2 Healthy Food Overview

Unit Objectives Teacher Resources

By the end of this unit, students can: • Teacher App Unit 2 Progress Tracker Share the World 1
• name fruits and vegetables • Teacher Resource Center: Vocabulary,
Review Game: Four in a Row! Story: The Big Potato
• ask and answer using some and any Grammar, Values, and CLIL Worksheets,
• name food and drinks Flashcards, Parent Letter, Unit 2 Test
• ask and answer Is there any … ?
Exam Practice 1
Listening, Reading and Writing

Lesson 1 Vocabulary Lesson 5 Grammar

Teacher Reflection
mangoes, potatoes, peaches, carrots, tomatoes, Questions and answers using some and any Try these Unit 2 Teacher Tips with your class! Then, as you reflect on your lesson, assess how
cucumbers, avocados well they worked for you. Use the Teacher Reflection Log on page x, download it from the
Make statements about non-count nouns
Teacher Resource Center, or record your thoughts in a notebook.
Vocabulary Chant
fruits and vegetables Lesson Tip Focus Rating 1–5
Concentration Personalizing group activities to
1 Communication 1 2 3 4 5
build engagement
Lesson 2 Grammar Practicing deep breathing to calm Social-emotional
2 1 2 3 4 5
Lesson 6 Health students down Learning
Questions and answers using some and any CLIL
Pausing after asking questions to give all
Make statements about count nouns food groups, bodies, fruit and vegetable, 3 Communication 1 2 3 4 5
students time to think of an answer
grain, protein, dairy
Using movement and sound to teach
Text: Food Groups 4 Communication 1 2 3 4 5
new words
At the Market!
Encouraging students to show gratitude Social-emotional
5 1 2 3 4 5
and give compliments to each other Learning
Lesson 3 Story Lesson 7 Health Using a points system to make
CLIL 6 Classroom Management 1 2 3 4 5
participation a game
Project: Make a food group plate
A Healthy Lunch Having students think quietly on their Social-emotional
7 1 2 3 4 5
Value: Choose healthy food. own before working in a group Learning

Lesson 8 Phonics Encouraging students to speak slowly to

8 Communication 1 2 3 4 5
accurately pronounce new sounds
Lesson 4 Vocabulary s-Blends Share the Using the Mix-Freeze-Pair strategy to
Classroom Management 1 2 3 4 5
World 1 vary partners
pasta, popcorn, tea, coffee, soda, beef, Words beginning with s and followed by
chicken, lemonade another consonant sound in the initial position
Teachers Share It!
Song: Oh, I’m Hungry! Share your insights with other teachers. This works for me! What
Ask questions to learn from them. works for my colleagues?

22 Unit 2 23
 Lesson 1
Lesson Aims
• To name fruits and vegetables
• To answer questions about
a picture
New Vocabulary
mangoes, potatoes, peaches, carrots,
tomatoes, cucumbers, avocados
Warm Up
Review food words. Play Tic
Tac Toe. See page xiii. Play as
a class or in pairs. Use familiar
words like apple, pizza, bread,
cake, rice, burger, banana, egg, and
ice cream.
Communication
One way to keep students
interested in a lesson is to get
them excited about what they
will learn about or do in the
lesson. Students enjoy talking
about their own experiences, so
try personalizing an activity by
having them talk about their
likes and dislikes. In this unit
about food, students can share
their favorite foods and talk
about what foods they like to
make at home.
Activity 1
Do the Unit Opener Routine.
See page xiv.
Display the picture. Read the
questions aloud. Elicit the answers
from students.
Say This is a market in Shareville.
What can people buy here? (food,
fruit, vegetables) Point to Julie and
say Who’s this? (It’s Julie!) How
many Share Pals do you see? (three)
Activity 2 CD1 Track 19
Do the Vocabulary Routine.
See page xiv.
24 Teacher Reflection: How was your lesson today? It’s time to reflect! See p. x.
2 Healthy Food
1 Listen, read, and say.
Lesson 2 Grammar Do Grammar Practice on page 106
for homework, or in class.
1.21
Lesson 1 Vocabulary
Kevin: Oh no! There aren’t any apples. Grammar Practice
Julie: That’s OK. Are there any avocados?
Answers
Kevin: Yes, there are. There are some avocados
right here!
1 Are there any potatoes? Yes,
1 Talk about the picture. there are. 2 There aren’t any
Julie: How many are there?
Where are the children? at a market
Kevin: There are hundreds! Oh, poor Sid!
peaches. 3 There are some
What food do you see?
Answers will vary.
tomatoes. 4 Are there any
cucumbers? No, there aren’t.
2 Listen, point, and say. Grammar
1.19
Then quiz a friend. There are some avocados.
There aren’t any apples. aren’t = are not
Activity 2 CD1 Track 22
3
1.20
Listen, point, and chant.
Are there any apples?
Have students look at the picture.
There are peaches and tomatoes, Yes, there are. / No, there aren’t.
Model the activity. Say Listen and
Mangoes and potatoes, Grammar Practice page 106
look at the picture. Are there any
Cucumbers, carrots, apples? (No, there aren’t.) Are there
And avocados, too! 3 peaches any carrots? (Yes, there are.) Model
1
m mangoes 2 Listen, look, and check (✔).
2 potatoes checking a box.
1.22
I like peaches and tomatoes,
Yes, there are. No, there aren’t.
Mangoes and potatoes,
Cucumbers, carrots! 1 ✔
Play the audio. Pause after each
How about you? 4 carrots
item to give students time to look at
5 tomatoes 2 ✔ the picture and check their answer.
Play the audio again. Pause after
3 ✔
6 cucumbers
each item and have the class call
out the answer. Encourage students
3 Sharebook
A: page 13
B: page 14 At the Market! to point to the foods in the picture.
AUDIO SCRIPT
There are some
potatoes in my No, there
7 avocados 1 Girl: Are there any watermelons?
market. Are there aren’t.
Boy: No, there aren’t.
any potatoes in
2 Boy: Are there any potatoes?
your market?
Girl: Yes, there are.
3 Girl: Are there any peaches?
Boy: Yes, there are.
20 I can name fruits and vegetables. Workbook page 17 Workbook page 18 I can ask and answer with some and any. Unit 2 21
9781380022936_U02_p020_029.indd 20 2019-10-24 3:57 PM 9781380022936_U02_p020_029.indd 21 2019-10-24 3:57 PM
Activity 3 Sharebook
Activity 3 words as they can. Give the class See page 34 for instructions on
CD1 Track 20
5 minutes, then have the teams
Lesson 2 Social-emotional
setting up and playing At the Market!
Do the Chant Routine. Learning
write their lists on the board.
See page xiv. Lesson Aims To calm students down and Wrap Up
Cross out the words that both
• To make statements about help them transition from Review Lesson 2 grammar. Have
Chant Extension teams have. Say Team A has apples.
count nouns one activity to another, try
Does Team B have apples? What else pairs ask and answer questions
Have students choose their favorite practicing deep breathing
do both teams have? Give points for • To ask and answer using some about food items that are and are
food mentioned in the chant together. Model breathing in
words that the other team doesn’t and any not in the picture, e.g., Are there any
before they hear the audio again. for two seconds, holding your
have. The team with the most peaches? Yes, there are. Are there any
When each student’s favorite breath for one second, and
points wins. New Grammar strawberries? No, there aren’t.
food is chanted, have them wave breathing out for two seconds.
their hands in the air. Play the make statements and questions
I Can Routine Then count: one. Repeat ten I Can Routine
audio again. about count nouns using some Do the I Can Routine.
Do the I Can Routine. and any times. This technique will help
Wrap Up See page xiv. students regulate their emotions See page xiv.
Have students close their books. in and out of the classroom.
Resources Warm Up Resources
Divide the class in two teams and Workbook page 18
assign a “scribe” for each team. Workbook page 17 Review Lesson 1 vocabulary. Play
Student App Lesson 1 Ten Questions. See page xiii. Activity 1 CD1 Track 21 Student App Lesson 2
Teams must come up with a list Do the Grammar Routine.
of as many fruit and vegetable See page xvi.
Teacher Reflection: How was your lesson today? It’s time to reflect! See p. x. Unit 2 25
 Lesson 3
Lesson Aims
• To read a story about food
• To understand the value of
choosing healthy food
Vocabulary Review
mangoes, cucumbers, candy,
cookies, carrots, vegetables, juice,
peaches, fruit
Grammar Review
statements and questions about
count nouns using some and any
Materials: index cards,
basket, pictures of healthy and
unhealthy foods
Warm Up
Review Lesson 1 and 2 vocabulary
and grammar. Write Lesson 1
food words on cards. Put three of
the cards in a basket and give it to
a student, who stands at the front
of the class and silently reads the
cards. Say [Maria] is at the market.
Which fruits and vegetables are in
her basket? Elicit questions from
the rest of the class, e.g., Are there
any avocados? Have students guess
until they identify all three words.
Continue with other volunteers
and different combinations of all
seven words.
Activity 1
Display the story. Point to it and
ask students to scan the story panels
for words they recognize from
Lesson 1 vocabulary.
Ask questions about each story
panel and call on students to
answer. What fruits and vegetables
do you see in story panel 1? (carrots,
mangoes, potatoes, tomatoes,
avocados, kiwi, cucumbers, pears,
oranges) How many Share Pals
are in story panel 2? (two) What
does Matt have in story panel 3?
(a box of oranges) Which Shareville
characters do you see in story panel 4?
(Matt, Julie, Kevin, Clara) Who is
unhappy in story panel 5? (Clara)
What does Kevin have in story panel 6?
26
Lesson 3 Story
1 Look and answer. What do the children make?
The children make salad and fruit juice.
2 Read the story. Then act.
1.23
1 The children are at the market.
Cucumbers, too!
Look! Mangoes!
Is there any candy here?
3 The children make a salad.
Are there any cookies?
No, but there are
some carrots!
22
9781380022936_U02_p020_029.indd 22
(a drink/juice) Who likes the juice in
story panel 7? (Clara)
Have students look at the story
again. Read the title and say What
do the children make? Call on
volunteers to answer and identify the
story panels with the answer. (3, 6)
Activity 2 CD1 Track 23
Play the audio and have students
follow along in their books.
Give them time to reread the
story silently.
To help students understand the
value in this lesson, teach the idea
of healthy. Draw some foods on
the board that are healthy and not
healthy, e.g., carrots, fish, apples;
cookies, cake, ice cream.
A Healthy Lunch 5 Kevin and Matt make fruit juice. 6 Kevin gives Clara some juice. AUDIO SCRIPT
1 Whose house do the children go to?
Let’s make juice. OK! There are some Mmmm, try this!
2 Who wants cookies?
mangoes and peaches.
3 What do the children make with
the vegetables?
4 What fruit do they use?
2 Everyone is hungry.
Activity 4
Let’s make lunch Point to the pictures. Elicit the
at my house.
Well, OK. But I name of each food. (cookies,
don’t like fruit.
I don’t like juice. mangoes, candy) Have students
I like sweets!
check which food is healthy. Check
answers as a class.
7 Surprise! Clara likes the juice!
Values Extension
Hey! It’s good. Thanks!
To be sure students understand
She likes it! the value in the story, do the
Values Extension activity. Have
OK, let’s go. volunteers come to the front,
secretly tell them to mime eating
4 Clara doesn’t eat the salad.
something healthy or unhealthy.
Value
Choose Offer some ideas, such as cutting
This is good! Yay!
healthy food. up meat or licking an ice cream
3 Listen and circle. cone. Use pictures of these things
1.24
1 a Julie’s house. 2 a Clara does. to give the student examples of
b Kevin’s house. b Kevin does. healthy and unhealthy foods.
3 a They make cookies. 4 a Mangoes and peaches. The class calls out healthy or
b They make salad. b Apples and bananas. not healthy, and the volunteer
miming the activity says what
4 Look and check (✔). Which food is healthy?
Ughh! I don’t
the food is.
like vegetables. a b ✔ c
Wrap Up
Have students make two lists of
foods they like: Healthy Food and
Workbook page 19 I can read the story. Unit 2 23
Not Healthy Food. Have them
compare their lists with a partner
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Elicit more healthy and not healthy Activity 3 CD1 Track 24 and circle the foods they have in
Communication common. Write on the board:
foods from students and draw or Say Listen to the question and choose
Everyone takes in I like . Do you like ? Yes,
write them on the board. Play the the correct answer. Do the first
information differently and at I do. / No, I don’t.
audio again. item as an example. Play the audio
different speeds, so when you
Then, ask five volunteers to come to ask the class questions, pause. and pause after item 1. Repeat the I Can Routine
the front and assign them speaking Give every student a little question, then say Do they go to Julie’s
Do the I Can Routine.
parts from the story. Have them act more time to think about the house? (no) Do they go to Kevin’s
See page xiv.
it out without words. Then, have question, understand it, and house? (yes) Let’s circle b. Play the rest.
Repeat if necessary. Resources
the same volunteers read the story as think about an answer. Pausing
To check answers, read the Workbook page 19
if it were a play. Ask the volunteers after the question gives everyone
questions from the audio out loud. Student App Lesson 3
to close their books and recite their a chance to participate and stay
Call on volunteers to answer. Ask
parts from memory. This can be actively involved in class.
the rest of the class if they agree.
repeated with different volunteers.
Confirm or correct the answer.
Put students in pairs or in groups
of six and have them read the
story. One student should be the
narrator and read the sentences
above each panel.
Teacher Reflection: How was your lesson today? It’s time to reflect! See p. x. Unit 2 27
 Lesson 4
Lesson Aims
• To name foods and drinks
New Vocabulary
pasta, popcorn, tea, coffee, soda,
beef, chicken, lemonade
Warm Up
Have pairs revisit the Lesson 3
story and take turns asking and
answering questions about foods
in the story. Model one round
with a student. Say Are there any
avocados? Elicit Yes, there are and
have the volunteer point to where in
the story they found their answer
(story panel 1). Have students play
until they have asked about at least
five foods.
Activity 1 CD1 Track 25
Do the Vocabulary Routine.
See page xiv.
Point to the new words and say
Which are food? (pasta, popcorn, beef,
chicken) Write them on the board
under the category Food. Then, say
Which are drinks? (tea, coffee, soda,
lemonade) Write them on the board
under the category Drinks. Leave the
words on the board for Activity 3.
Communication
Using movement and
sound to teach new words helps
students remember the words
better. Come up with silly, but
easy to remember, motions and/
or sounds for each word, or
have students suggest some. For
example, for tea, exaggerate the
motion of pouring tea into a cup
and sipping it loudly. Say each
word while making the motion,
and have students copy. Keep
using the motions throughout the
lesson, and encourage students to
do the same when they speak.
28 Teacher Reflection: How was your lesson today? It’s time to reflect! See p. x.
Lesson 4 Vocabulary Lesson 5 Grammar Play the audio and pause after
There’s some beef! Say What food did
1
1.25
Listen, point, and say. Then quiz a friend. 1 Listen, read, and say.
1.27
you hear? (beef) Point to beef in the
Clara: Can I have a snack? chart. Say Is there any beef? (Yes,
Mom: Sure. There’s some soda. there is.) Check the first box under
Clara: Great! Is there any popcorn? beef. Play the rest. Have students
Mom: No, there isn’t. complete the activity individually.
Clara: Oh, no! Not again! Check answers as a class.
1 pasta 2 popcorn 3 tea 4 coffee
AUDIO SCRIPT
Girl: Do you have any food?
Boy: Yes, look here. There’s
Grammar some beef!
There’s some soda. There’s = There is Girl: Yummy! I like beef!
5 soda 6 beef 7 chicken 8 lemonade Boy: And look, there’s some pasta,
There isn’t any popcorn. isn’t = is not
too! Do you like pasta?
Is there any coffee? Yes, there is. / No, there isn’t.
Girl: I love pasta! Is there any tea?
Grammar Practice page 106 Boy: Yes, there’s some tea
2 Listen and write. Then sing. right here!
1.26
2 Listen and check (✔).
1.28
Girl: Great, let’s eat!
Oh, I’m Hungry! 1 chicken 2 beef 3 coffee 4 tea 5 pasta
There’s some , pasta There’s some lemonade , Activity 3 Sharebook
Yes, there is. ✔ ✔ ✔
There’s some popcorn, There’s some coffee, See page 35 for instructions on
There’s some chicken , There’s some soda , No, there isn’t. ✔ ✔ setting up and playing Concentration.
And there’s some beef. And there’s some tea .
Oh! I’m hungry. Oh! I’m thirsty.
3 Sharebook
A: page 15
Concentration
Social-emotional
How about you? How about you? B: page 15
Learning
There isn’t any Encourage students to show
There’s some
popcorn. There gratitude and kindness by
isn’t any tea. They chicken. There’s
some chicken. thanking or complimenting their
3 Say clues and guess! don’t match.
I eat it for dinner. They match! classmates. Model the language:
I like it with potatoes. Beef! Thank you, [Pablo], for helping
me put the chairs back, or Great
job, [Dina], for remembering all
24 I can name food and drinks. Workbook page 20 Workbook page 21 I can ask and answer with Is there any ...? Unit 2 25 the new words. Encouraging
gratitude can help build a sense
9781380022936_U02_p020_029.indd 24 2019-10-24 3:57 PM 9781380022936_U02_p020_029.indd 25 2019-10-24 3:57 PM
of community in the classroom
Activity 2 Activity 3 Activity 1 CD1 Track 27
CD1 Track 26 Lesson 5 and improve attitudes.
Have students look at the picture. Model an example for the class Do the Grammar Routine.
Ask what they see. Read the title using the language in the speech Lesson Aims See page xvi.
of the song aloud. Have students bubbles. Put students in pairs. Have • To ask and answer using Is Do Grammar Practice on page 106 Wrap Up
read the lyrics first and guess what them play until all eight food words there any …? for homework, or in class. Review Lesson 5 grammar. Have
words are missing. Play the audio. are guessed. students write three food or drinks
Have students listen and write in Grammar Practice that are in their kitchen. Put
Wrap Up New Grammar
the missing words. Play the audio Answers students in pairs. Have them take
Review Lesson 4 vocabulary. statements and questions about
as many times as needed. Have 1 There’s 2 isn’t 3 any, turns asking and answering, using
Play the Whisper Word Game. non-count nouns: Is there any
students compare answers in pairs. isn’t 4 is, Yes Is there any ?
See page xiii. coffee? Yes, there is. / No, there
Check answers as a class. Read the isn’t. There’s some soda. There
I Can Routine
lyrics (or have a student read them) I Can Routine isn’t any popcorn. Activity 2 CD1 Track 28
and have the class out out the Do the I Can Routine.
Do the I Can Routine. Tell students that they are going See page xiv.
missing words. Play the audio again See page xiv. Warm Up to listen to a conversation between
and sing along as a class. two children. Read the food Resources
Resources Review Lesson 2 grammar. Play
the Whisper Sentence Game. words in the chart aloud and have Workbook page 21
Workbook page 20 Student App Lesson 5
See page xiii. students echo-read.
Student App Lesson 4
Do the first one as an example.
Teacher Reflection: How was your lesson today? It’s time to reflect! See p. x. Unit 2 29
 Lesson 6
Lesson Aims
• To read about food groups
• To learn what kinds of foods
go in each food group
New Vocabulary
food groups, bodies, fruit and
vegetable, grain, protein, dairy
Vocabulary Review
peaches, carrots, cucumbers,
bananas, potatoes, pasta
Materials: index cards, tape
Note: The number and type of
food groups varies from country
to country. In the United States,
there are five food groups (fruits,
vegetables, grains, protein foods,
dairy), and in Mexico, there are
three (fruits and vegetables, grains/
cereals, protein). In this CLIL text,
there are four food groups. Be aware
of these differences and help students
understand: In Mexico, there are three
food groups. Dairy is in the same group
as protein.
Warm Up
Review Lesson 1 and 4 vocabulary.
Play Tim’s Game. See page xii.
Activity 1
Have students scan the pictures
on the page. Say What fruits and
vegetables can you see? Point to each
of the pictures and ask students to
the name them.
Classroom Management
If you have a quiet class,
use a points system to make
participation a game. Give
students (as groups or individuals)
points for participating in class
and volunteering to answer
questions, model language, etc.
At the end of the day or week,
reward the student or group that
has the highest points.
30 Teacher Reflection: How was your lesson today? It’s time to reflect! See p. x.
Lesson 6 Health Lesson 7 Health Read the activity steps aloud.
Divide the class in small groups.
1 Look. What fruits and vegetables can you see? 1 Read the text again. Then discuss. Before they start, have students
Answers will vary. 1 How many food groups are there? four talk about what the plate should
2 Read the text. What food group is milk in? dairy 2 Do you eat food from all the food groups every day? look like and decide how to divide
1.29
Answers will vary. up the work. For example, each
2 Project Make a food group plate. student could work on a different
Draw four areas on a paper plate. food group.
Food Groups Write the four food groups.
Provide students with the necessary
1 There are four food groups. These foods Draw foods. Label them.
materials. If pictures from food
are healthy. They’re good for our bodies.
magazines are not available,
Peaches and carrots are in the fruit and 3 Share it! Share your project with the class.
students can draw pictures.
vegetable group. Cucumbers, bananas,
and potatoes are, too.
Activity 3
Model presenting the food group
2 Bread and rice are foods in the plate in the book. Point to the speech
grain group. Pasta and cereal
bubble and model the language.
are, too. Fish, meat, beans, and
eggs are in the protein group. All students must present, so
have them take turns pointing to
pictures and talking about them.
Students can write notes on the
3 Yogurt and cheese are foods in the dairy back of the plate to read while
group. Milk and ice cream are, too.
holding up it up.
There isn’t a food group for candy
and soda. They aren’t healthy foods! Remind students to look out at
The dairy group is my favorite group.
their classmates and make eye
Yogurt is in the dairy group. contact when they are presenting.
Wrap Up
Display the food group plates
Share at Home around the classroom. Ask each
3 Think and answer. Which food group is your favorite? Why?
Find one food from each food group student to make a positive comment
on your dinner plate. about another group’s plate. Model
the language: This one is my favorite.
26 I can read about food groups. Workbook page 22 Workbook page 23 I can share my food group plate. Unit 2 27 It has ice cream in the dairy group.
9781380022936_U02_p020_029.indd 26 2019-10-24 3:57 PM 9781380022936_U02_p020_029.indd 27 2019-10-24 3:57 PM
I love ice cream!
Activity 2 CD1 Track 29 Activity 3
Lesson 7 Social-emotional Share at Home
Have a volunteer read the activity Read the activity question aloud. Learning
question aloud. Give students 1–2 minutes to think To help them prepare for this at-
Lesson Aims Use quiet thinking time before home task, write the food groups
Play the audio and have students and make notes on their ideas. • To make a food group plate a group project. Have students
Then, call on students to share their on the board and ask students what
follow along in their books. Reread • To share a food group plate sit for a few minutes to think
ideas with the class. foods they usually eat at home. As
the activity question aloud and with the class about what they want to say and a class, decide under which food
call on a student to answer. Have Wrap Up do for a project before speaking groups to write the foods.
the student point to the paragraph Play What Am I? See page xiii. with their group. This helps
where he/she found the answer. (3) Materials: white paper plates, students come up with ideas I Can Routine
Teach the bolded new words in the I Can Routine colored pencils or crayons, food and contribute to the group, Do the I Can Routine.
text. Point to a word and say the Do the I Can Routine. magazines, scissors, tape, glue leading to stronger group work. See page xiv.
word aloud. Have students repeat. See page xiv. Activity 1
Point to a picture in the book
Resources
Resources Put students in small groups. Have Activity 2 Workbook page 23
that explains that word. If there them take turns reading sections of Students work in groups to make a
Workbook page 22
is no picture, then mime or draw the text aloud to each other. food group plate. Display the model
a picture on the board, or use the food group plate in the book.
word in a sentence. Read the item questions aloud. Have
students answer the questions in their Identify the four food groups and
groups. Check answers as a class. elicit the different foods.
Teacher Reflection: How was your lesson today? It’s time to reflect! See p. x. Unit 2 31
 Lesson 8
Lesson 8 Phonics s-Blends Progress Tracker Walk around and monitor while
Lesson Aims pairs play the game. Check to make
• To read and say words with 1 Listen, point, and chant.
1.30
1 Play Four in a Row! Use the language from Unit 2. sure students are placing their game
s-blends 1 2 3 4 pieces correctly. Students may
Are there … ? Make two sentences. Name it. Spell it. raise their hands if they’re not sure
whether an answer is correct.
Warm Up
Have students report back about Fast finishers can play the game
the Share at Home task from again with a different partner.
star string smile sleep
Lesson 7. Say It’s dinner time! Name
a food from each food group on your 5 6 7 8 Name it. Spell it. Is there … ? Make a sentence. Activity 2
dinner plate. Model the language Students go to Workbook page 25,
for the class: I have rice, cheese, Activity 2. Do the Progress
beans, and tomatoes on my dinner e f Tracker Routine. See page xxi.
plate. Call on volunteers to share I Can Routine
with the class, or put students in skirt snake spoon swim Spell it. Name it. There are … Is there … ?
Do the I Can Routine.
small groups to share. See page xiv.
2 Listen and repeat. Then read and say.
1.31

Activity 1 CD1 Track 30 1 lip slip pin spin Resources

Do the Phonics Chant Routine. e
2 top stop sell smell Workbook page 25
See page xx. 3 spell snap swim skip
Student App Progress Tracker
There … Ask a question. Spell it. Name it.
To extend, have students call REVIEW
4 clap flag black play
out other words that start with 5 run cat red big
s-blends, such as stop, small, story,
sneakers, and sweater. Write the od
3 Listen, read, and say.
words on the board and circle 1.32

How to Play
the s-blends.
1 Collect eight markers. 2 Choose a space. Look, read, and answer.
AUDIO SCRIPT 3 Put a marker on the space. 4 Get four markers in a row to win.
1 /st/ /st/, star (x2)
2 /str/ /str/, string (x2)
2 Now complete your Progress Tracker in the Workbook.
3 /sm/ /sm/, smile (x2)
4 /sl/ /sl/, sleep (x2) Are there any stars? Yes. Yes. Yes. Are there any spoons? No. No. No.
5 /sk/ /sk/, skirt (x2)
6 /sn/ /sn/, snake (x2) 28 I can read and say words with s-blends. Workbook page 24 Workbook page 25 I can use the language in Unit 2. Unit 2 29
7 /sp/ /sp/, spoon (x2)
8 /sw/ /sw/, swim (x2) 9781380022936_U02_p020_029.indd 28 2019-10-24 3:57 PM 9781380022936_U02_p020_029.indd 29 2019-10-24 3:57 PM

Wrap Up Point to three other squares to

Communication
Activity 2 CD1 Track 31 To help students be clearly
Play the audio. Point to the words.
understood in English, tell them
Have students listen and repeat.
to focus on accuracy as they
Tell them that lines 4 and 5 are
pronounce the s-blend words.
a review of words and sounds that
Remind students to speak more
they learned in Unit 1.
slowly as they repeat the words
Then, have them read the words and and to not become frustrated if
letters chorally without the audio. they can’t make the exact same
Ask students what other blends they sounds as the speaker. Once their
accuracy improves, their speech
see in line 4. (l-blends: cl, fl, bl, pl)
will naturally speed up again.
Activity 3 CD1 Track 32
Read the sentences as students
follow along in their books. Repeat.
Play the audio. Read the sentences
together as a class.
Have pairs of students write a silly
Progress Tracker show which squares you would
sentence with as many s-blends as need to answer correctly to get four
Lesson Aims
they can. If needed, help the class in a row. Have a volunteer do the
• To review Unit 2 language
brainstorm names (Spencer, Steve, next turn.
Stella, Smith) and verbs (start, stop, Divide the class in pairs and hand
Materials: eight game pieces per
smile, smell, spend, spill, swim) that out eight game pieces per student.
student (e.g., coins, small pieces
start with s-blends and write them Have them take turns choosing
of paper)
on the board. Write an example on a square, reading the prompt
the board, Smith smiles at a snake. aloud, and completing the prompt.
Then, have volunteers share their
Activity 1
Demonstrate how to play Four in a Students play until one student gets
sentences with the class. four squares in a row. Give them
Row! Read the instructions aloud.
I Can Routine Pick a square and read the prompt 15 minutes to play.
Do the I Can Routine. aloud, e.g., Spell it. Say c-h-i-c-k-e-n.
See page xiv. Correct? (yes) Show how to put a game
piece on that square.
Resources
Workbook page 24
Student App Lesson 8

32 Teacher Reflection: How was your lesson today? It’s time to reflect! See p. x. Teacher Reflection: How was your lesson today? It’s time to reflect! See p. x. Unit 2 33
 Sharebook Lesson Notes Unit 2 Lesson 2 Unit 2 Lesson 5 Sharebook Lesson Notes

Have two students come to the front of the room and

Unit 2 Lesson 2 At the Market! Unit 2 Lesson 2 At the Market! Unit 2 Lesson 5 Concentration model another round for the class. Correct any errors
Student A Student B Student A Student B and make sure students switch roles.
Have students each cut out their cards. Then, have
pairs do the activity. Walk around and check students
are on task and help as necessary.
potatoes cucumbers carrots potatoes cucumbers carrots Answers
popcorn beef coffee Answers will vary.
mangoes avocados tomatoes mangoes avocados tomatoes

bananas peaches oranges bananas peaches oranges

pasta chicken tea

apples apples

In ’s market, there aren’t any … In ’s market, there aren’t any …

1 1
2 2 lemonade soda bread
3 3
How to Play: Example:
Students A and B: Mix the cards and spread them out face down. Student A: There isn’t any popcorn. There isn’t any tea.
How to Play: Example: How to Play: Example: Student A: Turn over two cards. Say the food with They don’t match.
Students A and B: Look at the picture of your market. Student A: There are some potatoes in my market. Students A and B: Look at the picture of your market. Student A: There are some potatoes in my market. There’s some or There isn’t any. Student B: There’s some chicken. There’s some chicken.
Students A and B: Take turns to ask and answer about Are there any potatoes in your market? Students A and B: Take turns to ask and answer about Are there any potatoes in your market? If the food items are the same, take the cards. If not, turn They match!
the food in both markets. Student B: No, there aren’t. the food in both markets. Student B: No, there aren’t. them over. Student A: Good! Go again.
Students A and B: Find and write three foods that your 13 14 Students A and B: Find and write three foods that your Students A and B: Take turns until all cards are gone. 15
partner doesn’t have. partner doesn’t have.

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Put students in pairs, A and B. Each student has a Have two students come to the front of the room and Materials: two sets of pre-cut cards (for you to
different share page; Student A page 13, Student B model another round for the class. Correct any errors model with)
page 14. Be sure partners don’t see each other’s page. and make sure students switch roles. Put students in pairs, A and B. Each student has the
Students work together to determine which food is at Have students do the activity. Walk around and check same share page. Students play a memory game to find
each of their markets. students are on task and help as necessary. matches of foods and drinks.
Model the activity. You are Student A. Have a Before modeling the activity, have a set of cards from
volunteer be Student B. Point to the picture of the Answers the activity cut out, so you can model with them.
full basket of potatoes and say There are some potatoes Student A
Model the activity. You are Student A. Have a
in my market. Are there any potatoes in your market? 1 potatoes 2 avocados 3 bananas (also
volunteer be Student B. Mix up both sets of the cards
Tell Student B to look at his/her picture and elicit No, oranges, apples)
and spread them out face down. Turn over two cards.
there aren’t. Switch roles and have Student B ask you
Student B First, make a sentence about each food or drink card
a question about something in his/her market. Then,
1 cucumbers 2 mangoes 3 tomatoes using There’s some … or There isn’t any … about each
point to the lines at the bottom of the page. Show how
(also peaches, apples) card. Then, determine if the cards match. If the cards
to write your partner’s name on the line.
are the same, say They match and take the cards. If not,
Write the model on the board and have students repeat say They don’t match and turn them back over. If you
it chorally. match a pair of cards, go again. Switch roles and have
Student A: There are some potatoes in my market. Student B try to find a match.
Are there any potatoes in your market? Write the model on the board and have students repeat
Student B: No, there aren’t. it chorally.
Student A: There isn’t any popcorn. There isn’t any tea.
They don’t match.
Student B: There’s some chicken. There’s some chicken.
They match!
Student A: Good! Go again.

34 Unit 2 35
 Share the World 1
Lesson Aims
• To read a story about a potato
• To talk about how families
help each other
Materials: paper
This story is based on the Russian
fable, The Giant Turnip. It has
been retold many times in different
countries with different characters.
One of the things that stays the
same in every version is that the
biggest or strongest character comes
to help first, and the smallest
character comes to help last. Only
after the smallest character helps
can the vegetable be removed from
the ground. The message is that,
when we all work together (no
matter our size or strength), we can
do anything. Ask if students have a
similar story in their own culture.
Warm Up
Have students write a list of five
food words, in which four of the
words are from a similar category
and one of the words is different.
For example, four fruits and one
vegetable, or four healthy foods and
one unhealthy food. Have students
swap papers with a partner and say
which word doesn’t fit.
Activity 1
Read the activity question aloud.
Have students scan the pictures and
name food groups they see.
To extend, ask them to read the
title and look at the people in the
pictures and guess what the story
is about.
Activity 2 CD1 Track 33
Read the activity question aloud.
Ask students to guess the answer
from the pictures.
Play the audio and have the students
follow along in their books. Ask if
their guesses about the story from
Activity 1 were correct. Check
answers as a class.
36
Share the World 1
1 Look and answer. Which food groups are in the pictures?
the fruit and vegetable group
2
1.33
Read the story. Where do Ivan and his family live? in the countryside
1 2
This is an old story from Ukraine.
It’s about Ivan and his family.
They live in the countryside.
3 4
Ivan wants a potato. He pulls and pulls.
But the potato is too big.
5
30
9781380022936_INT_p030_033.indd 30
Play the audio again, or read the
story aloud to the class, this time
pausing after each story panel. To
check comprehension, ask questions
such as Who lives in the countryside?
(Ivan and his family) Where is this
countryside? (in Ukraine)
To extend, put students in pairs to
review the story and retell it in their
own words.
6 7
Wrap Up
Put students in pairs. Have them
make more sentences about their
pictures from Activity 4. Provide
model language: My sister likes
making salad. I help her clean up.
Invite volunteers to share with
Ivan, his grandparents, and his big Ivan, his grandparents, his big brother, the class.
brother pull. and his parents pull.
His parents come to help. His little sister comes to help. Resources
But the potato is too big. At last! The potato is out! Workbook pages 26–27
8
The family has a vegetable garden.
Ivan likes potatoes. Look!
There is a very big potato in the garden. Ivan and his family
are tired and hungry!
But they have a lot
of food! They have
potato pancakes,
potato soup, and
potato salad. Yum!
They’re happy!
Ivan pulls. His grandparents come to help.
3 Look and number in order.
But the potato is too big.
5 Ivan’s little sister helps. 2 Ivan’s grandparents help.
4 Ivan’s parents help. 3 Ivan’s big brother helps.
1 Ivan pulls. 6 Ivan’s family eats.
Ivan and his grandparents pull. 4 Share Your World How do you and your family help each
His big brother comes to help. other? Draw and write about it in your Workbook.
But the potato is too big.
Workbook pages 26 and 27 31
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Activity 3 Activity 4
Classroom Management
Read the items aloud. Do the first Turn to Workbook page 27.
Make sure students work
one as an example. Say Which Have students draw a picture or
with different partners. One
sentence is first? Point to Ivan pulls. pictures of their family helping each
way to do this is to use a
and model writing 1 next to it. other. Draw a model picture of your
Mix-Freeze-Pair strategy. Say
Have students complete the activity own family and write a sentence:
Mix. Students stand up and
individually. Encourage them to This is my family. We help each other
walk around the class, passing
different classmates as they try to do as much as possible from in the yard. Have students share
move around. Then say Freeze, memory first, before going back to their pictures and talk about their
family members in front of the class.
to get students to stop walking. reread the text. Check answers as
a class. Call on volunteers to read
Finally, say Pair. Students pair
up with the classmate standing each sentence that follows.
closest to them.
Teacher Reflection: How was your lesson today? It’s time to reflect! See p. x. 37
 Exam Practice 1
Exam Practice 1 Tell students to complete 1–5
Listening individually. Give them time to
This is a practice activity modeled Listening Reading and Writing write their answers. Have students
on Part 1 of the Listening Test 1 Listen and draw lines. There is one example. 2 Read the story. Choose a word from the box. Write the correct compare their answers in pairs.
of the Movers Young Learners 1.34
word next to numbers 1-4. There is one example. Check answers as a class.
English Exam. Jim is helping with the food for his dad’s birthday party. “Dad likes meat. Is Say This story doesn’t have a
Clare Fred Lily Vicky
In this activity, students look at the there any chicken ?” asks Jim. “No, there isn’t,” says Grandma. “Oh, name. Which name is best? Have
picture of people doing different no!” says Jim. “Is there any pasta?” “Yes, there is,” she says. “And there’s some a volunteer read the two possible
things. They listen to dialogues popcorn and cake, too.” “Great!” says Jim. names for the story.
and match the names around the “Dad likes fruit. Are there any (1) peaches ?” asks his sister Zoe.
“No, there aren’t,” says Grandpa. “There are some (2) carrots and Have students choose the name
picture to people by drawing lines.
cucumbers.” “Good! He likes vegetables, too,” says Zoe. individually. Ask them to think
There are pauses between each one
“The food is ready. Now let’s clean up,” says Grandma. “Whose keys are these? about what the story is about. Say
to give students time to draw the
Are they yours, Jim?” asks Grandma. “No, they’re (3) mine ,” says Is it about Dad’s birthday party?
line. In the exam, they hear each Zoe. “OK. Here you are. And this e-reader? Is it (4) yours , Jim?” (yes) Is it a Saturday? Can you find
item twice. Grandma asks. “Yes, it is,” says Jim. “I can put it away.” Saturday in the story? (no) Have
In preparation for the task: Their dad is at the door. “He’s here!” says Grandpa. “Let’s sing Happy Birthday.” students check the correct box.
Students should look at the picture Check the answer as a class.
Example
first to check that they understand
the male and female names.
Activity 1 CD1 Track 34
Tell students to look at the picture pasta chicken carrots peaches
and the names. Say What can you
see? Elicit the following words from
students: camera, book, cell phone,
grandparents, mother, father. Make
a list on the board. yogurt mine ours yours
Tell students to listen to five short
(5) Now choose the best name for the story. Tick one box.
dialogues and to draw a line to each
person. Point out that they won’t A Birthday Party for Dad ✔
hear all of the names. Jack Zoe Sid Saturday at Home
Play the audio up to the end of the
example (first pause). Point to the
32 33
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to demonstrate that students should 9781380022936_INT_p030_033.indd 32 2019-10-24 3:40 PM 9781380022936_INT_p030_033.indd 33 2019-10-24 3:40 PM

listen to each dialogue before 1 G: And who are they? They’re 3 G: And this boy? He has a cell Reading and Writing Activity 2
drawing the line. with Lily. phone. Who’s he? This is a practice activity modeled Tell students to look at the items
Play the rest. Have students draw B: They’re my grandparents. B: He’s my cousin. on Part 3 of the Reading and in the box. Have volunteers read
the lines during the pauses. Repeat. G: What are their names? G: And what’s his name? Writing Test of the Movers Young them aloud. Say How many food
Have students compare answers in B: My grandpa’s name is Fred. B: His name is Jack. Zoe is his Learners English Exam.
G: Oh, OK. And what about mother.
words are there? (five) How many
pairs. Check answers as a class. In preparation for the task: are not food words? (three) What are
your grandma … what’s G: He likes taking pictures, too!
AUDIO SCRIPT her name? B: Yes! Students read the text and choose they? (mine, ours, yours) How many
N: Narrator; B: Boy; G: Girl B: Her name’s Vicky. the correct words from beneath the blanks are there in the story? (five,
4 G: And who are they? including example) So how many
B: Look, Mary. This is a picture of G: Vicky? pictures to complete the text. They
B: They’re my parents. words from the box do we need?
my family. They’re in the park. B: That’s right. should write each word in the blank
G: What are their names? (five, including example)
G: Cool! Who’s she? This girl.
2 G: And who’s this? Is she B: My mother’s name is Clare.
space in the text. Not all the words
B: The girl with the comic book?
your mother? G: Clare?
are used. Read the first paragraph, including
G: Yes. Students then check the best name the example, aloud. Say Why does it
B: No, she isn’t. She’s my aunt. B: Yes. And my father’s name
B: That’s Lily. She’s my little sister. say chicken? Why not carrots? (The
G: She likes taking pictures! is Sid. for the story by checking a multiple
G: Ah. She’s very cute! text says, “Dad likes meat.”) Why not
B: Yes! G: Oh … What a nice family! choice box.
N: Can you see the line? This is pasta? The pasta has meat. (Jim later
G: What’s her name? B: Thanks!
an example. Now you listen asks, “Is there any pasta?”)
B: Her name’s Zoe. N: Now listen again. That is the
and draw lines.
G: What a nice name! end of the Listening Exam.

38 39