Reading Train 1 Teachers Manual

0 00 Time to Sing In this section, students should predict and imagine what they are going to read about by looking at the illustration which accompanies the passage.. Guide students thr

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An Introduction

to This Book

An Introduction

to This Book

students This series focuses on the development of reading skills and vocabulary A major feature of this series is the idea of teaching reading in English This means that reading becomes a thinking process instead of a translation task Thus, it is the intention of the authors that the teacher uses as little translation as possible in the classroom

However, it must be remembered that effective teaching requires understanding Making students understand is the teacher's role Therefore, the authors are not supporters of a strict “English only” environment in the classroom We believe that the teacher should feel free to use the student's first language as and when required Nonetheless, use of the first language should not be a substitute for good lesson planning and a sound teaching strategy.

When preparing for any reading class, it is the teacher's responsibility to assess their student's English ability and choose the reading text which best fits their student's needs If the text requires a lot of translation to be understood, it is probably too difficult The teacher should replace it with an easier text in this or another series.

While teaching reading, it is important that students have a chance to read the passage independently, at their own pace By becoming an independent reader, students can begin

to enjoy reading for pleasure Reading for pleasure is a very effective way of becoming fluent in a language.

Independent reading puts great demands on lesson planning because of the differing

abilities of students Some students will finish reading before others Therefore, supplementary activities should be prepared that allow the teacher to occupy fast finishers One possible method is to use the During Reading exercises in the Reading Train student book as

supplementary material Let the fast finishers work through the exercises independently, while the less able students catch up The slower students could do the exerises for homework.

Text Selection

Independent Reading

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An Introduction

to This Book

It is a good idea to teach the students some basic strategies that will reduce their dependence on the teacher while they read independently.

These could include:

1) Phonics: Decoding an unfamiliar word phonetically could help students to recognize its

meaning

2) Using a Dictionary: Make electronic or paper dictionaries available in the classroom This

will allow students to investigate the meaning of words they don't know.

3) Peer questioning: If a student doesn't understand a word or phrase, they should ask their

friend first This reduces dependence on the teacher and creates a learning opportunity for both students.

During the Lesson

It is worthwhile reviewing these strategies regularly During independent reading, monitor the students and use appropriate prompts to encourage their use Praise the correct use of these strategies

Throughout the Reading Rocket series, the following reading skills are practiced to help students understand the passage better:

Help students to make these reading skills part of their reading strategies too Encourage students to use them regularly when they read something new.

Skill 0 Scanning for information

Skill 1 Identifying main ideas

Skill 2 Identifying feelings and attitudes

Skill 3 Identifying details

Skill 4 Identifying cohesion - pronouns

Skill 5 Making inferences

Skill 6 Identifying cause and effect

Skill 7 Understanding the order of events (sequencing)

Skill 8 Identifying facts

Skill 9 Compare and contrast

Skill 10 Problem and solution

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0 0

0

Time to Sing

In this section, students should predict and imagine

what they are going to read about by looking at the

illustration which accompanies the passage

Review related vocabulary and help students to express

what is happening in the illustration

Guide students through the warm-up questions, and

have students answer in English

Warm up

Have students think about the answers

Ask students to choose the correct answers and write

them in the blanks

Check to see if students have fully understood the

meaning of the words they learned

Learn the New Words

Ask students to read the passage Check their

understanding

Have students circle the main idea of the story

Find the Main Idea

In this section, students will improve their reading

proficiency and thinking ability by studying the specific

READING SKILLS that are listed below

While doing the activity, encourage students to refer

back to the passage as many times as they need to

Give students time to do the exercises Assist them as

required

Practice the Reading Skills

1 Read the story again and complete the chart.

1Reading Skill -> Organizing information

2 Circle the correct answer.

1Reading Skill -> Identifying cohesion: pronouns

3Reading Skill -> Identifying feelings and attitudes

4Reading Skill -> Identifying details

sing loudly

science hurt quietly

Because Jay is singing badly/loudly.

I can see some students and a teacher.

Jay is singing.

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Ask students to open their textbooks to page 12.

Have students read the sentences and check True orFalse based on the passage

Check the answers individually or as a group

Check Your Understanding

This section is designed to help students extend theideas in the passage by drawing on their ownexperiences and knowledge Help them to express theiropinion naturally in complete sentences, using thewords they learned

If students have difficulty writing sentences in English,the teacher should have them discuss the questionsorally before they begin writing

Write about Yourself

Workbook 1: pages 6~7The answer key to the homework is found on page 46 inthe Teacher's Manual

Practice the New Words and Grammar

1 Choose and write.

Ask students to choose the correct words from theword bank and fill in the blanks

Check if students have understood the meaning of thewords and are able to use them in different contexts

2 Find the mistake and correct it.

Have students understand the GRAMMAR RULESused in the passage

1Present simple tense

Hesleepsin a bed

2Present simple tense: negation

She doesn't knowthe answer

3AdverbRun quickly! He laughed happily

4Past progressive tenseShe wasreadinga book

school English music

Yes, I do / No I don’t.

Yes, I am / No I’m not.

I like science.

science

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Insects in the Classroom

I can see some ants, some crickets and a beetle They are studying science/insects She likes them.

kid scared

last tank insect

Warm up

them in the blanks

understanding

required

Ask the students to open their workbooks to pages 6~7

Check the homework by having students take turns

calling out the answers

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My favorite insect is the ant.

They eat apples.

Yes, I do / No, I don’t.

crickets beetle ants Ask students to open their textbooks to page 16

1Present progressive tense: question

What are youdoingnow?

2Noun: plural count

I have five pencils

3Noun: plural count

Someflowers areon the table

4To-infinitive with a transitive verb

I want to eata strawberry cake

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scratch yesterday

tire uncle daughter

Anna is in the garden.

Anna is riding a bicycle / Anna is talking to Uncle Ted Anna is happy.

Warm up

them in the blanks

understanding

required

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Yes, I can / No, I can’t.

I want to go to the park.

was ride happily were

Ask students to open their textbooks to page 20

This section is designed to help students extend theideas in the passage by drawing on their ownexperiences and knowledge Help them to express theiropinion naturally in complete sentences, using the wordsthey learned

1Past simple tense

I wassick yesterday

2Future simple tense: be going to

We are going to havedinner

3Adverbslow - slowly simple - simply beautiful - beautifully

4Noun: plural countThe students werevery excited

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The Picky Eater

peach egg

pear bamboo panda

I like fruit but I dislike onions.

A picky eater is someone who doesn’t like many foods The panda is eating bamboo.

Warm up

them in the blanks

understanding

required

5Reading Skill -> Making inferences

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No No No

No No Yes

doesn’t eats Strawberries look

No

Yes, I have / No, I haven’t.

Yes, I am / No, I’m not.

My favorite food is pizza.

1 Look and match.

1Present simple tense: negation

He doesn't havethe book

Hedrinksmilk every day

3Noun: plural countbaby - babies city - cities story - stories

4Helping verb: negation She will not watchTV

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My Silly New Dog

funny

The dog is singing a song, wagging its tail, running, and sleeping.

The boy is not happy with the dog.

The dog is sleeping on the boy’s feet.

find

silly chase proud

Warm up

them in the blanks

understanding

required

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silly chase

funny

proud

I jump on the sofa I swim in the bath

I make ice-cream sandwiches.

likes brought likes to smiles

Sheworksat a bank

2Past simple tense: irregular verbbring - brought have - had think - thought

3To-infinitive with a transitive verbJohn likes to playthe piano

Heplaysbaseball every Sunday

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The Moon Gets a Friend

together awake

alone

I can see an owl.

The moon feels lonely and happy The owl is looking at the moon.

Warm up

them in the blanks

understanding

required

5Reading Skill -> Making inferences

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sad lonely happy

far

awake alone

together voice

are

be

is

am

My best friend is George.

They aremy friends

2Future simple tense: willShe will goto school

3“Every~” with singular verb

Everybody likesthe actor

I ama student

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Warm up

them in the blanks

understanding

required

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textbook blackboard crosswalk

restaurant bookshop church

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library hotel

family garden vacation

The family is in a garden and on a plane They are talking.

Anna is holding a book.

Warm up

them in the blanks

understanding

required

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library museum

I usually read in my room.

I read many comic books.

were going reading want to

1Past progressive tenseThey wereswimmingin the pool

2Future simple tense: be ~ing

He'sarrivingtomorrow

3Gerund used as an object

We stopped talking

I want to playsoccer

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computer letter

e-mail

Anna is using a computer.

The woman is sending an e-mail They feel happy.

Warm up

them in the blanks

understanding

required

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I think the best way is to phone her.

heard Using like to get

1Past simple tense: irregular verbhear - heard know - knew go - went

2Gerund used as a subjectPlayingsoccer is interesting

I always try to bea good friend

4Past simple tense: negation

I didn't hearthat news

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The Busy Firefighters

ring(rang) fire

spray firefighter brave

The building is on fire The firefighters are fighting the fire.

They are putting out / fighting the fire.

Warm up

them in the blanks

understanding

required

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slid

rushed

helped sprayed

Yes, I am / No, I’m not.

I should call _.

rang woke burning Putting

1Past simple tense: irregular verbring - rang give - gave have - had

2Past simple tense: irregular verbwake - woke run - ran ride - rode

3Past progressive tenseShe wasreadinga newspaper

4Gerund used as a subjectKeepingyour promise is important

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Anna’s Pet

Anna is washing the dishes, taking out the trash and talking to her mom.

The goat is eating the trash.

She is saying, “Let’s get a goat.”

week goat

work

Warm up

them in the blanks

understanding

required

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take out eat

want

trash week

Yes, it is / No, it isn’t.

A cat is the best pet for me.

I clean the windows.

2 Write the verb in the past tense.

1Past simple tense: regular verblike - liked arrive - arrived save - saved

2~4Past simple tense: irregular verbtake - took do - did say - said

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