UN I T 7 Feelings and Senses

Lesson A
1 Listen and point to the pictures. Label the pictures. B
22

Use these words bored hungry tired angry sad

tired bored hungry angry sad

2 Match the feelings and what to do.

1. I’m hungry. a. Play a game.
2. I’m tired. b. Eat a healthy snack.
3. I’m bored. c. Stay calm and breathe.
4. I’m sad. d. Go to bed early.
5. I’m angry. e. Talk to your parents.

3 Write the opposites and complete the sentences.

Use these words happy hungry bored angry

1. Angry is the opposite of calm.

2. Happy is the opposite of sad.

3. Bored is the opposite of excited.

4. Hungry is the opposite of full.

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 U N I T 7 Feelings and Senses

Lesson A
Objectives Prepare
Stick the feelings flashcards angry, bored, happy, sad, and tired on the
Language board with the picture side up. Draw a happy face near the happy flashcard,
How do you feel? and ask students if they know the word for that feeling. Then point to the other
I feel hungry / tired. pictures and say each word. Have students repeat the words. Next, mime each
feeling using facial expressions and body language. Invite students to do the
Vocabulary same. Finally, show the word side of each flashcard a few times, say the word,
angry, bored, calm, excited, and have students repeat. Leave the flashcards on the board.
full, happy, hungry, sad,
tired 1 Listen and point to the pictures. Label the
pictures. 22B
Materials Call students’ attention to the words in the box. Play the track and ask them to
flashcards listen and write the words under the correct picture. If they are not sure what
hungry is, tell them that it means that someone wants or needs something to eat.
Audio Script
I went to bed late. I’m tired.
I don’t have a game to play. I’m bored.
I didn’t eat lunch. I’m hungry.
My brother took my tablet. I’m angry.
My grandmother is sick. I’m sad.

Build Listening Skills

Put the flashcards around the classroom. Say a feeling and ask students to point
to the correct flashcard.

Build Oral Skills

Hold up the flashcards one by one and have students identify each feeling.

2 Match the feelings and what to do.

Tell students to draw lines from the numbered sentences to the suggestions. If
necessary, they can compare the sentences with the labeled pictures in Exercise 1
to help with the matching. Ask individual students to read their answers aloud.

Build Reading Skills

Go around the room with the feelings flashcards. Show the word side of each
card to random students until everyone has been “assigned” a feeling. Then
place the cards around the room with the word side up. Have students stand by
Workbook page 86 the card that you showed them and then mime the feeling as a group.
Answer Key
1 Draw accordingly. 3 Write the opposites and complete the sentences.
2 1. c Review the concept of opposites by writing a few examples on the board, e.g.,
2. a new vs. old, big vs. small. Then have students complete the sentences. Check
3. d answers as a group.
4. b

Lesson A T-86

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 UN I T 7 Lesson A
Prepare Multi-Intelligence Zone
Remind students of the feelings they have learned so far. Say them one by one
and have students mime the feeling. Pairs could continue the activity – one says Musical: Create a song
a feeling and the other mimes it. Another way to practice is for you to say the Materials: Internet song track
feeling word, and students tell you the opposite feeling.
Download a recording of
the song “If You’re Happy
4 Read and complete the sentences. and You Know It (Clap Your
Tell students to read the sentences and decide which feeling fits best. Suggest Hands).” Tell students they
that they underline key words in the sentences that help to complete them. are going to create some new
If there is any difference of opinion, e.g., item 1 could be tired or hungry, verses with If you’re sad, If
explain that different people have different feelings, so alternative answers may you’re angry, If you’re tired,
be acceptable if they make sense. and If you’re hungry. Divide
the class into four groups and
Build Listening Skills assign them a feeling. Ask
Go around the room and whisper one of these feeling words to each student: them to think of an action
calm, excited, hungry, angry, and bored. Then say a word at random (similar to clap your hands
for those students to stand up. Give extra practice with angry and hungry, in the original song), perhaps
as these words are often confused. Say the words faster and faster until you sit using suggestions from the
down and say I’m tired! Health Zone activity, e.g., try
to laugh, take deep breaths.
5 Play a feeling guessing game with your Have them perform their
classmates. verses after they practice.
Model the conversation with an advanced student. Then divide the class into Intrapersonal: Your most
small groups and have them take turns making statements using the language in common feeling
the speech bubbles. The others in the group guess how he/she feels, saying You
Materials: paper, colored
feel __.
pencils or markers
TH
AL
Six ways to be healthy and happy Ask students to think about
HE

IL
CL
how they feel at different
Read the text with students item by item. Explain any difficult vocabulary, times. Which feeling is the
e.g., chew (make your teeth move up and down when there is food in your most common? Tell them to
mouth), hobby (an activity that people do for enjoyment when they have draw a picture of themselves
free time), and take deep breaths (inhale a lot of air and exhale it slowly feeling that way and to include
as a way to relax). After each point, have students share whether they follow some of the things that make
these suggestions or not, e.g., how much sleep they get each night. Tell them them feel that way.
that a general rule is that children their age should get at least ten hours of
sleep a night. When you have covered all the points, have students write
what makes them laugh and what their hobbies are. Workbook page 87
Answer Key
Language Expansion 3 a. 1. sad 2. hungry
Write on the board I am happy when __. I am sad when __. I am 3. tired 4. angry
angry when __. I am tired when __. I am hungry when __. Have
b. 1. Eat 2. Go
students copy and complete the sentences in their notebooks.
3. Stay 4. Talk
c. 1. 4 2. 1
3. 2 4. 3
4 Answers will vary.

T-87 Lesson A

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 4 Read and complete the sentences.
1. You work hard at school. At night, you feel tired .
2. You fight with your best friend. You feel angry .
3. You don’t eat lunch. At five o’clock, you feel hungry .
4. You don’t have anything to do. You feel bored .
5. Your best friend calls to say sorry. You feel sad .

5 Play a feeling guessing game with your classmates.

It’s one o’clock You feel hungry.

in the afternoon.
How do I feel?
You feel tired.
It’s nine o’clock at night.
How do I feel?
TH
AL
Six ways to be healthy and happy
HE

IL
CL
Eat healthy food. Chew slowly and enjoy
1.
each bite.
2. Get a good night’s sleep. When you don’t sleep
enough, you feel tired the next day.
3. Have a hobby. Playing music, dancing, and painting
are fun hobbies to do by yourself or with friends.
4. Get plenty of exercise. Go for a walk with a friend,
play with your pet, or ride your bike.
5. Laugh. When you feel sad, do something that makes
you laugh. Watch a funny movie or read a funny
book.
6. Breathe. We all feel angry sometimes. Try to stay
calm. Take three deep breaths and count to ten. Then
talk about why you are angry.
Write something that makes you laugh.
Write a hobby that you like to do.

Answers will vary.

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 Lesson B
B
1 Listen and sing. 23

Chorus
Hands, eyes, ears, mouth, and nose
are wonderful things, as everyone knows!
Hands, eyes, ears, mouth, and nose
are wonderful things, as everyone knows!
Touch it, touch it! How does it feel?
With my hands, I feel what is real!
Look, look! What can you see?
With my eyes, I see you and me!
Chorus
Listen, listen! What can you hear?
With my ears, I hear far and near!
Yum, yum! How does it taste?
With mouth and tongue, I chew and taste!
Chorus
Sniff, sniff! What’s that smell?
With my nose, I smell very well!
Sniff, sniff! What’s that smell?
With my nose, I smell very well!
Chorus

2 Match the senses to the parts of the body. Complete the

sentences.
Use these words eyes ears mouth nose hands

hear
see 1. I feel with my hands .
2. I taste with my mouth .

taste 3. I see with my eyes .

feel
4. I hear with my ears .
smell
5. I smell with my nose .

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 U N I T 7
Objectives
Language
I feel with my hands.
I taste with my mouth.
I see with my eyes.
I hear with my ears.
I smell with my nose.
How does the teddy bear
feel?
It feels soft.
Vocabulary
bitter, salty, sour, sweet;
rough – smooth, wet – dry,
hot – cold, hard – soft
Materials
flashcards, paper, colored
pencils or markers
Lesson B
Prepare
Show the picture side of the flashcard for smell, and ask students how the boy
can smell the flowers. Elicit nose. Reinforce the concept by pretending to smell,
e.g., the pizza flashcard, breathing in deeply and saying I can smell the
pizza. Then stick the other flashcards for senses on the board. Tell students they
are going to learn about how people understand the world around them with all
of their senses using their hands, eyes, ears, mouth, and nose.
1 Listen and sing. B
23
Play the track and have students follow in the book. Play it again and ask them
to point to the pictures when they hear words they know. Play it again and have
students start singing along as they point to the pictures.
Audio Script
Hands, eyes, ears, mouth, and nose
are wonderful things, as everyone knows!
Hands, eyes, ears, mouth, and nose
are wonderful things, as everyone knows!
Touch it, touch it! How does it feel?
With my hands, I feel what is real!
Look, look! What can you see?
With my eyes, I see you and me!
Listen, listen! What can you hear?
With my ears, I hear far and near!
Yum, yum! How does it taste?
With mouth and tongue, I chew and taste!
Sniff, sniff! What’s that smell?
With my nose, I smell very well!
Sniff, sniff! What’s that smell?
With my nose, I smell very well!

2 Match the senses to the parts of the body.

Workbook page 88 Complete the sentences.
Answer Key If students are not sure what the verbs mean, suggest that they look for the same
words in the song and notice the pictures that go with them.
1 1. c
2. b
3. e
Build Listening Skills
4. d Read the completed sentences from Exercise 2 aloud randomly, and have
5. a students touch the correct part of their body to show they understand the
vocabulary.
2 1. eyes
2. ears
3. tongue
Build Oral Skills
4. hands Show first the picture side, then the word side of the flashcards of the senses, and
5. nose have students tell you the names of the senses.
3 1. wet, dry
2. cold, hot
3. hard, soft

Lesson B T-88

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 UN I T 7 Lesson B
Prepare
Multi-Intelligence Zone
Ask students to tell you some of their favorite foods, and write them on the
board. Ask students if they know how the foods taste. If they don’t know, tell Naturalistic: Nature scene
them that pizza, e.g., is salty. Talk about the other tastes bitter, sweet, and Materials: paper, colored
sour, using examples already on the board or others that you add. pencils or markers
Tell students they are going
3 Listen and label the pictures. B
24 to draw a nature scene that
Draw students’ attention to the words in the box. Have them listen for those includes things that are hot,
words, which describe the taste each item has. cold, smooth, rough, wet,
dry, hard, and soft, e.g., a
Audio Script
river = wet, a rock = hard, the
Lemon juice tastes sour. Coffee can taste bitter. Lollipops taste sweet! They have sun = hot. They write as many
lots of sugar. What tastes salty? Popcorn and things with salt on them.
labels as they can and share
their work in groups.
4 Listen and write what you hear. B
25
Bodily/Kinesthetic:
Tell students to listen carefully to the sounds on the track. Play it, pausing after
Guess what’s in the bag
each sound to give students time to write the words from the word box.
Materials: a bag, different
Audio Script small objects
1. What can you hear? [a dog barking] Tell students they are going to
2. What can you hear? [a cat meowing]
guess different objects using
3. What can you hear? [a bird singing]
only one sense – touch. Divide
4. What can you hear? [water flowing]
the class into teams of five or
5. What can you hear? [a car motor starting]
6. What can you hear? [the wind blowing] six. Tell students to close their
eyes while you put one object
in the bag (e.g., a pen, a rock,
5 Listen and match the opposites. B
26 a carrot). Have one member
Give students a moment to look at all the pictures and think about how these from each team come up in
things feel. Play the track and have students write the letters a to d in the boxes turn, put one hand in the
to match the opposites. Play it again to check. bag, and feel the object. They
Audio Script go back to their teams and
write down what they think
A rabbit is soft. A robot is hard.
the object is. Repeat with a
A rock can be smooth. A rock can be rough.
Water is wet. Sand is dry. different team member from
Ice is cold. Fire is hot. Don’t touch! each team. Show the objects
to see how many each team
guessed.
6 Ask your classmates about things in the classroom.
Go over the example and give another example question, e.g., How does the
book feel? Then put students in small groups to ask and answer questions. Workbook page 89
Language Expansion Answer Key
Have students draw pictures in their notebooks of different foods and drinks 4 a. 1. a 2. c 3. b
and label them salty, sweet, bitter, or sour. Also ask them to draw a 4. i 5. j 6. e
picture of a smiley/sad face to show if they like that food or drink. Have 7. g 8. h 9. d
them talk about their pictures in groups. 10. f
b. smell, hear, taste
c. Answers will vary.

T-89 Lesson B

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 3 Listen and label the pictures. B
24

Use these words bitter sour salty sweet

sour bitter sweet salty

4 Listen and write what you hear. B

25

Use these words water car bird dog wind cat

I can hear…
1. dog 2. cat 3. bird
4. water 5. car 6. wind

5 Listen and match the opposites. B

26

a. soft b rough

b. smooth d hot

c. wet a hard

d. cold c dry

6 Ask your classmates about things in the classroom.

How does the
teddy bear feel? It feels soft.

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 Lesson C
B
1 Listen and number the pictures. 27

Alfredo’s
Starters Main Courses Desserts Drinks

1 5 4 7 9

2 3 6 8 10

2 Listen and complete the sentences. B

28

Use these words went was ate shared did wrote played
sat ordered rode had brought drank

After class, I played volleyball and then I rode

my bike home. At home, Dad had a surprise for us.
We went to Mom’s favorite restaurant, Alfredo’s, for
dinner. At the restaurant, we sat down and looked at
the menu. Mom ordered ravioli, Dad ordered spaghetti,
and my brother and I ordered pizza. We shared a big
salad, too. The waiter brought our meals. Everything
was so good! We drank lemonade, and
for dessert, we ate chocolate ice cream. At home, before
bed, I did my homework and wrote in my diary.

90 UNIT 7 Feelings and Senses

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 U N I T 7
Objectives
Language
We went to Mom’s favorite
restaurant for dinner.
We ordered spaghetti and
pizza.
We shared a big salad.
We drank lemonade and ate
chocolate ice cream.
Vocabulary
ice cream, pizza, spaghetti;
bring – brought, do – did,
drink – drank, eat – ate,
go – went, have – had,
sit – sat, write – wrote
Lesson C
Prepare
Preview Exercise 1 by talking about the different kinds of food and drinks shown
in the categories Starters, Main Courses, Desserts, and Drinks. Elicit words that
students already know, e.g., salad, pizza, water, and present the ice cream,
pizza, and spaghetti flashcards. Then ask students to raise one hand if they have
had any of these foods or drinks before, and two hands if they really like them.
1 Listen and number the pictures. B
27
Play the track and have students follow in their book. Play it again and have
them point to the pictures when they hear a word they know. Play it again and
tell them to number the pictures in the order they hear them.
Audio Script
Mom’s favorite place to eat is Alfredo’s Italian Restaurant. Alfredo’s has great
food. For starters, there is soup or a yummy salad. For the main course, you can
choose spaghetti, ravioli, lasagna, or pizza. For dessert, there is lemon pie or ice
cream. You can choose chocolate, strawberry, or vanilla. Alfredo´s also makes
delicious lemonade, or you can choose sparkling water.

Materials
2 Listen and complete the sentences. B
28
flashcards First, point out the verbs in the box, and tell students these are all in the past
form. Ask them to tell you which ones end in ed, and remind them that those
are regular verbs. Tell them that the others are an irregular past form. Play the
track, but tell students you don’t expect them to fill in the blanks with only one
listening. Play it a few times to allow them time, and suggest that they check off
each verb in the box to show that they have used it.
Audio Script
After class, I played volleyball and then I rode my bike home. At home, Dad had
a surprise for us. We went to Mom’s favorite restaurant, Alfredo’s, for dinner. At
the restaurant, we sat down and looked at the menu. Mom ordered ravioli, Dad
ordered spaghetti, and my brother and I ordered pizza. We shared a big salad,
too. The waiter brought our meals. Everything was so good! We drank lemonade,
and for dessert, we ate chocolate ice cream. At home, before bed, I did my
homework and wrote in my diary.

Build Oral Skills

Play the track again and have students say the missing words very loudly with the
track. An alternative is for you to read Exercise 2 aloud, stopping when you get
Workbook page 90 to the blanks for students to tell you as a group the missing words.
Answer Key
Build Reading Skills
1 3, 4, 2, 1, 6, 5
Write the past forms from Exercise 2 in a column on the board. In a second
2 1. had
column, write the simple present form in random order. Ask students to try
2. drove
to match the present and past forms. When they are finished, point out that
3. played
generally irregular past forms are similar to the present except for go – went.
4. worked
5. went
6. ate
7. drank

Lesson C T-90

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 UN I T 7 Lesson C
Prepare
Multi-Intelligence Zone
Ask students if they can remember the names of the food and drinks that Kate
and her family had at the restaurant. Then ask if they know what a diary is. If Intrapersonal: My favorite
not, tell them that it is something in which a person writes, telling about what food
happened during his/her day. Ask students if they or anyone in their family Materials: paper, colored
writes in a diary. pencils or markers
Ensure each student has a
3 Read Kate’s diary and mark True (T) or False (F). piece of paper to draw on.
If students are not sure of the answers, tell them that they can look back At the top of the paper, they
at Exercise 2, which is Kate’s diary about her day. Have students work each write the heading My
individually. Ask volunteers to read their answers aloud. Favorite Food. Then they
draw and label a picture of
Build Writing Skills their favorite food. Tell them
they will use their pictures for
Have students copy the false sentences and change them to make them true,
the Interpersonal activity below.
e.g., 1. Kate rode her bike home after volleyball practice.
Interpersonal: Shared favorite
4 Read and complete the sentences about food
yesterday. Materials: students’ food
Have students focus on the present actions in the sentences so that they know drawings (see activity above)
which verb they should write in its past form. Do the first item together as a Tell each student to hold his/
class if necessary. Then have students work individually or in pairs. Check her drawing so that no one
answers by reading aloud the first sentence in each item and having students else can see it. Have them walk
read the completed sentence aloud as a group. Allow them to correct sentences around the classroom asking
as necessary. and answering questions about
favorite foods. When they find
Build Listening Skills someone who has the same
Tell students you are going to say sentences about your actions in the past, and favorite food, they can show
they have to mime what you did, e.g., After class, I drank a cup of coffee. each other their drawings. They
Then I rode my bike. On Wednesday, I had pizza for dinner. I wrote stay together and continue
a shopping list. I ate ice cream. asking questions. At the end
of the activity, all those who
5 Complete the table. share a favorite food will be in
Call students’ attention to the headings Verb, Present, and Past. Tell them separate groups, and students
that this kind of table is a common way to learn and review verb forms. Have can see which is the most
them work in pairs, but tell them to write with a lead pencil in case they have to popular food.
change a word when you check the table as a class.

Language Expansion
Ask students to take out their notebooks and write three sentences about Workbook page 91
what their family did the day before, each with a different irregular past
Answer Key
verb, e.g., My dad drank lemonade. My mom had chicken for
lunch. My grandmother went to the pet store. 3 1. having
2. am
3. ate; spaghetti; rice
4. had; apple pie
5. lemonade; am drinking
4 Answers will vary.

T-91 Lesson C

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 3 Read Kate’s diary and mark True (T) or False (F).
1. Kate rode her bike home after tennis practice. T F ✓
2. Alfredo’s is Dad’s favorite restaurant. T F ✓
3. They drank lemonade at the restaurant. T ✓ F
4. Kate and her brother ordered the same meal. T ✓ F
5. They all had ice cream for dessert. T ✓ F
6. After dinner, Kate did her homework. T ✓ F

4 Read and complete the sentences about yesterday.

1. I am eating a sandwich for lunch. Yesterday, I ate
a salad.
2. She is drinking lemonade. Yesterday, she drank water.
3. Let’s go to the Chinese restaurant. We went to the
Italian restaurant yesterday.
4. They are having soup for dinner. Yesterday, they had
chicken.

5 Complete the table.

Verb Present Past
bring bring brought
eat eat ate
sit sit sat
ride ride rode
drink drink drank
write write wrote
do do did
have have had
go go went

UNIT 7  Feelings and Senses  91

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 Lesson D
B
1 Listen and complete the sentences. 29

Use these words tasted touched saw heard smelled felt

1. I smelled so many delicious smells.

2. I heard different music and different languages.
3. I saw beautiful clothes from Greece,
Mexico, China, and India.
4. I touched a special fruit called dragon fruit.
5. I tasted tacos from Mexico, curry from India, fried
rice from China, and lamb kebabs from Greece.
6. I felt happy!
S T U DI
Meat
S O C I AL

ES

IL
CL
People eat different kinds of meat. They eat beef from cows,
lamb from sheep, and chicken. In different parts of the world,
people eat other meat. They eat frog legs, crocodiles, horses,
snails, guinea pigs, rabbits, and kangaroos.
Match the animals and the meat.

beef steak frog legs snails rabbit leg lamb cutlets

92  UNIT 7  Feelings and Senses

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 U N I T 7 Lesson D
Objectives Prepare
Stick the picture side of the flashcards for hear, see, smell, taste, and touch
Language on the board. Review by having students mime and say each one with you. I
I smelled so many delicious hear with my __. I see with my __. and so on. Then flip to the word side
smells. and write the past form next to each verb – heard, saw, smelled, tasted,
I heard different music and touched. Have students tell you whether each verb has a regular or irregular
different languages. past form. Finally, tell them that they are going to listen to the same girl from the
I felt happy! previous lesson talking about her experiences at a festival.

Vocabulary 1 Listen and complete the sentences. B

29
hear – heard, feel – felt,
Draw students’ attention to the past forms of the verbs in the box. Tell them that
see – saw, smell – smelled,
they will not hear the verbs in the same order as seen in the box, so they should
taste – tasted, touch –
listen closely for them. Play the track two or three times so that students have a
touched
chance to complete the sentences and check answers. Have individual students
read the completed sentences aloud.
Materials
Audio Script
flashcards, index cards, Last Saturday, I went to a festival of food from around the world.
colored pencils or markers I smelled so many delicious smells! I heard different music and different
languages: Greek, Spanish, Chinese, and Hindi. I saw beautiful clothes from
Greece, Mexico, China, and India. I touched a special fruit called dragon fruit.
It is rough and red outside. Inside it is white with little black seeds.
The food was great! I tasted tacos from Mexico, curry from India, fried rice
from China, and lamb kebabs from Greece. Everything tasted yummy. I traveled
around the world in one afternoon! I felt happy!

S T U DI
S O C I AL

ES

CL
IL Meat

Read the text together and have students tell you if they are familiar with
these kinds of meat and/or the animals the meat comes from. They can
work in pairs to do the matching activity if they wish.

Build Writing Skills

Give out the index cards and each student’s zip-lock bag, and have students work
in groups making vocabulary cards for five foods that they like from this unit,
Workbook page 92 following the usual procedure for making vocabulary cards. Try having pairs
check each other’s cards for spelling before you check them. Return the cards for
Answer key students to add to their vocabulary banks.
1 a. 1. b
2. e Language Expansion
3. c Ask students to think of things they ate and drank recently. Write the
4. a following on the board and have students write one food or drink for each:
5. d something that tasted delicious, horrible, sweet; something that
b. 1. heard smelled good, bad.
2. touched
3. He saw zebras.
4. He smelled an elephant.
5. He tasted sushi.

Lesson D T-92

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 UN I T 7 Lesson D

P HON I C S Teacher Tip Multi-Intelligence Zone

It is sometimes difficult to
distinguish between Bodily/Kinesthetic: Hop to
Vowels Followed by r vowels that are followed
by r because er, ir, or, and the vowel
ur are often pronounced
the same way, and words Materials: 5 large pieces of
Prepare with ar can be as well, e.g.
, collar and color have paper (1 per group), colored
Write these letter combinations the same ending sound (bu
t large and morning pencils or markers
on the board: ar, er, ir, or, and do not). If the students’ ow
n language has vowels
ur. Tell students that they already followed by r, talk about Divide the class into five
them. Keep in mind that
know many words in English that it is best for students to groups. Give each group a
learn how words are
have these combinations. Elicit pronounced before trying piece of paper, and assign
to read or spell them, as
or give examples: car, number, there will likely be interferen each one a vowel + r
ce from the phonics of
first, short, purple. Remind the learners’ own language( combination to write and
s).
students that they should practice color in large letters on the
spelling vocabulary words because paper. Stick the five papers
even native English speakers have trouble with these kinds of words. all around the room. Then
tell students to nominate one
1 Listen to the vowel sounds. Circle the letters you person from each group to be
hear. 30B the “hopper” for a game. The
Play the track and have students point to the pictures. Play the track again and hoppers should stand up on
tell them to circle the letters they hear. Play the track one more time and ask one leg. You say a word from
students to repeat the words. the lesson, and they have to
hop to the correct piece of
Audio Script paper. Repeat the game with
1. horse horse 2. girl girl 3. shark shark new hoppers and words.
4. bird bird 5. nurse nurse 6. letter letter
Musical: Vowel chants
2 a. Listen and write the words in the correct Write these chants on the
board and have students
column. 31B
repeat them after you.
Play the track and have students work individually to categorize the words. Go
over the answers for each column, and allow students to correct any mistakes A bird in a shirt eats more
before you play the track again and have them repeat the words. Some students than a horse.
may figure out that they can read the words in the book and in that way fill in A star was born so far from
the table. Tell them that is fine because they are using other skills. the corn.
Allow time to practice the
Audio Script chants. Then chant together.
furniture park bird star shirt summer corn taller horse turn

Workbook page 93
b.Use words from the table to complete the
sentences. Answer Key
Have students write one word in each blank. Point out that they will not use all 1 1. Color yellow. 2. Color green.
of the words, and suggest that they check off each word as they use it. 3. Color yellow. 4. Color blue.
5. Color green. 6. Color green.
Build Listening Skills 7. Color blue. 8. Color blue.
Divide the class into groups of five and give five index cards to each group. Tell 2 a. 1. ur 2. er 3. ur
them to write ar, er, ir, or, and ur on the index cards. Say words that students 4. er 5. er
have practiced in this lesson, and they should hold up the correct index card for b. 1. nurse 2. letter
the vowel + r combination they hear. 3. summer 4. dinner
5. furniture

T-93 Lesson D

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 P HON I C S V O W E L S F O L L O W E D
B Y R

ar / er / ir / or / ur

1 Listen to the vowel sounds. Circle the letters you hear. B

30

1. ir or ur 2. ir er ar 3. ur ir ar 4. ar ir er 5. ur er or 6. er ar ur

2 a. Listen and write the words in the correct column. B

31

furniture park bird star shirt summer corn taller horse turn

ar er ir or ur
park summer bird corn furniture
star taller shirt horse turn

b. Use words from the table to complete the sentences.

1. A bird was singing in a tree.
2. My grandmother has a horse on her farm.
3. I want to go to the beach this summer .
4. There is a lot of furniture in the house.
5. We rode our bikes in the park .
6. Mom gave John a blue shirt for his birthday.
7. We’re going the wrong way. Turn around!
8. We went to the market and bought corn for dinner.

UNIT 7  Feelings and Senses  93

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 ISOD
EP
Lesson E
7

E
You can eat with
me. I made stew.
1 Listen and read the story. B
32 Smell it. Taste it.
Jack and the
Beanstalk
Come out. Be very
quiet. How do you It smells delicious.
feel, Jack? It tastes
delicious, too!

I’m hungry.
Yesterday, I only It’s rabbit stew. Eat
ate an old carrot. a big bowl. Then you
can go home.
They can’t see me. They can’t
hear me. I am taking this Hey! Who are you?
chicken. I can sell the golden What are you doing?
eggs. With the money, Mom and Give me my chicken!
I can go to restaurants and eat
spaghetti and drink lemonade.

Play your
sleepy song,
harp! Hurry!

94  UNIT 7  Feelings and Senses

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 U N I T 7 Lesson E EP
ISOD

E
Prepare
Objectives
Ask students to look at the story pictures. Have them answer these questions and
Language give reasons for their answers: (picture 1) Who is sleeping? Who is talking
review to Jack? (picture 2) Who is tasting something? Is it good? (picture 3) Is
Jack tasting the chicken? Is he touching the chicken? (picture 4) Who is
Vocabulary running? Is the harp sleeping or playing?
stew
1 Listen and read the story. B
32
Materials Play the track and have students listen and follow along in the book. Play it again
none and pause occasionally. Ask students to point to that part of the story.
Audio Script
Jack and the Beanstalk: Episode 7
Giant’s Wife: Come out. Be very quiet. How do you feel, Jack?
Jack: I’m hungry. Yesterday, I only ate an old carrot.
Giant’s Wife: You can eat with me. I made stew. Smell it. Taste it.
Jack: It smells delicious. It tastes delicious, too!
Giant’s Wife: It’s rabbit stew. Eat a big bowl. Then you can go home.
Jack: They can’t see me. They can’t hear me. I am taking this chicken. I can sell
the golden eggs. With the money, Mom and I can go to restaurants and eat
spaghetti and drink lemonade.
Giant: Hey! Who are you? What are you doing? Give me my chicken!
Jack: Play your sleepy song, harp! Hurry!

Build Reading Skills

Tell students to circle all of the sense verbs in the speech bubbles of this episode.
Then tell them to underline all the food and drink words. If no one identifies
stew as a food, tell students that it is a kind of thick soup with lots of good things
in it such as meat, rice, beans, noodles, and vegetables.

Build Listening Skills

Tell students you will talk about Episode 7, but some sentences will be false.
Have them say yes if your statement is true and no if it is false, e.g., Jack only
ate an old carrot yesterday. (yes) Jack had a drink of lemonade. (no)
The stew was delicious. (yes) The giant had some stew. (no) The
chicken sat on a chair. (no) The giant was happy. (no)

Build Literacy
Write the word setting on the board. Tell students that the setting is where a
story takes place, and a story can have several settings or just one setting. Ask
students to look back through all the episodes and determine all the different
settings. Help them get started by writing on the board the setting for Episode 1:
Jack’s house. Discuss the settings and write them on the board next to a large
Workbook page 94 number for the episode.

Answer Key
1 Read accordingly.
2 1. hungry
2. tired

Lesson E T-94

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 UN I T 7 Lesson E
Prepare
Multi-Intelligence Zone
Ask students to look back at the story and tell you the setting of this episode.
Then have them describe how the characters feel in each scene. Are they Logical-Mathematical:
happy, sad, excited, calm, hungry, tired? Ask about how some of the items Giant dimensions
mentioned might feel or taste, e.g., the stew (hot, salty, delicious), the chicken Have students think about
(soft), an old carrot (hard). the size that all of the
things in Episode 7 would
2 Circle the correct words. be if the story were real,
i.e., the giant and his wife
Encourage students to do the activity without looking back at the story. Have
and everything they have
volunteers read their answers aloud.
are much larger than Jack.
Assign a realistic height for an
Build Oral Skills
eleven-year-old boy like Jack,
Have students read aloud with you as a group the corrected sentences from and have students discuss
Exercise 2. Ensure that students pronounce a final s sound or the syllable es as possible heights and other
appropriate, e.g., tastes vs. touches. measurements for the giants
themselves, the table, pot
3 Write sentences using the senses. of stew, the spoon, and the
Go over the first answer and point out where the information is in the story. chicken.
Remind students that sentences about story events are often written in the
present tense even though they “happened” in a story. Then have students work Spatial: The giant’s wife’s
in pairs to write the other sentences. restaurant
Materials: paper, colored
Build Writing Skills pencils or markers
Have students write the Exercise 3 sentences again but using the past tense form Have students draw and
of the verbs. If possible, have them write in the book to the right of or below the label a menu that they think
present tense sentences. Have students notice the difference between the present the giant’s wife might offer
and past forms. if she were in charge of a
restaurant. They can draw
4 Complete the sentences. whatever they like, but they
have to find out the name for
If students are not sure how to complete the sentences, allow them to look back
it in order to label it, too.
at the first page of the unit for ideas, referring to the picture and word for each
feeling.

Language Expansion
Have students draw two more pictures for the story, one where the chicken
wants to stay with the giant, and the other where the chicken wants to go
with Jack. Encourage them to write a speech bubble for the chicken in each
scenario.
Workbook page 95
Answer Key
3 5, 1, 4, 7, 3, 6, 2
4 1. d
2. f
3. a, e
4. b, c
5 Answers will vary.

T-95 Lesson E

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 2 Circle the correct words.
1. Today, Jack is feeling hungry / happy.
2. Yesterday, Jack ate a rabbit / carrot.
3. Jack tastes / touches the rabbit stew.
4. Jack touches / tastes the chicken.
5. The giant smells / sees Jack take the chicken.
6. The giant ’s wife hears / smells the harp.

3 Write sentences using the senses.

Use these words tastes smells sees touches hears

1. Jack tastes the stew.

2. The giant’s wife smells the stew.

3. Jack touches the chicken.

4. The giant sees Jack.

5. The giant’s wife hears the harp.

4 Complete the sentences.

1. The giant is sleeping. He feels tired .

2. Jack has the chicken. He feels happy .
3. Jack takes the giant’s chicken. The giant feels angry .

UNIT 7  Feelings and Senses  95

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 Lesson F G R A M M A R Z O N E

To form the simple past of most regular verbs, add –ed or –d.
smell - smelled taste - tasted
With irregular verbs, do not add –ed or –d to form the past tense.
With some irregular verbs, there is a change just in the vowel.
drive - drove drink - drank
With some irregular verbs, the word changes completely.
go - went eat - ate see - saw feel - felt
With a few other irregular verbs, there is no change.
put - put shut - shut
Adjectives describe nouns (people, places, and things). Use
adjectives like sad, happy, tired, bored, and angry to talk
about how people feel. Use How …? to ask about people’s
feelings.

1 Rewrite the sentences in the simple past.

1. He is tired.
He was tired.

2 . The salad tastes good.

The salad tasted good.

3. She drinks water.

She drank water.
4. I eat fish.
I ate fish.
5. We feel happy.
We felt happy.
6. You see animals.
You saw animals.

96  UNIT 7  Feelings and Senses

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 U N I T 7 Lesson F
Objectives
Language
Prepare
review
Make two columns on the board and
Te
acher Tip
write Regular and Irregular at The re are groups of irregular ver
bs that change in a
Vocabulary the top. Say random verbs and have similar way, and they are som
etimes grouped by type
review in grammar charts instead
students tell you if they are regular or of in alphabetical order.
irregular. Each time, write the base Som e examples are: drink–dra
nk, swim–swam,
Materials sing–sang; bring–brough
form and the past form in the correct t, think–thought,
buy–bought; know–knew,
index cards column, e.g., regular column: blow–blew, fly–flew.
Pointing this out will help stu
taste – tasted, smell – smelled, dents remember some
walk – walked; irregular column: of these irregular verbs.
write – wrote, sit – sat, go – went..
Point out that some irregular verbs only
change one vowel, whereas others are different.
Then go over the Grammar Zone information, highlighting the examples and
referring to the columns on the board at each step. Have students repeat all the
verbs with you and say a sentence using the past form from the examples. Point
out that adjectives for feelings use the verb be or was/were and feel – felt.
Add these to the list on the board for students’ reference.

1 Rewrite the sentences in the simple past.

Do the first item as an example, asking students to call out if they know the
answer. Then have them work individually or in pairs to write the other
sentences. Remind them to refer to the Grammar Zone information and the
board if they are not sure. Have individual students read their sentences aloud.

Build Writing Skills

Have students copy the columns from the board in their notebooks. Put students
in groups to see if they can add any verbs to the two columns. Ask groups to tell
you their extra verbs, and add them to the board. Tell students to copy any verbs
not already in their columns.
Workbook page 96
Answer Key Build Reading Skills
1 1. How, hungry Have students put all of the present/past verb pairs in alphabetical order as
2. does, feels follows: Hand out as many index cards per student as there are verb pairs on the
3. feel, sad board. Suggest that a helpful way to work on alphabetical order is to write each
4. How does, feels tired verb pair on an index card. Students can then shuffle the cards easily. Go over
5. How does, He feels happy. the alphabetical order, and discuss why one pair comes before another.
2 1. drank
2. saw
3. ran
4. played
5. drove
6. felt
7. went
8. ate

Lesson F T-96

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 UUNN I I TT 77 Lesson
LessonFF
ECT
OJ
Multi-Intelligence Zone
PR

Feeling masks
Interpersonal: Helping others
Prepare Have students find a partner
Remind students of all the Culture Note whose mask shows a different
feelings they have learned, and Mask festivals are held in feeling. Then each pair should
many countries around
ask them to come to the board the world. People dress up have a conversation and act
in costumes and wear
and draw faces that show each masks so that no one kno out why they are happy, sad,
ws whose face is
feeling. Then hold up a paper behind the mask. The most and so on, and offer help if
famous mask festival
plate and ask how it could be takes place in Venice, Ital necessary, e.g.:
y, during Carnival. This
used to show feelings. If students mask festival has been cele A: How do you feel?
brated every year
are not sure, tell them that each for hundreds of years. Oth B: I feel hungry.
er countries that
of them is going to draw a face have mask festivals include A: Do you want one of my
Taiwan, Brazil, Ivory
on a paper plate, cut out the Coast, and the United Sta sandwiches?
tes of America.
eyes and mouth, and hold it B: Yes! Thank you!
up as a mask. Have them think If students can’t think of a
about what kind of feeling they want to convey. Leave the feelings way to help their partners,
words written on the board for students to choose from. they can consult with
you or other students for
Do the Project suggestions.
• Have students work in groups. Tell them that each group member should Logical-Mathematical:
choose a different feeling. Give them time to decide. A mask poll
• Give out all the materials, or have group leaders come to the front and collect
Have students stand up one by
enough for each group.
one and each say the feeling
• Go over the instructions for the project.
that his/her mask conveys.
• Tell students that if they find it difficult to mark the eyes while holding the
Keep a tally on the board for
plate, they can help each other and mark each other’s eyes.
each feeling as students say
• Remind students that a mouth is not the only part of the face that expresses
them. Have students help you
feeling. Eyebrows, for example, can express anger.
count the number of masks in
• Ensure that the glue on the craft stick is dry before students walk around the
each feeling category. Make a
room asking and answering questions about their classmates’ feelings.
feelings graph on the board as
a group.
Reflect on the Unit
At the end of the unit, ask yourself: Are all my students familiar with the
vocabulary words? Do they need extra practice? Different material? New
strategies? Was my pace too slow or too fast? Did I make sure all students had
the opportunity to speak? Did the students enjoy doing the project? Answer all
questions and jot down in your teaching journal what you need to change.

Workbook page 97
Answer Key
3 Irregular verbs: had, ate,
drank, went, drove, felt, saw,
heard
Have students play the game for Unit 7. Regular verbs: touched,
See the Unit 7 test on the Test Pack CD. called, played, worked,
smelled, tasted

T-97 Lesson F

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 ECT
OJ Materials
Feeling masks
PR

• paper plate
s
• color marke
rs or
1 Choose a feeling: crayons
happy, sad, tired, bored, angry. • craft sticks
• scissors
• glue or tape

2 Place the paper plate on your

5 Glue the craft stick to the back
face. Mark your eyes on the
of your mask.
plate with a crayon.

3 Draw the face showing the

6 Hold the mask in front of your
feeling.
face. Talk about your feelings
with your classmates.

How do
you feel?

I feel sad.
4 Cut holes for the eyes.

My dog is
Why do you feel sad? sick.

UNIT 7  Feelings and Senses  97

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