EOW2e AmE L3 TeacherBook LessonPlanner AllUnits

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 Explore Our World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Generic Pacing Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
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Unit 0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
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Unit 1 The World of Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Unit 2 Let’s Eat! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
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Unit 3 A Helping Hand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
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Unit 4 My Place in the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
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Units 1–4 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
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Unit 5 On the Move! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128

Unit 6 Our Senses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
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Unit 7 Animal Habitats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

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Unit 8 What’s for Dinner? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188

Units 5–8 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
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Annotated Workbook Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212

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Australia • Brazil • Mexico • Singapore • United Kingdom • United States
SAMPLE COPY, NOT FOR DISTRIBUTION

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Scope and Sequence
Unit 0 1 2 3 4
Welcome to The World of Work Let´s Eat! A Helping Hand My Place in the
Our Class World
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content area Language Arts, Social Studies Social Studies, Health and Social and Instructional Language Arts, Social Studies
connection Physical Education Language, Social Studies
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• talk about jobs • talk about foods • talk about caring for others • talk about my town
goals • talk about where people work • say what I like to eat • describe daily routines • ask for help
sc: 1 • say what I want to be • ask politely for things • talk about how many times • give directions
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people do things
bus driver, chef, doctor, farmer, beans, bread, corn, ice cream, carry, feed my pet, goldfish, bakery, hospital, movie theater,
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firefighter, nurse, police officer, mangoes, meat, noodles, pasta, hamster, help, hug, protect, museum, park, police station,
scientist, vet potatoes, tomatoes hi take care of my pet, teach restaurant, supermarket,
vocabulary 1 & 2 Strategy: Base words and Strategy: Using a dictionary Strategy: Context clues
toy store, train station
sc: 2–3 endings -er, -or Strategy: Compound words
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cheese, chips, grapes, nuts, snacks, come home, do my homework,
artist, inventor, movie star, yogurt have a snack, make my bed, library, mall, stadium, swimming
rock star, soccer player take a shower pool, zoo
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Simple present: Wh questions Questions and answers before and after Can for requests and offers
grammar 1 & 2 and answers with any Adverbs of frequency Giving directions
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sc: 4–5 Simple present with Polite requests with may

want + infinitive
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Wonderful Work! Super Snacks! Caring for Baby Elephants Eye in the Sky
reading Strategy: Summarize Strategy: Scan text for Strategy: Identify sequence of Strategy: Text features
events
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information
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value Work hard. Eat good food. Take care of others. Explore your town.
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review Units 1–4

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additional video Song: Sc. 6; Viewing: Sc. 7; Story Time: Sc. 8

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5 6 7 8
On the Move! Our Senses Animal Habitats What’s for Dinner?
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Technology and Engineering, Science, Language Arts, Health Language Arts, Science Health and Physical Education,
Social Studies and Physical Education Social Studies
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• talk about different kinds of • talk about the senses • name animal habitats • name foods
transportation • talk about how things look, feel, • say what animals look like • talk about quantities
• describe how people travel taste, sound, and smell • talk about animal homes • talk about favorite meals
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• compare and contrast • talk about the past
airplane, boat, bus, helicopter, beautiful, delicious, hard, loud, cave, desert, forest, hive, ice, island, bottle of oil, bowl of sugar,
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motorcycle, scooter, ship, subway, quiet, soft, terrible, ugly mud, nest, rain forest, snow box of cereal, can of soda,
taxi hi glass of juice, jar of olives,
Strategy: Antonyms fur, horns, pouch, tongue, wings
downhill, get off, get on, park, loaf of bread, piece of cake
uphill bitter, salty, sour, spicy, sweet
buy, compare, money, price,
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put away
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too for agreeing Sense verbs Why …? Because … some and any
but as a contrast was / were Infinitive of purpose a few and a little
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Hot Air Balloons Amazing Animal Senses Amazing Rain Forests What’s for Lunch?
Strategy: Sequence of events Strategy: Compare and contrast Strategy: Visualize Strategy: Connect text to
personal experience
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Be safe on the street. Use your senses. Help protect animal habitats. Think about what you eat.
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Units 5–8
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STUDENT’S BOOK WALK-THROUGH
Explore 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. They will achieve more through collaboration, extensive
critical thinking and visual literacy work, and activities that inspire meaningful thinking and sharing.
Explore 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

photographs to engage students, present the cross-curricular topics,, which are
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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 6
Our Senses
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hi
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Swimming with a sperm whale,

Look and check. Dominican Republic
This person is
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touching a whale.
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feeding a whale.
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A list of unit goals is

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followed by a goal-setting
activity that focuses
students’ attention.
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 the confidence to discuss
relevant real-world topics.
All target vocabulary is presented in the

audio program first in isolation, then in
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a 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: 6.1
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2 Listen and say. TR: 6.2
We use our eyes, ears, nose,
tongue, and skin to learn about
the world around us.
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hi quiet loud
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ugly
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3 Describe. Listen and guess.

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Work with a partner.

beautiful
a cake an elephant a flower

a rabbit a rock a fire truck
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hard soft
It’s small. It’s soft. It has
A rabbit!
big ears. What is it?
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66 Unit 6 67
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Two video
segments present
and practice Target
Vocabulary.
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Additional thematic
vocabulary is presented
visually. Vocabulary is
Grammar charts include natural examples presented on the audio
of real-world language. Expanded grammar program in isolation.
charts are provided in the Workbook, Grammar
Workbook, and Classroom Presentation Tool.
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GRAMMAR 1 VOCABULARY 2
Sense verbs TR: 6.3 1 Listen and say. Read and write. TR: 6.4
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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 Play a game. Play with a partner. Describe what you see.
Use your senses.
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salty bitter
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hi sweet
1. This lemon isn’t sweet. It’s

sour spicy
.
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2. I don’t like honey. I don’t like things.
3. These potato chips have a lot of salt. They’re very .

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4. I don’t like the taste of coffee. It’s very .
5. I like peppers. They’re really .

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2 Listen and stick. Work with a partner. Check your answers. TR: 6.5
Number 1 is spicy.
Yes. It’s a pepper.
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68 Unit 6
1 2 3 4 5 69
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Grammar is practiced in context with multiple Sticker activities in each unit

opportunities for real communication using provide reward, motivation,
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all four language skills

skills. and interactive practice.
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Two videos segment present and

practice Target Vocabulary.

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Grammar charts include natural
examples of real-world language.
Expanded grammar charts are The Unit Song supports the unit theme
provided in the Workbook, and models natural rhythm and
Grammar Workbook, and intonation. Lyrics incorporate unit
Classroom Presentation Tool. vocabulary and grammar.
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GRAMMAR 2 SONG
was / were TR: 6.6

1 Listen. Read and sing. TR: 6.7
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How is the ice cream? It’s delicious!
Our Senses
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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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.
It’s great to be alive!
1 Read and write.

THE SOUNDS OF ENGLISH
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TR: 6.8
1. That ice cream delicious. I want more!
soft
s oft
2. The music
3. The flowers
loud, but now it’s quiet.
beautiful before. They are ugly now.

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2 Listen and say.
1. soft
soft salty
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4. Good job! That song beautiful.
2. subway sister
5. Those grapes good. Are there any more? 3. eraser pants
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2 Play a game. Make the wheels in the back of the book.

Spin and make sentences. Play with a partner.
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Flowers, were. The

flowers were beautiful,
but now they aren’t.
Good job. My turn.
Music, are. No match! São Paulo, Brazil
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70 Unit 6 71
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Games provide a fun context Follow-up activities provide opportunities

for communicative to use the song for group or pair work.
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grammar practice
practice.
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The Song video features the video host

Grammar is presented in two short, singing the song. Students can follow
engaging animations. along with the karaoke-style lyrics.

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Meaningful, relevant
real-world Readings develop
language through cross- The Value page promotes
curricular topics such as universally recognized values
science, nature, history, art, such as “Use your senses” and
culture, music, and sports. “Take care of others.”
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READING
VALUE
Eat good food.
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Think. Pair. Share.
Super Snacks! Have healthy snacks. What good things do
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People all over the world eat
Drink water every day. you eat and drink?
snacks such as fruit, chips, nuts,
and candy. What other snacks do
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people enjoy?
Do you like fried butter or garlic ice
cream? What about ice cream with fish? You
can eat these snacks in some parts of North America.
In some countries in Latin America, you can eat
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insects such as ants, termites, and grasshoppers. In some
parts of Asia, you can eat fried silkworms, water bugs,
and scorpions on sticks. hi
In Australia, people like to eat honey ants. In other
places, lollipops with insects are popular.
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It’s snack time! How about a sweet cricket, worm,
or scorpion lollipop?
2 Ask and answer. Which of these

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snacks would you like to try?

A charaben, or decorated
Japanese lunch
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Cats can’t taste candy.

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30 Unit 2 31
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A Think-Pair-Share routine helps students

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

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Each Explore 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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• Explore Our World Readers Story Time

Presented in highly manageable 3–5 minute clips, the Explore Our World Video can be used before,
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during, or after instruction to preview, support, and review. Explore Our World Videos are available
on a 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 1
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Scene 3: Vocabulary 2
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Scene 4: Grammar 1
Scene 5: Grammar 2
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Scene 6: Song
Scene 7: Viewing
Scene 8: Story Time

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WORKBOOK
The Explore 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 Explore Our World Workbook additional
readings and cumulative review practice.
Unit 7 GRAMMAR 1
Animal Habitats
Why . . . ? Because . . .
Question Answer
do snakes come out during the day? they like the sun.
VOCABULARY 1 don’t you like crocodiles? they are scary.
Why Because
can frogs jump high? they have strong legs.
1 Look and match. Write the number.
can’t birds climb trees? they don’t have arms.
1 Read and write. Use words from the box.
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are Because do does don’t is Why
1. Why don’t fish run?

1 2 3 4 Because they don’t have legs.
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2. hippos stand in water?
the water is cool.
3. the parrot eating a nut?
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parrots like nuts.
4. the desert dry?

there is very little rain.
5 6 7 8 5. the birds by the water?
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they eat the fish in the water.
ice mud 6. the tiger drink water?
it is thirsty.
a forest 1 a hive
7. zebras live in caves?
a desert snow zebras eat grass, and there
isn’t any grass in caves.
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an island a rain forest
9 10
a nest a cave hi
54 Unit 7 55
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READING WRITING
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1 Listen and read. TR: 8.7 1 Read. Read this paragraph about Marcela’s favorite meal. In a
paragraph, the first sentence is called the topic sentence. It tells the
Special Food main idea. The other sentences are called the body of the paragraph.
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They give more information about that idea.
My Favorite Meal
I love many kinds of food, but I have one
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favorite meal! First, I have chicken soup and

some bread. It’s delicious! I sometimes have two
bowls! After that, I have fish cakes. I eat them
with salad. Yum! And I have my favorite drink—
Japanese soba noodles
apple juice. Finally, I have a piece of cake. So
that’s my favorite meal.
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Making Chinese
dumplings
2 Write. Write about your favorite meal.
People around the world eat different food.
People in many places eat special food on
holidays. In China, people make dumplings
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for the New Year. People in Japan eat noodles

called soba. Some people think eating soba
noodles on the New Year is lucky. In Italy A chimpanzee
and Poland, people eat sweet bread for eats a
Christmas. People also eat special food for birthday

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cake.
birthdays. In the United States, people eat
cake. What special food do you eat?
2 Read. Check T for True and F for False.

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1. All people eat the same food. T F

3 Check your writing. Circle Yes or No.
2. Soba are noodles from Japan. T F
3. People in Italy eat dumplings for the New Year. T F Does your first sentence tell what the paragraph is about? Yes No
4. In the United States, people eat cake for birthdays. T F
Do the other sentences give more information about it? Yes No
68 Unit 8 69
New to the second edition

• More authentic content woven throughout unit practice and readings
• Updated grammar charts with exemplars and student-friendly explanations
• An end-of-unit Review section that exposes students to question types similar to those commonly
found on international exams
• Workbook audio available for streaming and download at ELTNGL.com/exploreourworld3
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GRAMMAR WORKBOOK
The Explore Our World Grammar Workbook provides structured grammar practice and extends the
grammar lessons found in the Student’s Book. Each grammar topic includes two pages of practice, three
review sections, and a cumulative review section.
3 Look and write. Unit 2

1. What do you want to be?
Questions and answers with any
.
Question Answer
2. What do your brother and sister want to be? meat? Yes, there is.
Is there any isn’t =
. pasta? No, there isn’t any pasta. is not
tomatoes? Yes, there are. aren’t =
3. What does your aunt want to be? Are there any are not
beans? No, there aren’t any beans.
.
There isn’t any pasta = There is no pasta.
4 Look. Write questions and answers with want to be.
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1 Read. Circle the words.
1. you ?
. 1 . Are / Is there any potatoes? Yes, there are / any.

2. Is there any / a ice cream? No, there isn’t / aren’t any ice cream.
2. your brother ?
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3. Are / Is there any corn? Yes, there any / is.
.
4. Are there any mango / mangoes? Yes / No, there are 3 mangoes.
3. your friend ? 5. Are there any noodle / noodles? No, there aren’t noodle /
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. any noodles.
6. Is there any / a water? No, there isn’t / aren’t any water.
5 Write. What do your friends want to be? Write
2 questions and answers. 2 Read and write.
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ha do you an o e, o ? 1. Are there any potatoes? No, there aren’t any .
I an o e a mov e s ar. 2. Is there meat? Yes, there .
3. there any beans? No, there any.
4. tomatoes? Yes, .
5. bread? No, .
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6. corn? Yes, .
4
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hi 5
30/09/2019 17:35
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3 Look and write. Unit 3

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1. May I have some noodles, please?

before and after
Yes, here you are.
Question Answer
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does she before school? She feeds her fish.

2. What do
do you after breakfast? I get dressed.
Time phrases (with before and after) in a sentence show the order of two events.
3.
1 Look. Write before or after.
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4. Before dinner After dinner

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5.
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6.
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4 Draw and write. You want to eat, but it’s not time for
dinner. Draw a comic. Ask your parents for something
to eat. What do they say?
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1. The children read dinner.

2. The boy combs his cat dinner.
3. The boy does his homework dinner.
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4. He takes a shower dinner.

5. The baby and the boy play dinner.
6. The boy feeds his dog dinner.
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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
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OUR WORLD ABC
• Our World ABC introduces and practices the

letters of the alphabet, as well as numbers,
shapes, and some high-frequency words.
The Alphabet
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Aa Bb Cc Dd Ee
Ee Ff
apple book cat dog
dog egg
egg fish
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Gg Hh Ii Jj Kk Ll
goat hat igloo jjuice
uice kite lamp
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Mm Nn Oo Pp Qq Rr
moon nine octopus
octopus pen queen robot
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Ss Tt Uu Vv Ww Xx
sock tent umbrella
umbrella van water fox
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Yy Zz Look and listen. Say. TR: 2
yellow zebra
zebra
hi
2 3
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Listen and say. Write. TR: 25 and 26 Listen and say. Write. TR: 27 and 28
a b c d e f g h i j k l m n o p q r s t u v w x y z
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a b c d e f g h i j k l m n o p q r s t u v w x y z
www 3
yyy
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2 4
yellow
water
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WWW YYY
3
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4
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xxx zzz 3
fox zebra
XXX ZZZ 3
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OUR WORLD PHONICS
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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, hi
and writing skills.
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• Our World Phonics 1 introduces single-letter sounds,
sounds, including consonants and short vowels,
as well as some common consonant digraphs.
digraphs.
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• Our World Phonics 2 introduces long vowels and diphthongs, and two-letter blends.
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• Our World Phonics 3 introduces word stress and the schwa sound, r-colored vowels, three-
letter blends, and other letter combinations.
combinations
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6 What sound do you hear? Listen and write. TR: 0.7 7 Follow the words with the same vowel sound.
Then listen to check your answers. TR: 0.8
ou 1. 2. 3. 4.
or mouse point juice read phone
oa
io
m
m th
th rr dd cc tt hh se
se
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ai 5. 6. 7. 8.
or
ee
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tt th
th rr nn slsl pp gr
gr nn
oi 9. 10. 11. 12.

or blue cold toys flower teeth
ow
cc nn flfl er
er cc br
br nn
ue 13. 14. 15. 16.

or
oo
gl
gl bb kk cc kie
kie bl
bl
aw 17. 18. 19. 20.

or
ie
boil shout pool road eat
pp flfl ss tt yy nn
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TEACHER RESOURCES
The Lesson Planner with Student’s Book Audio CD and DVD provides everything needed to successfully
plan, teach, and supplement lessons.
Unit 7 BE THE EXPERT

In This Unit
Theme This unit is about what animals look like
and where they live.
Content Objectives
Animal Habitats 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
Students will removing all the dirt from it first. Male mountain
• identify and discuss animal habitats. gorillas like this one are called Silverbacks,
• identify animal traits and discuss reasons for because their hair, while black everywhere else,
these traits. is silver on their backs. Silverbacks are six feet
tall and weigh about 160 kg (350 lbs.). They
Language Objectives
have broad chests and arms that are longer
Students will than their legs.
• name animal habitats.
The habitats of mountain gorillas are the
• say what animals look like. mountainous areas of central Africa. These
• talk about animal homes. habitats are in danger of destruction by humans,
who seek to use the land for farming and trees for
Vocabulary
fuel. Silverbacks are the most endangered of all
Vocabulary 1 a cave, a desert, a forest, a hive, gorilla species.
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ice, an island, mud, a nest, a rain forest, snow
Vocabulary 2 fur, horns, a pouch, Our World in Context
a tongue, wings Animals live in many different habitats across
Grammar the globe. Some animals live high up in cold,
Look and circle. mountainous areas. Others live in dry, hot deserts.
Grammar 1 Why . . . ? Because . . . Silverback gorilla,
1. This is a . Some animals live at the bottom of the ocean,
Grammar 2 Infinitive of purpose Democratic Republic
a. gorilla b. hippo c. panda of the Congo in an environment with no sunlight and very
Reading Amazing Rain Forests high pressure.
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2. He’s holding a .
Value Help protect animal habitats. a. leaf b. fruit c. toy Over a long period of time, animal species can
develop adaptations to fit their habitats, however
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.
74 75
Related Vocabulary
hold, plants, water
UNIT OPENER Introduce
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Objectives
• Build background Say Open your books to page 74. • Recycle Draw students’ attention to the photo on pp. 74–75.
Students will
Say We’re going to talk about animal habitats. A habitat is an Ask What animal is this? (gorilla) How does the gorilla look?
• analyze a photo.
animal’s home. Say The ocean is home for fish. The ocean is (strong, content, peaceful) How do you think a gorilla’s hair
• accurately describe a photo. feels? (rough) Are gorillas quiet and peaceful? (sometimes, but
their habitat. Say We live in (a city). The (city) is our habitat.
Resources Video Sc. 1—Introduction; Home- they can be scary, too)
School Connection Letter; Unit Opener Poster; • Draw pictures of a fish, a bird, and a rabbit on the board.
World Map Poster Draw a two-column chart with the headings Animal and • Ask questions such as the following to encourage discussion of
Habitat. Point to the drawing of the fish. Write a fish in the the photo:
Animal column. Ask Does a fish live in a tree or in the ocean? What else do you see in the photo? (plants, water)
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Pacing Guides L3U7 (the ocean) What color is the gorilla? (black, silver)
1 Hour 1–2 Hours 2–3 Hours
Is the gorilla big or small? (big)
• 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.
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• Guide students through the activity on p. 74. 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

Animal Habitat it in front of you. Say Ask me what I am holding. Students
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a fish the ocean say What are you holding? Say Now ask the person next to
you what I am holding. Students say What is (she) holding?
a bird a tree
Elicit pencil.
pencil. Then have students circle the correct response for
a rabbit item 2.
168
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Unit 7 Unit Opener 169
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The Lesson Planner includes:

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• a Professional Development section that introduces key principles of the program

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• 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 Explore Our World DVD and Student’s Book Audio CD contain all of the multimedia to support the
Student’s Book instruction.
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Explore Our World Flashcards including The Sounds of English
The Explore 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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Eight 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 Explore Our World
values.
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Baby rhinos at the Lewa

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Wildlife Conservancy, Kenya

©2020 Cengage Learning, Inc.
OW2e_Posters_L3_39441.indd 1 10/10/2019 11:49

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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

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.
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DIGITAL RESOURCES
Classroom Presentation Tool

The Classroom Presentation Tool integrates all Explore
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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Explore 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
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and 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!
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The Online Practice offers students independent, interactive practice.
practice It includes activities and games to
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.
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Student Resource Website
Student resources, including audio for Student’s Book and Workbook activities, are available
at ELTNGL.com/exploreourworld3.
Teacher Resource Website

Teacher resources can be found at ELTNGL.com/exploreourworld and include:
• Student’s Book, Workbook, and assessment audio
• unit-by-unit Pacing Guides for easy lesson
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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
heet 4.3
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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
What Jobs Do They Do? What Jobs
Stone Soup Do They Do? y imena eyes
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A Folktale from France
Caring for Orphan Elephants Retold by Mary Quinn
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Country Mouse Visits
City Mouse
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Getting to School Around OWR_G2U _W t o _ R_001 /2/12 2:47 PM
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the World
The Four Blind Men

Caring for Getting
Elephant
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Mouse Deer in the Rain Forest
COUNTRY MOUSE to
School
Anansi’s Big Dinner Orphans
hi Visits
LEVEL 3 READERS
Around the World
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LEVEL 3 READERS
by Jill Korey O’Sullivan
LEVEL 3 READERS Caring for Elephant Orphans Anansi’s Big Dinner Based
Caringon an Aesop’s
for Elephant Orphans Fable Anansi’s Big Dinner
Based on a Folktale from Ghana
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
Based on an Aesop’s Fable Tortoise and Hare’s Race Getting to School Around the World Getting to School Around the World
Based on an Aesop’s Fable Holiday Colors and Lights Holiday Colors and Lights
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
Based on Coyote Maya Folktales A Folktale from Indonesia A Folktale from Indonesia
Mouse Deer in the Rain Forest
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A Folktale from Indonesia

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The
Four
Blind
Men
MD
ouse
eer BIG DINNER
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by George Bennet
Based on a Folktale from India
by Vikram Gulaty in the Rain Forest
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LEVEL 3 READERS LEVEL 3 READERS

A Folktale from Indonesia
LEVEL 3 READERS
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 RetoldMouse
Country by Anna
VisitsOlivia
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
Holiday Colors and Lights Holiday Colors and Lights Holiday Colors and Lights
The Four Blind Men The Four Blind Men The Four Blind Men
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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
OWR_G U4_ n Men_ R_001 9/1 /12 4: PM OWR_G U5_Mou e ee _ R_001 9/1 /12 4: PM OWR_G U _ n n nne _ R n 9/1 /12 5:2 PM
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EOW2e_LP_3_49624_001-039_FM.indd 18 29/10/2019 19:56
od o
o ood
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A Folktale from France
Retold by Mary Quinn
Food What foods do you see?

Write the name of each food.
o or each food.
hen match the ord to the food. carrot beans grapes
potato tomato
grapes
OWR_G2U9_StoneSoup_CVR.indd 3 7/10/13 3:55 PM
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6
OWR_G2U9_StoneSoup n 7/12/12 10:04 M
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tomato corn potato grapes carrot
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14 15
Getting
OWR_G2U9_StoneSoup_01 14 7/10/12 4:40 PMOWR_G2U9_StoneSoup_014 15 7/10/12 4:40 PM
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to
School Some places are very snowy. It can be
difficult to travel by car or by bus on snowy
roads. Many Inuit children in Canada ride
L 3 READERS
g for Elephant Orphans Anansi’s Big Dinner

Around the World snowmobiles to school.

by Dan Adams
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try Mouse Visits City Mouse
on an Aesop’s Fable Tortoise and Hare’s Race
Transportation
ng to School Around the World How are the people traveling? Write the answer.
Holiday Colors and Lights
our Blind Men Canada
on a Folktale from India
e Deer in the Rain Forest

ktale from Indonesia
Coyote’s Weekend
Based on Coyote Maya Folktales
Unscramble the word for each picture.
boat car
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scooter
scooter subway
subway
by scooter by bicycle by subway on foot
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1. by scooter 2.
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rca tabo
1. car 2.
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How fast is each way of traveling?
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Write them in order from slowest to fastest.

buwyas ortsoce
3. 4.
on foot
OWR_G U _Gett n oS oo n 10 9/1 /12 10:51 M
slowest fastest
14 15
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OWR_G U _Gett n oS oo _01 14 9/12/12 4:5 PM OWR_G U _Gett n oS oo _014 15 9/12/12 4:5 PM
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All Readers come alive

and are available on
the video program,
on Story Time DVDs,
and on the Classroom
Presentation Tool.
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EOW2e_LP_3_49624_001-039_FM.indd 19 29/10/2019 19:57
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 Additional Resources include:

Four new videos show teachers how to use • downloadable training videos for preprimary
the Lesson Planner. Videos provide instruction on: and primary teachers
• how to teach vocabulary • preview and review training slides
• how to teach grammar • handouts for workshops
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• how to teach reading • links to additional development resources
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• how to teach writing
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Three-Step 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.
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THREE-STEP GRAMMAR ROUTINE
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The three-step teaching routines and all Step 1: Introduce the Grammar
other Professional Development materials • Connect to students’ background knowledge.
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are available at: ELTNGL.com/OurWorldPD. • Model the Grammar topic by giving a personal example or using it in
context.
a real-world context
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• 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: Practice the Grammar

• Have students complete the Student’s Book activities. Have partners or small groups
share their work.
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• Help students explore and expand on the topic with a graphic organizer, diagram,
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or other visual aid.
(Optional)
• Have students practice using the Grammar topic when it appears in the unit Song or
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applies to the Unit Opener photograph or other lessons.

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Step 3: Apply the Grammar

• Have pairs or small groups work together to complete and share the personalized or
open-ended Student’s Book activities.
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• Have students personalize the grammar topic by

• 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.
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EOW2e_LP_3_49624_001-039_FM.indd 20 09/01/2020 20:50
EXPLORE 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 Explore Our World series reflects key concepts in the 21st century and to be knowledgeable and
and principles of English language teaching and caring stewards of our planet, providing explicit
learning. language learning goals helps learners understand
the purpose of the activities they carry out.
• Students learn through a process of constructing
meaning. They are active learners who work to • Learning about the world through theme-based
make sense of their world through interaction in units is an approach that benefi ts Young Learners
personal, social, and academic contexts. because a variety of topics provides a meaningful
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basis for exploration as well as a rich variety of
• Activities designed for Young Learners
language learning tasks.
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should provide multiple opportunities for the
understanding and construction of meaning at a • Addressing the needs of the whole child in
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level appropriate to the emotional and intellectual the language class includes paying attention
stages of their development. to learning styles, learning strategies, critical
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thinking skills, 21st-century skills, and universal
• Students learn effectively when they’re challenged
cultural values.
just one step beyond their current stage of
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cognitive and language development. They • Authentic assessment of Young Learners
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most often need support from a knowledgeable goes beyond traditional paper-and-pencil tests.
person at this time to successfully understand World, multiple opportunities for
In Explore Our World
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and incorporate new information. concept comprehension and performance provide
a variety of ways to determine students’ depth of
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learning.
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STARTER 1
1
2
2
STARTER
SECOND EDITION
SECOND EDITION
Learn your world. Learn your world. SECOND EDITION

EXPLORE OUR WORLD
SECOND EDITION SE OND ED T ON

EXPLORE OUR WORLD
EXPLORE OUR WORLD
Achieve more with Explore Our World, Second Edition,

Achieve more with Explore Our World, Second Edition, a best-selling seven-level series for young learners of English.
a best-selling seven-level series for young learners of English.
Experience more of the real world with content that motivates learners to use English,
Experience more of the real world with content that motivates learners to use English, including surprising photography, meaningful stories, readings, and video,
including surprising photography, meaningful stories, readings, and video, and incredible National Geographic Explorers.
and incredible National Geographic Explorers.
Learn more about the world through cross-curricular topics that challenge learners
l
Learn more about the world through cross-curricular topics that challenge learners and deepen their understanding of the world in English.
and deepen their understanding of the world in English.
Help learners communicate more through extensive listening, speaking, and pronunciation work,
Help learners communicate more through extensive listening, speaking, and pronunciation work, and critical thinking activities that inspire meaningful thinking and sharing.
na
and critical thinking activities that inspire meaningful thinking and sharing.
Explore Our World truly brings the world into the classroom and improves learning outcomes,
Explore 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.
STUDENT’S BOOK
STUDENT’S BOOK
motivating learners to use English to show the world what they can do — and achieve more.
STUDENT’S BOOK
Inside every Explore Our World Student’s Book

Inside every Explore Our World Student’s Book
• Clear lessons with more amazing photos and real-world content
• Simple topics and clear lessons with more amazing photos and real-world content
• Activities that focus on listening and speaking practice
• Basic vocabulary presented with real-world examples
• Language In Use lessons for contextualized language practice • Cross-curricular topics and updated Reading lessons
• The Sounds of English lessons with chants for phonemic awareness • Vocabulary presented through real-world examples
• Colors, Numbers, and Shapes lessons • Improved Grammar lessons with more support and practice in a real-world context
• Reading lessons with fun, engaging stories • Original Songs that present new language and concepts,
• 12 pages of letters, numbers, and writing practice with The Sounds of English for pronunciation practice
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• Two Review lessons • Value lessons that challenge learners to think and grow
CEFR correlation
CEFR correlation
Pre–A1 A1 A2 B1
Pre–A1 A1 A2 B1
AMERICAN ENGLISH
AMERICAN ENGLISH
at
Bringing the world to the classroom

Bringing the world to the classroom and the classroom to life
and the classroom to life
ELTNGL.com/exploreourworld2e
ELTNGL.com/exploreourworld2e
A PA RT OF CENGAGE
A PART OF C E N GAG E
N
EOW_2e_L1_Cover_PPDF_CS17.indd 3 10/3/19 3:23 PM
3
3
4
4 5 6
6
5
SECOND EDITION SECOND EDITION

SECOND EDITION SECOND EDITION
Learn your world. Learn your world.

SECOND EDITION Learn your world.
SECOND EDITION
Learn your world. SECOND EDITION
EXPLORE OUR WORLD
EXPLORE OUR WORLD

EXPLORE OUR WORLD
EXPLORE OUR WORLD
SECOND EDITION
Achieve more with Explore Our World, Second Edition, Achieve more with Explore Our World, Second Edition,
Achieve more with Explore Our World, Second Edition, a best-selling seven-level series for young learners of English. Achieve more with Explore Our World, Second Edition,
a best-selling seven-level series for young learners of English. a best-selling seven-level series for young learners of English. a best-selling seven-level series for young learners of English.
Experience more of the real world with content that motivates learners to use English, Experience more of the real world with content that motivates learners to use English,
Experience more of the real world with content that motivates learners to use English, including surprising photography, meaningful stories, readings, and video, Experience more of the real world with content that motivates learners to use English,
including surprising photography, meaningful stories, readings, and video, including surprising photography, meaningful stories, readings, and video, including surprising photography, meaningful stories, readings, and video,
and incredible National Geographic Explorers. and incredible National Geographic Explorers.
and incredible National Geographic Explorers. and incredible National Geographic Explorers.
Learn more about the world through cross-curricular topics that challenge learners Learn more about the world through cross-curricular topics that challenge learners
Learn more about the world through cross-curricular topics that challenge learners and deepen their understanding of the world in English. Learn more about the world through cross-curricular topics that challenge learners
and deepen their understanding of the world in English. and deepen their understanding of the world in English. and deepen their understanding of the world in English.
Help learners communicate more through extensive listening, speaking, and pronunciation work, Help learners communicate more through extensive listening, speaking, and pronunciation work,
Help learners communicate more through extensive listening, speaking, and pronunciation work, and critical thinking activities that inspire meaningful thinking and sharing. Help learners communicate more through extensive listening, speaking, and pronunciation work,
and critical thinking activities that inspire meaningful thinking and sharing. and critical thinking activities that inspire meaningful thinking and sharing. and critical thinking activities that inspire meaningful thinking and sharing.
Explore Our World truly brings the world into the classroom and improves learning outcomes, Explore Our World truly brings the world into the classroom and improves learning outcomes,
Explore 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. Explore Our World truly brings the world into the classroom and improves learning outcomes,
STUDENT’S BOOK
motivating learners to use English to show the world what they can do — and achieve more.
STUDENT’S BOOK
motivating learners to use English to show the world what they can do — and achieve more. motivating learners to use English to show the world what they can do — and achieve more.
STUDENT’S BOOK
STUDENT’S BOOK
Inside every Explore Our World Student’s Book Inside every Explore Our World Student’s Book
Inside every Explore Our World Student’s Book Inside every Explore Our World Student’s Book
• Clear lessons with more amazing photos and real-world content • Clear lessons with more amazing photos and real-world content
• Clear lessons with more amazing photos and real-world content • Clear lessons with more amazing photos and real-world content
• Activities that focus on listening and speaking practice • Activities that focus on listening and speaking practice
• Activities that focus on listening and speaking practice • Activities that focus on listening and speaking practice
• Cross-curricular topics and updated Reading lessons • Cross-curricular topics and updated Reading lessons
• Cross-curricular topics and updated Reading lessons • Cross-curricular topics and updated Reading lessons
• Vocabulary presented through real-world examples • Vocabulary presented through real-world examples
• Vocabulary presented through real-world examples • Vocabulary presented through real-world examples
• Improved Grammar lessons with more support and practice in a real-world context • Improved Grammar lessons with more support and practice in a real-world context
• Improved Grammar lessons with more support and practice in a real-world context • Improved Grammar lessons with more support and practice in a real-world context
• Original Songs that present new language and concepts, • Original Songs that present new language and concepts,
• Original Songs that present new language and concepts, with The Sounds of English for pronunciation practice • Original Songs that present new language and concepts,
with The Sounds of English for pronunciation practice with The Sounds of English for pronunciation practice with The Sounds of English for pronunciation practice
• Mission lessons that challenge learners to think and grow • Mission lessons that challenge learners to think and grow
• Value lessons that challenge learners to think and grow • Mission lessons that challenge learners to think and grow
CEFR correlation CEFR correlation

CEFR correlation CEFR correlation
Pre–A1 A1 A2 B1 Pre–A1 A1 A2 B1
Pre–A1 A1 A2 B1 Pre–A1 A1 A2 B1
AMERICAN ENGLISH AMERICAN ENGLISH

AMERICAN ENGLISH AMERICAN ENGLISH
Bringing the world to the classroom Bringing the world to the classroom
Bringing the world to the classroom and the classroom to life Bringing the world to the classroom
and the classroom to life and the classroom to life and the classroom to life
ELTNGL.com/exploreourworld2e ELTNGL.com/exploreourworld2e
ELTNGL.com/exploreourworld2e ELTNGL.com/exploreourworld2e
A PART OF CENGAGE
A PART OF CENGAGE
A PA RT OF C E N GAG E A PA RT OF CENGAGE
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TEACHING WITH EXPLORE OUR WORLD
EXPLORE 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
Explore Our World uses real-world and in English is another step toward effectively using
multicultural content to help Young Learners grow up English as a global language.
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to 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 Explore Our World has a National
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cultures and ideas. Geographic Value or Mission page that connects to
the real-world content presented in the unit. These
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Striking images and content allow Young pages promote universally recognized values for
Learners to explore people, places, and societies students, bring real-world content to the classroom,
as they learn to care about our fascinating and and inspire Young Learners to develop their curiosity
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ever-changing world. and to value their own cultural traditions as well as
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those of others.
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Unit 4
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My Place Look and check.

These children are in
in the World
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North
North America.
SSouth
outh America.
Asia.
Australia.
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VOCABULARY 1 a supermarket a museum

a hospital
Old Delhi, India
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42 Some people live in big towns. Other 43

people live in small villages. In both,
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there are interesting places to go. Are a bakery a train station a movie theater
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a restaurant a toy store a police station
a park
3 Describe and guess. Use these

words. Work with a partner.
bread a doctor food movies
paintings a police officer a toy car
You can see paintings here.
Shinjuku Gyoen Park, It’s a museum!

Tokyo, Japan
44 Unit 4 45
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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. Explore Our World uses subject-area as features like bold or italic text for emphasis.
content as the basis for motivating students to learn
• Identification and organization of knowledge:
English and to support what they’re learning in
This includes the use of graphic organizers such as
other areas.
Venn diagrams, timelines, flow charts, and tables.
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Integrating content from different areas such as
• Language identification: This includes the use of
Language Arts, Science, and Social Studies makes
language features that help students to reproduce
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language learning interesting and engaging.
core content knowledge in their own words, such
It also helps prepare Young Learners who may
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as the language of comparison and contrast, cause
eventually study these subjects in English. In addition,
and effect, and speculation; as well as features
contextualizing language instruction by integrating
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such as collocations, subject-specific vocabulary,
it with other learning provides opportunities
and academic vocabulary.
to reinforce in English the academic skills and
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knowledge learned in other classes. • Tasks for students: This includes the use of
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a variety of learner-appropriate tasks, both
receptive and productive.
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VOCABULARY 1
ice snow mud
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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.
a forest a hive a nest

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a rain forest an island a cave

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a desert
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3 Work with a partner. Ask and answer.
Where do camels live?

They live in the desert.
READING
VALUE
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Ténéré Desert, Niger 1 Listen and read. TR: 7.8

Help protect
Amazing Rain Forests animal habitats.
Rain forests are warm, wet forests. A rain forest has four parts.
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76 Unit 7 77
Emergent
In this part, you can see the tops of very
tall trees. They can be 60 meters
(200 ft.) tall! Many birds, butterflies, and

other insects live here. Think. Pair. Share.
Canopy • Why is it important to
In this part of the forest, the trees have protect animal habitats?
many leaves. Birds, spiders, tree frogs, • How can you help
monkeys, and snakes live here.
protect animal habitats?
Understory
In this part of the forest, it is dark, wet, and
cool. There aren’t many plants. Why? Because
plants need light to live. Snakes and lizards
live here. Jaguars like to live in this part, too!
Forest floor
In this part, there are many insects and
spiders—some spiders are as big as plates!
There are many large animals. And people!
2 LTalk about the different parts of the

rain forest. Work with a partner.
There are gorillas
Howler monkeys are very, very in this part.
loud. You can hear them from
5 kilometers (3 mi.) away.
Maasai Mara National Reserve, Kenya
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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
knowledge, specific skills, expertise, and literacies.”
visual literacy.
These skills can be categorized in four ways:
• Skills for living in the world: In Explore Our
• Ways of working: Students need to communicate World,, Young Learners are introduced in age-
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clearly and collaborate effectively. Explore appropriate ways to concepts such as openness
Our World helps students use the vocabulary to new ideas and experiences, adaptability, and
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and language structures they’re learning to initiative. They learn about 21st-century professions
communicate about real-world content and such as cyborg anthropology, and are introduced to
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collaborate on activities and projects in ways that the work of National Geographic Explorers, who are
allow them to meaningfully apply the English
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presented as potential role models.
they’re acquiring.
Throughout Explore Our World,
World Young Learners
• Ways of thinking: Students need to think creatively are introduced to people, places, and cultures
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and critically. Explore Our World challenges them from around the world. At the same time students
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to do so. For example, in Level 5 students create are learning to recognize cultural similarities and
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musical instruments from recycled materials and appreciate differences, they are also encouraged
discuss how people in their communities can reduce to express their own culture in English as a first
their human footprints. In Level 6, students learn step to building their intercultural awareness and
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to analyze techniques advertisers use to influence competence. In short, Explore Our World prepares
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shopping behavior, brainstorm how to conserve students to be curious, engaged, and well-informed
water at school, and discuss the importance of local citizens of the 21st century.
history and how to value it.
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GRAMMAR 2 SONG
Infinitive of purpose TR: 7.5 1 Listen. Read and sing. TR: 7.6
Giraffes use their long tongues to clean their ears.
Goats use their horns to fight.
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1 Read and match. Then say in pairs.

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1. Cats use their tongues a. to carry their babies.
2. Kangaroos use their pouches b. to eat meat.

Why? Because!
3. Elephants use their long trunks c. to clean their fur.
I want to know why.
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4. Tigers use their sharp teeth d. to swim in the ocean. I want to know why.
Why?
Because I want to know why!
5. Penguins use their wings e. to shower.
2 Play a game. Cut out the cubes in the back of the book.
Work with a partner. Make sentences.
THE SOUNDS OF ENGLISH TR: 7.7
Dogs use their trunks That’s not true! Elephants use their trunks
pouch
to drink water. to drink water! Dogs don’t have trunks!
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2 Listen and say.
1. pouch house
2. bounce cloud
3. brown cow
Wallace’s flying frog,

Kuala Lumpur, Malaysia
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VISUAL LITERACY Explore Our World uses a variety of images of
different types to help Young Learners understand
Visual literacy is a necessary skill for the 21st
text and organize information; some examples are
century, which is increasingly image-, media-, and
tables and charts, diagrams, mind maps, T-charts,
technology-driven. In the past, the term “literacy”
maps, bar graphs, calendars, timelines, line graphs,
referred to being able to read and write, but today
Venn diagrams, cause-and-effect arrows, and
it includes the interpretation of various kinds of
pie charts.
texts in print and media. Visual literacy is the ability
to construct meaning from images such as photos, National Geographic has one of the most
illustrations, graphic organizers, signs, symbols, impressive and highest-quality collections of
information graphics, and video. photos and video in the world. These visuals enrich
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the Explore Our World print, video, and media
Brain-based research shows that 80%–90% of the
components. These materials help Young Learners
information we take in is visual. Learning a language,
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become visually literate through imagery that reflects
then, is not only reading and writing words; it is also
print and media in the real world. This will further
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being able to understand visual information and
help them to succeed as 21st-century citizens.
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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GRAMMAR 2 SONG
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a few and a little TR: 8.6 1 Listen. Read and sing. TR: 8.7
Are there any cookies? Yes, there are a few. THE SOUNDS OF ENGLISH TR: 8.8
Let’s Go
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Is there any orange juice? Yes, there is a little. juice
1 Read and write. Shopping! 11

2 Listen and say.
Let’s go shopping. Let’s go shopping, 1. juice jar
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1. Is there any ice cream? Yes, there .

let’s go shopping today.
Let’s go shopping to buy some food, 2. jacket jeans
2. Are there any peppers? Yes, there . then go home to put it away.
3. giraffe orange
3. Is there any rice? Yes, there . A bowl of pasta, a jar of spice,
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a glass of juice, and cake are nice!

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4. Are there any potatoes? Yes, there . Let’s go now. Let’s buy some food.
Let’s go shopping, just me and you!
2 Play a game. Cut out the board game and the cards in the back
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of the book. Put the cards on the board. Play with a partner.
B1. Is there any soda?

No, there isn’t any soda.
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A1. Are there any eggs?
Yes, there are a

few. Here you are.
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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
Explore Our World Video is flexible. Lessons can allow for teaching and reteaching that will engage
be 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 Explore 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
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independently at a self-directed, comfortable pace.
• 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.
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• video clips that give examples of

real-world communication
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• stories read by the hosts using images from the

Explore 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, Explore Our World keeps easily when they can see, hear, and physically carry
Young 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.
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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.
Students ask questions that activate skills such as
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• 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,

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caption, diagrams, and photographs tell you

about what you’re going to read?
• Visualizing How do you picture (the treasure)

in your mind?
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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
hiadditional opportunities for real communication
Explore Our World uses six basic steps recognized
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among students in the classroom.
as the standard for effective language instruction:
Warm Up, Present, Practice, Apply, Extend,, and • Wrap Up This might be a quick review in game form
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Wrap Up. of what was learned in class or even a simple song

or chant. The wrap up might be a conclusion to a
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• Warm Up These activities create interest and pair-work extension activity in which the teacher
excitement about the topic and prepare learners asks individual students what they learned from
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for the new language input. They help EFL students their partners.
switch over from their native language to English,
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prompt them to remember material from earlier • Three-Step Routines In addition to the explicit,
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lessons, and build students’ confidence about what guided instruction provided in the Lesson Planner,
they know. Explore Our World also offers a series of three-step
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teaching routines as an alternative or streamlined

• Present Teachers should take time during this approach to lesson planning. These routines can
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step to provide meaningful listening and reading be used for any major lesson type and contain
input. Activities should require the use of the
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all of the major elements of successful lessons in

four skills in order to reliably check students’ consolidated form.
comprehension. The Explore Our World Lesson
Planner provides multiple activities to present and
check comprehension of language in support of the
activities in the Student’s Book.
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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
recycle, and use English in order to communicate
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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,
in order to help them construct knowledge and learn
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their varied interests, and their diverse personal,
language effectively.
cognitive, and emotional needs.
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Explore 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 Explore Our
class or choosing something from an activity box World materials promote an active and hands-on
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that includes worksheets, puzzles, board games, classroom. Because so many students are kinesthetic
vocabulary cards, comic books in English, and class- learners and like to move their bodies and move
around the room, it’s important to make instruction
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produced books. In the Explore Our World Lesson

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Planner, teachers have a variety of activities to physically active whenever possible.

choose from, including extension activity suggestions Activities are enjoyable and interesting The
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that are not in the Student’s Book. photographs and activities in Explore Our World will
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In addition, many additional activities and games capture students’ attention and interest. Each unit
are available in the Classroom Presentation Tool,
Tool is full of activities that Young Learners find fun and
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activities, and the Explore Our

Online Practice activities engaging, such as singing songs, listening to stories,
World Video. and playing games. In addition, the video program
and the Classroom Presentation Tool contain a wide
variety of motivating and enjoyable activities.
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Repetition and Recycling recycle language, they use it again in another
context. Within a typical unit of Explore Our World,
Classrooms should provide plenty of opportunities
new 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
the Reader and storytelling activities.
will ask to sing it again. If there’s an interesting
story, they’ll ask to hear it again! Repeating is Explore Our World also recycles language from
a natural part of a student’s learning process. unit to unit and level to level. For example, in one
Explore Our World provides plenty of opportunities lesson students may learn vocabulary for different
for meaningful repetition, especially if the video clothes. A teacher may recycle this language by
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program and/or Classroom Presentation Tool is used teaching about the weather and asking students
in conjunction with the Student’s Book. Students will what to wear when it is hot and sunny or when it is
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have the chance to hear, repeat, and use vocabulary cold and snowy. Recycling helps students increase
and 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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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
rules and consequences. The teacher and students
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Time
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
predictable routines. Young Learners feel most
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they keep in mind what is known as “wait time,”
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

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It’s important to have all materials needed for

each activity ready before class so that Young
Learners don’t have time to get restless. Activity
l
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instructions are another area that can require

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

class so that there is time to simplify or modify them
at
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

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THE FOUR SKILLS: LISTENING, Speaking
SPEAKING, READING, AND WRITING Listening and speaking are the communicative
foundation for language learning. Question and
Explore 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
ar
is your hair?” or “How many students are in our
students’ discrimination of sounds, words, and class?” to authentic communication questions to
Le
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
c
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
ap
who need support with basic listening strategies relevant the language is to learners’ lives, the more
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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Explore 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
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songs 3and chants, and with pronunciation and sound

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Name
Scooter Bus Bike
discrimination using The Sounds of English Cards.
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Miguel
I ride my bike.
at
Carlos
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
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Reading During reading, it is useful to train students to ask

themselves silent questions such as Who, When,
A unique feature of the Explore 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
are naturally curious about the world around them
in 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, eight Explore Our World Readers
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during-, and after-reading tasks that draw students accompany each of the six levels. These Readers are
deeper into texts. Before-reading activities help age-appropriate and are designed so that they may
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prepare learners for the reading by drawing their be read independently, either in class or at home. Each
attention to titles, headings, photos, and captions; Reader is thematically related to the corresponding
Student’s Book unit and contains some of the unit target
by accessing what they already know about the topic;
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grammar and vocabulary. Texts are an entertaining and
and by predicting what the reading might include. hi
informative mix of fiction and non-fiction.
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READING
1 Listen and read. READ

TR: 3.8 IN G
The Daily Lives

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READING 1 Liste
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read
1 Listen an
of Animals Going . TR: 5.
The Dog
5
to Sch
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People and animals usually live in different ways.
Is Coo ool
Whispere
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They eat, sleep, and take care of babies differently.
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The koala lives in Australia. It eats tree leaves at

night. The koala sleeps in the morning, afternoon, Many
gs. Some school childre
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Cesar Milla They are
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scared . Some dogs isp ere r” The great white shark lives in oceans all over the but th
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s what do p line p line
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re than
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Many sharks are small.
2 ReadThe smallest shark is
for False. Great white shark theasize
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True or F
F
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Fish do
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2 Read. Ch 2 Read. Check TT for FTrue and F for False. school
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1. Cesar Mi T
1. The koala sleeps more than fifteen hours a day. 1. T F
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2. Dogs do frog. 2. The koala eatsT insects in the evening. some
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3. Cesar’s 3. A great white shark takes care of her babies. e child
T
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26 Unit 3 t to ta u like ol.
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44 to school
Unit ?
5 to scho
ol.
13:41
Unit 1
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Writing A complete model is provided for each writing
task in each unit in Workbooks 1 through 6, so that
Young Learners are systematically introduced
learners have clear, meaningful examples of what
to writing beginning in the Level 1 Workbook,
they are expected to do. When they are finished,
where they work at the word level, gradually move
writers read their work to classmates, who listen
into sentence stems, and finally to one to three
actively to fill in a chart or take notes. Students
simple sentences. In the Level 2 Workbook, Young
are encouraged to give constructive criticism when
Learners are guided to organize and write short
applicable, pointing out things they liked, found
paragraphs through answering specific questions.
confusing, or wanted to know more about.
In the Level 3 Workbook, students learn about
compound sentences, descriptive words, the parts of Teachers may also want students to create individual
ng
a paragraph, complex sentences with because, and writing portfolios for evaluation purposes. A writing
sequence words. portfolio is a file or folder of each student’s written
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work, assembled over a period of time. It contains final
In the Levels 4 through 6 Workbooks, older
drafts of assignments, but it may also contain samples
ar
learners are introduced to the concept of paragraph
of works in other stages of the writing process, such
unity, and to different writing genres such as journal
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as word maps, outlines, research cards, rough drafts,
entries, blogs, reviews, and paragraphs of opinion,
letters, poems, copies of group-produced work, and
of cause and effect, of contrast, of comparison, of
inspirational images. The teacher, together with the
exemplification, of fact and opinion, of persuasion,
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student, reviews selected work and comments on the
of classification, and more. hi
student’s writing progress.
ap
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WRITING
G
1 Read. WRIT
ING
My Favorite Snacks
WRITING I eat a snack at home after school. I have Read 1
. We ca
Underl n use
1 Read. is a nurse. She lots of snacks I like to eat. Sometimes I eat ine th
e sen
the w
ord an
Lily. She
l
my Au nt l. At fruits, nuts, yogurt, or cheese. Other times, I like tence d to co

This is big hospita M s with nnect
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in a and a two id
he r job. She work s
for m an d to eat potato chips. And other times, I have a S p e c ial Plac s you eas.
loves
a blu e and white uni big cup of hot chocolate with cookies or bread M e in th read.
ars people. y name
work she we nt likes to he lp Poland is Jan, an e World
s. M y au and butter. But my favorite snack is a lettuce and ca lle d I liv
black shoe every day. favorite d Kazim
ierz Dol e in a town in
sick people peanut butter sandwich. Try it! It’s delicious! plac
T here es! ny. I ha
She helps ve two
up the is a hill by th
io
out hi s or hill, and e town.

Write ab I th yo You can
u know. ink it ’s u can se
t a person
yo
2 Write. Write about your favorite snacks. My se
be au tiful, an e th e whole walk
rite abou My tow cond favorite d it ’s very qu town.
2 Write. W n is fa place is iet.
1. When do you have a snack? ba m ou
at
her job. kery m s for the ba

It ’s de akes bread its special br kery!
the person? licious! in the
1. Who is shape ead. T he
job? of a ch
the person’s 2. What are your favorite snacks? icken.
2. What is 2 Pla
n. Thin
N
rk? H k o f a place
rson wo ow ca
does the pe 3. How does your favorite snack taste? n you that is
3. Where descri
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Fill in l to yo
My sp
the ch u. Wh
ar? ecial pl
art. y is it
the pe rson we ace specia
4. What do
es
Why it
l?
is spec
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ial
in his or he
es the person do I eat
Words
to
5. What do
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ity 2 toge Write
from Activ abou
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3 Write. Pu cial p
lace
aph. in the
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.
This is
.
.
11 19
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VOCABULARY For older learners, vocabulary items are related to

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

EOW2e_LP_3_49624_001-039_FM.indd 36 29/10/2019 19:59
GRAMMAR As learners age and develop cognitively, they
are invited to notice certain language features and
Explore Our World presents grammar in age-
think about how they function. The oldest learners
appropriate, meaning-based ways. Because their
can keep personal grammar reference notebooks
analytical skills are not yet fully developed, younger
in which they have a page for each grammar point,
learners gain little from analyzing forms and
with examples of form, meaning, and use. They can
memorizing rules the way many adults do. They
also record their most frequent errors and write a
benefi t more by seeing many repetitions of a target
corrected version of each one in their notebooks.
grammar 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,
ng
Grammar Workbook, Video animations,
animations and the
The grammar boxes in Student’s Books,
Classroom Presentation Tool.
Tool.
Workbooks, and Grammar Workbooks show target
ni
points in meaningful sentences that students can use
ar
as models for language production.
Le
c
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GRAMMAR 2
ap
Giving directions
Question Answer
Go straight. (↑)
gr
How can I get to the

right ( ) on White Street.
↵
post office? Turn ↵
left ( ) at the supermarket.
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1 Look at the map. Write.

STADIUM
G
PARK RESTAURANT
ZOO
SWIMMING
POOL
l
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HOSPITAL GREEN STREET
MALL
POST
SECOND STREET
REET
OFFICE
ST
io
DRUG STORE
FIRST
BAKERY
LIBRARY
POLICE
STATION
at
TOY STORE SUPERMARKET
You
WHITE STREET
are
here
N
TRAIN
STATION
SCHOOL MOVIE THEATER MUSEUM
1. How can I get to the stadium?
Go on First Street. Turn on Green Street. It’s on

the corner of and .
2. How can I get to the bakery?
Go on First Street. Turn on White Street.

It’s of and .
It’s the movie theater.
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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
class. Students should have the same opportunities
• Tests should mirror learning. The material
for fun engagement and motivating feedback in
actually taught in class is what is assessed. Tests
their assessments.
should reflect the objectives of the curriculum
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 not
ng
do with the language in tasks and formats that are be approached as an occasional but necessary evil.
similar to the ones they have experienced in class. Indeed, the more frequently students are assessed
ni
through a variety of ways, the less test anxiety they
• Tests should contribute to learning on the
may have and the more practiced and confident
ar
teacher’s part as well as on the student’s
they may feel during assessments. The Explore Our
part. Test results should provide teachers with
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World series ensures that students engage in a wide
information on which to base subsequent
variety of communicative activities in each thematic
instruction, especially modifications that are needed
unit, and many of these themes and activity types
for some or all students. Results should provide
c
are correspondingly reflected in the assessment
information to learners on their current strengths hi
process.
and weaknesses and progress in learning English.
ap
Explore Our World provides many opportunities
• Tests should include a variety of techniques that for both formal and informal assessment of different
correspond to learners’ different intelligences types. The typical paper-and-pencil test with formats
gr
and learning styles. That is to say, tests should such as multiple-choice, true/false, matching, and
provide opportunities for learners who are not
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fill-in-the-blank is one example of formal assessment.

primarily linguistically, logical-mathematically, or In many language curricula around the world, these
spatially inclined but rather demonstrate other task types remain popular.
G
types of intelligences or learning styles.

The Explore Our World ExamView Assessment Suite
l
• Tests should be contextualized and reflect includes test banks that allow teachers to generate
na
relevant tasks and language for young learners. and customize various kinds of written tests, including
Assessment items are more authentic when they Placement Tests, eight Unit Quizzes, two Mastery
io
reflect a previously taught theme or body of Tests, and a Final Test.

content, and when the language tested is that used
at
Accurate assessment reflects not only what

by young learners in class and in their real lives.
students can recognize and produce on a written
N
• Tests should allow all learners to experience test, but also what they can realistically do as
success. Assessment should provide both they actually use the language in daily contexts.
lower-than-average and advanced learners Explore Our World therefore provides a wealth of
opportunities to demonstrate their knowledge. opportunities for informal assessment. These include
Just as teachers support mixed-ability learners in Extension and Expansion activities listed in each unit
class with differentiated instruction, so too should of the Lesson Planner, multiple opportunities for
they provide opportunities for mixed-ability learners pair and group work, Review pages in the Student’s
on assessments. Book, Workbook activities, Online Practice, and the
Classroom Presentation Tool.
38

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GENERIC PACING GUIDE
1 hour per week 1–2 hours per week 2–3 hours per week
Unit Opener
Unit Opener
Week 1
Week 1
Week 1
Unit Opener
Vocabulary 1: Warm Up; Present;
Vocabulary 1: Warm Up; Present; Practice; Apply; Wrap Up
Practice; Apply; Wrap Up
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Review
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ar
Grammar 1: Warm Up; Present;
Grammar 1: Warm Up; Present; Practice; Apply; Wrap Up
Practice; Wrap Up; Apply;
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Wrap Up
Week 2
Week 2
Week 2
Practice; Apply; Wrap Up Vocabulary 2: Warm Up; Present;
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Vocabulary 2: Warm Up; Present; Practice; Apply; Wrap Up
Practice; Apply; Wrap Up hi
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Review
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Review
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Week 3
Week 3
Week 3

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Song Use the Song; Extend

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The Sounds of English Song: Use the Song; Extend

The Sounds of English
Song: Use the Song; Extend
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Review
at
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Reading: Warm Up; Present; Reading: Warm Up; Present;

Practice; Apply; Wrap Up Practice; Apply; Wrap Up
Value
Reading: Warm Up; Present; Practice;

Week 4
Week 4
Week 4
Apply; Wrap Up Value

Value Assessment
Assessment
Assessment
Project: (optional)
Song (optional)
An additional generic Pacing Guide, covering one unit every four weeks, and unit-by-unit pacing guides are available on the Teacher’s Website.
39

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UNIT 0 Unit 0
Classroom Language
Seasons and Months
Welcome to Our Class
Resources TR: 0.1–0.4; Flashcards 1–4; 1 Look, listen, and say. TR: 0.1
Workbook pp. 1–2, TR: 0.2
How do you say
How do you spell scissors?
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.
ng
ni
What’s the difference between
I don’t understand. Can
ar
next to and in front of?
you help me, please?
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Yes, sure.
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hi
The teacher is in front of the class.
ap
My desk is next to your desk.
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6 Unit 0
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Classroom Language
G
• 1 Have students open their books to p. 6. • Play TR: 0.1. Pause the audio after the first two sentences.
Say Welcome to our class. Gesture to the Call on two students to role-play the dialogue. One reads
classroom. Have students repeat. Say We the question, and the other reads the answer. Have the class
l
na
work in class. We work in groups. We work repeat each sentence. Repeat this process with the next three
with partners. We help other students in dialogues on the page. Call on different students.
the class.
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• Point to the first dialogue at the top left Seasons and Months
at
corner of the page. Say We say words in • Say Now look at page 7. Let’s talk about seasons and months.
English. Point to the second dialogue. Say
N
Have students repeat the words seasons and months. Show

We spell words in English. We write letters. Flashcard 1 (spring). Say It’s spring. There are flowers on the
Point to the third. Say We read and learn. trees. It’s sunny and cool. Show Flashcard 2 (summer). Say
We don’t always understand everything It’s summer. The trees are green. It’s hot! It’s sunny. Show
right away. Point to the fourth dialogue. Flashcard 3 (fall). Say It’s fall. The trees are orange, brown,
Say We help others. and red. It’s cool. It’s windy. Show Flashcard 4 (winter). Say It’s
winter. Many trees have no leaves. It’s cold and snowy.
40 Unit 0

Seasons and months BE THE EXPERT
Our World in Context
1 Look, listen, and say. TR: 0.2
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
July, the Northern Hemisphere tilts toward the
spring summer fall winter sun, so it’s summer in that hemisphere and winter
in the Southern Hemisphere.
2 Look and listen. Point and say. TR: 0.3
ng
January February March April
ni
ar
May June July August
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September October November December
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hi
ap
It’s December.
It’s cold here. It’s December,
but it’s hot here.
gr
7
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• 1 Play TR: 0.2. Have students repeat the word for each • Expand Point to a month. Ask What’s
season when they hear it. the weather like? What season is it? For
example, point to December. Ask What’s
l
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• 2 Play TR: 0.3. Say Listen. Point to the photo. Pause the audio the weather like? What season is it?
after each season is named. Have students point in their books. Students may respond: It’s (snowy). It’s
Then have students repeat the name of the season. (winter).
io
• Say Now I’ll describe a season. You say what season it is. Let’s • Ask When’s your birthday? What month?
at
begin. It’s cold. It’s snowy. Many trees have no leaves. What List the months aloud and have students
season is it? (winter) Say The trees have flowers. What season raise their hands when their birthday
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is it? (spring) Say It’s hot. It’s sunny. The trees are green. What month is named. Say Raise your hand
season is it? (summer) Say The trees are different colors. I see when I say your birthday month. Then
orange, red, and brown. What season is it? (fall) have students stand in line in order of
• 3 Direct students’ attention to the calendar on p. 7. Say birthday months: students with birthdays
Let’s talk about months. Say Repeat each month after you in January line up first, etc.
hear it. Play TR: 0.4. Pause the audio for students to repeat
each month.
Unit 0 41

UNIT 0 Numbers
Numbers 20 to 1 Billion
Ordinal Numbers and Math Language
Academic Language equation, order 20 21 22 23 24
twenty twenty-one twenty-two twenty-three twenty-four
Resources TR: 0.5–0.7; Flashcard 5;
Graphic Organizer: Two-column chart;
25 26 27 28 29
Workbook p. 1, TR: 0.3 twenty-five twenty-six twenty-seven twenty-eight twenty-nine
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
ng
200
two hundred
ni
1,000 1,000,000 1,000,000,000
one thousand one million one billion
ar
+ — =
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plus minus equals
2 Listen. Work with a partner. Do the math Twenty plus
c
together. Listen to check your answers. TR: 0.6 five equals . . .
24 + 2 =
hi 80 + 9 = 300 – 50 =
ap
100 + 10 = 35 + 5 = 1,000 + 1,000 =
60 + 20 = 40 – 30 = 99 – 9 =
gr
Twenty-five!
8 Unit 0
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Numbers 20 to 1 Billion
G
• 1 Say Open your books to page 8. Let’s • Write on the board: 23 – 3 = 20. Say minus. Circle the minus
count. Play TR: 0.5. 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
l
na
repeat the numbers of that row, in order. students repeat.

Have the class repeat.
• Then point to the minus, equal, and plus signs on the board at
io
• After the audio plays, write on the board: random. Have students name the symbols as you point.
20 + 1 = 21. Show Flashcard 5. Say the
at
words plus, minus, equals. Circle the plus • 2 Pair students. Play TR: 0.6. Pause after each equation
sign on the board and say plus. Have to give students time to solve it and write the answer. When
N
students repeat. Circle the equal sign and students have solved each equation, play the second half of
say equals. Have students repeat. Point to the audio. Pause after each fully solved equation and have a
the complete equation on the board. Say student repeat it aloud. Then have the class repeat.
Twenty plus one equals twenty-one. Have • Modify If students have trouble solving the equations,
students repeat. 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

3 Look, listen, and say. TR: 0.7 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
ap
When’s your birthday?
gr
September 15th.
9
eo
Ordinal Numbers and Math Language

G
• 3 Draw students’ attention to p. 9. Play TR: 0.7. Pause the birthday? Tell me the month and the day.
audio after fifth. Point to each runner in the image as you say Correct any mistakes. For example, if a
aloud the number. Say first, second, third, fourth, fifth. Have student responds September fifteen, guide
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students point in their books and repeat. Continue to play him to say fifteenth.
the audio. Pause after every four numbers and have students
repeat them aloud. • Distribute two-column graphic organizers.
io
Have students walk around the room,

• Expand Call out a number such as seventeen. Ask students to asking one another When’s your birthday?
at
change the number to tell about order. (seventeenth) Repeat Students should take notes in their charts.
with more numbers. Have them write classmates’ names in
N
the first column and their birthdays in the

• 4 Say My birthday’s in (September). Ask a student What second. After a few minutes, have students
month is your birthday? Repeat the question to other students. share information about their classmates’
Then point to the dialogue at the bottom of p. 9. Role-play birthdays from their charts.
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
Unit 0 43

UNIT 0 Pronouns
Possessive Pronouns
Object Pronouns
Resources TR: 0.8; 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
Le
Whose pencil is this?
It’s mine. Thank you!
c
hi
ap
gr
10 Unit 0
eo
Possessive Pronouns
G
• Build background Say Let’s talk about • Expand Have students turn to p. 10. Point to the kite in the
things people have. Hold up a pencil. Say first picture. Ask and answer Whose kite is that? The kite is
I have a pencil. Point to yourself. Say The mine. Point to the picture of the coat. Ask a student Whose
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pencil is mine. Ask a student to hold up her coat is 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
Hold up your pencil. Point to the student questions about the pictures in Activity 1.
io
and the pencil. Say The pencil is yours.

• 2 Point to a notebook on a student’s desk. Ask Whose
at
• Ask a few students to hold up their pencils. notebook is this? (It’s his/hers.) Point to your own desk or other
Say You all have pencils. Hold up your object. Ask Whose (desk) is this? (It’s mine.) Have students look
N
pencils. Gesture to the students. Say The at the dialogue at the bottom of p. 10. Role-play the dialogue
pencils are yours. Gesture to the whole with a student. Hold up your own pencil as you ask. Have
classroom. Say We work in this classroom. students repeat the question and answer.
Gesture to indicate yourself and the
• Write this sentence frame on the board: Whose is
students. Say The classroom is ours.
this? It’s . Put students in pairs. Have them use the
• 1 Play TR: 0.8. Pause after each sentence. sentence frame to ask and answer questions about objects in
Reread the sentence, and have students the classroom.
repeat.
44 Unit 0

3 Read and write. 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 pronouncing the word and have the class
me you him her
repeat.
ng
it us you them
1. John! Jenny! I have some lunch for you .
ni
2. Hey, Dad. Can I help you ?
ar
3. Thanks, Jenny. Where’s your brother? I can’t see him .
Le
4. Mom is over there. Maybe he’s with her .
5. Go get them . It’s time to eat!
c
6. I love chicken sandwiches! Give
me that big one!
7. Dad, we want to play soccer. Do you want to come with

hi
ap
us ?
8. OK, where’s the ball? Oh, I see it !

gr
11
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Object Pronouns
G
• 3 Direct students’ attention to Activity 3 on p. 11. Point to each • Place students in pairs to complete the
picture at the top of the page. Say the word below it. Have activity. First, have students identify the
the class repeat. For them and him, hold up Flashcards 6 and person or persons or thing being talked
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7. Call on a student to point to one other student in the class to or about in each sentence. Then, have
for him. Call on another student to point to several students to them point to the picture on the page with
show them. the right word. Have them use the picture
io
to complete the sentence. When groups

• Read item 1 aloud. Say John and Jenny. How many people?
at
are finished, ask different students to read

(two people) Say I’m talking to two people. Point to the picture a sentence aloud.
in the second row that shows this. Then ask Do we write you or
N
them? (you) Then say John! Jenny! I have some lunch for you.
Have students write the word you on the line.
Unit 0 45

Unit 1
In This Unit
Theme This unit is about work, professions, and
occupations.
The World
of Work
Content Objectives
Students will
• identify and name jobs and workplaces.
• talk about jobs they like.
Language Objectives
Students will
• talk about jobs.
• talk about where people work.
Look and check.
• say what they want to be.
They are
Vocabulary ✔ underwater.
ng
Vocabulary 1 a bus driver, a chef, a doctor,
a farmer, a firefighter, a nurse, a police officer, in a park.
a scientist, a vet The person in the water is
ni
Vocabulary 2 an artist, an inventor, a movie ✔ a scientist.
star, a rock star, a soccer player
ar
a student.
Grammar
Grammar 1 Simple present: Wh questions
Le
and answers
Grammar 2 Simple present with want +
infinitive
c
Reading Wonderful Work! hi
Value Work hard.
ap
gr
12
eo

Objectives
G
• Build background Say Today, I’m a scientist. Pretend to

Students will
pour a liquid into a container and act out mixing it. Then act
• identify parts of a photo.
out looking at it closely and pretend to write down what you
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• identify a scientist and talk about her work. see. Say I look and learn. I write what I see and learn.
Resources Video Sc. 1—Introduction; Home-
School Connection Letter; Unit Opener • Write scientist on the board and say Some people are
io
Poster; Classroom Presentation Tool scientists. Scientists study nature to find out things like how
stars are made, what lives in the oceans, and why there are
at
so many different kinds of animals. They learn how nature

works. Remind students what nature means. Say Nature is our
N
Pacing Guides L3U1

world outside, like the stars, weather, oceans, and animals.
1 Hour 1–2 Hours 2–3 Hours We all have many questions about nature. Scientists try to
find answers.
• Direct students’ attention to the photo on pp. 12–13. Ask

questions such as the following:
Who is in the photo? (two women; one is in the water)
Where are they? (under the water; in the ocean)
What are they doing? (looking; learning; working)
46 Unit 1

BE THE EXPERT
About the Photo
The photo shows Sylvia Earle, an ocean explorer.
Once chief scientist at the National Oceanic and
Atmospheric Administration (NOAA), Earle has led
more than 60 underwater research explorations
of the ocean. In 1970, Earle led a team of all-
female “aquanauts” who lived for two weeks
under the sea in the capsule, or habitat, shown
here. In this photo, she’s holding algae for an
engineer to look at.
Related Vocabulary
diving, mask, oxygen tank, seaweed
ng
ni
ar
Le
c
hi
ap
Sylvia Earle working outside
an underwater habitat
gr
13
eo
G
• Explain Point to the woman in the water and read the

caption aloud. Say Sylvia Earle is a scientist. She studies the
ocean and animals in it.
l
na
• Have students look at the activity on p. 12. Say Let’s look and
check. Read the first sentence stem aloud. Then read aloud
io
each choice and ask Are they underwater? Are they in a park?
(underwater) Yes, let’s check underwater.
underwater Read the second
at
sentence stem aloud. Ask Who can point to the person in the
water? Then read each answer choice aloud and ask Is she a
N
scientist? Is she a student? (scientist) Say Yes, she’s a scientist.

Let’s check a scientist
scientist.
• Read each completed item aloud and then have students

read it with you. Say We learned about one job. The job is a
scientist. Now we will learn about more jobs.
Unit Opener 47

VOCABULARY 1
VOCABULARY 1
Objective
Students will
• identify and use words that name jobs. 2 Listen, point, and say. TR: 1.2
Vocabulary a farmer, a bus driver, a doctor,

a firefighter, a police officer, a vet, a chef,
a scientist, a nurse
Academic Language jobs, base words, word
endings, suffixes
Resources TR: 1.1–1.2; Flashcards 15–23; Video
Sc. 2—Vocabulary 1a, Sc. 3—Vocabulary 1b;
Activity Worksheet 1.1; Graphic Organizer:
a farmer a bus driver
Word web; Workbook p. 4; Online Practice
ng
ni
ar
a doctor
Le
c
hi
ap
a vet
gr
14 Unit 3
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Warm Up Present
G
• Draw a word web on the board and write • Have students open their books to pp. 14–15. Point to the
I’m good at in the center circle. photo of the farmer and say Here’s a farmer. Some farmers
l
raise cows. Cows produce milk. Some farmers raise chickens.

na
• Read aloud the center circle and model Chickens produce eggs. Milk and chicken are foods. We get
completing the sentence. Say I’m good at many foods from a farmer.
teaching. Then ask What are you good
io
at? If students have difficulty answering, • Point to the photo of the bus driver and say Here’s a bus driver.
ask questions such as Are you good at A bus driver takes children to school. Point to the photo of the
at
drawing? Say Raise your hand if you are. doctor and say Here’s a doctor. A doctor helps sick people.
Continue with other questions, such as
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Are you good at singing? Are you good at • Continue pointing to each photo, reading the target words,
coloring? Are you good at cleaning? Are and giving context sentences such as A firefighter stops fires. A
you good at swimming? Write students’ police officer helps everybody. A vet helps sick animals. A chef
answers in the other circles in the web. makes food. A scientist learns new things about our world. A
nurse helps a doctor.
• Say I’m good at teaching. So, I’m a
teacher. That’s my job. Write job on the
board and have students repeat it. Explain
A job is what a person does to earn money.
Today, we’ll learn words for jobs.
48 Unit 1

BE THE EXPERT
Vocabulary Strategy
Base Words and Endings -er, -or Common
suffixes, or word endings, in English include -er
and -or. In some cases, these word parts mean
“a person who.” For example, a writer is a person
who writes. A runner is a person who runs. In
a scientist those examples, the suffix -er is added to a base
word (write, run), with minor spelling changes.
There are, however, many words in English that
a chef end with -er and do not refer to a person. These
words fall into two broad categories: words that
compare, such as wider, larger, happier, and
words that name things, such as soccer, butter,
computer. The suffix -or is similar to the suffix
-er, though less common. Like -er, it is sometimes
ng
added to a root or to a base word, as in sailor
a nurse
and editor.
ni
3 Ask and answer.
ar
Le
She’s wearing Workbook and Online Practice
a white hat. Vocabulary 1
c
Is she a firefighter?
✔ Formative Assessment
hi
ap
Can students
• identify and use words that name jobs?
Hold up Flashcards 15–23 one at a time and ask
gr
Making churros, Yangon, Myanmar

15 What job is this?
eo
Practice Wrap Up
G
• 1 Say It’s time to listen and say. Say each word and sentence • Say Let’s find out how many students like
you hear. Model for students. Say A farmer. He’s a farmer. Have each job. Write the vocabulary words on
l
students repeat the word and sentence. Then play TR: 1.1. the board. Say Who wants to be a farmer?
na
Raise your hand. Write the number of

• 2 Say Now it’s time to listen, point, and say. Play TR: 1.2. raised hands on the board. Ask Why do
As each worker is named, have students point to the photo you want to be a farmer? Model answers
io
on pp. 14–15. Play the track again and have them say the job’s such as I like animals. Repeat with each
name as they point.
at
target word.
• Circle the job with the greatest number

Apply
N
and say Many students want to be (a vet).

• 3 Model the sample dialogue on p. 15 with a student. Say They like (animals). Call on students to say
Now ask and answer. Pick a photo on pages 14–15. Don’t tell sentences about the other target words.
your partner which photo you picked. Tell your partner one
thing about the photo. Your partner tries to guess. Take turns.
Review
• Model the activity. Say This person’s coat is white. Model • For additional practice, direct students to
finding the photos with people wearing white coats. Ask Is the Activity Worksheet 1.1.
person a chef? Model No, he or she isn’t. Point to the intended
photo and say He’s a doctor!
Vocabulary 1 49

EOW2e_LP_3_49624_046-065_U1.indd 49 20/12/2019 18:24
GRAMMAR 1
GRAMMAR 1
Objective Simple present: Wh questions and answers TR: 1.3
Students will What does your father do? He’s a chef.
Where does your father work? He works in a restaurant.
• use the simple present with Wh questions
and answers.
1 Play a game. Spin, ask, and answer. Play with a partner.
Grammar Simple present: Wh questions and resta
answers ool ura
sch nt
Resources TR: 1.3; Flashcards 15–23; Video

Sc. 4—Grammar 1; Workbook p. 5; Grammar
l
it a
Workbook pp. 1–2; Online Practice
ho
sp
spi
l ho
Materials a pencil and a paper clip for each pair
al t
animaon
ng
tati
bus
s
lice
po
ni
lab
ar
m
far
2 Talk about what these people do. Work with a partner.
Le
c
hi
ap
1
gr
16 Unit 1
eo
Warm Up Present
G
• Write these questions on the board as you • Have students turn to p. 16. Point to the grammar box. Read
say them aloud: What do you like? What the first question aloud.
l
do you do?
na
• Have students read the first question as you point to it. Then
• Say We ask questions when we want to hold up Flashcard 16 and say He’s a chef. Write the following
know something. Ask What do you like? on the board:
io
Accept and restate all answers, such as I

like animals or I like to swim. What does your father do? He’s a .
at
• Build background Circle What do you What does your mother do? She’s a .
N
do? on the board and say We ask this

question to find out about someone’s job.
• Point to the questions and say We ask “What does your
It means “What work do you do? What is
(father) do?” to ask about someone’s job. Point to the
your job?”
sentences and say We answer “He’s (a bus driver)” or “She’s
• Point to the question and have a student (a firefighter).”
ask you What do you do? Point to yourself
• Point to the grammar box on p. 16. Read the sentences or
and answer I’m a teacher. I teach in
play TR: 1.3.
a school.
50 Unit 1

EOW2e_LP_3_49624_046-065_U1.indd 50 20/12/2019 18:26
• Write the following on the board: BE THE EXPERT
Where does your father work? He works . Grammar in Depth
The simple present has different usages. In this
Where does your mother work? She works . lesson, it’s used to ask and answer questions
about habitual activities (i.e., occupations).
• Point to the questions and say We say “Where does (your Use do as the main verb when you ask about a
person’s occupation: What do you do? Use a form
father) work?” to ask where someone works. We answer “He
of the verb be in your answer: I’m a teacher.
works (in a restaurant).” Put students in pairs. Have partners
Watch out for the third person singular (she, your
take turns asking and answering the questions on the board.
brother, his mother) form:
I work in a school.
Practice She works in a school.
• 1 Have students look at p. 16. Direct their attention to What do you do?
Activity 1. Say Now, we’ll play a game. Show students how to What does your brother do?
ng
use the spinner. Place a paper clip on the spinner. Hold the While you can shorten the answer to the where
point of a pencil, with the eraser end up, in the end of the Where does your father work? In a
question (Where
paper clip, in the center of the spinner. Spin the paper clip. .), you can’t shorten the answer to the what
bank.),
ni
What does your aunt do? She’s a bus
question (What
• Demonstrate the game with a student. Spin the spinner, look driver.).
ar
at the picture (chef), and ask the student What does your Once the subject is understood from the first
(mother) do? Prompt the student to look at the space and question, you can substitute the pronoun in the
Le
answer She’s a chef. Hold up the spinner and point out the second question.
labels with each picture. Then ask the student Where does she What do your parents do?
work? Prompt the student to answer She works in a restaurant. They’re teachers.
Then it’s the student’s turn to spin and ask you questions.
c
Where do they work?
• Form pairs. Say Now it’s your turn to play the game! Walk
hi They work at a school.
around the room as students play. If students have difficulty, Teaching Tip
ap
review the grammar box on p. 16 with students.
It’s important to give all students an opportunity
to speak in class. When you ask questions,
gr
Apply remember to not always call on the most eager

or fluent student. Call on many different students.
• 2 Point to Activity 2 on p. 16. Have students look at the Try to give everyone an opportunity to participate
eo
photos. Say Let’s talk about one of the photos. Point to one in class.
and ask a student What does she do? Have the student answer
G
“She’s a (vet).” Say Yes. She’s a vet. What do vets do? Vets work
with animals. People bring their pets to vets when they are sick.
l
• Form new pairs and have students take turns picking a photo
na
and talking about what the person in the photo does.

io
Wrap Up
at
• Form small groups. Say One student asks another student

“What does your father do?” The student answers, and then
N
asks the next student the same question about a different

family member. Take turns until everyone asks and answers Workbook and Online Practice
a question. Then have students share their dialogues with Grammar 1
the class.
Can students
• use the simple present with Wh questions and
answers?
Hold up Flashcard 23 (a vet). Put students in
pairs and have them ask and answer questions
about the job, such as What does (a vet)
do? Where does (a vet) work? Repeat with
Flashcards 15–22.
Grammar 1 51

VOCABULARY 2
VOCABULARY 2
Objective 1 Listen and say. Look and write. TR: 1.4
Students will
• identify and name jobs.
Vocabulary an inventor, a rock star, a movie star,
an artist, a soccer player
Content Vocabulary action, job
Resources TR: 1.4–1.5; Flashcards 15–28;
Video Sc. 3—Vocabulary 2; Activity a rock star a movie star
Worksheet 1.2; Workbook p. 6; Online Practice
ng
an inventor an artist a soccer player
ni
1. This person plays a sport. She’s a soccer player.
He’s an artist.
ar
2. This person draws and paints pictures.
3. This person sings to lots of people. She’s a rock star.
Le
4. This person makes new things. He’s an inventor.
5. This person is in the movies. She’s a movie star.
c
2
hi
Listen and stick. TR: 1.5
ap
1 2 3 4 5
gr
17
eo
Warm Up
G
• Activate prior knowledge Put students An inventor makes new things. Show Flashcard 26 and say
in three groups. Give each group four cards A movie star. A movie star is in movies. Hold up Flashcard 27
and read the target word. Say We know the word singer.
l
from Flashcards 15–23. Say Look at your

na
cards. Talk about each job. Then I name Some singers are rock stars. We listen to their songs. Hold up
a job. You show me the card and tell me Flashcard 28 and say A soccer player. She helps win games.
about it. Give students a few minutes to
io
• Say Open your books to page 17. Look at the photos of

discuss their cards.
people. Point to each photo and say the occupation. Have
at
• Say one of the jobs from pp. 14–15. Ask students repeat.
Who has the (chef) card? Stand up. Say
N
• Ask questions such as Who kicks a ball? (a soccer player)

Tell me about the job. Continue with the
Who has a paintbrush? (an artist) Who’s singing? (a rock
other target words.
star) Who’s wearing a long white dress? (a movie star) Who’s
working on something new? (an inventor) Point to a photo on
Present p. 17 and ask What job is this? If students have difficulty, help
them read the label that identifies the job.
• Hold up Flashcard 24 and read the target
word. Say An artist colors, draws, and
paints. An artist makes beautiful pictures.
Hold up Flashcard 25 and say An inventor.
52 Unit 1

EOW2e_LP_3_49624_046-065_U1.indd 52 20/12/2019 18:26
Practice BE THE EXPERT
• 1 Say Now listen and say. Play TR: 1.4 and have students Teaching Tip
listen and repeat each target word. Classroom Management Because only one
person is actively participating when a single
• Point to items 1–5 below the photos. Say Read each sentence. student is writing on the board, other students
Find the photo that matches it. Write a sentence about the may stop paying attention. To help them stay
person and the job. Model completing item 1. Point to item 1 focused, call randomly on students to say one
and read the sentence aloud. Say A sport is an activity that’s a thing they learned so far in the lesson, or to
game. Who’s playing a game? Point to the photo of the soccer summarize what the previous student did at
the board.
player. She’s playing soccer. I write She’s a soccer player. Have
students complete the rest of the activity independently. Then
play TR: 1.4 for students to check their answers.
• 2 Say It’s time for stickers! Help students find the stickers at
the back of the book. Identify the image on each sticker with
ng
students. Then play number 1 on TR: 1.5. Say I listen. I hear
music. I hear a rock song. People like it. What sticker is it? (a
rock star) Say Yes! I put the rock star sticker on number 1. You
ni
do the rest. Play the remainder of TR: 1.5.
ar
Apply
Le
• Put students in pairs. Write the following on the board:
Who ? Who makes new things?
c
• Direct students’ attention to the photos on p. 17 and say Look
hi
at the photos. Point to the Who question frame on the board
ap
and say Ask a Who question. Your partner answers. Take turns.
Model the activity. Ask Who makes new things? Model the
gr
answer. An inventor makes new things.
• Give pairs five minutes to ask and answer questions about

eo
the photos. Then call on students to ask the class questions.

Remind the class to answer using complete sentences.
G
Wrap Up
l
na
• Write the following on the board:
An artist runs fast.

io
An inventor is in movies.
at
A movie star plays in a band.

N
A rock star makes new things.

A soccer player draws and paints.
• Place students in small groups. Say Match a job to an action.

After group discussions, ask students from each group to Workbook and Online Practice
Vocabulary 2
come to the board and draw a line to match one job to an
action. Then have them join the words in each column to form
sentences. Model with A soccer player runs fast.
Can students
Review • identify and name jobs?
Hold up Flashcards 24–28 for students to
• For additional practice, direct students to Activity Worksheet 1.2. identify.
Vocabulary 2 53

EOW2e_LP_3_49624_046-065_U1.indd 53 20/12/2019 18:26
GRAMMAR 2
GRAMMAR 2
Objective Simple present with want + infinitive TR: 1.6
Students will What do you want to be one day? I want to be a movie star.
What does your brother want to be? He wants to be a doctor.
• use the simple present with want + infinitive.
Grammar Simple present with want + infinitive
1 Read and write.
Academic Language usually 1. She loves animals. What does she want to be?
Resources TR: 1.6; Flashcards 15–28; Video Sc. 5— She wants to be a vet.
Grammar 2; Activity Worksheet 1.3; Workbook
p. 7, TR: 1.1; Grammar Workbook pp. 3–4; 2. She plays guitar in a band. What does she want to be?
Online Practice She wants to be a rock star.
Materials scissors, tape, glue
3. She likes cooking. What does she want to be?
She wants to be a chef.
4. He loves to draw and paint. What does he want to be?
ng
He wants to be an artist.
ni
2 Play a game. Cut out the cube and the cards in the back
of the book. Play in groups of six.
ar
Le
1 2 3 What do you want
to be one day?
c
I want to
hi be a chef.
4 5 6
ap
gr
18 Unit 1
eo
Warm Up Present
G
• Activate prior knowledge Write the • Have students open their books to p. 18. Point to the grammar
following two sets of sentences on the box at the top of the page and say Let’s listen. Play TR: 1.6.
l
board as you say each one. Have students

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• Write these sentence parts on the board:

complete the last sentence in each set and
then repeat all the sentences with you.
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What do you want to be one day?

She likes to draw. She likes to paint. does she want
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She’s an . (artist)
does he want
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He likes food. He likes to cook. He’s a

. (chef) • Say Let’s make questions. Point to each sentence part in order
as you say it. Then have students say the completed questions
with you.
• Repeat the activity with other jobs students
learned. If students have difficulty naming • Model answering each completed question: (I want / She
the job, hold up the target Flashcard wants / He wants) to be (an inventor). If students have
(15–28) as you say each set of sentences. difficulty thinking of occupations, have them use the Unit 1
Flashcards.
54 Unit 1

EOW2e_LP_3_49624_046-065_U1.indd 54 20/12/2019 18:27
• Form pairs. Have pairs use the sentence parts to ask and BE THE EXPERT
answer questions. Ask What do you want to be one day?
Remind students to answer in complete sentences. If students Grammar in Depth
have difficulty, play TR: 1.6 again. Students learn to say I want to be a movie star. In
this sentence, to be is an example of an infinitive
form. There are many verbs that can be followed
Practice by an infinitive, and want is one of them. Students
have also previously learned this pattern to talk
• 1 Say It’s time to read and write. Point to Activity 1. Model about their likes: I like to play baseball.
doing the first item. Say Look at item 1. She loves animals. What
In statement form, want can change form (I
does she want to be? Let’s think. Allow time for students to want, he wants) but the infinitive doesn’t change
answer, and then say Vets work with animals. I think she wants (I want to be, he wants to be).
to be a vet. Show students where to write the first answer. Have We often ask children a fuller version of the Wh
them complete the remaining items on their own. question: What do you want to be one day? What
do you want to be when you grow up?
Apply Note that in conversation, we often answer Wh
ng
questions with a shortened answer: What does
• Form groups of six, making sure each group has scissors, glue, your brother want to be? A doctor
doctor. Your students
and tape. Model finding and cutting out, all in one piece, the should first practice the full sentence ((He wants to
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boxes with words on p. 105. Show how to fold the boxes and be a doctor.).) before they learn the shorter form.
tape them to make a cube. Because groups need only one
Teaching Tip
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cube, have them cut out just one. Then have each member of
Grouping When students work in groups, assign
the group cut out the eight photo cards.
specific tasks to individual students to make sure
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• 2 Read the dialogue, first to the class and then with another everyone is working. For example, one student
can be the recorder and write the group’s ideas.
student. Model the game. Say I roll the cube. It says “your
Another student can be the reader, in charge of
brother.” I look at my cards. Then I say “My brother wants to
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reading questions aloud or of reading sections
be a chef one day.” I glue the picture of the chef on number 1.hi of a text to the group. Another student can be
Model gluing the card with the picture of the chef on the first the captain, who makes sure everyone does her
space in the grid on p. 18. Say The next person takes a turn. job. Rotate the tasks from activity to activity, so
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Have students complete the activity. students get to perform different tasks.
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Wrap Up
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• Put students in pairs. Say Ask your partner “What do you

want to be one day?” Your partner answers and then says
why. Model the activity. Ask What do you want to be one day?
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Model the answer I want to be an artist. I like to draw. Give

pairs five minutes to ask and answer the question. Then have
pairs tell the class what their partner wants to be one day
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and why.
Review
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• For additional practice, direct students to Activity Worksheet 1.3.

at
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Workbook and Online Practice

Grammar 2
Can students
• use the simple present with want + infinitive?
Ask What do you want to be one day? Have
students answer in a complete sentence: I want
to be (a doctor).
Grammar 2 55

EOW2e_LP_3_49624_046-065_U1.indd 55 20/12/2019 18:28
SONG
SONG - THE SOUNDS OF
ENGLISH 1 Listen. Read and sing. TR: 1.7
Song
Vocabulary in the song
Work
What does your father do?
Vocabulary 1 a doctor, a farmer, a chef What does your mother do?
Vocabulary 2 a rock star What does your brother do?
What do they do?
Grammar in the song
Grammar 1 Simple present: Wh questions and
answers farmer
Grammar 2 Simple present with want +

infinitive 11
2 Listen and say.
Resources TR: 1.7; Video Sc. 6—Song; 1. farmer
f f fighter
fire f
Activity Worksheet 1.4; Workbook p. 9, TR: 1.3;
2. father
f ffish
ish
Online Practice
ng
fa
3. sofa heff
cchef
che
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Resources TR: 1.8; Flashcards 3, 16, 18, 19, 46,
91, 103, 107; The Sounds of English Card 10;
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Workbook p. 9, TR: 1.4; Online Practice
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c
hi
ap
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Tekirdağ, Turkey
19
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Use the Song

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• Build background Say We’ll listen to a • 1 Say Now let’s hear a song that asks what jobs people do.
song. My job is in the song. Ask What’s my Play the first verse of TR: 1.7 as students follow along in their
job? What do I do? (teach) Say Yes, I’m a books. Play the verse again and have students sing along
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teacher. I teach. Have students repeat the with you.

sentences.
• Put students in four groups and assign each group one line
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• Predict Say Let’s guess what other jobs of the first verse. Choose one student in each group to stand
are in the song. Brainstorm a list of jobs and answer the question. Play the first line and model with
at
on the board with students. Then have a student. Sing “What does your father do?” Stop the song
students open their books to p. 19. Draw and have the student answer with any one of the jobs on the
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students’ attention to the person in the board: “He’s a (firefighter).”

photo and ask What job does he do? Say
That’s right. He’s a farmer. Let’s see if we • Say Now let’s all sing our parts! Play the first line of TR: 1.7,
have that job on our list. Check it off or pointing to the first group to sing along with the question.
add it to the list on the board if it is not Then stop the song and have the one student stand up and
already there. answer with a job from the board. Repeat with each of the
next three lines. After the last group sings the fourth line of
the verse, have the designated student stand up and answer
“They work!”
56 Unit 1

EOW2e_LP_3_49624_046-065_U1.indd 56 20/12/2019 18:29
Extend BE THE EXPERT
• Play the whole song on TR: 1.7. Have students follow along in Teaching Tip
their books and sing with you. Complete lyrics are on Student’s Help students transition between lessons. When a
Book p. 97. Pause for each target word (doctor, rock star, lesson is over, have students write one thing they
farmer, chef) and have students sing the word. learned and one question they have. Tell students
that these cards are their “tickets” to the next
• Put students into groups of three. Write I want to be a lesson or activity.
! on the board. Have each group member complete When students have handed in their cards, they
a frame with a job they learned about. Then have groups may move on to whatever comes next in the
take turns singing the last verse of the song, substituting the schedule. The cards can give you information
sentences they wrote. about how well students understand the lesson
they just completed.
Review The Sounds of English Cards

You can use The Sounds of English Card 10 to
• For additional practice, direct students to Activity Worksheet 1.4. teach the /f/ sound. Audio for this card is available
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on the Explore Our World website.
The Sounds of English: /f/ as in farmer Related Vocabulary
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microphone, stethoscope
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• 2 Hold up Flashcard 18. Ask What word is this? When
students answer, say That’s right. It’s farmer. Say farmer again,
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emphasizing the sound of f in the first syllable as you write
the word on the board. Say Now let’s listen to other words
like farmer. Play TR: 1.8 once while students just listen. Then
say Let’s listen and say. Play TR: 1.8 again and have students
c
repeat the words. hi
• For more practice, have students look at pictures, listen, and
ap
raise their hands when they hear /f/ as in farmer.. Display
Flashcards 3, 16, 19, 46, 91, 103, and 107 (fall,
fall, chef, firefighter,
goldfish, soft, feel, forest ), which all contain the target sound.
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Also display some Flashcards that don’t contain the sound.

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• Say Look and listen. Raise your hand if you hear /f/ as in
farmer. Hold up a card or picture and say the word. If students
raise their hands in error, repeat the incorrect word and a word
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with the target sound to demonstrate the contrast.

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Song
Song - The Sounds of English 57

READING
READING
Objectives 1 Listen and read. TR: 1.9
Students will
• tell about a photographer’s work.
• summarize a text.
Wonderful Work!
Annie Griffiths is a photographer. She
Reading Strategy Summarize travels all over the world for her work. She
takes photographs of people at work and
Academic Language summarize people having fun. She also takes photos of cute animals
Content Vocabulary adventure, life, and some very scary animals. Annie wants all her photos
photograph, photographer, places, scary, takes to tell a story. She wants people to think about them.
photographs (takes photos), travels
Resources TR: 1.9; Workbook p. 10, TR: 1.5; 2 Talk. You are a photographer. What do you want
Graphic Organizer: Word web; Online Practice to photograph? Work with a partner.
Materials phone with camera (optional), one
index card per group
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The first photo of a person
is from Paris in 1838.
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Victoria Falls, Zambia
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1861 First color 1999 First camera
photograph and video phone
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1814 First
hi 1984 First
photograph digital camera
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I want to take pictures
of the mountains.
I want to take a
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picture of my family.
20 Unit 1
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Warm Up Present
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• Preteach Say Today we’re going to read • 1 Read together Say Now let’s read about a photographer.
about a job. The job is photographer. Her name is Annie Griffiths. Play TR: 1.9 and have students
listen. Play the track a second time. Have students open their
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Act out taking a photograph and say

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A photographer is someone who takes books to p. 20 and read along with you.
photos. Say Photograph is another way
• Pause at the ends of sentences to check comprehension. Ask
of saying photo.. Both words mean the
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questions such as these:

same thing.
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Sentence 1: What job does Annie Griffiths have?

• Say Some photos show people. Some (photographer)
photos show places. Some photos show
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Sentence 2: Where does Annie work? (all over the world)

animals. A photographer takes photos of Sentences 3 and 4: What does Annie do? (She takes photos
people, places, and animals. Have students of people and animals.)
repeat the last sentence.
• Graphic literacy Point out the time line on p. 20. Say This
a time line. A time line tells about the past and now. Say Look
at the date 1814. What does it say next to it? Say The first
photo was taken more than 200 years ago! Then ask What is
the last date on the time line? (1999) What happened in 1999?
(first camera and video phone) Ask When was the first digital
camera made? (1984) If students have difficulty, review the
time line again.
58 Unit 1

• Play TR: 1.9 again as students follow along in their books. About the Photo
Then draw a simple word web on the board. Say When we This photograph, taken by Annie Griffi ths, shows
summarize, we tell the important parts of a text. A word web a person bathing at the top of Victoria Falls in
helps us remember what we read so we can tell other people Zambia in southern Africa. This famous waterfall
about it. is among the biggest and most beautiful on the
planet. The falls produce mist that can be seen
• In the center circle, write Who. In the three outer circles, write more than 20 kilometers (12 miles) away. The
What, Where, Why. Point to the center circle and ask Who is name of the falls in the language native to the
area is Mosi-oa Tunya, which means “the smoke
the Reading about? Write Annie Griffiths, Photographer in the
that thunders.”
circle. Point to each of the other three circles in turn and have
students help you fill them in. (What: takes pictures of people Our World in Context
and animals; Where: all over the world; Why: to tell stories) Not all photographers travel. Some take photos
of people at local events, such as graduations,
• Put students in pairs and have them copy the word web. weddings, and parties. Others work with scientists
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Point to the center circle on the board and say Talk about and use microscopes to take photographs of
Annie. Then point to the other circles and say Each circle tells minute objects. Some photographers help make
something about Annie. Model by pointing to the circle that movies. Commercial photographers work for
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says What. Say One partner says what Annie does. The other advertising agencies, taking photographs of
partner uses another circle to tell something else about Annie. products for advertisements. Photojournalists are
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reporters who capture current events for news
Say Take turns. Talk about all the circles.
media through photography.
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Apply Reading Strategy
Summarize Summarizing is retelling the most
• 2 Say Let’s read what the girl and boy are saying. Model important ideas in a passage in one’s own words.
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the dialogue at the bottom of p. 20 with a student. Then form Summarizing answers the question “What are
pairs and have students practice the dialogue.
hi the most important ideas the author wants
me to learn from this text?” A basic summary
ap
usually answers the questions who, what, when,
where, why, and how. A more complete summary
identifies the main idea in a text and includes
I want to take pictures of .
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the most important details that support that

I want to take a picture of . idea. Summarizing helps students check their
understanding and remember a text.
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• Read aloud the sentence frames. Then say You’re all Related Vocabulary
photographers. Point to the sentence frames and say Tell your waterfall
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partner about the photos you want to take. Take turns.

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Wrap Up
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• Put students in groups of four and give each group one index
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card. Say Each of you writes one thing on the card that you
learned about Annie Griffiths and her job. Take turns writing.
at
• Give students five minutes to write what they learned. After

students practice reading aloud the group’s card, have
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someone from each group read the group’s card to the class.
Reading
Can students
• tell about a photographer’s work?
Ask What does a photographer do?
• summarize a text?
Have students use their word webs to tell
you about Annie Griffi ths’s job. (Annie takes
photographs of people and animals.)
Reading 59

VALUE VALUE
Value Work hard.
Objectives Work hard.
Students will
Work hard at school
• read a sentence about work.
and at home.
• talk and write about how they work hard.
• complete the Unit 1 Quiz.
Resources Workbook p. 8, TR: 1.2, p. 11; Value
Poster; Assessment: Unit 1 Quiz
BE THE EXPERT
Teaching Tip
When students discuss a question in a small
ng
group, have them play Round-Robin. Call on one
student to give his ideas about the question first.
Then that student chooses another student, says
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the student’s name, and asks the same question.
Students continue until everyone has had a
ar
chance to give their ideas about the question.
Panglao, Philippines
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Related Vocabulary
broom
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Writing
Unit Review
hi
✔ Assessment: Unit 1 Think. Pair. Share.
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Do you work hard?
Give the Unit 1 Quiz. Hand out the quiz and go What do you do?
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over the instructions with students. The quiz

should take 20–25 minutes. 21
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Value
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Think Pair
• Draw a word web on the board and write • Point to the questions beneath Think. Pair. Share. Form groups
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Work hard in the center circle. Say We work of three. Ask How do you work hard? What do you do? Say
hard at school. Give some examples. Use Think about how you work hard at school and at home. Talk
reading, listening, and learning new words
words. about it. Have students plan together but write their own
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Write the examples in the other circles in responses. If students have trouble getting started, provide this
the web. opener: I work hard. I __________.
at
• Have students look at the photo on Share

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p. 21. Ask What do you see? (a group

of schoolchildren in uniforms smiling • Have students share their responses with the class.
and cleaning up the street) Say They’re
working. Say They have brooms. They
work hard.
• Read the caption beneath the title aloud.
60 Unit 1

Project Worksheet – Unit 1
PROJECT
Make a poster about your favorite job.
He is my favorite artist and
my favorite writer, too!
1 2
Objectives
Students will
• tell about favorite jobs.
• create a poster about their favorite job.
Do research. Choose a job.

Resources Flashcards 15–28; Project
Worksheet Unit 1
3 4
Materials poster board, crayons and/or markers,
old magazines, scissors, glue, large sticky notes
Draw and glue pictures. Write about the job.
BE THE EXPERT
ng
Teaching Tip
Prepare Classroom Management Before students begin
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activities with movement, carefully model the
• Review the unit vocabulary words by holding up each of the process. Students need to know both where they
ar
Flashcards (15–28) and asking What does (he) do? Develop go and how they go there: quietly, and without
context for each word by saying, for example, Yes, he’s a running.
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doctor. He helps people stay healthy. Then ask What’s your As you model walking to another desk or table,
favorite job? Make a list of favorite jobs on the board. use any signals you have already established or
used for Be quiet and Walk, don’t run. With some
• Have students look at the project worksheets. Point to the activities, you may also have to signal when to
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name of the poster. Say Pedro made this poster. Read the move on to the next step of a process.
hi
paragraphs aloud. Ask What does the writing tell you? (what
Pedro wants to be, Pedro’s favorite artist) Project Rubric
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 Did students research information and use it in
• Say Let’s make our own posters! Hand out materials to their writing?
students. Read aloud the first step. Say First, find out about 
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Did students write about a favorite job and

different jobs. Find out about people with those jobs. Look in give details about it?
books. Look on the computer. Find photos in magazines. Read  Did students draw or cut out and glue pictures
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the second step aloud. Say Pick your favorite job. Write it at the or photos, write a title, and sign their posters?
top of your poster. Point out the title on the model poster. Read  Did students write appropriate comments
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aloud the third step, point to the images on the model poster, about others’ posters?
and say Draw pictures. Glue photos you find. Read aloud the
last step. Say Now write what you learned about your job. Use
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a separate sheet of paper. Write about someone with that job.

Give students time to write and revise. Then tell them to attach
their writing to the poster.
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Share
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• Do a walk-around share. Have each student place his poster

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on top of his desk or table. Give each student three sticky

notes and say Walk to the person next to you. Read the poster
there. Write a sentence about it on a sticky note. Write sample
comments on the board, such as I want to be a (rock star), too.
I like your pictures of a (vet). They (help animals). Say You can
also add “Good job!” Then sign your name and stick your note
on the poster.
• Display the posters around the classroom. Now I Can

Ask questions such as the following:
• Modify If less time is available, pairs or small groups can • What jobs can you name?
work together to create just one poster per two or three • Where does a chef work?
students. You can also provide information about careers for • What do you want to be?
students to draw from.
Value and Project 61

EOW2e_LP_3_49624_046-065_U1.indd 61 20/12/2019 18:30
VIDEO
Vocabulary 1 a bus driver, a chef, a doctor, a farmer,
a firefighter, a scientist, a nurse
Vocabulary 2 a soccer player, an artist, a rock star, an
inventor, a movie star
Grammar 1 Simple present: Wh questions and answers
Grammar 2 Simple present with want + infinitive
Song Work
Viewing Writing Worksheet; jobs people do
Story Time What Jobs Do They Do?
Resources Flashcards 15–28; Video Sc. 1–12; Graphic
Organizer: Two-column chart
Zoom In
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Vocabulary
Before You Watch • Pause after each vocabulary segment. Ask What jobs
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• Say We’ll see a video about jobs. Have students does Freddy the frog name? Do you want to be a
predict what they will see. What jobs do you think are (doctor)? Why?
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in the video? Have students name the jobs they have
studied in the unit. If they have difficulty, review the
Grammar
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Unit 1 Flashcards (15–28). • Stop the video after the animation with the elephant.
Ask What does the elephant want to be?
While You Watch Song
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• Write all the unit target words on the board. Have
hi
• Say One part of the song is “I want to do it all.” What
does “do it all” mean? (It means do a lot of different
students copy the list and make a check mark for
ap
each word they hear in the video. Pause the video jobs.) Have students write I want to do it all and then
as necessary to allow students to check off words write sentences about three jobs, using I want to.
they hear.
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Viewing
• Give two-column charts to students and draw one on
After You Watch
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the board with the headings Jobs and Actions. Under

• Ask What words did you check? Ask questions about Jobs, write soccer player, firefighter, farmer, chef,
doctor. Under Actions, write feeding sheep, making
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what students saw. Then play several scenes with the

audio off and have students use their lists to describe cookies, kicking a ball, helping a child, putting out a
what they see in the video. fire. Have students match each worker with the action
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in the video and then form a sentence using this

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frame: The is .
Story Time
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• View Scene 11: Story Time and say Let’s look at the
at
jobs in the story. Make a two-column chart with the

headings Job and Does. Work with students to fill it
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in. Then have students use the completed chart to talk

about how some of the jobs are alike.
• View What Jobs Do They Do? again. Ask questions

such as Who keeps animals healthy? (vet) Who keeps
people healthy? (doctor) Who works with food?
(chef, farmer) Name jobs that help people. (doctor,
firefighter, nurse)
62 Unit 1

EOW2e_LP_3_49624_046-065_U1.indd 62 20/12/2019 18:31
UNIT 1 READER
Text Type informational text
Vocabulary a vet, a chef, a firefighter, a doctor
Content Vocabulary stethoscope
Grammar Simple present: Wh questions and
answers
What Jobs Do They Do?
Every day while you’re at school, Reading Strategy Using Visuals to Support
other people work. Read clues Comprehension
about some of the jobs people Resources Video Sc. 11—Story Time;
do. Can you guess each job? Graphic Organizer: Two-column chart
Before You Read

• Predict Hold up the book so that students can see the cover.
ng
Have a student read the title. Point to the objects on the cover
and ask What do you see? (something a nurse or doctor listens BE THE EXPERT
ni
with, a dog, a firefighter’s hat, food) Say The pictures tell us Reading Strategy
about this book. What jobs do the pictures tell about? (doctor/ Using Visuals to Support Comprehension
ar
nurse, vet, firefighter, chef) Encourage students to use visuals before, during,
and after they read. Before they read, students
• Introduce the strategy Say Let’s look at page 3. Ask What
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can preview visuals and use them to predict
do you see? (a dog, a cat, an X-ray) Say The photos help us and to activate prior knowledge. While reading,
understand the words. Hand out two-column charts to students students can use visuals both to help learn new
and draw one on the board with the headings Pictures and words and to confirm the meaning of known
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Job. Say As we read, we’re going to stop to list the photos and
hi words. After reading, students can use visuals to
tell what job they show. summarize, or as aids to summarizing. Students
can also use them to locate and review specific
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information.
While You Read Text Background
• Read the book aloud to students. Stop after every few pages
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Informational texts take many forms. This book

to ask questions that focus on using the photos to understand has a pattern that repeats similar clues with
the text. Have students complete their two-column charts questions. The reader finds the answers in words,
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as you read through the text. Ask students questions such as photos, and labels. The text also uses the same
the following: rhyme pattern (abcb) throughout, giving a sing-
song repetition to the text.
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p. 4: What does the photo show? Model an answer. The

photo shows a vet looking at a dog’s ears. The words Teaching Tip
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say a vet helps take care of animals. The photo helps me Fluency Model pausing at punctuation marks
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understand the words. It shows me one way a vet cares while reading aloud. Pause briefly for commas.
for animals. Pause a little longer for periods. Then have
partners take turns reading passages aloud to
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p. 7: What job do the photos show?

each other, pausing appropriately for commas
p. 9: What do the photos tell you about the job of a doctor?
and periods.
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After You Read

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• Form pairs. Have students take turns pointing to and

identifying the photos on pp. 3, 5, 7, and 9 and asking and
answering What does this person do?
Video and Reader 63

AUDIO SCRIPT TR: 1.9 1 Listen and read.
Note: The reading Wonderful Work! is on p. 58.
Student’s Book
TR: 1.1 1 Listen and say. Workbook
a farmer He’s a farmer.
TR: 1.1 1 Listen and write.
a bus driver He’s a bus driver.
Adult: What does your brother want to be?
a doctor He’s a doctor.
Boy: He wants to be an artist.
a firefighter She’s a firefighter.
A: What do your sisters want to be?
a police officer She’s a police officer.
B: They want to be inventors.
a vet She’s a vet.
A: What do you want to be one day?
a chef He’s a chef.
B: I want to be a rock star.
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a scientist She’s a scientist.
a nurse She’s a nurse. TR: 1.2 3 Listen and read. Can you say these fast?
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1. My father’s a fine fast firefighter.
TR: 1.2 2 Listen, point, and say.
2. Susie Silver sings seven sad songs.
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a police officer, a doctor, a chef, a bus driver, a farmer,
3. The bus driver drives a big brown bus.
a firefighter, a scientist, a nurse, a vet
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TR: 1.3 1 Listen to the song. Write new verses.
TR: 1.3 Grammar 1: Simple present: Wh questions and
Use words from the box.
answers
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Note: Lyrics for the song Work are on Student’s
Note: Grammar 1 is on p. 50. hi
Book p. 97.
TR: 1.4 1 Listen and say. Look and write.

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TR: 1.4 2 Listen. Which words have f that sounds like
an inventor He’s an inventor. the f in farmer? Check the boxes.
a rock star She’s a rock star.
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1. fish fish
a movie star She’s a movie star. 2. vet vet
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an artist He’s an artist. 3. chef chef

a soccer player She’s a soccer player. 4. firefighter firefighter
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5. giraffe giraffe
TR: 1.5 2 Listen and stick.
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TR: 1.5 1 Listen and read.

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3. What a great movie!

4. I love these paintings! The Dog Whisperer
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Cesar Millan helps dogs. Some dogs have problems.

TR: 1.6 Grammar 2: Simple present with want + They are angry or scared. Some dogs bite. People call
at
infinitive Cesar Millan the “Dog Whisperer” because he teaches

Note: Grammar 1 is on p. 54. bad dogs how to be good.
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Cesar knows what dogs like and need. Dogs need a

TR: 1.7 1 Listen. Read and sing. leader. They need to have rules. Dogs need exercise,
too. Cesar likes to run with the dogs.
Note: Lyrics for the song Work are on Student’s Book
p. 97. The dog is Cesar’s favorite animal. Cesar loves
his job!
TR: 1.8 2 The Sounds of English /f/ farmer
Listen and say.
1. farmer firefighter
2. father fish
3. sofa chef
64 Unit 1

EOW2e_LP_3_49624_046-065_U1.indd 64 20/12/2019 18:32
NOTES
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Audio Script 65

Unit 2
In This Unit
Theme This unit is about food.
Content Objective
Students will
Let’s Eat!
• learn about different kinds of foods.
Language Objectives
Students will
• talk about foods.
• say what they like to eat.
• ask politely for things.
Vocabulary
Vocabulary 1 beans, bread, corn, ice cream,
mangoes, meat, noodles, pasta, potatoes,
tomatoes
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Vocabulary 2 cheese, chips, grapes, nuts,
snacks, yogurt
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Grammar
Grammar 1 Questions and answers with any
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Grammar 2 Polite requests with may
Reading Super Snacks!
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Value Eat good food.
Austin, USA
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Objectives
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• Activate prior knowledge Say Our next unit is “Let’s Eat!”

Students will
I think it’s fun to eat. Do you? I like to eat. Hold up Flashcard
• identify parts of a photo.
29 (beans). Ask What are these? Who likes beans? Raise
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• complete sentences to describe a photo. your hand. Repeat the question with Flashcards 30–37. If the
Resources Flashcards 29–37; Video Sc. 1— majority of students like a food, put the Flashcard for it in
Introduction; Home-School Connection a separate pile.
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Letter; Unit Opener Poster; Classroom

Presentation Tool • After you discuss all the cards, show the Flashcards for the
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foods that most students liked, one at a time. Say Most

students like (ice cream). Then have students repeat the
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Pacing Guides L3U2 sentence with the foods shown in the rest of the cards in
the pile.
• Say Open your books to pages 22 and 23. Ask questions to
encourage discussion of the photo.
What do you see? (two girls in school uniforms)
What are they doing? (They’re eating.)
66 Unit 2

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BE THE EXPERT
About the Photo
In the photo, two sisters enjoy hamburgers
and french fries after school at an outdoor
Look and check.
hamburger stand in Austin, Texas. Hamburgers
The girls are
and french fries are popular foods in the United
✔ eating. States. The origin of the hamburger is unclear,
playing. with many claiming to be its inventor. The name,
however, seems to derive from the German city of
standing.
Hamburg.
They are A traditional hamburger, often called simply a
brothers. burger, is made of a ground beef patty between
✔ sisters. two pieces of bread called a bun. Today, a burger
can be made of almost any kind of meat: bison/
babies. buffalo, chicken, elk, kangaroo, lamb, turkey,
or venison. Salmon is a common kind of burger
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made of fish, and meatless varieties such as a
veggie, black bean, or portobello mushroom
burger are popular, too.
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Teaching Tip
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The best way to get students to speak in class is
to create a risk-free environment. Help students
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understand that mistakes are not only accepted,
but also expected. At the start of each unit, let
students know that the important thing is to start
using new words and expressions, even if they
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hi don’t use them correctly at first. If classmates
laugh at an error, gently remind them that
making fun of people’s mistakes is not acceptable.
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Explain that everyone is there to practice and
learn—which always involves making errors.
By reinforcing this message, you’ll see students
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become more willing to take chances and thus

23
improve their ability to learn.
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• Guide students through the activity on p. 23. Read the

directions in bold type. Then read the first item and each
answer choice. Ask Are the girls playing? Say Look at the girls.
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Are they playing? Have a student answer. Have students check

eating in their books.
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• Explain that the girls in the picture are eating hamburgers.

Say These girls are in the United States. They’re in the state of
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Texas, in the city of Austin. Hamburgers are very popular in

the United States. Hamburgers are made of meat and bread.
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Sometimes, they have tomato, too. Ask Have you ever eaten a
hamburger?
Unit Opener 67

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VOCABULARY 1
VOCABULARY 1
Objective 1 Listen and say. TR: 2.1
Students will
• identify and name foods. 2 Listen. Point and say. TR: 2.2
Vocabulary tomatoes, ice cream, bread,

pasta/noodles, beans, potatoes, corn,
meat, mangoes
Academic Language clue
Activity Worksheet 2.1; Workbook p. 12;
Online Practice
Materials photos of a fruit tree, a beef cow and tomatoes ice cream
a dairy cow, and a wheat field (optional), sock
or stick puppet
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bread pasta / noodles beans
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potatoes corn meat

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24 Unit 2
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Warm Up
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• Build background Say We get food • Point to the photo of bread and say Bread. I eat bread with
from many different places. Some food breakfast, lunch, and dinner! Do you? Point to the photo of
meat and say Meat. Meat comes from cows. We cook meat
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grows on trees. Point to a photo of a fruit

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tree, and hold up Flashcard 33 (mangoes).

(mangoes) to eat it.
Some food comes from animals. Point
• Continue pointing to the photos of foods on pp. 24–25.
to photos of dairy and beef cows, and
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Describe the foods, give examples of how we eat them, and

hold up Flashcards 32 (ice cream) and 34
ask students questions about them.
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(meat). And some food comes from plants

that grow in the ground. Point to a photo
Practice
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of a wheat field, and hold up Flashcards

36 (potatoes) and 37 (tomatoes).
• 1 Hold up the book, showing students pp. 24–25. Say Listen.
Play TR: 2.1. Point to the food when you hear its name. Tell
Present students Now listen and say the words. Play TR: 2.1 again. Be
sure students are saying the words correctly. Some students
• Say Open your books to pages 24 and 25.
may have difficulty pronouncing noodles and the /kr/ sound in
Point to the photo of tomatoes and say
ice cream. Ask them to watch as you model saying the words.
Tomatoes. What color are tomatoes? (red)
I like tomatoes. I eat tomatoes in a salad. • 2 Say Now listen. Then point and say. Play TR: 2.2. Help
Do you like tomatoes? students follow the order of the words by pointing as the foods
are named.
68 Unit 2

BE THE EXPERT
Corn, or maize, is native to the Americas. It has
been an important part of many cultures in North
and South America for thousands of years. It is
sometimes known as “Indian corn” because of its
association with the New World. Tomatoes and
potatoes also originated in the Americas and
were introduced to Europe by early explorers.
The mango is native to eastern Asia. The carrot
originally grew in what is now Afghanistan.
Today, these foods are available across the globe.
mangoes
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3 Point. Ask and answer.
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Do you like mangoes?
I like mangoes, but Workbook and Online Practice
I don’t like apples. Vocabulary 1
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Can students
• identify and name foods?
Display a Flashcard with the word obscured
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25 and ask What is this food?

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Apply Wrap Up
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• 3 Model Use a stick or sock puppet. Point to Flashcard 31 • Distribute Flashcards to students so that
(corn). Ask the puppet Do you like corn? Have the puppet say each student, or pair of students, has
I like corn! Have students repeat. Show Flashcard 29 (beans).
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a card. Go around the room. Call on

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This time, have the puppet say I don’t like beans. Have students or partners to display their cards
students repeat. and ask the class Do you like ?
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• Model the dialogue at the bottom of p. 25 with the puppet. • Have students who like a food stand
Then write on the board and say I like mangoes, but I don’t up and together say I like !
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like apples. Underline but. Explain We use but to show Continue until everyone has had a turn.
differences between things. The puppet doesn’t feel the same
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way about the two foods.

Review
• For additional practice, direct students to
Activity Worksheet 2.1.
Vocabulary 1 69

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GRAMMAR 1
GRAMMAR 1
Objective Questions and answers with any TR: 2.3
Students will Are there any tomatoes? No, there aren’t any tomatoes.
Are there any potatoes? Yes, there are.
• use any in questions and answers.
Is there any bread? No, there isn’t any bread.
Grammar Questions and answers with any Is there any milk? Yes, there is.
Academic Language answer, question

1 Play a game. What’s the same? Play with a partner.
Sc. 4—Grammar 1; Workbook p. 13, TR: 2.1;
Grammar Workbook pp. 5–6; Online Practice
Materials tray or plate with examples of real
or plastic vegetables, such as carrots and
peppers, drawing materials, craft sticks, tape,
apron or hat (optional)
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Is there any milk?
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No, there isn’t. Are
1
there any potatoes?
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26 Unit 2
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Warm Up Present
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• Revisit Display a tray or plate with food • Display Flashcard 37 (tomatoes). On the board, write the
items. Hold up a piece of food and say This question Are there any tomatoes? and the answer Yes, there
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is a (tomato). Ask How many? (one) Say are. Read the question and answer with students. Then explain.
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Yes, there is one (tomato). Have students When I want to know if there are tomatoes, I can ask, “Are
repeat There is one (tomato). there any tomatoes?” Underline any. Point to Yes, there are.
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• Hold up two or more pieces of another • Say If the answer is “no,” then we say, “There aren’t any
vegetable and say There are two tomatoes.” Now you say it. Write and underline the words
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(potatoes). Ask How many? (two) Have aren’t any.

students repeat There are two (potatoes).
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• Say Open your books to page 26. Listen to the questions and
• Spiral Say We can count some foods, like the answers. Then play TR: 2.3. Point to the third question and
tomatoes and potatoes. But some foods ask Why do we say “Is there any bread” and not “Are there any
we don’t count, like bread and meat. bread?” Remind students that we can’t count some foods. We
Explain For these foods, we say There use is to talk about them.
is. Say each sentence and have students
repeat it: There is bread on the plate.
There is meat on the table.
70 Unit 2

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• Hold up your book and show students the two boxes with Our World in Context
pictures of food. Point to and name some food items in the top Different languages have different ways of
box and have students repeat the names. Turn the book upside forming questions. Many Western European
down and do the same with food items in that box. languages are like English because they often
begin questions with a verb (Are we going to
• 1 Read the directions to Activity 1 aloud and model how to the party? as opposed to We are going to the
play the game. Have a student come to the front of the room party?). Other languages, though, don’t change
with her book. Say to the class We’re going to see which foods the word order of a question, or they change it
in other ways. Likewise, not all languages have a
are in both pictures. Tell the student to turn her book upside direct translation of any. Be aware that both the
down so that the bottom box is now the top box. structure of questions in English and the use of
the English word any may be completely new to
• Say There are beans in my picture. Then ask your student many students.
partner Are there any beans in your picture? She looks at her
picture and answers No, there aren’t. Then it’s her turn to ask Grammar in Depth
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you a question about a food item in her picture. We use some and any to talk about general
(not specific) amounts: There’s some milk, but
• Say to the class Now you play! Have students work in pairs, there isn’t any bread. (We don’t know exactly
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taking turns asking and answering questions using Are/Is how much.) The food items in Vocabulary 1 can
there any ? Tell them to write on a piece of paper be divided into two kinds of nouns: count and
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or circle in their books the items that are the same in both noncount.
pictures. Walk around the room, checking that students use Count nouns have a singular and plural form, and
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any correctly and that their answers are accurate. Ask Is there a/an or a number can come before them: I want
any meat? Are there any apples? If students have difficulty, an apple. I have two tomatoes.
review the grammar box with them. Noncount nouns don’t have a plural form and
don’t typically take a/an or a number before
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them: I like chicken. Words like bread, meat, and
Apply
hi milk, are examples.
We usually use some in affirmative sentences and
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• Display three Flashcards from the unit. Be sure to use only
any in negative sentences and questions: There
the cards for items that can be counted (beans, mangoes, are some apples. There aren’t any oranges. Are
potatoes, tomatoes). Review the names of the foods on the there any onions?
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cards. Post them on the board so students can see them easily. It’s typical to answer yes/no questions with a
short answer. All of these answers are acceptable.
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• Point to the cards. Ask Are there any tomatoes? Have students
Is there any pasta? Yes, there is. / No, there isn’t. /
answer Yes, there are if the card for tomatoes is showing, or No, there isn’t any.
No, there aren’t any tomatoes if it isn’t showing. Repeat the
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question for each card displayed as well as for the one that
isn’t. Then replace one of the cards and call on individual
students to come to the board, point to the cards, and ask the
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class the questions.
Wrap Up
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• Sing the following song with students to the tune of Row,

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Row, Row Your Boat: Is there any milk, any milk today? No,
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there isn’t any milk, any milk today. Repeat, replacing milk with
bread, then corn, then meat.

Grammar 1
Can students
• use any in questions and answers?
Have students ask you questions about the
foods pictured on p. 26. Then ask them if there
are any potatoes pictured on the page.
Grammar 1 71

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VOCABULARY 2
VOCABULARY 2
Objective 1 Listen and say. Look and write the letter. TR: 2.4
Students will
• identify and name foods. a b
Vocabulary snacks, grapes, chips, yogurt, nuts,
cheese
Sc. 3—Vocabulary 2; Activity Worksheet 2.2;
Workbook p. 14, TR: 2.2; Online Practice snacks grapes chips
Materials stickers, drawing materials
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yogurt nuts cheese
1. I eat chips after school. b 4. I don’t like nuts. d
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2. My favorite snack is cheese. e 5. Red grapes
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are delicious! a
3. I like yogurt for breakfast. c
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2 Talk. Guess and stick. This is a boy.
partner. Is he eating grapes?
No, he isn’t.
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Is he eating nuts?
hi Yes, he is!
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1 2 3 4 5
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27
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Warm Up Present
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• Recycle Put students in pairs and give • Give examples Say Now we’ll learn more words for foods.
one card from Flashcards 29–37 to each Open your books to page 27. Point to the photo for snacks and
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pair. Say I tell you about a food. You say Snacks. There are four snacks on this tray. When you eat a
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raise your card if I’m talking about your snack, you eat a little bit of food. Use your hands to model the
food. This food is red. It’s round. What relative sizes of a snack and a meal.
is the food? (tomatoes) Continue asking
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questions about each Flashcard. • Point to the grapes. Say Grapes grow on plants. They can be
purple, green, or red. Pretend to pick grapes from a grapevine.
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• Hold up Flashcards 38–43 showing

students the picture side of the cards. • Point to the chips. Say Chips. Chips are made from potatoes
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For each card, ask Do you eat this? or corn. They’re crunchy and salty. Mime eating crunchy, salty
Then say It’s time to learn some new chips. Say Crunch! Crunch! and pretend to lick your fingers.
words for foods. • Point to the photo of yogurt. Say Yogurt. Yogurt is made from
milk. I eat yogurt in the morning. It’s a good snack any time of
the day!
• Point to the photo of cheese. Say Cheese. Cheese is made from

milk too! You can make cheese from cow’s milk, goat’s milk, or
sheep’s milk.
72 Unit 2

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• Point to the photo of nuts. Say Nuts. Most nuts grow on trees. BE THE EXPERT
Nuts are a good snack, too, but not everyone can eat nuts. Use
Flashcards 38–43. Choose one and ask What’s this? If students Our World in Context
have difficulty, review the target words on p. 27. Cheese is made from the spoiled, or curdled, milk
of cows, goats, yaks, or other mammals. It has
been eaten since ancient times. According to one
Practice legend, the first cheese was made accidentally
by a merchant crossing the desert. Milk he had
• 1 Say Listen. Then say the words and sentences. Play TR: 2.4. stored in a bag made from a sheep’s stomach
As each food is mentioned, point to its photo. separated into curds and whey. He drank the
liquid whey and ate the cheesy curds.
• Point to items 1–5 under the photos. Model completing item 1.
Later, cheese was carried to the Americas aboard
Read the sentence aloud. Say This sentence is about chips. Ask
the Mayflower in 1620. Today, there are dozens of
What letter stands for chips? Say The letter b is on the photo different varieties of cheese available in grocery
for chips, so I write b in the blank. Have students write b in the stores and supermarkets all over the world. Some
first blank. Have students name each photo and the letter on of these are hard and sharp, such as cheddar,
it. Tell students that not all target words will be used. Then while others, like ricotta, are much softer.
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have them complete items 2–5 on their own.
Vocabulary Strategy
Using a Dictionary
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Apply Teach students how to locate words using
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• 2 Help students find the stickers for this unit at the back of alphabetical order. Help students understand the
the book. Say I see some girls. I see some boys. They’re eating concept of ABC order to the second letter (or the
snacks. Say Point to a girl eating grapes. Point to a boy eating third, fourth, and so on).
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grapes. For instance, words beginning with sa come
before words beginning with sc or sn, and
• Model the activity with a student. Say Pick a sticker. Don’t show words beginning with che are listed before words
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me. Tell me “This is a boy” or “This is a girl.” Make guesses like that begin with chi.
the ones in the student’s book: Is he eating ? The
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student answers Yes, he is. or No, he isn’t.
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• Have students work in pairs, taking turns giving clues. When
students identify a sticker correctly, they stick it in their books.
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Wrap Up
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• Ask students to draw themselves eating a snack they like.

Say Your snack must be one of the foods we learned about
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in this lesson.
• Have students label their pictures. Then have them show their
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pictures to the class and tell about them.
Review
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• For additional practice, direct students to Activity

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Worksheet 2.2.
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Vocabulary 2
Can students
• identify and name foods?
Display Flashcards 38–43 for the new
vocabulary words. Ask students to name the
foods as you point to them.
Vocabulary 2 73

GRAMMAR 2
GRAMMAR 2
Objectives Polite requests with may TR: 2.5
Students will May I have some chips, please? Not right now. Dinner is at 7:00.
May we have some noodles, please? Yes. Sure.
• make polite requests with may.
• respond to requests politely.
1 Look. Write questions.
Grammar Polite requests with may
Academic Language ask, answer
Content Vocabulary polite
Sc. 5—Grammar 2; Activity Worksheet 2.3; May I have some grapes, May I have some chips,
Workbook p. 15, TR: 2.3; Grammar Workbook
pp. 7–8; Online Practice please? please?
Materials note cards, scissors, glue
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May I have some yogurt, May I have some pasta,
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please? please?
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2 Play a game. Cut out the game board and the pictures in the
back of the book. Glue. Play with a partner.
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B2. May I have some Sorry. I don’t have any chips. C1.
hi chips, please? May I have some lemonade, please?
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28 Unit 2
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Warm Up
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• Revisit Write smiling and frowning on • Smile and in your normal voice ask May I have some candy,
two separate note cards. Then have two please? Then ask Is that nice or not nice? (nice) Right. This is
polite. When you’re polite, you ask for things nicely. Then say
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students come to the front of the class.

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Give one card to each student. Say Don’t This lesson is about polite ways of asking for things.
say your word. Have the students act out
the words one at a time. Ask the class Is
Present
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(Mia) smiling or frowning? Repeat with the

• Point to the grammar box at the top of p. 28. Play TR: 2.5. Have
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second student.
students follow in their books. Point out that in each sentence
• Set the stage Say Imagine your friend
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the speaker is asking for some food.

has candy, and you want a little. What do
you say? Frown and make your voice loud • Write the word may on the board. Say Use the word may to
and angry. “Give me some candy!” Then, ask for things. It’s polite. Write the word please on the board.
in your normal voice, ask Is that nice or Say The word please is polite, too. Play TR: 2.5 again and have
not nice? (not nice) students show a sign of approval, such as a thumbs-up, when
they hear a polite word.
• Preteach On the board write May I have
some candy, please? Read it aloud and • Call students’ attention to the answers in the grammar box.
have students repeat it. Say The child asks politely, but the mother says no and explains
why. Dinner is soon. Both mother and child are polite.
74 Unit 2

EOW2e_LP_3_49624_066-085_U2.indd 74 20/12/2019 18:54
• 1 Point to the food in each picture in Activity 1 and ask Grammar in Depth
students What food is this? (grapes, chips, yogurt, pasta/ We use May 1 . . .? to make a polite request.
noodles) Say Imagine that you want the food in the picture. Using May I . . . is slightly more formal than Can
What do you say? Write the question. Model completing I. Students might use May . . . with their teacher
the first item. Point to the picture and ask What food is this? (May I ask a question?) and Can I . . . with their
classmates (Can I borrow a pen?).
(grapes) Then say You want some grapes. You ask, “May I
have some grapes, please?” Write the sentence on the board. In Unit 1, students learned the rule that some was
used in affirmative sentences while any was used
Have students complete the rest of the activity on their own.
in negative sentences and questions. Every rule
Say I have grapes. You want some. What do you say? Review has an exception, however. In this case, we can
the grammar box if students have difficulty. use some in questions when we are offering or
requesting something:
Apply offering: Do you want some chips?

requesting: May I have some chips?
• 2 Read the directions for Activity 2. Have students cut out the
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There are many different ways of saying “yes” to
gameboard and the game pieces from p. 107. a request:
• Form pairs and say Choose nine game pieces. Glue the pieces May I have some nuts?
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on your board. Set aside the other pieces. Sure. / Sure, no problem. / Of course.
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You can make your request more polite by adding
• Read aloud the model dialogue with a student. Sketch the please: May we have some ice cream, please?
gameboard on the board. Draw apples in B1. Say My board has
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apples on B1. Say I say to my partner, “B1.” Then I say, “May I
have some apples, please?”
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• Then explain that the partner says “Yes, here you are.” if the
partner’s board includes apples or “Sorry. I don’t have any hi
apples.” if his board has no apples. Say Take turns. Ask and
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answer.
Wrap Up
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• Hold up Flashcards 29–43. Divide the cards between five

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students. Have a student without a card ask for a food shown

on the cards, using the polite request May I have some
(mangoes), please? The student with that card takes it to her
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classmate and says Yes, here are some (mangoes). Continue

until each student without a card has asked a question.
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Review
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Worksheet 2.3.
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Grammar 2
Can students
• make polite requests with may?
Display Flashcard 43 (yogurt). Have students
politely ask you for the pictured food.
• respond to requests politely?
Ask May I have some chips, please? Have
students answer politely with a sentence such
as Yes, here you are or Sorry, I don’t have
any chips.
Grammar 2 75

EOW2e_LP_3_49624_066-085_U2.indd 75 20/12/2019 18:58
SONG
Song
Let’s Eat! THE SOUNDS OF ENGLISH TR: 2.7
mango
Vocabulary 1 bread, mangoes, beans, meat Let’s eat! Do you like chicken?
Let’s eat! Do you like bread?
Vocabulary 2 cheese, yogurt
Let’s eat! Are there any carrots? 11
2 Listen and say.
Grammar in the song Let’s eat!
1. mango meat
Grammar 1 Questions and answers with any Are there any mangoes?
Grammar 2 Polite requests with may Is there any cheese? 2. marker map
Is there any yogurt?
Resources TR: 2.6; Flashcards 33, 38, 43; Video May I have some, please? 3. grandmother room
Sc. 6—Song; Activity Worksheet 2.4; Workbook
p. 17, TR: 2.6; Online Practice
Materials index cards
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Resources TR: 2.7; Flashcards 26, 33, 34, 37, 47,
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62, 69, 70; The Sounds of English Card 19;
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29
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Use the Song

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• Set the stage Say On weekends, my • 1 Say Listen! Play the chorus and the first verse of the song
friends come to visit. I make some food. (TR: 2.6). Have students read along as they listen. Play the
same part a second time and have students sing along.
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Act out stirring a pot and holding a dish.

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We sit at the table. Then we have dinner.

• Display Flashcards 33 (mangoes), 38 (cheese), and 43 (yogurt).
Pretend to be eating. Then rub your
Then divide the class into four groups. Assign the first three
stomach, smile, and say It is good! We eat
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groups one of the three target words. Assign the fourth group
some good food.
the line, ”May I have some, please?”
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• Explain Say Open your books to page 29.

• Play the first part of TR: 2.6 and have the whole class sing
What’s the title of the song? What do you
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along to the chorus. Then have each of the four groups stand
think the song is about? Hold up your book
and sing along with their assigned line. Repeat several times.
and ask What foods do you see in the
pictures? Help students name the foods
they see, then list them on the board. Extend
• Have students write the target words on index cards. Then play
all of TR: 2.6 and have students sing the song as they read the
words in their books. Complete lyrics are on Student’s Book
p. 98. Have them raise the correct card when they hear a target
word in the song.
76 Unit 2

EOW2e_LP_3_49624_066-085_U2.indd 76 20/12/2019 18:59
• Write the following on the board: BE THE EXPERT
Let’s eat! Teaching Tip
When you ask students to name items or share
Do you like ? ideas, it’s easy for them to pay more attention
to what they will say than to what their fellow
Let’s eat! students are saying. One way to help change this
is to have students repeat what their classmates
Do you like ? say. Suppose the class is naming their favorite
colors, and (Fernando) says My favorite color is
Let’s eat! green. If (Kim) is the next student, she should say
(Fernando’s) favorite color is green. or (Fernando)
Are there any ? likes green. before she names her own favorite
color. That will encourage students to listen to
Let’s eat!
what their classmates say.
• Put students in groups and have them use the target words to The Sounds of English Cards
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complete the sentence frames. Then have groups take turns You can use The Sounds of English Card 19
to teach the /m/ sound. Audio for this card is
singing the new chorus aloud.
available on the Explore Our World website.
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Review
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Worksheet 2.4.
The Sounds of English: /m/ as in
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mango hi
• 2 Hold up Flashcard 33 (mangoes) and point to one mango.
Ask, What is this? When students answer, say That’s right. It’s
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a mango. Say mango again, emphasizing the sound of m in
the first syllable as you write the word on the board in large
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letters. Say Now let’s listen to words that have the same m
sound you hear in mango. Play TR: 2.7 once while students
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just listen. Then say Let’s listen and say. Play TR: 2.7 again and
have students repeat the words.
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• For more practice, have students look at pictures, listen, and

raise their hands when they hear /m/ as in mango. Display
Flashcards 26, 34, 37, 47, 62, 69, and 70 (movie
(movie star, meat,
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tomatoes, hamster, museum, mall, stadium),

stadium which all contain
the sound. Also display some Flashcards that don’t contain
the sound.
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• Hold up a Flashcard, say the word, and have students raise

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their hands if they hear the target sound. Say Look and
/
listen. Raise your hand if you hear /m/. Repeat the word
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with students. If students raise their hands in error, repeat

the incorrect word and a word with the target sound to
demonstrate the contrast.

Song

READING
READING
Students will
• describe different snacks from around the
world. Super Snacks!
• scan text for information. People all over the world eat
snacks such as fruit, chips, nuts,
Reading Strategy Scan Text for Information and candy. What other snacks do
Content Vocabulary ants, termites, people enjoy?
grasshoppers, silkworms, scorpions, insects, Do you like fried butter or garlic ice
lollipops cream? What about ice cream with fish? You
can eat these snacks in some parts of North America.
Resources TR: 2.8; Workbook p. 18, TR: 2.8;
Online Practice In some countries in Latin America, you can eat
insects such as ants, termites, and grasshoppers. In some
Materials globe or world map, index cards parts of Asia, you can eat fried silkworms, water bugs,
(optional) and scorpions on sticks.
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In Australia, people like to eat honey ants. In other
places, lollipops with insects are popular.
It’s snack time! How about a sweet cricket, worm,
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or scorpion lollipop?
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2 Ask and answer. Which of these
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snacks would you like to try?
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Cats can’t taste candy.
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30 Unit 2
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Warm Up
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• Build background Display a globe • Review with students some of the things they learned. Ask
or world map. Point out Mexico, Central questions such as the following:
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America, and South America. Say This is Paragraph 2: What do people eat for snacks in some parts
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called Latin America. of North America? (fried butter, garlic ice cream, ice cream
with fish)
• Preteach Point to the photo at the top
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Paragraph 3: What do some people eat for a snack in Asia?

of p. 30. Say This is candy. But this candy is
(silkworms, water bugs, scorpions on sticks)
different. It has insects inside! Insects are
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Paragraph 4: What is a sweet snack in Australia?

small animals. Some insects look scary!
(honey ants)
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Present Practice
• 1 Predict Say Open your books to • Write the following sentences on the board:
page 30. Look at the title of the reading.
1. Insects are popular snacks all over the world.
Then look at the photos. Give students
some time to study the page. Then say 2. In Australia, you can eat honey ants for a snack.
What do you think this reading is about?
• Say Let’s do a True-False activity. But first, we’ll play the
• Say Let’s find out if your ideas are right. reading again. Play TR: 2.8 as students read along with the
Listen and read. Play TR: 2.8. Have recording.
students read along with the recording.
78 Unit 2

• Explain that True means “correct” or “right” and False means BE THE EXPERT
“not correct” or “wrong.” Then read sentence 1 on the board to
students. Ask Is this true? Our World in Context
Many people across the world consider insects to
• Think Aloud Model finding the answer. Read sentence 1 be a great delicacy. By some estimates, at least
aloud again and say I remember reading that snacks are one-third of the world’s population eats insects.
popular all over the world, but I’m not sure about insect Some experts believe that everyone, Americans
snacks. I’ll look for the word insect in the reading. That will in particular, should add more bugs to their diets.
help me find out if the sentence is true or false. I read “In some They point out that bugs can be an excellent
source of protein, and that raising them doesn’t
countries in Latin America, you can eat insects.” I also read
cause the environmental damage that raising
that in some parts of Asia, you can eat insects, and people in larger, traditional farm animals does.
Australia like to eat honey ants.
Reading Strategy
Latin America, Asia, and Australia are parts of the world, not
Scan Text for Information The purpose of
the whole world. The answer is false. scanning is to find information quickly. When you
scan, you move your eyes quickly across a page
• Have students work in pairs to find out if sentence 2 is true or
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of text in search of specific words. Scanning is
false. When students are finished, have pairs volunteer the different from reading, because you don’t read
answer. Have them explain how they figured out whether the every word when you scan.
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statement is true or false. When scanning, readers start by thinking about
an important word, name, or phrase to look
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Apply for. They run their eyes rapidly back and forth
to find that word or phrase in the text. When
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• 2 Read the directions for Activity 2 with students. Put they find the word(s) they’re looking for, they
students in pairs. Then say First, let’s list the snacks we read read the surrounding text carefully to locate the
information they need.
about in “Super Snacks!” Insect lollipops is one. Begin a list
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of the snacks on the board. Have students call out others Teaching Tip
from the reading or have them come up and add to the list on
the board.
hi Students are often asked to follow along in their
own books when someone else is reading. This
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can be difficult for some students. If they lose
• When the list is complete, say Now talk to your partner about their place, it can be hard for them to find it
which snacks you want to try. again. One way to help is to give each student a
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note card. Have students place the card across the

• If students need help, say Look through the reading. You don’t page so only the first line of the text is visible. As
have to read every word. Look for the words you can eat or
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the reading continues, students can slide the card

people like to eat. You’ll find some snacks there. down one line at a time.
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Wrap Up
• Have students invent and draw a picture of an unusual snack.
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Have them use target vocabulary words from this or other

units. Then put students in small groups, and have them show
their pictures and describe their snacks to their group. Remind
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students to name their snacks. Have groups share their pictures

with the class.
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Reading
Can students
• describe different snacks from around
the world?
Ask questions about super snacks, such as What
super snack would you like to try? Can you tell
me something about it?
• scan text for information?
Ask students how they can quickly find
information in the reading, such as Where do
people eat water bugs?
Reading 79

VALUE VALUE
Value Eat good food.
Objectives Eat good food. Think. Pair. Share.
Students will
Have healthy snacks. What good things do
• read about food-related values and activities.
Drink water every day. you eat and drink?
• talk about and share what good things they
eat and drink.
Resources Workbook p. 16, TR: 2.4–2.5, p. 19;
Value Poster; Writing Worksheet; Assessment:
Unit 2 Quiz
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Workbook and Online Practice A charaben, or decorated
Japanese lunch
Writing
Unit Review
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✔ Assessment: Unit 2
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Give the Unit 2 Quiz. Hand out the quiz and go
should take 20–25 minutes.
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31
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Value
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Think Pair
• Read the title at the top of p. 31. Say Let’s • Read aloud the question beneath Think. Pair. Share. Have
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find out what foods are good for you students write down their answers to the question on their
to eat. own. Ask them to share their sentences with a partner. Ask
students to see whether their partners wrote the same things.
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• Read the sentences beneath the title with

students. Ask What kind of food should Share
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you eat? (healthy food) Give examples of

healthy foods like fruits and vegetables, • Have students share their answers with the class. Have
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including those students learned in this students describe any foods or drinks that their classmates are
unit. Then ask What should you do every unfamiliar with.
day? (drink water)
80 Unit 2

PROJECT
Make a class snack. Follow this recipe.
1 2
Objectives
Students will
• use a recipe.
My snack has yogurt, bananas,
• make a class snack.
and strawberries. It’s delicious.
Bring fruits and yogurt Cut the fruits.

Try some!
Content Language recipe
to class.
Resources Project Worksheet Unit 2
3 4
Materials cutting boards, small knives (not too
sharp), mixing bowls, mixing spoons, bowls
and spoons for serving (one per student), fruit,
yogurt that students bring from home
Put the yogurt and fruits Mix together.

in a bowl.
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BE THE EXPERT
Prepare
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Teaching Tip
• A few days before the lesson, send a letter home with students
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to let parents know that students will need to bring fruits and During group work, less assertive or less proficient
students may lack confidence in their ability to
yogurt to class. Say Ask your parents to help you pick them out.
express themselves in English. One way to help
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involve all students is to give each group member
• Say We learned about different kinds of snacks. Who can name
a card. If there are four group members, give
some snacks? students cards numbered 1 through 4.
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• Say We’ll make a snack. It’ll taste delicious! First, let’s make Each student takes a card at random. The student
a recipe. A recipe tells you how to make something. Have
hi with the 1 is the first to offer an idea, read a section
of text, or answer a question. The student with the
students look at the project worksheets.
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2 is next, and so on. This will help all students have
• Read the directions aloud with students. Then point to step 1, a chance to participate equally in group work.
gesture to the foods students brought, and say We have fruits Project Rubric
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and yogurt.
 Did students follow the recipe correctly?
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• Point to step 2 and say We cut the fruit. Act out cutting a  Did students create a snack?
banana. Say Cut small parts! Act out pouring yogurt and fruit  Did students describe their snack and the
into a bowl. process they used to make it?
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 Did students ask one another questions?

• Point to step 3 and say We put everything in a bowl.
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• Point to step 4 and say We mix it. Act out mixing it with a spoon.
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• Then review. Ask What do we do with the fruit? (cut it)

Continue with questions for steps 3 and 4.
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Share
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• After groups have finished making their snacks, ask each

student in the group to come to the front of the room. Have
students name the fruits and kind of yogurt they used. Then
have group members briefly describe the process they used.
Give each group member a chance to speak.
• To encourage discussion, write questions such as these on the

board: What fruit do you like more than any other? What was
Now I Can
hard about making the snack? Do you want to make the snack Ask questions such as the following:
at home? • What do you know about different kinds
of foods?
• Modify To simplify the project, bring pre-cut fruit for students to • What are some things that you like to eat?
mix with yogurt. You may also want to prepare some fruit without • How can you ask me politely for some chips or
yogurt for students who have difficulty digesting dairy products. corn?

VIDEO
Vocabulary 1 bread, meat, beans, ice cream, potatoes,
tomatoes, mangoes, corn
Vocabulary 2 cheese, chips, grapes, nuts, yogurt
Grammar 1 Questions and answers with any
Grammar 2 Polite requests with may
Song Let’s Eat!
Viewing families preparing and eating dinner
Story Time Stone Soup
Resources Video Sc. 1–12; Graphic Organizer: Three-column
chart
Zoom In
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Vocabulary
Before You Watch • Put students in pairs. Pause after each set of target
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• Play Scene 1: Introduction. Stop the segment when words. Have one student choose one food and act out
Anna says It’s a tomato. and It’s a carrot. and have eating it. The partner guesses the food.
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students repeat each sentence. Then say This video is
all about food. Grammar
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• Play Scene 6: Grammar 1. Then have students retell
the story, using the word any as appropriate.
While You Watch
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• Hand out and draw on the board a three-column • Play Scene 7: Grammar 2. Then replay the segment
chart with the headings Foods I Like, Foods I Don’t and have students ask the questions along with the
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Like, and I Don’t Know. Say Listen to the names of characters.
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foods in the video. Point to the first column and say Song
Write foods you like here. Point to the second column
and say Write foods you don’t like here. Point to the • Play Scene 9: Song and have students sing along.
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last column and say Write other foods here. Have them stand up when they hear the word any
and touch their shoulders when they hear a question
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• Pause the video as necessary to allow students to with May I?

record each food in the proper column.
Viewing
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• Pause the video as a food is shown. Have students

After You Watch identify what food is being cooked or eaten. Restart
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• Ask students to look over their completed charts. Have the video to name the food.
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them compare their charts with a partner.

Story Time
• Ask What foods do you and your partner both like? • Have students view Scene 11: Story Time once. Pause
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What foods do you both not like? Then ask Who has the video from time to time to have students retell the
the most foods in the Foods I Like column?
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story in their own words. Ask questions such as What

do you think happens next? What do you think the
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farmer is going to do? Do you think the soup tastes

good? Why or why not?
• Play Stone Soup again. Tell students to pay attention

to and explain how the soldier tricks the people.
82 Unit 2

UNIT 2 READER
Text Type folktale
Vocabulary beans, corn, tomatoes
Academic Language problem, solution, solve
Content Vocabulary soldier
Stone Soup
Grammar Questions and answers with any; Polite
The soldier is hungry. He has
requests with may
only a pot, a stone, and some
water. But he has an idea. Can Reading Strategy Identifying Problems and
he make soup with a stone and Solutions
some water?
Resources Video Sc. 11—Story Time; Flashcards
29, 31, 35, 36, 37; Graphic Organizer: Word web
Before You Read Related Vocabulary

carrots
• Activate prior knowledge Draw a word web on the
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board. Write soup in the center circle and read it aloud. Say
This story is about soup. What is soup? What can you put in
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soup? Write students’ responses in the outer circles of the web.
Hold up Flashcards 29, 31, 35, 36, and 37 (beans, corn, noodles,
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potatoes, tomatoes), if students have difficulty thinking of BE THE EXPERT
possibilities.
Text Background
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• Introduce the strategy Point to the book cover and say This story is a European folktale that has been
This book is about a soldier. He has a problem. His problem told and retold for many years. Many folktales,
is that he has nothing to eat! Show p. 2 and read the text on such as Cinderella or Snow White, include
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the page. Then rub your stomach and look hungry; open your hi elements of magic, but Stone Soup is an example
of a realistic folktale. The characters, the setting,
hands wide to show that you have no food. Then say Let’s read
and the situation are all drawn from reality.
to find out how the soldier solves his problem.
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There’s no evidence that the events described in
the story ever took place, but they could have
While You Read happened.
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• Distribute copies of the word web graphic organizer. Have Reading Strategy
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students write the word soup in the center. Say I’m going to Identifying Problems and Solutions Problems
read the story out loud. Listen for the things the soldier puts and solutions are central to fiction. The characters
into the soup. Write those things in the outside circles. Read the in a story almost always have a problem that
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needs to be solved. The problem in this story, for

book aloud to students. Stop every few pages to ask questions
example, is that the soldier is hungry and has no
such as the following: food or money. Most stories also have a solution.
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p. 3: What did the soldier put in the pot? (water and a In this case, the solution to the problem is that
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stone) the soldier cleverly gets the villagers to feed him.

By identifying the problem in the story and then
p. 5: What did the soldier ask for? (carrots)
reading to find the solution, students increase
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p. 10: How did the soldier make soup from a stone? (He used their comprehension of the story and their
the vegetables from the people.) general understanding of story structure.
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After You Read

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• Ask What foods does the soldier put into the soup? (corn,
tomatoes, beans, carrots)
• Say The soldier has a problem. He’s hungry. He has no food

and no money. How does he solve his problem? (He pretends
to make soup from a stone, and then he says he needs other
things. People give him other foods. The other foods make the
soup taste good.)
Video and Reader 83

AUDIO SCRIPT Workbook
Student’s Book TR: 2.1 1 Listen. Read and circle.
1. Are there any noodles?
TR: 2.1 1 Listen and say. No, there aren’t any noodles.
tomatoes My brother doesn’t like tomatoes. 2. Is there any corn?
ice cream We want ice cream! No, there isn’t any corn.
bread I don’t like bread. 3. Is there any ice cream?

Yes, there is.
pasta / noodles I like noodles.
4. Are there any potatoes?
beans We want beans for lunch. No, there aren’t any potatoes.
potatoes Tabor likes potatoes. 5. Are there any tomatoes?
corn I like corn. Yes, there are.
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meat I don’t like meat.
TR: 2.2 2 Listen. Read and write.
mangoes I like mangoes.
1. Ken: Let’s have a snack.
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TR: 2.2 2 Listen, point, and say. Patty: Are there any nuts?
Ken: No, there aren’t. But there are some grapes.
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mangoes, potatoes, beans, ice cream, corn, meat, Patty: OK. Let’s eat grapes.
pasta, noodles, bread, tomatoes
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2. Jill: I want a sandwich. Is there any cheese?
Joe: No, there isn’t. Sorry.
TR: 2.3 Grammar 1: Questions and answers with any
Jill: Well, is there any chicken?
Note: Grammar 1 is on p. 70. Joe: Yes, there is. Here.
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TR: 2.4 1 Listen and say. Look and write the letter.
hi
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snacks I like snacks. 1. May I have some nuts, please?
grapes I love grapes. Yum! Yes. Sure.
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chips I have chips after school. 2. May we have some bread, please?
Not right now.
yogurt I like yogurt.
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3. May we have some cheese, please?

nuts Do you want some nuts?
Yes, here you are.
cheese My favorite snack is cheese.
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4. May I have a snack, please?

Not right now. Dinner is at eight.
TR: 2.5 Grammar 2: Polite requests with may
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Note: Grammar 2 is on p. 74. TR: 2.4 1 Play a game. Start at A. Listen and draw a
line when the answer is yes.
TR: 2.6 1 Listen. Read and sing.
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Child: May I have some cheese, please?

Note: Lyrics for the song Let’s Eat! are on Student’s Book Adult: Not right now.
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p. 98.
C: May I have some corn, please?
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TR: 2.7 2 The Sounds of English /m/ mango A: Yes. Sure.

Listen and say. C: Is there any chicken?
1. mango meat A: Yes, there is. You may have some chicken.
2. marker map C: Is there a mango?
3. grandmother room A: No, there isn’t a mango.
C: Are there any tomatoes?
TR: 2.8 Listen and read
A: Yes, there are.
Note: The reading Super Snacks! is on p. 78.
C: Are there any noodles?
84 Unit 2

EOW2e_LP_3_49624_066-085_U2.indd 84 20/12/2019 19:00
A: Yes, there are.
TR: 2.7 2 Which words have m that sounds like the
C: Are there any chips? m in mango? Circle, then color the pictures.
A: No, there aren’t any chips. 1. marker marker
C: May I have some bread, please? 2. map map
A: Not right now. 3. meat meat
C: May I have some beans, please? 4. pants pants
A: Yes. Sure. 5. computer computer
C: May I have some apples, please?
A: Yes, here you are. TR: 2.8 1 Listen and read.
A: I have a lot of food. We can make soup! Super Foods!

Some foods help people be healthy. They are super
TR: 2.5 3 Listen and read. Can you say foods!
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these fast? Chicken, meat, fish, beans, eggs, and nuts are good
1. Patty Peters likes peppers on her pizza. for you. Brown rice and whole grains are good for you.
Milk and foods made from milk are good for you, too.
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2. Charlie’s eating cheese with his chips.
3. May we have tomatoes, potatoes, noodles, and nuts? Fruits and vegetables are great foods! There are fruits
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and vegetables of many colors. Eat a few different
colors every day!
TR: 2.6 1 Listen to the song. Write another verse.
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Use some words from the box. Candy and foods with sugar taste good, but don’t eat
a lot of them. Instead, eat super foods that can keep
Note: Lyrics for the song Let’s Eat! are on Student’s
you strong and healthy.
Book p. 98.
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NOTES
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Audio Script 85

Unit 3
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.
• talk about how many times people do things.
Vocabulary
Vocabulary 1 carry, help, hug, teach, feed my Look and check.
pet, a goldfish, take care of my pet, a hamster,
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These are baby They are
protect
zebras. ✔ drinking milk.
Vocabulary 2 take a shower, make my bed,
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come home, have a snack, do my homework ✔ rhinos. eating fruit.
Grammar tigers. drinking juice.
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Grammar 1 before and after
Grammar 2 Adverbs of frequency
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Reading Caring for Baby Elephants
Value Take care of others.
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32
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Objectives
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• 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
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• describe people, animals, and actions in the We can use our hands to help.
photo.
Resources Video Sc. 1—Introduction; • Point to the photo and say Here are two men and two rhinos.
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Home-School Connection Letter; They are using their hands to help. They are feeding the rhinos.
Unit Opener Poster; Classroom Presentation They are giving them milk. They are helping the rhinos.
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Tool
• Preteach Say There are many ways we can use our hands
Materials world map
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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
a book and ask What else can I pick up? Say I can carry things
Pacing Guides L3U3 with my hands. I can put things away. Carry a book or object
1 Hour 1–2 Hours 2–3 Hours across the room and put it away. Ask What can you carry?
What can you put away?
86 Unit 3

EOW2e_LP_3_49624_086-105_U3.indd 86 30/12/2019 11:59
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
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When you ask students a question, allow them
enough time to form an answer. Students are
thinking in a new language, so they may remain
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silent after a question is asked. Silence doesn’t
always mean students don’t know the answer.
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They may just need extra time to form an answer
before speaking.
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Related Vocabulary
bottle
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Baby rhinos at the Lewa
Wildlife Conservancy, Kenya
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33
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• Point to the photo on pp. 32–33. Ask questions such as the

following to encourage discussion of the photo:
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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)
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What are the people giving to the rhinos? (a bottle of milk)

• Guide students through the activity on p. 32. Read each
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statement and option aloud. For each option, have students

say Yes or No
No.. Discuss each statement. Then confirm the
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correct answers.
Unit Opener 87

EOW2e_LP_3_49624_086-105_U3.indd 87 30/12/2019 11:59
VOCABULARY 1
VOCABULARY 1
help
Students will
• identify and use verbs related to caring for 2 Listen and say. TR: 3.2
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, take care
of my pet, a hamster, feed my pet, a goldfish,
protect
Resources TR: 3.1–3.2; Video Sc. 2—Vocabulary 1a,
Sc. 3—Vocabulary 1b; Activity Worksheet 3.1; carry
hug
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34 Unit 3
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Warm Up
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• Activate prior knowledge Say Today • Say We care for people, and people care for us. Point to the
we’re going to talk about caring for others. help photo. Ask Who helps you? (my mother, my teacher) How
do they help you? (My mother helps me with my homework.
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Ask Who are some people who help?

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(teachers, doctors, police, family) Write My teacher helps me learn new things.)
doctors on the board. Say Doctors are
• Point to the photos of feed my pet and take care of my pet. Say
people who help.
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each phrase aloud and have students repeat. Say We take care
• Write a list on the board of people who of our pets. Ask Do you have a pet? What pets do you have?
at
help. Next, point to each word and ask How do you help your pets?
How does this person help?
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Practice
Present • 1 Say We’re going to read and listen to information about
• Say Open your books to pages 34 and 35. caring for others. Read the words on pages 34 and 35 as you
Look at the ways to take care of people listen. Play TR: 3.1.
and animals. As you point to each photo,
• Review the target words and phrases. For each word or phrase,
say the vocabulary word or words and
develop a hand gesture or motion to perform along with the
have students repeat after you.
word as you say it. For example, for carry, pretend to hold a
baby in your arms. Practice the motions with students.
88 Unit 3

BE THE EXPERT
teach take care of my pet 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
that shows a girl feeding her fish. Explain that the
picture is a clue to the meaning of feed my pet.
a hamster
Related Vocabulary
bike, fishbowl, lion
feed my pet protect
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a goldfish
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Vocabulary 1
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Can students
c
3 Ask and answer. • identify and use verbs related to caring for
hi others?
Write a verb on the board and ask students to
What do you
act it out.
ap
like to do?
I like to take care • describe who they like to care for?
of my goldfish.
Point to a photo, such as teach, and ask Who do
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35
you teach? How do you teach them?
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Wrap Up
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• 2 Say Now we’re going to hear words and listen to sentences • Write four problems on different slips of
with those words. Repeat each word and sentence after you paper, such as Something fell on the floor.
hear it. Play TR: 3.2. Have students repeat each word and
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My cat is hungry. Your bed is messy. Your

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sentence. sister hurt her knee. Form groups of four.

Give each group a problem. Say Read the
• Say I like to hug my sister. Using the vocabulary on pp. 34 and
sentence. Talk about how you can help.
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35, create sentence frames such as the ones listed below. Have
students work in groups to write sentences and say them aloud. • Give students time for discussion. Then
at
I like to hug . I like to teach . have them write a sentence to tell how
they can help. Have groups read aloud
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I like to help . I like to feed . their problems and solutions.
Apply Review
• 3 Say Let’s talk about how we like to care for others. Model • For additional practice, direct students to
the dialogue on p. 35 with a student. Pair students and ask Activity Worksheet 3.1.
them to alternate asking and answering the questions.
Vocabulary 1 89

GRAMMAR 1
GRAMMAR 1
Objectives before and after TR: 3.3
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
1 Play a game. Play with a partner.
and after.
• describe daily routines.
blue frame = before school
Grammar before and after green frame = after school
Resources TR: 3.3; Video Sc. 4—Grammar 1;

pp. 9–10; Online Practice
Materials spinners with numbered spaces
(or other implements, such as number cards or
dice, for moving around a game board) and
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game pieces
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c
hi What does he do He brushes his teeth
before school? before school.
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1
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36 Unit 3
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Warm Up
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• Set the stage Say Think about your

morning. What did you do at home this Amanda teaches her sister
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morning? Describe a routine. Say Amanda

Amanda hugs her mom and dad before school
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cares for others in the morning before

school. She hugs her mom and dad before Amanda feeds her dog after school
school. She feeds her dog before school.
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Then say Amanda also cares for others Amanda helps her grandfather
at
after school. She helps her grandfather

after school. She teaches her sister the
• Ask How does Amanda care for others before school? (hugs her
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ABCs after school.

mom and dad, feeds her dog) Ask How does Amanda care for
• Write the following in two columns on the others after school? (helps her grandfather, teaches her sister)
board:
• As students respond, draw a line from the phrase in the left-
hand column to the correct ending in the right-hand column.
Have students read the completed sentences aloud with you.
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Present BE THE EXPERT
• Point to the grammar box on p. 36. Say the sentences or play Our World in Context
TR: 3.3, acting out the activities as you say or hear them. In Japan, many students continue to study in juku
after school. Juku are private tutoring centers.
• Contextualize Draw four clocks with hands at 7:00, 8:00, Students can go after school to receive extra help
3:00, and 4:00. Say Evan goes to school at 8:00 in the morning. with class subjects and exams. Some juku are in
He feeds his dog at 7:00 in the morning. Ask Does Evan feed his tutors’ homes. Juku may offer art, music, and
dog before school or after school? (before school) martial arts classes.
Say Evan leaves school at 3:00 in the afternoon. He takes care Grammar in Depth
of his goldfish at 4:00 in the afternoon. Does Evan take care of We use phrases with the words before and after
his goldfish before school or after school? (after school) to show the order of two events:
She feeds her fish before school. (1st event =
feeding fish; 2nd event = going to school)
Practice I brush my teeth after breakfast. (1st event =
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• Write each of the following sentences in large print on eating breakfast; 2nd event = brushing teeth)
individual cards: Evan feeds his dog at 7:00 in the morning. Note that before and after can be placed at the
Evan goes to school at 8:00 in the morning. Evan comes home beginning of the sentence, too:
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at 3:00 in the afternoon. Evan takes care of his goldfish at 4:00 Before school, she feeds her fish.
in the afternoon. Select four students and give each a card. Say When before or after comes at the beginning
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Place your card under the correct clock. of the sentence, we separate the phrase with a
comma:
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• Have partners ask and answer questions about what Evan does After breakfast, I brush my teeth
teeth.
before school and after school.
Teaching Tip
c
Apply hi Grouping When you have students work in
pairs or groups, walk around the classroom to
• 1 Say Look at Activity 1 on page 36. Read the directions and monitor their progress. As you observe students’
conversations, offer feedback and answer
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the key aloud. Point out that each picture has either a blue or a
green frame. Hold up your book and point to the picture of the questions.
boy and his cat. Ask What is the boy doing? (taking care of his
Related Vocabulary
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cat) Say This picture has a green frame. Does the boy take care
toothbrush
of his cat before school or after school? (after school)
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• Model the game with a student. Spin. Start at the top point
and move the game piece clockwise around the star. If you
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land, for example, on the drawing of the boy getting dressed,

show your partner the picture. Point out that it has a blue
frame. Ask What does he do before school? Prompt her to
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answer, “He gets dressed.” Then switch roles.
• Say to the class Now it’s your turn! Form pairs and give each
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pair a spinner. Tell students to use the sample dialogue at the

bottom of p. 36 to help them. Students can move around the
at
star several times for additional practice.

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Wrap Up Grammar 1
• Write these questions on the board: What do you do before
in the morning? What do you do after ✔ Formative Assessment
in the afternoon?
Can students
Arrange students in a circle. Point to one student and ask What • identify the difference between before and
do you do before 7 in the morning? Ask the next student What after?
do you do after 4 in the afternoon? Continue around the circle, Review Activity 1 and ask Does he brush his teeth
varying the time for each student. before school or after school?
• describe daily routines?
Ask What do you do before school? What do
you do after school?
Grammar 1 91

VOCABULARY 2
VOCABULARY 2
Objective 1 Listen and say. Check T for True and F for False. TR: 3.4
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
Resources TR: 3.4; Video Sc. 3—Vocabulary 2;
Graphic Organizer: Two-column chart;
Activity Worksheet 3.2; Workbook p. 22, have a snack do my homework
TR: 3.3; Online Practice
3:45 P.M. 5:00 P.M.
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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
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4. She takes a shower at six thirty. T ✔
F
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
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1 2 3 4 5
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37
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Warm Up
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• 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
at 3:20 in the afternoon? (come home) What do I do at 8:15 in
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What time is it? Have students say the

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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
• Recycle Have students name ways they care for others. Then
each clock and ask Is this before school or
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ask “What time?” questions such as What time do you help

after school?
your mom?
at
Present Practice
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• Set the stage Point to the clocks on

• Say Open your books to page 37. Point to each photo, read the
the board, then act out and say I take
phrase, and have students repeat. Point to and say each time.
a shower at 7:30 in the morning. I make
Have students repeat.
my bed at 8:15. I come home at 3:20 in
the 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. • Point to the second photo and ask When do you make your
What time do I come home? I come home bed? Provide the following sentence frame: I make my bed
at 3:20. at . Create sentence frames for the remaining
vocabulary items.
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• After students say each vocabulary phrase, say Now you’re BE THE EXPERT
going to hear words and sentences with those words. Repeat
each word and sentence. Play TR: 3.4. Teaching Tip
Try to avoid using a student’s name or saying you
• Now say Let’s talk about the girl in the photos. Point to the first when correcting speaking errors. When correcting
photo and say She takes a shower at 7:30 in the morning. Point a speaking error, instead of saying Jean (or You)
to the next photo and ask What time does she make her bed? said “I has a snack at 3:45,” say I heard “I has
Continue with the remaining pictures. You may wish to provide a snack at 3:45.” Then ask students if they can
the following sentence frame: She at . correct the error.
• 1 Say We’re going to read sentences. Some are true, and Vocabulary Strategy
some are not. When a sentence is not true, we say it is false. As students continue to learn vocabulary, have
Read aloud item 1 with students. Point to the picture and read them record new language on note cards.
These cards can be used as flash cards anytime
aloud the label make my bed and the time (8:15 ). Ask Does she
during a unit for review activities, games, and
make her bed at eight fifteen? (yes) Say Yes, the sentence is comprehension tests. Have students store
true. Let’s check T for true. vocabulary flash cards in a notebook pocket,
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a plastic bag, or an envelope.
• Model putting a check mark on the T, then read each sentence
aloud with students. Ask Is this sentence true or false? Have
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students check T for true and F for false. If students are having
difficulty, rewrite each sentence with the time written in
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numerical form, for example, 8:15 for eight fifteen.
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Apply
• 2 Say Let’s do a sticker activity. Say Look at Activity 2. Model
c
the dialogue with a student. Hold up the homework sticker. On
the board, write I do my homework at . Ask What
time do you do your homework?
hi
ap
• Assign partners and have them complete the activity. Provide
the question frame What time do you ?
gr
• Have students record their answers in a two-column chart

labeled Activity and Time.. For example, write Take a shower
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under Activity and 7:30 under Time.

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Wrap Up
• Pair students. Say Talk about your partner. When does she
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come home? When does she have a snack? When does she do
her homework?
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Review
at
• For additional practice, direct students to Activity Worksheet 3.2. Vocabulary 2

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Can students
• identify and use key vocabulary phrases?
Write the following words in two columns on the
board. Have students draw lines to complete the
phrases:
do a shower
take my homework
come a snack
make home
have my bed
Vocabulary 2 93

GRAMMAR 2
GRAMMAR 2
Adverbs of frequency TR: 3.5
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: 3.5; Video Sc. 5—Grammar 2; 8:15 6:30 6:30 8:45
Activity Worksheet 3.3; Workbook p. 23, TR: 3.4; Meena
Grammar Workbook pp. 11–12; Online Practice Tom
1. Meena I never play soccer at 6:30.
2. Tom I always take a shower at 8:15.
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3. Meena I usually help at home at 6:30.
4. Tom I usually go to bed at 8:45.
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5. Meena I sometimes take a shower at 8:15.
ar
2 Play a game. Cut out the game board and cards in the
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back of the book. Play with a partner.
I usually make my
c
bed in the morning. I always make my
hi bed in the morning.
ap
So we’re
different.
gr
38 Unit 3
eo
Warm Up
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• Draw the following chart on the board: three out of five days. So, I usually have a snack. Continue
drawing conclusions based on the chart with sentences such as
I sometimes play basketball.
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Monday Tuesday Wednesday Thursday Friday

do my do my do my do my do my
Present
homework homework homework homework homework
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have a have a have a

snack snack snack • Point to the grammar box on p. 38. Play TR: 3.5. Ask students
to repeat the sentences as they hear them.
at
play play
basketball basketball
• Erase the writing in the lower part of the chart. Write eat lunch
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at 12:30 under Monday and say I sometimes eat lunch at 12:30.

Write eat lunch at 12:30 under Wednesday and Thursday. Say
• Say Let’s talk about how many times we do
I usually eat lunch at 12:30. Write eat lunch at 12:30 under all
things. We can always do things. We can
five days.
usually do things. We can sometimes do
things. We can never do things. • Write I eat lunch at 12:30. Have students orally fill
in the blank. (always) Erase eat lunch at 12:30 completely from
• Draw students’ attention to the chart.
the chart and point to I eat lunch at 12:30. Have
Point to do my homework on each day of
students fill in the blank. (never)
the week. Say I always do my homework.
Ask When do I have a snack? (Monday,
Wednesday, Thursday) I have a snack
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• Point to the chart in Activity 1 on page 38. Have students point Grammar in Depth
to each column head as you say Take a shower at 8:15. Play Adverbs of frequency describe how often we do
soccer at 6:30. Help at home at 6:30. Go to bed at 8:45. Have something. They typically come before the main
students repeat each phrase after you say it. verb in a sentence (with verbs other than be): I
always brush my teeth before bed.
• Graphic l iteracy Read the column and row headings. Point Always = every time; at all times
to the key and say This is a key. The key tells us what the circles Usually = not at all times, but most times. We use
mean. Three filled-in blue circles mean “always.” Two filled- usually to talk about things we normally do as
in blue circles mean “usually.” One filled-in blue circle means part of a routine.
“sometimes.” No filled-in blue circles means “never.” Draw 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
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are no filled-in blue circles. Meena never plays soccer at 6:30.
• Read item 2. Point to the shower at 8:15 column and ask How
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many filled-in blue circles are there for Tom? (three) Point to
the key and ask Which word has three filled-in blue circles?
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(always) Say Tom always takes a shower at 8:15.
• Have students work in pairs to complete the activity. After
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students have completed each sentence, have them read it
aloud to their partners.
Apply
c
hi
• 2 Have students cut out the game board and cards on
ap
p. 109. Then read the model dialogue at the bottom of p. 38
with students.
gr
• Read item 1 on the game board. Say I always do my homework

in the evening. My brother always does his homework in the
eo
evening. We’re the same.
• Read item 2. Say I usually eat lunch at 12:00. My brother

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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.
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Wrap Up
at
• Form groups of three to four students. Have each group choose

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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
to the class. Workbook and Online Practice
Grammar 2
Review ✔ Formative Assessment

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 95

SONG
Song
Taking Care
I love taking care of my pets.
Vocabulary 1 take care of my pet, hug, feed my I love taking care of my family.
pet, protect, teach, carry I love taking care of them all.
I’m happy that there are so many!
Grammar in the song
Resources TR: 3.6; Video Sc. 6—Song;
Activity Worksheet 3.4; Workbook p. 25, TR:
3.6; Online Practice
Materials markers, colored pencils, scissors
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Resources TR: 3.7; Flashcard 46, 77, 126;
The Sounds of English Card 41; Workbook p. 25,
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Materials pictures of a stove, a coat, a phone,
ar
a globe, a nose, a goat
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home
c
hi 11
2 Listen and say.
1. home goldfish
ap
2. cold coat
3. stove yellow
gr
39
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Use the Song

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• Say Open your books to pages 34 and 35. • Call on a student to read the last line of the first verse aloud:
We’ve talked about how to care for others. “I’m happy that there are so many!” Ask Does the girl have a
What are some more ways we care for lot of pets or just one? (a lot) Ask Do you think her family is big
l
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others? Introduce and act out new “care or small? (big) Tell students the rest of the song tells about the
for” words students will hear in the song, animals and people the girl takes care of. Draw a chart on the
such as, comb, wash, brush, read.
read. board like the one below. Ask What animals and people do
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you think will be in the rest of the song? Let’s list some. Work
• Say Now, turn to page 39. Ask What
at
with students to fill in the chart.

animal do you see? Does the animal look
happy or sad? Point to the goat. Ask Is
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Animals People
the goat a pet? Say Raise your hand if
you have a pet. Ask What sort of pet cat snake mother brothers
do you have?
dog hamster father grandmother
• 1 Say We’re going to listen to a song
bird goldfish sisters grandfather
about caring for animals and people.
Play the first verse of TR: 3.6 as students
listen. Then play the verse again and have
students read along in their books.
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• Say Now we’ll listen to the whole song. Complete lyrics are on Our World in Context
Student’s Book p. 99. Play TR: 3.6 all the way through. After Dogs are one of the two most common pets in
students listen to the song a second time, revise the animals the world. Cats are the other. There are over 400
and people in the chart on the board to match the song. Then breeds of dogs kept as pets. Humans who lived
ask How does the girl care for her cat? (She combs her cat.) 12,000 years ago owned dogs as pets! Ancient
drawings of dogs have been found on Spanish
How does the girl care for her sister? (She reads to her sister.)
cave walls, Egyptian tombs and buildings, and
Repeat with the remaining animals and people. traditional Chinese pottery.
• Pair students. Assign pairs an animal or person from the song. Teaching Tip
Say Draw a picture to show how the girl in the song takes care
Classroom Management Singing songs can
of your animal or person. For example, students may draw a be a great way to boost class energy or offer
snake getting a bath. a change of pace. When your students show signs
of fatigue during a lesson, do a song activity as
• When students complete the drawing activity, have them a way to refresh their energy.
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display their drawings. Play the song again (TR: 3.6) and have
students sing along. Say When you sing the name of your The Sounds of English Cards
person or animal, hold up your drawing. You can use The Sounds of English Card 41 to
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teach the /oʊʊ// sound. Audio for this card is
/oʊ/
/o
Review
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The Sounds of English: /oʊ/ as in home
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• 2 Show Flashcard 46 (goldfish) and pictures of a stove and
a coat. Ask What’s this? Have students reply It’s a (goldfish).
Repeat the word slowly as you write it on the board in large
hi
ap
letters. Do the same for each word. Next, say goldfish and
underline the letter o in the word. Do the same with stove. Say
The letter o can stand for the /oʊ/ sound. Then say coat and
gr
underline the letters oa in the word. Say The letters oa also can
stand for the /oʊ/ sound.
eo
• Have students look at p. 39 in their books. Play item 1 from

TR: 3.7. Have students listen and repeat. Do the same for
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items 2 and 3. You may want to play the audio a second or

third time.
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• To check understanding, display Flashcards 77 (boat) and 126

(a loaf of bread) and pictures of known items such as a phone,
a globe, a nose, and a goat, (in addition to a coat, a goldfish,
io
and a stove). Say Look and listen. Stand up when you hear the
/oʊ/ sound. Hold up a picture (a stove) and say (stove) twice.
at
Students should quickly stand and say the word. Hold up a

few pictures without the target sound as well. Students should
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stay seated if they don’t hear the sound. Gradually increase

the pace.
• If students stand in error, repeat the incorrect word and a word


Song

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
Caring for
Online Practice
Materials four strips of paper per group,
Baby Elephants
world map
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Sometimes baby animals don’t have parents.
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and feed it and protect it.
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2
c
a partner.
hi
ap
The baby elephants
need help. That’s why the people at
the Trust take care of them.
gr
eo
Warm Up Present
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• Activate prior knowledge Write baby • Direct students to p. 40. 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
with the elephants? List students’ guesses on the board.
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the word baby, what do you think of? List

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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: 3.8 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
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• Say We’re going to listen to the reading again. Listen to the

forth like a trunk. Ask What animal am I?
order of the things that happen to some baby elephants.
(an elephant) Say Baby elephants need
What happens first? What happens next? Play TR: 3.8 a
parents to take care of them. Say I’m a
second time. Pause at the end of each paragraph to check for
baby elephant. Rub your stomach and
comprehension. Ask questions such as:
say I’m hungry. Ask How do elephants
help their hungry babies? (They give them Paragraph 1: What problem do some young animals have?
food.) Say Some baby elephants don’t Paragraph 2: What do people at the Trust do? When do
have parents. Ask How can they eat? the people know when it’s time for the elephants to
(Someone has to feed them.) leave the Trust?
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• Graphic literacy Display the world map. Ask Where is BE THE EXPERT
the David Sheldrick Wildlife Trust? (Kenya, in Africa) Ask a
volunteer to identify the continent of Africa on the map. Then About the Photo
point out the location of Kenya in Africa. An elephant keeper at the David Sheldrick Wildlife
Trust puts blankets on several orphaned baby
elephants. Elephants in East Africa are hunted for
Practice the ivory in their tusks, leaving hundreds of baby
elephants without parents. The keepers feed and
• List the following sentences on the board: rehabilitate the baby elephants until they are
grown and are able to return to the wild.
The elephant goes back to the wild.
Reading Strategy
People at the Trust take care of the elephant.
Identify Sequence of Events As students read,
A baby elephant is found without parents. have them keep in mind key questions such as
What happens first? What happens next? What
The elephant learns to play with other elephants. happens last? Review the terms then, soon,
before, and when. These words are commonly
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used to show a sequence of events. Have students
• Say First, a baby elephant is found without parents. Write the look out for these words as they read.
number 1 next to that sentence. Ask What happens next? Have
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students scan the reading again to find the next step. Have Our World in Context
them tell you how to number the remaining sentences in order. The David Sheldrick Wildlife Trust was founded
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in 1977 by Dr. Dame Daphne Sheldrick in the
• Write each sentence on a strip of paper. Have groups arrange memory of her late husband, David Leslie William
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the strips of paper and read the sentences aloud in the Sheldrick. David Sheldrick was a pioneer in
correct order. wildlife conservation in East Africa, founding and
serving as warden of Tsavo East National Park
for more than 20 years. In addition to rescuing
Apply
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hi orphaned elephants, the Sheldrick Trust also cares
for rhinos. Both species suffer at the hands of
• 2 Ask a volunteer to read the model dialogue on p. 40 poachers for the ivory in their tusks and horns.
aloud with you. Then place students in pairs to talk about the
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reading. Related Vocabulary
blanket, caretaker, keeper
• When pairs finish talking about the reading, ask them Do you
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want to work at the David Sheldrick Wildlife Trust? How do you

want to care for baby elephants? Have partners discuss.
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Wrap Up
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• Ask students to think of three things they did yesterday and list
them in sequence. If time allows, have students draw a picture
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to represent each activity.

Reading
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Can students
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• identify how people help take care of baby

elephants?
Ask yes / 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 99

EOW2e_LP_3_49624_086-105_U3.indd 99 30/12/2019 12:03
VALUE VALUE
Value Take care of others.
Objectives Take care
Students will
• think and talk about taking care of others.
of others.
• complete the Unit 3 Quiz. Sometimes others need
your help. Be caring.
Resources Workbook p. 24, TR: 3.5, p. 27;
Unit 3 Quiz
Related Vocabulary
fur, macaque
Think. Pair. Share.

How can we take care
of others?
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Writing
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Unit Review
hi
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Adult and baby
macaque, Japan
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41
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Value
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Think Pair
• Have students look at the photo and • Ask How is the adult macaque taking care of its baby?
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caption on p. 41. Say This is a macaque (keeping it clean) Why does the adult do this for the baby?
monkey and its baby. A macaque keeps (because the baby can’t do it on its own) Do you take care of
its baby clean. Ask What’s another way others in this way? Students may laugh, but remind them that
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a macaque cares for its baby (protects it, they were babies once and ask how they kept clean.
feeds it, keeps it warm)
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• Put students in pairs. Have them ask and answer the question
• Have students read the value statement on in the middle of the page. Students should write notes or draw
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p. 41 aloud. Ask How can you take care of pictures of their partner’s answers.
others? Allow students to share their ideas
aloud. Share
• Have a student read the sentences under • Have students take turns sharing their partner’s answers to
the value statement. Ask Who often needs the question aloud. Encourage the rest of the class to listen
help? What can you do for someone who carefully. After everyone shares, ask How do we take care of
needs help? Point out that Be caring is a each other?
command. It uses the verb to be without to
to tell someone to be a certain way.
100 Unit 3

Make a collage. Show ways people care.

PROJECT
1 2
They care for their families!
Objectives
Students will
• draw and find pictures about caring for
others.
• create a collage.
Cut out a big circle. Collect and draw pictures that • share information with the class.
show caring.
3 4
Content Vocabulary collage
Materials colored pencils, construction paper,
glue, markers, photos (optional ), scissors,
newspaper or magazine images
Glue the pictures to cover Tell the class about your

the circle. collage.
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Prepare BE THE EXPERT
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• Ask How can we care for others? List the words and phrases
Teaching Tip
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students call out on the board. Say Today, you’re going to
make a collage about how to care for others. A collage is a Students may feel nervous about speaking in
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front of the entire class. You may wish to have
collection of pictures.
students form small groups and speak to their
• Have students cut a large circle out of paper. Provide the class group members instead of the entire class. After
the group presentations, invite students who
with magazines and newspapers. You may also wish to have
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would like to speak in front of the entire class to
students bring magazines or newspapers from home. Say Look hi
do so.
in the magazines and newspapers. Find pictures that show how
to care for others. You can also draw you own pictures. Here Project Rubric
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are some questions to think about.  Did students cut out or draw and glue pictures
that show caring for others?
• Write the following questions on the board:
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 Did students use unit vocabulary when telling

about their collage?
Who do you care for?
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 Did students use unit grammar when telling

Who cares for you? the class about their collage?
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How do people care for each other?

How do people care for animals?
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• Have students cut out or draw pictures, or do both, and then

glue their pictures and drawings to the circle.
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• Have students come to the front of the class to show their

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collages.
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Share
• 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 for others? Do you care for others like the people in
(Sami’s) collage? Now I Can
• Modify To simplify the project, assign each student a specific
• How do you care for the people in your family?
vocabulary term from the unit. Have each student focus on
• What do you do every morning? What do you
finding or drawing a picture that illustrates the term.
do after school?
• What do you sometimes eat for lunch? What do
you always do after school?

VIDEO
Vocabulary 1 a goldfish, a hamster, feed my pet, carry,
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 2 Adverbs of frequency
Song Taking Care
Viewing caring for others
Story Time Caring for Elephant Orphans
Resources Video Sc. 1–10; Graphic Organizers: Three-column
chart, Venn diagram
Zoom In
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Vocabulary
Before You Watch • Fast-forward through Scene 2: Vocabulary 1 and
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• Play the introduction to the video. Scene 3: Vocabulary 1b. Stop at the images in the
picture frames. Say each vocabulary item and have
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• Point out the new hosts of the video, Ellen and Sofia. students use it in a sentence.
Say This video is about taking care of pets. Ask Do you
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have any pets? How do you take care of your pets? Grammar
• Say Listen for the words before and after. While
While You Watch viewing Scene 5: Grammar 1, pause and ask
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comprehension questions such as What does Jasmine
• As they watch the video, have students listen for
words that describe caring. Have them sort the words
hi
do after breakfast? (go to school)
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into a three-column chart. Label the columns Care for • Write always, sometimes, and usually on the board.
Other People, Care for Pets, and Care for Myself. Say Listen for these words. List what Laurie always,
sometimes, and usually does.
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• Ask How can you care for your pet? (feed my pet)
Have students write this phrase in the Care for Pets Song
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column. Some vocabulary items may belong in more • View the Scene 7: Song segment. Have students form
than one column. groups. Assign each group a verse. Play Taking Care
(TR: 3.6) again. Have each group sing its assigned
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After You Watch verse.
• Have students form groups of three or four. Ask Viewing

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Did you write the same things as your group • Draw a Venn diagram labeled Animals, People, and
members? Have students compare what they listed in Both. Play the animal section of the viewing. Ask How
their charts. do animals take care of their babies? Write responses.
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Watch the second portion and ask and record

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responses. Ask What do both humans and animals

do? Write answers in the center.
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Story Time
• 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.)
102 Unit 3

UNIT 3 READER
Text Type nonfiction article
Vocabulary help, protect, take care, feed
Grammar before and after; adverbs of frequency
Reading Strategy Cause and Effect
Resources Video Sc. 9—Story Time;
Graphic Organizer: Two-column chart
Related Vocabulary
Caring for Elephant cuddle, play with, clean
Orphans
Elephants in Africa are in trouble.
Some lose their land to people. Some
lose their families to hunters. But
there is a special place in Kenya where
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people take care of orphan elephants. BE THE EXPERT
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Before You Read Asia and Africa are the only two continents with
wild elephant populations. Elephants’ big ears
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• Activate prior knowledge Say How do humans take care help them stay cool in these hot climates. African
of whooping cranes that do not have moms? (teach them elephants are larger and have bigger ears than
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to fly) Say Humans also care for elephant babies that don’t Asian elephants. For thousands of years, humans
have moms. have used Asian elephants to help them travel,
work, and move or lift heavy things. African
• Introduce the strategy Say A cause tells why something elephants, though, are usually found only in
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happens. An effect is what happens. Say My goldfish is hungry. hi the wild.
I feed my goldfish. Ask Why do I feed my goldfish? (because
it’s hungry) Write Cause: My goldfish is hungry. Effect: I feed
Reading Strategy
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my goldfish. Cause and Effect The relationship between
causes and effects can be described with the
• Say As we read, let’s use charts to organize causes and effects. word because. This word helps students see the
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connection between causes and effects: Keepers

Draw a two-column chart on the board. Label the columns
sleep with elephants at night because .
Cause and Effect and draw an arrow from left to right
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(the elephants cry if they’re left alone)

between the two columns. Have students copy it.
Text Background
• Say As we read, we can write causes and effects in the chart.
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This reader focuses on Kenya, a country in East

Africa. Most orphaned elephants come to Tsavo
While You Read National Park in southern Kenya. These elephants
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usually live with their keepers at the orphanage

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

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

p. 9: Why do keepers sleep next to baby elephants?
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(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 your charts. Have partners share with the class.
Video and Reader 103

AUDIO SCRIPT TR: 3.8 1 Listen and read.
Note: The reading Caring for Baby Elephants is on p. 98.
Student’s Book
TR: 3.1 1 Listen and read. Workbook
We all need help from other people. We care for each
TR: 3.1 1 Listen and write. Then listen again. Read
other in many different ways. We care for animals, too.
and match.
carry, help, hug, teach, feed my pet, a goldfish, take
1. I help my grandmother.
care of my pet, a hamster, protect
2. I feed my goldfish.
TR: 3.2 2 Listen and say. 3. An animal mother can protect her baby.
carry A lion mother carries its baby. 4. I hug my mother.
help I like to help my friends. 5. I carry the baby.
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hug I like to hug my grandma. 6. I teach my brother the ABCs.
teach My mom teaches me to ride my 7. I take care of my bird.
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bike.
take care of my pet I take care of my pet after school. TR: 3.2 2 Listen. Match. Draw lines.
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a hamster I have a hamster called George. 1. Girl: What do you do after school?
Boy: I help my mother after school.
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feed my pet I like to feed my pet.
2. G: What do you do before breakfast?
a goldfish I feed my goldfish after school.
B: I feed my cat before breakfast.
protect Elephant mothers protect their
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3. B: What do you do after breakfast?
babies.
G: I hug my grandmother after breakfast.
hi
TR: 3.3 Grammar 1: before and after 4. G: What do you do before school?
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B: I take care of my brother before school.
Note: Grammar 1 is on p. 90.
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TR: 3.4 1 Listen and say. Check T for True and

F for False. 1. I make my bed before breakfast.
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take a shower I take a shower at 7:30. 2. I take a shower after breakfast.
make my bed I make my bed at 8:15. 3. I come home before dinner.

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come home I come home at 3:20. 4. I have a snack after school.
have a snack I have a snack at 3:45. 5. After my snack, I do my homework.

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do my homework I do my homework at 5:00.

TR: 3.4 1 Listen. Draw lines to match.
1. She sometimes helps at home at five thirty.
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TR: 3.5 Grammar 2: Adverbs of frequency

Note: Grammar 2 is on p. 94. 2. She always has a snack at three fifteen.
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3. He never takes a shower at six thirty.

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4. She usually does her homework at four forty-five.

Note: Lyrics for the song Taking Care are on Student’s 5. He usually makes his bed at eight o’clock.
Book p. 99.
6. He sometimes comes home at three forty-five.
TR: 3.7 2 The Sounds of English /oʊ / home

TR: 3.5 3 Listen and read. Can you say these fast?
Listen and say.
1. I slurp soup and sodas at six sixteen.
1. home goldfish
2. Meena makes many milk shakes in the morning.
2. cold coat
3. Before four, fix the fifteenth flower vase.
3. stove yellow
104 Unit 3

EOW2e_LP_3_49624_086-105_U3.indd 104 30/12/2019 12:04
TR: 3.6 1 Listen to the song. Read and underline. TR: 3.8 1 Listen and read.
Note: Lyrics for the song Taking Care are on Student’s The Daily Lives of Animals
Book p. 99. People and animals usually live in different ways.
TR: 3.7 2 Listen. Which words have a sound like the o
in home? Draw a line to connect the pictures.
night. The koala sleeps in the morning, afternoon, and
1. cold cold evening. It sleeps more than 15 hours a day! It has a
2. stove stove small baby that grows in its mother’s pouch.
3. robot robot The great white shark lives in oceans all over the
world. The great white shark never stops swimming. It
4. goldfish goldfish
always eats and never sleeps. The mother doesn’t take
5. coat coat care of its babies. The babies swim away from their
hungry mother!
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NOTES
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Audio Script 105

Unit 4
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.
• give directions.
Vocabulary
Vocabulary 1 a bakery, a hospital, a movie
theater, a museum, a park, a police station,
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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
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Grammar
Grammar 1 Can for requests and offers
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Grammar 2 Giving directions
Reading Eye in the Sky
Value Explore your town.
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hi
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Objectives
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• 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
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• identify parts of a photo. parts of the country or world.

Resources Video Sc. 1—Introduction;
Home-School Connection Letter; Unit Opener • Say The name of our next unit is “My Place in the World.” Say
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Poster; Classroom Presentation Tool Look at the photo on pages 42 and 43. A girl and a boy are
playing outside in a city. Ask Does this place look like where
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Materials world map

you live? Have students share what is similar about the city in
the photo to their own town or city and what is different.
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Pacing Guides L3U4 • Ask questions such as the following to encourage discussion of
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)
What is the weather like in that place? (warm and rainy)
106 Unit 4

EOW2e_LP_3_49624_106-125_U4.indd 106 30/12/2019 12:06
BE THE EXPERT
About the Photo
Look and check. Two children play a game of chase in the
These children are in courtyard of the Jama Masjid in Delhi. The Jama
Masjid is one of the largest mosques in India. It
North America.
was built between 1644 and 1656 of sandstone
South America. and marble. It has three domes and two minarets
✔ Asia. (towers), and the courtyard where the children
play can hold 25,000 worshipers. To the right
Australia.
is the Red Fort, an even older structure that
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 avoid
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saying negative things about anyone’s ideas. Be
encouraging during the brainstorming session and
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make sure each student has a chance to share
their ideas.
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Related Vocabulary
building, continent, puddle
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Old Delhi, India
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43
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How do you know? (It’s warm because the children aren’t

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

there buildings in your town like the ones in this city?
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• Guide students through the activity on p. 43. Read the name

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of each continent aloud 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 107

VOCABULARY 1
VOCABULARY 1 a hospital
Objective 1 Listen and read. TR: 4.1

Students will
• identify and use nouns related to places. 2 Listen and say. TR: 4.2
Vocabulary a park, a hospital, a bakery,
Some people live in big towns. Other
a restaurant, a supermarket, a museum, a train
people live in small villages. In both,
station, a movie theater, a toy store, a police
there are interesting places to go. Are a bakery
station there places like these where you live?
Content Vocabulary town, village
Resources TR: 4.1–4.2; Video Sc. 2—Vocabulary
1a, Sc. 3—Vocabulary 1b; Activity Worksheet 4.1;
Workbook p. 28; Online Practice
a restaurant
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a park
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Warm Up
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Which place helps keep people safe? (police station)

• Activate prior knowledge Ask What
What can you do at a park? (play, run, fly a kite)
can you do in your town? What places can
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you go to? What can you do there? Say • Ask What places do you go to in your town? What places do
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Today we’re going to learn words about you like? What places don’t you like? For students who need
places. Think about the places you go to. more support, ask Yes/No questions such as Do you like the toy
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store? or provide sentence frames such as I like .

Present I don’t like .
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• Say Open your books to pages 44 and 45.

Practice
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Look at these photos of places. Point to

each place and say its name. Then have • 1 Say We’re going to read and hear about places to go. Read
students repeat after you. the paragraph on page 44 and the words on pages 44 and 45
as you listen. Play TR: 4.1.
• Say Look at the photos again. Ask
questions: • Discuss the paragraph and photos. Ask questions:
What can you do at a supermarket? Where can people live? (big towns, small villages)
(buy food) Do small towns and villages have interesting places? (yes)
Which place helps sick people? (hospital) What photo shows people near a train? (train station)
Where do people go to eat a meal? (restaurant)
108 Unit 4

a supermarket a museum BE THE EXPERT
About the Photo
Shinjuku Gyoen Park is one of the largest public
parks in Tokyo. Opening as a national park in
1949, the land was previously a private residence,
a botanical garden, and a garden of Japanese
emperors. (Gyo-en means “imperial garden” in
a train station a movie theater Japanese.) Shinjuku Gyoen Park has more than
20,000 trees on 144 acres of land. It is a popular
place to see cherry blossoms in springtime.
Vocabulary Strategy
Compound Words Compound words are made
up of two smaller words. The two words have
a single meaning when used together. Some
a toy store a police station compound words are written as a single word, for
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example, notebook. Other compound words, such
as orange juice, are written as two words. Both
kinds of compound words are used in the lesson
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(supermarket,
supermarket, train station, toy store, movie
theater, police station)
station).
station )
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3 Describe and guess. Use these Workbook and Online Practice
words. Work with a partner. Vocabulary 1
bread a doctor food movies
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paintings a police officer a toy car hi ✔ Formative Assessment
You can see paintings here. Can students
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• identify and use nouns related to places?
It’s a museum! Point to a photo of a place and ask Is this a
(museum) or a (train station)? What can you see
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45 at this place? What can you do there?

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Wrap Up
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• 2 Say Now we’re going to hear words. Then we’ll listen • Say Let’s play a game. I’ll draw a picture
to sentences with those words. Say each word and sentence on the board from a place we learned
after you hear it. Play TR: 4.2. Have students repeat each
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about. Use the picture to guess the place.

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word and sentence. Model the activity. Draw a tree and a

bench or swing on the board. Students
• Put students in groups of three or four. Assign two or three
should identify a park as the correct place.
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vocabulary words to each group. Have groups write their own

Repeat with other vocabulary words. Then
sentence for each word. Then have one student from each
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have students come up to the board and

group read the sentences out loud.
draw a picture clue.
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Apply Review
• 3 Model the dialogue on p. 45 with a student. Then pair
students. Say Tell about a place. Use the words in the box.
Have your partner guess the place. Say complete sentences.
Take turns until you have used all the words.
Vocabulary 1 109

GRAMMAR 1
GRAMMAR 1
Objectives Can for requests and offers TR: 4.3
Can you help me? Sure. How can I help?
Students will
• ask for help with can.
PARK
• answer requests for help with can.
Grammar Can for requests and offers
Content Vocabulary across, behind,
between, next
HOSPITAL SUPERMARKET
Academic Language request
POLICE STATION

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H
E
MUSEUM RESTAURANT A
T
E
R
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across from on the corner of
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1 Ask and answer. Work with a partner.
Can you help me?
Sure. How can I help?
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hi
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Where’s the
supermarket? It’s next to the police station
and across from the theater.
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46 Unit 4
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Warm Up
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• Recycle Review vocabulary from Unit 3. • Model Say When we need help, we can ask, “Can you help
Write help on the board. Ask What are me?” Model how to ask for help finding a place. Say I’m a
new student at school. I can’t find my classroom. I see a
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ways we can help our family? (hug, teach,

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carry) Have students think of other ways teacher. I can ask her “Can you help me, please? Where’s the
family members help one another. Write classroom?” Point out that it’s polite to say please when asking
responses on the board. for help.
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Present
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• Contextualize Ask What are some words Can you help me, please?
we learned for places? (a hospital, a park, Where’s the ?
a police station) Are there places like these
in your city or town? Do you know where
they are? Then say Think about a new • Put students in pairs. Say Think of a place at school. Write it on
person in town. She can’t find the train a piece of paper. Now pretend you’re new at school. You can’t
station. What can she do? (ask for help) find the place on your paper. Ask your partner for help. Use the
questions on the board. Have students role-play their dialogue.
• Point out the grammar box on p. 46. Say
the questions out loud or play TR: 4.3.
110 Unit 4

EOW2e_LP_3_49624_106-125_U4.indd 110 30/12/2019 12:06
• Have students look at the map below the grammar box on Our World in Context
p. 46. Ask What places are on the map? (park, hospital, police In most cultures, it’s common to express gratitude
station, supermarket, museum, restaurant, theater) for receiving help. In the United States, a person
may say thank you or thanks after receiving help.
• Point out the picture of the boy asking the girl for help. In Japan and some other Asian cultures, a person
Ask How does the boy ask for help? (He says “Can you help may express thanks by bowing.
me?”) Ask What question does the boy ask? (Where’s the
supermarket?) What does the girl tell the boy? (It’s next to the
Grammar in Depth
police station and across from the theater.) Tell students to use Can is a helping verb. There are many different
uses for can. Students have already learned how
the directions to point to the supermarket in their books.
to use can to talk about ability: A penguin can
• Before students begin Activity 1, review next to, across from, swim. It can’t fly.
behind, between, and on the corner of. Have two students In this lesson, students will learn how to use can
stand near each other to demonstrate next to. Then have to request help and offer to help someone.
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several students form two lines. Point out students standing Use can you when you are asking someone to
across from one another in line. Have one student stand in do something for you: Can you help me? To get
someone’s attention in a polite way, we often add
back of another to show behind. Have one student stand in
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excuse me: Excuse me. Can you hold my bag?
the middle of two others to show between. Finally, using the
Also, because you are asking a favor, it’s common
map on p. 46 as a guide, draw First Street and Main Street on
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to add please:
please: Can you please open the window?
the board. Can you open the window, please?
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• Draw the hospital and the police station. Say The hospital is Use can I when you are offering to help: How can
I help? Can I get you a soda?
next to the police station. Then point to the corner where First
Street and Main Street intersect. Say Another way to describe Students have already learned the question word
where and how to answer with It’s followed by
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the hospital’s location is to say “It’s on the corner of First Street
a preposition of place. Across from may be a
and Main Street.”
hi new expression for students. It means “located
opposite from.”
• 1 Have partners do Activity 1 on p. 46. When students have
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finished, have a student from each pair read one question Teaching Tip
and answer aloud. If students are having difficulty, review the Students may have different learning styles.
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vocabulary words. For example, some students learn best when

information is presented visually. Some students
eo
need information verbally, while others may

Apply need to write it down. Still others may benefi t
• Have students tell about places in their city or town. Model from performing hands-on activities, or activities
G
involving physical movement. Be sure to include a

by giving examples of places found where you live. Say My
variety of visual, verbal, written, and movement
town has a police station and a supermarket. It doesn’t have a activities in your class to support different
museum. For students who need support, use Yes/No questions
l
learning styles.
na
such as Does your town have a hospital? Does it have a park?

Have students review the photos on pp. 44–45 for more ideas.
io
• Pair students and have them use the model on p. 46 to ask

and answer questions about where they live. Remind them
at
to use can.
N

Wrap Up Grammar 1
• Say Let’s play a game about things in the classroom. Ask a ✔ Formative Assessment
student about the location of a classroom item. For example,
say Can you help me, (Hyo)? Where’s the chalkboard? The Can students
student answers by saying Yes, I can help you. The chalkboard • ask for help with can?
is at the front of the classroom. The student who answers then Present students with the following scenario:
asks another student about a new object. Imagine you need bread but can’t find the
bakery. What do you say to ask for help? Have
students use can to form their requests.
• answer requests for help with can?
Ask questions such as What do you say to the
person asking you for help?
Grammar 1 111

VOCABULARY 2
VOCABULARY 2
Objective 1 Listen and say.
Students will Read and write. TR: 4.4
• 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
Video Sc. 3—Vocabulary 2; Activity
a library
Worksheet 4.2; Workbook p. 30, TR: 4.2; a mall a stadium
Online Practice
1. Min wants to go to the zoo .
She loves the crocodiles and the monkeys.
ng
2. Aziz wants to go to the stadium .
He likes to see his favorite soccer team.
ni
3. Janica wants to go to the swimming pool .
She has a new bathing suit.
ar
4. Mounira wants to go to the mall .
Le
She wants to buy some new clothes.
5. Leo wants to go to the library .

He wants to read some books.
c
2 Listen and stick. TR: 4.5
hi
ap
Monday Tuesday Wednesday Thursday Friday
gr
47
eo
Warm Up
G
• Recycle Say Let’s talk about the words • Have students open their books to p. 47. Hold up Flashcard 68.
you learned for places. Ask What place has Ask What does this picture show? (a boy reading a book, books
on shelves) Ask Where is he? Have students say the vocabulary
l
puzzles and games? (a toy store) What

na
place has doctors and nurses? (a hospital) word out loud.

Give clues for other vocabulary words.
• Repeat with the other four vocabulary words and Flashcards
Each clue should name a person or object
io
69–72. If needed, tell students what the photos of the mall and
in each place.
the stadium show.
at
Present Practice
N
• Explain Say We’re going to learn five

• 1 Say Now we’re going to hear words. Then we’ll listen to
new words about places. One place has
sentences with those words. Say each word and sentence out
books to read. Show students a book.
loud after you hear it. Play TR: 4.4. Have students repeat each
Another place is for swimming. Act out
word and sentence after they hear it.
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?
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• Say Look again at the photos of places on page 47. Ask BE THE EXPERT
students questions such as these:
Teaching Tip
What 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
What place has water? (a swimming pool) What do people favorite place out of the five places listed on
do there? (swim) p. 47. Have groups discuss their favorite place,
What place has books? (a library) Can you read books at this when they went there, how often they go, and
place? (yes) who they go with.
What place has people walking inside? (a mall) What do they
do there? (buy things)
What place has many people sitting? (a stadium) What do
you think they do there? (watch games)
• Point out the new word favorite in item 2. Say Your favorite
thing is the thing you like best. My favorite food is pizza.
ng
Ask What’s your favorite food?
• Read item 1 out loud. Ask What does Min love? (crocodiles and
ni
monkeys) What place has these things? (a zoo) Have students
ar
write the answer to item 1. Then have them complete items 2–5.
Use this activity to see if students understand the vocabulary.
Le
Walk around the room to check students’ work. If students
are having trouble completing the sentence frames, give them
more examples as clues.
Apply
c
hi
• 2 Have students look at Activity 2. Point to Monday in the
ap
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
gr
out loud. Have students repeat each one after you.
• Say Let’s do a sticker activity. Assign partners. Say Listen for

eo
a day of the week. Then put a sticker in the right box. Play
TR: 4.5. Check partners’ work. Each box should have one
G
sticker in it.
Wrap Up
l
na
• Write each vocabulary word on the board. Leave space below

each word. Point to each vocabulary word and have students
io
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
at
of things other than the ones in the book. Examples might

include computers at the library, towels at the swimming pool,
N
or elephants at the zoo.
Review
• For additional practice, direct students to Activity Worksheet 4.2. Vocabulary 2
Can students
• identify and use more nouns related to places?
Ask questions such as Where can you borrow a
book to read? Where do you see tigers? Where
do you watch a baseball game?
Vocabulary 2 113

GRAMMAR 2
GRAMMAR 2
Objectives Giving directions TR: 4.6 Go straight .
Students will How can I get to the library? Turn left on Third Avenue.
Turn right at the supermarket.
• give directions.
• 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: 4.6; Video Sc. 5—Grammar 2; left on Middle Street. It’s on the corner of Middle Street and Second Avenue.
Grammar Workbook pp. 15–16; 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, scissors swimming pool.
4. How can I get to the zoo ? Turn left on Summer Street.

Turn right on Second Avenue. Go straight on Sunny Street. It’s next to the
ng
bookstore.
2 Play a game. Cut out the cards in the back of the book.
ni
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
GREEN STREET
ap
HOSPITAL RESTAURANT
BLACK STREET
gr
48 Unit 4
eo
Warm Up Present
G
• Build background Put students into • Explain Direct students’ attention to the grammar box at
small groups. Assign each group a the top of p. 48. Play TR: 4.6. Point out Go straight. Then point
l
number. Give each group a note card with to the arrow next to Go straight. Say The arrow shows the
na
directions to a location in the classroom. way to go. This arrow points straight up. That means to go
For example, Walk straight to the front of straight ahead.
the room. Then turn left. Walk five steps
io
and stop. • Repeat for Turn left and Turn right. To help students remember
left and right, tell them to form an L with their index finger and
at
• Have group members work together to thumb on their left hand. Say L stands for “left.” You use your
follow your directions. When groups are at left hand to make an L.
N
their locations, ask Group 1, where are you?

(the bookshelves) Group 2, where are you? • Write the following sentence frames on the board:
(the chalkboard)
Go .
• Say You followed directions to get to a
place in the classroom. Directions tell Turn .
you where to go. Ask What directions Turn .
did you follow? Have students read their
directions aloud.
• Complete the sentence frames as a class. Remind students to
look at each arrow to see where it points.
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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:
on the map. Remind students they need to imagine they are Go 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:
• 1 Complete item 1 as a class. Say Put your finger at Begin
Turn right on Green Street. Turn left at the school.
here on the map. Follow with your finger as I talk. Go straight
on Green Street to Summer Street. Point to the “straight” arrow With the imperative, the subject of the sentence is
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. directions:
• When you’ve finished reading item 1 aloud, ask What place do Turn left on Second Street. Go straight. The zoo is
on your right.
ng
you see? (the museum) Say That’s right! The museum is next to
the mall. Have students complete items 2–4. Walk around the
room to watch students work.
ni
Apply
ar
• Write the following question frame on the board:
Le
How can I get to the ?
• 2 Put students into pairs. Have partners cut out the cards
c
on p. 111. Say One student picks a card and reads the place,
hi
ap
for example, the mall. Ask your partner “How can I get to the
mall?” Your partner will use the map to give directions. Model
the activity with a student. Observe partners as they play the
gr
game. Make sure the student asking for directions uses How
can I get to the (mall)? Remind students to look at the question
eo
frame on the board.
Wrap Up
G
• Say Look at the map on page 48. Some places on the map
l
don’t have names. What are they? (the stadium, the swimming
na
pool, the park) Have students write directions to one or two of

them. Remind them to start from Begin here on the map. Call
io
on students to read their directions aloud.

at
Review
N
• For additional practice, direct students to Activity Worksheet 4.3. Workbook and Online Practice
Grammar 2
Can students
• ask for directions?
Name the following places: hospital, train
station, toy store, movie theater. Have students
ask for directions to each place.
• give directions?
Ask students to give directions to places in
school, such as the cafeteria, nurse’s office,
or library.
Grammar 2 115

SONG
Song
A Great
Vocabulary 1 a toy store, a supermarket, New Town
a park, a bakery, a movie theater I’m new in town. I think I’m lost.
Can you help me find my way?
Vocabulary 2 a library, a zoo, a swimming pool
I’m new in town.
Grammar in the song Can you help me with my busy day?

Resources TR: 4.7; Flashcards 58–72;
Video Sc. 6—Song; Activity Worksheet 4.4;
Materials drawing paper, colored pencils
ng
or markers
Related Vocabulary post office
ni
Resources TR: 4.8; Flashcards 62, 87; The Sounds
ar
of English Cards 23, 31; Workbook p. 33,
Le
Materials photos or drawings of a computer, THE SOUNDS OF ENGLISH TR: 4.8
sheet music, January, a cute baby animal, museum

an ice cube
c
hi 11
2 Listen and say.
1. museum music
ap
2. January community
Chania, Crete
3. beautiful menu
gr
49
eo
Use the Song

G
• Say There are many places people go in • Put students into groups of three or four. Give each group one
a town. Have students turn to p. 49. Ask of these places to draw: a toy store, a supermarket, a park,
What places can people go to in this town? a bakery, a library, a zoo, a school, a swimming pool, or a
l
na
Have students point to each place and say movie theater.

its name out loud. Ask What can people
do in (the toy store)? Have students name • When students have finished drawing, play TR: 4.7 all the way
io
one activity that people do in each place. through. Tell groups to hold up their pictures when they hear
their place in the song. Then have students ask group members
at
• Set the stage Say Ivan is new in town. for help finding a place.
He doesn’t know where everything is. He
N
wants to go to the library. Ask What can • Have one student ask Can you help me? Where’s the toy store?
Ivan do? (ask for help) Say Right. He can Have the student holding the picture of the place answer I can
ask for help. help you. Here’s the toy store.
• 1 Play the first two verses of A Great

New Town (TR: 4.7). When students have
listened to the two verses once or twice,
ask How would you answer the person in
the song? Yes, I can help you; Sure. How
can I help?
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• Say I’m going to play the song again. Listen for the words you Teaching Tip
have learned in this unit. Complete song lyrics are on Student’s Provide opportunities for different students
Book p. 100. Have students raise their hands when they hear to lead minor activities. Giving students a
one of the unit terms in the song (toy store, supermarket, park, chance to be leaders can help build confidence,
bakery, library, zoo, swimming pool, movie theater). Then develop motivation, and give practice applying
vocabulary. For example, identify students who
have students identify the terms that were not in the song
are musically talented or auditory learners.
(museum, hospital, restaurant, train station, police station, Encourage them to lead the class in singing
mall, stadium). the song. Ask them for suggestions on how to
perform a song.
• Display Flashcards 58–72 and review them with the class. Then
put students in groups and distribute two or three Flashcards The Sounds of English Cards
to each group. Play TR: 4.7 and have groups hold up the You can use The Sounds of English Cards 23 and
corresponding card when they hear one of their words. Play 31 to teach the /ju:/ sound. Audio for this card is
the song again and have groups sing along when they hear available on the Explore Our World website.
ng
their words.
Review
ni
ar
The Sounds of English: /ju:/ as in museum
Le
• 2 Show Flashcard 62 (museum) and ask What’s this? Say
c
That’s right. It’s a museum. We go to a museum to see hi
beautiful paintings. Write We go to a museum to see beautiful
paintings. on the board and have students read the sentence
ap
with you.
• Underline museum and beautiful, say the words, and have

gr
students repeat. Then circle the first u in museum and eau in

beautiful. Say the two words again, emphasizing the blended
eo
sounds the circled letters make. Tell students that different

letters can stand for the same sound.
G
• Say Now let’s listen to words like museum and beautiful. Play
TR: 4.8 once while students just listen. Then say Let’s listen and
l
say. Play TR: 4.8 again and have students repeat the words.
na
• To check understanding, display Flashcards 62 (museum) and

87 (beautiful) as well as pictures or drawings that illustrate
io
common words containing the target sound, for example

at
computer, music (sheet music), January (the first month from

a calendar), menu, cute (a baby animal), and cube (an ice
N
cube). Also gather cards for words that do not include the
target sound.
• Hold up a card or picture, say the word, and have students

raise their hands if they hear the target sound. Say Look
and listen. Raise your hand if you hear /ju:/ as in museum. If
students raise their hands in error, repeat the incorrect word
and a word with the target sound to demonstrate the contrast.

Song

READING
READING
A satellite can
Students will
Eye in the Sky
see an open
• find places on a map. umbrella from
space!
• talk about their town.
Satellites are machines in space that circle Earth. They help us
Reading Strategy Text Features talk to people on the other side of the planet. They can also study
the planet’s weather.
Academic Language caption, label
This satellite is called GeoEye 1. It’s the same size as a big car.
Content Vocabulary machine, satellite, It takes photos of our planet. These photos can show continents
681 km
(423 miles)
space, weather and oceans. They can show streets and houses, too!
Online Practice 2 Talk about your town. You can use a photo
Materials maps or photos of students’ town or map. Work with a partner.
(optional), colored markers or crayons,
construction paper, world map
ng
ni
ar
Le
c
hi
This is part of Asia, the biggest continent.
ap
Now we can see the countries clearly. Now we can see one town.
Here we can see South Korea. This is Pohang in South
Korea. Look! Can you see
two stadiums?
gr
eo
Warm Up
G
• Activate prior knowledge Ask Where’s • 1 Read together Play TR: 4.9. Have students read along.
the sky? Point and show me. Then have a Ask What’s the reading about? Then discuss the predictions
students wrote.
l
group of students come to the board. Ask

na
the rest of the class to name things in the

• Play TR: 4.9 again. Ask questions to check comprehension:
sky (cloud, sun, bird). Have the students at
the board draw and label what the class Paragraph 1: What are satellites? What can satellites help
io
names. Say The sky is very big. There are us do?

at
many things in the sky. Paragraph 2: What’s GeoEye 1? How big is it? What does
it do?
• Preteach Write satellite on the board.
N
Say it aloud and have students repeat. • Graphic literacy Draw students’ attention to the diagram of
Say Satellites are special machines that go the GeoEye 1 satellite on p. 50. Ask What does the photo show?
above the sky, into space. Satellites help us (GeoEye 1) Say This is a satellite. The lines and numbers tell us
do many things on Earth. how far it is from Earth. How far from Earth is the satellite?
(681 kilometers, or 423 miles)
Present
• Predict Say Open your books to page 50.
Have students read the title out loud.
Look at the photos and read the words.
What do you think this reading is about?
(satellites and photos) Have students write
their predictions on paper.
118 Unit 4

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• Say Look at the satellite images on page 50. Remind students About the Photo
that satellites take photos of continents and countries. Hold The city shown in the satellite photos is Pohang
up your book and indicate the large background photo. Ask in South Korea. Pohang is a city on the east coast
What does this photo show? (a map of the world, continents, of the country. It has been home to many small
oceans, countries) fishing villages since 1500 B.C.E.
In 1930, the city began to grow. The steel industry
• Focus students’ attention on the circled images. Make sure they became an important part of the city’s economy.
understand that each circled area is a different view of the In recent years, the city has encouraged interest in
same place—the country of South Korea. the environment and culture.
• List the seven continents on the board: Reading Strategy

Text Features Text features are parts in a
text that stand out. They help organize the
1. Africa 5. Europe
information and make it easy to find. Text
2. Antarctica 6. North America features include headings, photos, drawings,
ng
captions and labels, maps, diagrams, charts,
3. Asia 7. South America and tables.
4. Australia
ni
Understanding text features helps students see
the “big picture,” or what the text is mainly about.
Before students begin reading a text, have them
ar
• Model finding and labeling places on a map. Say I know that look quickly at the text features. Ask them which
Antarctica is a cold place covered in ice. I see a big white space features they noticed first and why. Ask students
Le
at the bottom of the map. Hold up your book and point it out to identify what they learned from the feature.
to students. Say That’s Antarctica. I will write Antarctica there
in my book. Point to the word Antarctica on the board and
c
have students write the name on the map in their books. Tell hi
them to use a pen with dark ink.
ap
• Put students in small groups and have them work together to
identify and label the continents in their books. When groups
are finished, confirm the continents and their locations with
gr
the class.
eo
Apply
• Say Maps help you learn about a place. Look at the words on
G
the map on page 50. Point to the caption below the image
of South Korea at the bottom left of the page. Say This is a
l
caption. A caption tells you about a photo.

na
• Have students read the two captions on p. 50. Talk about

the places shown on the satellite photos and how they are
io
different. Ask What can you see in the photo on the right that
you can’t see in the one on the left? (a town, a river, buildings)
at
• 2 Direct students’ attention to Activity 2. Read the directions

N

aloud. Then put students into pairs and have partners Reading
complete the activity. If possible, provide maps or photos of
students’ towns for them to use in this activity. ✔ Formative Assessment
Can students
Wrap Up • find places on a map?
• Say Before we finish class today, tell me three things you Show students a world map or globe. Ask them
learned about satellites. to find certain continents, countries, and so on.
• 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.
Reading 119

EOW2e_LP_3_49624_106-125_U4.indd 119 30/12/2019 12:10
VALUE VALUE
Value Explore your town. It’s fun to find new
Objectives Explore things in your town.
Students will
• talk and write about exploring their town.
your town.
Unit 4 Quiz Think. Pair. Share.
Materials world map How can you explore
your town?
BE THE EXPERT
ng
About the Photo
The photo shows a boy in Shanghai, the largest city
in China. Locate China on a world map or globe
ni
and trace your finger from your country to China. Shanghai, China
The boy is facing the Oriental Pearl Tower, a TV
ar
tower and popular tourist attraction. Shanghai’s
commercial area, known as the Bund, can be seen
Le
in the background.
c
Writing
Unit Review hi
ap

gr
over the instructions with students. The quiz should

take 20–25 minutes. 51
eo
Value
G
Think Pair
• Point to the photo on p. 51. Say This boy is • Put students in pairs. Have them ask and answer the question
l
na
in Shanghai, China. Ask What’s he doing? in the middle of the page. Ask other questions to help them
(looking at a tower, holding a toy) What start their conversation: Is there a part of your town you don’t
does the toy look like? (the tower he’s know well? How can you get there from here? What do you
io
looking at) think you can find there?

at
• Have students read the value statement Share

on p. 51 aloud. Ask Do you explore in your
N
town? What do you find? Allow students • Have students take turns sharing their partner’s answers to
to share their ideas aloud. the question aloud. Encourage the rest of the class to listen
carefully. After each student shares, ask the class Do you know
• Have a student read the sentence to the this place? What can you do there?
right of the value statement. Ask Do you
agree that it’s fun to find new things?
What is something new you can find if you
look around? Give students time to think
about this and take notes.
120 Unit 4

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PROJECT
Make My World circles.
I live in South America.
1 2
Objectives
Students will
• draw pictures of where they live, moving from
a small place (house or apartment) to a large
place (world).
Cut out six circles of different On the smallest circle, draw
sizes. a picture of your house and
write My House.
• make My World circles.
3 4 Content Vocabulary continent, country,
neighborhood, South America
Materials scissors, colored construction paper,
crayons and markers, metal brad (fastener),
On the other circles, do the same Taking care, join the circles
for My Neighborhood, My Town, together with a brad. world map
My Country, My Continent, and
My World.
ng
Prepare
ni
• Ask What are the names of some places we learned about in BE THE EXPERT
ar
this unit? Write the places that students call out on the board. Teaching Tip
Ask What places are in your town? Put a check mark next to
Some students may feel uncomfortable with their
Le
each place that students say is in their town. drawing skills. Support and encourage students
who think they’re not good at drawing. Reassure
• Say Your house is in your neighborhood. A neighborhood is students that they won’t be judged for their
part of a town. A town is part of a country. Ask What country
c
artwork. If students are working in groups, make
do we live in? Point to the world map. Have students identify sure that group members do not make negative
hi
the country. Then say A country is part of a continent. A comments about other students’ drawings.
continent is a big piece of land on Earth. Ask What continent Encourage group members to point out things
ap
do we live on? Say Show me on the map. Then ask What does they like about each student’s drawing.
the whole map show? (the world) Ask Is your house part of
Project Rubric
gr
the world? (yes) Repeat the question for neighborhood, town,

country, and continent.  Did students draw or glue pictures of where
they live, from smallest to largest place?
eo
• Give each student the materials for making My World circles.  Did students join their circles in the right order?
You may want to begin the activity by having students think
G
and talk about what picture to draw for their neighborhood,

town, country, and continent. Make sure students have enough
time to complete the activity. If necessary, help them trace and
l
na
cut the circles, label their drawings, and join the circles.
Share
io
• Have students exchange My World circles with a partner. Ask

at
What did your partner draw on each circle? Have students talk
about how their My World circles are alike and different.
N
• 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
time for questions and answers.
• Modify Put students in groups of three or four to share ideas

about their drawings. You may also wish to pass around a
completed My World circle set for students to look at before Now I Can
they begin. This will help them see what the finished product Ask questions such as the following:
should look like. • What do you say to ask for help?
• How do you tell a new student where the nurse’s
office is?
• What words can help you talk about your town?

EOW2e_LP_3_49624_106-125_U4.indd 121 30/12/2019 12:12
VIDEO
Vocabulary 1 a restaurant, a police station, a hospital,
a train station, 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 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:
Two-column chart
Zoom In
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Vocabulary
Before You Watch • Select Scene 3: Vocabulary 1b or Scene 4: Vocabulary 2.
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Pause at each image and have students name the place.
• Play the introduction to the video. Say This video is all
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about places. Ask What are some places you go with Grammar
your family? What places do you like best? • Play Scene 5: Grammar 1. What does the girl say to ask
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for help? (Can you help me find my hippo?)
While You Watch • Play Scene 6: Grammar 2. Freeze on the first caption.
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• Hand out a two-column chart to students. Have Ask What do the words tell the robot to do? (Move
them label one column Inside and the other column quickly.) Then have students identify the other
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Outside. Say Look and listen for words that name commands the robot receives.
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places. Have students put each word they see and Song
hear into the correct column.
• Play Scene 7: Song. Say What are some places named
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• Say Name one place that is inside. (restaurant) in the song? (post office, toy store, supermarket) Put
Then say Name one place that’s outside. (park) Ask the class into two groups. Have groups take turns
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What other places are inside? What other places singing each set of lines in the song.
are outside?
Viewing
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• Pause the video as necessary to allow students to • Play a few seconds of Scene 8: Viewing. Freeze on
identify and list words for places. Have them use a frame of a place. Ask What place is this? How do
the images to determine whether the place is inside
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you know?
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or outside.
• Play the scene. Have students brainstorm ideas for
other places to show in the video. Write the ideas on
After You Watch
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the board. Then have groups of students each write

• Have students review their completed two-column examples of people and things in each place. Have
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charts. Say Choose one inside place and one outside groups read their ideas aloud.
place. Write three things you see in each place.
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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)
122 Unit 4

UNIT 4 READER
Text Type fable
Vocabulary a train station, a museum, a library,
a bakery, a park
Grammar Can for requests and offers
Reading Strategy Compare and Contrast
Country Mouse Visits
City Mouse Resources Video: Sc. 9—Story Time; Graphic
One day, City Mouse invites Country Organizer: Venn diagram
Mouse to visit him in the big city. Materials world map
Country Mouse arrives by train, and
City Mouse takes his cousin on a tour
of the city. The two mice go to many
wonderful places in the city. What
does Country Mouse think of the city?
Does he miss his country home?
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BE THE EXPERT
Before You Read
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Country Mouse Visits City Mouse takes place in
• Activate prior knowledge Ask What are some places you Paris. Paris is the largest city in France, as well as
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know? What things do you see in each place? How are these the country’s capital. Located in the central-north
area of France, Paris is home to more than two
places like where you live? How are they different?
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million people.
• Introduce the strategy Show students a pencil and a pen.
Text Background
Say When I compare two things, I tell how they’re alike. The
Country Mouse Visits City Mouse is based on a
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pencil and the pen are both long. Both are for writing. Then
fable credited to Aesop, a legendary storyteller of
say When I contrast two things, I tell how they’re different. The
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pencil is yellow. The pen is blue. The pencil has an eraser. The
ancient Greece. Many of Aesop’s original fables
end with a moral, or lesson. It’s unclear whether
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pen doesn’t. I can sharpen the pencil. I can’t sharpen the pen. Aesop the person ever actually existed.
• Point out the title of the reader. Say As we read the story, keep Reading Strategy
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track of how the country and the city are alike and different. Compare and Contrast Comparing and
Draw a Venn diagram on the board. Label one circle Country contrasting details in a text helps students better
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and the other City. Write Both where the circles overlap. Say understand parts of a story, such as characters
We’ll use this graphic organizer to list ways the country and city and settings. As students read Country Mouse
are alike and different. We can also talk about how characters Visits City Mouse, have them look carefully
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for details describing each place and think

are alike and different. Look at the picture on the cover. How
about whether the details describe similarities
are the two characters alike? How are they different? or differences.
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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.

EOW2e_LP_3_49624_106-125_U4.indd 123 30/12/2019 12:13
AUDIO SCRIPT Do you want to go to the swimming pool today?
I can’t . . . Let’s go on Wednesday.
Student’s Book TR: 4.6 Grammar 2: Giving directions

TR: 4.1 1 Listen and read. Note: Grammar 2 is on p. 114.
Some people live in big towns. Other people live in
small villages. In both, there are interesting places to TR: 4.7 1 Listen. Read and sing.
go. Are there places like these where you live? Note: Lyrics for the song A Great New Town are on
a bakery, a restaurant, a park, a hospital, a museum, Student’s Book p. 100.
a supermarket, a train station, a toy store, a movie
theater, a police station TR: 4.8 2 The Sounds of English /ju:/ museum
Listen and say.
TR: 4.2 2 Listen and say. 1. museum music
a park You can play on the swings in the 2. January community
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park.
3. beautiful menu
a hospital You can see doctors and nurses at
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the hospital. TR: 4.9 1 Listen and read.
a bakery You can buy bread in a bakery.
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Note: The reading Eye in the Sky is on p. 118.
a restaurant You can eat food in a restaurant.
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a supermarket You can find lots of food at the Workbook
supermarket.
a museum You can see paintings in a museum. TR: 4.1 2 Listen and match.
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a train station You can get on a train at a train 1. Adult 1: Can you help me?
hi
station. Adult 2: Sure. How can I help?
A1: Where’s the supermarket?
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a movie theater You can see movies at the movie
A2: It’s on the corner of Main Street and First Street.
theater.
2. A1: Can you help me?
a toy store You can buy toys at the toy store.
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A2: Sure. How can I help?

a police station You can see police officers in police A1: Where’s the toy store?
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cars at the police station. A2: It’s next to the museum.

TR: 4.3 Grammar 1: Can for requests and offers
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A2: Sure. How can I help?

Note: Grammar 1 is on p. 110. A1: Where’s the restaurant?
A2: It’s behind the movie theater.
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TR: 4.4 1 Listen and say. 4. A1: Can you help me?
a library He wants to go to the library. A2: Sure. How can I help?
A1: Where’s the hospital?
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a swimming pool I want to go to the swimming pool. A2: It’s across from the bakery.
a mall I want to go to the mall.
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a zoo We all want to go to the zoo. A2: Sure. How can I help?
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a stadium They want to go to the stadium. A1: Where’s the bakery?

A2: It’s between the toy store and the park.
TR: 4.2 2 Listen. Circle the answers.
When do you want to go to the mall?
Let’s go on Friday. 1. She wants to go to the stadium. She wants to see her
favorite baseball team.
Do you want to go to the library?
I can’t today. Let’s go on Tuesday. 2. I want to go to the library. I want to study.
Do you want to go to the museum? 3. He wants to go to the mall. He wants to buy some
Yes! Let’s go on Thursday. new shoes.
Are you going to the game on Monday? 4. She wants to go to the swimming pool. She wants to
Yes! I’ll see you at the stadium. play in the water.
5. I want to go to the zoo. I love to see the elephants!
124 Unit 4

EOW2e_LP_3_49624_106-125_U4.indd 124 30/12/2019 12:14
TR: 4.3 2 Listen and read. Can you say these fast? TR: 4.6 1 Listen and read.
1. Six supermarkets sell salty shellfish. A Town in Antarctica
2. Bill is busy at the bookstore buying big blue books. The town of Villa las Estrellas is in the continent of
3. Lisa is looking left for the library, but she’s lost. Antarctica. Antarctica is very cold. People usually live
there only for the summer, but some live there all year
round. About 150 people live there in the summer.
TR: 4.4 1 Listen to the song. Write a new verse. Write
About 70 people live there in the winter. Nights are long
about your town.
in the winter. The sun shines only four or five hours a
Note: Lyrics for the song A Great New Town are on day. The sun always shines in the summer.
Student’s Book p. 100.
Villa las Estrellas has houses, a bank, a school, a
hospital, small stores, and a post office. Many people
TR: 4.5 2 Listen. Which words have u that sounds come to visit. They like to go to the post office and send
like the u in museum? Circle the number. letters from Antarctica!
1. February February
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2. moon moon
3. cube cube
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4. museum museum
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5. music music
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NOTES
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Audio Script 125

REVIEW: UNITS 1–4 Review
Vocabulary Units 1–4
Grammar Units 1–4
Start
Content Vocabulary heads, tails
Resources Workbook pp. 36–37, TR: R1.1; 5:00 P.M.
Assessment: Units 1–4 Test; Online Practice
Materials coins, playing pieces (buttons, tokens,
or other small, flat objects)
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Finish
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Your pet is
hungry.
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Go back
two spaces!
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hi
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52 Review Units 1–4

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• Play the game Say Let’s play a game! • Demonstrate the game with a student. Put a playing piece
Turn to pages 52 and 53. Read aloud the on Start. Explain that the circle with the soccer ball is the first
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directions and the model dialogue on space. Flip the coin. Say (Tails.) Move (one space) as you count
p. 53. Say Find the word Start.. Then look at aloud. Ask a student a question about the picture you land on.
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the pictures and read the sentences. Look For example, ask (Alejandro), do you sometimes play soccer at
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at the pictures and read the sentences. five o’clock? (No, I never play soccer at five o’clock.)
• Remind students that they’ve learned how • Then have the student flip the coin, move the correct number
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to ask and answer questions about finding of spaces, and ask you a question about the picture he lands
places. Ask Can you help me? Prompt on. Provide a sentence frame if necessary, for example, Do you
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students to respond with Sure. How can to school?

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I help? Ask Where’s the stadium? Tell

students to find the picture of the stadium • Pair students and give each pair a coin and playing pieces. Say
on p. 52 and point to it. Then ask Who Now, you play! Remember to take turns. Make sure students
takes the bus to school? Raise your hand. understand that if they land on a space that shows a place, they
Say I don’t take the bus. I (ride a bike) to should ask and answer questions about that place.
school.
• Point out the word Finish on p. 52. Then

have students find the two spaces on the
game board that don’t have pictures.
Have them read the sentences. Make sure
students understand what to do if they
land on these spaces.
126 Units 1–4

EOW2e_LP_3_49624_126-127_UR1-4_FP.indd 126 10/25/2019 12:52:59 PM
BE THE EXPERT
8:15 A.M. Teaching Tip
Playing games can be a welcome change of pace
You work hard. from reading and writing activities and other
Go forward seated work. Incorporate movement into games.
two spaces! For example, have students stand when they take
a turn. Encourage students to choose a movement
to go with the actions in the game, 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
responses.
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7:30 A.M.
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Look. Use a coin. Ask and answer.
Play with a partner.
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Tails! One space. What
I play soccer with
hi
do you do after school?
my friends.
✔ Assessment: Units 1–4

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Heads = Tails =
Give the Units 1–4 Mastery Test. Hand out the test
2 spaces 1 space
and go over the instructions with students. The
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53 test should take 20–30 minutes.

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

Can you help me? Where’s I usually , but
this grouping strategy is to guide more
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the ? sometimes I .
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proficient students to frame questions

Go . Turn . I never .
as yes/no questions, such as Is the
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What does she do before How does he get to stadium next to the zoo? Encourage
breakfast? school?
their partners to respond by repeating
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She before He to school. words in the question to form complete

breakfast.
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sentences. For example, have them

What do you do after dinner? Do you to school? respond: Yes, the stadium is next to
I always . I don’t I take the . the zoo.
Review 127

Unit 5
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
transportation.
Language Objectives
Students will
• identify different kinds of transportation. Check T for True and F for False.
• describe ways of traveling. A city
• compare and contrast. 1. is very quiet. T ✔
F
Vocabulary
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2. has a lot of cars. ✔
T F
Vocabulary 1 a boat, a bus, a helicopter,
a motorcycle, a scooter, a ship, a taxi,
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an airplane, the subway
Vocabulary 2 downhill, get off, get on,
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park, 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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Value Be safe on the street. hi
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54
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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.
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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 L3U5

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

at the photo on pp. 54–55. Say Some of the people in the
picture are walking. Some people are using transportation
to move.
128 Unit 5

EOW2e_LP_3_49624_128-147_U5_FP.indd 128 10/29/2019 11:17:29 AM
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
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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, pedestrian, river, sidewalk, traffic
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hi
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Porto, Portugal
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55
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• 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? (trains, cars, bus, people)

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Can you name three kinds of transportation in the photo?

(cars, bus, trains)
• Guide students through the activity on p. 54. 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 129

VOCABULARY 1
VOCABULARY 1
a bus
Students will
• identify types of transportation and use 2 Listen and say. TR: 5.2
words to describe them.
Transportation helps us move around.
Vocabulary a bus, the subway, a boat, We can travel in the sky, on water, or
an airplane, a helicopter, a ship, a scooter, on land. Which is your favorite?
a taxi, a motorcycle
Content Vocabulary transportation
the subway a boat
Graphic Organizer: Two-column chart; Activity
Worksheet 5.1; Workbook p. 38; Online Practice
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Le
c
an airplane
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Warm Up Present
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• Activate prior knowledge Say • Say Open your books to pages 56 and 57. Look at the photos
Transportation helps us get from one place of different kinds of transportation. Hold up Flashcards 73–81
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to another place. Sometimes, our bodies for each kind of transportation and say the name. Have
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are the transportation. We can walk or students repeat.

run. Walk and run in place. Sometimes
we use other things to move. We can • Ask questions about transportation, for example, Which kind
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use trains or bikes, or other kinds of of transportation travels in the sky? Which travels on land?
Which travels on water? Which kind of transportation is fast?
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transportation.
Which is slow?
• Build background Say We move in lots
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of different ways. Draw a two-column • Contextualize Say People use transportation to get from
chart on the board with the headings one place to another place. Ask How many people can ride on
Land and Water. Say Copy this chart. a bus? Lots of people or just one? How many people can ride
Then draw pictures on it of how we move on a scooter? To simplify, ask questions with yes/no responses,
on land and how we move in or on water. such as Can you cross the ocean on a scooter? Can you fly in
Say Share your drawings. Which kind of the subway? Can you fit a lot of people on a scooter?
transportation is slow? Which is fast?
Which is the most fun? Students can point
to their drawings to answer the questions.
Talk as students point. Say (Maria) is
pointing to a girl walking.
130 Unit 5

BE THE EXPERT
a helicopter a ship Teaching Tip
To simplify questions, provide options for answers.
For instance, rather than just asking Where do
ships move? add In the ocean? Or on land? This
will give students practice using new vocabulary
and also provide them with frames for answers.
Related Vocabulary
a scooter a scooter travel
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a taxi a motorcycle
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Vocabulary 1
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3 Describe and guess. It’s in the air. Can students
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Work with a partner. • identify types of transportation and use words
Is it an airplane?
hi to describe them?
Have students draw pictures and use written
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words to describe the following:
airplane bus
ship scooter
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57
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Practice
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• 1 Say We’re going to hear words for types of transportation. transportation. Write clues about it. Guide
Look at the photos on pages 56 and 57. Read the words as you students with questions such as Is it fast?
Is it slow? Do you ride it every day? Then
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listen. Play TR: 5.1.

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have pairs take turns giving clues and

• 2 Discuss the words. Ask questions such as How can you guessing their partner’s transportation.
travel on land? Do you like to travel in the sky? on the water?
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Play TR: 5.2. Pause so that students can repeat the words and
sentences as they hear them. Wrap Up
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• Have students think about when to use

• In pairs, have students create stories about a trip. The trip can
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types of transportation. Discuss questions

be made up, or it can be a trip they or someone they know
such as these: I’m going to school. How
took in real life. Students should include at least three different
should I get there? I’m going to another
types of transportation in their stories. Provide sentence frames
country/across the ocean/down the street.
if needed: First, he took a to get to the airport.
How should I get there?
Then he rode in a .
Apply Review
• 3 Have students read the dialogue on p. 57. Then model
another dialogue: Say Is it a scooter? No. Is it a helicopter?
Allow students to answer. Then say Think of a kind of
Vocabulary 1 131

EOW2e_LP_3_49624_128-147_U5.indd 131 30/12/2019 12:15
GRAMMAR 1
GRAMMAR 1
Objectives too for agreeing TR: 5.3
I ride my scooter to school. I do, too.
Students will
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 Play a game. Play with a partner. Talk about you, your family,
Grammar too for agreeing and your friends.
Academic Language survey
Content Vocabulary vacation
Start
Workbook p. 39; Grammar Workbook pp. 17–18;
Online Practice
Materials coins, dice, number cards or spinners
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I sleep with my My sister does, too.
teddy bear.
End
hi
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58 Unit 5
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Warm Up
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• Set the stage Say I like to fly in airplanes • Write I do, too. and I don’t. on the board. Say Ana rides her
when I go on trips. My sister does, too. bike to work. Point to I do, too. and make a positive gesture.
Say I do, too. Say Raúl takes the train to work. Point to I don’t.
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Make a gesture for “yes.” We fly together.

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Say My brother doesn’t like to fly. Make on the board and make a negative gesture. Say I don’t.
a gesture for “no.” He likes to travel
• Use like to make more statements and have individual students
on boats.
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respond I do, too. or I don’t. For example, say I like to take the
• Preteach Say Sometimes I walk to school. bus. Point to both phrases on the board and have a student
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Ask a student Do you walk to school? choose one.

Model connecting the two statements. Say
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• Contextualize In pairs, have students talk about their likes

I walk to school. (Luis) does, too. Or I walk
and dislikes. Add the sentence frame I like to . on
to school. (Luis) doesn’t.
the board to the two sentences above. Partners should respond
with I do, too. or I don’t. Then switch.
Present
• Say Now open your books to page 58.
Have students look at the grammar box as
you play TR: 5.3.
132 Unit 5

EOW2e_LP_3_49624_128-147_U5.indd 132 30/12/2019 12:15
• Write this sentence on the board: They walk to school. Then Grammar in Depth
write subjects and sentence endings as shown below. Say They Look at this brief exchange:
walk to school. Model creating a response by drawing a line A: I ride the ferry every day.
from Raúl to does, too. Say Raúl does, too. B: I also ride the ferry every day.
While this is grammatically correct, there’s a
They walk to school. Raúl do, too. simpler, more efficient way to say the response
in English:
You doesn’t.
A: I ride the ferry every day.
I don’t. B: I do, too.
does, too. Use do / does + too to indicate agreement with
the conditions of the first statement that was
made. Note that if the first sentence uses
• Call on students to draw a line from a subject to a sentence a form of be or is negative, you cannot use
ending. Have them read the sentences. Help students make any do / does + too:
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necessary corrections. Say the sentence out loud again, and They’re from Chile. I do too. I am, too.
have the class repeat. Have them make positive and negative She doesn’t take the subway. I do too. I don’t
gestures for “yes” and “no.” either.
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When you don’t agree with a statement, it’s
• 1 Read the directions for Activity 1 aloud, and give students typical to give an explanation, as in the following
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time to look at the photos. Demonstrate with a student how to exchange:
play the game. Flip a coin, throw a die, choose a number card, A: I ride my bike to school.
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or use a spinner to determine the number of spaces to move on B: I don’t. I walk.
the game board. Look at the photo and make a sentence. Say,
for example, I walk to school. Your partner responds “I (do,
Teaching Tips
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too/don’t).” Sentence Strips Sentence strips can help students
practice and understand word order. For example,
• Have pairs play the game. Have them take turns moving
hi
have students create sentence strips for the
sentences that appear in the grammar box. Cut
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around the game board, saying and responding to sentences.
words or short phrases and mix them up. Have
Tell them to use the grammar box sentences and the model partners work together to put the sentence strips
dialogue on p. 58 as a guide. in the correct order.
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• When students have finished the game, say Now, you’re going Pairwork Make sure students incorporate new
vocabulary and grammar when working in pairs.
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to talk about how you and your friends get to school. Write
Provide students with sentence frames that
sentence frames on the board: include new vocabulary and grammar or write
phrases on the board that students can refer to,
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I to school. as necessary.
does, too./doesn’t. She/he .

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• After partners ask each other about transportation, have them

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use the sentence frames to talk about their friends. Then have
students present to the class. Model an example. Say I take the Workbook and Online Practice
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Grammar 1
bus to school. Gabriela doesn’t. She walks.
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Wrap Up
Can students
• Prompt individual students to use I do, too. or I don’t. when
• agree or disagree using too and not?
talking about their likes and dislikes. For example, say I like the
Make simple statements about activities. For
color blue. Students should respond with I do, too. or I don’t. example, say I take the bus home. Do you?
Students should respond with I do, too or
I don’t.
• tell what other people do or don’t do using too
and not?
Have students write a statement about what
they do: I (usually) __________ after school. Have
them write a second statement about a friend or
sibling, using does, too or doesn’t.
Grammar 1 133

VOCABULARY 2
VOCABULARY 2
Objective 1 Listen and say. Read and write. TR: 5.4
Students will
• use verbs to talk about using transportation.
Vocabulary get on, uphill, downhill, get off, park get on
Resources TR: 5.4–5.5; Video Sc. 3—

Vocabulary 2; Graphic Organizer: Word web;
uphill downhill
Activity Worksheet 5.2; Workbook p. 40,
get off park
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1. After school, I get on my bike, and I ride home. I can ride
home in fifteen minutes.
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2. I sometimes go uphill . I get tired, but at the top of the hill
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I can see the whole town!
3. I like to go downhill , too. I go fast, but I’m careful.
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4. When I get home, I get off my bike and park it.
I’m usually hungry, so I have a snack.
c
Listen and stick. TR: 5.5
hi
ap
1 2 3 4 5
gr
59
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Warm Up
G
• Say Open your books to pages 56 and 57. • Write drive in the center of another word web. Say What do
Begin a word web. Write fly in a circle on people drive? Act out using a steering wheel. Complete the
web as students respond. (a bus, a taxi) Have the class repeat
l
the board. Say What do we use to fly? Use

na
your arms to pretend you’re an airplane. each word after you write it.
Write airplane in an outer circle, with a
line connecting it to fly.
y.
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
N
first? What do you do next? How do you move the bike? What
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
• Ask What else do we use to fly? Complete
thing she does is park the bike.
the web. (hot air balloon, helicopter, space
shuttle, glider) • Say an action, write it on the board, and have the class act
it out. Make sure everyone in the class participates.
134 Unit 5

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• Say Open your books to page 59. 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 on the board, like the one below. student present the other’s information. This will
ensure that each student is listening to the other
2 3 6 and paying attention to his partner’s answers.
5
4
• Say The line shows my trip to school. I ride my bike. Trace the
line on the board as you speak. First, I go uphill. I get very
tired! Then, I go downhill and back up again. I get to school at
the end.
ng
• Have students look at the book to respond. Say What do I do
first? I get on my bike. Here’s a hill! What do I do now? (go
ni
uphill) Continue for each part of the route. What do I do when
I get to school? (get off my bike and park it)
ar
• 1 Say Now you’ll hear a student talk about riding his bike.
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Point to the words in your book as you hear them. Play TR: 5.4.
• Read item 1 aloud. Do I get off my bike after school, or do I

get on my bike after school? (get on) Have students use the
c
pictures and words to complete items 2–4. hi
Apply
ap
• 2 Say Now let’s do a sticker activity. Listen carefully. When

gr
you hear an action, put the sticker down.
• Play TR: 5.5. Pause after each statement to give prompts. What
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does the boy do first? Now what did the boy do? What sounds
do you hear?
G
• Have students compare the stickers they placed with

a classmate.
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Wrap Up
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• Ask students questions about the words they learned in class.

When do you get on your bike? When do you need to go
at
uphill? When do you park your bike?

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Review
Worksheet 5.2. Workbook and Online Practice
Vocabulary 2
Can students
• use verbs to talk about using transportation?
Have students write First, Next, and Last on a
piece of paper. Write the phrases park, get on,
and get off on the board. Have students write
phrases in the correct order.
Vocabulary 2 135

GRAMMAR 2
GRAMMAR 2
Objective but as a contrast TR: 5.6
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
Resources TR: 5.6; Video Sc. 5—Grammar 2; 1. The boy rides his scooter to school,
Grammar Workbook pp. 19–20; 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 rabbit,

but the girl has a pet dog.
ng
4. He wants to be a singer,
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but she wants to be a vet.
ar
5. The girl has noodles 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 an Pair! Jenny likes to play tennis
on Saturdays, but Sam likes
airplane. Jenny likes cereal for
ap
breakfast. No pair. Your turn! to play soccer on Saturdays.
gr
60 Unit 5
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Warm Up
G
• 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
necessary: (Maria) drew a bus, but (Victor) drew a ship. Repeat
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favorite kind of transportation? Repeat

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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. Respond to each student with different, we can use the word but. Have students open their
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a different form of transportation, then books to p. 60. Direct their attention to the grammar box.
combine the statements using but.
• Play TR: 5.6. 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 drew
different things to the front of the class.
Ask what they each drew. Write the word
and say (Maria) drew a bus. (Victor) drew
a ship.
136 Unit 5

EOW2e_LP_3_49624_128-147_U5.indd 136 30/12/2019 12:16
• Write sentences in columns on the board as shown below. Then BE THE EXPERT
model how to combine two of the sentences using but. For
example, say I take the bus, but you ride your bike. Grammar in Depth
Use but to connect two ideas that show contrast.
But can be used to connect words, phrases, or
I take the bus. I ride my bike. I walk.
sentences. Here are some examples:
My bike is small but fast.
You take the bus. You ride your bike. You walk.
I ride it during the day but not at night.
She takes the bus. He rides his bike. She walks. I ride my bike to school every day, but I don’t
ride it on Sundays.
• Call on students to pick two sentences and combine them
using but. If students have difficulty, review the example in the
grammar box.
Practice
ng
• 1 Say Open your books to page 60. Look at the pictures. Is
each pair of pictures the same or different? (different) Do item
ni
1 together. What does the boy ride? (a scooter) What does
the girl ride? (a bike) Say The boy and girl are using different
ar
kinds of transportation. Say We use the word but to show
differences. He rides his scooter to school, but she rides her bike
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to school.
• Say Do the rest of the activity on your own. Remember to tell
c
how each pair of pictures is different. Make sure to use the
word but.
hi
ap
Apply
• 2 Have students read the boy’s sentences in the model
gr
dialogue on p. 60. Say One sentence is about wanting

something. The other is about liking something. They’re not
eo
about the same thing. They’re not a match. Find two cards
about wanting to do something or two cards about liking
something. Use but to connect the sentences.
G
• Pair students. Have them cut out the cards in the back of their
books on p. 113 and then play the game.
l
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Wrap Up
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• Say I like to ride on airplanes, but some people don’t like

airplanes. Begin another sentence aloud, stopping after but:
at
I ride my scooter every day, but… Have a student finish the

N
sentence. Call on students to begin and end sentences.

Review Grammar 2
• For additional practice, direct students to Activity ✔ Formative Assessment

Worksheet 5.3.
Can students
• use but to express contrast?
Give sentences, such as these, for students to
complete using but:
I walk to school with my brother, but
.
I usually take the bus home, but .
Grammar 2 137

EOW2e_LP_3_49624_128-147_U5.indd 137 30/12/2019 12:17
SONG
Song
Vocabulary 1 a bus, a subway
Vocabulary 2 downhill
Grammar in the song
Resources TR: 5.7; Flashcards 74, 78, 80, 81;
Video Sc. 6—Song; Activity Worksheet 5.4;
Material a picture of a bicycle
ng
Resources TR: 5.8; Flashcards 35, 61, 72, 78, 124;
The Sounds of English Card 31; Workbook p. 43,
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How Do You
ar
Get to School?
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How do you get to school? THE SOUNDS OF ENGLISH TR: 5.8
How do you get to school?

scooter
I take the bus to school.
c
I do, too.
I ride my bike to school.
11
2 Listen and say.
hi
I do, too. 1. scooter balloons
ap
2. room kangaroo
3. June blue
gr
61
eo
Use the Song

G
• Revisit Say We’ve learned about different • 1 Play the first two verses of the song How Do You Get to
ways to travel. Some people travel to School? (TR: 5.7) once. Have students listen for the types of
transportation named. Then stop the audio and ask What
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school by bus. Others walk to school.

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Others ride a bike to school. Then have transportation words did you hear? (bus, bike)
students open their books to p. 61 and look
• Replay the first two verses of the song and have students sing
at the photo.
io
along. Then sing or call out a line from the song and have
• Put students into groups of four or five. students respond with the next line. For example, call or sing
at
One at a time, have students draw a out I take the bus to school! The class responds I do, too.
picture of a type of transportation. Group
N
members call out guesses as each student

draws. When a correct answer is guessed,
the next student draws a picture for others
to guess.
138 Unit 5

EOW2e_LP_3_49624_128-147_U5.indd 138 30/12/2019 12:18
• Tell students the rest of the song names other ways to get to About the Photo
school. Play TR: 5.7 all the way through as students listen. The students in the photo are riding in an auto
Complete song lyrics are on Student’s Book p. 101. Replay the rickshaw called a Tuk Tuk. Rickshaws are common
song and have students sing along with the chorus. in India, especially in Delhi. The Delhi government
encourages people to use them instead of
• Put students into five groups and give each group one of cars and trucks. Cars and trucks cause a lot of
the following Flashcards 74 (bus), 78 (scooter), 80 (subway), pollution, and auto rickshaws are cleaner and
81 (taxi), and a picture of a bicycle. Then, as a class, sing the better for the environment.
chorus (the verse that repeats “How do you get to school?” Teaching Tip
four times). One group holds up its card as the group members
A song’s tune and repetition can help students
sing out how they get to school. (“I ride my scooter to school.”) remember vocabulary and grammar. Play songs
Repeat until each group takes a turn. 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 in
Review
ng
vocabulary as they listen. Encourage students to
• For additional practice, direct students to Activity use new vocabulary to make up their own songs.
Worksheet 5.4.
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The Sounds of English Cards
You can use The Sounds of English Card 31
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The Sounds of English: /u:/ as in to teach the /u:/ sound. Audio for this card is
scooter
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• 2 Show Flashcard 78 (scooter) and ask What’s this?
(a scooter). Say Yes. It’s a scooter. We can ride a scooter to
c
school. Have students repeat We can ride a scooter to school.
Write We can ride a scooter to school.. on the board and have
students read the sentence with you.
hi
ap
• Underline scooter and school,, say the words, and have
students repeat. Then circle oo in each word. Say the two
gr
words again, emphasizing the /u:/ sound.
• Say Now let’s listen to words like scooter and school

school.. Play
eo
TR: 5.8 once while students just listen. Then say Let’s listen and
say. Play TR: 5.8 again and have students repeat the words.
G
• To check understanding, display Flashcards 35 (noodles), 61

(movie theater), 72 (zoo), 78 (scooter), and 124 (a glass of
l
juice), all of which contain the target sound. Also display

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Flashcards or pictures of words that do not contain the sound.
• Hold up a card or picture, say the word, and have students

io
raise their hands if they hear the target sound. Say Look and
at
listen. Raise your hand if you hear /u:/ as in scooter. If students

raise their hands in error, repeat the incorrect word and a word
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Song

READING
READING
Objectives 1
s
Listen and read. TR: 5.9
n
Students will
• outline steps in a sequence. Hot Air Balloo
• demonstrate what they learned from a text. In October every year, there is an
• explain how something works. International Balloon Fiesta in Albuquerque,
USA. About 600 colorful balloons are up in
Reading Strategy Sequence of Events the sky at the same time. What fun!
Content Vocabulary basket, gas How do hot air balloons fly? When the
balloon is on the ground, people light gas to
Academic Vocabulary diagram, order, steps make a small fire. This heats the air in the
balloon. Hot air always goes up. So, the
Resources TR: 5.9; Graphic Organizer: KWL
balloon goes up slowly into the air.
chart; Workbook p. 44, TR: 5.5; Online Practice
The pilot stands in the basket and lights
the gas to go higher. The wind blows
the balloon along.
ng
ni
ar
2
Le
The first passengers in a hot
1 air balloon were a chicken, a
duck, and a sheep!
c
hi
ap
2
gr
62 Unit 5
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Warm Up
G
• Revisit Say Think again about riding • Graphic literacy Say The diagram at the bottom of page 62
a bike. What do you do first? (get on) shows how a hot air balloon works. How do you know what
happens first? (You look at number 1.)
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Can you go uphill before you get on?

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(no) Sometimes, we need to do things in

• Say First, the balloon is on its side, and then it fills up and goes
the right order. One step happens first.
in the air. The diagram helps you see that.
Another step happens next.
io
• Draw a KWL chart on the board. Ask students what they

• Say Let’s think about things we do in
at
already know about hot air balloons. (They travel in the

order. Besides bicycles, how else do people
sky. They’re colorful.) Record the information in the chart.
travel? After students have named types of
N
Say What do you want to learn about hot air balloons? Add
transportation, say Pretend you’re going
students’ questions to the chart. Say After we read, we’ll write
to travel by (bus). What do you do first?
what we learned in the chart.
What do you do next? Write steps on the
board as students name them.
What we know What we want to know What we learned
Present
• Say Today we’re going to read about hot
air balloons. Hot air balloons are one type
of transportation.
140 Unit 5

• 1 Play TR: 5.9 and have students read along. Then revisit the BE THE EXPERT
KWL chart. Read the questions one by one and ask Was this Our World in Context
question answered? If so, write the answer in the What we The first two people to fly in a hot air balloon
learned column. If not, say Some questions won’t be answered were Jean Pilâtre de Rozier and François Laurent.
in the reading. You can look in other books to learn more. They made the flight in 1783 in France. Today,
people fly hot air balloons all over the world
• Replay TR: 5.9. Pause and ask questions to check for different reasons. Some people race hot air
comprehension: balloons. Some fly in other types of competitions.
Some pilots have flown their hot air balloons over
Paragraph 1: Where is the International Balloon Fiesta? What
30 kilometers (20 miles) high!
do the balloons look like?
Paragraph 2: What makes hot air balloons go up into the Reading Strategy
air? How do pilots make the balloons go higher? Where Identify Sequence of Events Discuss the
does the pilot stand? importance of understanding the order in which
steps happen. Have students visualize each step
Add students’ responses to the What we learned column of as they read it. Have them focus on what happens
ng
the KWL chart. Keep the chart on the board. Students will first, next, and last.
use it again. Using drawings or diagrams with a text can help
explain a sequence of events. When there are
ni
no drawings or diagrams, encourage students to
Practice picture the steps in their head or draw them out
ar
• Say It’s important to do some things in the right order. Think on a piece of paper.
about a hot air balloon. What if no one lighted the gas, and
Teaching Tip
Le
the pilot just waited for the wind to blow the balloon along.
Encourage students to take notes on unfamiliar
Would it go up in the air? (no)
words as they read. Have them write down the
word. Then have them use context clues or visual
c
hi cues to make a prediction about what the word
means. Have students use a dictionary to verify
Step . The wind blows the balloon along. their predictions and confirm the word’s meaning.
ap
Step . People light a fire to heat the air in the balloon.
Step . The balloon goes up into the air.
gr
• Pair students and have them copy and rewrite the sentences
eo
in the correct order. Say Ask yourselves, What happens first?

Write a 1 by that sentence. Add a number 1 before the second
G
sentence on the board. Then have students fill in the blanks

to number the steps from 1 to 3. When students have finished,
have pairs read the steps in order. If pairs disagree, play TR: 5.9
l
na
and review the process.

Apply
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Reading
• Say Think about an activity you do all the time, such as
at
brushing your teeth or making your bed. Brainstorm simple ✔ Formative Assessment
everyday activities with students and list them on the board.
N
Can students
• Pair students. Say Talk with your partner. Decide on an activity • outline steps, in order, about how something
to explain. What do you do first? What do you do next? Write works?
sentences in order. Number each sentence. Ask students to describe, in order, the steps of a
familiar process. For example, ask How do you
park a bike?
Wrap Up • identify what they learned from a text?
• 2 Have students read the directions for Activity 2 on p. 62. Ask students What are three things you learned
Tell them to use the photograph on p. 62, the KWL chart on the about hot air balloons?
board, and their imaginations to describe to their partner what • explain how something works?
it’s like to be up in a hot air balloon. Have students reread Hot Air Balloons on p. 62.
Have them explain to a partner how a hot air
balloon works.
Reading 141

VALUE VALUE
Value Be safe on the street.
Objectives Be safe on
Students will
• identify safety issues of busy streets.
the street.
• write how they can be safe on the street. Stop. Look both ways. Listen.
Poster; Graphic Organizer: Two-column chart;
Writing Worksheet; Assessment: Unit 5 Quiz
BE THE EXPERT
Teaching Tip
ng
When a student reads written work to a group, make
sure group members are listening to the student
rather than looking at what she wrote. If group Think. Pair. Share.
ni
members have questions about the information,
the speaker should try to answer verbally rather How can we be safe on
ar
than showing a classmate her written work. the street?
Related Vocabulary
Le
accident, busy, dangerous
c
Writing
Unit Review hi
ap
Hanoi, Vietnam
gr

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Value
G
Think Pair
• Point to the photo on p. 63. Say This is • Put students in pairs. Have them ask and answer the question
l
na
a busy street in Vietnam. How can busy in the middle of the page. Encourage them to use their notes
streets be unsafe, or dangerous? Look at from Think. Ask What other unsafe things should we look out
the picture for ideas. Have students read for on the street?
io
the value statement on p. 63 aloud. Ask

Why do we need to be safe on the street? Share
at
Allow students to share their ideas aloud. • Have students take turns sharing their partner’s answers to the
N
• Have a student read the sentence below question aloud. Encourage the class to listen carefully.
the value statement. Say These three • Draw a two-column chart on the board. Write Danger in the
sentences are commands that use the left column and Stay safe in the right column. As students
verbs stop, look, and listen. Ask What share, fill in the chart. Review this list as a class after everyone
should we stop, look, and listen for on a has shared.
busy street? Give students time to think
and write notes.
142 Unit 5

PROJECT
Make a class bar graph about favorite types of transportation.
Our class really likes bikes. It’s
our favorite transportation.
1 2
Objectives
Students will
• make a graph about types of transportation.
• summarize results of a class survey.
Cut out a 10 cm (4 in.) Write your name and draw your

Academic Language bar graph
square piece of paper. favorite type of transportation.
3 4
Materials colored pencils, crayons, or markers,
glue, poster-sized paper or poster materials,
ruler, scissors
With your class, make a bar Glue your pictures in place.

graph for your pictures.
ng
BE THE EXPERT
Prepare Teaching Tip
ni
• Ask What kinds of transportation did we learn about in this When sharing their favorite things, encourage
ar
unit? Make a list on the board as students call out words. Say students to vote independently of their
classmates. Explain that people like different
Today you’re going to make a class bar graph. The graph will
things, and that’s okay. Explain that a survey or
Le
show our class’s favorite kinds of transportation. a graph can be more interesting if many different
categories are listed. Encourage all students to
• Draw a simple bar graph on the board. Say This kind of graph explain their choices.
is called a bar graph. We can use bar graphs to collect and
c
Project Rubric
compare information. Point to the graph and say A high bar hi
shows a high number.  Did students correctly match their drawings
with unit vocabulary words?
ap
• Give each student a piece of paper and colored pencils,
crayons, or markers. Have students share rulers and scissors in  Did students correctly place their pictures on
the bar graph?
groups. Say Measure a 10 centimeters (4 inches) square and cut
gr
it out. Remember that a square’s sides are all the same length.  Did students use unit vocabulary to talk about
the bar graph?
Draw a picture of your favorite kind of transportation on the
eo
square. Write your name on your square.
• When students finish, tape a large piece of paper to the board.

G
Write each type of transportation along the bottom of the

paper, in graph form. Then say A graph needs a title. What
l
should we call the graph?

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• One by one, have students glue their drawing in the correct bar
on the graph. Make sure students’ drawings are lined up and
io
are in the correct categories.

at
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 you know? Why do
you think it’s the favorite? Which kind of transportation is the
least popular? How do you know? Why do you think it’s not Now I Can
popular? Have students explain why they chose the type of
transportation that they did.
• What kinds of transportation is fast? What kinds
of transportation do many students use?
• How do you get to school? How do your parents
get to work?
• Can you use but to compare and contrast ways
you and your friends get to school?

EOW2e_LP_3_49624_128-147_U5.indd 143 30/12/2019 12:20
VIDEO
Vocabulary 1 helicopter, airplane, sailboat, ship, bus, subway,
taxi, scooter, motorcycle
Vocabulary 2 get on, get off, park, uphill, downhill
Grammar 2 but as a contrast
Song How Do You Get to School?
Viewing Transportation
Story Time Getting to School Around the World
Resources Video Sc. 1–10; Graphic Organizer: Four-
column chart
Zoom In
ng
Before You Watch Vocabulary
• Say This video is about how people travel. How do • As you play Scene 2: Vocabulary 1a or Scene 3:
ni
you get to school? Is it slow? Does it take a long Vocabulary 1b, stop at the images. Ask What kind of
time? Or is it fast? Do you use more than one kind of transportation is this? How does it move?
ar
transportation?
Grammar
Le
• Freeze a frame of Scene 5: Grammar 1 that shows the
While You Watch boy and girl. Say what he or she does: He takes the
• Have students make a chart to take notes while they bus. Ask What does she do? (She takes the bus, too).
c
watch the video. Say You’re going to hear about kinds
• Play the full animation for Scene 6: Grammar 2. Ask
hi
of transportation. Pick four kinds. Copy the chart and
students how the people in the animation travel
takes notes while you listen.
ap
differently than they usually do.
Kind of How it Where it How I can Song
transportation moves goes use it
gr
• Play Scene 7: Song. Then play the scene again and

Hot air balloon Flies in In the sky, Fly to far-
stop after the first verse. Say Write how you get to
the air over a desert away places
eo
school. Play the rest of the song and have students

• Pause the video to allow students to take notes. raise their hands if they hear how they get to school.
G
Viewing
After You Watch • Tell students to imagine they’re planning a trip. In
l
• Divide students into groups. Have one student read groups, have students write sentences to say where
na
information from his chart and have students guess they’re going and what kind of transportation
the kind of transportation. Have students compare they’ll use.
io
and add to their charts. Every student in a group

Story Time
should share at least one kind of transportation.
at
• View Scene 9: Story Time once with students. Pause

at an image of each location. Ask students for words
N
to describe it. What do you see? Does this look like

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)
144 Unit 5

UNIT 5 READER
Text Type nonfiction
Vocabulary airplane, (by) bus, helicopter,
scooter, (the/by) subway
Grammar but as a contrast
Reading Strategy Problem and Solution
Graphic Organizer: Two-column chart
Getting to School
Around the World
How do you get to school? Do you
take a bus? A boat? Do you ride a
subway? A camel? Read about some
of the different ways that children
BE THE EXPERT
ng
around the world get to school. Reading Strategy
Problem and Solution Recognizing problems and
ni
solutions in a text helps students understand why
Before You Read events happen, or why people act a certain way.
ar
• Activate prior knowledge Say Think about how you get to For every location they read about, ask students
what problems people face. Problems might be
school. What kind of transportation do you take? Are there lots
presented as “difficulties” or “challenges.” Ask
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of other people? Do you walk? how the people solve their problems.
• Introduce the strategy Say I wanted to take the bus to the Text Background
airport last week. The bus was very late. Act out waiting. So,
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Nonfiction uses a variety of details, such as facts
I took a taxi to the airport. Say I had a problem. What was hi and examples, to provide information about a
the problem? (The bus was late.) A solution is the answer to a real place or person. In this text, details are used
problem. My solution was to take a taxi. to compare and contrast how children get to
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school in different countries. Mongolia, Vietnam,
• Say You’re going to read about transportation all over the Japan, Malaysia, and India are all in Asia. Mexico,
world. All these students need to get to school, but in some the United States, and Canada are in North
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places, transportation is hard. Draw a problem and solution America. Kenya and Botswana are in Africa.
two-column chart on the board. Say Copy this chart to help
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you record problems and solutions. Teaching Tip

Help students understand that the way people
• Say A problem can be that people can’t use one kind of travel, dress, or eat is related to where they
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transportation. So, the solution is to travel a different way. live. Where it’s cold, people need warm clothes.
Where there aren’t good roads, people have to
walk. These things are solutions to problems.
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While You Read

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Encourage students to think about reasons for

differences between their culture and other
• To check students’ understanding, stop to ask questions about cultures, and about how people solve problems
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problems and solutions, such as the following: in different ways.

p. 5: Why don’t children in Malaysia take the bus? How do
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they get to school?

p. 6: What’s one problem with the roads in Tokyo? How do
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children get to school?

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.

AUDIO SCRIPT TR: 5.8 2 The Sounds of English /u:/ scooter
Listen and say.
Student’s Book 1. scooter balloons
TR: 5.1 1 Listen and read. 2. room kangaroo
Transportation helps us move around. We can travel in 3. June blue

the sky, on water, or on land. Which is your favorite?
a bus, the subway, a boat, an airplane, a helicopter,
a ship, a scooter, a taxi, a motorcycle Note: The reading Hot Air Balloons is on p. 140.
TR: 5.2 2 Listen and say. Workbook

a boat That boat is fast!
TR: 5.1 2 Listen. Check your answers to Activity 1.
an airplane Can you see an airplane in the sky?
1. Sometimes I help my mother. I get on my bike, and
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a helicopter That helicopter is really loud.
I go to the bakery.
a bus We take the bus to school.
2. The bakery is at the top of a hill. I go uphill to
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the subway Let’s take the subway to the museum. the bakery.
a ship That’s a big ship.
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3. When I get to the bakery, I get off my bike.
a scooter I ride my scooter in the park. 4. I park my bike next to the bakery.
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a taxi My uncle drives a taxi. 5. After I go to the bakery, I ride downhill to my home.
a motorcycle I want to ride a motorcycle!
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TR: 5.3 Grammar 1: too for agreeing 1. A motorcycle moves Mary to the mall on Monday.
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Note: Grammar 1 is on p. 132. 2. Take a taxi to the tall tower tomorrow.
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3. Six scooters scoot to the subway.
TR: 5.4 1 Listen and say. Read and write.
get on I get on my bike.
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TR: 5.3 1 Listen to the song. Write a new verse. Use

uphill I go uphill. some words from the box.
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downhill I go downhill. Note: Lyrics for the song How Do You Get to School? are
on Student’s Book p. 101.
get off I get off my bike.
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park I park my bike. TR: 5.4 2 Listen. Draw an X over the words that
don’t have the same oo sound as in scooter.
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1. kangaroo balloon book

OK – first I get on my bike – like this. This first part is
kangaroo balloon book
down the hill. So I go downhill. Weeee! Now I have to
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go uphill again. This is difficult! I’m there! Great! Now 2. boots foot zoo
I get off the bike. I park it. boots foot zoo
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3. cookie pool blue

TR: 5.6 Grammar 2: but as a contrast
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cookie pool blue


Note: Lyrics for the song How Do You Get to School? are
on Student’s Book p. 101.
146 Unit 5

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live on boats, but they go to school on land. They take
TR: 5.5 1 Listen and read. the school boat in the morning.
Going to School Is Cool Some children who live in the mountains of Colombia
Many children take a school bus to school, but some take a zip line to get to school. The zip line is long. The
children in India ride a special school boat! The children children aren’t scared to take the zip line. It’s fun!
NOTES
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Audio Script 147

Unit 6
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 the senses.
• talk about how things look, feel, taste, sound,
and smell.
• talk about the past.
Vocabulary
Vocabulary 1 beautiful, delicious, hard,
loud, quiet, soft, terrible, ugly
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Vocabulary 2 bitter, salty, sour, spicy, sweet
Grammar
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Grammar 1 Sense verbs
Grammar 2 was / were
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Reading Amazing Animal Senses
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Value Use your senses.
Look and check.
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This person is
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✔ touching a whale.
feeding a whale.
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64
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Objectives
• Build background Say The name of our next unit is “Our
Students will
Senses.” We use our senses to learn about our world. Hold up
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the nectarine. Point to your nose and smell the nectarine. Say
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• describe a photo.
We use our noses to smell. Smell is one sense. This nectarine
Resources Video Sc. 1—Introduction; Home- smells sweet.
School Connection Letter; Unit Opener Poster
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Content Vocabulary sperm whale • Point to your eyes and look closely at the nectarine. Say We use
our eyes to see. This nectarine is orange and yellow.
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Materials a nectarine or other fruit ((optional),

world map • 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 L3U6 Say We use our ears to hear. I can’t hear the nectarine, but
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!
148 Unit 6

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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
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When possible, have students make a visual of
some kind to show new vocabulary. By drawing
or cutting out pictures, students become actively
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engaged in learning new words. As students
learn more vocabulary, they may wish to keep a
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“vocabulary portfolio” of drawings and pictures
they’ve made or collected during the school year.
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Related Vocabulary
Swimming with a sperm whale, diver, goggles, nectarine
Dominican Republic
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65
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• Give students paper. Say Draw a picture of your face. Then say
Show me what you use to see. Students should point to the
eyes. Say aloud and write on the board: I see with my eyes.
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Have students repeat the sentence and write it. Continue by

asking what students use to hear, smell, and taste.
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• Have students look at the photo on pp. 64–65. Say The person
is swimming. A whale is in the water. This type of whale is
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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. 64. 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 149

VOCABULARY 1
VOCABULARY 1
Students will
• identify and use adjectives related to the
senses. We use our eyes, ears, nose,
tongue, and skin to learn about
Vocabulary ugly, beautiful, hard, soft, delicious, the world around us.
terrible, quiet, loud
Resources TR: 6.1–6.2; Video Sc. 2—
Vocabulary 1a, Sc. 3—Vocabulary 1b; Activity
Worksheet 6.1; Workbook p. 46, TR: 6.1;
Online Practice
Materials slips of paper, magazines (optional),
note cards, tape, tissue
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ugly
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hard
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66 Unit 6
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Warm Up Present
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• Activate prior knowledge Say Let’s • Say Look at page 66. Point to hard and soft. Hold up a
talk about our senses. Draw a word web textbook and a tissue. Say The book is hard. The tissue isn’t
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on the board with senses in the center hard. It’s soft. Say Look at page 67. Point to quiet and loud.
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circle and with five outer circles. Ask What Say I’m quiet in a soft voice. In a loud voice say Now I’m loud!
are our senses? (see, hear, smell, taste,
touch) Add the senses to the outer circles.
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Practice
• Give groups of students ten note cards.
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• 1 Point to the photos on pp. 66–67. Say We’re going to read

Have students draw the following on and listen to words that tell how things look, feel, taste, smell,
five separate note cards: two eyes, a
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and sound. Read along as you listen to the words. Point to

nose, a mouth, an ear, and a hand. Then each photo as you hear the word. Play TR: 6.1.
have them write see, smell, taste, hear,
and touch on the other five cards. Have • 2 Say Now we’re going to hear words and listen to sentences
students mix up the cards and match each with those words. Listen to the words and sentences, then
picture with its sense. repeat them. Play TR: 6.2. Have students follow along in
their books.
• Have a student from each group tape
one note card with a drawing next to
the correct sense in the word web on
the board.
150 Unit 6

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. 66–67
have opposite meanings. For example, explain
that hard and soft are opposites. Have students
point out other examples of words with opposite
quiet loud meanings, such as beautiful/ugly, terrible/
delicious, and quiet/loud.
Teaching Tip
Classroom Management It’s important to give
all students an opportunity to speak in class.
Don’t always call on the most eager student. Call
on many different students so that everyone has
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a chance to speak.
Related Vocabulary
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3 Describe. Listen and guess. peacock, turkey
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a cake an elephant a flower
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a rabbit a rock a fire truck
Vocabulary 1
It’s small. It’s soft. It has ✔ Formative Assessment
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A rabbit!
big ears. What is it?
hi Can students
• identify and use adjectives related to the
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senses?
Have students describe their favorite fruit or
vegetable. Ask questions such as How does it
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67 taste? How does it feel? How does it smell?

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Wrap Up
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• Say Opposite words are words that have very different • Give each student five note cards. Have
meanings. Act out being hot and fanning yourself. Say Hot students cut out pictures of objects from
is the opposite of cold. Act out shivering from the cold. Say
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magazines and glue one to each card,

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Now let’s find words on pages 66 and 67 that have opposite or they can draw a picture on each card.
meanings. Ugly and beautiful are two. What others pairs can Pair students. Say Your partner is going to
you find? (hard/soft,
hard/soft, quiet/loud, terrible/delicious ) show you a picture. Look at the picture.
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Then tell about it. Use the words on pages

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Apply 66 and 67. Take turns.

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• 3 Read the model dialogue on p. 67 with students. Draw a

rabbit on the board. Ask questions to encourage students to Review
use complete sentences, as shown in the model. Ask Is a rabbit • For additional practice, direct students to
big or small? (It’s small.) Is a rabbit hard or soft? (It’s soft.) Activity Worksheet 6.1.
• Then write the objects in the box on p. 67 on separate slips
of paper. Make sure there are enough slips for each student.
Then pair students. Have each student choose a slip of paper.
Say Think of three words to describe your object. Provide the
sentence frame It’s , , and .
Give students time to think, then have pairs take turns describing
and guessing objects.
Vocabulary 1 151

GRAMMAR 1
GRAMMAR 1
Objective Sense verbs TR: 6.3
The soup smells great. The music sounds terrible.
Students will
The flowers look beautiful. The baby rabbit feels soft.
• describe objects using the linking verbs taste, How does the chicken taste? It tastes delicious.
sound, smell, look, feel.
Grammar Sense verbs 1 Play a game. Play with a partner. Describe what you see.
Academic Language choose, pick Use your senses.
Workbook p. 47; Grammar Workbook
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;
spinners or other objects, such as number cards
or dice, for moving around a game board
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68 Unit 6
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Warm Up
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• Brainstorm Review the vocabulary • Say Pick one thing. Tell about it. Use words we learned in this
items from pp. 66–67. Then show the lesson. If the student is having difficulty describing the object,
ask guiding questions such as Is it hard? Is it soft? Is it ugly? Is
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class various small objects, for example, a

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cotton ball, a bell, a piece of candy, a coin, it beautiful?

a flower, a leaf, a rock, a tissue.
• Have the class guess the object. Then repeat the activity
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• Pass the objects around the room so with other students until all the objects in the box have
students can examine them. Say Look been chosen.
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closely at each thing. How does it look?

What color is it? How does it feel? Model
Present
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the following actions. Say Shake it.

Does it make a sound? Smell it. Does it • Say Open your books to page 68. We’re going to listen to some
have a smell? sentences. The sentences tell how things smell, sound, look,
feel, and taste. Play TR: 6.3. Have students read along in their
• Give students about 15 seconds to examine books and say the words aloud.
the objects. Then put the objects in a box.
Have one student come to the front of the • Have students close their books. Write the following sentence
room and turn his back to the class. Have frames on the board and have students copy them on a piece
the student pick and describe one object of paper:
from the box.
152 Unit 6

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BE THE EXPERT
The soup The music
great. terrible. Our World in Context
Cultures all across the world use spices to make
The flowers The baby rabbit food look, smell, and taste better. Cinnamon and
beautiful. soft. 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 does the chicken It
how a food looks. When saffron is added to food,
? delicious. for example, it colors the food yellow.
Grammar in Depth
• Say Listen to each sentence. Write the word that goes on the The verbs feel, look, smell, sound, and taste
blank line. Then slowly read each sentence from the grammar are called stative verbs because they describe
box on p. 68 from left to right. Have students fill in the missing characteristics or states rather than actions: The
words on their papers. music sounds terrible. (The subject, music, isn’t
doing anything in this sentence. The sentence is
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simply describing the quality of the music.)
Practice Stative verbs can be followed by adjectives, rather
• Gather the objects used in the Warm Up activity. Write tastes, than adverbs: The baby rabbit feels soft.
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sounds, smells, looks, and feels on the board. Pick up the piece Some of the stative verbs in this lesson relate to
the senses (hearing, seeing, touching, etc.): The
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of candy. Put it under your nose. Point to the word smells and
say The candy smells sweet! Point to your mouth and to the soup smells great.
great. They are often used with the
linking verb can: I can’t taste anything. I can hear
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word tastes. Say The candy tastes delicious!
a noise outside.
• Hold up the bell and ring it. Point to sounds and ask a student Many stative verbs are common and can be
How does the bell sound? Does it sound loud or soft? Have the categorized loosely into groups such as verbs
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of thinking / the mind ((forget, know, remember,
student answer in a complete sentence. Hold up the flower. hi understand
understand) and verbs of emotion (hate,
Point to looks and ask How does the flower look? Does it look like, love).
beautiful or ugly? Continue modeling using sense verbs with
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When verbs are used to describe states, they
students until everyone has answered a question. usually do not take the progressive form: The cake
is tasting good. The cake tastes good.
Apply
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Teaching Tip
• 1 Have students open their books to p. 68. Direct their Classroom Management Activities that involve
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attention to the game board for Activity 1. Call on students to students drawing may take too much time on
tell what each picture on the game board shows. days with time limits. Instead of having students
draw, use Flashcards from other levels and units.
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• Read the game directions aloud. Distribute spinners or some

other numbered devices to pairs. Say Take turns with your
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partner. Follow the arrows around the game board. Point to

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the sense verbs on the board. Then say Each time you land on
a space, make a sentence using one of the words on the board.
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Wrap Up Workbook and Online Practice

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Grammar 1
• 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 ✔ Formative Assessment
looks, feels, tastes, smells, or sounds. Have other groups guess
the object. 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 1 153

VOCABULARY 2
VOCABULARY 2
Students will
• describe how things taste.
Vocabulary salty, bitter, sweet, sour, spicy
Content Vocabulary coffee, honey, lemon
Resources TR: 6.4–6.5; Flashcards 88–92, 95–99;
salty bitter
Video Sc. 3—Vocabulary 2; Graphic Organizer:
Two-column chart; Activity Worksheet 6.2;
sweet sour spicy
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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 don’t like the taste of coffee. It’s very bitter .
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5. I like peppers. They’re really spicy .
2 Listen and stick. Work with a partner. Check your answers. TR: 6.5
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hi Number 1 is spicy.
Yes. It’s a pepper.
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1 2 3 4 5
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69
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Warm Up Present
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• Activate prior knowledge Draw a • Hold up Flashcards 88–92 one at a time. Say each word and
two-column chart on the board with the have students repeat after you. Say We’re going to learn
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headings Tastes delicious and Tastes more words to describe taste. Hold up Flashcard 95. Say bitter
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terrible. Ask students What do you and have students repeat. Say Some people think coffee is
like to eat? What do you like to drink? bitter! Then hold up Flashcard 96, say salty, and have students
Write students’ answers in the Tastes repeat. Say Chips are salty.
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delicious column.
• For Flashcards 97–99 say aloud each word and have students
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• Ask What’s one food you don’t like to eat? repeat. Model a facial expression as you describe each taste:
What’s something you don’t like to drink? Lemons are sour! Some peppers are spicy! Honey is sweet!
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Write students’ answers in the Tastes

terrible column. Have students use the • Recycle Say Fold your hands if the sentence I say is true. If
chart to discuss likes and dislikes, using it’s not true, raise your hand and correct the sentence. Say the
tastes delicious and tastes terrible. following sentences:
Bananas are salty. (False. Bananas are sweet.)
Potato chips are bitter. (False. Potato chips are salty.)
Some peppers are spicy. (True)
154 Unit 6

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• Say Open your books to page 69. 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
• Point to each picture and say Honey is sweet. Chips are salty. to the question How does it taste? Tell students
Coffee is bitter. Lemons are sour. Peppers are spicy. Have the answer is correct, and then repeat the answer
students repeat after you. Ask How does honey taste? (sweet) using a complete sentence. A cookie is sweet.
If students have difficulty responding, ask questions such as Is
honey sweet or sour?
• Write the following statements on the board. Have students

come up and circle the correct answer.
Honey is sweet/spicy. (sweet) Chips are spicy/salty. (salty)
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Coffee is spicy/bitter. Peppers are spicy/bitter.
(bitter) (spicy)
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Lemons are sour/salty. (sour)
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• Say Now listen carefully to the words and sentences. Say them
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aloud after you hear them. Then play TR: 6.4.
• 1 Read item 1. Have students orally fill in the blank. Then

have them complete items 1–5 in their books. Students may
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look at the board if they need help. hi
Apply
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• 2 Pair students. Say Let’s do a sticker activity. Listen to the
people talking. Put a sticker down to show the food or drink.
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Play TR: 6.5. After students finish, circulate among the pairs.
Point to a sticker and ask What food or drink is it? Then ask or
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questions such as Is it sweet or spicy?

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Wrap Up
• Tell students what you like to eat for breakfast. Describe each
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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
is sweet, salty, bitter, sour, or spicy.
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Review
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Worksheet 6.2.
Vocabulary 2
Can students
• describe how things taste?
Write sweet, salty, bitter, sour, and spicy on
the board. Have students name a food and
choose a word from the board to complete the
following sentence frame: (Food/Drink) is/are
.
Vocabulary 2 155

GRAMMAR 2
GRAMMAR 2
Objective was / were TR: 6.6
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
1 Read and write.
1. That ice cream was delicious. I want more!
2. The music was loud, but now it’s quiet.
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3. The flowers were beautiful before. They are ugly now.
is/was
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4. Good job! That song beautiful.
were
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5. Those grapes good. Are there any more?
2 Play a game. Make 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.
hi Good job. My turn.
Music, are. No match!
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70 Unit 6
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Warm Up Present
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• Activate prior knowledge Walk • Label a time line Past and Now on the board.
around the room. Ask individual students
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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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• Explain Point to Now and say To talk about now, we use is or

they sour? sweet? spicy?
are. Under Now write is/are. Say The coffee is sweet. The eggs
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• Set the stage Draw a plate of eggs and are delicious. Point to Past and say To talk about the past, or
a cup of coffee on the board. Point to each before, we use was or were. Under Past write was/were. Say
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drawing. Say I eat eggs for breakfast. I The coffee was bitter. The eggs were delicious.
drink coffee for breakfast. Act out eating
• Draw students’ attention to the grammar box on p. 70. Have
eggs. Say Mmm, these eggs are delicious!
students read along as you play TR: 6.6. Point to Now. Write
Act out drinking a cup of coffee. Make an
and say The ice cream is delicious. Underline is. Point to Past
unhappy face. Say This coffee is bitter. I’ll
and write The ice cream was delicious. Underline was.
put more sugar in it. Pantomime pouring
or spooning sugar into the coffee cup, • Repeat with the sentences about cookies.
and tasting the coffee. Say The coffee was
bitter. Now it’s sweet!
156 Unit 6

EOW2e_LP_3_49624_148-167_U6.indd 156 30/12/2019 12:24
• Read aloud the sentences in the grammar box on p. 70. 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. There are two forms for the
the board: The ice cream was/were delicious. The cookies past tense of the verb be: was and were
was/were great. Have students write each sentence and circle In this lesson, students encounter singular nouns
the correct form of to be. (bread, cookie, flower, ice cream) and plural
nouns (tomatoes, cookies, flowers, chairs). Use
• 1 Complete item 1 on p. 70 with students. Then have students the pronoun it to replace singular nouns and the
complete the activity. Say Write was or were. Use was to tell pronoun they to replace plural nouns.
about one thing. Use were to tell about more than one thing. Use was with it: The ice cream / It was delicious.
Use were with they: The cookies / They were great.
Apply Use the simple past for completed events. Notice

the difference:
• 2 Write the following on the board: simple present: This ice cream is delicious.
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I’m eating it right now. I haven’t finished yet.
(I’m yet.)
One More Than One simple past: That ice cream was delicious.
I’ve eaten the ice cream. There is no more left.
(I’ve left.)
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is are
Use questions with how to ask about the
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was were condition or quality of something: How was
your meal?
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• Read the directions for Activity 2. Pair students and have them
make the wheels on p. 115. Model the activity. Say Spin the
wheel with the pictures. Then spin the wheel with were, is, was,
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and are. Spin each wheel. If the wheels don’t match, say No
Match! If the wheels do match, write an example sentence.
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• 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’
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attention to the chart on the board.

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Wrap Up
• Play the unit song. Turn the volume up or down. Ask Is the
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music quiet or loud? Say The music is (quiet/loud). Turn the

music off. Ask How was the music? Say The music was
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(quiet/loud). Repeat several times, lowering or raising the

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volume each time.

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Review
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Worksheet 6.3.
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Grammar 2
Can students
• use the simple past of to be?
Have students complete the following sentence
frames with was or were.
The food The rocks
delicious. hard.
The flowers The music
beautiful. very loud.
Grammar 2 157

SONG
SONG - THE SOUNDS
OF ENGLISH 1 Listen. Read and sing. TR: 6.7
Song
Our Senses
How does the cake taste?
Vocabulary 1 soft, loud, beautiful It tastes sweet.
Vocabulary 2 sweet How does a kitten feel?
It feels soft.
Grammar in the song
Let’s count our senses, 1, 2, 3, 4, 5!
Grammar 1 Sense verbs Listen. Look. Feel. Taste. Smell.
It’s great to be alive!
Resources TR: 6.7; Video Sc. 6—Song; Flashcards
87, 89, 90, 91, 93, 94, 97, 99; Activity Worksheet
6.4; Workbook p. 51, TR: 6.4; Online Practice
The Sounds of English soft
Resources TR: 6.8; Flashcards 20, 24, 47, 64,
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65, 80, 91, 96; The Sounds of English Card 7; 11
2 Listen and say.
Workbook p. 51, TR: 6.5; Online Practice 1. soft salty
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Materials note cards, long string or twine, tape 2. subway sister
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3. eraser pants
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c
hi São Paulo, Brazil
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71
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Use the Song

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• Activate prior knowledge Ask What (“Let’s count our senses, 1, 2, 3, 4, 5!”) As the words “Listen,
are the five senses? (taste, smell, sound, Look, Feel, Taste, Smell” are sung, point to the related
body part.
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look, feel) As students call out answers,

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have them point to the body part (mouth,

• Play the two verses again. Have students model the actions
nose, ears, eyes, fingers) related to
with you as the song plays.
each sense.
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• 1 Say Open your books to page 71. Look

Extend
at
at the photo. Point to the drum. Ask What

instrument is this? (a drum) What sense • Play TR: 6.7 all the way through. Complete song lyrics can be
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do we use with a drum? (sound) Is a drum found on Student’s Book p. 102. Write sweet, soft, loud, and
loud or quiet? (loud) Have students look beautiful on the board. As you point to each word, say The
around the classroom. Ask What other cake is sweet. The kitten is soft. The drum is loud. The garden
things in this room make loud noises? is beautiful.
• Act it out Say Let’s listen to a song • Point to each word on the board again and work with students
about our senses. Play the first two verses to think of an opposite term. For example, point to sweet. Sing
of TR: 6.7. For each question in the song, or play these lines from Our Senses: “How does the cake taste?
model an action. For example, pretend It tastes sweet.” Then say Some things aren’t sweet. They’re
to eat cake and pet a kitten. During the sour. A lemon is sour. What else is sour? (some pickles, limes,
chorus put your fingers up one at a time lemonade without sugar) Repeat for the other three words.
158 Unit 6

EOW2e_LP_3_49624_148-167_U6.indd 158 30/12/2019 12:24
• Display Flashcards 87, 89, 90, 91, 93, 94, 97, and 99 for BE THE EXPERT
beautiful, hard, loud, soft, ugly, quiet, sour, and sweet in
random order. Write the following pairs of sentences on the About the Photo
board and have students copy them: 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
1. The fur feels . The table feels . Brazilian music. The surdo drum is often carried
over the shoulder or on the hip and played while
2. The stars look . The bugs look .
marching. Many varieties of surdo drums are
3. The is . The is . played in Rio de Janeiro during Carnival.
Teaching Tip
Songs are a great way for students to practice
• Put students in groups and have them complete the first two
pronouncing words. Review songs for difficult
sentence pairs. Then have them choose two objects in the words. Give students the opportunity to hear and
classroom and use them to complete the last pair. Have group say challenging words. Replay song lines that
members take turns reading one of their sentences to the class. have difficult words. Pause the music and have
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students sing the lines aloud.
Review The Sounds of English Cards
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• For additional practice, direct students to Activity You can use The Sounds of English Card 7 to teach
the /s/ sound. Audio for this card is available on
Worksheet 6.4.
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the Explore Our World website.
The Sounds of English: /s/ as in soft Related Vocabulary
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drum, garden, hug, kitten
• 2 Hold up Flashcard 80. Ask What is this? When students
answer, say That’s right. It’s the subway. Write subway on the
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board and underline the s. Say the word and have students hi
repeat. Say Now let’s listen to words like subway. Play TR: 6.8
once while students just listen. Then say Let’s listen and say.
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Play TR: 6.8 again and have students repeat the words.
• For more practice, have students play a game of Sound Train.

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Divide students into pairs or small groups. Give each pair or

group a drawing of a subway or train engine and a number of
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blank “cars” (note cards) to attach to the engine.
• Display Flashcards 20 (nurse), 24 (artist), 47 (hamster),

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64 (restaurant), 65 (supermarket), 80 (subway), 91 (soft), and

96 (salty), all of which contain the target sound. Also display
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some Flashcards that do not contain the sound. Hold up a

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Flashcard, say the word, and have students repeat the word
if it contains the target sound. If students repeat an incorrect
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word, say a word with the target sound to demonstrate

the contrast.
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• Have students copy the correct words onto their note cards
Have them tape their cards to a length of string, then tape
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the string to the engine. Display students’ Sound Trains on

a classroom wall.

Song

READING
READING
AMAZING Animal Senses

Students will
• describe unusual animal senses.
Many animals see, hear, smell, taste, and touch in
• compare and contrast human and animal
a different way from humans. Do you walk on your dinner
senses.
to taste it? Well, a butterfly does—it tastes with its feet!
Reading Strategy Compare and Contrast People use their fingers to touch. Seals use their whisker
Content Vocabulary bears, chameleons, seals, whiskers. They can feel fish through the water 180 meters
(590 ft.) away.
spiders, whiskers
Spiders don’t have ears. They hear using hundreds whisker
Resources TR: 6.9; Workbook p. 52, TR: 6.6; of small hairs on their legs. Bears can smell things that
Online Practice are 32 kilometers (20 mi.) away.
red-tailed
hawk
Chameleons can see very well. One eye looks up,

and the other eye looks down. Chameleons can see all
around them!
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2
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person
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mouse
I think dogs can I know bats can’t

hear very well. see very well.
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72 Unit 6
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Warm Up
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• On the board, draw a pair of eyes, a pair than we do. Point to the seal. Say A seal has whiskers. Point to
of ears, a nose, a mouth, and a hand. Say the chameleon. Say Look at the chameleon’s eyes. One looks
up and one looks down at the same time!
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Let’s talk about how we see, hear, smell,

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taste, and touch. Ask What do we use

• Point to the title and read it aloud. Ask What does the word
to see? (our eyes) Have a student write
amazing mean to you? (great, different, unusual, awesome)
see above the picture of eyes. Ask about
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What do you think this reading is about? (unusual animals,

the other senses and have students label
animals that do amazing things) Say Let’s read and find out!
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the pictures.
• Play TR: 6.9 and have students read along silently.
• Ask questions such as Do you use your
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eyes or your ears to see? Have students • Play TR: 6.9 again. Pause at the end of each paragraph to
answer using the sentence frame I use my check for comprehension. Ask:
to .
Paragraph 1: What do people use to taste? (mouths) What
do butterflies use to taste? (feet)
Present Paragraph 2: What do people use to touch? (fingers) What
do seals use to touch? (whiskers)
• Describe Say Open your books to
page 72. We’re going to read about how
animals use their senses in different ways
160 Unit 6

Paragraph 3: Do spiders hear with ears? (no) What do they BE THE EXPERT
use? (hairs on their legs) Do bears have a good sense of
smell? (yes) How do we know? (They can smell things that About the Photo
are 32 kilometers away.) The lizard shown in the photo is a chameleon.
Paragraph 4: What can a chameleon’s eyes do? (One looks Chameleons have the unusual ability to change
up and one looks down.) the color of their skin in response to their
environment. There are over 150 species of
• Think Aloud Model how to compare and contrast human chameleons in the world. Over half the known
and animal features. Say A chameleon has two eyes like species of chameleons live on the African island
of Madagascar.
me. My eyes can look up and down. A chameleon’s eyes
can look up and down, too. In that way, we’re the same. Our World in Context
But a chameleon can look up with one eye and down with Hawks live on every continent except Antarctica.
the other eye at the same time! I can’t do that! In that way, The red-tailed hawk is the most common hawk in
we’re different. North America. It uses its incredible eyesight to
find its food.
• Graphic literacy Have students use the diagram on p. 72 to
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compare and contrast human and animal senses. Ask Who is Reading Strategy
close to the mouse? (a person) What is far way? (a hawk) Say Compare and Contrast Students can use signal
The person and the hawk both see the mouse. The person has words such as both, also, and too to identify
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to be close to the mouse to see it, but the hawk can see the similarities in a reading. Signal words such as but,
mouse from far away! Ask Who has better eyesight, the person unlike, different, and on the other hand may help
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indicate differences in a text. Encourage students
or the hawk? (the hawk)
to use Venn diagrams when keeping track of
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similarities and differences in texts.
Apply Related Vocabulary
• Divide students into four or five groups. Assign each group environment, eyesight
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one of the following animals from the reading and its relatedhi
paragraph: butterflies (Paragraph 1), seals (Paragraph 2),
spiders (Paragraph 3), bears (Paragraph 3), and chameleons
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(Paragraph 4). Say Read the part about your animal. What
sense does it talk about? What’s unusual about that sense in
your animal? Have groups share their information.
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• Ask What animals do you know? Have students call out names.
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Write the names on the board. Ask questions about each

animal, for example, Can it hear well? Can it see well? Does it
have any unusual senses? Discuss the animals as a class.
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• 2 Read the model dialogue on p. 72 aloud, or choose a

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student to read with you. Then review the animals on the

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board. Pair students and say Think of an animal. Tell your

partner about the animal’s senses.
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Wrap Up
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• Have the class stand in a circle. Stand in the center of the

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circle. Point to your eyes. Say I see with my . Have

students complete and repeat the sentence. Continue with Workbook and Online Practice
hear/ears, smell/nose, taste/mouth and tongue, and touch/ Reading
fingers. Have students model each action as 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 161

VALUE VALUE
Value Use your senses.
AMAZING Animal
Objectives Senses Use your senses.
Students will
Take time to enjoy the world
• read and talk about enjoying the world
around you.
through their senses.
Think. Pair. Share.
• talk about their favorite place.
How do you use your
senses? What do you do?
Value Poster; Writing Worksheet;
Assessment: Unit 6
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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.
Writing
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Unit Review hi
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73
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Value
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Think Pair
• Point to the photo on p. 73. Say This is a • Ask Is the boy in the photo enjoying the world around him?
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small waterfall. Ask Where do you think (yes) Ask What sense is he using? (touch)
this is? (a park) What is the boy doing?
• Put students in pairs. Tell them to think about their favorite
(jumping through the water) Is it a hot day
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place outside of home or school. Have them ask and answer

or a cold day? (hot)
the questions to the right on the page about this place. They
at
• Have students read the value statement should tell their partner what they see, hear, smell, feel, and
on p. 73 aloud. (Use
(Use your senses
senses.) Ask taste there.
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What are your senses? Allow students to

say the senses they know out loud. They Share
should identify sight, sound, smell, touch, • Have students take turns sharing their partner’s answers to
and taste. the questions aloud. Encourage the rest of the class to listen
carefully. After each student shares, ask Do you want to visit
• Have a student read the sentence under
this place?
the value statement. Ask What is in the
world around you right now? (classroom,
students) What senses do we use here?
(sight, sound, sometimes touch)
162 Unit 6

PROJECT
Make a class book of Five Senses poems. Think of an
experience when you used your five senses. Write about it.
1 2 Objectives
Students will
• identify how they use their fives senses.
• write a poem.
• collaborate with others.
Use paper to plan your work Write sentences. This is a poem about cookies. Content Vocabulary experience, poem, senses
for each of the senses.
3 4
Academic Language plan
Resources Graphic Organizer: Two-column chart;
Project Worksheet Unit 6
Materials colored pencils, markers
Draw pictures. Write your name.
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Prepare BE THE EXPERT
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• Ask What senses did we talk about in this unit? (see, hear, Teaching Tip
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smell, taste, touch) List the senses in the left column of a two- Be sure to give students opportunities to revise
column chart. their projects. Offer feedback directly, or have
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students share their work with partners and offer
• Say We’re going to tell about a time we used all five senses. suggestions on how to improve it. After students
Then we’re going to write a poem. For example, let’s tell about have had a chance to revise their projects, display
a party. What do you see at a party? You see colorful balloons. them in the classroom.
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Write colorful balloons in the see row of the chart. Ask a hi
question about each sense and write responses in the chart. Project Rubric
 Did students use a chart to brainstorm about
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• Have students use the words in the chart to say sentences the senses?
about each sense. List the sentences on the board. Help  Did students write complete sentences and
students choose a title for the poem, for example, “Party.” draw pictures?
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Have them take turns reading aloud the poem.  Did students write their names?
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• Have students look at the example project on the worksheet.

Say Let’s read this Five Senses poem about cookies. Point out
the words feels, smells, hear, look, and taste.
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• After students have completed their charts, tell them to write

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complete sentences on another piece of paper. Have students

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draw pictures or add other decorations to the paper. Remind

students to write their names below their poems.
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Share
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• Put students in small groups and have them read their poems
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to their groups. After students have shared their poems, call

on individual students. Ask What did you write about? Then
ask the student one question about a sense, such as How does
it smell?
• Modify To simplify the project, have students form groups

of four or five. Assign each group a situation such as eating
breakfast, playing outside, or taking care of my pet. Have
Now I Can
students brainstorm details for the chart. Then have each Ask questions such as the following:
student in the group pick one sense from the chart and write a • What sense do I use with my (eyes, ears, nose,
sentence for the poem. mouth, fingers)?
• How does (a desk, wall, rabbit) feel?
• What did you have for breakfast? How
was/were ?

VIDEO
Vocabulary 1 hard, soft, loud, quiet, 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
Resources Video Sc. 1–10
Before You Watch Zoom In
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Vocabulary
• Play Scene 1: Introduction. Pause after Ellen and Sofia
talk about the flowers and scarf. Ask How do the • Select Scene 3 or 4. Replay the segment, pausing
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flowers look? (beautiful) How do the flowers smell? after each sentence. Have students read and say the
sentence aloud. Ask a comprehension question such
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(terrific) How does the scarf feel? (soft)
as How do the rocks feel? (hard)
• Play the rest of the introduction. Ask How many
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senses do we have? (five) Have students watch Sofia Grammar
as she points to each sense. Have students repeat the • Play Scene 5: Grammar 1. Pause at the end of the
words and her actions. scene and point to each food or drink on the blanket.
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Ask How does (the lemonade) taste? (sweet and sour)
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While You Watch Song
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• Have students look and listen for target words that • Play Scene 7: Song. Have students listen to Our Senses
describe how things taste, sound, look, smell, and feel. once. Then play the song again. Ask students to read
along and act out Sofia’s actions with her.
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• Say Listen carefully for the words taste, sound, look,

smell, and feel. Viewing
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• Play a few seconds of Scene 8: Viewing. Draw a flower

• On the board, write taste, sound, look, smell, and
on the board. Ask How does a flower look? How does
feel in a column. Have students copy the terms. Have
a flower smell?
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them write notes and sample sentences next to the

appropriate sense as the video plays. • After viewing, have students form groups. Assign each
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group one of the following words: beautiful, smell,

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• Pause the video to allow students time to look closely

sweet, quiet, ugly. Say Listen for your word. Play the
at the pictures and describe how the items taste,
segment again. After, have each group say sentences
sound, look, smell, and feel.
using their word.
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Story Time
After You Watch
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• View Scene 9: Story Time: The Four Blind Men with

• Have partners share the sentences they wrote. Then
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students. After each blind man touches the elephant,

play parts of the video with no sound. Have students pause and ask How does it feel?
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.
164 Unit 6

UNIT 6 READER
Text Type folktale
Vocabulary beautiful, hard, loud, sweet
Grammar Sense verbs; was / were
Reading Strategy Ask Questions
Resource Video Sc. 9—Story Time
Materials box, small soft object like a cotton
ball, small hard object like a rock
The Four Blind Men

Four blind men are walking through
the jungle. Suddenly, they hear a
strange sound. What’s in the jungle
with them? Each man guesses BE THE EXPERT
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something different. Who’s right?
The Four Blind Men is a folktale from India. Much
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Before You Read of traditional Indian literature is inspired by the
ancient songs and writings of the Hindu religion.
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• Build background Write the word blind on the board. Say If possible, point out India on a world map.
A person who is blind cannot see. Some people are born blind.
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Some people lose their eyesight because of a sickness or an Reading Strategy
accident. Ask Questions Asking questions can help
students stay interested in a text and help them
• Introduce the strategy Put a soft object and a hard object
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monitor their understanding. Students can ask
in a box. Say We ask questions to learn. Have a student come hi questions such as What do I already know
to the front of the class. Say Close your eyes. Can you see? (no) about this? Which words are new to me? Which
sentences did I not understand? How does the
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• Then say Keep your eyes closed. Pick one thing from the box I picture help me better understand the words?
put in your hands. I’m going to close my eyes, too, so I can’t What in the story reminds me of something in
see what you pick. After the student has picked an object, my life?
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turn away, open your eyes, and say I want to learn about
what you picked. I’m going to ask you questions. Ask How
Text Background
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does it feel? Does it feel hard? Does it feel soft? Does it smell A folktale is a very old story passed down from
generation to generation. In the past, folktales
sweet? Does it look beautiful? Have the student answer. Then
were memorized by storytellers and shared
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guess what the object is. Review with the class. Ask students orally. These made-up stories may include animal
to tell about the object. characters and often teach a lesson about life.
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While You Read

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

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questions on the board and ask aloud: What was it like? Was it
short or long? (long) Was it weak or strong? (strong)
• pp. 5–7: 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.

AUDIO SCRIPT TR: 6.8 2 The Sounds of English /s/ soft
Listen and say.
Student's Book 1. soft salty
TR: 6.1 1 Listen and read. 2. subway sister
We use our eyes, ears, nose, tongue, and skin to learn 3. eraser pants
about the world around us.
ugly, beautiful, hard, soft, delicious, terrible, quiet, loud
Note: The reading Amazing Animal Senses is on p. 160.
TR: 6.2 2 Listen and say.
ugly This bird is ugly. Workbook
beautiful This bird is beautiful.
TR: 6.1 1 Listen and look. Write the number in the
hard This chair is hard. box.
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soft This chair is soft. 1. These flowers are beautiful.
delicious This ice cream is delicious! 2. Uuggh, this apple is terrible!
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terrible This food is terrible. 3. This toy is soft.
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quiet Shhh! Be quiet! 4. Shhh! It’s quiet in the library.
loud The music is too loud. 5. This apple is delicious!
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6. These flowers are ugly.
TR: 6.3 Grammar 1: Sense verbs
7. This toy is hard.
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8. The music is loud.
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TR: 6.4 1 Listen and say Read and write.
TR: 6.2 1 Read and write. Listen and check.
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sweet This honey is very sweet.
1. My mother drinks tea every morning, but I don’t
salty The chips are salty. like it. It’s bitter.
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bitter Black coffee tastes bitter. 2. Lemons are sour, but sometimes lemonade is sweet.
sour Lemons are sour. 3. There are peppers in the soup. It’s very spicy.
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spicy These peppers are very spicy. 4. These chips are very salty.
5. This apple isn’t sweet. It’s sour.
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TR: 6.5 2 Listen and stick. Work with a partner.

Check your answers.
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OK – food number 1. That is spicy. Don’t eat it! It’s a

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pepper! 1. Sonia eats sweet and sour ice cream on Sunday.
And now number 2. Oooh that’s sour. That’s lemon, 2. Bill buys big boxes of bitter brown beans.
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I think. 3. Don’t taste that terrible tea tomorrow.

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And number 3? Yum! My favorite. That’s very sweet. It’s

strawberry ice cream! TR: 6.4 1 Listen to the song. Draw lines to match.
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Right – number 4. Hmmm – These are salty! They’re Note: Lyrics for the song Our Senses are on Student’s
potato chips! Book p. 102.
And the last one – number 5! Mmmm. I know what that
is. It’s very bitter. It’s black coffee. TR: 6.5 3 Listen. Which words have the sound of s as
in soft? Color the stars.
TR: 6.6 Grammar 2: was / were 1. soccer soccer
Note: Grammar 2 is on p. 156. 2. grapes grapes
3. hospital hospital
TR: 6.7 1 Listen. Read and sing. 4. ship ship
Note: Lyrics for the song Our Senses are on Student’s 5. bus bus
Book p. 102.
166 Unit 6

EOW2e_LP_3_49624_148-167_U6.indd 166 30/12/2019 12:25
Many flowers smell good, but the rafflesia doesn’t.
TR: 6.6 1 Listen and read. It smells terrible! The rafflesia is the biggest flower
Stinky Animals and Plants in the world. It grows in Southeast Asia. It smells
Many things smell good. But some animals and like old meat. Flies like the smell, and they fly to the
plants smell terrible! rafflesia flower.
The Eastern snake-necked turtle lives in Australia. It

smells terrible. In Australia, people call this turtle the
“stinker!”
NOTES
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Audio Script 167

Unit 7
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.
Vocabulary
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Vocabulary 1 a cave, a desert, a forest, a hive,
ice, an island, mud, a nest, a rain forest, snow
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Vocabulary 2 fur, horns, a pouch,
a tongue, wings
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Grammar
Look and circle.
Grammar 1 Why . . . ? Because . . .
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1. This is a .
Grammar 2 Infinitive of purpose
a. gorilla b. hippo c. panda
Reading Amazing Rain Forests
2. He’s holding a .
Value Help protect animal habitats.
c
a. leaf b. fruit c. toy
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74
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Objectives
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• Build background Say Open your books to page 74.

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

their habitat. Say We live in (a city). The (city) is our habitat.
Resources Video Sc. 1—Introduction; Home-
School Connection Letter; Unit Opener Poster • Draw pictures of a fish, a bird, and a rabbit on the board.
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Materials world map Draw a two-column chart with the headings Animal and
Habitat. Point to the drawing of the fish. Write a fish in the
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Animal column. Ask Does a fish live in a tree or in the ocean?

(the ocean)
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Pacing Guides L3U7

• 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
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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
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fuel. Silverbacks are the most endangered of all
gorilla species.
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Animals live in many different habitats across
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the globe. Some animals live high up in cold,
mountainous areas. Others live in dry, hot deserts.
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Silverback gorilla,
Democratic Republic
Some animals live at the bottom of the ocean,
of the Congo in an environment with no sunlight and very
high pressure.
Over a long period of time, animal species can
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hi develop adaptations to fi t their habitats, however
inhospitable the habitat may seem. Adapt means
to change. Giraffes are animals that adapted to
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their habitat. They grew very long necks to eat
the leaves at the tops of tall trees.
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75
Related Vocabulary
hold, plants, water
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• Recycle Draw students’ attention to the photo on pp. 74–75.

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)

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What color is the gorilla? (black, silver)

Is the gorilla big or small? (big)
• Guide students through the activity on p. 74. 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 169

VOCABULARY 1
VOCABULARY 1
Students will
• identify animal habitats. 2 Listen and say. TR: 7.2
We all need a place to live. We live in houses
Vocabulary a desert, ice, snow, mud, a forest, or apartments in our neighborhood. Animals
a hive, a nest, a rain forest, an island, a cave and plants have a place to live, too. This place
Content Vocabulary houses, apartments, is called their habitat.
neighborhood, habitat
Video Sc. 2—Vocabulary 1a, Video Sc. 3—
Vocabulary 1b; Graphic Organizer: Word
web; Activity Worksheet 7.1; Workbook p. 54;
Online Practice
Materials country map (optional)
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a desert
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76 Unit 7
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Warm Up
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• Preteach Say Today we’re going to talk • Help students describe the photos. Ask What grows in a forest?
about animal habitats. A habitat is the (trees) Is ice hot or cold? (cold) Where’s the hive in the photo
on page 76? (in a tree) Then turn off the lights and say It’s
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place where an animal lives. Hold up

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Flashcards 105–114 one at a time. Say the dark in here! Turn the lights back on. Ask What habitat is dark?
word on each card. Have students repeat (a cave)
after you.
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• Point to the hive and the nest. Ask What animal lives in a hive?
• Say Let’s talk about our habitat. Our in a nest? (a bee, a baby bird) Are these habitats big or small?
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classroom is a kind of habitat. Think about (small) Point to the cave and the forest. Ask Is this habitat big
inside and outside. Ask How does our or small? (big)
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habitat feel? Is it hot or cold? Is it wet or

dry? How does our habitat look?
Practice
• 1 Say We’re going to listen to and read the names of some
Present animal habitats. As you listen, read the sentences on page 76
• Say Now open your books to pages 76 and and the words on pages 76 and 77. Play TR: 7.1.
77. Look at the photos. These photos show
• 2 Say Now we’ll hear a sentence about each habitat. Listen
different habitats. Point to each photo
to the words and sentences. Repeat each word and sentence
and read the vocabulary term aloud. Have
after you hear it. Play TR: 7.2.
students repeat.
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BE THE EXPERT
ice snow mud
About the Photo
The background photo on pp. 76–77 is of the
Ténéré Desert in Niger, Africa. This desert receives
only about 25 millimeters (1 inch) 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
a forest a hive a nest desert habitat. Camels store fat in the humps on
their backs. This fat nourishes the camel during
those times when it is forced to go without food
or water.
Related Vocabulary
bees, dark, under, wet
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a rain forest an island a cave
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3 Work with a partner. Ask and answer. Vocabulary 1
Where do camels live? ✔ Formative Assessment
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They live in the desert.
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• identify animal habitats?
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Point to a photograph or draw a picture of
an animal habitat. Ask Is this (a cave) or
(an island)?
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77
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Wrap Up
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• Review words used to describe habitats, for example, hot, • Have students form a circle. Stand in the
cold, wet, dry, dark, big, and small. Assign each student a center and hold up Flashcards 105–114 one
vocabulary word from pp. 76–77. Have students make a word
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at a time. Ask a student What habitat is

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web. Have them write the vocabulary word in the center oval this? If she answers correctly, move on
and words that tell about the habitat in the outer ovals. to the next student in the circle. If not,
hold up another Flashcard and repeat.
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Apply When the student has named the habitat

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correctly, move on to the next student and

• 3 Direct students’ attention to the dialogue on p. 77. Model continue around the circle.
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the dialogue with a student. Say We’re going to ask and

answer questions about where animals live.
Review
• Pair students. Assign each pair one or two habitats. Say Talk
with your partner. Talk about animals that live in each habitat.
• Write each habitat on the board. Have partners take turns
telling about the animals they brainstormed for each habitat.
Write the names of the animals on the board.
• Say Find an animal on the board. Ask your partner where the
animal lives. Have students take turns asking and answering
questions about animals and their habitats.
Vocabulary 1 171

GRAMMAR 1
GRAMMAR 1
Objective Why . . . ? Because . . . TR: 7.3
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 Play a game. Play with a partner. Use a coin and draw lines.
Grammar Why . . . ? Because . . .
Content Vocabulary leopard, polar bear, Heads = draw 1 line Tails = draw 2 lines
crocodile, owl, ostrich
Workbook p. 55; Grammar Workbook Why do
pp. 25–26; Online Practice Why does a crocodiles
polar bear have sharp
Materials note cards, coins, slips of paper cover its black teeth?
nose?
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Because it
wants to hide
Why do
in the snow.
leopards have Because it
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spots? needs to see
at night.
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Because Because they Why does an
they eat need to hide owl have big
meat. up in the eyes?
trees.
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Because it Why does an
can’t fly, and ostrich have
it needs to long legs?
run fast.
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78 Unit 7
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Warm Up
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• Activate prior knowledge Say Let’s Repeat with the other questions. Call on individual students to
talk about the weather. On the board, answer and draw lines.
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draw two pictures: a sun with flowers

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blooming below it and a snowman. Point

to the sun and ask When it’s sunny and
Present
flowers are growing, is it usually hot or • Say Now let’s talk about animals! Say I like tigers because
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cold outside? (hot) When we can make a they’re beautiful. Write Because on the board. Say We use
because to talk about why something is or why something
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snowman, is it hot or cold outside? (cold)

happens. Write the following on the board: Why do I like
• Then write the following questions and
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tigers? Because they’re beautiful.

sentences:
• Write Why? in large print on one side of a note card. Write
Why do you wear a raincoat? Because it’s hot.
Because in large print on the other side of the note card. Say
Now it’s your turn. Think about an animal you like. Think about
Why do you wear shorts? Because it’s cold. why you like it.
Why do you use gloves? Because it’s rainy.
• Give students a minute or two to think of an answer. Then ask
a student What animal do you like? Hold up the Why? card.
• Read aloud the answers in the second Ask Why do you like (lions)? Then flip the card and have the
column. Model reading and answering the student use because to answer the question.
first question. (Because it’s rainy.) Draw a
line from the question to the answer.
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• Say Open your books to page 78. Let’s listen to sentences with BE THE EXPERT
why and because. Point to the grammar box and say Listen to
the sentences. Play TR: 7.3. Our World in Context
Scientists are trying to solve a recent mystery
about honeybees: Why are so many bees flying
Practice away from their hives and dying? Scientists don’t
know why, but they are considering several
• 1 Draw students’ attention to Activity 1. Point to each animal
possible answers. Bees might be getting sick
photo on the page. Ask a guiding question to help students because they eat poison on local crops or because
describe the animal. For example, point to the polar bear and they don’t get enough good food to eat. Then a
ask What color is the polar bear’s nose? (black) How do the virus or bacteria may attack the sick or weak bees
crocodile’s teeth look? (sharp) and kill them.
• Read the game directions and key aloud. Say to the class Let’s Grammar in Depth
play one turn together. Flip a coin and say Heads! We can draw When we want to know the reason or explanation
one line. Hold up the book and point to the leopard. Say Let’s for something, we ask a question with why: Why
find a question about leopards. Point to and read the question do crocodiles have sharp teeth?
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Why do leopards have spots? Have students draw a line Answer why questions with because:
because: Because.
connecting the picture of the leopard to the question. Say Then they eat meat.
it’s your partner’s turn to flip the coin.
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In conversation it’s fine to say something like
Because they are scary. This is not a sentence,
• Say If “tails” comes up when you flip the coin, you can draw though, and in formal writing because clauses
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a second line from the question to the answer. Have students like these need to be connected to a main clause:
connect the leopard question to the answer Because they need I don’t like crocodiles because they are scary.
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to hide up in the trees. Say Then it’s your partner’s turn. Note that there are three ways to talk about a
noun in general (in this case, “all giraffes” or
• Tell students that if they only draw one line, they can complete giraffes in general”) with no change in meaning:
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the set on their next turn. Have pairs complete the activity Why does a giraffe eat leaves?
independently.
hi Why do giraffes eat leaves?
Why does the giraffe eat leaves?
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Apply We also use the + noun to refer to a specific noun:
• Write elephant, monkey, penguin, spider, and tiger on the Why is the giraffe eating leaves?
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board. Pair students. Assign each pair an animal from the

board. Say Think of ways to talk about your animal. Have
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groups brainstorm words to describe their animal. Then have

students call out the words they brainstormed. Write them on
the board.
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• Say Tell your partner about an animal you don’t like. For
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example, say “I don’t like spiders.” Your partner will ask

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you why. Use because to tell your partner why you don’t
like the animal.
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Wrap Up
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• Give each student a slip of paper. Say Write a Why? question. Grammar 1
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Then have students form a circle. Put the slips of paper in to

a container. Have a student pull out a slip of paper and ask ✔ Formative Assessment
another student the question. After that student answers, have
Can students
her pull out a slip of paper and ask a question. Continue until
all questions have been asked and answered. • use why and because to discuss cause and
effect?
Write Adriana likes ice cream because it’s
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

VOCABULARY 2
VOCABULARY 2
Objective 1 Listen and say. Write the animals in the correct groups. TR: 7.4
Students will fur horns
• identify and use words related to animal
characteristics.
Vocabulary a tongue, fur, horns, a pouch, wings
Sc. 3—Vocabulary 2; Activity Worksheet 7.2;
Workbook p. 56, TR: 7.1; Online Practice a pouch wings
Materials note cards
a tongue
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butterfly cat cow duck goat
kangaroo parrot penguin polar bear rabbit
pouch fur wings horns
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kangaroo cat, rabbit, parrot goat
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polar bear, penguin, cow
kangaroo, butterfly,
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cow, goat duck
2 Guess and stick. Work with a partner.
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This animal is big and white. It lives
hi in the snow. It has sharp claws.
It’s a polar bear!
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1 2 3 4 5
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79
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Warm Up
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• Activate prior knowledge Say Think Say Yes, we taste with our tongues. Animals taste with their
of your favorite animal. Have students tongues, too! Ask How does an animal’s fur feel? Does fur feel
soft or hard? (soft) Say Yes, fur feels soft!
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call out the names of animals. Write the

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names on the board. Talk about what

• Act it out Point to the photo of horns. Ask What kind of
each animal looks like. Write students’
animal is this? (a goat) Use your two index fingers to model
descriptions on the board.
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horns on your head. Say Some animals, such as goats, have

• Turn to p. 83. Point to the picture of the horns on their heads. Point to the image of pouch. Ask
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elephants. Ask Does an elephant have a What kind of animal is this? (a kangaroo) Act out carrying a
long trunk? (yes) Turn to p. 81. Point to the baby in your arms. Say We use our arms and hands to carry
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picture of the frog. Ask Does a frog have babies. Some animals, such as kangaroos, carry their babies
strong legs? (yes) Turn to p. 93. Point to the in a pouch.
picture of the giraffes. Ask Does a giraffe
• Finally, point to the image of wings. Ask What kind of animal
have a long neck? (yes)
is this? (a parrot) Hold out your arms and wave them up and
down as if flapping wings. Say Some animals, such as parrots,
Present have wings. Parrots use their wings to fly! Have students repeat
the vocabulary words and model your actions.
• Hold up Flashcards 115–119 one at a time.
Say each word and have students repeat
after you. Say Think about our senses. Do
we taste or smell with our tongues? (taste)
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• 1 Say Open your books to page 79. Listen and say aloud About the Photo
the words and sentences. Play TR: 7.4. 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 knobs made of cartilage. These horn-like knobs
two horns? are known as ossicones. Ossicones can help
identify whether a giraffe is male or female. Male
• Read aloud the names of the animals in the box with students. 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? Work
Most animals do not have pouches. However, in
with students to fill in their charts.
one special group of mammals called marsupials,
pouches are common. Kangaroos, wallabies, and
Apply koalas are marsupials. Most marsupials live in
Australia and New Guinea.
• 2 Pair students. Say Let’s do a sticker activity. Help students
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find the Unit 7 stickers in the back of the book. Read the model
dialogue. Say Choose an animal. Don’t say its name. Talk
about your animal. If your partner guesses your animal, stick it
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to the page.
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• Have students take turns describing and guessing animals.
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Wrap Up
• Write tongue, fur, horns, pouch, and wings on separate note
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cards. Write on the board: giraffe, polar bear, goat, kangaroo,
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and parrot. Have students stand in a circle. Have one student
pick a card. Tell the student to use the word on the card to
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talk about an animal on the board. Model a sentence such as
A goat has two horns. Continue until all students in the circle
have picked a card and said a sentence.
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Review
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Worksheet 7.2.
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Vocabulary 2
Can students
• identify and use words related to animal
characteristics?
Have students complete the following sentence
frames:
A giraffe has a long . (tongue)
A parrot uses to fly. (wings)
A kangaroo has a . (pouch)
A polar bear has soft . (fur)
Vocabulary 2 175

GRAMMAR 2
GRAMMAR 2
Objective Infinitive of purpose TR: 7.5
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. Cats use their tongues a. to carry their babies.
Activity Worksheet 7.3; Workbook p. 57, TR: 7.2; 2. Kangaroos use their pouches b. to eat meat.
3. Elephants use their long trunks c. to clean their fur.
4. Tigers use their sharp teeth d. to swim in the ocean.
5. Penguins use their wings e. to shower.
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2 Play a game. Cut out the cubes in the back of the book.
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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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80 Unit 7
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Warm Up Present
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• Recycle Act out giving a hug. Say I use • Have students turn to p. 78. Point to the crocodile. Ask Why do
my arms to hug my grandmother. Act out crocodiles have sharp teeth? (to eat meat)
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picking up a baby. 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? (to see at
sentences again. Have students repeat night) Point to the ostrich. Ask Why does an ostrich have long
your actions and sentences. 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 with a toothbrush and writing
with a pencil. • Tell students to circle the correct options.
• Have students copy the following sentence • Say Open your books to page 79. Point to the photos of the
frames: I use my arms . I use giraffe and the goat. Say We’re going to listen to sentences
my toothbrush my teeth. I about how giraffes use their tongues. We’ll also hear about
use a pencil . If students need how goats use their horns. Have students turn to p. 80. Then
additional support, point to the related play TR: 7.5.
picture on the board, or act out the
sentence.
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• Review the words tongue, pouch, trunk, teeth, and wings with Grammar in Depth
students. If possible, draw an example, or point to a photo or Students are learning infinitives of purpose in this
picture to show each word. Say Let’s talk about how animals lesson. Infinitives of purpose describe how or why
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 Cats use their tongues… Move your finger down to to fight.)
item c and continue reading: to clean their fur. Tell students Although students primarily make sentences with
to match the remaining items. Say Read the first part of the verb use in this lesson, it’s important to know
that infinitives of purpose are used with other
each sentence, then match the second part to make a true
verbs as well: I’m calling to ask you about . . .
sentence. Walk around the room and check students’ work. If
students are having difficulty, provide sentence frames such as
Kangaroos use their pouches their babies. 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. 117. Explain
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that one cube shows animals and one cube shows 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
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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.
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• Read the model dialogue on p. 80 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:
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use their to .
Wrap Up
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• Write tongue, fur, horns, pouch, and wings on the board. Point
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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
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for each of the remaining words on the board. Encourage

students to respond in complete sentences.
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Review
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Worksheet 7.3.
Grammar 2
Can students
• 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

SONG
Song
Vocabulary 1 ice, snow
Vocabulary 2 fur
Grammar in the song
Grammar 1 Why . . . ? Because . . . Why? Because!
Resources TR: 7.6; Flashcards 109, 114;
I want to know why.
Video Sc. 6—Song; Activity Worksheet 7.4; I want to know why.
Workbook p. 59, TR: 7.4; Online Practice Why?
Because I want to know why!
Resources TR: 7.7; Flashcards 117; The Sounds
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of English Card 40; Workbook p. 59, TR: 7.5;
Online Practice
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Materials pictures of words that contain ou
sound and words that do not THE SOUNDS OF ENGLISH TR: 7.7
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ouch
pouch
pou
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2 Listen and say.
1. pouch house
2. bounce cloud
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hi 3. brown cow
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Wallace’s flying frog,
Kuala Lumpur, Malaysia
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81
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Use the Song

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• Say Open your books to page 81. Ask What • 1 Say We’re going to listen to a song about animals. Play
animal do you see? (a frog) Ask What does the second verse of TR: 7.6. Have students follow along in their
books. Play the verse again and have students sing along.
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the frog look like? What color is it? Is it

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big? Is it small? Then sing the verse again, one line at a time. Alternate singing
lines with students.
• Build background Point to the frog’s
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feet. Say Look at the frog’s feet. Does a • Play TR: 7.6 all the way through. Complete song lyrics are on
frog have feet like yours? (no) Explain that Student’s Book p. 103. 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)
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• Play TR: 7.6 again. Hold up Flashcards 109 and 114 (ice and Our World in Context
snow). After the song, ask How do ice and snow feel? Do they Wallace’s flying frog, also known as the Abah
feel hot or cold? (cold) Is snow soft or hard? (soft and hard) Is River flying frog, is found in the forests of
ice soft or hard? (hard) Southeast Asia. They are named for biologist
Alfred R. Wallace, who first discovered them.
• Have students choose an animal to act out. Say Think about Wallace’s flying frogs have long, powerful legs,
your animal. Is it big or small? Does it hop and jump? Can it webbing between their toes, and a thin fringe
swim? Does it have long legs or big teeth? of skin along their sides that lets them jump and
glide from great heights. The frogs mostly live in
• Sing the giraffe verse again and point to the giraffe. Ask Why trees and jump to the ground only to mate and
lay eggs. Otherwise they can be found “flying”
does a giraffe have a long, long neck? Say Because … and
from tree to tree, subsisting on insects.
have students sing the answer. (“It eats leaves at the tops of
the trees.”) Sing the frog and polar bear verses again. Repeat Teaching Tip
the Why? questions in each verse and have students sing each Memorizing song lyrics is a great way for students
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answer beginning with Because. 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
Review
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song. When they have finished rehearsing, have
• For additional practice, direct students to Activity students close their books. Then have the class
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sing the song, with each group performing the
Worksheet 7.4.
part they rehearsed.
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The Sounds of English: /aʊ/ as in The Sounds of English Cards
pouch to teach the /a
/aʊ/ sound. Audio for this card is
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• 2 Hold up Flashcard 117 (pouch). Ask What word is this? When hi
students answer, say That’s right. It’s a pouch. Kangaroos Related Vocabulary
use their pouches to carry their babies. Have students repeat
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webbed feet
Kangaroos use their pouches to carry their babies. Say Now
let’s listen to words like pouch. Play TR: 7.7 once while students
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just listen. Then say Let’s listen and say. Play TR: 7.7 again and
have students repeat the words.
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• For more practice, have students look at pictures, listen,

and raise their hands when they hear /aʊ ʊ// as in pouch. Display
/aʊ/
/a
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pictures that contain the target sound (for example: cloud,

flower, brown, mouth, cow, count, bounce, shower, frown
frown) and
some pictures that don’t contain the sound.
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• Hold up a picture, say the word, and have students raise their
hands if they hear the target sound. Say Look and listen. Raise
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ʊ// as in pouch. If students raise their

ʊ
/aʊ/
your hand if you hear /aʊ
/a
hands in error, repeat the incorrect word and a word with the
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target sound to demonstrate the contrast.

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Song

EOW2e_LP_3_49624_168-187_U7.indd 179 30/12/2019 12:35
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. A rain forest has four parts.
Reading Strategy Visualize
Emergent
Content Vocabulary the Equator, jaguar, oxygen In this part, you can see the tops of very
Resources TR: 7.8; Workbook p. 60, TR: 7.6; tall trees. They can be 60 meters
(200 ft.) tall! Many birds, butterflies, and
Online Practice other insects live here.
Materials note cards Canopy
In this part of the forest, the trees have
many leaves. Birds, spiders, tree frogs,
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!
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Forest floor
In this part, there are many insects and
spiders—some spiders are as big as plates!
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There are many large animals. And people!
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2 LTalk
Talk about the different parts of the
rain forest. Work with a partner.
hi There are gorillas
in this part.
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Howler monkeys are very, very
loud. You can hear them from
5 kilometers (3 mi.) away.
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82 Unit 7
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Warm Up
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• Activate background knowledge Say • Graphic literacy Point to the picture of trees on p. 82. Say
Today we’re going to read about rain This picture shows the four parts of a rain forest. Hold your
hands high above your head and say emergent. Lower your
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forests. A rain forest is a type of habitat.

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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 and say forest floor. Ask students to stand and repeat the
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feel wet? (yes) What things do you see? words and actions along with you. Hold your hands at the four
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(There are lots of trees and animals.) What different heights, one height at a time. Ask What part of the
colors do you see in the rain forest? (green rain forest is this?
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leaves, red flowers, and so on) What

• 1 Read together Say Let’s read about the four parts of the
animals do you hear? (birds, monkeys)
rain forest. Play TR: 7.8 and have students read along.
Present
• Say Open your books to page 82. 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.
180 Unit 7

• Play TR: 7.8 a second time. Pause at the end of each section to Our World in Context
check for comprehension. Ask questions such as: In English, the word howl means to yell or scream.
Howler monkeys make very loud noises. They live
Emergent: What animals live in this part of the rain forest?
in small groups and will howl, or yell, at other
What part of the trees can you see? groups of monkeys that invade their territory.
Canopy: What animals live here? Are there many leaves? Howler monkeys use their loud voices to defend
Understory: How does this part feel? Are there many plants? their habitat.
Forest floor: How big are the spiders? Do humans live
here, too? Reading Strategy
Visualize When students are visualizing, help
• Review each part of the rain forest again. Say Close your eyes. them focus on how something appears to all
Imagine you’re in the (canopy). What do you see? After each of their senses, not just sight. Have students
section, have students open their eyes and tell about what close their eyes, then ask guiding questions such
they see. as What do you see? How does it look? What do
you smell? What do you hear?
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• Pair students. Assign each pair one of the parts of the rain After students have visualized the reading in their
forest: Emergent, Canopy, Understory, or Forest floor. Say heads, have them create a representation of it.
Reread the sentences on page 82 about your part of the rain Students can draw or cut out pictures to show
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forest. how they visualize the reading. Remind students
to label their pictures using vocabulary from the
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• After pairs have read their sections, make groups of four pairs, unit and text.
with one pair from each part of the rain forest. Say Tell your
Related Vocabulary
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group about your part of the rain forest. How does it look?
branches, leopard, gorilla
What animals do you see?
Apply
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• 2 Write Emergent, Canopy, Understory, and Forest floor on
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individual note cards. Pair students and give each student a set
of cards.
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• Have students place the cards facedown on their desks. Say

Take turns. Pick up a card. Read the word on your card. Take
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a moment to visualize, or make a picture in your mind, of that

part of the rain forest. Then describe it to your partner.
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• Ask guiding questions such as What can you see in this part of
the rain forest? What animals live there? Observe students as
they talk. If they have difficulty forming sentences, provide a
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sentence frame such as the following for students to complete

and say aloud to their partners: In the , there are
and .
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Wrap Up Workbook and Online Practice

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• Have students close their books. Write each part of the rain Reading
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 ✔ Formative Assessment
choose a note card. Then say to the student Open your book
to page 82. Read a sentence about your part of the rain forest. Can students
After the student reads a sentence, have other students guess • identify the four parts of the rain forest?
what part of the rain forest it is. 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

VALUE VALUE
Value Help protect animal habitats.
Objectives Help protect
Students will
• read about protecting animal habitats.
animal habitats.
• talk about how to protect animal habitats.
Poster; Graphic Organizer: Two-column chart;
Writing Worksheet; Assessment: Unit 7
Think. Pair. Share.
• Why is it important to
BE THE EXPERT • How can you help
Teaching Tip
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Midway through the year, have students look
back through their books and reread what they
wrote. Give students a chance to make corrections
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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 wrote
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earlier in the year, they can see how their English
has improved over time.
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Writing
Unit Review hi
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Give the Unit 7 Quiz. Hand out the quiz and go Maasai Mara National Reserve, Kenya
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Value
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• Point to the photo on p. 83. Ask What • Put students in pairs. Have them ask and answer the questions
animals do you see? (elephants) What’s to the left on the page. Have students make a two-column
chart with the title Protecting Animal Habitats. In the left
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their habitat? (grasslands, forests)

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column, they write Why it is important and the right column

Think How we can help. Have students work together to add ideas to
the chart.
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• Have students read the value statement

on p. 83 aloud. (Help
Help protect animal Share
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habitats.) Ask What is a habitat? (a

place where something lives) What is our • Have students take turns sharing their charts with the class.
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habitat? (city, town, countryside) What Reproduce the two-column chart on the board and add
do we do to protect our habitat? Allow students’ ideas as they present. Encourage the rest of the class
time for students to think and share their to listen carefully and ask questions. After everyone shares,
answers aloud. point to the board and ask What can we do today to protect
animal habitats?
Pair
• Ask Are elephants’ habitats in danger?
(yes) What harms elephants’ habitats?
(cutting down forests, putting up buildings,
climate change)
182 Unit 7

Make a mobile. Choose a habitat and animals.

PROJECT
1 2 Objectives
This is a parrot. It lives in the rain Students will
forest. Monkeys live here, too.
• find information about an animal’s habitat.
• create a mobile.
• share information with a group.
Choose an animal and draw it. Research your animal’s
habitat. What other animals
Content Vocabulary mobile
and plants live there?
Academic Language research

3 4
Resources Graphic Organizer: Two-column chart;

Project Worksheet Unit 7
Materials glue, markers, poster paper or board,
string, sticks
Draw these animals and Hang the pictures on your
plants. mobile.
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Prepare
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BE THE EXPERT
• Draw a two-column chart with the headings Habitats and
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Animals. Ask What animal habitats did we talk about in this Teaching Tip
unit? List students’ responses under Habitats (desert, island, Grouping When students are working in groups,
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rain forest, grasslands, and so on). Point to the first habitat encourage them to think of new ideas. Remind
and ask What animals live in this habitat? Write the animals’ them to avoid copying or repeating group
names. Repeat for the other habitats. members’ work or ideas. Work with students to
help them think creatively. Ask guiding questions
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• Say Today we’re going to make mobiles about animal habitats. hi such as What’s another way to say that? Can you
Look at the project worksheets. Say A mobile is a group of think of a different example?
hanging pictures or objects. The boy is holding a mobile.
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Project Rubric
• Have students form groups of three or four. Assign each group  Did students include information about their
a habitat. Say Think about your habitat. Ask What animal lives animal’s habitat in their mobile?
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in this habitat? Draw a picture of the animal. Tell students to  Did students use unit vocabulary when they
look at the two-column chart on the board for ideas. presented their mobile?
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 Did students use unit grammar when they

• Have students research other plants and animals that live in presented their mobile?
their habitats. Have each student draw and cut out a picture of
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a plant or animal that lives there.

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• Tell students to tie their pictures to a piece of string and hang

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them from the stick. Remind students to hang their pictures

evenly so the mobile will balance.
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Share
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• Have students read aloud the words in the speech bubble

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

present their mobiles:
This is a .
Now I Can
It lives in the . Ask questions such as the following:
live here, too. • What are three animal habitats?
• What does a (polar bear) look like? What color
is it? Does it have (fur)?
• Modify To simplify the project, assign each group a habitat. • How does a (desert) feel? Does it feel (wet)?
Provide a list of plants and animals from each habitat. Have Does it feel (dry)?
students draw pictures of plants and animals from the list to
hang on their mobiles.

VIDEO
Vocabulary 1 a forest, a rain forest, a desert, a nest, a hive,
a cave, 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
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Vocabulary
Before You Watch • As students view Scene 2: Vocabulary 1a and Scene 3:
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• 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.
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• Freeze Scene 6: Grammar 2 after How is it using its
wings? Write students’ responses on the board. Press
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• 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. Say
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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 them
Venn diagram on the board. Encourage students to 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
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trees? Do both habitats have water? Is our habitat questions to help students talk about the habitats: Is
dark all the time? 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)
184 Unit 7

UNIT 7 READER
Text Type folktale
Reading Strategy Summarize
Vocabulary rain forest, mud, nest, island
Grammar Why . . . ? Because . . . ; infinitive of
purpose
Resources Video Sc. 9—Story Time; Graphic
Organizer: Two-column chart
Mouse Deer in the

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

chart with the headings Who’s in the Story and What Happened.
Happened
Text Background
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Under What Happened write the numbers 1–5. Point to the

first column. Say Write the two animals in the story. Point to the Mouse Deer is a common character in many
Indonesian folktales. Mouse Deer is usually a
second column. Say Write the important things that happen in
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“trickster” character. Tricksters are smart and

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the story. clever, and like to surprise and confuse other

characters in the story.
While You Read
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• Stop after every few pages. Ask the following questions and
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have students use the answers to complete their charts.

p. 4 Who are the main characters in the story? (Mouse Deer
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and Tiger)
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.

AUDIO SCRIPT TR: 7.7 2 The Sounds of English /aʊ/ pouch
Listen and say.
Student’s Book 1. pouch house
TR: 7.1 1 Listen and read. 2. bounce cloud
We all need a place to live. We live in houses or 3. brown cow

apartments. Animals and plants have a place to live,
too. This place is called their habitat. TR: 7.8 1 Listen and read.
a cave, a desert, a forest, a hive, ice, an island, mud, Note: The reading Amazing Rain Forests is on p. 180.
a nest, a rain forest, snow
Workbook
a desert It is very hot in the desert. TR: 7.1 1 Listen and write. Use words from the box.
ice Water changes to ice in very cold 1. A kangaroo has a pouch.
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temperatures. 2. A butterfly has wings. It can fly.
snow It is very cold in the snow. 3. A frog has a long, sticky tongue.
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mud Hippos like to bathe in the mud. 4. A goat has two horns on its head.
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a forest There are many trees and plants in the 5. A lion has fur.
forest.
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a hive Bees live in hives. TR: 7.2 1 Listen and write.
a nest Birds live in nests. 1. Goats use their horns to fight.
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a rain forest There are many trees in the rain forest. 2. Polar bears use their white fur to hide in the ice
an island An island has water around it.
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and snow.
a cave Caves are very dark places. 3. Lions use their teeth to eat meat.
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4. Kangaroos use their legs to jump.
TR: 7.3 Grammar 1: Why . . . ? Because . . . 5. Ostriches use their legs to run fast.
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Note: Grammar 1 is on p. 172. 6. Giraffes use their long tongues to clean their ears.
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7. Tigers use their mouths to carry their babies.

TR: 7.4 1 Listen and say. Write the animals in the
correct groups. 8. Penguins use their wings to swim.
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a tongue A giraffe has a long tongue. 9. Cats use their sharp claws to climb trees.
fur A polar bear has thick white fur. 10. Owls use their wings to fly.
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horns A goat has two horns.

a pouch A kangaroo has a pouch.
1. My nephew never stands next to a nest.
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wings A parrot has colorful wings.

2. We walk by the water in windy weather.
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TR: 7.5 Grammar 2: Infinitive of purpose 3. Do the polar bear and panda play in the park?
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TR: 7.4 1 Listen to the song. Read. Draw lines to
match.
Note: Lyrics for the song Why? Because! are on
Note: Lyrics for the song Why? Because! are on Student’s Book p. 103.
Student’s Book p. 103.
186 Unit 7

EOW2e_LP_3_49624_168-187_U7.indd 186 30/12/2019 12:36
TR: 7.5 2 Listen. Which words have a sound like the TR: 7.6 1 Listen and read.
ou in pouch? Draw a line to connect the pictures. Animals in Antarctica
house house Antarctica is very cold, very dry, and very windy. Can
cloud cloud animals live there? Yes, they can!
mouth mouth The emperor penguin is a bird. It can’t fly, but it
cow cow can swim. The mother penguin lays an egg on the ice.
Where is the nest for this egg? The father emperor
mouse mouse penguin takes care of the egg. He puts it on his feet!
Why? Because he can keep the egg warm.
The Weddell seal lives in Antarctica, too. It spends
a lot of time in the ocean. It can stay underwater for
45 minutes. The seal swims under the ice. Why? Because
it catches fish and eats underwater. It is safe under
the ice.
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NOTES
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Audio Script 187

Unit 8
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
Students will
• name foods.
• talk about quantities.
Look and circle.
• talk about favorite meals.
1. He is .
Vocabulary a. playing b. fishing
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Vocabulary 1 a bottle of oil, a bowl of sugar,
2. He is having for dinner.
a box of cereal, a can of soda, a glass of juice,
a. fish b. vegetables
a jar of olives, a loaf of bread, a piece of cake
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Vocabulary 2 buy, compare, money, a price,
put away
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Grammar
Grammar 1 some and any
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Grammar 2 a few and a little
Reading What’s for Lunch?
Value Think about what you eat.
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Traditional fishing, Mare,
New Caledonia
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84
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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 oval. Say The name of
• analyze a photo 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 photo and make dinner? Say Let’s think about where the food we eat for dinner
predictions.
comes from.
Resources Video Sc. 1—Introduction;
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Graphic Organizer: Word web; Home-School

Connection Letter; Unit Opener Poster
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Materials world map

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Where do we
get food?
Pacing Guides L3U8
• Say Open your books to pages 84 and 85. 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 ovals.
188 Unit 8

EOW2e_LP_3_49624_188-207_U8.indd 188 03/01/2020 20:49
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,
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but it also lets fishermen provide food for their
families.
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Teaching Tip
Classroom Management Choose a signal for
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groups to use when they have finished their work.
This way, you’ll know when everyone is ready to
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move on. For example, have students raise their
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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Related Vocabulary
hi coral, fishing, spear
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85
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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 trees and garden in the outer ovals
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of the web.
• Say People get food at a supermarket. Act out putting a food

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item in a cart. Write supermarket in an outer oval. Ask Where

do you get your food? Add students’ responses to the web.
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• Ask questions to encourage discussion of the photo:

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What do you see in the photo? (a man, a fish, water, sky)

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. 84. Read aloud

each statement and the answer choices. Have students
circle the answers. Then have students read the complete
sentences aloud.
Unit Opener 189

VOCABULARY 1
VOCABULARY 1 a bottle of oil
Students will
• name foods. 2 Listen and say. TR: 8.2
• 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 jar
favorite food? Let’s go shopping!
of olives, a box of cereal, a bowl of sugar, a
glass of juice, a can of soda, a piece of cake
a jar of olives
Academic Vocabulary part, piece, whole
Content Vocabulary shopping
Resources TR: 8.1–8.2; Flashcards 122–124,
126; Video Sc. 2—Vocabulary 1a, Sc. 3—
Vocabulary 1b; Activity Worksheet 8.1; a loaf of bread
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86 Unit 8
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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 86 and 87. Look at the photos
to eat, too! But today, I opened my of different kinds of foods.
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refrigerator (act out opening a refrigerator

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and looking inside) and it was empty! • Ask What foods can you name? (bread, juice, cereal, soda)
I need to buy more food. My friend is Hold up Flashcards 122, 123, 124, and 126 for cereal, soda, juice,
going to the market. Help me make a list and bread. As you name each item, have students point to the
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of what I need. What are some foods she picture in their books and repeat the word.
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can buy?
• Say Look at the photos. What are things you can drink?
• Write foods on the board as students call (can of soda, glass of juice) Which words tell us how much?
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them out. Say That’s a good list. I also (can of, glass of)
need to tell her how much to buy. Go
through the list one by one. Ask How much
do I need? or How many do I need?
Practice
(five apples, a box of cookies) • 1 Say We’re going to read and listen to words that
name different foods. As you listen, point to the photos
and read the words on pages 86 and 87. Play TR: 8.1.
• 2 Say Now we’re going to hear sentences about the words

you just learned. Listen and repeat what you hear. Play TR: 8.2.
Have students repeat each phrase and sentence.
190 Unit 8

a box of cereal a bowl of sugar
BE THE EXPERT
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
it provides writing practice. One student answers
aloud, but every student has the opportunity to
come up with an answer and participate.
a can of soda a glass of juice
Related Vocabulary
basket
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a piece of cake Workbook and Online Practice
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Vocabulary 1
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Can students
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I see a jar of olives. • name foods?
Hold up a Flashcard and ask What’s this?
I see a jar of olives
Repeat with a different Flashcard and a
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and a loaf of bread.
3 Say what you see. Work hi different student.
with a partner. Add to the • talk about quantities of food?
sentence each time. Write the following on the board:
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bread, oil, juice.
Have students write an appropriate amount
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before each food.

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Wrap Up
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• Act out looking for something in a food store. Say I’m at the • Put students in groups of up to 10. Say Let’s
market. Ask What should I buy for breakfast? List answers on imagine we’re shopping at the market.
the board. (a box of cereal, a loaf of bread, etc.) Say I want
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Assign each group member a vocabulary

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something sweet. Ask What things are sweet? List the answers. word. Say Draw a picture of your food.
(a piece of cake, a bowl of sugar, etc.) Write how much or how many you need to
buy. When you’re finished, stand in a circle
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• Place students in groups and assign either dinner or snack to with your group.
each group. Have students brainstorm a list of as many words
at
as they can for their categories. • One student begins by saying I’m buying a
(bottle of oil). The next student says (Tariq)
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is buying a (bottle of oil). I’m buying a

Apply (box of cereal). Go around the circle in this
• 3 Have students read the directions for Activity 3. Model way, until the last student can name what
the dialogue with a student. Add At the market, I see a jar of everyone is buying.
olives, a loaf of bread, and a can of soda. Put students in pairs
and have them complete the activity. Encourage students to
use all the new words.
Review
• Ask students to share their sentences with the class. Have Activity Worksheet 8.1.
students point to pictures in their books as their classmates
list words.
Vocabulary 1 191

GRAMMAR 1
GRAMMAR 1
Objective some and any TR: 8.3
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 Play a game. Play with a partner. Spin. Ask and answer.
Content Vocabulary fridge
Graphic Organizer: Three-column chart;
Workbook p. 63, TR: 8.2; Grammar
Workbook pp. 29–30; Online Practice
Materials paper clips and pencils loaf of bread
cheese
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cans ✓ ✗
of soda
candy
✓ ✗
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mangoes ✗ ✓ bottle of oil
ar
✓ ✗
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tomatoes bowl of olives
c
hi
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Are there any cans of soda?

Yes, there are some. 1
gr
88 Unit 8
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Warm Up Present
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• Preteach Say Rafi is at the market with • Have students look at the grammar box on p. 88. Ask What’s in
his mother. He wants to bake a cake for his the kitchen? Let’s listen. Play TR: 8.3.
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dad’s birthday. Write sugar, eggs, and milk

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• Call on students to ask and answer the questions in the

on the board. Rafi wants to know what’s
grammar box. Then write the following sentence frames on
in the kitchen at home. He calls his sister.
the board:
Here’s what they say. Write the following
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on the board. Read as you write.

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Yes, there are some No, there aren’t any

. .
R: Is there any S: No, there isn’t
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sugar? any. Yes, there is some No, there isn’t any

R: Are there any S: Yes, there are . .
eggs? some.
R: Is there any S: Yes, there is
milk? some. • Say Let’s pretend I don’t know what’s in the fridge. I’m going
to ask questions to find out. Point to the board. Say Use these
sentences to answer. Ask Are there any grapes in the fridge? Is
• Explain that R stands for Rafi and S stands there any milk?
for sister. Model the conversation with a
student, making negative gestures for “no”
and positive gestures for “yes.”
192 Unit 8

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• Draw a three-column chart on the board. Say This chart shows Grammar in Depth
what there is in the kitchen. Sometimes we want to talk about specific
amounts:
Yes No
I have two boxes of cereal. You have ten olives.
oranges X (It’s clear exactly how much of each we have.)
Other times we want to talk about general
bananas X
amounts. In those cases, we can use some and
milk X any. We use them when we don’t know the exact
amount of something or when it’s not important
bread X to specify exactly how much:
I have some cereal. (I have cereal, but it’s unclear
• Write the following sentence frames on the board: how much.)
I don’t have any cereal.. (I have no cereal.)
Is there any ? Are there any ? Use some in affirmative sentences and any in
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questions and negative sentences.
Yes, there is some. Yes, there are some. Is there any juice?
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No, there isn’t any. No, there aren’t any. No, there isn’t ((any
any),
any ), but there is some soda.
(any),
Are there any apples?
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No, there aren’t ((any
any but there are some
(any),
• Point to the board and ask Are there any oranges? (Yes, there oranges..
oranges
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are some.) Have students repeat the question and answer as Partitive expressions are used to make noncount
a class. Pair students and have them take turns asking and nouns countable. They allow us to talk about a
answering questions. general amount more specifically:
c
I have some milk. (general) I have
• To guide students, point to Yes and some. Explain that the two hi a carton of milk.
words go together. Then point to No and any,, and explain that I have some soda. (general) I have
these words are also used together.
ap
two cans of soda.
Teaching Tip
Apply
gr
Classroom Management Keep students on

• 1 Say Let’s play a game! Read the directions for Activity 1 track by making sure they understand directions.
Always read directions aloud and have students
eo
aloud. Demonstrate how to use the spinner, then model the

game with a student. Spin. Then say, for example, I landed on repeat and explain them.
the space with a bottle of oil. I ask my partner, Is there any oil? Focus on one step at a time. Then have students
G
Hold up your book and point to the check mark in the narrow summarize the directions. After you review
directions, ask students What questions do
part of the space. Explain that a check mark means Yes, there
you have?
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is. or Yes, there are. and X means No, there isn’t any, or No,
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there aren’t any. Write the key on the board.
• Pair students and have them play the game.

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Wrap Up
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• Have students open their books to pp. 86–87. Say Look at the
N
foods in the pictures. Put students in pairs. Have students take

turns asking and answering questions about the foods in the
picture. Model a question and answer, such as Is there any
Grammar 1
cake? (Yes, there is some.)
Can students
• describe amounts of food with some and any?
Draw different foods on the board. Ask Are
there any (olives)? Have students respond using
some or any. Check that students use some
for positive responses and any for negative
responses.
Grammar 1 193

VOCABULARY 2
VOCABULARY 2
Students will
• identify and use words to talk about going to
the supermarket.
Vocabulary money, put away, a price,
compare, buy
Resources TR: 8.4–8.5; Flashcards 120–127; put away a price
Video Sc. 3—Vocabulary 2; Activity
Worksheet 8.2; Workbook p. 64, TR: 8.3;
Online Practice
Materials an empty bottle, bowl, and jar
(optional)
money compare buy
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1. Which drink is better for you? Let’s compare them.
a. buy b. compare c. eat
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2. Can you help me put away the food, please?
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a. compare b. put away c. buy
3. The
price of that loaf of bread is ninety cents.
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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: 8.5
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1 2 3 4 5
gr
89
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Warm Up
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• Recycle Say Let’s review some words on the board. Say Here are some apples. And here are some
about food. Hold up Flashcards 120–127 as apples. Hmmm. How do I choose? Write compare on the
board. Say I know! I can compare them.
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you say each group of words on pp. 86–87.

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Have students repeat after you. Then hold

• Say I look at the price. Write price on the board. Point to $1 and
up a jar and say What can I put in this jar?
say The price for these apples is one dollar. That’s how much
(olives) Hold up a bottle and say This is
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money I need to buy the apples. Write money on the board.

a bottle. What can I put in it? (oil, juice)
at
Hold up a bowl and ask What can I put in • Point to the second picture of apples. Say The price of these
this bowl? (sugar, cereal) apples is three dollars. That’s more than one dollar. That’s too
N
much. Point to the first pile of apples. Write buy on the board.
Present Say I’m going to buy these apples.
• Have students open their books to

p. 89. Read each target word aloud as Practice
you point to the photos. Have students • Say Look at the photos on page 89. They show words that
repeat after you. we use when we go shopping. Read each term and have
students repeat. Point to the photo for money. Say This is
• Act it out On the board, draw a pile of
money. Ask Does this look like the money you use? Why do
apples with $1 written below it. Then draw
we need money?
a second pile of apples with $3 written
below it. Say I’m at the supermarket.
I want some apples. Point to the pictures
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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 the students’ attention.
put away means to place something where it belongs. Make eye contact with students who are talking.
When students are quiet and ready to listen,
• Say Now you’re going to listen to sentences with these words. lower the card and begin speaking again. Use this
Point to each photo as you hear the word. Then repeat the signal to keep students focused during class.
word and sentence. Play TR: 8.4. Pause for students to repeat.
• 1 Guide students through item 1. Read the sentence and

choices aloud. Ask What word means “look at two things and
decide which is better?” (compare) The sentence should say
Let’s compare them. Have students complete items 2–4 on their
ng
own. Say I’m not sure what I want. Should I compare or buy?
If students need more support, review TR: 8.4 and the photos
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on p. 89 together.
ar
Apply
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• 2 Pair students. Have them look at the stickers. Say Talk
about what word or words each sticker shows. Give students a
few minutes to talk. Say You’re going to hear sentences with a
c
beep in them. That’s for the missing word. When you hear the
beep, stick the sticker that shows the missing word. Play
TR: 8.5, pausing so students can place stickers.
hi
ap
Wrap Up
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• Put students in groups. One at a time, have students act out

each of the vocabulary words. Other group members should
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guess the words. The student who guesses correctly acts out
the next word.
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Review
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at
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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 2 195

GRAMMAR 2
GRAMMAR 2
Objective a few and a little TR: 8.6
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
Resources TR: 8.6; Flashcards 120–127; Video 1. Is there any ice cream? Yes, there .
Sc. 5—Grammar 2; Activity Worksheet 8.3; are a few
Graphic Organizer: Three-column chart; 2. Are there any peppers? Yes, there .
Workbook p. 65; Grammar Workbook is a little
3. Is there any rice? Yes, there .
4. Are there any potatoes? Yes, there
are a few .
Materials ball or eraser (to pass/toss),
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?
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No, there isn’t any soda.
A1. Are there any eggs?
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Yes, there are a
few. Here you are.
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c
hi
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gr
90
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Warm Up
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• 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
three cupcakes on the board. Ask Are there any cupcakes? Hold
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apples. Say Are there any apples? (yes) Say

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Yes, there are a few. Write a few on the up the card for a few. Say Yes, there are a few. We can count
board. Repeat with peppers. how many there are, so we use a few.
io
• Draw a full bottle of milk on the board. • Show a water bottle with a little water in it. Ask Is there any
Ask Is there any milk? (yes) Erase some of water? Hold up the card for a little. Say Yes, there is a little. We
at
the milk to show a smaller amount of milk can’t count water, so we use a little to tell how much there is.
in the bottle. Ask Is there any milk? (yes)
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• Draw foods on the board (a little juice in a glass, a piece of

Say Yes, there is a little. Write a little on the
cheese, two bananas, three cookies). Point to each and ask (Is)
board. Repeat with juice.
there any (juice)? Have students hold up cards for either a few
or a little. Say the correct answer and have students repeat
Present after you.
• On the board, write Yes, there are a few.
Yes, there is a little. Say You’re going to Practice
hear questions and answers about food.
• 1 Read item 1 aloud, and then write Yes, there
Listen for these sentences. Play TR: 8.6.
on the board. Say Let’s look carefully at the question. Is there
Have students repeat.
any ice cream? I see the word is in the question. That means
we use is in the answer. Write is in the blank on the board. Say
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EOW2e_LP_3_49624_188-207_U8.indd 196 30/12/2019 12:41
We can’t count ice cream, so we use a little in our answer. Write BE THE EXPERT
a little on the line. Say Yes, there is a little. Have small groups
complete items 2–4. Grammar in Depth
A few and a little are similar to some. We use a
few and a little to talk about general amounts:
Apply Are there any potatoes? Yes, there are a few.
• On the board, write Is there/Are there any ? Under Use a few with count nouns and a little with
this question, draw a three-column chart. noncount nouns. They can replace some in the
sentence.
count noun: Are there any bananas? Yes, there
YES There is a little. There are a few. are a few.
NO There isn’t any. There aren’t any. noncount noun: Is there any salad? Yes, there’s
s a little.
While a few and a little can replace some in the
• 2 Pair students. Say Let’s play a game. Cut out the board sentence, their meanings are slightly different.
game and the cards on page 119. Then put a book between some = a general amount
ng
you and your partner. Don’t look at your partner’s board! Have a few / a little = a general amount that is smaller
students look at the picture on p. 90 to see how they should sit than some but not none
ni
during the game. Then have them place six of their nine food Remember, the negative answers to Is there . . . /
cards on their boards. Explain how to read the numbers and Are there . . . questions may use any:
ar
letters on the board (A1, B2). Model the dialogue on p. 90 with Is there any milk? No, there isn’t (any).
a student. A few and a little are often followed by a noun
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((a
a few friends, a little time),
time but this usage is not
• Say First, pick a space on the board. Ask your partner if a food practiced in this lesson.
is in that space. If your partner guesses correctly, give him the
card. Listen to students’ questions and answers. Help students Teaching Tip
c
refer to the chart on the board and the model dialogue to ask hi Classroom Management Keep students focused
and answer questions correctly. during games by setting a time limit for playing
the game. Give students five minutes to play a
ap
game. When there are two minutes left to play,
Wrap Up ring a bell to let students know their time is
almost up.
gr
• Stand in a circle with students. Hold a ball. Ask Are there any
apples in the kitchen? Toss or pass the ball to a student. The
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student answers, asks another question, and passes the ball.

Model with the student: Are there any apples in the kitchen?
Yes, there are some. Is there any juice? Have students keep
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passing the ball to ask and answer questions.

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Review
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Grammar 2
Can students
• describe amounts of food with a few and
a little?
Use Flashcards 120–127 to ask questions such as
Is there any juice? Are there any olives? Write
There are a few. and There is a little. Have
students choose and say the correct response.
Grammar 2 197

SONG
Song
Let’s Go juice
Vocabulary 1 a bowl of, a glass of, a jar of Shopping! 11
2 Listen and say.
Vocabulary 2 buy, put away Let’s go shopping. Let’s go shopping, 1. juice jar
let’s go shopping today.
Grammar in the song Let’s go shopping to buy some food, 2. jacket jeans
Grammar 1 some and any then go home to put it away.
3. giraffe orange
Academic Language phrase A bowl of pasta, a jar of spice,
a glass of juice, and cake are nice!
Resources TR: 8.7; Flashcards 120–121; Let’s go now. Let’s buy some food.
Video Sc. 6—Song; Activity Worksheet 8.4; Let’s go shopping, just me and you!
ng
Resources TR: 8.8; Flashcard 124; The Sounds
of English Card 16; Workbook p. 67, TR: 8.6;
ni
Online Practice
Materials pictures of an orange, a jacket, jump,
ar
orange juice, jeans, a giraffe, a jar
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c
hi
ap
gr
91
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Use the Song

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• Activate prior knowledge Say We • Play all of TR: 8.7. Complete song lyrics are on Student’s Book
learned words for food. We learned words p. 104. Then write on the board:
that tell about amounts of things, too.
l
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Hold up Flashcard 120. Ask What’s this?

a bottle of oil a jar of olives
(a bottle of oil) Ask What other foods
come in a bottle? (soda, juice, milk) Hold a box of cereal a bowl of sugar
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up Flashcard 121. Ask What’s this? (a bowl a loaf of bread a glass of juice
at
of sugar) Ask What foods can come in a

bowl? (cereal, ice cream, soup)
• Put students in small groups. Tell them to choose four phrases
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• 1 Have students open their books to from the board and use them to replace the foods in the last
p. 91. Read the title of the song and the verse of the song. Provide these sentence frames:
two verses on the page aloud. Then repeat
the verses and have students read along ,
with you. and are nice!
• Play the first two verses of TR: 8.7 as Let’s go now. Let’s buy some food.
students listen. Then play the verses again
and sing along. Alternate singing each line Let’s go shopping, just me and you.
with the class.
• Play TR: 8.7 and have students sing along. Then have each
group sing its new verse aloud.
198 Unit 8

EOW2e_LP_3_49624_188-207_U8.indd 198 30/12/2019 12:42
• Have students draw a loaf of bread, a bowl of rice, and a piece Teaching Tip
of cake and label each picture. Read the words aloud and have Grouping Make sure each student in a group has
students repeat after you. Say When you hear bread, rice, and a chance to speak or share ideas. Have group
cake in the song, hold up your picture. Play TR: 8.7 again. members pass around and hold an object that
shows whose turn it is to speak. When the speaker
• Sing the chorus once. Say Let’s think of how we can act out the finishes, he or she passes the object to another
song. How can we act out “shopping”? Have students choose group member.
a short action. Say How can we act out “buy some food”? How
The Sounds of English Cards
can we act out “put it away”? Sing the chorus one more time
as a class and include the actions.
to teach the /ʤ / sound. Audio for this card is
Review Related Vocabulary
• For additional practice, direct students to Activity Worksheet 8.4. jelly, spice, pasta, sauce
ng
The Sounds of English: /ʤ / as in juice
ni
• 2 Hold up Flashcard 124 (glass of juice). Ask What’s this?
When students answer, say That’s right. It’s a glass of juice.
ar
Repeat the word juice and write it on the board. Say Now let’s
listen to words like juice. Play TR: 8.8 once while students listen.
Le
Then say Let’s listen and say. Play TR: 8.8 again and have
students repeat the words.
c
• To check understanding, have students look at pictures, listen,
hi
and raise their hands when they hear /ʤ / as in juice.. Display
pictures that contain the target sound (for example: orange,
ap
jacket, jump, orange juice, jeans, giraffe, jar ), and some
pictures that don’t contain the sound.
gr
• Hold up a picture, say the word, and have students raise their
hands if they hear the target sound. Say Look and listen. Raise
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your hand if you hear /ʤ / as in juice. If students raise their

hands in error, repeat the incorrect word and a word with the
target sound to demonstrate the contrast.
G
• For more practice, display again the pictures that contain the
target sound. Then hold up the pictures of a jacket and jeans
l
na
together. Say jacket and jeans and have students repeat. Then
point to the other cards and ask How many phrases can you
make with these words?
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• Pair students and have them make combinations of words that

at
repeat the target sound. Tell them that silly phrases are good!
Give students time to work, then have them share their phrases
N
with the class. If pairs need help, tell them to focus on the //ʤ /
sound in the words. Some phrases students might write include
orange jacket, jar of jeans, jumping giraffes, etc.

Song

READING
READING Japan

Students will
• tell what people have for lunch in different
parts of the world.
What’s for Lunch?
Many children eat lunch at school.
• connect a text to their own lives.
Some bring their lunch from home. Others
Reading Strategy Connect Text to Personal eat food that the school makes for them.
Experience Schools in different countries make
different kinds of lunches.
Academic Language chart, column, row
In Japan, children usually eat lunch
Resources TR: 8.9; Workbook p. 68, TR: 8.7; in their classroom. They eat soup, rice or
Brazil
Online Practice noodles, fish, and vegetables. They drink
milk, too. After lunch, the children work
Materials colored pencils or markers together to clean the classroom.
In Brazil, children may eat rice and
beans, salad, and cooked vegetables or meat
ng
for lunch. Sometimes they eat fruit as well.
2 Read. Check T for True and F
ni
for False.
ar
1. In Japan, children help clean the
classroom together after lunch. ✔
T F
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2. In Brazil, children eat soup for lunch. T ✔
F
3. In Brazil, many children eat rice I have yogurt

and beans. ✔
T F for breakfast.
I do, too!
c
3 Talk about what people eat. What
hi
do you eat? Work with a partner.
ap
Every day, half the people
in the world eat rice.
gr
Unit 8
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Warm Up
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• Brainstorm Say We all have favorite • 1 Play TR: 8.9 and have students read along. Have students
foods. Some foods are better for certain revisit their predictions.
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meals. I like pasta for dinner, but I

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• Play TR: 8.9 a second time. Pause at the end of each paragraph
don’t usually eat it for breakfast! Write
to check for comprehension. Ask questions such as the
Breakfast, Lunch, and Dinner on the
following:
board. Ask What do you like to eat for
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breakfast? Have students call out foods Paragraph 1: What meal is the reading about?
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they like to eat for breakfast. Write the Paragraph 2: Where do Japanese schoolchildren usually
foods on the board under the appropriate eat lunch?
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heading. Repeat for the other two meals. Paragraph 3: What are two foods that children in Brazil have
for lunch?
Present
• Predict Have students look at the photos
Practice
on p. 92. Ask What foods can you name? • 2 Put students in pairs. Say Read each sentence to your
(water, fruit, rice, fish, beans, vegetables) partner. Take turns. After you read a sentence, decide if it’s true
What do you think the reading is about? or false. Then go back to the reading and check your answer.
(meals, different countries) Have students
• Have partners compare and check their answers with another
write their predictions.
group. Then call on students to read the sentences and say the
answers aloud.
200 Unit 8

• Expand Say Look at the sentence you marked false. What BE THE EXPERT
makes it false? Find what makes it false, then change the
sentence to make it true. Students should note that outside About the Photo
makes item 1 false. Ask What word make the sentence true? Most countries outside the United States do not
(soup) Ask a volunteer to come to the board and write the sell school lunch, but those that do offer healthy
correct sentence. options. In many Latin American countries,
children eat lunch at home because they only
attend school in the morning or in the afternoon.
Apply Midday is set aside not only for a big meal but
also for resting.
• 3 Read the directions for Activity 3 and have two students
read the model dialogue aloud. Then put students in pairs. Say Reading Strategy
Look at the photos. What do people in each country eat? Do Connect Text to Personal Experience Making
you eat the same foods? Do you eat different foods? Look at connections to their own lives helps students
your list. What do you eat? better understand a text. Ask questions about
specific events and characters to help students
make connections.
ng
Wrap Up First, make a statement about a character or
event in the text. Then ask questions to connect
• Have students summarize what children eat for lunch in Japan
that statement to students’ experiences. For
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and Brazil. Then ask Which of these lunches sound good to example, Children in France eat fish and rice
you? What is something you don’t normally eat but want or noodles for lunch. Do you like fish, rice, and
ar
to try? noodles? Do you eat it for lunch? What do you
like to eat for lunch?
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Teaching Tip
Fluency Model reading a paragraph aloud
fluently. Say each word clearly, but read at a
c
hi normal pace, pausing briefly for commas, and a
few seconds longer for periods. Then have pairs
of students take turns reading a passage aloud,
ap
looking for commas and periods. Students can
alternate reading paragraphs.
gr
Related Vocabulary
breakfast, dinner
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Reading
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Can students
• tell what people from different parts of the
world eat?
Point to the photos of the two 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 201

EOW2e_LP_3_49624_188-207_U8.indd 201 30/12/2019 12:43
VALUE VALUE
Value Think about what you eat.
Objectives Think
Students will
• identify healthy food.
about what
• tell how to choose good foods. you eat.
• complete the Unit 8 Quiz. Think. Pair. Share.
Eat food that’s
Academic Language topic sentence, body good for you. • Why is it important
(of a paragraph) to think about what
Resources Workbook p. 66, TR: 8.4, p. 69; you eat?
Value Poster; Writing Worksheet; • Why should you
Assessment: Unit 8 eat food that’s good
Rothschild’s giraffes,
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Woburn Safari Park,
England
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Writing
Unit Review
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93
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Value
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• Point to the photo on p. 93. Ask What Pair

are the giraffes doing? (eating leaves)
Say The giraffes are eating leaves from • Ask Do giraffes think about what they eat? Why? Students may
l
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a tree. Giraffes have long necks and can answer yes or no to this question. Explain that giraffes need
eat leaves high in a tree. People can to know which leaves are okay to eat and they have natural
eat leaves, too, like lettuce, but most instincts about what is edible. Explain instincts.
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people get vegetables from stores and • Put students in pairs. Have them ask and answer the questions
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supermarkets. to the right on the page. Tell partners to make a list of ten
foods that they agree are “good.”
Think
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• Have students read the value statement on Share

p. 93 aloud. (Think about what you eat.) • Have pairs take turns sharing their lists of good foods with the
Ask Do you think about what you eat? class. Encourage the rest of the class to listen carefully and give
Why do we need to think about our food? feedback about whether or not they agree with the foods in
Allow students to share their ideas aloud. each list. After everyone shares, work as a class to create a top
• Have a student read the sentence under ten list of good foods based on the lists that were shared.
the value statement. Ask What makes food
good for you? (Food that is healthy, makes
you strong, and helps you grow is good
for you.)
202 Unit 8

EOW2e_LP_3_49624_188-207_U8.indd 202 30/12/2019 12:46
Organize a taste test day. Taste food. Describe each taste.

PROJECT
1 2
Objectives
It’s soft. It tastes
salty and a bit spicy. Students will
• describe the taste of different foods.
• interview a partner about food.
• take notes in a chart.
Bring in different kinds Work with a partner. Put on a
of food. blindfold and taste the food. Content Vocabulary blindfold, interview,
3 4 descriptions
Academic Language guess
Resources Flashcards 120–127; Graphic Organizer:
Two-column chart; Project Worksheet Unit 8
Materials bandana, several different foods that
Use your chart to interview When you finish, take turns! students bring in, foods with different flavors
your partner. Write down the
descriptions. (optional)
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Prepare
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• Ask What are some words we use to say how things taste?
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Write spicy on the board. Model an answer, such as Some BE THE EXPERT
foods are spicy. Make a list of students’ responses on the board
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(bitter, salty, sour, sweet, sticky, dry). Teaching Tip
Grouping Make sure students work with a variety
• Have students make a two-column chart with the headings Food of partners in the classroom. When students split
and Description. Then put students in pairs. Say We’re going to into pairs, have them begin with an introduction.
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have a taste test. You’re going to taste foods with a partner, but Have students introduce themselves in a complete
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one of you won’t know what food you’re about to eat! sentence. Then provide a question related to the
topic for partners to ask each other before they
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• Have students read steps 1–4 of the activity. Say First, you get begin, such as What’s your favorite food?
the food ready. What do you do next? (put on blindfolds, taste
Project Rubric
food) What’s the third step? (write descriptions) What do you
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do after you finish? (take turns)  Did students taste and describe food
accurately?
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• Show the bandana to students and point out the pictures with  Did students interview their partners?
the instructions. Say One of you is going to cover your eyes.  Did students take notes in the chart?
Pretend to cover your eyes with the bandana. Say You’re going
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to taste some food. Your partner is going to ask you how the
food tastes. He or she is going to write your answers in the
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chart. Model asking questions, such as Is it spicy? Is it sweet?

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• Have blindfolded students taste foods with a partner. After

a student describes the food, have him or her describe how
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it tastes. Have partners list foods and write descriptions

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in their charts.
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Share
• 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 foods tasted? Write these words on the board. Ask
Now I Can
What foods were (spicy)? Were any foods hard to guess?
• Modify To simplify the project, bring in three different types of • Show Flashcards 120–127 one at a time and ask.
packaged foods, instead of asking students to bring foods. If What is this food?
time is limited, eliminate the blindfolds. Have pairs of students • Name a food to buy at the market, such as
taste each food and describe what it tastes like. Write students’ bananas, milk, or olives. Ask How much should I
descriptions in a chart on the board. get? or How many should I get?
• Ask What’s your favorite meal? What foods are
in your favorite meal?

VIDEO
Vocabulary 1 a glass of juice, a loaf of bread, a bowl
of sugar, a can of soda, a piece of cake, a bottle of oil,
a jar of olives
Vocabulary 2 money, price, compare, buy, put away
Grammar 1 some and any
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
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Vocabulary
Before You Watch • As you watch Scene 2: Vocabulary 1a, Scene 3:
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• Play Scene 1: Introduction. Say This video is about Vocabulary 1b, or Scene 4: Vocabulary 2, pause at
food. Ask What’s your favorite food? What do you each image.
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like to eat for dinner? What do you like to eat for
breakfast? Do you eat bread in the morning? • Have students name each image and use the word(s)
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in a sentence.
While You Watch Grammar
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• Have students use words from the video to make a • View Scene 5: Grammar 1. Replay the animation,
checklist. Have them create two-column charts with stopping each time a new food is presented. Ask
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the headings Have at home and Need to buy. Write Is there any pasta? (Yes, there is some pasta.)
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the two headings on the board. • View Scene 6: Grammar 2. Ask questions such as How
• Say Pretend you’re going shopping. When you hear many bowls of rice are on the table? (There are a few
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a food, think about if you have it at home. Point to bowls of rice.) How much rice is on the table now?
Have at Home. Write foods you have at home here. (There’s a little rice.)
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Point to Need to buy. Write foods you need to buy Song

here. Remember to tell how much or how many.
• Play Scene 7: Song with no audio. Pause for students
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to mimic Sofia’s actions and say the words. Then play

After You Watch Let’s Go Shopping! with the audio on. Have students
act out phrases as they hear them.
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• Have students practice a dialogue. Write the following

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sentence frames on the board: Viewing

Excuse me. Is/Are there any ? • Preview Scene 8: Viewing without audio. Ask What do
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No, I’m sorry. There isn’t/aren’t any . you think the video shows? (people at markets)
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Have students use their Two-column charts to help • Have students imagine they are cooking a meal. Say
them ask and answer questions. First, decide what you will cook. Write a list of what
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you need to buy. Then, describe your meal.

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.)
204 Unit 8

UNIT 8 READER
Text Type folktale
Reading Strategy Identify Sequence of Events
Vocabulary bottle of (milk), buy, jar of (pickles),
loaf of (bread), go(es) shopping
Grammar some and any; a few and a little
Graphic Organizer: Flow chart
Materials scissors
Anansi’s Big Dinner
Anansi is cooking a big dinner, but he
needs more food from the store. He
asks Turtle to go to the store. Anansi
promises to share his dinner with
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Turtle. But will he? BE THE EXPERT
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Before You Read Anansi’s Big Dinner is based on a folktale from
Ghana, a country in Africa. Ghana is in the
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• Predict Hold up the reader and point to the cover. Say This western part of Africa. There are more than
story is called Anansi’s Big Dinner. What do you see in the 70 cultural groups in Ghana, each with its own
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picture? (a spider, carrots, tomatoes, bananas, a spoon) Who language and traditions. English is the country’s
do you think Anansi is? (the spider) What do you think he’s official language.
going to do in the story? (cook or eat a big dinner)
Reading Strategy
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• Introduce the strategy Say Think about something you do hi Identify Sequence of Events The order in which
in order. For example, think about how you put on your clothes. events happen is called the sequence of events.
Words such as first, next, then, and now give clues
What do you put on first—your shoes or your socks? (socks)
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about the order of events. Writing down events
• Say Some stories tell what happens first, second, next, and last. helps students remember and retell a story. It also
helps students check that they do not miss or skip
Draw a flow chart on the board. Have students copy the chart.
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any main events.

Label boxes with the numbers 1, 2, 3, 4, 5, 6 onto their charts.
Text Background
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• Say As we read, we’re going to fill in our charts. Let’s write

“Trickster tales” are a type of folktale. These
what happens first in the “1” box. (1 Anansi asks Turtle to buy
folktales are common all over the world,
food.) Next we write what happens in the “2” box. (2: Anansi
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especially in Native American and African

asks for more food; 3: Anansi asks for more food again; traditions. The main character is often an animal
4: Anansi doesn’t let Turtle in; 5: Turtle tells Anansi to hold the with human-like qualities, such as Anansi. The
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candles; 6: Turtle eats) trickster is clever and tricks other people to get
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his way. Sometimes, however, the trickster gets

fooled, as in Anansi’s Big Dinner.
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
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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 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.

EOW2e_LP_3_49624_188-207_U8.indd 205 30/12/2019 12:46
AUDIO SCRIPT TR: 8.6 Grammar 2: a few and a little
Student’s Book
TR: 8.1 1 Listen and read. Note: Lyrics for the song Let’s Go Shopping! are on
We all love food. We can find food in stores or at the Student’s Book p. 104.
market. What’s your favorite food? Let’s go shopping!
a loaf of bread, a bottle of oil, a jar of olives, TR: 8.8 2 The Sounds of English /ʤ/ juice
a box of cereal, a bowl of sugar, a glass of juice, Listen and say.
a can of soda, a piece of cake 1. juice jar
2. jacket jeans
3. giraffe orange
a loaf of bread Can you buy me a loaf of
bread?
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a bottle of oil There’s a bottle of oil on the
Note: The reading What’s for Lunch? is on p. 200.
table.
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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.
a bowl of sugar Where’s the bowl of sugar? TR: 8.1 1 Listen and write.
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a glass of juice Can I have a glass of juice, 1. a piece of cake 2. a bowl of sugar
please? 3. a bottle of oil 4. a jar of olives
a can of soda I want a can of soda.
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5. a can of soda 6. a glass of juice
a piece of cake That piece of cake looks
delicious!
hi
7. a box of cereal 8. a loaf of bread
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TR: 8.2 1 Listen. Read and circle.
TR: 8.3 Grammar 1: some and any
1. Is there any cake? No, there isn’t any.
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2. Are there any bottles of oil? Yes, there are some.
3. Are there any pieces of cake? No, there aren’t any.
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TR: 8.4 1 Listen and say. Read and write.

money I need some money. 4. Is there any cereal? Yes, there is some.
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put away Put away the tomatoes!

TR: 8.3 1 Listen and read. Write.
a price Is that the price? That’s a lot.
1. The price of that sandwich is five dollars.
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compare It’s important to compare the prices

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2. Let’s put away the milk and eggs in the refrigerator.

when you shop.
3. I’m hungry. Let’s go to the supermarket and buy
buy I buy strawberries at the market.
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some food.
4. Which is better, yogurt or ice cream? Let’s compare
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TR: 8.5 2 Listen and stick. Work with a partner. them.

1. When you go shopping, don’t forget your .
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5. Oh, no! I don’t have any money! I can’t take the

2. If you have no money, you can’t anything. bus home.
3. Look at the !
4. Always two products and buy the better
one. 1. Put away the pasta, peppers, and potatoes.
5. When you get home, the milk and the 2. Betty buys a big box of bananas.
ice cream first. Wait. Don’t put away the ice cream. 3. Compare the cheese, chips, and chicken carefully.
Eat it!
206 Unit 8

EOW2e_LP_3_49624_188-207_U8.indd 206 30/12/2019 12:47
TR: 8.5 1 Listen to the song. Write. TR: 8.7 1 Listen and read.
Note: Lyrics for the song Let’s Go Shopping! are on Special Food
Student’s Book p. 104. People around the world eat different food. People
in many places eat special food on holidays. In China,
TR: 8.6 3 Listen and check your answers to Activity 2. people make dumplings for the New Year. People in
jar, giraffe, jeans, jacket, oranges, refrigerator Japan eat noodles called soba. Some people think
eating soba noodles on the New Year is lucky. In Italy
and Poland, people eat sweet bread for Christmas.
People also eat special food for birthdays. In the United
States, people eat cake. What special food do you eat?
NOTES
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Audio Script 207

REVIEW: UNITS 5–8 Review
Vocabulary Units 5–8
Grammar Units 5–8 Work with a partner. You have three
minutes to answer the questions.
Academic Language heads, tails
Resources Assessment: Units 5–8 Test;
Assessment: Units 1–8 Test; Workbook One to Ten!
pp. 70–71, TR: R2.1; Online Practice
1. Write three forms of transportation whose name begins with S.
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)
!
3. You with your nose and with your tongue.
4. What lives in a hive?
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5. I ride my bike to school. I don’t. I
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.
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6. Why does an ostrich have long legs?
7.
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A of cereal and a
of olives, please.
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8. Write three things that are sweet.
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9. The rabbit soft.
It
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10. How was delicious.
the soup?
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• Play the game Read aloud the • Say Let’s play a new game. Look at page 95. Read aloud the
instructions at the top of p. 94. Say This directions and the speech bubble. Say Ask and answer questions
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game is called One to Ten! You and a about the photos. Start each question with the word that’s next
partner will work together to answer ten to the photo. Have students read aloud each question word in
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questions in three minutes. I’ll tell you the game. Then call on students to identify some of the objects
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when to start, and when to stop. Then call and actions in each photo.
on students to read aloud each of the ten
• Model playing the game. Put a playing piece on Start. Flip a coin,
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items. Tell students they can say the word

blank if the item has a blank line to be and move the playing piece one or two spaces. Ask a question
about the photo you land on. For example, you might ask
at
filled in.
What do potato chips taste like? (They taste salty.) Then call on
a student to flip the coin, move the playing piece, and ask you a
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• Pair students and give partners a minute

or so to review the questions. Students question using the word next to the photo.
can answer items 1, 4, 6, and 8 in their
• Pair students and hand out coins and playing pieces. Say Now,
notebooks. 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.
you get to Finish. Observe pairs as they play to make sure
they take turns and begin each question with the appropriate
• When time is up, say Stop. Put down your
question word.
pencils. Call on pairs to read their answers
aloud. Then discuss with the class the
answers to each question.
208 Units 1–4

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 . . . ? Do . . . ?
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How . . . ? What . . . ?
9
4
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Is . . . ? Are . . . ?
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Why . . . ? How . . . ?
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5
✔ Assessment: Units 5–8
8
Give the Units 5–8 Mastery Test. Hand out the test
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7 6 hi test should take 20–30 minutes.
Tails. Why do goats
have horns?
Work with a partner. Use a coin. ✔ Assessment: Units 1–8
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Heads = 2 spaces, Tails = 1 space.
Give the Units 1–8 Final Test. Hand out the test
Look. Ask and answer.
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95 test should take 30–35 minutes.

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• Sentence frames If students need help thinking of questions • Modify If class time is limited, call on
and answers for the game on p. 95, write examples on the students to answer each question in the
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board: One to Ten! game verbally. Have students

play the game on p. 95 in small groups
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Why does a have ? It has because . instead of pairs.

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What do taste like? They taste .

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Do you ride to school? I don’t. I take the .
Are there any ? No, there aren’t any.

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What habitat is this? It’s a .

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How does sound? It sounds .
Is there any ? Yes, there is a little.
Yes, there is some.
What animals live in Birds, squirrels, and some

a ? insects live in a .
Review 209

EOW2e_LP_3_49624_208-209_UR5-8.indd 209 30/12/2019 12:49
AUDIO SCRIPT One thousand plus one thousand equals .
Ninety-nine minus nine equals .
Student’s Book (Unit Zero) Twenty-four plus two equals twenty-six.
One hundred plus ten equals one hundred and ten.
TR: 0.1 1 Look, listen, and say.
Sixty plus twenty equals eighty.
A: How do you say borrador in English?
Eighty plus nine equals eighty-nine.
B: It’s an eraser.
Thirty-five plus five equals forty.
A: How do you spell “scissors”?
Forty minus thirty equals ten.
B: s-c-i-s-s-o-r-s
Three hundred minus fifty equals two hundred and fifty.
A: Could you repeat that, please?
One thousand plus one thousand equals
B: Sure, s-c-i-s-s-o-r-s.
two thousand.
A: I don’t understand. Can you help me, please?
Ninety-nine minus nine equals ninety.
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B: Yes, sure.
A: What’s the difference between next to and in TR: 0.7 3 Look, listen, and say.
front of ?
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first, second, third, fourth, fifth, sixth, seventh, eighth,
B: The teacher is in front of the class. My desk is next ninth, tenth, eleventh, twelfth, thirteenth, fourteenth,
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to your desk. fifteenth, sixteenth, seventeenth, eighteenth,
nineteenth, twentieth, twenty-first
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spring, summer, fall, winter
The kite is mine.
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TR: 0.3 2 Look and listen. Point and say. The coat is yours.
hi
fall, spring, winter, summer The ball is his.
ap
The bat is hers.
The grapes are ours.
January, February, March, April, May, June, July, August,
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September, October, November, December The pencils are yours.

The game is theirs.
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twenty, twenty-one, twenty-two, twenty-three, twenty- Workbook (Unit Zero)
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four, twenty-five, twenty-six, twenty-seven, twenty-

eight, twenty-nine, thirty, forty, fifty, sixty, seventy, TR: 0.2 1 Listen and read. Match the questions to the
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eighty, ninety, one hundred, one hundred and one, one answers. Draw lines.
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hundred and two, two hundred, one thousand, one 1. How do you spell eraser?
million, one billion, plus, minus, equals e-r-a-s-e-r
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2. What’s the difference between on and in?

TR: 0.6 2 Listen. Work with a partner. Do the math
I can show you.
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together. Listen to check your answers.

3. How do you say lápiz in English?
Twenty-four plus two equals .
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It’s a pencil.
One hundred plus ten equals . 4. I don’t understand. Can you help me, please?
Sixty plus twenty equals . Yes, sure.
Eighty plus nine equals . 5. Could you repeat that, please?
Thirty-five plus five equals . Sure, e-r-a-s-e-r.
Forty minus thirty equals .

Three hundred minus fifty equals .
210 Audio Script

EOW2e_LP_3_49624_210-232_BM_FP.indd 210 10/29/2019 12:05:42 PM
TR: 0.3 2 Listen and circle. Workbook (Review: Units 5–8)
1. 27 - 20 = TR: R2.1 3 Listen. Read and circle.
2. 101 + 35 = 1. How does the helicopter sound?
3. one billion It sounds loud.
4. one million 2. How does the fur feel?
5. 17th It feels soft.
6. 3rd 3. Are there any boxes of rice?

No, there aren’t any.
4. I’m hungry.
Workbook (Review: Units 1–4) Let’s buy a loaf of bread.
TR: R1.1 2 Listen. Circle the answers. 5. Is there any oil?
Yes, there is some in the bottle.
1. What does he do before school?
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He feeds his pet before school. 6. Are there any tomatoes?
Yes, there are a few.
2. What does he do after school?
He comes home.
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3. What does he do after breakfast?
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He sometimes helps his grandma.
4. What do you do in the evening?
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I always do my homework at four forty-five.
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Audio Script 211

LEVEL 3 WORKBOOK
Unit 0
1 Listen and read. Match the questions to the answers.
Draw lines. TR: 0.2
1. How do you spell eraser? a. I can show you.
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2. What’s the difference b. Yes, sure.
between on and in?
c. It’s a pencil
pencil.
3. How do you say lápiz
d. e-r-a-s-e-r
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in English?
e. Sure, e-r-a-s-e-r.
4. I don’t understand. Can
you help me, please?
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5. Could you repeat
that, please?
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Listen and circle. TR: 0.3
1. 27 + 20 = 27 - 20 =
2. 101 + 35 = 101 - 35 =
3. 1,000,000 1,000,000,000
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4. 1,000,000,000 1,000,000
hi 5. 17th 7th
6. 2nd 3rd
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1
EOW2e_WB_3_78338_001-003_U00.indd 1 10/10/2019 13:41

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3 Do the puzzle. Unscramble the words. Write one letter in 5 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 . 3. The kite is his .

UMESMR S U M M E R ours theirs
2. The kite is . 4. The kite is .
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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
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1. Where’s my hat? Oh, I see !

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
212 Level 3 Workbook

LEVEL 3 WORKBOOK
Unit 1 GRAMMAR 1
The World of Work

Simple present: Wh questions and answers
Question Answer
your sister She’s a vet.
VOCABULARY 1 does do?
What his uncle He’s a firefighter. she’s =
do your parents do? They’re office workers. she is
1 Look and write.
She works in an animal he’s = he is
your sister
does work? hospital. they’re =
Where they are
a bus driver a chef his uncle He works in a fire station.
a doctor a farmer do your parents work? They work in an office.
a firefighter a nurse
a police officer a scientist
a vet 1 Read. Look at the pictures. Write.
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a firefighter 1. What does your
cousin do ?
She’s a doctor .
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2. What does your
grandpa do ?
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He’s a scientist .
3. What does your
a bus driver a scientist a nurse a chef
grandma do ?
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She’s a nurse .
4. Where does your
aunt work ?
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She works in an animal hospital.
hi 5. Where does your
a doctor a farmer a police officer a vet brother work ?
He works on a farm.
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4 Unit 1 5

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VOCABULARY 2 GRAMMAR 2
1 Read and match. Draw lines. Simple present with want + infinitive
1. Who helps you at school? a. a soccer player Question Answer
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2. Who sings to people? b. a teacher do you I want to be a police officer.

3. Who plays soccer? c. an artist What does your brother want to be? He wants to be a scientist.
4. Who is in the movies? d. an inventor do your cousins They want to be movie stars.
5. Who makes new things? e. a rock star
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6. Who draws and paints pictures? f. a movie star

1 Listen and write. TR: 1.1
2 Unscramble the words. Write. 1. What does your brother want to be?
firefighter 2. He wants to be an artist.
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1. ferifihgetr
3. What do your sisters want to be ?
2. creocs arlyep soccer player 4. They want to be inventors.
at
5. What do you want to be one day?

3. viotnnre inventor
6. I want to be a rock star.
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4. bsu direvr bus driver 2 Look, read, and write.
1. He likes animals. What does he want to be?

5. voemi arst movie star
He wants to be a vet .
artist 2. She likes to work in the sun. What does she

6. sratti
want to be?
She wants to be a farmer .
7. plocie ocfiefr police officer
3. She likes to play soccer. What does she want to be?
rock star She wants to be a soccer player .
8. okrc atsr
4. He likes school. What does he want to be?
He wants to be a teacher .
6 Unit 1 7
Level 3 Workbook 213

LEVEL 3 WORKBOOK
GAME TIME! SONG
1 Look, read, and write. 1 Listen to the song.

aunt a bus driver
1. Where does the teacher work? She works in a Write new verses.
cousin a firefighter
school or works in a classroom Use words from
. grandfather a nurse
works in a kitchen the box. TR: 1.3 grandmother a police officer
2. Where does the chef work? He
Answers will vary. sister a scientist
or works in a restaurant .
uncle a vet
3. What does he want to be? He wants to be a doctor
. What does your do?
4. What does she want to be? She wants to be a He’s . He’s .
scientist or wants to be an inventor . He’s . Yes, he is!
What does your do?
2 Do the puzzle. Read. Write. 10
ng
1
F A R M E R She’s . She’s .
2
1. This person works on a farm. D O C T O R
3 She’s . Yes, she is!
2. This person works in a hospital. V E T
4
3. This person works with animals. S C I E N T I S T
2 Listen. Which words have f that sounds like the f in
ni
5
4. This person works in a lab. C H E F
farmer? Check the boxes. TR: 1.4
5. This person works in a kitchen. 6
N U R S E
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6. This person works in a hospital, too. 7
A R T I S T
7. This person draws and paints pictures. 8
T E A C H E R
8. This person works in a school. 9
I N V E N T O R
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9. This person makes new things.
10. What does this person do? This person is a movie star. ✓ ✓ ✓ ✓
3 Listen and read. Can you say these fast? TR: 1.2
3 Say the words in the box. How many times do you hear
1. My father’s a fine fast firefighter.
f as in farmer?
c
2. Sister Susie sings seven sad songs.
hi Write. 8 fly foot friends frowning grandfather
3. The bus driver drives a big brown bus.
police officer phone sofa
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8 Unit 1 9

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READING WRITING
1 Listen and read. TR: 1.5 1 Read.
The Dog This is my Aunt Lily. She is a nurse. She

G
loves her job. She works in a big hospital. At
Whisperer work she wears a blue and white uniform and

black shoes. My aunt likes to help people.
l
Cesar Millan helps dogs. Some She helps sick people every day.
na
dogs have problems. They are angry

or scared. Some dogs bite. People call
Cesar Millan the “Dog Whisperer”
because he teaches bad dogs how to 2 Write. Write about a person you know. Write about his or
be good. her job. Answers will vary.
io
Cesar knows what dogs like and

need. Dogs need a leader. They need 1. Who is the person?
to have rules. Dogs need exercise, too. 2. What is the person’s job?
at
Cesar likes to run with the dogs.

The dog is Cesar’s favorite animal.
Cesar loves his job! 3. Where does the person work?
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Dogs can learn more than

4. What does the person wear?
one hundred words.
5. What does the person do in his or her job?

2 Read. Check T for True or F for False.
1. Cesar Millan helps dogs. T

✓ F
3 Write. Put your sentences from Activity 2 together in
2. Dogs do not need to run. T F
✓ a paragraph. Answers will vary.
3. Cesar’s favorite animal is the frog. T F
✓ This is
4. Cesar loves his job. T
✓ F
.
11
10 Unit 1

LEVEL 3 WORKBOOK
Unit 2 GRAMMAR 1
Let’s Eat!
Questions and answers with any
Question Answer
meat? Yes, there is.
VOCABULARY 1 Is there any isn’t =
pasta? No, there isn’t any pasta. is not
tomatoes? Yes, there are. aren’t =
1 Look and write. Are there any are not
peppers? No, there aren’t any peppers.
1 Listen. Read and circle. TR: 2.1
1. No, there aren’t any noodles. Yes, there are.

2. No, there isn’t any corn. Yes, there is.
ng
beans pasta / noodles ice cream
3. No, there isn’t any ice cream. Yes, there is.
4. No, there aren’t any potatoes. Yes, there are.
5. No, there aren’t any tomatoes. Yes, there are.
ni
2 Read. Write the foods in the correct columns in the chart.
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apples Is there any. . . ? Are there any. . . ?
tomatoes potatoes meat bread apples

bread
chicken
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corn chicken eggs
eggs
corn mangoes
fish
ice cream fish noodles
c
mangoes
hi noodles ice cream tomatoes
corn mangoes bread
tomatoes
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12 Unit 2 13

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Polite requests with may

1 Look and write. Use words from the box.
Question Answer
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cheese chips grapes nuts snacks yogurt Not now. Dinner is at 6:00.
May I have some yogurt?
Yes. Sure.
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1 Write questions. Write the words in the correct order.

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1. have / cheese, / I / please / May / some / ?

yogurt cheese nuts
May I have some cheese, please?
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2. some / we / May / milk, / have / please / ?
May we have some milk, please?

at
3. ice cream, / we / please / have / May / some / ?
grapes chips snacks May we have some ice cream, please?

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2 Listen. Read and write. TR: 2.2 4. I / have / chips, / May / some / please / ?
1. Ken: Let’s have a snack . May I have some chips, please?
Patty: Are there any nuts? 5. we / noodles, / have / please / some / May / ?
Ken: No, there aren’t . But there are May we have some noodles, please?
some grapes .
2 Listen and write. TR: 2.3
Patty: OK. Let’s eat grapes.
1. May I have some nuts, please? Yes. Sure.
2. Jill: I want a sandwich. Is there any cheese?
there isn’t 2. May we have some bread, please? Not right now.
Joe: No, . Sorry.
Jill: Well, is there any chicken? 3. May we have some cheese, please? Yes, here you are.
Joe: Yes, there is . Here. 4. May I have a snack, please? Not right now. Dinner is at eight.
14 Unit 2 15

LEVEL 3 WORKBOOK
GAME TIME! SONG
1 Play a game. Start at A. Listen and draw a line when the 1 Listen to the song. Write another verse. Use some words from
answer is yes. TR: 2.4 the box. TR: 2.6 Answers will vary.
cookies corn noodles potatoes

sandwich soup tomatoes yogurt
I like .
And you like .
A Let’s make a !
2 Listen. Which words have m that sounds like the m in m

mango?
ango?
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Circle, then color the pictures. TR: 2.7
ni
2 Look at Activity 1. What foods are there? Write.
ar
I see apples, beans, bread, cheese, chicken, corn, ice cream, noodles,
nuts, potatoes, a sandwich, soup, tomatoes
Le
.
1. Patty Peters likes peppers on her pizza. 3 Say the words. How many times do you hear m as in mango?
c
2. Charlie’s eating cheese with his chips. Write. 8
3. May we have tomatoes, potatoes, noodles, and nuts?
hi bedroom
lemonade
climb
moon
game
mouth
grandmother
umbrella
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16 Unit 2 17

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READING WRITING
1 Listen and read. TR: 2.8 1 Read.

My Favorite Snacks
Super Foods!
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I eat a snack at home after school. I have

lots of snacks I like to eat. Sometimes I eat
Some foods help people be healthy.
fruits, nuts, yogurt, or cheese. Other times, I like
They are super foods!
to eat potato chips. And other times, I have a
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Chicken, meat, fish, beans, eggs,

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and nuts are good for you. Brown big cup of hot chocolate with cookies or bread
rice and whole grains are good for and butter. But my favorite snack is a lettuce and
you. Milk and foods made from milk peanut butter sandwich. Try it! It’s delicious!
are good for you, too.
io
Fruits and vegetables are great

foods! There are fruits and vegetables
of many colors. Eat a few different 2 Write. Write about your favorite snacks. Answers will vary.
at
colors every day! 1. When do you have a snack?

Candy and foods with sugar taste
good, but don’t eat a lot of them.
Instead, eat super foods that can keep 2. What are your favorite snacks?
N
you strong and healthy.
3. How does your favorite snack taste?

Some plants eat meat. They
eat insects, frogs, and birds!
Venus flytrap
3 Write. Put your sentences from Activity 2 together in a paragraph.
I eat Answers will vary.
1. Fish and nuts are good for you. ✓

T F
2. Milk and foods made from milk are good for you. ✓
T F
3. Fruits and vegetables aren’t good for you. T ✓

F
4. Eat candy and foods with sugar most of the time. T ✓

F
.
18 Unit 2 19

LEVEL 3 WORKBOOK
Unit 3 GRAMMAR 1
A Helping Hand
before and after
Question Answer
does she before school? She feeds her fish.
VOCABULARY 1 What do
do you after breakfast? I brush my teeth.
1 Listen and write. Then listen again. Read and match. TR: 3.1
1 Unscramble. Write.
carry feed help hug
protect take care of teach
1. I help my grandmother. b
ng
1. What does he do before school?
2. I feed my goldfish. d washes / his / face. / He
He washes his face.
b 2. does / after / What / do / he / school?
What does he do after school?
ni
3. An animal mother can protect her baby. g He helps his mother.
c 3. breakfast? / What / do / before / she / does
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What does she do before breakfast?
4. I hug my mother. a She brushes her teeth.
4. What does she do before school?
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feeds / hamster. / her / She
5. I carry the baby. f d
She feeds her hamster.
e
2 Listen. Match. Draw lines.
lines. TR: 3.2
6. I teach my brother the ABCs. c
1. What do you do after school? a. I hug my grandmother.
c
2. What do you do before breakfast? b. I feed my cat.
hi 3. What do you do after breakfast? c. I help my mother.
7. I take care of my bird. e g 4. What do you do before school? d. I take care of my brother.
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20 Unit 3 f 21

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1 Listen and write. TR: 3.3 Adverbs of frequency
1. I make my bed before breakfast. come home Omar always gets up early.
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2. I take a shower after breakfast. do my homework usually at 6:00.

He eats breakfast
3. I come home before dinner. have a snack sometimes at 6:30.
have a snack He never makes his bed.
4. I after school. make my bed
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5. After my snack, I do my homework . take a shower

na
1 Listen. Draw lines to match. TR: 3.4

2 Look. Read and match. Write the number.
1. She always helps at home at 3:15.
3 1 4 2. She usually has a snack at 3:45.
io
SCHOOL
3. He usually takes a shower at 4:45.
4. She sometimes does her homework at 5:30.
5. He sometimes makes his bed at 6:30.
at
6. He never comes home at 8:00.

4:20 P.M. 4:00 P.M. 8:00 A.M.
6 5 2
2 What about you? Write about when you do things. Answers will vary.
N
1. I always eat breakfast at 7:00 .

always
2. I make my bed at . never

sometimes
1. He takes a shower at seven thirty.
3. I eat lunch at .
2. He makes his bed at eight o’clock. usually
3. He walks to school at eight fifteen. 4. I have a snack at .
4. He comes home at three forty-five.
5. He has a snack at four o’clock. 5. I come home at .
6. He does his homework at four twenty.
6. I do my homework at .
3 Write. Answers will vary. 7. I watch TV at .
When do you do your homework? 8. I go to bed at .

.
22 Unit 3 23

LEVEL 3 WORKBOOK
GAME TIME! SONG

1 Do the puzzle. Read the sentences. Unscramble the words. 1 Listen to the song. Read and underline. TR: 3.6
1. It’s four 1. I have to comb my cat / bird.
T W E N T Y (TTWYNE).
2. I have to feed my dog / snake.
2. I U S U A L L Y (LLSYAUU) drink milk for breakfast, but 3. I have to pick up my dog / frog.
today I drank juice. 4. I have to wash my goat / goldfish.
5. I have to read to my sister / brother.
3. I A L W A Y S (SAAWYL) wake up early. 6. I have to teach my sisters / brothers their 1, 2, 3’s.
7. I have to carry my family’s new baby / horse.
4. I N E V E R (NEEVR) get to school late. I’m always on time.
2 Listen. Which words have a sound like the o in home? Draw a line to
5. It’s eleven T H I R T Y (RIYTHT). connect the pictures. TR: 3.7
6. He T A K E S (SAEKT) a shower in the morning.
ng
7. I never eat a S N A C K (KCSAN) after school.
8. I brush my teeth A F T E R (REATF) breakfast.
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9. I P R O T E C T (PERTOTC) my pet from wild animals.
2 Answer the riddle. Unscramble the circled letters in the
ar
puzzle to solve the riddle.
This animal is gray and has a long trunk. It’s very big and can live
Le
to be seventy years old. African ones have big ears, and Asian ones
have smaller ears. What animal is it?
E L E P H A N T
3 Say the words. How many times do you hear o as in home?
Write. 7
c
1. I slurp soup and sodas at six sixteen. computer goat hippo notebook phone tomato yellow yogurt
2. Meena makes many milkshakes in the morning.
3. Before four, fix the fifteenth flower vase.
hi
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24 Unit 3 25

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READING WRITING
1 Listen and read. TR: 3.8 1 Read the e-mail. Naomi uses before, after, and first to show
the order that her father does things. Underline these words.
The Daily Lives
G
of Animals Dear Carlos,

People and animals usually live in different ways. My father has a new job. He is a zookeeper! He takes care of the
l

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elephants. He gets up at 6:30. After breakfast he always goes to see the

elephants. They are called Archie and Tina. He usually gives the elephants
night. The koala sleeps in the morning, afternoon,
and evening. It sleeps more than fifteen hours a day! a bath first! He uses a lot of water. After that he feeds them. They eat lots
It has a small baby that grows in its mother’s pouch. of potatoes and carrots. Before lunch he
io
The great white shark lives in oceans all over the cleans the elephant barn. Sometimes,
world. The great white shark never stops swimming.
in the afternoon, he walks with the
It always eats and never sleeps. The mother doesn’t
take care of its babies. The babies swim away from elephants and helps them exercise.
at
their hungry mother! He loves his new job. I want to visit

pouch Koala him at the zoo!
N
Naomi
2 Write. Think about someone who takes care of animals or people.

What does this person do? When does this person do these things?
How often? Write about his or her day.
Many sharks are small.
The smallest shark is
Answers will vary.
Great white shark the size of a man’s hand!

1. The koala sleeps more than fifteen hours a day. ✓
T F
2. The koala eats insects in the evening. T ✓

F
3. A great white shark takes care of her babies. T ✓

F
4. The great white shark always swims. ✓

T F
26 Unit 3 27

LEVEL 3 WORKBOOK
Unit 4 GRAMMAR 1
My Place in the World Can for requests and offers
Can you help me?

Sure. How can I help?
VOCABULARY 1
on Main Street.
1 Look and write. next to the police station.
where’s =
Where’s the across from the bakery. where is
It’s
museum? on the corner of Main Street and First Street.
it’s = it is
behind the movie theater.
between the park and the school.
movie theater park train station 1 Listen and match. TR: 4.1
ng
1. Where’s the supermarket? c a. It’s between the toy store and the park.
2. Where’s the toy store? e b. It’s across from the bakery.
3. Where’s the restaurant? d c. It’s on the corner of Main Street and First Street.
4. Where’s the hospital? b d. It’s behind the movie theater.
ni
restaurant hospital museum 5. Where’s the bakery? a e. It’s next to the museum.
ar
2 Look at the pictures. Write.
SUPERMARKET BAKERY RESTAURANT

POLICE HOSPITAL
Le
bakery toy store police station
Excuse me. Can you help me?
Sure. How can I help? ?
Where’s
c
the police station?
hi It’s between the bakery and the restaurant .

Thanks. And is there a supermarket near here?
supermarket Yes, it’s next to the bakery.
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28 Unit 4 29

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1 Look and write. Giving directions
a library a mall a stadium a swimming pool a zoo Question Answer

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Go straight. (↑)
How can I get to the
right ( ) on White Street.
↵
post office? Turn ↵
left ( ) at the supermarket.
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1 Look at the map. Write.

STADIUM
a zoo a stadium a mall PARK RESTAURANT

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ZOO
SWIMMING
POOL
HOSPITAL GREEN STREET

at
MALL
POST
SECOND STREET
ET
OFFICE
STRE
DRUG STORE
FIRST
BAKERY
a library a swimming pool
N
LIBRARY
POLICE
STATION
2 Listen. Circle the answers. TR: 4.2

TOY STORE
WHITE STREET
SUPERMARKET
You
are
here
1. She wants to go to the swimming pool / stadium. She wants to
TRAIN
STATION
see her favorite baseball team / buy some shoes.

SCHOOL MOVIE THEATER MUSEUM
2. I want to go to the library / mall. I want to play in the water / study.

1. How can I get to the stadium?
3. He wants to go to the zoo / mall. He wants to buy some new shoes /
Go straight on First Street. Turn left on Green Street. It’s on
see the hippos. the corner of Green Street and First Street .
4. She wants to go to the swimming pool / stadium. She wants to see her 2. How can I get to the bakery?
Go straight on First Street. Turn right on White Street.

favorite baseball team / play in the water.
It’s on the corner of White Street and Second Street .
5. I want to go to the zoo / mall. I love to see the elephants / clothes!
It’s across from the movie theater.
30 Unit 4 31

LEVEL 3 WORKBOOK
GAME TIME! SONG
1 Read. Do the crossword puzzle. 1 Listen to the song. Write a new verse.
ACROSS DOWN
Write about your town. TR: 4.4 Answers will vary.
1. You can shop at many different stores here. 8. You can see paintings Where are the
2. You can see soccer and other sports here. and sculptures here.
3. You can jump in the water on a hot day here. 9. You can learn English, and the ?
math, and science here.
4. You can see doctors and nurses here.
10. You can see police Where’s the ?
5. You can buy bread, cakes, and pies here.
officers here.
6. You can see many different animals here.
11. You can buy meat, Where’s the ?
7. You can buy many kinds of toys here. fruits, and vegetables
8 here. Where are the
m
12. You can buy a ticket and
u watch movies here. and the ?
s 13. You can look at books
10
e p and study here.
ng
u o 14. You can run and play or 2 Listen. Which words have u that sounds like the u in muuseum?
museum?
m seum?
1
s t a d i
m a l l
11 2
u m have a picnic here.
Circle the number. TR: 4.5
u i
pc 1. February 2. 3.
ni
ee
9 12
s r m
3 13 14
c s w i m m i n g p o o l p
ar
h t a v i a
4 5
h o s p i t a l r i b a k e r y
4 5.
o t k e r k
l i e a
Le
6
z o o t t r
n h y
MUSEUM
e
a
2 Listen and read. Can you say 7
t o y s t o r e 3 Say the words. How many times do you hear u as in
these fast? TR: 4.3 seum? Write. 5
useum?
c
e museum?
mu
m
1. Six supermarkets sell salty shellfish. r
2. Bill is busy at the bookstore buying big blue books.
3. Lisa is looking left for the library, but she’s lost.
hi community hug January jump menu stadium use you
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32 Unit 4 33

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READING WRITING

1 Read. We can use the word and to connect two ideas.
Underline the sentences with and as you read.
A Town in Antarctica
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My Special Place in the World

The town of Villa las Estrellas is in the continent of
My name is Jan, and I live in a town in
Antarctica. Antarctica is very cold. People usually live there
Poland called Kazimierz Dolny. I have two
l
only for the summer, but some live there all year round.
favorite places!
na
About 150 people live there in the summer. About 70 people

live there in the winter. Nights are long in the winter. The sun There is a hill by the town. You can walk
shines only four or five hours a day. The sun always shines in up the hill, and you can see the whole town.
the summer. I think it’s beautiful, and it’s very quiet.
Villa las Estrellas has houses, a bank, a school, a hospital, My second favorite place is the bakery!
io
small stores, and a post office. Many people come to visit. They My town is famous for its special bread. The
like to go to the post office and send letters from Antarctica! bakery makes bread in the shape of a chicken.
It’s delicious!
at
2 Plan. Think of a place that is special to you. Why is it special?

N
How can you describe it? Fill in the chart. Answers will vary.
2 Complete the chart.
My special place
Villa las Estrellas Where You Live Why it is special
Weather very cold Words to describe it
about 150 in the summer 3 Write about your special place in the world. Answers will vary.
How many people
about 70 in the winter
houses, a bank, a school,

Places a hospital, small stores,
and a post office
.
34 Unit 4 35

LEVEL 3 WORKBOOK
Review: Units 1–4 3 Look at the map. Read. Write. Use some words from the box to
complete the sentences.
across from can get to go straight help how left next to right
1 Look and write.
SUMMER STREET
MUSEUM
BAKERY MALL LIBRARY
MIDDLE STREET You MIDDLE STREET

are
an artist a nurse a chef here
TOY
STORE RESTAURANT
MOVIE THEATER
ng
1. Excuse me. Can you help me?
2. Sure. How can I help ?
3. How can I get to the bakery?
ni
a vet a doctor Go straight left
4. on Summer Street. Turn on
1. This person helps sick animals. a vet Middle Street. It’s next to the mall.
ar
2. This person cooks food at a restaurant. a chef
4 Write. Use words from the box.
3. This person paints pictures. an artist
4. These people help sick people at a hospital. a doctor/a nurse any are aren’t is isn’t let’s there
Le
and a nurse/a doctor
1. I’m hungry. Let’s make sandwiches!
2. OK. Is there any bread?
2 Listen. Circle the answers. TR: R1.1
3. Yes, there is .
1. He makes his bed / feeds his pet before school. 4. Are there any tomatoes?
c
2. What does he do before / after school? 5. Yes, there are . There’s cheese, too.
3. He sometimes / usually helps his grandma. hi
4. I always / never do my homework at four forty-five.
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36 Review Units 1–4 37
EOW2e_WB_3_78338_036-037_Review1-4.indd 36 10/10/2019 13:37 EOW2e_WB_3_78338_036-037_Review1-4.indd 37 10/10/2019 13:37

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Unit 5 GRAMMAR 1
On the Move!
too for agreeing don’t = do not
doesn’t = does not
G
VOCABULARY 1 Statement Agreeing Not agreeing

I ride my bike I do, too. I don’t. I walk.
1 Read. Look at the pictures. Match. Write the letter. to
Her Her She
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Eva takes the bus school. does, too. doesn’t.

friend friend drives.
na
1 Read and look. Draw lines to match.

io
a b c 1. Rodrigo rides his bike to the bakery.

His brother does, too.
at
2. His mother takes a taxi to work.

His father doesn’t.
He takes a bus.
N
d e f 3. My sister rides her scooter to

school. I don’t. I walk.
4. My grandfather takes the

subway. I do, too.
g h i
2 What about you? Write a sentence with do or don’t.
1. a helicopter f 6. an airplane g do, too
1. My friend walks to the museum. I .
2. a boat d 7. a scooter e
2. He rides a motorcycle to the library. I don’t. I take a bus .
3. a ship a 8. a taxi h
3. He takes the subway to school. I Answers will vary. .
4. the subway b 9. a motorcycle i
5. a bus 4. He walks to the park. I Answers will vary. .
c
38 Unit 5 39

LEVEL 3 WORKBOOK
1 Read and write. Match the sentences to the pictures. but as a contrast
downhill get off get on park uphill My sister takes a taxi to the mall, but my brother rides his bike.
1. Sometimes I help my mother.

1 Read and write. Read the sentences. Rewrite them using but.
I get on my bike,
1. My sister walks to school. My brother rides his bike to school.
and I go to the bakery.
My sister walks to school, but my brother rides his bike to school.
2. I don’t like to go uphill. I like to go downhill.

2. The bakery is at the top of a hill.
uphill I don’t like to go uphill, but I like to go downhill.
I go to the bakery.
ng
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.
3. When I get to the bakery,
ni
I get off my bike. 4. He eats snacks after school. He always eats his dinner.
He eats snacks after school, but he always eats his dinner.
ar
5. A penguin can swim. It can’t fly.
4. I park my bike
A penguin can swim, but it can’t fly.
Le
next to the bakery.
6. The girl is smiling. The boy is frowning.
The girl is smiling, but the boy is frowning.

5. After I go to the bakery, I ride
downhill to my home. 7. My mother likes fruit. My father likes ice cream.
c
hi My mother likes fruit, but my father likes ice cream.
2 Listen. Check your answers to Activity 1. TR: 5.1
ap
40 Unit 5 41

gr
eo
GAME TIME! SONG
1 Go through the maze. 1 Listen to the song. Write a new verse. Use some words from
Write. the box. TR: 5.3 Answers will vary.
G
1. I ride the bike airplane helicopter horse motorcycle scooter taxi

to the scooter .
I fly my to school. Yes, I do.
2. I ride the scooter
l
I ride my to school. Do you ride one, too?

to the bus .
na
bus I take a to school. Yes, I do.

3. I take the
to the motorcycle . I take a to school. Do you take one, too?
4. I ride the motorcycle

2 Listen. Draw an X over the words that don’t have the same
io
to my house . oo sound in scooter. TR: 5.4
2 Unscramble the words. Write the words in the chart. 1.

at
abot cetoyormlc hips linaprea pecilethor rosceot sub wusaby xait

N
Sky Land Water 2.
airplane bus boat

helicopter motorcycle ship
scooter
3.
subway
taxi BLUE
1. A motorcycle moves Mary to the mall on Monday. 3 Say the words. How many times do you hear oo as in scooter?
2. Take a taxi to the tall tower tomorrow. Write. 7
3. Six scooters scoot to the subway.
bedroom food June moon notebook school shoe two
42 Unit 5 43

LEVEL 3 WORKBOOK
READING WRITING
1 Listen and read. TR: 5.5 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.
Going to School
Catch the Bus in Curitiba!
Is Cool My city of Curitiba, Brazil, is famous for its bus system. It is called the
Many children take a school bus to BRT. There are more than a thousand buses in our city. There are many
school, but some children in India ride a cars and trucks on the roads, but the buses use a special lane. They can
special school boat! The children live on move fast. In some parts of the city, you can catch a bus every 90 seconds.
boats, but they go to school on land. Many buses are a typical size, but some of the buses are very long. They
They take the school boat in the morning. carry a lot of people. The buses are modern, and some of the bus stops
Some children who live in the mountains are, too. At these stops, people can get on and off the bus in 15 seconds.
of Colombia take a zip line to get to school.
The zip line is long. The children aren’t
ng
scared to take the zip line. It’s fun!
ni
Fish don’t go to school, 2 Plan. Think about your town. How do you usually go places?
ar
but a group of fish is
Describe how. Is it your favorite transportation? Why, or why not?
called a school!
2 Read and write.

3 Write. Describe your favorite transportation where you live.
Le
school boat zip line Answers will vary.
1. In Colombia, some children take a zip line to get to school.
2. Some children in India ride a school boat to school.
c
3. What transportation would you like to take to school? hi
I want to take a Answers will vary. to school.
ap
44 Unit 5 45

gr
eo
Unit 6 GRAMMAR 1
Our Senses Sense verbs

The pizza smells great.
G
The dress looks beautiful.

VOCABULARY 1
The helicopter sounds loud.
The cat feels soft.
1 Listen and look. Write the number in the box. TR: 6.1
l
Question Answer
na
5 3 does the apple taste? It tastes delicious.

How
do the tables feel? They feel hard.
io
1 4
at
N
1. The music sounds loud. ✓

T F
2. The flowers smell good. ✓

T F
3. The butterfly looks ugly. T ✓

F
7 2 T ✓
F
4. The hamsters feel hard.
5. The sandwich tastes delicious. ✓
T F
2 Read and write.

1. How does the bread taste? It tastes good.
8 6 2. How do the socks smell? They smell terrible!
3. How does the rock feel? It feels hard.
4. How do the dirty, old sneakers look? They look ugly.
5. How does the parrot sound? It sounds loud.
46 Unit 6 47

LEVEL 3 WORKBOOK
1 Read and write. Listen and check. TR: 6.2 was/were

Question Answer Question Answer
bitter salty sour spicy sweet
How is the It’s good.
How was the bread? It was good. it’s = it is
bread?
1. My mother drinks tea every morning, they’re =
How are the They’re
How were the grapes? They were good. they are
grapes? good.
but I don’t like it. It’s bitter .
2. Lemons are sour, but sometimes lemonade is sweet .

1 Read. Look and match. Write numbers.
3. There are peppers in the soup. It’s very spicy .
4 3 1 2
4. These chips are very salty .
5. This apple isn’t sweet. It’s sour .
ng
1. The bread is good. 3. The bread was good.
2. The grapes are good. 4. The grapes were good.
2 Read and write. Sort the words. You can use words more
ni
than one time. Answers will vary.
2 Read and write.
apples bananas cheese chips coffee cookies lemons mangoes 1. The soup was hot, but now it is cold.
ar
noodles nuts oranges soup peppers pizza tea yogurt
2. How were the noodles? They were salty.
was
Le
bitter salty sour spicy sweet 3. The baby quiet, but now he’s crying.
coffee cheese apples noodles apples 4. How was the ice cream? It was delicious!
oranges chips lemons peppers bananas was is / ‘s
5. The TV loud, but now it quiet here.
tea nuts oranges soup cookies
6. My little sister was sad, but now she is / ‘s happy.
c
pizza soup mangoes
soup yogurt oranges hi 7. How were the cookies? They were sweet.
yogurt
8. Her bedroom was blue, but now it is / ‘s pink.
ap
48 Unit 6 49

gr
eo
GAME TIME! SONG
1 Read. Do the crossword puzzle. 1 Listen to the song. Draw lines to match. TR: 6.4
Across Down 1. How does the cake taste? a. It smells good.
G
1. Flowers for me? Thank you! They’re . 2. Lemons are sour, 2. How does a kitten feel? b. It feels great!
3. Your refrigerator smells . Clean it! but lemonade is
3. How does the garden look? c. It feels soft.
.
4. Please turn down the TV. It’s so . 4. How does a hug feel? d. It tastes sweet.
5. That chicken
8. That painting isn’t beautiful. It’s . 5. How does the drum sound? e. It looks beautiful.
and rice smells
l
.
na
2 6. How does a flower smell? f. It sounds loud.

S 6. Always be
W
E in the library. 2 Write a new verse for the song! Use some of the words from
5
D E
6
Q the box. Answers will vary.
7. Don’t eat the
io
1
B E A U T I F U L soup. It’s very
7
L I S . fire truck fish hard loud motorcycle quiet rabbit robot
I E A
at
3
C T E R R I B L E How does a feel? It feels .
I T
8
O U G L Y How does a sound? It sounds .
4
L O U D
N
S 3 Listen. Which words have the sound of s as in soft? Color the

stars. TR: 6.5
2 Read and guess. Write.
1. It’s a fruit. It can be sweet or sour. It isn’t red, and it isn’t yellow. It’s between
red and yellow. What is it? an orange
2. It’s a toy. It’s soft. It can be any color, but usually it’s brown. Some children
sleep with it. What is it? a teddy bear
4 Say the words. How many times do you hear s as in soft?
1. Sonia eats sweet and sour ice cream on Sunday.
Write. 6
2. Bill buys big boxes of bitter brown beans.
3. Don’t taste that terrible tea tomorrow. circle shoe desk shelf juice parents sock sofa
50 Unit 6 51

LEVEL 3 WORKBOOK
READING WRITING
1 Listen and read. TR: 6.6 1 Read. We can use and to show that two connected ideas are similar.
11
We can use but to show that two connected ideas are different.
Stinky Animals and Plants When we can choose between two connected ideas, we use or.
Underline the sentences with or.
Many things smell good. But some
animals and plants smell terrible!
The eastern snake-necked turtle The summer is my favorite season.
lives in Australia. It smells terrible. The weather is hot, and we do many
In Australia, people call this turtle the activities outside. On weekends we visit our
“stinker”! grandparents, or sometimes we go to the river
Many flowers smell good, but the with my cousins.
rafflesia doesn’t. It smells terrible! The At my grandparents’ house we sit outside
rafflesia is the biggest flower in the and play cards, or we play with their dog,
world. It grows in Southeast Asia. It Charlie. My grandma loves flowers. They look
ng
smells like old meat. Flies like the smell, beautiful and they smell great, too.
and they fly to the rafflesia flower. There is a river near my cousins’ house, and
a rafflesia flower we swim there sometimes. The water’s cold,
but I love it! We eat fruit, or sometimes we
eat ice cream.. My brother likes chocolate ice
ni
cream, but strawberry is my favorite!
ar
an eastern snake-
necked turtle 2 Write. Write about your summer. Use or to show choices.
11
Answers will vary.
Le
1. The rafflesia smells terrible. ✓
T F
2. The eastern snake-necked turtle lives in Asia. T ✓

F
c
3. Flies like the smell of the rafflesia. ✓
T F
4. The eastern snake-necked turtle never smells bad. T ✓

F hi
5. The rafflesia is a very big flower. ✓
T F
ap
52 Unit 6 53

gr
eo
Unit 7 GRAMMAR 1
Animal Habitats
Why . . . ? Because . . .
Question Answer
G
do snakes come out during the day? they like the sun.
VOCABULARY 1 don’t you like crocodiles? they are scary.
Why Because
can frogs jump high? they have strong legs.
1 Look and match. Write the number.
can’t birds climb trees? they don’t have arms.
l
na
are Because do does don’t is Why

io
1. Why don’t fish run?

1 2 3 4 Because they don’t have legs.
at
2. Why do hippos stand in water?

Because the water is cool.
N
3. Why is the parrot eating a nut?

Because parrots like nuts.
4. Why is the desert dry?
Because there is very little rain.
5 6 7 8 5. Why are the birds by the water?
Because they eat the fish in the water.
5 ice 9 mud 6. Why does the tiger drink water?
Because it is thirsty.
8 a forest 1 a hive
7. Why don’t zebras live in caves?
7 a desert 4 snow Because zebras eat grass, and there
isn’t any grass in caves.
10 an island 6 a rain forest
9 10
2 a nest 3 a cave
54 Unit 7 55

LEVEL 3 WORKBOOK
1 Listen and write. Use words from the box. TR: 7.1 Infinitive of purpose
Parrots wings to fly.
fur horns pouch tongue wings
Cats use their tongues to clean their fur.
Kangaroos pouches to carry their babies.
1. A kangaroo has a pouch .
2. A butterfly has wings . It can fly.
3. A frog has a long, sticky tongue . 1 Listen and write. TR: 7.2
4. A goat has two horns on its head.
5. A lion has fur . to carry to clean to climb to eat to fight
to fly to hide to jump to run to swim
2 Look and read. Check T for True and F for False.
1. Goats use their horns to fight .
2. Polar bears use their white fur to hide in the ice and snow.
ng
3. Lions use their teeth to eat meat.
4. Kangaroos use their legs to jump .
5. Ostriches use their legs to run fast.
6. Giraffes use their long tongues to clean their ears.
ni
7. Tigers use their mouths to carry their babies.
8. Penguins use their wings to swim .
9. Cats use their sharp claws to climb trees.
ar
10. Owls use their wings to fly .
Le
1. A giraffe has a long tongue. 2 What about you? What do you use? Write. Sample answers.
✓
T F
2. A cow has a pouch. T ✓

F
1. What do you use to eat? I use my mouth and teeth to eat .
3. A chicken has wings. ✓
T F
4. A panda has black and white fur. 2. What do you use to walk? I use my feet and legs to walk .
✓
T F
5. Some sheep have horns. 3. What do you use to write? I use my hand to write .
c
✓
T F
6. Many birds have colorful feathers. ✓

T F
hi 4. What do you use to carry things? I use my arms to carry things .
7. Hippos have sharp claws. T ✓
F
8. Kangaroos have short tails. T ✓

F 5. What do you use to listen to music? I use my ears to listen to music .
ap
56 Unit 7 57

gr
eo
GAME TIME! SONG
1 Read the clues. Do the puzzle. 1 Listen to the song. Read. Draw lines to match. TR: 7.4
1. Why can a frog catch a fly with its ? Because it is sticky.

G
2. Why can’t a zebra fly? Because it doesn’t have .

3. Goats use their to fight.
4. Why does an owl have big eyes? it needs to see at night.
5. Some bears live in .
l
na
6. use a pouch to carry their babies.

7. Camels live in the .
8. Big spiders live in the . 1. Why does a giraffe have a long, a. Because it lives in ice
long neck? and snow.
1. GEONUT T O N G U E 2. Why does a frog have b. Because it eats leaves at
io
2 13 strong legs? the tops of the trees.

2. GI WSN W I N G S 3. Why does a polar bear have c. Because it hops, swims,
3 white fur? and jumps.
at
3. HONRS H O R N S
12
2 Listen. Which words have a sound like the ou in pouch? Draw a
4. CEABESU B E C A U S E
5 8
line to connect the pictures. TR: 7.5
N
5. VASEC C A V E S
9
6. NOKAGORAS K A N G A R O O S
4 10
7. RETSED D E S E R T
7
8. IRNA SROFTE R A I N F O R E S T
1 11
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
1. My nephew never stands next to a nest. 3 Say the words. How many times do you hear the ou sound you
2. We walk by the water in windy weather. hear in pouch? Write. 6
3. Do the polar bear and panda play in the park?
brown clown count flower frowning sour yellow young
58 Unit 7 59

LEVEL 3 WORKBOOK
READING WRITING
1 Listen and read. TR: 7.6 1 Read. Read about Mounira’s animal. Underline words that tell
you what the animal looks like. Write the name of the animal.
Animals in Antarctica
Antarctica is very cold, very dry, and very windy. Can animals My name is Mounira. I live by the Nile River.
live there? Yes, they can! This animal lives here. What is it? Can you guess?
The emperor penguin is a bird. It can’t fly, but it can swim. It lives in the river. It’s brown, and it has black hippo
The mother penguin lays an egg on the ice. Where is the nest for spots on its back. It has four short legs and a
this egg? The father emperor penguin takes long tail. It has big eyes on top of its head, and it
care of the egg. He puts it on his feet! Why? uses them to see above the water. It has a strong
Because he can keep the egg warm. mouth and sharp teeth! It can walk, and it
The Weddell seal lives in Antarctica, too.
can swim. turtle
It spends a lot of time in the ocean. It can
stay under water for forty-five minutes. The
It is scary, but I like it!
ng
seal swims under the ice. Why? Because it
catches fish and eats under water. It is safe Yes! It’s a crocodile .
under the ice.
crocodile
ni
2 Write. Write about an animal you like.
Answers will vary.
ar
Le
Weddell seal emperor penguin

1. The emperor penguin can swim. ✓
T F
2. The emperor penguin father takes care of the egg. ✓

T F
c
3. The Weddell seal can swim under the ice. ✓
T F
4. The Weddell seal catches fish on the ice and snow. T ✓

F hi
5. Antarctica is hot and sunny. T ✓
F
ap
60 Unit 7 61

gr
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Unit 8 GRAMMAR 1
What’s for Dinner?

some and any
Question Answer
G
eggs? Yes, there are some on the table.

Are there any aren’t =
VOCABULARY 1 apples? No, there aren’t (any). are not
cheese? Yes, there is some in the fridge. isn’t =
1 Listen and write. TR: 8.1 Is there any is not
rice? No, there isn’t (any).
l
na
a bottle a bowl a box a can

a glass a jar a loaf a piece 1 Listen. Read and circle. TR: 8.2
1. Is there any cake?

io
Yes, there is some. No, there isn’t any.

2. Are there any bottles of oil?
Yes, there are some. No, there aren’t any.
at
3. Are there any pieces of cake?

Yes, there are some. No, there aren’t any.
a b c d 4. Is there any cereal?
N
Yes, there is some. No, there isn’t any.
2 Look at the picture. Read and write.

Use some and any.
1. Are there any beans?
Yes, there are some in a jar.
e f g h 2. Are there any cans of soda?
Yes, there are some on the shelf.
3. Is there any orange juice?
1. a piece of cake c 5. a can of soda f
No, there isn’t any.
2. a bowl of sugar e 6. a glass of juice g any
4. Are there eggs?
3. a bottle of oil b 7. a box of cereal d No, there aren’t any.
5. Are there any bottles of apple juice?
4. a jar of olives a 8. a loaf of bread h Yes, there are some on the shelf.
62 Unit 8 63

LEVEL 3 WORKBOOK
1 Listen and read. Write. TR: 8.3 a few and a little
price Question Answer

1. The of that sandwich is five dollars.
2. Let’s put away the milk and eggs in the refrigerator. nuts? Yes, there are a few on the table.
Are there any aren’t =
3. I’m hungry. Let’s go to the supermarket and buy some food. olives? No, there aren’t (any). are not
4. Which is better, yogurt or ice cream? Let’s compare them. juice? Yes, there is a little in the bottle.
Is there any isn’t = is not
5. Oh, no! I don’t have any money ! I can’t take the bus home. tea? No, there isn’t (any).

1 Read. Write the foods in the correct columns in the chart.
apples ice cream loaves of bread milk

oil potatoes sandwiches soup
ng
There are a few. There is a little.
apples ice cream
loaves of bread milk
ni
potatoes oil
sandwiches soup
buy compare money price put away
ar
1. I’m thirsty. Let’s buy a can of soda.
2. The price of that bag of nuts is fifty cents. 2 Read and write. Use is a little or are a few.
few
Le
3. I have twenty cents. Do you have any money ?
1. Are there any jars of olives? Yes, there are a few .
4. Which snack is better for me? I need to compare them.
2. Are there any boxes of cereal? Yes, there are a few .
5. I put away my toys after I play.
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 .
3 Read and write. Answers will vary. are a few
5. Are there any cans of soda? Yes, there .
c
1. What is your favorite snack food? . 6. Is there any sugar in the bowl? Yes, there is a little .
2. What is the price of your snack food? .
hi 7. Is there any cake? Yes, there is a little .
3. Do you buy it every day? .
ap
64 Unit 8 65

gr
eo
GAME TIME! SONG
1 What’s in your classroom? Answer the questions. Write. Use 1 Listen to the song. Write. TR: 8.5
sentences from the box. Answers will vary. 1. A jar of jelly is no fun,
G
if there isn’t any bread to spread it on.

Yes, there is some. Yes, there are a few. Yes, there is a little.
A bowl of rice is very nice,
Yes, there are some. No, there isn’t any. No, there aren’t any.
but it tastes better with some spice.
2. A bowl of pasta , a jar of spice,
l
1. Is there any water?

a glass of milk , and cake are nice!
na
2. Are there any boxes?

Let’s go now. Let’s buy some food.
3. Is there any soda?
Let’s go shopping, just me and you!
4. Is there any glue?
5. Are there any snacks?
2 Look at the pictures and say the words. Write on the line
io
6. Are there any windows?

the words with the sound of j that you hear in juice.
2 Look at the pictures. Circle the words.

at
h k d p r i c e
c s x y q g p a
m o z c w t p j
N
q a m z x s w b
e f v p b g t u
p u t a w a y
y j m i k r l u
o p l m o n e y
jar, giraffe, jeans, jacket, oranges, refrigerator

3 Listen and read. Can you say these fast?. TR: 8.4
3 Listen. Check your answers to Activity 2. TR: 8.6
1. Put away the pasta, peppers, and potatoes.
2. Betty buys a big box of bananas.
3. Compare the cheese, chips, and chicken carefully.
66 Unit 8 67

LEVEL 3 WORKBOOK
READING WRITING
1 Listen and read. TR: 8.7 1 Read. Read this paragraph about Marcela’s favorite meal. In a
paragraph, the first sentence is called the topic sentence. It tells the
Special Food main idea. The other sentences are called the body of the paragraph.
They give more information about that idea.
My Favorite Meal
I love many kinds of food, but I have one
favorite meal! First, I have chicken soup and
some bread. It’s delicious! I sometimes have two
bowls! After that, I have fish cakes. I eat them
with salad. Yum! And I have my favorite drink—
Japanese soba noodles
apple juice. Finally, I have a piece of cake. So
ng
that’s my favorite meal.
Making Chinese
dumplings
2 Write. Write about your favorite meal. Answers will vary.
ni
People around the world eat different food.
People in many places eat special food on
holidays. In China, people make dumplings
ar
for the New Year. People in Japan eat noodles
called soba. Some people think eating soba
noodles on the New Year is lucky. In Italy A chimpanzee
and Poland, people eat sweet bread for eats a
Le
Christmas. People also eat special food for birthday
cake.
birthdays. In the United States, people eat
cake. What special food do you eat?
c
1. All people eat the same food. T ✓
F
3 Check your writing. Circle Yes or No. Answers will vary.
2. Soba are noodles from Japan. ✓
T F
3. People in Italy eat dumplings for the New Year.

4. In the United States, people eat cake for birthdays.
T
✓
T
✓
F
F
hi Does your first sentence tell what the paragraph is about? Yes No
Do the other sentences give more information about it? Yes No

ap
68 Unit 8 69

gr
eo
Review: Units 5–8 3 Listen. Read and circle. TR: R2.1
1. It sounds loud. It’s very quiet.

2. It looks soft. It feels soft.
G
1 Read the text. Choose the right words and write them on the lines. 3. No, there aren’t any. Yes, there are some.
scooter too 4. Let’s buy a loaf of bread. Let’s put away the loaf of bread.
I ride my (1) to school. My brother does, (2) .
5. No, there isn’t any. Yes, there is some in the bottle.
I (3) buy my lunch at school. I usually have a sandwich, 6. No, there aren’t any. Yes, there are a few.
l
(4) some apples, a (5) glass of juice, and a cookie. The

na
cookie is my favorite. (6) Why ? Because it’s (7) sweet , 4 Read and write. Use some words from the box.
and it (8) tastes delicious. Yum!

are because do does doesn’t don’t is was why
io
1. bus scooter taxi

1. Why don’t lions eat bananas?
2. either but too
3. buy compare park
2. Because lions eat meat.
at
4. few some any

5. glass loaf piece does
3. How the soda taste? It tastes sweet!
6. When Why What
7. spicy sour sweet Why
N
4. does a zebra eat grass?

8. tastes sounds feels
5. Why are the baby birds in the nest?
2 Look. Read and match. Write the letter.
6. How was the soup? It was terrible!
a b c d
1. The olives are salty. c

2. The cake was delicious. d
3. The olives were salty. b
4. The cake is delicious! a
1. A cat uses its tongue to drink. ✓
T F
2. A goat uses its horns to taste. T ✓

F
3. A parrot uses its wings to fly. ✓

T F
70 Review Units 5–8 71
EOW2e_WB_3_78338_070-071_Review5-8.indd 70 10/10/2019 13:24 EOW2e_WB_3_78338_070-071_Review5-8.indd 71 10/10/2019 13:24

Thank you to the educators who provided invaluable feedback during the development of Explore Our World Second Edition:
EXPERT PANEL
Alis Valenzuela, Children and Teens Program Jr. Manager, Instituto Guatemalteco Americano (IGA), Guatemala
Angeliki Bakogianni, Director of Studies, Koutsantani Language School, Greece
Dr. Elsie Chin, CEO, Cambridge English for Life, Kuala Lumpur
Graciela Martín, Academic Coordinator, Instituto Cultural Argentino Norteamericano (ICANA), Argentina
Huong Le, ESL Coordinator, Vinschool, Hanoi
Karolina Berzak, Owner, Ultimate Language Center, Poland
Maria Isabel Morte Pérez, Head of Studies, CEIP Gloria Fuertes, Spain
Peter Smart, Global Director Young Learners, Berlitz Japan, Tokyo
Peter Waters, Senior Learning Experience Manager, Apollo Education and Training Organization, Ho Chi Minh City
Rebecca Dickinson, Head of EAL, British International School, United Arab Emirates
Tracy Wu, National Academic Project Manager, EF Education First, Shanghai
Yuling Li, Curriculum Lead, Beijing Future VIPKID Limited, Beijing
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REVIEWERS
LATIN AMERICA EUROPE AND AFRICA
Paula Escobar, Intercultural, Argentina Augusta Triantafylidi, So Easy Private Language School, Greece
ni
Marcela Arolas, Colegio Atlantico del Sur, Argentina Eleni Stamatiou Ruiz Cruz, Stamatiou Theodoropoulou F.L.I., Greece
Isabella Alvim, Instituto Brasil-Estados Unidos (IBEU) - Rio de Janeiro, Brasil Georgia Kalogirou, Epikoinonia, Greece
ar
Paula Giannini, Somos Idiomas, Brasil Maria Tzouvaras, E.L.S. Language School, Greece
Midiam Golino, Colégio Cristo Rei, Brasil Sophia Gegiou, Anatolia Elementary School, Greece
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Vania Orsioli, Centro Educacional Interação, Brasil Ameur Benhami, American Language Center, Rabat, Morocco
Sylvia Barros, The Kids Club, Brasil Fatiha El Rhazoui, American Language Center, Rabat, Morocco
Daniela Silva, Teddy Bear Language School, Brasil Hicham Mahda, American Language Center, Rabat, Morocco
Ana Orlandin, Colégio Bertoni, Brasil Ikram Ben Ajiba, American Language Center, Rabat, Morocco
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Marcela Cintra, Cultura Inglesa, São Paulo, Brasil Mary Christena Hunter, American Language Center, Rabat, Morocco
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Lara Nandi, Colégio Bertoni, Brasil Mounia Ngote, American Language Center, Rabat, Morocco
Diana Tabares, Bethlemites Pereira, Colombia Theresa Taylor, American Language Center, Rabat, Morocco
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Luz Mary Jaramillo, Bethlemitas Bello, Colombia Yamna Laatiris, American Language Center, Rabat, Morocco
Brian Pena, Instituto Ariano, Colombia Yassine Abdellaoui, American Language Center, Rabat, Morocco
Benjamin Gonzalez, Berlitz Colombia, Colombia Zineb Gormat, American Language Center, Rabat, Morocco
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Carolina Escandon, ITA Profesional, Colombia Julia Budzowska, Rainbow English, Poland
Jamir Marenco Mejía, Acoolsure Military School, Colombia Martyna Bujnowicz, Rainbow English, Poland
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John J. Escarria Correa, International Alliance, Colombia Marzena Pepłowska, Masters & More, Poland
Luis Florez, Liceo de Colombia Bilingue, Colombia Ester Trillaq, Masters & More, Poland
Luisa Fernanda Mesa, Universidad Pontificia Bolivariana, Colombia Celia Prieto, CEIP Luis Buñuel, Spain
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Stephanie Silva Chaparro, Centro Colombo Américano Bogotá, Colombia Juan Martinez Vidal , CEIP Gloria Fuertes, Spain
Martha Rocío Moya Romero, Centro Colombo Américano Bogotá, Colombia
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Carolina Vega Sarmiento, Centro Colombo Américano Bogotá, Colombia

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Mauricio Castañeda Gonzalez,Centro Colombo Américano Bogotá, Colombia Harold Becherer, Gravity Center, Foshan City Nanhai
Leslie Cortes, Centro Colombo Américano Medellín, Colombia Joyce Wang, Uncle Sam Kids English, Beijing
Carolina Brenes, Centro Cultural Costarricense Norteamericano (CCCN), Gisela Murai, Gigi’s English Delivery, Kasugai
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Costa Rica Hicham Alaoui, No Borders International, Schools, Nagoya

Kattia Montero, Madre del Divino Pastor School, Costa Rica Michael Pettovello, No Borders International Schools, Nagoya
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Sylvia Picado, Colegio Los Angeles San Jose, Costa Rica Dr Micaela de Senna Fernandes, Centre for International Cooperation
Miriam Patricia Coral Vozmediano, SEK Los Valles International School, Ecuador in Education Macau Ltd, Macau
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Rosa Irene Contreras, Universidad Carolina Saltillo, México Christine Looi, Cambridge English for Life, Kuala Lumpur
Sergio Moreno, FORMUS, México Anthony K. Roberts, Season Arts, Taichung
Ángel Castellanos Menchaca, Instituto Educando, México Jacob May, Season Arts, Taichung
Bonita Ward, Colegio Highland del Noroeste S.C., México Jasmine Mills, Season Arts, Taichung
Erika Samantha Martínez Herrera, Instituto Profesional en la Enseñanza y Lauren Leach, Season Arts, Taichung
Formación Humana (IPEFH), México Nick Stafford, Season Arts, Taichung
Fátima Rebeca García López, Instituto Anglo Moderno, México Ronald George Fergusson, Season Arts, Taichung
Nefertiti Gonzalez, Instituto Mexicano Madero Zavaleta Campus, México Stephen McCutcheon, Season Arts, Taichung
Elsa Mexia, Universidad de Monterrey, México Lea Yi-Chi Yen, Talent English, Tainan
Liz Araceli Cristalso, Centro Cultural Paraguayo-Americano (CCPA), Paraguay Lee Blany, Huaxing Elementary School, Taipei
Fabiola Romina González Ferreira, Centro Cultural Paraguayo-Americano Jinhee Lee, YBM ECC, Seongnam-si
(CCPA), Paraguay Nguyen Khuyen, Vietnam USA Society English Centers,
Ivo Sostoa, Centro Cultural Paraguayo-Americano (CCPA), Paraguay Ho Chi Minh City
Romina Jaime, Centro Cultural Paraguayo-Americano (CCPA), Paraguay
Diego Renán Alcaron Poletti, Centro Cultural Paraguayo-Americano
(CCPA), Paraguay

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EOW2e AmE L3 TeacherBook LessonPlanner AllUnits

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3

Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Unit 5 On the Move! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128

Unit 7 Animal Habitats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

Unit 8 What’s for Dinner? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188

Annotated Workbook Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212

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

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sc: 4–5 Simple present with Polite requests with may

review Units 1–4

additional video Song: Sc. 6; Viewing: Sc. 7; Story Time: Sc. 8

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The Unit Opener uses high-interest Units feature high-interest

Swimming with a sperm whale,

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A list of unit goals is

A Video introduction provides a

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All target vocabulary is presented in the

3 Describe. Listen and guess.

Work with a partner.

a cake an elephant a flower

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1. This lemon isn’t sweet. It’s

3. These potato chips have a lot of salt. They’re very .

4. I don’t like the taste of coffee. It’s very .

5. I like peppers. They’re really .

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Grammar is practiced in context with multiple Sticker activities in each unit

all four language skills

Two videos segment present and

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was / were TR: 6.6

1 Read and write.

beautiful before. They are ugly now.

2 Play a game. Make the wheels in the back of the book.

Flowers, were. The

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Games provide a fun context Follow-up activities provide opportunities

The Song video features the video host

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2 Ask and answer. Which of these

snacks would you like to try?

Cats can’t taste candy.

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A Think-Pair-Share routine helps students

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• vocabulary and language presentation and review

• Explore Our World Readers Story Time

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1 Read and write. Use words from the box.

1. Why don’t fish run?

3. the parrot eating a nut?

4. the desert dry?

They give more information about that idea.

favorite meal! First, I have chicken soup and

for the New Year. People in Japan eat noodles

Christmas. People also eat special food for birthday

2 Read. Check T for True and F for False.

1. All people eat the same food. T F

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