curriculum integration reading program · 2018. 12. 20. · answer key: student book (page 6) big...

Curriculum Integration Reading Program

T e a c h e r ’ s G u i d e

L2Starter

90 words

CHAPTER 1 WaterLesson 1 | Daily Water Use

Objectives1. Students will learn about water use and the amount of water needed for daily

activities.

2. Students will learn key words about the topic and be able to use the words in

sentences.

3. Students will practice reading comprehension skills such as identifying the main

idea and supporting details, making inferences, and using context to understand

vocabulary.

4. Students will practice finding evidence from the text and creating outlines.

5. Students will make connections between the reading passage and their own

experiences.

Key Wordsdrink, liter, wash, toilet, flush, shower

LESSON GUIDE

Before Reading

1) Have the students turn to page 6. Ask them what the chapter is about. Then ask them

what they can see on the page. While the students are looking at the picture, some of

the following questions may be asked:

•Whatdoyousee?

•Whatistheboydoing?

•Whereistheboy?

•Howdoyouthinkhefeels?Why?

Read the Big Idea question as a class. Ask the students to think of the ways in which

water is important to living things. Ask them to explain why.

Extra Activity (optional):

Draw a line dividing the board into two. On one side, write the heading “What We Use

Water For” and on the other, write “Without Water We Can’t …” Have the students work

together in small groups and ask them to brainstorm ideas for each side of the board.

Provide modeling using complete sentences (for example, “We drink water and use it

to wash our hands. Without water, we can’t take a shower or wash the dishes.”). Tell

the students to write their ideas. Check for correct grammar and spelling. After they’ve

finished, have each group come up and share their work with the class.

2) Look at the contents map on page 7 and read the four subjects that the lessons are

related to as a class. Ask which of the subjects the students like best. Have the students

look at Lesson 1. Tell them today’s lesson is going to be about social studies and ask

them what they think they will learn in the lesson.

3) Have the students turn to Lesson 1. Ask them what they see in the pictures. Read the

Warm Up question to the students and have them complete the exercise individually.

Then ask them to compare their answers with a partner. Discuss the answers as a class.

4) Introduce the lesson’s key words. Play the audio and have the students listen and repeat

the vocabulary. Use the related pictures to illustrate the definitions or explanations that

you give the students about the key words. You may also have the students use the

pictures to try and create their own simple definitions of the new vocabulary.


Prepare small pieces of paper with the lesson’s key words on them. Put the pieces of

paper in a bowl or hat. Ask the student to pull out a piece of paper and mime the key

word for the other students to guess. Tell them that they are only allowed to use actions

to demonstrate the key word (no talking). Whichever student guesses the word correctly

gets to be the next actor.

Insight Link Starter 2 • Teacher’s Guide 54

During Reading

1) Have the students turn to the passage on page 10. Read the Let’s Focus question

together as a class. Ask the students to think about the question while they read the

passage.

2) Play the recording of the passage and tell the students to follow along in the student

book. Next, have the students read the passage silently and ask them to underline

the main idea in each paragraph. Then, read the passage as a class. Pause after each

paragraph to ask the students what the main idea of the paragraph is.


Have the students work in pairs. Tell each pair to take turns reading paragraphs in the

passage. Time them to see how long it takes them to finish reading the passage. The

pair with the fastest time is the winner.

3) After reading the passage, ask the students the Let’s Focus question. Ask the students

to use details from the passage to tell you how much water each daily activity needs. If

they have trouble thinking of information on their own, some of the following questions

may be asked:

•Howmuchwaterdomostpeopledrinkeveryday?

•Howmuchwaterisusedforcookingandwashingdishes?

•Howmanylitersofwaterarewashedawaywitheachtoiletflush?

•Howmuchwaterisusedeveryminutewhenyoushower?

4) Read the Link to Self question to the class. Have the students work in pairs or individually

to answer the question. Then ask the students to share their answers with the class.


Print out an empty chart with two columns and about five rows. Tell the students that

they will make a “water saving plan” with the chart. In the first column, have the students

write a list of daily activities that require water. In the second, have them write simple

sentences declaring what they will do to cut down on water use (for example, “Take a

shower: I will take a shower in five minutes.”). Have the students write their sentences

using the simple future tense. Provide modeling using complete sentences, and check

for correct spelling and grammar as they write. After they’ve finished, have them work in

small groups and share their answers. Call on some students to share their work with the

class.

After Reading

1) Have the students turn to the Reading Comprehension section. If you feel that the

students have a good understanding of the passage or are at the level to answer the

questions by themselves, have them complete the page on their own or with a partner

and check the answers as a class. If the students are not at a level to answer the

questions by themselves, work on the answers as a class.

2) Have the students complete the Find Evidence section by checking the correct boxes.

Check the answers as a class.

3) Read the words in the Graphic Organizer section as a class. Then ask the students to

complete the table by filling in the blanks with the correct words. Check the answers as a

class.


ANSWER KEY: STUDENT BOOK

(Page 6) BIG IDEA

Whyiswaterimportanttolivingthings?(Sample answer) Living things need water to survive. Some living things live in water too.

(Page 8) Warm Up

Howmuchwaterdoyouuseforeachactivityeveryday?Let’srankthem.(Sample answer) 1 Taking a shower 2 Washing dishes 3 Cooking 4 Drinking 5 Brushing teeth

(Page 10) Let’s Focus

Howmuchwaterdoeseachdailyactivityneed?(Sample answer) People drink about two liters of water each day. Cooking and washing dishes use about sixty liters of water. Flushing the toilet washes away around ten liters of water each time. Lastly, taking a shower uses about twenty liters of water every minute.

(Page 11) Link to Self

Whatdoyoudotosavewater?(Sample answer) I turn off the tap while brushing my teeth.

(Page 12) Reading Comprehension

1. b 2. c 3. b 4. b 5. a 6. hundreds, of

(Page 13) Find Evidence

Step 1

1. True 2. True

Step 2

1. (p. 10, line 5) Most people drink about two liters of water each day. 2. (p. 11, line 3) Each flush washes away around ten liters of water.

(Page 13) Graphic Organizer

Drinking, washing, toilet, minute

(Page 113) Vocabulary Worksheet

1. water2. 1.5 liters3. yard4. restroom5. a6. (sample answer) six times

ANSWER KEY: WORKBOOK

(Page 3) Vocabulary Practice

1. drink2. liter3. shower4. wash5. flush6. toilet

1. drank2. shower3. liter4. flushes

(Page 4) Sentence Practice

1. Third, you use the toilet and flush it.2. Each flush washes away around ten liters of water.3. Most people drink about two liters of water each day.4. It may be much more than you think!

1.Howmuchwaterdoyouuseinoneday?2. First, think about your day at home.3. Cooking and washing dishes use about sixty liters of water.4. Last, you take a shower at night.5. You use hundreds of liters of water every day!


Lesson 2 | An Orchestra on Boats

Objectives1. Students will learn about a classical music piece that was performed on a boat.


sentences.



vocabulary.



experiences.

Key Wordslisten, boat, compose, musician, float, loud

LESSON GUIDE

Before Reading

1) Have the students turn to the title page of Chapter 1. Quickly review the previous

lesson by asking the students to tell some of the things they learned as they look at

the contents map for Lesson 1. Look at the picture for Lesson 2. Tell the students that

today’s lesson will relate to music and then read the lesson’s title to them. Ask the

students what they think they will learn in the lesson, and have them brainstorm possible

answers as a class, with a partner, or individually.

2) Have the students turn to Lesson 2. Ask them what they see in the picture. Read the

Warm Up question to the students and have them give examples of places where they

like to listen to music. Discuss the answers as a class.


Prepare a worksheet with a list of different places where people listen to music. Tell

the students that they will rank these places in order of preference, with 1 being their

favorite. Have the students get into small groups. Ask them to verbally explain why they

made their choices (for example, “My favorite place to listen to music is in the car. But

I like listening to music at home more than in a coffee shop.”). Provide modeling using

complete sentences and write some examples on the board. Check the answers as a

class.

3) Read the Background Link section out loud. Ask the students what else they know about

London. Have them discuss their answers in a small group, with a partner, or individually.







Prepare a list of simple definitions of the key words. Write the key words on the board

and ask the students to close their books. Read the definition for the key words and ask

the students to guess which key word each definition is for.

During Reading



passage.





3) After reading the passage, ask the students the Let’s Focus question. Ask the students to


use details from the passage to tell you how King George I heard the music on the water.

If they have trouble thinking of details on their own, some of the following questions may

be asked:

•WheredidKingGeorgeIwanttolistentomusic?

•WhocomposedWater Musicfortheking’sboatride?

•Wheredidthefiftymusiciansplaymusicfortheking?

•WhywasWater Musicgoodforplayingoutside?

•HowdidKingGeorgeIfeelaboutWater Music?


Play Water Music to the class. Ask the students to focus on what the music makes them

think of. Then have each student write a few sentences about the images that came to

their mind while listening. Provide modeling using complete sentences and write some

examples on the board. Split the students into small groups and have them discuss their

answers. Check the answers as a class.



After Reading








3) Read the sentences in the Graphic Organizer section as a class. Then ask the students

to organize the sentences in the correct order by writing the number in the box. Check the

answers as a class.


Write the sentences from the Graphic Organizer on separate pieces of paper and stick

them in different places all over the board. Have the students work in groups of four.

Have the groups take turns putting the sentences in the correct order. Time them to see

how long it takes them to do it.



(Page 14) Warm Up

Wheredoyouusuallylistentomusic?(Sample answer) I usually listen to music in my room.


HowdidKingGeorgeIhearthemusiconthewater?(Sample answer) He asked Handel to compose music for a boat ride. Then, fifty musicians played the music on the boat next to his.


Whatmusicdoyouwanttohearonthewater?(Sample answer) I want to listen to quiet music, so I can enjoy the view.


1. a 2. b 3. a 4. b 5. c 6. loved


Step 1

1. Not True 2. Not True

Step 2

1. (p. 16, line 7) Fifty musicians played the music on another boat. 2. (p. 17, line 4) King George I loved Water Music.


3 – 2 – 1 – 4


1. a2. fishing3. music4. b5. balloon6. quiet



1. listen2. musician3. loud4. composed5. boat6. float

1. floats2. composed3. loud4. musician


1. Their boat floated next to the king’s.2.Howaboutlisteningtomusiconaboat?3. So Handel composed music for the boat ride.4. On July 17, 1717, the king rode on a boat on the River Thames.

1.Doyoulikelisteningtomusic?2. Fifty musicians played the music on another boat.3. Their sound was very loud.4. So the music was good for playing outside!5. He asked the musicians to play the music over and over.


Lesson 3 | Sea Animals in the Aquarium

Objectives1. Students will learn about the different kinds of sea animals that live in aquariums.


sentences.



vocabulary.



experiences.

Key Wordslarge, aquarium, huge, shark, swallow, spot

LESSON GUIDE

Before Reading




today’s lesson will relate to science and then read the lesson’s title to them. Ask the




Warm Up question to the students and have them complete the activity. Check the

answers as a class.


Print pictures of a few other aquarium animals to introduce to the class. Ask the students

to say what they know about each of the animals. Stick the pictures on the board and

label each animal. Tell the students that they will make sentences like those from the

book to describe the animals. Have the students work in pairs and write the sentences.

Provide input and give students additional descriptive vocabulary. After they’ve finished,

have the students share their sentences with the class. Take a vote to see which

sentence is the best for each animal. Write the sentences on the board and have the

students read them together.

3) Read the Background Link section out loud. Ask the students what their favorite exhibit

in the aquarium is. Have the students discuss their answers in a small group, with a

partner, or individually. Check the answers as a class.






Write the key words on the board. You may use additional key words from previous

lessons to make the game more challenging. Ask the students to close their eyes and

erase one or two of the key words. Have the students open their eyes and guess which

ones are missing.

During Reading



passage.







Read the passage to the students. Make some small mistakes while you are reading.

The students should follow along in their student books and correct you when you read

something incorrectly.


use details from the passage to tell you what kinds of sea animals the Georgia Aquarium

has. If they have trouble thinking of details on their own, some of the following questions

may be asked:

•WhatcanyouseeattheGeorgiaAquarium?

•Whatfishcangrowuptoeighteenmeters?

•Whatdowhalesharkseat?

•WhathappenstoYellowTangsatnight?



After Reading









complete the Graphic Organizer by filling in the blanks with the correct words. Check the

answers as a class.


Write the words from the box under the Graphic Organizer on separate pieces of paper

and stick them on the board. Then write the headings, the text, and the blanks from the

Graphic Organizer on the board. Have the students work in pairs. Time each pair to see

how long it takes them to put the correct words in each blank. After they have completed

the Graphic Organizer, have them read the headings and points out loud.



(Page 20) Warm Up

Howdoseaanimalslook?Writetheletterofthecorrectsentencetoeachanimal. a – clownfish, d – ray, b – dolphin, c – seahorse


WhatkindsofseaanimalsdoestheGeorgiaAquariumhave?(Sample answer) The Georgia Aquarium has sea animals from all over the world. They have everything from huge sharks to tiny sea animals.


Whatkindsoffishdoyouwanttosee?(Sample answer) I want to see a whale shark. I want to see when it opens its huge mouth.


1. b 2. c 3. c 4. a 5. c 6. largest


Step 1

1. Not True 2. True

Step 2

1. (p. 22, line 5) They usually eat tiny animals called plankton.2. (p. 23, line 1) But at night, they lose their bright yellow color.


tiny, mouths, yellow, dark

(5) Vocabulary Worksheet

1. left2. sea3. whale4. catch5. b6. brush



1. shark2. spots3. swallow4. large5. aquarium6. huge

1. spot2. aquarium3. swallowed4. large


1. The Georgia Aquarium is the largest aquarium in the United States.2. A white line appears on their bodies too.3. There are huge sharks and tiny sea animals.4. They can grow up to eighteen meters.

1. Whale sharks are the largest fish in the world.2. You can see all kinds of fish there.3. They swallow the plankton with their huge mouths.4. But at night, they lose their bright yellow color.5.WhatotheranimalscanyouseeattheGeorgiaAquarium?


Lesson 4 | Fruit Is Full of Water

Objectives1. Students will learn about how much water is in different fruits.


sentences.



vocabulary.



experiences.

Key Wordsdessert, health, kind, watermelon, grapefruit, chewy

LESSON GUIDE

Before Reading








Warm Up question to the students and ask them to think about all the times they drink

water in a day. Have the students work in groups of four or five. Check the answers as a

class.

3) Read the Background Link section and information boxes out loud. Ask the students

which fruits and vegetables they think have the most water. Have the students discuss

their answers in a small group, with a partner, or individually. Check the answers as a

class.


Find an online chart that shows how much water is in different fruits and vegetables.

Print the chart to hand out to the students, but hide the numbers. Tell the students that

they should try and guess how much water is in each of the fruits and vegetables shown.

Have them work in pairs. Check and discuss the answers as a class.






Play charades with the key words. Choose a student and ask them to mime out one of

the key words. The first student to guess the word correctly gets to act out the next key

word.

During Reading



passage.







to use details from the passage to tell you how much water each fruit has. If they have

trouble thinking of details on their own, some of the following questions may be asked:

•Whichfruitshavethemostwater?

•Howmuchwaterdograpefruitshave?

•Whichfruitismadeofabout74%water?

•Howmanylitersofwaterdopeopleneedeachday?




Ask the students to draw a picture of their favorite fruit. Have them write a few sentences

about why they like it (including how much water they think it is made of). If necessary,

provide modeling using complete sentences. Split the students into small groups and

have them share their work. Discuss the answers as a class.

After Reading








3) Look at the Graphic Organizer section. Have the students connect each paragraph to its

main idea. Check the answers as a class.


Have the students take turns reading the sentences from the Graphic Organizer out

loud. Tell them to pretend they are news anchors and are reading a story as part of the

evening news. Encourage them to read with a strong, clear voice and to try to sound as

professional as possible. Take a vote to see who the students thought the best news

anchor in the class was.



(Page 26) Warm Up

Howmuchwaterdoyoudrinkeveryday?(Sample answer) I drink five to six cups of water every day.


Howmuchwaterdoeseachfruithave?(Sample answer)Watermelonsandstrawberriesareeachmadeofabout92%water.Grapefruitsareabout91%water.Lastly,bananasaremadeofabout74%water.


Whatfruitdoyoulike?Why?(Sample answer) I like strawberries because they’re very sweet.


1. a 2. b 3. a 4. b 5. b 6. water


Step 1

1. Not True 2. True

Step 2

1.(p.28,line5)Watermelonsandstrawberries…about91%water.2.(p.29,line2)However,theyaremadeofabout74%water.


Paragraph 1 Fruits are good for your health because they have lots of water.Paragraph 2-3 Different kinds of fruit have different amounts of water.Paragraph 4 You can eat fruit to get the water you need.


1. cake2. b3. three4. seeds5. circle6. a



1. dessert2. grapefruit3. health4. chewy5. kinds6. watermelon

1. chewy2. health3. dessert4. kinds


1. It’s good as a snack or for dessert.2. Every kind of fruit has water!3. Eat enough fruit and get the water you need.4. Bananas are not a very juicy fruit.

1. Fruit is sweet and juicy.2. It’s also good for your health because it has lots of water!3.Howmuchwaterdodifferentkindsoffruithave?4. Watermelons and strawberries have the most water.5.Theyareeachmadeofabout92%water.


CHAPTER 2 SchoolLesson 5 | What Is Your Favorite

Subject?

Objectives1. Students will learn about the popularity of different school subjects.


sentences.



vocabulary.



experiences.

Key Wordslearn, subject, survey, popular, favorite, solve

LESSON GUIDE

Before Reading




•Whatdoyousee?

•Wherearethechildren?

•Whataretheydoing?

•Whatdoyouthinktheyarelearningabout?

Read the Big Idea question as a class. Ask the students to think of all the different

subjects they study. Have the students work in small groups or in pairs, and tell them to

make a list of those subjects. Discuss the answers as a class.



look at Lesson 5. Tell them today’s lesson is going to be about social studies and math,

and ask them what they think they will learn in the lesson.

3) Have the students turn to Lesson 5. Ask them what they see in the picture. Read

the Warm Up question to the students and have them brainstorm possible answers

individually. Divide the students into small groups and have them share their answers.


4) Read the Background Link section and the information boxes. Explain the bar graph to

the students. You may ask some of the following questions to elicit their prior knowledge:

•Howmanystudentstookpartinthesurvey?

•Whatismoststudents’favoritethingaboutschool?

•Howmanystudentslikelessonsthemost?

•Whatdothestudentsliketheleast?


Print a blank version of the same bar graph for the students. Divide the students into

two groups. Have the students ask each other what their favorite thing about school is.

Provide modeling using complete sentences if necessary. Draw the graph on the board.

Ask how many students like lessons the best, followed by the rest of the categories.

Discuss the results as a class.






Split the board into two, three, or four equal parts. Then divide the students into two,

three, or four teams and have them line up at the back of the class. When you say


a vocabulary word, the first student on each team will run to the board and write the

beginning letter of the word. Then they will run back to their team and hand the marker to

the next student. The team members will take turns writing a single letter until the word

is completely spelled. The first team to finish spelling the word correctly gets a point.

During Reading



passage.






Tell the students that they will take turns reading one sentence each from the passage.

After each student finishes reading their sentence, they will point either left or right. If

they point right, then the next student has to read the sentence AFTER the one that was

just read. If they point left, then the next student has to read the sentence BEFORE the

one that was just read.


to use details from the passage to tell you which subject the students chose as their

favorite and why they chose it. If they have trouble thinking of information on their own,

some of the following questions may be asked:

•Howmanystudentsareintheclass?

•Whatwasthemostpopularsubject?

•Howmanystudentslikemusicbest?Why?

•Whatweretheleastpopularsubjects?



After Reading









On slips of paper, write several more true and false questions based on the information

from the passage and put the questions in a box. Ask the class one of the questions

and have the students raise their hands to answer it. If a student answers the question

correctly, let them come to the front and ask the next question.



class.



(Page 32) BIG IDEA

Whatdoyoudoatschool?(Sample answer) I study many subjects with my teacher. I also study and play with my classmates.

(Page 34) Warm Up

Whatdoyoulikeaboutyourschool?(Sample answer) I like hanging out with my friends.


Whichsubjectdidthestudentschoose?Whydidtheychooseit?(Sample answer) Students chose P.E. as their favorite subject because they like to play fun games. Some students chose music because they like to sing. Others chose science and social studies because they enjoy learning about animals or people. A few students chose English and math because they like learning languages and solving problems.


Whatisyourfavoritesubject?Whydoyoulikeit?(Sample answer) My favorite subject is social studies because I like to learn about the world around me and about what happens in my community.


1. a 2. a 3. a 4. b 5. c 6. solve


Step 1

1. True 2. True

Step 2

1. (p. 37, line 2) Eight students chose P.E. as their favorite subject. (p. 37, line 4) Six students like music best. 2. (p. 37, line 11) Three other students chose math.


Science, Math, games, problems


1. P.E.2. science3. pencil4. people5. (Sample answer) curry6. b



1. survey2. learn3. solve4. favorite5. popular6. subjects

1. solve2. survey3. popular4. learn


1. Three students like English because learning languages is fun.2.Whatsubjectdowelikethemost?3. They like to play fun games in P.E.4. The least popular subjects were English and math.

1. There are thirty students in my class.2. Six students like music best.3. Eight students chose P.E. as their favorite subject.4. These students enjoy learning about animals or people.5. They like to solve problems!


Lesson 6 | Schultüte: The German School Cone

Objectives1. Students will learn about a special gift that German children get on their first day of

school.


sentences.



vocabulary.



experiences.

Key WordsGermany, gift, cone, fill, supply, nervous

LESSON GUIDE

Before Reading




today’s lesson will relate to social studies and then read the lesson’s title to them. Ask

the students what they think they will learn in the lesson, and have them brainstorm

possible answers as a class, with a partner, or individually.

2) Have the students turn to Lesson 6. Ask them what they see in the pictures and what

they think is inside the pink cone. Read the Warm Up question and have the students

brainstorm their answers individually. Discuss the answers as a class.

3) Read the Background Link section out loud. Ask the students to describe when their own

school year starts. Discuss the answers as a class.


Split the students up into groups of four or five. Tell them that they are going to talk about

their first day at school. You may ask the students some of the following questions to

guide the focus of the exercise:

•Whatdidyoudoonyourfirstday?

•Howoldwereyou?

•Whatdidyouthinkofyourteacherandclassmates?

•Howdidyoufeel?

•Whatdidyourparentstellyou?

Have the students write a few sentences about their first day at school individually.

Provide modeling using complete sentences and write some examples on the board.

Then, have the students get into new groups of four and share their writing. Call on some

of the students to read their work to the class.






Play hangman with the key words. Ask the students to close their books. Choose one of

the words and write dashes on the board. The number of dashes will match the number

of letters in the word. The students then have to call out letters, with too many wrong

answers leading to the completion of the gallows.


During Reading



passage.






to use details from the passage to tell you why the schultüte is a meaningful gift for the

students. If they have trouble thinking of details on their own, some of the following

questions may be asked:

•WhatdoGermanchildrengetontheirfirstdayofschool?

•Whogivesthechildrenthisgift?

•Whatistheschultütefilledwith?

•Howdochildrenusuallyfeelontheirfirstdayofschool?

•Howdotheyfeelwiththeschultüte?


to answer the question. Discuss the answers as a class.


Have the students make their own schultüte. Provide large sheets of colored paper to

make the cone. Instead of filling it with actual school supplies, tell the students to draw

pictures of what they would fill it with. Then split the students up into small groups and

have them ask and answer questions about their schultüte. Provide modeling using

complete sentences (for example, “What did you put in your schultüte?Iputcolorpencils,

paper clips, and a ruler in my schultüte.”). Call on some students to come up to the front

and present their work.

After Reading










class.


Ask the students to close their books. Read them the information in the Graphic

Organizer and have them guess which words should go in the blank spaces. Write

their guesses on the board. Then, have them open the book and complete the Graphic

Organizer using the vocabulary in the language box. How did their guesses compare to

theanswersinthebook?



(Page 40) Warm Up

Doyourememberyourfirstdayofschool?(Sample answer) Yes, I do. I felt nervous but excited. I wanted to meet my teacher and classmates.


Why is schultüteameaningfulgiftforthestudents?(Sample answer) Students feel nervous on their first day of school. But they feel happy with the schultüte. So, they are ready to learn and have fun.


If you make a schultüte,whatdoyouwanttofillitwith?(Sample answer) I want to fill it with snacks and toys. Then, I can share the snacks and toys with my friends.


1. b 2. c 3. a 4. b 5. b 6. happy


Step 1


Step 2

1. (p. 43, line 2) Parents give it to their children on the first day of school.2. (p. 43, line 3) It is filled with school supplies and … small toys, snacks,

and sweets.


cone, first, supplies, ready


1. Europe2. flowers3. a4. ice5. b6. bites



1. nervous2. supplies3. cone4. Germany5. gifts6. filled

1. gift2. supplies3. filled4. nervous


1. The schultüte is a large paper cone. 2. Children feel nervous on their first day of school.3. Parents give it to their children on the first day of school.4. In Germany, children get a special gift on this day.

1. Think about your first day of school.2.Howdidyoufeel?3. It may also have small toys, snacks, and sweets.4. But they feel happy with the special gift.5. They are ready to learn and have fun at school!


Lesson 7 | Hong Kong School Chalk Art

Objectives1. Students will learn about a school in Hong Kong where students make chalk art.


sentences.



vocabulary.



experiences.

Key Wordsdraw, chalkboard, classroom, cartoon, outline, social media

LESSON GUIDE

Before Reading




today’s lesson will relate to art and then read the lesson’s title to them. Ask the students

what they think they will learn in the lesson, and have them brainstorm possible answers

as a class, with a partner, or individually.


Make a KWL Chart with the students. Draw three columns on the board. At the top of the

columns, write “What I know,” “What I Want to Know,” and “What I Learned.” As a class,

use the lesson’s title and picture on the contents map to brainstorm things for the first

two columns. Then, fill in the third column after the students have finished the Graphic

Organizer.


Warm Up question to the students and ask them what kinds of pictures they like to draw.


3) Read the Background Link section out loud. Ask the students about the differences

between the three art materials. Have the students discuss their answers in a small

group, with a partner, or individually. Check the answers as a class.






Prepare a list of simple sentences using the key words. Write the lesson’s key words

in different places on the board. Write some of the key words from the chapter’s other

lessons as well. Place two chairs in front of the board with a fly swatter on each chair.

Divide the class into two teams. Have one student from each team sit on the chairs with

their backs to the board. Read one of sentences and say “blank” in the space where the

key word should be. The first student to stand up and hit the correct word with their fly

swatters gets a point for their team.

During Reading



passage.







to use details from the passage to tell you how the students make art on chalkboards. If

they have trouble thinking of details on their own, some of the following questions may be

asked:

•Whatdothestudentsusuallydraw?

•Wheredotheydrawtheirpicturesfirst?

•Whatcolorchalkdotheyusetodrawanoutline?

•Wheredothestudentssharetheirwork?




Prepare sets of colored chalk and sheets of black construction paper. Tell the students

that they are going to make their own chalk art. Ask the students to draw the outline

of their ideas in white chalk first. Then, have them color in their drawings. After they’ve

finished, split them up into small groups. Ask them to describe their drawings to the rest

of the group. Take a vote to see whose drawing the students like the best.

After Reading










answers as a class.


Write the sentences from the Graphic Organizer on pieces of paper. Put one sentence on

each piece of paper. Stick the sentences to the board with magnets and then mix them

up. Have the students work in pairs or small groups to put the sentences in the correct

order. Time them to see how fast they do it. Whichever pair or group does it the fastest

wins.



(Page 46) Warm Up

Whatdoyouusetodrawyourpictures?(Sample answer) I usually use crayons when I draw pictures.


Howdothestudentsmakeartonchalkboards?(Sample answer) They choose a scene from cartoons or movies. They draw a picture on paper first and then copy it on the chalkboard. Lastly, they color it in with colored chalk.


Whatwouldyouliketodrawonachalkboard?(Sample answer) I’d like to draw my friends on a chalkboard. It would be a nice memory for us.


1. a 2. c 3. c 4. a 5. b 6. share


Step 1

1. Not True 2. True

Step 2

1. (p. 49, line 1) The students usually draw famous cartoon or movie characters.

2. (p. 49, line 2) They choose a scene … copy it on the chalkboard.


1 – 3 – 2 – 4


1. chalk2. writes3. music4. b5. kitchen6. a



1. draw2. chalkboard3. social media4. cartoon5. outline6. classroom

1. drew2. outline3. social media4. classroom


1. Some students in Hong Kong make art on chalkboards in their classroom.2. Then they color it in with colored chalk.3. Then they copy it on the chalkboard.4.Wheredoyoudrawpictures?

1. The students usually draw famous cartoon or movie characters.2. They use white chalk to draw an outline.3. The students also share their work on social media.4. People around the world love their amazing art.5.Doyouwanttotrythiswithyourfriendstoo?


Lesson 8 | Earthquake Safety at School

Objectives1. Students will learn about staying safe at school during an earthquake.


sentences.



vocabulary.



experiences.

Key Wordsearthquake, shake, hide, hit, over, safety

LESSON GUIDE

Before Reading








Warm Up question to the students and ask them what they think happens during an

earthquake. Discuss the answers as a class.

3) Read the Background Link section out loud. Have the students take turns reading the

sentences with a partner. Ask them what they would do in case of an earthquake.

Discuss the answers as a class.


Tell the students that they are going to come up with some safety rules for earthquakes.

Have the students work in small groups. Ask them to write at least three safety rules. If

the students have difficulty coming up with ideas, some of the following questions may be

asked:

•Whatshouldyoudoifthingsarefallingfromhighplaces?

•Whereshouldyoubewhilethegroundisshaking?

•Whereshouldyougoaftertheshakingstops?

Provide modeling using complete sentences, and write some examples on the board.

Check for correct grammar and spelling. After the students have finished, ask each group

to come to the front and present their safety rules to the class.






Make a word search for the students with the key words and some of the other language

from the passage. There are free programs that can be found online that will generate

word searches using vocabulary inputted by teachers.

During Reading




passage.






Have the students work in pairs or small groups. Tell them to read the passage and then

try to think of a good title for each paragraph. Have all the groups share their titles with

the class. Vote to see which titles the students think are the best.


use details from the passage to tell you how to stay safe at school during an earthquake.

If they have trouble thinking of details on their own, some of the following questions may

be asked:

•Whatshouldyoudowhenthegroundstartsshaking?

•Whyshouldyouhideunderyourdesk?

•Whatshouldyoudowhentheshakingstops?

•Whereshouldyouwaitforhelp?



After Reading










class.


Write down the different answers in the box under the Graphic Organizer on separate

strips of paper. Put all of the strips of paper in an envelope or box. Draw three boxes

on the board and write the safety rules in the boxes with blank where each answer is

supposed to go. Stick a piece of double-sided tape in each of the blanks. Have the

students work in groups of three. Give each group the envelope or box that contains

the strips of paper. Time them to see how long it takes them to put the answers in the

correct blanks.



(Page 52) Warm Up

Haveyouexperiencedanearthquakebefore?(Sample answer) No, I’ve never experience one before. But I’ve heard about earthquakes several times.


Howcanyoustaysafeatschoolduringanearthquake?(Sample answer) We should protect our heads from falling things. We should listen to our teacher and leave the classroom quickly. Then we should stay away from buildings and wait for help.


Doyouknowothersafetyrulesforanearthquake?(Sample answer) We should not use an elevator when we leave the building.


1. c 2. a 3. b 4. a 5. c 6. remember


Step 1

1. True 2. Not True

Step 2

1. (p. 54, line 4) Hide under your desk … not hit your head. (p. 55, line 3) Take your bag with you … falling rocks or glass.2. (p. 55, line 6) Stay away from buildings and wait for help.


under, teacher, head, open


1. a2. b3. under4. baseball5. books6. yellow



1. hit2. over3. safety4. hiding5. earthquake6. shakes

1. earthquake2. hides3. safety4. over


1. Be careful of falling rocks or glass.2. You should leave the classroom quickly.3. First, the ground will start to shake.4. Earthquakes can happen anywhere and at any time.

1.Ifanearthquakehappensatschool,whatshouldwedo?2. Hide under your desk and hold on tight.3. Then falling things will not hit your head.4. Take your bag with you and hold it over your head.5. Stay away from buildings and wait for help.


CHAPTER 3 Family & NeighborsLesson 9 | Make a Family

Timeline

Objectives1. Students will learn about family timelines and how to make them.


sentences.



vocabulary.



experiences.

Key Wordstimeline, gather, interview, past, married, add

LESSON GUIDE

Before Reading




•Whatdoyousee?

•Whoarethepeopleinthepicture?

•Wherearethey?

•Whyaretheystandinginfrontofthehouse?

Read the Big Idea question as a class. Ask the students to think of what their family and

neighbors mean to them. If necessary, provide modeling using complete sentences (for

example, “To me, my family and neighbors mean safety.”).



look at Lesson 9. Tell them today’s lesson is going to be about social studies and ask

them what they think they will learn in the lesson.

3) Have the students turn to Lesson 9. Ask them what they see in the picture. Read the

Warm Up question to the students and have them brainstorm possible answers as a

class or with a partner.


Ask the students to draw a picture of their most special moment with their family. Have

them write a few sentences explaining what they did. If they have difficulty coming up with

ideas on their own, some of the following questions may be asked:

•Wheredidithappen?

•Whowereyouwith?

•Whatdidyoudo?

•Whatwassogreataboutit?

Provide modeling using complete sentences and write some examples on the board. After

the students have finished, have them work in groups of four. Ask the students to present

their work to their group. Choose a student from each group and have them share their

work with the class.

4) Read the Background Link section. Ask the students the ways to remember their family’s

special moments. Have the students discuss their answers in a small group, with a








Write sentences on strips of paper with blank spaces where the key words are supposed

to go. Put all of the strips of paper in a box. Have the students take turns pulling a strip

of paper from the box. Have them read the sentence out loud. Whoever raises their

hand first and calls out the right key word gets a point. Then, that student reads the next

sentences, and so on. Keep playing until all of the sentences have been used.

During Reading



passage.






to use details from the passage to tell you how to make a family timeline. If they have

trouble thinking of information on their own, some of the following questions may be

asked:

•Whatdoesafamilytimelineshow?

•Whatshouldyouaskyourfamilymembersabout?

•Whatshouldyouwritedownonyourtimeline?

•Howdoyoucompleteyourtimeline?




Tell the students that they will make a family timeline. Ask them to think of as many

important family events as they can. Have them draw pictures of each event and remind

them to write a caption underneath and a date on top. You may have them take their

timelines home and add more information by having them interview family members. After

they have finished, ask the students to share their timelines with the class.

After Reading










class.


When the students have completed the Graphic Organizer, ask them to close their books.

Read the sentences out loud and say “blank” for every empty space. Can the students

rememberwhatinformationgoesineachemptyspace?



(Page 58) BIG IDEA

Whatdoyourfamilyandneighborsmeantoyou?(Sample answer) My family is more important than anything to me. They always take care of me. My neighbors are like family members. We often have meals together. We help each other too.

(Page 60) Warm Up

Doyourememberspecialmomentswithyourfamily?(Sample answer) Yes, I do. I post them on my social media so I can see them whenever I want.


Howdoyoumakeafamilytimeline?(Sample answer) I interview my family and make a list of important moments in the past. Then I record each event in order and add some pictures or photos.


Ifyoumakeyourfamilytimeline,whateventswillyouaddtoit?(Sample answer) I will add my parents’ wedding anniversary. My brother and I threw a surprise party for my parents and gave them a small gift. We had a wonderful time that day.


1. c 2. a 3. a 4. c 5. b 6. add


Step 1


Step 2

1. (p. 62, line 1) A family timeline shows your family’s history.2. (p. 62, line 2) It keeps a record of special moments with your family.


Interview, story, history, moments


1. computer2. a3. b4. photos5. cut6. honey



1. timeline2. Add3. past4. interviewed5. married6. gather

1. add2. past3. gather4. married


1. It keeps a record of special moments with your family.2. Then draw pictures or add photos to complete your timeline!3.Didyouevermovetoanewhouse?4. Now, it’s time to make your timeline.

1. Ask them about the past.2.Whenwereyourparentsmarried?3. Make a list of these important moments.4. Write down each big event in order.5. Write a little story about each event.


Lesson 10 | The String Family

Objectives1. Students will learn about the different types of string instruments.


sentences.



vocabulary.



experiences.

Key Wordsstring, wooden, bow, press, chin, rest

LESSON GUIDE

Before Reading



the contents map for Lesson 9. Look at the picture for Lesson 10. Tell the students

that today’s lesson will relate to music and then read the lesson’s title to them. Ask the



2) Have the students turn to Lesson 10. Ask them what they see in the pictures. Read

the Warm Up question to the students. Ask them whether they have heard any string

instrument before and how it sounded. Discuss the answers as a class.


Show the students video clips of musical performances with different string instruments.

Ask them to describe what they hear. If the students have difficulty coming up with ideas

on their own, some of the following questions may be asked:

•Whichinstrumenthadthelowestsound?

•Whichinstrumenthadthehighestsound?

•Whatdoestheguitarsoundlike?Whatabouttheviolin?

Introduce descriptive vocabulary to describe some of the sounds (for example, “The violin

makes a sharp sound.”). Discuss the answers as a class.

3) Read the Background Link section. Ask the students what other instrument families they

know about. Have the students discuss their answers in a small group, with a partner, or

individually. Check the answers as a class.


Print out pictures of other families of instruments like brass, woodwind, and percussion.

Introduce the instrument families to the students. Ask them how they think the different

instruments sound. Have them try to make the sounds themselves.






Print out copies of the pictures for the key words (or find similar images on the Internet).

Stick the pictures to the wall in different parts of the classroom. Divide the class into

four groups. Have one member of each group stand at the back of the class. Call out a

key word and have the students race to the correct picture. The student who gets there

first should say the key word. If they cannot, another student may say it. The first person

to give a correct answer gets a point for their team. Have the next group come stand at

the back and get ready to race. Keep playing until all of the pictures have been used. The

team with the most points at the end of the game is the winner.


During Reading



passage.






to use details from the passage to tell you whatever they can about each instrument. If

they have trouble thinking of details on their own, some of the following questions may be

asked:

•Howdostringinstrumentslook?

•Howdoyouplaystringinstruments?

•Howshouldyouholdtheviolin?

•Whatdoesthecellosoundlike?

•Whatshouldyoudotoplaythecontrabass?



After Reading










class.


Write the information in the Graphic Organizer on separate strips of paper and stick them

to the board. Split the students into three or four teams and ask them to close their

books. Tell the students that you are going to ask questions from the Graphic Organizer

(forexample,“Whatisthesizeoftheviolin?”or“Howdoesthecellosound?”).Ifthe

students know the answer, they should ring a bell/buzzer (if you have props) or raise their

hand. Ask the student who rings the bell/buzzer or raises their hand first what the answer

is. If their answer is correct, they get a point for their team.



(Page 66) Warm Up

Lookatthestringinstruments.Haveyoueverheardtheirsounds?(Sample answer) Yes. I’ve been to a classical concert. I heard the string instruments’ sounds there.


Whatcanyoutellabouteachinstrument?(Sample answer) The violin is small but has a high pitch. The cello is larger than the violin and has a deep and rich sound. The contrabass is the biggest string instrument, but it has a very low pitch. You can play all of the instruments by drawing a bow across their strings. But you should play each instrument in a different pose.


Whatinstrumentdoyouwanttoplay?Why?(Sample answer) I want to play the cello. I watched a cellist play the cello on the Internet. It sounded beautiful to me.


1. c 2. c 3. b 4. b 5. c 6. strings


Step 1


Step 2

1. (p. 68, line 7) You hold the violin between your chin and shoulder to play it.2. (p. 69, line 4) It has a very low pitch.


violin, low, draws, presses


1. violin2. a3. a4. head5. beard6. shoulder



1. strings2. Rest3. chin4. press5. bow6. wooden

1. rested2. wooden3. pressed4. chin


1. The other hand presses down on the strings.2. They have hollow wooden bodies and four strings.3. The cello is much larger than the violin.4. The violin is the smallest.

1. It has the highest pitch.2. You hold the violin between your chin and shoulder to play it.3. It has a deep and rich sound.4. The contrabass is the biggest of the three.5. You have to stand up to play it.


Lesson 11 | Meerkats Work Together

Objectives1. Students will learn about meerkats and how they work together when they look for

food.


sentences.



vocabulary.



experiences.

Key Wordsburrow, guard, enemy, bark, whistle, warning

LESSON GUIDE

Before Reading


lesson by asking the students to tell some of the things they learned as they look at the

contents map for Lesson 10. Look at the picture for Lesson 11. Tell the students that





the Warm Up question to the students and ask how living in groups could be helpful to

animals. Check the answers as a class.

3) Read the Background Link section out loud. Ask the students why they think the meerkats

are always together. Have the students discuss their answers in a small group, with a



Introduce some additional meerkats behaviors (You may borrow some from the passage.).

Write the meerkat behaviors on separate strips of paper (for example, “Meerkats dig

burrows.”). Then write the reasons for those behaviors on another set of paper strips (for

example, “They can hide in the burrows in an emergency.”). Split the students into two

groups. Give all of the students in the first group slips of paper with behaviors on them.

Give all of the students in the second group slips of paper with reasons on them. Ask

the students to stand up and walk around the classroom to find the person who has their

matching behavior/reason.






Have the students work in pairs. Ask each pair to come to board and give each member

a marker. Tell each pair that they have one minute (you can extend the time limit if

necessary) to write as many sentences as possible using the different words from the

key word section. Each correct sentence (spelling and grammar count) they make is worth

one point. The team with the most points is the winner.

During Reading



passage.







Read the passage to the students. Make some small mistakes while you are reading.

The students should follow along in their student books and correct you when you read

something incorrectly.


use details from the passage to tell you how meerkats work together when they look for

food. If they have trouble thinking of details on their own, some of the following questions

may be asked:

•Whydoesonemeerkatstaybehindwhileotherslookforfood?

•Wheredoestheguardlook?

•Whatdoestheguarddowhenitseesdanger?

•Whatisthepurposeofthesounds?



After Reading










from the passage and put the questions in a box. Write true and false on separate slips

of paper and stick them to the wall on opposite sides of the room. Ask the class one of

the questions and have the students walk over to the correct side of the classroom. The

students who get the answer wrong should sit down. Continue playing the game until

there are no more questions left. Whoever is still standing at the end of the game is the

winner.

3) Look at the Graphic Organizer section. Have the students connect each paragraph to its

main idea. Check the answers as a class.



(Page 72) Warm Up

Howdoanimalsliveingroups?(Sample answer) Animals live and hunt for food together. They help each other.


Howdomeerkatsworktogetherwhentheylookforfood?(Sample answer) One meerkat stays behind when the others go outside to look for food. It barks or whistles when it sees danger. Meerkats can look for food without worry thanks to these sounds.


Doyouknowwhatotheranimalsworktogether?(Sample answer) Dolphins work together like meerkats. When a dolphin gets hurt, other dolphins help it swim up to the surface and get some air.


1. c 2. c 3. c 4. a 5. b 6. worry


Step 1


Step 2

1. (p. 74, line 4) During the day, some meerkats go outside to look for food. But one of them stays behind.

2. (p. 75, line 3) It has different calls for enemies from the air and from land.


Paragraph 2 When some meerkats look for food, a guard looks out for enemies.

Paragraph 3 The guard warns other meerkats when it sees danger.Paragraph 4 Thanks to their guard, meerkats can look for food without worry.


1. b2. black3. same4. dog5. lips6. dangerous



1. warnings2. burrows3. barking4. whistled5. enemy6. guard

1. burrow2. barking3. guards4. warning


1. There can be up to 40 meerkats in one group!2. Thanks to their guard, meerkats can look for food without worry.3. They live together in burrows.4. When the guard sees danger, it barks or whistles.

1. During the day, some meerkats go outside to look for food.2. But one of them stays behind.3. The guard stands on rocks or trees.4. It has different calls for enemies from the air and from land.5. These sounds give a warning to the other meerkats.


Lesson 12 | Loud Neighbors

Objectives1. Students will learn about a man with loud neighbors and how he tried to solve the

problem.


sentences.



vocabulary.



experiences.

Key Wordsunhappy, next to, carpenter, earplug, move, pack

LESSON GUIDE

Before Reading




today’s lesson will relate to a folktale and then read the lesson’s title to them. Ask the




Warm Up question to the students, and ask them to explain why they think their answer is

the best choice. Have the students work in small groups or in pairs. Check the answers

as a class.


Ask the students to think of a problem they have had with their neighbors. Have them

brainstorm their ideas individually first. Then split the students into groups of four or five.

Tell them to take turns discussing their problem. Have the other students in the groups

come up with suggestions to solve the problem. Discuss the problems and solutions as

a class.






Prepare small slips of paper with the lesson’s key words written on them. Put the slips in

a hat or bowl. Divide the class into two teams and ask one member from each team to

come up to the front. Have one of them pick a word from the bowl or hat and show it to

the other student. Split the board into two halves and have the students draw something

that will help their team guess the word (no letter or numbers allowed). The team that

guesses the word first gets a point. Repeat until all the key words have been used.

During Reading



passage.







Read a paragraph or the passage yourself, but tell the students to say the next word out

loud any time you pause mid-sentence. Alternatively, you may have the student who gave

the correct answer continue the passage until they pause and another student says the

word.


to use details from the passage to tell you what the man did to solve the problem with

his neighbors. If they have trouble thinking of details on their own, some of the following


•Whoweretheman’sneighbors?

•Howweretheyloud?

•Whatdidthemandotosolvetheproblem?

•Wheredidhisneighborsmoveto?



After Reading










answers as a class.


Write the sentences from the Graphic Organizer on separate pieces of paper and stick

them in different places all over the board. Have the students work in groups of four.

Have the groups take turns putting the sentences in the correct order. Time them to see

how long it takes them to do it.



(Page 78) Warm Up

Whatdoyouthinkisthebiggestproblemwiththeneighbors?(Sample answer) I think loud music is the biggest problem. I can’t sleep well if my neighbors make loud noises. And I would be upset about it.


Whatdidthemandotosolvetheproblemwithhisneighbors?(Sample answer) He gave his neighbors some money and asked them to move.


Whatwouldyoudoifyouwerethemaninthestory?(Sample answer) If I were the man in the story, I would tell my neighbors to please be quiet.


1. b 2. c 3. c 4. b 5. a 6. carpenter


Step 1

1. Not True 2. True

Step 2

1. (p. 81, line 1) The man didn’t say anything at first. He just wore earplugs. 2. (p. 81, line 4) The carpenter happily … She also happily agreed.


1 – 4 – 2 – 3


1. a2. glasses3. wood4. sleeps5. organize6. before



1. carpenter2. earplugs3. next to4. move5. pack6. unhappy

1. move2. next to3. unhappy4. pack


1. They were a carpenter and a singer.2. So he’s moving into my house.3. An unhappy man lived next to two loud neighbors.4. Every day the carpenter sawed wood.

1. The man didn’t say anything at first.2. Here’s some money!3. The unhappy man asked the singer too.4. The next day he helped the singer pack.5.Whereareyoumoving?


CHAPTER 4 BearsLesson 13 | We Are All Bears!

Objectives1. Students will learn about different types of bears from around the world.


sentences.



vocabulary.



experiences.

Key Wordsfur, chest, insect, claw, dig, seal

LESSON GUIDE

Before Reading




•Whatdoyousee?

•Isitarealbearoradrawingofabear?

•Whatisthebeardoing?

•Isitascarybearoranicebear?

Read the Big Idea question as a class. Ask the students to tell you the different facts

about bears.


Have the students work in pairs. Ask them to write as many sentences as they can about

bears. If they have trouble thinking of information on their own, some of the following


•Wheredobearslive?

•Whatdobearseat?

•Howbigarebears?(Howstrong?Howfast?)

•Whatdobearsdoinwinter?

After the students have finished, go around the room and ask the pairs to read their

sentences. Write the sentences on the board and correct spelling or grammar mistakes.

Then, read all of the sentences one more time as a class.



look at Lesson 13. Tell them today’s lesson is going to be about science and ask them

what they think they will learn in the lesson.


Warm Up question to the students and have them discuss their answers in a small group

or with a partner. Ask the students about their familiarity with each of the bears in turn.

Whichbearwerethestudentsmostfamiliarwith?

4) Read the Background Link section out loud. Ask the students to compare the bears on

p. 86 – 87 and describe their features.






Prepare a list of simple definitions of the key words. Write the key words on the board

and ask the students to close their books. Read the definitions for the key words and ask

the students to guess which key word each definition is for.


During Reading



passage.






Show the students some educational videos about sun bears and polar bears so that

they can visualize the things they have read about them in the passage. There are many

clips of sun bears and polar bears on YouTube and other online video streaming sites.


to use details from the passage to tell you how sun bears and polar bears are different.

If they have trouble thinking of information on their own, some of the following questions

may be asked:

•Wheredosunbearslive?

•Whatcolorfurdotheyhave?

•Whatdotheyliketoeat?

•Wheredopolarbearslive?

•Whatcolorfurdotheyhave?

•Whatdotheyliketoeat?



After Reading


Have the students work in pairs. Tell them to close their books and ask them questions

1 – 6 from the reading comprehension section. For the multiple choice questions, do

not tell them the possible answers. Instead, have the pairs try to brainstorm their own

answers. Once they are finished, ask them to open their student books and complete the

reading comprehension questions. How did their answers compare to the answers in the

studentbook?










class.



(Page 84) BIG IDEA

Whatdoyouknowaboutbears?(Sample answer) Bears are very big. They have fur. They sleep in the winter.

(Page 86) Warm Up

Lookatthepicturesofthebears.Whichonesareyoufamiliarwith?(Sample answer) I’m familiar with sun bears. I saw some video clips about them before. They looked very cute and furry.


Howaresunbearsandpolarbearsdifferent?(Sample answer) Sun bears live in hot forests. They have short black fur, and they eat insects, leaves, and honey. Polar bears live in the cold Arctic. They have white fur, and they eat seals.


Whichbeardoyouwanttoknowmoreabout?Why?(Sample answer) I want to know more about polar bears. I wonder how they live in such a cold place.


1. b 2. a 3. a 4. c 5. c 6. wait


Step 1

1. Not True 2. True

Step 2

1. (p. 89, line 6) They find food easily in the forest.2. (p. 89, line 11) They sit quietly on the ice. They wait for seals to come up!


forests, chests, claws, seals


1. rabbit2. a3. Bees4. climbs5. a6. swim



1. fur2. insect3. digging4. chest5. seal6. claws

1. fur2. dig3. chest4. insects


1. These bears like to eat insects, leaves, berries, and honey.2. Let’s learn about two of them.3. It looks like the rising sun.4. There are different types of bears around the world.

1. They find food easily in the forest.2. They dig the ice and hunt with them.3. Polar bears like to eat seals. 4. They sit quietly on the ice.5. They wait for seals to come up!


Lesson 14 | The Chewy History of Gummy Bears

Objectives1. Students will learn about the history of gummy bears.


sentences.



vocabulary.



experiences.

Key Wordscreate, sell, idea, soft, colorful, enjoy

LESSON GUIDE

Before Reading








Warm Up question and have the students check the box next to their favorite candy. Ask

them to discuss their answers in small groups or with a partner. Check and discuss the

answers as a class.


Ask each student to draw a picture of their favorite candy. Have them write a few

sentences about their candy (such as where to buy it and how it tastes). When the

students have finished their drawings, have them work in groups and tell each other

about their favorite candy.






Write all the key words on the board. Tell the students to work in pairs. Have each pair

take turns using their fingers to write the key words on one another’s back. Tell the

student writing the words to work slowly and make the letters big. Can the student whose

backisbeingwrittenonguesswhatthewordis?

During Reading



passage.






Prepare copies of the passage for the students. On the copies, switch all of the key


words with each other. Ask the students to read the passage as a class normally, but

have them stop after each sentences with a key word in it. Ask the students which word

in the sentence should not be there and what word it should be replaced with.


to use details from the passage to tell you how Hans Riegel created gummy bears. If they

have trouble thinking of details on their own, some of the following questions may be

asked:

•WhatkindofcandydidRiegelsellatfirst?

•Whatdiditlooklike?

•WheredidRiegelgettheideaforgummybearsfrom?

•Whatdidthegummybearstastelike?



After Reading










in the passage and put the questions in a box. Divide the board into two sides and label

one “True” and the other “False.” Stick pieces of double-sided tape on the board so that

students can stick their strips on it. Split the class into two groups. Ask one member

of each group to pull a strip from the box. The students will read the sentence on their

strip to their group members. If a student knows the answer, they should raise their

hand. The student who read the sentence will then hand the strip to their groupmate. The

groupmate should then run to the board and stick the strip on the correct side. Whoever

gets a correct answer first gets a point. Have the students who stuck the strips read the

next sentence. Continue the game until all the sentences have been read.



answers as a class.



(Page 92) Warm Up

Whatkindofcandydoyoulike?(Sample answer) I like chocolate bars. They are chewy and sweet.


HowdidHansRiegelcreategummybears?(Sample answer) He saw dancing bears and got an idea. Then he made a soft candy that was chewy and colorful. The candy was gummy bears.


Whatshapeofcandywouldyouliketomake?(Sample answer) I’d like to make candy that look like dogs. The dogs would be so cute.


1. c 2. b 3. a 4. b 5. a 6. world


Step 1

1. Not True 2. True

Step 2

1. (p. 94, line 6) First, he sold hard candy. The candy was colorless. It was very popular.

2. (p. 95, line 2) It was chewy and colorful.


4 – 1 – 2 – 3


1. robot2. winter3. shares4. a5. rainbow6. listening



1. colorful2. sold3. soft4. enjoyed5. created6. idea

1. colorful2. sell3. created4. ideas


1. Hans Riegel is the creator of gummy bears.2. But Riegel wanted to make something better.3. It tasted like fruit.4. They gave him an idea.

1. They are so chewy and cute!2. He started a candy company in 1920.3. One day, Riegel saw dancing bears.4.Doyouknowwhocreatedthem?5. It was very popular.


Lesson 15 | The PyeongChang Paralympic Mascot

Objectives1. Students will learn about Bandabi, the PyeongChang Paralympic mascot.


sentences.



vocabulary.



experiences.

Key Wordsmascot, half-moon, symbol, strong, give up, athlete

LESSON GUIDE

Before Reading



the contents map for Lesson 14. Look at the picture for Lesson 15. Tell the students

that today’s lesson will relate to sports and then read the lesson’s title to them. Ask the




the Warm Up question to the students and ask them what they know about the Olympic

Games. Have the students work in small groups or in pairs. Check the answers as a

class.

3) Read the Background Link section out loud. Ask the students if they have watched the

Olympic Games before. Have the students brainstorm their answers in a small group,

with a partner, or individually. Check the answers as a class.


Have the students work in pairs. Tell them to draw pictures of about five or six Olympic

events. Ask them to label the ones they know. After the students have finished, have each

pair come up to the front one by one and present their work. Have the other students

help fill in the missing names. Help the students name all of the events and write them

on the board. Review all of the event names and what they consist of at the end.






Write the lesson’s key words in different places on the board, but scramble the letters.

Place two chairs in front of the board with a fly swatter on each chair. Divide the class

into two teams. Have one student from each team sit on the chairs with their backs to

the board. Read one of the key words. The first student to stand up and hit the correct

word with the fly swatter gets a chance to unscramble the word and write it correctly on

the board. If the student is unable to write the word, the other player may try. Give a point

to the student who spells the word correctly. Keep playing the game until you have used

all of the key words.


During Reading



passage.






to use details from the passage to tell you how Bandabi became the mascot of the

Paralympic Games. If they have trouble thinking of details on their own, some of the

following questions may be asked:

•WhatkindofbearisBandabi?

•Wheredoeshisnamecomefrom?

•Whatisthemoonbearasymbolof?

•WhatdoKoreansthinkaboutthemoonbear?


Throw a foam ball to a student. Read the student a sentence from the passage but

leave certain words or phrases out. Tell the student to use the passage to find the

missing words or phrases (for example, Teacher: “Kids, and even adults, waited in line

with him!” Student: “to take pictures”). After the student has

answered, let them decide which student they want to throw the ball to next.



After Reading










class.


Have the students take turns reading the information in the Graphic Organizer out loud.

Tell them to pretend they are a news anchor and are reading the story as part of the

evening news. Encourage them to read with a strong, clear voice and to try to sound as

professional as possible. Take a vote to see who the students thought the best news

anchor in the class was.



(Page 98) Warm Up

HowmuchdoyouknowabouttheOlympicGames?(Sample answer) I know that athletes from around the world take part in the Olympics. I also know that there are Summer and Winter Olympics.


HowdidBandabibecomethemascotoftheParalympicGames?(Sample answer) Bandabi is a moon bear. The moon bear is the symbol of Gangwon-do. Koreans think the moon bear is strong and fearless. It is just like the Paralympic athletes.


DoyouknowanyotherOlympicmascots?(Sample answer) I know Quatchi and Miga. They are the mascots of the Vancouver 2010 Olympics Games.


1. b 2. c 3. b 4. b 5. b 6. give up


Step 1

1. True 2. Not True

Step 2

1. (p. 100, line 5) Kids, and even adults, waited in line to take pictures with him!

2. (p. 101, line 6) Koreans think the moon bear is strong and fearless.


symbol, chest, fearless, never


1. football2. a3. recycle4. Milk5. rest6. b



1. symbol2. give up3. strong4. athlete5. half-moon6. mascot

1. symbol2. gave up3. athlete4. strong


1. Moon bears are Asian black bears.2. The fur looks like a half-moon.3. “Banda” comes from “Bandal.”4. Visitors to the Games loved Bandabi.

1. Kids, and even adults, waited in line to take pictures with him!2. They have white fur on their chests.3. The moon bear is the symbol of Gangwon-do.4. Koreans think the moon bear is strong and fearless.5. Paralympic athletes are just like the moon bear.


Lesson 16 | Panda Nannies

Objectives1. Students will learn about how panda nannies take care of pandas.


sentences.



vocabulary.


experiences.


Key Wordsnanny, feed, bamboo, clean, smell, post

LESSON GUIDE

Before Reading








Warm Up section out loud and have the students circle “O” or “X.” Split the students into

small groups and have them compare their answers. Check and discuss the answers as

a class.


Have the students work in pairs. Tell each pair that they have one minute (you can extend

the time if necessary) to write as many sentences as possible about pandas. Tell the

students that spelling and grammar still count, and that each correct sentence they make

is worth one point. The team with the most points wins the game.

3) Read the Background Link section out loud. Ask the students why they think there are not

many pandas left in the world. Have the students discuss their answers in a small group

or with a partner. Check the answers as a class.






Write the key words across the top of the board. Divide the class into two teams and

have each team form a line. Whisper one of the key words into the ear of the first student

for each team. On your signal, have the students whisper the key word down the line until

it gets to the last student for each team. Those students must then write the correct

word on the board. Whoever write the correct word first wins a point for their team.

During Reading



passage.







Divide the class into three groups. Ask one group to read the passage in a high voice,

tell the second group to read in a normal voice, and have the third group read with a

low, deep voice. Tell each group that they should read only when you gesture to them.

As the conductor, you can have the groups read individually, two at a time, or all at

once.


to use details from the passage to tell you what panda nannies do for pandas. If they

have trouble thinking of details on their own, some of the following questions may be

asked:

•Whatdopandasloveeating?

•Howdothenanniesfeedthepandas?

•Howdothenannieskeepthepandasclean?

•Whydothenanniestakepicturesofthepandas?



After Reading









complete each of the sentences by filling in the blanks with the correct words. Check the

answers as a class.


Write the sentences in the Graphic Organizer section on separate pieces of paper and

stick them facedown on the board. Draw three boxes on the board and label them

“Feeding,” “Cleaning,” and “Posting.” Have the students work in pairs. Time each pair to

see how long it takes them to put each sentence in the correct box. After they have put

the sentences in the boxes, have the students read the sentences out loud.



(Page 104) Warm Up

Pandas are lovely animals. Let’s check the facts about pandas. 1. O 2. O 3. X


Whatdopandananniesdoforpandas?(Sample answer) Panda nannies feed the pandas. They prepare the pandas’ food. They also have to keep things clean. Lastly, they post about the pandas on the internet.


Whatdoyouthinkaboutthisjob?(Sample answer) I think it looks like a fun job. It may be hard sometimes, but I want to take care of the pandas too.


1. c 2. a 3. b 4. b 5. b 6. learn


Step 1


Step 2

1. (p. 106, line 4) The nannies feed the pandas. (p. 107, line 1) Nannies have to keep things clean too. (p. 107, line 5) Lastly, nannies need to take good pictures of the pandas.2. (p. 107, line 3) That’s because pandas don’t like strong smells.


pieces, baths, pictures, Write


1. cooks2. b3. panda4. family5. cleans6. photo



1. bamboo2. smell3. nanny4. posted5. clean6. feed

1. clean2. posted3. feed4. smell


1. Pandas love eating bamboo and apples.2. Nannies have to keep things clean too.3. They also cut apples into pieces for the pandas.4. They eat up to 12 kilograms of bamboo a day.

1. Pandas are bears from south central China.2. These nannies take great care of the pandas.3. The nannies get lots of bamboo ready.4. That’s because pandas don’t like strong smells.5. Lastly, nannies need to take good pictures of the pandas.


curriculum integration reading program · 2018. 12. 20. · answer key: student book (page 6) big...

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