Reading source 2 teachers guide

Show the students different ways to take notes for example, use different colors and/or shapes to separate the Next, tell the students to keep these notes in mind as they take turns read

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Reading Source 2

Teacher's Guide

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Unit 1 | Tomato Festival

Reading Source 2:Teacher’s Guide

Unit Objectives:

1 Students will learn about how the festival "La Tomatina" is celebrated

2 Students will understand the meaning of new words and be able to use the

words in sentences

3 Students will practice reading comprehension skills –identifying the main

idea and supporting details and making inferences

4 Students will learn skills in summarizing passages and giving opinions

Key Words and Phrases

crowd, end, gather, hold, main, passer-by, plaza, scene, stand, yearly clean up, get in a fight, one another

LESSON GUIDE

Before Reading

Have the students look at the picture Ask questions like: What do you notice in

the picture? (They are all wet and covered with tomatoes, The guy in the middle

looks like he’s about to throw a tomato at someone, etc) What do you think is

happening? (they are having a food fight, they are having fun, etc)

Pre-Reading Questions

Have the students answer the pre-reading questions as a class or in pairs

Encourage them to answer in complete sentences

Introduce the unit’s key words and phrases

Extra Idea: Find Your Match

Prepare pieces of paper with the vocabulary words and the meanings Put them in

a bowl or a hat and have all of the students pick one Tell the students who get

words to go to one side of the room and the students who get meanings to go to

the other side When you say “go,” the objective of the game is to see who can

match the word and the meaning the fastest Have the students return the cards to

the bowl/hat and repeat the game as needed

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During Reading

Have the students listen to the passage and follow along in the student book

Afterwards, ask the students what they remember about La Tomatina (these

should be one-word answers or short phrases):

• What it is and where and when it’s held (a festival in Buñol, Spain on the last Wednesday of August)

• how it started in the 1940s (some friends got into a fight and

threw fruit from a nearby food stand at each other, other people joined in the fight, became a yearly festival)

• how the festival is celebrated nowadays (people gather in town’s main plaza, at 11 a.m tons of tomatoes arrive and people throw them at each other for 2 hours, when the fight ends everybody helps clean up)

As the students answer, take notes on the board Show the students different

ways to take notes (for example, use different colors and/or shapes to separate the

different categories):

Example

How it started in 1940 How it is celebrated today

• A group of friends started throwing food at each other

• Passers-by saw what was happening and joined in

• They realized it was so much fun they turned it into a yearly

celebration

1 People gather at the town's main plaza

2 Tomatoes are poured out into the crowd

3 Tomatoes start flying and people are covered in tomato juice

4 People help each other clean up the streets

Next, tell the students to keep these notes in mind as they take turns reading the

passage out loud as a group or in pairs

After Reading

Words & Phrases

Have the students complete Exercises A and B (Remind them that in Exercise B,

they need to change the form of the word, such as make it singular/plural, if

necessary) Check the answers as a class

Visualizing

Go over what the different sections mean: where and when the festival is held,

how it got started in the 1940s, and how it is celebrated in the present Have the

students fill in the blanks and check the answers as a class

Reading Comprehension

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Altogether: Questions can also be used to promote discussion among students

rather than just answering questions individually

Main Idea:

Remind the students that the main idea is the big idea that can summarize the passage in one word or sentence Go through each of the answers to determine which ones are not relevant or in the passage (a, b, c) and the main idea (b)

Supporting Details:

Have the students go back to the passage and practice scanning to find the answer Have them point to or read the sentence with the answer out loud (for example, the answer to question 2 is in the first sentence of the second paragraph)

Inference:

Have the students go back and find sentences that support the answer (for example, the third sentence of the first paragraph starts to narrate how La Tomatina started.)

Summarizing

Have the students fill in the blanks with the given words Check the answers by having

the students take turns in reading the completed summary

Extra Idea: Two Truths and a Lie

Using the completed summary as an aid, have the students think of or write two

truths and one lie about what they have read For example, the two truths can be

“La Tomatina started when a couple of friends got into a fight” and “La

Tomatina is a yearly festival” and the lie could be “At the end, people don’t clean

the mess.” Have them work in small groups and take turns After one person

says their sentences, the others need to say which one is the lie Encourage them

to be creative so that the answer won’t be too easy to figure out

Making Connections

Writing

Introduce any new words in the provided Idea Box

Have the students write their answers to the questions in the book and discuss them

with a partner Have the students take turns in asking and answering the questions

Ask a couple of pairs to present to the class

Speaking

Have the students discuss the topic in pairs or as a group If needed, provide any

information and pictures about world festivals that the students might be

interested in

Question for Extra Writing or Speaking Practice:

o If you could make your own festival, what would it celebrate? In what

special way would people celebrate it?

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ANSWER KEY: STUDENT BOOK

Pre-Reading Questions: Sample Answers

1 What kinds of festivals have you been to?

- I’ve been to a rock festival

- I’ve never been to any festival I want to go to one

2 What is a famous festival in your country?

- The International Cultures Festival in New York City is famous in our country

- The Beverly Hills Film Festival in California is famous

3 What comes to your mind when you think of Spain?

- It reminds me of Spanish dishes like tacos

- It reminds me of a red bull Spain is famous for bull fighting

Words & Phrases

tomato fight / In the 1940s / joined and had fun / gather at / one another / clean up

Making Connections: Sample Answers

Writing

1 Have you ever participated in any festival? When and where was it?

- I have participated in the Sapporo Snow Festival It was in Japan in February

2 What kind of festival was it and what did people do there?

- It was a snow festival and people looked at lots of ice sculptures

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ANSWER KEY: WORKBOOK

Words & Phrases

1 People are throwing tomatoes at one another

2 They took fruit from a nearby food stand and threw it

3 People begin to gather at the main plaza

4 Tons of tomatoes arrive and are poured out onto the crowd

5 Two hours later, the fight ends and everyone helps to clean up

Dictation

E

La Tomatina is an (exciting) tomato (fight) festival in Buñol, (Spain) It is (held) on the

last (Wednesday) of August (every) year In the 1940s, some (friends) fought with

(fruit) and passers-by (joined) and had (fun) It became a (festival) called La Tomatina

On the festival day, people (gather) at the main (plaza) At 11 o’clock, the (tomatoes)

arrive and people begin to (throw) them at one (another) They have (great) fun Two

hours (later), people help to (clean) up the (streets)

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Unit 2 | Forks and Chopsticks

1 Students will learn about the origins of forks and chopsticks

2 Students will understand the meaning of new words and be able to use the words

in sentences

3 Students will practice reading comprehension skills –identifying the main idea and

supporting details, making inferences, and comparing and contrasting

bit, boil, branch, crop, culture, grain, point, raise, steam, utensil

be rooted in, live on, pick up

LESSON GUIDE

Before Reading

Have the students look at the picture Ask questions like: Do you recognize the

eating utensils shown in the picture?(chopsticks-left, fork-right) What are the

differences between them? (You stab food with a fork to pick it up, Chopsticks

are mostly used in Asia, etc)

Extra Idea (optional): Word Associations

Divide the class into groups and give each group a piece of paper or poster board

with selected vocabulary words Tell the students to write down other words that

they associate with the word For example, for “grain,” they can write words

such as “rice, cereal, oatmeal,” etc For “utensils,” they can write words such as

“spoons, knives, chopsticks,” etc Have each group present their work when they

are finished (As an alternative, you can have the students draw pictures or cut

out and paste pictures from magazines)

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During Reading

Afterwards, ask the students what they remember about forks and chopsticks

without looking at the book (these should be one-word answers or short phrases):

• origins (Western and Eastern culture)

• first people who used them (forks - ancient Greeks, chopsticks - Chinese)

• early use (holding meat, turning food while cooking)

• developed use (pick up smaller bits of food)

After Reading

Words & Phrases

Visualizing

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Go over how the chart is showing the differences between forks and chopsticks

for the first three categories and their similarity in the last category Have the

Individually: 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 and check the answers as a class

Main Idea:

Remind the students that the main idea is the big idea that can summarize the passage in one word or sentence Go through each of the answers to determine which ones are details (b), not relevant or in the passage (c, d), and the main idea (a).

Have the students go back to the passage and practice scanning to find the answer Have them point to or read the sentence with the answer out loud (for example, the answer to question 2 is in the first sentence of the second paragraph and first sentence of the third paragraph).

Inference:

Have the students go back and find sentences that support the answer (for example, the third sentence in the second paragraph states how people in the West lived on meat while the second sentence in the third paragraph states how people in the East ate grains and vegetables Because

of these differences in what they ate, they developed different utensils)

Summarizing

Have the students fill in the blanks with the given words Check the answers by

having the students take turns in reading the completed summary

Extra Idea (optional): Listening For ‘Yum’

Prepare copies of just the word box and pass them out to the students Divide the

class into teams and decide who goes first Tell the students that the key word

they have to listen for while you read the summary is “yum.” When you say

“yum,” the team whose turn it is has to answer with what goes in place of “yum”

(For example, you will say “On the other hand, Eastern people lived on yum,”

instead of “blank”) The team then has to give the missing word or phrase

(grains and vegetables) within a time limit While the teams take turns

answering, remind the students that if the team whose turn it is doesn’t get the

right answer, the other teams have a chance to answer However, everyone has

to listen carefully because you will not repeat what you read (remember to read

slowly and clearly) Whichever team gets the most answers correct wins the

game

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Have the students write their answers to the questions and discuss them with a

partner Have the students take turns in asking and answering the questions Ask

a couple of pairs to present to the class

Speaking

Have the students discuss the topic in pairs or as a group using the answers they

wrote in questions 1 and 2 in the “Writing” section

o Do you prefer eating with chopsticks or forks when you eat? Are there foods

that you only eat with chopsticks or only with a fork?

ANSWER KEY: STUDENTBOOK

1 What did you have to eat today?

- I had scrambled eggs for my breakfast

- I ate hamburgers for lunch

2 What do you usually use to eat food?

- I usually use a fork

- I use chopsticks when I eat food

3 Which are easier for you to use, forks or chopsticks?

- Forks are much easier to use

- I prefer chopsticks when I eat rice

Words & Phrases

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1 What utensils do you usually use when you eat food?

- I usually use a fork and a knife

2 Are there any foods you cannot eat with a fork or chopsticks? What are they and why?

- Yes When I eat soup, I need a spoon because it is a liquid

3 If you made your own forks or chopsticks, what would they look like?

- They would have many points to hold food bits more easily

Words & Phrases

1 We usually use a fork or chopsticks to pick up food

2 They would cut the meat with a knife

3 More points were added to pick up smaller bits of food

4 Chopsticks are a part of Eastern culture

5 Chopsticks were developed to pick up these food bits

Dictation

E

How were (forks) and chopsticks (developed)? (Western) people mainly lived on

(meat), and (ancient) Greeks used a fork with two (points) to hold meat while (cutting)

it Later, (more) points were (added) On the (other) hand, (Eastern) people (lived) on

(grains) and vegetables (Two) tree (branches) were used to (turn) the food while

(cooking) Chopsticks were developed by the (Chinese) 5,000 years (ago) to pick up

(smaller) food bits

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Unit 3| Talents and Jobs

1 Students will learn about the story of Paul Potts, the opera singer, and how he

followed his dream

in sentences

supporting details, making inferences, and sequencing

accident, chubby, doubtful, enter, international, judge, nervously, stunned, surgery, undergo come true, give up, neither ~ nor

LESSON GUIDE

Before Reading

Have the students look at the picture Ask questions like: What do you see in the

picture? (a man in a tuxedo, people playing musical instruments) What kind of

song do you think the man is singing? (opera, a love song, etc)

Extra Idea (optional): Synonyms or Antonyms

Review the concept of synonyms (words with the same meaning) and antonyms

(words with different meanings) For the more familiar words, ask your students

for possible suggestions

- give up ≠ keep going

To review the words, divide the class into teams Have a representative from

each team come up to the front Say the synonym or antonym of a word and

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whoever raises their hand first and says the correct vocabulary word gets one

point (Teacher: “The antonym of confidently.” Student: “nervously”)

During Reading

Afterwards, ask the students what they remember about Paul Potts without

looking at the book (these should be one-word answers or short phrases):

• Before the audition (He was a salesman, he sang in an amateur opera group, etc)

• During his audition (He was a salesman.)

• After the audition (He became an international star)

Example

Paul Potts Timeline

Before the Audition During the Audition After the Audition

- He was a salesman

- He sang in an amateur opera group

- He underwent surgery

- He was in a bike accident

- He decided to give his dream one more try

- He auditioned at a talent show

- At first, the judges were doubtful when he said he'll sing opera

- After singing, the judges and the audience were stunned

- He is now an international star

After Reading

Words & Phrases

Visualizing

Go over how the chart is chronologically organizing Paul Potts’s life before the

audition, during the audition, and after the audition Have the students fill in the

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Inference:

Have the students go back and find sentences that support the answer (for example, the third paragraph talks even though he faced a lot of difficulties, he gave his singing dream one more chance)

You can also use this question to get students to think and talk about the passage more Ask the students about talents and dreams For example:

o Do you have a big dream? What difficulties might you face in achieving this dream? How can you get over these difficulties?

Summarizing

Extra Idea (optional): Sequencing

Prepare copies of the exercise for each pair of students in your class and cut them

into sentences strips Put them in envelopes and hand them out to the students

First, have the students work together to fill in the blanks with the words and

phrases from the word box Then, have them put the sentence strips in the

correct order When they are finished, they must get their answers checked by

you If you would like to make this into a game, the winner would be the pair

that finishes the activity first and correctly

Writing

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Speaking

Have the students discuss the topic in pairs or as a group I f needed, provide

information about people like Helen Keller, Beethoven, local celebrities or

athletes, etc that the students would be familiar with

o Do you know anyone who has achieved the dream you want? What can you learn from him/her?

1 What are you good at?

- I’m good at sports I am a basketball player

- I am good at drawing I can draw portraits well

2 What are your dreams for your future?

- I want to be an actor

- I want to be a doctor I want to help the poor

3 What must you do to make your dreams come true?

- I need to study hard to get into a medical school

- I have to strengthen my body to be a basketball player

Words & Phrases

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Summarizing

be an opera singer / kept singing / because of an accident / his singing dream / were

stunned / come true

Making Connections: Sample Answers

3 What should you do to make your dreams come true?

- I should set long-term goals and practice writing a lot

Words & Phrases

1 I am here to sing opera

2 Paul loved to sing from childhood

3 He wasn’t happy with his job

4 He had health problems and underwent surgery

5 He could neither work nor sing for many months

Dictation

E

Paul Potts loved to (sing) and (wanted) to be an (opera) singer, but he became a

(salesman) He kept singing in an (amateur) opera group He (could) not sing for many

(months) because of an (accident) But after (four) years, he (appeared) on a British

(talent) show to try and (realize) his singing (dream) Hearing his (beautiful) aria, the

(judges) and the crowd were (stunned) Now he is an (international) star Like him, you

can (make) dreams come (true) if you work (hard)

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Unit 4| Potluck Party

1 Students will learn what a "potluck" is and how it is a good way to bond with

one’s neighbors

2 Students will learn about an Indian pastry and how it is made

in sentences

4 Students will practice comprehension skills - identifying the main idea and

supporting details and making inferences

already, arrive, common, decide, dish, dough, flatten, invitation, offer, receive close to, on the way, pile up

LESSON GUIDE

Before Reading

picture? (people holding food, table, garden, bread, wine, etc) What is the

occasion? (a neighborhood party, a potluck, etc)

Extra Idea (optional): Word Scramble

Prepare cards with the vocabulary words and their meanings (depending on the

number of students you have, you may need to repeat some words) Divide the

cards into however many teams you have and spread them out on different

sections of the floor Have each team go to a set of cards, find the matching

words and meanings, and place them next to each other on the floor as quickly as

possible When a team finishes, they have to yell out “finished” and read out the

pairs of words and definitions together Wait until all the teams have finished

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During Reading

Afterwards, ask the students what they remember about the story without looking

at the book (these should be one-word answers or short phrases):

• what a potluck is (a gathering where the food served is brought by

the guests and host)

• how chappati is made (make a dough of flour, water and salt, then

flatten and bake it)

Example

- guests are to bring a dish to share

- guests try other people’s dishes as well and make friends

- mix water with flour to make dough

- flatten the dough

- bake it in a hot pan

After Reading

Words & Phrases

Visualizing

Go over what the different sections mean: setting (where the story takes place),

characters (the people in the story), plot (what happens in the story), and ending

(how the main character feels at the end) Have the students fill in the blanks

and check the answers as a class

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Main Idea:

Remind the students that the main idea is the big idea that can summarize the passage in one word or sentence Go through each of the answers to determine which ones are details (a & c), not relevant or in the passage (d), and the main idea (b)

Have the students go back to the passage and practice scanning to find the answer Have them point to or read the sentence with the answer out loud (for example, the answer to question 2 is in the third sentence of the first paragraph)

Inference:

Have the students go back and find sentences that support the answer (for example, the third sentence in the last paragraph tells how the Sahids tried many different dishes that the other guests brought) and then the seventh sentences says how sharing food made Alka feel much closer to her neighbors)

You can also use this question to get students to think and talk about the passage more Ask the students about potluck parties and their neighbors For example:

o Is it important to be friends with your neighbors? Do you think a potluck party would

help you get closer to your neighbors? Why or why not?

Summarizing

Alternative Idea: No Looking!

Have the students close their books and give them prepared copies of the exercise

without the word box Read the summary with the blanks together Have the

students work by themselves or with a partner to fill in the blanks with their own

words Have them re-open their books and compare their words with the word

box Compliment them when they get answers that are close or exactly right

Writing

Speaking

Have the students discuss the topic in pairs or as a group

o What kinds of food from different countries would you like to try?

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1 What kind of parties have you been to?

- I have been to my friend’s birthday party

- I have been to a Christmas party last year

2 What kind of food would you make for a party?

- I will make delicious cookies for the party

- I want to make pasta for a party

3 What dish would you introduce to a foreigner?

- I would introduce sushi to a foreigner

- I would introduce my favorite Chinese dish, dimsum

Words & Phrases

2 Have you ever made them? How do you make them?

- Yes, I have First, put seasoned vegetables on the dough Second, put some

pepperonis on it Finally, add shredded cheese and bake it in the oven

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3 What dish would you like to bring to a potluck party?

- I’d like to bring hamburgers to a potluck party

Words & Phrases

1 Each guest takes a dish to share

2 Mrs Sahid and Alka decided to make chappatis tor the party

3 Alka helped her make little balls of dough

4 Many neighbors were already there with their food

5 Mrs Sahid also offered chappatis to her neighbors

Dictation

E

The Sahids (received) an invitation for a potluck (party) The (invitation) said ‘BYO

food,’ which meant “Bring Your (Own) food.” Mrs Sahid and Alka (made) chappatis, a

(common) Indian food When they (arrived) at the party, (many) neighbors were

(already) there They tried different (dishes) and their (neighbors) liked the chappatis

Alka (felt) much (closer) to her neighbors after (sharing) food She (said) to her mom

that she really (enjoyed) the party

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Unit 5 | Traveling Seeds

1 Students will learn about how seeds travel in different ways

in sentences

cling, distant, fiber, float, fur, hock, split, sticky, thick, twirl come out, drop off, far away

LESSON GUIDE

Before Reading

picture? (seeds, the things you blow off a dandelion, etc) What is different about

the two pictures? (one is white and fluffy and the other is green, one is in the air

and the other is in water, etc)

Extra Idea (optional): Synonyms or Antonyms

Review the concept of synonyms (words with the same meaning) and antonyms

(words with different meanings) For the more familiar words, ask your students

for possible suggestions

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To review the words, divide the class into teams Have a representative from

each team come up to the front Say the synonym or antonym of a word and

whoever raises their hand first and says the correct vocabulary word gets one

point (Teacher: “The synonym of far away.” Student: “distant”)

During Reading

Afterwards, ask the students what they remember about seeds without looking at

the book (These should be one-word answers or short phrases.):

• how they travel (by wind, water, animals and people, by being spit-out)

• how dandelion seeds look (they have light, fine hairs that catch the wind)

• how sticky seeds stick and travel (they cling to animal fur, drop off at a

distant place; humans can carry them on their shoes, too)

Example

How Seeds Travel Example seeds Example seeds' unique features

‐ By wind ‐ Dandelions, Maple ‐ Fine hairs

‐ By animals and people ‐ Mistletoe ‐ Sharp hooks

‐ By being spit-out ‐ Squirting cucumber ‐ Natural

After Reading

Words & Phrases

Visualizing

Go over how the chart is organizing the different ways that seeds can travel

Have the students fill in the blanks and check the answers as a class

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Main Idea:

Remind the students that the main idea is the big idea that can summarize the passage in one word or sentence Go through each of the answers to determine which ones are details (a), not relevant or in the passage (b & d), and the main idea (c).

Have the students go back to the passage and practice scanning to find the answer Have them point to or read the sentence with the answer out loud (for example, the answer to question 3 is in the second and fourth sentences of the fourth paragraph)

Inference:

Have the students go back and find sentences that support the answer (for example, the third sentence of the first paragraph says that there are different ways that seeds travel; the succeeding sentences support it with details)

Summarizing

Extra Idea (optional): Two Truths and a Lie

Using the completed summary as an aid, have the students think of or write two

truths and one lie about what they have read For example, the two truths can be

“Seeds can travel by wind and water” and “The squirting cucumber can spit

seeds out into the air” and the lie could be “Humans can’t spread seeds.” Have

them work in small groups and take turns After one person says their sentences,

the others need to say which one is the lie Encourage them to be creative so that

the answer won’t be too easy to figure out

Writing

Speaking

Questions for Extra Writing or Speaking Practice:

o What kind of plants would you be interested in growing? What do you

know about their seeds?

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1 What kind of plant seeds have you seen?

- I have seen kidney bean seeds

- I have seen orange tree seeds

2 What did the plant seeds look like?

- They were round and the color was dark brown

- They were small and hard

3 How do you think plant seeds move to another place?

- They move by water Some seeds float on the water

- People carry the seeds from one place to another

Words & Phrases

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2 What does a dandelion look like?

- It has yellow flowers

3 Have you ever blown dandelion seeds? If you have, what happened?

- Yes, I have They blew away in the sky

Words & Phrases

1 Seeds can travel far away from their homes

2 Coconut seeds are covered in a thick layer of fiber

3 Humans can carry seeds on their clothes and shoes

4 The fruit seeds come out on later in animals’ droppings

5 Some plants don’t wait for the seeds to fall off

Dictation

E

Different seeds (travel) in different (ways) Seeds that travel by (wind), like (dandelion)

seeds and (maple) seeds, are(usually) light or (wing-shaped) Coconuts' seeds are

(covered) in a thick layer of (fiber), and they travel by (water) Some seeds are (sticky)

or have sharp (hooks), so they (cling) to animals or humans and (drop) off at a (distant)

place Some seeds (also) come out in (animals’) droppings Some plants (spit) seeds out

into the (air)

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Unit 6| A Frog's Life Cycle

1 Students will learn about how frog eggs become adult frogs

2 Students will understand the meaning of new words and be able to use

the words in sentences

3 Students will practice reading comprehension skills –identifying the

main idea and supporting details and making inferences

adult, female, full-grown, hatch, lay lung, mate, material, shrink, tadpole

a mass of, be covered with, be similar to

LESSON GUIDE

Before Reading

Have the students look at the picture Ask what the picture is about Ask

questions like: What does the frog in the picture look like? (It’s green, has big

eyes, etc.) What do you know about frogs? (they live on land and in the water,

they eat flies, etc.)

Extra Idea (optional): Pictionary

Prepare cards with the vocabulary words written on them Divide the class into

teams Have a representative from one team come up to the front and pick a card

This student must draw a picture to get his/her team to guess the word Students

are not allowed to talk, point at things, or write words If the student’s team

guesses the word, the team gets a point If not, put the word back into the pile

and have the next team have a turn

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During Reading

Afterwards, ask the students what they remember about frogs without looking at

the book (these should be one-word answers or short phrases.):

• different stages of life cycle (egg, tadpole, froglet, adult frog)

• characteristics at each stage (egg-covered with jelly-like material;

tadpole-looks like a little fish; froglet-small adult frog; adult frog-no tail, can live on dry land)

Example

‐ egg ‐ covered with jelly-like material which holds eggs together

‐ tadpole ‐ egg hatches It consists of gills, a mouth and a tail

‐ froglet ‐ tail keeps shrinking It loses its gills and breathes with lungs

‐ adult Frog ‐ tail is gone and can now completely live on dry land and in

water Next, tell the students to keep these notes in mind as they take turns reading the

After Reading

Words & Phrases

Visualizing

Go over how the chart shows the different stages of a frog’s life cycle Have the

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Main Idea:

Remind the students that the main idea is the big idea that can summarize the passage in one word or sentence Go through each of the answers to determine which are not relevant or in the passage (a, b, d) and the main idea (c)

Have the students go back to the passage and practice scanning to find the answer Have them point to or read the sentence with the answer out loud (for example, the answer to question number 2 is in the second sentence of the third paragraph)

Inference:

Have the students go back and find sentences that support the answer (for example, the first sentence of the sixth paragraph talks about a characteristic of an adult frog that is not seen in the other stages)

Summarizing

Extra Idea (optional): Listening For ‘Ribbit’

Prepare copies of just the word box and pass them out to the students Divide the

class into teams and decide who goes first Tell the students that the key word they

have to listen for while you read the summary is “Ribbit,” which is the sound a frog

makes When you say “Ribbit,” the team whose turn it is has to answer with what

goes in place of “Ribbit” (For example, you will say “A frog undergoes Ribbit during

its life cycle.” instead of “blank”) The team then has to give the missing word or

phrase (many changes) within a time limit While the teams take turns answering,

remind the students that if the team whose turn it is doesn’t get the right answer, the

other teams have a chance to answer However, everyone has to listen carefully

because you will not repeat what you read (remember to read slowly and clearly)

Whichever team gets the most answers correct wins the game

Writing

Speaking

Have the students discuss the topic in pairs or as a group If needed, provide

information and/or pictures about the life cycles of animals like the butterfly,

beetle, ladybug, bee, etc.

o How do humans change as they go from a newborn to an adult?

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1 Where have you seen a tadpole or a frog?

- I have seen a tadpole in the river

- I’ve never seen a tadpole or a frog before

2 How many times does a tadpole change to become an adult frog?

- I think it changes 5 times to become an adult frog

- Maybe, 4 times I don't know exactly

3 Which grow first: a frog's hind legs or front legs?

- A frog's hind legs grow first

- I think a frog's front legs grow first

Words & Phrases

1 Where can you see frogs? Do you like them?

- I can see frogs in a pond I do not really like them

2 How are adult frogs different from tadpoles?

- Adult frogs have four legs but tadpoles do not

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3 What other kinds of animals undergo changes like frogs?

- Butterflies undergo changes like frogs

Words & Phrases

1 A female frog lays a mass of eggs in the water

2 The eggs are usually covered with a jelly-like material

3 A tadpole doesn’t have any legs

4 A tadpole with legs begins to eat insects and plants

5 A froglet loses its gills and breathes with lungs

Dictation

E

A frog (undergoes) many (changes) during its life cycle First, (female) frogs lay their

(eggs) in the water After (hatching) from an egg, a (tadpole) breathes with (gills) and

swims with a (long) tail After (some) time, the (hind) and (front) legs grow When it

(becomes) a froglet, it (breathes) with lungs and has a (short) tail An (adult) frog

(doesn’t) have a tail anymore and lives on dry (land) and in (water) After meeting its

(mate), it (lays) eggs Then the cycle (begins) again

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Unit 7 |

The Wetlands: Swamps

1 Students will learn about the importance of swamps

in sentences

3 Students will practice reading comprehension skills –identifying the main idea

and supporting details and making inferences

absorb, creepy, flood, migrate, prevent, provide, release, rest, swamp, various

block out, come from, for one thing

LESSON GUIDE

Before Reading

picture? (trees, tall plants, swamp) How does the place look? (quiet, mysterious, etc.)

Have the students answer the pre-reading questions as a class or in pairs Encourage

them to answer in complete sentences

Extra Idea (optional):Word Associations

Divide the class into groups and give each group a piece of paper or poster board

with selected vocabulary words Tell the students to write down other words that

they associate with the word For example, for “creepy,” they can write words such

as “cemetery, zombie, haunted house,” etc For “migrate,” they can write animals

that migrate such as “salmon, geese, butterflies,” etc Have each group present their

work when they are finished (As an alternative, you can have the students draw

pictures or cut out and paste pictures from magazines)

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During Reading

Afterwards, ask the students what they remember about swamps without looking at

the book (these should be one-word answers or short phrases.):

• definition (low lands that are underwater most of the year)

• benefits to humans (prevent floods, release water in dry weather)

• benefits to animals (resting place to migratory birds, home to other animals)

As the students answer, take notes on the board Show the students different ways to

take notes (for example, use different colors and/or shapes to separate the different

categories):

Example

The Importance of Swamps

- prevent flood by absorbing water

- release water in dry weather

- provide a resting place for migrating birds

- serve as shelter to various animals like crayfish, shrimps, crocodiles, beavers, birds, insects, raccoons and snakes

After Reading

Words & Phrases

Have the students complete Exercises A and B (Remind them that in Exercise B, they

need to change the form of the word, such as make it singular/plural, if necessary)

Check the answers as a class

Visualizing

Go over how the chart is organizing the main idea (the most important idea) of the

passage and that the supporting details give examples to prove and strengthen the

main idea Have the students fill in the blanks and check the answers as a class

Individually: 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

and check the answers as a class

Altogether: Questions can also be used to promote discussion among students rather

than just answering questions individually

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Main Idea:

Remind the students that the main idea is the big idea that can summarize the passage in one word or sentence Go through each of the answers to determine which ones are not relevant or in the passage (a, b, d), and the main idea (c)

Have the students go back to the passage and practice scanning to find the answer Have them point

to or read the sentence with the answer out loud (for example, the answer to question 2 is found in the third and fourth sentences of the second paragraph)

Inference:

Have the students go back and find sentences that support the answer (for example, the second and third sentences of the second paragraph talk about how swamps prevent floods.)

Summarizing

Alternative Idea: No Looking!

Have the students close their books and give them prepared copies of the exercise

without the word box Read the summary with the blanks together Have the

students work by themselves or with a partner to fill in the blanks with their own

words Have them re-open their books and compare their words with the word box

Compliment them when they get answers that are close or exactly right

Writing

partner Have the students take turns in asking and answering the questions Ask a

couple of pairs to present to the class

Speaking

o Have you ever seen a movie that shows a swamp? What was it like? Did

anything come out of the swamp?

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1 What do you think a swamp looks like?

- I think it would look just like solid ground

- I think it would be soggy ground

2 Do you think a swamp is a good or bad place? Why?

- A swamp is a good place for us It will provide us with water in dry weather

- I think it’s good because there are many kinds of animals and plants around

swamps

3 What kinds of animals could you see in a swamp?

- I could see raccoons

- I could see water striders

Words & Phrases

1 Why do you live in a swamp?

- I live here because I can rest in a swamp during migration

2 What does the swamp provide you and other animals with?

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3 What would happen if there were no swamps?

- If there were no swamps, water birds wouldn’t have a home

Words & Phrases

1 Swamps may not be everybody’s favorite place

2 In a storm, swamps absorb water like a sponge

3 They release the water in dry weather?

4 Swamps are also important to migrating birds

5 Crocodiles and beavers live at the surface of the water

Dictation

E

Swamps are (low)lands that are (underwater) for most of the (year) They are very

(important) For one (thing), they (prevent) flooding by (absorbing) water in a (storm) and

(releasing) the water in dry weather Swamps (provide) a resting (place) for migrating birds

like ducks, (geese) and swans (during)their long (journey) Swamps are also (home) to

animals (like) raccoons and (snakes)

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Unit 8 |

Exploring the Deep Sea

attract, embarrassed, enormous, flash, pitch black, prey, stretch, submarine, swallow, underneath, get away, in one gulp, light up

LESSON GUIDE

Before Reading

Have the students look at the picture Ask students question like: What can you see in

the picture? (fish, a submarine, people, seaweed, starfish) How does the gulper eel

look? (it has sharp teeth, it has a large mouth, etc.) Why is the girl covering her eyes?

(She’s afraid of the gulper eel.)

Have the students answer the pre-reading questions as a class or in pairs Encourage

them to answer in complete sentences

Extra Idea (optional): Charades

Prepare cards with the vocabulary words written on them Divide the class into

teams Have a representative from one team come up to the front and pick a card

This student must then act out the word to get his/her team to guess the word

Students are not allowed to talk or point at things If the word is too difficult to act

out, allow the students to draw a picture on the board (however, tell them that they

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student’s team guesses the word, the team gets a point If not, put the word back into

the pile and have the next team have a turn

During Reading

Afterwards, ask the students what they remember about the story without looking at

the book (these should be one-word answers or short phrases):

• where did the story happen (underneath the sea, in a submarine)

• characters of the story (Emily, the captain)

• events in the story (went on a trip, gulper eel came near, ate a nearby fish)

• Emily’s feelings (excited, frightened, embarrassed)

As the students answer, take notes on the board Show the students different ways to

take notes (for example, use different colors and/or shapes to separate the different

categories):

Example

-underneath the sea

-in a submarine

-the captain -Emily

-went on a trip -gulper eel came near -ate a nearby fish

-excited -frightened -embarrassed

After Reading

Words & Phrases

Have the students complete Exercises A and B (Remind them that in Exercise B, they

need to change the form of the word, such as make it singular/plural, if necessary)

Check the answers as a class

Visualizing

Go over what the different sections mean: setting (where the story takes place),

characters (the people in the story), plot (what happens in the story), and ending (how

the main character feels at the end) Have the students fill in the blanks and check

the answers as a class

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Individually: 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

and check the answers as a class

Altogether: Questions can also be used to promote discussion among students rather

than just answering questions individually

Main Idea:

Remind the students that the main idea is the big idea that can summarize the passage in one word or sentence Go through each of the answers to determine which ones are details (a & d), not in the story (c) and the main idea (b)

Have the students go back to the passage and practice scanning to find the answer Have them point

to or read the sentence with the answer out loud (for example, the answer to number 2 is in the first sentence of the first paragraph)

Inference:

Have the students go back and find the sentence that supports the answer (for example, the second to last sentence of the second paragraphs states how a gulper eel’s stomach stretches)

Summarizing

Alternative Idea: Sequencing

Prepare copies of the exercise for each pair of students in your class and cut them

into sentences strips Put them in envelopes and hand them out to the students First,

have the students work together to fill in the blanks with the words and phrases from

the word box Then, have them put the sentence strips in the correct order When

they are finished, they must get their answers checked by you If you would like to

make this into a game, the winner would be the pair that finishes the activity first and

correctly

Writing

partner Have the students take turns in asking and answering the questions Ask a

couple of pairs to present to the class

Speaking

Have the students discuss the topic in pairs or as a group If needed, provide pictures

or videos of animals that they can see at an aquarium

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Questions for Extra Writing or Speaking Practice:

o Are you or someone you know afraid of the water or any underwater animals?

Why are you or that person afraid of them?

o

1 Have you ever been on an underwater tour?

− Yes, I have been on an underwater tour It was exciting but scary

− No, I have not but I want to go on an underwater tour

2 What creatures live in the deep sea?

- Strange fish live in the deep sea

- I think sharks live in the deep sea

3 How can deep sea creatures find food in the dark?

- Maybe they can feel the prey around them with their skin

- They light up their bodies to attract the prey

Words & Phrases

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