each image,
io
• Ask What are some common things at a for example, I got an invitation to a birthday party. Act out
birthday party? (decorations, cake, food, opening and reading an invitation. The invitation tells when
at
music) Then have students turn to p. 132 and where the party is. Candles go on a birthday cake. Act out
and identify the picture of the birthday placing candles on a cake. The birthday girl or boy blows out
N
party. Ask What do you see in the photo? the candles. Act out blowing out candles. People give presents.
(children or girls, a grown-up, hats, Act out handing someone a present. Balloons can be used for
decorations, gifts, cake) decorations at a birthday party. Act out blowing up a balloon.
Present Practice
• Say Now we’re going to learn some new • Say Look at the photos on page 138. Ask
words to talk about birthdays. Hold up a What do you eat at a birthday party? (a birthday cake)
Student’s Book and turn to p. 138. Point to What tells you when and where a party is? (an invitation)
each photo and say each word aloud. What do you put on top of a birthday cake? (candles)
What are party decorations? (balloons)
What do you bring to a party? (a present)
262 Unit 8

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• 1 Play TR: 8.5. Have students repeat each word and sentence. BE THE EXPERT
• Complete item 1 with students. Read the two sentences aloud. Teaching Tip
Consider displaying vocabulary words on a word
• Think Aloud Say I’m looking for something made of paper. wall in a prominent location in the classroom.
It’s something with writing on it, too. A candle isn’t made of Posting vocabulary words where students can
paper. Neither is a balloon or cake. A present has paper on see them helps students become familiar with
the words and allows them to identify patterns
it, but you don’t write on that paper. It’s an invitation! Have
and make connections between words. It also
students write an invitation in the blank. helps students recall the words more easily
when they encounter them in situations outside
• Have students complete the activity. Review answers. Write
the classroom. Be sure to add new words to the
My mom put on my birthday cake. Ask What goes display on a regular basis.
on a cake? (candles) If students have trouble, review the
vocabulary terms. Related Vocabulary
envelope
Apply
ng
• 2 Assign partners. Say Listen. Then choose the right sticker
and stick it in the box. Model the activity. Play TR: 8.6 and
ni
pause after the first three lines of dialogue. Ask What new
word do you hear? (invitations) Ask Which sticker shows
ar
an invitation? Pairs should stick the invitation sticker in the
first box.
Le
• Continue playing TR: 8.6. Have partners complete the activity.
Extend
c
hi
• Form groups. Write these sentence frames on the board:
ap
There were on the cake.

gr
Each friend got to the party.

The room was filled with colorful, round .
eo
The was delicious!

The child’s favorite was a new game.
lG
• Say Fill in each blank with a new word you learned. Then write
na
five new sentences using the new words. Have groups read
their sentences aloud.
io
Wrap Up
at
• Act out and say a clue for each vocabulary word. For example,
act out opening a present and say I got a new game for my
N

birthday! Students should guess present.
Vocabulary 2

• For additional practice, direct students to Activity Can students
Worksheet 8.2. • identify and use words related to birthday
celebrations?
Have students describe a birthday party. Ask
questions such as How do you know that
a friend is having a birthday party? What
decorations do you see at birthday parties?
Students should use the vocabulary words to
respond in short sentences.
Vocabulary 2 263

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GRAMMAR 2
GRAMMAR 2
Objective Simple past: irregular verbs TR: 8.7
Students will Did you go to the parade? Yes, I went to the parade.
Did you see the fireworks? Yes, I saw the fireworks.
• ask and answer questions using the past Did you eat cake at the party? Yes, I ate a piece of cake.
tense of irregular verbs.
Grammar Simple past: irregular verbs 1 Match. These verbs change when you talk about the past.
Academic Language verbs Draw lines. Work with a partner.
sing wrote
drink gave
Grammar Workbook pp. 36–37; Online Practice
Material scissors wear had
have took
write sang
ng
give drank
ni
take wore
ar
2 Play a game. Cut out the cards in the back of the book.
Play with a partner. Match and say sentences.
Le
See. Saw. I saw lots
of lanterns. Your turn.
No match for me.
c
hi Your turn again.
ap
gr
139
eo
Warm Up
lG
• Write walk, play, listen, and watch on the to repeat. Then have students ask each other the questions
board. Ask What do we add to each word from the grammar box. Model for students. Ask Did you go to
to tell about what happened in the past? the parade? Have a student answer Yes, I went to the parade.
na
(-ed) Have students say sentences using

• Select two students to read aloud the next question and
the -ed form of each word. (I walked to
answer. Then choose two new students to read aloud the
school this morning; I played a game last
io
third question and answer. Repeat the process until all students

night.)
have had a chance to ask and answer a question from the
at
• Preteach Say For some words, you don’t grammar box.

add -ed to the end when you tell about the
N
past. You use a different form of the word.

Today we’ll learn some of these forms.
Practice
• Ask What do we do with songs? (We sing them.) What do you
do with pants? (You wear them.) Explain that you don’t add
Present -ed to some action words to talk about the past. Say You use a
• Point out the grammar box on p. 139. Play different form of the word. Write these examples on the board:
TR: 8.7, pausing after each question and
answer pair to allow time for students sing → sang
wear → wore
264 Unit 8

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• List other irregular verbs such as drink, write, take, eat, have, BE THE EXPERT
give, see, tell. For each, draw an arrow and write the simple past
form of the verb. Read them aloud and have students repeat. Grammar in Depth
There are many irregular past tense verbs in
• 1 Read aloud the directions for Activity 1. Have students English. We call them irregular because they
complete the activity. Review answers as a class. Say Choose a don’t take the regular -ed ending to form the
word from the right column. Use that word to say a sentence past tense.
about something that happened in the past. If students The only way to learn these irregular forms is to
have trouble, provide an example: I gave my dog a bath last memorize them. Here is a list of some of the verbs
Saturday. students will encounter in this lesson:
drink → drank have → had
Apply sing → sang wear → wore

give → gave see → saw
• 2 Pair students. Read aloud the directions and the model
take → took write → wrote
dialogue. Have partners cut out the cards. Say Put the blue
words in one pile. Put the green words in another pile. One
ng
partner chooses a card from each pile. Say a sentence for cards
that have two forms of the same word. Use the past form of
the word. Say “no match” for cards that don’t have forms of
ni
the same word. Your partner takes a turn. Play until you use all
ar
the cards.
• Demonstrate the game. Choose the cards for sing and sang.
Le
Say a sentence with sang, for example, We sang a song
yesterday. Then choose cards with forms of two different
words, such as see and ate. Say These words don’t match. Now
c
it’s my partner’s turn. Then have pairs play the game. hi
Extend
ap
• Have partners each choose a card with a blue word from

Activity 2. Say Write a question that uses the word on your
gr
card. Write and say an example, such as Did you wear a

costume? Then have partners exchange questions and use the
eo
past form of the blue word to write answers. Provide a model:

Yes, I wore a clown costume.
lG
Wrap Up
na
• Point out the words in the left column of Activity 1. Say Choose
a word from this group. Use that word to ask a classmate a
question about something she did. Your classmate uses the
io
matching word in the right column to answer. Model the

activity. Ask (Lupe), did you drink juice at breakfast? (Yes,
at
I drank juice at breakfast.) Have students continue asking and

answering questions.
N

Grammar 2
Worksheet 8.3. ✔ Formative Assessment
Can students
• ask and answer questions using the past tense
of irregular verbs?
Write on the board: eat/ate, drink/drank,
take/took, wear/wore. Have students use the
words to ask and answer questions about their
daily routines for the past week.
Grammar 2 265

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READING
READING
November Celebrations
Students will
• compare two celebrations.
• look for information in a text. The Day of the Dead is a big festival in Mexico. People
• talk about celebrations. celebrate it on the first day of November. They remember
and celebrate the dead people in their families. They
Reading Strategy Scanning Text for Information sometimes decorate the cemeteries with skeletons in Day of the Dead
Academic Language information, special costumes. Families take a big feast to the cemetery,
key words, scan and they light candles and play music. People give candy
and chocolate in the shape of skulls. For Mexicans, skulls
Content Vocabulary festival, grave, cemetery, and skeletons are not scary, and the festival is not sad. The
skeleton, skull, imagine Day of the Dead is a time for fun and happy celebrations.
Resources TR: 8.8; Graphic Organizer: In Thailand, the festival of Yi Peng usually happens
Venn diagram; Workbook pp. 100–101, TR: 8.4; in November, too. On the first day, there is a parade and
Online Practice; World Map Poster people wear beautiful costumes. People make lanterns
ng
out of rice paper. They light small candles inside them.
Materials colored construction paper, On the night of the festival, thousands of bright lanterns
color markers go up into the sky. People believe that the lanterns are Festival of Yi Peng
ni
taking away the bad things in their lives. People also
decorate their homes and gardens with paper lanterns.
And on the last day, there are fireworks.
ar
In 2002 a candy company
Le
made chocolate fireworks!
60 kg (132 lb.) of chocolate
went up into the sky!
c
hi
ap
gr
140 Unit 8
eo
Warm Up Present
lG
• Build background Say Today we’ll • 1 Explain Direct students to p. 140. Point to the first photo
read about celebrations in Mexico and in and say The Day of the Dead is a very special holiday in Mexico.
Thailand. Point to Mexico on a world map. It happens on the first day of November. Ask What do you see in
na
Say Mexico is a country. What continent the photo? (candles, flowers) Do you think this is a happy or sad
is Mexico a part of? (North America) day in Mexico? Have students write down their answers.
Then point to Thailand and say Thailand
io
is another country. What continent is • Point to the second photo and say This is the Festival of Yi Peng
in Thailand. It usually happens in November, too. Ask What
at
Thailand a part of? (Asia) Say That’s

right! Thailand is part of Asia. It’s in do you see in this photo? (people holding lanterns, lanterns in
the air) Do you think this celebration is happy or sad? Tell why.
N
Southeast Asia.
Have students write down their answers.
• Say We’re going to learn about
celebrations that Mexico and Thailand • Play TR: 8.8 and have students read along. After they finish,
have in November. Ask Is there a have them revisit their answers to the two questions.
celebration that you like in November? • Play TR: 8.8 a second time. Pause at the end of each paragraph
What is it? Have students describe to check for comprehension. Ask questions such as:
holidays or other special occasions that
they celebrate in November. If students Paragraph 1: When is the Day of the Dead celebrated? What
have trouble naming an occasion, provide do families do on this day? What kinds of decorations do
suggestions. (In some years, Islamic New people use for this celebration?
Year and Hanukkah fall in November.)
266 Unit 8

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BE THE EXPERT
1. The Day of the Dead is a sad festival in Mexico. T ✔
F
About the Photo

2. On the Day of the Dead, families eat food at
the cemeteries. ✔
T F The main photo on p. 140 shows traditional
candy skulls from Michoacán de Ocampo, a state
3. At Yi Peng, there is a parade and there are fireworks. ✔
T F
in west-central Mexico. These skulls are sold at
open-air markets, along with other items related
4. There is only one lantern in the sky at the
T ✔
F to the Day of the Dead holiday, which is known as
Yi Peng festival.
Día de los Muertos in Mexico. Candy skulls may
5. Both the Day of the Dead and the festival of Yi Peng feature a person’s name written on the forehead,
✔
T F
are usually celebrated in November. representing the soul of a person who has died.
Day of the Dead Yi Peng
When is it? November November
ng
To remember the dead To take away bad things
Why do they people in their families in their lives
ni
celebrate it?
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Decorate the cemetery, Wear costumes, light
What do eat, light candles, play lanterns, have a parade,
music. decorate their houses
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people do?
and gardens.
c
4 Work with a partner. Look at the photographs.
What do you see? What do you like?
hi
I like the lanterns. I I like the lanterns, too! And
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think they are beautiful. did you see those skulls?
gr
141
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Paragraph 2: What do people wear on the first day of Yi about the Day of the Dead festival. Let’s
Peng? What are the lanterns made of? What do people do scan that paragraph for the word sad.
with the lanterns? How do people decorate their homes for Wait a moment, and, if students haven’t
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Yi Peng? already responded, say I see! Near the

• Draw students’ attention to the Weird but True feature on end of the paragraph, it says the festival
is not sad. So item 1 is false. Have students
io
p. 140. Have a student read it aloud. Then ask What did a

candy company do in 2002? (made chocolate fireworks) How check F for False. Ask How can you change
the sentence to make it true? (The Day of
at
much chocolate went up into the sky? (60 kg, or 132 lb.) Say
That’s a lot of chocolate! the Dead is a happy festival in Mexico.) If
students have trouble, have them reread
N
the last sentence in the first paragraph.

Practice
• Have students complete items 2–5. Review
• 2 Point out Activity 2 on p. 141. Read the directions aloud. Call the correct answers with the class.
on students to read each true-or-false sentence aloud. Say Now,
read each sentence again carefully. Look for key words, or • Expand Place students in groups of four.
important words, in each sentence. Circle the key words. Say Rewrite items 2, 3, and 5 to make the
sentences false. Rewrite item 4 to make the
• Complete item 1 together. Read the statement aloud. Say sentence true. Scan the text of November
The sentence says that the Day of the Dead is a sad festival Celebrations to find information you can
in Mexico. I think sad is a key word. Let’s scan November use to rewrite each sentence.
Celebrations for information. The first paragraph talks
Reading 267

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1. The Day of the Dead is a sad festival in Mexico. T ✔
F
November Celebrations
2. On the Day of the Dead, families eat food at
the cemeteries. ✔
T F
3. At Yi Peng, there is a parade and there are fireworks. ✔

T F
The Day of the Dead is a big festival in Mexico. People
celebrate it on the first day of November. They remember
4. There is only one lantern in the sky at the
and celebrate the dead people in their families. They T ✔
F
Yi Peng festival.
sometimes decorate the cemeteries with skeletons in Day of the Dead
special costumes. Families take a big feast to the cemetery, 5. Both the Day of the Dead and the festival of Yi Peng
and they light candles and play music. People give candy are usually celebrated in November. ✔
T F
and chocolate in the shape of skulls. For Mexicans, skulls

and skeletons are not scary, and the festival is not sad. The 3 Read. Complete the chart.
Day of the Dead is a time for fun and happy celebrations.
In Thailand, the festival of Yi Peng usually happens Day of the Dead Yi Peng
in November, too. On the first day, there is a parade and
people wear beautiful costumes. People make lanterns When is it? November November
out of rice paper. They light small candles inside them.
On the night of the festival, thousands of bright lanterns To remember the dead To take away bad things
ng
go up into the sky. People believe that the lanterns are Festival of Yi Peng Why do they people in their families in their lives
taking away the bad things in their lives. People also celebrate it?
decorate their homes and gardens with paper lanterns.
And on the last day, there are fireworks.
ni
Decorate the cemetery, Wear costumes, light
In 2002 a candy company
What do eat, light candles, play lanterns, have a parade,
made chocolate fireworks! music. decorate their houses
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people do?
60 kg (132 lb.) of chocolate and gardens.
went up into the sky!
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4 Work with a partner. Look at the photographs.
What do you see? What do you like?
I like the lanterns, too! And
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I like the lanterns. I
think they are beautiful. did you see those skulls?
hi
ap
140 Unit 8 141

gr
Recap
• Have a student from each group read one • Say We’ve read and talked about two different November
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of the rewritten sentences aloud. Discuss celebrations. One celebration takes place in Mexico. The other
why each rewritten sentence is now true takes place in Thailand. What are the names of these two
lG
or false. celebrations? (the Day of the Dead festival, the festival of

Yi Peng) Ask Why do people in Mexico celebrate the Day of
Wrap Up the Dead? (to remember and celebrate dead family members)
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Why do people in Thailand celebrate the festival of Yi Peng?

• Say Let’s write more true-or-false sentences (to celebrate the idea that the bad things in their lives are
about the two celebrations we learned being taken away)
io
about today. Pair students. Say Work with

your partner to write two sentences. Write
Apply
at
one sentence about the Day of the Dead

festival. Write another sentence about the • 3 Say Open your books to page 141. Point out the chart in
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festival of Yi Peng. Make one sentence Activity 3. Read the directions aloud. Call on a student to read
true and one sentence false. Before you aloud the chart headings and the questions in the first column.
start writing, scan November Celebrations Say Scan the text of November Celebrations for information.
again to find information to include in Use the information you find to complete the chart.
your sentences. Call on pairs to read one
of their sentences aloud. Have the class • Have students work independently to complete the chart.
say whether the sentence is true or false, Observe students as they work to make sure they’re scanning
and why. the text for information. If they have trouble finding
information in the text, guide them to the correct paragraph.
Then call on students to read aloud the information they found
for each question in column 1.
268 Unit 8

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• 4 Pair students. Read aloud the Activity 4 directions, BE THE EXPERT
and have two students read aloud the model dialogue at Reading Strategy
the bottom of p. 141. Say Look at the photos in November
Scanning Text for Information Make sure
Celebrations. Talk with your partner about what you see and students understand that when they scan text
what you like in each photo. for information, they should also look at titles,
captions, and any other text that’s not part of the
• Have partners discuss what they see and like in each photo. main text. When scanning the main body of the
Then ask What information do the photos give about the text, they should look for information about the
November celebrations in Mexico and Thailand? How do the topic they need to address. For example, when
photos help you understand what the text says about each scanning a text about celebrations, they might
celebration? look for key words such as decorations, costume,
mask, celebrate, and fireworks.
Extend
• Say Let’s compare and contrast the two November celebrations
ng
we read about. When you compare and contrast two things,
you tell how the two things are the same and different. Pair
students, and hand out a Venn diagram graphic organizer to
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each pair.
ar
• Draw a Venn diagram on the board. Label the left circle Day
of the Dead, the right circle Festival of Yi Peng, and the
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overlapping section Both. Say Scan the text to find information
about each celebration. Write information about the Day of
the Dead in the left circle. Write information about the festival
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of Yi Peng in the right circle. Write ways the two festivals are
alike in the space where the two circles come together.
hi
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Day of the Dead Both Festival of

Yi Peng
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celebrate the dead November

decorate graves fireworks parade lanterns
candy and chocolate wear special decorate homes
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in shape of skull costumes with lanterns

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• Allow time for pairs to complete the Venn diagram. Then call
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on students to come up to the board and fill in each section of

the diagram. Discuss the completed diagram as a class. Workbook and Online Practice
Reading
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Wrap Up ✔ Formative Assessment

at
• Have students scan November Celebrations and call out details

Can students
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about the two festivals. List these details on the board. Then
ask How are these two festivals like celebrations you know? • compare two celebrations?
How are they different? Write students’ responses on the Ask students questions such as What are two
holidays your family celebrates? How are these
board, and discuss as a class.
two holidays alike? How are they different?
• look for information in a text?
Have students scan the text of November
Celebrations. Ask them to describe two activities
people participate in during each festival.
• talk about celebrations?
Write decorations, feast, party, and costume/
mask on the board. Have students use
the words to talk about celebrations they
participate in or know about.
Reading 269

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WRITING
WRITING
Writing Write about a celebration. 1 Read. What title does Hiro use for his writing? A title tells you
what you are reading about. It’s usually short and simple. In the
Objectives
body text of this description, Hiro uses words that describe what
Students will
he saw, heard, and did.
• use details to describe a celebration or
festival.
• write complete sentences. The Sapporo Snow Festival
by Hiro
Academic Vocabulary body text, describe, title Every year we have a snow festival. It’s in
Content Vocabulary sculpture, slides, February, in the winter. This year the festival was
maze, buns fantastic. There was a lot to do, and we had so
much fun.
Resources Workbook p. 102; Online Practice;
I went to the festival with my brother and
World Map Poster
sister. It was very cold! I wore a snowsuit, boots,
gloves, and a hat. We saw some beautiful snow
sculptures. My favorite was a sculpture of two
ng
big dinosaurs. They looked so real and so scary!
We played on the snow slides and in a snow maze, too! In the
evening, we listened to music, ate steamed buns, and drank hot
ni
tea to get warm.
Writing
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✔ Formative Assessment 2 Write. Write about a celebration or festival. Think about what you
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wore, what you saw, and what you did.
Can students
• use details to describe a celebration or festival? 3 Share your writing. Work in a small group. Listen and fill
Have students review the writing model on in the chart.
c
p. 142 and describe in their own words what Hiro
Celebration What did people
wore, saw, heard, and did during the Sapporo
hi Name
or festival see and do?
snow festival.
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• write complete sentences?
Have students check their writing to make sure
each sentence starts with a capital letter and
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ends with a period or other end punctuation. 142 Unit 8

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Present
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• Have students name a familiar celebration. • Ask these questions to help students identify descriptive words:
Say Name one thing you saw, heard, and What did Hiro wear? (snowsuit, boots, gloves, hat) What did
did at the celebration. List responses on he see and hear? (colorful lights, beautiful snow sculptures,
na
the board. music) What did he do? (played on snow slides and in a snow
maze, ate steamed buns, drank hot chocolate) Have students
• Review the five senses by having students underline descriptive words in the text.
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point to their eyes, ears, nose, tongue, and

fingers. Say When you describe something, • 2 Read the directions for Activity 2 aloud. Say Think of a
at
you talk about what you saw, heard, and celebration or festival you went to. Write the name on paper.
did. You use special words to help people Give students a minute to think and write. Then say That’s the
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make a picture in their minds of what title of your writing. Tell students to think about what they
you’re describing. wore, what they saw, and what they did at the celebration or
festival, and have them list these things below their titles. Then
say Now, below that, put the things in your list into complete
Write sentences. That will be the body text of your writing.
• 1 Say Turn to page 142. Read how this
student describes what he wore, saw,
heard, and did at the Sapporo snow
Share
festival. Have students read the paragraph. • 3 Read the directions aloud. Form groups of three. Say Share
what you wrote with your group.
270 Unit 8

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VALUES
VALUE
Celebrate your culture. Value Celebrate your culture.
Objectives
Enjoy your traditions and festivals.
Students will
• read about celebrating the traditions and
Think. Pair. Share. festivals of a culture.
How do you celebrate • talk about how they celebrate their own
culture.
your culture?
BE THE EXPERT
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Teaching Tip
When students are asked to complete a writing
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activity, remind them to read the directions
carefully before they begin writing. This will allow
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them to make sure that they understand what
they’re being asked to write about, what they
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need to include, and, if applicable, how long their
piece of writing needs to be.
Content Vocabulary
c
hi culture, traditions
ap
San Sosti, Italy
gr
143
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lG
• Have students take turns reading their writing to the other Pair
group members. As each student reads aloud, the other group
• Have students look at the picture. Ask
members should fill in the chart on p. 142. Encourage students
What do you think happens at a folklore
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to ask questions about one another’s writing.

festival? (music, dancing, stories) What
• Call on students to describe what a classmate saw and did at kind of clothes are the girls wearing?
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a celebration or festival. (traditional dresses)

at

Value answer the question in the middle of the
N
• Say Look at page 143. What does the photo show? (girls page. Students should write notes or draw
dancing) Say This photo shows a celebration in Italy. It’s called pictures of their partner’s answers.
the Folklore Festival. Point to Italy on the World Map Poster. Share
Think • Write the words Traditions, Music, Clothes,
• Have students read the value statement on p. 143 aloud and Food as headings on the board. Then
(Celebrate your culture.). Ask How do you celebrate your have students take turns sharing their
birthday? Allow students to share their answers aloud. answers to the question aloud. As students
share, have their partners write key words
• Have a student read the sentence under the value statement. under each category on the board.
Say Name one tradition you have with your family. Ask Have
you been to a festival? • After everyone shares, ask What do
cultural celebrations have in common?

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PROJECT
PROJECT
Objectives Make a parade mask.
Students will
Decorate it and describe it to the class.
• find information about a celebration.
• make and decorate a parade mask. 1 2
Academic Language collect, research
Materials colored construction paper, crayons or
colored markers, glue, tape, scissors, string
(optional), feathers (optional), cotton balls
(optional)
ng
Choose a celebration. Do research.
ni
3 4
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c
hi
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Collect materials. Decorate your mask.

gr
144 Unit 8
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Prepare
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• Ask What words did we learn about • Write questions such as the following on the board:
celebrations? List students’ answers on the
board. Then ask Which words are about What celebrations do people take part in
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what people wear during celebrations? around the world?

(dress up, costume, mask) Say Today, Do people walk in parades during these
you’re going to make a parade mask for a
io
celebrations?
celebration.
Do people wear costumes? Do people wear
at
• Put students in small groups. Say Find masks?

information about celebrations that
N
take place around the world. Use the

• Have students use available resources to research celebrations.
information to help with your research.
Remind them that they can use the text and images from the
unit as resources, too. Say Take notes as you research. Use your
notes to help you choose a celebration. Look for celebrations
in which people wear masks and walk in parades. Then take
notes about the masks people wear in the parades. Ask them
to write what colors the masks are, and what they look like.
Suggest that they make quick drawings of the masks they like.
• Hand out materials to each group. Say Each person in your

group will make a mask. Look at your notes. Think about what
your mask looks like. Have students make and decorate masks.
272 Unit 8

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talk about celebrations and Our World in Context
festivals.
The word holiday literally means “holy day.”
tell what happened in the past. Originally, a holiday referred to a day devoted
talk about cultural traditions.
to religious observance. However, many national
holidays throughout the world celebrate historic
and other events that are not associated with
religion. These holidays include Bastille Day in
France, Independence Day in various countries
around the world, and New Year’s Day.
Project Rubric
ü Did students choose and research a specific
holiday or celebration?
ü Did students make and decorate a parade
mask for their chosen celebration?
ng
I made the eyes with white,
blue, and yellow paper.
ü Did students share information about their
parade mask with classmates?
ni
ar
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c
hi
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gr
145
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Share
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• Call on students in each group to present their parade masks to

the class. Have them describe details about their masks.
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• Have students ask questions about each group member’s mask.

Encourage discussion of the holiday or celebration that inspired
the mask. Ask questions such as: What holiday or celebration
io
is your mask for? Where is the holiday celebrated? How do Now I Can
people celebrate it? What do they wear, do, and eat?
at

• Modify To simplify the project, assign holidays and • What celebrations and festivals do you take
N
celebrations in which people wear parade masks. Print out or part in with your family?
make copies of reference materials. On the day of class, assign • What did you see and do at the last celebration
a specific holiday or celebration to each group, and hand out you went to?
the materials. • What are some of your family’s cultural
traditions, and which one do you like best?

• For additional practice, direct students to Activity Unit Review
Worksheet 8.4.
Project 273

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VIDEO
Vocabulary 1a celebrate, remember, dance, decorate,
dress up
Vocabulary 1b a parade, fireworks, a feast, a party,
a costume, a mask, a lantern
Vocabulary 2 balloons, candles, a birthday cake,
an invitation, a present
Grammar 1 Simple past: regular verbs
Grammar 2 Simple past: irregular verbs
Song Celebrate!
Viewing holidays and celebrations
Story Time Holiday Colors and Lights
Resources Video Sc. 1–10; World Map; Graphic Organizer: Zoom In
ng
Two-column chart
Vocabulary
• Play Vocabulary 1a, 1b, or 2, pausing at the images in
ni
the frames. Have students name and define the target
Before You Watch word. Press Play for the full-screen image and caption.
ar
• Play the video introduction. Say This video is all about
Grammar
holidays and celebrations. How do you celebrate
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holidays? • Play Scene 5: Grammar 1 and Scene 6: Grammar 2.
Have students describe the characters, setting, and
story. Have pairs or groups role-play the segment.
While You Watch
c
• Replay the segments, pausing on each caption. Call
• Have students look and listen for target words that
hi
on students to read the captions aloud and describe
name actions and for words that name things and
what they see in the image on-screen.
ap
events. Have students sort the words in a two-column
chart with the headings Actions and Things and Song
Events.
gr
• Divide the class into groups and assign each group

• Ask What word describes an action? (dance) What one song verse. Play the song and have groups sing
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word describes a thing? (a present) their verse. Have the class sing the chorus.
• Pause the video as necessary so students can identify,

Viewing
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list, and sort words. • Put students in five groups. Assign one of the
following countries to each group: China, India, Brazil,
the United States, and Thailand. Say Listen for your
After You Watch
na
country as you watch. Write what holiday people in

• Pair students. Have each partner choose one item your country celebrate and how they celebrate it.
io
from each column of his chart. Say Write a sentence

using the two words you chose. Call on pairs to read • Play the Viewing segment. Have groups discuss how
the holiday in their country is celebrated. Have each
at
their sentences aloud.

group present its celebration to the class.
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Story Time
• View Scene 9: Story Time once with students.
• View Holiday Colors and Lights again. Pause the

video and ask questions such as What color is popular
during Chinese New Year? (red) What do children
do during Chinese New Year? (They carry lanterns in
parades.) How do families in India celebrate Holi?
(They dance and sing in the streets and throw colored
powder at one another.)
274 Unit 8

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UNIT 8 READER
ORS AND LIGHTS
ht play an important part in holiday celebrations

world. Read about the different ways that
ght are used in holiday costumes, parades, and
Vocabulary celebrate, a present, a lantern,
Holiday
around the world.
l Geographic Learning, the Our World readers are six levels of original stories,
d non-fiction from around the globe. Following the readings are fun facts and
a parade, dance, a costume, a party, fireworks,
remember
the reading experience together in a way that fascinates, educates, and informs.
Colors and Lights

RS
Grammar Simple past: regular verbs; Simple past:

hant Orphans Anansi’s Big Dinner
Visits City Mouse
Fable Tortoise and Hare’s Race by Stacy McPherson
irregular verbs
ol Around the World
Men
a Coyote’s Weekend
he Rain Forest
Holiday Colors and Lights Reading Strategy Identifying Main Ideas

onesia
Color and light play an important part in and Details

rning, part of Cengage
mers with a portfolio of
holiday celebrations around the world. Read Resources Flashcards 138–154; Video Sc: 9—Story
about the different ways that color and light
-12, academic, and adult
tructional solutions
Time; Graphic Organizer: Three-column chart

writing, science, social
spanning early childhood
and global markets.
are used in holiday costumes, parades, and

decorations around the world.
ng
Before You Read
• Activate prior knowledge Ask these questions to get BE THE EXPERT
ni
students thinking about the topic: What’s your favorite color?
Why do you like it? Where do you see this color? Do you see
Reading Strategy
ar
this color during holidays you celebrate? What holidays? Identifying Main Ideas and Details Identifying
the main idea and details in informational text
• Introduce the strategy Give examples to help students helps students focus on important facts and
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details, and understand how they relate to the
understand what main ideas and details are. Say The main
main idea. Help students identify main ideas and
idea in a text tells what the text is mostly about. The main idea supporting details in Holiday Colors and Lights by
is usually near the beginning of the text. Details come next in
c
stopping every few pages and asking questions.
the text. Details give more information about the main idea. hi Text Background
• Have a student read aloud the summary on the back of the Informational text gives information about the arts,
ap
book. Say A summary usually tells the main idea of a text sciences, or social studies. Types of informational
and gives important details. Ask What’s the main idea in the texts range from newspaper and magazine articles
summary? (People around the world use color and light in to digital information, and from nonfiction trade
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celebrations.) books to textbooks and reference materials.

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• Write Main Idea on the board. Beside it, write Celebrations

around the world. Then draw a three-column chart. Label
the first column Celebration and Country, the second column
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Detail 1, and the last column Detail 2. Say As we read, we’ll

stop to identify details that support the main idea. As you look
for details, think about what they tell about the main idea.
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While You Read

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• Stop after every few pages to help students identify details in

at
the text. Ask the following questions:

p. 3: What country does the first paragraph tell about? What
N
details tell about celebrations in the country?

p. 5: What fact on page 5 tells how color or light is used in
celebrations?
p. 9: How do Americans celebrate their country’s birthday?
How do these facts support the text’s main idea?
After You Read

• Have students review the completed chart. Ask How do all of
the details support the main idea? How does identifying the
main idea and details help you understand what you read?

OW2e_LP_3_34279_250-277_U8_CR2.indd 275 6/27/19 11:28 AM
AUDIO SCRIPT S2: Then we can make the birthday cake. Can we have
a chocolate cake?
Student’s Book S1: Yes, of course. And I have nine candles to put on
the cake, too.
TR: 8.1 1 Listen and read. S2: OK. And then we can blow up the balloons.
People all over the world have special celebrations. S1: Yes—perfect. Then we are ready!
They take time to remember the past, meet family and
S2: And then you can give me my presents!
friends, eat food, and have fun!
S1: Yes, then we can give you your presents!
a costume, a feast, a mask, a lantern, a party,
fireworks, celebrate, remember, dance, dress up,
TR: 8.7 Grammar 2 Simple past: irregular verbs
decorations, a parade
a costume Do you like my costume?
ng
a feast There’s lots of food at this feast. Note: The reading November Celebrations is on p. 266.
a mask I love the colors on this mask.
ni
a lantern This lantern is beautiful.
Workbook
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a party I like to go to parties! TR: 8.1 3 Listen to the song. Read and write.
fireworks The fireworks are loud and colorful! Note: Lyrics for the song Celebrate! are on
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celebrate We celebrate my birthday every year. pp. 256–257.
remember I remember my great-grandparents.

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

2. Please pick up the purple party presents.
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TR: 8.5 1 Listen and say. 3. We celebrated and sang some songs slowly.
a present Here’s a present for you.
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Happy Birthday! TR: 8.4 1 Listen and read.

a birthday cake I love birthday cakes. Note: The reading Celebrating the Sun is on p. 337.
at
candles There are seven candles on the cake.

TR: 8.5 2 Look and write.
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an invitation It’s an invitation to a party!

1. Did you remember to color the candles?
balloons There are eleven balloons.
2. Yes, I remembered.
TR: 8.6 2 Listen and stick. 3. Did you celebrate your birthday?
S1: OK. What do we need to do for your birthday Yes, I celebrated my birthday.
party? 4. Did your friends give you a present?
S2: We can give people the invitations first! Yes, they gave me a present.
S1: Yes, great. We can write the invitations today. 5. Did you like it?
Yes, I liked it.
276 Unit 8

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NOTES
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Audio Script 277

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Unit 9
In This Unit
Theme This unit is about hobbies and free-time
activities.
Content Objective
My Weekend
Students will
• identify and describe free-time activities and
hobbies. • talk about free-time activities.
Language Objectives • talk about hobbies.
Students will
• talk about free-time activities. Look and check.
• talk about the past. The boys are
• talk about hobbies. playing basketball.
Vocabulary playing volleyball.
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Vocabulary 1 busy, eat out, exciting, go on ✔ playing soccer.
a picnic, go to the beach, go to the movies, They are
interesting, lose, stay home, text my friends,
tired.
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visit a museum, win
Vocabulary 2 go fishing, go hiking, ✔ happy.
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go horseback riding, go ice skating, bored.
go swimming
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Grammar
Grammar 1 Simple past: wh- questions and
negative
Grammar 2 go + verb + –ing
Reading Wow! Look at that!
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hi
Writing Write about a good weekend.
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Value Try new things. Chefchaouen, Morocco
Project Make a class scrapbook.

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146
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Objectives
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• Activate prior knowledge Write Monday, Tuesday,

Students will
Wednesday, Thursday, Friday, Saturday, and Sunday on the
board. Say These are the days of the week. Ask What days do
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• accurately describe a photo.

you go to school? Underline the days students go to school.
Resources Video Sc. 1—Introduction; Circle the remaining day or days.
Home-School Connection Letter; Unit
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Opener Poster; World Map Poster; Classroom • Build background Say The name of our next unit is “My
Presentation Tool Weekend.” On the board write weekend and say The weekend
at
is the end of the week. Point to the circled day or days on the
board. Say This is the weekend.
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Pacing Guides L3U9

• Preteach Say On the weekend, we usually don’t go to school.
2–3 Hours 3–4 Hours 4–6 Hours We have free time. Write free time on the board and say Free
time is time to relax. Free time is time to play.
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BE THE EXPERT
About the Photo
This photo shows boys using their free time to
play soccer in an alley in Chefchaouen, Morocco.
Point out Morocco on the World Map Poster.
People in some English-speaking countries, such
as England and Australia, call the game of soccer
football. People in the United States and Canada
use the word soccer. Soccer is the most popular
team sport in the world.

Days each week in which people don’t normally
go to school or work are called the weekend in
English. Students in many countries around the
world don’t go to school on Saturday and Sunday.
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However, in some countries, many students do go
to school on Saturday. In that case, Sunday would
be the only day of the weekend.
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Related Vocabulary
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alley, wall
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147
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• Say Open your books to pages 146 and 147. Have students look
at the photo. Say These boys are not at school. They’re not
working. Ask Are they playing? (yes) Say Yes, these boys are
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playing. They have free time.
• Ask questions to encourage discussion of the photo.

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What do you see? (three boys, a ball, an alley)

Are the boys at school? (no)
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Are the boys playing or working? (playing)

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answer choice aloud. Ask students to say yes or no. After
students answer, write the completed sentences on the board.
Confirm the correct answer. Ask In your free time do you play
soccer? Do you play something else? How do you feel when
you’re playing? Do you feel tired? Do you feel happy? Call on
students to answer aloud.
Unit Opener 279

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VOCABULARY 1
VOCABULARY 1
eat out
Students will
• identify free-time activities.
The weekend is a time to relax and
• tell about what they do on weekends.
do fun things. Sometimes we stay
Vocabulary eat out, go to the movies, visit a home. Other times we go out and visit
museum, go on a picnic, stay home, lose, win, places, play outside, or see friends.
exciting, interesting, text my friends, busy, go to
the beach go to the movies visit a museum
Academic Language context, dictionary,

definition
Content Vocabulary outside, relax
Resources TR: 9.1–9.2; Flashcards 160, 165;
Minimal Pair Card 49; Video Sc. 2—
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Vocabulary 1a, Sc. 3—Vocabulary 1b; Activity
Worksheet 9.1; Graphic Organizer: T-chart; go on a picnic stay home
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Materials colored pencils, large sheets of paper,
markers, index cards
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go to the beach
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hi
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Cabo San Lucas, Mexico

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148 Unit 9
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Warm Up Present
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• Set the stage Say On weekends, many • Say Open your books to page 149. Point to busy. Say At
people don’t go to work. They have free school, we’re busy. At work, we’re busy. Busy means we don’t
time. I (go to the park) on the weekends. have free time.
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I usually (visit my friend’s house).

Sometimes, I (stay home). I never (go to • Say Look at the pictures on page 148. These are things we can
work) on the weekends. do on the weekend, when we have free time. Point to each
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photo, say the words aloud, and have students repeat after you.
• Recycle Say We have free time on the
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weekend. Let’s talk about some things to • Point to exciting and interesting. Say We can use these words to
do on the weekend. Hold up Flashcards 160 describe activities. Model each term for students. For example,
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(go to the movies) and 165 (visit a raise your arms over your head and say Exciting! Point to win.
museum). Say These are two free-time Say It’s exciting when we win! Look closely at an object and say
activities. Where can we go to see movies? This (book) is very interesting.
(a movie theater) Where can we go to see • Write on the board: Going to the movies is . Staying
paintings? (a museum) home is . Visiting a museum is . Point
• On the board write: I go to to an activity and ask Is (going to the movies) exciting? Is it
on the weekends. Ask What are some interesting? Have students write complete sentences such as
other places you go on the weekends? Going to the movies is exciting. Staying home is not interesting.
List students’ responses on the board.
Call on students to read the sentence
frame aloud, filling in the blank with an
item from the list.
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BE THE EXPERT
lose win
Vocabulary Strategy
Using a Dictionary A dictionary may offer more
than one definition for a vocabulary word.
Students need to think about the context of the
sentence in which the word appears to figure out
the correct meaning. They should compare the
definitions and choose the meaning that best fi ts
exciting interesting the context of the sentence. Some dictionaries
provide example sentences that can also be used
to help select the right definition.
Related Vocabulary
boats, cliffs, sand, shore
The Sounds of English
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Comparing Sounds: /ɪ/ and /ɛ/ The sounds /ɪ/
text my friends busy
(win) and /ɛ/ (when) may be difficult for English
learners to distinguish. To say the /ɪ/ sound, have
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students relax their lips and tongue and add their
voice. As students pronounce the /ɛ/ sound, their
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jaw will lower and their tongue will move forward
and lightly touch the back of the bottom teeth.
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Have students practice the words on Minimal Pair
3 Ask and answer. Work with a partner. Card 49 (lift, left).
Example words: win, busy, interesting; present,
What do you do Sometimes I go to the
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remember, celebrate
on weekends? movies. How about you?
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149
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Practice
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• 1 Say Let’s listen to words about weekend activities. Listen to • 2 Say Listen to the words. Then listen
the paragraph on page 148 and the words on pages 148 and to the sentences. Repeat the words
149. Play TR: 9.1. and sentences after you hear them.
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Play TR: 9.2. Have students repeat each

• Write the following on the board: vocabulary item and sentence. Ask What
words are about having a meal away from
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stay the movies your house? (eat out, go on a picnic)

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go on my friends • Write always, never, usually, and

text home sometimes on individual index cards. Hold
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up sometimes and say a sample sentence,

eat a museum
such as I sometimes (visit a museum) on
go to out the weekend. Walk around the room and
have students choose a card and read it
visit a picnic
aloud. Then ask another student to select
a term on pp. 148–149 and say a sentence
• Call students up to the board to draw a line to connect the that includes the word on the card. Write
phrases. Then have them read the connected phrases aloud. students’ sentences on the board.
Correct any mistakes. Note that go to can connect to either
the movies or a museum and visit can connect to my friends
or a museum.
Vocabulary 1 281

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VOCABULARY 1
eat out lose win

The weekend is a time to relax and
do fun things. Sometimes we stay
home. Other times we go out and visit
places, play outside, or see friends.
go to the movies visit a museum exciting interesting
go on a picnic stay home text my friends busy
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ni
ar
go to the beach
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What do you do Sometimes I go to the
on weekends? movies. How about you?
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Cabo San Lucas, Mexico
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148 Unit 9 149

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Wrap Up
• Say Today we talked about activities we Free time Busy
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can do on weekends. We have free time on go to the movies do my homework

weekends. We’re not busy.
visit a museum go to school
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• Have students form groups of three or

four. Write movies, museum, picnic, home, • After completing the chart, point to a phrase in the first
column. Ask a student to say a sentence using the phrase.
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beach, and text on individual slips of

paper. Have a student pick a slip of paper Repeat for other free-time activities.
and write the word on the board. Ask
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each group to write a sentence using the

word. Have each group say their sentences
Apply
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aloud. Repeat with the remaining words. • 3 Point to the model dialogue on p. 149. Ask two students to
read the dialogue aloud. Say Think about some things you do
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on the weekends. Write them down. Give students five minutes

Recap to list weekend activities on a sheet of paper. If students need
• Ask What days are weekend days? After ideas, refer them to the first column of the T-chart on the
students respond, say Let’s talk about board. Next to each activity, have students write how often
things we can do on the weekends, and they do it. (always, never, sometimes, usually)
things we do when we’re busy.
• Pair students. Say Talk with your partner about what you do on
• Draw a T-chart on the board. Ask students the weekends. Tell your partner how often you do those things.
to name things they do on the weekends Have students take turns asking and answering questions. If
and things they do when they are busy. students are having difficulty, ask them to look at the model
Write students’ ideas in the appropriate dialogue.
column of the chart.
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• Write eat out, go to the movies, visit a museum, go on a picnic, Teaching Tip
go to the beach, and text my friends on the board and on When students are learning several new
individual slips of paper. vocabulary terms at once, help them to use the
new terms together in context. For example, point
• Say Let’s talk about what things we do on weekends in the out instances in which a new vocabulary term can
morning, in the afternoon, and in the evenings. Draw the describe or tell about another new vocabulary
following three-column chart: term, such as I text my friends when I’m not busy
doing homework.
In the morning In the afternoon In the evening
I go to the beach. I visit a museum.
• Say I’m going to pick a slip of paper. Then, I’ll write the activity
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in the morning column. Then say a complete sentence such
as In the morning, I go to the beach. Have a student pick a
second slip of paper and read it aloud. Write the activity in the
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afternoon column—for example, I visit a museum. Pick a third
slip of paper. Write the activity in the evening column—for
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example, I eat out.
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• Pair students and hand out a three-column graphic organizer
to each pair. Have them copy the column headings from the
board. Ask partners to write the activities from the board on
individual slips of paper. Then have them take turns choosing
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activities that they do in the morning, the afternoon, or the hi
evening. Have students write the activities in order on the
chart. Remind students to write in complete sentences, referring
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to the examples on the board as needed.
• Ask students to practice reading their sentences with their

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

the class.
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Wrap Up
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• Hand out drawing materials to each student. Assign each

student an activity from pp. 148–149. Say Draw a picture of
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yourself doing the activity. When students are finished, have

them write I (go to the beach) on weekends on the drawing.
Have students present their drawings to the class and talk
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about the activities in the drawings.

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Vocabulary 1
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Can students
• identify free-time activities?
Act out, draw, or point to a picture of an activity
on pp. 148–149. Ask students to name the
activity and use it in a complete sentence.
• tell about what they do on weekends?
On the board, write What do you do on the
weekend? and the sentence frame I
on the weekend. Ask students to read the
question and complete the sentence.
Vocabulary 1 283

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SONG
SONG
Vocabulary 1 stay home, lose, text my friends,
win
Vocabulary 2 go fishing, go swimming,
go hiking, go horseback riding
Free Time
Free time, free time, free time is great.
Grammar in the song There is no school, and I can sleep late.
In my free time I like to have fun.
Grammar 1 Simple past: wh- questions I throw and catch. I jump and run.
and negative
CHORUS
Grammar 2 go + verb + –ing
What did you do on your weekend?
Resources TR: 9.3; Flashcards 162–164, 166; Video Did you stay at home? Did you have some fun?
Sc. 7—Song; Workbook p. 106, TR: 9.2–9.3; What did you do on your weekend?
Online Practice Did you go outside and play in the sun?
Did you go fishing?

Did you play baseball?
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Did you go walking?
What did you do?
Did you go swimming?
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Did you go hiking?
Did you go horseback riding?
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Bajau boys swimming

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150 Unit 9
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Use the Song

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• Predict Say Open your books to pages • 1 Say Now let’s listen to a fun song about things you can
150 and 151. What are the people doing? do in your free time! Play TR: 9.3 once as students read the
Have students tell about what they see lyrics and follow along. Hold up and review Flashcards 162–164
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in the picture. Next, have students read and 166 (lose, stay home, text my friends, win) Say We’ll hear
the title of the song. Say Think about the words like these in the song. Replay the song and hold up each
picture and the name of the song. What Flashcard as the related word is mentioned.
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do you think the song is about? Write

• Then say Turn to pages 148 and 149 in your books. Play TR: 9.3
students’ predictions on the board.
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a third time. Have students point to each vocabulary term as

• Have students look at the picture again. they hear it mentioned in the song.
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Ask Who likes to (go swimming) on

• 2 Put students in pairs. Read aloud the directions for Activity 2
the weekend? Scan the song for other
on p. 151. Play TR: 9.3 and have pairs complete the activity.
activities. Ask Who likes to (go to the
movies) on the weekend? Have students
raise their hands for each activity. Say
(Marissa, Yuri, and Jay) go swimming on
the weekend. (Ahmed, Manuel, and Farah)
go to the movies on the weekend. Ask
What other things do you like to do in your
free time on the weekends? List students’
ideas on the board.
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BE THE EXPERT
I didn’t go fishing or walking. I stayed at home. Teaching Tip
I didn’t go swimming or hiking. I played with everyone.
I played a game with my little brother. I lost at baseball, but it was fun. When using a song during class, sing or listen to
I went to the movies with I texted friends. I helped cook dinner. parts of the song before moving from one lesson
my mother. When I help out, I feel like a winner. activity or lesson to the next. Sing one part of
CHORUS CHORUS
the song at the beginning of class, and sing the
remaining parts of the song before the start of
Did you go fishing? Free time, free time, free time is great.
each new activity or lesson.
Did you play baseball? There is no school, and I can sleep late.
Did you go walking? In my free time I like to have fun.
What did you do? I dance and sing. I play and run. Related Vocabulary
Did you go swimming? goggles, swim trunks
Did you go hiking?
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2 Talk. Work with a partner. hi
1. What three things from the song
do you do in your free time?
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2. What three things from the song
don’t you do in your free time?

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151 Song
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Use It Again
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• Vocabulary 1 Point out these lines from the song: “I stayed swimming, go hiking, go horseback riding)
at home,” “I lost at baseball, but it was fun,” “I texted friends,” Then have them say the name of each
and “When I help out, I feel like a winner.” Ask What four new activity they acted out.
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words and phrases are like these words? (stay home, lose, text
my friends, win) • Grammar 2 Play the following lines from
the song: “Did you go swimming? / Did you
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• Then have students turn to p. 148 and choose an activity that go hiking? / Did you go horseback riding?”
does not appear in the song. (eat out, go to the movies, visit a Write went and didn’t go on either side of
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museum, go on a picnic) Have them use their chosen activity a note card. Hold up one side of the card
to write a new line for the song. Call on students to sing or say and ask students to say an answer to the
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their new line aloud. question using either went or didn’t go.
• Vocabulary 2 Play the song Free Time. Say Think of the

weekend activities we learned about. Act out each activity
when you hear it named in the song. Have students stand
up. Replay the song and have students act out the go + -ing
activities as they hear them mentioned. (go fishing, go
Song 285

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GRAMMAR 1
GRAMMAR 1
Objectives Simple past: wh- questions and negative TR: 9.4
How was your weekend? It was boring. I didn’t do anything special.
Students will
What did you do? I went to a soccer game.
• talk about the past using didn’t. Did your team win? No, they didn’t win. They lost.
• describe what they did and didn’t do on the
weekend.
1 Read and write. Complete the sentences. Use these words.
Grammar Simple past: wh- questions and
negative didn’t eat out didn’t go didn’t watch didn’t win went won
Resources TR: 9.4; Video Sc. 5—Grammar 1; What did you do on the weekend?
Graphic Organizer: T-chart; Workbook
pp. 107–108, TR: 9.4; Grammar Workbook 1. We didn’t go on a picnic because it was raining!
2. We went to the movies. We saw a great movie.
3. We played basketball on Saturday. We didn’t win . We lost!
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4. On Sunday we had lunch at home. We didn’t eat out .
5. Monday we didn’t eat out. We went on a picnic.
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6. Last weekend we didn’t go to the beach. The weather was bad.
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7. Yesterday I didn’t watch TV. I played video games.
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8. I went to the game. It was great! We won !
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152 Unit 9
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Warm Up
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• Activate prior knowledge Point to a Ask pairs to complete their own T-charts and write one or two
photo on pp. 148–149 and ask Who likes to things their partner does and doesn’t do on weekends.
(go to the beach) on the weekend? Have
Does Doesn’t
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students raise their hands. Shake your

head and say I don’t like to (go to the (Adila) does go to the movies. (Jamil) doesn’t go to the beach.
beach) on the weekend. Next, ask Who
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(Jamil) does visit a museum. (Adila) doesn’t stay home.

doesn’t like to (go to the beach) on the
at
weekend? Have students raise their hands.

• Call on students to share sentences about what their partner
Continue asking Who does? and Who
does and doesn’t do on the weekends.
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doesn’t? questions for the remaining items.
• On the board, draw a T-chart with columns Present

labeled Does and Doesn’t. Write sample
activities in each column. Pair students • Say We talked about what we do and don’t do on weekends.
and hand out T-chart graphic organizers. Now, let’s talk about the past. When we talk about the past,
we talk about things that already happened. Write How was
your weekend? on the board. Say We can talk about what we
did and didn’t do on the weekend.
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2 Write. Write about things you did and didn’t do on the weekend.
BE THE EXPERT
Things I did
1. Playing or watching soccer games may be a
popular weekend activity for some students.
2.
The most important soccer tournament in the
3. world—the World Cup—takes places every four
years. Teams from 32 countries compete in the
4. World Cup.
The Brazilian national soccer team is the most
Things I didn’t do successful World Cup team. Brazil has played in
the World Cup final seven times. Brazil has won
5. the World Cup five times. Italy is the second most
successful team, having won the tournament four
6.
times. Germany has won a total of three times.
7.
Grammar in Depth
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8. To form a negative statement in the simple past,
use didn’t + the base form of the verb:
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Last weekend was boring. I didn’t do anything
special.
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The base form of the verb doesn’t change. It is
the same for all persons:
How was your weekend? It was boring!
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I didn’t finish my homework.
She didn’t finish her homework.
To form wh- questions in the past: wh- word +
did + subject + base form of the verb:
c What did you do last weekend?

Why?
hi
I didn’t go to the movies. I
Where did they go?
didn’t eat out. I stayed home.
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153
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lG
• Write the following on the board: • Pair students with their partners from the
chart activity. Write on the board: I didn’t
on the weekend. Have students
do à did don’t do à didn’t do
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look at the activities their partners listed

go à went don’t go à didn’t go in the Doesn’t column. Have students
stay à stayed don’t stay à didn’t stay complete the sentence frame using one or
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two activities from their partner’s charts.

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• Have students read the words on the board aloud. Say The
arrows point to words that you can use to talk about the past,
Practice
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or what already happened. Say To talk about the past, put did • Pair students. Point out the grammar box
not or didn’t in front of the action word. Point to didn’t go and on p. 152. Tell one partner to read the first
circle go. question in the left column. The other
student should answer by reading the
• Choose two items from the Doesn’t column in the T-chart on sentence in the right column. Have pairs
the board. Say Let’s write these sentences to be in the past. continue with the remaining sentences,
Write example sentences such as (Jamil) didn’t go to the beach. and then switch roles.
(Adila) didn’t stay home.
• Have students open their books to p. 152. Point to the grammar

box. Say Let’s listen to some sentences. Listen for the word
didn’t. Play TR: 9.4.
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GRAMMAR 1 2 Write. Write about things you did and didn’t do on the weekend.
Simple past: wh- questions and negative TR: 9.4 Things I did
How was your weekend? It was boring. I didn’t do anything special.
What did you do? I went to a soccer game. 1.
Did your team win? No, they didn’t win. They lost.
2.
1 Read and write. Complete the sentences. Use these words. 3.
didn’t eat out didn’t go didn’t watch didn’t win went won 4.
What did you do on the weekend? Things I didn’t do
1. We didn’t go on a picnic because it was raining! 5.
2. We went to the movies. We saw a great movie. 6.
3. We played basketball on Saturday. We didn’t win . We lost! 7.
4. On Sunday we had lunch at home. We didn’t eat out . 8.
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5. Monday we didn’t eat out. We went on a picnic.
6. Last weekend we didn’t go to the beach. The weather was bad.

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7. Yesterday I didn’t watch TV. I played video games.
How was your weekend? It was boring!
won
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8. I went to the game. It was great! We !
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I didn’t go to the movies. I
Why? didn’t eat out. I stayed home.
c
hi
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152 Unit 9 153

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• Write the following on the board: is raining. Then write item 1 on the board. Ask What’s the past
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of don’t go? (didn’t go) Write We didn’t go on a picnic because

go to the movies à didn’t go to the movies it was raining. Have students write didn’t go in item 1. Then
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have them complete items 2–8. Call on students to share their

win the game à the game
completed sentences aloud.
visit a museum à a museum
• 2 Read the activity directions aloud. Say On the weekend,
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text my friends à my friends I (visited a museum). I didn’t (play soccer). Think about
stay home à home your weekend. What did you do? What didn’t you do? Have
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students write sentences describing four things they did and

four things they didn’t do. If they are having trouble, refer
at
• Say Let’s talk about things we didn’t them to their completed T-charts from the Warm Up activity.
do on the weekend. Read the example
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with students. Ask students to copy the

remaining items and complete them with Wrap Up
didn’t plus the correct form of the verb. • Ask individual students What did you do last weekend? or
Call on students to read one completed What didn’t you do last weekend? Write responses on the
item aloud. If any students used didn’t plus board, and keep a tally of how many students did and didn’t
the past tense of the verb, underline the do an activity. Discuss as a class.
verb to the left of the arrow and remind
students not to change the form when
using didn’t. Recap
• Say We’ve talked about things we did and didn’t do on the
• 1 Read the activity directions aloud. Ask
weekends. Call on a student to share an activity she did last
Do we go on a picnic when it’s raining?
weekend. Have students answer in complete sentences such
(no) Write We don’t go on a picnic when it
as I went to a soccer game. After the student responds,
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follow up with questions such as Did you like (going to the BE THE EXPERT
soccer game)? Was (going to the soccer game) boring? Was it
interesting? Was it exciting? Have students describe the activity Teaching Tip
by responding with sentences such as I liked (going to a soccer Some students may have difficulty selecting the
game). It was (interesting). It was (not boring). correct word or words to fill in the blank space in
a sentence frame. When this happens, write two
options on the blank line. Ask students to circle
Apply the option they think is correct.
• Tell students about your weekend. For example, say My

weekend was (interesting). I (didn’t stay home). I (went to
the museum). At the (museum), I (learned about animals.)
Then I (played soccer. My team won!)
• Say Now, think about your weekend. Write the following

sentence frame on the board: My weekend was .
Walk around the room and ask individual students How was
ng
your weekend? If students have difficulty responding, have
them complete the sentence frame and say it aloud.
ni
• 3 Say Let’s talk about your weekend. Read the model
dialogue on p. 153 with a student. Pair students. Say Tell your
ar
partner about your weekend. How was it? Tell your partner
what you did and didn’t do. Have students take turns asking
Le
and answering questions about their weekends. Walk around
the room and watch pairs as they take part in the activity. If
students have trouble asking and answering questions, refer
c
them to the model dialogue. hi
Extend
ap
• Say Let’s talk about why we didn’t do things on the weekend.

I didn’t (go to the beach) on the weekend because (it was rainy).
gr
Ask Why didn’t I (go to the beach)? (because it was rainy)

eo
• Write the following on the board:
Why didn’t you on the weekend?

lG
I didn’t because .
na
• Pair students. Say Think of things you didn’t do on the weekend.

Why didn’t you do those things? Give students time to think of
io
and write answers. Say Your partner will tell you one thing he
didn’t do on the weekend. Ask your partner why he didn’t do
at
that thing. Listen to your partner’s answer. Have students take

turns asking and answering questions using why and because.
N
• Model the activity with sample questions and answers such as Grammar 1
Why didn’t you visit a museum on the weekend? (I didn’t visit
a museum because I was busy.) Why didn’t you go on a picnic
on the weekend? (I didn’t go on a picnic because it was snowy.) Can students
• talk about the past using didn’t?
Wrap Up Ask students to name familiar home- or
school-related activities. Have them identify
• Have students form a circle. Stand in the center of the circle. which activities they didn’t do last weekend.
Point to a student and ask What did you do on the weekend?
• describe what they did and didn’t do on the
Have the student answer. Point to the next student and ask
weekend?
What didn’t you do on the weekend? Continue alternating
Ask What did you do on the weekend?
questions as you go around the circle. What didn’t you do on the weekend?
Grammar 1 289

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VOCABULARY 2
VOCABULARY 2
Objectives 1 Listen and say. Read and write. TR: 9.5
Students will
• identify more free-time activities.
• tell what free-time activities they do and
don’t want to do.
Vocabulary go horseback riding, go fishing,
go hiking, go swimming, go ice skating
go fishing go hiking
Resources TR: 9.5; Flashcards 167–171;
Video Sc. 4—Vocabulary 2; Graphic Organizer:
Word web; Activity Worksheet 9.2;
Workbook p. 109; Online Practice
Material a ball
ng
go horseback riding go swimming go ice skating
1. I go ice skating in winter. I can go fast on the ice.
ni
2. I go fishing with my Dad. We don’t catch many fish!
3. I go horseback riding
ar
sometimes. Horses can run very fast.
4. I go hiking with my family. We go into the woods.
Le
5. I go swimming every weekend. I can swim very well now.
2 Stick your favorite activities. Work with a partner. Ask and answer.
c
hi Do you want to go mountain climbing?
No, I don’t. I want to go hiking.
ap
1 2 3 4 5
gr
154 Unit 9
eo
Warm Up
lG
• Set the stage Say On weekends, some • Say the name of each activity aloud and act it out. For
people like to exercise. Sometimes they example, say go fishing and pretend to cast with a fishing pole.
like to do this. Run in place. Ask What do Have students repeat the name of the activity and act it out
na
they like to do? (run) Then say Sometimes, with you.

(I do this with a friend) on weekends. Call
• Say Open your books to page 154. Look at the photos. Have
a student to the front of the room. Toss a
io
students point to each photo and say the words aloud. Point to
ball back and forth a few times. Ask What
each photo and ask questions such as What do you see in the
at
weekend activity (do I like to do with my

photo? Do you think this is a winter or summer activity? Why?
friend)? (play catch)
Ask What are the activities with animals? (go horseback riding,
N
go fishing) What are the activities with water? (go fishing,

Present go swimming, go ice skating) What activity has walking?
(go hiking)
• Say Now we’ll learn some new words for
activities we can do on weekends. Hold
up Flashcards 167–171 one by one. Say the Practice
name of the activity on each card. Have
• 1 Say Let’s listen to words and sentences. Say the words and
students repeat the name after you.
sentences after you hear them. Play TR: 9.5. Then read the
directions for Activity 1 aloud.
290 Unit 9

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• Point to item 1. Ask What activity has the word ice in it? (go ice BE THE EXPERT
skating) Have students write go ice skating for item 1. Then
have them complete the remaining items. Review the answers Teaching Tip
as a class. Have students keep a portfolio of the graphic
organizers they complete in class. Graphic
• Draw a word web on the board. Write go horseback riding in organizers can be used as review material in
the center circle. Have the class brainstorm words that describe later lessons. As students continue to learn new
the activity. Use students’ responses to fill in the web. words and grammar structures, have students
review previously completed graphic organizers
and add new details. Revisiting past material in
exciting horse graphic organizers gives students a chance not
only to refresh their memory, but also to think
go horseback critically as they try to connect past content with
riding what they’re presently learning.
Related Vocabulary
outside fishing rod, goggles, skates
ng
• Assign each student one of the remaining vocabulary terms.
ni
Hand out copies of the word web graphic organizer. Have
students complete their own webs.
ar
Apply
Le
• 2 Pair students. Say Look at the sticker activity on page 154.
Model the dialogue with a student. Say There are seven
stickers. Pick your five favorite stickers.
c
• Write Do you want to ? on the board. Model the
hi
conversation with a student. Ask Do you want to (go ice
ap
skating)? If the student has the ice skating sticker, have her
reply Yes, I want to go ice skating and place the sticker in the
box. If she does not have ice skating as a favorite sticker, have
gr
her reply No, I don’t. I want to (go swimming) and place the
(go swimming) sticker in the box.
eo
Extend
lG
• Ask What’s an activity you like to do? What’s an activity

you don’t like to do? Provide the sentence frame: I like to
na
, but I don’t like to . Ask students to

share their sentences with the class. After a student shares an
example, ask Why do/don’t you like to (go fishing)? Have the
io
student answer with because.

at

Wrap Up Vocabulary 2
N
• Draw clues on the board, such as trees, hiking shoes, and ✔ Formative Assessment
backpacks. Have students guess which activity you are drawing.
(go hiking) The student who guesses correctly then comes to Can students
the board and draws clues for a different activity for the class • identify more free-time activities?
to guess. Repeat for all the vocabulary terms. Write this sentence frame on the board: Some
people . Act out each of the five
activities, and have students guess each activity
Review and complete the sentence frame.
• For additional practice, direct students to Activity • tell what free-time activities they do and don’t
Worksheet 9.2. want to do?
Have students look at the vocabulary terms on
p. 154 and say which activities they do and don’t
want to do.
Vocabulary 2 291

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GRAMMAR 2
GRAMMAR 2
Objective go + verb + -ing TR: 9.6
Students will What do you do on weekends? We usually go hiking.
What did you do last weekend? We didn’t go hiking.
• describe past activities using go + -ing. We went swimming.
Grammar go + verb + –ing
Resources TR: 9.6; Video Sc. 6—Grammar 2; 1 Look and write.
Grammar Workbook pp. 40–41; Online Practice
Material coins
What did Carlos do on the weekend?
1. He went ice skating.
ng
2. He didn’t go horseback riding.
ni
3. He went hiking.
ar
4. He went swimming.
Le
5. He didn’t go fishing.
2 Play a game. Cut out the game board in the back of the book.
c
Play with a partner. Take turns. Flip a coin.
hi
What did you do
last weekend?
Heads: Tails:
ap
Yes + move No
one space
gr
I didn’t go shopping.
155
eo
Warm Up Present
lG
• Recycle Ask What words about outdoor • Explain Say We can talk about what we did last weekend.
activities have we learned? (go horseback Last weekend is in the past. When we talk about the past, we
riding, go fishing, go hiking, go swimming, change go to went and don’t go to didn’t go. Write this model
na
go ice skating) Write these phrases on the on the board:

board.
io
• Preteach Say I did some of these things On the weekend Last weekend
last weekend. But I didn’t do all of them. I go fishing. à I went fishing.
at
Point to go hiking and say I went hiking

I don’t go fishing. à I didn’t go fishing.
on Sunday morning. Have students repeat
N
the sentence after you. Then point to go

fishing and say I went fishing on Sunday • Say Open your books to page 155. Look at the grammar box.
afternoon. Have students repeat after Play TR: 9.6 and have students read along. Point out that go
you. Then point to the remaining terms. As does not change to went when it comes after didn’t.
you point to each one, say Last weekend,
I didn’t go (horseback riding, swimming,
ice skating). Have students repeat each
sentence after you.
292 Unit 9

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• 1 Point out Activity 1. Say Look at the pictures. What activities Grammar in Depth
do you see? Point to horseback riding and fishing. Say What do We use the pattern go + -ing verb (also called
you see over each of these two pictures? (a red X) Say A red X a gerund) to talk about activities we do in our
tells us Carlos didn’t do that activity. free time:
go hiking go swimming go ice skating
• Have a student read the activity question aloud. Then review go shopping go fishing
item 1. Point to the first picture. Ask What activity is this? (go ice When we use go + -ing, we are describing the
skating) Is there a red X? (no) How do we say go in the past? whole experience. Compare:
(went) Read the completed sentence with students. Then have I ran two kilometers yesterday. (only the act of
students complete the activity. Say Imagine there’s a red X over running)
the picture of Carlos hiking. How would you say the sentence I always go running in the morning. (includes
then? (Carlos didn’t go hiking.) If students answer incorrectly, getting ready, going to the track, running,
review the information in the grammar box. coming home)
In the present tense, remember to change
ng
the verb go with he/she/it. (In the past tense,
Apply use went for all persons):
• Pair students, and have partners cut out the game board. Point I go / I went fishing in the summer.
ni
to each activity on the board and ask What activity is this? She goes / She went horseback riding often.
ar
In the past tense, use didn’t + go + verb-ing to
• 2 Read aloud the model dialogue on p. 155. Then model the make negative statements. Don’t use went:
game. Flip a coin. If it’s heads, look at the activity on the game
Le
I didn’t went swimming. I didn’t go swimming.
board and say I (went shopping) last weekend. Move forward
Don’t insert to after the verb go:
one space. If it’s tails, say I didn’t (go shopping). Hand out
two coins to each pair; one to serve as a marker, the other for I go / I went to shopping on Saturday.
c
students to flip. Say Ask your partner “What did you do last hi
weekend?” Listen to what your partner did or didn’t do. Have
students play the game.
ap
Extend
gr
• Say Think about what you did last weekend. Let’s talk about
what we did before or after normal daily routines. Write
eo
sentences such as I didn’t go swimming after breakfast.

Write the following sentence frames on the board:
lG
I went before . I didn’t go before .

I went after . I didn’t go after .
na
• Have students use the sentence frames to write about their

io
own weekend activities. Have students share their sentences.

at
Wrap Up
N
• Have students fold a sheet of paper in half. On one half, have

them draw an activity they did last weekend. On the other half,
have them draw an activity they didn’t do, and draw a red X
over that picture. Ask students to write a sentence under each
picture, using either went or didn’t go. Workbook and Online Practice
Grammar 2

Worksheet 9.3. Can students
• describe past activities using go + -ing?
Have students name activities they performed in
the past.
Grammar 2 293

OW2e_LP_3_34279_278-305_U9_CR2.indd 293 6/27/19 11:47 AM
READING
READING
Students will
• describe the parts and the contents of a Wow! Look at That!
museum. Museums are great places to visit on the weekend. They teach us
• identify an author’s purpose. about the world in fun ways. Many museums have special exhibitions for
children. Other museums are ALL for children!
Reading Strategy Identifying an Author’s Are these dinosaurs escaping from a museum? At The Children’s
Purpose Museum in Indianapolis, USA, there are giant models of dinosaurs
Academic Language author, information, outside. Some of them are running away, and others are looking in
through the window!
opinion
In one exhibit, called National
Content Vocabulary exhibitions Geographic Treasures of the Earth, you
can learn a lot about the history of Egypt.
Resources TR: 9.7; Graphic Organizer:
Two-column chart; Workbook pp. 112–113, Inside the museum there are real
TR: 9.7; World Map Poster; Online Practice dinosaur fossils, rooms about science, art,
culture, history, and much more. You
ng
Materials index cards can learn about the stars in the
planetarium, you can go to the
theater, and you can even go
ni
rock climbing!
National Geographic Treasures of the Earth
In Turkey there’s a museum
ar
of hair. It has hair from more
than 16,000 people!
Le
c
hi
ap
gr
156 Unit 9
eo
Warm Up
lG
• Recycle Write museum on the board. Say tell stories. People write to give information, too. Write the
A museum is a building with interesting following on the board:
things in it. You can visit a museum to look
na
at these interesting things. Ask Did anyone 1. One special night, the dinosaur models at the museum came
visit a museum last weekend? to life.
io
• Name any museums students may know. 2. The dinosaur museum is on Main Street next to the library.
Say Imagine you’re in the museum. What 3. I think the dinosaur museum is really interesting.
at
do you see? List students’ answers on the

board. Point to each listed item, and ask
N
• Say Read the sentences. Which sentence gives an opinion?

students to describe it. Ask questions such
(sentence 3) Which sentence tells a story? (sentence 1) Which
as What’s (the statue) like? What color is
sentence gives information? (sentence 2) Discuss as a class.
it? Is it big or small?
• 1 Say Open your books to page 156. Play TR: 9.7 and have
Present students read along. Then have students look at the inset
photo. Read the photo caption aloud and direct students’
• Write Give an opinion, Tell a story, and attention to the third paragraph in the reading. Ask What
Give information on the board. Say can you learn about at the National Geographic Treasures of
Sometimes, people write to give an the Earth exhibition? (the history of Egypt) If students answer
opinion, or tell about what they like and incorrectly, read the third paragraph aloud.
don’t like. Sometimes, people write to
294 Unit 9

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BE THE EXPERT
This is a map of part of the museum.
What is next to the trains?
Treasures of the Earth

About the Photo
Theater
The photo shows the Children’s Museum of
Planetarium
Indianapolis, in the U.S. state of Indiana. The
Trains Dinosaurs museum is one of the largest children’s museums
in the world, with over one million visitors each
2 Read. Match to make sentences. year. In addition to the dinosaur models outside
1. The Children’s Museum is a. in the planetarium.
of the building, the museum also features two
fossil skeletons of Tyrannosaurus rex, or T. rex.
2. The dinosaurs outside of the museum b. in Indianapolis, USA. Scientists named the two T. rexes in the Children’s
Museum Stan and Bucky. Bucky is considered very
3. You can learn about the stars c. look like they’re running away. special because he’s the first teenage T. rex fossil
to be shown in a museum.
4. There are giant models of dinosaurs d. go rock climbing.
5. You can go to the theater, and you can e. outside the museum. Related Vocabulary
fossils, models, planetarium
ng
3 Read. What’s at the Children’s Museum in Indianapolis?
Make a chart. Write.
ni
Things I know are there Things I think are there
ar
Giant models
of dinosaurs
Le
4 Ask and answer questions. Talk about museums you know.
c
Take turns. hi
I went to a toy
That’s interesting!
ap
museum today.
What did you see?
gr
157
eo
Practice
lG
• Say Does the reading give an opinion, tell a story, or give • 2 Read the Activity 2 directions aloud.
information? Listen again. Replay TR: 9.7. Pause at the end of Then read aloud with students the
each paragraph and ask questions such as: sentence beginnings in the left column.
na
Paragraph 1: Do you think the writer likes museums? What Ask students to underline any words
does the writer tell about museums? they don’t know. Repeat for the sentence
endings in the right column. Review any
io
Paragraph 2: Does the writer describe the dinosaurs or tell a

story about dinosaurs? unfamiliar words.
at
Paragraph 4: What things can you see and do in the

• Say These two sets of words give
museum?
information about the museum. Let’s
N
• Help students identify the author’s purpose. Did the author tell match the sets to make true sentences.
a story? (no) Ask students to underline sentences that give an Help students complete item 1. Underline
opinion and sentences that give information. Say The author Children’s Museum. Say Look at the
writes only one opinion. The author gives a lot of information. reading. Find the words Children’s
Museum. Give students time to find the
• Graphic literacy Point out the infographic on p. 157. Say This
words. Call on a student to read aloud the
is a map of part of the museum. It tells us about things in the
sentence from the reading that contains
museum. It shows us where the exhibitions are. What’s next
the words. Then draw a line from sentence
to the trains? (Treasures of the Earth) Ask students to make
1 to the correct answer in the right column.
their own questions using next to. Provide this sentence frame:
(b. in Indianapolis, USA.)
What’s next to ? Have students read their questions
aloud. Have students look at the museum map to answer.
Reading 295

OW2e_LP_3_34279_278-305_U9_CR2.indd 295 6/27/19 11:47 AM
READING This is a map of part of the museum.
What is next to the trains?
1 Listen and read. TR: 9.7 Treasures of the Earth
Wow! Look at That! Theater
Planetarium
Museums are great places to visit on the weekend. They teach us Trains Dinosaurs
about the world in fun ways. Many museums have special exhibitions for
children. Other museums are ALL for children! 2 Read. Match to make sentences.
Are these dinosaurs escaping from a museum? At The Children’s
Museum in Indianapolis, USA, there are giant models of dinosaurs 1. The Children’s Museum is a. in the planetarium.
outside. Some of them are running away, and others are looking in
through the window! 2. The dinosaurs outside of the museum b. in Indianapolis, USA.
In one exhibit, called National 3. You can learn about the stars c. look like they’re running away.
Geographic Treasures of the Earth, you
can learn a lot about the history of Egypt. 4. There are giant models of dinosaurs d. go rock climbing.
Inside the museum there are real
dinosaur fossils, rooms about science, art, 5. You can go to the theater, and you can e. outside the museum.
culture, history, and much more. You
can learn about the stars in the
3 Read. What’s at the Children’s Museum in Indianapolis?
planetarium, you can go to the
ng
theater, and you can even go Make a chart. Write.
rock climbing!
National Geographic Treasures of the Earth
Things I know are there Things I think are there
In Turkey there’s a museum
ni
of hair. It has hair from more
than 16,000 people!
Giant models
of dinosaurs
ar
Le
4 Ask and answer questions. Talk about museums you know.
Take turns.
I went to a toy
c
That’s interesting!
museum today.
hi What did you see?
ap
156 Unit 9 157

gr
Recap
• Help students identify and circle a key • Say We read and talked about the Children’s Museum. We
eo
word for each of the remaining items. learned about things you can do and see at the museum.
Then have them look for key words in the Write Do and See on either side of an index card. Hold up one
lG
reading or the infographic, and complete side of the index card and call on a student. Have the student
the activity. Review answers with the class. say a complete sentence about what she can Do or See at the
museum. Model sentences such as (Do) I can go rock climbing
na
at the museum. (See) I can see stars in the planetarium. Write

Wrap Up students’ answers on the board.
• Draw the following two-column chart on
io
the board:
Apply
at
Do at the See at the • 3 Pair students. Say The writer gives us a lot of information.
museum museum
Let’s talk about what the writer tells us about the museum.
N
Point to the two-column chart on p. 157. Say We know there

are giant models of dinosaurs at the museum. Give students
time to review Wow! Look at That! and the diagram. Say Read
• Say Imagine you’re at the Children’s again and look at the map of the museum. Make a chart like
Museum. Ask What can you see in the one in the book and write what you know is in the museum.
the museum? What can you do in the (fossils, models of dinosaurs, planetarium, rock climbing wall,
museum? Give students time to reread the theater, trains)
text and call out answers. Write answers in
the appropriate columns on the chart. • Say We know there are some things in the museum because
the writer tells us. There are many other things at the Children’s
Museum. Let’s think about more things that are there.
296 Unit 9

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• Help students brainstorm things they think are in the museum. BE THE EXPERT
Ask guiding questions such as What museums do you know?
What’s in the museum? Do you think the same things are in Reading Strategy
the Children’s Museum in Indianapolis? Give students time to Identifying an Author’s Purpose Identifying an
brainstorm and write things in their charts they think are in the author’s purpose is an important critical-thinking
museum. Then have partners share their ideas with the class. skill. Be sure students understand that people
write for many different reasons: to give opinions,
• 4 Read aloud the activity directions and the model dialogue to tell about what they like and don’t like, or to
on p. 157. Say Think about a museum you know. Ask What did explain what they believe is good or bad. People
also write to tell stories, to entertain readers, and
you see at the museum? What did you do at the museum? Give
to give information.
students time to write their ideas in a list. Then put students
Have students ask themselves questions such
into groups of three. Say Tell your partners about a museum
as these when reading to identify an author’s
you went to. Answer your partners’ questions. Then ask your purpose: Does the author want me to think this
partners about museums they went to. Ask “What did you is good or bad? Does the author want to make
see at the museum? What did you do at the museum?” Have me laugh, cry, or feel some other strong emotion?
students take turns asking and answering questions about a Does the author want me to learn about a topic?
ng
museum they have visited.
ni
Extend
ar
• Say Imagine you went to the Children’s Museum in
Indianapolis, USA, last weekend. Think about what to see and
do there.
Le
• After a moment, say Let’s talk about what you saw and did at
the museum. Let’s talk about what you didn’t do.
• Write the words below on the board. Have students use

c
hi
the words to write sentences or tell about their trip to the
Children’s Museum.
ap
did didn’t
gr
went didn’t go
eo
saw didn’t see

lG
• Model sentences such as I went rock climbing. I didn’t go to

the movie theater. I did see dinosaur fossils. I didn’t learn
about the stars. Call on students to share their sentences with
na
the class.

Wrap Up
io
Reading
• Have students reread the text of Wow! Look at That! Say The
at
author’s main purpose in this text is to give information about
the Children’s Museum in Indianapolis. Ask Do you think the
N
Can students
author does a good job of telling readers about the museum? • describe the parts and contents of a museum?
Why or why not? Have students write two sentences to answer
Draw students’ attention to the museum map
the questions. Call on students to read their sentences aloud. on p. 157. Ask questions such as What part of
the museum is this? What can you do or see in
this part?
• identify an author’s purpose?
Have students read the text of another reading
in the Student’s Book. Ask What is the author’s
main purpose for writing the text? Does the
author want to give an opinion or information?
Does the author want to tell a story? Have
students write a brief paragraph telling the
main purpose of the text.
Reading 297

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WRITING
WRITING
Writing Write about a good weekend. 1 Read. When you describe an event, you can use words such
Objectives as first, then, next, and after that to show when things
Students will happened. Underline the words that Hassan uses to say
when he did things.
• read and analyze a writing model.
• describe what they did on a good weekend.
• use words to show the order of events. My Perfect Weekend
Academic Language sequence I got up early on Saturday, and it was
warm and sunny. First I ate my favorite
Resources Workbook p. 114; Online Practice breakfast—a bowl of yogurt, honey, and
Materials index cards nuts! After that I went fishing with my
friend Yildiray. We took lunch with us.
We were out all day. In the evening
I watched TV with my brothers.
On Sunday we didn’t get up early.
ng
I read my comic book in bed. Next we
got ready to see my favorite soccer
team. We went to the stadium. My team
Workbook and Online Practice won, of course! We sang and shouted a
ni
Writing lot! It was a fantastic weekend!
ar
2 Write. Describe a good weekend you had. What did you do?
Le
Can students
• read and analyze a writing model?
Check that students underlined all the words
c
that show sequence. hi Name What did he or she do?
• describe what they did on a good weekend?
Check that students’ writing accurately describes
ap
their weekend.
• use words to show the order of events?
Check that students’ writing includes words such
gr
as first, then, next, and after that. 158 Unit 9

eo
Present
lG
• Ask What are some of your favorite • Write the sentences below on the board. Say Look at the
weekend activities? Have students list reading again. Put these sentences in the correct order.
activities. Say Look at your list. Think about
na
a weekend when you did a lot of these We got ready to see my favorite soccer team.
things. Today you’re going to write about
I ate my favorite breakfast—a bowl of yogurt, honey, and nuts!
a good weekend.
io
I went fishing with my friend Yildiray.

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Write
• Ask What did you do on a good weekend? Give students
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• 1 Say Open your books to page 158. four index cards. Have them label the cards First, Then,
Read aloud the directions for Activity 1. Next, and After that. Have students write a sentence on each
Say Hassan had a good weekend. Let’s index card.
read about what he did. Have students
read the writing model and underline the • 2 Have students use their index cards as guides to begin
words and phrases that show the order of writing about their weekends.
events. (on Saturday, first, after that, all
day, in the evening, on Sunday, next)
298 Unit 9

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VALUES
VALUE
Try new things. Value Try new things.
Objectives
Discover the things you love.
Students will
• talk about trying new things.
• identify new things they want to try.
Think. Pair. Share.
Do you like to try new things?
Why or why not?
BE THE EXPERT
Teaching Tip
ng
Prioritize when helping students edit their written
work. First, focus on the content of students’
writing. Did they write about the topic? Do their
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ideas make sense? After reviewing content, focus
on reviewing writing mechanics such as correct
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grammar, usage, spelling, and punctuation.
Related Vocabulary
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fishing, frozen, river
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hi
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Ice fishing in Hwacheon-gun, South Korea

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159
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Share
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• 3 Have students form groups of three. Read the directions for Pair
Activity 3 aloud. Say Listen to your partners. Use the chart to
• Have students look at the picture. Ask
write down their names and what they did on their weekends.
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Where is the girl? (on a frozen river) What

• Allow time for groups to complete the activity. Then have is she doing? (fishing)
students retell the events of one partner’s weekend using first,
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then, next and after that.
answer the questions to the right of the
at
page. Students should write notes of their

Value partner’s answers.
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Think Share
• Have students read the value statement on p. 159 aloud. (Try • Have students take turns sharing their
new things.) Ask What is the last new thing you tried? Allow partner’s answers to the questions aloud.
students to share their answers aloud. Encourage the rest of the class to listen
carefully. After everyone shares, ask What
• Have a student read the sentence under the value statement.
new things will we try this year? Make a list
Ask What is something you love that you discovered recently?
on the board. Ask students to write down
the ideas.

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PROJECT
PROJECT
Objectives Make a class scrapbook.
Students will
Show and tell your favorite activities. Present your work.
• write about five activities they like to do on
the weekend. 1 2
• use photos and drawings to show their
favorite activities.
• make a class scrapbook.
• share their information with the class.
Materials binder, colored pencils, markers,
colored paper, glue, scissors, magazines
(optional)
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Take photos or draw pictures of Make a collage of your photos
five weekend activities you like. and drawings.
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3 4
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Write about your weekend Add your page to the class
activities. scrapbook.
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160 Unit 9
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Prepare
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• Ask What are some things we can do in • If possible, have students bring photos showing their favorite
our free time? List answers on the board. activities to class. If students are unable to bring in photos, set
Say Let’s make a class scrapbook of our aside time for them to draw or cut out pictures of their favorite
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favorite activities. A class scrapbook is activities.

a book with photos and drawings from
• Have students make a collage of their photos. Explain that
everyone in class!
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a collage is a grouping of items—drawings, photos, or other

• Say Think about what you like to do on small items made of paper, cloth, or wood. Be sure students
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weekends. What do you do when you are leave open space on their collages to write sentences. After
not busy? Do you do exciting things? Do students have made their collages, say Let’s talk about our
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you do interesting things? Tell students that collages. Write the following on the board:
hobbies are fun activities that you always, On (Sunday/Saturday) I .
sometimes, or usually do in your free time. I (always, usually, sometimes) go .
Then say Make a list of your five favorite I went .
activities that you do on the weekend.
• After students have completed their collages, help them place
the collages into a class scrapbook.
300 Unit 9

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I love picnics. Last weekend I went on a BE THE EXPERT
picnic with my family and some friends.
Teaching Tip
When students are doing artwork or writing
projects, encourage them to look in their
Student’s Book for examples and ideas. However,
once students begin the project, have them close
their books so that they focus more on creating
their own original pieces of art and writing.
Project Rubric
ü Did students write about five of their favorite
weekend activities?
ü Did students include photos, drawings, and
sentences to show their favorite activities?
ü Did students share with the class information
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about their favorite activities?
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Now I can . . .
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talk about free-time activities.
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talk about hobbies.
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161
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Share
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• Say Let’s talk about our class scrapbook. Go through the

scrapbook page by page, and have students tell about their
favorite activities. Have students ask questions about their
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classmates’ scrapbook pages, such as What was the first thing

you did on the weekend?
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• Encourage further discussion of the pictures by asking students

questions about their favorite activities, such as How did you Now I Can
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feel when you (went horseback riding)? Who did you (go Ask questions such as the following:
fishing) with?
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• What free-time activities do you like? Why do

you like them?
• Modify To simplify the project, ask students to pick a favorite
• What activities did you do last weekend?
activity from their list of five activities. Have them make a
• What are fun things you usually do on the
scrapbook page with pictures and sentences focusing on just
weekend?
one of their favorite activities.

Review Unit Review

Worksheet 9.4.
go over the instructions with the students.
The quiz should take 15–20 minutes.
Project 301

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VIDEO
Vocabulary 1a eat out, go on a picnic, go to the movies, go
to the beach, visit a museum, stay home
Vocabulary 1b text my friends, win, lose, exciting,
interesting, busy
Vocabulary 2 go hiking, go swimming, go fishing,
go horseback riding, go ice skating
Grammar 1 Simple past: wh- questions and negative
Grammar 2 go + verb + -ing
Song Free Time
Viewing activities people do on the weekend
Story Time Coyote’s Weekend
Resources Video Sc. 1–10; World Map; Graphic Organizers: Zoom In
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T-chart; Word web
Vocabulary
• During Scene 2, 3, or 4, pause after each frame with
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an activity. Ask What activity is this?
Before You Watch
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• Have students name each activity. Then ask students
• Play the video introduction. Say This video is about
to say a word to describe each activity, such as
things we do on the weekend. Ask Did you have a nice
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exciting, interesting, fun, or boring.
weekend? What did you do?
Grammar
While You Watch
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• View Scene 6: Grammar 2. Say Watch what the bears
do on the weekend. Think about what they go to do.
• Have students draw a T-chart with columns labeled
hi
Do and Don’t. As students watch the video, have • After viewing the animation, ask What did the bears
ap
them listen for words that tell about weekend do first? What did the bears do next? What did the
activities. bears do after that? Ask students to respond using
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The bears went .

• Pause the video when weekend activities are shown.
For each activity, ask Do you (go horseback riding) on Song
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the weekends? Have students write the activity in the • Play Free Time once. Play it again. Have students act
Do or Don’t column of their charts. out Sofia’s movements with her.
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Viewing
After You Watch
• Pause the video after each activity. Ask Do you (go
• Ask students to say sentences about what they do
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fishing) on weekends? After students answer, have

and don’t do on the weekend. Provide this sentence them give more information. Ask Where do you (go
frame for students to complete and say aloud: hiking)? Who do you (go on picnics) with?
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I don’t on the weekend, but I do

. Story Time
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• View Coyote’s Weekend once with students. Ask What

does Coyote do on the weekend?
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• View Coyote’s Weekend again. Pause the video and

ask questions such as Why does Rabbit trick Coyote
with the rock? (Rabbit wants Coyote’s food.) What
does Coyote see that he thinks is cheese? (the moon’s
reflection) Why does Coyote drink all the water in the
pond? (He thinks there’s cheese under the water.)
302 Unit 9

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UNIT 9 READER
Text Type folktale
es Coyote having a picnic. On Sunday, Coyote’s Vocabulary go hiking, go on a picnic, go fishing,
Weekend
oking fish. Can Rabbit trick Coyote to
arning, the Our World readers are six levels of original stories,
go swimming
rience together in a way that fascinates, educates, and informs.
by Ruben Garcia Grammar Simple past: wh- questions and
negative; go + verb + -ing
ouse
e World

Reading Strategy Understanding and
st
Coyote’s Weekend
Based on Coyote Maya Folktales Comparing Characters
Resources Flashcards 158, 167, 168; Video Sc: 9—
Story Time; Graphic Organizer: Word web
Coyote’s Weekend
ge
On Saturday, Rabbit sees Coyote

of
dult
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having a picnic. On Sunday, Rabbit

hood
sees Coyote cooking fish. Can Rabbit
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trick Coyote to get Coyote’s food?
BE THE EXPERT
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Before You Read The Mayan people created one of the greatest
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• Activate prior knowledge Hold up Flashcards 158 (go on ancient civilizations. The Maya lived in southern
a picnic), 167 (go fishing), and 168 (go hiking). Ask students Mexico, Guatemala, and Northern Belize—much
of what is now called Central America. The
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Do you like to go hiking? Do you like to go on picnics? Do you
Maya constructed more than forty cities in these
like to go fishing? Say A character in our story, named Coyote, regions, and built large temples, pyramids, and
likes to do these things on the weekend. Then ask Do you like palaces. Today, many descendants of the Maya
c
to trick people? Do you know any tricks? Say Another character people still live in Central America.
in our story, named Rabbit, likes to trick Coyote.
hi Text Background
• Introduce the strategy Say As we read, we learn about Coyote’s Weekend is based on a Mayan folktale.
ap
the characters in the story. Guide students to look for details People around the world use folktales to tell
about what Coyote and Rabbit look like, how they think, and about their past or to teach an important lesson.
what they like to do. Say When we know about, or understand, Members of one generation pass down folktales
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Coyote and Rabbit, we can talk about how they’re the same to younger generations. The Mayan people
drew symbols and pictures on paper made
and different.
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from the bark of fig trees. They made books

• Have students draw two word webs, with Coyote in the center using this paper to tell and pass down stories
about their past.
of one web, and Rabbit in the center of the other. As students
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read, have them write words and phrases in the outer circles Reading Strategy
that describe what each character does. Understanding and Comparing Characters
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Understanding characters helps students to

While You Read compare and contrast them. Students learn about
characters by paying attention to character
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• Stop every few pages and ask questions to help students traits—how the characters look, think, and act.
understand each character. Help students understand and compare Coyote
at
and Rabbit by asking questions about what they

p. 5: How does Coyote get his food? How does Rabbit get his do to get food.
food?
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p. 7: Does Coyote work hard to get his food? How does he get
fish?
p. 11: Does Rabbit catch his own fish?
After You Read

• After they finish reading the story, ask students to work with
a partner and use their word webs to compare what Coyote
and Rabbit each did and didn’t do. Have students write down
sentences to share with the class. Remind students to use went
and didn’t go.

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AUDIO SCRIPT TR: 9.6 Grammar 2 go + verb + -ing
Note: Grammar 2 is on. p. 292.
Student’s Book
TR: 9.1 1 Listen and read. Note: The reading Wow! Look at That! is on p. 294.
The weekend is a time to relax and do fun things.
Sometimes we stay home. Other times we go out and TR: 9.8 1 Listen and Read.
visit places, play outside, or see friends.
Note: The reading The Paralympics is on p. 306.
eat out, go to the movies, visit a museum, go on a
picnic, stay home, go to the beach, lose, win, exciting,
interesting, text my friends, busy Workbook
TR: 9.1 2 Listen and write. Use words from
the box.
eat out We eat out on Sundays.
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What do you do on weekends?
go to the movies I like to go to the movies on the
1. I play soccer. I like to win.
weekend.
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2. I play games. I don’t like to lose.
visit a museum Sometimes we visit a museum in
the city. 3. The museum was interesting.
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go on a picnic Do you want to go on a picnic 4. Last weekend, I was busy. I had too much
homework!
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today?
stay home I sometimes like to stay home on 5. The parade was exciting.
the weekend.
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TR: 9.2 1 Listen to the song. Read. Look.
go to the beach I want to go to the beach and
Draw lines to match.
swim in the sea today.
hi
Note: Lyrics for the song Free Time are on
lose I don’t like it when we lose
ap
pp. 284–285.
games.
win My soccer team always wins!
TR: 9.3 2 Listen. Read and write.
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exciting This is so exciting! Let’s do it

Note: Lyrics for the song Free Time are on
again!
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pp. 284–285.
interesting This is really interesting! Look!
text my friends I text my friends on the weekend. TR: 9.4 1 Listen and circle.
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busy I am very busy today. I have a lot 1. S1: What did you do on Saturday?
of things to do! S2: I went to the beach.
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2. S1: Did you visit a museum on Sunday?

TR: 9.3 1 Listen. Read and sing. S2: No, I didn’t visit a museum. I went on a picnic.
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Note: Lyrics for the song Free Time are on pp. 284–285. 3. S1: Did you go on a picnic?
S2: No, I didn’t go on a picnic. It rained.
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TR: 9.4 Grammar 1 Simple past: wh- questions and 4. S1: Did you play baseball?
negative S2: Yes, I did. My team didn’t win. It lost.
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Note: Grammar 1 is on. p. 286. 5. S1: How was your weekend?

S2: I had an exciting weekend!
6. S1: Did you go to the movies?
go horseback riding Can we go horseback riding one S2: No, we didn’t go to the movies.
day?
go fishing Let’s go fishing tomorrow! TR: 9.5 1 Listen and read. Circle.
go hiking I love to go hiking in the 1. Olivia usually goes horseback riding on weekends,
mountains. but last weekend she didn’t go horseback riding.
go swimming Can we go swimming in the river? 2. She went bike riding with her friends on Saturday
morning.
go ice skating Where can we go ice skating in
this town?
304 Unit 9

OW2e_LP_3_34279_278-305_U9_CR2.indd 304 6/27/19 11:47 AM
3. In the afternoon, Olivia’s friends went rollerblading, 2. She went swimming and shopping on Saturday.
but Olivia went skateboarding in the park. 3. Bobby is busy at the beach.
4. On Sunday, her friends asked Olivia to go ice skating,
but Olivia didn’t go ice skating. TR: 9.7 1 Listen and read.
5. She went swimming with her family. She slept well Note: The reading Let’s Visit a Museum is on p. 340.
Sunday night!
1. Why did we win the weekend game?
NOTES
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Audio Script 305

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EXTENDED READING
EXTENDED READING
The Paralympics 1 Listen and read. TR: 9.8
Objectives THE Paralympics

Students will
You’ve probably heard of the Olympic Games. People from many countries
• make a list of Paralympic sports. come together every four years to run, swim, and play other sports at the
• present more information about the Olympics. Another great sporting event, called the Paralympic Games, also takes
place every four years.
Paralympics.
At the Paralympics, people with disabilities come together to run, swim,
Academic Language complete, present and compete at sports. Years ago people with disabilities didn’t take part in
many sports. Now at the Paralympics they compete in sports such as skiing,
Content Vocabulary compete, disabilities, wheelchair tennis, and judo. At the beginning of the Games they dress in their
medals, wheelchair national uniforms and take part in parades. When they win, they receive medals
that celebrate their strength.
Resource TR: 9.8 Daniel Dias was born with no hands and only one foot. In school, children
called him names. He stayed home a lot. He didn’t do much. When he was
Materials poster board, crayons, markers 16, Daniel watched the Paralympics on TV and saw disabled people like him
swimming. He exercised and learned to swim. Soon he was fit and strong. He
was also very fast. He won gold medals in his first Paralympic Games in Beijing.
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The Paralympic Games changed Daniel’s life. They are also helping to change
how people see Paralympians and other people with physical disabilities.
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162 Extended Reading

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Present Practice
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• Tell students they are going to listen to • 2 Read the instructions and ask for a volunteer to read the
and read an informational text about words in the box aloud. Ask How many words are in the box?
competitive games for disabled athletes. (five) How many sentences are there? (four). Say That means
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Ask: What kind of games do you play? Do there is one extra word. Have students do the task individually.
you compete against others? Challenge them not to look back at the reading unless they get
stuck. Ask What word is extra? (medals)
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• Explain to students that disabled athletes

participate in many of the same sports • 3 Have students look at the picture on pages 162–163. Ask
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competitions that unimpaired athletes do. What Paralympic sport does the picture show? (swimming).
Say Call out the names of Olympic events Have students write swimming at the top of their list. Then put
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that you know. Write these on the board students into pairs to complete their list of sports mentioned in
as students say them. the text and others they can think of.
• 1 Read together Play TR: 9.8 and
have students listen once with their books
closed. Then tell students to open their
books to page 162. Play the audio again
and ask students to follow along as they
listen. Ask What event does Daniel Dias
participate in? (swimming) If swimming
is not one of the events you listed on the
board, ask a volunteer to add it.
306 Units 7–9

OW2e_LP_3_34279_306-309_R3_CR2.indd 306 6/27/19 11:48 AM
2 Write. Complete the sentences with words from the box.
BE THE EXPERT
Make Inferences
disabilities four medals parade swim
Students can comprehend texts better by making
inferences. Students can infer how the Paralympics
a. The Olympics and the Paralympics take place every changed Dias’s life by looking at clues in the text.
four years. (“In school, children called him names. He stayed
b. Paralympians are athletes who also have disabilities . home a lot . . . Soon he was fi t and strong. He
parade was also very fast. ”) Students can then infer that
c. At the beginning of the Paralympics, there is a .
the Games changed Dias’s life because it gave
d. After he saw the Paralympics, Daniel Dias learned to swim . him confidence and purpose.
3 Read. Write a list of Paralympic sports from the text. Can you The Paralympics
think of more? Work with a partner. The Paralympic Games date back to 1948, when a
small group of World War II veterans with spinal
cord injuries participated in what was known
as the Wheelchair Games. Now thousands of
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a. Learn about a Paralympian from your country. Tell the class about athletes from over 100 countries participate in
him or her. both summer and winter versions of the games.
b. Pretend that you are a journalist and your partner is Daniel Dias.
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Act out an interview with him.
c. Make a poster about the Paralympics.
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Can students
• make a list of Paralympic sports?
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hi Direct students to www.paralympic.org/sports
and have them write a list of three summer and
three winter sports that they like.
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• present more information about the
Paralympics?
Have students create an advertisement for the
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163 2020 Paralympic Games in Tokyo.

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Prepare Share
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• 4 Say Now it’s your turn to learn more about the Paralympics • Students share their activities about the
and share what you know with others. Give students time to Paralympics with the class. Have students
decide which activity they want to do. read their brief biography about a
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Paralympian, perform their interview, or

• Option 4a can be done individually. Option 4b should be done
share their poster with the class.
with a partner. Option 4c should be done with a small group.
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• Encourage active listening by having

• For students who choose Option 4c, distribute poster board,
the class ask questions about students’
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crayons, and markers. Students who choose Option 4a will need

presentations.
time to research their Paralympian. Consider assigning the task
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as homework and allow them to share in the next class session. • Critical thinking Ask What do you think
Paralympic athletes want people to know
about them? Have a short discussion.

OW2e_LP_3_34279_306-309_R3_CR2.indd 307 6/27/19 11:48 AM
Grammar Units 7–9
What Did You Do Yesterday?
Content Vocabulary heads, tails
Ask and answer. Use a coin. Heads = 2 spaces, Tails = 1 space.
Resources Assessment: Units 7–9 Test; Look. Work with a partner.
Assessment: Units 1–9 Test; Workbook
pp. 116–117, TR: R3.1; Grammar Workbook
Start
Materials coins, playing pieces (buttons, tokens,
or other small, flat objects), timer, stopwatch,
or clock with a second hand
You start! What did
you do yesterday?
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Two spaces. I ate out. What
did you do yesterday?
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Finish
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• Play the game Ask Do you like games?

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• Have the student ask you What did you do yesterday? Point to
Say Open your books to page 164. Let’s the title of the activity to guide him. Flip the coin, move (two)
play a fun game! Read aloud the title and spaces, and use the photo to answer his question. Say (I went
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the directions. Have two students read horseback riding.)

aloud the model dialogue. Ask Did the boy
• Pair students and hand out coins and playing pieces. Say
flip the coin to heads or tails? (heads)
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Now play the game with your partner. Take turns asking and
• Say Use the photos to answer questions answering questions. Walk around the room to make sure they
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about what you did yesterday. Put a take turns and use the photos to answer the question.
playing piece on Start. Call on a student
• Say Let’s play another game. Look at page 165. Read aloud the
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and ask (Adesh), what did you do

title and the directions. Then call on students to read aloud
yesterday? Have the student flip a coin,
each item of the game. Say You and your partner have three
move the playing piece the correct number
minutes to complete the ten items. I’ll tell you when to start
of spaces, and use the photo he lands
and when to stop.
on to answer the question. (I went to a
birthday party.)
308 Units 7–9

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One to Ten! BE THE EXPERT
Answer the questions. You have three minutes! Teaching Tip
Work with a partner. Provide students with strategies to answer
questions when they have limited time. For
example, suggest that they quickly scan the
1. Write three parts of the body beginning with e. questions and answer the easiest questions first.
They should then return to the questions that
2. When is your favorite festival? they are less sure about. This strategy will help
ensure that students answer as many questions as
3. Write two things you did on the weekend. possible in the time allowed.
4. What are these?
fireworks
5. What is this word? v e e t e l a b g vegetable
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6.
Do you get enough
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Yes, I go running and
? I love swimming.
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7. Write three things you do at a festival.
toes
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8. You have fingers on your hands and
on your feet.
9. Write three things you see at a birthday party. Give the Units 7–9 Mastery Test. Hand out the test
c
10. hi test should take 20–30 minutes.
What did you do ✔ Assessment: Units 1–9

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on the weekend?
I went ! Give the Units 1–9 Final Test. Hand out the test
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• Modify If there isn’t enough time to play

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• Assign partners and give them 30 seconds or so to review the

questions. Set a timer or stopwatch for three minutes or use a both games during a single class period,
clock with a second hand to time the activity. Then say Ready? have students play one game during one
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Go! and start the timer. When three minutes are up, say Time’s class, and the second game the next time
up! Call on students to share their answers aloud. the class meets. Consider having students
play One to Ten! first to help them recall
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• Sentence frames If students need help thinking of responses

the lesson content of Units 7–9.
for the game on p. 164, write examples on the board:
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• If you have extra time during class, provide

I went . I watched . students with an additional challenge after
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they play a round of What Did You Do

I didn’t go . I didn’t watch . Yesterday? Have partners determine which
photos they did not answer questions
I ate . I visited .
about. Then have them use those photos
I didn’t eat . I didn’t visit . to write sentences about what they did
and didn’t do in the past. Call on partners
I saw . It was exciting. to read one of their new sentences aloud.
I didn’t see . It was interesting.
Review 309

OW2e_LP_3_34279_306-309_R3_CR2.indd 309 6/27/19 11:48 AM
AUDIO SCRIPT TR: 0.7 2 Work with a partner. Listen. Do the math
together. Listen to check your answers.
Student's Book (Unit Zero) Twenty-four plus two equals .
TR: 0.2 1 Look, listen, and say. One hundred plus ten equals .
A: How do you say borrador in English? Sixty plus twenty equals .
B: It’s an eraser. Eighty plus nine equals .
A: How do you spell “scissors”? Thirty-five plus five equals .
B: s-c-i-s-s-o-r-s Forty minus thirty equals .
A: Could you repeat that, please? Three hundred minus fifty equals .
B: Sure, s-c-i-s-s-o-r-s. One thousand plus one thousand equals .
A: I don’t understand. Can you help me, please? Ninety-nine minus nine equals .
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B: Yes, sure. Twenty-four plus two equals twenty-six.
A: What’s the difference between next to and in front One hundred plus ten equals one hundred and ten.
of? Sixty plus twenty equals eighty.
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B: The teacher is in front of the class. My desk is next to Eighty plus nine equals eighty-nine.
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your desk.
Thirty-five plus five equals forty.
Forty minus thirty equals ten.
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TR: 0.3 1 Look, listen, and say.
Three hundred minus fifty equals two hundred and fifty.
spring, summer, fall, winter
One thousand plus one thousand equals
c
TR: 0.4 2 Look and listen. Point and say. two thousand.
hi
fall, spring, winter, summer Ninety-nine minus nine equals ninety.
ap
TR: 0.5 3 Look, listen, and say. TR: 0.8 3 Look, listen, and say.
January, February, March, April, May, June, July, August, first, second, third, fourth, fifth, sixth, seventh, eighth,
gr
September, October, November, December ninth, tenth, eleventh, twelfth, thirteenth, fourteenth,
fifteenth, sixteenth, seventeenth, eighteenth,
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nineteenth, twentieth, twenty-first

twenty, twenty-one, twenty-two, twenty-three, twenty-
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four, twenty-five, twenty-six, twenty-seven, twenty-
eight, twenty-nine, thirty, forty, fifty, sixty, seventy, The kite is mine.
eighty, ninety, one hundred, one hundred and one, one The coat is yours.
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hundred and two, two hundred, one thousand, one

The ball is his.
million, one billion, plus, minus, equals
The bat is hers.
io
The grapes are ours.

at
The pencils are yours.

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The game is theirs.
310 Unit 0 and Unit Reviews

OW2e_LP_3_34279_310-344_BM_CR2.indd 310 6/27/19 11:50 AM
Workbook (Unit Zero) Student's Book (Unit Zero)
TR: 0.2 1 Listen and read. Match the questions to the 11 SB p. 7
answers. Draw lines. 1. us, 2. you, 3. him, 4. her, 5. them, 6. me, 7. us, 8. it
1. S1: How do you spell eraser?
S2: e-r-a-s-e-r
Student's Book (Review: Units 4–6)
2. S1: What’s the difference between on and in?
S2: I can show you. One to Ten! SB p. 106
3. S1: How do you say lápiz in English? 1. Possible answers: cat, crocodile, cheetah
S2: It’s a pencil. 2. few
4. S1: I don’t understand. Can you help me, please? 3. Possible answers: a bottle of oil, a bottle of milk,
S2: Sure, e-r-a-s-e-r. a bottle of water
5. S1: Could you repeat that, please? 4. bees
S2: Yes, sure.
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5. any
TR: 0.3 2 Listen and circle. 6. Possible answer: A giraffe has a long neck so it can
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eat the leaves at the top of trees.
1. 27 − 20 =
7. box, jar
ar
2. 101 + 35 =
8. grasslands
3. one billion
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9. Possible answers: honey, candy, sugar
4. one million
10. Possible answers: delicious or sweet or terrible
5. 17th
c
6. 3rd
Student's Book (Review: Units 7–9)
hi
Workbook (Review: Units 1–3) One to Ten! SB p. 157
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1. Possible answers: ear, eye, elbow

TR: R1.1 2 Listen. Circle the answers.
2. Answers will vary.
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1. S1: What does he do before school?

S2: He feeds his pet before school. 3. Answers will vary.
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2. S1: What does he do after school? 4. fireworks

S2: He comes home. 5. vegetable
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3. S1: He gets on his bike and coasts downhill. 6. exercise

4. S1: I usually do my homework at four forty-five. 7. Possible answers: dance, dress up, see a parade, put
on a mask
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Workbook (Review: Units 4–6) 8. toes

9. Possible answers: candles, decorations, balloons,
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TR: R2.1 3 Listen. Read and circle. a birthday cake, a present

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1. S1: How does the web look? 10. Answers will vary.
S2: It looks beautiful.
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2. S1: How does the fur feel?

S2: It feels smooth.
3. S1: Are there any bags of rice?
S2: No, there aren’t any.
4. S1: I’m hungry.
S2: Let’s buy a loaf of bread.
5. S1: Is there any oil?
S2: Yes, there is some in the bottle.
6. S1: Is there any milk?
S2: Yes, there is a little.
Audio Script 311

LEVEL 3 WORKBOOK
Unit 0
3 1 Listen and read. Match the questions to the answers.
Draw lines. TR: 0.2
SECOND EDITION • WORKBOOK
Unit 0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Unit 1 A Helping Hand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Unit 2 My Place in the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
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Unit 3 On the Move! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 1. How do you spell eraser? a. I can show you.
Units 1–3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
2. What’s the difference b. Yes, sure.
Unit 4 Our Senses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42 between on and in?
Unit 5 Animal Habitats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
c. It’s a pencil.
3. How do you say lápiz
Unit 6 What’s for Dinner? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66 d. E-r-a-s-e-r.
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in English?
Units 4–6 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
e. Sure, e-r-a-s-e-r.
Unit 7 Feeling Fit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80
4. I don’t understand. Can
you help me, please?
Unit 8 Let’s Celebrate! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
ar
Unit 9 My Weekend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 5. Could you repeat
Units 7–9 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 that, please?
Additional Activities and Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
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2 Listen and circle. TR: 0.3
1. 27 + 20 = 27 - 20 =
2. 101 + 35 = 101 - 35 =
3. 1,000,000 1,000,000,000
c
4. 1,000,000,000 1,000,000
hi 5. 17th
6. 2nd
7th
3rd
1
ap
OW2e_WB_3_32381_i-ii_FM_CPP.indd 2 11/04/2019 17:03 OW2e_WB_3_32381_001-003_U00_CPP.indd 1 13/02/2019 18:05

gr
3 5
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Do the puzzle. Unscramble the words. Write one letter in Look, read, and write. Use words from the box.
each square.
hers his mine ours theirs yours
Seasons and Months
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1. 2.
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3. 4.
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1. The kite is yours / hers. 3. The kite is his .

UMESMR S U M M E R ours theirs
2 2. The kite is . 4. The kite is .
at
WNTIER W I N T E R
1 8
6 Read. Circle the correct answer.
REBTOCO O C T O B E R
9 13 10 7
1. Where’s my hat? Oh, I see !
N
RUFREYBA F E B R U A R Y
11 a. me b. it c. them
PRNIGS S P R I N G
16 12 2. Where’s my sister? I can’t see .
TESBPMEER S E P T E M B E R a. you b. him c. her
17 6
CAHMR M A R C H 3. I want a cookie. Can you give a cookie, please?

15 4
BENREOVM N O V E M B E R a. me b. us c. them
5
4. I like my friends. I like to play with .
LFAL F A L L
3 14 a. you b. me c. them
5. Do you see my brother? I can’t see .
4 Find and write. Look at Activity 3. Find the letters above a. you b. him c. her
the numbers. Write the letters above the same numbers
6. Hello, Alex and Maria! I have cookies for .
in the squares below. Then read the message.
a. them b. you c. it
W E L C O M E T O O U R C L A S S ! 7. My friends and I want to play a board game. You can play with !
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
a. us b. them c. you
2 Unit 0 3
312 Level 3 Workbook

LEVEL 3 WORKBOOK
Unit 1
A Helping Hand 7. I hold hands with my friend. c
g
VOCABULARY 1
8. I pick up the hamster. i
1 Listen and write. Then listen again. Read and match. TR: 1.1
h
carry feed give help hold hands
hug pick up protect take care of teach 9. I take care of my bird. e
i
1. I help my grandmother. b
10. I give my pet a bath. g
ng
a
2. I feed my goldfish. d j
b 2 Read and write. Then work with a partner. Ask and answer.
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3. A mother can protect her baby. h I like to Answers will vary. .
I like to
ar
c .
I like to .
4. I hug my mother. a
I like to .
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d
5. I carry the baby. f Do you like to help
Yes, I do.
e your grandmother?
c
teach my sister the ABCs. j
6. I
hi
4 Unit 1 f 5
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SONG
eo
GRAMMAR 1
1 Listen to the song. Look. Number the pictures. TR: 1.2 before and after
Question Answer
4 1 3 2
lG
does she before school? She feeds her fish.

What do
do you after breakfast? I brush my teeth.
1 Unscramble. Write.
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8 5 7 6
io
1. What does he do before school?

washes / his / face / He
at
He washes his face.

2. does / after / What / do / he / school
N
What does he do after school?

2 Look, read, and circle. Look at the pictures in Activity 1.
He helps his mother.
Read and circle the correct word.
3. breakfast / What / do / after / she / does
1. I have to hold hands with my grandmother / grandfather.
What does she do after breakfast?
2. I have to wash my goat / goldfish. She brushes her teeth.
4. What does she do before school?
3. I have to comb my cat / bird.
feeds / hamster / her / She
4. I have to teach my sisters / brothers their 1, 2, 3s. She feeds her hamster.
5. I have to pick up my dog / frog. 2 Listen. Match. Draw lines. TR: 1.3
6. I have to carry my family’s new baby / horse. 1. What do you do after school? a. I hug my grandmother.
7. I have to read to my sister / brother. 2. What do you do before breakfast? b. I feed my cat.
3. What do you do after breakfast? c. I help my mother.
8. I have to feed my dog / snake.
4. What do you do before school? d. I take care of my brother.
6 Unit 1 7
Level 3 Workbook 313

LEVEL 3 WORKBOOK
3 Draw and write. What do you do? Answers will vary. VOCABULARY 2
1 Listen and write. TR: 1.4
do my homework have a snack make my bed take a shower
1. I make my bed before breakfast.

2. I take a shower after breakfast.
3. I do my homework after school.
4. I have a snack after school.
This is me. I before breakfast. I after 2 Look. Read and match. Then ask and answer with a partner.
breakfast. I before school. I after school. 8:15 A.M. 7:30 A.M. 3:45 P.M.
3 1 4
ng
SCHOOL
I like .
4 Draw your partner. Write about your partner. Answers will vary.
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4:20 P.M. 4:00 P.M. 8:00 A.M.
6 5 2
ar
1. He takes a shower at seven thirty.
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2. He makes his bed at eight o’clock.
3. He walks to school at eight fifteen.
This is . He/She before breakfast. He/She 4. He comes home at three forty-five.

5. He eats a snack at four o’clock.
c
after breakfast. He/She after school.
hi 6. He does his homework at four twenty.
He/She likes .
When does he take a He takes a shower at
shower? seven thirty.
8 Unit 1 9
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GRAMMAR 2
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GAME TIME!
Adverbs of frequency 1 Read the sentences. Unscramble the words.
Omar always gets up early. 1. It’s four T W E N T Y (ttwyne).

lG
usually at 6:00.
He eats breakfast 2. I U S U A L L Y (LLSYAUU) drink milk for breakfast.
sometimes at 6:30.
He never makes his bed.
3. I A L W A Y S (SAAWYL) wake up early.
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1 Listen. Draw lines to match. TR: 1.5 4. I N E V E R (NEEVR) get to school late. I’m always on time.
1. She always helps at home at 3:15.

2. She usually has a snack at 3:45. 5. It’s eleven T H I R T Y (RIYTHT).
io
3. He usually takes a shower at 4:45.

4. She sometimes does her homework at 5:30. 6. He T A K E S (SAEKT) a shower in the morning.
5. He sometimes makes his bed at 6:30.
6. He never comes home at 8:00.
at
7. I never eat a S N A C K (KCSAN) after school.
2 Write. Write when you do things. Answers will vary. 8. I brush my teeth A F T E R (REATF) breakfast.
N
1. I always eat breakfast at 7:00 . always

9. I P R O T E C T (PERTOTC) my pet from wild animals.
never
2. I make my bed at .
sometimes 2 Answer the riddle. Unscramble the circled letters in the puzzle to
3. I eat lunch at . usually solve the riddle.
4. I have a snack at . This animal is gray and has a long trunk. It’s very big and can live to be seventy
years old. African ones have big ears, and Asian ones have small ears. What
5. I come home at . animal is it?
6. I do my homework at . E L E P H A N T
3 Read, listen, and talk. Go to the back of the book. 3 Listen and read. Can you say these fast? TR: 1.6
Work with a partner. Take turns. 1. I slurp snacks and sodas at six sixteen.
2. Meena makes many milkshakes in the morning.
3. Before four, fix the fifteenth flower vase.
10 Unit 1 11

LEVEL 3 WORKBOOK

1. The koala sleeps more than fifteen hours a day. ✓
T F
2. The red-necked nightjar sleeps in a tree. T ✓
F
The Daily Lives 3. A great white shark takes care of her babies. T ✓
F
of Animals
4. The great white shark always swims. ✓
T F
5. The red-necked nightjar lives in Australia. T ✓

F
red-necked 6. The koala eats insects in the evening.
What do you do every day? Most kids wake up in the
T ✓
F
nightjar
morning, eat three or four meals a day, help their families,
3 Look and read. Fill in the chart.
and go to sleep at night. Many animals don’t live the same
way kids do. They sleep in the daytime or eat only at night.
Some animals never sleep! They take care of babies in Animal Sleeps Eats Takes care of babies
different ways.
koala sleeps more than eats eucalyptus baby koala grows in its
The red-necked nightjar is a bird from Spain and fifteen hours a day leaves at night mother's pouch
northern Africa. It flies in the evening and eats insects. It
ng
sleeps on the ground during the day. Most birds lay eggs in
red-necked sleeps on the ground eats insects in the lays eggs on the ground,
nightjar during the day evening not in a nest
a nest, but this bird lays eggs on the ground!
The koala lives in Australia. It only eats eucalyptus tree great white never sleeps always eats never takes care of her
shark babies
leaves at night. The koala sleeps in the morning, afternoon, koala pouch
and evening. It sleeps more than fifteen hours a day! It has a
ni
small baby that grows in its mother’s pouch.
The great white shark lives in oceans all over the world. 4 Read and write.
The great white shark never stops swimming. It always 1. When do koalas eat?
ar
eats and never sleeps. The mother doesn’t take care of her
babies. The babies swim away from their hungry mother! great white shark They eat at night .
2. Where does a baby koala grow?
Le
Spain
It grows in its mother’s pouch .
northern
Africa
3. When do sharks take care of their babies?
Australia
They never take care of their babies .
the ocean
c
4. Where do red-necked nightjars lay their eggs?
They lay their eggs on the ground
Many sharks are small. The smallest shark
is the size of a man’s hand!
hi .
12 Unit 1 13
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WRITING
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UNIT 1 REVIEW
1 Read. Read the email from Sara. She uses first, before, and after to 1 Write. Write about your day in the tic-tac-toe board.
tell the order that she does things. Circle the words first, before, and Read the sentences and play tic-tac-toe with a partner.
lG
after in the email.

I usually in I feed my
Dear Eva, the afternoon. I wake up at . goldfish before school.
I have a pet dog. His name is Fluff. I always take care of
I play video I sometimes
na
my dog before I go to school. First, I feed my dog. I play

I go to bed at . games in the morning. at 3:00.
with Fluff after he eats. After school, I take Fluff for a walk.
Sometimes I give my dog a bath! I play soccer I usually I take care
after school. at 7:00. of my pet.
Your friend,
io
Sara
2 Read and write. Answers will vary.
1. Does a hamster usually take a shower?
at
2 Write about your friend’s day. Tell the order your friend does
A hamster never takes a shower .
things. Use words from the box. Answers will vary.
2. Does a goldfish sometimes have a snack?
N
always after breakfast

first after lunch .
never after school
3. Do you sometimes hold hands with your friends?
sometimes before breakfast
usually .
4. What time do you usually eat breakfast?
.
5. What do you sometimes do after lunch?
.
6. What do you always like to do?
14 Unit 1 15

LEVEL 3 WORKBOOK
Unit 2
My Place
in the World a museum a bakery
VOCABULARY 1
1 Listen and check. Then ask and answer. Point.

Work with a partner. TR: 2.1
a drugstore
ng
a toy store
a movie theater a park
ni
ar
a police station a supermarket
Le
2 Look and write.
a train station a post office
a bakery a museum a restaurant

a drugstore a park a supermarket
a hospital a police station a toy store
c
a movie theater a post office a train station
a restaurant a hospital
hi
16 Unit 2 17
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SONG
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GRAMMAR 1
1 Listen to the song. Write. TR: 2.2 Can for requests and offers
Where are the post office, the toy store , Can you help me?
lG

the supermarket, and the park?
Where’s the bakery ? on Main Street.
next to the police station.
Where’s the library?
across from the bakery. where’s =
school
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Where are the zoo, the , and a Where’s the Main Street and where is
It’s on the corner of
swimming pool? museum? First Street.
it’s = it is
behind the movie theater.
Here’s the post office, the toy store, the park and the
between
park school.
the supermarket, and the .
io
Here’s the bakery, the library, the zoo, the school,

a swimming pool, and a movie theater , too! 1 Listen and match. TR: 2.3
at
1. Can you help me? a. It’s between the toy store and
Sure. How can I help? the park.
N
Where’s the supermarket? c

b. It’s across from the bakery.
2. Can you help me?
Sure. How can I help? c. It’s on the corner of Main Street
Where’s the post office? e and First Street.
3. Can you help me? d. It’s behind the movie theater.

e. It’s next to the museum.
Where’s the restaurant? d
2 Write a new verse for the song. Write questions about places in 4. Can you help me?
your town. Answers will vary. Sure. How can I help?
Where are and ? Where’s the hospital? b
5. Can you help me?
Where’s the ?
Where’s the drugstore? a
Where’s the ?
Where are and ?
18 Unit 2 19

LEVEL 3 WORKBOOK
2 Draw and write. Draw some buildings on this map of an imaginary VOCABULARY 2
town. Label your map.
1 Look and write.
drugstore museum post office supermarket
hospital park restaurant toy store a library a mall a stadium a swimming pool a zoo
movie theater police station school train station
a zoo a stadium a mall
ng
ni
a library a swimming pool
3 Look and write. Use your map from Activity 2. Write about where
2 Listen. Circle the answers. TR: 2.4
ar
things are. Answers will vary.
1. Can you help me? 3. Can you help me? 1. She wants to go to the swimming pool / stadium. She wants to
Sure. How can I help? Sure. How can I help? see her favorite baseball team / buy some shoes.
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Where’s the ? Where’s the ? 2. I want to go to the library / mall. I want to play in the water / study.
It is . It is . 3. He wants to go to the zoo / mall. He wants to buy some new shoes /
Can Can see the hippos.
2. you help me? 4. you help me?
c
Sure. How can I help? Sure. How can I help? 4. She wants to go to the swimming pool / stadium. She wants to
Where’s the ? Where’s the ?

hi see her favorite baseball team / play in the water.
It is . It is . 5. I want to go to the zoo / mall. I love the elephants / movies!
20 Unit 2 21
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GRAMMAR 2
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GAME TIME!
Giving directions 1 Read, listen, and talk. Go to the back of the book. Work with a
Question Answer
partner. Take turns.
lG
Go straight. (↑)
How can I get to the 2
right ( ) Play a game. Play
↵
on White Street.
post office? Turn ↵
left ( ) at the supermarket. with a partner. Put your
erasers on START. Use a
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coin. Heads = one space. START

1 Look at the map. Write. Tails = two spaces. Say park
police
STADIUM
where you are. The first station
museum
person to get HOME is the
PARK RESTAURANT You stopped
to have a
io
snack. Lose
SWIMMING
POOL
ZOO
winner! a turn.
Lose a turn.
swimming
GREEN STREET Go to
HOSPITAL
library the police
pool
toy store
at
station!
MALL
POST
Where are you now?
SECOND STREET
STREET
OFFICE
DRUGSTORE
FIRST
BAKERY
It’s rainy!
N
LIBRARY
I’m at school. Lose a
school
POLICE turn.
STATION restaurant
TOY STORE SUPERMARKET
WHITE STREET
drugstore
You It’s 9:00.
are Go to
here
school!
TRAIN
STATION
HOME!
SCHOOL MOVIE THEATER MUSEUM
stadium
mall
bakery
1. How can I get to the stadium?
Go straight on First Street. Turn left on Green Street.

It’s on the corner of Green Street and First Street . 3 Listen and read. Can you say these fast? TR: 2.5
2. How can I get to the post office?
1. A supermarket sells salty shellfish.
Go straight on First Street. Turn right on Green Street. 2. Bill is busy at the bookstore buying big blue books.
It’s across from the zoo. 3. Lisa looks right at the library.
22 Unit 2 23

LEVEL 3 WORKBOOK
READING 3 Read and match.
1 1. Where is Villa las Estrellas? a. The sun always shines in summer.

2. What’s the weather like in b. It’s in Antarctica.
Villa las Estrellas: Villa las Estrellas?

3. How long does the sun shine
c. Yes, they can.
d. It is very cold, snowy, and windy.
A Town in Antarctica in summer?
4. Can children go to school
What is your town like? Does it have a school? A there?
post office? A hospital?
The town of Villa las Estrellas has those places, too, 4 Complete the chart.
and it is in the continent of Antarctica! Antarctica is
very cold, snowy, and windy. People usually live in Villa las Estrellas Where You Live
Antarctica only for the summer, but they live all year
in Villa las Estrellas. About 150 people live there in very cold, snowy, and windy Answers will vary.
summer. About seventy people live there in winter. Weather
ng
Nights are long in winter. The sun shines only four or
fi ve hours a day. The sun always shines in summer.
Villa las Estrellas has houses, a bank, a school, a about 150 in summer Answers will vary.
hospital, small stores, a post office, and a church. Many How many people
about 70 in winter
people come to visit. They like to go to the post office
ni
and send letters from Antarctica!
houses, a bank, a school, Answers will vary.
a hospital, small stores,
Places
a post office, and a church
ar
5
Le
Take a survey. Read and check. Ask and count. Answers will vary.
1. The night is very long in Antarctica in the summer. T ✓
F
2. Villa las Estrellas has a bank and a school. ✓

T F I want to live in Antarctica.
3. About 150 people live in Villa las Estrellas in the winter. T ✓
F
I don’t want to live in Antarctica.
4. People like to visit Villa las Estrellas. ✓
T F
c
5. You can send a letter from Antarctica. ✓
T F How many students want to live in Antarctica?
hi How many students don’t want to live in Antarctica?
24 Unit 2 25
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WRITING
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UNIT 2 REVIEW
1 Read. 1 Look at the map. Write directions.

I live in Nagoya, Japan. My favorite place is Nagoya station. It’s big. There are
lG
DRUGSTORE
two tall towers. You can go to the top of the towers and see the city. There is a TOY STORE
gold clock. I meet my friends there, and then we go to the movie theater across the STADIUM
street. SCHOOL MUSEUM
FIRST AVENUE
SUPERMARKET
SUPERMARKET
BAKERY
EET
PINE STREET
2 Read and write. Read each pair of sentences. Rewrite them as one
na
SWIMMING POOL
OAK STR
HOSPITAL LIBRARY MOVIE THEATER

POST
OFFICE
sentence. Use the word and to connect the ideas in the sentences. RESTAURANT
MALL
SECOND AVENUE You
are
1. I go to the park. I play there. PARK POLICE
here
BOOKSTORE
STATION ZOO
io
I go to the park, and I play there.
2. The park has flowers. It is beautiful. 1. How can I get to the bakery?
at
The park has flowers, and it is beautiful. Possible answer: Go straight on Pine Street. Turn right on First Avenue.
It’s across from the stadium.
3. The park has trees. It has grass, too.
N
2. How can I get to the park?

The park has trees, and it has grass, too. Possible answer: Turn left on Second Avenue. It’s across from the mall.
3 3. How can I get to the museum?

Write in your notebook. Answer the questions. Then work with a
Possible answer: Go straight on Pine Street. Turn left on First Avenue. It’s next
partner. Talk about your favorite places. Find a classmate with the
to the drugstore.
same favorite place. Answers will vary.
1. Where do you live?

2 Look at the map. Write your own conversation. Answers will vary.
2. Where are your two favorite places in your town? How ?
3. What can you do there?
26 Unit 2 27

LEVEL 3 WORKBOOK
Unit 3 1. a helicopter f 7. an airplane h
On the Move! 2. a sailboat d 8. a ferry g
3. a hot-air balloon k 9. a scooter e

VOCABULARY 1
4. a ship a 10. a taxi i
1 Look at the pictures. Read. Match. Write the letter. 5. a subway b 11. a motorcycle j
6. a bus c
2 Read. Write the words from Activity 1 in the boxes.
a b c It’s in the sky.

an airplane
ng
a helicopter
a hot-air balloon
It’s on water.
a sailboat
a ferry
ni
a ship
d e f
It’s on land.
a subway
ar
a bus
a motorcycle
a taxi
a scooter
Le
g h i
3 Listen and check. Check what the boy and girl like. TR: 3.1
ship subway airplane ferry scooter
c
boy ✓ ✓
j k
hi girl ✓ ✓ ✓
28 Unit 3 29
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SONG
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GRAMMAR 1
1 Listen to the song. Write. TR: 3.2 Too for agreeing don’t = do not
1. I take the bus to school. doesn’t = does not
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2. I ride my bike to school.

ferry Statement Agreeing Not agreeing
3. I take a to school. Yes, I do.
subway I ride my bike I do, too. I don’t. I walk.
4. I take the to school. Yes, I do. to
Her Her She
Eva takes the bus school. does, too. doesn’t.
friend friend drives.
na
1 Read, look, and match.

io
1. Rodrigo rides his bike to the bakery.

ferry bus
His brother does, too.
at
2. His mother takes a taxi to work.

His father doesn’t.
N
He takes a bus.
3. My sister rides her scooter to

BAKERY
subway bike
school. I don’t. I walk.
2 Write a new verse for the song. Use words from the box.
4. My grandfather takes a ferry.
airplane helicopter hot-air balloon motorcycle scooter taxi I do, too.
I fly my Answers will vary. to school. Yes, I do.

2 Write a sentence about you with do or don’t. Answers will vary.
I ride my to school. Do you ride one, too? 1. My friend walks to the museum. I do, too .
I take a to school. Yes, I do. 2. He rides a motorcycle to the post office. I don’t. I take a bus .
I take a to school. Do you take one, too? 3. He takes the subway to school. I .
4. He walks to the park. I .
30 Unit 3 31

LEVEL 3 WORKBOOK
3 Look, read, and write. VOCABULARY 2
Maya’s to the to the 1 Read and write. Match the sentences to the pictures.
to school to work
Family supermarket library
Maya coast downhill get off get on park pedal uphill
1. Sometimes I help my mother.

I get on my bike,
Maya’s and I go to the bakery.
father
a
Maya’s
mother
2. The bakery is at the top of a hill.
I pedal uphill to the bakery.
ng
Maya’s
brother
b
3. When I get to the bakery,
ni
I get off my bike.
1. Maya walks to school. Her brother doesn’t . He takes the subway.
2. Maya’s father takes the subway to work. Her mother doesn’t .
She takes a ferry.
c
ar
3. Maya’s brother rides his bike to the library. Maya does, too . park
4. I my bike
4. Maya’s mother takes a bus to the supermarket. Her father does, too . next to the bakery.
Le
4 Write. Write about how you and someone in your family get
d
around town. Answers will vary.
I to .
5. After I go to the bakery,
I coast downhill to my home.
c
My .
to .
hi 2 Listen and check. Check your answers to Activity 1. TR: 3.3
e
32 Unit 3 33
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But as a contrast 1 Go through the maze.

Write.
My sister takes a taxi to the mall, but my brother rides his bike.
lG
1. I ride a bike
to the scooter .
1 2. I ride the scooter

Read and write. Read the sentences and rewrite using but.
to the bus .
na
1. My sister walks to school. My brother rides his bike to school.

My sister walks to school, but my brother rides his bike to school. 3. I take the bus
to the motorcycle .
2. I don’t like to pedal uphill. I like to coast downhill.
I don’t like to pedal uphill, but I like to coast downhill. 4. I ride the motorcycle
io
to my house .
3. She walks to the movie theater. She takes a bus to the mall.
She walks to the movie theater, but she takes a bus to the mall.
2 Write. Use words from the box.
4. He eats snacks after school. He always eats his dinner.
at
He eats snacks after school, but he always eats his dinner.

but coasts downhill does doesn’t pedals uphill scooter taxi
5. A penguin can swim. It can’t fly.
N
A penguin can swim, but it can’t fly.

6. The girl is smiling. The boy is frowning.
The girl is smiling, but the boy is frowning.
7. My mother likes bread. My father likes meat.
My mother likes bread, but my father likes meat.
1. Sofia rides her scooter to school. Carlos does , too.

2 Read, listen, and talk. Go to the back of the book. Work with a
partner. Take turns. 2. She takes a taxi to the ferry, but he rides a motorcycle.
3. Sara pedals uphill . Roberto doesn’t . He coasts downhill .
1. A motorcycle moves Mary to the mall on Monday.
2. Take a taxi to the tall tower tomorrow.
3. Six scooters scoot to the subway.
34 Unit 3 35

LEVEL 3 WORKBOOK
READING 3 Read and write. Write the sentences in the diagram.
1 Listen and read. TR: 3.5 Some children who live in the mountains take a zip line.
How Kids Go to School

One boy rides a bike, takes a ferry, and takes a bus.
Some children take a school boat.
Around the World! How

How do you get to school? Do you walk? Do you ride children get
your bike? Does your mom or dad drive you to school? to school
Many children take a school bus to school, but some
children in India ride a special school boat! The children
live on boats, but they go to school on land. They take
the school boat in the morning. A teacher teaches them
India Colombia Scotland
on the boat before they get to school.
Some children who live in the mountains of Colombia Some Some children One boy
take a zip line to get to school. The zip line is long. children take who live in the rides a bike,
ng
The children aren’t scared to take the zip line. a school boat. mountains take a takes a ferry,
One boy in Scotland rides his bike, takes a zip line. and takes a bus.
ferry, and takes a bus to get to school every day.
It takes a long time. He gets to school late, but
ni
he loves school!
4 Take a survey. Read and check. Ask and count. Answers will vary.
Scotland Colombia I want to take a zip line to school.
ar
India
I want to take a boat to school.
How many students want to take a zip line to school?
Le
How many students want to take a boat to school?
2 Read and write. ferry school boat zip line
Fish don’t go to school,
1. In Colombia, some children take a zip line to get to school. but a group of fish is
c
2. One boy in Scotland rides his bike, takes a ferry , and takes a bus called a school!
to get to school. hi
3. Some children in India ride a school boat to school.
36 Unit 3 37
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WRITING
eo
UNIT 3 REVIEW
1 Read and write. Read about an amazing bike. Write the paragraph 1 Unscramble and write.
again, using “but” to join the underlined sentences. 1. drives / My / mom / school / to / me
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My Amazing Bike! My mom drives me to school.
I have an amazing bike. It can fly. It can’t swim. Do you have a bike like mine? 2. skateboard / the / to / rides / My / sister / her / park
My sister rides her skateboard to the park.
It can fly to the moon. It can’t go under the ocean. My bike is amazing! I like
to ride in the sun. Sometimes I ride in the rain. 3. doesn’t / a bus / school / My / take / brother / to
na
My brother doesn’t take a bus to school.

I have an amazing bike. It can fly, but it can’t swim. Do you have a bike like
4. How / get to / you / school / do
mine? It can fly to the moon, but it can’t go under the ocean. My bike is How do you get to school?
io
amazing! I like to ride in the sun, but sometimes I ride in the rain. 5. pedal / like / I / I / to / to / ride my bike, / like / don’t / but / uphill
I like to ride my bike, but I don’t like to pedal uphill.
at
6. on / like to / coast / I / my / bike / downhill

2 I like to coast downhill on my bike.
Write and draw. Write about your
own amazing form of transportation. 7. the subway / school / home / We / after / take
N
Use sentences with but. Draw a We take the subway home after school.
picture of it. Answers will vary. 8. take / I / a ferry / don’t / the stadium / to
I don’t take a ferry to the stadium.
My Amazing
I have an amazing 2 Write. Complete the sentences. Write about you. Answers will vary.
but I ride a bike
1. The boy rides a motorcycle, .
2. The girl wants to fly a helicopter, .
3. She likes to pedal uphill, .
4. He wants to ride a scooter, .
38 Unit 3 39

LEVEL 3 WORKBOOK
Review: Units 1–3 3 Look at the map. Read and write. Use words from the box to
complete the sentences.
1 Do the crossword puzzle. across from Can get to Go straight help How left next to right
1 2
b u s
a h
k i
SUMMER STREET
e p
MUSEUM
3
p a r k
4 5
s r y h o s p i t a l BAKERY MALL LIBRARY
6 7
h u g o a a MIDDLE STREET You
are
here
MIDDLE STREET
8
b s t a d i u m
w e r s
TOY
a c p t STORE
ng
MOVIE THEATER RESTAURANT
9
f e e d m y p e t l e
a r
n 1. Can you help me?
e 2. Sure. How can I help ?
ni
3. How can I get to the bakery?
Across Down
1. I take the to school. My sister 1. There is bread at a . 4. Go straight on Summer Street. Turn left on Middle
doesn’t. She walks. next to
ar
2. It’s big. It’s on the water. Street. It’s the mall.
3. I play baseball in the . 3. A mother elephant can her
5. The doctors work in a . baby. 4 Write. Use words from the box.
6. I like to my grandmother. 4. He takes the to work.
Le
8. I can watch a soccer game at the . 5. I take care of my pet . but do does doesn’t don’t
9. I goldfish before school. 7. An can fly.
1. Ana takes the bus to the mall. Rosa does , too.
2 Listen. Circle the answers. TR: R1.1 2. I walk to school, but my sister rides her scooter.
c
1. He makes his bed / feeds his pet before school. 3. Marco takes the subway to the zoo. Maria doesn’t . She walks.
2. What does he do before / after school? don’t
hi 4. Gracia takes the train to the park. I . I ride my bike.
3. He gets on his bike and coasts downhill / pedals uphill.
4. I always / usually do my homework at four forty-five.
40 Review Units 1–3 41

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OW2e_WB_3_32381_040-041_UR1_CPP.indd 40 01/03/2019 16:30 OW2e_WB_3_32381_040-041_UR1_CPP.indd 41 11/04/2019 18:27

gr
Unit 4
eo
3 Look at the pictures. Read the sentences in Activity 2. Match.
Our Senses
Write the number.
a. b.
6 2
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VOCABULARY 1
1 Look at the photos. Circle the hard toys.

na
c. d.
5 7
io
at
N
e. f.
8 3
beautiful delicious dry hard loud quiet g. h.

1 4
rough smooth soft sticky terrible ugly
1. This hat is hard . 5. This rock is smooth .

2. This hat is soft . 6. This rock is rough .
3. My hand is sticky . 7. This apple is delicious .
4. My hands are dry . 8. This apple is terrible .
42 Unit 4 43

LEVEL 3 WORKBOOK
SONG GRAMMAR 1
1 Listen to the song. Draw lines to match. TR: 4.2 Sense verbs
The pizza smells great.
1. How does the cake taste? a. It smells good.
The dress looks beautiful.
2. How does a kitten feel? b. It feels great!
The helicopter sounds loud.
3. How does the garden look? c. It feels soft.
4. How does a hug feel? d. It tastes sweet. The cat feels soft.
5. How does the drum sound? e. It looks beautiful. Question Answer

6. How does a flower smell? f. It sounds loud.
does the apple taste? It tastes delicious.
How
do the tables feel? They feel hard.
2 Write a new verse for the song. Use the pictures and words from
the box. Answers will vary.
1 Look. Read and match. Write the letter.
ng
a. b. c.
a banana a rabbit a turtle
ni
d. e. f.
ar
a hot-air balloon a motorcycle a subway
dry loud rough sticky
Le
hard quiet smooth terrible
How does a feel? 1. This looks beautiful. d

It feels . 2. This smells terrible. a
c
3. This feels sticky. f
How does a sound? hi 4. This feels dry. c
It sounds . 5. This tastes terrible. b
6. This tastes delicious. e
44 Unit 4 45
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2
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Unscramble the sentences. Write. Listen to check your answers. TR: 4.3 VOCABULARY 2
1. feels / The / hot. / sun
1 Read and write. Listen and check your
The sun feels hot.
answers. TR: 4.4
lG
2. old. / look / books / The

bitter salty sour spicy sweet
The books look old.
3. sandwiches / do / How / the / taste? 1. My mother drinks tea every morning,
How do the sandwiches taste? but I don’t like it. It’s bitter .
na
4. How / sound? / does / the / drum 2. Lemons are sour, but sometimes lemonade is sweet .
3. There are peppers in the soup.
3 Read and write. It’s very spicy .

io
tastes 4. This cheese pizza is very salty .

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

2 Read and write. Sort the words. Then check your answers with
a partner. Answers will vary.
N
4. How do the old cars look? They look ugly.
does apples bananas cheese chips cookies mangoes nuts

5. How the parrot sound? It sounds loud.
oranges peppers salad soup tea yogurt
4 Look. Write about the food. Use words from the box. Answers will vary.
Apples are sweet. Sometimes apples are sour.
look
smell Sweet Sour Salty Spicy Bitter
taste
apples apples cheese peppers oranges
bananas oranges chips soup tea
cookies salad nuts
mangoes soup salad
oranges yogurt soup
yogurt
46 Unit 4 47

LEVEL 3 WORKBOOK
was/were 1 Do the crossword puzzle.

Question Answer Question Answer
Across
How is the It’s good.
How was the bread? It was good. it’s = it is 1. It’s in my classroom. It’s white.
bread? cookie desk flower glue lemon
they’re = It feels sticky.
How are the They’re pepper rabbit tomato tree
How were the grapes? They were good. they are 5. It’s red. It’s delicious. Sometimes
grapes? good.
it’s in a salad.
6. Sometimes it’s green. Sometimes it’s red. It’s spicy.
1 8. It’s tall. It’s brown and rough. It has green leaves.
Read. Look and match. Draw lines.
9. It can be hard or soft. It’s sweet. It tastes delicious.
1 2
1. The bread is good. Down
g l u e
3
2. It’s yellow. It’s sour. f e
4
2. The grapes are good. 3. It looks beautiful. It smells good. l r m
ng
5
4. It’s small. It feels soft. It has long ears. t o m a t o
3. The bread was good. w b n
7. It’s in my classroom. It’s smooth.
e b
6 7
4. The grapes were good. p e p p e r i d
ni
8
t r e e
2 s
Read and write. 9
c o o k i e
ar
1. That chair was soft, but this chair is hard. 2 Look. Imagine you are in the pictures. Write.
2. How were the noodles? They were salty. are
1. How your hands?
3. The baby was quiet, but now he is crying.
They are sticky .
Le
4. How are your hands? They are sticky.
5. That rock was rough, but this rock is smooth. 2. How was the soccer
game?
6. How were the tomatoes? They were sweet.
It was (+ adjective) .
3 Read, listen, and talk. Go to the back of the book.
c
Work with a partner. Take turns.
hi 1. I eat sweet and sour ice cream on Sunday.
2. Billions of bitter beans bounced on the bed.
3. Taste the terrible tea tomorrow.
48 Unit 4 49
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READING 2
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Read. Check T for True or F for False.
1 Listen and read. TR: 4.6 1. The rafflesia smells terrible. ✓

T F
2. The Eastern snake-necked turtle has a short neck.

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

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

T F
Many things smell good. Apple trees,

flowers, and the ocean all smell great. But
na
some animals and plants smell terrible!

Stinky animals and plants
The Eastern snake-necked turtle lives in
fresh water in eastern Australia. This turtle
has a really long neck that looks like a
io
snake. If you catch an Eastern snake-necked

turtle, it smells terrible. Some people think animal: Eastern snake-necked turtle plant: rafflesia
it smells like a skunk. In Australia, people
call this turtle the “stinker”!
It lives in It grows in
at
a rafflesia flower Where does it live? Where does it grow?

Many flowers smell good, but the
rafflesia doesn’t. It smells terrible! fresh water in eastern Australia. southeastern Asia.
N
The rafflesia is the biggest flower in

What does it smell like? It smells What does it smell like? It smells
Southern
the world. It’s almost one meter (three
Asia feet) wide. The rafflesia grows in like a skunk. like old meat.
Australia
southeastern Asia. The rafflesia smells
like old meat. Flies like the smell, and
they fly to the rafflesia flower. When does it smell terrible? It What likes its smell? Flies like
smells terrible when you catch it. its smell.
4 Read and write. Do you want to have an Eastern snake-necked

turtle at home? Why? Ask your partner and write. Answers will vary.
Yes No Why?
an Eastern snake-necked turtle a skunk skunk cabbage you
Skunk cabbage is a your partner

plant. It smells like
a skunk.
50 Unit 4 51

LEVEL 3 WORKBOOK
WRITING UNIT 4 REVIEW
1 Read and write. Read about winter. Use or to join the underlined 1 Read and choose. Write the best answer.
sentences. Write the sentences.
1. I don’t like this tea. It tastes bitter.
a. smells b. tastes c. looks
2. The children were listening to the teacher. They were quiet .
a. quiet b. dry c. loud
3. How was the mango? It was delicious!
a. is b. was c. were
4. I like this sweater. It feels soft.
a. sounds b. smells c. feels
5. A lemon is sour .
I like winter. We throw snowballs. Sometimes we build a snowman. We feel cold
a. sour b. sweet c. spicy
after we play in the snow. We sit by the fireplace. Sometimes we take a hot shower.
Then we have a snack. We eat soup. Sometimes we drink hot chocolate. 6. How were the potato chips? They were great! More please!
ng
a. is b. was c. were
We throw snowballs, or sometimes we build a snowman.
2 Read and write. Use words from the box. Answers will vary.
We sit by the fireplace, or sometimes we take a hot shower.
ni
hard loud quiet salty soft spicy sticky sweet terrible
We eat soup, or sometimes we drink hot chocolate.
1. How was the music? The music was loud .
2 Write and draw. What do you do during school vacation?
ar
2. How were the noodles? .
Write. Use sentences with or to show choices. Draw a picture.
3. How was the restaurant? .
Answers will vary. 4. How were the beans? .
Le
3 Read and write. Then work with a partner to check your answers.
Answers will vary.
Yogurt Nuts Crocodile Ocean
look white
c
sound
hi taste sweet, sour
feel smooth
smell delicious
52 Unit 4 53
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Unit 5
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Animal Habitats
lG
VOCABULARY 1
1 Look and match. Write the number.

7 8 9
na
io
at
1 2 3
10 11 12
N
4 5 6
1 a hive 8 a web 5 ice 12 a forest 9 a desert 13 14
14 an island 10 underground 6 wetlands 2 a nest 13 mud 2 Look at the pictures. Read and write.
11 grasslands 4 snow 7 a rain forest 3 a cave 1. What’s the hippo playing in? mud
2. What’s the iceberg made of? ice
3. Where do trees grow? in a forest and in a rain forest
54 Unit 5 55

LEVEL 3 WORKBOOK
SONG GRAMMAR 1
1 Listen to the song. Read. Draw lines to match. TR: 5.1 Why . . . ? / Because . . .
Question Answer
do snakes come out during the day? they like the sun.
don’t you like crocodiles? they are scary.
Why Because
can frogs jump high? they have strong legs.
can’t birds climb trees? they don’t have arms.
1 Read and write. Use words from the box.

1. Why does a giraffe have a long a. Because it lives in ice
neck? and snow. are Because do does don’t is Why
2. Why does a frog have b. Because it eats leaves at
strong legs? the tops of the trees.
1. Why don’t fish run?
ng
3. Why does a polar bear have c. Because it hops, swims, Because they don’t have legs.
white fur? and jumps.
2. Why do hippos stand in water?
2 Write a new verse for the song. Use words from the box. Because the sun is hot, and hippos feel cool
ni
Draw a picture for your verse. Answers will vary. in the water.
3. Why is the parrot eating a nut?
climbs trees a crocodile eats meat hops Because parrots like nuts.
ar
a kangaroo a lion a monkey sharp claws Why is
4. the desert dry?
sharp teeth strong arms strong legs swings in trees Because there is very little rain in the desert.
a tiger
5. Why are the birds in the wetlands?
Le
Why does have ?
Because they eat frogs and fish, and frogs and
fish live in the wetlands.
Why? Why? 6. Why does the tiger drink water?
Because it
Because it is thirsty.
c
7. Why don’t zebras live underground?
hi Because zebras eat grass, and there isn’t
. any grass underground.
56 Unit 5 57
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2
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Read and match. Draw lines. VOCABULARY 2
1 Listen and write. Use words from the box. TR: 5.2
fur horns pouch tongue wings

lG
1. A kangaroo has a pouch .

2. A butterfly has wings . It can fly.
3. A frog has a long, sticky tongue .
na
4. A goat has two horns on its head.

5. A lion has fur .
1. Why is the rabbit going a. Because they are taking 2 Look and read. Check T for True or F for False.
io
underground? a bath.
2. Why don’t penguins live b. Because its home is
on grasslands? underground.
at
3. Why are the zebras c. Because penguins need to

running? eat fish and food in the ocean.
4. Why are the elephants d. Because its babies are in
N
in the water? the nest.

5. Why is the bird flying e. Because they see a lion, and
to the nest? they are scared.
3 Write. What do you like? What don’t you like? Work with a partner.
Read your partner’s sentences. Ask your partner questions. Use
words from the box. Answers will vary.
1. A giraffe has a long tongue. ✓
T F
caves forests I like rain forests. Why do you like 2. A cow has a pouch. T ✓
F
grasslands hives rain forests? 3. A chicken has wings. ✓
T F
ice islands
4. A panda has black and white fur. ✓
T F
mud rain forests Because I like monkeys and parrots,
5. A donkey has horns. T ✓
F
snow webs and they live in rain forests.
I like .
I don’t like .
58 Unit 5 59

LEVEL 3 WORKBOOK
Infinitive of purpose 1 Read the clues. Do the puzzle.

Parrots wings to fly.
1. Why can a frog catch a fly with its ? Because it is sticky.
Cats use their tongues to clean their fur.
2. Why can’t a zebra fly? Because it doesn’t have .
Kangaroos pouches to carry their babies. 3. Goats use their to fight.
4. Why does an owl have big eyes? it needs to see at night.
5. Many turtles live in .
1 Listen and write. TR: 5.3 6. Lions live in .
7. Camels live in the .
to carry to clean to eat to fight to fly 8. Big spiders live in the .
to hide to jump to protect to run to swim
1. GEONUT T O N G U E
2 14
1. Goats use their horns to fight . 2. GI WSN W I N G S
ng
2. Polar bears use their white fur to hide in the ice and snow. 3
3. Lions use their teeth to eat meat. 3. HONRS H O R N S

13
4. Horses use their legs to jump .
5. Ostriches use their legs to run fast.
4. CEABESU B E C A U S E
7 6 9
ni
6. Giraffes use their long tongues to clean their eyes. W E T L
5. LATDENSW A N D S
7. Tigers use their mouths to carry their babies. 5 10
8. Penguins use their wings to swim . 6. GAASLRDNSS G R A S S L A N D S
ar
9. Cats use their sharp claws to protect their babies.
4 11
10. Owls use their wings to fly . 7. RETSED D E S E R T

8
2 8. IRNA SROFTE R A I N F O R E S T
Le
What about you? What do you use? Write. 1 12
1. What do you use to eat? Sample answer: I use my mouth and teeth to eat.
A N I M A L S A R E A M A Z I N G !
1 2 3 4 5 6 7 8 9 10 11 12 13 14
2. What do you use to walk? Sample answer: I use my feet and legs to walk.
3. What do you use to write? Sample answer: I use a pen to write. 2 Listen and read. Can you say these fast? TR: 5.4
c
1. My nephew never stands next to a nest.
3 Read, listen, and talk. Go to the back of the book. Work with a
2. We walk through the wetlands in windy weather.
partner. Take turns.
hi 3. Do the polar bear and panda play in the park?
60 Unit 5 61
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READING 2
eo
1 Listen and read. TR: 5.5 1. The emperor penguin can swim well. ✓
T F
2. The emperor penguin father takes care of the egg. ✓

T F
The Coolest Animals 3. The Weddell seal can swim under the ice. ✓
T F
lG
Live in Antarctica!
4. Antarctica is hot and sunny. T ✓
F
5. The Arctic tern flies to the Arctic in the summer. ✓

T F
Antarctica is very cold, very dry, and very windy. 3 Complete the chart. Then work with a partner. Talk about animals
Can animals live there? Yes, they can!
na
The emperor penguin is a bird. It can’t fly, but it in Antarctica.

can swim. The mother penguin lays an egg on the ice.
Where is the nest for this egg? The father emperor Animal What can it do? More information
penguin takes care of the egg. He puts it on his feet! mother lays an father puts the egg
emperor penguin The The
io
Why? Because he can keep the egg warm. egg on the ice. on his feet.
The Weddell seal lives in Antarctica, too. It spends The father takes care of He keeps the egg warm.
a lot of time in the ocean. It can stay underwater for the egg.
forty-fi ve minutes. The seal swims under the ice. Why? Weddell seal It spends a lot of time in the It can swim under the ice.
at
Because it catches fish and eats underwater. It is safe ocean. It eats under the water .
emperor penguin
under the ice.
The Arctic tern is a small but amazing bird. It lives Arctic tern It flies between It lives in Antarctica in
Antarctica and the winter.
N
in Antarctica in the winter and flies to the Arctic in the It flies to the Arctic in the summer.
summer! Why do the terns fly to the Arctic? Because the Arctic . It builds a nest and lays eggs in the
the birds make nests there. The nests are on the Arctic.
ground. The mother lays eggs in the nest. The parents
protect their nest and their babies. The parents feed the 4 Read and write.
young birds, too.
Weddell seal egg
the Arctic 1. The father emperor penguin takes care of the .
2. The Weddell seal can swim under the ice .
3. The Arctic tern flies between Antarctica and the Arctic.
4. The Arctic tern builds a nest/nest and lays eggs in the Arctic.
Polar bears live in the Arctic.

Arctic tern A polar bear’s fur is white, but
its skin is black!
Antarctica
62 Unit 5 63

LEVEL 3 WORKBOOK
1 Read. Underline the words that tell what the animal looks like and 1 Look at the picture. Circle the hive, the cave, the web, the mud, and
what the animal does. Write the name of the animal. the nest.
It lives in grasslands. It is brown and yellow. It can run. It has long legs and a
long neck. It eats leaves at the tops of trees. It uses its long tongue to clean its
eyes and ears.
What is it?
It’s a giraffe .
2 Draw a picture of an animal. Describe it. Tell where it lives.

Tell what it looks like. Tell what it does. Then work with a partner.
Read your description and ask, “What is the animal?” Answers will vary.
ng
ni
2 Look at the picture. Read and write. Use words from the box.
Because to eat a forest fur grasslands to hop
ar
nest to see snow wetlands Why wings
1. The animals live in a forest .
Le
2. A butterfly uses its wings to fly.
3. The rabbit has soft fur .
4. The rabbit uses its legs to hop .
5. The turtle uses its eyes to see .
This animal lives . It is . 6. Why is one bear big? Because it’s the mother.
c
7. Why is one bear small? Because it’s a baby bear.
It can . It has . nest
hi 8. The bird is in the .
It eats . It uses its to .
64 Unit 5 65
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2
Unit 6
eo
Read the words in Activity 1. Look at the pictures. Match.
What’s for Dinner?

Write the letters in the circles next to the words.
lG
VOCABULARY 1

na
a bag a bottle a bowl a box a bunch

c d e
a can a glass a jar a loaf a piece
1. a bag of rice g
io
2. a piece of cake d
at
3. a bowl of sugar f
4. a bottle of oil c
N
a jar a f g h
5. of olives b
6. a can of soda h
7. a bunch of bananas a
8. a glass of juice i
9. a box of cereal e
10. a loaf of bread j b i j
66 Unit 6 67

LEVEL 3 WORKBOOK
SONG GRAMMAR 1
1 Listen to the song. Look at the pictures. Read. Check ✓ the box some and any
when you hear the word. TR: 6.2 Question Answer
eggs? Yes, there are some on the table.
✓ ✓ Are there any aren’t =
apples? No, there aren’t (any). are not
cheese? Yes, there is some in the fridge. isn’t =
Is there any is not
rice? No, there isn’t (any).
a bowl of rice a bowl of ice cream a bowl of pasta

1 Listen. Read and circle. TR: 6.4
✓ ✓
1. Is there any cake?
SODA Yes, there is some. No, there isn’t any.
2. Are there any bottles of oil?
ng
Yes, there are some. No, there aren’t any.
a can of soda a glass of milk bread 3. Are there any pieces of cake?
Yes, there are some. No, there aren’t any.
✓
4. Is there any cereal?
ni
Yes, there is some. No, there isn’t any.
2 Look at the picture. Read and write.
ar
a cake a cookie 1. Are there any beans?
Yes, there are some in a jar.
2 Listen and write. TR: 6.3 any
2. Are there cans of soda?
Le
1. A jar of jelly is no fun, Yes, there are some on the shelf.
if there isn’t any bread to spread it on. any
3. Is there orange juice?
A bowl of rice is very nice, No, there isn’t any.
but it tastes better with some spice. any
4. Are there eggs?
c
2. A bowl of pasta , a jar of spice, No, there aren’t any.
a glass of milk , and cake are nice! hi 5. Are there any bottles of apple juice?
Let’s go now. Let’s buy some food.
Yes, there are some on the shelf.
68 Unit 6 69
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3
eo
Circle five foods. Draw them. Answer the questions. Use any VOCABULARY 2
or some in your answers. Then work with a partner. Don’t show
your picture. Your partner asks questions about your picture. 1 Listen and read. Write. TR: 6.5
Answers will vary. price
1. The of that hamburger is ninety-nine cents.
lG
bags of rice bags of sugar bottles of milk 2. Let’s put away the milk and eggs in the refrigerator.
bottles of oil boxes of cereal boxes of noodles 3. I’m hungry. Let’s go to the supermarket and buy some food.
bunches of bananas bunches of grapes cans of soda 4. Which is better, yogurt or ice cream? Let’s compare them.
5. Oh no! I don’t have any money ! I can’t take the bus home.
jars of olives loaves of bread pieces of cake
na
2 Read and write. Use words from the box. Use some words more
than one time.
io
at
N
1. Are there any bunches of bananas?

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

LEVEL 3 WORKBOOK
a few and a little 1 Write. Answer the questions about your classroom. Use sentences
Question Answer from the box. Then check your answers with a partner. Answers will vary.
nuts? Yes, there are a few on the table.
Are there any aren’t =
olives? No, there aren’t (any). Yes, there are a few. Yes, there are some. Yes, there is a little.
are not
juice? Yes, there is a little in the bottle. Yes, there is some. No, there aren’t any. No, there isn’t any.
Is there any isn’t = is not
tea? No, there isn’t (any).
1. Is there any water?
2. Are there any bags?
1 Read. Write the foods in the correct columns in the chart. 3. Is there any soda?
4. Is there any glue?
bunches of bananas hamburgers ice cream loaves of bread milk 5. Are there any snacks?
potatoes salad sandwiches soup
6. Are there any windows?
ng
There are a few There is a little 2 Look at the pictures. Circle the words.
bunches of bananas milk h k d p r i c e
sandwiches salad c s x y q g p a
ni
hamburgers soup m o z c w t p j
potatoes ice cream q a m z x s w b
loaves of bread e f v p b g t u
p u t « a w a y
ar
y j m i k r l u
2 Read and write. Use is a little or are a few. o p l m o n e y
1. Are there any bags of rice? Yes, there are a few .
are a few
Le
2. Are there any boxes of cereal? Yes, there .
3. Is there any oil in the bottle? Yes, there is a little .
4. Is there any pasta in the bowl? Yes, there is a little .
5. Are there any cans of soda? Yes, there are a few .
6. Is there any sugar in the bowl? Yes, there is a little .
c
7. Is there any cake? Yes, there is a little . 3 Listen and read. Can you say these fast? TR: 6.6
3
hi 1. Put away the pasta, peppers, and potatoes.
Read, listen, and talk. Go to the back of the book. Work with a
partner. Take turns. 2. Betty buys a big bunch of bananas.
3. Compare the cheese, chips, and chicken carefully.
72 Unit 6 73
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READING 2
eo
1 1. All people eat the same food. T ✓

F
2. Babka are noodles from Poland. T ✓
F
Special Food 3. People in Italy eat dumplings for the New Year. T ✓
F
lG
4. Some people think eating soba noodles on the New Year is lucky. ✓
T F
3 Read and write.
1. What do people in Poland eat on Christmas?

na
People in Poland eat sweet bread called babka.
2. When do people in Korea eat seaweed soup?

io
People in Korea eat seaweed soup on their birthdays.
3. Where do people eat dumplings on the New Year?

at
In China, people eat dumplings on the New Year.
4
N
Do you eat special foods? Complete the chart. Work with a partner.
Answers will vary.
Birthday New Year Holidays
Making Chinese dumplings for the New Year
People around the world eat different food. People in many places eat special
food on holidays. In China, people make dumplings for the New Year. People in You
Japan eat noodles called soba. Some people think eating soba
noodles on the New Year is lucky.
In Italy and Poland, people eat bread for Christmas.
In Poland, people eat sweet bread called babka. In Italy,
people eat a sweet bread called panettone. Sometimes
the bread has fruit or honey. Your
partner
People also eat special food for birthdays. In the A chimpanzee eats
United States, people eat cake. But people in Korea eat a birthday cake.
seaweed soup. What special food do you eat?
Japanese soba noodles
74 Unit 6 75

LEVEL 3 WORKBOOK
1 Read. Answer the questions. Write. 1 Look at the photos. Write questions and answers. Use words from
the box.
My Favorite Birthday Food
Tacos are my favorite birthday food. I love
corn tacos filled with spicy meat, fish, or
chicken. I like tomatoes and vegetables in
my tacos. I eat tacos with my hands! Tacos
are fun to eat. They taste delicious, too!
1. Underline the topic sentence of the paragraph.
2. Do the other sentences give more information about the topic,
Yes, there are some.
or main idea? yes Are there any . . . Yes, there are a few.
No, there aren’t any.
2 Write and draw. What is your favorite birthday food? Write about Yes, there is some.
Is there any . . . Yes, there is a little.
it. First write a sentence to tell the topic, or main idea. Write other
ng
No, there isn’t any.
sentences to tell more about your favorite birthday food. Draw a
picture of your favorite birthday food. Answers will vary. 1. Are there any bottles of oil? Yes, there are some / a few.
2. Is there any milk? No, there isn’t any.
ni
3. Is there any sugar? Yes, there is a little. or Yes, there is some.
4. Are there any boxes of cereal? Yes, there are some / a few.
ar
5. Are there any glasses of juice? No, there aren’t any.
2 Read and write. What about you? Answers will vary.
Le
1. Where do you use money?
2. What do you like to buy?
3. What do you compare?
4. Do you put away your clothes and toys?
c
hi
76 Unit 6 77
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Review: Units 4–6

eo
3 Listen. Read and circle. TR: R2.1
1. It looks beautiful. It sounds beautiful.
1 2. It looks smooth. It feels smooth.

Look at the photos. Circle the words in the puzzle.
lG
3. No, there aren’t any. Yes, there are some.

4. Let’s buy a loaf of bread. Let’s put away the loaf of bread.
5. No, there isn’t any. Yes, there is some in the bottle.
6. No, there isn’t any. Yes, there is a little.
na
are Because do does doesn’t

io
don’t is was Why
d p o f o r e s t 1. Why don’t lions eat bananas?

at
u e y t r w q l k
2. Because lions eat meat.
b h l g f d s a m
u b v i s l a n d 3. How does the soda taste? It tastes sweet!
N
n s t i c k y x z
4. Why does a zebra eat grass?
c r w s h i v e x
h f v c t s o f t 5. Why are the baby birds in the nest?
b h y j k v l u f
6. How was the soup? It was terrible!
q x w r g l a s s

2 Look. Read and match. Write the letter.
a b c d
1. A cat uses its tongue to drink. ✓
T F
1. The olives are salty. c 3. The olives were salty. b 2. A goat uses its horns to taste. T ✓
F
2. The cake was delicious. d 4. The cake is delicious! a 3. A parrot uses its wings to fly. ✓
T F

LEVEL 3 WORKBOOK
Unit 7 2 Circle the best answer.
Feeling Fit
1. I have ten knees / elbows / fingers.
2. I have two shoulders / toes / backs.
VOCABULARY 1 3. I have one knee / muscle / stomach.
1 a back
Look and write. 4. I can bend my bone / knees / chest.
5. I can stretch my knees / muscles / elbows.

a back a knee
a chest a shoulder a shoulder
an elbow a stomach a stomach fingers
fingers toes
ng
an elbow
ni
a chest
ar
Le
c
a knee
hi toes
80 Unit 7 81
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SONG
eo
GRAMMAR 1
1 Listen to the song. Read. Draw lines to match. TR: 7.1 Simple past: Yes /No questions and short answers
Question Answer
lG
you brush your teeth? I I

didn’t =
Did he make his bed? Yes, he did. No, he didn’t.
did not
they do their homework? they they
na
1. Did you bend your knees?

io
Yes, I did .
1. Did you stretch your a. back? 2. Did she run in the park?
2. Did you move your b. sleep? Yes, she did .
at
3. Did you get enough c. legs? Did eat

3. you breakfast?
4. Did you eat a healthy d. snack?
No, I didn’t .
5. Did you stretch your e. nose?
N
6. Did you touch your f. muscles? 4. Did he stretch his back?

7. Did you bend your g. knees? No, he didn’t .
8. Did you wiggle your h. toes?
5. Did they do their homework?
2 Write a new verse for the song. Use words from the box. No, they didn’t .
chest elbows fingers shoulders stomach 2 Listen and match. Draw lines. TR: 7.3
Did you bend your Answers will vary. ? Yes, I did! 1. Did he walk to school? a. Yes, I did.
2. Did you play baseball yesterday? b. Yes, he did.
Did you move your ? I did that a lot.
3. Did he brush his teeth after breakfast? c. No, I didn’t.
Did you touch your ? No, I forgot! 4. Did you play with friends yesterday? d. No, he didn’t.
Did you stretch your ? Yes, I did.
82 Unit 7 83

LEVEL 3 WORKBOOK
3 Look, read, and write. Use did or didn’t in your answers. VOCABULARY 2
1 Read and match. Draw lines to match.

1. I eat vegetables at dinner. a. I like bananas and oranges.
2. I eat junk food on Saturday. b. I go to bed at 8:00.
3. I eat fruit every morning. c. I skateboard and rollerblade.
4. I get rest every day. d. I love cookies and ice cream.
5. I get exercise every day. e. I like corn and peppers.
6. She eats fruit every day. f. Because he loves them!
7. He eats junk food at night. g. She loves mangoes.
8. Why does he eat vegetables? h. She swims every afternoon.
9. Does the baby get rest? i. He eats three bags of chips.
10. She gets exercise every day. j. Yes. She sleeps at night.
1. Did she throw the ball? Yes, she did.
2 Look, read, and write. Use words from the box.
ng
2. Did he catch the ball? Yes, he did.
eat fruit eat vegetables eats junk food get exercise gets rest
3. Did the children ride their bikes to the park? No, they didn’t.
ni
4. Did they eat the bread? No, they didn’t.
4 Write questions. Then ask your partner. Write the answers.
ar
Did you eat yogurt for breakfast? No, I didn’t.
2. They get exercise every day.
Le
1. They eat fruit every day.
1. Did you eat yogurt for breakfast ?
2. Did you Answers will vary. ?
3. Did you ?
c
4. Did you ? hi
5. Did you ?
3. He eats junk food every day. 4. She gets rest every day.
84 Unit 7 85
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GRAMMAR 2
eo
GAME TIME!
too and enough 1 Go to the back of the book. Work with a partner. Take turns.
too much/too many enough
2 Do the word puzzle.
lG
I eat too much junk food. I don’t eat enough vegetables.

I work too many hours. I get enough exercise. 1. I like carrots. I eat enough v e g e t a b l e s .
2. I don’t stay up too late. I get e n o u g h sleep.

1 Read. Write too or enough.
na
1. Don’t stay up too late! 3. Did she b r u s h her teeth? Yes, she did.
4. S t r e t c h your muscles.
2. I play soccer every day.
io
I get enough exercise. 5. I get enough r e s t . I sleep 8 hours at night.
too
at
3. Don’t watch much TV! 6. I play soccer every day. I get enough e x e r c i s e .
4. I drink too much soda. 7. Wiggle your f i n g e r s .

N
8. B e n d your knees!
9. Did you go for a walk? Yes, I d i d .
2 Read and write. Answer the questions. Check ✓ Yes or No. 10. Touch your s h o u l d e r .
Answers will vary.
Yes No 11. Don’t eat too much j u n k f o o d .
1. Do you eat too much junk food?
2. Do you get enough sleep at night?
12. Bend your e l b o w .
3. Do you play too many video games? 3 Listen and read. Can you say these fast? TR: 7.4
4. Do you drink enough water every day?
1. Slowly stretch your stomach and shoulders on Sunday.
5. Do you eat enough fruit every day?
6. Do you eat enough vegetables every day? 2. Eat enough fresh fruit every Friday.
3. Bonnie bends her beautiful back.
86 Unit 7 87

LEVEL 3 WORKBOOK
1 Listen and read. TR: 7.5 1. Wild animals get enough exercise. ✓
T F
2. Big cats pick up balls with their trunks. T ✓

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

4. Elephants in the wild walk a lot. ✓
T
T ✓
F
5. Exercise helps keep pets healthy. ✓

T F
3 Read and write. Complete the chart.
Animals and Exercise

Do animals get
How do animals get exercise?
enough exercise?
They move a lot to look for food.
wild animals yes They run, swim , climb trees ,
and walk far .
ng
Zookeepers help animals get exercise.
They teach elephants to stretch and
bend and lift a heavy ball.
zoo animals sometimes climb
They teach big cats to and
jump
ni
Do animals get enough exercise? Wild animals do. They move a lot to look for to get bones.
food. They run, swim, climb trees, and walk far. Sometimes wild elephants walk Big cats play with toys.
more than 27 miles (45 kilometers) a day! Pet owners need to play with their pets .
Sometimes animals in zoos don’t get enough exercise. They live in small spaces. need to run outside
ar
sometimes Dogs .
Zookeepers always feed them. Many zookeepers help animals get exercise. At many pets
Cats need to play with balls.
zoos, the zookeepers teach elephants to stretch and bend. The elephants walk and Birds need to flap their wings .
run. They lift a heavy ball with their trunk. The zookeepers help big cats, like lions
Le
and tigers, too. A zookeeper hides a bone in a tree. Then the zookeeper teaches 4 Read and write.
the big cats to climb and jump to get the bone. Big cats can also play with toys to
stretch their muscles. 1. Why do wild animals get enough exercise?
Sometimes pets don’t get enough exercise. Dogs need to run outside. Cats need
They move a lot to look for food.
balls to hit with their paws. Birds need to flap their wings. It’s important for pets to
get enough exercise. Pet owners need to play with their pets. Exercise helps keep 2. How can zookeepers help elephants get enough exercise? Zookeepers can
c
animals fit and healthy.
teach elephants to stretch and bend and lift heavy balls with their trunk.
An elephant’s trunk can pick up one piece
of grass, but it can also lift a big log.
hi 3. How can pet owners help their pets get enough exercise?
Pet owners need to play with their pets.
88 Unit 7 89
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WRITING
eo
UNIT 7 REVIEW
1 Read and write. Read about Gabriela’s favorite vegetable. Underline 1 Read and write. Use words from the box.
the sentences with because. Write the words that tell why Gabriela
lG
likes tomatoes. Did didn’t Don’t

enough exercise rest too
1. Did she eat a snack yesterday? Yes, she did.
2. I get exercise every day. I play basketball.

na
3. Do you get enough exercise? No, I watch too much TV.
4. Did you do your homework? No, I didn’t .

Tomatoes Are Great
io
5. Don’t eat too much junk food.

Tomatoes are my favorite vegetable. I like tomatoes because they are juicy
and delicious, and you can eat them hot or cold. You can cook tomatoes to 6. I get rest every day. I go to sleep at 8:00.
make spaghetti sauce. You can eat them cold in salads. I also like tomatoes
at
because they have beautiful colors! I love red, yellow, orange, and green 2 What’s important for good health? Read and check ✓.
tomatoes. I also like tomatoes because they help keep you healthy and strong.
Then compare your answers with a partner.
N
because they are juicy and delicious, and you can eat them hot or cold
It’s important for good health.
because they have beautiful colors Get enough exercise every day. ✓
because they help keep you healthy and strong Eat fruits and vegetables. ✓
Eat junk food every day.
2 Write about your favorite vegetable or fruit. Use because to Drink too much soda.
explain why you like it. Answers will vary. Stretch your muscles. ✓
Stay up too late.
Get enough rest. ✓
Drink enough water every day. ✓
Watch too much TV.
Bend your knees and elbows. ✓
Eat foods to make your bones strong. ✓
90 Unit 7 91

LEVEL 3 WORKBOOK
Unit 8
Let’s Celebrate!
VOCABULARY 1
1 Look and write.

7. celebrate 8. a parade 9. a feast
celebrate a costume dance decorations dress up a feast
fireworks a lantern a mask a parade a party remember
ng
ni
10. decorations 11. remember 12. dance
1. fireworks 2. a lantern 3. a mask
2 Read and circle. Then compare your answers with a partner.
ar
Answers will vary.
1. Do you like to dance? Yes, I do. No, I don’t.
2. Do you like parties? Yes, I do. No, I don’t.
Le
3. Do you like to wear masks? Yes, I do. No, I don’t.
4. Do you like to watch parades? Yes, I do. No, I don’t.
5. Do you like feasts? Yes, I do. No, I don’t.
6. Do you like decorations? Yes, I do. No, I don’t.
c
4. a party 5. a costume 6. dress up
hi 7. Do you like lanterns? Yes, I do. No, I don’t.
8. Do you like fireworks? Yes, I do. No, I don’t.
92 Unit 8 93
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SONG
eo
GRAMMAR 1
1 Listen to the song. Read and write. TR: 8.1 Simple past: regular verbs
Question Answer
1. We went to a carnival.
lG
watch the fireworks? we watched them.

Did you Yes,
Everyone was there! like the party? I liked it.
We dressed up, sang some songs,

na
and watched a parade .

1. Did you walk to the party?
2. Did you like the food?
2. Yes, we walked to the party.
Yes, I liked the food.
io
3. Did your cousins dance with you?

Did you dress up ?
4. Yes, they danced with me.
at
Yes, I went as a frog.

5. Did you smell the yummy food?
3. Did you like the costumes ?
6. Yes, I smelled the yummy food.
N
Yes, I liked the costumes .

2 Read. Match the questions to the answers. Draw lines.
Did you see any masks ?
1. Did you listen to music? a. Yes, I dressed up in a costume.
Yes, we saw some masks .
2. Did you watch fireworks? b. Yes, I listened to music.
2 Write a new verse for the song. Use words from the box.
3. Did you dress up in a costume? c. Yes, we celebrated his birthday.
dances decorations feast fireworks lanterns party
4. Did you celebrate his birthday? d. Yes, I liked the feast.
Did you like the Answers will vary. ?
5. Did you like the feast? e. Yes, we watched fireworks.
Yes, I liked the .
6. Did you play games? f. Yes, we played games.
Did you see any ?
Yes, I saw some .
94 Unit 8 95

LEVEL 3 WORKBOOK
3 Write these verbs so they tell about the past. VOCABULARY 2
1. watch watched 5. taste tasted 1 Look and read. Draw lines to match.
2. listen listened 6. celebrate celebrated
3. sound sounded 7. remember remembered
4. cook cooked 8. brush brushed balloons
4 Read and write.

Complete the a birthday cake
sentences. Use verbs
from Activity 3.
candles
a present
ng
celebrated /
1. We remembered my brother’s birthday yesterday.
2. My grandma cooked noodle soup. 2 Read. Circle the best answer.
ni
3. The birthday feast tasted delicious. 1. Today I’m nine years old. I have nine on my birthday cake.
4. We listened to music and danced after dinner. a. presents b. invitations c. candles
ar
5. After we danced, we watched a movie on TV. 2. My grandpa has to my birthday party.
5 What did you do on your birthday? Write. Then talk about what a. an invitation b. a balloon c. a birthday cake
Le
you did with a partner. Answers will vary.
3. I have round as decorations.
I played games on What games did a. presents b. balloons c. invitations

my birthday. you play?
4. My looks sweet and delicious!
c
1. I . hi a. candle b. balloon c. birthday cake
2. I . 5. Look at the picture. What’s in the paper? It’s a big for me.
a. candle b. invitation c. present

96 Unit 8 97
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gr
GRAMMAR 2
eo
GAME TIME!
Simple past: irregular verbs 1 Read and write. Do the crossword puzzle.
Question Answer Down
lG
wear a mask? wore one. 1. I gave him a for his birthday.

Did you Yes, I
buy her a present? bought her one. 4. I don’t my third birthday, but I saw photos of it.
5. It was her eighth birthday, and she had eight on her birthday cake.
Across
1 Look at the gray words. They are verbs. They change when you
na
2. Did your sister wear a mask? Yes, she a mask.

talk about the past. Match. Draw lines. 3. Did you sing a song? Yes, I a song.
5. I wore a frog to the party.
eat rode see wrote
6. I saw the in the sky. They were beautiful.
io
7. Did the children play games? Yes, they games.

ride had write saw
8. We my birthday in May.
give ate drink went 9. I was thirsty! I the water.
at
have sang go drank p

1
2
w o r e
sing took wear made e
N
3
s a n g
take gave make wore e
4
n r
2
5
Read and write. Complete the sentences. c o s t u m e
a m
6
1. Did you write the invitations? Yes, I wrote the invitations. n f i r e w o r k s
7
p l a y e d m
2. Did you wear party hats? Yes, we wore party hats. l b
8
c e l e b r a t e e
3. Did your friends sing to you? Yes, my friends sang to me. s 9
d r a n k
4. Did you eat birthday cake? Yes, we ate birthday cake.

5. Did you have fun? Yes, I had fun.
1. Don’t dance under the decorations!
3 Go to the back of the book. Work with a partner. Take turns. 2. Please pick up the purple party presents.
3. We celebrated and sang some songs slowly.
98 Unit 8 99

LEVEL 3 WORKBOOK

1. Lucia Day is a festival of stars. T ✓
F
2. Boys dress up as star boys on Lucia Day. ✓
T F
Celebrating the Sun 3. Girls wear candle wreaths on their head on Lucia Day.
4. The Swedish festival of midsummer is in December.
✓
T
T
F
✓
F
Many people all over 5. People dance and sing at the festival of midsummer. ✓
T F
the world celebrate

the sun. Sweden is in 3 Read. Complete the chart. Then compare your chart with your partner.
the north. In winter,
nights are long, and days Lucia Day Midsummer
are short. On December
13, people celebrate When is it? December 13 in June
Lucia Day. It is a festival What is it? It is a festival of lights. It is a festival to celebrate the
of lights. People want longest day of the year and the
light on long, dark days! start of summer.
ng
Girls dress up as Lucia. They wear white dresses and What do • Girls dress up as Lucia: • They decorate their
people do?
wear a candle wreath on their head. Boys dress up as They wear white dresses homes with flowers and
star boys. They wear white clothes and a white hat. and wear a candle leaves.
They carry stars on sticks. The children sing songs, wreath on their head. • Many people wear
and people eat cookies and special sweet buns. • Boys dress up as star beautiful costumes.
ni
In Sweden, the festival of midsummer happens in boys. • They dance and sing
June. Days are long, and nights are short. People • Children sing songs. songs.
celebrate the longest day of the year and the start of • People eat cookies and • They eat fish, potatoes,
summer. People decorate their homes with flowers special sweet buns. fruit, and other foods.
ar
and leaves. Many people wear beautiful costumes
to the festival. They dance and sing songs. They eat
fish, potatoes, fruit, and other foods. People enjoy the 4 Read and write.
Le
sunlight and can forget about the cold, dark winter.
1. What do girls wear to dress up as Lucia?
Sweden They wear white dresses and wear a candle wreath on their head.
2. What special food do people eat on Lucia Day?

In the north
They eat cookies and special sweet buns.
c
of Sweden, it
never gets dark
at midsummer.
hi 3. What do people eat at the midsummer feast?
They eat fish, potatoes, fruit, and other foods.
100 Unit 8 101

ap

gr
WRITING
eo
UNIT 8 REVIEW
1 Read. Write. Answer the questions. 1 Read and draw.

1. Draw a birthday cake.
A Thanksgiving Day Parade
lG
2. Draw candles on the cake.

By Lisa 3. Color the candles.
Every year there is a big parade in New York City on 4. Draw a present next to the cake.
Thanksgiving Day. Thanksgiving is an American holiday.
Last year we were in New York City, and I wanted to see 2 Listen and write. TR: 8.5
na
the parade. It was cold, so I wore a warm coat and a hat.

The parade was great! I listened to marching bands play 1. Did you remember to color the candles?
music. I watched great dancers. My favorite things were 2. Yes, I remembered .
the big balloons shaped like animals!
3. Yes, I celebrated my birthday.
io
1. What is the title of Lisa’s writing? A Thanksgiving Day Parade 4. Yes, they gave me a present.
5. Yes, I liked it.
2. What did Lisa wear? She wore a warm coat and a hat.
at
3 Read. Unscramble the sentences. Write.

3. What did Lisa hear? She listened to marching bands play music.
1. Did / see / you / lanterns?
4. What did Lisa see? She saw dancers and big balloons shaped like animals.
N
Did you see lanterns?

2 Write about a parade or a party you went to. Write a title for your
paragraph. What did you wear? What did you see? What did you hear? 2. lanterns / I / saw / Yes,
What did you do? Answers will vary.
Yes, I saw lanterns.
3. wear / Did / a / mask? / you

By
Did you wear a mask?
4. mask / wore / a / I / Yes,
Yes, I wore a mask.
102 Unit 8 103

LEVEL 3 WORKBOOK
Unit 9
My Weekend
VOCABULARY 1
1 Look and write. Then ask and answer with a partner.

5. go to the beach 6. go to the movies
eat out go on a picnic go to the beach go to the movies
stay home text my friends visit a museum
Do you eat out on weekends?
ng
Yes, I do.
7. eat out
ni
1. visit a museum 2. go on a picnic 2 Listen and write. Use words from the box. TR: 9.1
ar
busy exciting interesting lose win
Le
1. I play soccer. I like to win .
2. I play games. I don’t like to lose .
3. The museum was interesting .
4. Last weekend, I was busy . I had too much homework!
c
5. The parade was exciting .
3. stay home 4. text my friends

hi
104 Unit 9 105
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SONG
eo
GRAMMAR 1
1 Listen to the song. Read. Look. Simple past: wh- questions and negative
Draw lines to match. TR: 9.2 Question Answer
lG
How was your didn’t =

It was boring. I didn’t have fun.
weekend? did not
Did you go fishing?
What did you do I didn’t go out. I stayed home.
Did you play baseball? last weekend?
na
What did your He didn’t stay He played in a

Did you go walking? brother do? home. soccer game.
Did you go swimming? Did his team win? No, they didn’t win. They lost.
io
Did you go hiking?

1 Listen and circle. TR: 9.4
at

1. I went to the movies. I went to the beach.
2. No, I didn’t visit a museum. Yes, I visited a museum.
N
3. Yes, I went on a picnic. No, I didn’t go on a picnic.

4. My team didn’t win. My team won.
5. I had an interesting weekend! I had an exciting weekend!
6. Yes, we went to the movies. No, we didn’t go to the movies.
2 Read and match. Draw lines.

1. How was your weekend? a. No, I didn’t go to the movies.
2 Listen. Read and write. TR: 9.3 2. Did your team win? b. It was exciting. I went to the zoo.
I didn’t go fishing or walking. 3. Did you eat out? c. No, they didn’t win. They lost.
I didn’t go swimming or hiking. 4. Did you go to the movies? d. Yes, I did. I saw 100 paintings!
I played a game with my little brother. 5. Did you visit a museum? e. I flew in a helicopter.
I went to the movies with my mother. 6. What did you do on Sunday? f. No, we didn’t eat out. We ate pizza
at home.
106 Unit 9 107

LEVEL 3 WORKBOOK
3 Read and write. Complete the sentences. Use words from the box. VOCABULARY 2
didn’t lose didn’t stay didn’t text didn’t win 1 Look, read, and match. Write the letter.
stayed texted visited won
1. I visited a museum. It was interesting.

2. I played soccer, but my team didn’t win . I was sad.
3. My family didn’t eat out. We stayed home and ate dinner.
4. I texted my friend, but he was busy and didn’t text me back.
a b c
5. My brother didn’t stay home after dinner. He went to the movies.
4 Read and write. What about you? What did you do on the weekend?
Compare your answers with a partner. Answers will vary.
ng
1. Did you fly in a helicopter? fly → flew
Yes, I flew in a helicopter. d e
2. Did you do your homework? 1. I go fishing in the river near my house. e
ni
2. My family likes to go hiking. a
3. I go horseback riding on weekends. c
3. Did you go on a picnic? 4. I go ice skating in very cold weather. d
ar
5. I go swimming on hot days. b

4. Did you stay home?
Le
go fishing go hiking go horseback riding
go ice skating go swimming
5. Did you text your friends?
1. I go swimming at the swimming pool in summer.
c
2. You have a horse! Do you go horseback riding ?
6. Did you lose a game? lose → lost go ice skating
3. It is very cold! I can .
hi 4. I want fish for dinner. Let’s go fishing .
5. I wear shoes and socks to go hiking . I walk and climb.
108 Unit 9 109
ap

gr
GRAMMAR 2
eo
GAME TIME!
go + verb + -ing 1 Listen and read. Circle. TR: 9.5

Question Answer
go swimming. 1. Olivia went horseback riding. Olivia didn’t go horseback riding.
lG
do on the
What you do I
did weekend? went hiking. 2. She went bike riding. She didn’t go bike riding.
I didn’t go shopping. 3. Olivia went skateboarding. Olivia didn’t go skateboarding.
does on the goes swimming.
What she do She 4. Olivia went ice skating. Olivia didn’t go ice skating.
did weekend? went hiking.
didn’t go shopping. 5. She went swimming. She didn’t go swimming.
na
She
2 Go to the back of the book. Work with a partner. Take turns.

1 Look, read, and write. Use go or went in your answers.
3 Look, read, and write. Answer the questions.
io
at
N
1. What did Mai do last weekend? 2. What did her brother do last weekend? Monica Miguel Elena Luis
She went horseback riding . He went fishing .

1. What did Monica do on the weekend? She went on a picnic .
What didn’t Mai do?
didn’t go fishing 2. What did Luis do last weekend? He went ice skating .
She .
3. Did Elena go horseback riding? No, she didn’t .
4. What did Elena do? She went fishing .
5. Miguel usually goes to the beach on weekends. What did Miguel do
last weekend?
He visited a museum .
3. What did Ivan do last weekend? 4. What did his sister do last weekend?
went hiking went rollerblading 1. Why did we win the weekend game?
He . She .
2. She went swimming and shopping on Saturday.
What didn’t Ivan do?
didn’t go rollerblading 3. Bobby is busy at the beach.
He .
110 Unit 9 111

LEVEL 3 WORKBOOK
1 Listen and read. TR: 9.7 1. The California Academy of Sciences is an art museum. T ✓
F
Letʼs
2. There are penguins at the aquarium. ✓
T F
3. The aquarium does not have many animals. T ✓

F
Visit a
4. At the planetarium, you can watch movies about stars. ✓
T F
3 Read and write. What’s at the California Academy of Sciences?
Museum Complete the graphic organizer.
The California Academy of Sciences

Many people like to visit museums.
They are great places to visit on the
weekend. Some museums have interesting
art. Some museums teach us about science. What can you What animals can
see at the you see at the
ng
The California Academy of Sciences in
San Francisco, USA, is a science museum. museum? Steinhart Aquarium?
It has places to learn about fossils, rocks,
trees, and even dinosaurs! People can watch fossils
exciting movies about planets and stars at penguins
rocks
ni
the planetarium.
sharks
trees
alligator
dinosaurs
ar
4 Complete the chart. Work with a partner. Ask and answer.
Le
Answers will vary.
Me My partner
1. Do you want to visit a museum?
The museum also has the Steinhart Aquarium. It has 40,000
c
2. What do you want to see there?
animals. There are penguins, sharks, and many interesting
ocean animals. You can meet a white alligator named Claude. hi 3. Why are museums interesting
The California Academy of Sciences is a fun place to visit! places to visit?
112 Unit 9 113

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gr
WRITING
eo
UNIT 9 REVIEW
My Busy Afternoon
1 Read and write. Read about Last Saturday afternoon 1 Unscramble the sentences. Write.
was busy! First, I went on a
Katya’s busy afternoon. picnic with my family. Next, I 1. did / last / do / weekend? / you / What
lG
Underline the words that played in a soccer game. I was What did you do last weekend?
Katya uses to say when happy because my team won!
After that, I went shopping 2. stayed / home. / I
she did things. with my mom. I bought new I stayed home.
shoes. Then, I texted my 3. We / go / ice skating. / didn’t
1. What did Katya do first? friends, and we all went to a We didn’t go ice skating.
na
movie. After the movie, I went

She went on a picnic with her family 4. baseball, / She / team / played / win. / her / didn’t / but
home. What a busy afternoon!
. She played baseball, but her team didn’t win.
2. What did Katya do next? 5. fishing / We / river. / the / in / went
played in a soccer game We went fishing in the river.
io
She
. 6. museum? / visit / a / you / Did
Did you visit a museum?
3. Did Katya text her friends before or
at
after she went shopping? 2 Look at the pictures. Read and write.
She texted her friends after she went shopping .
N
2 Write about a busy afternoon you had. Tell when you did things.
Use words like first, then, next, and after. Answers will vary.
1. Did the dog go horseback riding?

The dog didn’t go horseback riding .
2. What did the dog do last weekend?
The dog went on a picnic , went swimming ,
and went hiking .
3 What about you? What do you usually do on the weekend? Write.

I usually Answers will vary.
.
114 Unit 9 115

LEVEL 3 WORKBOOK
Review: Units 7–9 3 Read and write. Complete the sentences.
1. Did you go to a party yesterday? Yes, I went to a party.

2. Did you celebrate Lupe’s birthday? Yes, we celebrated her birthday.
1 Look and write.
3. Did you eat birthday cake? Yes, we ate birthday cake.
a shoulder fingers 4. Did you wear a costume? Yes, I wore a cat costume.
4 Read and look. Draw lines to match.

1. What did you do last weekend?
I went horseback riding.
2. What did you do on the weekend?
ng
I didn’t go fishing.
a knee
toes
3. What do you do on weekends?
ni
We usually visit a museum.
a stomach an elbow
ar
4. How was your weekend?
2 Read and write. Use words from the box. Use two words twice. It was OK. I stayed at home.
Le
did didn’t enough too
5. What did you do last weekend?
1. Did you eat vegetables yesterday? Yes, I did . We ate out.
2. I drank five cans of soda! I drank too much soda.
3. Did you eat junk food yesterday? No, I didn’t . 5 Read and write. Answers will vary.
c
4. I play basketball every day. I get enough exercise. 1. Where did you go last weekend?
5. I go to bed at 8:30. I don’t stay up too late.
hi 2. What did you do before school?
6. Did you stretch your muscles? Yes, I did .

ap

gr
Unit 1 Unit 2
eo
Student 1: Use with Activity 3 on page 10. Student 1: Use with Activity 1 on page 23.
3 Work with a partner. Take turns. Look and write. 1 Work with a partner. Write the name of the place.
1. Ask your partner questions Eats lunch Comes home Has a snack Plays Washes his/her 1. Ask your partner how to toy store
at 12:15 at 3:00 at 3:30 basketball pet snake at movie theater
lG
DRUGSTORE
about Rosa and Carlos. at 4:45 6:00 get to these places:

STADIUM
2. Listen to the answers. toy store
3. Write the words in your restaurant FIRST AVENUE
Rosa always sometimes usually always never HOSPITAL
chart. zoo BAKERY

PINE STREET
EET
What time does movie theater

OAK STR
SWIMMING POOL
na
LIBRARY
Carlos eat lunch? Carlos sometimes always never usually never 2. Follow your partner’s
directions.
Carlos sometimes eats SECOND AVENUE You
are
lunch at twelve fifteen. 3. Write the place names POLICE

here
on the map. STATION

io
What time does Rosa always eats lunch 4. Take turns asking and
Rosa eat lunch? at twelve fifteen. restaurant zoo
answering.
5. Look at your partner’s map to check your answers.
Unit 6 Student 1: Use with Activity 3 on page 72.
at
3 Work with a partner. Complete the chart. Unit 4 Student 1: Use with Activity 3 on page 48.
N
1. Look at the chart. Take turns asking and answering questions. 3 Work with a partner. Complete the chart.
2. Write the questions and answers.
1. Look at the chart. Take turns asking and answering questions.
Is there any yogurt? Yes, there is a little. 2. Listen to your partner’s questions and answers. Write them in the chart.
3. Check your partner’s questions and answers.
Questions Answers
1. Is there any yogurt? 1. Yes, there is a little. Questions Answers
2. Are there any jars of olives? 2. No, there aren’t any. 1. How was the yogurt? It was sour.
3. Are there any bags of chips? 3. Yes, there are a few. How were the potato chips?
Is there any milk? 2. They were salty.
4. 4. No, there isn’t any.
5. Is there any orange juice? 5. No, there isn’t any. 3. How were the carrots? They were delicious.
6. Is there any meat? 6. Yes, there is a little.
4. How were the red peppers? They were spicy.
7. Are there any bottles of oil? 7. No, there aren’t any.
5. How was the tea? It was bitter.
Look at the completed chart. What foods do you need to buy? 6. How was the ice cream? It was sweet.
jars of olives, milk, orange juice, bottles of oil
118 119
OW2e_WB_3_32381_118-126_EM_CPP.indd 118 21/03/2019 17:49 OW2e_WB_3_32381_118-126_EM_CPP.indd 119 21/03/2019 17:49

LEVEL 3 WORKBOOK
Unit 1 Student 2: Use with Activity 3 on page 10. Unit 2 Student 2: Use with Activity 1 on page 23.
3 Work with a partner. Take turns. Look and write. 1 Work with a partner. Write the name of the place.
1. Ask your partner questions Eats lunch
at 12:15
Comes home
at 3:00
Has a snack
at 3:30
Plays
basketball
Washes his/her
pet snake at 1. Ask your partner how to drugstore bakery stadium
about Rosa and Carlos. at 4:45 6:00
get to these places: MUSEUM
2. Listen to the answers. stadium TOY

STORE
3. Write the words in your drugstore FIRST AVENUE
Rosa always sometimes usually always never
chart. library
PINE STREET
EET
What time does bakery
OAK STR
SWIMMING POOL
MOVIE THEATER
POST
Carlos eat lunch? never never 2. Follow your partner’s
OFFICE
Carlos sometimes always usually RESTAURANT
Carlos sometimes eats directions. SECOND AVENUE You

are
lunch at twelve fifteen. 3. Write the place names here

BOOK STORE
ZOO
on the map.
What time does Rosa always eats lunch
4. Take turns asking and
Rosa eat lunch? at twelve fifteen. library
answering.
ng
5. Look at your partner’s map to check your answers.
3 Work with a partner. Take turns asking and answering questions.
ni
Listen to your partner’s answers. Write them. 3 Work with a partner. Complete the chart.
Questions Write your answers Answer your partner´s
ar
2. Listen to your partner’s questions and answers. Write them in the chart.
questions
3. Check your partner’s questions and answers.
1. Did Sara have a Yes, she had a party. 1. He went to Sara’s party.
1.
party?
Questions Answers
Le
2. Did her friends 2. Yes, he rode his bike.
come to the 2. Yes, they came to the party.
party? 1. How was the yogurt? It was sour.
3. What did Sara’s 3. He wore a bathing suit. 2. How were the potato chips? They were salty.
3. She made a feast!
mom make?
3. How were the carrots? They were delicious.
4. Did Sara take No, her dad took photos. 4. Yes, they swam at the
4. They were spicy.
photos? party. 4. How were the red peppers?
c
5. Did you see the
5. Yes, I saw them. 5. He gave her a birthday 5. How was the tea? It was bitter.
photos? present. hi 6. How was the ice cream? It was sweet.
120 121
ap

gr
Unit 3 Unit 5
eo
Student 1: Use with Activity 2 on page 34. Student 1: Use with Activity 3 on page 60.
2 Work with a partner. Read your part of the sentence. 3 Work with a partner. Take turns. Read your part of each sentence.
1. Listen to your partner’s part and write the words. Listen to your partner’s part. Write it. Read the sentences together.
lG
2. Read the sentence to your partner. 1. Crocodiles use their sharp teeth to eat meat .
3. Take turns. 2. Elephants use their long trunks to shower.
3. Butterflies use their wings to fl y .
4. Sheep use their horns to fight.
1. My sister rides her skateboard to the park,
to swim
na
5. Crocodiles use their long, strong tails .

but my brother walks .
2. The boy wants to play baseball , 1 Work with a partner. Complete the paragraph.
io
but the girl wants to play soccer. 1. Take turns reading sentences. Student 1 reads first.
2. Listen to your partner. Write the sentence.
3. Read the finished paragraph together.
at
3. The girl has cheese for a snack at 3:00,

but the boy has yogurt for a snack at 3:30. I get enough exercise. I don’t watch too much TV. I don’t eat too
much junk food. I eat enough vegetables.

N
I drink enough water.
4. My brother wants to be an artist , I get enough rest. Do you?

but my sister wants to be an inventor.
2 Work with a partner. Take turns asking and answering. Listen to
5. He is laughing,
but she is crying your partner’s answers. Write the answers to complete the chart.
.
Ken's Weekend Leo's Weekend
6. The boy has a pet turtle , 1. What does Ken usually Ken usually goes
Leo usually goes fishing.
do on weekends? swimming.
but the girl has a pet dog.
2. What did Ken do last Ken didn’t go swimming. Leo didn’t go fishing.
Saturday? Ken went ice skating. He went hiking.
3. What did Ken do last Ken went horseback Leo went swimming.
Sunday? riding.
122 123

LEVEL 3 WORKBOOK
Unit 3 Student 2: Use with Activity 2 on page 34. Unit 5 Student 2: Use with Activity 3 on page 60.
2 Work with a partner. Read your part of the sentence. 3 Work with a partner. Take turns. Read your part of each sentence.
1. Listen to your partner’s part and write the words. Listen to your partner’s part. Write it. Read the sentences together.
2. Read the sentence to your partner. 1. Crocodiles use their sharp teeth to eat meat.
3. Take turns. 2. Elephants use their long trunks to shower .
3. Butterflies use their wings to fly.
1. My sister rides her skateboard to the park , 4. Sheep use their horns to fight .
but my brother walks. 5. Crocodiles use their long, strong tails to swim.

2. The boy wants to play baseball,
but the girl wants to play soccer 1 Work with a partner. Complete the paragraph.
.
1. Take turns reading sentences. Student 1 reads first.
ng
2. Listen to your partner. Write the sentence.
3. The girl has cheese for a snack at 3:00 , 3. Read the finished paragraph together.
but the boy has yogurt for a snack at 3:30. I get enough exercise. I don’t watch too much TV. I don’t eat too much
ni
junk food. I eat enough vegetables. I drink enough water.
4. My brother wants to be an artist, I get enough rest. Do you?
but my sister wants to be an inventor .
ar
5. He is laughing ,
2 Work with a partner. Take turns asking and answering. Listen to
Le
but she is crying.
your partner’s answers. Write the answers to complete the chart.
Ken's Weekend Leo's Weekend

6. The boy has a pet turtle, 1. What does Leo usually Ken usually goes
do on weekends? swimming.
Leo usually goes fishing.
but the girl has a pet dog .
c
2. What did Leo do last Ken didn’t go swimming. Leo didn’t go fishing.
hi Saturday? Ken went ice skating. He went hiking.
3. What did Leo do last Ken went horseback Leo went swimming.
Sunday? riding.
124 125
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gr
Unit 6
eo
Student 2: Use with Activity 3 on page 72.

3 Work with a partner. Complete the chart.
lG
2. Write the questions and answers.
Is there any yogurt? Yes, there is a little.
Questions Answers
na
1. Is there any yogurt? 1. Yes, there is a little.

2. Are there any jars of olives? 2. No, there aren’t any.
3. Are there any bags of chips? 3. Yes, there are a few.
4. Is there any milk? 4. No, there isn’t any.
Is there any orange juice?
io
5. 5. No, there isn’t any.

6. Is there any meat? 6. Yes, there is a little.
7. Are there any bottles of oil? 7. No, there aren’t any.
at
Look at the completed chart. What foods do you need to buy?

jars of olives, milk, orange juice, bottles of oil
N

3 Work with a partner. Take turns asking and answering questions.
Listen to your partner’s answers. Write them.
Questions Write your answers Answer your partner´s

questions
1. Where did Hugo go? 1. He went to Sara’s party. 1. Yes, she had a party.
2. Did Hugo ride his bike to 2. Yes, he rode his bike. 2. Yes, they came to the
the party? party.
3. What did Hugo wear? 3. He wore a bathing suit. 3. She made a feast!
4. Did people swim at the 4. Yes, they swam at 4. No, her dad took photos.
party? the party.
5. What did Hugo give 5. He gave her a 5. Yes, I saw them.
Sara? birthday present.
126
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Our World 2ed AME 3 Lesson Planner

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Our World 2ed AME 3 Lesson Planner

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3

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

Units 1–3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

Unit 5 Animal Habitats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162

Unit 6 What’s for Dinner? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190

Units 4–6 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220

Unit 7 Feeling Fit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222

Unit 9 My Weekend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278

Extended Reading: The Paralympics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306

Annotated Workbook Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 312

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

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/l/ and /r/

write about taking care of

review Units 1–3 pp. 60–61 Units 4–6

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tell a main idea.

pp. 110–111 The Paralympics pp. 162–163

pp. 112–113 Units 7–9 pp. 164–165

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The Unit Opener uses high-interest Units feature high-interest

In this unit, I will . . .

feel, taste, sound, and smell.

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A list of unit goals is Image captions help students and

followed by a goal-setting teachers understand the image and

A Video introduction provides a

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All target vocabulary is presented in

3 Describe. Listen and guess.

a cake an elephant a flower

a leaf a rabbit a rock a tomato

hard soft dry

Namib desert, Namibia

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Students work in pairs or groups to

practice the new words.

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The Unit Song supports the unit theme

1 Listen. Read and sing. TR: 4.3

How does the drum sound?

2 Name an object. Say how it

feels, tastes, smells, looks, or

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opportunities to throughout the unit. Point-of-use suggestions in

pair work. reuse and recycling.

The Song video features the

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Sense verbs TR: 4.4

good old rough smooth sticky terrible

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Grammar is practiced in context with multiple

opportunities for real communication using all

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Grammar charts include natural

sweet sour spicy

4. I like peppers. They’re really .

flowers were beautiful,

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Sticker activities in Games provide a fun context

reward, motivation, grammar practice.

A video segment presents and

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