Our World Textbook: Table of Contents

5 Series Editors Joan Kang Shin JoAnn (Jodi) Crandall SECOND EDITION ng Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 ni Walk-through . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Teaching with Our World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 ar Generic Pacing Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Le Unit 1 Extreme Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Unit 2 Copycat Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 c Unit 3 Music in Our World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 hi Units 1–3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 ap Units 1–3 Extended Reading: Animal Predictions? . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Units 1–3 Let’s Talk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 gr Unit 4 Life Out There . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 eo Unit 5 Arts Lost and Found . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Unit 6 Amazing Plants! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 G Units 4–6 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224 al Units 4–6 Extended Reading: Attack of the Extraterrestrial Plants! . . . . . . . . . . . 226 io n Units 4–6 Let’s Talk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228 Unit 7 Volcanoes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230 at Unit 8 Reduce, Reuse, Recycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260 Unit 9 Cool Vacations! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290 N Units 7–9 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320 Units 7–9 Extended Reading: Surviving Krakatoa . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322 Units 7–9 Let’s Talk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 324 Review and Let’s Talk: Script and Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . 326 Annotated Workbook Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329 Australia • Brazil • Mexico • Singapore • United Kingdom • United States SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP4.indd 1 6/25/19 10:14 AM Scope and Sequence Extreme Weather Copycat Animals Music in Our World Life Out There Science Science Music and the Performing Arts, Visual Arts Science, Technology, and Engineering • talk about different kinds of extreme weather • describe the damage storms can cause • describe how to prepare for extreme weather • write a personal narrative • describe animals • compare different animals • talk about how animals imitate others • use classification writing • talk about different musical instruments and styles • talk about your musical experiences • compare how people make music • do contrast writing • talk about space and space exploration • talk about different possibilities of life in space • give your opinions about space • do persuasive writing blizzard, drop, drought, flood, heat wave, hurricane, ice storm, lightning, range, rise, sandstorm, speed, thunder, tornado, tropical storm camouflage, characteristic, copy, frighten, hide, hunt, imitate, insect, poisonous, predator, prey, resemble, species, spot, stripe Strategy: Compound nouns Strategy: Using a dictionary emergency, evacuate, flashlight, plan, shelter, supplies attack, avoid, confuse, defend, escape c Le ar ni ng 4 Strategy: Action verbs G Strategy: Noun plurals band, beat, chord, concert, drum, flute, guitar, lead singer, melody, note, perform, piano, practice, rhythm, saxophone, violin hi ap vocabulary 1 & 2 sc: 2–4 3 gr goals sc: 1 2 eo content area connection 1 Strategy: Multiple-meaning words classical, hip-hop, jazz, pop, rock atmosphere, comet, data, debate, extraterrestrial, galaxy, journey, orbit, planet, solar system, space, the universe Strategy: Classification of words astronaut, communicate, rocket, search, spacecraft, space station Strategy: Words in context Strategy: Act it out Comparisons with as . . . as Tag questions Present perfect with ever and never Comparative adverbs May and might Indefinite pronouns Tornado Trouble Strategy: Visualize Copycats Strategy: Scan text for information It’s All Music Strategy: Ask questions Listening for Life Strategy: Identify the author’s purpose Personal Narrative Focus: Describe an experience Classification Writing Focus: Show how things belong to a group or category Contrast Writing Focus: Show the differences between things Persuasive Writing Focus: Convince the reader of your opinion Understand weather. National Geographic Explorer: Tim Samaras Protect biodiversity. National Geographic Explorer: Krithi Karanth Change through music. National Geographic Explorer: Jack Johnson Live curious. National Geographic Explorer: Kevin Hand project A tornado in a jar A collage A musical instrument Model of life on another planet review Units 1–3 Units 4–6 Animal Predictions? Attack of the Extraterrestrial Plants! It’s my turn. Who’s going to take notes? Can I borrow your bike? It could work. io n at reading al Future predictions and plans with be going to Zero conditional (present tense) grammar 1 & 2 sc: 5–6 N writing mission sc: 9 extended reading let’s talk additional video Song: Sc. 7; Viewing: Sc. 8; Storytime: Sc. 10; Wrap Up: Sc. 11 2 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 2 6/20/19 10:42 AM 6 7 8 9 Arts Lost and Found Amazing Plants! Volcanoes Reduce, Reuse, Recycle Cool Vacations! The Humanities, Music, and the Performing Arts Science Science Science, Visual Arts • talk about traditions and communities • talk about different craft and cultural activities • understand changing traditions • write a blog entry • describe plants • talk about what plants and animals do to help plants survive • compare how plants grow and adapt • do descriptive writing • discuss volcanoes • describe how a volcano erupts • make predictions • write a process description • discuss the importance of reducing, reusing, and recycling • learn about art from recycled materials • talk about what you can do to help the environment • write a biography • talk about different vacation places • talk about what you would do in different situations • express preferences • write a review art, community, culture, future, generation, hold on, language, local, pass down, proud, share, storytelling, tourist, tradition, weave adapt, attract, bacteria, behavior, digest, ground, leaf, light, roots, stem, stink, strategy, survival, trap, trick ash, calm, cover, crack, create, deep, erupt, explode, gas, heat, inside, melted, steam, surface, thick, volcano beach, camping, guide, hike, hotel, photo safari, relax, ruins, tent, theme park, ticket, tour, water park, wildlife Strategy: Word families Strategy: Multiple-meaning words build, conserve, design, energy efficient, environment, junk, landfill, man-made, natural, recycle, reduce, renewable, reuse, throw away, trash embroidery, handcrafted, jewelry making, pottery, sculpture active, cone, crater, dormant, extinct eo Strategy: Contractions ni ar Strategy: Prefix recardboard, chemicals, glass, metal, tools Language Arts Strategy: Using a thesaurus airport, passport, suitcase, souvenir, sunglasses Strategy: Antonyms and synonyms Strategy: Suffixes Strategy: Expressing purpose First conditional Because of . . . Passive with modals (simple present) Clauses with when Second conditional Would rather The passive: Simple present Relative clauses with that Not Your Grandpa’s Mariachi Strategy: Compare and contrast Is That a Plant? Strategy: Use information graphics to support comprehension Active Volcanoes Strategy: Scan text for information Found Art Strategy: Understand the author’s purpose Tree House Vacation Strategy: Use visuals to support comprehension Descriptive Writing Focus: Describe what something looks like and what it does Process Description Focus: Explain what happens in a sequence Biography Focus: Write about the life and work of a person Travel Review Focus: Write about a vacation experience Value your cultural traditions. National Geographic Explorer: Dr. Elizabeth Kapu’uwailani Lindsey Value plants. National Geographic Explorer: Maria Fadiman Help in a disaster. National Geographic Explorer: Patrick Meier Help reduce our human footprint. National Geographic Explorer: Alexandra Cousteau Be a respectful tourist. National Geographic Explorer: Joseph Lekuton Museum of the future Local plant guide A volcano Recycled art A tourist brochure at N Blog Entry Focus: Write about your thoughts al Gerunds as subjects Gerunds as objects io n G Strategy: Base words Le c hi ap daisy, petal, rose, thorn, vine gr Strategy: Using context clues ng 5 Units 7–9 Surviving Krakatoa No way! Our presentation is about . . . 3 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 3 6/20/19 10:42 AM STUDENT’S BOOK WALK-THROUGH Our World, Second Edition, a seven-level primary series for young learners of English from National Geographic Learning, uses real-world content, stunning photographs and video from National Geographic, and a variety of interactive digital resources to fully engage and motivate students as they learn about the world in English. Young learners will be captivated by the beautiful photography and high-interest content relevant to their world as they learn about people and places from across the globe. Young learners will achieve more through collaboration, extensive critical thinking and visual literacy work, and activities that inspire meaningful thinking and sharing. Our World truly brings the world into the classroom and improves learning outcomes, motivating learners to use English to show the world what they can do—and achieve more. The Unit Opener uses high-interest photographs to engage students, present the unit theme, and provide opportunities for speaking and discussion. ar ni ng Units feature high-interest cross-curricular topics,, which are woven throughout the unit, from the opening photo to the closing Project. Unit 1 hi c Le Extreme Weather ap In this unit, I will . . . • talk about different kinds of extreme weather. • describe the damage storms can cause. • describe how to prepare for extreme weather. • write a personal narrative. F 3. It’s raining heavily. T F 4. It’s safe to be outside. T F eo F T G T 2. The trees are covered in ice. gr Check T for True and F for False. 1. There’s a storm cloud in the sky. io n al Supercell thunderstorm, Colorado, USA at 6 OW2e_SB_5_31988b_006-021_U01.indd 6 7 5/24/19 10:29 AM OW2e_SB_5_31988b_006-021_U01.indd 7 A list of unit goals is followed by a goal-setting activity that focuses students’ attention. 5/24/19 10:29 AM N Image captions help students and teachers understand the image and make connections with the unit theme. A Video introduction provides a preview of the contents of the unit. 4 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 4 6/20/19 10:42 AM Target vocabulary is presented in meaningful contexts to help students build fluency and confidence to discuss relevant real-world topics. ni ar VOCABULARY 1 ng All target vocabulary is presented in the Audio program in isolation, in a contextualized sentence, as well as in the context of the main presentation. a sandstorm Listen and read. TR: 1.1 2 Listen and repeat. TR: 1.2 Le a hurricane 1 c We know we can’t control the weather. It can be beautiful, wild, and dangerous, often all at the same time. Scientists try to predict weather in different ways. They tell us when extreme weather is coming. Then we can try to protect ourselves. Wind is a dangerous force. In a tropical storm, the wind speed can be more than 100 kilometers (60 miles) per hour. Wind in a hurricane, or cyclone, is even faster. High winds in dry places such as deserts can pick up sand and cause a sandstorm. A tornado is a column of wind that rotates very fast. We can only live within a specific range of temperatures. At times, temperatures rise too high or drop too low. It not only feels bad, it can be dangerous! In a heat wave, the weather stays very hot for days or even weeks. Week AUGUST 1 2 3 4 a rise 40°C a drop 35°C 3 Ask and answer. Work with a partner. What did you learn? 104°F 95°F 30°C 86°F a range 25°C 77°F Yes, it can. It can cause a heatwave. Grand Canyon, USA at 8 Unit 1 io n al G lightning eo gr ap hi Thunderstorms bring heavy rain with loud thunder and lightning. If too much rain falls in a short time, it can cause a flood. Too little rain makes the land dry and can cause a drought. When it’s very cold, a rainstorm can turn into an ice storm or a blizzard. N OW2e_SB_5_31988b_006-021_U01.indd 8 When the weather is hot, can it be dangerous? 9 5/24/19 10:29 AM OW2e_SB_5_31988b_006-021_U01.indd 9 5/24/19 10:29 AM Students work in pairs or groups to practice the new words. Two video segments present and practice Target Vocabulary. 5 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 5 6/20/19 10:42 AM STUDENT’S BOOK WALK-THROUGH ng The Unit Song supports the unit theme and models natural rhythm and intonation. Lyrics incorporate unit vocabulary and grammar. SONG Listen, read, and sing. TR: 1.3 ni 1 Bad Weather ar There’s bad weather on the way! There’s bad weather on the way! Le Is it going to storm? Yes, it is! Is there going to be lightning? Yes, there is! Is there going to be thunder? Yes, there is! When there’s going to be a storm, I hurry inside! CHORUS c Be prepared for emergencies. It’s always good to be safe. You’ll see! Grab supplies and a flashlight, too. Seek shelter. It’s the safe thing to do! hi Is there going to be a blizzard? Yes, there is! Is there going to be an ice storm? Yes, there is! Is it going to be cold? Oh, yes it is! If there’s going to be a blizzard, I hurry inside! ap CHORUS Is there going to be a hurricane? Yes, there is! Is the wind going to howl? Yes, it is! Are the waves going to rage? Yes, they are! gr If there’s going to be a hurricane, we evacuate! CHORUS Seek shelter. It’s the safe thing to do! Ask and answer. Work with a partner. eo 2 G 1. What bad storm in your town do you remember? 2. What did you do to prepare? 3. What did you think and feel during the storm? The Netherlands io n OW2e_SB_5_31988b_006-021_U01.indd 10 al 10 Unit 1 5/24/19 10:29 AM OW2e_SB_5_31988b_006-021_U01.indd 11 5/24/19 10:29 AM After the first presentation, songs can be reused throughout the unit. Point-of-use suggestions in the Lesson Planner provide opportunities for reuse and recycling. N at Follow-up activities provide opportunities to use the song for group or pair work. 11 The Song video features the video host singing the song. Students can follow along with the karaoke-style lyrics. 6 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 6 6/20/19 10:42 AM 3 Future predictions and plans with be going to TR: 1.4 Write. What is the weather going to be like? Monday Le A heat wave is coming. ar Is it going to rain tomorrow? No, it’s going to snow tomorrow. I’m going to listen to the weather report at 8:00. He’s going to put on his snow boots. 1 Write. What are you going to do? A thunderstorm is coming. ni GRAMMAR 1 ng Grammar charts include natural examples of real-world language. Expanded grammar charts are provided in the Workbook, Grammar Workbook, and Classroom Presentation Tool. Tuesday Wednesday Thursday Friday ap 1. It’s going to rain on Monday. 2. 3. 4 Ask and answer. Work with a partner. What about you? Talk about today and tomorrow. A blizzard is coming. gr 4. 5. Ask and answer. Read. Take turns. eo 2 hi c A hurricane is coming. 1. Why can’t we go to the park tomorrow? (rain) 2. Won’t she get wet walking in the rain? (take an umbrella) 3. Why is she closing the windows? (rain) 4. When is he going to get a new raincoat? (today) G That’s right. It’s going to snow a lot. Let’s play inside. al 12 Unit 1 5/24/19 10:29 AM OW2e_SB_5_31988b_006-021_U01.indd 13 5/24/19 10:29 AM io n OW2e_SB_5_31988b_006-021_U01.indd 12 13 N at Grammar is practiced in context with multiple opportunities for real communication using all four language skills skills. Grammar is presented in two short, engaging animations. 7 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 7 6/20/19 10:43 AM STUDENT’S BOOK WALK-THROUGH Additional thematic vocabulary is presented visually. Vocabulary is presented on the Audio program in isolation. VOCABULARY 2 GRAMMAR 2 Zero conditional (present tense) TR: 1.7 Listen and repeat. Then read and write. TR: 1.5 an emergency supplies a flashlight a shelter to prepare. To protect yourself from wind and rain, you should go to a 2 to see in the dark. You can store A really bad storm can affect the whole town. In an and go where it’s safer. I get out of the water. If a flood comes, I go inside the house. If it snows, I use an umbrella. Play a game. Cut out the cards in the back of the book. Play with a partner. Take turns. Match and make sentences. Keep the cards. If it rains, I use an umbrella. Listen and stick. Find out what to do next. Place your stickers in the correct order. Work with a partner. A hurricane is coming. Summarize the weather report. TR: 1.6 It’s an emergency. eo 2 I try to stay cool. If the temperature rises, gr in a safe place so that you have food to eat. like that, people have to I wear gloves and boots. If a storm comes, ap . If the electricity goes off, use a I look for a boat. If it rains, hi When a weather forecaster predicts bad weather, you can make a If I see lightning when I’m swimming, Le evacuate a plan Match and make logical sentences. What do you do in these situations? Write five sentences of your own in your notebook. c 1 ar I put on my winter coat if the weather is cold. If I see lightning, I go inside. If a sandstorm comes, I close all the windows. ni 1 ng Grammar charts include natural examples of real-world language. Expanded grammar charts are provided in the Workbook, Grammar Workbook, and Classroom Presentation Tool. 1 2 N 4 io n Sticker activities in each unit provide reward, motivation, and interactive practice practice. at OW2e_SB_5_31988b_006-021_U01.indd 14 3 al 14 Unit 1 G Yes, I put a plan in number 1. That’s correct. 5 15 5/24/19 10:29 AM OW2e_SB_5_31988b_006-021_U01.indd 15 5/24/19 10:29 AM Games provide a fun context for communicative grammar practice. A video segment presents and practices Target Vocabulary. Grammar is presented in a short animation. 8 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 8 6/20/19 10:43 AM 2 Listen and read. TR: 1.8 ni on a town in Serbia. 3 A small tornado dropped them there. ar It once rained frogs Match. Work with a partner. How does a tornado form? Match the text to each step. Discuss. Le a. Warm and cold air currents twist winds into a funnel. Then the funnel touches the ground. b. Warm air and cold air come together. They make a twisting wind of air that moves in circles. c. The twisting air stands up. Warm air moves up. Cold air moves down. 4 Work with a group. Compare tornadoes and hurricanes. Discuss. Complete the chart. gr ap hi c The winds twisted the storm tighter and tighter into the shape of a funnel. When the funnel touched the ground, it became a tornado! The tornado looked like a giant, gray elephant’s trunk. It moved one way, then another way. As the tornado moved across the ground, the team came dangerously close. They dropped special instruments close to the storm. These instruments showed wind speed, temperature, and how much rain was falling. Tornado Hurricane eo Origin: They form over water. Duration: They last a week. G The tornado twisted and moved for half an hour. The team watched the storm and their instruments the whole time. Then the tornado leaned over slowly like a soft rope. Poof! It was gone. The excitement was over. But Wurman and his team have a lot more work to do. The information from their instruments will help them predict other tornadoes so that they can warn people and save lives. Discuss. Work in groups of three. Answer the questions. 1. What is the shape of a tornado? 2. Where does a funnel touch to become a tornado? 3. Why do scientists study tornadoes? 4. What do scientists use to learn about tornadoes? Tornado Trouble Tornadoes happen all over the world. There’s even a place called Tornado Alley. Josh Wurman studies extreme weather. He joined a team of other scientists to study tornadoes in Tornado Alley. One day, the blue sky turned black. A giant cloud came toward the team. The cloud had winds that moved in a circle. Inside his truck, Wurman watched the storm through his window and on his instruments. Colors on the computer screen showed where the rain fell and where the wind was the strongest. ng engages students with surprising facts. READING 1 After-reading activities provide students with opportunities to react and respond to the text, and to make connections between the reading and their lives. Weird but True Meaningful, relevant real-world Readings develop language through crosscurricular topics such as science, nature, history, art, culture, music, and sports. Dodge City, Kansas, USA io n OW2e_SB_5_31988b_006-021_U01.indd 16 al 16 Unit 1 5/24/19 10:29 AM 17 OW2e_SB_5_31988b_006-021_U01.indd 17 N at Infographics show factual information in fun and sometimes surprising ways. 5/24/19 10:29 AM Graphic organizers help students collect, organize, and visualize information. EXTENDED READING 1 2 Listen and read. TR: 9.10 Surviving Krakatoa My sister and I were lucky. We survived the tsunami that came after Krakatoa erupted in 1883. Many people didn’t live. Let me tell you what happened. Our house was high on a hill above the town of Anjer. My little sister, Melati, didn’t like this because whenever we had to go into town, we had to walk a long way. I liked the walk down into Anjer. I could look across the sea. Often I could see the volcano on Krakatoa Island. New Extended Reading sections after every three units introduce students to a variety of genres and support reading fluency. An Express Yourself activity allows students to choose a form of creative expression. Melati and I were visiting our cousins in Anjer but something was wrong. We heard eruptions from Krakatoa. They were as loud as a hundred thunder claps. We could see bright lights through the dark smoke on top of the volcano. It was Sunday night and I wanted to go home. “I’ve never seen anything like this,” said Auntie. “If you stay here, you’ll be safe.” When we woke up the next morning, we couldn’t see the sun. At 10 o’clock it was still dark. Everything was covered in ashes. “Mom and Dad are going to be worried. We have to go home,” I told Melati. “No. Something bad might happen,” she said. I took her hand and pulled her up the path. We couldn’t see much. We climbed as fast as we could. Suddenly, there was a strange calm. Then a wall of water roared over Anjer. 3 Read. Check T for True and F for False. 1. Darma is telling the story. T F 2. Melati and Darma slept at their aunt’s house. T F 3. Melati and Darma’s aunt survived the tsunami. T F 4. A hurricane caused the tsunami. T F Read. With a partner, put the items in order. “A tsunami! Run Melati!” I shouted. We ran. We heard horrible crashing but we didn’t look back. 1 It went silent again. Then we heard another roar. A bigger tsunami rushed up the hill toward us. 4 There was a strange silence. They woke up but everything was dark and there were ashes everywhere. Their parents found them. They left the town and started climbing the hill. There was smoke and light above Krakatoa. They heard loud explosions. The first tsunami covered the town. Express yourself. Choose an activity. 1. After the tsunami, Darma’s family faced many problems. Imagine you are a news reporter. Interview the family and write about the family’s day after the tsunami. “Melati! Darma! Take our hands!” It was Mom and Dad. They dragged us up to the house as the water raged beneath us. We were safe. 2. Krakatoa re-erupted not long ago. Find another example of a recent volcanic eruption. Do a short presentation for the class. It was dark for many days after that. We were scared and hungry but we were alive. Anjer was flooded. The tsunami destroyed everything—houses, trees, people. We never found Auntie and my cousins. 3. Imagine that you are Melati. Retell the story from Melati’s point of view. Most of the volcano on Krakatoa was destroyed. And I could no longer see it when I looked across the sea. Krakatoa Island, Indonesia 164 Extended Reading OW2e_SB_5_31988b_162-167_U7-9R.indd 164 165 5/24/19 11:07 AM OW2e_SB_5_31988b_162-167_U7-9R.indd 165 5/24/19 11:07 AM 9 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 9 6/20/19 10:43 AM STUDENT’S BOOK WALK-THROUGH The Mission page promotes universally recognized values and highlights the work of a National Geographic Explorer. Students are introduced to a variety of writing types. WRITING MISSION ar Think. Pair. Share. Read. Read the personal narrative. How does the writer describe the hurricane? How does the writer describe what she hears and sees? How does she feel? Circle the words that relate to the senses and emotions. Underline the words and expressions that show the sequence of events. • What can you do in dangerous weather? Le • What can you do to find out more about extreme weather? Safe not Sorry! gr ap hi c • Why is it important to understand weather? eo If a hurricane comes, we know what to do. We have a family plan. Last year, the weather forecaster told us that a hurricane was coming. First, I helped my dad put heavy wood over the windows. It was hard work. Next, we went inside the house and turned on the radio to listen for news about the hurricane. When the hurricane came, we could hear the strong winds outside. It was scary. The rain came down hard on the roof, too. Then suddenly, there was a loud crash. The whole house shook! Everyone was worried. What was it? Soon, it was quiet and we could go outside. We saw a huge tree on the ground. Part of the tree hit the wood on the window. I am so happy we had a family plan! Hopefully, there isn’t going to be a hurricane for a while. Write. Write about an extreme weather experience. Give details relating to the senses. Help the reader feel what you felt. 3 Share. Share your writing. Work in a small group. Listen and take notes. Dead camel thorn trees, Namibia It all started when I was about six years old and saw that fantastic “tornado in The Wizard of Oz. G 2 ” Tim Samaras (1957–2013), Severe Storm Researcher, National Geographic Explorer al OW2e_SB_5_31988b_006-021_U01.indd 18 io n 18 Unit 1 19 5/24/19 10:29 AM OW2e_SB_5_31988b_006-021_U01.indd 19 5/24/19 10:29 AM A Think-Pair-Share routine helps students form individual ideas, and discuss and share them with their classmates. N at Students share their writing with an audience. ni Understand weather. Personal Narrative When you write a personal narrative, you tell a story. You want the reader to feel like he or she is there. To do this, you can use descriptive language that uses the senses—sight, sound, taste, smell, and touch. To express the sequence of events, you can use time expressions such as after, before, next, and then. 1 ng Models written at the student level provide examples for students to follow. Step-by-step pre-writing and drafting support is provided in the Workbook. A quote by a National Geographic Explorer and a Meet the Explorer video help students learn more about these inspirational people who are making a difference in the world. 10 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP3.indd 10 6/21/19 12:15 PM A variety of Projects build 21st-century skills through independent research, discussion, presentations, craft, design, and explaining ideas and opinions. ng Step-by-step instructions and strong visual support is provided for students through each project. PROJECT ni Make your own tornado. 12 Work in small groups to make a ar tornado in a bottle. 23. You need a glass jar or bottle, some If I shake the jar around, the glitter looks like a tornado. ap hi c Le water, some dishwashing liquid, and some glitter. 33. Pour water into the bottle, about three-quarters full. Then add a small amount of dishwashing liquid. gr 43. Add a little glitter. 53. Put on the lid tightly. eo 63. Then, shake the bottle around in a describe how to prepare for extreme weather. N 21 io n 5/24/19 10:30 AM OW2e_SB_5_31988b_006-021_U01.indd 21 Project work is realistic and attainable and instills a sense of achievement in students. Completed projects serve as tangible learning evidence of student learning. at OW2e_SB_5_31988b_006-021_U01.indd 20 write a personal narrative. al 20 Unit 1 talk about different kinds of extreme weather. describe the damage storms can cause. G circle and watch your tornado! Now I can . . . 5/24/19 10:30 AM “Now I can . . .” statements refer back to the unit goals. Learners can use the statements to measure and demonstrate their knowledge. 11 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 11 6/20/19 10:43 AM WORKBOOK The Our World Workbook has activities that reinforce and consolidate the Student’s Book instruction. Practice includes listening, speaking, reading, writing, grammar, vocabulary, and review activities. Each unit has 12 pages of skills practice and activities, along with Our World Workbook additional readings and cumulative review practice. GRAMMAR 2 READING 1 Zero conditional (present tense) school closes early. Weather Change it is sunny, I wear a hat. I don’t sleep enough, I am tired in the morning. We’ve always had extreme weather. Do you know that there is more extreme weather now than in the past? According to many scientists, this change started when people started to burn coal, oil, and gas. ar These two sentences mean the same thing. In sentence 1, notice the comma. If it snows, school closes early. School closes early if it snows. 1 Listen and read. TR: 1.3 ng If snows, ni it Write what you see. c Le The average temperature on Earth is rising. Some droughts are longer and hotter. More of the ice on mountains melts faster. If this water goes to the sea, the sea level rises. 2. If he sees that it is she stops her bike. 3. we stand at the raining, gr ap bus stop. al G 6. The coldest temperature ever recorded on Earth was −97.7ºC (−144°F) on an ice sheet deep in the middle of Antarctica. 7 05/04/2019 11:51 8 Unit 1 OW2e-WB-5_32404_002-013_U01_CPP.indd 8 31/01/2019 17:12 io n OW2e-WB-5_32404_002-013_U01_CPP.indd 7 Weather change is a fact. But we can do something. For example, we can make factories and cars more efficient. That way, we can burn less coal, oil, and gas. We can also build stronger houses in safer areas. We can use less energy. There are also some practical things that everyone can do to be prepared for more extreme weather. People should have a plan and supplies for emergencies. People who live in areas that can flood or in hurricane areas should evacuate in an emergency. eo 5. 4. Different places have different changes in the weather. Some places have less rain. Other places have more rain and floods. In most places, there are more storms. Storms are stronger, too. The warmer sea temperatures make hurricanes stronger. hi 1. If she sees a stop sign, at New to the second edition N • More authentic content woven throughout unit practice and readings • Updated grammar charts with exemplars and student-friendly explanations • An end-of-unit Review section that exposes students to question types similar to those commonly found on international exams • Workbook audio available for streaming and download at ELTNGL.com/ourworld5 12 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 12 6/20/19 10:43 AM GRAMMAR WORKBOOK The Our World Grammar Workbook provides structured grammar practice and extends the grammar lessons found in the Student’s Book. Each grammar topic includes two pages of practice, three review sections, and a cumulative review section. New to the second edition • Updated grammar charts with new exemplars for each grammar topic Unit 1 Zero conditional (present tense) going to They’re rain tomorrow. call my friend. play basketball. It’s = It is I’m = I am They’re = They are it are they rain going to tomorrow? do Yes, it is. No, it isn’t. They’re going to play basketball. 1 Use be going to to talk about the future. use an umbrella. late, I am tired the next day. school Read. Circle the correct answer. hi 3. If a tornado comes, if we evacuate / we evacuate. be thunder. 3. It’s snowing. He wear a warm coat. 4. It’s hot today. I go swimming. 4. If Jon knows it’s going to be cold, he wears / wore his coat and gloves. 5. Is / If it’s hot, we go swimming. 6. If there / there’s a blizzard, we don’t have school. gr get the house ready. ap 1. We just saw lightning. Next there ’s going to 2 Read and write. Answer the questions. Use going to and phrases from the box. close all the windows 1. What are you going to do in the snow? I’m going to make a snowman. Read and write. Complete the sentences. 1. If it’s hurricane season, it rains a lot. make a snowman 2. If it snows, 3. If the electricity goes out, 4. If a blizzard comes, 5. If there’s no rain for weeks, al 2. What are you going to do if it’s rainy? evacuate G bring an umbrella go to bed late. I 2. If it rains, then if I use / I use an umbrella. Read. Complete the sentences. 2. A sandstorm is coming. My parents 2 I starts raining, 1. If there / There’s is an emergency, we follow our plan. eo 1 is These two sentences mean the same thing. In sentence 1, notice the comma. If it snows, school starts late. School starts late if it snows. Answer Is snows, it c Question it Le It’s I’m If ar Future predictions and plans with be going to What ni ng • Student-friendly explanations of each grammar topic with examples 6. If there’s a flood in my town, io n 3. How is your family going to get ready for the sandstorm? 4. What are your cousins going to do if there’s a flood? 4 4/23/19 1:05 PM OW2e_GB_5_36914_002-005_U1.indd 4 4/23/19 1:05 PM N OW2e_GB_5_36914_002-005_U1.indd 2 at 2 13 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 13 6/20/19 10:43 AM TEACHER RESOURCES The Lesson Planner with Student’s Book Audio CD and DVD provides everything needed to successfully plan, teach, and supplement lessons. 1 Students will • describe how a traditional style of music developed into a modern style of music. • compare and contrast traditional and modern mariachi. • create a new musical style. Reading Strategy Compare and Contrast Academic Language compare, contrast Content Vocabulary a sombrero, a suit Resources TR: 5.7; Graphic Organizers: Chart; Word web; Venn diagram (two circles); Workbook pp. 60–61, Workbook Audio TR: 5.4; Online Practice 2 Read and write. Mexico violins and different sizes of guitars and horns In the nineteenth 3. When did the traditional mariachi that we see today begin? century Spanish 4. What language do mariachi singers usually sing in? Listen and read. TR: 5.7 1. Where did mariachi music begin? Not Your Grandpa’s Mariachi 2. What instruments are usually in a mariachi band? There’s a new band in town. They’re playing a traditional style of Mexican music called mariachi . . . but with a twist. Before meeting this new band, let’s step back in time. 5. Where did the Mariachi Flor de Toloache band meet? In New York/the USA Mariachi music started hundreds of years ago, but the traditional style we see today began in the 19th century. Groups of farmers played together. Their instruments included traditional violins and different kinds of classical guitars. The smaller guitars played the higher notes, and a traditional bass guitar played the low ones. They had trumpets, too. The music was often loud, happy, and exciting, but it could also be quiet and romantic. The musicians wore traditional suits with silver buttons and a sombrero, a wide Mexican hat. 3 Write. Compare traditional mariachi to the Mariachi Flor de Toloache. traditional mariachi male or female The mariachi played and danced at celebrations such as birthdays and weddings. As people from Mexico moved around the world, the mariachi tradition spread, too. In the past, mariachi bands were always men and they always sang in Spanish. choice of songs dress Fast forward to today and meet the Mariachi Flor de Toloache. They’re an all-woman mariachi band. The band met in New York, in the USA. Some of the women have Mexican or Puerto Rican families, but others do not. So the band sometimes sings in Spanish and sometimes in English. They sing traditional songs, but they also sing versions of modern songs in a mariachi style. They still dress in traditional mariachi suits. The band is building on the mariachi tradition and making mariachi music to fit today’s modern world. language 4 female traditional and modern songs traditional suits, sombrero Spanish Spanish and English Make new music. Work with a partner. Invent a new musical style. It can be completely new, or you can modernize a style you know. What styles would you mix? What instruments would you use? Mice sing to each other Yes! Let’s add drums and an electric guitar! Any other ideas? 86 Unit 5 • 1 Say People from older generations pass down traditional music to younger people. New generations hold on to some parts of traditional music, but they change other parts. Say Today we’ll read about how modern music comes from traditional music. We’ll also read about how traditional and modern mariachi are different. Have students open their books to p. 86. Play TR: 5.7 and have students read along. Le • Activate prior knowledge Ask What styles of music do you know? (classical, hip-hop, jazz, pop, rock) What are some instruments you know? (guitar, flute, drum, violin, piano, saxophone) • Think Aloud Model guessing meaning from context by thinking aloud. Say I’m not sure what the word sombrero means. So I go to the text and look for clues close to the word. I see that sombrero is followed by a comma and a phrase. I think that the phrase explains the meaning of sombrero sombrero. Draw a sombrero on the board. • Put students in pairs. Distribute charts and have students copy the headings from p. 87 onto them. Then have students work together to add information about how these styles of music are the same or different. hi gr Unit 5 • Have students refer to the reading to answer items 2–5. Have student share their answers to the questions. Discuss the questions with students and confirm the correct answers. Have students point out the place in the reading where each answer is found. Ask Are the Mariachi Flor de Toloache a traditional or a modern type of band? (modern) ap Paragraph 1: What style of music is mariachi? Paragraph 2: When did traditional mariachi begin? What instruments do people use to play mariachi music? What is an important part of the outfit? Paragraph 3: Where did mariachi musicians usually play? What language did they use to sing? Paragraph 4: What is special about the Mariachi Flor de Toloache band? What do they sing? In what languages? How are they helping keep the mariachi tradition alive? • 2 Read aloud the instructions and item 1. Ask Which paragraph talks about the place where mariachi began? (the first one) Say Reread the paragraph to find the answer. Ask Where did mariachi music begin? (in Mexico) Practice • Play TR: 5.7 a second time. Pause at the end of each paragraph to check for comprehension. Ask questions such as: • 3 Point to the chart and read the directions. Remind students that charts can be used to compare and contrast things. • Point out the headings on the columns. Ask What is this chart asking you to do? (to compare traditional mariachi to the Mariachi Flor de Toloache band) Point out the headings on the rows. Ask What specific things are you going to compare? (male or female, choice of songs, dress, language) Point out the blank boxes. Say You will write short answers in the boxes. c Present 180 at night. 87 Warm Up • Recycle Say I’m going to act out playing an instrument. Tell me the instrument I’m playing. Act out playing instruments such as the violin, drum, guitar, and other instruments from pp. 40–41. Have students name the instrument you are playing. Ask students to name instruments they play and to talk about the type of music they play. This photo shows the Mariachi Flor de Toloache band in New York, USA. This is an all-women band from diverse cultural backgrounds including Puerto Rico, Mexico, Cuba, Germany, and the United States. The band started in 2008 with the goal of modernizing the mariachi style and engaging younger generations. ar Flor de Toloache, Mariachi Band, Brooklyn, New York, USA About the Photo The band won the 2017 Latin Grammy Award for “Best Ranchero/Mariachi Album.” The Grammy Awards celebrate achievements in music. Mariachi Flor de Toloache male loud, happy, exciting, romantic traditional suits, sombrero Let’s mix tango and rock! BE THE EXPERT ng READING Objectives ni READING 5/13/19 10:26 AM 5/13/19 10:26 AM G The Lesson Planner includes: OW2e_LP_5_34293_164-193_U05_CR2.indd 181 181 eo OW2e_LP_5_34293_164-193_U05_CR2.indd 180 Reading al • a Professional Development section that introduces key principles of the program io n • a detailed Scope and Sequence • simplified step-by-step instructions for carrying out lessons at • reduced Student’s Book pages with answers at point-of-use N • Student and Workbook audio scripts • Extension activities to supplement the Student’s Book, including instructions to use the Worksheets found on the Teacher’s Website • Teaching tips and professional development at point of use • Formative Assessment suggestions • A handy Pacing Guide key to accommodate classrooms with a range of instruction time The Our World DVD and Student’s Book Audio CD contain all of the multimedia to support the Student’s Book instruction. 14 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 14 6/20/19 10:43 AM Poster Sets Supercell thunderstorm, Colorado, USA eo gr ap hi c Le ar ni ng Nine full-color Posters bring beautiful photography into the classroom, reinforce the unit themes, and feature National Geographic Our World values. 11/06/2019 12:36 io n Assessment al G OW2e_Posters_L5_39465.indd 1 ©2020 Cengage Learning, Inc. N at The ExamView Assessment Suite includes activity banks to generate customized unit quizzes, mastery tests, final exams, and a placement test, and is available through the Teacher Resource Website. 15 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 15 6/20/19 10:43 AM DIGITAL RESOURCES Classroom Presentation Tool The Classroom Presentation Tool integrates all Our World resources, including video, audio, Student’s Book, Workbook, and Grammar Workbook pages, as well as interactive activities and games, making it easy to carry out lessons in any classroom with an interactive whiteboard or a computer and projector. ni New Online Practice and Learning Management System ng The Classroom Presentation Tool is available on USB or online through the Learning Management System. Le ar Our World, Second Edition’s Online Practice is completely new with improved games for practice and comprehension, additional activities for assessment preparation, progress tracking, and access to audio and video resources. c For teachers, a brand-new Learning Management System is available, with teacher resources, class management functionality, progress reports, assignment creation tools, and messaging features. hi Both the Online Practice and Learning Management System are accessible at learn.eltngl.com with an access code, and both work on laptops, tablets, and smartphones! gr ap The Online Practice offers students independent, interactive practice. It includes activities and games to support each section of the Student’s Book, with integrated audio: eo • Vocabulary • Song G • Grammar al • Reading io n • Writing • Review N • Let’s Talk at • Extended Readings Online Practice includes karaoke-style sing-along of the song with practice. Speaking activities allow students to respond to and record answers to activity prompts. The Online Practice includes fun games that reinforce and expand on Student’s Book content. Each unit has two vocabulary games, two grammar games, and a unit review game. Additionally, parents can track student progress and review activity results. The Online Practice is accessible through learn.eltngl.com with an access code and course activation key. It’s optimized for all devices. 16 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 16 6/20/19 10:43 AM Student Resource Website Student resources, including audio for Student’s Book and Workbook activities, are available at ELTNGL.com/ourworld5. Teacher Resource Website Teacher resources can be found at ELTNGL.com/ourworld and include: • Student’s Book, Workbook, and assessment audio ng • unit-by-unit Pacing Guides for easy lesson planning ni • three-step Teaching Routines ar • printable Worksheets for extension activities Le • printable Graphic Organizers • Workbook Audio Scripts c • Home-School Connection letters ap hi • the ExamView Assessment Suite Activity Works Date gr eo Name 1 al G rganizer Sunshine o ? HO heet 1.4 Extreme Wea ther Do the puzzle. Think together with your gro page 2 and wr up. Read the clu ite the words. es on Find the hidde n word in the lightning bolt! thunde storms speed r rise range lightning ice hurricane heat wave WH AT ? exciting emergency drought dangerous blizzard 1. io n W 2. 3. HOW? at WHEN? 4. 5. N 6. 7. 8. E? 9. R HE WH Y? W 10. 11 . 12. 13 . 14. Our World 5 Copyright l Geographic © Nationa Learning, a par t of Cengage Learning. Our World Copyright © 2020 Cengage Learning, Inc. 1 17 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 17 6/20/19 10:43 AM READERS The Our World Readers are six levels of original stories, classic folktales, myths, and non-fiction selections from around the globe. A graded Reader is available to support the theme and language of each unit in the Student’s Book. Each Reader includes additional fun facts and activities related to the story and unit theme. All Readers are available as “Story Time” on the Our World Video, on the Story Time DVDs, and on the Classroom Presentation Tool. Level 5 Readers The Tale of The Tale of Thunder and Lightning A Folktale from Vietnam LEVEL 5 READERS A Folktale from Nigeria How Tiger Got His Stripes A Folktale from Vietnam The Songbirds’ Flute Two Brothers, Two Rewards A Folktale from Nigeria How Tiger Got His Stripes Two Brothers, Two Rewards The Tailor and His Coat Based on a Folktale from Guatemala A Folktale from Russia Amazing Beaches The Tale of Thunder and Lightning A Myth from Mexico The Songbirds’ Flute A Myth from Mexico How the Milky Way Began Popocatépetl and Iztaccíhuatl A Folktale from Vietnam A Folktale from Japan Popocatépetl and Iztaccíhuatl Retold by Anna Olivia LEVEL 5 READERS A Folktale from Japan A Folktale from Nigeria The Tailor and His Coat Based on a Folktale from Guatemala A Folktale from Russia How the Milky Way Began Amazing Beaches A Folktale from Russia Amazing Beaches Based on a Native American Folktale The Cave People of the Karawari: A Disappearing Culture e h _CVR_001 3 12/6/12 12: 3 PM es_CVR 3 12/6/12 :59 PM OWR_G5U3_ s_CVR_001 3 12/6/12 12: 5 PM , hi LEVEL 5 READERS The Tale of Thunder and Lightning Two Brothers, Two Rewards How the A Folktale from Japan A Folktale from Nigeria Popocatépetl and Iztaccíhuatl A Folktale from Russia How the Milky Way Began Amazing Beaches Retold by Andrea Seargent The Tale of Thunder and Lightning Two Brothers, Two Rewards A Folktale from Nigeria A Folktale from Japan How Tiger Got His Stripes How Tiger Got His Stripes Popocatépetl and Iztaccíhuatl Milky Way A Myth from Mexico A Folktale from Vietnam The Tailor and His Coat Based on a Folktale from Guatemala A Folktale from Japan LEVEL 5 READERS gr A Folktale from Vietnam e ap LEVEL 5 READERS A Folktale from Nigeria OWR_G5U2_ c OWR_G5U1_ h Two Brothers, Two Rewards: A Folktale from Japan The Songbirds’ Flute by Eileen Silvers ar The Cave People of the Karawari: A Disappearing Culture Le How the Milky Way Began How Tiger Got His Stripes The Tailor and His Coat Based on a Folktale from Guatemala How the Milky Way Began The Songbirds’ Flute The Tale of Thunder and Lightning A Myth from Mexico The Songbirds’ Flute Based on a Native American Folktale The Cave People of the Karawari: A Disappearing Culture Popocatépetl and Iztaccíhuatl: A Myth from Mexico A Folktale from Japan A Folktale from Vietnam The Cave People of the Karawari: A Disappearing Culture Based on a Native American Folktale Two Brothers, Two Rewards Popocatépetl and Iztaccíhuatl How Tiger Got His Stripes Based on a Folktale from Guatemala ni The Tale of Thunder and Lightning ng A Folktale from Nigeria LEVEL 5 READERS The Tale of Thunder and Lightning Songbirds’ Flute Got His LIGHTNING Retold by Cindy Pioli How the Tiger Got His Stripes: A Folktale from Vietnam The How Tiger THUNDER and The Songbirds’ Flute The Tailor and His Coat A Myth from Mexico The Tailor and His Coat A Folktale from Russia Based on a Folktale from Guatemala A Folktale from Russia How the Milky Way Began Amazing Beaches How the Milky Way Began Amazing Beaches Based on a Native American Folktale Based on a Native American Folktale The Cave People of the Karawari: A Disappearing Culture The Cave People of the Karawari: A Disappearing Culture eo The Cave People of the Karawari: A Disappearing Culture A Folktale from Japan Popocatépetl and Iztaccíhuatl Based on a Folktale from Guatemala Began Based on a Native American Folktale A Folktale from Vietnam A Myth from Mexico The Songbirds’ Flute Two Brothers, Two Rewards The Taylor and His Coat: A Folktale from Russia Based on a Native American Folktale G by Jill Korey O’Sullivan Amazing Beaches Wa _CVR_001 3 12/6/12 12: 6 PM OWR_G5U5_ a a a _CVR_001 3 12/6/12 12: 9 PM OWR_G5U6_ B he s_CVR_001 3 12/6/12 12:53 PM at io n al OWR_G5U _M Popocatépetl and Iztaccíhuatl The His Coat and A Myth from Mexico AMAZING A Folktale from Russia Retold by Joey Acra by Maria Spalliero LEVEL 5 READERS The Tale of Thunder and Lightning A Folktale from Nigeria How Tiger Got His Stripes N A Folktale from Vietnam The Songbirds’ Flute Based on a Folktale from Guatemala How the Milky Way Began LEVEL 5 READERS Two Brothers, Two Rewards The Tale of Thunder and Lightning A Folktale from Japan A Folktale from Nigeria Popocatépetl and Iztaccíhuatl How Tiger Got His Stripes A Myth from Mexico A Folktale from Vietnam The Tailor and His Coat The Songbirds’ Flute A Folktale from Russia Amazing Beaches Based on a Native American Folktale LEVEL 5 READERS Two Brothers, Two Rewards A Folktale from Japan The Tale of Thunder and Lightning Popocatépetl and Iztaccíhuatl A Folktale from Nigeria A Myth from Mexico How Tiger Got His Stripes The Tailor and His Coat Based on a Folktale from Guatemala A Folktale from Russia How the Milky Way Began Amazing Beaches A Folktale from Vietnam The Songbirds’ Flute Based on a Native American Folktale The Cave People of the Karawari: A Disappearing Culture The Cave People of the Karawari: A Disappearing Culture OWR_G5U _P a_CVR_001 3 Two Brothers, Two Rewards A Folktale from Japan Popocatépetl and Iztaccíhuatl A Myth from Mexico The Tailor and His Coat Based on a Folktale from Guatemala A Folktale from Russia How the Milky Way Began Amazing Beaches Based on a Native American Folktale The Cave People of the Karawari: A Disappearing Culture 12/6/12 12:5 PM OWR_G5U _ a C a _CVR_001 3 12/6/12 1:02 PM OWR_G5U9_Beaches_CVR_001 3 12/6/12 1:06 PM 18 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 18 6/20/19 10:43 AM Le ar ni ng VIDEO Each Our World Video is 30 minutes of fun-filled, fully integrated content that includes: c • vocabulary and language presentation and review hi • original songs ap • games gr • inspiring, real-world video, and • Our World Readers Story Time G eo Presented in highly manageable 3–5 minute clips, the Our World Video can be used before, during, or after instruction to preview, support, and review. Our World Videos are available on Video DVD bound with the Lesson Planner and on the Classroom Presentation Tool. io n Scene 1: Introduction al Scenes include: Scene 2: Vocabulary 1a at Scene 3: Vocabulary 1b Scene 4: Vocabulary 2 N Scene 5: Grammar 1 Scene 6: Grammar 2 Scene 7: Song Scene 8: Viewing Scene 9: Meet the Explorer Scene 10: Story Time Scene 11: Wrap Up 19 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 19 6/20/19 10:43 AM PROFESSIONAL DEVELOPMENT The Our World Professional Development website helps you improve classroom practice and get the most out of your young learners with resources available online. New to the second edition The website includes: Three new videos show teachers how to use the Our World Lesson Planner. Videos provide instruction on: • downloadable training videos for preprimary and primary teachers • preview and review training slides • how to teach vocabulary ng • handouts for workshops • how to teach grammar ni • links to additional development resources ar • how to teach reading and writing c hi ap The three-step teaching routines and all other Professional Development materials are available at: ELTNGL.com/OurWorldPD. THREE-STEP GRAMMAR ROUTINE Step 1 • Model the Grammar topic by giving a personal example or using it in a real-world context gr A series of three-step teaching routines offer teachers a streamlined approach to lesson planning. The routines can be used for any major lesson type and will help teachers execute successful lessons. Le Routines • Read or have a student read aloud the Student’s Book Grammar examples. N at io n al G eo • Play the audio track and have students listen. Step 2 • Have students complete the Student’s Book activities. Have partners or small groups share their work. • (Optional) • Have students practice using the Grammar topic when it appears in the unit Song or applies to the Unit Opener photograph or other lessons. • Help students explore and expand on the topic with a graphic organizer, diagram, or other visual aid. Step 3 • Have pairs or small groups work together to complete and share the personalized or open-ended Student’s Book activities. • (Optional) Have students personalize the grammar topic by • asking and answering questions. • illustrating and acting out original dialogues or role-plays that use target grammar. • creating and labeling diagrams, models, photo-essays, and other types of classroom presentations that feature the topic being taught. 20 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP5.indd 20 6/26/19 6:26 PM TEACHING WITH OUR WORLD ng ni • Authentic assessment of Young Learners goes beyond traditional paper-and-pencil tests. World, multiple opportunities for concept In Our World comprehension and performance provide a variety of ways to determine students’ depth of learning. N at io n al G eo gr ap • Students learn effectively when they’re challenged just one step beyond their current stage of cognitive and language development. They most often need support from a knowledgeable person at this time to successfully understand and incorporate new information. • Addressing the needs of the whole child in the language class includes paying attention to learning styles, learning strategies, critical thinking skills, 21st-century skills, and universal cultural values. ar • Activities designed for Young Learners should provide multiple opportunities for the understanding and construction of meaning at a level appropriate to the emotional and intellectual stages of their development. • Learning about the world through theme-based units is an approach that benefi ts Young Learners because a variety of topics provides a meaningful basis for exploration as well as a rich variety of language learning tasks. Le • Students learn through a process of constructing meaning. They are active learners who work to make sense of their world through interaction in personal, social, and academic contexts. c The Our World series reflects key concepts and principles of English language teaching and learning. • Goal-oriented learning contributes to Young Learners’ success. In addition to the larger goals of educating students to be responsible global citizens in the 21st century and to be knowledgeable and caring stewards of our planet, providing explicit language learning goals helps learners understand the purpose of the activities they carry out. hi OUR WORLD PHILOSOPHY: KEY CONCEPTS 21 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 21 6/20/19 10:43 AM TEACHING WITH OUR WORLD OUR WORLD CONTENT Home and Cultural Connections Global Citizenship To empower Young Learners for the 21st century, teachers of English as a Foreign Language must understand the global importance of English, as well as what it means to be a global citizen. Our World uses real-world and multicultural content to help Young Learners grow up to become successful global citizens. Dramatic photos and content from National Geographic and around the world spark curiosity and broaden students’ perspective by exposing them to multiple cultures and ideas. Le ar Each unit in Our World has a National Geographic Value or Mission page that connects to the real-world content presented in the unit. These pages promote universally recognized values for students, bring realworld content to the classroom, and inspire Young Learners to develop their curiosity and to value their own cultural traditions as well as those of others. c hi ap gr Unit 1 eo Extreme Weather G In this unit, I will . . . • talk about different kinds of extreme weather. • describe the damage storms can cause. • describe how to prepare for extreme weather. • write a personal narrative. F T F 3. It’s raining heavily. T F 4. It’s safe to be outside. T F N at io n T 2. The trees are covered in ice. al Check T for True and F for False. 1. There’s a storm cloud in the sky. OW2e_SB_5_31988b_006-021_U01.indd 6 ni Global Values Striking images and content allow Young Learners to explore people, places, and societies as they learn to care about our fascinating and ever-changing world. 6 ng It’s important to encourage Young Learners to connect to their home cultures while in the English language classroom. Making connections to the local culture helps Young Learners relate personally to the content and build a stronger understanding of themselves and their place in the world. In addition, learning to express aspects of their own culture in English is another step toward effectively using English as a global language. 5/24/19 10:29 AM OW2e_SB_5_31988b_006-021_U01.indd 7 READING 1 Listen and read. TR: 2.9 COPYcats Supercell thunderstorm, Colorado, USA 2 One kind of spider tricks predators by imitating an ant. It holds two legs up to look more Read and write. Work with a partner. Compare your answers. 1. What does the leafy sea dragon imitate? like an ant when it walks. 2. What does the leafy sea dragon use to swim? The leafy sea dragon is a weird but beautiful copycat. From its name you would think it imitates a dragon, wouldn’t you? But no, it only gets that name from its funny shape. The leafy sea dragon imitates what is 7around it. It lives in seaweed, and so its body looks like a seaweed leaf. The sea dragon imitates the shape and color of seaweed, and it even looks like floating seaweed when it moves. It doesn’t use the 5/24/19fi10:29 parts of its body that look like a leaf to swim. It uses ns AM that are transparent, so it’s hard to see them move. 3. What does the mimic octopus look like? 4. What does the mimic octopus do with its arms? The leafy sea dragon does not only look like a copycat. It also dances like a copycat. A male and female sea dragon will copy each other’s movements for hours! 3 The mimic octopus is the only sea creature that can imitate many different species. It not only changes its color, it also changes its shape. It has arms as thick as pencils. When it spreads them wide, they look like the spines of a lionfish. It hides some of its arms in the sand but leaves two arms out. Then with its white and brown stripes and the two arms, it looks like a sea snake! It can also pull its arms together and swim on the sea floor, so to a predator, it looks like a poisonous flatfish! Work with a partner. Choose the leafy sea dragon or the mimic octopus to talk about. Your partner will listen and complete the first row. Then listen to your partner and fill in the second row. an octopus Habitat Shape Color Movement eye head siphon Like other octopuses, the mimic octopus has eight arms and three hearts. It swims by shooting out jets of water through a siphon. It also has a large brain for its size. That’s one smart octopus! beak (mouth) arm 4 Summarize the reading. Work in groups of three. Take turns. A mimic octopus imitating a poisonous flatfish The leafy sea dragon is a copycat animal. But it doesn’t look like a dragon. Yeah, it looks like seaweed. leafy sea dragon South Australia 32 Unit 2 OW2e_SB_5_31988b_022-037_U02.indd 32 5/24/19 10:34 AM OW2e_SB_5_31988b_022-037_U02.indd 33 33 5/24/19 10:34 AM 22 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 22 6/20/19 10:43 AM ni ng • Language identification: This includes the use of language features that help students to reproduce core content knowledge in their own words, such as the language of comparison and contrast, cause and effect, and speculation; as well as features such as collocations, subject-specific vocabulary, and academic vocabulary. • Tasks for students: This includes the use of a variety of learner-appropriate tasks, both receptive and productive. c Integrating content from different areas such as Language Arts, Science, and Social Studies makes language learning interesting and engaging. It also helps prepare Young Learners who may eventually study these subjects in English. In addition, contextualizing language instruction by integrating it with other learning provides opportunities to reinforce in English the academic skills and knowledge learned in other classes. • Identification and organization of knowledge: This includes the use of graphic organizers such as Venn diagrams, timelines, flow charts, and tables. ar Students learn language and content at the same time, so it’s natural and authentic to incorporate academic content into the English language classroom. Our World uses subject-area content as the basis for motivating students to learn English and to support what they’re learning in other areas. • Processing text: This includes the use of texts that incorporate visual, graphic, and other text structure markers such as headings and subheadings, as well as features like bold or italic text for emphasis. Le LEARNING ENGLISH THROUGH REAL-WORLD CONTENT GRAMMAR 2 VOCABULARY 2 1 Zero conditional (present tense) TR: 1.7 Listen and repeat. Then read and write. TR: 1.5 1 an emergency supplies a flashlight a shelter 2 to prepare. To protect yourself from wind and rain, you should go to a If I see lightning when I’m swimming, I look for a boat. If it rains, I wear gloves and boots. If a storm comes, I try to stay cool. If the temperature rises, I get out of the water. If a flood comes, I go inside the house. If it snows, I use an umbrella. al When a weather forecaster predicts bad weather, you can make a off, use a Match and make logical sentences. What do you do in these situations? Write five sentences of your own in your notebook. G evacuate a plan . If the electricity goes io n to see in the dark. You can store Play a game. Cut out the cards in the back of the book. Play with a partner. Take turns. Match and make sentences. Keep the cards. in a safe place so that you have food to eat. A really bad storm can affect the whole town. In an like that, people have to 2 OW2e_SB_5_31988b_006-021_U01.indd 14 3 N 2 at Yes, I put a plan in number 1. That’s correct. 1 If it rains, I use an umbrella. and go where it’s safer. Listen and stick. Find out what to do next. Place your stickers in the correct order. Work with a partner. A hurricane is coming. Summarize the weather report. TR: 1.6 It’s an emergency. 14 Unit 1 eo I put on my winter coat if the weather is cold. If I see lightning, I go inside. If a sandstorm comes, I close all the windows. gr ap hi A framework for an integrated lesson should include these four stages: 4 MISSION WRITING Value plants. Descriptive Writing In descriptive writing, you describe what something looks like and what it does. You can describe the big parts first and then the small parts. Or you can go from top to bottom, or one end to the other. Then you can describe how it works. 5 1 5/24/19 10:29 AM Read. Read about the sensitive plant. How does the writer describe it? 15 How does the writer organize the description? The Sensitive Plant OW2e_SB_5_31988b_006-021_U01.indd 15 Did you know that some plants can move? The sensitive plant moves when you touch it. The stem has tiny white hairs, and it stands straight up. It grows to about 50 centimeters. It has many thin green leaves. Each thin leaf is made of many tiny parts. The parts are like tiny leaves. These tiny leaves grow on both sides of each leaf stem. When you touch a leaf, the tiny leaves fold. Two by two, starting from where you touch, they close down. The leaf stem hangs down, too. It looks like it is hiding and doesn’t want you to touch it. After a half hour, the plant stands up— until you touch it again! Think. Pair. Share. • What plants are important in your community? 5/24/19 10:29 AM • Why are these plants important? • How are they used? Sensitive plant 2 Write. Write about the plant you invented on the previous page. Describe it. What does it look like? What does it do? Organize your description. 3 Share. Share your writing. Work in a small group. Listen and take notes. Ecofriendly hotel, Singapore my first trip to the rain forest I met a woman who was in terrible pain “Onbecause no one in her village could remember which plant would cure her. I saw that knowledge was truly being lost, and in that moment I knew this was what I wanted to do with my life. ” Maria Fadiman, Ethnobotanist, National Geographic Explorer 104 Unit 6 OW2e_SB_5_31988b_092-107_U06.indd 104 5/24/19 10:50 AM OW2e_SB_5_31988b_092-107_U06.indd 105 105 5/24/19 10:51 AM 23 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 23 6/20/19 10:43 AM TEACHING WITH OUR WORLD 21ST-CENTURY SKILLS • Tools for working: Young Learners today aren’t just learning English. They’re preparing to enter a competitive global workforce. In order to be ready for the future, they need to be able to navigate technology and to extract information from many forms of media. They also need to acquire technology literacy, information literacy, and visual literacy. Today’s students are growing up in an interconnected world. The Framework for 21st-Century Learning deals with “the skills, knowledge, and expertise students must master to succeed in work and life; it is a blend of content knowledge, specific skills, expertise, and literacies.” These skills can be categorized in four ways: • Skills for living in the world: In Our World, Young Learners are introduced in ageappropriate ways to concepts such as openness to new ideas and experiences, adaptability, and initiative. They learn about 21st-century professions such as cyborg anthropology, and are introduced to the work of National Geographic Explorers, who are presented as potential role models. ni ar Le hi c Throughout Our World, World Young Learners are introduced to people, places, and cultures from around the world. At the same time students are learning to recognize cultural similarities and appreciate differences, they are also encouraged to express their own culture in English as a first step to building their intercultural awareness and competence. In short, Our World prepares students to be curious, engaged, and well-informed citizens of the 21st century. io n PROJECT al G eo gr ap • Ways of thinking: Students need to think creatively and critically. Our World challenges them to do so. For example, in Level 5 students create musical instruments from recycled materials and discuss how people in their communities can reduce their human footprints. In Level 6, students learn to analyze techniques advertisers use to influence shopping behavior, brainstorm how to conserve water at school, and discuss the importance of local history and how to value it. ng • Ways of working: Students need to communicate clearly and collaborate effectively. Our World helps students use the vocabulary and language structures they’re learning to communicate about real-world content and collaborate on activities and projects in ways that allow them to meaningfully apply the English they’re acquiring. Make an instrument. 12 Work in small groups and research homemade musical instruments. We made percussion and wind instruments. They sound awesome! 23. Collect trash and junk to at make a musical instrument. Join other groups with instruments and practice. 4 Have a concert! N 3 Now I can . . . talk about different musical instruments and styles. talk about my musical experiences. compare how people make music. do contrast writing. 52 Unit 3 OW2e_SB_5_31988b_038-053_U03.indd 52 53 5/24/19 10:36 AM OW2e_SB_5_31988b_038-053_U03.indd 53 5/24/19 10:36 AM 24 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 24 6/20/19 10:43 AM VISUAL LITERACY Our World uses a variety of images of different types to help Young Learners understand text and organize information; some examples are tables and charts, diagrams, mind maps, T-charts, maps, bar graphs, calendars, timelines, line graphs, Venn diagrams, cause-and-effect arrows, and pie charts. Visual literacy is a necessary skill for the 21st century, which is increasingly image-, media-, and technology-driven. In the past, the term “literacy” referred to being able to read and write, but today it includes the interpretation of various kinds of texts in print and media. Visual literacy is the ability to construct meaning from images such as photos, illustrations, graphic organizers, signs, symbols, information graphics, and video. ng National Geographic has one of the most impressive and highest-quality collections of photos and video in the world. These visuals enrich the Our World print, video, and media components. These materials help Young Learners become visually literate through imagery that reflects print and media in the real world. This will further help them to succeed as 21st-century citizens. ap hi c Le ar ni Brain-based research shows that 80%–90% of the information we take in is visual. Learning a language, then, is not only reading and writing words; it is also being able to understand visual information and communicate it to others. An additional benefi t of learning information simultaneously through text and visuals is that it can dramatically improve retention and recall. READING 2 Listen and read. TR: 1.8 Tornado Trouble on a town in Serbia. A small tornado Discuss. Work in groups of three. Answer the questions. 1. What is the shape of a tornado? 2. Where does a funnel touch to become a tornado? 3. Why do scientists study tornadoes? 4. What do scientists use to learn about tornadoes? It once rained frogs eo Tornadoes happen all over the world. There’s even a place called Tornado Alley. Josh Wurman studies extreme weather. He joined a team of other scientists to study tornadoes in Tornado Alley. One day, the blue sky turned black. A giant cloud came toward the team. The cloud had winds that moved in a circle. Inside his truck, Wurman watched the storm through his window and on his instruments. Colors on the computer screen showed where the rain fell and where the wind was the strongest. gr 1 3 dropped them there. Match. Work with a partner. How does a tornado form? Match the text to each step. Discuss. G a. Warm and cold air currents twist winds into a funnel. Then the funnel touches the ground. b. Warm air and cold air come together. They make a twisting wind of air that moves in circles. c. The twisting air stands up. Warm air moves up. Cold air moves down. io n al The winds twisted the storm tighter and tighter into the shape of a funnel. When the funnel touched the ground, it became a tornado! The tornado looked like a giant, gray elephant’s trunk. It moved one way, then another way. As the tornado moved across the ground, the team came dangerously close. They dropped special instruments close to the storm. These instruments showed wind speed, temperature, and how much rain was falling. 4 The tornado twisted and moved for half an hour. The team watched the storm and their instruments the whole time. Then the tornado leaned over slowly like a soft rope. Poof! It was gone. The excitement was over. But Wurman and his team have a lot more work to do. The information from their instruments will help them predict other tornadoes so that they can warn people and save lives. Work with a group. Compare tornadoes and hurricanes. Discuss. Complete the chart. Tornado at N Dodge City, Kansas, USA 16 Unit 1 OW2e_SB_5_31988b_006-021_U01.indd 16 Hurricane Origin: They form over water. Duration: They last a week. 5/24/19 10:29 AM OW2e_SB_5_31988b_006-021_U01.indd 17 17 5/24/19 10:29 AM 25 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 25 6/20/19 10:43 AM TEACHING WITH OUR WORLD ng A variety of Online Practice Activities provide engaging opportunities for students to review target language, grammar, reading comprehension strategies, and even the unit song in class or independently at a self-directed, comfortable pace. Students receive immediate feedback with each online activity and can revisit challenging topics as often as necessary. hi gr • grammar in animated contexts ap • vocabulary presented with amazing photos G eo • songs performed by fun hosts • video clips that give examples of real-world communication More importantly, building students’ media and digital literacy skills helps prepare them to use English in the real world in the 21st century. c Videos in Our World are divided into short, manageable clips that present the following: ni Our World Video is flexible. Lessons can be presented from the Student’s Book first, and then followed by the corresponding segment in the video to review and check comprehension. Or the video can be used to present target language and then followed by Student’s Book review and practice. Either way, using video regularly helps contextualize language instruction and engage students in the classroom in fun and meaningful ways. ar Video is a powerful tool that can bring the world into the classroom and the classroom to life. In learning language, video can be especially valuable because it provides real-world contexts that help students experience language in a natural and dynamic way. The Classroom Presentation Tool allows the introduction of many types of content, including video, audio, and interactive activities, into the classroom using either an interactive whiteboard or a computer with a projector. Young Learners love games, and the Classroom Presentation Tool includes games that present and practice Student’s Book lessons in new and unique ways. These activities allow for teaching and reteaching that will engage the whole class. Through the use of these games, students have opportunities to predict, to think critically, to work in teams, to sing along, and to use English in a safe and motivating environment. Le VIDEO AND TECHNOLOGY N at io n al • stories read by the hosts using images from the Our World Readers 26 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 26 6/20/19 10:43 AM CHARACTERISTICS OF YOUNG LEARNERS • Tactile learners use touch and the manipulation of objects to help them process and remember information. They depend on their physical and material surroundings for cues. For example, when trying to concentrate, they may flip pencils or play with their hair. To understand instructions, they need to see, hear, and physically carry them out. Tactile learners do well with arts and crafts, flash cards, puzzles, board games, and realia. In general, Young Learners are energetic and spontaneous. They don’t like to sit still for long periods of time, and they have relatively short attention spans. They can be easily distracted, but are curious and will pay attention if the topic is interesting or if the activity is engaging. ni ar Le gr ap hi c Learning Styles Young Learners tend to process information about the world primarily through their senses. The principal sensory learning styles are visual, auditory, tactile, and kinesthetic. • Kinesthetic learners process and remember information through physical movement. Like tactile learners, they touch and manipulate objects, and they’re good at working with their hands. They understand directions for activities more easily when they can see, hear, and physically carry them out. They need to release tension through movement and will look for ways to do so—going to the pencil sharpener or trash basket several times, for example. Kinesthetic learners do well with Total Physical Response (TPR) activities, charades, role-plays, puzzles, and board games. ng Although these characteristics can make teaching Young Learners challenging and even difficult at times, they can also make the Young Learner classroom joyful and rewarding. By using developmentally appropriate activities that cater to their learning profiles, Our World keeps Young Learners active and engaged. io n al G eo • Visual learners notice the details of their surroundings and use color, shape, and position to help them learn and remember information. They tend to understand instructions for activities better when they’re shown rather than told what to do. Visual learners respond well to board work, and to activities involving photos, drawings, flash cards, posters, video, arts and crafts, murals, projects, puzzles, and board games. N at • Auditory learners learn and remember information through sound and rhythm. They memorize information easily and can repeat back the text of stories, role-plays, and song lyrics after listening only once or twice. They understand oral directions for activities and may be willing to act them out or repeat them for other students. They do well with listening and pronunciation activities, and enjoy discussions, sound tracks, video and computer games, songs, and chants. 27 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 27 6/20/19 10:43 AM TEACHING WITH OUR WORLD SKILLS AND STRATEGIES Critical Thinking Skills ng ni ar • Classifying What are (two) ways you can group together these words? Le • Comparing How are (dogs) and (wolves) alike? • Contrasting How are the (cassowary) and (ostrich) different? eo gr • Cognitive strategies include accessing prior knowledge about a topic, seeing how new information connects to the material the student already knows, identifying where more information could be accessed, thinking of good ways to organize the material, and identifying ways to remember the new information. Students ask questions that activate skills such as the following: c • Metacognition is “thinking about thinking.” For Young Learners, this means helping them plan before doing a task. They need to think about the purpose of the task, what information is most important, how they will use the information, what the best way to do the task is, and how much they understand about the task. hi Strategies are generally defined as behaviors that learners use to understand and complete a task. Learning strategies and their use and instruction can benefi t Young Learners as well as adults. Strategies generally fall into three categories: metacognitive, cognitive, and social-affective. N at io n al G • Social-affective strategies are especially useful in language classes, as language is social by nature. While using English, Young Learners can ask for explanations from teachers and classmates, find out how and when they can ask for help, discuss how they can work together with classmates, and discuss how they can get and give feedback. • Making Inferences Looking at these effects, what do you think is the cause? ap Learning Strategies Critical thinking is a higher order of thought that involves analyzing, evaluating, and synthesizing information. In many Young Learner classrooms, teachers’ questions may be limited to basic comprehension questions (What is the story about? Is it a happy or sad story?) and to display questions (How many planets are there in our solar system? Is the moon hot or cold?). • Predicting What will happen when (the volcano erupts)? • Problem Solving What are some ways we can solve the problem of (conserving water at school)? • Ranking How would you list your (favorite sports) from one to five? • Sequencing When (planting vegetables), what are the steps in order? • Using Graphic Features What do the title, caption, diagrams, and photographs tell you about what you’re going to read? • Visualizing How do you picture (the treasure) in your mind? 28 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 28 6/20/19 10:43 AM ni ng • Apply At this stage, students should be able to use new language in realistic contexts, as well as personalize the language with respect to their own lives. Application further develops students’ abilities to use language communicatively. • Extend Extension activities are additional communicative activities that help students personalize new language and use it in realistic contexts. These activities are not found in the Student’s Book and are designed to provide additional opportunities for real communication among students in the classroom. Stages of a Lesson gr ap Our World uses six basic steps recognized as the standard for effective language instruction: Warm Up, Present, Practice, Apply, Extend, and Wrap Up. Up. hi c A good lesson plan has many benefi ts. It helps teachers prepare for class and includes gathering or creating the materials needed to make the activities successful. It lays out step-by-step instructions that provide a guide for every moment in class. But most importantly, it requires teachers to define objectives for the lesson, and plan activities in a sequence that will ensure student success. ar Effective teaching begins with a lesson plan. A lesson is like a road trip that requires a map: the final destination or goal cannot be reached without carefully planning each stop along the way. A lesson plan is the map. The steps in a lesson plan help learners reach lesson objectives, which are the final destination of the trip teachers and students are taking together, successfully. • Practice An important step focuses on students’ first efforts to use new target language. For Young Learners, practice is guided, meaning that students are provided with the structures and vocabulary needed to produce the target language. While students are not expected to create new language independently, the goal is to provide opportunities for them to try out new language in order to prepare for real communicative contexts. Le CREATING SUCCESSFUL LESSONS io n al G eo • Warm Up These activities create interest and excitement about the topic and prepare learners for the new language input. They help EFL students switch over from their native language to English, prompt them to remember material from earlier lessons, and build students’ confidence about what they know. N at • Present Teachers should take time during this step to provide meaningful listening and reading input. Activities should require the use of the four skills in order to reliably check students’ comprehension. The Our World Lesson Planner provides multiple activities to present and check comprehension of language in support of the activities in the Student’s Book. • Wrap Up This might be a quick review in game form of what was learned in class or even a simple song or chant. The wrap up might be a conclusion to a pair-work extension activity in which the teacher asks individual students what they learned from their partners. • Three-Step Routines In addition to the explicit, guided instruction provided in the Lesson Planner, Our World also offers a series of three-step teaching routines as an alternative or streamlined approach to lesson planning. These routines can be used for any major lesson type and contain all of the major elements of successful lessons in consolidated form. 29 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 29 6/20/19 10:43 AM TEACHING WITH OUR WORLD Lesson Adjustments Successful Activities Teachers must keep in mind many different elements as they plan their lessons. They identify learning objectives and match appropriate activities to them. They plan how they will use their physical space and seating arrangements for individual, pair, and group work. They collect the materials and equipment they will need. They think about time management and pacing. But no matter the plan, teachers know to expect the unexpected as the day’s lesson unfolds! Activities for Young Learners should above all be meaningful and purposeful. Engaging students in authentic and meaningful contexts helps them recognize and remember language patterns. ni ar Le c hi Our World prepares students for success by supporting and scaffolding the learning process and by breaking tasks down into small, achievable steps that help build student achievement. at io n al G eo gr In mixed-ability classes, for example, teachers spend more time with some students than with others. When this is the case, they have ready a number of other activities for the rest of the class to do. These may include starting homework in class or choosing something from an activity box that includes worksheets, puzzles, board games, vocabulary cards, comic books in English, and classproduced books. In the Our World Lesson Planner, teachers have a variety of activities to choose from, including extension activity suggestions that are not in the Student’s Book. Activities are supported and scaffolded Scaffolding is used to describe the exterior support structure around a building under construction. As the building is completed, the scaffolding is taken away, and the building stands on its own. In the same way, teachers provide scaffolding to students in order to help them construct knowledge and learn language effectively. ap In a classroom full of Young Learners, there are many factors teachers cannot control. Successful teachers learn to be creative so that they can adapt to unplanned events, whether they be a surprise fire drill, equipment failure, or unexpected student behaviors. This includes adjusting instruction based on students’ unique personalities, their mood swings, their varied interests, and their diverse personal, cognitive, and emotional needs. ng Instead of presenting language as isolated grammar structures to be analyzed, teachers do well to present language in realistic contexts and provide plenty of opportunities for students to repeat, recycle, and use English in order to communicate meaningfully with one other. N In addition, many additional activities and games are available in the Classroom Presentation Tool, Tool activities, and the Our World Video. Online Practice activities Activities are active and hands-on Our World materials promote an active and hands-on classroom. Because so many students are kinesthetic learners and like to move their bodies and move around the room, it’s important to make instruction physically active whenever possible. Activities are enjoyable and interesting The photographs and activities in Our World will capture students’ attention and interest. Each unit is full of activities that Young Learners find fun and engaging, such as singing songs, listening to stories, and playing games. In addition, the video program and the Classroom Presentation Tool contain a wide variety of motivating and enjoyable activities. 30 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 30 6/20/19 10:43 AM ng ni N at io n al G eo gr ap hi c Recycling is also important as a way of improving Young Learners’ ability to understand new language structures and use them correctly. When teachers Our World also recycles language from unit to unit and level to level. For example, in one lesson students may learn vocabulary for different clothes. A teacher may recycle this language by teaching about the weather and asking students what to wear when it is hot and sunny or when it is cold and snowy. Recycling helps students increase their proficiency by getting them to use the language in a new context. This makes the learning process more authentic and meaningful. ar Classrooms should provide plenty of opportunities to practice the language. Using repetition and recycling is important when working with Young Learners. Luckily, if there’s a fun song, students will ask to sing it again. If there’s an interesting story, they’ll ask to hear it again! Repeating is a natural part of a student’s learning process. Our World provides plenty of opportunities for meaningful repetition, especially if the video program and/or Classroom Presentation Tool is used in conjunction with the Student’s Book. Students will have the chance to hear, repeat, and use vocabulary and grammar multiple times. recycle language, they use it again in another context. Within a typical unit of Our World, new vocabulary and language are regularly recycled and used in different contexts within the song, the grammar activities, and games, as well as in the Reader and storytelling activities. Le Repetition and Recycling 31 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 31 6/20/19 10:44 AM TEACHING WITH OUR WORLD CLASSROOM MANAGEMENT Classroom Rules and Routines As teachers everywhere know, real learning requires a well-managed classroom. Expectations of proper classroom behavior can vary from culture to culture, but in all cases, effective classroom management goes beyond dealing with misbehavior only. Many aspects of teaching can affect the behavior of students in the classroom. The establishment of rules and routines in the Young Learner classroom is particularly important because students need clear rules and predictable routines in order to function successfully. ng ni ar Le hi c Equally important is the establishment of predictable routines. Young Learners feel most secure when they know what to expect during different stages of a lesson. eo gr Effective teachers use their class time carefully. They plan the time it takes to greet students and start the class, the duration of each activity, the time spent between activities, the time it takes for student breaks, and the time it takes to assign homework and end the class. They reserve time to be used as needed during the class. In addition, they keep in mind what is known as “wait time,” the amount of time the teacher waits for a student to answer a question. Some teachers count to ten slowly and silently, while others use a watch to allow from three to five seconds. This helps students formulate better quality responses. ap Time Teachers should communicate rules clearly and simply and make sure they’re consistent in enforcing them with age-appropriate rewards and sanctions. When possible, allow students to help create the rules and consequences. The teacher and students may together come up with rules such as Be quiet when someone is talking; Raise your hand to talk; or Be kind to others. Work hard, Share, and Cooperate are other options. Display the rules on a poster on the classroom wall, or provide each student with a copy to keep in their notebooks. Activities and Transitions N at io n al G It’s important to have all materials needed for each activity ready before class so that Young Learners don’t have time to get restless. Activity instructions are another area that can require advance planning. To keep students’ attention, it’s a good idea to read all activity instructions before class so that there is time to simplify or modify them if necessary. Moving smoothly from one activity to another requires planning transitions. For the youngest learners, this could be a clapping chant (“We are done/That was fun/Now let’s do/Another one.”), visual cues such as a teacher-held stop sign or flipping the light switch on and off three times, or auditory cues such as a whistle or bell. If the previous activity has involved movement, a useful transition to the next activity can be having students close their eyes and rest their heads on their hands for a moment. 32 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 32 6/20/19 10:44 AM THE FOUR SKILLS: LISTENING, SPEAKING, READING, AND WRITING Our World provides multiple opportunities for Young Learners to develop all four skills in a balanced and age-appropriate way. Our World provides many different speaking models, including work with Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) in Levels 4–6 in the sections titled Let’s Talk. In addition, students gain valuable practice with rhythm, stress, and intonation in songs and chants, and with pronunciation and sound discrimination using The Sounds of English Cards. Listening Le Reading hi c A unique feature of the Our World series is the use of engaging content from the worldrenowned National Geographic archives. Students are naturally curious about the world around them and will enjoy reading about topics such as copycat animals, chocolate, flesh-eating plants, and pirate shipwrecks. Readings are age appropriate and provide basic practice in reading strategies such as identifying the main idea, finding details and examples, figuring out meaning from context, and relating texts to graphic organizers. ap gr eo G al Speaking ar ni ng In the classroom, Young Learners benefi t from multiple opportunities to listen to and practice routine language, vocabulary, basic structures, and patterns. And while practicing listening and speaking together is very important, so is a focus on listening-only activities, some of which develop students’ discrimination of sounds, words, and sentence boundaries, while others may focus on stress, rhythm, and intonation. Songs, chants, and poems are natural, fun, and engaging ways to practice English. In addition, they can provide additional support to students who need support with basic listening strategies such as identifying the main idea and details. English learners can listen for sequence (first, next, then, finally), for time frames (verb forms signaling present, past, or future time), and for cause and effect (why, because), among other strategies. and listening opportunities such as games, group discussions, and project presentations. The more relevant the language is to learners’ lives, the more meaningful and memorable it becomes. N at io n Listening and speaking are the communicative foundation for language learning. Question and answer exchanges, whether between teacher and student or between student and student, play an important part in the classroom. At first, Young Learners will rely on modeled language in their exchanges, but it is important to introduce opportunities for personalized, authentic language use as soon as possible. Gradually move away from display questions to which students provide already-known answers to show their comprehension, such as “What color is your hair?” or “How many students are in our class?” to authentic communication questions to which the answers are not yet known, such as “What animals make good pets?” or “When do you usually play soccer?” Be sure to regularly include speaking The Lesson Planner includes a variety of before-, during-, and after-reading tasks that draw students deeper into texts. Before-reading activities help prepare learners for the reading by drawing their attention to titles, headings, photos, and captions; by accessing what they already know about the topic; and by predicting what the reading might include. During reading, it is useful to train students to ask themselves silent questions such as Who, When, Where, What, Why, and How and find the answers as they go. They can also underline or highlight information as they read or make brief comments in the margin. After-reading activities include comprehension questions but can also include questions that require higher-order thinking, questions that require learners to support their ideas and opinions, summaries, and graphic organizers. Additional readings are found in the Workbook. 33 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 33 6/20/19 10:44 AM TEACHING WITH OUR WORLD fact and opinion, of persuasion, of classification, and more. Students are guided step by step in the Workbook for each writing assignment in the Student’s Book. Additional writing tasks are provided in the Workbook as well. In addition, nine Our World Readers accompany each of the six levels. These Readers are age appropriate and are designed so that they may be read independently, either in class or at home. Each Reader is thematically related to the corresponding Student’s Book unit and contains some of the unit target grammar and vocabulary. Texts are an entertaining and informative mix of fiction and non-fiction. A complete model is provided for each writing task in each unit in Student’s Books 1 through 6, so that learners have clear, meaningful examples of what they are expected to do. When they are finished, writers read their work to classmates, who listen actively to fill in a chart or take notes. Students are encouraged to give constructive criticism when applicable, pointing out things they liked, found confusing, or wanted to know more about. ng Writing ar ni Younger learners are systematically introduced to writing beginning in Level 1, where they work at the word level, gradually move into sentence stems, and finally to one to three simple sentences. Students draw and then write about their drawings. In Level 2, Young Learners are guided to organize and write short paragraphs through answering specific questions. In Level 3, students learn about compound sentences, descriptive words, the parts of a paragraph, complex sentences with because, and sequence words. In Levels 1 through 3, a page in each Workbook unit provides additional writing practice. gr ap hi c Le Teachers may want students to create individual writing portfolios for evaluation purposes. A writing portfolio is a file or folder of each student’s written work, assembled over a period of time. It contains final drafts of assignments, but it may also contain samples of works in other stages of the writing process, such as word maps, outlines, research cards, rough drafts, letters, poems, copies of group-produced work, and inspirational images. The teacher, together with the student, reviews selected work and comments on the student’s writing progress. al G eo In Levels 4 through 6, older learners are introduced to the concept of paragraph unity, and to different writing genres such as journal entries, blogs, reviews, and paragraphs of opinion, of cause and effect, of contrast, of comparison, of exemplification, of io n WRITING 1 2 Read Safe not Sorry! in your Student’s Book. How did the writer plan Pla n to wri thewriting? Read the steps. te ab wanther Answ out y a story. You er the , you tell that uses our e questi language 1. The al narrative xtrem can chose something that happened. 1. W ha descriptive ons an te a person nts, you writer use wri eve e weat of can you t ce en extrem d com do this you her e the sequen To rrative Wh s e re. Na plete res l weath 2. Next, the writer wrote things that happened in the order they happened. the na exp is xperi Perso er ex pe the ch touch. To he or she and ence. like l ell, n. fee rience sm art. the te, reader to will yo , next, and 3. Then the writer wrote about her feelings about the things that happened.2. W ha , sound, tas ore ght bef —si er, u writ aft t feelin the senses the e abou ns such as ibe sio gs scr res will yo t? exp iter de use time u writ es the wr How WRITING w do sees? rrative. Ho Feelings hears and rsonal na ons. what she ad the pe and emoti r describe Read. Re the write ts. but a little exciting, too. the senses was enscary, es to do ate w ofItev Ho rds that rel sequence e wo hurricane? th e th ow Everyone was worried. l? Circle s that sh fee on e ssi sh pre does rds and ex wo e th I am so happy we had a family plan. Underline e abou t? at N 1 rry! at to do. Safe not So we know wh ne comes, See Hear Touch Taste Smel l 3 4. Next, the writer added descriptions of how she lived the experience her Fothrough w th writer didn’t senses. In the chart below, see the sense words used. Notice that the llo e ste about ps in write about all her senses. You can write about all or only some senses. an A If a hurrica plan. family r told us ctivit extrem We have a r forecaste y1 the weathe helped e wea Last year, ing. First, I s. 4 ther ex . In your no ne was com tebook Expre dow perien See Hear Touch Taste that a hurrica vy wood over the win the ss Smell , write ce. hea your na Choose yourself. P t inside wen my dad put we xt, lan to rrativ heavy wood part of a tree weather forecaster one of work. Ne e listen for w to ri io th te rad It was hard e item about on the ricane strong winds wood on the ned hur s tur so be the and a en methi low. T happy house window e. ricane. Wh ng thing he sid hur out the n hard rain th ds ut compl at happ strong win news abo et the ok! r the e en sho a hea on th se ld d scar y ed to e tabl loud crash thing you. came, we cou e rain came down har d crash. The whole hou ld go e. What Th a lou we cou ex a beau It was scary. suddenly, there was s quiet and d you de perience tif ul th Soon, it wa en, hit the woo will ing What ribe? at was it? roof too. Th of the tree 5. Next, the writer wrote a first sentence to say what the narrative wasscabout. words worried. Wh on the ground. Part s wa us w ne e to de ill yo Everyo tree If a hurricane comes, we know what to do. senses scribe yo u saw a huge going to be What ur ? , there isn’t6. Then the writer wrote what happened in order. She included information about what outside. We w . n! Hopefully use to ords will yo describ u on the window py we had a family pla she saw, what she heard, and how she felt. feelin e your gs? I am so hap while. a ng for ati Hopefully there 7. Finally, the writer wrote a sentence to close the narrative. isn’t ne rel ls rica 5 tai a hur e deto Giv W e. going be a hurricane for a while. nc ri rie te each ather expe thing treme we t. that h out an ex at you fel 1. appe . Write ab r feel wh ned. 2 Write the reade notes. Put th 2. nses. Help and take e even ten Lis to the se . up ts in or small gro a in 3. der. rk writing. Wo ur yo Share 6 3 Share. 10 Unit 1 Write your perso nal n arrati ve in your OW2e-WB-5_32404_002-013_U01_CPP.indd 10 05/04/2019 11:51 10:39 AM noteb 1/24/19 1 it ook. Un 18 OW2e- WB-5_ 32404_ 002-01 3_U01_ CPP.ind d 11 _U01.indd 88_006-021 5_319 OW2e_SB_ 34 18 11 31/01/20 19 17:1 2 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 34 6/20/19 10:44 AM GRAMMAR Our World helps develop vocabulary through a variety of activities that encourage communication. The target vocabulary items in each unit are presented in thematically related, meaningful contexts, and then recycled several times in different activities and across different program components. Active vocabulary consists of words necessary to understand and talk about the unit theme, as well as high-frequency, high-utility items used in real communication relevant to the world of the student. Our World presents grammar in age-appropriate, meaning-based ways. Because their analytical skills are not yet fully developed, younger learners gain little from analyzing forms and memorizing rules the way many adults do. They benefi t more by seeing many repetitions of a target grammar point in different meaningful contexts, and by using grammar as unanalyzed “chunks” that help them communicate. hi c Le ar ni The grammar boxes in Student’s Books, Workbooks, and Grammar Workbooks show target points in meaningful sentences that students can use as models for language production. As learners age and develop cognitively, they are invited to notice certain language features and think about how they function. The oldest learners can keep personal grammar reference notebooks in which they have a page for each grammar point, with examples of form, meaning, and use. They can also record their most frequent errors and write a corrected version of each one in their notebooks. eo gr ap For younger learners, many items are related to the same concepts they are exploring in their first language, such as colors, shapes, and numbers. For older learners, vocabulary items are related to their own lives (habits, chores, likes and dislikes), to their relationships (as family members, as friends, as members of the community), and to their studies at school (science, health, language arts, social studies, sports). Encourage students’ active involvement in vocabulary learning through the use of pictures, Flash cards, Posters, arts and crafts, kinesthetic games, projects, personal dictionaries, word mobiles, and word walls. ng VOCABULARY N at io n al G Have students keep vocabulary notebooks in which they write definitions, use words in sentences, develop word maps, note collocations, and build word groups (photo, photograph, photographer, photographic, photographically). When appropriate, raise awareness of word formation through prefixes and suffixes. Grammar practice in the Student’s Book is supported by additional activities in the Workbook, Grammar Workbook, Video animations, and the Classroom Presentation Tool. 35 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 35 6/20/19 10:44 AM TEACHING WITH OUR WORLD ASSESSMENT • Tests should motivate learners and build learner confidence. Teachers work hard to include a variety of motivating and fun activities in their lessons, and they are conscientious about providing praise and constructive feedback to their students in class. Students should have the same opportunities for fun engagement and motivating feedback in their assessments. Because of young learners’ age, level of maturity, limited range of experience, and cognitive, linguistic, and literacy development, they need appropriately designed assessment tasks, whether traditional or performance based. ni ar Le c hi Our World provides many opportunities for both formal and informal assessment of different types. The typical paper-and-pencil test with formats such as multiple-choice, true/false, matching, and fill-inthe-blank is one example of formal assessment. In many language curricula around the world, these task types remain popular. al G eo gr ap • Tests should contribute to learning on the teacher’s part as well as on the student’s part. Test results should provide teachers with information on which to base subsequent instruction, especially modifications that are needed for some or all students. Results should provide information to learners on their current strengths and weaknesses and progress in learning English. • Tests should include a variety of techniques that correspond to learners’ different intelligences and learning styles. That is to say, tests should provide opportunities for learners who are not primarily linguistically, logical-mathematically, or spatially inclined but rather demonstrate other types of intelligences or learning styles. • Tests should take place over time in order to collect evidence of growth. Assessment should not be approached as an occasional but necessary evil. Indeed, the more frequently students are assessed through a variety of ways, the less test anxiety they may have and the more practiced and confident they may feel during assessments. The Our World series ensures that students engage in a wide variety of communicative activities in each thematic unit, and many of these themes and activity types are correspondingly reflected in the assessment process. ng • Tests should mirror learning. The material actually taught in class is what is assessed. Tests should reflect the objectives of the curriculum and provide students with the opportunity to demonstrate what they know and what they can do with the language in tasks and formats that are similar to the ones they have experienced in class. N at io n • Tests should be contextualized and reflect relevant tasks and language for young learners. Assessment items are more authentic when they reflect a previously taught theme or body of content, and when the language tested is that used by young learners in class and in their real lives. • Tests should allow all learners to experience success. Assessment should provide both lower-than-average and advanced learners opportunities to demonstrate their knowledge. Just as teachers support mixed-ability learners in class with differentiated instruction, so too should they provide opportunities for mixed-ability learners on assessments. The Our World ExamView© Assessment Suite includes test banks that allow teachers to generate and customize various kinds of written tests, including Placement Tests, nine Unit Quizzes, three Mastery Tests, and a Final Test. Accurate assessment reflects not only what students can recognize and produce on a written test, but also what they can realistically do as they actually use the language in daily contexts. Our World therefore provides a wealth of opportunities for informal assessment. These include Extension and Expansion activities listed in each unit of the Lesson Planner, multiple opportunities for pair and group work, Review and Project pages in the Student’s Book, Workbook activities, Online Practice, and the Classroom Presentation Tool. 36 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP2.indd 36 6/20/19 10:44 AM GENERIC PACING GUIDE 4–6 hours per week 3–4 hours per week 2–3 hours per week Unit Opener Vocabulary 1 (continued): Recap; Apply; Extend; Wrap Up ni ar Song Grammar 1: Warm Up; Present; Practice; Wrap Up Week 2 c ap Vocabulary 2: Warm Up; Present; Practice; Apply; Wrap Up Grammar 1 (continued): Recap; Apply; Extend; Wrap Up hi Week 2 Week 2 Grammar 1: Warm Up; Present; Practice; Apply; Wrap Up Song (optional) Vocabulary 2: Warm Up; Present; Practice; Apply; Extend; Wrap Up gr N at Project: Prepare; Share Assessment Song (optional) Reading: Warm Up; Present; Practice; Wrap Up Writing: Warm Up; Present; Read the Model; Plan; Write Week 4 Writing (continued): Edit; Share Mission Review Reading (continued): Recap; Apply; Extend; Wrap Up Writing: Warm Up; Present; Read the Model; Plan; Write Week 4 Week 4 Project: Prepare; Share Assessment Song (optional) Week 3 Reading (continued): Recap; Apply; Extend; Wrap Up Writing: Warm Up; Present; Read the Model; Plan; Write Mission Vocabulary 2: Warm Up; Present; Practice; Apply; Extend; Wrap Up Grammar 2: Warm Up; Present; Practice; Apply; Extend; Wrap Up eo G Week 3 io n Reading: Warm Up; Present; Practice; Apply; Wrap Up Reading: Warm Up; Present; Practice; Wrap Up Grammar 1 (continued): Recap; Apply; Extend; Wrap Up Song (optional) Review Grammar 2: Warm Up; Present; Practice; Apply; Extend; Wrap Up al Week 3 Grammar 2: Warm Up; Present; Practice; Apply; Wrap Up Vocabulary 1 (continued): Recap; Apply; Extend; Wrap Up Review Le Grammar 1: Warm Up; Present; Practice; Wrap Up Song (optional) Vocabulary 1: Warm Up; Present; Practice; Wrap Up Song (optional) ng Week 1 Week 1 Vocabulary 1 (continued): Recap; Apply; Wrap Up Song (optional) Vocabulary 1: Warm Up; Present; Practice; Wrap Up Song (optional) Week 1 Unit Opener Unit Opener Vocabulary 1: Warm Up; Present; Practice; Wrap Up Writing (continued): Edit; Share Mission Review Assessment Project Preparation Project: Prepare; Share Song (optional) 37 SAMPLE COPY, NOT FOR DISTRIBUTION OW_LP_L5_FM_CP4.indd 37 6/25/19 10:27 AM Unit 1 how to prepare for it. Content Objectives Students will • identify extreme weather and its effects. • explain how to prepare for extreme weather. Extreme Weather Language Objectives In this unit, I will . . . • talk about different kinds of extreme weather. • describe the damage storms can cause. • describe how to prepare for extreme weather. • write a personal narrative. Students will • discuss types of extreme weather. • describe the damage storms can cause. • identify ways to prepare for extreme weather. • write a personal narrative. Check T for True and F for False. Vocabulary T F 2. The trees are covered in ice. T F 3. It’s raining heavily. T F 4. It’s safe to be outside. T F Le ar Vocabulary 1 a blizzard, drop, a drought, a flood, a heat wave, a hurricane, an ice storm, lightning, a range, rise, a sandstorm, speed, thunder, a tornado, a tropical storm Vocabulary 2 an emergency, evacuate, a flashlight, a plan, a shelter, supplies 1. There’s a storm cloud in the sky. ng Theme This unit is about extreme weather and ni In This Unit Grammar c Grammar 1 be going to Grammar 2 zero conditional (present tense) hi Reading Tornado Trouble ap Writing Personal narrative Mission Understand weather gr Project Make a tornado in a bottle eo 6 UNIT OPENER io n al Students will • analyze a photograph for information. • evaluate the accuracy of statements. G Introduce Objectives Resources Video Sc. 1; Home-School Connection N at Letter; Unit Opener Poster; Classroom Presentation Tool Pacing Guides L5U1 2–3 Hours 3–4 Hours 4–6 Hours • Build background Say The name of our first unit is “Extreme Weather.” When something is extreme it is very serious. Raise your hand above your waist and say When snow is up to here, it’s extreme. Say When wind blows a tree down, it’s extreme. Extreme weather is not safe. When there is extreme weather, we need to be careful and take it seriously. • Point out the window. Ask What’s the weather like today? Is it cold? Rub your hands together and shiver like you’re cold. Is it rainy? Pretend you are covering yourself with an umbrella. • Activate prior knowledge Ask What types of weather do you know? (rainy, cloudy, snowy, sunny, windy) Write students’ responses on the board. Say I like when it’s rainy. I can play in the rain. My umbrella and boots keep me dry. Ask What type of weather do you like? Why? • Direct students to the photo on pp. 6–7. Ask questions to encourage discussion of the photo. 38 Unit 1 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 38 5/13/19 10:21 AM BE THE EXPERT About the Photo This photo shows a supercell. A supercell is a type of storm. It is unique because the upward moving winds (the updraft) rotate over very large areas, sometimes for hours. The updraft begins to rotate when it moves up through an area with differences in wind speed and direction. Supercells can produce very high winds, tornadoes, frequent lightning, and large hail. Our World in Context ng Supercells can happen anywhere in the world with the right weather conditions. However, they typically happen in areas where tornadoes hit. The most common area for tornadoes is Tornado Alley, in the United States, followed by central Canada. ni Related Vocabulary c Le ar field, cloud, rotate, dangerous 7 eo gr ap hi Supercell thunderstorm, Colorado, USA io n al G What do you see in the photo? (some cars, a field, a very big cloud) How can you describe the cloud? (big, dark, tilted, dangerous) What type of weather could this cloud bring? (rainy, windy) Are the cars in danger? Why? Why not? (yes, the cloud is close; no, the skies are clear) N at • Put students in groups. Say Imagine you’re in one of the cars in the photo. Why are you on that road? What are you thinking? How do you feel? What do you want to do next? Write about what you’re doing and feeling in this situation of extreme weather. Give students three minutes to write one or two sentences. Ask students to share their sentences. • Guide students through the activity on p. 6. Read each statement aloud. For each statement, have students raise their hands if they think an answer is true. Ask students to provide a reason for their answer. Then discuss each statement and confirm the correct answer. Unit Opener 39 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 39 5/13/19 10:21 AM VOCABULARY 1 VOCABULARY 1 Objective 1 Listen and read. TR: 1.1 2 Listen and repeat. TR: 1.2 Students will • identify and use words related to types of extreme weather. We know we can’t control the weather. It can be beautiful, wild, and dangerous, often all at the same time. Scientists try to predict weather in different ways. They tell us when extreme weather is coming. Then we can try to protect ourselves. Vocabulary thunder, lightning, a flood, a drought, an ice storm, a blizzard, a tropical storm, speed, a hurricane, a tornado, a sandstorm, a range, rise, drop, a heat wave Thunderstorms bring heavy rain with loud thunder and lightning. If too much rain falls in a short time, it can cause a flood. Too little rain makes the land dry and can cause a drought. When it’s very cold, a rainstorm can turn into an ice storm or a blizzard. Content Vocabulary predict, cyclone, rotates, supercell Resources TR: 1.1–1.2; Video Sc. 2–3; Graphic ng Organizer: Word web; Activity Worksheet 1.1; Workbook pp. 2–3, Workbook Audio TR: 1.2; Online Practice ar ni Materials note cards ap hi c Le lightning gr Grand Canyon, USA eo 8 Unit 1 G Warm Up N at io n al • Set the stage Say Let’s talk about bad weather. For example, sometimes it rains hard. We see lightning in the sky. Draw a lightning bolt on the board. Shout Boom! Say We hear thunder. thunder. It’s windy. Everything gets wet! A storm like this can be scary. But extreme weather is even worse! Extreme weather can make trees fall and houses blow down. It can hurt people. Today, we’re going to learn about extreme weather. • Preteach Say There are different types of storms. Ask What types of storms do you know? (rainstorm, thunderstorm, snowstorm, ice storm, supercell) Say Ice storms can be very dangerous. They make roads and sidewalks very slippery. Pretend to slip on ice. Say A supercell is a type of storm, usually a thunderstorm. Hold up the photo on pp. 6–7. Say Supercell storms 40 can be very dangerous, too. They can bring high winds and lightning. Present • Have students turn to pp. 8–9. Point to the lightning. Say Lightning can be very hot and start a fire. Point to the hurricane and have students repeat the name. Say The wind in a hurricane moves very fast. Point to the sandstorm. Say In a sandstorm, wind blows sand at high speeds. • Draw a Word web on the board. Write extreme weather in the center. In the outer circles, follow the example below. sandstorm tornado hurricane Extreme Weather tropical storm ice storm supercell Unit 1 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 40 5/13/19 10:21 AM BE THE EXPERT a sandstorm a hurricane Vocabulary Strategy AUGUST 1 2 3 4 40°C a drop Work with a partner. What did you learn? ni 95°F 30°C Ask and answer. sand, funnel 104°F 35°C 3 Related Vocabulary a rise 86°F a range 25°C ng Week 77°F ar We can only live within a specific range of temperatures. At times, temperatures rise too high or drop too low. It not only feels bad, it can be dangerous! In a heat wave, the weather stays very hot for days or even weeks. High winds in dry places such as deserts can pick up sand and cause a sandstorm. A tornado is a column of wind that rotates very fast. Le Wind is a dangerous force. In a tropical storm, the wind speed can be more than 100 kilometers (60 miles) per hour. Wind in a hurricane, or cyclone, is even faster. Compound Nouns Compound nouns are made up of two shorter words. When put together, these words have a new, single meaning. A compound noun might be two words written together as one (sandstorm, thunderstorm, supercell) or two words written separately (tropical storm, heat wave, ice storm). You can give an example of a one-word compound noun and of a two-word compound noun and have students find the additional examples on the page. ap hi c Yes, it can. It can cause a heatwave. 9 G eo gr When the weather is hot, can it be dangerous? al • Say These are types of extreme weather. Point to each word and have students repeat it. at Practice io n • Graphic literacy Look at the graph on p. 9. Ask What are the labels on the graph? (August, weeks, temperatures) What does this graph show? (temperatures in August) N • 1 Say Let’s learn more about extreme weather. Listen for words about different types of weather. Follow along on pp. 8–9 as you listen. Play TR: 1.1. • Discuss the paragraphs on p. 8. Ask questions such as: What happens if a storm brings too much rain? (a flood) What happens if a place gets little rain? (a drought) What types of storms happen when it’s very cold? (ice storms, blizzards) What types of storms have very high wind speeds? (tropical storm, hurricane, tornado, sandstorm, supercell) What happens in a heat wave? (the weather is very hot for days or weeks) • 2 Say Now we’re going to hear words then listen to sentences with those words. Repeat each word and sentence after you hear it. Play TR: 1.2. • Have students draw or sketch a picture of each word. In pairs, have students share their drawings. Students should identify and say the word for their partner’s drawing. Call out a vocabulary word and have students hold up the picture that shows the word. If students have difficulty, point to the vocabulary word on pp. 8–9 and play TR: 1.2 again. Vocabulary 1 41 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 41 5/13/19 10:21 AM VOCABULARY 1 a sandstorm a hurricane 1 Listen and read. TR: 1.1 2 Listen and repeat. TR: 1.2 We know we can’t control the weather. It can be beautiful, wild, and dangerous, often all at the same time. Scientists try to predict weather in different ways. They tell us when extreme weather is coming. Then we can try to protect ourselves. Thunderstorms bring heavy rain with loud thunder and lightning. If too much rain falls in a short time, it can cause a flood. Too little rain makes the land dry and can cause a drought. When it’s very cold, a rainstorm can turn into an ice storm or a blizzard. Wind is a dangerous force. In a tropical storm, the wind speed can be more than 100 kilometers (60 miles) per hour. Wind in a hurricane, or cyclone, is even faster. High winds in dry places such as deserts can pick up sand and cause a sandstorm. A tornado is a column of wind that rotates very fast. We can only live within a specific range of temperatures. At times, temperatures rise too high or drop too low. It not only feels bad, it can be dangerous! In a heat wave, the weather stays very hot for days or even weeks. Week AUGUST 1 2 3 4 a rise 40°C a drop 3 ng 35°C Work with a partner. What did you learn? ni 25°C 86°F a range 77°F Yes, it can. It can cause a heatwave. c Le ar lightning 95°F 30°C Ask and answer. 104°F hi When the weather is hot, can it be dangerous? ap Grand Canyon, USA OW2e_SB_5_31988_006-021_U01.indd 8 9 gr 8 Unit 1 1/23/19 8:57 AM OW2e_SB_5_31988_006-021_U01.indd 9 1/23/19 8:58 AM Apply Wrap Up • 3 Have students look at the speech bubbles on p. 9. Model the dialogue with a student. Say Tell about extreme weather. Imagine it happens where you live. Talk about it with your partner. Provide sentence frames to guide students and give another example. al G eo • On the board, write Snow, High Winds, and Rain. Call on students to write types of storms under each category. Some storms might belong in more than one category. Others may not be used. io n Recap N at • Say Let’s review the types of extreme weather we learned about. I’m going to describe a type of storm or weather. Listen to what I say. Then, raise your hand to guess what storm I’m describing. Use the paragraphs on pp. 8–9 to describe different types of weather. For example say This happens when a lot of rain falls in a short amount of time. There’s a lot of water in the streets. Water might get in our homes. (flood) This type of storm happens when rain freezes on the ground. It happens in very cold weather. (ice storm) 42 It’s a Yes, it is! ? . Is that . It’s raining and there are high winds. Is that a hurricane? Yes, it is! Stay safe! • Give students a few minutes to prepare. Have them decide on a type of weather and list words to describe it. Have them think of questions to ask their partner about the weather. Unit 1 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 42 5/13/19 10:21 AM Extend BE THE EXPERT • Say Let’s make word webs about the types of storms we learned about. Draw a word web on the board. In the center, write thunderstorm. Say Let’s think of words to describe a thunderstorm. Ask questions such as What happens in a thunderstorm? What do you see? What do you do? Complete the word web using students’ responses. About the Photo Teaching Tip Have students create flashcards for vocabulary terms for ongoing practice. Students can write the term on one side of the note card. On the other side of the card, students write the definition, an example sentence, or draw a picture of the word. As students become more familiar with the word on the flashcard, have them remove it from their pile. That way, they can use the flashcards to focus on new or difficult words. thunder ng lightning thunderstorm ar Le hi • Place students in groups. Give each group a copy of the word web organizer. Assign each group one of the following words: flood, ice storm, blizzard, tropical storm, hurricane, tornado, supercell, sandstorm. Have them write the word in the center of the word web. Say What words tell about the extreme weather on your word web? Write the words in the circles. Give students three minutes to fill in their word webs. ni rain flood c go inside umbrella The photo on p. 9 shows a sandstorm in Gao, Mali. Severe sandstorms are called haboobs, which is Arabic for “violent wind.” Haboobs often occur in northern Africa and the Middle East. gr ap • Have groups share their word webs with the class. Tape each one to the board. As a class, discuss the similarities and differences between the types of weather. Ask What word webs have the same words? eo Wrap Up io n al G • Write the vocabulary words on note cards. Put students in pairs. Have each pair pick one notecard and describe the word on the card, without saying the word. The class has to guess which word is being described. Model an example. Say It is very cold. There are high winds and a lot of snow. (blizzard) Review N at • For additional practice, direct students to Activity Worksheet 1.1. Workbook and Online Practice Vocabulary 1 ✔ Formative Assessment Can students • identify and use words related to types of extreme weather? Point to the picture on p. 9. Ask Is this a hurricane or an ice storm? What happens in a hurricane? Continue with other pictures in the unit. Vocabulary 1 43 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 43 5/13/19 10:21 AM SONG SONG Vocabulary in the song 1 Vocabulary 1 lightning, thunder, a blizzard, an ice storm, a hurricane Vocabulary 2 an emergency, supplies, a flashlight, a shelter, evacuate Listen, read, and sing. TR: 1.3 Bad Weather There’s bad weather on the way! There’s bad weather on the way! Is it going to storm? Yes, it is! Is there going to be lightning? Yes, there is! Is there going to be thunder? Yes, there is! Grammar in the song Grammar 1 make future predictions and plans with be going to Grammar 2 use zero conditional with If + present tense When there’s going to be a storm, I hurry inside! CHORUS Be prepared for emergencies. It’s always good to be safe. You’ll see! Grab supplies and a flashlight, too. Seek shelter. It’s the safe thing to do! Content Vocabulary safe, grab, see, howl, waves, rage Workbook Audio TR: 1.3; Online Practice Materials markers; large sheets of paper ng Is there going to be a blizzard? Yes, there is! Is there going to be an ice storm? Yes, there is! Is it going to be cold? Oh, yes it is! If there’s going to be a blizzard, I hurry inside! Resources TR: 1.3; Video: Sc. 7; Workbook p. 4, ar ni CHORUS Is there going to be a hurricane? Yes, there is! Is the wind going to howl? Yes, it is! Are the waves going to rage? Yes, they are! If there’s going to be a hurricane, we evacuate! Le CHORUS Seek shelter. It’s the safe thing to do! Ask and answer. Work with a partner. c 2 gr ap hi 1. What bad storm in your town do you remember? 2. What did you do to prepare? 3. What did you think and feel during the storm? The Netherlands eo 10 Unit 1 G Use the Song tropical storm) Have students look at the picture again. Say Imagine you are in this storm. Are you going to hear thunder? (yes) Are you going to see lightning? (yes) What else are you going to see or hear? (high waves, waves crashing, high winds) Ask What do you do in a storm like this? (look for shelter) What do you need? (supplies, umbrella, a flashlight) • Predict Say Open your books to pages 10–11. Have students look at the picture. Ask What do you see? (big waves, lighthouse, birds, dark sky) Ask What do you think the song is going to be about? (storms, bad weather) • 1 Play the song (TR: 1.3) once and tell students to listen for the names of extreme weather. Say Think about the types of extreme weather you know. When you hear a type of extreme weather, raise your hand. After the song, ask students to name the types of extreme weather they heard. N at io n al • Act it out Say I see lightning! I can hear loud thunder. I can also hear the wind. I think a storm is going to come! If a storm is coming, I need to find shelter. Walk around the room and act out searching for shelter. • Activate prior knowledge Say We are going to listen to a song about bad weather. Ask What types of bad weather do you know? (blizzard, lightning, thunder, hurricane, tornado, sandstorm, ice storm, 44 • 2 Put students in pairs to ask and answer the questions at the bottom of p. 10. Give them these sentence frames to help them. I remember a . To prepare, I . The storm made me feel . Unit 1 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 44 5/13/19 10:21 AM BE THE EXPERT Our World in Context The Netherlands is a small coastal country in Europe. Many canals and rivers flow through the country. If extreme weather, such as huge storms and high winds, from the North Sea threatens to raise the seawater levels and flood the country, the country is prepared. After a deadly flood in 1953, the Netherlands took action. It built, among other things, a series of sand dunes along the coast to protect the land from rising seawater. It also put two automated gates across the Rhine River to protect the city of Rotterdam. Each gate is the size of the Eiffel Tower! ng Related Vocabulary 11 G Use It Again io n al • Vocabulary 2 Write the following on the board. Play the chorus of the song, which starts with the line Be prepared for emergencies.. Have students write the correct word on each blank line as they hear it. . It’s always good and a , too. N at Be prepared for to be safe. You’ll see! Grab Workbook and Online Practice Song eo gr ap hi c Le ar ni lighthouse, waves, crash, coast Seek . It’s the safe thing to do! • Grammar 1 Play the first few verses. Pause after each line and call on students to say what they are going to do. For example, pause after Is there going to be a blizzard? Yes, there is! Say What are you going to do? (seek shelter, put on a coat, close the windows, grab supplies) • End of unit Have students do an end of the unit “Weather Report.” Have small groups of students use markers to draw a weather map on a large sheet of paper. Students may wish to draw a map of their town or country. On the map ask students to draw extreme weather such as blizzards, tropical storms, and floods. Have students point to the map and tell the class what types of extreme weather are going to happen and where they are going to happen. Song 45 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 45 5/13/19 10:21 AM GRAMMAR 1 GRAMMAR 1 Future predictions and plans with be going to TR: 1.4 Objective Is it going to rain tomorrow? No, it’s going to snow tomorrow. I’m going to listen to the weather report at 8:00. He’s going to put on his snow boots. Students will • make future predictions and plans with be going to Grammar be going to 1 Write. What is the weather going to be like? Academic Language prediction Resources TR: 1.4; Video: Sc. 5; Graphic Organizer: Two-column chart; Workbook p. 5; Grammar Workbook pp. 2–3; Online Practice Monday Materials an umbrella (optional ); a soft ball Tuesday Wednesday Thursday Friday ni 1. It’s going to rain on Monday. ng or an eraser; note cards with the names of weather on them 2. It’s going to snow on Tuesday. ar 3. It’s going to be windy on Wednesday. Le 4. It’s going to be cloudy on Thursday. 5. It’s going to be sunny on Friday. 2 Ask and answer. Read. Take turns. Answers will vary. gr ap hi c 1. Why can’t we go to the park tomorrow? (rain) 2. Won’t she get wet walking in the rain? (take an umbrella) 3. Why is she closing the windows? (rain) 4. When is he going to get a new raincoat? (today) eo 12 Unit 1 al G Warm Up the present. Look out the window. Right now, it’s (cloudy). Point to Future and say The future is what is going to happen. Below Future, write going to. Tomorrow, it is going to be (sunny). • Preteach On the board, draw a timeline. Write Past on the left, Now in the center, and Future on the right. Point to Past and say The past already happened. Yesterday, it (rained). Point to Now and say Now is • Write the sentence frame Yes, it’s going to . Describe different weather types to students. Then, ask a question. For example, say It’s cold and cloudy outside. Is it going to snow? Have students use the sentence frame to respond. (Yes, it’s going to snow.) Say It’s hot and cloudy outside. Is it going to rain? (Yes, it’s going to rain.) I hear thunder. Is it going to rain? (Yes, it’s going to rain.) N at io n • Set the stage Look out the window. Say It looks dark outside. The sky is full of clouds. I think it’s going to rain! If you have an umbrella, say I’m going to open my umbrella. Then open the umbrella. Or else, pretend you have an umbrella. 46 Unit 1 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 46 5/13/19 10:21 AM 3 Write. What are you going to do? Sample answers. BE THE EXPERT A thunderstorm is coming. I’m going to wear a coat and hat. I’m going to Grammar in Depth go inside the house. We use be going to + the base form of the verb to make a prediction about the future, especially when there is evidence that something is likely to happen. It’s going to snow tomorrow. (I just saw the weather report.) We’re going to have a very cold winter. A heat wave is coming. I’m going to put on sunscreen. I’m going to stay inside the house. I’m going to drink a lot of water. We also use be going to to talk about a definite plan or our intention to do something. My family is going to go skiing this weekend. I’m going to wear shorts tomorrow. Note that when we talk about definite plans, we only use be going to (or the present progressive), not will. I will go skiing this weekend. A hurricane is coming. I’m going to stay inside the house. I’m going to In yes/no questions, the be verb comes first: Is it going to rain tomorrow? We often reply with a short answer: Yes, it is. or No, it isn’t. When we’re not completely certain, we can answer with Maybe or I don’t know know. ni Ask and answer. Work with a partner. What about you? Talk about today and tomorrow. ar 4 ng cover the windows. I’m going to wait for the hurricane to pass. 13 eo gr ap hi That’s right. It’s going to snow a lot. Let’s play inside. c Le A blizzard is coming. G Present . io n It’s going to al • Have students look at the grammar box on p. 12. Play TR: 1.4. Pause for students to repeat the sentences. Write on the board: I’m going to . N at • Say It’s going to be windy. I’m going to wear a jacket. It’s going to rain. I’m going to stay inside. Help students make their own sentences. • Say When you make a prediction, you can say “is going to,” followed by an action word. word Write the following on the board. It is going to rain. I am going to bring an umbrella. She is going to wear a rain jacket. • Make a two-column chart as shown. Cause: Weather Effect: What I’m Going to Do It’s going to rain. I’m going to take an umbrella. • Say We can make predictions about the weather. It looks cloudy outside. I think it’s going to rain. So, I’m going to take an umbrella. • Pair students. Have them copy the chart and write other types of weather. Have them write what they are going to do for each type. Walk around and check pairs’ charts. If necessary, reteach how to make predictions with be going to. Grammar 1 47 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 47 5/13/19 10:21 AM GRAMMAR 1 3 Future predictions and plans with be going to TR: 1.4 A thunderstorm is coming. I’m going to wear a coat and hat. I’m going to Is it going to rain tomorrow? No, it’s going to snow tomorrow. I’m going to listen to the weather report at 8:00. He’s going to put on his snow boots. 1 Write. What are you going to do? Sample answers. go inside the house. Write. What is the weather going to be like? A heat wave is coming. I’m going to put on sunscreen. I’m going to stay inside the house. I’m going to drink a lot of water. Monday Tuesday A hurricane is coming. I’m going to stay inside the house. I’m going to cover the windows. I’m going to wait for the hurricane to pass. Thursday Friday 1. It’s going to rain on Monday. 4 2. It’s going to snow on Tuesday. ng Wednesday Ask and answer. Work with a partner. What about you? Talk about today and tomorrow. ni 3. It’s going to be windy on Wednesday. 4. It’s going to be cloudy on Thursday. A blizzard is coming. Ask and answer. Read. Take turns. Answers will vary. Le 2 ar 5. It’s going to be sunny on Friday. That’s right. It’s going to snow a lot. Let’s play inside. ap hi c 1. Why can’t we go to the park tomorrow? (rain) 2. Won’t she get wet walking in the rain? (take an umbrella) 3. Why is she closing the windows? (rain) 4. When is he going to get a new raincoat? (today) OW2e_SB_5_31988_006-021_U01.indd 12 gr 12 Unit 1 1/23/19 8:59 AM Practice OW2e_SB_5_31988_006-021_U01.indd 13 Wrap Up 1/23/19 8:59 AM • Have students stand in a circle. Hold a soft ball, eraser, or other object to gently toss. Say The weather is going to be snowy tomorrow. I’m going to wear my boots. What are you going to wear? Gently toss the ball to a student. The student with the ball must give an answer using the phrase be going to. Then, he tosses it to another student to answer the same question. After a few students have a turn, take the ball back. Continue with a different question. For example, ask What are you going to do in the snow? and toss the ball to another student. al G eo • Write Is it going to ? on the board. Have students ask each other questions using this sentence frame. For example: Is it going to rain? (Yes, it’s going to rain.) 13 N at io n • 1 Point to each picture. Call on students to name the type of weather. Then read the activity directions. Ask What’s the weather going to be like on Monday? Point to the picture. Call on a student to respond. (It’s going to rain.) Have students complete the rest of the activity. • Pair students and have them use the sentence frame on the board to ask and answer questions about the pictures. • 2 Place students in pairs. Have them look at the questions first to make sure they understand them. Have students take turns asking the questions to each other. They should answer using the word in parentheses. 48 Recap • Remind students that they can use be going to to talk about what will happen. Say I’m going to give a weather report. Tell me what you’re going to wear. Say It’s going to be hot and sunny! Call on students to say what they are going to wear (bathing suit, shorts) Give more examples, such as It’s going to be snowy. It’s going to be rainy. Unit 1 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 48 5/13/19 10:21 AM Apply BE THE EXPERT • 3 Say and write A blizzard is coming. Ask How are we going to get ready? What are we going to wear? (We are going to wear boots/a snow jacket.) Call on several students to answer. Write their answers on the board using the phrase be going to and read them aloud. Then say Use these examples to complete your sentences. Teaching Tip Whenever possible, have students offer detailed answers to your questions. Discourage them from giving only one word answers, such as yes or no. For example, when students answer no to a question, encourage them to follow up with a positive response. Students might respond to the question Is it going to rain today? with No, it’s not going to rain. I think it’s going to be sunny. • Have students complete Activity 3. Encourage them to include at least two things they are going to do to prepare for each. ni ar Le c ap hi • Expand Give each pair a note card with a type of weather on it (blizzard, tornado, thunderstorm, heat wave, hurricane, sandstorm, drought, ice storm) and have them talk about what they are going to do, following the pictured dialogue. Give students thirty seconds to respond. Then, have pairs exchange cards with another pair. Repeat the activity until students have talked about each weather type. ng • 4 Direct students to Activity 4. Model the dialogue with a student. Then pair students. Review your location’s weather predictions with students. Write the words Today and Tomorrow on the board. Underneath each word, make a drawing to represent what the weather is going to be. For example, draw a sun if it is going to be sunny. Walk around the room to make sure that students are talking about both the weather and what they are going to do. Extend G eo gr • Say Think about what you are going to do next weekend. Write sentences about what you are going to do. Pair students. Give them a copy of the two-column chart. Say Ask your partner questions about what she’s going to do this weekend. Write her answers in the second column. Question Partner’s answer al No, I’m going to watch a movie at home. io n Are you going to go to the movies? N at • Have students tell the class what their partner is going to do this weekend. Give an example: Jun-suh is going to play basketball. Then he’s going to go to dinner with his family. Wrap Up • Have students play a guessing game in groups. Have one student think of a type of weather. She acts out what she’s going to wear or do. The group members must guess what the weather’s going to be like based on her actions. Remind students to use the phrase be going to in their guesses. The student acting should also use be going to when she tells the group what she is doing. Make sure each student in the group has a turn to act. Workbook and Online Practice Grammar 1 ✔ Formative Assessment Can students • make future predictions with be going to? Ask students What’s the weather going to be like tomorrow? Have them make predictions using be going to. Grammar 1 49 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 49 5/13/19 10:21 AM VOCABULARY 2 VOCABULARY 2 Objective 1 Listen and repeat. Then read and write. TR: 1.5 Students will • identify and use words about preparing for extreme weather. Vocabulary an emergency, a plan, a flashlight, supplies, evacuate, a shelter Academic Language summarize a plan evacuate an emergency a flashlight supplies a shelter Content Vocabulary forecaster, predict, whole Resources TR: 1.5–1.6; Video: Sc. 4; Graphic Organizer: Interview; Activity Worksheet 1.2; Minimal Pair Card 59; Workbook p. 6; Online Practice plan to prepare. To protect yourself from wind and shelter rain, you should go to a flashlight off, use a supplies . If the electricity goes ni food; a bottle of water; a radio; an empty medicine box ng When a weather forecaster predicts bad weather, you can make a Materials a backpack or bag; a flashlight; to see in the dark. You can store ar in a safe place so that you have food to eat. emergency A really bad storm can affect the whole town. In an Le like that, people have to and go where it’s safer. Listen and stick. Find out what to do next. Place your stickers in the correct order. Work with a partner. A hurricane is coming. Summarize the weather report. TR: 1.6 It’s an emergency. c 2 evacuate ap hi Yes, I put a plan in number 1. That’s correct. 1 2 a shelter 3 a flashlight 4 supplies 5 evacuate gr a plan eo 14 Unit 1 G Warm Up Present • Explain Write the word plan on the board and say We need to make a plan. When we make a plan, we decide ahead of time what we are going to need and what we are going to do. • Build background Choose a word on the board and say Imagine there is going to be a (hurricane). What is going to happen? (It’s going to be windy and rainy. Lights are going to go out. Homes are going to be damaged.) Say Yes, those things are going to happen. We need to be prepared. • Hold a backpack or bag with some of the following: food, a bottle of water, a radio, an empty medicine box, a flashlight. Pull out each item and name it. Say These are my supplies. Write flashlight and supplies on the board. N at io n al • Recycle Say What types of extreme weather do you remember? Make a list on the board. 50 • Say Extreme weather might cause an emergency. Say In an emergency, you leave home and go to a safe place. When you leave your home, you evacuate. You can go to a shelter. Write emergency, evacuate, and shelter on the board. Unit 1 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 50 5/13/19 10:21 AM Practice BE THE EXPERT • 1 Have students open their books to p. 14. Play TR: 1.5. Have students repeat each word and sentence. The Sounds of English Comparing Sounds: /t/ and /d/ It may be difficult for students to distinguish between the sounds /t/ ( turn) and /d/ ( down). Both sounds are made in the same way by touching your tongue to the top of your mouth, right behind your teeth, then lowering your tongue to push air out. • Ask questions to have students identify words. For example: I need to make a list of things to do in an emergency. What do I need to make? (a plan) I need to get things like a flashlight, food, and water. What do I need? (supplies) I need to leave my home because the weather is dangerous. What am I going to do? (evacuate) Use Minimal Pair Card 59 (write, ride) to practice the difference between the sounds. Have students gently touch their throats while speaking. When they say the /d/ sound, they should feel a vibration. • Have students fill in the blanks. Call on students to read the completed sentences. ng Example words: thunder, blizzard, flood; lightning, shelter, evacuate; drought, sandstorm, tornado Apply ni Le ar Noun Plurals This could be a good time to review how to form plurals of nouns. You can give examples of three rules using words from this lesson and from previous lessons. For example, add -s (shelter/shelters; (shelter/shelters flashlight/flashlights; plan/plans); change -y to -ies (emergency/ emergencies; supply/supplies); and add -es (tornado/tornadoes). Then have students give more examples of these rules. ap hi • Play TR: 1.6 again. Have students check their sticker placement. Then have partners use their stickers to summarize the report. Say When you summarize,, you say the important parts again using fewer words. Vocabulary Strategy c • 2 Assign partners. Ask students to look at Activity 2. Show students the Unit 1 stickers. Say Look at the stickers. You’re going to listen to a plan for what to do in a weather emergency. Look for the sticker that matches each part of the plan. Stick them in order. Play TR: 1.6. Extend G eo gr • Put students in small groups. Give out interview graphic organizers. Say Learn about the emergency plan for our school. Decide together what person to ask for information. (principal, school nurse) What questions will you ask? (What is the plan for an emergency? Where are we going to find shelter?) Write your questions. Interview your person. io n al • Have students make posters showing the school’s emergency plan. Have them label the posters and the items they picture. Wrap Up N at • Have students write an emergency plan for their homes. Write Emergency Plan on the board. Say Copy this title. Number and write five things your family should do in case of an emergency. Write about the supplies you need, how to evacuate, and where you can find shelter. Have students compare their plans with a partner. Workbook and Online Practice Review Vocabulary 2 • For additional practice, direct students to Activity Worksheet 1.2. ✔ Formative Assessment Can students • identify and use words about preparing for extreme weather? List the words emergency, evacuate, and shelter. Have students use the words in a sentence. Vocabulary 2 51 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 51 5/13/19 10:21 AM GRAMMAR 2 GRAMMAR 2 Zero conditional (present tense) TR: 1.7 Objectives I put on my winter coat if the weather is cold. If I see lightning, I go inside. If a sandstorm comes, I close all the windows. Students will • say what would happen in certain conditions using If + present tense. • make logical sentences. 1 Grammar zero conditional (present tense) Match and make logical sentences. What do you do in these situations? Write five sentences of your own in your notebook. If I see lightning when I’m swimming, I look for a boat. Resources TR: 1.7; Video: Sc. 6; Graphic If it rains, I wear gloves and boots. If a storm comes, I try to stay cool. If the temperature rises, I get out of the water. If a flood comes, I go inside the house. If it snows, I use an umbrella. Organizer: Two-column chart; Activity Worksheet 1.3; Workbook p. 7; Grammar Workbook pp. 4–5; Online Practice Play a game. Cut out the cards in the back of the book. Play with a partner. Take turns. Match and make sentences. Keep the cards. ni 2 ng Academic Language logical, condition, depend gr ap hi c Le ar If it rains, I use an umbrella. eo 15 G Warm Up at io n al • Set the stage Say I check the weather before I leave my house so that I know how to dress. If it’s cold, I take a coat. If it’s warm, I wear shorts. If it’s rainy, I take my umbrella. Have students complete this sentence frame: If it’s snowy, I take . • Direct students’ attention to the grammar box at the top of p. 15. Say You’re going to hear sentences about what people do to stay safe. Repeat each sentence after you hear it. Play TR: 1.7. Pause after each sentence for students to repeat. • Write the following on the board. Have students match the parts to form the sentences from the grammar box. I... • Write the word If on the board. Say We use the word if to talk about a situation that isn’t now. the weather is cold, close all the windows. I see lightning put on my winter coat. • Explain Say I use if to give the situation. Then I tell what I do in the situation. For example, if it’s dark, I turn on the light. a sandstorm comes, go inside. N If . . . Present • Have students read aloud each completed sentence. Draw lines to connect the sentence parts as students respond. 52 Unit 1 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 52 5/13/19 10:21 AM Practice BE THE EXPERT • 1 Have students read the sentences in the grammar box on p. 15 again. Read the instructions aloud. Say A logical sentence makes sense. Give an example: If it’s cold outside, I go swimming. Does that sentence make sense? (no) Say Right. It’s not logical. If it’s cold outside, I play in the snow. Does that sentence make sense? (yes) Say Yes, that sentence is logical. Grammar in Depth • Have students complete Activity 1. Have them share their sentences with a partner. Check for logical sentences. Say Now write five logical sentences of your own. Give students this sentence frame: If ,I . There are different forms of the conditional in English. One type, the zero conditional, is used to state facts or to talk about situations that are generally true. In these sentences, the verbs in both the if clause and the result clause are in the simple present. snows. School closes early if it snows. I put on my coat if the weather is cold. In English, conditional statements are used to show cause and effect. Most conditional statements contain an if clause and a result clause. School closes early if it snows. result clause if clause ni ar Teaching Tip Students may get into disagreements over whether or not an answer is correct when they play a game. Encourage students to work it out on their own. Explain that you will help them with disagreements only as a last resource. hi c Extend It is possible to reverse the order of the clauses without a change in meaning. In writing, a comma is used when the if clause comes first. If it snows, school closes early. If the weather is cold, I put on my coat. Le • 2 Say Let’s play a matching game. Write this sentence frame on the board: If ,I . Pair students and have them cut out the cards on p. 169. Have students find cards that show the weather (red on back). Then, have students find cards that show actions (green on back). Have students turn all the cards face down. Say Take turns. Pick a weather card and an action card. If they’re a match, say a logical sentence. Have students write sentences for each match. ng Apply gr ap • Have groups label the headings on a two-column chart Problem and Solution. Tell them to brainstorm problems that might happen on a trip (I miss my plane; I get lost). Students should write a solution for each problem. Solution I miss my plane. I wait for the next one. eo Problem al G • Have students combine problems and solutions to make sentences with if: If I miss my plane, I wait for the next one. io n Wrap Up Review N at • Have students stand in a circle. Have one student say a type of weather. The student next to her says a logical action, and the next student combines the two into a sentence. For example, It’s rainy; bring an umbrella; or, If it’s rainy, I bring an umbrella. Workbook and Online Practice Grammar 2 ✔ Formative Assessment • For additional practice, direct students to Activity Worksheet 1.3. Can students • say what would happen in certain conditions using If + present tense? Write the words blizzard and stay inside on the board. Have students combine the two to make a sentence with if. • make logical sentences? Give students a weather condition. Have them decide on a logical action and form a sentence using if. Grammar 2 53 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 53 5/13/19 10:21 AM READING READING Objectives 1 Listen and read. TR: 1.8 Tornado Trouble Students will • describe a tornado. • explain how tornadoes form. • compare tornadoes and hurricanes. Tornadoes happen all over the world. There’s even a place called Tornado Alley. Josh Wurman studies extreme weather. He joined a team of other scientists to study tornadoes in Tornado Alley. One day, the blue sky turned black. A giant cloud came toward the team. The cloud had winds that moved in a circle. Inside his truck, Wurman watched the storm through his window and on his instruments. Colors on the computer screen showed where the rain fell and where the wind was the strongest. Reading Strategy Visualize Academic Language compare Content Vocabulary instruments, twisted, funnel, warn Resources TR: 1.8; Graphic Organizer: Word web; It once rained frogs on a town in Serbia. A small tornado dropped them there. The winds twisted the storm tighter and tighter into the shape of a funnel. When the funnel touched the ground, it became a tornado! The tornado looked like a giant, gray elephant’s trunk. It moved one way, then another way. As the tornado moved across the ground, the team came dangerously close. They dropped special instruments close to the storm. These instruments showed wind speed, temperature, and how much rain was falling. Workbook pp. 8–9, Workbook Audio TR: 1.3; Online Practice ni ng Materials colored pencils or markers gr ap hi c Le ar The tornado twisted and moved for half an hour. The team watched the storm and their instruments the whole time. Then the tornado leaned over slowly like a soft rope. Poof! It was gone. The excitement was over. But Wurman and his team have a lot more work to do. The information from their instruments will help them predict other tornadoes so that they can warn people and save lives. eo 16 Unit 1 G Warm Up N at io n al • Preteach Give out colored pencils or markers. Say I’m going to describe a type of weather. Draw a picture to show the weather I describe. Listen carefully for words that tell color and how things look. Say The sky looks dark. It’s full of gray clouds, and it is very rainy. The sky lights up with flashes of bright yellow lightning. The wind is strong and trees are falling over. Give students time to draw. Say aloud the description again as many times as necessary. If students are having trouble, speak more slowly. 54 • Have students hold up their pictures. Say How did you know what to draw? You used my description to make a picture in your mind. Today, we’re going to read about tornadoes. Try to make pictures in your mind as you read. Present • 1 Direct students to p. 16. Have a student read the title. Ask What do you know about tornadoes? How are they different from other storms? Have students look at the photo on p. 16. Have students use the vocabulary words on pp. 8–9 to help them answer the questions. Unit 1 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 54 5/13/19 10:21 AM 2 BE THE EXPERT Discuss. Work in groups of three. Answer the questions. 1. What is the shape of a tornado? It is the shape of a funnel. 2. Where does a funnel touch to become a tornado? It touches the ground. 3. Why do scientists study tornadoes? They study tornadoes to predict other tornadoes. 4. What do scientists use to learn about tornadoes? They use special instruments. 3 About the Photo This photo shows a tornado in the state of Kansas. Kansas is in the heart of Tornado Alley, which is a region in the midwestern United States. More tornadoes occur in Tornado Alley than in any other part of the United States. Match. Work with a partner. How does a tornado form? Match the text to each step. Discuss. a. Warm and cold air currents twist winds into a funnel. Then the funnel touches the ground. b. Warm air and cold air come together. They make a twisting wind of air that moves in circles. c. The twisting air stands up. Warm air moves up. Cold air moves down. ng a Work with a group. Compare tornadoes and hurricanes. Discuss. Complete the chart. ar Origin: They form over water. Duration: They last a week. Size: They are hundreds of miles wide. gr ap Origin: They form over land. Duration: They last about 10 minutes. Size: They are about a quarter of a mile wide. Le field, record, research Hurricane c Tornado Related Vocabulary hi 4 c Extreme weather can make unusual things happen. For example, frogs rained down on a town in Serbia in June 2005. Scientists think they have an explanation. Sometimes, tornadoes’ high winds can suck up water from ponds, lakes, and other bodies of water. In this case, scientists think the tornado sucked up the frogs with the water! These frogs were carried along with the tornado and dropped miles away. In a similar case in 2010, there were reports of fish raining from the sky over a small town in Australia. ni b Our World in Context 17 G eo Dodge City, Kansas, USA io n al • Play TR: 1.8 and have students read along. After they finish, ask What new information did you learn about tornadoes? (they happen all over the world, they have a funnel shape, they come from giant clouds, they have wind and rain, they touch the ground and move in different directions, they can quickly disappear) List students’ responses on the board. at • Play TR: 1.8 a second time. Pause at the end of each paragraph to check for comprehension. Ask questions such as: N Paragraph 1: What does Josh Wurman do? How does the weather change? Paragraph 2: What shape is the tornado? What does it look like? What do Mr. Wurman and his team do? Paragraph 3: How long does this tornado last? How does Mr. Wurman’s work help people? • Think Aloud Model guessing meaning from context by thinking aloud. Say I’m not sure what the word funnel means. I read that a tornado is the shape of a funnel. So, I’ll look for more information about the shape of a tornado. The reading says a tornado looks like a giant elephant’s trunk. I can look at the picture, too. I think a funnel is a shape that’s round, and smaller at the bottom and bigger on top. Draw the shape of a tornado on the board. Reading 55 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 55 5/13/19 10:21 AM READING 2 Tornado Trouble Tornadoes happen all over the world. There’s even a place called Tornado Alley. Josh Wurman studies extreme weather. He joined a team of other scientists to study tornadoes in Tornado Alley. One day, the blue sky turned black. A giant cloud came toward the team. The cloud had winds that moved in a circle. Inside his truck, Wurman watched the storm through his window and on his instruments. Colors on the computer screen showed where the rain fell and where the wind was the strongest. Discuss. Work in groups of three. Answer the questions. 1. What is the shape of a tornado? It is the shape of a funnel. 2. Where does a funnel touch to become a tornado? It touches the ground. 3. Why do scientists study tornadoes? They study tornadoes to predict other tornadoes. 4. What do scientists use to learn about tornadoes? They use special instruments. Listen and read. TR: 1.8 It once rained frogs on a town in Serbia. 3 A small tornado dropped them there. Match. Work with a partner. How does a tornado form? Match the text to each step. Discuss. a. Warm and cold air currents twist winds into a funnel. Then the funnel touches the ground. b. Warm air and cold air come together. They make a twisting wind of air that moves in circles. c. The twisting air stands up. Warm air moves up. Cold air moves down. The winds twisted the storm tighter and tighter into the shape of a funnel. When the funnel touched the ground, it became a tornado! The tornado looked like a giant, gray elephant’s trunk. It moved one way, then another way. As the tornado moved across the ground, the team came dangerously close. They dropped special instruments close to the storm. These instruments showed wind speed, temperature, and how much rain was falling. ng 1 c b Work with a group. Compare tornadoes and hurricanes. Discuss. Complete the chart. ar ni 4 The tornado twisted and moved for half an hour. The team watched the storm and their instruments the whole time. Then the tornado leaned over slowly like a soft rope. Poof! It was gone. The excitement was over. But Wurman and his team have a lot more work to do. The information from their instruments will help them predict other tornadoes so that they can warn people and save lives. a Tornado Origin: They form over water. Duration: They last a week. Size: They are hundreds of miles wide. ap hi c Le Origin: They form over land. Duration: They last about 10 minutes. Size: They are about a quarter of a mile wide. Hurricane OW2e_SB_5_31988_006-021_U01.indd 16 1/23/19 9:00 AM Practice OW2e_SB_5_31988_006-021_U01.indd 17 17 1/23/19 9:00 AM from item a. Say I read that warm and cold air currents twist into a funnel. I’ll use the red pencil for warm air and the blue pencil for cold air. I will draw them twisting into a funnel. Draw arrows of each color on a piece of paper, going in a circle, to show “twisting into a funnel.” Hold it up as a model for students. Say You should draw three pictures. Have students uncover the diagrams in the book. Say Match each letter to a picture in the diagram. Use the pictures you drew to help. When students finish, have them read the sentences, in order, to say how a tornado forms. io n al G eo • 2 Put students in groups of three. Have them read and discuss the questions in Activity 2. Remind students to use complete sentences when they answer and to include as much information as possible. Ask follow-up questions such as What does a funnel look like? What do scientists’ instruments tell us about tornadoes? Dodge City, Kansas, USA gr 16 Unit 1 N at • Graphic literacy Have students look at the diagrams on p. 17. Say These pictures show how a tornado forms. Explain that the different pictures show steps in order. Ask What do you think the arrows show? (the wind and how it moves) • 3 Pair students. Explain that the text with letters describes steps in how a tornado forms. Have students study the pictures for a minute and then cover the diagrams with a piece of paper. • Have students read the sentences aloud. Give colored pencils to students. Say Use what you read to draw pictures of how the wind moves. Explain with the sentence 56 Wrap Up • In pairs, have students role-play a dialogue between Josh Wurman and one of his team members. To guide students, model questions such as What do you see? How do you feel? What do you need to do? Have several pairs share their skits with the class. Recap • Say We read about how tornadoes form and how scientists get information about them. Ask a student to draw a picture of a tornado on the board. Ask students to add details to the drawing to show what happens in a tornado (dark clouds, wind moving in a circle). Unit 1 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 56 5/13/19 10:21 AM • Call on students to describe the tornado in words. BE THE EXPERT Apply Reading Strategy Visualize Creating visual images while reading helps students understand what they read. Have students pay attention to details like color, shape, mood, and movement. To check that students understand what they read, have them draw pictures to illustrate the reading or to create diagrams about it. • 4 Direct students to Activity 4. Divide students into small groups and have them complete the chart. Read the information in the chart aloud. Help students figure out the meaning of words. What does origin mean? (how something forms) Ask What’s the origin of a tornado? How does it form? (warm and cold air twist into a funnel) Teaching Tip • In groups, have students complete the chart. Direct them to p. 9 to find more information about hurricanes. Help them think of different categories to compare, such as wind speed, shape, danger, and location. ng When students draw pictures, remind them that their ideas are more important than their artistic ability. Drawing pictures helps students understand what they read and can help them express an idea. Give encouragement and praise for all drawings that reflect ideas, rather than only praising drawings that show the best artistic skill. Extend dark Le c eo icy streets io n trees covered in snow white snow al blizzard G cold high wind speed gr ap hi • Say Think of a bad storm that happened in our area. What do you remember? What did you see? Write words that describe what you saw and heard. Talk about colors and anything else that was important. Give students a copy of the word web organizer. Have them write the type of storm in the center. Then, have them complete the other parts of the word web. Draw a completed word web, like this one, on the board as a model. ar ni • Say Good storytellers help you see and feel the things that happen in their story. They help you create pictures in your mind. We’re going to practice how to tell a good story. N at • Put students in pairs. Have one student use her word web to tell her partner about her experience with a bad storm. As he listens to the story, the partner should draw a picture of the scene. When students finish, have them switch roles. Have groups share their stories and drawings with the class. Workbook and Online Practice Reading ✔ Formative Assessment Can students Wrap Up • Write the following phrases on the board: tornado leans over and disappears; sky turns black; wind twists into a funnel; funnel touches the ground; wind moves in a circle. Challenge students to put the phrases in the correct order as fast as they can. Call on students to read the phrases in order to show how a tornado forms. • describe a tornado? Ask students to describe the shape of a tornado and how long it lasts. • explain how tornadoes form? Have students draw pictures and use words to explain how a tornado forms. • compare tornadoes and hurricanes? Give students different categories to compare: origin, duration, shape, wind speed, and location. Have students list information for both storms in each category. Reading 57 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 57 5/13/19 10:21 AM WRITING WRITING Personal Narrative When you write a personal narrative, you tell a story. You want the reader to feel like he or she is there. To do this, you can use descriptive language that uses the senses—sight, sound, taste, smell, and touch. To express the sequence of events, you can use time expressions such as after, before, next, and then. Writing Type Personal Narrative Objectives Students will • analyze a writing model. • describe an experience using details related to the five senses. • use sequencing words to signal order of events. • evaluate classmates’ writing. 1 Read. Read the personal narrative. How does the writer describe the hurricane? How does the writer describe what she hears and sees? How does she feel? Circle the words that relate to the senses and emotions. Underline the words and expressions that show the sequence of events. Safe not Sorry! Academic Language senses, emotions, If a hurricane comes, we know what to do. We have a family plan. Last year, the weather forecaster told us that a hurricane was coming. First, I helped my dad put heavy wood over the windows. It was hard work. Next, we went inside the house and turned on the radio to listen for news about the hurricane. When the hurricane came, we could hear the strong winds outside. It was scary. The rain came down hard on the roof, too. Then suddenly, there was a loud crash. The whole house shook! Everyone was worried. What was it? Soon, it was quiet and we could go outside. We saw a huge tree on the ground. Part of the tree hit the wood on the window. I am so happy we had a family plan! Hopefully, there isn’t going to be a hurricane for a while. experience Content Vocabulary forecaster, heavy ng Resources Graphic Organizer: Two-column chart; c Le ar ni Workbook pp. 10–11; Online Practice Write. Write about an extreme weather experience. Give details relating to the senses. Help the reader feel what you felt. 3 Share. Share your writing. Work in a small group. Listen and take notes. gr ap hi 2 eo 18 Unit 1 G Warm Up • Say What are some words that tell what weather feels like on our bodies? (cold, wet, hot) What types of weather can we hear? (rain, thunder, wind blowing) What weather words are things that we can see? (sun, clouds, rain, lightning, snow) Point out that students can use the same words for more than one type of weather. • Brainstorm Say Good writing uses words that say what we see, hear, taste, smell, and touch. Write the chart below on the board. Have students brainstorm as many weather-related words as they can for each of the three senses in the chart. • Say Today you will write a personal narrative about a storm that you experienced. A personal narrative tells a story about what happened to you. N at io n al • Activate prior knowledge Say We have five senses. Do you know what they are? Start by writing sight on the board and point to your eyes. If students have trouble remembering the other senses, give clues. Point to your nose (smell), ears (sound), tongue (taste), and fingers (touch). 58 Sight Sound Touch sun thunder cold Present • Say We’re going to imagine that we were just in a sandstorm. Let’s think about how we can describe what we saw, felt, and heard. Write these sentence frames on the board: I saw . I felt . I heard . Divide students into three groups. Assign each group one of the senses. Unit 1 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 58 5/13/19 10:21 AM BE THE EXPERT • Have groups use the sentence frames to list as many sentences as they can. After students are finished, say We’re going to share our sentences to tell what happened in the storm. Call on groups one at a time to share their sentences. Writing Support Usage Irregular Past Tense Verbs Make sure students understand that they should use the past tense when writing about something that happened in the past. Remind students that they should add –ed to regular verbs to form the past tense. Give an example such as touch/touched. Read the model • 1 Have students open their books to p. 18. Say We’re going to read a personal narrative about a hurricane. We’re going to read it three times. The first time, read it to learn the story. The second time, look for words that talk about the senses and feelings. The third time, look for words like first, next, and after that show when things happened. Write on the board: Then, suddenly, there was a loud crash. Say Circle the words about the senses. Circle loud crash. Then say Underline the words that show when things happened. Underline the word Then. Remind students that some verbs have special forms in the past tense. Students will need to memorize these forms. Give examples such as tell/told, hear/heard, see/saw. Review the list of irregular verbs on p. 168 with students. Teaching Tip ng Some students might not have experienced extreme weather firsthand. These students might need extra help with ideas. Invite students to use the photographs on pages 6–11 as the setting for their personal narrative. trees blowing, funnel Sound loud noise, wind Touch wet, wind Emotions afraid, worried, excited ar Le eo gr Sight ap hi • Model filling out the chart. Say I saw a tornado once. I was afraid and worried, but it was also a little exciting. c • 2 Have students think about a time they experienced extreme weather. Ask What type of weather was it? How did you feel? Give students a copy of the two-column chart and have them write words relating to the senses and emotions. ni Plan Write at Edit io n al G • 2 Say Now use your chart and the words on the board to write your personal narrative. Remember that it should be a story about what happened to you. Remind students to describe the experience using sequencing words to say when things happened. Tell them to include details about the senses and emotions. N • Direct students to check their writing for the following: ü Does the writing clearly describe an experience about a storm? ü Does the writing include details related to the five senses? ü Does the writing describe the writer’s emotions? ü Does the writing include words to signal sequence, such as after, before, next, and then? • Have students revise their writing to make improvements. Review rules for using irregular past tense verbs with students (see Writing Support). Then have students check their writing for proper use of irregular past tense verbs. Workbook and Online Practice Writing Writing 59 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 59 5/13/19 10:21 AM WRITING Share Personal Narrative When you write a personal narrative, you tell a story. You want the reader to feel like he or she is there. To do this, you can use descriptive language that uses the senses—sight, sound, taste, smell, and touch. To express the sequence of events, you can use time expressions such as after, before, next, and then. • 3 Place students in small groups. Students should take turns reading their writing aloud. Other group members should complete the sentences below to give feedback on the paragraph. Once everyone has read aloud, have group members share feedback with one another. Write the sentence frames on the board: 1 Read. Read the personal narrative. How does the writer describe the hurricane? How does the writer describe what she hears and sees? How does she feel? Circle the words that relate to the senses and emotions. Underline the words and expressions that show the sequence of events. Safe not Sorry! One thing that was interesting was . . . If a hurricane comes, we know what to do. We have a family plan. Last year, the weather forecaster told us that a hurricane was coming. First, I helped my dad put heavy wood over the windows. It was hard work. Next, we went inside the house and turned on the radio to listen for news about the hurricane. When the hurricane came, we could hear the strong winds outside. It was scary. The rain came down hard on the roof, too. Then suddenly, there was a loud crash. The whole house shook! Everyone was worried. What was it? Soon, it was quiet and we could go outside. We saw a huge tree on the ground. Part of the tree hit the wood on the window. I am so happy we had a family plan! Hopefully, there isn’t going to be a hurricane for a while. Why did you . . . ? ng How did you feel when . . . ? ni I really like how you described . . . c Le ar • While group members give feedback, the writer should take notes. The writer should then use these notes to revise his or her writing. Write. Write about an extreme weather experience. Give details relating to the senses. Help the reader feel what you felt. 3 Share. Share your writing. Work in a small group. Listen and take notes. gr ap hi 2 G eo 18 Unit 1 al Writing Rubric io n Use this rubric to assess students’ writing. You can add other aspects of their writing you’d like to assess at the bottom of the rubric. 4 = Excellent at 3 = Good 1 = Redo N 2 = Needs improvement 4 3 2 1 Organization Ideas are clear and well organized. Grammar Student uses correct grammar. Vocabulary Student uses a variety of word choices, including words learned in this unit. Writing type Student describes an experience using details related to the five senses. Student uses words such as after, before, next, and then to show sequence. Usage Student uses irregular past tense verbs correctly. 60 Unit 1 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 60 5/13/19 10:21 AM MISSION MISSION Understand weather. Mission Understand weather. Objectives Students will • share ideas. • evaluate ideas. Think. Pair. Share. • What can you do in dangerous weather? Resources Mission Poster; Video Sc. 9 • What can you do to find out more about extreme weather? • Why is it important to understand weather? BE THE EXPERT ng About the Photo ar ni The photo shows camel thorn trees in a dried clay pan, or natural depression, surrounded by red sand dunes in Namibia. The 900-yearold trees are dead, but the wood does not decompose because the area suffers extreme dry weather conditions. Le Meet the Explorer Most people try to stay away from extreme weather. Tim Samaras would drive straight into it. Mr. Samaras chased storms to collect information about them. As a severe storm researcher, Mr. Samaras used instruments to measure a storm’s wind speed, temperature, pressure, and direction. One instrument helps measure tornadoes. Mr. Samaras designed it himself. It’s called the “turtle” probe. It can actually take measurements directly inside a tornado! Its shape helps keep it on the ground, so weather researchers can place the probe in the direct path of a tornado. These measurements help forecasters predict when and where tornadoes will form. ” gr Tim Samaras (1957–2013), Severe Storm Researcher, ap It all started when I was about six years old and saw that fantastic “tornado in The Wizard of Oz. 19 eo National Geographic Explorer hi c Dead camel thorn trees, Namibia G Mission Think io n al • Say Storm researchers gather information to help them understand weather. Let’s talk about why understanding weather is important. Encourage a discussion of weather with questions like: Pair N at Where do you find information about the weather? Why is it important to know what the weather will be like? How do you prepare for extreme weather? • Point out the term extreme. Say Saying that weather is extreme is another way of saying it’s powerful or severe. Tim Samaras studied dangerous and extreme storms. • Place students in pairs. Ask them to prepare a short interview between a reporter and a storm chaser, like Tim Samaras. Ask students to focus on the dangers of a storm chaser’s job and his feelings about it. Give out interview graphic organizers to students who request them. Share • Have partners take turns sharing their interviews. Mission 61 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 61 5/13/19 10:21 AM PROJECT PROJECT Make your own tornado. Objectives Students will • collaborate with a group. • make a tornado in a bottle. • talk about how tornadoes move. • complete the Unit 1 Quiz. 12 Work in small groups to make a tornado in a bottle. 23. You need a glass jar or bottle, some water, some dishwashing liquid, and some glitter. Resources Activity Worksheet 1.4; Workbook pp. 12–13, Workbook Audio TR: 1.4; Assessment: Unit 1 Quiz Materials glass jar or bottle; water; 33. Pour water into the bottle, about Le 43. Add a little glitter. ar three-quarters full. Then add a small amount of dishwashing liquid. ni ng dishwashing liquid; glitter 53. Put on the lid tightly. 63. Then, shake the bottle around in a gr ap hi c circle and watch your tornado! eo 20 Unit 1 G Prepare N at io n al • Say Some types of extreme storms have winds that spin at very high speeds. Ask students to name types of such storms. (hurricane, tornado, supercell) List them on the board. Ask What makes the winds in these extreme storms spin? Have students look at pages 7 and 17 in their books to answer. (differences in wind speed and direction; updraft and downdraft come together) • Say Look at the photo. Today, you’re going to make a tornado in a bottle. Put students into small groups. Have one student from each group collect the materials. Read each step aloud. Then, complete the action 62 yourself as a model for students. Pause so that students can complete the action. When you see that everyone has finished, continue to the next step. • Have all students in the group take turns shaking the bottle around in a circle to get the water to spin like a tornado. • Say Shake the bottle around in a circle for three seconds. Stop the movement and count for how long the water keeps spinning like a tornado. Have each group record how many seconds they counted. Say Make adjustments so that you get the water spinning for longer. Repeat the test two more times. Have students create a list such as the following. Unit 1 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 62 5/13/19 10:21 AM BE THE EXPERT Our World in Context The highest wind speed ever recorded in a tornado is 135 meters per second. It was recorded at Bridge Creek, Oklahoma, USA, in 1999. It is one of the most costly tornadoes on record, causing more than a billion dollars in damage. Project Rubric ü Did students collaborate to create a tornado in a bottle? ü Did students use the tool to find out how If I shake the jar around, the glitter looks like a tornado. tornadoes move? describe the damage storms can cause. ap describe how to prepare for extreme weather. hi talk about different kinds of extreme weather. c Now I can . . . Le ar ni ng ü Did students talk about how tornadoes move? 21 eo gr write a personal narrative. Number of Seconds G Test 5 al Test #1 io n Test #2 at Test #3 N • Allow different group members to take turns and record their results. Workbook and Online Practice Unit Review Now I Can Share Ask questions such as the following: • Ask students to share their results with the class. Encourage discussion of the results by asking questions such as How easy or difficult was it to make the water spin like a tornado? What adjustments did you make to get the results you wanted? On which test did the water spin the longest? Why? Review • For additional practice, direct students to Activity Worksheet 1.4. • What types of extreme weather do you know? • What damage can extreme weather cause? • How can you prepare for extreme weather? ✔ Assessment: Unit 1 Give the Unit 1 Quiz. Hand out the quiz and go over the instructions with students. The quiz should take 15–20 minutes. Project 63 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 63 5/13/19 10:21 AM VIDEO Vocabulary 1a lightning, thunder, a tropical storm, a hurricane, a tornado, a sandstorm, a blizzard, an ice storm Vocabulary 1b a flood, a drought, a heat wave, rise, drop, speed, a range Vocabulary 2 an emergency, a shelter, supplies, a flashlight, evacuate, a plan Grammar 1 be going to Grammar 2 zero conditional (present tense) Song Bad Weather Viewing exciting weather Meet the Explorer Tim Samaras • Play Scene 2: Vocabulary 1a, Scene 3: Vocabulary 1b, or Scene 4: Vocabulary 2. Pause the video on images in frames. Have students name each type of weather, action, or object. Press Play to bring up the full-screen image or caption. While You Watch c • Write the following on the board. If it’s nice out, If it’s windy, If it’s hot, If it’s raining, eo gr • Have students listen for the names of types of extreme weather. Pause the video at places where a certain type of weather (such as a blizzard, flood, or hurricane) is being discussed. Grammar hi • Play Scene 1: Introduction. Say This video is all about extreme weather. Ask Is it safe to be outside in extreme weather? What are some things you see and hear in extreme weather? ap Before You Watch Le ar Word web Vocabulary ni Resources Video Sc. 1–11; World map; Graphic Organizer: ng Zoom In Story Time The Tale of Thunder and Lightning io n al G • While the video is paused, ask students to describe what they see on the screen. Have students make a word web for each type of weather shown. In the center circle, have students write the weather type, such as blizzard. Ask What words tell about (a blizzard)? In the outer circles, have students write words to describe a blizzard like snow, cold, and ice. at After You Watch N • Ask a student to read aloud the words in the outer circles of one of her word webs. Have other students in the class guess what type of weather she is describing. Continue until students have had a chance to guess each type of extreme weather. • After each segment in Scene 6: Grammar 2, pause and point to the related if statement. Ask students to complete the sentence using the words from the segment. Song • Play Scene 7: Song and have students listen as they read. Divide the class into three groups. Assign each group a verse. Have the group sing along during their verse. Ask all students to sing the chorus. Play the segment again, with the audio off, and have students sing their verse to the beat. Viewing • Play Scene 8. Pause after each weather segment. Ask What would you do in (a heat wave)? Meet the Explorer • Say Tim Samaras wants to understand extreme weather so he can help protect people. Ask What is one way his work can help protect people? Story Time • View Scene 10: Story Time: The Tale of Thunder and Lightning once with students. • View Scene 10 again. Pause and ask questions such as What does Lightning do when he is angry? (He shoots fire and lightning from his horns.) 64 Unit 1 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 64 5/13/19 10:21 AM UNIT 1 READER AMERICAN ENGLISH Reading Strategy Identify Problems and LIGHTNING Solutions A Folktale from Nigeria Retold by Cindy Pioli Vocabulary thunder, lightning, a shelter, an The Tale of Thunder and Lightning m around the globe. Following the readings are fun facts and erience together in a way that fascinates, educates, and informs. Two Brothers, Two Rewards emergency, drop, a tropical storm Grammar make future predictions and plans Long ago, Thunder was a mother sheep and Lightning was her son. When Lightning became angry, he shot bolts of lightning from his horns. This made Thunder yell at him, which shook the ground. Because they caused so much trouble, the king made Thunder and Lightning leave Earth. But that didn’t stop the trouble they caused. A Folktale from Japan Popocatépetl and Iztaccíhuatl A Myth from Mexico The Tailor and His Coat A Folktale from Russia Amazing Beaches wari: ge o of dult ial dhood with be going to Resources Video Sc. 10; Graphic Organizer: T-chart ng arning, the Our World readers are six levels of original stories, THUNDER and BE THE EXPERT Our World in Context ni D LIGHTNING s a mother sheep and Lightning was her ecame angry, he shot bolts of lightning ade Thunder yell at him, which shook the caused so much trouble, the king made leave Earth. But where did they go? Before You Read ar Reading Strategy gr ap hi • Introduce the strategy Give students examples to help them understand problems and solutions. Say I have a problem. I am very thirsty. What should I do? What could be a solution? (drink water) Ask a student to name a problem. Call on another student to offer a solution. Worldwide, there are 100 lightning strikes every second. Central Africa receives the most lightning strikes of any region in the world. Le • Preteach Introduce folktales. Say Folktales are stories that are passed down over time. They are usually told aloud. What stories have people in your family told you? Listen to several students’ responses. Then say Folktales might explain something about the world. G eo • Guide the conversation toward problems about extreme weather. For example, say I am very scared. There is lightning! What should I do? (find shelter) Continue asking questions about problems with extreme weather and have students suggest solutions. Text Background This folktale takes place in Nigeria, a country in western Africa. It has a climate that includes both wet and dry regions. The rainy season is usually longest in the southern part of the country, where it can last from March to November. The rainy season is shorter in the northern regions. The far north has a dry climate with little rain. io n al • Draw a T-chart on the board with the headings Problems and Solutions. Say As we read the story, let’s use this chart to keep track of the problems and solutions in the story. Identify Problems and Solutions Identifying problems and solutions helps students understand the situations in a story. Identifying problems and solutions also helps students understand the plot and how the events in the story are connected. It can also help students understand the characters in a story. The problems a character causes or the ways he solves problems can give insight into the character. c htning Text Type folktale The Tale of at While You Read • Stop after every few pages to identify problems and solutions. N p. 4: What problems does Lightning cause? p. 7: What is the king’s solution to the trouble Thunder and Lightning are causing? pp. 8–9: What is the king's new solution? pp. 10–11: What problem does the king’s new solution cause? After You Read • Say Imagine you are the king. Can you think of other solutions to the problems caused by Thunder and Lightning? Have students work in small groups to think of other solutions to the problems in the story. Ask groups to share their answers with the class. Video and Reader 65 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 65 5/13/19 10:22 AM AUDIO SCRIPT TR: 1.6 2 Listen and stick. Find out what to do next. Place your stickers in the correct order. Work with a partner. Summarize the weather report. Student’s Book Welcome to your local weather radio report. TR: 1.1 1 Listen and read. We have the latest news on the hurricane. Note: This reading is on pp. 40–41. It will reach land in two hours. TR: 1.2 2 Listen and repeat. It is a big storm and it will do a lot of damage. thunder lightning a flood a drought an ice storm a blizzard Everyone should follow a plan of action. a tornado a sandstorm a range TR: 1.3 1 Listen, read, and sing. eo a heat wave G drop io n TR: 1.4 Grammar 1 al Note: Lyrics for the song Bad Weather are on p. 44. Note: Grammar 1 is on p. 46. an emergency a plan a flashlight supplies evacuate a shelter 66 at 1 Listen and repeat. You need to be ready in case of an emergency. Let’s make a plan. Do you have a flashlight? Don’t forget to buy supplies before the storm. They had to evacuate the school during the flood. During the hurricane, many people slept in the shelter. N TR: 1.5 ng ni Make sure that the flashlight works. ar The storm may last a long time. You will need food and water. Collect the supplies that you need. Keep your supplies dry. Also, continue to listen to your radio. If the hurricane grows too strong, you may be told to evacuate. You will have to leave and go to a safer place. If we tell you to evacuate, we will tell you where to go to keep your family safe. gr rise Next, make sure that you can see in the dark. Find a flashlight and keep it with you. Le a hurricane Keep your family together in the shelter. c speed Then, find a shelter to protect your family from high winds. hi a tropical storm The plan will help you stay safe. ap I’m afraid of thunder. Did you see the lightning? The rain caused many floods. Conserve water! There’s a drought! Ice storms can be dangerous. We didn’t go to school because of the blizzard. There are many tropical storms in this area. The wind speeds reached eighty kilometers an hour! The hurricane brought lots of wind and rain. The tornado came very quickly. You can’t see in a sandstorm. What’s the temperature range in Antarctica? In some places, the temperature rises very high in the summer. The temperature drops very quickly at night. Last summer there was a heat wave. TR: 1.7 Grammar 2 Note: Grammar 2 is on p. 52. TR: 1.8 1 Listen and read. Note: Reading Tornado Trouble is on p. 54. Workbook TR: 1.1 2 Listen and circle. Listen for the puzzle words. Circle them on the puzzle in Activity 1. S1: Last month my town had some extreme weather! S2: Really? Wow! Did you have a hurricane? S1: A hurricane? No, nothing that bad. But we had a tropical storm. S2: A tropical storm is smaller than a hurricane. S1: Yes, but it still made the streets flood. S2: There was water in the streets? S1: Yes, there was a flood. I watched the water rise. S2: Wow! How high did it rise? Unit 1 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 66 5/13/19 10:22 AM S1: It didn’t rise too high! But enough to cover your shoes. Xavier: Hello Berta! S2: What else did you see? Xavier: If it snows, I put on my winter coat. S1: I saw lightning. Berta: And what do you do if there is a blizzard? S2: Lightning is scary! Xavier: If there is a blizzard, I stay at home. S1: I know! And thunder, too. Berta: That’s a good plan, Xavier! S2: Thunder scares my cat. He runs under the bed. Xavier: Yes, Berta. What do you do if a storm is coming? S1: He’s a scaredy cat! Berta: If a storm is coming, I listen to the radio. S2: Scaredy cat! Scaredy cat! Xavier: Not me, Berta! If a storm is coming, I watch the news on TV! Berta: Xavier, what do you do if it snows? TR: 1.2 1 Listen and write. Use verses from the song. Note: Lyrics for the song Bad Weather are on p. 44. Berta: But Xavier, you don’t listen to the radio? ng Xavier: No Berta. If I can choose, I watch TV. Workbook TR: 1.4 5 Listen. Check T for True and F for False. ar Note: Reading Weather Change is on p. 8. ni Berta: OK, Xavier, but if I can choose, I listen to the radio. TR: 1.3 1 Listen and read. Go to pp. 329–331 for the Workbook Answer Key for this unit. Le Berta: Hello Xavier! N at io n al G eo gr ap hi c NOTES Audio Script 67 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_038-067_U01_CR2.indd 67 5/13/19 10:22 AM Unit 2 In This Unit Copycat Animals Content Objectives Students will • describe animal features. • explain how animals protect themselves. Language Objectives In this unit, I will . . . • describe animals. • compare different animals. • talk about how animals imitate others. • use classification writing. Students will • identify animal features. • compare different animals. • discuss ways animals imitate plants and other animals. • write paragraphs of classification. Check T for True and F for False. Vocabulary T F 2. It is very soft. T F 3. It is very small. T F 4. It has sharp teeth. T F Le ar Vocabulary 1 camouflage, a characteristic, copy, frighten, hide, hunt, imitate, an insect, poisonous, predator, prey, resemble, species, a spot, a stripe Vocabulary 2 attack, avoid, confuse, defend, escape 1. This is a plant. ng themselves from predators. ni Theme This unit is about how animals protect Grammar hi c Grammar 1 comparisons with as . . . as Grammar 2 tag questions Reading Copycats ap Writing Classification Writing Mission Protect biodiversity gr Project Make a collage eo 22 UNIT OPENER io n al Students will • analyze a photograph for information. • evaluate the accuracy of statements. G Introduce Objectives Resources Video Sc. 1; Home-School Connection Letter; Unit Opener Poster; Classroom Presentation Tool at Materials world map (optional ((optional) optional)) N • Circle the word copycat on the board. Say We’re going to learn about copycat animals. People can be copycats. A copycat is a person or animal who copies the appearance or actions of another living thing. Pacing Guides L5U2 2–3 Hours 3–4 Hours • Build background Say The name of our next unit is “Copycat Animals.” Write copycat on the board and underline copy. Draw a simple picture of a fish on the board. Next to the picture, draw another picture of a fish. Try to make the picture look the same as the first picture. Point to the second picture and say This is a copy of the first picture. It’s a copy because it looks the same. 4–6 Hours • Act it out Say I want you to be copycats. Copy what I do. Raise your right arm. Say Be a copycat. Put your arm up! Put your arm down. Say Be a copycat. Put your arm down! Continue with various movements, asking students to copy you. • Ask a student to come to the front of the class. Say Let’s be copycats again. Let’s copy (Anna). Have the student do something the class can copy, such as wave, point, or clap. Repeat with other students. 68 Unit 2 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 68 5/13/19 10:22 AM BE THE EXPERT About the Photo This photo was taken in Papua New Guinea, an island country in the Southwest Pacific Ocean. The photo shows an allied cowrie, a type of sea snail. Allied cowries usually feed on—and live on—sponges or corals, the hosts. The allied cowries cover their smooth and shiny shells with a fleshy type of skin (the mantle) that resembles, or copies, the texture and colors of the host. This helps the allied cowries hide from predators. When in danger, an allied cowrie can “change colors” by removing the mantle and showing its shell. Teaching Tip ar ni ng Teach students to become active readers by helping them choose a purpose for reading. Before beginning a unit, discuss the unit theme, and ask students what they would like to learn about the theme. List their answers on the board. Have students ask questions on the theme as they read. Le Related Vocabulary ap hi c copycat, round, shell, spikes, mantle, host 23 G eo gr Allied cowrie, Papua New Guinea al • Say Open your books to pages 22 and 23. Point out the animal in the center of the photo. Say This animal is a type of snail. Ask questions to encourage discussion of the photo. io n What colors do you see in the photo? (red, yellow, orange, white, pink) at Where do you think this photo was taken? (in the ocean, underwater) N Is the snail difficult to see? Why? Why not? (Yes. It’s the same colors as the things around it.) Do you think this is a good photo to begin a unit called “Copycat Animals”? Why? Why not? (Yes. The animal looks like it is copying the things around it.) • Guide students through the activity on p. 22. Read each statement aloud. For each statement, have students raise their hands if they think an answer is true. Ask students to provide a reason for their answer. Then discuss each statement and confirm the correct answer. Unit Opener 69 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 69 5/13/19 10:22 AM VOCABULARY 1 VOCABULARY 1 Objectives 1 Listen and read. TR: 2.1 2 Listen and repeat. TR: 2.2 Students will • identify and use words about how animals look or act to survive. • identify and use words about ways animals protect themselves. Some animals can look like other animals or even like a plant! These copycats are trying to hide from or trick a hungry predator. They can look like another more dangerous animal or like another animal the predator doesn’t like to eat. This cheetah’s black spots act as camouflage. This way, the cheetah doesn’t frighten its prey when it’s time to hunt. Vocabulary predator, a spot, camouflage, frighten, prey, hunt, a stripe, poisonous, an insect, imitate, a characteristic, hide, species, resemble, copy spots Content Vocabulary copycat, dangerous Worksheet 2.1; Workbook pp. 14–15, Workbook Audio TR: 2.1; Online Practice Materials note cards; large sheets of colored paper or wrapping paper; paper; drawing materials Le ar ni a predator ng Resources TR: 2.1–2.2; Video Sc. 2; Activity This colorful frog has stripes on its skin. The bright colors tell hungry predators that the frog is poisonous. gr ap hi c a stripe eo 24 Unit 2 G Warm Up io n al • Preteach Say A characteristic is a way something looks or acts. Point out one of your characteristics, such as the color of your hair or eyes. Say I have (brown hair). That is one of my characteristics. • Say Today we’re going to learn words about copycat animals. Some copycat animals copy characteristics of other animals. Some copycat animals copy characteristics of plants. Let’s find out why! N at • Brainstorm Say Animals have characteristics, too. Let’s talk about an elephant’s characteristics. Is an elephant big? (yes) Does an elephant have big ears? (yes) Does an elephant fly? (no) As students answer, write complete sentences on the board such as An elephant is big. An elephant has big ears. Say These are an elephant’s characteristics. 70 Unit 2 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 70 5/13/19 10:22 AM BE THE EXPERT About the Photo The insect in the photo on page 25 is called a leaf insect or walking leaf. Young leaf insects are red, but they turn green after eating leaves. Leaf insects are about 60 mm (2.3 inches) long. They live in India and on the Fiji Islands. These butterflies are not the same species, but they resemble each other. The top one tastes bad. The other one copies its shape and colors, and tastes bad, too. Our World in Context Some animals’ camouflage changes with the seasons. For example, the Arctic fox has a white fur coat in the winter when it lives on snow. In the summer, its fur changes to a brown color to better match its habitat. ni ng Some animals use camouflage that doesn’t match their habitat. Zebras’ black and white stripes look very different from the brown grasslands they live in. However, when many zebras are together, their black and white stripes make it difficult for predators to tell one zebra from another. Ask and answer. Work with a partner. What did you learn? They have bright colors. Using a Dictionary Encourage students to make a habit of using dictionaries. Keep a dictionary at the front of the classroom with you. When students ask the meaning of a word, suggest they use the word’s context to guess what it means. Then tell students to use the dictionary to confirm the meaning of the word. 25 eo gr ap hi How do some frogs show they are poisonous? Vocabulary Strategy Le 3 c This insect is as green as a leaf. It imitates the characteristics of color and shape of leaves to help it hide from predators. ar prey G Present al • Say Open your books to pages 24 and 25. These are different types of copycat animals. Point to each animal and name it. (cheetah, frog, warthog, butterfly, leaf insect) N at io n • Explain Say A predator eats other animals. A cheetah is a predator. It is running after the warthog so it can eat it. Ask What predators do you know? (lion, crocodile, cat) Say The animals that predators eat are called prey. What animals do cats eat? (mice, birds) Say Yes, cats eat mice and birds. They are cats’ prey. • Say The color of an animal is one of its characteristics. Point to the leaf insect and ask What color is the insect? (green) Say An animal’s color can help it hide. Point to the cheetah. Say A cheetah has black spots that help it hide in tall, dry grass. Its prey can’t see it coming. Colors and spots, characteristics that help an animal hide, are called camouflage. • Point to the frog. This frog has white stripes on its back and face. The stripes are this frog’s characteristic. What other animals on these pages have stripes? (butterflies) Vocabulary 1 71 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 71 5/13/19 10:22 AM VOCABULARY 1 1 Listen and read. TR: 2.1 2 Listen and repeat. TR: 2.2 These butterflies are not the same species, but they resemble each other. The top one tastes bad. The other one copies its shape and colors, and tastes bad, too. Some animals can look like other animals or even like a plant! These copycats are trying to hide from or trick a hungry predator. They can look like another more dangerous animal or like another animal the predator doesn’t like to eat. This cheetah’s black spots act as camouflage. This way, the cheetah doesn’t frighten its prey when it’s time to hunt. ng spots a predator Le a stripe 3 How do some frogs show they are poisonous? They have bright colors. ap hi c This colorful frog has stripes on its skin. The bright colors tell hungry predators that the frog is poisonous. Ask and answer. Work with a partner. What did you learn? ar This insect is as green as a leaf. It imitates the characteristics of color and shape of leaves to help it hide from predators. ni prey Practice OW2e_SB_5_31988_022-037_U02.indd 24 1/23/19 8:58 AM OW2e_SB_5_31988_022-037_U02.indd 25 1/23/19 8:58 AM each word and sentence. Ask Is a cheetah a predator or prey? (predator) If students are having difficulty, review the photos of predator and prey on pp. 24–25. G eo • 1 Say We’re going to learn more about how some copycat animals use their characteristics to avoid predators. Play TR: 2.1. Have students listen and read along. 25 gr 24 Unit 2 • Write a riddle about one of the animals shown on pp. 24–25. Read the riddle aloud and have students guess the answer. (a frog) io n al • After playing the audio, discuss the paragraphs on pp. 24–25. Ask questions such as: I have stripes. What acts as camouflage on a cheetah? (spots) at I am poisonous. N What can a frog’s bright colors tell a predator? (It is poisonous.) Does a predator resemble its prey or hunt it? (Hunt it.) How does a leaf insect hide from predators? (It resembles the leaf it sits on.) • 2 Say Now we’re going to listen to words and sentences with those words. Repeat each word and sentence after you hear it. Play TR: 2.2. Have students repeat 72 What am I? • Say Now write your own riddle about an animal from pages 24 and 25. Use two vocabulary words in your riddle. Then have students work in small groups to share and solve the riddles. Wrap Up • Say Today we learned words about the characteristics of copycat animals and how these characteristics help the animals live. Hold up pp. 24–25. Say I’m going to point to an animal. Tell me a characteristic of the animal. Cheetah (has spots) Frog (has stripes, is poisonous) Leaf insect (imitates color and shape of leaves) Unit 2 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 72 5/13/19 10:22 AM Recap BE THE EXPERT • Say Think about what you learned. Ask questions using the words camouflage, imitates, poisonous, and resembles. Tell students to use the vocabulary words in their answers. For example, point to the picture of the leaf insect and ask What does this insect resemble? (This insect resembles a leaf.) Write the sentence frame for the response on the board, if necessary. This insect resembles . Teaching Tip When students are learning new vocabulary, show them which syllables to stress in pronunciation. One way is to write the words on the board and include the stress marks shown in dictionary pronunciations, such as pre´ da tor. Another way is to say the word slowly, syllable by syllable, emphasizing the stressed syllable, such as re SEM ble. Apply • 3 Direct students’ attention to the model dialogue on p. 25. Model the dialogue with a student. Extend hi • Hang large sheets of colored construction paper or wrapping paper on the wall. Give students paper and drawing materials. c Le ar ni ng • Put students in pairs. Write cheetah, leaf insect, butterfly, and frog on note cards. Ask each student to take a card. Say Ask your partner questions about the animal on your card. Have students take turns asking and answering questions. Sample questions might include How do the butterflies resemble each other? What does a cheetah use as camouflage? How does a leaf insect resemble a leaf? eo gr ap • Say Let’s create imaginary animals that use camouflage. Have students choose one of the colored sheets of paper on the wall or assign students to a specific sheet of paper. Say Look at the paper. How can an animal use camouflage to hide on the paper? To help students begin their drawing, ask questions such as What color will your imaginary animal be? Will it have spots? Will it have stripes? io n al G • After students cut out and draw their imaginary animals, have them place their drawings on the colored piece of paper. Ask students to say sentences about their imaginary animal’s characteristics and how those characteristics help it survive. Wrap Up N at • Divide the class in two teams. Say I will say a word we learned. Raise your hand if you can use the word in a sentence. The first team to use the word correctly wins a point. Say each of the words in the lesson until students have given correct sentences for all of them. Review • For additional practice, direct students to Activity Worksheet 2.1. Workbook and Online Practice Vocabulary 1 ✔ Formative Assessment Can students • identify and use words about how animals look or act to survive? Write camouflage, resemble, imitates, and copies on the board. Have students choose an animal from pp. 24–25 and say a sentence about it using a word from the board. • identify and use words about ways animals protect themselves? Have students write and complete the following sentences: A frog’s stripes tell predators that it is . A leaf insect from predators. Vocabulary 1 73 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 73 5/13/19 10:22 AM SONG SONG Vocabulary in the song 1 Vocabulary 1 an insect, copy, predator, camouflage, imitate, resemble, hide, prey, hunt, a stripe Vocabulary 2 escape Listen, read, and sing. TR: 2.3 It’s a Wild World CHORUS It’s a wild world! It’s work to stay alive! Animals do amazing things in order to survive. Grammar in the song Grammar 1 make comparisons with as . . . as Resources TR: 2.3; Video: Sc. 7; Workbook p. 16, An insect that looks like a leaf copies plants to get relief. Predators are everywhere, and looking for a feast! Workbook Audio TR: 2.2; Online Practice Ask and answer. Work with a partner. c 2 Le CHORUS It’s a wild world! ar A pretty frog can be as deadly as a snake. Its stripes tell its enemies “You’d better stay away!” ni The hunter and the hunted, predator and prey, must hunt or hide to stay alive, each and every day. ng CHORUS Camouflage and imitate. Resemble and escape! Animals hide in front of our eyes, every day. gr ap hi 1. What predators have you seen? 2. What is their prey? 3. How does the prey avoid predators? eo 26 Unit 2 G Use the Song io n al • Activate prior knowledge Say We learned about predators and prey. Ask What is a predator? (an animal that hunts other animals) What is prey? (animals that other animals eat) N at • Ask How do animals hide from their predators? (They use camouflage. They imitate and resemble other animals or plants.) Have students name animals and tell how they hide from predators. • Say Open your books to pages 26 and 27. Say The animal in the photo is a stonefish. How do you think it hides from its predators? (It uses camouflage.) Say It has another way of staying alive, too. 74 It is venomous. This means that its body creates a kind of poison that it can use to hunt prey animals. (An animal that gets bitten or stung by it will get sick or die.) • Read the first four lines of the song with students. Ask What do you think the song is about? Have students share their predictions. • 1 Say Let’s listen to a song about how animals survive. Play the song (TR: 2.3). Play it again and ask What animal names do you hear? (insect, frog) Then have students check their predictions. Ask What is the song about? (how animals use characteristics to escape predators) Unit 2 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 74 5/13/19 10:22 AM BE THE EXPERT About the Photo This photo shows a reef stonefish. These fish use their dorsal (back) fins to protect themselves. The stonefish have fins with sharp spines that can add venom, a poisonous substance, into a predator that tries to attack them. Stonefish are one of the most dangerous fish. Teaching Tip ni ng Students need to hear a song several times in order to sing and understand all of the words. Divide a song into manageable parts. This will give students time to get used to the rhythm of the music and the pronunciation of the words. You can also divide a song among student groups, so that each group focuses on just one part of the song. Related Vocabulary ap hi c Le ar fins, spines, venomous, inject 27 eo gr Stonefish, Red Sea, Egypt G Use It Again at io n al • Vocabulary 1 Play the following lines from the song as students sing along: “The hunter and the hunted/predator and prey/must hunt or hide to stay alive.” Write hunter and hunted on the board. Say A hunter looks for food to eat. What other word did we learn for an animal that hunts for food? (predator) Say The hunted must hide to stay alive. What other word did we learn for an animal that hides from a predator? (prey) N • 2 Pair students and have partners take turns asking and answering questions 1–3 in the Student’s Book. • Play the lines “An insect that looks like a leaf/copies plants to get relief.” What does the insect copy? (a leaf) Why does it copy a leaf? (to trick its predator) Does it use camouflage? (yes) • Grammar 1 On the board write A pretty frog can be as as a snake. Sing or play the following line “A pretty frog can be as deadly as a snake.” Ask How is the frog like a snake? (It is as deadly as a snake.) Have students complete the sentence. • Replay “An insect that looks like a leaf.” Say The insect looks like, or resembles, a leaf. Ask What color is the insect? (green) Have students use their answer to complete the sentence frame It is a leaf. • Vocabulary 2 Say Look at the words of the song on page 26. Find the word escape. Now turn to pages 24–25. Point to the animal that is trying to escape from a predator. Song 75 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 75 5/13/19 10:22 AM GRAMMAR 1 GRAMMAR 1 Comparisons with as . . . as TR: 2.4 Objective That katydid is as green as the leaf it sits on. That butterfly is not as pretty as the blue one. Poison dart frogs are as dangerous as some snakes. Students will • compare using as . . . as. Grammar comparisons with as . . . as 1 Academic Language choose, compare, opposite Read and write. Work with a partner. Take turns. Compare. 1. some insects / thin / sticks Content Vocabulary coral snake, sting, thin Some insects are as thin as sticks. Resources TR: 2.4; Graphic Organizer: Word web; Video Sc. 5; Workbook p. 17; Grammar Workbook pp. 6–7; Online Practice 2. a polar bear / white / snow A polar bear is as white as snow. Materials paper; drawing and coloring materials 3. king snakes / not dangerous / coral snakes 4. a bee sting / bad / a wasp sting 5. a lion / not loud / a howler monkey ni A bee sting is as bad as a wasp sting. ng King snakes aren’t as dangerous as coral snakes. Le ar A lion isn’t as loud as a howler monkey. ap hi c a bee gr a wasp eo 28 Unit 2 G Warm Up donkey cow sheep turtle horse duck goat ant frog N • Have students read aloud the animal names on the board. Say Let’s talk about characteristics. Let’s sort these animals into two groups: big and small. • Draw a two-column chart with the headings Big and Small. Ask Is an elephant big or small? (big) Write elephant in the Big column. Repeat for each animal in the list on the board. Have students read aloud the animals in each category. 76 Big Small elephant chicken rabbit io n chicken at elephant al • Write the following animal names on the board. • Say Look at the animals in the Big group. Ask questions such as Which animal is as big as a goat? (sheep) Say Right. A sheep is as big as a goat. Is a sheep as big as a horse? (no) Right. A goat is not as big as a horse. Ask similar questions for the animals listed in the Small column. • Then compare animals across columns. Ask questions such as Is an elephant as small as an ant? (no) Right. An elephant is not as small as an ant. Unit 2 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 76 5/13/19 10:22 AM 2 Compare the animals. Work with a partner. Choose one word from each group. Make sentences. BE THE EXPERT Grammar in Depth a hippo Comparisons with as . . . as We use as + adjective + as to say that two things are the same. a monkey John is 1.7 meters tall. Mario is 1.7 meters tall. an otter John is as tall as Mario. a horse fast a deer heavy slow loud small an elephant a jaguar A poison dart frog is dangerous. A rattlesnake is dangerous. a crocodile A poison dart frog is as dangerous as a rattlesnake. smooth We use not as + adjective + as to state that two things are not the same. a seal The red butterfly is beautiful, but the blue butterfly is more beautiful. a penguin ng a donkey The red butterfly is not as beautiful as the blue butterfly. ni an alligator The frog is as funny as you are. Ha ha! The car is as green as the frog. The red butterfly is not as beautiful as the blue one. one. 29 eo gr ap hi The hippo is as big as the car. The red butterfly is not as beautiful as the blue butterfly. Le Make sentences. Work in a group. Take turns. Use the last word in each sentence to start the next sentence. c 3 ar When we compare similar items, it is common to use one in place of the second noun. G Present io n al • Say Today we’re going to talk about how to compare characteristics. Write Big on the board. Say Big is a characteristic. Choose two large books of the same size. Say Let’s talk about how big these books are. Hold up the books. Ask Are these books the same size? (yes) N at • Explain On the board write This book is as big as the other book. Point to the underlined words. Say This is a way to compare. Say We can use as big as to talk about how the books’ sizes are the same. • Put one of the books down and hold up a smaller book. Ask Are these books the same size? (no) Say One book is not as big as the other book. Write that sentence on the board and underline the words not as big as. • Write as as on the board. Say We can use these words to compare animal characteristics, too. Point to the grammar box on p. 28. Read aloud the sentences in the Grammar box or play TR: 2.4. Write green, pretty, and dangerous on the board. Say These are characteristics. Circle green. Say Let’s compare the katydid and the leaf. Are they both green? (yes) How green is the katydid compared to the leaf? (The katydid is as green as the leaf.) • Circle pretty. Say Let’s compare the other animals. Ask Are both butterflies pretty? (yes) Is each butterfly as pretty as the other one? (No, one is not as pretty as the blue one.) Are the poison dart frogs and the snakes both dangerous? (yes) How dangerous are poison dart frogs compared to snakes? (They are as dangerous as some snakes.) Grammar 1 77 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 77 5/13/19 10:22 AM GRAMMAR 1 2 Comparisons with as . . . as TR: 2.4 Compare the animals. Work with a partner. Choose one word from each group. Make sentences. That katydid is as green as the leaf it sits on. That butterfly is not as pretty as the blue one. Poison dart frogs are as dangerous as some snakes. 1 a hippo Read and write. Work with a partner. Take turns. Compare. a monkey an otter 1. some insects / thin / sticks Some insects are as thin as sticks. a horse a deer a crocodile 2. a polar bear / white / snow fast A polar bear is as white as snow. 3. king snakes / not dangerous / coral snakes heavy loud an elephant a jaguar King snakes aren’t as dangerous as coral snakes. slow small a seal a donkey 4. a bee sting / bad / a wasp sting A bee sting is as bad as a wasp sting. ng a penguin an alligator 5. a lion / not loud / a howler monkey 3 Make sentences. Work in a group. Take turns. Use the last word in each sentence to start the next sentence. ar a bee ni A lion isn’t as loud as a howler monkey. The car is as green as the frog. ap hi a wasp 1/23/19 8:59 AM Practice G al io n N at • Pair students to complete the remaining items. Then have them compare answers with another pair. If students are having difficulty, have them complete sentences such as King snakes are not coral snakes. • Say I’m going to say a sentence about the animals in the activity. Tell me if the sentence is true or false. Read aloud sample answers, and change some to make them false, for example: A polar bear isn’t as white as the snow. Ask Is this sentence true or false? (false) Continue with the remaining sentences. OW2e_SB_5_31988_022-037_U02.indd 29 1/23/19 9:01 AM • 2 To help students complete Activity 2, draw a three-column chart. eo • 1 Say Look at Activity 1 on page 28. Help students complete item 1. Draw pictures of a thin insect and a stick on the board. Ask Is the insect thin? (yes) Is the stick thin? (yes) Say Some insects are thin. Sticks are thin. They resemble each other. other. Write Some insects are as thin as sticks. 29 gr 28 Unit 2 OW2e_SB_5_31988_022-037_U02.indd 28 The frog is as funny as you are. Ha ha! c Le The hippo is as big as the car. 78 smooth Animal Characteristic Animal a deer fast a jaguar a hippo smooth a seal • Have students read aloud the animal names from the top group of animals on p. 29. List the animals in the first column of the chart. Then have students read aloud the animal names from the bottom group and write them in the third column. To make comparisons easier, try to list animals with similar characteristics in the same row of the chart. Ask students to read aloud the characteristics from the center box and write them in the center column. • Model how to use the information in the chart to form sentences that compare the animals. Say The deer isn’t quite as fast as the jaguar. Ask How can we use the chart to compare a hippo and a seal? (The hippo is as smooth as a seal.) Have students write sentences comparing the animals and characteristics in the chart. Unit 2 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 78 5/13/19 10:22 AM Wrap Up BE THE EXPERT • Say Today we talked about ways animals resemble one another, and ways they don’t. Write the names of animals from p. 29 on individual slips of paper. Give two slips of paper to each student. Tell them to compare the two animals, using as as or not as as. Give students five minutes to write as many sentences as they can. Teaching Tip Grouping Give students extra practice with an activity by having them work with more than one group. For example, after students have completed a speaking activity, have them repeat the activity with new partners. This repetition builds skill, and helps students gain confidence as they practice speaking in front of different audiences. Recap ni ng • Say Draw and color your favorite animal. Give students two minutes to draw their pictures. Then say Now stand up! Find someone with an animal like yours. Make sentences to compare. Give students five minutes to find a student with a similar animal and make comparison sentences. Then have students share their sentences with the class. Le c hi • Divide the class into two groups. Give word web organizers to students in each group. Have one group write Objects in the center circle and the other group write Animals in the center circle. Ask students in each group to brainstorm names of objects or animal names and write them in the outer circles of their web. ar Apply eo gr ap • Then pair students from both groups. Have students read aloud their word webs to a partner and try to identify ways that their animals and objects are alike or not alike, using the words as as or not as as. Model an example, such as The hippo is as heavy as the sofa. The dog is as tall as the table. G • 3 Point out the model dialogue on p. 29. Ask three students to read the dialogue to the class. Form groups of three students and have them make sentences using the last word in each sentence to start the next sentence. N Extend at io n al • Expand Continue the activity with the entire class. Have the class form a circle. Say a sentence and have the next student in the circle make a new sentence using the last word in the previous sentence. Challenge the class to have every student in the circle say a sentence. • Say Think of the people in your family. Ask How do they resemble one another? How are they different? Write example sentences such as My brother is as quiet as my father. My sister is not as tall as my mother. Pair students and have them take turns telling their partners about their families using as as or not as as. Workbook and Online Practice Grammar 1 ✔ Formative Assessment Wrap Up • Walk around the room and point to two objects. Write the names of the objects on the board. Ask students to make comparison sentences using as as or not as as. Can students • make comparisons with as . . . as? Have students use as + adj + as or not as + adj + as to compare animals. Grammar 1 79 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 79 5/13/19 10:22 AM VOCABULARY 2 VOCABULARY 2 Objective 1 Listen and repeat. Then read and write. TR: 2.5 Students will • identify and use phrases related to how animals protect themselves and hunt. Vocabulary confuse, attack, defend, avoid, escape Content Vocabulary butterfly fish, cobra, The butterfly fish confuses its predators with a spot like an eye. coyote, deer, jaguar, mongoose, python Resources TR: 2.5–2.6; Video Sc. 4; Activity Worksheet 2.2; Workbook p. 18; Online Practice Jaguars attack their prey. attack 1. All predators prey. defend their eggs from predators. confuses ng 2. Bluebirds Deer escape predators by running away. The cobra defends itself. The mongoose avoids its bite. 3. Calabar pythons have tails that look like heads. This predators so they will not know where to strike! avoid / confuse 5. A rabbit that runs fast can escape Le Listen. Stick True or False. Work with a partner. Compare your answers. TR: 2.6 The spot on the tail looks like an eye. The sentence is true. You are right! My turn. ap hi c 2 predators. the coyote ar that chases it. ni 4. Some animals use camouflage to 1 gr True 2 True 3 False 4 False 5 True eo 30 Unit 2 G Warm Up at io n al • Write predator on the board. Ask What is a predator? (an animal that eats other animals) Ask What predators do you know? (cheetah, polar bear, crocodile) Ask What are prey? (animals that are eaten by predators) Say Cats eat mice. Ask Are mice the predator or the prey? (the prey) N • Point to the animals on pp. 24–25. Review how different animals protect themselves from predators. Ask questions such as Why don’t predators eat this frog? (It’s poisonous.) How do predators know that it’s poisonous? (because of its stripes) Can a predator see this insect on a green leaf? (no) Why not? (because the leaf insect is the shape and color of the leaf) 80 Present • Say Animals need to protect themselves from predators. Write defend on the board. Say Defend is another word for protect. Let’s learn words to talk about how animals defend themselves. • Write attack and escape on the board. Point to attack and say Predators attack. Give an example: A cheetah attacks its prey. The cheetah attacks the other animal so that it can eat the animal. Point to escape and say Animals try to escape from predators. Have students look at the deer on p. 30. Say The prey is running away to escape from the predator. Point to the picture of the warthog on p. 25. Ask Is this animal trying to attack or escape? (escape) • Write confuse on the board. Say To confuse means to make someone or something believe something that isn’t true. Point to the picture of the leaf insect on p. 25. Say A predator thinks a leaf insect is a leaf. A leaf insect confuses its predators. Unit 2 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 80 5/13/19 10:22 AM Practice BE THE EXPERT • 1 Have students turn to p. 30. Tell them to look at the photos. Say Let’s hear about predators and prey. Point to the sentences on p. 30. Play TR: 2.5. About the Photo The photo of a butterfly fish shows the big black dot near its tail. The dot confuses predators because they think it’s an eye on the butterfly fish’s head. When predators attack a butterfly fish, they think the fish will swim away in the direction that their head is pointed. But since predators are confused about where the fish’s head is, the butterfly fish actually swims in the opposite direction. This allows the butterfly fish to escape from predators. • Ask students questions about the photos such as: What confuses a butterfly fish’s predators? (a spot that looks like an eye) What does the mongoose avoid? (a bite from the cobra) How does the deer escape? (by running away) Vocabulary Strategy • Read aloud the sentences in items 1–5. Explain that a python is a type of snake and a coyote is an animal that is similar to a fox. Say Use the words under the photos to complete these sentences. Explain that students will have to change the tense of some of the words to complete the sentences. Model changing defends to defend in item 2. Have students complete items 2–5 on their own. Check answers as a class. ap hi • 2 Say Let’s do a sticker activity. Assign partners. Say We’re going to hear sentences about predators and prey. If the sentence is true, put a true sticker in the box. If it’s wrong, put a false sticker in the box. Play TR: 2.6. Model completing the first item. Have students complete the activity together and discuss why the false sentences are incorrect. c Apply Le ar ni ng Action Verbs Action verbs are also called dynamic verbs. These verbs show what someone or something does physically or mentally. For example, read, run, yell, sit, or learn. These verbs can be used in the continuous form. For example, I’m learning English. English. Have students look for examples of action verbs in the unit so far (attack, escape, defend). gr Extend al G eo • Write confuses, attacks, defends, avoids, and escapes on the board. Say Write a paragraph that describes the actions of a predator and its prey. Write about two animals that have not been shown in this lesson. Try to use at least three of the words on the board in your paragraph. Allow time for students to share their paragraphs with the class. io n Wrap Up Review N at • Put students in small groups and have each group member choose an animal to talk about. Say Tell the group about your animal. Is it a predator or prey? How does it defend itself? Does it confuse its predators? What animals does it attack? Write sample questions on the board as a reminder to students. • For additional practice, direct students to Activity Worksheet 2.2. Workbook and Online Practice Vocabulary 2 ✔ Formative Assessment Can students • identify and use phrases related to how animals protect themselves and hunt? Ask questions such as How does a butterfly fish confuse predators? How does a deer escape predators? Vocabulary 2 81 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 81 5/13/19 10:22 AM GRAMMAR 2 GRAMMAR 2 Tag questions TR: 2.7 Objective The jaguar is dangerous, isn’t it? Those snakes are scary, aren’t they? This insect looks like a stick, doesn’t it? Giraffes don’t eat meat, do they? Students will • check understanding by using tag questions. Grammar tag questions Content Vocabulary jaguar, snakes, katydid, 1 pretend, python That frog wasn’t poisonous, was it? The cat escaped the dog, didn’t it? The dogs were loud, weren’t they? The cats weren’t friendly, were they? Read. Complete the sentences. Academic Language check, tag question, verb 1. The katydid is pretending it’s a leaf, Resources TR: 2.7–2.8; Video: Sc. 6; Graphic 2. The donkey doesn’t look thirsty, Organizer: Two-column chart; Activity Worksheet 2.3; Workbook p. 19, Workbook Audio TR: 2.3–2.4; Grammar Workbook pp. 8–9; Online Practice isn’t it ? does it ? didn’t it 3. That python really confused its predator, ? 5. Baby penguins are so cute, aren’t they ? were they ? ng don’t they 6. Those weren’t copycat animals, Play a game. Cut out the question tags in the back of the book. Glue nine to complete your game. Listen. Which tag completes the sentence? If you have it, draw an X on the square. TR: 2.8 I have three in a row! G Warm Up N at io n al • Preteach Write A cheetah is a predator. Say Sometimes we want to check that something is true. We can add a question at the end of a sentence to ask for confirmation. Erase the period and replace it with a comma and add the tag question isn’t it? Read aloud the new sentence A cheetah is a predator, isn’t it? Have students repeat the tag question after you. Say The “isn’t it?” question at the end of the sentence is called a tag question. Present • Write the following on the board. A cheetah is fast, isn’t it? is isn’t A cheetah isn’t slow, is it? isn’t is 82 31 eo gr ap hi c Le ar ni 2 ? 4. Cats like sleeping in the sun, • Read the first sentence aloud, emphasizing the tag question. Say The first part of the sentence includes the verb is. Circle is. The tag question should include the opposite of is. The opposite of is is isn’t. Circle isn’t. Draw a line to connect is and isn’t in the sentence. Read aloud the sentence and have students repeat it. Repeat the process and review with students. • Say Look at the grammar box on page 31. Point out the sentences with the words looks and escaped. Explain that these are action words and students must use a form of to do with these tag questions. On the board, write This insect looks like a stick, doesn’t it? Circle looks and doesn’t. Say Looks is an action word that tells about the present. The sentence tells about one insect. So, we use doesn’t. Do the same to explain didn’t in the sentence with escaped. • Play TR: 2.7. Say Listen to these sentences as they’re read aloud. Unit 2 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 82 5/13/19 10:22 AM Practice BE THE EXPERT • Write the following on the board. Grammar in Depth is isn’t do are aren’t does doesn’t was wasn’t did didn’t were weren’t Using Tag Questions We ask a tag question to check that something is true. We do this by making a statement followed by a two-word question tag. We expect others to agree with the statement. don’t The jaguar is endangered, isn’t it? Yes, it is (endangered). statement • Say Remember that in tag questions the verbs have to be opposites. If the sentence includes wasn’t, the tag question should include the word was. Read the remaining pairs of opposites with students. expected answer Rules for forming tag questions: ng • Tag questions follow one of these patterns: positive statement + negative tag: A jaguar is dangerous, isn’t it? Yes (it is). negative statement + positive tag: Giraffes don’t eat meat, do they? No (they don’t). ni • 1 Read item 1 aloud. Ask What is the verb? (is) What is the opposite of is? (isn’t) Write The katydid is pretending it’s a leaf, isn’t it? ar • At the end of a tag question, a pronoun is used. The jaguar is endangered, isn’t it? Le • If a be verb is used in the statement, a form of be is used in the tag. Penguins are birds, aren’t they? • When a verb other than be is used in the statement, a form of do is used in the tag: Simple present: Bill likes dogs, doesn’t he? Giraffes don’t eat meat, do they? c • Have students complete the activity. Remind them that in items 3 and 4, they will use a form of to do because of the action words in the sentence. If students have difficulty, have them look at the sentences in the second column of the grammar box. tag hi Apply eo gr ap • 2 Have students cut out nine question tags from p. 171. Say Glue the tag question in the spaces of the game board. Each sentence you hear is missing a tag question. Find the missing tag question on your board and draw an X on it. If you get three in a row, you win! G • Prepare a game board before class and use it to model how to play the game. Play TR: 2.8 as students play the game. al Extend As with a yes/no question, intonation rises a bit when we ask a tag question because we aren’t entirely certain that something is true. Teaching Tip If students are ready to be introduced to falling intonation, explain that it is used when the speaker wants to confirm what she already knows. Have students read the sentences on p. 31 with rising intonation first and with falling intonation next. Discuss the differences. N Wrap Up at io n • Pair students. Have students write five activities people in their family do on the weekend and five activities people in their family don’t do. Have them write tag questions for each activity. Model an example: Your mother likes to draw on the weekends, doesn’t she? Simple past: The bear ate the fish, didn’t it? The animals didn’t escape from the zoo, did they? Workbook and Online Practice • Say Today we learned how to use tag questions, didn’t we? Write was, wasn’t, is, isn’t, do, and don’t on individual slips of paper. Have students choose a slip of paper and write a tag question about any topic using the verbs on their paper. Call on students to read their questions aloud to the class. Review • For additional practice, direct students to Activity Worksheet 2.3. Grammar 2 ✔ Formative Assessment Can students • check something is true by using tag questions? Write the following on the board. Have students look at the underlined verb and write the correct tag question. The jaguar is attacking its prey, ? ? The bird doesn’t swim, The deer escaped, ? Grammar 2 83 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 83 5/13/19 10:22 AM READING READING Objectives 1 One kind of spider tricks predators by imitating an ant. It holds two legs up to look more Listen and read. TR: 2.9 like an ant when it walks. COPYcats Students will • describe how animals imitate other animals and plants to survive. • summarize the passage. The leafy sea dragon is a weird but beautiful copycat. From its name you would think it imitates a dragon, wouldn’t you? But no, it only gets that name from its funny shape. The leafy sea dragon imitates what is around it. It lives in seaweed, and so its body looks like a seaweed leaf. The sea dragon imitates the shape and color of seaweed, and it even looks like floating seaweed when it moves. It doesn’t use the parts of its body that look like a leaf to swim. It uses fins that are transparent, so it’s hard to see them move. Reading Strategy Scan Text for Information Academic Language diagram, compare, summarize The leafy sea dragon does not only look like a copycat. It also dances like a copycat. A male and female sea dragon will copy each other’s movements for hours! Content Vocabulary seaweed, floating, mimic, transparent, syphon The mimic octopus is the only sea creature that can imitate many different species. It not only changes its color, it also changes its shape. It has arms as thick as pencils. When it spreads them wide, they look like the spines of a lionfish. It hides some of its arms in the sand but leaves two arms out. Then with its white and brown stripes and the two arms, it looks like a sea snake! It can also pull its arms together and swim on the sea floor, so to a predator, it looks like a poisonous flatfish! Resources TR: 2.9; Graphic Organizer: Two- ng column chart; Workbook pp. 20–21, Workbook Audio TR: 2.5; Online Practice Le ar ni Like other octopuses, the mimic octopus has eight arms and three hearts. It swims by shooting out jets of water through a siphon. It also has a large brain for its size. That’s one smart octopus! gr ap hi c A mimic octopus imitating a poisonous flatfish leafy sea dragon eo 32 Unit 2 G Warm Up Present • Say Let’s talk about other copycat animals. Open your books to page 32 and look at the photos. You see a leafy sea dragon and a mimic octopus. Mimic is another word for copy. These animals are copycat animals. They imitate other things. Ask Why do some animals imitate other things? (to hide, to escape from predators) • Ask What does a leaf insect resemble? (a leaf) What do some butterflies copy? (the shape, color, and taste of other butterflies) • Point to the picture of the leafy sea dragon. Ask What color is the leafy sea dragon? Point to the leafy parts of its body. Ask What do these body parts look like? (leaves) If possible, bring photos of seaweed. If not, draw seaweed on the board. Point to the plants in the picture. Say These plants are seaweed. Ask Does the leafy sea dragon resemble the seaweed? Is it the N at io n al • Activate prior knowledge Write Copycats on the board. Ask What is a copycat animal? (an animal that looks like something else) Ask What copycat animals have we talked about? (butterflies, leaf insects) • Ask What animals can you copy? Have students take turns acting out animal movements and noises. Ask the class to guess what animal a student is copying. same color? Is it the same shape? • 1 Say We’re going to read about how the leafy sea dragon and the mimic octopus imitate other things. Play TR: 2.9 and have students read along. • Play TR: 2.9 a second time. Pause at the end of each paragraph to check for comprehension. Ask questions such as: 84 Unit 2 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 84 5/13/19 10:22 AM 2 Read and write. Work with a partner. Compare your answers. BE THE EXPERT 1. What does the leafy sea dragon imitate? Our World in Context It imitates the shape and color of seaweed. Not all copycat animals live in the water. Many can be found in deserts, grasslands, and forests. Some spiders in the forests near Lake Victoria in Africa mimic ants so they can attack other spiders. These spiders do more than just resemble ants. They also act like ants. For example, some spiders live in silk houses and travel in groups, just like ants. Copying ants helps these spiders be better predators. 2. What does the leafy sea dragon use to swim? It uses fins to swim. 3. What does the mimic octopus look like? It can look like a lionfish, a sea snake, or a poisonous flatfish. 4. What does the mimic octopus do with its arms? It spreads its arms wide. It hides some of its arms in the sand. It pulls its arms together. 3 Related Vocabulary Work with a partner. Choose the leafy sea dragon or the mimic octopus to talk about. Your partner will listen and complete the first row. Then listen to your partner and fill in the second row. aquarium, tentacles Shape Color Movement in seaweed like a leaf yellow / green uses its fins in the sand like a lion fish or a sea snake white/ brown stripes it shoots out water to move head eye ar ni siphon Le beak (mouth) arm Summarize the reading. Work in groups of three. Take turns. c 4 Habitat ng an octopus hi The leafy sea dragon is a copycat animal. ap But it doesn’t look like a dragon. 33 eo South Australia gr Yeah, it looks like seaweed. N at io n al G Paragraph 1: Does a leafy sea dragon imitate a dragon? What does it imitate? What does the leafy sea dragon use to swim? Paragraph 2: How do male and female leafy sea dragons copy each other? How long will they copy each other? Paragraph 3: What two things can a mimic octopus change to imitate other species? What other animals can a mimic octopus imitate? Paragraph 4: How many arms and hearts does a mimic octopus have? How does a mimic octopus swim? answer. I scan the whole page and see that the first two paragraphs are about the leafy sea dragon. Then I scan those paragraphs to find the word imitate. I see the word imitates in two sentences in the first paragraph. I read that the leafy sea dragon imitates what is around it and that it imitates the shape and color of seaweed. That’s the information I need to answer to the question. • Say Let’s answer the questions in Activity 2. One way to answer the questions is to look through the reading to find specific information. Looking through text quickly is called scanning. When we scan, we don’t read every word or sentence. We only look for the words we need to answer questions. • Have students scan the reading to answer items 2–4. When students are finished, have them share answers with a partner. Ask students Why is it hard to see a leafy sea dragon’s fins move? If students have difficulty, have them read the first paragraph again. • 2 Think Aloud Have students read items 1–4 aloud. Complete item 1 with students. Model scanning the text. Say This question includes the words leafy sea dragon and imitate. When I scan, I’ll look for these words to help me find the • 3 Pair students. Read the instructions and the headings in the chart with students. Make sure that students understand that a habitat is the place where an animal lives. Practice Reading 85 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 85 5/13/19 10:22 AM predators by imitating an ant. It holds two legs up to look more 1. What does the leafy sea dragon imitate? like an ant when it walks. COPYcats It imitates the shape and color of seaweed. 2. What does the leafy sea dragon use to swim? The leafy sea dragon is a weird but beautiful copycat. From its name you would think it imitates a dragon, wouldn’t you? But no, it only gets that name from its funny shape. The leafy sea dragon imitates what is around it. It lives in seaweed, and so its body looks like a seaweed leaf. The sea dragon imitates the shape and color of seaweed, and it even looks like floating seaweed when it moves. It doesn’t use the parts of its body that look like a leaf to swim. It uses fins that are transparent, so it’s hard to see them move. It uses fins to swim. 3. What does the mimic octopus look like? It can look like a lionfish, a sea snake, or a poisonous flatfish. 4. What does the mimic octopus do with its arms? It spreads its arms wide. It hides some of its arms in the sand. It pulls its arms together. The leafy sea dragon does not only look like a copycat. It also dances like a copycat. A male and female sea dragon will copy each other’s movements for hours! 3 The mimic octopus is the only sea creature that can imitate many different species. It not only changes its color, it also changes its shape. It has arms as thick as pencils. When it spreads them wide, they look like the spines of a lionfish. It hides some of its arms in the sand but leaves two arms out. Then with its white and brown stripes and the two arms, it looks like a sea snake! It can also pull its arms together and swim on the sea floor, so to a predator, it looks like a poisonous flatfish! Work with a partner. Choose the leafy sea dragon or the mimic octopus to talk about. Your partner will listen and complete the first row. Then listen to your partner and fill in the second row. an octopus Habitat Like other octopuses, the mimic octopus has eight arms and three hearts. It swims by shooting out jets of water through a siphon. It also has a large brain for its size. That’s one smart octopus! Color Movement in seaweed like a leaf yellow / green uses its fins in the sand like a lion fish or a sea snake white/ brown stripes it shoots out water to move eye head siphon beak (mouth) arm Summarize the reading. Work in groups of three. Take turns. Le 4 Shape ng Listen and read. TR: 2.9 Read and write. Work with a partner. Compare your answers. ni 1 2 One kind of spider tricks ar READING A mimic octopus imitating a poisonous flatfish hi c The leafy sea dragon is a copycat animal. ap leafy sea dragon OW2e_SB_5_31988_022-037_U02.indd 32 Yeah, it looks like seaweed. South Australia gr 32 Unit 2 But it doesn’t look like a dragon. 1/23/19 9:02 AM OW2e_SB_5_31988_022-037_U02.indd 33 Wrap Up 1/23/19 9:02 AM • Say sentences describing each animal. Say, for example, This animal has white and brown stripes. This animal resembles seaweed. This animal can imitate many different species. After each sentence, ask students to raise their hand and say what the animal is. Give students time to scan the reading to find the sentences that provide the facts. N at io n al G eo • Graphic literacy Point to the illustration of the octopus on p. 33. Say This picture shows the body parts of an octopus. Point to siphon. Say A siphon helps an octopus swim very fast. An octopus pushes water out of its siphon. Have students compare the picture of the octopus with the photo of the mimic octopus on p. 32. Ask questions such as Do they resemble each other? How many arms can you count? Remind students that a mimic octopus has the same body parts as a regular octopus, but looks different when it imitates a flatfish. 33 Recap • Say We learned about copycat animals. Ask What does a leafy sea dragon copy? (seaweed, other sea dragon’s movements) How does it copy seaweed? (its body, shape, and movements resemble seaweed) What are species a mimic octopus can imitate? (flatfish, lionfish, sea snake) • Say One partner is going to look for information about the leafy sea dragon. The other partner is going to look for information about the mimic octopus. Scan the paragraphs for information about your animal’s habitat, shape, color, and movement. • Give students time to scan and find facts. Then say Tell your partner about your animal. Take turns. Write the information your partner says in the chart. 86 Unit 2 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 86 5/13/19 10:22 AM Apply BE THE EXPERT • 4 Read the model conversation on p. 33 with two students. Have students form groups of three. Say Summarize the reading with your partners. Summarize means to retell the important parts in a shorter way, using your own words. Reading Strategy • Model how to summarize a leafy sea dragon’s movement. Say A leafy sea dragon has transparent fins. The fins help it move. The leafy parts of its body don’t help it move. Then have group members work together to summarize the reading. Tell students they can scan text features such as headings, photos, photo captions, and diagrams to find answers, or to guide their search. For example, a heading tells the topic of a section. Reading a heading can help students quickly determine whether the section has the information they’re looking for. Scan Text for Information When students scan for information, they do not read every sentence or paragraph. Scanning is a way to read a text quickly to find specific information. How does a cobra defend itself? Why does a cheetah have spots? What does a leafy sea dragon look like? ni ar gr ap hi c Why does a butterfly fish confuse its predators? Le • On the board, draw a two-column chart. Add the questions below to your chart. Say I found facts about four animals in this unit. Then I wrote questions about the facts I found. Now it’s your turn. Scan this unit and find four facts about copycat animals. Use the facts to write questions in your chart. Have students use the model to draw their own charts. Have them find information about four animals, and then write one question in each box. Pair students and have them scan the text to find answers to their partner’s questions. ng Extend eo Wrap Up al G • Say Today we learned about two copycat animals. Ask students questions to compare the copycat animals. Ask Why do these animals copy? (to escape from predators) Do they copy the same things? (no) How many species can a sea dragon copy? (one) How many species can a mimic octopus copy? (many) N at io n • Say Think about what these copycat animals can do. Imagine you’re a copycat animal. Ask Would you like to be a leafy sea dragon? Or would you like to be a mimic octopus? Ask students to raise their hand and say which animal they would like to be and why. Workbook and Online Practice Reading ✔ Formative Assessment Can students • describe how animals imitate other animals and plants to survive? Ask How does a leafy sea dragon hide from predators? What does a mimic octopus look like to predators? • summarize the passage? Have students reread paragraph 2 or 4. Ask students to summarize, or retell, the paragraph in their own words. Reading 87 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 87 5/13/19 10:22 AM WRITING WRITING Classification Writing You can organize your writing by placing information into categories or groups. You can define, compare, and contrast details to show how things belong to a category or group. You can use words such as both, like, but, and unlike. Writing Type Classification Writing Objectives Students will • analyze a writing model. • describe characteristics a group shares. • compare and contrast details to show classification. • evaluate classmates’ writing. 1 Read. Read about two types of copycat animals. How does the writer classify them? What words does the writer use to show that the animals are similar or different? Underline the words and expressions. Animals That Imitate Some animals copy other animals to avoid attack. Some species copy the appearance or the sound of another animal. The monarch butterfly is poisonous to many predators. The viceroy butterfly is also poisonous and it looks like the monarch butterfly. So predators don’t eat it. Like the viceroy butterfly, the ash borer moth changes its appearance to protect itself. It doesn’t have a stinger, but it looks like a wasp so predators avoid it. Other species copy the sound of another animal. When termites feed under the leaves, they make a hissing sound, like a snake. A dormouse does the same thing. When it is in a dark hole, it hisses loudly. Predators leave both of these animals alone! Academic Language category, classification, characteristics, compare, contrast, type Content Vocabulary ash borer moth, monarch viceroy butterfly ng butterfly, stinger, viceroy butterfly, wasp, termites, dormouse Resources Graphic Organizer: Three-column Le ar ni chart; Workbook pp. 22–23; Online Practice c Write. Write about animals that belong to a certain category. Describe the characteristics that they share and the characteristics that are different. Share. Share your writing. Work in a small group. Listen and take notes. gr 3 ap hi 2 ash borer moth eo 34 Unit 2 G Warm Up io n al • Write classify on the board. Say When we classify, we put things with the same characteristics in a group. These groups are called categories. N at • Write red, green, and blue on the board. Say Let’s classify classroom objects. Ask What red things do you see? Have students name red objects they see in the room. Write responses on the board. Then ask students to name green objects and blue objects they see, and write responses on the board. Present • Say Today you will organize your writing by placing information into categories, that is, by classifying. Say To talk about things that have the same characteristics, or belong in the same classification, we can use the words both and like. Point 88 to the list of blue objects on the board, and write example sentences such as The (book) is like the (globe). They’re both blue. Have students form small groups and write sentences to describe objects that have common characteristics. Remind them to use both and like. Have each group share their sentences with the class. • Say We can also talk about how things in one group are different from things in another group, or don’t belong in the same classification; to talk about differences, we can use unlike and but. Write sample sentences such as The ball and globe are both round, but the ball is red. The blue globe is unlike the red ball. Have groups write sentences that describe objects with different characteristics. Remind them to use the words but and unlike. Read the model • 1 Say Open your books to page 34. Let’s look at a writing model that shows an example of classification writing. Have the students read the model once for comprehension. Say Now read the model paragraphs again. This time, underline the words that tell about each animal’s characteristics. Remember that characteristics are things that describe how an animal Unit 2 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 88 5/13/19 10:22 AM BE THE EXPERT looks or acts. Ask What characteristics do these animals share? (They can imitate.) In what ways do the animals imitate? (They copy the appearance or the sound of another animal.) Writing Support Usage Using and and but in Sentences Explain when to use and and but to join sentences. Use and to join two sentences that give information on a related topic. Polar bears live in the Arctic region, and their fur is as white as snow. You also use and to join two sentences that show sequential order. The katydid hid on the leaf and waited for the predator to leave. Plan • 2 Say Let’s think about how we can classify animals. Remind students that classify means to make groups that share a characteristic. Have students form small groups and think about different ways to classify animals. Examples may include where animals live, how animals move, and how animals copy other animals. Use but to join two contrasting sentences. The cheetah is fast, but the seal is slow. Make sure students use commas correctly. Students should add a comma before and or but when combining two sentences that have different subjects. ng • Have students fill in a three-column chart to organize their writing. Model completing a sample chart. Say Let’s talk about how animals confuse predators. Look Like Other Animals Look Like Other Objects butterfly fish viceroy butterfly leaf insect calabar python monarch butterfly hi • Ask students to give other examples of how animals confuse predators. Write responses on the board. c Le ar Have Body Parts That Confuse Predators ni How Animals Confuse Predators gr ap • For each animal, ask students to tell how the animals confuse predators in similar ways and in different ways. For example, ask How is a butterfly fish like a calabar python? How is a butterfly fish unlike a calabar python? G eo • Have students complete their own charts. They may also add details to the chart on the board, or choose a new group of animals to classify. al Write Edit N at io n • 2 Ask students to write sentences using information from their charts. Have them focus on a category and describe characteristics the animals in that category share. Remind students that words such as both and like help show how animals in a group share characteristics. Then have students contrast animals in their category with animals in a different category, using but and unlike. unlike • Direct students to check their writing for the following: ü Does the writing describe characteristics shared by a group of animals? ü Does the writing contrast characteristics of one group of animals with characteristics of animals in a different group? ü Does the writing include words such as both, like, but, and unlike? Workbook and Online Practice ü Do students correctly place commas before and and but Writing in sentences? Writing 89 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 89 5/13/19 10:22 AM • Have students revise their writing to make improvements. Review rules for using and and but to join sentences (see Writing Support). Then have students check their writing for proper use of and and but. WRITING Classification Writing You can organize your writing by placing information into categories or groups. You can define, compare, and contrast details to show how things belong to a category or group. You can use words such as both, like, but, and unlike. 1 Share • 3 Have students form small groups. Have them read their writing aloud to the group. Ask the other students in the group to complete the sentences below in order to give feedback. Write the sentence stems on the board for students’ reference. Read. Read about two types of copycat animals. How does the writer classify them? What words does the writer use to show that the animals are similar or different? Underline the words and expressions. Animals That Imitate Some animals copy other animals to avoid attack. Some species copy the appearance or the sound of another animal. The monarch butterfly is poisonous to many predators. The viceroy butterfly is also poisonous and it looks like the monarch butterfly. So predators don’t eat it. Like the viceroy butterfly, the ash borer moth changes its appearance to protect itself. It doesn’t have a stinger, but it looks like a wasp so predators avoid it. Other species copy the sound of another animal. When termites feed under the leaves, they make a hissing sound, like a snake. A dormouse does the same thing. When it is in a dark hole, it hisses loudly. Predators leave both of these animals alone! viceroy butterfly ng I like how you describe . . . ni A question I have is . . . ar You show how . . . Le One thing I don’t understand is . . . Write. Write about animals that belong to a certain category. Describe the characteristics that they share and the characteristics that are different. Share. Share your writing. Work in a small group. Listen and take notes. gr 3 ap hi 2 ash borer moth c • While group members give feedback, the writer should take notes. The writer should then use these notes to revise his or her writing. al Assessment Rubric G eo 34 Unit 2 4 = Excellent 3 = Good 4 3 2 1 at 2 = Needs improvement io n Use this rubric to assess students’ writing. You can add other aspects of their writing you’d like to assess at the bottom of the rubric. N 1 = Redo Organization Ideas are clear and well organized. Grammar Student uses correct grammar. Vocabulary Student uses a variety of word choices, including words learned in this unit. Writing type Student compares and contrasts animals’ characteristics using words such as both, like, but, and unlike. Usage And and but are used correctly to join sentences. 90 Unit 2 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 90 5/13/19 10:22 AM MISSION MISSION Protect biodiversity. Mission Protect biodiversity. Objectives Students will • share ideas. • evaluate ideas. Think. Pair. Share. • Think about your community. How does biodiversity affect it? Resources Mission Poster; Video Sc. 9 Materials poster paper; drawing materials • What can you do to find out more about local species? • Why is it important to preserve diverse species? ng BE THE EXPERT About the Photo Le ar ni This photo shows a Bengal tiger. These animals live in greatest numbers in the forests of India. They are very important in keeping the biodiversity of those forests. These forests not only are home to many animal and plant species but also provide fresh water and food. But Bengal tigers are endangered. This means that the population is decreasing, mainly because of loss of prey, hunting, and forest destruction. hi c A Bengal tiger, Bandhavgarh National Park, India ap “ We need to increase people’s interest and support for wildlife and wild places, particularly children who are stewards of the future of nature. ” 35 eo gr Krithi Karanth, Conservation Biologist, National Geographic Explorer G Mission Think io n al • Point out the term biodiversity. biodiversity. Say Biodiversity means there are many different types of animals and plants in an environment. It’s important to protect biodiversity. Encourage a discussion about the importance of protecting biodiversity. Ask questions such as: Meet the Explorer As a child, Krithi Karanth explored the jungles of India with her father and developed a love for India’s incredible wildlife. Krithi works hard to protect animal species in India. It is difficult work. As the human population continues to grow, there is less protected land for animals such as Asian elephants, jaguars, and tigers. Krithi’s challenge is to discover how humans and animals can live together peacefully in India. Through surveys and mapping, she hopes to gather information that will help strengthen India’s national parks and teach people about tolerance for wildlife. She also wants to help people who have suffered from conflict with animals. Her goal is for India to be a country in which animals and people can live together successfully. Pair N at What plants and animals live in our community? How can we protect animal habitats? How can we protect plants in our community? • Point out the term stewards. Say Saying that children are stewards of the future of nature means that they are the ones responsible for protecting the future of nature. • Place students in pairs. Discuss a local species of animal or plant. Think of ways to become a steward of it. Discuss and write the best ideas in your notebook. Share • Have partners take turns sharing their ideas. • Create a class poster with all the ideas. Mission 91 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 91 5/13/19 10:22 AM PROJECT PROJECT Make a collage. Objectives Students will • research a habitat. • research how animals use camouflage and other characteristics to survive in the habitat. • create a collage. • complete the Unit 2 Quiz. 12 Work in small groups. Choose a habitat such as an ocean, a forest, or a desert. 23. Discuss how animals protect themselves in that place. 3 Content Vocabulary mural, collage, habitat, survive Resources Activity Worksheet 2.4; Workbook pp. 24–25; Assessment: Unit 2 Quiz There is a leaf-tailed gecko on a tree trunk in the rain forest. It uses camouflage to survive. Can you see it? In your part of the collage, show some animals that use camouflage and some that survive in other ways. Materials glue; markers; mural paper; colored gr ap hi c Le ar ni ng paper; scissors; books about animal habitats eo 36 Unit 2 G Prepare N at io n al • Say Today we’re going to show how animals protect themselves in their habitat. Ask What are some animal habitats you know? (rain forest, desert, ocean) List students’ responses on the board. Ask How can animals protect themselves? (imitate other animals, use camouflage, confuse predators) What animals imitate other things? (leaf insect, mimic octopus) • Place students in small groups. Say Work with your group. Choose an animal habitat. Find out how animals in this habitat protect themselves. Here are some questions to think about. 92 What animals live in your group’s habitat? How do animals in this habitat use camouflage? What are other ways animals in this habitat protect themselves? • Have students use the questions to research information about animals in their habitat. Remind them to use photos and information from the text as well as information from books and the internet. • After students research, have them discuss what they learned about the animals in their habitat. Ask How can you show this information on a mural? (drawing, magazine cutouts, coloring) Say Yes, all of your ideas describe a collage. Explain further if necessary. Provide students with materials they need to make a collage. Have students work together to create the animal and its habitat. Tell students to add captions to explain photos or drawings. Unit 2 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 92 5/13/19 10:22 AM BE THE EXPERT Now I can . . . Project Rubric describe animals. ü Did students research a habitat? ü Did students research how animals use compare different animals. talk about how animals imitate others. camouflage and other strategies to protect themselves in the habitat? use classification writing. ü Did students discuss ways that animals protect 37 eo gr ap hi c Le ar ni ng themselves in the habitat? G Share al • Have each group come to the front of the class and share its collage. Invite each student in the group to point out an animal he drew and explain how it protects itself in the habitat. at io n • Invite students to ask questions about each group’s collage. Provide sample questions such as What animals in (the forest) are predators? What animals are prey? N • Modify To simplify the project, have students review the unit and choose animals discussed in previous pages. Or assign each group a habitat and animals to draw. Give each group some basic information to allow them to complete the collage. Review • For additional practice, direct students to Activity Worksheet 2.4. Now I Can Ask questions such as the following: • What are some animal characteristics you know? • How do some animals protect themselves from predators? • How do some animals imitate other animals and plants? ✔ Assessment: Unit 2 Give the Unit 2 Quiz. Hand out the quiz and go over the instructions with students. The quiz should take 15–20 minutes. Project 93 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 93 5/13/19 10:22 AM VIDEO Vocabulary 1a hunt, hide, frighten, resemble, copy, imitate Vocabulary 1b an insect, species, predator, prey, poisonous, camouflage, a stripe, a spot, a characteristic Vocabulary 2 attack, avoid, defend, escape, confuse Grammar 1 as . . . as Grammar 2 tag questions Song It’s a Wild World Viewing animal characteristics Meet the Explorer Krithi Karanth Story Time How Tiger Got His Stripes Resources Video Sc. 1–11; World map; Graphic Organizer: ng Zoom In Two-column chart Vocabulary ni • Play Scenes 2–4. Pause the video on images in frames. Ask students to identify the action or characteristic. Press Play to bring up the full-screen image and caption. • Play Scene 1: Introduction. Say This video is about copycat animals. Ask What copycat animals do you know? What do these animals copy? How do they copy? Grammar c • Write frog, insect, and fish on the board. Assign an animal to each student. View Scene 5: Grammar 1. Say Listen for your animal. Write about what your animal is like using as . . . as. ap Song • Have students write the following sentence frames. As they listen to the song, have them fill in the correct word or words: gr • Have students listen for and identify the names of animals in the video. Have them sort the names of the animals in a two-column chart with the headings Predators and Prey. hi While You Watch G eo • Pause the video as necessary to allow students to identify the animals. Then ask Is this animal a predator? Is this animal prey? (Some animals may belong to both categories.) at io n al • Ask students to tell more about the animals. Name a predator and ask questions such as What does this animal hunt? Does it use camouflage? Does it imitate another animal? Name prey animals and ask How does this animal protect itself from predators? N After You Watch • Have students add additional animals they know to the Predator and Prey columns. Pick pairs of animals that are predator and prey. Write each animal’s name on a note card. Have students match the predator to the correct prey. There may be more than one correct combination. 94 Le ar Before You Watch An insect that looks like a leaf relief. Animals plants to get in front of our eyes, every day. A pretty frog can be a snake. Viewing • Play Scene 8. After viewing, ask students to describe how the animals they saw protect themselves. Meet the Explorer • Say Krithi Karanth believes it is very important to protect animal habitats. Ask What are ways you can help protect animal habitats? Story Time • View Scene 10: Story Time: How Tiger Got His Stripes once with students. • View it again. Pause the video and ask questions such as Why is Tiger’s bright orange fur a problem? (His prey can see him.) What special power does the man have? (wisdom) What does the rope do to Tiger’s fur? (It makes black stripes on Tiger’s fur.) Unit 2 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 94 5/13/19 10:22 AM UNIT 2 READER AMERICAN ENGLISH S fur was all orange. But one day Tiger nd that trick led to Tiger’s fur getting man’s trick? Text Type folktale How Tiger Got His Reading Strategy Identify Cause and Effect Vocabulary a stripe, hunt, prey, defend, attack, rning, the Our World readers are six levels of original stories, around the globe. Following the readings are fun facts and ience together in a way that fascinates, educates, and informs. tning Two Brothers, Two Rewards A Folktale from Japan A Folktale from Vietnam escape, camouflage, hide, predator, a spot, resemble, an insect Retold by Anna Olivia Grammar compare using as . . . as; check Popocatépetl and Iztaccíhuatl A Myth from Mexico The Tailor and His Coat understanding by using tag questions A Folktale from Russia Amazing Beaches Resources Video Sc. 10; World map; Graphic wari: Organizer: T-chart How Tiger Got His Stripes BE THE EXPERT Reading Strategy ni l ood ng Many years ago Tiger’s fur was all orange. But one day Tiger was tricked by a man, and that trick led to Tiger’s fur getting stripes. What was the man’s trick? e of ult Before You Read eo gr ap ar Le hi • Introduce the strategy Say We’ll read about causes and effects. A cause tells why something happens. A cause happens first. An effect is something that happens after the cause. Give an example from the unit. Say Some frogs have stripes. The stripes tell predators that the frog is poisonous. The predators don’t eat the frog. Identify the cause and effect. Say Predators don’t eat the frog. This is an effect. What causes this effect? (The stripes make predators think the frog is poisonous.) al While You Read G • Say As we read, let’s use a T-chart to organize causes and effects. Draw a T-chart on the board with the headings Cause and Effect. How Tiger Got His Stripes is a folktale from Vietnam, a country in Southeast Asia. If possible, show students Vietnam on a world map. Much of Vietnam’s land includes dense forests, but the rich soil near the Red River is used for farming. In the past, farming was very important to Vietnam’s economy. Water buffalo, which were first trained to help farmers thousands of years ago, are still used by Vietnamese farmers to plow fields. While Vietnam once had a large tiger population, today there are very few tigers left due to illegal hunting and destruction of their habitat. Many people are now working to protect tigers in Vietnam so that the tigers do not become extinct. at io n • Stop after every few pages to ask questions to help students think about causes and effects. For each answer students give, ask Is this a cause? Is this an effect? Add their responses to the chart. Text Background c • Build background Say A trick is an action that surprises or confuses someone. A leaf insect tricks its predators. Ask What other animals use tricks? (butterfly fish, mimic octopus) Say We’re going to read a story about a man who tricks a tiger. Identify Cause and Effect Identifying cause-andeffect relationships helps students understand why certain events happen in a text. Help students identify cause-and-effect relationships by looking for words that signal cause and effect, such as because, why, cause, and so. N p. 3: Why is it difficult for Tiger to catch his prey? (Animals see his bright orange fur.) (Effect: Tiger can’t catch his prey. Cause: Animals see his bright fur.) p. 10: What does the rope do to Tiger’s fur? (It gives him stripes.) (Cause: Tiger is tied with rope. Effect: The rope gives him stripes.) p. 11: Why does Tiger love his stripes? (They make him hard to see.) (Cause: Tiger is hard to see. Effect: He loves his stripes.) After You Read • Read aloud an effect from the story. Have students identify the cause. Ask pairs of students to identify other causes and effects. Video and Reader 95 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 95 5/13/19 10:22 AM AUDIO SCRIPT 2. The insect called a katydid is the same color as the leaf it eats. In this way, it avoids predators. Student’s Book 3. A deer will often attack a jaguar. TR: 2.1 1 Listen and read. 4. A sea turtle swims so slowly that it almost never escapes its predators. Note: This reading is on pp. 70–71. 5. A lion has sharp claws it can use to defend itself. TR: 2.2 2 Listen and repeat. TR: 2.7 Grammar 2 a predator Do all predators hunt at night? Note: Grammar 2 is on p. 82. a spot Cheetahs have black spots. camouflage Do all animals in the rain forest use camouflage? frighten Don’t frighten the birds! prey Some animals use their claws to catch prey. hunt How do lion cubs learn to hunt? a stripe The tiger has stripes. poisonous Some frogs are poisonous. That insect looks like a leaf, an insect I want to study insects. That snake is poisonous, imitate Look! That insect is imitating a leaf. It’s hard to see. Those butterflies are beautiful, a characteristic Bright colors are a characteristic of many poisonous animals. hide Many animals hide during the day. species How many species are there on Earth? TR: 2.9 1 Listen and read. resemble These two birds resemble each other a lot. Note: the reading Copycats is on p. 84. copy Some animals copy characteristics of other animals. ? Lions don’t have stripes, ni ? ar ? Le The deer escaped, ? ? c The jaguar didn’t catch the deer, hi Your pet frogs weren’t poisonous, ? ? ? ? ap An elephant doesn’t use camouflage, gr eo io n TR: 2.4 Grammar 1 al Note: Lyrics for the song It’s a Wild World are on p. 74. Note: Grammar 1 is on p. 76. at TR: 2.5 1 Listen and repeat. N The butterfly fish confuses its predators with a spot like an eye. attack Jaguars attack their prey. defend The cobra defends itself. avoid The mongoose avoids its bite. escape Deer escape predators by running away. TR: 2.6 2 Listen. Stick True or False. 1. The butterfly fish has a spot on its tail that looks like an eye. This can confuse predators. 96 ng Jaguars have dots, G TR: 2.3 1 Listen, read, and sing. confuse TR: 2.8 2 Play a game. Cut out the question tags in the back of the book. Glue nine to complete your game. Listen. Which tag completes the sentence? If you have it, draw an X on the square. Workbook TR: 2.1 4 Listen for the puzzle words. Write the matching words under the photos. S1: Let’s play a game! S2: OK. How does it work? S1: I say a word from the puzzle, and then you use it in a sentence with another puzzle word. S2: I think I can do that. I can match the two words in a sentence. S1: Sure you can. Here goes! I’m thinking of stripes. S2: Stripes? OK. I saw a predator that had stripes. S1: A predator? Like a tiger? Yes, that works. Now your turn. S2: OK. I’m thinking of the word poisonous. S1: Poisonous? OK. Some species of animals are poisonous. S2: Right! Some species are poisonous. S1: My turn. I’m thinking of the word spots. S2: OK. Spots are a characteristic of some butterflies. Unit 2 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 96 5/13/19 10:22 AM S1: Yes, some butterflies have characteristic spots. 3. A battery produces electricity, ? S2: My turn. I’m thinking of the word hide. 4. You don’t like to take photos, ? S1: Hide? OK. Rabbits are prey that hide in holes. 5. Most cats want to avoid dogs, ? S2: Prey? That works! I’m thinking of the word camouflage. 6. We won’t have a drought, S1: Camouflage? OK. Some insects use plants as camouflage. 8. Your sister doesn’t like to ride a bike, S2: They do! Some insects are green like plants for camouflage. TR: 2.4 3 Listen. Check your answers to Activity 2. S1: I know! My turn. I’m thinking of the word resembles. S2: Resembles? OK. A hoverfly resembles a wasp to frighten attackers. S1: It does! A hoverfly resembles a wasp to frighten attackers. 5. Most cats want to avoid dogs, don’t they? S2: Hey! That was a fun game. 7. That TV show was funny, wasn’t it? 7. That TV show was funny, ? 2. Creatures can disappear in the forest, can’t they? 3. A battery produces electricity, doesn’t it? ng 4. You don’t like to take photos, do you? ni 6. We won’t have a drought, will we? ar 8. Your sister doesn’t like to ride a bike, does she? Le the song for each picture. TR: 2.5 1 Listen and read. Note: Lyrics for the song It’s a Wild World are on SB p. 74. c Note: The reading Why Do Mockingbirds Copy? is on p. 20. hi TR: 2.3 2 Listen and say. Write the question. Workbook Go to pp. 332–334 for the Workbook Answer Key for this unit. gr ? ap ? 2. Creatures can disappear in the forest, ? 1. This TV show isn’t funny, is it? TR: 2.2 1 Listen and write. Choose sentences from 1. This TV show isn’t funny, ? N at io n al G eo NOTES Audio Script 97 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_068-097_U02_CR2.indd 97 5/13/19 10:22 AM Unit 3 In This Unit Theme This unit is about music styles and musical instruments. Content Objective Students will • describe musical styles and instruments used to play them. Music in Our World Language Objectives Students will • discuss musical instruments and styles. • discuss musical experiences. • compare how people make music. • write paragraphs of contrast. In this unit, I will . . . • talk about different musical instruments and styles. • talk about my musical experiences. • compare how people make music. • do contrast writing. ng Circle the correct answer. Vocabulary 1. The man is using Vocabulary 1 a band, beat, a chord, a concert, a drum, a flute, a guitar, a lead singer, a melody, a note, perform, a piano, practice, rhythm, a saxophone, a violin Vocabulary 2 classical, hip-hop, jazz, pop, rock a. a hunting tool. ni b. a musical instrument. ar 2. He is playing b. classical music. Grammar c Grammar 1 present perfect with ever and never Grammar 2 comparative adverbs Le a. traditional music. hi Reading It's All Music Writing Contrast Writing ap Mission Change through music gr Project Make an instrument eo 38 UNIT OPENER Introduce al io n Students will • analyze a photo. • complete sentences accurately. G Objectives Resources Video Sc. 1; Home-School Connection at Letter; Unit Opener Poster; Classroom Presentation Tool 2–3 Hours 98 N Pacing Guides L5U3 3–4 Hours 4–6 Hours • Activate prior knowledge Say The name of our next unit is “Music in Our World.” Ask What types of music do you know? What types do you like? What is your favorite song? How can we make music? • Say We can use instruments to make music. Act out playing a violin or piano. We can use our voices to make music, too. We can sing. Hum or sing one note and point to a group of students to join in. Sing another note and point to a second group of students. Say Let’s add a beat. Ask another group to tap on their desks. Ask Can you think of any other ways we can make music? Show me. Call on one student at a time. Students might tap their feet or make sounds using objects in the room. Unit 3 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 98 6/25/19 12:10 PM BE THE EXPERT About the Photo In this photo, a native Hawaiian man plays a drum on Makena Beach, Maui. Maui is one of a group of islands that make up the U.S. state of Hawaii. The Hawaiian Islands are located in the central Pacific Ocean. Teaching Tip ng Music, particularly drumming, is an important part of traditional Hawaiian culture. Today, people in Hawaii play drums to perform traditional dances and songs. Hula is a native Hawaiian dance that involves chanting and movements that tell a story. The hula was originally created for religious purposes. 39 G eo gr ap Makena Beach, Maui hi c Le ar ni Classroom Management Maintain order in the classroom during lively or noisy activities. Develop a clear signal that means stop or quiet. For example, stand in the front of the room and raise your hand to signal quiet. As students quiet down, lower your hand and begin speaking only when your hand is completely lowered. Explain the meaning of this gesture to students beforehand so that they can recognize the signal. al • Put students into small groups. Have groups look at the photo on pp. 38–39. Ask questions to encourage discussion of the photo. N at io n What do you see in the photo? (a man standing on a beach holding two sticks) What is the man doing? (He is hitting an object with sticks.) What do you think the object is? (a drum) Where do you think this photo was taken? (a place near the ocean) • Guide students through the activity on p. 38. Read each statement aloud. For each statement, have students suggest the correct answer. Ask students to provide a reason for their answer. Then discuss each statement and confirm the correct answer. Unit Opener 99 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 99 6/25/19 12:11 PM VOCABULARY 1 VOCABULARY 1 Objectives 1 Listen and read. TR: 3.1 2 Listen and repeat. TR: 3.2 Students will • identify and use words related to musical instruments. • identify and use words related to reading music. There are three main types of musical instruments. String instruments make sounds when you pluck the strings. Wind instruments make sounds when you blow air through them. Percussion instruments make different sounds when you hit them or shake them. Vocabulary a note, a chord, a melody, beat, Music has its own language. Each single sound is a note. Play two notes or more at one time to make a chord. Notes and chords played one after the other make a melody. The thump, thump, thump that makes you want to dance is the beat. Put all the beats together, slow and fast, repeat them over time, and you have a rhythm. rhythm, a violin, a drum, a piano, a flute, a saxophone, a guitar, a band, practice, perform, a concert, a lead singer Content Vocabulary string instruments, pluck, percussion, shake Graphic Organizer: Three-column chart; Activity Worksheet 3.1; Workbook pp. 26–27, Workbook Audio TR: 3.1; Online Practice ng Resources TR: 3.1–3.2; Video Sc. 2–3; a drum gr ap hi c Le ar ni a violin eo 40 Unit 3 Present G Warm Up at io n al • Preteach Say Today we’re going to learn about music. We can use our bodies to make music. We can sing. Hum or sing a few notes. We can use our hands to tap a beat. Tap on your desk. We can use instruments to make music, too. We can play instruments. Motion playing a guitar or violin. N • Ask Does anyone play an instrument? If you do, raise your hand. Ask What is the name of the instrument you play? Write students’ responses on the board. If students do not know names, have them act out the instrument they play. Say Show the class how you play your instrument. 100 • Explain Say Open your books to pages 40–41. Look at the photos. Point to each instrument, act out how to play it, and say its name aloud. Have students repeat each action and word after you. Say These are musical instruments. People use musical instruments to make music. • Tell students to say the names of the instruments. Ask Which instrument do you hit with two sticks? Motion playing a drum. Which instrument is long and straight? Gesture long and straight with your hands. (flute) Which one do you play like this? Motion playing a guitar. • Say Look at the photo of the band on pages 40 and 41. Which one is the guitar? Have students point out the guitar. Then point to the other two instruments and say each name aloud. Have students repeat each name. Unit 3 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 100 6/25/19 12:11 PM BE THE EXPERT Vocabulary Strategy a flute a saxophone Write beat and note on the board. Below each word, write one of the word’s non-musical meanings and provide a sample sentence. Then have students write a sentence for each word that conveys the meaning written on the board. Call on students to read one of their sentences aloud. Do you want your band to play better? You have to practice! Play songs again and again until they sound really good. When your band sounds good, you can perform for an audience. Invite your friends to the concert! If you don’t play an instrument but you sing well, you could be the lead singer! Ask and answer. Work with a partner. What did you learn? How many types of instruments are there? ni ar If students cannot think of the correct vocabulary word for an object or action, give them other options to express the idea. Ask them to act it out, draw a picture, or say words to describe it. Then provide them with the vocabulary word and have them repeat after you. Have students write the word down on paper. Le 3 Teaching Tip There are three main types. gr ap hi c a guitar ng a piano Multiple-Meaning Words The musical terms beat and note have additional meanings. The verb to beat means “to hit repeatedly,” “to mix something in a forceful, or strong, way,” or “to win or be better than someone at something.” The noun note also means “a short piece of writing.” The verb to note means “to notice or pay attention to.” 41 eo Sleepy Man Banjo Boys, Indio, California G Practice al • 1 Say We’re going to read and listen to information about playing music and musical instruments. Read the paragraphs and words on pages 40 and 41 as you listen. Play TR: 3.1. N at io n • Discuss with the class the paragraphs on pp. 40–41. Sing or hum a single note. Ask What’s the word for a single sound like this? (a note) Ask What’s the word for two or more notes played together? (a chord) Ask Which word names a string of notes and chords played one after the other? (a melody) • Have each student choose an instrument and write its name. Ask What sounds does your instrument make? Does it play notes? Have students write a sentence about their instrument. Call on students to read their sentences aloud. If students have difficulty, ask the class Are there other sounds this instrument can make? • Tap your desk to make a simple beat. Ask What are these sounds called? (a beat) Then create a pattern of sounds by alternating fast and slow taps. For example, tap three times quickly, three times slowly, and three times quickly again. Repeat the pattern, and have students join in by tapping on their desks. Say We did fast and slow taps over time. What did we just make? (rhythm) • 2 Say Now we’re going to hear words, and then listen to sentences with those words. Repeat each word and sentence after you hear it. Play TR: 3.2. Have students say each word and sentence aloud. Vocabulary 1 101 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 101 6/25/19 12:11 PM VOCABULARY 1 1 Listen and read. TR: 3.1 2 Listen and repeat. TR: 3.2 There are three main types of musical instruments. String instruments make sounds when you pluck the strings. Wind instruments make sounds when you blow air through them. Percussion instruments make different sounds when you hit them or shake them. Music has its own language. Each single sound is a note. Play two notes or more at one time to make a chord. Notes and chords played one after the other make a melody. The thump, thump, thump that makes you want to dance is the beat. Put all the beats together, slow and fast, repeat them over time, and you have a rhythm. a piano a flute a saxophone Do you want your band to play better? You have to practice! Play songs again and again until they sound really good. When your band sounds good, you can perform for an audience. Invite your friends to the concert! If you don’t play an instrument but you sing well, you could be the lead singer! a violin ni ng a guitar ar 3 Ask and answer. Work with a partner. What did you learn? How many types of instruments are there? There are three main types. hi c Le a drum ap Sleepy Man Banjo Boys, Indio, California OW2e_SB_5_31988_038-053_U03.indd 40 gr 40 Unit 3 1/23/19 8:58 AM Wrap Up OW2e_SB_5_31988_038-053_U03.indd 41 Recap 1/23/19 8:59 AM • Ask Who can tell me what we learned about in this lesson? (music and musical instruments) What are some words we learned for sounds? (note, chord, melody, beat, rhythm) Hold up pp. 40–41 so students can see them. Point to the photo of the piano, covering up the label. Ask What’s the name of this musical instrument? (piano) Repeat for the remaining five instruments. Then ask What should you do to play a musical instrument better? (practice) G eo • Say Let’s sort the musical instruments we learned about into groups. Draw this chart on the board: 41 Wind Percussion io n String al Musical Instruments N at • Review the three types of instruments described in the paragraph on p. 40. Act out playing a string instrument, then a wind instrument, and then a percussion instrument. Then ask What’s one example of a string instrument? (a guitar, a violin, a piano) Repeat for wind instruments (flute, saxophone) and percussion instruments (drum). Write students’ responses in the chart on the board. 102 Unit 3 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 102 6/25/19 12:11 PM Apply BE THE EXPERT • 3 Point out the model dialogue on p. 41. Have two students read the dialogue for the class. Teaching Tip Some students may need support when answering questions. Give students two options for answering. For example, instead of asking What type of instrument is a guitar? rephrase the question so that it includes two clear choices: Is a guitar a wind instrument or a string instrument? Options allow students to focus on the new vocabulary terms and provide a frame for answering the question. • Put students in pairs. Say Imagine your partner is in a band. You’re going to ask him questions about music and musical instruments. Use the new words you learned to ask and answer questions. Call on a student and model asking and answering questions. Ask Who is in your band? What instrument do you play? What songs does your band play? When is your next concert? ni ng • Give students five minutes to review pp. 40–41 and write some questions to ask. Guide students by writing question topics such as these on the board: types of instruments, sounds, and concerts. Then write the question words Who? What? When? Where? Why? and How? Have students take turns asking and answering questions. Le c hi • Put students in small groups. Assign one of the vocabulary words to each group. Have groups write three new sentences about their vocabulary word. Give students five minutes to write their sentences. Then ask a student from each group to read the sentences out loud. ar Extend ap Wrap Up G eo gr • Say Let’s play a guessing game. One person will think of a musical instrument and give clues about it. The class will try to guess the instrument. Model the activity. Say I’m thinking of a wind instrument. It’s long and thin. It’s silver. What is it? (a flute) Call on students to think of other instruments for the class to guess. Students may act out playing the instruments rather than give clues. al Review N at io n • For additional practice, direct students to Activity Worksheet 3.1. Workbook and Online Practice Vocabulary 1 ✔ Formative Assessment Can students • identify and use words related to musical instruments? Point to a photo of an instrument students learned about in the lesson. Ask What is the name of this instrument? • identify and use words related to reading music? Ask students questions such as What is the word for a single sound in music? What do you call a string of notes and chords played one after the other? What things make up rhythm? Vocabulary 1 103 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 103 6/25/19 12:11 PM SONG SONG Vocabulary in the song 1 Vocabulary 1 a drum, a saxophone, beat, a melody, a flute, a piano, a guitar, rhythm, a band, a note, a chord Vocabulary 2 hip-hop Listen, read, and sing. TR: 3.3 Music Is Fun CHORUS Have you ever listened to hip-hop? Have you ever listened to drums? I listen to all kinds of music. It’s amazing fun. Grammar in the song Grammar 1 use the present perfect with ever and never Listen to the saxophone. Listen to the beat. Listen to the melody. Feel it in your feet! Resources TR: 3.3; Video: Sc. 7; Workbook p. 28, Workbook Audio TR: 3.2; Online Practice ng The flute is playing. The piano is, too. I can hear the guitar. Can you? CHORUS ar Le Have you ever played a note? Have you ever played a chord? Have you ever played a rhythm: 1, 2, 3, 4? ni Listen to the rhythm. Listen to that band! Sing the notes (la la la) and clap your hands. CHORUS Ask and answer. Work with hi a partner. c 2 eo gr ap 1. Who are your favorite musicians? 2. What instruments do they play? 3. Why do you like their music? G Use the Song N at io n al • Act it out Say We’ve talked about music. What types of musical instruments can we play? Let’s review the names. Have students look at pp. 40–41 and read the name of each instrument aloud. Ask Which instrument do you want to play in the band? Show me. Have students act out playing the guitar, saxophone, violin, piano, flute, or drum. • 1 Play the song (TR: 3.3) once so that students can hear the names of the musical instruments. Have students listen for the instrument they chose. When they 104 hear the sounds of that instrument in the song, students should act out playing it (drum, saxophone, flute, piano, guitar). • 2 Assign partners. Point out the questions on p. 42. Say Ask your partner the three questions. Write your partner’s answers. Provide sentence frames for writing answers, such as Her favorite musicians are . They play . She likes their music because . Allow time for pairs to ask and answer the questions. Then call on students to use their sentences to tell about their partner’s favorite musicians. Unit 3 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 104 6/25/19 12:11 PM BE THE EXPERT About the Photo ni Teaching Tip ng This photo shows pantsula dancers in Alexandra, South Africa. Pantsula is not only an energetic dance style but also a culture. It started in the townships of Johannesburg in the 1950s. Pantsula dancers use speedy and complex footwork, energetic arm and body movements, and emotional facial expressions to express feelings and to tell stories. They usually accompany their dance with loud shouts. Sometimes they add props, such as cans, sticks, and newspapers, to their dance routines. Pantsula dancers in a professional crew usually dress in colorful matching outfi ts. However, most pantsula dancers agree that simple canvas sneakers are their only choice for shoes. 43 eo gr ap hi c Le ar Help students focus on lesson content when they sing songs and participate in other activities involving music. Monitor students as they sing to ensure that they pronounce words correctly and don’t skip words. Remind them to sing rather than shout. G Use It Again io n al • Vocabulary 1 Have students turn to pp. 40–41. Play Music Is Fun again and have students point to the picture of each instrument mentioned in the song (drum, saxophone, flute, piano, guitar) as they hear it. Ask What musical instrument isn’t named in the song? (the violin) Have students sing the second verse of the song, replacing saxophone with violin. N at • Vocabulary 2 Have students turn to p. 46. Play or sing the first verse of Music Is Fun. Have students point to the vocabulary word on p. 46 that is mentioned in the song (hip-hop). Say Hip-hop is a type of music. What are other types of music? Then put students into pairs and assign each pair one of the other four types of music. Say Write a new line for Music Is Fun. Your line should include the type of music I gave you. Call on pairs to read or sing their new line for the class. • Grammar 1 Write the following question frame on the board: Have you ever ? Say Listen for questions with Have you ever? in the song. Play Music Is Fun and tell students to name the five different activities mentioned in the questions (listened to hip-hop, listened to drums, played a note, played a chord, played a rhythm). Write these answers on the board. Then have students think of other music-related activities that could complete the question frame. Call on students to ask and answer the questions. Song 105 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 105 6/25/19 12:11 PM GRAMMAR 1 GRAMMAR 1 Present perfect with ever and never TR: 3.4 Objective Have you ever listened to hip-hop? Have you ever danced to hip-hop? Have you ever been to a concert? Has Lisa ever heard an orchestra perform? Students will • use the present perfect with ever and never. Grammar present perfect with ever and never Content Vocabulary orchestra, opera 1 Resources TR: 3.4; Video Sc. 5; Graphic Organizer: Interview; Workbook p. 29; Grammar Workbook pp. 10–11; Online Practice Yes, I have. No, I haven’t. No, I never have. No, she has never heard an orchestra perform. Read. Complete the sentences. 1. This song is new. I 2. I have never heard have never gone (go) to see an opera. I don’t think I’d like it. Have you ever listened 3. 4. If you (hear) it before. have ever heard (listen) to jazz? Yes, I like it! (hear) her sing, then you know she sings well. has never performed in public. ever danced you (perform) ni Have Chinese opera eo gr ap hi c Le ar 6. ng 5. This is his first time. He G Warm Up io n al • Preteach Write these words and phrases on the board: ever = at any time, never = not at any time. Point to the first phrase and say The word ever means at any time. Point to the second phrase and say The word never means not at any time. N at • Say We use ever and never to talk about activities we have and haven’t done before. Tell the class one activity you haven’t done before. For example, say I have never (played the violin). Then address a student and ask (Marisol), have you ever (played the violin)? (yes/no) Say to the class (Marisol) (has/has never) (played the violin). Repeat with other activities and students. • Say I’ll name some activities. If you have ever done the activity, raise your hand. If you have never done the activity, keep your hand down. Ask questions such as 106 Have you ever played the piano? Have you ever played music in a band? Present • Say Open your books to page 44. Look at the sentences at the top of the page. Play TR: 3.4. Act out listened, danced, and heard. For example, put your hand around your ear for listened and heard. Draw a stick-figure singer and one or more figures playing instruments on the board. Add two stick figures for the audience. Point to the audience and say They’re listening to a concert. Use gestures to show yes and no for each response. • Explain Point out that the first three questions in the grammar box begin with Have you. Say We use have with I, you, we, and they. Then read the last question and answer aloud. Point out the word has in the sentences. Say We use has instead of have to talk about another person. Write the following questions and answers on the board: Unit 3 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 106 6/25/19 12:11 PM 2 Write. What about you? Write questions. Work with a partner. Answer each other’s questions. BE THE EXPERT Grammar in Depth Have you ever gone to a rock concert? 1. go / rock concert The present perfect can be used to talk about an action that happened at an unspecified time in the past. To form the present perfect, use have/has + the past participle. I have played the piano many times. She has been to a concert once. 2. play / a musical instrument Have you ever played a musical instrument? 3. take / music lessons Have you ever taken music lessons? 4. watch / a band Have you ever watched a band? 5. listen to / classical music Have you ever listened to classical music? 6. sing / in public Have you ever sung in public? The past participle for regular verbs is the same as its simple past form (add –ed/-d to the ending). There are different past participle forms for irregular verbs. regular verb: I’ve played the piano many times. irregular verb: She’s been to a concert once. 7. hear / your brother sing Have you ever heard your brother sing? 8. perform / in public Have you ever performed in public? Ask and answer. Work in groups of three. Use words from the list. Take turns. dance have jazz lessons listen to meet ng guitar piano saxophone singer play sing take watch Have you ever . . .? .? asks about a person’s past experience in general. It’s possible to reply with a short or long answer. ar band concert drums famous We often use contractions (pronoun + have/has) in present perfect statements. he piano many times. I’ve / We’ve / He’s played tthe ni 3 Le Have you ever played the piano? (= at any time in the past) Yes, I have. / No, I haven’t. Of course I’ve listened to her sing. She’s OK, I guess. c Yes, I’ve played it once / twice / many times. No, I’ve never played the piano. piano.* Yes, once. / No, never. **Never means at no time in the past. Notice its position in the sentence. 45 No, I haven’t. al Have you ever played a musical instrument? G eo gr ap hi Have you ever listened to your sister sing? io n Has Pilar ever played a musical instrument? Yes, she has. at Have you ever performed? Yes, I have. N • Read each question and answer in the grammar box aloud and have students repeat. Then read each question and have students read the answer. Practice • Say When you talk about what you’ve done, you’re talking about something that happened in the past. We can tell about things we did in the past without saying exactly when they happened. Write the following on the board: hear have heard go have gone listen have listened perform have performed dance have danced • Have students refer to the list on the board as they complete Activity 1. • 1 Say Now you’re going to complete some sentences. The first one is done for you. Point to item 1. Say First, look at the word after the blank. Point out the verb hear in parentheses. Then, point to the phrase have heard on the board. Say You’ll use these words with ever or never to fill in the blank. Look for clues to help you decide which words to use. Point to the word new in item 1. Say A new song is a song you have never heard before. So write have never heard on the line. Call on a student to read item 1 aloud. Grammar 1 107 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 107 6/25/19 12:11 PM GRAMMAR 1 2 Present perfect with ever and never TR: 3.4 Have you ever listened to hip-hop? Have you ever danced to hip-hop? Have you ever been to a concert? Has Lisa ever heard an orchestra perform? 1. go / rock concert 2. play / a musical instrument Have you ever played a musical instrument? 3. take / music lessons Have you ever taken music lessons? 4. watch / a band Have you ever watched a band? 5. listen to / classical music Have you ever listened to classical music? Read. Complete the sentences. 1. This song is new. I 2. I have never heard have never gone 4. If you 6. sing / in public Have you ever sung in public? (hear) it before. 7. hear / your brother sing Have you ever heard your brother sing? (go) to see an opera. I don’t think I’d like it. Have you ever listened 3. have ever heard 8. perform / in public Have you ever performed in public? (listen) to jazz? Yes, I like it! 3 (hear) her sing, then you know she sings well. has never performed 5. This is his first time. He Ask and answer. Work in groups of three. Use words from the list. Take turns. (perform) band concert drums famous in public. Have you ever danced (dance) to a slow song? guitar piano saxophone singer dance have jazz lessons listen to meet play sing take watch ni 6. Have you ever gone to a rock concert? ng 1 Yes, I have. No, I haven’t. No, I never have. No, she has never heard an orchestra perform. Write. What about you? Write questions. Work with a partner. Answer each other’s questions. Of course I’ve listened to her sing. She’s OK, I guess. Le ar Chinese opera ap hi c Have you ever listened to your sister sing? OW2e_SB_5_31988_038-053_U03.indd 44 45 gr 44 Unit 3 1/23/19 8:59 AM OW2e_SB_5_31988_038-053_U03.indd 45 Recap • Write have, has, ever, and never on the board. Say Remember, you can use these four words to talk about activities that you and others have and haven’t done before. Have students brainstorm a list of music-related activities, such as played guitar, listened to a concert, practiced singing, and so on. Write these on the board. Then have students use these phrases to ask and answer questions using have, has, ever, and never. N Wrap Up at io n al G eo • Have students complete items 2–6 individually. Call on students to read their answers aloud. Ask students some of the questions in the activity, but this time have them answer about themselves. For example, ask Have you ever gone to an opera? Have you ever performed in public? If students have difficulty, model answering the question yourself, then have them answer. 1/23/19 8:59 AM • Ask a student a question such as Have you ever played the drums? The student will respond with Yes, I have; No, I haven’t; or No, I never have. Then ask another student (Kai), has (Hwan) ever played the drums? That student will respond with Yes, he has; No, he hasn’t; or No, he never has. Repeat the activity with other phrases such as performed in a concert, played the flute, practiced the piano, and met the lead singer in a band. Apply • 2 Say Now you’re going to work with a partner to ask and answer questions about music. Direct students’ attention to item 1 in Activity 2. Call on a student to read the question aloud. Make sure students understand that the word gone in the question is a different form of the verb go. Say Use the words have or has and ever in each question. When you answer your partner’s questions, remember to use the word never to talk about things you haven’t done before. • Put students into pairs. Have pairs work together to complete items 2–8. After partners have completed the activity, call on a student in each pair to read one of his questions aloud. Have that student’s partner answer the question. Make sure some responses include never. • Model the dialogue on p. 45 with a student. Say Use the words in the box to ask questions about your partner and about 108 Unit 3 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 108 6/25/19 12:11 PM BE THE EXPERT others. Say If you ask about others, use has. Model using the words to form questions, such as Have you ever played the saxophone in a band? Has your brother ever come to your jazz lessons? Then write these sentence frames on the board: Have you ever ? Yes, I have . No, I haven’t . No, I never have . About the Photo This photo shows a scene from a Chinese opera. The Peking or Beijing opera of China developed during the mid-1800s. In this form of Chinese theater, actors wear decorative face paint and perform movements and use signals to tell a story. Performances include music, spoken words, songs, and dances. Musicians play a variety of string, wind, and percussion instruments to go along with the performances. Until the late 1900s, only men performed in Chinese operas; now these operas also include women. • 3 Place students in groups of three and have them complete Activity 3. Tell them to use the sentence frames on the board to help them form questions. Ask students to check off words as they use them. Extend family trips hi • Say Imagine you’re writing a story for the school newspaper. You’re going to interview a classmate. Choose an idea from the board, or come up with your own. Write different actions that go with your idea. To give an example, say I choose sports. I write practice, miss practice, win, and lose. Then I ask my classmate, “Have you ever missed practice?” ar pets ni chores Le school c sports ng • Write the following on the board: gr ap • Hand out the interview graphic organizer to each student. Say Use your notes to write interview questions. Remember to use have and ever in your questions. For example, Have you ever won a game? Have you ever missed practice? Allow time for students to think of and write interview questions. G eo • Put students into pairs. Say First, write the name of the student you’re interviewing at the top of the box. Then, interview this student. Write the student’s answers below your questions. Encourage students to use have, haven’t, and never. never io n al • After partners have interviewed each other, call on students to read their questions and answers aloud. As a class, discuss the activities students have and haven’t done. at Wrap Up N • Have the class stand. Ask questions about things students may have done, such as Have you ever played the piano? or Have you ever listened to a band? Have students call out answers (Yes, I have. / No, I haven’t.). Have the students who call “Yes” sit. Continue until only a few students are standing. Ask the last question again, and have the standing students respond with I have never (listened to a band). • Then have students sit in a circle and take turns asking the questions. One student asks the next student a question with Have you ever. The second student answers and then asks the next student a question. Continue until all students have had a turn asking and answering questions. Workbook and Online Practice Grammar 1 ✔ Formative Assessment Can students • use the present perfect with ever and never? Have students brainstorm a list of places or events in their town. Prompt students to use these ideas to ask and answer questions with ever and never, such as Have you ever been to the circus? No, I never have. Have you ever gone to the aquarium? Yes, I have. Grammar 1 109 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 109 6/25/19 12:11 PM VOCABULARY 2 VOCABULARY 2 Objective 1 Listen and repeat. Then read and write. TR: 3.5 Students will • identify and use words related to musical styles. Vocabulary hip-hop, classical, pop, jazz, rock hip-hop classical pop jazz Content Vocabulary orchestra, cello, bass, trumpet Academic Vocabulary rank Resources TR: 3.5; Video Sc. 4; Activity Worksheet 3.2; Minimal Pair Card 53; Workbook pp. 30–31, Workbook Audio TR: 3.3; Online Practice rock 1. A large orchestra that includes cellos, violins, and trumpets often plays music. ng classical 2. Some music uses spoken words instead of singing. It’s called hip-hop . jazz . ar links to the music of West Africa is ni 3. A type of music with swing and rhythm that began 100 years ago and had 4. This music is made for many, many people to enjoy. It’s easy to listen to. pop music. Le It’s 5. This music has a strong beat and fast rhythm. It’s called . Talk and stick. Work with a partner. Rank the types of music (1 = most favorite). Discuss your favorite music and give examples of songs and performers. Answers will vary. ap hi c 2 rock gr 1 2 3 4 5 eo 46 Unit 3 G Warm Up N at io n al • Recycle Say Let’s review some words you learned to talk about music. Write beat and rhythm on the board. Say Use your hands and desk to make a beat. Call on one student at a time to make faster and slower steady beats. Ask How can we make rhythm? (combine short and long notes and/or silences) Say We can use these words to talk about different types of music. Present • Have students open their books to p. 46. Say You’re going to hear words about musical styles. The word style means the way something is done or performed. Repeat each word and sentence aloud after you hear it. Play TR: 3.5. 110 • Explain Say One musical style is rock. Rock has a strong beat and fast rhythm. Write rock on the board. Say Show me a strong beat and fast rhythm. Have students tap on their desks to demonstrate. • Say In another musical style, hip-hop, the lead singer speaks the words instead of singing them. Write hip-hop on the board. • Say Another musical style is classical. Classical music usually involves people playing string, wind, or percussion instruments. Act out playing each type of instrument as you say it. Write classical on the board. • Point to the photo for pop. Say Pop music is popular music. Pop is a short way of saying the word popular. It makes you want to sing along. • Point to the photo for jazz. Say Jazz music has many wind instruments. What wind instrument do you know? (flute) Unit 3 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 110 6/25/19 12:11 PM Practice BE THE EXPERT • Ask questions about the photos on p. 46, such as: The Sounds of English Comparing Sounds: /æ/ and /ɒ/ It may be difficult for students to distinguish between the sounds /æ/ (band) and /ɒ/ (rock). The main difference is that when you pronounce /æ/, your tongue is placed near the front of your mouth, behind your lower teeth. When pronouncing /ɒ/, your tongue is pressed against the back of your mouth. Which photos show a lead singer? (hip-hop, pop) What type of music are the man and woman playing? (classical) What type of music is the man blowing on a horn playing? (jazz) What type of music is the guitar player playing? (rock) • 1 Say Now listen and repeat. Play TR: 3.5 for students and have them repeat each target word and sentence. Practice using Minimal Pair Card 53 (hat, hot). Show students that your mouth opens wider for the /ɒ/ sound than it does for /æ/. • Discuss words in Activity 1 that students may not know. Point to item 1. Say An orchestra is a group of people who play classical music together. A cello and a bass are two string instruments. A trumpet is a wind instrument. Point to item 3. Say Swing describes fast dance music. ng Example words: jazz, piano, classical; rock, pop, concert Vocabulary Strategy ni Act It Out It may be difficult for some students to understand or remember new vocabulary in the conventional academic way. A fun way may be by acting out the word or by just making body movements to represent the word. Show students cello by making arm gestures and body movements. You can act it out further by sitting down and pretending you are playing in a concert. Ask students to practice this strategy with other words in this lesson, such as guitar, trumpet, rock, pop, orchestra orchestra. ap hi • 2 Pair students. Have partners read the directions for Activity 2. Say What type of music does each sticker show? Put the stickers in order, from your favorite music to your least favorite music. Begin with your favorite in Box 1. Talk with your partner about your favorite types of music. Give pairs time to complete the activity. c Apply Le ar • Work together to complete item 1. Have students complete items 2–5. Review answers with the class. gr Extend eo • Write the following on cards. Do not write the answers. al G Orchestras play this type of music. (classical) This type of music uses words that are spoken. (hip-hop) Many people enjoy listening to this type of music. (pop) This type of music has swing and rhythm. (jazz) This type of music has a strong beat and fast rhythm. (rock) at Wrap Up io n • Pair students and give each pair a card. Have pairs read the card and write an answer. Review answers as a class. N • Say Let’s find out what the class’s favorite type of music is. Write the five vocabulary words on the board. Say Raise your hand if you like hip-hop best. Count and write the number on the board. Repeat for the other words. Discuss the results as a class. Workbook and Online Practice Vocabulary 2 Review • For additional practice, direct students to Activity Worksheet 3.2. ✔ Formative Assessment Can students • identify and use words related to musical styles? Ask What types of music have you heard? Can you name any groups who play these types of music, or examples of songs in these styles? Vocabulary 2 111 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 111 6/25/19 12:11 PM GRAMMAR 2 GRAMMAR 2 Comparative adverbs TR: 3.6 Objective He sings more loudly than I do. I play the guitar as well as my brother. Students will • make comparisons with adverbs (more/less . . . than; as . . . as) 1 Grammar comparative adverbs Read and write. Make comparisons. Use five words from the list. beautifully Academic Language compare, comparison fast hard 1. He’s good. He plays guitar Resources TR: 3.6; Video Sc. 6; Activity She plays the violin better than he does. He practices piano less often than I do. often slow Answers will vary. well he plays the drums. 2. That’s not good. The orchestra sounds Worksheet 3.3; Workbook p. 31; Grammar Workbook pp. 12–13; Online Practice 3. She practices worse the band. than he does. She plays at least twice a day. 5. I play the piano my older sister. ng I dance to rock. Play a game. Play with a partner. Take turns. Spin and make sentences with a comparison. Le ar ni 2 4. I dance to hip-hop G Warm Up io n al • Set the stage Say Ana and Teresa do many of the same things. They both like to sing. Teresa sings like this. Sing a note loudly. Ana sings like this. Sing a note very quietly. Say and write on the board Teresa sings more loudly than Ana does. N at • Say Ana and Teresa both like to dance, too. Ana has danced since she was very young. Teresa takes dance lessons every week. Say and write on the board Teresa dances as well as Ana does. • Say Ana and Teresa also take piano lessons together. Act out playing the piano. Say Ana practices the piano every day. Teresa only practices a few times a week. Say and write on the board Teresa practices less often than Ana does. 112 47 eo gr ap hi c My sister sings better than I do. Present • Draw students’ attention to the grammar box on p. 47. Play TR: 3.6. Have students repeat each sentence. Point out the bold phrases in each sentence. Have students circle the words more, than, as . . . as, and less. Say You can use these words to compare two people or things. When you compare, you think about each person or thing and say what is the same or different. • Give examples Say, for example, I practice the guitar every day. My brother practices once a week. My brother practices less often than I do. I practice more often than he does. Repeat with other sentences, such as I don’t know how to play the drums. Can you play the drums better than I can? (yes/no) (Micaela) can play the drums better than I can. Unit 3 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 112 6/25/19 12:11 PM Practice BE THE EXPERT • Read the words in the box and items 1–5 aloud. Say Use a word from the box to make a comparison and complete each sentence. Remember to include the words more, less, than, or as . . . as. Write these words on the board. Say You may also need to add –er to the end of some words. Write on the board: Grammar in Depth fast faster hard harder slow Adverbs of manner describe how something is done. Many end in -ly (e.g., She plays the piano beautifully), though not all do (e.g., He runs fast). In this lesson, students learn to use comparative adverbs and as + adverb + as to explain how two things are different or the same. slower To describe how two things are different, use these patterns: • 1 Do item 1 as a class. Read it aloud. Point out the clue He’s good. Say This tells me that he plays both guitar and the drums well. He plays the guitar as well as he plays the drums. Write the completed sentence on the board. Underline as well as. • With one-syllable adverbs (e.g., fast, hard), add -er to the word and use than. She works harder / faster than Mario. ng • With -ly adverbs, use more + adverb + than. He plays the violin more beautiful beautifully than other students. • Have students complete items 2 and 3. Encourage them to look for clues, such as not good and twice a day. Call on students to read their sentences aloud. If students have difficulty, review the information in the grammar box. ni It’s possible to use more or less before the frequency adverb often. ar He practices the piano more / less often than Less means “to a smaller degree.”) I do. (Less Le hi • 2 Assign partners. Say Take turns spinning a coin on the wheel. When the coin stops, look at the picture. Make a sentence with a comparison about the picture. Read the model sentence on p. 47 aloud. Have students choose the picture that goes with the sentence. It’s common to use a form of do in place of the second verb after a pronoun. Mario sings better than I sing. Mario sings better than I do. The adverbs well and badly have irregular forms. You play the piano well. Leo plays better than you. I play as well as you. Mia sang badly, but Alec sang worse. I sang as badly as Alec. eo gr ap • Model how to play the game. Then have pairs play the game. Say I play music softly. My friend plays music very loudly. Have students complete the sentence frame Your friend plays music you do. To describe how two things are the same, use as + adverb + as. She works as hard / fast as Mario. Jack plays the piano as beautifully / often as Eva. c Apply Extend io n al G • In pairs, have students list activities they both do, such as ride a bike, swim, read. Have pairs write a dialogue comparing how well or how often they do each activity and then perform their dialogues for the class. Wrap Up N at • Write these phrases on the board: more/less often than, faster/slower than, than, harder/easier than, than better/worse than, and as well as.. Have students stand in a circle. Call on a student to give an activity (play the piano). Have the next student make a comparison with that activity ((I play the piano as well as my sister.). Continue around the circle, helping students as necessary. Review Workbook and Online Practice Grammar 2 ✔ Formative Assessment Can students • For additional practice, direct students to Activity Worksheet 3.3. • make comparisons with adverbs (more/less . . . than; as . . . as)? Ask students to name activities they and their family members do at home. Then have students choose two of the activities and write a complete sentence using more/less than and as . . . as to make comparisons. Grammar 2 113 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 113 6/25/19 12:11 PM READING READING Objectives 1 4000 BCE Harps and flute (Egypt) Listen and read. TR: 3.7 It’s All Music Students will • describe types of instruments. • categorize types of instruments. • read a timeline. 3000 BCE Bamboo pipe (China) People made music before they could write about it. One of the oldest instruments ever found is more than 42,000 years old. It’s a flute. Instruments like flutes are called wind instruments. The music comes from moving air, usually when a person blows into the instrument. Each wind instrument has a shape that makes its sound different. Some have holes for fingers to cover. Others have buttons to press. Holes and buttons let you change the way the air travels to change the notes. Reading Strategy Ask Questions Content Vocabulary instrument, compose Resources TR: 3.7; Workbook pp. 32–33, Workbook Audio TR: 3.4; Online Practice 1500 BCE Guitars and tambourines (Anatolia) 50 CE Oboe (Rome) 3500 BCE Lyres and double clarinet (Egypt) 2000 BCE Trumpets (Denmark) Percussion (Egypt) 500 BCE Aulos kithara lyre (Greece) ng Another way to make music is with strings. When you pluck a string, it makes a note. String instruments have thick or thin strings and long or short strings to make different notes. The shape of the stringed instrument also helps to make the sound. If the shape is bigger, the music sounds lower. Musicians often use a bow to play string instruments. The bow is a piece of wood with hairs or a string stretched between its ends. Musicians slide it over the strings to make sounds. gr ap hi c Le ar ni You can also make music by hitting or shaking something. Percussion instruments can be made from many things. That’s because most things make a sound when you hit them. The air inside the instrument makes the sound louder. A drum is a percussion instrument, but instruments with strings can be percussion instruments, too. When you hit strings, you can make music. A piano is a percussion instrument. When you press the piano keys, hammers eo 48 Unit 3 Varanasi, Uttar Pradesh State, India G Warm Up at io n al • Set the stage Say I want to learn how to play a musical instrument. But I can’t decide what instrument to play. Maybe I want to play the guitar. Write guitar on the board. Say Or maybe I want to play the piano. Write piano piano.. Or maybe I want to play the saxophone. Write saxophone saxophone. N • Point to each instrument name on the board. Call on students and ask How do you play this instrument? Act it out to show me. Students should act out strumming a guitar, tapping on piano keys, and blowing air through a saxophone. If students do not know the instrument, model acting it out. Then say Today we’ll read about how instruments make music. Present • 1 Predict Direct students to p. 48. Have a student read the title aloud. Then have students take a few moments to look at the photo, caption, and timeline. Say Now, close your books. What do you think this reading is about? Have students write their predictions. • Play TR: 3.7 and have students read along. After they finish, have them review and revise their predictions. • Play TR: 3.7 a second time. Pause at the end of each paragraph to check for comprehension. Ask questions such as: Paragraph 1: What is the oldest instrument ever found? How old is it? Paragraph 2: How do you make music on a string instrument? What is a bow? How do you use it? Paragraph 3: What are two examples of percussion instruments? • Graphic literacy Point out the timeline on p. 48. Say This is a timeline. It shows dates and events in order. A timeline shows when different things happened in the past. Point to the first 114 Unit 3 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 114 6/25/19 12:11 PM 2 Choose the best answer. 1. A drum is a BE THE EXPERT . a. string instrument b. percussion instrument About the Photo c. wind instrument 2. If you press a key on a wind instrument, the sound changes because The photo shows two musicians sitting by the Ganges River in Varanasi, a city in northern India. The young man is playing a pair of drums known as tabla, and the older man is playing the sitar. These instruments are often played together in Indian concerts. . a. your finger is heavy b. it holds the instrument tightly c. the path of the air changes 3. An empty space inside percussion instruments makes the sound a. softer b. faster c. louder 4. Some string instruments are played with a a. bow b. hammer . Percussion Drums ni String ng Match the instruments and their types. Work with a partner. Check the correct column. Wind ✔ Flute Mozart ✔ composed his ✔ first song when Le ✔ Piano Saxophone ar ✔ Guitar he was five years old. hi 49 G eo gr Work in groups of three. Invent a unique band that mixes different musical instruments. What six instruments would you choose? c ✔ Violin 4 The Indian tabla has two drums. The musician plays both drums at the same time while sitting down. The drum he places on his right is the daya or dayan.. This is the higher-pitched (treble) drum. It is usually made of wood and has a smaller face. The drum on his left is the baya or bayan. This is the lower-pitched (bass) drum. It is usually made of metal and has a larger face. c. key ap 3 The sitar has a long neck and about 20 strings in two layers. The musician puts the sitar on his lap and plucks the main strings with a metal piece in his right hand. . al date in the timeline and explain that the oldest date is on the left in the timeline. N Practice at io n • Give students a minute to read the information in the timeline. Ask What does the timeline show? (when and where different musical instruments were invented) What instrument is from China? (bamboo pipe) What are two examples of instruments from Egypt? (harps, flutes) • 2 Draw students’ attention to Activity 2 on p. 49. Say Use the reading to choose the best answer to complete each sentence. Have a student read the sentence frame and each answer choice in item 1 aloud. Model how to ask questions and then quickly read the text to find the answers. For example, ask Where in the text can I find the word drum? What does the text say about this instrument? Quickly read the text and say The word drum is in the third paragraph. The fifth sentence in that paragraph says “A drum is a percussion instrument,” so choice “b” is the correct answer. • Have students complete items 2–4 individually. Then call on students to read aloud the answer they chose to complete each sentence. Create a new sentence like the sentences in Activity 2 to evaluate students’ comprehension of the reading. Write the sentence on the board. If students give an incorrect answer, say Look at the reading again. What paragraph has some of the same words as the words in the sentence? Reading 115 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 115 6/25/19 12:11 PM It’s All Music 1. A drum is a . a. string instrument 3000 BCE Bamboo pipe (China) People made music before they could write about it. One of the oldest instruments ever found is more than 42,000 years old. It’s a flute. Instruments like flutes are called wind instruments. The music comes from moving air, usually when a person blows into the instrument. Each wind instrument has a shape that makes its sound different. Some have holes for fingers to cover. Others have buttons to press. Holes and buttons let you change the way the air travels to change the notes. Choose the best answer. 2000 BCE Trumpets (Denmark) Percussion (Egypt) 1500 BCE Guitars and tambourines (Anatolia) b. percussion instrument c. wind instrument 2. If you press a key on a wind instrument, the sound changes because . a. your finger is heavy b. it holds the instrument tightly 500 BCE Aulos kithara lyre (Greece) 50 CE Oboe (Rome) c. the path of the air changes 3. An empty space inside percussion instruments makes the sound a. softer b. faster 4. Some string instruments are played with a Another way to make music is with strings. When you pluck a string, it makes a note. String instruments have thick or thin strings and long or short strings to make different notes. The shape of the stringed instrument also helps to make the sound. If the shape is bigger, the music sounds lower. Musicians often use a bow to play string instruments. The bow is a piece of wood with hairs or a string stretched between its ends. Musicians slide it over the strings to make sounds. a. bow 3 b. hammer . c. key Match the instruments and their types. Work with a partner. Check the correct column. You can also make music by hitting or shaking something. Percussion instruments can be made from many things. That’s because most things make a sound when you hit them. The air inside the instrument makes the sound louder. A drum is a percussion instrument, but instruments with strings can be percussion instruments, too. When you hit strings, you can make music. A piano is a percussion instrument. When you press the piano keys, hammers inside the piano hit the strings to make music. Wind Drums ✔ Guitar Percussion Mozart ✔ Piano ✔ Le Saxophone Violin String ✔ Flute composed his ✔ first song when he was five years old. ✔ Work in groups of three. Invent a unique band that mixes different musical instruments. What six instruments would you choose? hi c 4 . c. louder ng Listen and read. TR: 3.7 2 3500 BCE Lyres and double clarinet (Egypt) ni 1 4000 BCE Harps and flute (Egypt) ar READING gr OW2e_SB_5_31988_038-053_U03.indd 48 ap Varanasi, Uttar Pradesh State, India 48 Unit 3 1/23/19 9:00 AM 1/23/19 9:00 AM • 3 Put students into pairs. Point out the chart on p. 49. Say Work with your partner. Match each musical instrument to its type. First, read the name of each instrument. Think about what you learned about it. Encourage students to ask questions about each instrument to help them remember what they learned, such as What does this instrument look like? What does this instrument sound like? How does someone play it? Have students consider the answers to their questions and then put a check mark in the correct column. N at io n al G eo • Expand Put students in small groups. Assign each group one of the three types of instruments: wind, string, or percussion. Review each of these types of instruments with students. Have group members look through the text for information on their type of instrument and write two questions about them. Say Make sure the answers to your questions are in the book. Provide sentence frames to help students write questions, such as What is one example of a instrument? How do you play a ? What instrument do you play by ? Allow time for a student from each group to read her group’s questions aloud. Then have the class use the reading to answer each question. OW2e_SB_5_31988_038-053_U03.indd 49 49 116 • Allow time for partners to complete Activity 3. Then review the answers as a class. Wrap Up • Put students into pairs. Have pairs use the information in the timeline on p. 48 to write three sentences about the invention of different string, wind, or percussion instruments. Encourage students to include dates in their sentences. When partners are finished, have a student in each pair read the completed sentences aloud. Unit 3 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 116 6/25/19 12:11 PM Recap BE THE EXPERT • Say We’ve read and talked about the three different types of instruments. What are the three types of instruments? (wind, string, and percussion) Write these on the board, leaving space under each type. Say Name some examples of each type. List students’ ideas under the correct heading. Reading Strategy • Have students use the information on the board to write a question about a musical instrument or instrument type. Call on students to read their question aloud. Ask the class to answer the question. Students can ask questions before reading to set a purpose for reading and focus on what they want to learn. Asking questions during reading can help students monitor their understanding. Asking questions after reading allows students to consider the text as a whole. Ask Questions When readers ask questions about a text, they improve their reading comprehension skills. Encourage students to ask questions about a text before, during, and after reading. Apply ni ar Le c ap • Have each group present its band to the class. Encourage the class to ask the group questions about the different instruments and instrument types in the band. hi • 4 Divide the class into groups of three. Say Make a new band that has six different musical instruments. Include all three types of instruments in your band. Then come up with a name for your band. Write your band name and the six instruments you chose on a sheet of paper. ng • Have the class brainstorm the names of bands they know. Write these on the board, leaving space under each one. Say Name some of the musical instruments the band members play. Write these instruments under each band name. Point to each one and ask What type of instrument is this? gr Extend io n al G eo • Put students in pairs. Say Work with your partner to think of three questions to ask about instruments or types of instruments. Write your questions. Then have partners work with another pair of students. Have them read their questions aloud to each other. Say What questions do you want answered? Have each student choose the question that interests her the most. Wrap Up at • Have students find answers to their questions by looking up information online or in an encyclopedia. N • Say You read about many ways to make music. What musical instrument do you like? Tell me something about it. Have students answer using sentences and target vocabulary. If they need help, give them these sentence frames: I like . You play it . Workbook and Online Practice Reading ✔ Formative Assessment Can students • describe types of instruments? Call on students to name one wind, string, or percussion instrument they know. Then ask: What does this instrument look like? How do you play it? • categorize types of instruments? Have students brainstorm a list of instruments. Then have them sort the instruments by type: wind, string, and percussion. • read a timeline? Draw students’ attention to the timeline on p. 48. Ask questions such as When were tambourines invented? Which instrument was invented first: the double clarinet or the oboe? Reading 117 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 117 6/25/19 12:11 PM WRITING WRITING Contrast Writing When you contrast things, you show the differences between them. You can use facts and descriptive details to contrast different characteristics. You can also use words like but, but although, unlike, while, instead instead, and in contrast to show things that are not the same. Writing Type Contrast Writing Objectives Students will • analyze a writing model. • use facts and descriptive details to contrast two things. • use words and expressions that show contrast. • evaluate classmates’ writing. 1 Read. Read the text about two ways to compose music. How does the writer show they are different? Underline the words used. Composing, Then and Now In the past, composers wrote down their music with paper and a pen. They wrote short lines and dots. This showed another person how to play the music. They couldn’t record the music, so people always played the music to each other. But now, technology has changed all this. For about 150 years, people have recorded music electronically. Today computers are helping people to write music more easily. While in the past composers had to write on paper, today computers can do that for them. A person sings a melody, and then the computer writes the notes! Before, when composers wanted to make changes, they had to stop and erase the notes. Instead, composers today can touch a screen a few times and make big changes to their music. While a traditional composer was busy cleaning ink off his fingers, a modern composer writes more songs instead! Content Vocabulary characteristics, compose, expressions Academic Language contrast ng Resources Graphic Organizer: Venn diagram; Workbook pp. 34–35; Online Practice ni Materials pictures of a guitar and a violin; hi Share. Share your writing. Work in a small group. Listen and take notes. gr 3 Write. Write about two styles of music or two musical instruments. How are they different? Use words and expressions that show contrast. ap 2 c Le ar musical instruments or pictures of musical instruments eo 50 Unit 3 G Warm Up io n al • Hold up a picture of a guitar and a picture of a violin. Ask How are these two musical instruments alike? (They’re both string instruments.) How are they different? (You play the guitar with your fingers and the violin with a bow.) N at • Ask How can we compare two musical instruments? Hold up two instruments or pictures of two instruments, such as a guitar and a flute. Say We can compare how big the instruments are. Write size on the board. We can compare their shapes. Write shape on the board. Ask What else can we compare? (sound, color, musical style, how to play them) Write these characteristics on the board. Present • Say Today you will write paragraphs of contrast. When you contrast two things, 118 you tell how they are different. Point to the words on the board. Say You can use characteristics such as these to explain how two things are different. • Say Think about a (guitar) and a (flute). How are these instruments different? (brown/silver, string/wind) Write this example on the board: The (guitar) is a (string instrument), but the (flute) is a (wind instrument). • Write but, although, unlike, while, instead, and in contrast on the board. Say We can use these words to talk about how the instruments are different. Point to your desk and an item on it and say Unlike the desk, the (pencil) is easy to pick up. Give examples of the other words and call on students to say another sentence that shows contrast. Read the model • 1 Say Open your books to page 50. We’re going to look at an example of contrast writing. It will help you understand how to write your paragraphs of contrast. Have students read the model twice. The first time have them read for comprehension. The second time, have them underline all the words and phrases that show contrast. Unit 3 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 118 6/25/19 12:11 PM Plan BE THE EXPERT • 2 Have students use a Venn diagram to organize information for their writing. Draw a Venn diagram with the headings Instrument 1, Both, and Instrument 2. Say First, think about the two styles of music or two musical instruments you’re going to write about. Write the names of each style or instrument on the lines in the circles. How are the styles or instruments alike? Write your ideas in the middle circle. How are they different? Write your ideas under the lines in each circle. Have students refer to the list of categories on the board. Writing Support Usage Commonly confused words: then vs. than Make sure students understand the difference between the words then and than. The word then is an adverb used to talk about the time something happened or will happen. He came home from school, and then walked the dog. She’ll get to the post office, and then she’ll mail her letter. The word than is a conjunction used to introduce the second of two items or the last of several items being compared. It is used with the comparative form of an adverb or adjective. Her hair is longer than mine is. Devi eats more slowly than Wei does. • Model completing a Venn diagram. Say I know that a guitar and a violin are both string instruments. A guitar is bigger than a violin. ni ng Guitar ar bigger use fingers string instruments hi • Make sure students understand that although their paragraphs will focus mainly on the differences between musical styles or instruments, they can also mention ways they are alike. Le smaller use a bow Both c Violin gr ap • Expand Provide some additional options for discussing contrast. Write the words below on the board. Have students use each option to share information on differences from their Venn diagrams. on the other hand still at the same time G eo yet al even so io n Write N at • 2 Say Now you can start writing your paragraphs of contrast. Tell students to use the information in their Venn diagrams to create sentences for their paragraphs. Remind them to include but, although, unlike, while, instead, and in contrast in sentences that express contrast. Say Look at the words on the board for other ways to express contrast in your writing. Edit • Direct students to check their writing for the following: ü Does the writing include different characteristics of two things? ü Does the writing clearly contrast details to show how things are different? ü Does the writing include words such as but, although, unlike, while, instead, and in contrast? Workbook and Online Practice Writing Writing 119 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 119 6/25/19 12:11 PM • Have students revise their writing to make improvements. Review with students rules for the usage of then and than (see Writing Support). Then have students check their writing for proper use of then and than. WRITING Contrast Writing When you contrast things, you show the differences between them. You can use facts and descriptive details to contrast different characteristics. You can also use words like but, but although, unlike, while, instead instead, and in contrast to show things that are not the same. 1 Read. Read the text about two ways to compose music. How does the writer show they are different? Underline the words used. Share Composing, Then and Now • 3 Put students into small groups. Have students read their writing aloud to the group. Have listeners use the list below to give the student feedback. Write the sentence stems on the board for students’ reference. ng In the past, composers wrote down their music with paper and a pen. They wrote short lines and dots. This showed another person how to play the music. They couldn’t record the music, so people always played the music to each other. But now, technology has changed all this. For about 150 years, people have recorded music electronically. Today computers are helping people to write music more easily. While in the past composers had to write on paper, today computers can do that for them. A person sings a melody, and then the computer writes the notes! Before, when composers wanted to make changes, they had to stop and erase the notes. Instead, composers today can touch a screen a few times and make big changes to their music. While a traditional composer was busy cleaning ink off his fingers, a modern composer writes more songs instead! ni One thing I like about your writing is . . . Can you explain how . . . ar My favorite comparison is . . . • While group members give feedback, the writer should take notes. The writer should then use these notes to revise his writing. c Le One thing I don’t understand is . . . 2 hi ap Share. Share your writing. Work in a small group. Listen and take notes. gr 3 Write. Write about two styles of music or two musical instruments. How are they different? Use words and expressions that show contrast. G eo 50 Unit 3 al Writing Rubric io n Use this rubric to assess students’ writing. You can add other aspects of their writing you’d like to assess at the bottom of the rubric. 4 = Excellent at 3 = Good 1 = Redo N 2 = Needs improvement 4 3 2 1 Organization Ideas are clear and well organized. Grammar Student uses correct grammar. Vocabulary Student chooses a variety of words, including words learned in this unit. Writing type Student contrasts two things using details to clearly show how the things are different. Student uses words such as but, although, unlike, while, instead, and in contrast. Usage Commonly confused words such as then and than are used correctly. 120 Unit 3 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 120 6/25/19 12:11 PM MISSION MISSION Change through music. Mission Change through music. Objectives Students will • share ideas. • evaluate ideas. Think. Pair. Share. • How does music change how you think and feel? Content Vocabulary inspire • Think of a song. How has it changed how you think? Resources Mission Poster; Video Sc. 9 • How can music make the world a better place? ng BE THE EXPERT Meet the Explorer ar ni Jack Johnson is an internationally known musician and filmmaker. He works hard to educate people about the environment and puts on eco-friendly concert tours. hi c Le Johnson grew up surfing and playing guitar in Hawaii. In 2003, he and his wife created the Kokua Hawaii Foundation and Kokua Festival to support environmental education in Hawaii’s schools and communities. In 2008, Johnson donated 100 percent of his tour profi ts to set up the Johnson Ohana Charitable Foundation, an organization that supports environmental, art, and music education worldwide. ” 51 eo gr Jack Johnson, Artist and National Geographic Awardee ap Music can change the world. It can inspire people to care, to do something “positive, to make a difference. G Mission In 2011, Johnson received National Geographic’s Arts Ambassador for the Environment Award. This award is given to an entertainer who has shown leadership in making people aware of environmental and cultural conservation issues and inspiring people to take care of the planet. Think io n al • Say People all around the world enjoy listening to music and playing musical instruments. People can also use music to make the world a better place. Encourage a discussion of how music can do this with questions like: Pair N at What type of music makes you want to do something? What does it make you want to do? How can people use music to help others? • Point out the term inspire in the quote from Jack Johnson. Say The word inspire means to make someone want to do something. When you inspire people, you make them feel good, so they want to do or create something good. • Place students in pairs. Ask them to choose a song that changed how they think. Ask them to write some words of the songs in their notebook. Encourage them to discuss how the song changed them in the same way. Then ask them to focus on the ways the song changed them in different ways. Share • Have partners take turns sharing their thoughts with the class. Mission 121 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 121 6/25/19 12:11 PM PROJECT PROJECT Make an instrument. Objectives Students will • research a homemade musical instrument. • collaborate with a group. • create a musical instrument. • complete the Unit 3 Quiz. 12 Work in small groups and research homemade musical instruments. We made percussion and wind instruments. They sound awesome! 23. Collect trash and junk to make a musical instrument. Content Vocabulary instrument Academic Language research Resources Activity Worksheet 3.4; Workbook 3 Join other groups with instruments and practice. 4 Have a concert! pp. 36–37, Workbook Audio TR: 3.5; Assessment: Unit 3 Quiz Materials glue; tape; colored markers; scissors; gr ap hi c Le ar ni ng aluminum foil; clean recycled materials such as plastic bottles and cardboard; paint (optional); paintbrushes (optional) eo 52 Unit 3 G Prepare N at io n al • Ask What are the three main types of musical instruments? (string, wind, percussion) What are the names of some musical instruments we learned about? List them on the board. Point to each one and ask What type of instrument is this? Write string, wind, or percussion next to each item. Say Today you’ll work in groups to make your own musical instruments. • Put students in small groups. Say Work with your group to talk about the musical instruments you want to make. Here are some questions to think about. Write these questions on the board. 122 Do we want to make a string, wind, or percussion instrument? What things can we use to make our instrument? How do we make our instrument? • Say Now do research to learn how to make your instrument. Use key words, such as homemade musical instruments, or make your own musical instruments. Find information in a library or on the internet. Read and list the things you’ll need to make it. Follow the steps you read about. Allow time for students to do research and take notes. To make their instruments, have students collect items for recycling from home, the classroom, or other places at school, such as the cafeteria. Unit 3 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 122 6/25/19 12:11 PM BE THE EXPERT Teaching Tip Grouping When you put students in a group, think about the strengths of each student. Make sure each group has a mix of students with different strengths. For example, each group should have one student who is good at researching, one student who enjoys drawing, and one student who likes taking down notes. This will help students succeed with the project and give them the chance to learn from each other’s abilities. Project Rubric ng ü Did students research a musical instrument? ü Did students create a musical instrument? ü Did students practice playing musical ar ni instruments with other groups? Le Now I can . . . ap compare how people make music. hi talk about my musical experiences. c talk about different musical instruments and styles. 53 eo gr do contrast writing. G Share at io n al • After groups make their instruments, let students pair up with students from a different group. Encourage them to ask questions about the instruments they made: What type of instrument did you make? Why did you choose the (drum)? What materials did you use? Invite students to compare and contrast their instruments using structures such as My instrument is (louder than/as loud as) your instrument. N • Invite students to form small groups to play their instruments. • Modify To simplify the project, research and print out directions for making a few different types of musical instruments before class. Divide the class into small groups and assign each group a different type of instrument to make. Hand out the printed research materials to each group, along with the materials for making the instruments. Review • For additional practice, direct students to Activity Worksheet 3.4. Now I Can Ask questions such as the following: • What musical instruments have you played? • What musical styles do you know? • Which musical style do you like best? Why? • How can you contrast a guitar and a piano? ✔ Assessment: Unit 3 Give the Unit 3 Quiz. Hand out the quiz and go over the instructions with students. The quiz should take 15–20 minutes. Project 123 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 123 6/25/19 12:11 PM VIDEO Vocabulary 1a drums, a piano, a saxophone, a flute, a guitar, a violin, a band, practice Vocabulary 1b perform, a concert, lead singer, a note, a chord, a melody, a beat, rhythm Vocabulary 2 classical, hip-hop, jazz, pop, rock Grammar 1 present perfect with ever and never Grammar 2 comparative adverbs Song Music Is Fun Viewing different styles of music Meet the Explorer Jack Johnson Story Time The Songbirds’ Flute ng Zoom In Resources Video Sc. 1–11; World map; Graphic Organizer: Vocabulary • Play Scene 2: Vocabulary 1a, Scene 3: Vocabulary 1b, or Scene 4: Vocabulary 2. Pause the video on images in frames. Have students name each. Press Play to bring up the full-screen image and caption. While You Watch Le Grammar • Play Scene 5: Grammar 1 or Scene 6: Grammar 2, pausing the video on each caption. Have students read it and tell how it explains or describes the image. hi • Play Scene 1: Introduction. Say This video is all about musical instruments and styles of music. Ask Do you or does someone you know play a musical instrument? Which one? c Before You Watch ar ni T-chart Song ap • Play the chorus in Scene 7: Song: Music Is Fun and have students sing along. Write Have you ever listened to hip-hop? on the board. Erase hip-hop and ask What other styles of music could we sing about? (classical, pop, jazz, rock) Write these on the board. Have students sing the line four times, replacing hiphop with each style. gr • Draw a T-chart on the board with the headings Musical Instruments and Musical Styles. Read each heading aloud. Say Make a chart like this. Use it to sort the words you see and hear into these two groups. G eo • Ask What’s the name of one musical instrument? (piano) What’s an example of a musical style? (rock) io n al • Pause the video as necessary to allow students to identify and sort words. Call on students to use each word in a sentence describing what they see onscreen. N at • Pause the video to ask students questions such as Have you ever played (the piano)? Students should respond Yes, I have or No, I haven’t. After You Watch • Put students in pairs and have students read aloud their T-charts to their partner. Then play parts of the video with the audio off. Freeze frames and have pairs use their T-charts to write a sentence about what is happening in the video. Have pairs read their sentences aloud. 124 Viewing • After viewing Scene 8, say Name one new thing you learned. Write responses on the board. • Play the segment again with the audio off. Have students tell about types of instruments and music. Meet the Explorer • Say Jack Johnson uses music to teach young people about the environment. Ask How can people use music to help others in their community? Story Time • View Scene 10: Story Time: The Songbirds’ Flute once with students. • View Scene 10 again. Pause and ask questions such as What is the big problem in the story? (The princess is sad.) What does the king tell all the musicians? (He will give them gold if their music makes her smile.) What happens when the young man sings for the princess? (She smiles.) Unit 3 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 124 6/25/19 12:11 PM UNIT 3 READER AMERICAN ENGLISH appy princess. Her father, the king, held great riches to the musician who could e. One man sang so beautifully that the did not want gold. He only wanted the he win it? rning, the Our World readers are six levels of original stories, around the globe. Following the readings are fun facts and ience together in a way that fascinates, educates, and informs. Songbirds’ Reading Strategy Summarize Flute Vocabulary a concert, perform, practice, a guitar, a drum, rhythm, a melody, a violin, a flute, a note Based on a Folktale from Guatemala by Eileen Silvers Grammar use present perfect with ever and Two Brothers, Two Rewards A Folktale from Japan The Songbirds’ Flute Popocatépetl and Iztaccíhuatl A Myth from Mexico The Tailor and His Coat A Folktale from Russia never; make comparisons with adverbs (more/less . . . than; as . . . as) There was once an unhappy princess. Her father, the king, held a concert. He promised great riches to the musician who could make his daughter smile. One man sang so beautifully that the princess smiled. But he did not want gold. He only wanted the princess’s love. Will he win it? e of ult l ood Resources Video Sc. 10; World map; Graphic Organizer: Storyboard ng wari: BE THE EXPERT ni Amazing Beaches Before You Read ap hi • Introduce the strategy Say Today we’ll learn about summarizing. Provide examples to help students understand how to summarize. Say When you summarize, you tell what a story is about. You include only the most important parts of the story, such as the main events. Summarize a familiar fairy tale or folktale for students. The Songbirds’ Flute is a folktale from Guatemala, a country in Central America. Central America is located between the continents of North America and South America. Show students Guatemala on the world map. Le • Activate prior knowledge Ask students questions to get them thinking about the main ideas of the story. Ask Does listening to music make you feel happy? ar Our World in Context G eo gr • Say As we read let’s take notes on the most important ideas in each part of the story. Assign partners. Hand out a Storyboard graphic organizer to each pair. On the board, write First, Second, Third, Fourth, Fifth, and Finally. Say Look at the back cover of the reader. Read the summary aloud. Have students rephrase the summary in their own words. Summarize Summarizing a story helps students check their understanding and helps them remember the most important ideas and events in a story. As students summarize, remind them to use their own words to retell the key ideas. Text Background A folktale is a traditional story passed down from one generation to the next through the oral tradition. Folktales include universal or timeless themes. The Songbirds' Flute shows the importance of music and teaches that love is more important than money. io n al • Say As we read, think about the most important thing or things that happen. Write these ideas on the lines of the storyboard. Reading Strategy c tning Text Type folktale The While You Read at • Stop after every few pages. Ask questions to help students think about story events to summarize. N Par. 3: Who are the main characters in the story so far? What problems do they have? Par. 7: How does the king try to help his daughter? What makes the princess smile? What does the princess tell the young man? Par. 11: What does the young man try to do? Who helps him, and how? How does the story end? After You Read • Have pairs combine their notes and write a short summary of the story. Call on students to read their summaries aloud. Video and Reader 125 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 125 6/25/19 12:11 PM AUDIO SCRIPT TR: 3.5 1 Listen and repeat. Student's Book hip-hop I like to sing hip-hop. classical I want to go to a classical concert. TR: 3.1 1 Listen and read. pop What’s your favorite pop band? There are three main types of musical instruments. String instruments make music when you pluck the strings. Wind instruments make sounds when you blow air through them. Percussion instruments make different sounds when you hit them or shake them. jazz I like the sound of the saxophone in jazz songs. rock I went to a rock concert last weekend. Note: Grammar 2 is on p. 112. ng TR: 3.7 1 Listen and read. Note: Reading It’s All Music is on p. 114. Workbook ni Do you want your band to play better? You have to practice! Play songs again and again until they sound really good. When your band sounds good, you can perform for an audience. Invite your friends to the concert! If you don’t play an instrument but you sing well, you could be the lead singer! TR: 3.6 Grammar 2 ar Music has its own language. Each single sound is a note. Play two notes or more at one time to make a chord. Notes and chords played one after the other make a melody. The thump, thump, thump that makes you want to dance is the beat. Put all the beats together, slow and fast, repeat them over time, and you have rhythm. Le TR: 3.1 1 Look and listen. Write the words that you hear. 1. You should practice playing the flute. You can be a good flute player if you practice. c 2. Haruto plays lead guitar in a band. The band only has one guitar. hi a violin, a drum, a piano, a flute, a saxophone, a guitar TR: 3.2 2 Listen and repeat. ap 3. Hina can play any note on the piano. Each note she plays on the piano is very clear. There are twelve basic musical notes. a chord I’m learning to play chords on the guitar. a melody I need to remember the melody. beat I like the beat of the drum. rhythm I like to dance to the rhythm of the music. a guitar I like to play the guitar. 4. The beat of the music comes from the drum. Hit the drum to make the beat. G eo gr a note al a saxophone Can you play the saxophone? 5. Miyu likes to play violin in a concert. You can go to her concert to hear Miyu play violin. 6. I like the melody he plays with the saxophone. The saxophone plays the melody in that song. 7. Takumi plays chords on his instrument to make a rhythm. The rhythm he plays has three chords. 8. I’d like to hear that lead singer perform. The lead singer will perform next. I’m taking piano lessons. a violin I’m learning to play the violin. a flute I like the sound of the flute. a drum I play the drums in a band. TR: 3.2 1 Listen to the song. Answer the song questions in order. a band We went to see our favorite band. Note: Lyrics for the song Music Is Fun are on p. 104. practice N at io n a piano He practices many hours a day. 1. hip-hop perform Do you like to perform in public? 2. drums a concert We’re going to a concert tonight. 3. guitar a lead singer The lead singer has a beautiful voice. 4. note 5. chord TR: 3.3 1 Listen, read, and sing. 6. rhythm Note: Lyrics for the song Music Is Fun are on p. 104. TR: 3.4 Grammar 1 TR: 3.3 2 Listen. Number the music styles in the order you hear them. Note: Grammar 1 is on p. 106. 1. (Sample of pop music style) 2. (Sample of hip-hop music style) 126 Unit 3 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 126 6/25/19 12:11 PM 3. Has he ever practiced as much as this week? 3. (Sample of classical music style) He practiced more last week. 4. (Sample of rock music style) 4. Does Roberto ever play music softer? 5. (Sample of jazz music style) Roberto always plays music louder than that. TR: 3.4 1 Listen and read. 5. Does Carmen ever sing worse than Alexa? Note: Reading Listen to This! is on p. 32. Alexa always sings worse than Carmen. TR: 3.5 5 Listen and write. Workbook 1. Has Raul ever played that beat faster than Maria? Maria has always played that beat faster than Raul. Go to pp. 335–337 for the Workbook Answer Key for this unit. 2. Have you ever heard me play louder? ng I sometimes hear you play louder than today. N at io n al G eo gr ap hi c Le ar ni NOTES Audio Script 127 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_098-127_U03_CR3.indd 127 6/25/19 12:11 PM Review REVIEW: UNITS 1–3 Vocabulary Units 1–3 1 Grammar Units 1–3 Resources TR: 3.8; Graphic Organizer: Three- column chart; Workbook pp. 38–41, Workbook Audio TR: 3.6; Grammar Workbook pp. 14–15; Online Practice Listen and write. Carla is doing a survey about music. What are her questions? What do Laura and Andres answer? Complete the chart. TR: 3.8 Questions Laura 1. What music do you like? hip-hop jazz 2. What music don’t you like? pop classical Do you like to sing? Yes No He likes to sing. He sang in public once. none saxophone and piano 3. Have you ever sung ng in public? What instruments 4. do you play? Andres Do a survey. Ask two other students the same questions. Take notes. 3 Ask and answer. Work in groups of three. One of you is going on vacation to a place with extreme weather. How are you going to prepare? Take turns to ask questions and give advice. gr ap Le hi c hurricane sandstorm flood ice storm heat wave ever blizzard never tornado plan tropical storm ar ni 2 I’m going to Antarctica! That’s cool, isn’t it? Have you ever been there? No, I’ve never been there. What are you going to pack? I’m going to bring very warm gloves! If you go to Antarctica, you need more than warm gloves! eo 54 Review Units 1–3 Speak G Listen io n al • Ask What types of music do you know? (hip-hop, classical, pop) What instruments did we learn about? (a guitar, a violin, a piano, a saxophone, a drum, a flute) Write students’ answers on the board. N at • 1 Point to the chart on p. 54. Say Carla’s doing a survey. She asks questions about music. Laura and Andres answer the questions. Write the questions and answers you hear. Play TR: 3.8. Pause after each question and answer set to give students time to write. Point out that at times, Carla asks more than one question. After students listen, ask questions such as Who does not like classical music and hiphop? (Andres) Who would like to play the guitar? (Laura) 128 • 2 Have students form groups of three and give them a copy of the three-column chart organizer. Say Copy the questions from the chart in Activity 1 onto your chart. Ask your partners the same questions Carla asks her friends. Write their answers. Then answer your partner’s questions. Walk around the room and listen to students’ conversations. • 3 Have a student read the directions aloud. Model the dialogue with a student. Say Imagine you’re going to a place that has extreme weather. Have students complete the sentence: I’m going to (place). Ask What type of extreme weather does the place have? Refer students to the list on p. 54. Ask What are you going to bring? Have them complete the sentence: I’m going to bring . Units 1–3 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_128-133_REV_CR2.indd 128 5/13/19 10:23 AM 4 BE THE EXPERT Match the copycat animal. Find the photo that matches the text. gecko mantid 1 Teaching Tip tawny frogmouth 3 Writing Remind students of the vocabulary and grammar you’ll be looking for in their writing assignments. Before they begin writing, review target vocabulary and important grammar structures that will help them complete the activity. Model example sentences so that your expectations are clear to students. 2 1. This animal’s skin is as rough as a tree. It is brown like a tree, too! That helps it hide from predators. 2. This animal has feathers as brown as the color of wood. If it hears you, it doesn’t move. It makes its body stiff. It looks just like a tree branch! 3. This animal imitates the color of a dead leaf. It uses the leaf as camouflage. Even if you look for it, you will never see it! 5 2 c A few friends met to play music. Paolo is good at playing guitar. Maria has a pretty voice. Alba has a drum. They talk about what music to play. hi It is raining hard. Paolo runs under a tree. Maria is already standing there, too. They can hear thunder. Then, there is a flash of lightning! Maria says . . . Le ar ni 1 ng Write. Continue the story. Work in groups of four. Choose a story. Read it aloud. Then, add your own sentence to the story. Take turns. Then, share your story with another group. 55 G eo gr ap Answers will vary. at Read io n al • Form groups of three. Say Tell your group members where you are going. They’ll ask you a question about what you’re going to bring. Answer and then listen as they give you advice on how to plan for the weather. Have students take turns asking questions and giving advice, using the model dialogue as a guide. N • 4 Point to each photo and read the animal names aloud. Ask students to say words that tell about each animal. (Gecko, small, gray, long tail; Mantid, 6 legs, looks like a leaf; Tawny frogmouth, yellow eyes, feathers) Say Let’s read sentences about these animals. Have students match the sentences to the correct animal. If students have difficulty, underline key words in each sentence. For example, in item 2 underline feathers and ask Which animal has feathers? (tawny frogmouth) Review students’ responses. Write • 5 Assign groups of four to Story 1 or Story 2. Have a student from each group read the story aloud. • Say Work together to write another sentence. Ask guiding questions such as (Story 1) Where do you go in a storm? What’s a good plan to have for storms? (Story 2) What type of music do you think they play? What music uses a guitar and drums? • Have each group member write a sentence. Then, have members take turns sharing their sentences. Have students choose the best ending and share it with another group. Review 129 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_128-133_REV_CR2.indd 129 5/13/19 10:23 AM EXTENDED READING EXTENDED READING Animal Predictions? 1 Listen and read. TR: 3.9 Animal Predictions? Objectives Students will • identify main ideas and details. • understand facts based on scientific observation. Have you ever heard that animals can sense weather? Many people tell stories about this, but is this true? Some scientists say that it might be. We’re going to look at a few examples. Many people who have dogs know about their behavior. They can see when dogs are more nervous than usual. One example is Champ, an 11-year-old dog who went down to the basement and wouldn’t come out. His family knew he was scared. They looked at the sky and saw a tornado coming. So they took shelter in the basement, too. The tornado destroyed their house but they were safe in the basement with Champ. Dogs can hear low sounds, feel changes in air pressure, and smell better than people. So they can often help tell when a storm is coming. Academic Language: predict Content Language: sense, behavior, migrate, disturbed Resources TR: 3.9; Graphic Organizer: Word web; Online Practice ni ng Birds often change their movements before a storm. Golden winged warblers are birds that migrate from Latin America to North America. In 2014, scientists studying migration noticed that the birds weren’t in the state of Tennessee at the right time. In fact, they flew 1,500 kilometers (900 miles) more to avoid a huge storm. It is possible they heard the low sounds from the thunder. They returned to Tennessee a few days later. Le ar Have you ever heard that some species can predict earthquakes and tsunamis? Elephants are very good at this. Their big feet can feel vibrations in the ground. In the 2004 tsunami in Thailand, elephants escaped up the hills before the sea water flooded the beaches. They probably felt early vibrations of the earthquake that caused the tsunami. Nebraska, USA gr ap hi c With time, we will understand more about animals and how they react. The next time the weather forecast says a storm is coming, watch the animals around you. Are they predicting it, too? eo 56 Extended Reading G Present N at io n al • Build background Ask How do you know when a statement is a fact (true) or not (false)? (when you experience it live or in photos; read about it in scientific magazines or reliable media) Say Yes! So when people wonder about an issue such as Cats can sense illness (sense (sense means that it uses the senses, such as hearing or smell), scientists and researchers make observations for a long time and take notes. Then they are able to confirm, or not, what people wonder. • 1 Direct students to pp. 56–57. Have a student read the title. Ask What is a prediction? (when you say in advance that something will happen based on observation or experience) Have students look at the photo. Say With the information from the title and the photo, what do you predict this reading is about? Have students say their predictions. 130 • Read together Play TR: 3.9 and have students listen. Ask What did you learn about dogs, birds, and elephants? (they can sense weather) Is the information a fact? (probably) How do you know? (scientists made observations about the animals’ behaviors; there are examples of real life) Practice • 2 Have students read the sentences in Activity 2 aloud and check for comprehension of difficult words. Ask Look at sentence 3. Can you explain what disturbed means? If students can’t explain, tell them to go to the text to find clues. Ask What words in the text show Champ’s behavior? (nervous, scared) Do you think those words explain what disturbed means? (yes) • Give students time to finish the activity. Then, review the sentences that students did not get right. • 3 Pair students. Have them read the question in Activity 3. Ask What helps these animals predict storms or earthquakes? (they can hear low sounds, feel changes in air pressure, smell better than humans, feel vibrations in the ground) Ask Where in the text can you find information about (the dog)? (second Units 1–3 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_128-133_REV_CR2.indd 130 5/13/19 10:23 AM 2 3 BE THE EXPERT Read. Check T for True and F for False. 1. We know a lot about elephants because many people live with them. T F 2. Scientists were studying bird migration when they discovered that the birds predicted the weather. T F 3. Champ, the dog, wasn’t disturbed by the storm. T F 4. Storms can make low sounds that humans can’t hear. T F Identifying Main Idea and Supporting Details The main idea of a text is its most important one. It is often referred to in the title. Everything in the text should relate to that main idea. Each paragraph also has its own main idea, which is often stated in the first sentence. By identifying the main idea of a text, students can better understand the author’s ideas that follow. Read. What helps these animals predict storms? Work with a partner and complete the table. Dog Bird Supporting details help explain or support a main idea. These might be facts or opinions. By identifying supporting details, students can better understand a text as a whole. Elephant ng Related Vocabulary 4 air pressure, scientist, weather forecast Express yourself. Choose an activity. ni 1. Pretend you are a scientist observing one of the animals in the text. Write down your observations. ✔ Formative Assessment ar 2. What other stories have you heard of animals sensing storms or other weather events? Write a short paragraph about it. Can students 3. How do you know the weather is changing? Can you think of signs? Complete the table and then discuss with a partner. Earthquake Le Hurricane Tsunami 57 • understand facts based on scientific observation? Ask students to go back to paragraph 3 in the reading and identify the fact based on scientific observation. (The golden winged warblers weren’t in the correct place at the expected time.) G eo gr ap hi c Tornado • identify main idea and supporting details? Ask students to go back to paragraph 2 in the reading and identify the main idea and the supporting details. (dog behavior; explanation of how Champ behaved) al paragraph) Make sure students understand how to complete the chart. Monitor that both students are working. io n Prepare Give students word web organizers to help them with their ideas. Tell them to write the name of the animal in the center circle and the observations in the outer circles of their web. Write an example on the board. N 1. at • 4 To help students prepare to share their choice of activity, follow the steps below. migrate in the winter Birds 2. Review the structure of a paragraph. Write Opening sentence, Add details, and Closing sentence on the board. Explain and give an example of each part from the reading. 3. Read the headings in the table. Clarify vocabulary if necessary. Ask What signs show that a storm is coming? (dark clouds, wind) Write a few ideas on the board. Share • Place students in pairs. Students take turns at reading their work aloud. The other student listens and gets ready to give feedback using the sentences below. Write the sentences on the board for students’ reference. One thing that was interesting about your work was . . . I liked the way you . . . From your work I learned that . . . One thing I don’t understand is . . . One thing I would add to your work is . . . Extended Reading 131 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_128-133_REV_CR2.indd 131 5/13/19 10:23 AM Let’s Talk LET’S TALK: UNITS 1–3 Objectives Everyday English: It’s my turn. Students will • take turns. • listen to and give commands. • tell who won a game. It’s my turn. I will . . . • take turns. • give commands. • talk about who won a game. School English: Who’s going to take notes? Students will • describe a classroom task. • make a request. • offer to do something. 1 Listen and read. TR: 3.10 Amy: Yay, I won! Marco: Now we’re tied. Amy: No way. What do you mean? Marco: Well, I won last time! Academic Vocabulary command, request Yay! I won! We’re tied. Sorry, you lost! No way. That’s not true. That’s not possible. hi Discuss. Work with a partner. Use the chart. Take turns to talk about playing a game. gr ap 2 Hurry up! Come on! c Whose turn is it? It’s my turn. It’s his / her turn. Le ar Resources TR: 3.10–3.12; Online Practice ni Content Vocabulary task, reporter, crossword ng Marco: Whose turn is it? Amy: It’s my turn. Marco: Well, hurry up! eo 58 Let’s Talk G It’s my turn. N at io n al • Say When we play games, we take turns. Have a student come to the front of the class. Draw a tic-tac-toe game on the board. Say It’s my turn. Draw an X in one of the spaces. Then, say to the student It’s your turn. Have the student draw an O in another space. Then say When we play a game, usually one person wins, and one person loses. If nobody wins or loses, the game is tied. If more than one game is played, players are tied when they’ve each won the same number of games. Write on the board Hurry up! Say When we want our partner to take a turn quickly, we say “Hurry up!” 132 • 1 Say Marco and Amy are playing a game. Let’s listen to what they say. Play TR: 3.10. Have students follow along in their books. After the audio, ask Who won the game? (Amy) What did Amy say when she won? (Yay, I won!) • 2 Direct students’ attention to the chart on p. 58. Explain that the first column shows how to answer the question Whose turn is it? Point to the phrase Come on! in the second column and say This is another way to say “Hurry up!” Point to the third column and say Use these words when you win or tie a game. Point to the last column and say These are more ways to say “No way.” Pair students. Say Play a game of tic-tac-toe. Tell whose turn it is and what happens at the end of the game. Have students use words from each column in the chart. Walk around the room to monitor students’ conversations. Units 1–3 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_128-133_REV_CR2.indd 132 5/13/19 10:23 AM BE THE EXPERT Who’s going to take notes? Our World in Context I will . . . • talk about a classroom task. • make a request. • offer to do something. Listen and read. TR: 3.11 So, I’ll be the reporter. Who’s going to take notes? I’ll do that. Thanks. Can you watch the time, Hans? Sure. Um, what page are we on? We’re on page 25. We’re sharing ideas about music. Thanks, Olga. 4 I’ll do that. I’ll (watch the time). . I’ll be . I can What page are we on? Which page is it? We’re on page . How long do we have? We have What are we doing? We’re Teaching Tip . . Listen to two discussions. Circle what the students are doing. TR: 3.12 Le 1. They’re doing a role play / preparing a poster. Olga is going to do the art / write. 2. They’re doing a role play / crossword. Olga’s going to watch the time /class. Discuss. Work in groups of three. Prepare and practice discussions. Choose one task. Discuss how you are going to do it. c 5 Dividing up tasks is a good way for groups to complete projects and assignments more efficiently. Remind students to take a different task each time that they work in groups. Check to be certain that the same student isn’t always assigned a speaking or writing task. To make sure that all students get the necessary practice, you may wish to assign roles yourself. Mark students’ group-work roles and the date on your class roster. Then, refer back to the roster the next time you assign group work to ensure that students are taking on a different task. ng Who’s going to ? Can you ? ni Sonia: Olga: Sonia: Hans: Hans: Olga: Hans: ar 3 Chess is one of the most popular board games in the world. In chess, players take turns moving pieces on a board. Players try to capture their opponent’s king piece. Chess was created in India in the 6th century CE. Since then it has spread to many countries across the globe. The longest chess game ever recorded was a match between Ivan Nikolic and Goran Arsovic. After 269 moves and more than 20 hours, the game finally ended in a draw, meaning that there was no clear winner or loser! G Who’s going to take notes? 59 eo gr ap hi 1. Make a musical instrument from recycled objects. 2. Make a mural about copycat animals. 3. Make a poster about the weather. at io n al • Write Who’s going to ? on the board. Say We ask this question to make a request. When we make a request, we ask someone to do something. Model a request by turning off the lights. Ask Who’s going to turn the lights on? Call on a student. Say (Naoki), can you turn the lights on? Have the student respond to your request and complete the task. Say When someone asks us to do something, we can say “I’ll do that” or “I can turn the lights on.” N • 3 Say Let’s listen to students talk about doing classroom tasks. Play TR: 3.11 as students read along in their books. Then point out the chart on p. 59. • 4 Say Now listen to two conversations. What are the people doing? Circle your answer. Play TR: 3.12. Play the audio a second time and have students check their answers. • 5 Have students form groups of three and choose a task from the list. Tell them to think about the following questions as they prepare their discussions: What materials do you need? Who will get the materials? What are the different parts of the task? Who will do each part? Remind students to use phrases from the chart on p. 59 in their discussions. Let’s Talk 133 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_128-133_REV_CR2.indd 133 5/13/19 10:23 AM Unit 4 In This Unit Theme This unit is about the universe and space exploration. Content Objectives Students will • describe space exploration. • debate whether there is life in space. Life Out There Language Objectives In this unit, I will . . . • talk about space and space exploration. • talk about different possibilities of life in space. • give my opinions about space. • do persuasive writing. Students will • discuss space and space exploration. • discuss possibilities of life in space. • give their opinion about space. • write paragraphs of persuasion. Circle the correct letter. b. stars 2. What time of the day is it? a. the afternoon b. the evening Le Answers will vary. ar 3. Imagine you are there. Describe what you might see and hear: ni a. clouds Vocabulary 1 atmosphere, a comet, data, debate, an extraterrestrial, a galaxy, a journey, orbit, a planet, a solar system, space, the universe Vocabulary 2 an astronaut, communicate, a rocket, search, a spacecraft, a space station ng 1. What do you see in the sky? Vocabulary Grammar c Grammar 1 may and might Grammar 2 indefinite pronouns hi Reading Listening for Life ap Writing Persuasive Writing Mission Live curious Project Make a model of a place that might gr have life eo 60 Objectives io n al Students will • analyze a photo for information. • choose answers that correctly describe a photo. G UNIT OPENER Resources Video Sc. 1; Home-School Connection at Letter; Unit Opener Poster; Classroom Presentation Tool N Materials colored pencils or markers Pacing Guides L5U4 2–3 Hours 3–4 Hours 4–6 Hours Introduce • Build background Say The name of our next unit is “Life Out There.” Say When something has life, we say it is alive. Point to a student. Ask Is (Lia) alive? (yes) Then hold up something that is not alive, such as a book or a pen, and ask Is this alive? (no) Ask How do we know that something is alive? (it eats, it drinks, it moves, it grows) • Have students look at the photo on pp. 60–61 for a few minutes. Ask Can you see anything in this photo that is alive? (no; no animals, plants, or people) Say True, we can’t see life in this photo. But this photo shows a place on Earth called the Mojave Desert. Do deserts usually have animals and plants? (yes; owls, coyotes, lizards, cactus, Joshua tree, creosote bush, etc.) Say So there could be life there, but we just can’t see it in this photo. Ask Can you name things in this photo that are not alive? (rocks, dirt, mountain, night, sky, stars) Ask Do you think there could be life out there, beyond Earth, but we just can’t see it? Give students time to express their opinions. • Ask If there’s life out there, what do you think it looks like? Do the living things look like us? Are there animals that look 134 Unit 4 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 134 5/13/19 10:25 AM BE THE EXPERT About the Photo The photo shows stars in our galaxy, the Milky Way, as seen from the Mojave Desert. The Milky Way galaxy includes Earth, our solar system, and billions of stars. The Milky Way is a spiral galaxy, or one in which the stars seem to form lines that curve around a bright center. Because our solar system is on the edge of the Milky Way, it is hard to see the galaxy’s spiral shape from Earth. Teaching Tip ap hi c Le ar ni ng Expressing Opinions Remind students that an opinion is a personal view or belief. As such, not everyone has to agree with another student’s opinion. However, all students should listen to one another’s opinions with respect. This is an opportunity not only to think about new ideas but also to get to know our classmates better. 61 G eo gr The Milky Way, Mojave Desert, USA al like the animals on Earth? Give out drawing materials and ask students to draw pictures of things that might live somewhere in space. Have students display their drawings. N at io n • Work with the class to complete the multiple-choice activity on p. 60. Read each question aloud and have students try to answer without looking at the answer choices. Then, have students look at the answer choices and choose an answer. Discuss each question and confirm the correct answer. • Before students complete item 3, ask questions to engage students with the photo. Why are you in the Mojave Desert? Are you alone? Are you with family or friends? Are you in a house, car, or tent? Are you out in the open? Are there any other living things around you? What nonliving things do you see around you? What do you see? What do you hear? How do you feel? Unit Opener 135 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 135 5/13/19 10:25 AM VOCABULARY 1 VOCABULARY 1 Objectives 1 Listen and read. TR: 4.1 2 Listen and repeat. TR: 4.2 Students will • identify and use words related to outer space. • talk about the possibility of life in space. Earth is a planet that moves around the sun. Other planets also orbit the sun. The sun and planets make up our solar system. The sun is a star like the stars you see in the sky at night. Some stars have solar systems with planets, too. There may be another planet out there that has an atmosphere with oxygen to breathe. Vocabulary a planet, orbit, a solar system, atmosphere, a galaxy, the universe, a comet, a journey, data, space, an extraterrestrial, debate Academic Vocabulary categories, classify Content Vocabulary oxygen, Milky Way Resources TR: 4.1–4.2; Video Sc. 2–3; Activity A star and the planets that orbit around it make up a solar system. Stars and solar systems make up a galaxy. Our galaxy is the Milky Way. It has about 100 billion stars. The Milky Way isn’t the only galaxy. There are more galaxies in the universe than there are stars in a galaxy! How many? We don’t know. There are too many to count, and many are too far away to see. ng Worksheet 4.1; Graphic Organizer: Word web; The Sounds of English Cards 34–35; Workbook pp. 42–43; Online Practice an orbit a planet eo gr ap hi c Le ar ni Materials index cards; markers or crayons G Warm Up Present • Say Open your books to pages 62 and 63. Say each vocabulary word and have students repeat. • Preteach Say Our country is on a planet called Earth. Write Earth above the country name on the board. Say Eight planets and the sun make up our solar system. Our solar system is in the Milky Way galaxy. A galaxy is a group of billions of stars and planets. Write Milky Way galaxy above Earth. Say Today we’re going to learn words about our galaxy. • Draw a sun on the board. Add to the drawing as you introduce the new vocabulary. Say Planets in our solar system orbit, or move around, the sun. Comets orbit the sun, too. Comets are made of ice, rock, and gas. Planets, comets, and stars make up a solar system. Billions of solar systems make up a galaxy. Billions of galaxies make up the universe. Ask Yes/No questions such as Is the universe bigger than a galaxy? (yes) If needed, draw a diagram of a solar system, a galaxy, and the universe on the board. N at io n al • Activate prior knowledge Say Let’s talk about where we live. Ask What town do you live in? Write the name of the town on the board. What country do you live in? Write the country name above the town name. 136 • Explain Say Earth’s atmosphere is the air we breathe. Other planets have atmospheres. But only Earth’s atmosphere has the type of air that we need to live. Unit 4 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 136 5/13/19 10:25 AM BE THE EXPERT Vocabulary Strategy A comet is a cloud of rock, ice, and gas that orbits the sun. Many earth years pass in its journey around the sun. Scientists keep data on comets to know when they will appear. Classification of Words Sorting words into categories, such as nouns and verbs, can help students understand and contextualize vocabulary. In this unit, for example, most vocabulary words are nouns: planet, solar system, atmosphere, galaxy, universe, comet, journey, data, and extraterrestrials. The words debate, journey, and orbit may be either nouns or action words (verbs). For example, in the sentence The students debated whether extraterrestrials exist on other planets, the word debate is a verb. It acts as a noun in the sentence The students held a debate to discuss extraterrestrial life. space a comet ng a galaxy The Sounds of English Think of the many galaxies in the universe. Think of the many stars in each galaxy. Think of the many planets that orbit the stars. Do you think that extraterrestrials may live on one of the planets? Many people debate this question. ni ar Le For the /ɒ ɒ// sound, the tongue lowers and presses //ɒ/ against the back of the mouth. For the //ɔː/sound, the tongue starts in the middle of the mouth and moves back as the sound is made. The lips form a slightly rounded shape. c Discuss. Work with a partner. What did you learn? ap hi 3 Comparing Sounds: /ɒ ɒ/and /and /ɔː/ / //ɒ/and Even to many native English speakers, the sounds cket) and /ɔː/ /ɔː /ɒ/ ( rocket) /ɔː// (astronaut) are difficult to distinguish. The sun is one of the 100 billion stars in our galaxy. Have students practice these sounds using Sound Cards 34 (octopus) and 35 (claw). Example words: comet; water, pop, rock 63 G eo gr Our galaxy is called the Milky Way. at Practice io n al • Say Some people think that somewhere in the universe, we’ll find extraterrestrials, or living things from other planets. Write debate on the board. Say When people debate, they give their opposite opinions about an idea. Some people debate whether there are extraterrestrials in the universe. N • 1 Say We’re going to read and listen to information about our solar system, our galaxy, and the universe. Read the paragraphs on pages 62 and 63 as you listen. Play TR: 4.1. • Discuss the paragraphs on pp. 62–63. Ask questions such as: What are two things that orbit the sun? (a planet, a comet) What do the sun and planets make up? (our solar system) What do stars and solar systems make up? (a galaxy) • What do many people debate? (whether or not there are extraterrestrials on other planets) • 2 Say Now we’re going to hear words and then listen to sentences with those words. Repeat each word and sentence after you hear it. Play TR: 4.2. • Place students in pairs. Divide the 12 vocabulary terms into two groups and assign each pair of students a group of words. Say Write each word on the front of an index card. Then write what the word means on the back of the card. When the cards are completed, match each pair of students with another pair that has made cards for the other group of terms. Have the pairs take turns quizzing each other with the cards. Vocabulary 1 137 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 137 5/13/19 10:25 AM VOCABULARY 1 1 Listen and read. TR: 4.1 2 Listen and repeat. TR: 4.2 A comet is a cloud of rock, ice, and gas that orbits the sun. Many earth years pass in its journey around the sun. Scientists keep data on comets to know when they will appear. Earth is a planet that moves around the sun. Other planets also orbit the sun. The sun and planets make up our solar system. The sun is a star like the stars you see in the sky at night. Some stars have solar systems with planets, too. There may be another planet out there that has an atmosphere with oxygen to breathe. space a comet a galaxy ng A star and the planets that orbit around it make up a solar system. Stars and solar systems make up a galaxy. Our galaxy is the Milky Way. It has about 100 billion stars. The Milky Way isn’t the only galaxy. There are more galaxies in the universe than there are stars in a galaxy! How many? We don’t know. There are too many to count, and many are too far away to see. an orbit ar ni Think of the many galaxies in the universe. Think of the many stars in each galaxy. Think of the many planets that orbit the stars. Do you think that extraterrestrials may live on one of the planets? Many people debate this question. a planet Discuss. Work with a partner. What did you learn? c Le 3 ap hi The sun is one of the 100 billion stars in our galaxy. Wrap Up 63 gr 62 Unit 4 Our galaxy is called the Milky Way. Recap OW2e_SB_5_31988_060-075_U04.indd 62 1/23/19 9:39 AM 1/23/19 9:39 AM • Ask Who can tell me what we learned about? (things in the sky, the solar system, the Milky Way, the universe) On the board, draw the sun with planets orbiting around it. Point to a planet and ask What’s this? (a planet) Ask What are the planets doing? (orbiting the sun) Ask What do the planets and the sun make up? (the solar system) Ask What makes up a galaxy? (stars and solar systems) N at io n al G eo • Say Now we’re going to play a game using the words we learned today. Split the class into two teams. Arrange the teams into two lines. Gather all the cards the students made. Choose a card and read the definition to the students at the head of each line. Give a point to the team of the first student who says the vocabulary term that matches the definition you read. Mark the point on the board. Once everyone has had a turn, add up the points. OW2e_SB_5_31988_060-075_U04.indd 63 Apply • 3 Direct students’ attention to the model dialogue on p. 63. Model the dialogue with a student. Put students in pairs. Say Think of other sentences to say about the new words. Write them on paper. • Give students about five minutes to think of more statements and responses. Remind them to look at the photos and information on pp. 62–63 for ideas. Then form small groups and have students discuss what they learned. Allow time for students to perform their dialogues. 138 Unit 4 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 138 5/13/19 10:25 AM Extend BE THE EXPERT • Say Let’s talk about life in space. I think there’s extraterrestrial life in space. I’m going to write why I think there is life in space. Give out word web graphic organizers and draw one on the board. Say In the center of my word web, I’ll write Yes, there is life. Write these questions on the board: Where is the life: on a planet in our solar system? in another galaxy? somewhere far away in the universe? What does the life look like? Say In the circles, I’ll list my ideas about life in the universe. Fill in additional circles on the word web. Teaching Tip Sometimes students become so interested in a topic that they want to know more about it. Rather than spend class time teaching new content, plan some extra activities students can do outside of class. Have students do research outside the classroom, write a report, and present it to the class. Or suggest that students do something else with their research: make a poster, diorama, or mobile; write a song, story, or poem; paint a picture; create a dance; or write a play and act it out. Have students share their projects with the class. ng Yes, there is life. Le c hi • Say Now it’s your turn. Write on the board Yes, there is life and No, there isn’t life. Say Do you think there is extraterrestrial life in space? Choose yes or no. Fill in your word webs. Answer the questions on the board and add other ideas. Give students time to complete their word web organizers. ar ni in another galaxy eo gr ap • Put students in small groups. Be sure that each group has students with different ideas about extraterrestrial life. Say Now, we’ll have a debate about extraterrestrial life. Explain to your group why you chose yes or no. Give the reasons why you believe or don’t believe in extraterrestrial life. Allow time for students to debate and discuss their answers. G Wrap Up Review N at io n al • Have two students stand at the front of the classroom. Point to one student and say You’re the sun. Tell the other student You’re Earth. Ask the class How should Earth orbit? (around the sun) Have the “Earth” student orbit the “sun” student. Say Let’s add some planets. We’ll make a solar system. Call on more students to stand and orbit the “sun.” Make another solar system with more students. Ask What can we call these solar systems together? (a galaxy) Ask What is a galaxy part of? (the universe) Workbook and Online Practice Vocabulary 1 ✔ Formative Assessment Can students • For additional practice, direct students to Activity Worksheet 4.1. • identify and use words related to outer space? Ask students question such as What is the word for a cloud of rock, ice, and gas that moves around the sun? What is Earth an example of? What is the Milky Way an example of? What is the name for people who may live on other planets? • talk about the possibility of life in space? Have students answer the following: Do you think that there is life in space or on other planets? Why or why not? Make sure students use some of the vocabulary words in their reply. Vocabulary 1 139 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 139 5/13/19 10:25 AM SONG SONG Vocabulary in the song 1 Vocabulary 1 a journey, atmosphere, a solar system, a planet, space, the universe Listen, read, and sing. TR: 4.3 Deep in Outer Space Grammar in the song Let’s all take a journey past the atmosphere, beyond our solar system, far away from here. Grammar 1 discuss possibility using may and might Content Vocabulary texture We might find a new planet. We might find a new place. We might find things we’ve never seen deep in outer space. Resources TR: 4.3; Video: Sc. 7; Workbook p. 44, Workbook Audio TR: 4.1; Online Practice Materials drawing paper; markers or crayons Le ar CHORUS But right here on planet Earth life is all around. Our world is full of color, texture, light, and sound. ni Somewhere in the universe we might find a moon where flowers grow. You never know, but I wish we’d get there soon! ng CHORUS Deep in outer space, who knows what we might find? Deep in outer space, deep in outer space! hi c We can take a journey right outside our door and see the wonder of life on Earth and so much more! CHORUS gr ap Deep in outer space. eo 64 Unit 4 Roadster, launched by SpaceX, heading toward Mars G Use the Song • Write a journey, atmosphere, a solar system, a planet, space, and the universe on the board and read the words aloud. Say Open your books to pages 64 and 65. Let’s read the words of the song aloud together. Point to the words on the board. Say Raise your hands when you see any of these words. • 2 Put students in pairs. Have partners use the words on p. 65 to talk about life in outer space. N at io n al • 1 Act it out Say We’ve talked about space and the universe. We’ve talked about the possibility of life in space. Now we’re going to listen to a song about a journey, or a trip, to outer space. Listen to the song and watch what I do. Play the song (TR: 4.3) once for students. Perform actions that go with the song. For example, act out find by shading your eyes with your hand and turning your head from side to side. Then replay TR: 4.3 and have students copy your actions. 140 Unit 4 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 140 5/13/19 10:25 AM BE THE EXPERT 2 Talk about life in outer space. Work with a partner. Take turns. • moon • planet About the Photo This is a photo of the Roadster, an electric car, orbiting the sun. The car was sent off into space, or launched, by a private company called SpaceX on February 6, 2018. The car was launched on Falcon Heavy, a very powerful rocket. The idea behind the launch was to show that Falcon Heavy could one day transport people and goods into our solar system. It could even be used to go to Mars. • solar system • universe Roadster has a “driver,” called Starman, and the journey can be followed on the internet. launched, rocket ni Teaching Tip ng Related Vocabulary 65 Workbook and Online Practice Song eo gr ap hi c Le ar Songs are useful for energizing a class. Singing and dancing allow students to use their bodies and their voices, which is a change of pace from sitting at their desks and listening. You might ask students to illustrate the song or create a short skit to go with the song. They can also tap out rhythms they hear in the song, which is a good way to call attention to syllables and intonation. G Use It Again N at io n al • Vocabulary 1 Read the second verse of Deep in Outer Space as a class. Say Now we’ll write a new line for this verse. Find the word planet in the first line. Look at the vocabulary words on pages 62 and 63. Choose a new vocabulary word to finish the sentence. Write an example on the board: We might find a new galaxy. Walk around the classroom as students write, offering help to students who are struggling to come up with ideas. After they have finished, call on several students to read the new lines they wrote. • Grammar 1 Sing or play the chorus of Deep in Outer Space and have students identify the question. (“. . . who knows what we might find?”) Then sing or play the first four verses of the song. Ask What are some things we might find? Have students respond in complete sentences using might. (We might find things we’ve never seen. We might find a new planet. We might find a moon where flowers grow.) If students have trouble, write the sentence frame We might find . on the board • End of unit Read aloud the second verse of the song. Have students take an end-oflesson “Space Journey.” Hand out drawing paper and markers or crayons. Say Draw a picture of something you’ve never seen before that could be in outer space. On the back of your drawing, write a sentence or two that explains what your drawing shows. Allow time for students to discuss their drawings in small groups. Song 141 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 141 5/13/19 10:25 AM GRAMMAR 1 GRAMMAR 1 May and might TR: 4.4 Objective Do you think astronauts might go to the moon again? Yes, but it may be very simple life. If a planet has an atmosphere, it may have life. There might be life on other planets. Students will • discuss possibility using may and might. Grammar may and might 1 Academic Language possible, possibility Read. Check the true sentences. Content Vocabulary meteor 1. Some stars may have planets like Earth. Resources TR: 4.4; Video Sc. 5; Workbook p. 45; 2. We may find extraterrestrials on a distant planet. Grammar Workbook pp. 16–17; Online Practice 3. A meteor might hit Earth. 4. The Milky Way might be a galaxy. 5. Earth may have an atmosphere. Complete the sentences. may be is 1. There may be 2. There is Le 5. There on other planets. on the space station for some time. other solar systems in the universe. may discover life on other planets. gr ap hi c 6. One day, scientists may live no oxygen on the moon. live are live oxygen on planets in other galaxies. may live 3. Extraterrestrials 4. Astronauts may discover ni are ar 2 ng 6. You may become an astronaut. eo 66 Unit 4 G Warm Up at io n al • Say There are stars in the Milky Way. Is this true? (yes) I’ll see lots of stars tonight. But what if there are clouds in the sky tonight? Ask Will I definitely see lots of stars tonight? (no) Right. I can’t be sure that I’ll see lots of stars tonight. I should say “I might see lots of stars tonight.” N • Write these sentences on the board: There are extraterrestrials on other planets. There might be extraterrestrials on other planets. • Read aloud the sentences on the board. Ask Do we know for sure that the first sentence is true? (no) Ask Could it be true? (yes) Say Many people think that there are extraterrestrials, but we don’t know for sure. There might be extraterrestrials on other planets. Present • Point out the grammar box on p. 66. Say the sentences, or play TR: 4.4. Say You can use the words may and might to talk about something that could happen. You’re not sure it’ll happen, but you think it can. Say You can also use the words may and might to talk about something that could be true, but you don’t know for sure yet. Write the following on the board: Astronauts will go to the moon again. There is life on other planets. 142 Unit 4 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 142 5/13/19 10:25 AM 3 Write sentences. What do you think? Sample answers below. BE THE EXPERT 1. green skin/extraterrestrial Extraterrestrials might not have Grammar in Depth green skin like they do in the movies. The modal verbs may and might are used to talk about possibility, and they mean the same thing. Compare these sentences. There is life on other planets. (Scientists are certain.) There may/might be life on other planets. (Scientists aren’t certain, but it’s possible.) 2. comet/lifetime I may not see a comet in my lifetime. 3. universe/galaxies We might discover more universes and galaxies. 4. comet/our planet A comet might come close to our planet one day. Both may and might come before the base form of a verb and are the same for all persons. I /You/He/She/We/They may/might travel to the moon one day. 5. find/life We may find life on another planet. May and might can be used to talk about both present and future possibility. There may/might be life on other planets. We may/might go to Mars in the future / one day. Talk about life in the universe. Work in groups of three. Take turns to add more information. ni ar The planet might be too hot or too cold for life. Le There may be another planet with an atmosphere like Earth. Students previously learned to use the zero conditional to state facts. ((If it snows, school closes early.) early.) It is also possible to use this kind of conditional statement with may or might to say that something is likely: If a planet has an atmosphere, it may/might have life. 67 G eo gr ap hi If the planet has water, it may have plants. c 4 ng 6. moon/one day We might live on the moon one day. io n al • Read aloud the first sentence. Ask How can we rewrite this sentence to tell that this is something that could possibly happen, but we don’t know for sure? Write the responses on the board. (Astronauts might go to the moon again. Astronauts may go to the moon again.) N at • Read aloud the second sentence. Ask How can we rewrite this sentence to tell that this is something that could possibly be true, but we don’t know for sure yet? (There might be life on other planets. There may be life on other planets.) On the board write There are plants on other planets. There may be plants on other planets. Ask Which sentence tells about what we know right now? (There are plants on other planets.) Practice • 1 Say Now you’re going to read some sentences with the words may and might in them. Read each sentence carefully, and decide if it is true or false. If the sentence is true, put a check mark in the box. Complete item 1 as a class. Have a student read the sentence aloud. Ask Is it true that some stars have planets like Earth? (We don’t know yet.) Stressing the word may, ask Is it true that some stars may have planets like Earth? (yes) Say We use may in this sentence because it could be true, but we don’t know yet. Have students put a check mark in the box for item 1. Grammar 1 143 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 143 5/13/19 10:25 AM 3 GRAMMAR 1 1. green skin/extraterrestrial Extraterrestrials might not have May and might TR: 4.4 green skin like they do in the movies. Do you think astronauts might go to the moon again? Yes, but it may be very simple life. If a planet has an atmosphere, it may have life. There might be life on other planets. 1 Write sentences. What do you think? Sample answers below. 2. comet/lifetime I may not see a comet in my lifetime. Read. Check the true sentences. 3. universe/galaxies We might discover more universes and galaxies. 1. Some stars may have planets like Earth. 4. comet/our planet A comet might come close to our planet one day. 2. We may find extraterrestrials on a distant planet. 3. A meteor might hit Earth. 5. find/life We may find life on another planet. 4. The Milky Way might be a galaxy. 5. Earth may have an atmosphere. 6. moon/one day We might live on the moon one day. 6. You may become an astronaut. Complete the sentences. 1. There may be 2. There is are Talk about life in the universe. Work in groups of three. Take turns to add more information. on other planets. There may be another planet with an atmosphere like Earth. on the space station for some time. other solar systems in the universe. may discover The planet might be too hot or too cold for life. life on other planets. If the planet has water, it may have plants. ap hi c 6. One day, scientists 4 may live no oxygen on the moon. live 4. Astronauts live oxygen on planets in other galaxies. may live 3. Extraterrestrials 5. There may discover ng is ni may be ar are Le 2 OW2e_SB_5_31988_060-075_U04.indd 66 gr 66 Unit 4 1/23/19 9:40 AM 1/23/19 9:40 AM for each of items 2–6, guiding students to determine whether may needs to be used to make the sentence true. io n al G eo • Have students complete items 2–6. When students have completed the activity, call on different students to read the sentences aloud and say whether they are true or not. Remind students that if we know for sure that something is true or not true, we don’t use may and might. Review the correct answers with the class. OW2e_SB_5_31988_060-075_U04.indd 67 67 N at • 2 Say Look at the words in the box. Have a student read aloud each item in the box. Say Read each sentence carefully. Decide which word or words from the box will make sense in the sentence and will make the sentence true. Then fill in the blank with the word or words from the box. • Complete item 1 with the class. Ask a student to read the incomplete sentence aloud. Say This sentence is about oxygen on planets in other galaxies. Ask Is there oxygen on other planets besides Earth? (We don’t know yet.) Say Right. We don’t know, so it could be true. Use the word may to make this sentence true. Repeat 144 Wrap Up • Write on the board: Extraterrestrials look like the ones we see in movies. Our planet is part of the Milky Way galaxy. Other planets have an atmosphere just like Earth’s atmosphere. • Have students identify the sentence that is a fact and the two sentences that show a possibility and so might be true. (The second sentence is a fact.) Have them rewrite the two sentences that might be true using the words may or might. Call on students to read their sentences. Recap • Write may and might on the board. Remind students that they can use these words to talk about things that could be true or could happen in the future. Ask Who wants to go into space Unit 4 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 144 5/13/19 10:25 AM BE THE EXPERT in the future? Raise your hand. Ask Do you know for sure that you’ll travel into space? (no) Point to a student who raised her hand and say (Ariana) might go into space in the future. Have the class repeat. Teaching Tip Grouping When students work in groups, make sure each student has a chance to participate. Have students pass an object or card to show whose turn it is to speak. Encourage students to repeat what their classmates said and then add on. This will help students be active listeners and give them extra practice pronouncing new words. Apply ng • 3 Have students turn to p. 67 in their books. Say Now you’re going to write some new sentences with may and might. You’ll also use the words shown next to each item. Read aloud the words provided for item 1. Then read aloud the sample answer. Say We can make more sentences with these words. Here is one: Extraterrestrials may have green skin and large heads. Have students suggest other sentences that use the words provided. ar Le c hi • 4 Point out the model dialogue at the bottom of p. 67. Choose three students to each read one of the statements in the dialogue aloud. Have groups of three students complete the activity, using the examples in the model dialogue to create and write their own dialogues. Provide a list of topics on the board such as extraterrestrials, astronauts, the Milky Way, comets, other galaxies, and other planets. Have groups read their dialogues to the class. ni • Pair students. Have each partner write a sentence using the words in items 2–6. Then have partners share their sentences. ap Extend gr • Say Let’s think about the weekend. What are some things you like to do on the weekend? List students’ answers on the board. al G eo • Say I might go to the movies with my friends this weekend. Ask What will you do this weekend? Give students time to write two to three answers. Remind them to use might and may in sentences they’re not sure about. Have students share their completed sentences with the class. io n Wrap Up N at • Say I’ll write a word on the board. When I say “Go,” “Go write as many sentences as you can about that word. Use may or might in your sentences. When I say “Stop,” put down your pencils. Write extraterrestrials on the board. Allow two minutes for students to write sentences. After time is up, call on students to read one of their sentences aloud. Then ask the other students to check if they also wrote a similar sentence with that idea. All of the students who wrote down that idea cross that sentence out. After everyone has had a chance to read their remaining sentences, check to see which students have unique sentences. These students can earn bonus points for originality. This practice encourages students to think a bit deeper. If there’s enough time, repeat the game with other words such as astronauts and comets. Workbook and Online Practice Grammar 1 ✔ Formative Assessment Can students • discuss possibility using may and might? Say a sentence such as I will play soccer after school today. Have students revise the sentence to include may or might: I (may/might) play soccer after school today. Grammar 1 145 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 145 5/13/19 10:25 AM VOCABULARY 2 VOCABULARY 2 Objective 1 Students will • identify and use words related to space exploration. an astronaut Listen and repeat. Then read and write. TR: 4.5 a space station Vocabulary a rocket, a spacecraft, an astronaut, a space station, communicate, search Content Vocabulary documentary, rover, telescope a spacecraft Resources TR: 4.5–4.6; Video Sc. 4; Activity a rocket Worksheet 4.2; Workbook p. 46; Online Practice This is a rover called Curiosity Curiosity.. It’s on Mars, and it searches for signs of life in the rocks. It communicates with computers on Earth. rocket is needed to send anything into space. ng 1. A powerful space station 2. People live and work on the ni experiments in space. . They perform 3. Extraterrestrials probably would not speak English. It would be difficult with them. 4. I saw a documentary about the ar communicate to search spacecraft Le 5. Someday we may land a 6. Anyone who travels through space is an astronaut . c Listen and stick. Work with a partner. Take turns describing the rocket liftoff. TR: 4.6 ap hi 2 for life in other galaxies. on the moon again. 1 gr rocket 2 spacecraft 3 astronaut 4 space station 5 communicate eo 68 Unit 4 G Warm Up N Present at io n al • Build background Say There might be life in outer space. How do we find out? We send machines and people into space! Ask Who wants to go into space? Raise your hand. Who thinks we’ll find life on other planets? Raise your hand. Call on students to give reasons for their opinions. • Say Let’s learn more words about space. Open your books to page 68. Point out the rocket and spacecraft. Say A rocket pushes a spacecraft through Earth’s atmosphere into space. A spacecraft travels through space. Point out the astronaut and space station. Say Astronauts are people who explore space. Sometimes astronauts live and work in a large spacecraft called a space station. A space station orbits Earth. 146 • Point to the word communicate. Say People on Earth communicate with astronauts in a space station. They talk to each other. How do you communicate with others? (talk in person or on the phone, text, e-mail) • Read aloud the caption about Curiosity. Explain that a rover is a vehicle used to explore an extraterrestrial area. Say Scientists look for life on other planets. When people or rovers look for something, it’s called a search. Both astronauts and rovers communicate with Earth during their search. Practice • 1 Say Now you’ll hear words and sentences with those words. Repeat each word and sentence after you hear it. Play TR: 4.5. Then talk about the vocabulary words with students. Ask questions such as: Why might a rocket need a lot of power? (to reach space; to transport people and goods in a spacecraft) Unit 4 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 146 5/13/19 10:26 AM BE THE EXPERT What is the word for someone who explores space? (an astronaut) Where has a spacecraft already traveled? (the moon, space station) What does a space station orbit? (Earth) What do astronauts do when they talk to each other? (communicate) What important work do astronauts and rovers do? (search for signs of life) Our World in Context In 1957, the Union of Soviet Socialist Republics launched the world’s first spacecraft. It was called Sputnik 1. Since then, many other countries have launched spacecraft. Today, astronauts can live in space on the International Space Station. A typical visit to the International Space Station lasts about six months. While in space, astronauts need to exercise at least two hours a day because living in a low-gravity environment can be harmful to the body’s muscles. To sleep, astronauts must fasten themselves to part of the space station so they don’t float around! ng • Direct students’ attention to the first sentence and read it aloud. Ask a student to read aloud the pictured vocabulary words. Ask Which word makes the most sense in this sentence? (rocket) Then have students complete items 2–6 individually. After students have completed the activity, ask Do astronauts live and work in a space station or a rocket? (a space station) If students answer rocket, remind them that rockets are used to help send things into space. Vocabulary Strategy ni Words in Context Encourage students to try to understand new vocabulary by using context clues. The clues in the text are shown by punctuation or by certain words and phrases. For example, a new word may be defined in the text itself. The clues in the text could be words or phrases such as also called, in other words, or, also known as. For example, A rover, or space exploration vehicle, searches for signs of life on Mars. gr ap Le hi • Say Listen to the rocket liftoff again. When the announcer says one of the vocabulary words, take turns putting the sticker with the correct word in the numbered box. Play TR: 4.6 again and have pairs complete the activity. Then, have partners use the stickers they placed to retell what happened in the rocket liftoff. Other ways writers can reveal meaning is by giving examples, comparisons, or showing cause and effect. eo Extend The writer could use contrast to reveal the meaning of a new word. Contrast can be shown with but, unlike, different, in contrast. For example, A rocket, unlike a spacecraft, does not carry people or things inside. c • 2 Say Let’s do a sticker activity with the new words we learned. Assign partners and tell them to read the directions. Play TR: 4.6 once and tell students to listen without placing the stickers. ar Apply io n al G • Say Imagine you’re an astronaut working in a space station. Write on the board and say What do you do every day? What are you searching for? How do you communicate with people on Earth? Have students write short journal entries about their daily lives on the space station. Then have students share their journals with a partner. at Wrap Up N • Have one student close his eyes. Write a vocabulary word on the board for the class to see. Then, erase it and have the student open his eyes. Call on students in the class to say one word at a time to give clues about the vocabulary word. For example, for astronaut, clues might include person, works, and travels. Count how many clues are given before the student can guess the word. Call on other students to take turns guessing other vocabulary words. Review • For additional practice, direct students to Activity Worksheet 4.2. Workbook and Online Practice Vocabulary 2 ✔ Formative Assessment Can students • identify and use phrases related to space exploration? Hold up the book and point to the photos on p. 68. Ask students to name each photo you point to. Ask questions such as What takes a spacecraft into space? What do we call people who travel in space? Where do astronauts live and work in space? Vocabulary 2 147 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 147 5/13/19 10:26 AM GRAMMAR 2 GRAMMAR 2 Indefinite pronouns TR: 4.7 Objectives Did everyone see that comet? Someone will go to Mars one day. Students will • talk about life in space using everyone, someone, anyone, and no one. • talk about family members and classmates using everyone, someone, anyone, and no one. 1 Read and write. Complete the paragraph. anyone Everyone Grammar indefinite pronouns Academic Language pronoun, certain, in general Does anyone want to be an astronaut? No one can see all the stars in the universe. everyone no one knows for sure if there is life on other planets or not. If No one anyone/ someone tells you that they know, that person really doesn’t know! Are you someone likes to debate about life on other planets. to debate? I will debate about life in space with No one Resources TR: 4.7; Video Sc. 6; Activity Worksheet 4.3; Workbook p. 47, Workbook Audio TR: 4.2; Grammar Workbook pp. 18–19; Online Practice 2 knows the answer, but anyone everyone Ask and answer. Work with a partner. who likes who wants to. has an opinion! ng Content Vocabulary habit, Mars someone 1. Does anyone in your family think there is life on other planets? 2. Name one thing everyone in your family does. 3. Name one thing no one in your family believes. 4. Name a funny habit someone in your family has. Materials photo of a boy from a magazine, Play a game. Cut out the cards in the back of the book. Make sentences. Take turns. Le 3 ar ni photo of a girl from a magazine, scissors Someone in this class is wearing an orange shirt. Does anyone have an umbrella today? 69 eo gr ap hi c Everyone here is a good student. G Warm Up • Point out the grammar box on p. 69. Play TR: 4.7. Then have students read each bold term aloud. Write this sentence frame on the board: on Earth has met an extraterrestrial. Say Which word or words in the box complete this sentence? (no one) No one is correct. People are still looking for extraterrestrial life. So, no person, or no one, has met an extraterrestrial. Present • 1 Say In this activity, you’ll fill in each blank with a word or words from the box. Let’s do the first one together. N at io n al • Activate prior knowledge Hold up a photo of a boy. Say We don’t know this boy’s name. What words do we use to talk about a boy when we don’t know the boy’s name? (he, him) Hold up the photo of the girl and ask a similar question. Then hold up both photos. Ask What words do we use to talk about more than one person when we don’t know their names? (they, them) • Explain Write someone, everyone, anyone, and no one on the board. Say Today, you’ll learn more words to talk about a person or people. Someone means some person. Everyone means every person. Anyone means any one person. No one means no person. These words don’t tell about just one person. We use these words to talk about people as a group. 148 Practice • Think Aloud Model completing the first sentence by thinking aloud. Say I’ll try each word or words in the blank and see which one makes the most sense. I think many people like to debate about life on other planets. Someone and anyone tell about just one person, so those aren’t right. No one doesn’t work, because people do like to talk about life on other planets. Everyone works best, because all people have opinions. Have students write Everyone in the blank and complete the remaining sentences. Unit 4 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 148 5/13/19 10:26 AM Apply BE THE EXPERT • 2 Demonstrate how to answer the questions. Have a student read item 1 aloud. Give a sample answer, such as Someone in my family thinks there is life on other planets. That person is my sister. Grammar in Depth We use the indefinite pronouns everyone, someone, anyone, and no one to refer to people in a non-specific, general way. • Pair students and have them take turns reading the questions and responding to items 1–4. Say Remember to use everyone, someone, anyone, or no one to answer. • 3 Put students in groups. Have them cut out the cards on p. 173 and put them into two piles: the cards with words (red) and the cards with pictures (blue). ni ng • Demonstrate the game. Hold up the no one card and the window card. Say I’ll use the words on these two cards to make a sentence. My sentence is No one can open this window. Have groups play several rounds of the game. Note that a singular verb is used with everyone, someone, anyone anyone, and no one. For example, Everyone in this class speaks English. Someone is at the front door. gr ap hi c Le ar Extend • Have students stand behind their desks. Say Let’s play a game! I’ll say an action and you act it out. I’ll say (Mr. Ramos) says . . . and then say what to do. Remember, only do the action if I say (Mr. Ramos) says. Call out sentences using everyone and no one. For example: (Mr. Ramos) says “Everyone touch your toes.” “No one raise your hand.” Have students listen carefully for the words everyone and no one. If a student does a movement incorrectly, she sits down. Continue with different movements until only one student is left standing. • Everyone means “all of the people / every person in a group.” For example, Everyone in our class speaks English. (= All of the students in our class speak English.) • Someone means “some person.” It’s often used to refer to an unknown or unnamed person. For example, Someone will go to Mars one day. (= An unidentified person; we don’t know who that person is.) • Anyone means “any person.” It is often used in negative statements and in questions that ask about people in general. For example, I don’t know anyone in this class class. (= I don’t know any person in this class.) Does anyone want to be an astronaut? (= Does any person in this class want to be an astronaut?) • No one means “not one person.” For example, No one went to school yesterday yesterday. (= Not one person went to school yesterday.) eo Wrap Up at Review io n al G • Ask the class questions about space. Use anyone in your sentences, and have students respond by raising their hands. Say Does anyone want to be an astronaut? Has anyone seen a comet? Has anyone met an astronaut? After students raise their hands, call on another student to say a sentence about the responses using everyone, someone, or no one. (Someone wants to be an astronaut. No one has seen a comet. Someone has met an astronaut.) N • For additional practice, direct students to Activity Worksheet 4.3. Workbook and Online Practice Grammar 2 ✔ Formative Assessment Can students • talk about life in space using everyone, someone, anyone, and no one? Have a student call out a sentence about space using an indefinite pronoun. Ask the class if they agree or not. For example, Someone might live on Mars soon. • talk about family members and classmates using everyone, someone, anyone, and no one? Ask questions such as What is something that everyone in our class does? What is something that no one in our class has done? Have students answer in complete sentences. Grammar 2 149 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 149 5/13/19 10:26 AM READING READING Objectives 1 Listen and read. TR: 4.8 Listening for Life Students will • describe how scientists are searching for life in space. • form opinions and give reasons to support them. • identify an author’s purpose. If extraterrestrials live on other planets, we can’t see them. Planets in other solar systems are extremely far away. We can’t see the planets, even with our biggest telescopes. But what if the extraterrestrials want to communicate with us? What if they are sending messages? This signal would travel through space. After many years, it might reach our solar system. It would be hidden in the noise from other places in space. We would need special tools to hear it. Reading Strategy Identify the Author’s Purpose Scientists at SETI (Search for Extraterrestrial Intelligence) have made a tool for listening. It uses 42 satellite dishes that are connected together. Scientists plan to have 350 dishes one day. They point all the dishes at the same place in the sky. Then they search for any data they can hear. The dishes can hear very weak signals. For example, they could hear a cell phone on a planet in our solar system. (That’s if someone had a cell phone on Jupiter!) The dishes pick up noise from radios on Earth, too. Scientists must be careful to avoid this noise. Academic Language purpose Content Vocabulary telescopes, signal, light year Resources TR: 4.8; Graphic Organizer: Spider ng map; Workbook pp. 48–49, Workbook Audio TR: 4.3; Online Practice We have not heard from an extraterrestrial yet. But is it possible that they are listening to us? If they are, most could not have heard us yet. We have used radios for less than 100 years. That’s not much time for the big distances in the universe. In that time, our signal could only reach a small number of stars. Extraterrestrials from nearby solar systems would not hear us for thousands of years. hi c Le ar ni Material cell phone gr ap Length of Time Needed for Radio Waves to Reach Earth Earth G Warm Up io n al • Build background Hold up a cell phone. Ask Do you know how a cell phone works? Say It gets information from a satellite in space! Cell phone satellites orbit Earth. The satellites send signals to our cell phones. We use cell phone signals to communicate. N at • Ask How do you think extraterrestrials would communicate with us? What might they use? (signals, phones, spacecraft) Write SETI on the board. Say SETI comes from the letters in Search for ExtraTerrestrial Intelligence. Scientists at SETI build tools to listen for extraterrestrial signals. We’ll read more about how these scientists search for life on other planets. 150 431 light years 27,000 light years Nearest star, Alpha Centauri North Pole star, Polaris The center of the Milky Way eo 70 Unit 4 4.3 light years Present • 1 Say Open your books to page 70. Read along as you listen. Play TR: 4.8. • Play TR: 4.8 a second time. Pause at the end of each paragraph to check for comprehension. Ask questions such as: Paragraph 1: Why can’t we see extraterrestrials on planets in other solar systems? Paragraph 2: What listening tool do scientists at SETI use today? What can the satellite dishes hear? Paragraph 3: Can extraterrestrials hear signals from radios on Earth? Why or why not? • Graphic literacy Say Look at the time line at the bottom of pages 70 and 71. What is its title? (Length of Time Needed for Radio Waves to Reach Earth) Say We read time lines from left to right. Ask What word is at the left of the time line? (Earth) Say As we move to the right, we see objects that are farther and farther away from Earth. Ask additional questions about the time line such as What star is closest to Earth? (Alpha Centauri) What is 27,000 light years away? (the center of the Milky Way) Unit 4 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 150 5/13/19 10:26 AM Check T for True and F for False. 1. Extraterrestrials have listened to our radio waves for over 100 years. 2. SETI dishes listen for life by listening for radio signals. 3. Scientists point the SETI dishes in many directions. 4. Radio waves from Earth are a problem for SETI scientists. F T F T F T F BE THE EXPERT About the Photo This photo shows radio telescopes used by SETI (Search for Extraterrestrial Intelligence) scientists. These radio telescopes listen for signals coming from outer space. SETI radio telescopes are in the United States, Puerto Rico, Argentina, Australia, and Italy. Should we search for life? Write why and why not. I think it’s a good idea to search for life because . . . I think it’s a bad idea to search for life because . . . Answers will vary. Answers will vary. The first astronauts were animals! Fruit flies were sent into space in 1947. Later on, scientists sent a monkey and a dog into space. Today, scientists send smaller animals with humans to help study the effects of space on the body. In 2011, mice were sent into space to help researchers study the effects of a low-gravity environment on bones. ng 4 Our World in Context Discuss the chart. Work with a partner. Support your opinions. ni 3 T ar I think it’s a good thing to search for life because we can learn many things from the extraterrestrials. Le But how would we communicate with them? The first astronauts were fruit c flies. They were launched on The nearest galaxy, Andromeda As far as we can see in the universe. gr 13,100,000,000 light years 71 G eo 2,480,000 light years ap hi February 20, 1947. at io n al • Contextualize Ask How far away is Alpha Centauri? (4.3 light years away) Introduce and explain light year to students. Say A light year is a distance that is very, very far. The time line shows that it’ll be a very long time before other parts of the universe can hear signals coming from Earth. Say And it might be a very long time before we hear radio signals coming from other parts of the universe. Even if we do hear radio signals, the life that made them might be gone, because it took so long for them to reach Earth! Practice N he center of he Milky Way 2 • 2 Say Look at Activity 2. Read each sentence carefully. Look at every word. Just one word can change the meaning from true to false. Ask a student to read the first item on p. 71 aloud. • Write item 1 on the board. Say We can look at the reading to help us choose true or false. Help students complete item 1 by asking questions about the sentence. Ask Does the article say radio waves come from Earth? (yes) Does it say extraterrestrials listen to our radio waves? (It says that they might.) How long have radio waves come from Earth? (less than 100 years) Read number 1 again. Is this sentence true or false? (false) • Tell students to complete items 2–4. If students need help, tell them to look back at the reading to find the answers to their questions. Then review the correct answers with the class. Reading 151 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 151 5/13/19 10:26 AM 2 READING 1 Check T for True and F for False. 1. Extraterrestrials have listened to our radio waves for over 100 years. 2. SETI dishes listen for life by listening for radio signals. 3. Scientists point the SETI dishes in many directions. 4. Radio waves from Earth are a problem for SETI scientists. Listen and read. TR: 4.8 Listening for Life If extraterrestrials live on other planets, we can’t see them. Planets in other solar systems are extremely far away. We can’t see the planets, even with our biggest telescopes. But what if the extraterrestrials want to communicate with us? What if they are sending messages? This signal would travel through space. After many years, it might reach our solar system. It would be hidden in the noise from other places in space. We would need special tools to hear it. 3 I think it’s a good idea to search for life because . . . I think it’s a bad idea to search for life because . . . Answers will vary. Answers will vary. We have not heard from an extraterrestrial yet. But is it possible that they are listening to us? If they are, most could not have heard us yet. We have used radios for less than 100 years. That’s not much time for the big distances in the universe. In that time, our signal could only reach a small number of stars. Extraterrestrials from nearby solar systems would not hear us for thousands of years. ni ar Le c The Thecenter centerof of the theMilky MilkyWay Way But how would we communicate with them? The first astronauts were fruit flies. They were launched on February 20, 1947. 2,480,000 light years 13,100,000,000 light years The nearest galaxy, Andromeda As far as we can see in the universe. hi North Pole star, Polaris F I think it’s a good thing to search for life because we can learn many things from the extraterrestrials. ap Nearest star, Alpha Centauri F T Discuss the chart. Work with a partner. Support your opinions. gr Earth 70 Unit 4 27,000 light years F T ng 4 Length of Time Needed for Radio Waves to Reach Earth 431 light years F T Should we search for life? Write why and why not. Scientists at SETI (Search for Extraterrestrial Intelligence) have made a tool for listening. It uses 42 satellite dishes that are connected together. Scientists plan to have 350 dishes one day. They point all the dishes at the same place in the sky. Then they search for any data they can hear. The dishes can hear very weak signals. For example, they could hear a cell phone on a planet in our solar system. (That’s if someone had a cell phone on Jupiter!) The dishes pick up noise from radios on Earth, too. Scientists must be careful to avoid this noise. 4.3 light years T Recap OW2e_SB_5_31988_060-075_U04.indd 70 1/23/19 9:41 AM 1/23/19 9:41 AM • Say We’ve talked about how scientists search for life in space. They use satellite dishes to listen for radio signals. Someday, extraterrestrials might hear our radio signals, too. Remind students that we don’t yet know if there is other life somewhere in the universe. io n al G eo • Expand Have each student write one new true/false item. For example: Scientists at SETI use 350 connected satellite dishes to listen for life in space. (False. They use 42 satellite dishes.) Then put students in pairs. Have students decide whether their partner’s statement is true or false. Tell them to correct the false sentences to make them true. OW2e_SB_5_31988_060-075_U04.indd 71 71 at Wrap Up N • Say To finish up, let’s role play. Put students in pairs. Say One of you will be a scientist, and one of you will be an extraterrestrial. Have the scientists think of three questions they want to ask the extraterrestrials about life on their planet. Have the extraterrestrials think of answers to the scientists’ questions. As students role play, make a note of any questions or answers that might use vocabulary words, might or may, or indefinite pronouns (everyone, someone, anyone, or no one). Write a few examples on the board. 152 Apply • 3 Say People have different opinions about things. Remind students that opinions tell how a person feels about something. Remind students that opinions are neither right nor wrong. Ask Do you think it would be fun to live in a space station for a year? Why or why not? Get different answers. Say We have different opinions about living in a space station. • Say Now we’ll give our opinions about another topic. Have students open their books to p. 71 and read the column headings in the chart. Say First, decide what your opinion is. Do you think it’s a good idea or a bad idea to search for life in space? Give students time to think about the question. Then say In the chart, write reasons for your opinion. Then, think about the other heading in the chart. Ask Why is it a good or bad idea to search for life in space? Say Write your reasons in the chart. Unit 4 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 152 5/13/19 10:26 AM BE THE EXPERT • 4 Model the dialogue at the bottom of p. 71 with a student. Put students in pairs. Say Talk with your partner about searching for life in space. Use the reasons you wrote in your chart to support your opinion. Allow time for partners to discuss the topic. Reading Strategy Identify the Author’s Purpose One way to help students understand the meaning of an article is to think about the author’s purpose. Why did the author write the article? Sometimes, the author wants to inform readers about a topic. Sometimes, the author expresses an opinion. In this case, the author may wish to persuade his reader of something. A third purpose is to entertain the reader. • Say to the class Raise your hand if you think it’s a good idea to search for life. Record the number of students on the board. Repeat the process for those who think it’s a bad idea. Extend To help find the author’s purpose, encourage students to look for details such as opinion words, statistics, and words that show sequence of events. When students know the author’s purpose, they can better understand what they read. Remember that some texts may have more than one purpose. ni ar Le ap 42 satellite dishes now hi Scientists use satellite dishes to listen for signals. c • Draw a spider map on the board and give out spider map graphic organizers. Say Let’s find some facts, examples, and statistics that the author uses to explain how scientists look for life. Fill in a few lines on the spider map with information from the reading. ng • Put students in small groups. Have students reread “Listening for Life.” Say Let’s think about why the author wrote this article. Ask Does she give facts and information, or does she give an opinion? (facts and information) Say Yes. This author is writing to give information. She uses facts and statistics, or numbers, about the search for life. G eo gr SETI io n al • Allow time for students to fill in the chart. Remind students to look for the words for example and to look for numbers. Then call on students to help you fill in the chart on the board. at Wrap Up N • Say Let’s communicate across a long distance. Place students in a line. Have the student at the front of the line find a fact from the reading. Say Tell your sentence to the person next to you, but don’t let anyone else hear it! Model the activity by whispering a sentence to the first student, such as We could hear a cell phone on Jupiter. When the information reaches the end of the line, have the last student say the sentence aloud. Ask the students Did you hear the same sentence? Have students switch places and repeat the activity with a new phrase. Workbook and Online Practice Reading ✔ Formative Assessment Can students • describe how scientists are searching for life in space? Ask students questions such as What tool did the SETI scientists build for listening to signals from outer space? How does noise from Earth affect the SETI scientists’ work? • form opinions and give reasons to support them? Give students a new topic and ask students to give opinions and reasons to support their opinions. • identify an author’s purpose? Have students tell what they think the author’s purpose is and then explain their answers. Reading 153 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 153 5/13/19 10:26 AM WRITING WRITING Persuasive Writing In persuasive writing, you write to convince the reader of your opinion. To persuade the reader, you use facts to support your opinion. Write strong sentences that show you believe in what you are saying. Introduce your facts with expressions such as research shows, according to, and the facts show that. Writing Type Persuasive Writing Objectives Students will • analyze a writing model. • write to persuade readers of their opinion. • evaluate classmates’ writing. 1 Read. How does the writer persuade? Underline the words. Exploring Space Academic Language persuade, reason People spend a lot of time and money on space exploration. I think this is a good thing. We can learn a lot about our lives here on Earth when we discover more about space. The facts show that many inventions we use today come from the technology people used to travel to space. For example, all smartphones today have a small camera. Space scientists started to make these in the 1990s so that they could take small cameras into space. Also, according to experts, in many places the water we drink is now much cleaner because of space technology. Space scientists needed to search for ways to make water clean on the spacecraft. We use some of this technology today to keep our water clean on Earth. I believe that searching for life in space is a good thing, too. It helps us to see how special our lives on Earth are. Content Vocabulary convince, fact, opinion, persuade, position, support, urgent, usefulness Resources Graphic Organizer: Spider map; Le ar ni ng Workbook pp. 50–51; Online Practice Write. Do you think we should search for life in space? Take a position. Think about cost, usefulness, urgent problems on Earth, advances in technology, and so on. Use facts to persuade. 3 Share. Share your writing. Work in a small group. Listen and take notes. gr ap hi c 2 eo 72 Unit 4 G Warm Up io n al • Say We live on Earth. Is that true? (yes) That’s a fact. There’s life on other planets in the universe. Is that true? You might get different answers. N at • Say We know some things are facts. But some things people don’t know for sure. People can have different ideas about them. When that happens, people try to persuade others, or try to get them to agree with their opinion. To do this, they give facts and reasons that tell why they believe their opinion is correct. • Draw the following three-column chart on the board. Have students work in pairs. Say Look at this chart. Read the opinions and the reason given for each opinion. Then write another reason to support each opinion. Opinion Reason 1 There is life on other planets in the universe. There are billions of solar systems in the universe. Because there are so many, it is likely that there is life somewhere else. There is not life on other planets in the universe. Life needs oxygen, and oxygen has not been found on any other planets. Reason 2 • Have students share their sentences with the class. Present • Say Today you’ll write paragraphs that try to make readers agree with your opinion. These are called paragraphs of persuasion. Have students open their books to p. 72. Call on students to read “Persuasive Writing” at the top of the page aloud. Read the Model • 1 Say Open your books to page 72. We are going to read paragraphs of persuasion. The model will help you understand 154 Unit 4 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 154 5/13/19 10:26 AM BE THE EXPERT how to write your paragraphs. Call on students to read the paragraphs aloud. Then ask How does the writer feel about space explorations? (She thinks we should keep searching for life in space.) Have students read the model again. Help students find and underline examples of words or sentences where the writer uses facts to try to persuade the reader. (the facts show that, according to) Our World in Context In earlier centuries, people believed that the sun and the other planets revolved around Earth. Nicolaus Copernicus (1473–1543) was a Polish astronomer. He made many observations of the sky and the objects in it. After doing some experiments, Copernicus discovered that the sun is the center of our solar system and that Earth and the other planets orbit it. He also discovered that Earth turns on its axis. His ideas were so controversial that he did not publish them until the year he died. Plan • 2 Read aloud the directions. Explain that take a position means to form an opinion about something. Give each student a spider map graphic organizer. Say Write your position, or opinion, in the center circle. Then write reasons for your position on the lines connected to the center circle. Finally, write facts that support your reasons on the shorter lines. I’ll show you how to do this. ey on ap m h A spacecraft costs billions of dollars. ng ni ar Le I want to go to the movies, I have to clean my room first. (incorrect) c I want to go to the movies, but I have to clean my room first. (correct) Koji woke up late he was late for school. (incorrect) Koji woke up late, so he was late for school. (correct) gr to o m uc Run-on Sentences Make sure students avoid using run-on sentences in their writing. Explain that a run-on sentence is two or more sentences joined together without correct punctuation. Sometimes a comma incorrectly joins the sentences, or there is no punctuation between the sentences. One way to fix a run-on sentence is to add a comma and a coordinating conjunction and, but, or, or so). ((and, hi • Draw a section of the spider map on the board. Say Imagine you think we shouldn’t search for life in space. Write We should not search for life in space in the center circle. Say One reason could be that it costs too much money. Write too much money on a line extending from the center circle. Say Now you need to write more details about this. It costs billions of dollars to build a spacecraft. Write that on the short lines that are connected to the lines that extend out from the center circle. Writing Support Mechanics al G eo We should not search for life in space. io n • Allow time for students to complete their own spider maps. Write N at • 2 Say Now use the information in your spider maps to write your paragraphs of persuasion. Remind students to use the phrases according to and the facts show that in sentences that introduce facts. Write these phrases on the board. Add others such as research shows and as described by. Edit • Direct students to check their writing for the following: ü Does the writing include your position on whether or not we should search for life in space? ü Does the writing include reasons to support your position? ü Does the writing include facts to support your reasons? ü Does the writing use expressions such as according to and the facts show that (plus any others taught) to introduce facts? Writing 155 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR3.indd 155 6/21/19 12:08 PM • Have students revise their writing to make improvements. Review rules for avoiding run-on sentences (see Writing Support). Then have students check their writing to make sure they have not used run-on sentences. WRITING Persuasive Writing In persuasive writing, you write to convince the reader of your opinion. To persuade the reader, you use facts to support your opinion. Write strong sentences that show you believe in what you are saying. Introduce your facts with expressions such as research shows, according to, and the facts show that. 1 Read. How does the writer persuade? Underline the words. Share Exploring Space • 3 Put students in small groups. Have students read their paragraphs aloud to the group. Have the others complete the sentences below in order to give feedback on the paragraphs. Write the sentence stems on the board for students’ reference. ng People spend a lot of time and money on space exploration. I think this is a good thing. We can learn a lot about our lives here on Earth when we discover more about space. The facts show that many inventions we use today come from the technology people used to travel to space. For example, all smartphones today have a small camera. Space scientists started to make these in the 1990s so that they could take small cameras into space. Also, according to experts, in many places the water we drink is now much cleaner because of space technology. Space scientists needed to search for ways to make water clean on the spacecraft. We use some of this technology today to keep our water clean on Earth. I believe that searching for life in space is a good thing, too. It helps us to see how special our lives on Earth are. ni One thing I like about your writing is . . . . A question I have is . . . . ar I liked the fact about . . . . 2 Write. Do you think we should search for life in space? Take a position. Think about cost, usefulness, urgent problems on Earth, advances in technology, and so on. Use facts to persuade. 3 Share. Share your writing. Work in a small group. Listen and take notes. gr ap hi c • While group members give feedback, the writer should take notes. The writer should then use these notes to revise his paragraphs. Le One thing I think you could add is . . . . G eo 72 Unit 4 al Writing Rubric 4 = Excellent 3 = Good N 1 = Redo 4 3 2 1 at 2 = Needs improvement io n Use this rubric to assess students’ writing. You can add other skills you’d like to assess at the bottom of the rubric. Organization Ideas are clear and well organized. Grammar Student uses correct grammar. Vocabulary Student uses a variety of words, including words learned in this unit. Writing type Student uses expressions such as according to and the facts show that to introduce facts. Mechanics Run-on sentences are not used. 156 Unit 4 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 156 5/13/19 10:26 AM MISSION MISSION Live curious. Mission Live curious. Objectives Students will • share ideas. • evaluate ideas. Think. Pair. Share. • How do you find answers to the things you want to know? Resources Video Sc. 9; Mission Poster • Do you search for answers even when it’s difficult? • How do you feel when you finally find the answer? BE THE EXPERT ng About the Photo ar ni The photo shows Jupiter, one of the planets in our solar system, and Europa, one of its moons. Jupiter has more than 60 moons. Its four largest moons are Io, Europa, Callisto, and Ganymede. Most of the rest of Jupiter’s moons are very small. National Geographic Emerging Explorer Kevin Hand is studying whether there might be life on Europa. Le Jupiter Meet the Explorer Kevin Hand grew up in Vermont, where he loved to look at the stars. One of his elementary school science teachers inspired him to study planets. Today, he works for NASA (National Aeronautics and Space Administration). hi c Europa ap We finally have the tools and technology to answer this age-old question: “Are we alone? Jupiter’s moon Europa is a beautiful place to go and explore ” gr that question. eo Kevin Hand, Planetary Scientist/Astrobiologist, National Geographic Explorer 73 G Mission Think Teaching Tip If students are curious about another topic, such as the depths of the ocean, encourage them to write ideas about that instead. Students are more creative and productive when they discuss topics that interest them. at io n al • Have students look at p. 73. Read aloud the mission and the quotation. Say It’s good to be curious about the world around us. When we are curious, we look for answers. We want to know more about something. The answers to our questions can help us know more about Earth and the universe. Encourage a discussion about being curious with questions such as: His life’s work is exploring the possibility that life exists on Europa, one of Jupiter’s moons. Europa’s surface is covered by ice that is several kilometers thick. Scientists think that under the ice is an ocean that might be as much as 97 kilometers (60 miles) deep. Hand is part of a team working to launch an unmanned spacecraft to Jupiter and its moons in 2020 to gather information. N What questions do you have about Earth and the universe? How do scientists find answers to their questions? How can you find answers to the questions you have? Pair • Have students work with a partner. Give students time to discuss the questions and write some ideas in their notebooks. Share • Have each pair of students join another pair to share their ideas. Ask each group questions about their ideas such as What different ideas did you have? Which idea does everyone like best? Why? Mission 157 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 157 5/13/19 10:26 AM PROJECT PROJECT Make a model of a type of place where you think we could find life. Objectives Students will • research to find information about planets and moons that might have life. • create a model of a place that might have life. • share information with a group. • complete the Unit 4 quiz. 12 Use your imagination to re-create the surface of the type of planet or moon you choose. Use cardboard, paper, and other materials. 23. Make different life forms as you imagine them. Content Vocabulary surface Resources Activity Worksheet 4.4; Workbook pp. 52–53, Workbook Audio TR: 4.4–4.5; Assessment: Unit 4 Quiz 3 Think about how they might eat and what they might do. 4 Decide how to present your ideas to the class. ng Materials cardboard; colored paper; glue; gr ap hi c Le ar ni markers; computer (optional) eo 74 Unit 4 G Prepare You’ll also add other things such as water and plants. Here are some questions to think about. Write the following questions on the board. • Say Today you’re going to make a model of a place that might have life. Place students in small groups. Say As a group, choose a type of place in the universe that might have life. This could be a planet or a moon. Use your imagination! Direct students’ attention to the photo on pp. 74–75 to show them what a completed model might look like. Say You’re going to add things to your model that show the types of life that might be found there. What does the surface of your place look like? Is it covered with water, mountains, sand, or ice? N at io n al • Ask What places in space did we learn about in this unit? (planets, solar systems, galaxies, the universe) Write these responses on the board. Ask What’s Earth? (a planet) Ask What does Earth have that helps it support life? (water, atmosphere, oxygen) Is there life somewhere else in the universe? (Maybe. We don’t know yet.) 158 What things do we need for life? Can there be life in very hot or very cold places? How do other planets look different from Earth? • Have students use available resources, including pictures and text from the unit, to research facts about places in the universe that might have life. Have students use the questions on the board to imagine the characteristics of a place that might have life. If students need more support, ask questions such as Will this planet have water? Will it have plant life? Unit 4 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 158 5/13/19 10:26 AM BE THE EXPERT Teaching Tip I think these animals might live in a place like this. They might eat these blue and purple plants. Before students begin an activity, tell them that they can save time if they assign a specific task to each person in the group. For example, one person can take notes, one person can draw, one person can cut things out, one person can glue things, and so on. Explain that assigning tasks in this way will help students work together better and will allow groups to finish on time. Now I can . . . talk about space and space exploration. talk about different possibilities of life in space. Project Rubric ü Did groups research places in the universe that give my opinions about space. might have life? ü Did groups create a model of a place that do persuasive writing. ng might have life? ü Did groups present their model and explain ni the objects and life forms in it? ü Did groups participate in a class discussion 75 G eo gr ap hi c Le ar about why they think their chosen place has life? io n al • Have group members take notes on their research to refer to when making their model. Then provide the materials to make 3-D models. Share N at • Ask groups to present their models to the class. Have each group explain the different objects and life forms in their model. Encourage the class to ask questions such as Why did you choose this place? Why is this a good place for life? What kinds of creatures live here? • Modify To simplify the project, have groups draw the planet or moon they are imagining, rather than create a 3-D model. Ask groups to label their drawing with information about the place. Now I Can Ask questions such as the following: • Do you think there might be life in space? Why or why not? • What do we call people who travel in space? Where do they live to perform experiments? • Would you like to travel in space? Why or why not? • What would you say to persuade someone to support space exploration? Workbook and Online Practice Unit Review Review • For additional practice, direct students to Activity Worksheet 4.4. ✔ Assessment: Unit 4 Give the Unit 4 Quiz. Hand out the quiz and go over the instructions with students. The quiz should take 15–20 minutes. Project 159 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR3.indd 159 6/21/19 12:09 PM VIDEO Vocabulary 1a a planet, atmosphere, space, a solar system, a galaxy, the universe Vocabulary 1b a comet, orbit, a journey, debate, an extraterrestrial, data Vocabulary 2 an astronaut, a rocket, a spacecraft, a space station, search, communicate Grammar 1 may and might Grammar 2 indefinite pronouns Song Deep in Outer Space Viewing space and space exploration Meet the Explorer Kevin Hand Zoom In Resources Video Sc. 1–11; Graphic Organizer: Two-column Vocabulary Before You Watch • Play Scenes 2, 3, and 4. Pause at the images in each frame. Ask students to say the vocabulary word for each picture. Press Play to bring up the caption and check students’ answers. Grammar • Pause Scene 5 after the character says what he wants to be. Ask students to describe what the character wants to be, using the word may. Then have students write sentences telling about what they may or might want to be when they grow up. • Hand out two-column chart graphic organizers and draw one on the board with the headings Places in Space and Space Exploration. Song • Play Scene 7. Divide the class into five groups. Assign each group a verse from Deep in Outer Space. Have each group sing their verse along with the singer in the video. Sing the chorus as a class. eo gr • Pause the video as necessary to allow students to identify and list words in their chart. ap While You Watch hi c • Play Scene 1. Say This video is about space and space exploration. What’s one thing you know about space? Le ar ni chart; World map ng Story Time How the Milky Way Began G After You Watch N at io n al • Ask students to read the words in their chart. For each word, have students take turns using the word in a sentence. Viewing • After students watch Scene 8, draw an outline of Earth. Say Imagine we’re astronauts. What might we see after we leave Earth? (the space station, stars, planets, comets, other galaxies) Meet the Explorer • Play Scene 9. Say Kevin Hand wants to find out if there’s life in the outer solar system. He’s searching for life in the ocean world of Jupiter’s moon, Europa. Ask Do you think there might be life on Europa or another ocean world? Why or why not? Story Time • View Scene 10: Story Time: How the Milky Way Began once with students. • View Scene 10 again. Pause the video and ask questions such as How did the man and woman know that someone was stealing their corn? (They found it on the ground.) Why did the woman think the thief was a spirit dog? (Its paw prints were so big that it couldn’t be a normal dog.) 160 Unit 4 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 160 5/13/19 10:26 AM UNIT 4 READER AMERICAN ENGLISH HOW THE MILKY WAY BEGAN Text Type folktale ong ago people told stories to explain how the universe egan. The Cherokee people of North America believed that here was only a moon in the sky, with no stars to keep it ompany. What story did the Cherokee tell about how the Milky Way began? Reading Strategy Identify Sequence of Events reated by National Geographic Learning, the Our World readers are six levels of original stories, olktales, myths, and non-fiction from around the globe. Following the readings are fun facts and Vocabulary the universe, a comet, a galaxy, ctivities that bring the reading experience together in a way that fascinates, educates, and informs. How the Milky Way Began EVEL 5 READERS A Folktale from Japan Popocatépetl and Iztaccíhuatl A Myth from Mexico The Tailor and His Coat Based on a Folktale from Guatemala A Folktale from Russia How the Milky Way Began Amazing Beaches a planet, a journey Long ago people told stories to explain how the universe began. The Cherokee people of North America believed that there was only a moon in the sky, with no stars to keep it company. What story did the Cherokee tell about how the Milky Way began? Began Based on a Native American Folktale by Jill Korey O’Sullivan Grammar discuss possibility using may and might; use indefinite pronouns (everyone, someone, anyone, no one) Resources Video Sc. 10; Graphic Organizer: Storyboard ni Our World in Context ap hi • Introduce the strategy Give students examples to help them understand what sequence of events means. Say Today I woke up. Then I ate breakfast. I (drove) to school. And now I’m teaching this class. That is the sequence of events of my day. It’s the order that things happened. BE THE EXPERT • Say As we read the story, we’ll use a storyboard to keep track of the sequence of events. Give students a storyboard graphic organizer. While You Read G • Stop as you read to ask students questions about the main events. Have students list the main events and write answers to each question in their storyboard organizer. io n al p. 5: What do the man and woman find on the ground of the storehouse? p. 7: What do the man and woman see when they hide in the storehouse? p. 8: What do they find in the morning? What does the woman think it is? p. 9: What did the man carry to the storehouse when he heard a noise there? p. 10: What does the spirit dog do when the man shouts “Go away”? p. 11: What does the corn turn into? How the Milky Way Began is a folktale told by the Cherokee people. Before European settlers came to North America, the Cherokees lived in what are the present-day American states of Georgia, Tennessee, North Carolina, and South Carolina. If possible, use a map of the United States to point out these four states to students. ar • Predict Say We’re going read a folktale. Folktales are often stories about things that happen in the natural world, such as thunder and lightning. Some folktales are about the beginning of something, such as the moon and stars. This folktale is a Native American folktale about how stars appeared in the night sky. How do you think the folktale might tell that stars got in the sky? List a few student predictions on the board. ng Before You Read Reading Strategy Identify Sequence of Events Identifying the sequence of events in a story can help students understand a story. It can also help students identify causes, effects, problems, and solutions. While reading, ask questions after every few pages to check students’ understanding of the story and the sequence of events. After students have read the entire story, have them briefly summarize the story events in their own words. Text Background Originally, Native American folktales were passed down orally. A storyteller might tell a story around a fire at night, adding repetition and rhythm to help listeners remember the story. Many Native American folktales, like this one, explain how things on Earth and in nature came to be. at ational Geographic Learning, part of Cengage arning, provides customers with a portfolio of uality materials for PreK-12, academic, and adult ucation. It provides instructional solutions r EFL/ESL, reading and writing, science, social udies, and assessment, spanning early childhood rough adult in the U.S. and global markets. sit ngl.cengage.com Milky Way N Based on a Native American Folktale he Cave People of the Karawari: A Disappearing Culture How the Le he Songbirds’ Flute Two Brothers, Two Rewards c A Folktale from Vietnam gr A Folktale from Nigeria eo he Tale of Thunder and Lightning How Tiger Got His Stripes After You Read • Put students in groups of three. Assign students to be the characters of the woman, the man, and the dog. Have each group act out the story according to the events in the storyboard. Video and Reader 161 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 161 5/13/19 10:26 AM AUDIO SCRIPT S1: Start the engines! Student's Book S2: They have started the rockets. S1: 10, 9, 8 . . . S2: The rockets are burning. They will soon lift the spacecraft from Earth. S1: . . . 4, 3, 2, 1. We have liftoff! S2: The spacecraft is moving! And the two astronauts are leaving Earth! Can you imagine the excitement for those two astronauts? It’s not their first time in space. Both astronauts lived on the space station for four months. They returned to Earth from the space station just one year ago. Soon Mission Control will be able to communicate with them. They can’t communicate during liftoff. After orbiting the Earth, the ship will land on the moon. Note: This reading is on pp. 136–137. TR: 4.2 2 Listen and repeat. eo G Note: Lyrics for the song Deep in Outer Space are on p. 140. al io n Note: Grammar 1 is on p. 142. TR: 4.5 1 Listen and repeat. A rocket has enough power to reach space. A spacecraft has traveled to the moon. An astronaut travels in space. A space station orbits the Earth. The search for life on other planets is important. Astronauts communicate with Mission Control for directions. at a rocket N a spacecraft an astronaut a space station search communicate TR: 4.6 2 Listen and stick. Work with a partner. Take turns describing the rocket liftoff. S1: Ready to begin the liftoff! S2: Mission control is about to start the count down. 162 ar Note: Grammar 2 is on p. 148. Le TR: 4.8 1 Listen and read. Note: Reading Listening for Life is on pp. 150–151. hi c Workbook ap TR: 4.1 1 Listen to the song. Match to complete. Note: Lyrics for the song Deep in Outer Space are on p. 140. TR: 4.2 3 Listen and circle the answer. TR: 4.3 1 Listen, read, and sing. TR: 4.4 Grammar 1 TR: 4.7 Grammar 2 gr Earth is a planet. Earth orbits the sun. Earth is the third planet in our solar system. The atmosphere on Earth lets us breathe and survive. a galaxy Our galaxy is called the Milky Way. the universe There are many galaxies in the universe. a comet A comet is made up of rock, ice, and gas. a journey A journey to another planet could take many years. data Scientists collect data on the universe. space There is no air in space. an Some people think that extraterrestrial extraterrestrials live on other planets. debate Scientists debate whether there is life on other planets. ng a planet orbit a solar system atmosphere ni TR: 4.1 1 Listen and read. 1. All the kids in my class want to go to the planetarium. 2. None of my sisters saw the comet. 3. Any student from our class can answer that question. 4. I want to invite my best friend to come with me. TR: 4.3 1 Listen and read. Note: The reading Life on Mars is on p. 48. TR: 4.4 4 Look and listen. Number the words in the order you hear first them. S1: Let´s have a party! S2: Let’s do it! Everyone can come in costume. S1: That’s right. Everyone must wear a costume about space. S2: Cool idea! Someone might come as an extraterrestrial! S1: Yes! Someone could do that! I might do it! S2: But anyone can choose any costume! S1: You can dress like anyone. The costume just has to be about space. S2: Right! Unit 4 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 162 5/13/19 10:26 AM S1: What’s wrong? S2: I’m worried. sentence. S1: You’re worried no one will come? See script for TR: 4.4. S2: If no one comes, I’ll be so sad! S1: But I’ll come! Workbook S2: And I’ll come. All our friends may come, too! S1: Yes, they may all come! Party! Go to pp. 340–342 for the Workbook Answer Key for this unit. S1 and S2: TR: 4.5 5 Listen again. Answer each question with a Party! Party! N at io n al G eo gr ap hi c Le ar ni ng NOTES Audio Script 163 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_134-163_U04_CR2.indd 163 5/13/19 10:26 AM Unit 5 In This Unit Arts Lost and Found Theme This unit is about culture and traditions. Content Objectives Students will • identify and describe traditional arts and crafts. • talk about passing down traditions. Language Objectives In this unit, I will . . . • talk about traditions and communities. • talk about different craft and cultural activities. • understand changing traditions. • write a blog entry. Students will • discuss traditions and communities. • discuss different craft and cultural activities. • understand changing traditions. • write a blog. Look and answer. b. a mask 2. What is this person doing? a. dancing b. singing Le happy/excited Grammar c Grammar 1 use gerunds as subjects Grammar 2 use gerunds as objects hi Reading Not Your Grandpa’s Mariachi ap Writing Blog Entry Mission Value your cultural traditions gr Project Make a museum of the future Objectives io n al Students will • analyze a photo for information. • choose answers that correctly describe a photo. G UNIT OPENER Resources Video Sc. 1; Graphic Organizer: N at Word web; Home-School Connection Letter; Unit Opener Poster; Classroom Presentation Tool Pacing Guides L5U5 164 Traditional mask dancer, Colombo, Sri Lanka eo 76 2–3 Hours ar 3. Use one word to describe the emotion on the face. ni a. a hat Vocabulary 1 art, a community, culture, future, a generation, hold on, a language, local, pass down, proud, share, storytelling, a tourist, a tradition, weave Vocabulary 2 embroidery, handcrafted, jewelry making, pottery, a sculpture ng 1. What is this person wearing? Vocabulary 3–4 Hours 4–6 Hours Introduce • Activate prior knowledge Say The name of our next unit is “Arts Lost and Found.” Say Painting is a type of art. Ask What are some other examples of art that you know? (drawing, taking photos, etc.) Write painting and students’ responses on the board. Say As you see, there are many different types of art. • Build background Act out playing a violin. Ask What am I doing? (playing a violin, making music) Say Playing an instrument is an art. Sing a line from a song. Ask What am I doing? (singing) Say Singing is an art. Point to the person on p. 77. Say This person is dancing. Dancing is an art, too. • Say Open your books to pages 76 and 77. This is a photo of a mask dancer. Mask dancing is another art. Put students into small groups. Give each group a word web graphic organizer and draw a model on the board. Say Write Mask Dancing in the center circle. Work together to write words in the other circles that tell what you see in the photo. Give groups a few minutes to complete their word webs. Have students share the words they wrote, such as dancing, people, mask, and costume. Unit 5 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 164 5/13/19 10:26 AM BE THE EXPERT About the Photo This photo of a traditional mask dancer was taken in Sri Lanka, an island nation in the Indian Ocean off the coast of India. If possible, point to Sri Lanka on a world map. Traditional Sri Lankan dancers wear wooden masks painted with bright colors. Over the years, many local traditions have mixed together to create this style of performance and dance. Traditional mask dancing is still performed for rituals or popular entertainment in Sri Lanka today. Teaching Tip Le ar ni ng Encourage students to speak, even when they aren’t sure of the answer or don’t have all of the vocabulary they need. If you ask a question and no one responds, ask students to tell you single words they can use to answer the question. You can also have students ask you a question about the vocabulary they need. This will keep the focus of the lesson on language and speaking, rather than on the knowledge of specific content. Related Vocabulary 77 G eo gr ap hi c costume, emotion • Ask questions to encourage discussion of the photo. io n al What do you see in the photo? (a person dancing) What’s the person wearing? (a mask, colorful clothes, a costume) What do you see on the mask? (eyes, lips, teeth, tongue) N at • Guide students through the activity on p. 76. Read the first two questions aloud. For each question, have students vote on whether they think the first or the second choice is the correct answer. Read the third item. Ask students for examples of emotions. (happy, sad, scared) Ask Which emotion do you see on the mask? Write students’ responses on the board. Unit Opener 165 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 165 5/13/19 10:26 AM VOCABULARY 1 VOCABULARY 1 Objectives 1 Listen and read. TR: 5.1 2 Listen and repeat. TR: 5.2 Students will • identify and use words related to culture and the arts. • identify and use words related to protecting traditions. Storytelling isn’t always done with words. In Laos, dancers tell stories with their hands. The dances are part of their history. This history is passed down from one generation to the next. Everyone should be proud of who they are. What makes you who you are? Part of who you are comes from the past. It comes from the culture of your parents, grandparents, and people before them. It comes from the language you speak, the art you see, the stories and music you hear, and the traditions you share. Vocabulary proud, culture, a language, art, a tradition, share, storytelling, pass down, a generation, local, hold on, weave, a tourist, future, a community Dragon boats are a 2,000-year-old Chinese tradition. Racers must cooperate and row together to win. Today dragon boat racing has become a modern world sport. Resources TR: 5.1–5.2; Video Sc. 2–3; Activity ng Worksheet 5.1; Graphic Organizer: Word web; Workbook pp. 54–55, Workbook Audio TR: 5.1; Online Practice eo gr ap hi c Le ar ni Material index cards G Warm Up at io n al • Write the word group on the board. Ask Does a group have one person or many people? (many) Have one student stand. Ask Is (Marco) a group? (no) Ask three or four students to stand together. Ask Are (Miguel, Paula, and Natalia) a group? (yes) N • Brainstorm Say Let’s talk about what groups we’re part of. Remember that a group has people who are connected to one another in some way. You’re a group because you’re in the same class. Ask What groups of people do you know? Brainstorm ideas with students such as family, sports team, and neighborhood. • Preteach Write the word community on the board. Say A school and a town are examples of a community. A community is a large group. The people in a community live or spend their time in the same place. 166 Present • Say Open your books to pages 78 and 79. Have students look at the photos and words in dark text as you introduce the new words. Say The photos show people from communities around the world. Culture is what communities believe, do, care about, and make. Many things in our culture make us proud of where we’re from and who we are. • Say Art and language are parts of culture. Language is the words we speak. Say Traditions, or ways of doing things, are also part of culture. Many cultures have traditions about special foods that are cooked and clothes that are worn on special holidays. Ask students about traditions they take part in with their families, such as eating special foods or celebrating holidays. Write responses on the board. • Point to the list of traditions on the board. Say We learn these traditions from older generations, or older people in our family. Our parents and grandparents pass down, or teach, traditions to us. Unit 5 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 166 5/13/19 10:26 AM BE THE EXPERT The people of Ghana hold on to their tradition of weaving beautiful cloth. Tourists come to Ghana to buy cloth. The money that the tourists pay helps the future of the community. About the Photo This dragon boat race took place in Xiamen, China. If possible, point out China on a world map. Dragon boat racing is part of important Chinese festivals, including the Dragon Boat Festival. This festival takes place on the fifth day of the fifth lunar month of the Chinese calendar. Our World in Context Storytelling is popular in many parts of the world. In India, some storytellers speak for hours from memory! They use different items to help tell their stories. Some storytellers use paintings on scrolls, and some use puppets. Some storytellers even wear masks to pretend they are a character in the story. ng The people of Tabasco, Mexico, keep their history alive. This local boy has clay on his face. He will do the jaguar dance to bring rain. His people speak an old language that came from the Olmec thousands of years ago. Using Context Clues Students can use context clues to find the meaning of a word they don’t know. Tell students to look at the words and sentences around an unknown word. The words and sentences often have clues that can help students figure out the meaning of the unknown word. ar Discuss. What did you learn? In Laos, they use their hands as part of their dance. For example on p. 78, help students understand the meaning of culture by pointing out other words such as language, art, and traditions. Explain that these other words describe some parts of culture. 79 Related Vocabulary paddle, row eo gr ap hi c Their hands tell stories. Le 3 ni Vocabulary Strategy G Practice al • 1 Say We’re going to hear about the cultures of the people in the photos. Play TR: 5.1. Have students read along as they listen. io n • After students listen, discuss the paragraphs on pp. 78–79. Ask questions such as: N at What tradition do dancers in Laos do with their hands? (storytelling) Is the boy with the clay on his face a local Mexican boy or a tourist? (a local Mexican boy) What tradition do people in Ghana hold on to? (weaving) • 2 Say Now we’re going to hear words and listen to sentences with those words. Repeat each word and sentence after you hear it. Play TR: 5.2. Ask What are some things people in the same culture share? (art, language, traditions) If students have trouble, direct them to the last sentence of the first paragraph on p. 78. • Put students into three groups. Write art and language on a piece of paper and give it to the first group. Write storytelling and share on a second piece of paper and give it to the second group. Write community and weaving on another piece of paper and give it to the third group. Say Read your words aloud. As a group, act out each word to tell what it means. Walk around the room to check that each groups’ actions demonstrate an understanding of each word’s definition. • Have each group present its words to the class by acting out the words. Have the class repeat each movement. Talk about what each movement shows, and make corrections if necessary. After each group presents, call out words and have the class act them out. Vocabulary 1 167 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 167 5/13/19 10:26 AM VOCABULARY 1 1 Listen and read. TR: 5.1 2 Listen and repeat. TR: 5.2 Everyone should be proud of who they are. What makes you who you are? Part of who you are comes from the past. It comes from the culture of your parents, grandparents, and people before them. It comes from the language you speak, the art you see, the stories and music you hear, and the traditions you share. Storytelling isn’t always done with words. In Laos, dancers tell stories with their hands. The dances are part of their history. This history is passed down from one generation to the next. The people of Ghana hold on to their tradition of weaving beautiful cloth. Tourists come to Ghana to buy cloth. The money that the tourists pay helps the future of the community. Dragon boats are a 2,000-year-old Chinese tradition. Racers must cooperate and row together to win. Today dragon boat racing has become a modern world sport. ng The people of Tabasco, Mexico, keep their history alive. This local boy has clay on his face. He will do the jaguar dance to bring rain. His people speak an old language that came from the Olmec thousands of years ago. ar ni 3 Discuss. What did you learn? Their hands tell stories. ap hi c Le In Laos, they use their hands as part of their dance. Wrap Up gr 78 Unit 5 Apply OW2e_SB_5_31988_076-091_U05.indd 78 1/23/19 9:42 AM 1/23/19 9:43 AM • 3 Direct students’ attention to the model dialogue on p. 79. Read the dialogue aloud with a student. Say Let’s talk more about what we learned. Put students in pairs and assign each pair a photo from pp. 78–79. Say Read the sentences about your photo again. Then use your own words to write about things you learned. Give students a few minutes to read and write sentences about their photo. Write a sample sentence on the board, such as People in Tabasco, Mexico, speak a very old language. io n al G eo • Write hold on, pass down, and share on the board. Say These words tell what we can do to protect the future of our cultures. Pair students and ask them to write sentences using each of the words on the board. Write a model sentence on the board such as Parents pass down traditions to their children. Have each pair share a sentence with the class. OW2e_SB_5_31988_076-091_U05.indd 79 79 at Recap N • Say We learned about other cultures. We learned about traditions that people hold on to and pass down to other generations. We learned that it is a tradition in China to race dragon boats. Ask What other traditions did we learn about? (storytelling, dancing, weaving) 168 • Have pairs share their sentences and talk about what they learned. Tell students not to read their sentences, but to say them again in their own words. Walk around the classroom and listen to students’ conversations. Call on partners to share their sentences. Unit 5 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 168 5/13/19 10:26 AM Extend BE THE EXPERT • Say Imagine tourists are visiting our town. We’re proud of our culture. We want to share things about our community. Let’s talk about what we can share with the tourists who visit us. Teaching Tip Let students know that everyone makes mistakes. It’s part of the learning process and is, in fact, expected. Let students know that they should not be afraid to make mistakes. When students make mistakes, give them a moment to correct themselves or guide them to make a correction. When you need to help students make a correction, begin with an encouragement, such as Good try! ng • Have students form groups of three or four. Give out word web graphic organizers and draw a model on the board. Write Our Town’s Culture in the center oval. Ask Let’s think about our town. What types of art, stories, events, and traditions are you proud of? What do you want to share with others? Write your ideas in the word web. ar ni Our Town’s Culture gr ap hi • Give groups time to create their word webs. If students have trouble thinking of local traditions or events, encourage them to think about their family traditions and other traditions they’ve learned about. For example, they could add types of food or fun events they’ve attended. Call on groups to share ideas. c Le concerts every spring storytelling at the library eo Wrap Up io n al G • Write the vocabulary words from pp. 78–79 on separate index cards. Divide the class into small groups. Hold up an index card and say Write a sentence with this word. Have groups write original sentences that include the word. Call on different groups to share their sentences. Review N at • For additional practice, direct students to Activity Worksheet 5.1. Workbook and Online Practice Vocabulary 1 ✔ Formative Assessment Can students • identify and use words related to culture and the arts? Have students choose one vocabulary word that tells about culture or the arts. Have them use it to write a sentence, such as It’s a tradition in my family to celebrate Independence Day. • identify and use words related to protecting traditions? Have students choose one vocabulary word that tells about protecting traditions and make a sentence with it, such as My grandmother passed down to me the art of storytelling. Vocabulary 1 169 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 169 5/13/19 10:26 AM SONG SONG Vocabulary in the song 1 Vocabulary 1 hold on, culture, art, weave, storytelling, proud Vocabulary 2 embroidery, a sculpture Listen, read, and sing. TR: 5.3 Keep Your Culture Strong Grammar in the song CHORUS Knowing your history is important. Holding on to your culture is an excellent thing! Knowing your history is important. It’s up to you to keep your culture strong! Grammar 1 use gerunds as subjects Resources TR: 5.3; Video: Sc. 7; Workbook p. 56, Workbook Audio TR: 5.2–5.3; Online Practice Materials markers or colored pencils, drawing ng What special art does your culture bring to our world? What special thing does your family bring to our world? Weaving? Learn to do it! Storytelling? Learn to tell it! What brings your culture pride? paper Le ar ni CHORUS What special art does your culture bring to our world? What special thing does your family bring to our world? Embroidery? Learn to sew it! Sculpture? Learn to sculpt it! What brings your culture pride? Your grandparents may seem old to you, but they know a thing or two! Ask and answer. Work with a partner. c 2 Answers will vary. gr ap hi 1. What special art does your culture bring to our world? 2. What special thing does your family bring to our world? 3. What would you like to learn to do? eo 80 Unit 5 G Use the Song N at io n al • Say We talked about different things that make up a culture. Art is one of those things. What other things are part of culture? (storytelling, language, tradition) Ask What do people do to keep their culture strong? (pass down history, share traditions, teach future generations) Ask What have you learned from earlier generations about your culture or about traditions? (dances, foods, stories, songs) Write students’ answers on the board. 170 • 1 Act it out Say Listen to words about culture in the song. Play the song (TR: 5.3) once. Have students raise their hands when they hear a vocabulary word. As the song plays, sing along and act out words to help students with comprehension. Add motions for knowing and know (tap your temple), holding on (hug your arms to yourself), strong (flex your arms), and world (make a circle with your arms). Play TR: 5.3 again and tell students to use these movements as they sing along. • 2 Pair students. Have them ask and answer the three questions at the bottom of p. 80. Have students write their answers and draw pictures to go with the answers. If time is available, have students present their answers and pictures to the class. Unit 5 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 170 5/13/19 10:26 AM BE THE EXPERT About the Photo This photo shows ceremonial dancers competing at a Native American powwow in California, USA. A powwow is an organized fair or event where Native Americans get together to celebrate culture, food, art, music, and dance. Participants dance different styles wearing special outfi ts, known as regalia, made with sequins, beads, bells, and feathers. At competitive powwows, professional dancers compete at different categories for prizes. Teaching Tip ap hi c Le ar ni ng As you work through the unit, make a note of any new vocabulary words or grammar that students have trouble understanding. Point out these words or structures in the song, and play these lines or verses from the song at the end of a grammar or vocabulary lesson. The tune and repetition of the song will help students remember difficult grammar or vocabulary. 81 Workbook and Online Practice Song eo gr Ceremonial dancers, California, USA G Use It Again io n al • Vocabulary 2 Say The title of the song is Keep Your Culture Strong. Have students listen to the song again or read the song lyrics. Ask What types of arts can keep a culture strong? (weaving, storytelling, embroidery, sculpture) N at • Grammar 1 Read aloud the words of the chorus. Ask What’s important? (knowing your history) What’s an excellent thing? (holding on to your culture) Say Let’s write a new sentence for the song. Write a sentence frame on the board and have students complete the sentence: is important. Students may write Passing down traditions is important or Learning about culture is important. Encourage students to write as many new sentences as they can. Call on a few students to write their new lines on the board. Choose two lines and have the class sing them to the tune of the chorus. • End of unit Divide the class into three groups. Assign each group one of the following words: weaving, embroidery, or sculpture. Pass out markers or colored pencils and drawing paper. Give students time to draw pictures that illustrate their art form. Have students hang their drawings in a section of the room and describe their pictures to the class. • Play Keep Your Culture Strong and have students act out making their art form as they hear it in the song. Song 171 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 171 5/13/19 10:26 AM GRAMMAR 1 GRAMMAR 1 Gerunds as subjects TR: 5.4 Objective Knowing your history is important. Holding on to your traditions is a good thing. Passing down family stories connects generations. Creating art is a good way to share your culture. Students will • use gerunds as subjects. Grammar gerunds as subjects Resources TR: 5.4; Video Sc. 5; 1 Workbook p. 57; Grammar Workbook pp. 20–21; Online Practice Read. Complete the sentences. cook make paint row weave 1. a boat is hard to do with another person. 2. Weaving cloth was my grandmother’s work. 3. Making art is exciting! 4. Sharing your traditions helps other people ng understand you. Painting on wood is fun for people who like colors. 6. Cooking traditional recipes is another way to keep ni 5. your culture alive. Write. Complete the sentences about you and your family. ar 2 share Rowing Answers will vary. Le 1. Painting is my father’s hobby. 2. Teaching hi 4. Helping c 3. Cooking . . . . . 6. Reading . gr ap 5. Taking photos eo 82 Unit 5 G Warm Up at io n al • Act it out Write cook, paint, row, share, and weave on the board. Say These are action words. Let’s act them out. Point to a word, say it aloud, and act it out. For example, pretend to cook by stirring an imaginary pot. Then have students act out the words for others to guess. N • Write the following questions on the board. Ask each question aloud. Say Raise your hand if you do or like this activity. List the names of students who raise their hands. Who likes to cook? Who likes to paint pictures? Who knows how to row a boat? Who shares things with a friend? • Point to the first question on the board. Say (Tomás and Jorge) like to cook. Cooking is fun. Point to the next question. Say (Luk, Sun, and Sonia) like to paint pictures. Painting is creative. Repeat with the remaining questions. Present • Say Open your books to page 82. Play TR: 5.4. Have students repeat the sentences after they hear them. Point to each sentence and ask What’s the first word of the sentence? (knowing, holding, passing, creating) • Explain Write know, hold, pass, and create on the board. Say These are action words. We can add -ing to action words. When action words are at the beginning of a sentence, we know the sentence is about the action word. • Write on the board: Cooking is fun. Ask What’s fun? (cooking) Say I added -ing to the action word cook. Then I started a new sentence with the word cooking. The sentence is about cooking. Who knows how to weave? 172 Unit 5 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 172 5/13/19 10:26 AM 3 Complete the conversation. BE THE EXPERT Mario: Grandpa, did you listen to music when Grammar in Depth you were a kid? Using Gerunds as Subjects Listening to music Grandpa: Yes, I did. A gerund is noun that is formed by adding -ing to the base form of a verb. was one of my favorite hobbies! weave + -ing weaving write + -ing writing pass down + -ing passing down (With two-word verbs, add -ing to the first word.) Mario: And did you go to the movies? Grandpa: Of course! I went every Sunday. Going to the movies was the most important event of the weekend! A gerund can be the subject of a sentence. Note that it takes the third person singular verb. Mario: Did you talk to your friends on the phone? Grandpa: No, I didn’t. Talking on the phone was very expensive when I Weaving is an old art form. Writing takes time to learn. was a kid! Mario: And did you play sports? When a gerund is the subject of a sentence, it can be a single word or a part of a longer phrase. ng playing sports Grandpa: Not much. My parents thought that was a Weaving is an old art form. Creating art is a good way to share your culture. Passing down family stories connects generations. waste of time. They wanted me to study all the time! But I still played soccer with ni my friends! Helping around the house Grandpa: Of course! was something everyone had to do! listening to stories making art watching dancers singing traditional songs saving traditions Le Give your opinion. Work in groups of three. Take turns. visiting family looking at old photos hi c 4 ar Mario: How about chores? Did you help around the house? 83 G eo gr ap Looking at my grandfather’s old photos is really cool! at Practice io n al • Have students work in pairs. On the board, write four or five action words such as eat, find, fly, read, and grow. Say Let’s add -ing to these words. Have pairs work together to change each word to the -ing form. Call on students to come to the board and write the new words. N • Write the following sentences on the board. Painting is . Storytelling is Weaving is . . • Point to each sentence and ask students to think about the activity. Ask What can you say about painting? (Painting is fun. Painting is easy. Painting is messy.) Have a student come to the board and complete the sentence with a suggestion. Repeat the process for storytelling and weaving. • 1 Have students turn to p. 82 in their books. Read aloud the directions for Activity 1. Help students complete item 1. Read aloud each word in the box and ask Which of these things would you do with a boat? (row) Write on the board Rowing a boat is hard to do with another person. Ask What’s this sentence about? (rowing) Point out that you changed the word row to rowing to make the sentence about rowing. • Have students complete items 2–6. If students are having difficulty, help them identify a key word, or find context clues, in each sentence. Ask questions to help students choose the correct answer. For example, in item 6 say A recipe tells you how to make a type of food. Let’s think about this sentence. Do you weave traditional recipes? (no) Do you cook traditional recipes? (yes) Review the sentences with students and confirm the correct answers. Grammar 1 173 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 173 5/13/19 10:26 AM 3 GRAMMAR 1 Complete the conversation. Gerunds as subjects TR: 5.4 Mario: Grandpa, did you listen to music when Knowing your history is important. Holding on to your traditions is a good thing. Passing down family stories connects generations. Creating art is a good way to share your culture. you were a kid? 1 Mario: And did you go to the movies? was one of my favorite hobbies! Read. Complete the sentences. cook make paint row share Grandpa: Of course! I went every Sunday. weave 1. Rowing a boat is hard to do with another person. 2. Weaving cloth was my grandmother’s work. 3. Making art is exciting! 4. Sharing your traditions helps other people Going to the movies was the most important event of the weekend! Mario: Did you talk to your friends on the phone? Grandpa: No, I didn’t. Talking on the phone was very expensive when I was a kid! Mario: And did you play sports? understand you. Painting on wood is fun for people who like colors. 6. Cooking traditional recipes is another way to keep playing sports Grandpa: Not much. My parents thought that was a waste of time. They wanted me to study all the time! But I still played soccer with ng 5. my friends! your culture alive. Answers will vary. ni Mario: How about chores? Did you help around the house? Write. Complete the sentences about you and your family. Helping around the house Grandpa: Of course! . 3. Cooking . 4. Helping . 5. Taking photos . 6. Reading . 4 was something everyone had to do! Give your opinion. Work in groups of three. Take turns. listening to stories watching dancers ar 2. Teaching making art saving traditions singing traditional songs Le . visiting family looking at old photos c 1. Painting is my father’s hobby. Looking at my grandfather’s old photos is really cool! ap hi 2 Listening to music Grandpa: Yes, I did. 83 gr 82 Unit 5 Wrap Up OW2e_SB_5_31988_076-091_U05.indd 82 1/23/19 9:43 AM 1/23/19 9:43 AM • Say Let’s play a game! Write the following on the board: Team 2 help play eat walk draw sing • Ask students to look at the other items and think about if they or anyone in their family does that activity. Have students complete items 2–6 on their own. Then put students in pairs and have them share their answers with a partner. run write make cook N at io n G Team 1 al eo • 2 Read the instructions to students. Point to the first sentence and say My father paints. Painting is my father’s hobby. Make sure students understand that there is not one right answer for these sentences. Provide other possible answers for item 1, such as Painting is fun. OW2e_SB_5_31988_076-091_U05.indd 83 • Divide the class into two groups. Make sure there is one word for each team member. Add more verbs to the list if necessary. Read aloud all the words. Say You’ll add -ing to these action words and make sentences starting with these words. • Have one student from each team come to the board and write a sentence for the first action word in each list. Team members can call out answers to help. When the first student on a team writes a sentence, the next student comes to the board. The game ends when one team has written a sentence for each word on the list. 174 Unit 5 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 174 5/13/19 10:26 AM Recap BE THE EXPERT • Point to a student and have him tell you an action word, such as share. Point to a second student and have her add -ing to the action word (sharing). Point to a third student and have her say a sentence beginning with the word, such as Sharing traditions is fun. Repeat with a few other action words such as weave, hold on, and pass down. Teaching Tip Grouping When students work in small groups, arrange the groups so students with different abilities or skill levels are working together. This allows students who are struggling with a concept to learn from other students. It also gives more confident students the opportunity to teach and explain, which reinforces their understanding. Apply ni ar Le gr ap hi • 4 Put students in groups of three. Read the instructions aloud. Ask a student to read aloud the phrases in the box. Have each student in a group choose two phrases. Say Think about these activities. Use these words at the beginning of a sentence to tell how you feel about the activity. Model an example. Say Visiting family is the best part of my vacations. c • Have students complete the activity individually. Call on pairs of students to read aloud the parts of Mario and Grandpa. Ask What word do you get if you add -ing to make? (making) Say a sentence that begins with making. ng • 3 Direct students’ attention to the activity at the top of p. 83. Point out the names and punctuation in the text (Mario:, Grandpa:) that indicate that this is a conversation between Mario and his grandpa. Read Mario’s first question aloud. Write listen to music on the board. Ask What’s the action word? (listen) Say We add -ing to listen to make the word listening. We begin Grandpa’s answer with Listening. Write on the board: Listening to music was one of my favorite hobbies! Ask What is this sentence about? (listening to music) eo Extend G • Say Think about your favorite activities. Write these phrases on the board: al on the weekend on vacation io n after school N at • Ask What’s your favorite thing to do after school? Give an example: Playing soccer is my favorite thing to do after school. Say Write a sentence about your favorite after-school activity. Add -ing to the action word at the beginning of the sentence. Call on students to read their sentences aloud. Repeat with the other two phrases on the board. Wrap Up • Write on the board: Saving traditions is . Begin by modeling a sentence: Saving traditions is important. Call on more students to complete the sentence in a different way. Repeat the activity with more sentences, such as Passing down stories is . Workbook and Online Practice Grammar 1 ✔ Formative Assessment Can students • use gerunds as subjects? Write play and talk on the board. Ask students to change each word to its -ing form and use it in a sentence. Grammar 1 175 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 175 5/13/19 10:26 AM VOCABULARY 2 VOCABULARY 2 Objective 1 Students will • identify and use words related to making art. Listen and repeat. Then read and write. TR: 5.5 Vocabulary handcrafted, a sculpture, embroidery, pottery, jewelry making sculpture embroidery pottery jewelry making Content Vocabulary rank Resources TR: 5.5; Video Sc. 4; Activity Worksheet 5.2; Graphic Organizer: Word web; Minimal Pair Card 61; Workbook p. 58; Online Practice Materials examples or photos of embroidery, handcrafted sculpture, pottery, jewelry embroidery 2. People use ni Pottery is made from clay that dries and becomes hard. sculpture Jewelry making is popular. Many kids like to make bracelets. c Look, rank (1 = most favorite), and stick. Work with a partner. Discuss your preferences. Answers will vary. ap hi 2 , artists can use materials such as wood, Le stone, metal, or ice. 5. ar Sometimes it is heated in an oven. 4. To make a . to make their clothes more beautiful and decorative. 3. handcrafted ng 1. When a work of art is made by hand, we say it’s gr 1 2 3 4 5 eo 84 Unit 5 G Warm Up • Recycle Say What styles of music do you know? (classical, hip-hop, jazz, pop, rock) Say Music is a type of art we hear. Embroidery, sculpture, pottery, and jewelry making are types of art we see and touch. Point to the photo of each new word as you say each word. • Say Painting and weaving are two types of art. Today we’re going to learn about more types of art. • Write handcrafted on the board. Circle hand in the word. Say The word handcrafted means that we make things with our hands. Point to the photo. Say Someone made this bird with her hands. She put together the colorful beads by hand. It’s handcrafted. If possible, bring examples or photos of pottery, sculpture, embroidery, and jewelry to class. Ask Can a sculpture be handcrafted? (yes) If students answer no, ask Is a sculpture a type of art that you can make with your hands? (yes) Present N at io n al • Write painting and playing soccer on the board. Say One of these words is an art. One is a sport. Ask Which one is an art? (painting) Write weaving and hiking. Ask Which one is an art? (weaving) • Say Open your books to page 84. These photos show different types of art. Point to each photo and read aloud the label. Have students repeat the word after you. Say Now we’re going to hear words and sentences. Listen. Say the words and sentences after you hear them. Play TR: 5.5. 176 Unit 5 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 176 5/13/19 10:26 AM Practice BE THE EXPERT • 1 Help students complete item 1. Write the sentence on the board. Read it aloud. Ask Which word makes sense at the end of the sentence? (handcrafted) The Sounds of English • Have students complete items 2–5 using the vocabulary words. Confirm the correct answers with the class. To help students pronounce the /ʃ/ sound, have them pronounce the /s/ sound for several seconds and then move their tongue further back away from their teeth. The /tʃ/ sound is like a combination of /t/ and /ʃ/. Comparing Sounds: /ʃ/ and /tʃ/ Students may have difficulties pronouncing the sounds /ʃ/ (shark) and /tʃ/ (chores). Apply • 2 Say Let’s do a sticker activity. Have students find the stickers in the back of their books. Point out the sticker for opera. Ask What’s this man doing? (singing) Yes, opera is a type of art that involves singing and acting. Practice using Minimal Pair Card 61 (ship, chip). Have students pronounce /t/ and /ʃ/ separately, and then bring the sounds closer together so that they are saying /tʃ/. ng Example words: share, tradition, generation, culture, future, sculpture sculpture • Put students in pairs. Read aloud the directions and make sure students understand the word rank. Say Choose the sticker that shows the art you like best. Put that sticker on number one. The order of your stickers shows your opinion. Have students place stickers on numbers 2–5. I like better than . because . gr ap • Have students talk with their partner about their preferences, using the sentences on the board. Model an example. Say I like pottery the best because I can use the things people make. ni ar Identifying base words is an important skill that helps students understand or build new words. Ask students to create word families using words from Vocabulary 1 (culture, weave) and/or Vocabulary 2 (pottery, jewelry). eo Extend Base words are the simplest forms of a word. Base words help us make other words in the same word family. For example, sculpt is a base word. From this word, which is a verb that means to carve, carve, we can make sculpture (a noun, the product of sculpting), sculptor (noun, person who sculpts), sculpting (gerund). We can also get verb tenses ((sculpts) and plurals (sculptures). c the best because hi I like Base Words Le • Write the following on the board: Vocabulary Strategy al G • Put students in pairs. Give each pair a word web graphic organizer and one of the vocabulary words: sculpture, pottery, pottery or jewelry making. Say What do you need to make this art? What types of things can you make? N Wrap Up at io n • Draw a word web on the board and write Sculpture in the center oval. Say Sculptures can be made of ice or wood. I can make sculptures of people or animals. I’ll add these to my word web. Model adding words to the web. Give students time to think about the art and add to their word webs. • Say I’ll pretend to make a type of art. You say what type of art I am making. Model making a type of art from p. 84. Ask students to raise their hands and say the type of art aloud. Repeat with the other types of art in the photos. Review Workbook and Online Practice Vocabulary 2 ✔ Formative Assessment Can students • For additional practice, direct students to Activity Worksheet 5.2. • identify and use words related to making art? Point to examples or photos of the different types of art on p. 84. Ask students to identify the type of art. Have students complete sentences to tell one thing about the art. For example, (Jewelry making) is . Vocabulary 2 177 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 177 5/13/19 10:26 AM GRAMMAR 2 GRAMMAR 2 Gerunds as objects TR: 5.6 Objective My friends are good at making jewelry. I like eating traditional foods. My mother enjoys embroidering clothes. I’m interested in learning about new places. Students will • use gerunds as objects. Grammar gerunds as objects Academic Language subject, object 1 Read and complete the sentences. Use the words from the list. Content Vocabulary cube cooperating Resources TR: 5.6; Video Sc. 6; Activity making passing sharing storytelling 1. Young people today are very interested in Worksheet 5.3; Workbook p. 59; Grammar Workbook pp. 22–23; Online Practice traveling sharing their traditions. Materials scissors, glue or tape 2. I’m very excited about traveling where my grandparents came from. passing ni traditional jewelry. Play a game. Cut out the cube in the back of the book. Work with a partner. Take turns making sentences. Great! My turn. G Warm Up io n al • Write on the board: Painting is my father’s hobby. Say We learned about this type of sentence. We add -ing to the action word paint and put it at the beginning of the sentence. Ask What’s my father’s hobby? (painting) N at • On the board write Storytelling is . Ask Who can make a sentence that begins with the word storytelling? After students have responded, ask What are these sentences about? (storytelling) Repeat with holding on and passing down. Present • Reread the sentence Painting is my father’s hobby. Say I’m going to write this sentence another way. Write on the board: My father’s hobby is painting. Read the sentence aloud. 178 85 eo gr ap hi c Le Playing. I enjoy playing soccer with my friends. ar 2 down their traditions. making 4. I enjoy ? Storytellers like ng storytelling 3. Do you like • Say Open your books to page 85. Draw students’ attention to the grammar box at the top of the page. Say Let’s read and listen to the sentences. Play TR: 5.6. • Ask questions about the sentences such as What are the friends good at? (making jewelry) What does the person like? (eating traditional foods) What does his mother enjoy? (embroidering clothes) What is he interested in? (learning about new places) Practice • 1 Read the instructions aloud. Have a student read the words in the box aloud. Then read item 1 aloud. Say Let’s finish this sentence with the words in the box until we find a word that makes sense. Complete the sentences with the words cooperating, making, and passing, and guide students to reject those choices. Say the sentence with each of these three words and ask students Does this make sense? (no) Then complete the sentence with the word sharing and ask Does this make sense? (yes) That’s right. Young people today are very interested in sharing their traditions. Sharing is the right answer. Unit 5 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 178 5/13/19 10:26 AM • Have students complete items 2–4 on their own. Call on students to read their answers aloud. BE THE EXPERT Apply Using Gerunds as Objects Grammar in Depth Students previously learned that a gerund is a noun. It can be the subject of a sentence. • 2 Say Let’s play a game. Have students cut out the cube on p. 175 and guide them to form a cube. Read aloud the words on the cube. Then read the model dialogue with a student. Weaving is an old art form. Learning the guitar takes time. • Put students in pairs. Say Roll the cube. Read the word you see on the top of the cube. Say a sentence that uses that word. But don’t begin the sentence with the word. Model how to play by rolling the cube and giving a sentence using the word eating. Say Eating. I like eating spicy foods. In English, a gerund can also be the object of a sentence. In this case, the gerund follows certain verbs such as like, enjoy, love, and try. • Have students take turns rolling the cube and making sentences. Walk around the room and listen to students’ conversations. If students are having difficulty, have them copy the sentence: I like and use it to begin their sentences. A gerund can also follow certain be + adjective + preposition combinations such as be good at, be interested in, be excited about, be tired of of. ng I like eating traditional foods. My mom enjoys making clothes. I tried playing the piano, but it was hard. ni I’m good at making jewelry. She’s interested in learning Japanese. My sister and I are excited about visiting Disneyland. Carlos is tired of studying a lot. Le c gr ap hi • Say Use an -ing word to write a sentence about something you like to do or don’t like to do. For example, you might write, I like swimming or I don’t like running. Have students form a circle. Choose a student to read her sentence. Say (Elena), please read the sentence you wrote. Point to the next student in the circle. Say (Hao), tell us what (Elena) likes or doesn’t like, and then read your sentence. For example, (Elena) likes (doesn’t like) playing video games. (I don’t) like taking photos. Continue until each student has had a turn. ar Extend eo Wrap Up al G • Arrange students in small groups. List the following sentence starters on the board and ask students to write -ing -ing words for each one. Have a student from each group read his group’s sentences to the class. io n My family is interested in We enjoy Review . . N at I’m good at . • For additional practice, direct students to Activity Worksheet 5.3. Workbook and Online Practice Grammar 2 ✔ Formative Assessment Can students • use gerunds as objects? Provide the following sentence for students to complete using an -ing word: People in . my community like Grammar 2 179 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 179 5/13/19 10:26 AM READING READING Objectives 1 Listen and read. TR: 5.7 Not Your Grandpa’s Mariachi Students will • describe how a traditional style of music developed into a modern style of music. • compare and contrast traditional and modern mariachi. • create a new musical style. There’s a new band in town. They’re playing a traditional style of Mexican music called mariachi . . . but with a twist. Before meeting this new band, let’s step back in time. Mariachi music started hundreds of years ago, but the traditional style we see today began in the 19th century. Groups of farmers played together. Their instruments included traditional violins and different kinds of classical guitars. The smaller guitars played the higher notes, and a traditional bass guitar played the low ones. They had trumpets, too. The music was often loud, happy, and exciting, but it could also be quiet and romantic. The musicians wore traditional suits with silver buttons and a sombrero, a wide Mexican hat. Reading Strategy Compare and Contrast Academic Language compare, contrast Content Vocabulary a sombrero, a suit Resources TR: 5.7; Graphic Organizers: The mariachi played and danced at celebrations such as birthdays and weddings. As people from Mexico moved around the world, the mariachi tradition spread, too. In the past, mariachi bands were always men and they always sang in Spanish. ng Chart; Word web; Venn diagram (two circles); Workbook pp. 60–61, Workbook Audio TR: 5.4; Online Practice ap hi c Le ar ni Fast forward to today and meet the Mariachi Flor de Toloache. They’re an all-woman mariachi band. The band met in New York, in the USA. Some of the women have Mexican or Puerto Rican families, but others do not. So the band sometimes sings in Spanish and sometimes in English. They sing traditional songs, but they also sing versions of modern songs in a mariachi style. They still dress in traditional mariachi suits. The band is building on the mariachi tradition and making mariachi music to fit today’s modern world. gr Flor de Toloache, Mariachi Band, Brooklyn, New York, USA eo 86 Unit 5 G Warm Up io n al • Activate prior knowledge Ask What styles of music do you know? (classical, hip-hop, jazz, pop, rock) What are some instruments you know? (guitar, flute, drum, violin, piano, saxophone) N at • Recycle Say I’m going to act out playing an instrument. Tell me the instrument I’m playing. Act out playing instruments such as the violin, drum, guitar, and other instruments from pp. 40–41. Have students name the instrument you are playing. Ask students to name instruments they play and to talk about the type of music they play. 180 Present • 1 Say People from older generations pass down traditional music to younger people. New generations hold on to some parts of traditional music, but they change other parts. Say Today we’ll read about how modern music comes from traditional music. We’ll also read about how traditional and modern mariachi are different. Have students open their books to p. 86. Play TR: 5.7 and have students read along. • Play TR: 5.7 a second time. Pause at the end of each paragraph to check for comprehension. Ask questions such as: Paragraph 1: What style of music is mariachi? Paragraph 2: When did traditional mariachi begin? What instruments do people use to play mariachi music? What is an important part of the outfit? Paragraph 3: Where did mariachi musicians usually play? What language did they use to sing? Paragraph 4: What is special about the Mariachi Flor de Toloache band? What do they sing? In what languages? How are they helping keep the mariachi tradition alive? Unit 5 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 180 5/13/19 10:26 AM 2 Read and write. BE THE EXPERT Mexico violins and different sizes of guitars and horns 2. What instruments are usually in a mariachi band? In the nineteenth 3. When did the traditional mariachi that we see today begin? century Spanish 4. What language do mariachi singers usually sing in? 1. Where did mariachi music begin? About the Photo This photo shows the Mariachi Flor de Toloache band in New York, USA. This is an all-women band from diverse cultural backgrounds including Puerto Rico, Mexico, Cuba, Germany, and the United States. The band started in 2008 with the goal of modernizing the mariachi style and engaging younger generations. 5. Where did the Mariachi Flor de Toloache band meet? In New York/the USA Write. Compare traditional mariachi to the Mariachi Flor de Toloache. female loud, happy, exciting, romantic traditional suits, sombrero traditional and modern songs traditional suits, sombrero dress Spanish Spanish and English language Make new music. Work with a partner. Invent a new musical style. It can be completely new, or you can modernize a style you know. What styles would you mix? What instruments would you use? Let’s mix tango and rock! Mice sing to each other at night. 87 G eo gr ap hi c Yes! Let’s add drums and an electric guitar! Any other ideas? ar 4 ng male ni Mariachi Flor de Toloache male or female choice of songs The band won the 2017 Latin Grammy Award for “Best Ranchero/Mariachi Album.” The Grammy Awards celebrate achievements in music. traditional mariachi Le 3 al • Think Aloud Model guessing meaning from context by thinking aloud. Say I’m not sure what the word sombrero means. So I go to the text and look for clues close to the word. I see that sombrero is followed by a comma and a phrase. I think that the phrase explains the meaning of sombrero. Draw a sombrero on the board. • 3 Point to the chart and read the directions. Remind students that charts can be used to compare and contrast things. • Have students refer to the reading to answer items 2–5. Have student share their answers to the questions. Discuss the questions with students and confirm the correct answers. Have students point out the place in the reading where each answer is found. Ask Are the Mariachi Flor de Toloache a traditional or a modern type of band? (modern) • Put students in pairs. Distribute charts and have students copy the headings from p. 87 onto them. Then have students work together to add information about how these styles of music are the same or different. at N Practice io n • 2 Read aloud the instructions and item 1. Ask Which paragraph talks about the place where mariachi began? (the first one) Say Reread the paragraph to find the answer. Ask Where did mariachi music begin? (in Mexico) • Point out the headings on the columns. Ask What is this chart asking you to do? (to compare traditional mariachi to the Mariachi Flor de Toloache band) Point out the headings on the rows. Ask What specific things are you going to compare? (male or female, choice of songs, dress, language) Point out the blank boxes. Say You will write short answers in the boxes. Reading 181 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 181 5/13/19 10:26 AM 2 READING Mexico violins and different sizes of guitars and horns 2. What instruments are usually in a mariachi band? In the nineteenth 3. When did the traditional mariachi that we see today begin? century Spanish 4. What language do mariachi singers usually sing in? 1. Where did mariachi music begin? Listen and read. TR: 5.7 Not Your Grandpa’s Mariachi There’s a new band in town. They’re playing a traditional style of Mexican music called mariachi . . . but with a twist. Before meeting this new band, let’s step back in time. 5. Where did the Mariachi Flor de Toloache band meet? In New York/the USA Mariachi music started hundreds of years ago, but the traditional style we see today began in the 19th century. Groups of farmers played together. Their instruments included traditional violins and different kinds of classical guitars. The smaller guitars played the higher notes, and a traditional bass guitar played the low ones. They had trumpets, too. The music was often loud, happy, and exciting, but it could also be quiet and romantic. The musicians wore traditional suits with silver buttons and a sombrero, a wide Mexican hat. 3 Write. Compare traditional mariachi to the Mariachi Flor de Toloache. traditional mariachi male female loud, happy, exciting, romantic traditional suits, sombrero traditional and modern songs traditional suits, sombrero Spanish Spanish and English male or female The mariachi played and danced at celebrations such as birthdays and weddings. As people from Mexico moved around the world, the mariachi tradition spread, too. In the past, mariachi bands were always men and they always sang in Spanish. choice of songs dress Fast forward to today and meet the Mariachi Flor de Toloache. They’re an all-woman mariachi band. The band met in New York, in the USA. Some of the women have Mexican or Puerto Rican families, but others do not. So the band sometimes sings in Spanish and sometimes in English. They sing traditional songs, but they also sing versions of modern songs in a mariachi style. They still dress in traditional mariachi suits. The band is building on the mariachi tradition and making mariachi music to fit today’s modern world. ng language Make new music. Work with a partner. Invent a new musical style. It can be completely new, or you can modernize a style you know. What styles would you mix? What instruments would you use? ni 4 Mariachi Flor de Toloache Le Let’s mix tango and rock! ar 1 Read and write. each other at night. hi c Yes! Let’s add drums and an electric guitar! Any other ideas? Mice sing to ap Flor de Toloache, Mariachi Band, Brooklyn, New York, USA OW2e_SB_5_31988b_076-091_U05.indd 86 gr 86 Unit 5 5/9/19 7:52 AM 1/23/19 9:44 AM Call on students who raise their hands. Confirm correct answers. N Wrap Up at io n al G eo • Remind students to scan the text to look for clues to find the information they need. Say Scan the text to look for clues. When you scan, you read quickly in order to find something specific. For example, in order to complete the first row, male or female, we are going to scan the text to find the word men or women.. Where are these words? (paragraphs 3 and 4) Walk around the room as students fill out the charts and help as needed. OW2e_SB_5_31988_076-091_U05.indd 87 87 Say We learned a lot about the mariachi style of music. I’ll now say a few statements and you tell me if they are true or false. Raise your hand to give your answer. Say sentences like: Mariachi is a traditional style of Japanese music. (False, Mexican); The Mariachi Flor de Toloache band has a few male members. (False, all women); Mariachi musicians play guitars, violins, and trumpets. (True) 182 Recap • Write traditional mariachi and modern mariachi on the board. Ask How are these similar? How are these different? Ask students to say sentences that compare and contrast both styles. For example, Traditional mariachi was played by men only, but modern mariachi includes women. Apply • 4 Read the instructions aloud. Assign partners. Say What are some styles of music you know? Think about styles you know, as well as styles we just read about. Have students call out styles. (hip-hop, classical, mariachi, and so on) Write their suggestions on the board. Encourage students to name styles of music that are important in their culture. Unit 5 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 182 5/13/19 10:26 AM BE THE EXPERT • Give word webs to pairs of students. Say You’re going to work with your partner to think about a new style of music. Look at the styles of music written on the board. Talk to your partner about how you could mix two of these styles to make a new style. Have students think of a name for the new style and write it in the center oval of their word webs. Ask What instruments do you need to play your new style of music? Have students write instruments in the outside circles of the word web. Reading Strategy Compare and Contrast To compare means to find ways that things are alike. Authors may use words that show comparisons, such as similarly, alike, and both. To contrast means to find differences between things. Words that show contrast include on the other hand, unlike, and but. Readings often include ideas and information that can be compared and contrasted. Having students compare and contrast while they read can help them better understand the reading. • Have students add other words to the web that describe their styles of music. Ask questions such as Will the beat be strong? Will the rhythm be fast or slow? When students finish, have them share their word webs with the class. Related Vocabulary photo shoot, tour ni ng • Hold a class discussion. Have the class compare and contrast partners’ new styles of music with styles they have learned about. jazz Le c hip-hop ap Grandparents’ Generation eo gr My Generation hi • Give out copies of the Venn diagram with two circles. Say Let’s compare and contrast different generations of people. Say You are from one generation. Your grandparents belong to another generation. Have students label the circles My Generation and Grandparents’ Generation. ar Extend io n al G • Say Think about the music you like and the music your grandparents listened to when they were young. Is it the same or different? Then think about the activities you do. What activities did your grandparents do when they were young? Have students complete the Venn diagrams, then share with the class. Wrap Up N at • Say Let’s imagine you play in a band. Make groups of four. Have students decide on a style of music for their band. Have them write what their style is based on and what instruments they play. Then, have each band tell the class about its music. Workbook and Online Practice Reading ✔ Formative Assessment Can students • describe how a traditional style of music developed into a modern style of music? Ask students to explain how a modern style of mariachi developed from a traditional one. • compare and contrast traditional and modern mariachi? Ask students how modern and traditional mariachi are alike and how they are different. • create a new style of music? Have students describe a new style of music, explaining the types of styles it combines and the instruments it uses. Reading 183 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 183 5/13/19 10:26 AM WRITING WRITING Blog Entry In a personal blog, you write about your thoughts. You describe what you saw, heard, or felt. A blog sounds like an informal conversation. You can imagine you are talking to your friends and use informal expressions like awesome and cool. You can ask your readers to post a response on your blog, too. Writing Type Blog Entry Objectives Students will • analyze a writing model. • express opinions in writing. • use informal language to write about daily life. • evaluate classmates’ writing. 1 Read. What informal expressions does the writer use in her blog? Underline them. Cecilia’s Blog The coolest vacation ever!!! Academic Language formal, informal My family and I went to Machu Picchu in Peru. It was awesome. First, I took a long train Resources Graphic Organizer: Flow chart; ride with my family to Aguas Calientes. From Workbook pp. 62–63; Online Practice there we took a bus to Machu Picchu. The bus glad the bus was slow.) LOL. From the bus Le fabulous. Tell me what you think. ar ni window, I saw llamas eating grass. ng went slowly up the steep mountain. (I’m really Write. Write a blog entry about a family vacation or a special day. Describe your thoughts and feelings. 3 Share. Share your writing. Work in a small group. Listen and take notes. gr ap hi c 2 eo 88 Unit 5 G Warm Up at io n al • Activate prior knowledge Say Let’s talk about vacations. What’s a place you visited on vacation or a trip? Write students’ answers on the board. Next, say (Marcus), you traveled to (Japan). In Japan, were you a local or a tourist? (tourist) N • Say Let’s talk about the culture of places we traveled to. Ask guiding questions such as (Kia), what language did you hear in (Australia)? (Alim), what art did you see in (China)? Present • Say Today we’re going to write a blog entry. People write blogs on the internet to tell about their ideas and opinions. They also tell about things they did and places where they went. Sometimes people use 184 informal language in their blogs. Informal language is the language you use to talk to a friend. • Write so cool and awesome on the board. Say These are informal words. Draw a two-column chart on the board with example sentences. Sentences Sentences with Informal Language The language of Laos is interesting. The language of Laos is so cool. There are many great traditions in Laos. The traditions in Laos are awesome! • Tell students that so cool and awesome are informal ways of saying great or interesting. Ask students to write one sentence using so cool or awesome. Call on students to share their sentences with the class. Unit 5 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 184 5/13/19 10:26 AM Read the Model BE THE EXPERT • 1 Say Open your books to page 88. Let’s read a blog about Machu Picchu. Assign each student a partner. Say The first time, read it aloud with a partner. Take turns reading the sentences. The second time, read the blog to yourself and underline all the informal words the writer uses. Writing Support Usage Using Parentheses in Informal Writing Tell students that writers often use parentheses in informal writing to include an extra statement, an opinion, or a joke. Point out how the writer uses parentheses in the blog on p. 88: The bus went slowly up the steep mountain. (I’m really glad the bus was slow.) Plan Our World in Context • 2 Have students think about a family vacation or special day they want to write a blog entry about. Hand out flow charts for students to use to organize their thoughts. Say At the top of each box, write about something you did. At the bottom, you’ll write a detail about the event and tell what you thought about it. ng Machu Picchu is an ancient city built on a mountaintop near Cusco, Peru. It is made up of palaces, temples, shelters, and terraces. The site was made known to the world in 1911 thanks to Hiram Bingham III, a professor and explorer. Its purpose is still unknown, but the most likely theory is that it was built as a place of retreat for an Inca emperor. ni • Draw a box on the board and use it as a model. Say I’ll write about my first day of teaching. Meeting my students was the first thing that happened. Write I met my students. Say Now I’ll write a detail about that. At the bottom of the box, write My students were awesome. Ask What word in that sentence is an example of informal language? (awesome) Le ar The site is now on the United Nations’ list of World Heritage. This means that the site’s cultural and natural values are protected. My First Day of Teaching G eo gr ap hi c I met my students. My students were awesome. at Write io n al • Expand Remind students about informal expressions people use in blogs. Give them a few additional options, such as sweet and BTW (by the way). Tell students that contractions such as didn’t, couldn’t, I’m, and wasn’t are also used in informal writing. N • 2 Say Now you can start writing your blog entry. Use the notes in your chart to help organize your writing. Remind students to include some informal expressions. Tell students to try to use parentheses to give extra information or an opinion. Edit • Direct students to check their writing for the following: ü Does the writing include a description of the events of a family vacation or special day? ü Does the writing include the student’s thoughts and feelings? ü Does the writing include examples of informal language? Writing 185 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 185 5/13/19 10:26 AM • Have students revise their blog entry to make improvements. Review with students the information on using parentheses in informal writing (see Writing Support). Then have students check their writing for proper use of parentheses. WRITING Blog Entry In a personal blog, you write about your thoughts. You describe what you saw, heard, or felt. A blog sounds like an informal conversation. You can imagine you are talking to your friends and use informal expressions like awesome and cool. You can ask your readers to post a response on your blog, too. 1 Read. What informal expressions does the writer use in her blog? Underline them. Share Cecilia’s Blog • 3 Place students in groups of three or four. Have students read their blog entries aloud to the group. Have the others pretend that they are posting a response on the student’s blog entry. Have them complete the sentences below in their response. Write the sentence stems on the board for students’ reference. The coolest vacation ever!!! My family and I went to Machu Picchu in Peru. It was awesome. First, I took a long train ride with my family to Aguas Calientes. From there we took a bus to Machu Picchu. The bus went slowly up the steep mountain. (I’m really ng glad the bus was slow.) LOL. From the bus ni window, I saw llamas eating grass. The description I liked best was . . . I could tell this was informal writing because . . . Le fabulous. Tell me what you think. 2 Write. Write a blog entry about a family vacation or a special day. Describe your thoughts and feelings. 3 Share. Share your writing. Work in a small group. Listen and take notes. gr ap hi c I was confused by . . . • While group members give feedback, the writer should take notes. The writer should then use these notes to revise her blog entry. ar I want to know more about . . . G eo 88 Unit 5 Writing Rubric 4 = Excellent 3 = Good 4 3 2 1 Organization Ideas are clear and well organized. at 2 = Needs improvement io n al Use this rubric to assess students’ writing. You can add other skills you’d like to assess at the bottom of the rubric. N 1 = Redo Grammar Student uses correct grammar. Vocabulary Student uses a variety of word choices, including words learned in this unit. Writing type Student uses informal expressions such as so cool, awesome, sweet, and LOL. Usage Student correctly uses parentheses in informal writing. 186 Unit 5 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 186 5/13/19 10:26 AM MISSION MISSION Value your cultural traditions. Mission Value your cultural traditions. Objectives Think. Pair. Share. Students will • share ideas. • evaluate ideas. • What local culture and traditions are in danger? Resources Video Sc. 9; Mission Poster • Why should we keep our culture and traditions alive? • How can we do that? BE THE EXPERT ng About the Photo Le ar ni This photo was taken at the Pu’uhonua O Hōnaunau National Historical Park, Hawaii, in the United States. The park contains an ancient Hawaiian royal home, a heiau (Hawaiian temple), and a sacred site called a pu’uhonua. This park is a place that anthropologist Dr. Elizabeth Kapu’uwailani Lindsey studies and tries to save for future generations to enjoy. Meet the Explorer ap committed to protecting the cultures of the world in hopes that the wisdom “ofI’mtheir elders is remembered. ” gr Dr. Elizabeth Kapu’uwailani Lindsey, Filmmaker/Anthropologist, 89 eo National Geographic Explorer G Mission Think Dr. Elizabeth Kapu’uwailani Lindsey grew up in Hawaii. She is an award-winning filmmaker and anthropologist. She is an explorer at the National Geographic Society. Lindsey’s work focuses on saving cultural traditions that are in danger of disappearing. Her work takes her around the world. c hi Big Island, Hawaii, USA In 1996, Lindsey made an award-winning documentary film called Then There Were None. It’s about the decreasing numbers of native Hawaiians in Hawaii. She is an advisor to National Geographic’s Enduring Voices Project, which tries to save languages that are in danger of extinction. io n al • Remind students that every culture has its own traditions. Encourage a discussion with questions such as: at What special food or art do you have in your community? What cultural traditions are important to you? Why? How can you help keep your cultural traditions alive? N List student responses on the board. • Read aloud the mission and the quotation on p. 89. Point out the term value.. Say When you value someone, you appreciate them. I value my family. They’re very important to me. Pair • Have students work with a partner to answer the questions on p. 89. Tell students to look at the board for ideas about culture and traditions in their community. Share • Tell each pair of students to join another pair to discuss their ideas and choose the ideas they like best. Have groups share their favorite ideas with the class. Encourage them to start their sharing with We value _____. Mission 187 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 187 5/13/19 10:26 AM PROJECT PROJECT Make a museum of the future. Objectives Students will • talk about things that show their culture. • work with a group. • find objects that show their culture. • complete the Unit 5 quiz. 12 Find an object that is important to you that you think people in the future would find interesting. 23. Write about why it is important to you. Resources Activity Worksheet 5.4; Workbook pp. 64–65, Workbook Audio TR: 5.5–5.6; Assessment: Unit 5 Quiz Materials a variety of objects (student provided), Put all the objects together in part of your classroom. 4 Invite people to come to your museum of the future. eo gr ap hi c Le ar ni ng markers, drawing paper, magazines, scissors (optional) 3 G Prepare N at io n al • Say In this unit, we talked about art and culture. Sometimes objects can tell about a person’s culture. What objects did you learn about that can show a person’s culture? (sculpture, jewelry, embroidery, handcrafted objects, pottery) Objects can show what has been passed down to us from earlier generations, too. Ask Does anyone have an object at home from an older generation? Discuss students’ responses. Say Objects can also give clues about what our lives are like today. Ask What are some objects that tell about our lives today? (cell phones, books, clothes) • Say Today we’re going to make a museum of the future. A museum keeps unique and interesting objects from a certain time. 188 Many years from now, people can look at the objects in a museum to find out about earlier generations. • Place students in groups of three or four. Say Talk about things that are important to you because they show your culture. Remind them that many things show culture, such as art, music, dance, movies, sports, stories, languages, clothes, food, and so on. Have groups make a list of objects to include in their museum. • Say Choose objects to put in the museum. If you don’t have the object, put in a drawing or a photo. • Assign each group an area in the classroom and have them decorate it lightly. Tell each group to make a list of the objects in their museum. • Have groups write a few sentences about why they chose the items for their museums. Unit 5 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 188 5/13/19 10:26 AM BE THE EXPERT Teaching Tip I love this lantern. It’s made of silk and it has been in my family for a long time. We often hang it up outside our home in the evening. I love looking at it when it’s shining! You may wish to introduce this project to the class the day before it will be done. Explain the steps and have students brainstorm what they will bring from home. Project Rubric Now I can . . . ü Did students discuss things that show talk about traditions and communities. their culture? ü Did students choose objects to put in talk about different craft and cultural activities. the time capsules? ü Did students present their time capsules understand changing traditions. to the class? ng ü Did students discuss the objects in the time write a blog entry. 91 eo gr ap hi c Le ar ni capsules to make comparisons, contrasts, and connections? G Share io n al • Have groups visit other museums. Invite the “hosting” group to share their museum with the class. Ask questions such as Why did you choose this object? Why do you think people will find this object interesting? How does this object reflect your culture? Give each student in the group a chance to talk. N at • Have students work in small groups. Invite them to compare and contrast the museums. Ask How are the museums the same? How are they different? • Modify To simplify the project, have students gather a few objects from home to bring into class. Or have them gather newspapers and magazines and cut out photos instead. Review • For additional practice, direct students to Activity Worksheet 5.4. Workbook and Online Practice Unit Review Now I Can Ask questions such as the following: • Why is it good to save traditions? • How does your family’s past make you who you are? • What is one thing a blog entry should include? ✔ Assessment: Unit 5 Give the Unit 5 Quiz. Hand out the quiz and go over the instructions with students. The quiz should take 15–20 minutes. Unit Opener 189 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 189 5/13/19 10:26 AM VIDEO Vocabulary 1a art, a community, culture, a language, future, a generation, hold on Vocabulary 1b a tradition, local, a tourist, weave, proud, share, storytelling, pass down Vocabulary 2 jewelry making, pottery, embroidery, a sculpture, handcrafted Grammar 1 gerunds as subjects Grammar 2 gerunds as objects Song Keep Your Culture Strong Viewing painting murals and visiting a craft fair Meet the Explorer Elizabeth Kapu’uwailani Lindsey A Disappearing Culture ng Zoom In Story Time The Cave People of the Karawari: Vocabulary Resources Video Sc. 1–11; Graphic Organizer: T-chart; ni • Play Scenes 2, 3, and 4. Pause the video after each word appears on screen and is defined. Ask a student to retell the meaning of the word in his own words. Or, have the student give an example of the word. Before You Watch Grammar • Play the introduction to the video. Say This video is about art, culture, and community. What types of art are important in our culture? Where do you see art in our community? Le ar World map hi Song c • Play Scenes 5 and 6 and have students write any -ing words they hear. Viewing al G eo gr • Have students look and listen for words that tell about their family or culture. Have students make a T-chart. Have them label the columns Culture and Examples. In the first column, have them list words related to culture. Ask What words do you hear and see that are about culture? (art, language, tradition, and so on) Have them leave the second column blank at this time. ap • Play Scene 7: Song. Divide the class into two groups and have the groups sing alternate lines. While You Watch io n • Pause the video as necessary to allow students to identify and list words. at After You Watch N • In the second column of their T-charts, have students add examples of the words they wrote in the first column. For example, next to art, they might write sculptures, paintings, or jewelry. Next to tradition, they may write family recipes or celebrations. 190 • Say We’re going to watch some short videos now. Pause the video after the mural section. Say Pretend you’re going to paint a mural in your community. What would you paint? What would you want your mural to tell a tourist about your community? Then play the craft fair section. Ask Have you ever been to a craft fair? What did you see there? Did you buy any art at the craft fair? Meet the Explorer • Say Elizabeth Kapu’uwailani Lindsey believes in saving the traditions and knowledge of cultures. Ask What do you want to save in your own culture? Story Time • View Scene 10: Story Time: The Cave People of Karawari: A Disappearing Culture once with students. Then view it again, pausing the video to ask questions such as What do nomadic people do? (They move from place to place.) What is one tradition that the Meakambut people have? (They pass down caves from father to son, or they name caves and give them owners.) Unit 5 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 190 5/13/19 10:26 AM UNIT 5 READER AMERICAN ENGLISH HE CAVE PEOPLE OF THE KARAWARI Karawari TH E CAVE P E O P LE O F TH E Deep in the jungles of Papa New Guinea live an amazing people called the Meakambut. They have lived on the land or generations. But today there are barely 50 Meakambut eft. Read to learn about how they are trying to preserve their ulture and community. Text Type nonfiction A D I SAP P EAR I N G C U LTU R E Reading Strategy Ask Questions by Jennifer Carlson reated by National Geographic Learning, the Our World readers are six levels of original stories, The Cave People of the Karawari: A Disappearing Culture olktales, myths, and non-fiction from around the globe. Following the readings are fun facts and ctivities that bring the reading experience together in a way that fascinates, educates, and informs. EVEL 5 READERS A Folktale from Japan Popocatépetl and Iztaccíhuatl A Myth from Mexico The Tailor and His Coat Based on a Folktale from Guatemala A Folktale from Russia How the Milky Way Began Amazing Beaches Vocabulary a community, culture, the future, a generation, handcrafted, pass down, proud, a tradition Deep in the jungles of Papua New Guinea live people called the Meakambut. They have lived on the land for generations. But today there are barely fifty Meakambut left. Read to learn about how they are trying to preserve their culture and community. Based on a Native American Folktale he Cave People of the Karawari: A Disappearing Culture ational Geographic Learning, part of Cengage arning, provides customers with a portfolio of uality materials for PreK-12, academic, and adult ucation. It provides instructional solutions r EFL/ESL, reading and writing, science, social udies, and assessment, spanning early childhood rough adult in the U.S. and global markets. sit ngl.cengage.com Grammar use gerunds as subjects, use gerunds as objects Resources Video Sc. 10; Graphic Organizer: Twocolumn chart Before You Read BE THE EXPERT ni Our World in Context The Cave People of the Karawari: A Disappearing Culture is about the Meakambut, seminomadic people living in Papua New Guinea. Papua New Guinea is an island country near Australia in the Pacific Ocean. ar • Introduce the strategy Explain that asking questions is a useful reading strategy. Say Asking questions helps you understand what you’re reading. It also helps you find out more about a topic. ng • Activate prior knowledge Ask students What parts of your culture are you proud of? How do we protect our cultural traditions? (We share them. We pass them down. We hold on to them.) Say Today we’ll read about a group of people who are trying to protect their culture. Le he Songbirds’ Flute Two Brothers, Two Rewards eo gr ap hi • Say As we read, let’s use a chart to keep track of our questions. Draw a two-column chart on the board and give students the two-column chart graphic organizer. Label the columns Questions and Answers.. Have students look at the cover of the reader. Say I have a question about the title. Why is the culture of the cave people disappearing? Write that question in the Questions column. Say We’ll see if we can find the answer to that question as we read. Papua New Guinea is made up of the eastern half of the island of New Guinea, as well as 600 other islands. About 800 languages are spoken in Papua New Guinea. c A Folktale from Vietnam Reading Strategy Ask Questions Encourage students to ask questions when they don’t understand something they read, or when they want to know more about something they read. Asking questions helps students be active readers. • Say As we read, think of questions you have about the topic. We’ll stop often to ask questions. While You Read G A Folktale from Nigeria al he Tale of Thunder and Lightning How Tiger Got His Stripes at io n • Stop after every few pages to allow students to ask questions about the reader. Add students’ questions to the chart. For additional support, provide question words and topics as prompts: N p. 2: Why? (caves) p. 6: What? (eat) p. 9: What? (get sick) p. 10: How? (help the Meakambut) After You Read • After finishing the Reader, have students look at the questions in the first column of the chart. For each question, ask What’s one possible answer? Have students find answers in the reader. Discuss the questions and confirm correct answers. If students ask a question not answered in the reader, help them use the library or online resources to find the answer. Video and Reader 191 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 191 5/13/19 10:26 AM AUDIO SCRIPT TR: 5.6 Grammar 2 Note: Grammar 2 is on p. 178. Student’s Book TR: 5.7 1 Listen and read. TR: 5.1 1 Listen and read. Note: Reading Not Your Grandpa’s Mariachi is on p. 180. Note: This reading is on pp. 166–167. Workbook TR: 5.1 4 Listen and write. Write the words in the order you hear them. Hi Chao! S2: Hi Fen! S1: I am reading a really good book! S2: Oh yeah? What’s it about? S1: It’s about our culture. S2: That’s great! I like books about our culture! S1: But it’s in English. S2: Oh! It’s not in our language? S1: No, it’s written in the English language. S2: Did someone from here write it? S1: Yes, a local person wrote it. ar ni ng S1: Le I’m very proud of my culture. People who live together share a common culture. a language Language helps us think and communicate. art Art is a very important part of any culture. a tradition Cooking is a tradition in every culture. share Sometimes two different cultures share one language. storytelling Storytelling is a way to preserve history. pass down Stories are passed down from generation to generation. a generation People of the same generation may have similar experiences. local Try to eat local foods when you visit a country. hold on Some groups try to hold on to their original language. weave My great grandmother used to weave her own cloth. Tourists can help preserve some cultures. a tourist future We remember the past, live in the present, and dream about the future. a community Living in a community is important for most people. c proud culture hi TR: 5.2 2 Listen and repeat. A local writer who knows English! S1: Of course! She knows English, but she’s from our community. S2: Good. Then she knows all about us. S1: Yes, she knows our community well. S2: How old is she? S1: I don’t know exactly. But she’s from our parents’ generation. S2: It’s good that she’s from an older generation. TR: 5.3 1 Listen, read, and sing. S1: Yes, she knows a lot about our traditions. Note: Lyrics for the song Keep Your Culture Strong are on p. 170. S2: What traditions does she write about? S1: Well, for example, she writes about our long history of making art. TR: 5.4 Grammar 1 S2: We do have a long history of art. S1: I know. S2: It makes me proud! S1: You should be proud! We should all be proud! S2: I agree, Fen. We should try to keep our past alive in the future. S1: Yes, it’s our future, Chao, and it’s up to us to hold on to who we are! S2: Hold on? Isn’t that one of our vocabulary words? S1: I think it is, but that one isn’t on the list. S2: OK. at io n al G eo gr ap S2: N Note: Grammar 1 is on p. 172. TR: 5.5 1 Listen and repeat. handcrafted Old toys were handcrafted from wood. a sculpture You can make a sculpture of a person or animal. embroidery Embroidery is beautiful but takes patience. pottery Making pottery is a very old art. jewelry Jewelry making is common in many making cultures. 192 Unit 5 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 192 5/13/19 10:26 AM 7. A sculpture is never handcrafted. TR: 5.2 1 Listen to the song. Use the words in the 8. Language is a part of culture. box to complete the verses. Note: Lyrics for the song Keep Your Culture Strong are on p. 170. TR: 5.6 4 Read and write the correct words. Then listen and check your answers. S1: Hitting the TV with your hand won’t turn it on! S2: I’m interested in watching the ball game. Note: Lyrics for the song Keep Your Culture Strong are on p. 170. S1: Have you tried pushing the green button? S2: No. Do you think trying that button will start the TV? S1: Of course! I always turn it on by using the green button. S2: You were right! My TV turns on by touching the bottom of the screen. S1: Your TV is newer, but I like showing people how this TV works. S2: Thanks for helping me! TR: 5.5 2 Listen. Check T for True and F for False. 1. You can use many colors when embroidering a shirt. 2. Most pencils that we use for writing are handcrafted. 3. Painting can be a kind of art. 4. Tourists often like to take photographs. ni Note: Reading Chinese Paper Art is on p. 60. ar TR: 5.4 1 Listen and read. ng TR: 5.3 2 Listen again. Check T for True and F for False. Workbook 6. A generation can pass down the tradition of storytelling. Go to pp. 343–345 for the Workbook Answer Key for this unit. hi c Le 5. It’s good to be proud of your community. N at io n al G eo gr ap NOTES Audio Script 193 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_164-193_U05_CR2.indd 193 5/13/19 10:26 AM Unit 6 In This Unit Amazing Plants! Theme This unit is about plants and how they adapt. Content Objective Students will • identify and describe plants and plant adaptations. Language Objectives In this unit, I will . . . • describe plants. • talk about what plants and animals do to help plants survive. • compare how plants grow and adapt. • do descriptive writing. Students will • describe plants. • talk about what plants and animals do to help plants survive. • compare how plants grow and adapt. • write a descriptive paragraph. T F 2. The flowers are wet. T F 3. These flowers eat insects. T F Le ar Vocabulary 1 adapt, attract, bacteria, behavior, digest, ground, a leaf, light, roots, a stem, stink, a strategy, survival, trap, trick Vocabulary 2 a daisy, a petal, a rose, a thorn, a vine 1. These flowers are sculptures. ni Vocabulary ng Check T for True and F for False. Grammar c Grammar 1 the passive: simple present Grammar 2 use relative clauses with that hi Reading Is That a Plant? Writing Descriptive Writing ap Mission Value plants gr Project Make a local plant guide eo 92 Objectives io n al Students will • analyze a photo for information. • evaluate the accuracy of statements. G UNIT OPENER Resources Video Sc. 1; Home-School Connection N at Letter; Unit Opener Poster; Classroom Presentation Tool Pacing Guides L5U6 2–3 Hours 3–4 Hours 4–6 Hours Introduce • Activate prior knowledge Say Our next unit is called “Amazing Plants!” Ask What are some examples of plants? (trees, vegetables, grass, flowers) List students’ responses on the board. Then say Tell me more about plants. Ask What do plants need to grow? (water, sunlight) What happens if plants do not have these things? (They turn brown. They die.) • Brainstorm Say Work with a partner. List as much information about plants as you can. Model by writing the heading Plant Characteristics on the board. Say I know that many plants are green. I know that fruits and vegetables come from plants, so I’ll write that. Write are often green and might have fruits or vegetables on the board. Give students several minutes to write their ideas. Then, have them share their ideas with the class. Plant Characteristics are often green might have fruits or vegetables 194 Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 194 5/13/19 10:27 AM BE THE EXPERT About the Photo The photo shows the Australian sundew, a plant that eats insects. There are small clear circles on the outside of the Australian sundew that look like water drops. This attracts thirsty insects who want to drink the water. Teaching Tip ng When the insects come to drink, though, they get trapped by the plant’s sticky tentacles. The tentacles are long, thin hairs that grow out of the plant. The plant then eats its insect prey. There are about 400 species of carnivorous plants, or plants that eat insects and small animals, worldwide. Le ar ni Classroom Management It’s a good idea to get students to move around during a lesson. When you can, break up long periods of sitting still with situations in which students can move. For instance, when doing a true or false activity, you might have students stand up to show that they think the statement is true or stay seated if they believe it is false. Related Vocabulary ap hi c dew, drops, tentacles, carnivorous 93 G eo gr Australian sundew io n al • Say Open your books to pages 92 and 93. Look at the photo. This is a plant that eats insects! This plant looks wet, but it’s actually dry. Hold up your book and point to the tips of the plant. Then, say Insects, or bugs, come to drink water from the plant. But, instead of getting a drink, they get eaten! at • Ask questions to encourage discussion of the photo on pp. 92–93. N How many plants do you see? (two) What colors do you see? (green, red, purple, white) Do these plants look wet or dry? (wet) • Guide students through the true/false activity on p. 92. Have students work by themselves. When they finish, call on a student to read item 1 aloud, along with his answer. Ask Does everyone agree? After you confirm the correct answer, repeat for items 2 and 3. Unit Opener 195 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 195 5/13/19 10:27 AM VOCABULARY 1 VOCABULARY 1 Objectives 1 Listen and read. TR: 6.1 2 Listen and repeat. TR: 6.2 Students will • identify and use words related to characteristics of plants. • identify and use words related to plant behaviors. Have you ever heard of a flower that smells like rotting meat to attract insects? Have you seen a plant close its leaves over an insect? Can plants really do these things? Let’s learn more about the behavior of plants. Vocabulary attract, a leaf, behavior, light, roots, ground, bacteria, adapt, survival, a strategy, stink, trick, trap, digest, a stem Content Vocabulary nutrient, absorb, rotting, pollen, odor Pitcher plant Resources TR: 6.1–6.2; Video Sc. 2–3; Activity ng Worksheet 6.1; Graphic Organizer: Vocabulary log; Workbook pp. 66–67; Online Practice Materials soft ball (optional), photo or model of ar ni a spider web (optional) gr ap hi c Le Plants need light, air, water, and nutrients to live. Roots absorb the nutrients that are in the ground and water. Tiny creatures called bacteria turn these nutrients into food that the plant can use. But some places don’t have a lot of these nutrients. So some plants adapt. They follow a different plan for survival. Their strategy is to eat insects to live! eo 94 Unit 6 G Warm Up at io n al • Recycle Write Predator and Prey on the board. Ask What’s a predator? (an animal that hunts other animals) Ask What’s prey? (the animals a predator eats) Name animals that students are familiar with, such as lions, tigers, insects, fish, bears, and rabbits. Have them say whether each animal is a predator or prey. N • Say Look at the photos of the plants on pages 94 and 95. Ask Are these plants predators or prey? (predators) What is its prey? (insects) Say Plants can be predators, too! 196 • Explain If possible, display a photo or model of a spider web. If not, draw a web on the board. Ask What’s this? (a web) Say Yes, this is a spider web. Write the word trap on the board. Say A spider traps insects in its web. Just like spiders, some plants trap insects. Today we’ll learn about these plants. Present • Draw a plant on the board with roots, leaves, and a stem. Label each part. Say Plants grow from the ground. Use your hand to indicate the area around the roots. Say Water and light are important for a plant’s survival. They help a plant stay alive. Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 196 5/13/19 10:27 AM Stink Lily, Panama BE THE EXPERT Venus flytrap, Southern Brazil Vocabulary Strategy Word Families Most English words have several forms. A noun can be singular or plural (strategy, strategies). An action word, or verb, can be present tense or past tense (attract, attracted). In some cases, whole sets of words go together (trick, tricking, tricked . . .). The simplest form of these words is usually considered the base word (strategy, attract, trick). a leaf a stem The stink lily gets its name from its smell. The flower stinks like rotting meat. The smell attracts flies to the plant—and then tricks them! When a fly crawls on the flower, pollen sticks to the fly. Then the fly takes the pollen and leaves it on the next plant it visits. That’s how the stink lily makes new plants. When students learn new vocabulary, help them compare new words with base words they know. A student who knows the word survive, for instance, will have an easier time figuring out what survival means. The same is true of behave/ traditional, and creative/ behavior, tradition/traditional, creativity. Link new words with base words and other word forms that are already familiar to students to help them build their vocabulary. ni ng The Venus flytrap attracts insects with a sweet odor. When an insect lands on an open leaf, the leaf closes and traps the insect. Then the plant slowly digests the insect over a period of eight to ten days. How do plants adapt to survive? Le Ask and answer. Work with a partner. What did you learn? Some plants trap insects. hi ap 95 G eo gr Plants that eat animals (or carnivorous plants) grow in many parts of the world, including Australia, Asia, South America, and North America. Pitcher plants are found in many parts of North and South America, Asia, and Australia. They can grow in many different habitats, such as pine forests, swamps, and sandy coastlines. The Venus flytrap is found in North and South Carolina, in the U.S., but can also be found in many other parts of the world. The stink lily can also be found in many other parts of the world, but it is usually found in Greece, Crete, and areas around the Mediterranean Sea. c 3 ar Our World in Context Practice • 1 Say Let’s read how these plants adapt to their environment. Play TR: 6.1. Have students read along on pp. 94–95 as they listen. • Have students turn to page 95. Point to the Venus flytrap. Write strategy, tricks, traps, and digests on the board. Say The Venus flytrap has a strategy, or plan, to get food. This plant tricks, or confuses, an insect with a sweet smell. It traps the insect and eats it. Then, it digests it. Rub your stomach and say When we eat food, it digests in our stomachs. • Discuss the paragraphs on pp. 94–95 with students. Ask questions such as: N at io n al • Write bacteria on the board. Say Bacteria are very small creatures. You can’t see them, but they live everywhere—even on our hands! When you wash your hands, you remove bacteria. What do plants need for survival? (light, air, water, nutrients) What are some parts of plants? (roots, leaves, stem) How do some plants attract insects? (They stink. They have a sweet odor.) What happens after plants attract an insect? (They trick it. They trap and eat it. They digest it.) • 2 Play TR: 6.2. Have students repeat the words and sentences as they hear them. Vocabulary 1 197 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 197 5/13/19 10:27 AM VOCABULARY 1 1 Listen and read. TR: 6.1 2 Listen and repeat. TR: 6.2 Stink Lily, Panama Venus flytrap, Southern Brazil a leaf Have you ever heard of a flower that smells like rotting meat to attract insects? Have you seen a plant close its leaves over an insect? Can plants really do these things? Let’s learn more about the behavior of plants. a stem The stink lily gets its name from its smell. The flower stinks like rotting meat. The smell attracts flies to the plant—and then tricks them! When a fly crawls on the flower, pollen sticks to the fly. Then the fly takes the pollen and leaves it on the next plant it visits. That’s how the stink lily makes new plants. ng The Venus flytrap attracts insects with a sweet odor. When an insect lands on an open leaf, the leaf closes and traps the insect. Then the plant slowly digests the insect over a period of eight to ten days. ni Pitcher plant Plants need light, air, water, and nutrients to live. Roots absorb the nutrients that are in the ground and water. Tiny creatures called bacteria turn these nutrients into food that the plant can use. But some places don’t have a lot of these nutrients. So some plants adapt. They follow a different plan for survival. Their strategy is to eat insects to live! Ask and answer. Work with a partner. What did you learn? Le ar 3 Some plants trap insects. ap hi c How do plants adapt to survive? OW2e_SB_5_31988_092-107_U06.indd 94 1/23/19 9:46 AM OW2e_SB_5_31988_092-107_U06.indd 95 1/23/19 9:46 AM • Pair students. Say Look at your lists and talk about the vocabulary words you don’t know. Help each other understand the word. If there is a word you both don’t know, circle it. Walk around the room to help pairs with any words they have circled. Ask Which words tell what a plant can do to an insect? (attract, trick, trap, digest) If students are uncertain, have them reread the information at the top of p. 94. io n al G eo • Say Let’s do an activity. First, I’m going to choose a vocabulary word I know. Write leaves on the board and put a check mark after it. Explain that the check mark shows that you know the word. Now say I don’t really know digest. I’ll write it and add a question mark to show that I’m not sure about this word. 95 gr 94 Unit 6 N at • Say Let’s help each other. First, I’ll tell you about the word I know. Point to the word leaves. Say Leaves. Leaves are a green part of a plant. Then point to digest. Say Digest. I can read it, but I’m not sure what it means. Can you help? Have students tell you the meaning of digest. • Write the vocabulary terms from pp. 94–95 on the board. Give out vocabulary log graphic organizers. Have students copy the words on the board into their log. Say Look at the words. Put a check mark next to the words you know. Put a question mark next to the words you don’t know. 198 Wrap Up • On the board write: Part of the plant and Plant behavior. Have students stand in a small circle. Stand in the middle and toss a soft ball. Say a vocabulary term as you toss. For example, toss the ball and say trick. Ask the student who catches the ball to say if the word is part of the plant or plant behavior. Continue until all students have had a turn. Recap • Say Open your books to pages 94 and 95. Let’s review some words we learned about plants. Show me how you act when you smell a plant that stinks. Ask What are some parts of a plant? (roots, leaves, stem) Ask What are some actions that plants can do? (trick, trap, digest) Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 198 5/13/19 10:27 AM Apply BE THE EXPERT • 3 Have two students read the dialogue at the bottom of p. 95 aloud. Say Work with a partner to ask and answer questions. Use the vocabulary words in your questions and answers. Model scanning the text to find a question. Say I wonder how plants get food and water, so I ask “What part of the plant absorbs water and nutrients?” (roots) Pair students and have them ask and answer questions. Teaching Tip Before students begin an activity, it is helpful to model how to complete it correctly. To involve students in the class, encourage advanced students to model how to complete activities correctly, instead of always doing it yourself. This gives the class additional opportunities to see how to complete an activity and helps engage students. Extend ni ar c To adapt to the desert . . . Le • Write Desert on the board. Say Let’s talk about a survival strategy for the desert. A desert is very hot, sunny, and sandy. How can we adapt to live in the desert? Write the following on the board: ng • Ask What are some animal habitats you know? (a cave, a rain forest, a desert) Say Imagine you’re in a new habitat. This habitat is very different from your home. In this place you have to change, or adapt, for your survival. Write the phrase Survival strategy on the board. Say A survival strategy tells about how we adapt to live in a new place. hi I drink extra water. ap I protect myself from the sun. eo gr • Have students offer additional ways to adapt to the desert. Then, pair students and have them choose a different habitat (cave, ocean, polar region). Have students write a survival strategy for that habitat. Then have them share their strategy with the class. G Wrap Up N Review at io n al • Say We’re going to review the new vocabulary words. One person will say a sentence with one of the words. We’ll repeat the sentence. Then the next person makes a sentence with a different word. Model by saying My word is digest. My sentence is A plant digests its food. Go around the room until everyone has had a turn making a sentence. • For additional practice, direct students to Activity Worksheet 6.1. Workbook and Online Practice Vocabulary 1 ✔ Formative Assessment Can students • identify and use words related to characteristics of plants? Have students name three parts of a plant. • identify and use words related to plant behaviors? Ask students to write a sentence about what a plant does for survival. Make sure they use at least one vocabulary term in their sentence. Vocabulary 1 199 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 199 5/13/19 10:27 AM SONG SONG Vocabulary in the song 1 Vocabulary 1 a leaf, a stem, roots, attract, survive, light Listen, read, and sing. TR: 6.3 Plants Are All Around CHORUS Grammar in the song Leaf and stem and flower and root! The sweet, delicious smell of fruit is here and there and everywhere! Plants are all around. Grammar 1 use the passive voice in the present tense Resources TR: 6.3; Video: Sc. 7; Workbook p. 68, Plants are growing up and down. Air is flowing all around. Workbook Audio TR: 6.1–6.2; Online Practice Plants come in every shape and size. Their bright colors attract the eyes of bees and butterflies. ng Big and small, plants survive it all. ar Le Some of the oldest plants on Earth are trees on mountains high, drinking in the light, reaching up into the sky. ni CHORUS Some plants play tricks with our eyes. They’re made to give us a surprise. A plant is designed to survive. To make new seeds, to grow and thrive. Ask and answer. Work with a partner. ap 2 hi c Leaf and stem and flower and root! The sweet, delicious smell of fruit is here and there and everywhere! Plants are all around. gr 1. Which plants do you like best? 2. Do you eat them? 3. What makes them special to you? eo 96 Unit 6 G Use the Song • Say Let’s listen to the song again. This time, write down the words that tell about plant behavior. Remind students that behavior tells about what plants do. Play TR: 6.3 again. After the song, have students share the words they wrote about plant behavior. (growing, attract, survive, play tricks) • 2 Have students work in pairs to discuss the questions on p. 96. If students have trouble describing their favorite plants, have them draw pictures to use for their discussion. N at io n al • Activate prior knowledge Write stem, root, and leaves on the board. Have students open their books to pp. 96–97 and look at the picture. Point to the words on the board and ask Which parts of a plant do you see in this photo? (flower, stem) What color is the flower? (pink, orange) What color is the stem? (green) Can you see the roots? (no) Where are the roots? (under the ground) • 1 Say We’re going to hear a song about plants. You’ll hear words that describe parts of plants and words that describe what plants do. Say Listen to the song. Write down the plant parts you hear. Play the TR: 6.3. After the song, have students say aloud what plant parts they heard. (leaf, stem, flower, root, fruit, seeds) 200 Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 200 5/13/19 10:27 AM BE THE EXPERT About the Photo ng The orchid in the photo, which resembles a monkey’s face, belongs to the genus Dracula, which means “little dragon.” There are more than 100 species growing naturally in rain forests from southern Mexico to Peru. However, they grow best in the dark, foggy environments of cloud forests, and most species are found in Colombia and Ecuador. Dracula have very unusual colorful flowers with long tails. Many species seem to show different monkey faces. Some species are endangered. This means that they could disappear soon if not protected. 97 Workbook and Online Practice Song eo gr ap hi c Le ar ni A monkey orchid G Use It Again at io n al • Vocabulary 1 Point to the line “Big and small, plants survive it all.” Point out that the word survive is another form of the word survival. Ask What do plants need to survive? (light, water, air) Ask What do plants do to survive? (trap insects, digest insects, adapt) Pick one of the things plants do to survive (trap insects, digest insects, adapt) and help students add a line to the verse. N • Grammar 1 Point out the line “Some plants play tricks with our eyes.” Say This line is about what plants do. How can we change the line to tell about what our eyes do? Write on the board: Our eyes by plants. Ask What happens to our eyes? (Our eyes are tricked by some plants.) Repeat with the line “Their bright colors attract the eyes of bees and butterflies.” Read the sentence aloud and then write on the board The eyes of bees and butterflies to their bright colors. (are attracted) • Vocabulary 2 Replay the first line from Plants Are All Around: “Leaf and stem and flower and root.” Say These words tell about plant parts. Ask What other words do you know about plant parts? (thorn, petal, vine) Rewrite the song line as “Leaf and thorn and petal and vine.” Sing the new line aloud with students. Song 201 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 201 5/13/19 10:27 AM GRAMMAR 1 GRAMMAR 1 The passive: Simple present TR: 6.4 Objective Insects are attracted to the plant’s sweet smell. The seeds are carried away by birds. Students will • tell what is done to something or someone using the passive voice. How is the insect trapped? The fly is caught inside the closing leaf. Grammar the passive: simple present Read. Complete the sentences. Content Vocabulary pollen, nutrients 1. Plant food (make) Resources TR: 6.4; Video Sc. 5; Graphic 2. Pollen (take) Organizer: Three-column chart; Workbook p. 69; Grammar Workbook pp. 24–25; Online Practice is made is taken are carried 3. The seeds (carry) Materials picture of an insect 2 by bacteria. to other plants by insects. by birds. 4. Plants that eat insects (find) are found 5. Many new plants (discover) are discovered Read. Underline the answer. in the rain forest. ng 1 Academic Language passive voice Socotra is located / is called in the Indian Ocean. Many strange trees the dragon blood tree. It is used / is found The desert rose is used / is found pink flowers. It Dragon blood trees gr ap hi c Le ar ni are found / are needed here. One famous tree Warm Up io n The plant traps the insect. al • Write the following sentences on the board. G eo 98 Unit 6 The birds carry the seeds away. N at The plant’s sweet smell attracts the insects. • Point to each sentence. Ask What’s the action word? (traps, carry, attracts) Point to the first sentence. Ask What traps the insect? (the plant) Point to the second sentence. Ask What carries the seeds away? (the birds) Point to the third sentence. Ask What attracts the insects? (the plant’s sweet smell) • Underline the words plant, birds, and smell. Say In these sentences, the thing at the beginning of the sentence does the action. 202 • Point to the sentence The plant traps the insect. Say The sentence is about what the plant does. Let’s write the sentence another way. Let’s write the sentence to tell about the insect. Write on the board: The insect is trapped by the plant. • Act it out Say I’m a plant. I trap the insect. Hold up a picture of an insect and pretend to trap it with your other hand. Next, hold up only the picture of the insect and say This is the insect. The insect is trapped by the plant. Underline the phrase is trapped in the sentence on the board. Present • Play TR: 6.4. Have students listen and follow along in their books. Then write the following on the board: The birds carry The seeds are carried → the seeds away. away by the birds. Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 202 5/13/19 10:27 AM 3 Read and write. Rewrite the sentences. BE THE EXPERT 1. Plants need nutrients for survival. Grammar in Depth Nutrients are needed by plants for survival. Passive voice 2. Birds eat the fruit. • We can use the passive to focus on the receiver of the action or the action itself. Active: The plant’s smell attracts insects. The fruit is eaten by birds. 3. The plant attracts insects. Insects are attracted by the plant. (doer) Passive: Insects are attracted by the plant’s smell. 4. The smell of the stink lily tricks the flies. The flies are tricked by the smell of the stink lily. The doer of the action (subject) is mentioned in a by phrase if it provides important information. 5. The pitcher plant traps and digests small animals. Small animals are trapped and digested by the pitcher plant. • We also use the passive (without by + doer) when it’s not important to say—or it’s not known—who performs the action. These flowers are grown in Holland Holland. (It’s obvious that farmers grow the flowers.) children find plants insects eat flowers Different plants are discovered every year. (We don’t know who discovers the plants.) ni need flowers • To form the passive voice in the simple present, two things must happen: 1) The receiver of the action in an active sentence becomes the subject in the passive. ar snacks ng Make sentences. Work with a partner. Take turns. How many can you make? Le 4 (receiver) Flowers are eaten by plants. Active: The plant’s smell attracts insects insects. Passive: Insects are attracted by the plant’s smell. 2) The verb takes a form of be + the past participle. Active: The plant’s smell attracts insects. Passive: Insects are attracted by the plant’s smell. 99 G eo gr ap hi c That’s not true! N at io n al • Explain Say In the sentence on the left, the birds do the action. In the sentence on the right, the seeds have the action done to them. Say When we change sentences in this way, we use the -ed ending on the action word. Write carried on the board. Say Many action words take different forms. Open your books to page 168. Point to the third column. Say When we change sentences in this way, we use is or are with the -ed form of the action word or the form that you see in the third column on this page. Ask Do the seeds carry the birds away? (no) If students say yes, yes, remind them that in this sentence, the action is done to the seeds. Practice • Read the sentences in the grammar box again with students. Remind students that is goes with one thing or person and are goes with more than one thing or person. • 1 Read item 1 with students. Say I’ll write the word is because plant food is just one thing. Show students make in the Infinitive column of the irregular verbs chart on p. 168. Then point to made in the past participle column. Say The word make becomes made. Remember that you can use the chart on page 168 to help you change some of the words in parentheses. • Guide students to complete item 2. Ask questions such as Is pollen one thing or more than one thing? (one thing) Right, it’s one thing, so we should use the verb is. Then say What form of the word take should we use? (taken) Then have students complete the remaining items on their own. Ask students to read their responses aloud. • 2 Read the directions to the activity aloud. Say There are two choices to complete each sentence. One is correct. One is incorrect. Underline the words that make sense in the sentence. Grammar 1 203 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 203 5/13/19 10:27 AM 3 GRAMMAR 1 The passive: Simple present TR: 6.4 Read and write. Rewrite the sentences. 1. Plants need nutrients for survival. Nutrients are needed by plants for survival. Insects are attracted to the plant’s sweet smell. The seeds are carried away by birds. 2. Birds eat the fruit. How is the insect trapped? The fly is caught inside the closing leaf. Insects are attracted by the plant. is made by bacteria. is taken 2. Pollen (take) 3. The seeds (carry) 4. The smell of the stink lily tricks the flies. The flies are tricked by the smell of the stink lily. to other plants by insects. are carried by birds. 4. Plants that eat insects (find) are found 5. Many new plants (discover) are discovered 5. The pitcher plant traps and digests small animals. Small animals are trapped and digested by the pitcher plant. in the rain forest. every year. 4 Read. Underline the answer. Make sentences. Work with a partner. Take turns. How many can you make? Socotra is located / is called in the Indian Ocean. Many strange trees are found / are needed here. One famous tree is attracted / is called the snacks need dragon blood tree. It is used / is found to make paint and medicine. The desert rose is used / is found in the desert in Socotra. It has beautiful pink flowers. It is shaped / is found like the foot of an elephant! flowers find insects eat ng 1. Plant food (make) 2 3. The plant attracts insects. Read. Complete the sentences. ar ni 1 The fruit is eaten by birds. children plants flowers Flowers are eaten by plants. That’s not true! ap hi c Le Dragon blood trees OW2e_SB_5_31988_092-107_U06.indd 98 gr 98 Unit 6 1/23/19 9:47 AM 1/23/19 9:47 AM The food is eaten by bacteria. Insects are attracted by the leaves.) Have students share their completed sentences aloud. Review correct sentences as a class. at io n al G eo • Read the first sentence aloud with the phrase is located. Say That sounds right. To locate something is to tell where it is, so it makes sense to say that Socotra is located in the Indian Ocean. Now I’ll try the other way. Read the sentence with the phrase is called. Say That doesn’t sound right. We wouldn’t say that Socotra is called in the Indian Ocean. So is located is the correct answer. OW2e_SB_5_31988_092-107_U06.indd 99 99 N • Have students complete the activity on their own. Remind students to look for context clues when they need help to understand vocabulary. When students are done, have them check their answers with a partner. Wrap Up • Say Some plants trick insects. Bacteria eat the food. The leaves attract insects. After you say each sentence, pause and have students rewrite the sentence in the passive voice. (Insects are tricked by some plants. 204 Recap • Point to your shirt. Say I’m wearing this shirt. This shirt is worn by me. Go around the room, having students name an article of clothing that they’re wearing. Help them express this idea in the active form (I’m wearing) and then in the passive form ( . . . is worn by me). Apply • 3 Read the directions with students. Then have a student read the first sentence aloud. Say This sentence tells about plants. It tells what plants need. What do plants need for survival? (nutrients) • Say Now we’ll make the sentence about the nutrients. Nutrients are more than one thing, so we write Nutrients are. The action word is need, so I’ll change that to needed. What needs nutrients? Plants do. So I’ll write by plants. Read the answer to item 1 aloud. Then have students complete the remaining items on their own. Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 204 5/13/19 10:27 AM BE THE EXPERT • 4 Read the model dialogue with students. Then say Choose a word from each column to make a sentence. I’ll start with the word snacks. Snacks might go with the word eat. Who eats snacks? Children. So, I can say Snacks are eaten by children. Teaching Tip Learning the exceptions to the rules will help students become better at spelling and grammar. Encourage students to learn the list of irregular verbs on p. 168 by heart. Memorizing the past and past participle of irregular verbs will boost their confidence in speaking and writing activities. • Give students five minutes to make as many sentences as possible. Remind them that their sentences can be true or false. Then place students in pairs and have them read their sentences. ng • Expand Have students make grids of their own like the one in the text. The middle column contains action words, the outer columns name things, animals, or people. Have students write two sentences they can make with these words. Then have them read the new sentences to a partner, who will decide if they are true or false. ar Le gr ap hi • Take a class survey about foods. Ask the class questions such as Who eats potatoes? Who likes carrots? Who likes pizza? Have students raise their hands if the sentence is true for them. On the board record the number of students who raise their hands for each food. Have students add the information to their charts. c • Make a three-column chart on the board and give students the three-column chart graphic organizer. Write the headings Food, Sentence 1, and Sentence 2. Say We’re going to write about the foods we like, eat, and cook. Under Food, list three or four foods. ni Extend G eo • Then write an active voice sentence in the Sentence 1 column Ten) students like pizza. Say Let’s write of the chart, such as (Ten) this sentence in another way. In the third column of the chart, rewrite the sentence in the passive voice. (Pizza is liked by ten students.) Sentence 2 Ten students like pizza. Pizza is liked by ten students. io n pizza _ (10) _ students Sentence 1 al Food carrots _ (15) _ students N at • Put students in pairs. Have partners look at the survey results and write sentences about the class. Remind students to write two sentences for each food. Call on students to share sentences with the class. Wrap Up Workbook and Online Practice • Write eat, give, and make on index cards. Pair students and give each pair a card. Say Write two sentences with these action words. In one sentence, use the action word on the card. In the other sentence, change the action word to the past participle form on page 168 of your book. Call on students to share their sentences with the class. Grammar 1 ✔ Formative Assessment Can students • tell what is done to something or someone using the passive voice? Ask students to change the sentence The birds eat the seeds to use the passive voice. Grammar 1 205 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 205 5/13/19 10:27 AM VOCABULARY 2 VOCABULARY 2 Objective 1 Listen and repeat. Then read and write. TR: 6.5 Students will • identify and describe plant names and plant parts. a petal a thorn Vocabulary a daisy, a petal, a vine, a rose, a thorn Resources TR: 6.5; Video Sc. 4; Activity Worksheet 6.2; The Sounds of English Cards 14 and 15; Workbook p. 70, Workbook Audio TR: 6.3; Online Practice a daisy Materials markers or colored pencils, a vine a rose drawing paper petal ng 1. An outer part of a flower is called a vine holds onto things as it grows. thorn 3. Be careful! That is sharp. rose 4. The class gave the teacher a red . ? Listen and stick. Work with a partner. Give a clue. Take turns. Answers will vary. Le 2 daisy ar 5. Is that flower a white ni 2. A climbing c That’s a pretty yellow flower! ap hi It’s a daisy! gr 1 2 3 4 5 eo 100 Unit 6 G Warm Up N at io n al • Activate prior knowledge Pair students. Say Think of a time when you gave flowers or someone gave you—or a person you know—flowers. Ask What were the flowers like? Say Draw a picture of the flower you gave or received. Tell your partner about what the flowers looked and smelled like. Give partners time to discuss their experiences. Then say Today we’re going to learn more about plants and flowers. • Ask questions about the new vocabulary words, such as What are two types of flowers? (a rose, a daisy) What’s the outside part of a flower called? (a petal) What’s a sharp part of a rose called? (a thorn) Which word tells about a long, thin plant? (a vine) What flower has white petals? (a daisy) Practice • 1 Say Let’s listen to the vocabulary words. Point to the word on the page when you hear it. Play TR: 6.5 once and pause to check that students are pointing to the correct word. Play it again and have them repeat the word and the sentence. Present • Have students open their books to p. 100. Point to each vocabulary item and say the word aloud. Have students repeat the word after you. 206 Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 206 5/13/19 10:27 AM BE THE EXPERT • Explain Point to the sentences below the photos. Say Each of these sentences is missing a vocabulary word. Let’s try the first one together. Read the sentence aloud, pausing at the blank. Say The word outer means on the outside. The base word out gave me a clue. What do we know about parts of a flower? A thorn is a part of a plant, but it’s on the stem. A petal is a part of a plant, and I see in the photo that the petal is on the outside of the flower. So, the missing word is petal. Have students write petal in the empty space. Vocabulary Strategy Contractions A contraction is when you combine two words with an apostrophe (’). The apostrophe shows that part of the second word is missing. The first word in the contraction does not change, except for the word will. Some of the possible combinations are the following: • Have students complete the remaining items. Point out number five, which could be either rose or daisy. Say Be sure to use each word only one time. ap ni ar Le hi • Have students complete the activity. Point out that they should guess the word first, before placing their sticker. Have students take turns giving clues until each of the spaces has been filled up. Tell students that they will not use all the stickers. c • 2 Direct students to the stickers in the back of their books. Review the names of the images. Then model the activity. Say I’m thinking of one of these pictures. Here’s a clue. It’s a sharp thing that’s found on the stem of a flower. Have a student respond It’s a thorn. Say You guessed thorn. That’s the correct answer. So, she’ll put the thorn sticker down in her book. Then, she’ll give me a new clue. ng Apply Wrap Up io n al G eo gr • Ask a student to come to the board. Say I’m going to talk about two flowers. Draw what you hear. Say The first flower is a daisy. It has six petals and a long stem. Pause while the student draws on the board. Then say The next flower is a rose with five petals and three thorns. There’s a leaf on its stem. When the student finishes drawing, ask the class to write a sentence about each flower on the board. (The daisy has six petals and a stem. The rose has three thorns.) Write a few responses on the board. The Sounds of English Comparing Sounds: /θ/ and /ð/ The sounds /θ/ (thorn) and /ð/ (those) can be difficult to pronounce and distinguish, since many languages do not have these sounds. These sounds are made with the same tongue and mouth position. Have students place their relaxed tongue between their teeth and blow out air. For the /θ/ sound, the vocal cords will not vibrate, but they will vibrate when making the /ð/ sound. Use Sound Cards 14 (teeth) and 15 (feather). There are not many minimal pairs for these two sounds, but you can mention that /ð/ is mostly found in functional words like then, there, those, that, etc. Example words: thing, thorn, ninth, those, smooth, rhythm N at • Pair students. Give students drawing materials and say Now listen to your partner and draw. Tell your partner about two flowers. Say what they look like. Use your imagination! Give students time to draw. Remind students to use vocabulary words as they describe the flowers to their partner. Once students have finished drawing, say Now write a sentence about each flower ower. Check each pair’s drawing and sentences for accuracy. • Pronoun + a form of the verbs to be or to have / will or would Examples: I’m = I + am, he’s = he + is, they’re = they + are, we’ve = we + have, she’s = she + has, he’ll = he + will, we’d = we + would • It or That + is Examples: it’s = it + is, that’s = that + is • Do / Does / Will / Have / Can / Shall + not Examples: don’t = do + not, didn’t = did + not, hadn’t = had + not, won’t = will + not (Use this opportunity to point out how the word will changes.) Encourage students to look for examples of contractions in the book. They might call out words that have apostrophes but are actually showing possessives (for example, “doll’s eyes” on page 102). If so, further explaining might be necessary. Workbook and Online Practice Vocabulary 2 Review • For additional practice, direct students to Activity Worksheet 6.2. ✔ Formative Assessment Can students • identify and describe plant names and plant parts? Hold up p. 100 of the book. Point to different flowers and flower parts and ask students to name what they see. Vocabulary 2 207 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 207 5/13/19 10:27 AM GRAMMAR 2 GRAMMAR 2 Relative clauses with that TR: 6.6 Objective I don’t want a plant that smells like rotting meat! I like plants that trick and trap insects. Students will • describe people, places, and things using relative clauses with that. 1 Grammar use relative clauses with that Read and write. sunflower/stem daisy/petals garden/flowers rain forest/vines rose/thorns tree/leaves Venus flytrap/insects Content Vocabulary sunflower Resources TR: 6.6; Video Sc. 6; Activity 1. A sunflower is a plant that has a long stem. Worksheet 6.3; Workbook p. 71, Workbook Audio TR: 6.4; Grammar Workbook pp. 26–27; Online Practice 2. A daisy is a plant that has petals. 3. A garden is a place that has flowers. Materials colored pencils or markers, drawing 4. A rain forest is a place that has vines. paper, colored chalk (optional) 6. A tree is a plant that has leaves. ng 5. A rose is a flower that has thorns. Play a game. Work in groups of three. Choose a page in this book. Describe an object. The group guesses what it is. The winner picks another page. Le ar 2 ni 7. A venus flytrap is a plant that traps insects. It’s a rocket. No. Guess again. It’s a comet! G Warm Up io n al • Draw a square and a circle on the board. Say I drew two shapes. The shapes are not alike. Point to the shape that is a square. Have students point to the square. square. Repeat with the sentence Point to the shape that is a circle. N at • Erase the square and circle. Draw a tree and a stick figure on the board. Say Point to the drawing that is a plant. Have students point to the tree. Point and say This is the drawing that is a plant. Have students repeat. • Say Let’s play a game. I’ll tell you about something I see in the classroom. Raise your hand if you know what it is. Then tell me the object’s name. Say sentences such as the following and have students identify the object: I see something that is round with numbers. (a clock) I see something that opens and closes. (a door) After a few 208 101 eo gr ap hi c Go to page 63. This is something that flies through space. examples say Today we’re going to learn how to describe things using that. Present • Say Open your books to pages 100 and 101. Point to the page that has photos of plants. Students should be pointing to page 100. Ask How did you know it was p. 100 and not 101? (because you said that has photos of plants) • Read the two sentences in the grammar box on p. 101. Then say The first sentence is about a plant that smells like rotting meat. The information after the word that tells what the plant smells like. • Repeat with the second sentence, emphasizing again that the word that is followed by more information about what these plants do. Play TR: 6.6 and have students repeat the sentences. Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 208 5/13/19 10:27 AM Practice BE THE EXPERT • 1 Play TR: 6.6 again. Then read the example sentence in item 1 aloud. Point out that this sentence uses the words sunflower and stem from the word list in the box. Remind students that that comes after a thing, not after an action word. Grammar in Depth Relative clauses with that A clause is a group of words with a subject and verb. A relative clause (sometimes called “an adjective clause”) gives us more information about a noun. In this lesson, students learn to use relative clauses with the pronoun that to define what things and people are. • Have students complete the activity on their own. Write a sentence frame on the board: A/An is a plant that . Point out that the words garden and rain forest are places. So, the sentences with those words will instead begin with A (garden) is a place that . Apply I like these special plants. They trap insects. I like these special plants that trap insects. ni ng • Have students read aloud their completed sentences to the class. A relative clause is formed by joining two sentences together with a word such as who, which, or that. In the sentences below, notice how that replaces They, and the two sentences become one. The clause that trap insects gives us necessary (defining) information about plants (the object in the first sentence). Teaching Tip Le c ap hi • Have students form groups of three. Say Look at any page in the book before page 101. Each person chooses one object to give clues about. Write a sentence on the board to help students form their clues: This is something that . Encourage students to come up with their own clues as well. Have students play until each group member has given a clue. Many activities call for students to compete, but for some students, competition may be frustrating. When the reward for correct responses in a game is to go again, students who need the most practice might not have the chance to get it. If there is a wide range in ability among group members, eliminate the competition and have students simply take turns. ar • 2 Read the directions and have three students read the model dialogue aloud. Remind students that the word that must appear in the clue. gr Extend eo • Draw a picture of a tree, a cloud, and a sun on the board. Say A tree is a plant that has leaves. The sun is a star that is bright. Emphasize that in each sentence. al G • Touch the cloud and say What can you say about the cloud? You need to use the word that that.. I’ll start. A cloud is something . . . Have students complete the sentence with a phrase such as that is white/that that is in the sky. N Wrap Up at io n • Say Now draw your own picture. Your picture must have at least three objects, and you must use color in your pictures. Have students draw then share their work with a partner. Their partner should describe each object using a clause with that. • Direct students to the photo of the monkey orchid on p. 97. Say This is a flower that . . . Pause to have students complete the sentence with phrases such as is orange or has a monkey face. Then, place students in pairs and have them describe another plant or flower that is pictured in this unit, using a clause with that. Review • For additional practice, direct students to Activity Worksheet 6.3. Workbook and Online Practice Grammar 2 ✔ Formative Assessment Can students • describe people, places, and things using relative clauses with that? Hold up two of the same objects, such as backpacks or books. Ask students to describe which one they want or like using a phrase with that. Grammar 2 209 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 209 5/13/19 10:27 AM READING READING Objectives 1 Listen and read. TR: 6.7 Is That a Plant? Students will • read about unusual plants. • discuss what makes a plant interesting. • use graphs to understand information. The Hydnora africana has no leaves or stem. It has a flower that looks like a hungry mouth! Inside is white stuff that stinks. Insects are attracted to the smell. The insect is trapped inside the flower by stiff hairs. The insect eats the white stuff to survive. Pollen sticks to the insect. A few days later, the flower opens, and the insect is free. Then it takes the pollen to another flower. The flower has done its job! Reading Strategy Use Information Graphics to Support Comprehension Latin Content Vocabulary blooms, extinct, pollen, rotting The Rafflesia arnoldii also has no leaves or stem. But it has the largest flower of all plants! It can grow to be 1 meter (3 feet) across and can weigh 11 kilos (24 pounds). The flower looks scary. Things that look like big thorns grow out of its center. And worse, it stinks like rotting meat—just like the stink lily! But this plant doesn’t eat insects. The odor attracts insects that carry its pollen to other plants. This big flower blooms for only fi ve days. Because there are fewer and fewer of these plants, they may become extinct. Resources TR: 6.7; Graphic Organizer: Three- column chart; Workbook pp. 72–73, Workbook Audio TR: 6.5; Online Practice gr ap hi c Le ar ni Materials colored pencils; drawing paper ng The white baneberry is also called “doll’s eyes.” Its fruit looks like eyes on blood-red stems! It is round and white and has a black dot. Birds eat the fruit and spread the seeds. That’s how the doll’s eyes makes other plants. The fruit does not hurt the birds, but it’s poisonous to people! If people touch any part of the plant, they will get blisters! Eating the fruit can stop a person’s heart. Academic Language information graphics, rank, Mt. Kinabalu, Borneo eo 102 Unit 6 G Warm Up N at io n al • Say We’ve talked about the parts that most plants have. What are some parts of plants? Write answers on the board (leaves, stem, petals, roots, thorns). Give students drawing materials and say Draw a plant with no stem. Imagine what a plant with no stem looks like. Erase the word stem from the board and give students a minute to draw. Now say Draw a plant with no leaves. Erase leaves from the board. Say Now, try to draw a flower with no petals. Imagine what it looks like. • Say Some plants look very different from the ones you see every day. Today, we’re going to learn about some of these plants. 210 Present • Point to the photo of a Rafflesia arnoldii on p. 102. Say This is a plant. Ask Do you see leaves? (no) Ask Do you see a stem? (no) • 1 Read together Play TR: 6.7 and have students follow along. Pause after each paragraph and have students say one thing that is true about each plant. • Graphic literacy Direct students to the chart at the bottom of p. 103. Say This chart gives information about the three plants we read about. The words in the column headings tell what information we’ll find in this chart. I see the words leaves and stems. What other information can we learn from the chart? (if the plant is poisonous, is stinky, or has fruit, how big the flower is) Say This chart will help us to compare the three plants. Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 210 5/13/19 10:27 AM 2 3 Check T for True and F for False. BE THE EXPERT 1. The white baneberry has a stinky smell that attracts insects. T F 2. The fruit of the Hydnora africana is very poisonous. T F 3. The Rafflesia arnoldii has no leaves or stems. T F 4. Birds avoid the white baneberry. T F 5. The Rafflesia arnoldii eats insects that walk on it. T F 6. When the Hydnora africana traps an insect, it lets it go in a few days. T F About the Photo The photo shows children inspecting a large orange Rafflesia arnoldii flower on Mount Kinabalu, Borneo. Borneo is an island in the Pacific Ocean, south of Vietnam. The common name of the Rafflesia arnoldii is “stinking corpse lily” for its strong smell of rotten meat. It does not have roots, a stem, or leaves because it is a parasite. This means it feeds and lives on or in its host. Host is the name given to a living plant or animal on or in which another (a parasite) lives. Rank the plants. Work with a partner (1 = most favorite). Explain why. Plant Rank Why the plant is cool Answers will vary. Hydnora africana Our World in Context Rose Most plants have a common name (such as rose or maple tree). ). All known plants are also given a Latin name that consists of two words. These Latin names were originally assigned to plants by Swedish scientist Carolus Linnaeus in the 1700s. They’re used to help prevent confusion. ng Rafflesia arnoldii Venus flytrap ni White baneberry Stinky Flower size 6 cm (2.36 in.) Rafflesia arnoldii 1 m (3.28 ft.) White baneberry 10 cm (3.93 in.) 103 G eo gr ap Hydnora africana Fruit c Leaves Poisonous & stems at io n al • Say Let’s use the chart to find out which plants are stinky. First, I’ll find the word stinky in the third column. Slide your finger across the column headings until you reach the word Stinky. Say Next, I’ll look down that column. The first row is for Hydnora africana.. This row gives information about that plant. Touch the box where the third column and first row meet. Say There is a check mark in this box. This means the Hydnora africana is stinky. • Have students use this process to determine whether the other two plants are stinky. Then ask more questions about the chart, such as How big is the white baneberry? Which plant is poisonous? and What is the same about all three plants? N The first part of a Latin name tells the genus, or the group that the plant belongs to. The name is capitalized. The second part tells the species, or the specific kind of plant that it is. The name is lowercased. For Hydnora africana, Hydnora is the related group of species the plant belongs to, and africana is the species name. It tells that the plant is found in Africa. Le Invent a cool plant. Work in a small group. Draw the plant and say what it does. Share your ideas. hi 4 ar Your choice Practice • 2 Say Read the sentences in Activity 2. Let’s decide if these sentences are true or false. We can use the chart on page 103 to help us. • Think Aloud Model item 1 with students. Read item 1 aloud and then say To decide whether this is true or false, I can use the chart. First I’ll look at the chart under white baneberry. I don’t see a check mark for stinky. The white baneberry is not stinky. This sentence is not correct, so I’ll check F for false. Ask students What’s one thing that is true about the white baneberry? If students have trouble, have them review the chart or reread the second paragraph of the selection. Reading 211 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 211 5/13/19 10:27 AM 2 READING Listen and read. TR: 6.7 Is That a Plant? The Hydnora africana has no leaves or stem. It has a flower that looks like a hungry mouth! Inside is white stuff that stinks. Insects are attracted to the smell. The insect is trapped inside the flower by stiff hairs. The insect eats the white stuff to survive. Pollen sticks to the insect. A few days later, the flower opens, and the insect is free. Then it takes the pollen to another flower. The flower has done its job! The white baneberry is also called “doll’s eyes.” Its fruit looks like eyes on blood-red stems! It is round and white and has a black dot. Birds eat the fruit and spread the seeds. That’s how the doll’s eyes makes other plants. The fruit does not hurt the birds, but it’s poisonous to people! If people touch any part of the plant, they will get blisters! Eating the fruit can stop a person’s heart. 3 1. The white baneberry has a stinky smell that attracts insects. T F 2. The fruit of the Hydnora africana is very poisonous. T F 3. The Rafflesia arnoldii has no leaves or stems. T F 4. Birds avoid the white baneberry. T F 5. The Rafflesia arnoldii eats insects that walk on it. T F 6. When the Hydnora africana traps an insect, it lets it go in a few days. T F Rank the plants. Work with a partner (1 = most favorite). Explain why. Plant Rank Why the plant is cool Answers will vary. Hydnora africana The Rafflesia arnoldii also has no leaves or stem. But it has the largest flower of all plants! It can grow to be 1 meter (3 feet) across and can weigh 11 kilos (24 pounds). The flower looks scary. Things that look like big thorns grow out of its center. And worse, it stinks like rotting meat—just like the stink lily! But this plant doesn’t eat insects. The odor attracts insects that carry its pollen to other plants. This big flower blooms for only fi ve days. Because there are fewer and fewer of these plants, they may become extinct. Rafflesia arnoldii Rose White baneberry Your choice Invent a cool plant. Work in a small group. Draw the plant and say what it does. Share your ideas. ar 4 ng Venus flytrap ni 1 Check T for True and F for False. Le Leaves Poisonous & stems Rafflesia arnoldii 1 m (3.28 ft.) hi c 6 cm (2.36 in.) ap gr 102 Unit 6 Flower size Hydnora africana White baneberry Mt. Kinabalu, Borneo Stinky Fruit 10 cm (3.93 in.) 103 Recap OW2e_SB_5_31988_092-107_U06.indd 102 1/23/19 9:47 AM 1/23/19 9:47 AM • Have students open their books to p. 103. Say Look at the chart. Say I’ll give clues. Tell me the plant I’m talking about. Say This plant has a stem. It is poisonous. (white baneberry) Say This plant is stinky. It has fruit. (Rafflesia arnoldii and Hydnora africana) Add Its flowers can be as large as one meter. (Rafflesia arnoldii) io n al G eo • Have students complete the rest of the activity on their own. When they are done, ask them to compare their answers with those of a partner. Say If you and your partner have different answers, reread the part that tells about the plant to see if you can find the correct answer. OW2e_SB_5_31988_092-107_U06.indd 103 Wrap Up N at • Assign each student one of the three plants from p. 103. Say Let’s make our own true and false sentences. Think about your plant. Write one sentence that is true about your plant. Then write one sentence that is false. Give students time to complete their sentences. Then form a circle. Go around the circle and have each student read one sentence. Have students say whether the sentence is true or false. Continue around the circle until each student has had a turn. 212 Apply • 3 Say Now we’ll give our opinions on the plants we learned about. Read the directions for the activity. Say When you rank something, you put it in a specific order, in this case, the order of how much you like it. If I give a plant the number 1, I think it’s the coolest. I give a number 2 to the plant I think is the second best. Tell students that they should include a plant of their own in addition to the five that are listed. • Have students complete the activity independently. First, students write the numbers. Then, they write their reasons. When they finish, pair students and say Tell your partner the plant that you thought was the coolest. Explain why you chose that one. Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 212 5/13/19 10:27 AM BE THE EXPERT • Use students’ rankings to make a class chart. Write the plant names on the board. Say each one aloud and have students raise their hands if they thought it was the coolest. Mark their responses on the board. Then discuss the plant that got the most votes. Ask Why is the (Rafflesia arnoldii) the coolest? and listen to students’ opinions. Reading Strategy Use Information Graphics to Support Comprehension When students see a chart, table, or other information graphic like the one shown on p. 103, have them first read the column headings and row headings so they can get an idea of what the chart is about. • 4 Read the directions aloud. Say Think about what makes a plant cool. Then invent your own cool plant. Draw a picture of it. Then write about what it does. After students understand what information the chart is displaying, they are ready to examine the specific details of the chart. Using information graphics can help reading comprehension by allowing readers to find information quickly. They’re also useful for contrasting and comparing pieces of information. ni ng • Give students paper and colored pencils. Allow time for students to draw their pictures. Remind students that some plants are parasites, that is, they don’t have roots or stems or leaves. Encourage students to give their plants an interesting common or scientific name. When students are done, have them share their invented plant in small groups. After each student has shared her plant, have groups name ways their plants are alike and different. G Le eo gr ap hi • Give students a three-column chart graphic organizer and draw a model on the board. Put students in pairs. Have pairs choose two animals, such as cat and bird. Say Write the names of the animals at the top of your chart. Then have students think of three characteristics about the animal, such as has four legs, has wings, and a predator.. Tell students to add these characteristics to their charts. Have students decide which of the animals have the characteristics and write yes or no in that column of the chart. c • Say We used a chart to help us remember and compare the information we learned. Remind students that they learned about animals in a previous unit. Ask How could we use a chart to show information about animals? ar Extend Bird no yes has wings yes no io n a predator al has four legs Cat N at • After students fill out their charts, have them use the chart to write a short paragraph in which they compare the characteristics of the animals they chose. Wrap Up • Point to the chart on p. 103. Say Think about the plant you invented. Point to each column in the chart and ask questions such as Does your plant have leaves and stems? Is your plant poisonous? Have students raise their hands for yes and keep their hands down for no. Workbook and Online Practice Reading ✔ Formative Assessment Can students • read about unusual plants? Have students reread the second paragraph on p. 102 and describe two characteristics of the white baneberry. • discuss what makes a plant interesting? Have students name one of the characteristics of the “cool” plant they made in Activity 4. Then ask them to tell why they chose to include that characteristic. • use information graphics to understand information? Have students look at the chart on p. 103. Ask them to give you one fact about Hydnora africana. If students cannot do so, review how to read a chart with them. Reading 213 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 213 5/13/19 10:27 AM WRITING WRITING Descriptive Writing In descriptive writing, you describe what something looks like and what it does. You can describe the big parts first and then the small parts. Or you can go from top to bottom, or one end to the other. Then you can describe how it works. Writing Type Descriptive Writing Objectives Students will • analyze a writing model. • organize ideas in writing. • write descriptive paragraphs about a plant. • evaluate classmates’ writing. 1 Read. Read about the sensitive plant. How does the writer describe it? How does the writer organize the description? The writer describes the stem and then leaves and then explains what happens when you touch the different parts. Did you know that some plants can move? The sensitive plant moves when you touch it. The stem has tiny white hairs, and it stands straight up. It grows to about 50 centimeters. It has many thin green leaves. Each thin leaf is made of many tiny parts. The parts are like tiny leaves. These tiny leaves grow on both sides of each leaf stem. When you touch a leaf, the tiny leaves fold. Two by two, starting from where you touch, they close down. The leaf stem hangs down, too. It looks like it is hiding and doesn’t want you to touch it. After a half hour, the plant stands up— until you touch it again! Academic Language descriptive, organize, conclude Content Vocabulary sensitive Resources Graphic Organizer: Spider map; Le ar ni Workbook pp. 74–75: Online Practice ng The Sensitive Plant Sensitive plant Write. Write about the plant you invented on the previous page. Describe it. What does it look like? What does it do? Organize your description. 3 Share. Share your writing. Work in a small group. Listen and take notes. gr ap hi c 2 eo 104 Unit 6 G Warm Up N at io n al • Activate prior knowledge Write the words see, hear, and feel on the board. Say Use your eyes. What can you see? List some of their responses on the board, under the word see. Say Use your ears. What can you hear? and Close your eyes, and use your hands. What can you feel on your desk? Write their responses under the words hear and feel. feel. • Point to one of the words under see. Ask What does (the flag) look like? Point out that possible answers might include colors, shape, or size. Repeat with a word under hear. Ask What does (the bell) sound like? Do the same for feel. Ask What does (your desk) feel like? Present • Read aloud the information at the top of p. 104. Then have students find the word 214 describe. Say Describe means to give details about something, usually using your senses. • On the board, write see, touch, smell, and taste. Say We can talk about how plants look, feel, smell, and taste. Point to see. Say Imagine you’re looking at a plant. What might you see? List students’ answers on the board. Point to touch. Say Imagine you touch a plant. How does it feel? Continue with smell and taste and write students’ ideas on the board. • Say When you write, it’s a good idea to include words that tell how something looks, sounds, and feels. These categories can help you organize your writing. Today, we’re going to write descriptive paragraphs. We’ll use words about what we see, hear, feel, and taste. Read the Model • 1 Say Open your books to page 104. Read the directions aloud. Read aloud the model paragraph. While you read, tell students to listen for descriptive words and think about how the writer organized the paragraphs. Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 214 5/13/19 10:27 AM BE THE EXPERT • Then have students reread the model by themselves. Ask What senses does the writer talk about? (sight, touch) Ask students to give some words that help describe what it looks like (thin green leaves; 50 centimeters, or 20 inches). Writing Support Usage Commonly confused words: its vs. it’s Many people, even fluent English speakers, mix up the words its and it’s. Even though they are pronounced the same way, its and it’s have different meanings. Its (no apostrophe) is a pronoun used to show possession. For example, in the following sentences, its is used to show things the plant possesses: The plant in the garden is very big. Its stem is tall, and its leaves are wide. • Say The first paragraph tells about what the plant looks like. The second paragraph tells what the plant does when it’s touched. The author organized this passage with information about different senses in each paragraph. Plan • 2 Say Let’s write descriptive paragraphs about the plant you invented in Activity 4 on page 103. First, we’ll plan. Draw a spider map on the board and give out the spider map graphic organizer. Say Write the name of your plant in the center circle. ng ni ar Le ap hi • Point out the question What does it do? in Activity 2. Write behavior on the lower left-hand line on the board. What does your plant do? Point to the lines below behavior. Write one or two answers to that question here. Have students complete their spider maps with descriptions of what the plant can do. Give students practice in writing and saying both words in their proper context by having them rewrite and say the following sentences using its or it’s: It is a very pretty flower. The flower’s petals are very beautiful. c • Write the words look like on the upper left-hand line on the board. What does your plant look like? Point to the lines below look like. Write one answer to that question here. Write smell like on the upper right-hand line. What does it smell like? Have students complete their spider maps with descriptions of how the plant might taste or feel. It’s (with apostrophe) is a commonly used contraction of it and is. For example, It is in the sentence It is a very tall plant can be combined to form It’s: It’s a very tall plant. gr Write G eo • 2 Have each student write paragraphs about the plant he invented in Activity 4 on p. 103. Tell students to use their spider maps to help them write their paragraphs. Guide students to start with a topic sentence such as My plant is or My plant can . io n al • Move around the room, reminding students to organize their work by senses. They should try to add as much detail as they can. Edit at • Direct students to check their writing for the following: N ü Does the writing give information about the plant the student invented? ü Does the writing include descriptive words that tell about how the plant looks, feels, or smells? ü Is the writing organized? • Have students revise their writing to make improvements. Review with students the information on the difference between its and it’s (see Writing Support). Then have students check their writing for the correct use of its and it’s. Writing 215 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 215 5/13/19 10:27 AM WRITING Descriptive Writing In descriptive writing, you describe what something looks like and what it does. You can describe the big parts first and then the small parts. Or you can go from top to bottom, or one end to the other. Then you can describe how it works. • 3 Have students form groups of three or four. Say Each person in the group will read his work aloud. Listen carefully. Be ready to say what you think each person is doing well, and what that person can do even better. 1 Read. Read about the sensitive plant. How does the writer describe it? How does the writer organize the description? The writer describes the stem and then leaves and then explains what happens when you touch the different parts. The Sensitive Plant • Have one member of each group read her work aloud while others listen. Then have listeners each provide one piece of feedback about the writing. Remind students to respond positively with the phrases below. Did you know that some plants can move? The sensitive plant moves when you touch it. The stem has tiny white hairs, and it stands straight up. It grows to about 50 centimeters. It has many thin green leaves. Each thin leaf is made of many tiny parts. The parts are like tiny leaves. These tiny leaves grow on both sides of each leaf stem. When you touch a leaf, the tiny leaves fold. Two by two, starting from where you touch, they close down. The leaf stem hangs down, too. It looks like it is hiding and doesn’t want you to touch it. After a half hour, the plant stands up— until you touch it again! I like how you say . . . ni I would like to know more about . . . ng Share ar I didn’t quite understand the part about . . . Sensitive plant 2 Write. Write about the plant you invented on the previous page. Describe it. What does it look like? What does it do? Organize your description. 3 Share. Share your writing. Work in a small group. Listen and take notes. gr ap hi c • While group members give feedback, the writer should take notes. The writer should then use these notes to revise his writing. Le I think it would be great if you . . . G eo 104 Unit 6 Writing Rubric 4 = Excellent 3 = Good 4 3 2 1 at 2 = Needs improvement io n al Use this rubric to assess students’ writing. You can add other skills you’d like to assess at the bottom of the rubric. N 1 = Redo Organization Ideas are clear and well organized. Grammar Student uses correct grammar. Vocabulary Student uses a variety of word choices, including words learned in this unit. Writing type Student writes a clear descriptive paragraph. Usage Student uses its and it’s correctly. 216 Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 216 5/13/19 10:27 AM MISSION MISSION Value plants. Mission Value plants. Objectives Students will • share ideas. • evaluate ideas. Think. Pair. Share. • What plants are important in your community? Resources Video Sc. 9; Mission Poster • Why are these plants important? • How are they used? BE THE EXPERT ng About the Photo ni The photo shows an ecofriendly hotel in Singapore. Ecofriendly means that it is not harmful to the environment. Le ar Singapore is a small island country in southeast Asia. With so much new construction taking over the land, Singapore was at risk of damaging its environment. So it decided to promote ecofriendly construction and to preserve and create green spaces wherever possible. The hotel in the photo has gardens on its roofs. These green spaces at sky level replace the limited space at ground level for parks and gardens. hi c Ecofriendly hotel, Singapore ap my first trip to the rain forest I met a woman who was in terrible pain “Onbecause no one in her village could remember which plant would cure her. I saw that knowledge was truly being lost, and in that moment I knew this was what I wanted to do with my life. gr ” 105 eo Maria Fadiman, Ethnobotanist, National Geographic Explorer G Mission Think io n al • Say Open your books to page 105. Read the mission aloud. Point out the word value.. Say When you value something, you think it’s very important. at • Read the quotation aloud. Encourage a discussion with questions such as: Maria Fadiman is an ethnobotanist, or a scientist who studies plants and how they are valued by different cultures. Much of her work involves learning about how people in different parts of the world use plants—for food, religion, and medicine. She is concerned that cultural information about using plants for food, medicine, and religion is being lost because trees, flowers, and other plants are being destroyed. Fadiman goes to places such as Ecuador and Zimbabwe and lives with local families, hoping to learn everything they know about the plants in the area. One of her goals is to save this information for future generations. She also hopes to help preserve the land and the plants that grow on it. N How does Maria Fadiman value plants? How does she value knowledge? What plants are important in your community or your home? Why should they be valued? How can you share the knowledge you have about those plants? Meet the Explorer Pair • Have students work in small groups to choose a plant and write why it is important. The plant might be one discussed in the unit, or one that grows where students live. Share • Put two groups together to talk about their ideas. Have groups choose their two or three favorite ideas. Have each group vote and choose their favorite idea. Ask groups What idea does everyone in your group like best? Why? Mission 217 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 217 5/13/19 10:27 AM PROJECT PROJECT Make a local plant guide. Objectives Students will • describe plants. • create a local plant guide. • complete the Unit 6 Quiz. 12 Work with a partner. Choose a local plant. 23. Research the plant. Collect or draw pictures. Academic Language research Content Vocabulary aloe vera, thick, pointy, sunburn Resources Graphic Organizer: Note-taking chart; 3 Glue and label the pictures. 4 Describe the plant and how it is used. Activity Worksheet 6.4; Workbook pp. 76–77; Assessment: Unit 6 Quiz Materials colored pencils or markers; ar ni ng construction paper; magazines or catalogs with pictures of plants; glue; computer (optional); books about plants (optional) gr ap hi c Le The aloe vera plant has thick pointy leaves. It is used for sunburns. eo 106 Unit 6 G Prepare writing activity. What details did you give? Include those details when writing about a local plant, too. Write on the board these questions to guide students’ research and writing: • Say For this project, you and a partner will make a guide. The guide will teach people about a plant that grows around here. First, you’ll choose a plant and learn about it. Then, you’ll write and draw about it. What does the plant look like? N at io n al • Say This unit was all about plants. Who can remember some names of plants? Have students name plants that were introduced in vocabulary lessons, such as rose, daisy, vine, and Venus flytrap. ytrap. • Pair students. Read the directions aloud as students follow along. Say A local plant is a plant that grows close to where you live. • Point to the photo on pp. 106–107. Call on students to read aloud the student work and the speech bubble. Say Your finished guide will look like this, but it’ll be about a different plant. To help students brainstorm, say Think about the cool plant you invented for your descriptive 218 Where does the plant grow? How does the plant survive? How is the plant useful? • Put students in pairs and have pairs choose a plant to write about. Give students time to research the plant using online resources and library materials. Hand out the note-taking chart graphic organizer and have students take notes about their plants. • Once students have finished researching their plants, have pairs work together to write paragraphs describing their plant. Students can write paragraphs or type them on a computer. Encourage students to draw or find pictures of their plant for their plant guide. Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 218 5/13/19 10:27 AM BE THE EXPERT Our World in Context Aloe vera has a long tradition of medicinal use. The earliest known uses of aloe vera date back 6,000 years ago to Egypt. Some ancient Egyptian rulers were buried with the plant after they died. Now, aloe vera is often used to treat sunburns. It’s also used in some cultures to treat people who have trouble breathing, or have pain in their arms and legs. Teaching Tip ng When an activity or project involves research, check in with each group or pair before they begin. Ask the group to identify their topic and tell you their plan for doing research. ar ni Offer suggestions for search terms and sources in order to help students begin their research. If possible, invite the school librarian to show students what research materials are available in the school library or media center and how they can be used. Le Now I can . . . Project Rubric describe plants. c ü Did students find information about the plant hi talk about what plants and animals do to help plants survive. ap compare how plants grow and adapt. ü Did students write a clear description of the plant and its features? ü Did students include informative drawings or photos of their plant? ü Did students work well together? 107 eo gr do descriptive writing. they chose? G Share io n al • Say Let’s share our guides with the class. Have pairs come to the front of the room. Ask them to read their work aloud and display the pictures they used. Remind them to speak clearly and loudly. at • Once each pair has finished, ask the rest of the class to make comments and ask questions. Model by asking What’s the most interesting thing you learned about your plant? N • Modify If there isn’t time for students to complete research, assign a specific plant to each group and provide each group with facts about the plant. Have students use the facts to write their paragraphs. Review • For additional practice, direct students to Activity Worksheet 6.4. Now I Can Ask questions such as the following: • How does your favorite plant adapt to its surroundings? • What plants are important? Why? • Choose two interesting plants. How are they the same? How are they different? • What kinds of things should you include in a descriptive paragraph? Workbook and Online Practice Unit Review ✔ Assessment: Unit 6 Give the Unit 6 Quiz. Hand out the quiz and go over the instructions with the students. The quiz should take 15–20 minutes. Project 219 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 219 5/13/19 10:27 AM VIDEO Vocabulary 1a ground, light, a leaf, roots, bacteria, a stem, adapt, tricks, survival Vocabulary 1b a strategy, trap, digest, attract, stink, behavior Vocabulary 2 a rose, a thorn, petals, a daisy, a vine Grammar 1 the passive: simple present Grammar 2 relative clauses with that Song Plants Are All Around Viewing amazing plants Meet the Explorer Maria Fadiman Story Time Two Brothers, Two Rewards chart; World map Zoom In ng Resources Video Sc. 1–11; Graphic Organizer: Three-column Vocabulary Le • Play Scene 6: Grammar 2. Then write Pitcher plants are full of a sweet liquid. The liquid smells delicious. Have students combine the sentences using the word that. (Pitcher plants are full of a sweet liquid that smells delicious.) gr • Give students a three-column chart organizer. Have them label the columns Parts of a Plant, Types of Plants, and Things Plants Do. Say Listen for words that fit in one of these categories. When you hear one, write the word in the correct place in the chart. • Play Scene 5: Grammar 1. Then write the sentence frame Some bugs are plants. Have students complete the frame two different ways. (attracted to, eaten by) c While You Watch Grammar hi • Play the introduction to the video. Ask students to tell a partner one thing they know about plants. ar ni • Play Scenes 2, 3, and 4. Pause when each new picture comes onto the screen. Have students predict what the vocabulary word will be. Then continue the video and have students check their predictions. ap Before You Watch al G eo • Model by saying You’ll hear the word stem in the video. Where does stem go in the chart? (Parts of a plant) Play the video, pausing as necessary to have students identify and write vocabulary words. Explain to students that they might not be able to list every word in the chart. io n After You Watch N at • Review the chart with students. Ask questions using that, such as Is adapt a word that tells about plant behavior or parts of a plant? Encourage students to respond in a full sentence using that. (Adapt is a word that tells about plant behavior.) Song • Play Scene 7: Song: Plants Are All Around. Have students sing along. Ask them to raise their hand when they hear a vocabulary word. When the song is over, challenge students to close their books and recall as many of the vocabulary words as they can. Viewing • Play Scene 8 once. Have students choose a plant and say what they learned about it. Replay the video to help students write more information. Meet the Explorer • Say Maria Fadiman says that her work is about the relationship between people and plants. Ask Why do you need plants? Why do they need you? Story Time • Play Scene 10: Story Time: Two Brothers, Two Rewards. Ask students questions to help them compare the characters. Ask Why did the older brother break the sparrow’s wing? and Why didn’t the sparrow give the older brother the same seed it gave the younger brother? 220 Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 220 5/13/19 10:27 AM , ARDS rothers. The younger brother was poor, hen he took care of a hurt sparrow, it eed that grew pumpkins full of treasure. older brother came up with a plan to t what would the reward be? arning, the Our World readers are six levels of original stories, m around the globe. Following the readings are fun facts and rience together in a way that fascinates, educates, and informs. Text Type folktale Reading Strategy Understand and Compare Characters Vocabulary ground, a vine, trap, digest, roots A Folktale from Japan Retold by Andrea Seargent Grammar use the passive voice in the present tense, use relative clauses with that Two Brothers, Two Rewards A Folktale from Japan Two Brothers, Two Rewards Popocatépetl and Iztaccíhuatl A Myth from Mexico The Tailor and His Coat A Folktale from Russia Resources Video Sc. 10; Graphic Organizer: Venn Two brothers in Japan have different goals and personalities. The younger brother helps a sparrow with a broken wing and is richly rewarded. The older brother becomes jealous and wants to receive the same reward—but things don’t go as he hopes they will. wari: e of ult al hood diagram BE THE EXPERT ng Amazing Beaches ni Reading Strategy gr ap Le hi • Introduce the strategy Say Every story has characters. The characters are the people in the story. Ask students to name some characters from books they have read or from movies and television shows they have seen. Then say You can learn about characters by seeing what they do and say in a story. The characters in this story are brothers. When you read the story, think about how the brothers are the same and how they are different. c • Say Imagine you see a hurt bird. What do you do? Have students respond with their ideas. Write some of them on the board. Then say People do different things because people think and feel differently. Text Background This story is a folktale from Japan, an island country located on the eastern coast of Asia. If possible, show students Japan on a world map. Some folktales, like this one, try to explain why the world is the way it is today. Folktales often have morals or lessons, too. After students read Two Brothers, Two Rewards, ask them to identify the lesson in the story. G While You Read Understand and Compare Characters The people or animals in a story are the story’s characters. To understand a story, students must understand what the characters do and think. By making lists of words to describe the characters and by talking about what they do, students can learn more about the characters’ motivations and personalities. Students might also compare how other people react or respond to the characters. ar Before You Read eo tning UNIT 6 READER AMERICAN ENGLISH at io n al • Draw a Venn diagram on the board, and give out copies of the graphic organizer to students. Label one circle Older Brother and the other one Younger Brother. Say As we read this story, we’ll write about each brother in the correct circle. When we finish, we’ll write about how the brothers are the same. Stop after every few pages and ask questions that help students compare the characters: N p. 1: What’s important to the older brother? What’s important to the younger brother? p. 7: What words can you use to describe the younger brother? What words can you use to describe the older brother? p. 8: What reward does the younger brother get? What reward does the older brother get? After You Read • Review the characteristics that students listed in their diagrams. Ask Are the brothers alike at all? If so, how? How are they different? Which brother would you want to have as a friend? Video and Reader 221 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 221 5/13/19 10:27 AM AUDIO SCRIPT TR: 6.3 1 Listen, read, and sing. Student’s Book Note: Lyrics for the song Plants Are All Around are on p. 200. Plants need light, air, water, and nutrients to live. Roots absorb the nutrients that are in the ground and water. Tiny creatures called bacteria turn these nutrients into food that the plant can use. But some places don’t have a lot of these nutrients. So, some plants adapt. They follow a different plan for survival. Their strategy is to eat insects to live! survival a strategy stink trick trap digest a stem 222 eo G al io n bacteria adapt at light roots ground The sweet smell of a flower attracts insects. A green insect is hiding on that leaf. One plant behavior is to grow toward the light. All plants need light to live. A plant gets food through its roots. Most plants have their roots under the ground. There are a lot of bacteria in the ground. Both plants and animals adapt to where they live. The survival of most plants depends on getting enough water. Plants and animals have strategies for survival. That plant is beautiful, but it really stinks. The rotting meat smell of the plant tricks flies. The plant traps the insect so it can’t get away. How do plants digest food? The stem of the plant holds the flower. N a leaf behavior a petal a daisy a vine a thorn a rose The petals are white. That daisy has a white flower. Grapes grow on a vine. Be careful of the thorn on that rose stem. The smell of a rose is sweet. TR: 6.6 Grammar 2 ar Note: Grammar 2 is on p. 208. Le TR: 6.7 1 Listen and read. Note: Reading Is That a Plant? is on p. 210. c Workbook TR: 6.1 1 Listen to the song. Complete each line to finish the song. Note: Lyrics for the song Plants Are All Around are on p. 200. gr TR: 6.2 2 Listen and repeat. attract TR: 6.5 1 Listen and repeat. ap The Venus flytrap attracts insects with a sweet odor. When an insect lands on an open leaf, the leaf closes and traps the insect. Then the plant slowly digests the insect over a period of eight to ten days. Note: Grammar 1 is on p. 202. hi The stink lily gets its name from its smell. The flower stinks like rotting meat. The smell attracts flies to the plant—and then tricks them! When a fly crawls on the flower, pollen sticks to the fly. Then the fly takes the pollen and leaves it on the next plant it visits. That’s how the stink lily makes new plants. TR: 6.4 Grammar 1 ng Have you ever heard of a flower that smells like rotting meat to attract insects? Have you seen a plant close its leaves over an insect? Can plants really do these things? Let’s learn more about the behavior of plants. ni TR: 6.1 1 Listen and read. TR: 6.2 2 Listen to the song again. Check T for True and F for False. Note: Lyrics for the song Plants Are All Around are on p. 200. TR: 6.3 2 Listen and answer the questions. Roses are large, beautiful flowers that come in many different colors. Most rose species come from Asia. Some species stand up on strong stems, and some have climbing vines. Vine roses have smaller flowers. Most roses have thorns along their stems. The rose is famous for having a strong, sweet smell. Because of their smell, rose petals are sometimes used in foods! The daisy is a common flower that comes from Europe. Now, daisies are found all over the world. There are many species of daisies. The most common daisy looks like it has a yellow center and white petals. The yellow center is really many tiny yellow flowers. Each tiny yellow flower has a petal. The bright colors of the daisy attract insects. Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 222 5/13/19 10:27 AM TR: 6.4 1 Listen and match. S1: I see some flowers. S2: The flowers stand up in the sun. S1: But I can’t see bacteria. S2: The bacteria live in the ground! S1: I see some trees. S2: The trees move in the wind. S1: I see some roses. S2: The roses grow in a garden. TR: 6.5 1 Listen and read. S1: I see some daisies. Note: Reading The Flypaper Plant is on p. 72. S2: The daisies live under a tree. S1: I see some leaves. Workbook S2: The leaves fall on the ground. Go to pp. 345–347 for the Workbook Answer Key for this unit. N at io n al G eo gr ap hi c Le ar ni ng NOTES Audio Script 223 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_194-223_U06_CR2.indd 223 5/13/19 10:27 AM Review REVIEW: UNITS 4–6 Vocabulary Units 4–6 1 Grammar Units 4–6 Resources TR: 6.8; Workbook pp. 78–81, Workbook Audio TR: 6.6–6.7; Grammar Workbook pp. 28–29; Online Practice Read. Complete the paragraphs. Use words from the list. adapt anyone astronaut embroidery extraterrestrial galaxy 1. Do you think anyone No one space? handcrafted hold on leaves no one strategy survival tourists trap weave is listening to us from outer knows the answer to this question, but scientists are discussing the possibility of intelligent extraterrestrial life. 2. The Huichol people in Mexico make traditional art to help them to their culture. Selling their tourists to handcrafted adapt 3. The resurrection fern has learned to survival to dry climates. When strategy . The plant is alive! When it rains, the dry ar leaves turn green. Role-play. Work with a partner. Practice and perform for the class. Student A: Le 2 ni there isn’t enough rain, it looks dead. But this is just a for art helps the future of their community. ng hold on everyone galaxy ap anyone communicate hi c You think there may be life on other planets. journey may/might gr I think there may be life on planets in other solar systems. Student B: You don’t believe there is life on other planets. no one planet someone spacecraft universe If you’re right, why doesn’t anyone from other planets communicate with us? eo 108 Review Units 4–6 G Read N at io n al • 1 Call on students to read aloud the words in the box at the top of p. 108. Say Use these words to fill in the blank lines. Point to item 1. Say These sentences are about space. Have students find the words in the box that tell about space. (astronaut, extraterrestrial, galaxy) Say Use these words to complete item 1. Repeat for items 2 (arts and culture) and 3 (plant behavior). Speak • 2 Say Let’s talk about life on other planets. Draw a T-chart on the board labeled There is life and There isn’t life. Write students’ ideas. 224 • Review that phrases such as I think and I believe are used to tell about opinions. Pair students. Read the model dialogue on p. 108. Say Role-play a debate about the possibility of life on other planets. One partner thinks there isn’t life on other planets. The other partner thinks there is life on other planets. Use the words in the box. • Have students take turns telling their partners why they do or don’t believe there is life on other planets. Listen • 3 Have students close their books. Say We’re going to listen to true sentences. Play TR: 6.8. After students listen to the sentences, say Now open your books to page 109. Look at Activity 3. Units 4–6 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_224-229_R2_CR2.indd 224 5/13/19 10:27 AM 3 4 BE THE EXPERT Listen. Work with a partner. Listen to the sentences. Then read the sentences below. Check T for True and F for False. TR: 6.8 1. Traditions are passed down from one generation to the next. T F 2. Languages must be protected from dying. T F 3. Some plants are trapped by flies. T F 4. Insect-eating plants are called carnivorous. T F 5. The possibility of human life has been debated by extraterrestrials for a long time. T F Teaching Tip Speaking Before students present their work to the class, have them practice speaking about the topic with a partner or small group to build their confidence. After students have had a chance to practice speaking with their group members, they’ll feel more prepared to speak in front of the entire class. Work in small groups. ar that travels to space. Le A rocket is a vehicle ni that has thorns. A rose is a plant Write. Choose four objects from the list. Write clues for your partner to guess. space station TV vine c rocket satellite sculpture hi comet jewelry pottery ap 5 ng 1. Write eight definitions using the word that on strips of paper. 2. Cut the strips just before the word that. 3. Mix up the paper strips, and exchange your paper strips with another group. 4. Match the strips of paper, and read the sentences aloud. The group with the most correct sentences wins. This is something that many women wear on their ears or around their neck. 109 G eo gr Jewelry! io n al • Say Some of these sentences are true. Some are false. Call on students to read items 1–5 aloud. Say Let’s listen to the true sentences again. Play TR: 6.8 again. Pause after the first sentence. Have students read item 1 and decide if it is true or false. (true) Continue with the remaining items. N Write at • Review the correct answers as a class. Have students rewrite the false sentences (items 3 and 5) to make them true. • 4 Put students in groups. Read the directions and sample sentences aloud. Say Write a list of eight words. Your words should be people, places, or things. Don’t write action words. • Model an example definition for students. Say My word is root. Write on the board: A root is the part of the plant that is underground. Have groups write eight definitions. Write this sentence frame on the board: A is a that . Then have groups cut sentence strips in half before the word that. • Have groups exchange papers with another group. Each group arranges the papers into sentences. • 5 Pair students. Have each student choose four words from the list to write definitions using that. Read the model and remind students to start the definition with This is someone/something that . Have students guess their partner’s definitions. Review 225 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_224-229_R2_CR2.indd 225 5/13/19 10:27 AM EXTENDED READING EXTENDED READING Attack of the Extraterrestrial Plants! 1 Listen and read. TR: 6.9 Attack of the Extraterrestrial Plants! Objectives Students will • identify characteristics of science fiction. • identify elements of a screenplay. SCENE 1 FADE IN: SPACE-LIKE MUSIC FADE TO: INTERIOR OF SPACECRAFT CONTROL ROOM—DAY Academic Language drama Content Vocabulary fade in, fade out MAYA looks at a strange plant in the corner of the control room while JAKE works on his tablet. Resource TR: 6.9; Graphic Organizer: Screenplay; MAYA: Have you seen this? MAYA: (examining it more closely) The roots might be coming from the space sample room. Let’s look. FADE OUT: JAKE AND MAYA EXIT FADE IN: SOFT STRANGE PLANTLIKE SOUNDS THEN AUTOMATIC DOOR OPENING Maya and Jake walk into a room. It’s full of strange moving plants—most of JAKE: What is it? them are blue. They are all making loud MAYA: I don’t know. It’s growing out of humming noises. the corner. It’s blue. MAYA: (surprised and worried) Look at the plants! Who put them here? JAKE: (ignoring her) That’s interesting, but I’m busy. JAKE: (examining a plant closely and pulling off a leaf) They may be MAYA: It has leaves and a stem . . . more intelligent than they look. JAKE: If I don’t finish with this data, I’ll just pull off this leaf— the captain will be angry— The room explodes in angry plant MAYA: (puzzled) It might be a plant, noises and the plants turn purple and but how can anything grow start to move toward Jake. here? MAYA: Oh no! They’re turning purple. Suddenly, a high-pitched sound comes JAKE: (still examining the plants) from the plant. Are they plants . . . . or are JAKE: Is that some new music that they extraterrestrials? you’re listening to? The plants move toward Jake. MAYA: (irritated) No. It’s the plant. It might be trying to communicate MAYA: (shouting at Jake as the plants start to attack him) Watch out! with us. They’re coming for you! Run! JAKE:: (now paying attention) In plant JAKE FADE OUT: AGGRESSIVE PLANT language? Oh . . . . It’s turning SOUNDS PLUS SPACE-LIKE MUSIC orange. It might be upset? gr ap hi c Le ar ni ng Online Practice eo 110 Extended Reading G Present N at io n al • Build background Ask Have you ever participated in a school play? How did you prepare for it? (The teacher gave out the play and told us what to do.) Say So the teacher probably gave you a screenplay, or a script. Explain that a screenplay includes the dialogue and the stage directions so that the director, the actors, and the assistants know what to do. • 1 Direct students to p. 110. Have students read the title and look at the drawing. Ask What do you think this screenplay is about? Have students say their predictions. Ask What type of film could have a scene like this one? (science fiction) Do you know some characteristics of science fiction? (it’s about extraterrestrials, science, or time travel; uses advanced technology; is set in the future, in space or another dimension, or on a different world) 226 • Read together Play TR: 6.9. Have students listen. Ask: Who are the characters? How do you know? (Maya, Jake; use of names with colon) Where are they? How do you know? (interior of spacecraft control room; stage direction in between brackets) What does Maya notice? (a plant growing and making noises) Why do they go to the space sample room? (to see where the plant is coming from) How do you know the characters switch rooms? (stage direction; fade out/in) What characteristics of science fiction can you identify? (it’s about extraterrestrial plants; set in space) Practice • 2 Have students read both parts of the sentences in Activity 2 aloud. Explain how to complete the exercise. Encourage them to look for context clues for help. Say Can I match Jake with turn purple when they are angry? (no) Ask Why not? What clue did you find? (because Jake is “he” and the sentence says “they”) • Give students time to finish the exercise. Then, review as a class. Say Let’s go back to the text to find the answer for sentence (2). Units 4–6 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_224-229_R2_CR2.indd 226 5/13/19 10:27 AM 2 3 BE THE EXPERT Match to complete the sentences. 1. Jake turn purple when they are angry. 2. Maya doesn’t listen to Maya. 3. The plants in the sample room is working on some data. 4. At first, Jake finds a strange blue plant. Elements of a Screenplay A screenplay is a piece of writing to be read aloud and/or performed. Here are two important parts of a screenplay: • Dialogue: It includes what the characters say. The names of the characters are usually capitalized and followed by a colon: MAYA: Read. Work with a partner to write stage directions. Answers will vary. 1. MAYA: “I don’t know. It’s growing out of the corner. It’s blue.” Maya is scared and shaking as she points to the plant and slowly walks toward it. • Stage directions: These are instructions to the director (the person responsible for the play or film) and the actors. They say things like how characters feel or move on stage, and what things to put on stage for each scene (the props). They are written in brackets so that they don’t get confused with dialogue: [MAYA looks at a strange plant in the corner of the control room while JAKE works on his tablet.] ng 2. JAKE: “That’s interesting, but I’m busy.” ni 3. JAKE: “Is that some new music that you’re listening to?” [Fade out: Jake and Maya exit] ar 4. MAYA: “Oh no! They’re turning purple!” Le ✔ Formative Assessment 5. MAYA: “Watch out! They’re coming for you!” Can students 4 hi c • identify characteristics of science fiction? Ask students to identify different characteristics in the reading. (title says extraterrestrial; stage direction says space-like music) • identify elements of a screenplay? Ask students to say how they can tell something written is dialogue (name of character capitalized; colon) or a stage direction (in between brackets). Express yourself. Choose an activity. ap 1. What happens next? Write the next scene. 2. Act out your own space invasion. Write the scene and perform it. 111 G eo gr 3. In a group, act out scene 1. You’ll need a director, two actors, and a plant. io n al • 3 Pair students. Have them read the instructions in Activity 3. Complete item 1 together. Say Let’s read what Maya says. Ask How do you think Maya is feeling when she sees the strange plant? (scared, surprised) What does she do as she speaks? (points to the plant to show Jake, gets closer to inspect it) N Prepare at • Give students time to finish the activity. • 4 To help students prepare to share their choice of activity, follow the steps below. 1. Remind students that they need to follow Maya and Jake’s story. Write a few ideas on the board. For example, Jake gets trapped by the plant. Jake escapes but Maya doesn’t. Give students time to write. 2. Put students in pairs or in groups of three. Give the group a screenplay organizer to help them organize their ideas for dialogue, props, and stage directions. Give students time to write and rehearse their lines. 3. Put students in groups of four. Two students will be the actors, Jake and Maya, one student will be director (she can read the stage directions out loud), and one student will be the plant. Give students time to rehearse their lines. Share • Pair up students (individuals or groups). Students take turns at sharing their work and giving feedback. Encourage positive feedback with questions like: One thing that was interesting about your work was . . . I liked the way you showed it was science fiction with . . . One thing I don’t understand is . . . One thing I would add to your work is . . . • Write the sentences on the board for students’ reference. Extended Reading 227 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_224-229_R2_CR2.indd 227 5/13/19 10:27 AM Let’s Talk LET’S TALK: UNITS 4–6 Objectives Everyday English: Can I borrow your bike? Students will • make an informal request. • make an excuse. • show understanding and accept no for an answer. Can I borrow your bike? I will . . . • make an informal request. • make an excuse. • show understanding / accept “no” for an answer. School English: It could work. Students will • make a suggestion. • agree and disagree. • counter. 1 Listen and read. TR: 6.10 Hey, can I borrow your bike this weekend, Roberto? Roberto: Um, I’m really sorry, but it’s new. My dad won’t let me lend it. Lucia: That’s OK. I understand. Lucia: Marcelo, can you lend me your bike? Marcelo: Sure. Go ahead. But give it back on Sunday, OK? Lucia: Thanks a lot. Content Vocabulary borrow, lend Academic Language counter, excuse I’m really sorry. I’m sorry, but . . . I can’t. It isn’t mine. hi . Thanks a lot. Thanks. I’ll give it back later. . ap Discuss. Work with a partner. Use the chart. Take turns to lend and borrow objects. gr 2 That’s OK. I understand. No problem. Don’t worry. Le Sure. Go ahead. Sure. Here you are! Yeah, you can borrow Sure. I can lend you Of course. c Can I borrow . . . ? Can you lend me . . . ? Is it OK if I use . . . ? ar ni Resources TR: 6.10–6.12; Online Practice ng Lucia: eo 112 Let’s Talk G Can I borrow your bike? at io n al • Say Sometimes, we don’t have things we need. We ask to use one of our friend’s things. Ask a student Can I borrow your pencil, please? Take the pencil and say I borrow a pencil from (Riko). (Riko) lends me her pencil. When someone lends us something, we give it back when we are done. Return the pencil to the student. N • 1 Say Lucia needs to borrow a bike. Play TR: 6.10. Ask Can Lucia borrow Roberto’s bike? (no) Why not? (His dad won’t let him lend it.) Can Lucia borrow Marcelo’s bike? (yes) What does Marcelo tell her? (Sure. Go ahead.) When does Marcelo want his bike back? (Sunday) 228 • 2 Point to the first column of the chart on p. 112. Say These are questions we can ask when we want to borrow something. Point to the second column. Say We can use the phrases on the top to tell somebody that they cannot borrow something, and the ones on the bottom to let them borrow from us. Point to the top row of the third column. Say If someone tells us we can’t borrow something, these are polite sentences we can say. Point to the bottom row. Say If we lend someone something, we need to ask for it back. • Write a list of objects such as pencil, bike, and phone on the board. Have pairs use the list and the chart on p. 112 to act out and describe lending and borrowing objects. Monitor students’ conversations to ensure they are making an excuse for not being able to lend an item and expressing understanding that they may not borrow an item. Units 4–6 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_224-229_R2_CR2.indd 228 5/13/19 10:27 AM BE THE EXPERT It could work. Teaching Tip I will . . . • make a suggestion. • agree and disagree. • counter. Listen and read. TR: 6.11 I think we should interview a scientist for our project. That’s a great idea. Yeah, but we don’t have the time. Actually, that could work. My uncle is a scientist! I’ll text him! I think we . should I know what we should do! We should . . . Why don’t we . . . ? What if we . . . ? . Actually, that could work. That might work. In fact, I think We could also . . ni Listen. You will hear two discussions. Does everyone agree at the end of the discussion? Circle the answer. TR: 6.12 1. Yes 2. Yes 5 Yeah, but I don’t think that’ll work. I’m not so sure. No No Discuss. Work in a group. Prepare and practice discussions. Choose one of the three situations given below. 113 eo gr ap hi c 1. Let’s interview a famous person! 2. Why don’t we do a report with a big map? 3. I think we should paint a mural of volcanoes on the classroom wall. ar 4 That’s a great idea. Why not? That could be good. ng Lin: Cheng: Mei: Jiang: Le 3 Remind students that it’s okay to disagree about certain topics. Explain that people can learn a lot by talking with people who disagree with them. Emphasize that it is important to show respect for others’ opinions, even if we disagree with them. Tell students that a good way to show respect is to listen to others and not interrupt them while they are talking. Give students phrases that can help them to politely disagree, such as I see your point of view, but . . . or I understand what you are saying, but . . . G It could work. N at io n al • Say When we have an idea about something we want to do, we can make a suggestion. Point to the first column in the chart on p. 113. Say Here are ways we can make suggestions. Model an example such as I think we should go to the soccer game after school. Point to the second column. Say We can use these sentences to agree with a suggestion. Point to the third column. Say We can use these phrases to disagree with the suggestion. Point to the top box of the last column. Say We can use these phrases to agree with a different suggestion. Point to the bottom box. Say If we don’t agree with the first suggestion, we can use these phrases to say why or to give a new suggestion. • 3 Say Listen to the students give different opinions about a suggestion. Play TR: 6.11. Ask What suggestion does Lin make? (interview a scientist) Why does Mei disagree? (She says they don’t have time.) Does Jiang agree with Mei? (no) Why? (His uncle is a scientist.) • 4 Read aloud the instructions. Play TR: 6.12 and have students circle the answers. Play the audio again and review the correct answers with students. • 5 Form small groups. Assign each group one of the three suggestions. Have students use sentences from each column of the chart to respond to the suggestion. Help students with guiding questions such as Do you think this suggestion is a good idea? Why? and Do you think this suggestion might not work? Why? After students practice their discussions, have them present to the class. Let’s Talk 229 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_224-229_R2_CR2.indd 229 5/13/19 10:27 AM Unit 7 In This Unit Volcanoes Theme This unit is about how volcanoes form and how they erupt. Content Objectives Students will • identify and describe types of volcanoes. • describe how volcanoes form and how they erupt. In this unit, I will . . . • discuss volcanoes. • describe how a volcano erupts. • make predictions. • write a process description. Language Objectives Students will • discuss volcanoes. • describe how a volcano erupts. • make predictions. • write a process description. Vocabulary 1 ash, calm, cover, a crack, create, deep, erupt, explode, gas, heat, inside, melted, steam, a surface, thick, a volcano Vocabulary 2 active, a cone, a crater, dormant, extinct F 2. The lava flows down the volcano. T F 3. The lava shines in the dark. T F Le ar 4. Do you want to visit this place? Explain. ni Vocabulary T ng Check T for True and F for False. 1. Red-hot rocks are thrown into the air. Grammar c Grammar 1 first conditional Grammar 2 because of hi Reading Active Volcanoes ap Writing Process Description Mission Help in a disaster gr Project Make a model of an erupting volcano eo 114 Objectives io n al Students will • analyze a photo. • evaluate the accuracy of statements. G UNIT OPENER Resources Graphic Organizer: Word web; N at Video Sc: 1; Home–School Connection Letter; Unit Opener Poster; Online Practice Pacing Guides L5U7 2–3 Hours 230 3–4 Hours 4–6 Hours Introduce • Activate prior knowledge Say The name of our next unit is “Volcanoes.” Say Raise your hand if you know what a volcano is. Encourage students to share what they know about volcanoes. • Set the stage Put students into groups of three or four and give each group a word web graphic organizer. Say Open your books to pages 114 and 115. Read the title. Say Write volcano in the middle circle of the word web. Talk about the photo with your group. In the outer circles of your word web, take turns writing words that describe what you see. Then have groups share their word webs with the class. Say Use your word web to tell what you see in the photo. Students’ responses might include: red, orange, yellow, rivers, fire, hot, and rocks. Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 230 5/13/19 10:29 AM BE THE EXPERT About the Photo This photo was taken on Stromboli Island, a small island off the northeastern coast of Sicily, Italy. If possible, point out Italy on a world map and explain that it’s in the shape of a boot. Sicily is an island located just off the “toe” of the “boot” of Italy. The volcano in the photo is called Stromboli volcano. It’s known for its frequent, short eruptions. Stromboli Island and its volcano are popular with tourists. Teaching Tip ar ni ng You can adjust questions to provide more support for students. If students are struggling with vocabulary or aren’t participating in discussions, you might ask yes/no questions, or include the answer choices in the question you ask. For students who need more of a challenge, ask questions beginning with a wh- word (who, (who, what, when, where, why why). Le Related Vocabulary hi c ash, lava 115 G eo gr ap Stromboli volcano, Sicily, Italy • Ask questions to encourage discussion of the photo. io n al Does the volcano look hot or cold? (hot) What do you think the black part of the photo is? (rock, mountain) N at • Guide students through the true/false activity. Explain that steam and smoke look like clouds in this photo. Point out the lava and say Lava is liquid rock. It looks red when it’s very hot. Have students use a dictionary to find the meanings of other words they may not know, such as shine. Read each statement aloud. Ask students to raise their hands if they think the statement is true. Then ask them to raise their hands if they think it’s false. Discuss each statement and confirm the correct answer. • Direct the students’ attention to item 4. Read the question aloud. Encourage students to participate using long sentences. Ask questions such as Why? What is interesting about this place? Are you interested in natural phenomena, such as volcanic eruptions? Do you like adventure? Unit Opener 231 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 231 5/13/19 10:29 AM VOCABULARY 1 VOCABULARY 1 Objective 1 Listen and read. TR: 7.1 2 Listen and repeat. TR: 7.2 Students will • identify and use words related to volcanoes and volcanic eruptions. Vocabulary calm, deep, melted, a crack, Go for a walk on a sunny day. The Earth seems calm under your feet. But deep down, it is not. Under the Earth’s crust, it is so hot that rock is melted. This melted rock is called magma. Academic Language meaning, multiple, noun, In some places, there are deep cracks in the surface of the Earth. These cracks let magma come to the surface. The magma pushes up the Earth’s crust. It creates a mountain—a volcano! a surface, create, a volcano, erupt, explode, heat, steam, inside, gas, ash, cover, thick verb A volcano erupts when magma explodes onto the surface. The flow of melted rock is called lava lava.. The lava is thrown into the air and flows down the volcano. The heat of the lava burns everything it touches. Content Vocabulary lava, crust, mantle, inner core, outer core Resources TR: 7.1–7.2; Video Sc. 2–3; Graphic Organizer: Three-column chart; Activity Worksheet 7.1; Workbook pp. 82–83, Workbook Audio TR: 7.1; Online Practice ng The blast of an eruption throws steam into the air. The steam is created from water inside the Earth. The blast also sends gases high into the sky. They make breathing difficult. A volcanic eruption can fill the sky with ash. The ash can come down and cover the land with a thick layer. ni Materials small box; slips of paper with surface inside eo gr ap hi c Le ar vocabulary words; beanbag or soft ball G Warm Up N at io n al • Say Today we’re going to learn about volcanoes. Volcanoes are living mountains. They can be scary, just like hurricanes or tornadoes. Write emergency and evacuate on the board. Say It’s usually an emergency when a volcano erupts. When a volcano erupts, very hot liquid from deep underground comes out of the top of the volcano. People might have to evacuate. Have students look at the photo on pp. 114–115. Ask What in this photo looks scary? (the red liquid that looks like fire) • Preteach Say A volcano can erupt quickly. When it erupts, the top of the mountain explodes. Rocks and hot liquid come out of the volcano with a lot of force. People don’t always know when a volcano will erupt. Write erupt and explode on the board, and have students repeat each word. 232 Present • Say Open your books to pages 116 and 117. This picture shows the inside of a volcano. Point to the word surface. Say A surface is the top layer or part of something. The surface here is the top layer of earth. Point to the cloud of steam. Say When a volcano erupts, we see gray clouds. They’re made of steam. Steam is water that is so hot it has turned into a gas. Point out the picture of ash. Say Volcanoes create, or make, ash when they erupt. Ash is what is left after something has burned. After a volcano erupts, there is a lot of ash on the ground. • Graphic literacy Say Look at the picture of earth on page 117. It shows the four parts of earth. The part in the center, or middle, is called the inner core. The next part is the outer core. What’s the layer on top of the outer core? (the mantle) What layer is on the surface of earth? (the crust) Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 232 5/13/19 10:29 AM BE THE EXPERT Vocabulary Strategy steam Multiple-meaning Words Some words have more than one meaning, depending on the context in which they are used. Some multiple-meaning words have one meaning when used as an action word, or verb, and another meaning when used as a noun. For example, cracks means “breaks” when used as a verb: Dad cracks the eggs into the pan. When cracks is used as a noun, it means “narrow openings.” For example: In some places there are deep cracks in the surface of the earth. crust ash mantle outer core inner core erupt Direct students’ attention to words such as heat, cover, and flow and discuss their multiple meanings. ng a volcano Our World in Context About 75 percent of the world’s volcanoes are located in an area called the Ring of Fire. The Ring of Fire extends for 40,000 kilometers (24,900 miles) around the Pacific Ocean. Scientists think that there are over 450 volcanoes in the Ring of Fire. Most of the world’s earthquakes, including many of the largest and most destructive ones, also are within the Ring of Fire. If possible, show students where the Ring of Fire is on a world map. Ask and answer. Work with a partner. What did you learn? ap What is magma? hi 3 c Le ar ni Earth 117 eo gr It is melted rock. G Practice al • 1 Say We’re going to read and listen to information about volcanoes, how they form, and what happens when they erupt. Read the paragraphs on page 116 as you listen. Play TR: 7.1. io n • After playing the audio, discuss the paragraphs and pictures on pp. 116–117. Ask questions such as: N at Do rocks melt deep in the earth or on its surface? (deep in the earth) What does magma go through to get to the earth’s surface? (cracks) When magma pushes up the earth’s crust, what does it create? (a volcano) What does an erupting volcano throw into the air? (melted rock, ash, gases, and steam) What can cover the land after a volcano erupts? (lava, ash) • Pair students. Give two or three of the vocabulary words to each pair. Have them write a sentence for each word. Say Leave a blank line where the vocabulary word should be. Give an example. Say I’m going to write a sentence about the word cracks. Write on the board Magma comes through in the earth’s surface. When students have finished, join pairs to make groups of four students. Have the pairs exchange the sentences they wrote. Have them complete the sentences by filling in the correct vocabulary words. • 2 Say Now we’re going to hear words and then listen to sentences with those words. Repeat each word and sentence after you hear it. Play TR: 7.2. Have students repeat each word and sentence. Vocabulary 1 233 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 233 5/13/19 10:30 AM VOCABULARY 1 1 Listen and read. TR: 7.1 2 Listen and repeat. TR: 7.2 steam Go for a walk on a sunny day. The Earth seems calm under your feet. But deep down, it is not. Under the Earth’s crust, it is so hot that rock is melted. This melted rock is called magma. In some places, there are deep cracks in the surface of the Earth. These cracks let magma come to the surface. The magma pushes up the Earth’s crust. It creates a mountain—a volcano! crust ash mantle outer core A volcano erupts when magma explodes onto the surface. The flow of melted rock is called lava. The lava is thrown into the air and flows down the volcano. The heat of the lava burns everything it touches. inner core erupt The blast of an eruption throws steam into the air. The steam is created from water inside the Earth. The blast also sends gases high into the sky. They make breathing difficult. A volcanic eruption can fill the sky with ash. The ash can come down and cover the land with a thick layer. ng a volcano inside 3 Ask and answer. Work with a partner. What did you learn? What is magma? It is melted rock. ap hi c surface Le ar ni Earth Earth Wrap Up OW2e_SB_5_31988b_114-129_U07.indd 116 gr 116 Unit 7 5/9/19 7:54 AM 1/23/19 9:50 AM but a word will be missing. I’ll give you time to write the missing word. Write the words in a list. Read all the sentences on p. 116, leaving out the vocabulary words as you read. Then have students open their books and check their answers. io n al G eo • Say Let’s play a game. Put slips of paper with the vocabulary words on them into a box. Include all vocabulary words except creates.. Stand at the front of the classroom. Divide the class into two teams. Have one student from each team come to the front. OW2e_SB_5_31988_114-129_U07.indd 117 117 N at • Say Pick a vocabulary word out of the box. Act out the word or draw a picture on the board to show your word. Each team should try to guess the word. The team that guesses correctly wins a point. Recap • Say What did we learn about? (the parts of a volcano, how volcanoes form, what happens when they erupt) Say Let’s look at some of the words you learned. Close your books. I’m going to read sentences from the book. I’m going to say a sentence, 234 Apply • 3 Point out the model dialogue on p. 117. Then model the dialogue with a student. Say Think about what we learned about volcanoes. Work with a partner and write questions and answers about the things we learned. Model a sample question and answer such as What can fill the sky after a volcano erupts? (Ash can fill the sky.) • Pair students. Have partners take turns writing and asking questions and giving answers. Tell students to take notes and write four sets of questions and answers. Tell them to write in complete sentences. Call on pairs to ask and answer their questions for the class. Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 234 5/13/19 10:30 AM Extend BE THE EXPERT • Put students in small groups. Give students a three-column chart graphic organizer and draw a chart on the board as a model. Ask students to label the charts’ columns Surface, Inside, and Cover. Point to your desk and say I’ll use the words in the chart to talk about my desk. Look at my desk. The book is on the surface of my desk. The pencil is inside the jar. The paper covers the desk. Teaching Tip paper • Have students look around the classroom and write the names of objects that are on the surface of something, inside something, or that cover something. Help students get started by pointing out a few additional items in the classroom. Give students time to make their lists. . The is/are on the surface of The covers the . ap is/are inside the . gr The hi • Ask students to write sentences using the words from their charts. If students are having difficulty, write sentences such as the following on the board for students to complete. ng pencil ni book ar Cover Le Inside Graphic organizers help students organize information, show cause-and-effect relationships, and compare and contrast ideas. Charts and diagrams can help visual learners understand complex ideas. Additionally, when students return to a lesson to review material, graphic organizers help them quickly locate important ideas. c Surface When you pass out a graphic organizer, make sure students know its purpose and where to write information. If students need further guidance, draw the organizer on the board and model filling out one category or column. al G eo • When students are finished writing their sentences, have them share them with the class. Point to the objects around the room. Ask questions using surface, cover, cover, and inside, such as Is the on the surface of the desk? If students are having difficulty, review the vocabulary terms on p. 116. io n Wrap Up N at • Say Let’s review the vocabulary words. Stand up. I’ll say a word. Raise your hand if you know what it means. I’ll pass this beanbag to a person who raises her hand. She’ll say what the word means and throw the beanbag back to me. Then I’ll pass the beanbag to someone else who will use that word in a sentence. Keep playing until you have named all the vocabulary words. Workbook and Online Practice Review Vocabulary 1 • For additional practice, direct students to Activity Worksheet 7.1. ✔ Formative Assessment Can students • identify and use words related to volcanoes and volcanic eruptions? Ask What word describes a volcano that is not erupting? Where is magma formed? Vocabulary 1 235 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 235 5/13/19 10:30 AM SONG SONG Vocabulary in the song 1 Vocabulary 1 a volcano, explode, deep, heat, gas, erupt Vocabulary 2 dormant, active Listen, read, and sing. TR: 7.3 Volcanoes Are a Lot Like Me Grammar in the song CHORUS Volcanoes are a lot like me. Some are awake and full of energy. Other volcanoes are sleeping. Yes, volcanoes are a lot like me! Grammar 1 use first conditional (If + present tense, will + verb) Resources TR: 7.3; Video: Sc. 7; Workbook p. 84, Workbook Audio TR: 7.2–7.3; Online Practice Deep inside a volcano, heat and gas are building up. If they have no place to go, the volcano will erupt! CHORUS Le If a volcano is active, it’s very wide awake. When it’s awake, it’s just like me. It’s ready to blow off some energy! ar If a volcano is dormant, it’s really just asleep. A dormant volcano will sleep for centuries. ni Material markers or colored pencils (optional) ng When I get really silly, and my energy builds up, if it has no place to go, sometimes I think I will explode! CHORUS Discuss. Work with a partner. c 2 gr ap hi 1. Sometimes I’m like an active volcano because . . . 2. Sometimes I’m like a dormant volcano because . . . eo 118 Unit 7 G Use the Song N at io n al • Act it out Say We’ve talked about how and why volcanoes erupt. Throw your arms in the air to show erupt. Say We’ve also talked about how magma explodes onto the earth’s surface. Now we’ll listen to a song about volcanoes, and act out words like erupt and explode explode.. Let’s practice now. Say erupt and explode explode,, acting out each word as you say it. Have students act out the words along with you. • Say Open your books to pages 118 and 119. What do you see? (a volcano, ash, lightning, ice) Is the volcano calm? (no) Do you see the inside or the surface of 236 the volcano? (surface) What’s the volcano doing? (erupting) What do you think the ash will cover? (the area around the volcano) • 1 Play the song (TR: 7.3) once so students can listen for the vocabulary words and learn the tune. Then play the song again. Have students sing along with you and act out erupt, explode, and deep. Encourage students to act out other words, such as awake, build up, and sleep. • After the song, ask Are you like a volcano? Do you have lots of energy? Run quickly in place to show energy. Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 236 5/13/19 10:30 AM BE THE EXPERT About the Photo The photo shows the eruption of Eyjafjallajokull, a volcano located under a glacier in Iceland, an island in the North Atlantic Ocean. Eyjafjallajokull became active on March 20, 2010, after being dormant for about 200 years. The eruption created lava flows and threw ash and steam in the air. At one point, the cloud of ash and steam was 70 kilometers (40 miles) long. It was so dense and dangerous that flights to and from Europe were canceled for days. ng The eruption caused flooding because of the flowing lava that melted the ice covering the volcano. The areas around the volcano were evacuated for safety. ni Today, the volcano is considered dormant and the area completely safe to visit. ar Teaching Tip hi c Le Some students might not be able to learn a song’s tune after hearing it just once. If you have time, break the song down into smaller parts. For example, play only the chorus of the song and have students learn it. Then play the first verse and have students learn it, and so on. This allows students to get used to the rhythm and tune of the music and to the pronunciation of the words. 119 Workbook and Online Practice Song eo gr ap Volcanic eruption in the Eyjafjallajokull Glacier, Iceland G Use It Again • Vocabulary 2 Have students sing the last two verses of the song. Ask What type of volcano is awake? (active) Ask What type of volcano is asleep? (dormant) Have students sing the chorus, replacing awake with active and sleeping with dormant. • Grammar 1 Play the second and third verses of Volcanoes Are a Lot Like Me. Me. Say What will happen if heat and gas are building up inside a volcano and they have no place to go? (The volcano will erupt.) What will happen if a volcano is dormant? (It will sleep for centuries.) • 2 Put students in pairs. Have partners talk about how they could complete the sentences in Activity 2. Encourage them to come up with several ways to finish each sentence. Have each student choose one sentence and draw a picture of herself to illustrate the sentence. Then have pairs present their finished sentences and drawings to the class. N at io n al • Vocabulary 1 Write volcano, explode, deep, inside, heat, gas, and erupt on the board. Have students copy the list into their notebooks. Play TR: 7.3. Say Every time you hear a vocabulary word, make a check mark next to the word. When the song is over, ask How many times did you hear volcano in the song? (14) Repeat for the other words. Song 237 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 237 5/13/19 10:30 AM GRAMMAR 1 GRAMMAR 1 First conditional TR: 7.4 Objective If the lava touches the trees, it will burn them. If rain hits the lava, it’ll turn to steam. I will go to a safe place if the volcano erupts. The plants will burn if hot ash covers them. Students will • talk about the future with if + present tense verb and will + verb. Grammar first conditional 1 Academic Language likely, possible, result Read. Write sentences. 1. I go to Hawaii / I see volcanoes Resources TR: 7.4; Video Sc. 5; Graphic If I go to Hawaii, I will see volcanoes. Organizer: Two-column chart; Workbook p. 85; Grammar Workbook pp. 30–31; Online Practice 2. I run away / volcano erupts I will run away if the volcano erupts. 3. ash covers the grass / the grass dies ng If ash covers the grass, the grass will die. 4. lava reaches the sea / it makes steam 5. no airplanes fly / ash fills the sky ni If lava reaches the sea, it will make steam. gr ap hi c Le ar No airplanes will fly if ash fills the sky. K lauea, Hawaii, USA eo 120 Unit 7 G Warm Up io n al • Set the stage Say Hawaii is a state in the United States. It’s made up of eight islands. The islands were formed when magma pushed through cracks in the earth’s surface. What forms when magma pushes up through the earth’s crust? (volcanoes) N at • Recycle Say I think volcanoes are really interesting. If I find a book about volcanoes at the bookstore, I buy it. If I take a trip, I go to a place with a volcano. • Write these sentences on the board: If I find a book about volcanoes, I buy it. If I take a trip, I go to a place with a volcano. • Have students read each sentence aloud. Ask What word begins each sentence? (if) Say These sentences tell what happens 238 if something else happens first. These sentences tell what I usually do. Ask If I find a book about volcanoes, what do I usually do? (buy it) If I take a trip, where do I usually go? (to a place with a volcano) Circle the word If in each sentence on the board. Ask several students to name the action words in each sentence. (find, buy; take, go) Present • Give examples Write the words if and will on the board. Point to each word and have students say it aloud. Say We can use the words if and will to talk about something that will happen in the future if something else happens first. Next to the sentences you wrote earlier on the board, draw an arrow and write: If I find a book about volcanoes, I buy it. If I find a book about volcanoes, I will buy it. If I take a trip, I go to a place with a volcano. If I take a trip, I will go to a place with a volcano. Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 238 5/13/19 10:30 AM Write. Write five sentence halves beginning with if if. Work in pairs. Take turns. Complete each other’s sentences. BE THE EXPERT 1. If I go to a volcano to take pictures About the Photo , I will be very careful The photo on p. 120 shows a boat in the Pacific Ocean, off the coast of the island of Hawaii. The boat is near a cloud of steam created when lava flowed from Hawaii’s Kı-lauea volcano into the ocean. Show students where Hawaii is on the World Map Poster. . 2. If Answers will vary. , . 3. If , . 4. If Grammar in Depth , , First Conditional You use the first conditional to talk about a possible future situation and what will happen because of it. In these sentences, the if clause states the possible future event. The result clause explains what will (or won’t) happen. . We will go to a safe place if if the volcano erupts. . 5. If , . 6. If Result clause If it rains, I will get wet. ni Make sentences. Work in small groups. Build each new sentence on the one before. If clause Note that the verb in the result clause uses will/won’t + the base form of the verb. ar 3 ng 2 The verb in the if clause is in the simple present. We won’t have school tomorrow if there is an eruption. Le If I get wet, I’ll catch a cold. If the volcano erupts, we will go to a safe place. If there is an eruption, we won’t have school tomorrow. 121 G eo gr ap hi c It is possible to reverse the order of the clauses without a change in meaning. In writing, a comma is used when the if clause comes first. io n al • Point to the sentences to the left of the arrows. Say These sentences tell about what I usually do. Point to the sentences to the right of the arrows. Say These sentences tell about what I will do in the future. They tell about only one event in the future, not usual events. Read aloud each sentence to the right of the arrows and have students repeat. N at • Underline will in each sentence. Say We say will when we tell about something that’s going to happen. If I take a trip in the future, I will go to a place with a volcano. I haven’t taken a trip yet, but if I do, I will go to a place with a volcano. • Say Open your books to pages 120 and 121. Point out the grammar box. Say Let’s listen to some sentences with if and will. Play TR: 7.4. Have students repeat the sentences. Point out the contraction of it will to it’ll in the second sentence. List other contractions on the board: he’ll (he will), she’ll (she will), and I’ll (I will). Practice aloud. Give out two-column chart graphic organizers and have students copy the headings. • 1 Have students find each action word in Activity 1. Point to the first half of item 1 and ask What’s the action? (go) Then point to the second part of item 1 and ask What’s the action here? (see) Model item 1. Ask Do I go to Hawaii first, or do I see volcanoes first? (go to Hawaii) Say Write if and go to Hawaii in the first column. Write will and see volcanoes in the second column. Have students complete the chart for items 2–5. Point out that will + action will not always be the second part of the sentence. If + action Will + action If + go to Hawaii will + see volcanoes • Draw a two-column chart on the board. Label the columns If + action and Will + action. Read the column headings Grammar 1 239 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 239 5/13/19 10:30 AM 2 GRAMMAR 1 First conditional TR: 7.4 1. If I go to a volcano to take pictures If the lava touches the trees, it will burn them. If rain hits the lava, it’ll turn to steam. I will go to a safe place if the volcano erupts. The plants will burn if hot ash covers them. 1 Write. Write five sentence halves beginning with if. Work in pairs. Take turns. Complete each other’s sentences. , I will be very careful . 2. If Answers will vary. , . Read. Write sentences. 3. If , 4. If , 5. If , 1. I go to Hawaii / I see volcanoes . If I go to Hawaii, I will see volcanoes. 2. I run away / volcano erupts . I will run away if the volcano erupts. 3. ash covers the grass / the grass dies . If ash covers the grass, the grass will die. 6. If , 4. lava reaches the sea / it makes steam No airplanes will fly if ash fills the sky. . Make sentences. Work in small groups. Build each new sentence on the one before. ni 3 5. no airplanes fly / ash fills the sky ng If lava reaches the sea, it will make steam. If I get wet, I’ll catch a cold. hi c Le ar If it rains, I will get wet. gr OW2e_SB_5_31988_114-129_U07.indd 120 ap K lauea, Hawaii, USA 120 Unit 7 1/23/19 9:50 AM 1/23/19 9:50 AM pictures, I will be very careful careful. Put students in pairs. Make sure students understand that one partner will start a sentence beginning with if, and the other partner will finish the sentence. Write this sentence on the board for students to refer to: If I , I will/I’ll . at io n al G eo • Read the instructions for Activity 1 aloud. Say Let’s work on the first sentence together. We’ll use our chart to help us. Ask Which action in the sentence goes with if? (go to Hawaii) Which action in the sentence goes with will? (see volcanoes) Write on the board If I go to Hawaii, I will see volcanoes.. Have a student read the sentence aloud. Then have students write the sentence on the line for item 1. OW2e_SB_5_31988_114-129_U07.indd 121 121 N • Have students use their charts to complete items 2–5 individually. Tell students that if does not have to come first in the sentence. The second column of the chart can be the first part of the sentence. Review the sentences with students and confirm the correct answers. Check that students begin items 2 and 5 with the second phrase given in the item (the will column). • 2 Read the instructions aloud. Help students complete item 1. Say You have to be careful when you are near a volcano, right? So, we could write the following sentence: If I go to a volcano to take 240 • Say Make up five sentences. Remind students to take turns starting and finishing a sentence. Say Write the sentences you make. Challenge students to write each sentence in another way, using the sentence frame I’ll if . • After partners complete five sentences, have them share their sentences with the class. Have them alternate who starts a sentence and who finishes it. Ask a student to complete this sentence, If I have a hole in my boots, . If students have trouble, review the first two sentences in the grammar box. Wrap Up • Write this sentence on the board: If the air is thick with ash, it’ll be difficult to breathe. Read the sentence aloud and ask How can I say this a different way? (It’ll be difficult to breathe if the air is thick with ash.) If students need help, begin the sentence (It will be difficult to breathe) and have them complete the sentence (if the air is thick with ash.) Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 240 5/13/19 10:30 AM • Write additional sentences on the board and have students say them in a different way. BE THE EXPERT Recap If you notice that a student is having trouble pronouncing a word, review pronunciation as a class, rather than drawing attention to that student. Say the word aloud, breaking it into parts to show stress and pronunciation. Have the class repeat the word. Then call on individual students to say the word aloud. Teaching Tip • Say We talked about how to say what will happen if something else happens first. Write these sentence frames on the board: If I , I’ll . I’ll if . Model completing the sentences by saying If I go to bed late tonight, I’ll be tired tomorrow. I’ll be tired tomorrow if I go to bed late tonight. Call on students to make sentences about what will happen if a volcano erupts. ni ar Le ap hi • Put students in groups of three or four. Say Write the sentences you make. Walk around the classroom to make sure that students in each group are correctly building sentences. c • 3 Read aloud the directions. Read the model dialogue with a student. Say The girl says a sentence using if and will. The boy takes the second part of her sentence and uses it to make the first part of his sentence. Give another example. Say If it snows, I’ll wear my snow boots. Say My sentence ends with I’ll wear my snow boots. Ask How will the next sentence start? (If l wear my snow boots) Ask a student What happens if I wear my snow boots? (my feet will be warm and dry) Say the complete sentence: If I wear my snow boots, my feet will be warm and dry. ng Apply gr • Have a student from each group share two of the group’s sentences with the class. eo Extend N at io n al G • Ask Where do you want to go this weekend? List a few responses on the board. (the library, the pool, the movies) Say Pick any place that you want to go. It can be a place on the list, or a place that you think of. If you go to this place, what will you do? Write the place and activities next to it. Give students time to write. Then, say Now, write a sentence using if and will to tell what you will do. Model an example for students. If I go to the beach, I’ll swim in the ocean. When students finish writing, call on them to read their sentences. Wrap Up • Have students stand in a circle. Say One of you will say the first part of a sentence, beginning with if. Then the person next to you will say what she will do or what will happen. First, have students talk about volcanoes. Then introduce other topics, such as the weather and school activities. Guide the first student to form a phrase such as If a volcano erupts, . . . Continue until every student has had a chance to participate. Workbook and Online Practice Grammar 1 ✔ Formative Assessment Can students • talk about the future with if + present tense verb and will + verb? Ask What will happen if lava flows down the side of a volcano? Have students use the if + present tense, will + verb sentence form in their answers. Grammar 1 241 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 241 5/13/19 10:30 AM VOCABULARY 2 VOCABULARY 2 Objectives 1 Listen and repeat. Then read and write. TR: 7.5 Students will • identify and use words that describe a volcano’s parts. • identify and use words that tell whether a volcano will erupt. crater cone Vocabulary dormant, a cone, active, a crater, extinct dormant Academic Language type, suffix, root word active extinct active 1. If a volcano is erupting, then it is Resources TR: 7.5–7.6; Video Sc. 4; Graphic Organizer: Time line; The Sounds of English Cards 6–7, 21; Activity Worksheet 7.2; Workbook p. 86; Online Practice . 2. If a volcano is not erupting, but may erupt in the future, it is dormant . ng 3. If a volcano has not erupted in thousands of years and will extinct not erupt in the future, it is . crater ni 4. The hole left at the top of a volcano that has erupted is called a . ar cone 5. The sides of a volcano form the Listen and stick in order. Work with a partner. Discuss. TR: 7.6 Le 2 at the top. c How does he know the volcano is extinct? ap hi He read about it before climbing. 1 gr cone 2 crater 3 extinct 4 dormant 5 active eo 122 Unit 7 G Warm Up Present N at io n al • Build background Ask What happens when a volcano erupts? (Magma pushes up the earth’s crust. Steam, gas, and lava are thrown into the air. Ash covers the land.) Say Volcanoes erupt. But they don’t erupt all the time. There are different types of volcanoes. Some erupt more often than others. • Explain Say Open your books to page 122. We’re going to learn new words to talk about volcanoes. Say Two of these words tell about a volcano’s shape. Point to cone. Say Most volcanoes are shaped like a cone. Point to the crater. Say A crater is a hole that is shaped like a bowl. Craters form when volcanoes erupt. 242 • Say Now we’re going to learn words that tell if a volcano will erupt. Point to the picture in the middle and the word active. Say If a volcano is active, it will erupt. Some volcanoes erupt often. Some erupt only once in a while. Look at the picture. What is happening to the magma in the active volcano? (It’s exploding out of the top of the volcano and turning into lava.) • Point to the first picture and the word dormant. Say A volcano is dormant if it erupted a very long time ago. A volcano is dormant if scientists think it will erupt again, but not for a long time. Ask Do you see any lava in this picture? (yes) • Point to the last picture and the word extinct. Say A volcano is extinct if scientists think it won’t ever erupt again. Ask Do you see any lava in this picture? (no) Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 242 5/13/19 10:30 AM Practice BE THE EXPERT • 1 Say Now you’ll hear the new vocabulary words and sentences with the words. Repeat each word and sentence. Play TR: 7.5. Vocabulary Strategy Suffixes A suffix is a word part added to the end of a root word to make a new word. For example, the noun success can be changed to an adjective by adding the suffix -ful: successful. Or the adjective final can be changed to an adverb by adding the suffix -ly: finally. • Say Let’s read the sentences on page 122. Use the new words you learned to fill in the missing words in the sentences. Have a student read item 1. Say Look at the pictures. Which volcano is erupting? (the middle volcano) What type of volcano is this? (active) Say Yes, so you write active in the blank space. Sometimes, when you add a suffix, the spelling of the original word may change. For example, the verb evacuate can be changed to the noun evacuation by using the suffix -ion. The verb will drop the final -e: evacuate + ion = evacuation. The verb explode can be changed into the noun explosion or the adjective explosive by adding different suffixes. The verb will drop the final --de. ng • Have students complete items 2–5. Then review the answers. Ask What part of a volcano is shaped like a bowl? (a crater) What type of volcano is most likely to erupt? (an active volcano) If students are uncertain of the correct answers, point to the pictures at the top of p. 122 and explain the definitions again. ni Have students look for examples of the following suffixes used in this unit: -ful; -ly; -ing; -ive. The Sounds of English Apply Le ar Sound Combinations: //ŋk/ and /ŋg/ The sound combinations /ŋ ŋk/ k/ (pink) and /ŋg/ / //ŋk/ (angry) can be misleading to learners because of the way they are spelled. ap gr Extend G eo • Put students in pairs. Give them a time line graphic organizer. Write on the board dormant, extinct, and active. active. Say Let’s describe a volcano. Put these words in order on the time line. Under each word, write sentences that tell about that part of a volcano’s life. active Example words: extinct, stink, monkey, donkey, think; angry, language, mango, penguin extinct io n The volcano erupts. Use Sound Cards 6 (kangaroo), 7 (goat), and 21 (swing). Show students that the letter “n” is actually the /ŋ/ sound when it is before the sounds /g/ and /k/. al dormant To pronounce /k/ and /g/, you “bounce” the back of your tongue off the top of your mouth. For //ŋ/, you hold the back of your tongue to the top of your mouth, and the sound comes out of your nose. c hi • 2 Say Let’s do a sticker activity. Have students find the stickers in their books. Read aloud each word on the stickers. Put students in pairs. Say Listen for these vocabulary words. When you hear the first one, put its sticker in the number 1 box. Play TR: 7.6 until the word cone is read. Pause the audio and ask Which word did you hear? (cone) Yes. Put the cone sticker in the number 1 box. Have students listen for the other words and put them in boxes 2–5. N at • Point out that a volcano may also be dormant first, then active. Give pairs time to complete their time lines. Then have them share their sentences with the class. Wrap Up Workbook and Online Practice Vocabulary 2 • Say Let’s review our new words. Ask What’s the shape of a volcano called? (a cone) What’s the word for a volcano that erupts? (active) Continue with crater, dormant, and extinct. Review • For additional practice, direct students to Activity Worksheet 7.2. ✔ Formative Assessment Can students • identify and use words that describe a volcano’s parts? Ask What’s formed at the top of a volcano after an eruption? • identify and use words that tell whether a volcano will erupt? Ask Is it safer to be near a volcano that is active or extinct? Why? Vocabulary 2 243 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 243 5/13/19 10:30 AM GRAMMAR 2 GRAMMAR 2 Because of . . . TR: 7.7 Objective Because of the ash, the animals could not breathe. The trees died because of the heat from the lava. Students will • explain cause and effect with because of. Grammar because of 1 Academic Language cause, effect Read and write. 1. rocks flew into the sky / the eruption Content Vocabulary blast, breathe, close, died, Rocks flew into the sky because of the eruption. far 2. the heat / no one could get close to the crater Resources TR: 7.7; Graphic Organizer: Word web; Because of the heat, no one could get close to the crater. Video Sc. 6; Activity Worksheet 7.3; Workbook p. 87; Grammar Workbook pp. 32–33; Online Practice 3. it was difficult to see / the ash It was difficult to see because of the ash. ng 4. we saw white clouds in the sky / the steam We saw white clouds in the sky because of the steam. 5. the blast / the eruption could be heard from far away ar Play a game. Play with a partner. Cut out the cards in the back of the book and put them face down in a pile. Choose a card and start a sentence. Complete your partner’s sentences. we couldn’t play outside. al • Write these sentences on the board: G Warm Up If a volcano erupts, the cone will explode. at io n If there is smoke from the volcano, I will stay inside. N • Read the sentences on the board aloud. Say In these sentences, if something happens, then something else will happen. These sentences show cause and effect. Remember that a cause comes first. The effect is what happens next. Ask What’s the cause in the first sentence? (the volcano erupts) What’s the effect? (the cone will explode) Repeat for the second sentence. (Cause: there is smoke. Effect: I will stay inside) 244 123 eo gr ap hi c Because of the ash ... Le 2 ni Because of the blast, the eruption could be heard from far away. Present • Point to the sentences you wrote on the board. Say These sentences tell what will happen in the future. Let’s pretend they already happened. We can say these sentences in a new way. We can say that the effect happened because of the cause. Next to the first sentence on the board, write: Because of the volcano erupting, the cone exploded. Next to the second sentence, write: I stayed inside because of the smoke from the volcano. • Point to the two new sentences. Say The cause and the effect stay the same. But now, these sentences tell about something that happened in the past. They say what happened and why. Ask Why did the cone explode? (because the volcano erupted) Why did you stay inside? (because there was smoke) Have students read the new sentences aloud. • Draw students’ attention to the grammar box at the top of p. 123. Play TR: 7.7. Have students repeat the sentences. Say These causes and effects tell what happened in the past. Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR3.indd 244 5/21/19 1:58 PM Practice BE THE EXPERT • 1 Read the directions and item 1. Say We can use because of to make these words into a sentence. Ask Which words tell what happened? (rocks flew into the sky) That’s the effect. What caused the rocks to fly into the sky? (the eruption) That’s the cause. Say We write because of before the cause. Help students complete item 1: Rocks flew into the sky because of the eruption. Grammar in Depth Because of Both because and because of are used to explain why something happens, but they cannot be used interchangeably. Because is followed by a clause (a group of words with a subject and a verb). The trees died because it was very hot. Because of is followed by a noun or noun phrase. • Put students in pairs and have them complete items 2–5. Have pairs share their sentences with the class. Ask How would you say that an eruption made a crater form? (A crater formed because of an eruption.) If students have difficulty, say The eruption is the cause. The crater forming is the effect. The trees died because of the heat. (Not: The trees died because the heat.) ng The phrase with because of can come first in a sentence (followed by a comma) without a change in meaning. The trees died because of the heat. Because of the heat, the trees died. Apply ni ar Why did the trees die? (They died) because of the heat. Le Teaching Tip hi • Tell students to write the sentences they make. Then have pairs share their sentences with the class. It’s common to reply to a why question with a short answer. ap Extend eo gr • On the board write types of extreme weather. (blizzard, blizzard, drought, flood, hurricane)) Give pairs of students a word web graphic organizer. Say Choose one type of extreme weather. Write Because of and the weather in the middle of your word web. For example, you might write Because of the blizzard. When the class begins an activity, listen for students who are doing the activity correctly. The first time you hear a correct sentence, have the class pause the activity. Call on the student to share his example or say that student’s sentence aloud. Hearing a correct example will help other students who are struggling to begin an activity. c • 2 Put students in pairs and tell them to cut out the cards from p. 177. Say One partner picks up a card and reads the word. The word is the cause. Start a sentence with because of and the word on the card. Your partner will finish your sentence with an effect. Pick up a card and model how to play with a student. io n al G • Say In the outer circles of the web, write endings to make sentences. Think about effects of that weather. What clothes did you wear? What did you do to protect yourself? Remember to use the past. Write an example on the board: Because of the blizzard, we stayed home. Wrap Up N at • Start sentences about volcanoes and point to students to complete them. Begin with causes: Because of the eruption, . . . and Because of the smoke . . . . Then begin with effects: We stayed inside . . . and It was difficult to breathe . . . . Review • For additional practice, direct students to Activity Worksheet 7.3. Workbook and Online Practice Grammar 2 ✔ Formative Assessment Can students • explain cause and effect with because of? Ask Why did the lava go into the air? Have students use because of to write an answer. Grammar 2 245 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 245 5/13/19 10:30 AM READING READING Objectives 1 The largest known volcano is on Mars. It is about 22,000 m Listen and read. TR: 7.8 tall and 700 km across! ACTIVE Volcanoes Students will • scan text for information. • discuss and take notes about active volcanoes around the world. There are active volcanoes all over the world. Some erupt often, sending hot lava down their slopes. People often live near these volcanoes. Because of the ash, the land is good for farming. Reading Strategy Scan Text for Information The longest-erupting volcano is Mount Etna, in Sicily. It has been active for 3,500 years. Mount Etna erupts very often. It has destroyed many towns. People have tried to change the lava flow. They’ve built earth walls and used explosives. Some towns have avoided destruction. Successful evacuation plans have kept people safe. Academic Language scan Content Vocabulary explosives, flow, slopes Five volcanoes created the island of Hawaii. Mauna Loa is the largest volcano in the world. Kıˉlauea is one of the most active. In fact, it almost never stops erupting. In 2018, lava flowed through the streets of some towns near the volcano. Many people lost their homes. Resources TR: 7.8; World Map Poster; Graphic Organizer: Two-column chart; Workbook pp. 88–89, Workbook Audio TR: 7.4; Online Practice ng The volcano Nyamuragira, in Africa, erupts about every two years. It also has big ni crater with a lake of lava. Then in 1938, there was an eruption that opened up one side of the volcano. Because of the eruption, the lava lake flowed out of the crater. People do not live near this volcano. ap hi c Le ar Fuego is an active volcano in Guatemala. There was a sudden and powerful eruption in June of 2018. Many nearby towns were covered in ash. The international airport in Guatemala City had to close because there was too much ash on the runway. gr K lauea, Hawaii, USA eo 124 Unit 7 G Warm Up N at io n al • Activate Prior Knowledge Guide students to talk about the differences between active, dormant, and extinct volcanoes. Ask Which volcanoes erupt most often? (active volcanoes) Which volcanoes don’t erupt now, but might erupt again in the future? (dormant volcanoes) Which volcanoes will never erupt again? (extinct volcanoes) Ask What comes out of a volcano when it erupts? (magma that turns into lava, steam, gases, and ash) Present • 1 Direct students to p. 124. Have a student read the title aloud. Then allow time for students to study the photo and read the caption. Ask Where is the Kı-lauea volcano? (Hawaii, United States) 246 • Play TR: 7.8. Say Read along as you listen. • Play TR: 7.8 a second time. Pause at the end of each paragraph to check for comprehension. Ask questions such as: Paragraph 1: How do volcanoes help farmers? (The ash from volcanoes makes the land good for farming.) Paragraph 2: How have people in Sicily tried to protect themselves from Mount Etna? (They have tried to change the lava flow with explosives and earth walls. They have come up with evacuation plans.) Paragraph 3: Which volcano in Hawaii is one of the world’s most active? (Kı-lauea) Paragraph 4: Which volcano in Africa erupts about every two years? (Nyamuragira) Paragraph 5: What happened when Fuego erupted in 2018? (Ash covered the airport’s runway and it had to be closed.) Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 246 5/13/19 10:30 AM 2 Read and circle the letter. BE THE EXPERT 1. This volcano had a lake of lava. a. Mount Etna b. Nyamuragira About the Photo The photo shows the lava flow from Kı-lauea, the youngest shield volcano in Hawaii, United States. Shield volcanoes are formed when lava builds up over time. Kı-lauea is the most active volcano in Hawaii. It c. Fuego 2. This is the largest volcano in the Hawaiian Islands. a. Mauna Loa b. Kı̄lauea c. Fuego 3. This volcano’s eruption caused an airport to close. a. Nyamuragira b. Fuego has been erupting continuously since 1983. Even though the eruption in May 2018 was violent and forced the evacuation of thousands of people, the explosions of Hawaiian volcanoes are typically weak, and lava flows quietly down the slopes. c. Kı̄lauea 4. This volcano is the longest-erupting volcano. a. Kı̄lauea c. Mount Etna Where are these volcanoes? Work with a partner. Fuego Our World in Context Mount Etna Weird but True Olympus Mons, located on planet Mars, is the largest volcano in our solar system. It doesn’t have a cone and is almost flat on top. Olympus Mons is much larger than Mauna Loa, the largest volcano on Earth. Mauna Loa is 9 kilometers (5.6 miles) tall and 120 kilometers (75 miles) across. Mauna Loa Notes hi Name of Volcano ap 1 125 G eo gr 2 at io n al • Think Aloud Model scanning the text for information. Say I read that people live near active volcanoes. That seems strange to me. I want to know why. I’ll look for a reason. I know that the words because of usually tell you why something happened. I see these words in the first paragraph. It says Because of the ash, the land is good for farming. So I know that people live near volcanoes because volcanoes make ash that is good for farming. • Say I want to know why the lava lake at Nyamuragira flowed out of the crater. Look at the fourth paragraph. What words should I look for? (because of) Ask Why did the lava lake flow out of the crater? (Because of the eruption in 1938 that opened up one side of the volcano, the lava lake flowed out of the crater.) N For difficult reading passages, have groups of students read chorally. Have them underline difficult words. Encourage students to try to pronounce new words based on the sounds they recognize. This will give students practice in recognizing spelling patterns associated with certain English sounds. Use the audio track to play difficult words, and have students practice the correct pronunciation. c Work with a partner. Read the text again. Talk about two volcanoes. Take turns. Take notes. Le Teaching Tip Nyamuragira K lauea 4 ar ni K lauea Mount Etna Nyamuragira Mauna Loa Fuego ng 3 b. Nyamuragira Practice • 2 Read the instructions to students. Have a student read item 1. Say Let’s scan, or look through, the reading to find the answer. When you scan, don’t read every word. Instead, look for important words that help answer questions. What words should we look for to help answer this question? (lake and lava) Say Scan the reading for the words lake and lava. Where did you find them? (in paragraph 4) Which volcano is described in that paragraph? (Nyamuragira) Have a student read the sentence that contains the words lake and lava: At one time, the volcano had a crater with a lake of lava. Ask So what is the answer to item 1? (b. Nyamuragira) Reading 247 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 247 5/13/19 10:30 AM on Mars. It is about 22,000 m Listen and read. TR: 7.8 Read and circle the letter. 1. This volcano had a lake of lava. tall and 700 km across! ACTIVE Volcanoes a. Mount Etna b. Nyamuragira c. Fuego 2. This is the largest volcano in the Hawaiian Islands. There are active volcanoes all over the world. Some erupt often, sending hot lava down their slopes. People often live near these volcanoes. Because of the ash, the land is good for farming. a. Mauna Loa b. Kı̄lauea c. Fuego 3. This volcano’s eruption caused an airport to close. The longest-erupting volcano is Mount Etna, in Sicily. It has been active for 3,500 years. Mount Etna erupts very often. It has destroyed many towns. People have tried to change the lava flow. They’ve built earth walls and used explosives. Some towns have avoided destruction. Successful evacuation plans have kept people safe. a. Nyamuragira b. Fuego c. Kı̄lauea 4. This volcano is the longest-erupting volcano. a. Kı̄lauea Five volcanoes created the island of Hawaii. Mauna Loa is the largest volcano in the world. Kıˉlauea is one of the most active. In fact, it almost never stops erupting. In 2018, lava flowed through the streets of some towns near the volcano. Many people lost their homes. 3 Fuego K lauea Nyamuragira Work with a partner. Read the text again. Talk about two volcanoes. 42412_L5U7_CLIL_02A First Proof Take turns. Take notes. 11/09/12 Le 4 Mount Etna Mauna Loa ni Fuego is an active volcano in Guatemala. There was a sudden and powerful eruption in June of 2018. Many nearby towns were covered in ash. The international airport in Guatemala City had to close because there was too much ash on the runway. c. Mount Etna Where are these volcanoes? Work with a partner. K lauea Mount Etna Nyamuragira Mauna Loa Fuego The volcano Nyamuragira, in Africa, erupts about every two years. It also has big lava flows. It creates smaller volcanoes on its sides. At one time, the volcano had a crater with a lake of lava. Then in 1938, there was an eruption that opened up one side of the volcano. Because of the eruption, the lava lake flowed out of the crater. People do not live near this volcano. b. Nyamuragira ar 1 2 The largest known volcano is ng READING Name of Volcano Notes c 1 2 ap hi K lauea, Hawaii, USA 1/23/19 9:51 AM G al io n at N • 3 Say Now we’ll learn more about the volcanoes. We’ll learn where they are in the world. Put students in pairs and tell them to read the directions. Point out the list of volcanoes and read the names aloud. Say These are the volcanoes we read about. Scan the reading to find out where each one is. Then label each one on the map. Say Let’s scan the reading to find 248 OW2e_SB_5_31988_114-129_U07.indd 125 1/23/19 9:51 AM out where Kı-lauea is. Look for the word Kı-lauea. Have partners scan. Ask Where’s Kı-lauea? (in Hawaii) Ask Where’s Hawaii? If needed, point out the location of Hawaii on the map. Have them write Kı-lauea in the correct blank in Activity 3. eo OW2e_SB_5_31988_114-129_U07.indd 124 • Have students scan the text for the information they need to answer items 2–4. Allow time for students to share their answers. Discuss the questions with students and go over the answers. Say Scan the reading for the answer to this question: Which volcano almost never stops erupting? (Kı-lauea) If students can’t find the answer, help them focus their scanning. Ask What are the most important words in the question? (never stops erupting) 125 gr 124 Unit 7 • Graphic literacy Ask partners to scan the text to find the locations of the other volcanoes. Say First, scan the reading to find the name of the volcano. Next, scan that paragraph to find out where the volcano is. Finally, find the place on the map and write the name of the volcano on the blank line. Display the World Map Poster to help students identify the states, countries, and continents in the text. For Mount Etna, remind students that Sicily is a part of Italy. Wrap Up • Ask What’s good about living near an active volcano? (The land is good for farming.) Ask What’s bad about living near an active volcano? (The volcano erupts. There’s steam and smoke. There’s ash and hot lava.) Ask How do people protect themselves when they live near active volcanoes? (They make a plan to evacuate. They build earth walls to change the lava flow.) Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 248 5/13/19 10:30 AM Recap BE THE EXPERT • Say We’ve talked about active volcanoes around the world. Ask these questions: Reading Strategy Scan Text for Information Be sure students understand that to scan text effectively, they should have a key word or words in mind. Students should first identify key words in a question before they begin to scan the text. They can let their eyes run quickly over the text, ignoring everything but the key words. When they find the key word in the text, students should read the words and sentences surrounding the word to find the answer they are looking for. Which volcano has been active for 3,500 years? (Mount Etna) What’s a problem for people who live near Kı-lauea? (the volcano never stops erupting) What’s the largest known volcano in the world? (Mauna Loa) Why did the airport close in Guatemala in 2018? (The ash covered the airport’s runway.) Apply Teaching Tip • 4 Put students in pairs. Tell students to copy the chart in their two-column chart graphic organizer. Say With your partner, decide which two volcanoes you want to take notes about. Write each volcano’s name in the chart. Notes 1. Mount Etna active for 3,500 years ng ni ar Le c gr 2. ap Name of volcano hi • Say Scan the reading until you find the name of the first volcano. Read that paragraph to find information about the volcano. Talk about the volcano with your partner. Then have one partner write notes about the volcano in the chart. Tell students to find information about the second volcano the same way and have the other partner take notes. Have partners share their notes with the class. Grouping For some partner activities, students might find that they can complete the activity more quickly and thoroughly if they split up tasks. For example, one student can scan a text for information, and the other student can take notes. Students should take turns performing each task. eo Extend al G • Have students turn to p. 116 in their books. Say I’m going to ask a question. First, I want you to tell me the important words in the question. Then you’ll scan the text to find the important words, and answer the question. io n Write the following questions on the board: Whats the melted rock under the earths crust called? at What part of the earth does magma push up? N What oozes down the sides of a volcano? Whats a living mountain called? Workbook and Online Practice Reading ✔ Formative Assessment • Have students raise their hands when they have located the answer to each question. Call on a student to answer the question. Wrap Up • Say Let’s talk about the volcanoes we learned about today. Ask questions such as Which volcano creates smaller volcanoes on its sides? Call on a student to identify a key word. Have students scan the reading for the word or words and find the answer. Can students • scan text for information? Ask In 2018, what covered the towns after Fuego erupted? Have students scan the text to find the answer. • discuss and take notes about active volcanoes around the world? Ask Which volcanoes did you take notes about? Where are they? What did you write about those volcanoes? Reading 249 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 249 5/13/19 10:30 AM WRITING WRITING Process Description A process description explains what happens in a sequence. It follows a series of actions from beginning to end. Use words such as first, then, next, after, when, while, at the same time, now, before, as long as, and finally finally. These words show the order in which actions or stages happen. Writing Type Process Description Objectives Students will • analyze a writing model. • write about a sequence of events in a process they know. • evaluate classmates’ writing. 1 Read. Read the paragraphs about the stages of a volcanic eruption. How does the writer show the sequence of events? Underline the words. How a Volcano Erupts Academic Language process, sequence A volcanic eruption is a process that starts inside the Earth. The big hole under the volcano is called the magma chamber. First, the chamber starts to fill with hot magma. At the same time, hot gases fill the chamber. When the chamber is full of gas and magma, it has to escape through the top of the volcano. So the gas and magma start to go up the cone of the volcano. Then the volcano erupts. It throws ash high into the air. At the same time, lava flows down the sides. The volcano erupts for as long as the magma and gases push up. This can last a long time. Finally, the volcano calms down and it stops erupting. But the process could start again at any moment! Resources Graphic Organizer: Flow chart; Le ar ni ng Workbook pp. 90–91; Online Practice Write. Describe a process that you know. Explain the steps from beginning to end. 3 Share. Share your writing. Work in a small group. Listen and take notes. gr ap hi c 2 eo 126 Unit 7 G Warm Up N at io n al • Say A process is a series of actions. A process explains steps in the order that they happen. I’ll act out the process of calling my friend on the phone. First, I find my phone. Act out picking up a phone. Then, I turn my phone on. Pretend to push a button. Then, I push buttons to dial the numbers. Act out pressing keys on a phone. The end of the process is that I talk to my friend. • Say I’ll write the first step of the process in the first box. Write Magma comes to the surface of the earth through cracks. Tell students to open their books to p. 116. Say Read this page. Ask What’s the next step in the process? Guide students to tell you the next two steps and write them in the flow chart. Magma comes to the surface of the earth through cracks. The magma pushes up the earths crust. Present • Say Today you’ll write about a process that you know. First, we’ll practice by talking about the process of how a volcano forms. Draw a flow chart with three boxes on the board. 250 • Call on a student to describe the process of how a volcano forms, using the information in the flow chart. Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR3.indd 250 5/14/19 1:34 PM Read the Model BE THE EXPERT • 1 Say Now turn to page 126. We’re going to read a writing model that shows an example of process description. It’ll help you understand how to write your paragraphs. Write these sequence words and phrases on the board and read them aloud: first, next, at the same time, when, after some time, and finally. Say These words help readers understand the order of steps in a process. Look for them as you read. Point out the list of sequence words at the top of p. 126 for additional examples. Writing Support Usage Spelling Simple Present Tense Verbs The simple present tense is used to write about facts, habits, and repeated actions. It can also be used to describe steps in a process. When the simple present tense is used with a singular, third-person subject (such as he, she, or it), the verb always ends in -s. • Have students read the model once for comprehension. Then have them read it a second time, underlining the words that show the sequence of events. When students are finished, have them tell what words they underlined. Plan Teaching Tip c Le ar Remind students that making revisions and improvements to their work is part of the learning process. When students give feedback to one another, make sure they use positive language. It’s important that students receive feedback in a positive way. Remind them that such feedback is not a personal criticism. These suggestions can make their work even better. hi • 2 Give students a flow chart graphic organizer and have them use it to organize information for their writing. Tell students to choose a process from the board or use their own idea and write the steps, in order, in the flow chart. ni • Help students brainstorm a list of processes they know. Ask them to think about processes with three or four steps, such as how to draw a flower or how to make a sandwich. Write a few ideas on the board. ng Some verbs require spelling changes in the simple past. Verbs that end in a consonant followed by y change to the ending -ies. For example, fly changes to flies. You add the ending -es to verbs ch For example, push ending in -ss, -x, -sh, and -ch. changes to pushes.. Go over spelling rules and encourage students to check their writing to make sure that verbs are spelled correctly. gr ap • Walk around the room as students work. Make sure students understand that they don’t need to fill in every box in the flow chart. eo Write io n al G • 2 Say Now you can use the information in your flow chart to write your process description. Write at least one sentence for each step in your chart. Point to the sequence words and phrases listed on the board. Remind students to use some of these words, or others listed on p. 126, to explain the sequence of events in the process. Edit at • Direct students to check their writing for the following: ü Does the description include the steps of a process, in order, N from beginning to end? ü Does the description include sequence words that show the order in which actions occur? • Have students revise their description to make improvements. Review with students the information on spelling the endings of regular simple present verbs (see Writing Support). Then have students check their writing for correct spelling of the endings of regular simple present tense verbs. Writing 251 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 251 5/13/19 10:30 AM WRITING Share Process Description A process description explains what happens in a sequence. It follows a series of actions from beginning to end. Use words such as first, then, next, after, when, while, at the same time, now, before, as long as, and finally finally. These words show the order in which actions or stages happen. • 3 Put students in groups of three or four. Have students read their descriptions aloud to their group. Have listeners complete the sentences below in order to give feedback on the descriptions. Write these sentences on the board for students’ reference. 1 Read. Read the paragraphs about the stages of a volcanic eruption. How does the writer show the sequence of events? Underline the words. How a Volcano Erupts One thing I like about your writing is . . . A volcanic eruption is a process that starts inside the Earth. The big hole under the volcano is called the magma chamber. First, the chamber starts to fill with hot magma. At the same time, hot gases fill the chamber. When the chamber is full of gas and magma, it has to escape through the top of the volcano. So the gas and magma start to go up the cone of the volcano. Then the volcano erupts. It throws ash high into the air. At the same time, lava flows down the sides. The volcano erupts for as long as the magma and gases push up. This can last a long time. Finally, the volcano calms down and it stops erupting. But the process could start again at any moment! One thing I dont understand about step is . . . ng What happens after . . .? ni My favorite part is . . . Le ar • While group members give feedback, the writer should take notes. The writer should then use these notes to revise her description. Write. Describe a process that you know. Explain the steps from beginning to end. 3 Share. Share your writing. Work in a small group. Listen and take notes. gr ap hi c 2 G eo 126 Unit 7 al Writing Rubric 4 = Excellent 3 = Good 4 3 2 1 at 2 = Needs improvement io n Use this rubric to assess students’ writing. You can add other skills you’d like to assess at the bottom of the rubric. N 1 = Redo Organization Steps of a process are clear and written in sequential order. Grammar Student uses correct grammar. Vocabulary Student uses a variety of words. Writing type Student uses words such as first, next, and finally to explain the sequence of events of a process. Usage The spelling of the endings of regular simple present verbs is correct. 252 Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 252 5/13/19 10:30 AM MISSION MISSION Help in a disaster. Mission Help in a disaster. Objectives Students will • share ideas. • evaluate ideas. Think. Pair. Share. • What types of disasters happen around the world? Resources Video Sc. 9; Mission Poster; Graphic Organizer: Flow chart • What can you do to help in a disaster? • How can you get your community to help? ng BE THE EXPERT Meet the Explorer ap hi Eldfell Volcano, Iceland c Le ar ni Patrick Meier is a crisis mapper. People who make crisis maps use real-time information coming from people in a disaster area to make a map of the disaster. The map includes the types of emergencies that are happening in different areas and what type of help is needed. Meier is the founder of the Standby Volunteer Task Force (SBTF), which has more than 800 volunteers in 80 countries. “Crisis mapping can pinpoint urgent needs instantly, saving time and lives.” 127 eo gr Patrick Meier, Crisis Mapper, National Geographic Explorer When a disaster happens, SBTF volunteers gather information for a crisis map. SBTF encourages people to send e-mails, text messages, tweets, photos, and videos that can be added to the map. Meier has been involved in crisis mapping around the world, including the 2010 earthquake in Haiti and the 2011 earthquake and tsunami in Japan. G Mission Think at Pair io n al • Read aloud the mission and the quotation on p. 127. Point out the term disaster. Say A disaster is an event that happens suddenly and causes pain or loss. Disasters include earthquakes, volcanic eruptions, floods, fires, and storms. N • Place students in pairs. Ask them to prepare a short process description on how to help their community in a disaster. Ask students to focus on one type of disaster. Give out flow chart graphic organizers to help out with writing. Encourage students to think about questions such as: What happens during the disaster? What does the community need during and after the disaster? What can you and the people in the community do to help one another during and after the disaster? What supplies could you and the people in the community donate? Explain that donate is another word for give. Share • Give pairs time to prepare their process description. Then put two or three pairs together and have them share and comment on each other’s descriptions. Call on groups to share their descriptions with the class. Mission 253 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 253 5/13/19 10:30 AM PROJECT PROJECT Make a model of an erupting volcano. Objectives Students will • work with a group. • create a model of an erupting volcano. • complete the Unit 7 Quiz. 12 Get a cardboard tube about 4 cm wide and 20 cm long. 23. Cover the bottom of the tube with clay. Stick the tube up on cardboard. Resources Activity Worksheet 7.4; Workbook pp. 92–93, Workbook Audio TR: 7.5; Assessment: Unit 7 Quiz Materials (for each group) cardboard tube (4 cm Crush balls of newspaper. Tape them to the tube to make a cone. 4 Cover the cone with aluminum foil. Paint it or glue sand on it. 5 Fill half the tube with baking soda. 6 Add red food color to vinegar. Pour it in the tube, and watch it erupt! eo gr ap hi c Le ar ni ng wide, 20 cm long); clay; square of cardboard or a cardboard box; newspaper; tape; aluminum foil; sand; paint or glue; baking soda; red food color; vinegar; large bowl; paper cups; paper towels 3 G Prepare • Say Cover the cone with foil. Then, put glue on the foil. After that, put sand on the glue. Give each group a cup with enough baking soda in it to fill half the cardboard tube. Say Now pour the baking soda into the tube. • Place students in small groups. Give each group the materials they need. Demonstrate the steps students will follow to make their model. Say First, use the clay to make the tube stick to the cardboard. Then, crush the newspaper into balls. Next, tape the newspaper balls to the sides of the tube to make a cone shape around the tube. • To help with project cleanup, have students bring their volcanoes to one location in the room where newspaper has been put down, or put down newspaper for each group. Say Before pouring the cup of vinegar into the tube, add red food color to the vinegar. Pour a small amount of the red vinegar into paper cups. Give each group a paper cup. Say We’re finally ready to make our volcanoes erupt! N at io n al • Ask What does a volcano do when magma comes out of it? (It explodes. It erupts.) Say Today, you’ll work in groups to make a volcano that erupts! 254 Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 254 5/13/19 10:30 AM BE THE EXPERT Teaching Tip When students create art projects, encourage them to use unit vocabulary as they work together. As students work, ask them questions about what they are making and doing. Ask students to explain to you how their project works. If you put vinegar in the volcano, it will erupt! The flow looks like lava because of the food coloring. It’s so cool! Project Rubric ü Did students follow directions to build a volcano? ü Did students use their models to talk about how a volcano erupts? ng ü Did students use their models to talk about ar ni the parts of a volcano? Le Now I can . . . discuss volcanoes. 129 eo gr ap write a process description. hi make predictions. c describe how a volcano erupts. G Share io n al • One by one, have each group make its volcano erupt by pouring the cup of vinegar and red food color into the tube of baking soda. Have group members use paper towels to clean up any liquid that flows outside the edges of the volcano. at • Say Imagine your volcanoes are real volcanoes. What do you see? Ask students to say sentences about what they see using vocabulary such as cover, cover, erupt, explode, melted, melted and thick. N • Modify To save time and aid classroom management, create just one or two volcanoes as a class. Put students in small groups, and assign each group a different step in the process. For example, one group can crush newspaper into balls, another can use the newspaper balls to form the volcano cone, and so on. Now I Can Ask questions such as the following: • What is an interesting fact you learned about volcanoes? • What comes out of a volcano when it erupts? • What will you do if you are near a volcano that erupts? • What process did you write about in your process description? Workbook and Online Practice Review Unit Review • For additional practice, direct students to Activity Worksheet 7.4. ✔ Assessment: Unit 7 Give the Unit 7 Quiz. Hand out the quiz and go over the instructions with the students. The quiz should take 15–20 minutes. Project 255 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 255 5/13/19 10:30 AM VIDEO Vocabulary 1a surface, crack, volcano, inside, melted, heat, thick, steam Vocabulary 1b calm, deep, gas, erupt, explode, ash, cover, create Vocabulary 2 cone, crater, active, dormant, extinct Grammar 1 first conditional Grammar 2 because of Song Volcanoes Are a Lot Like Me Viewing a volcano’s damage Meet the Explorer Patrick Meier Resources Video Sc: 1–11; World map ng Story Time Popocatépetl and Iztaccíhuatl Zoom In ni Vocabulary • Play the introduction to the video. Say This video is all about volcanoes. Ask Is there a volcano in this country? What does a volcano look like? ar • As students watch Scenes 2–4, have them draw and label a volcano. Pause as necessary. Before You Watch Le Grammar • Play Scene 5. Stop after the first use of cause and effect. Ask If it looks too dangerous, what will happen? (The scientist will climb out quickly.) Play the next segment. Ask What will happen if melted rock rises to the volcano’s top? (It will erupt.) c While You Watch hi • Write on the board the phrase: If a volcano erupts . . . ap • Play Scene 6. Ask Why did magma and ash explode out of the cone? (because of the eruption) Why were farmlands damaged? (because of the flooding) eo gr • As students watch, have them listen for words that tell what happens when a volcano erupts. Have them list words and take notes about what people do when a volcano erupts. G After You Watch N at io n al • Have students look at the phrase on the board and the words in their list to write sentences. Remind students to use the word will followed by an action word. Call on students to share their sentences with the class. Song • Play Scene 7. Have students listen for words that compare a person and a volcano. Ask How is a volcano like you? What do you and a volcano do? (our energy builds up, we sleep, we are awake) Viewing • Play Scene 8 and have each student write a sentence about his favorite short video. Say Use one vocabulary word and because of in your sentence. Meet the Explorer • Say Patrick Meier works to help people hurt by storms and other emergencies. Ask How can you help others? (help classmates with homework, etc.) Story Time • View Scene 10: Story Time: Popocatépetl and Iztaccíhuatl once. • View it again. Pause so students can identify clues about what will happen next. Ask What clues help you predict what will happen to Popocatépetl when he returns? (He does the same thing as Iztaccíhuatl. He does not eat or drink.) 256 Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 256 5/13/19 10:30 AM UNIT 7 READER AMERICAN ENGLISH accíhuatl are two of the highest According to a Mexican myth, ce an Aztec warrior and Iztaccíhuatl how did they become volcanoes? Text Type myth Popocatépetl and Iztaccíhuatl Reading Strategy Make Predictions Two Brothers, Two Rewards A Folktale from Japan dormant, erupt, explode, gas, heat, inside, melted, steam, surface, volcano Grammar use first conditional Popocatépetl and Iztaccíhuatl are two of the highest volcanoes in Mexico. According to a Mexican myth, Popocatépetl was once an Aztec warrior and Iztaccíhuatl was his lost love. But how did they become volcanoes? Popocatépetl and Iztaccíhuatl A Myth from Mexico The Tailor and His Coat A Folktale from Russia Amazing Beaches e rawari: gage olio of d adult ns social hildhood ts. (if + present tense, will + verb) Resources Video Sc: 10; Graphic Organizer: Storyboard Before You Read BE THE EXPERT • Activate prior knowledge Have students read the title of the story on the cover. Have them read the summary of the story on the back cover. Ask Have you ever seen a volcano erupt in a movie or on television? Tell about it. ni Reading Strategy ap gr • Predict Say Let’s make predictions as we read. We can use a storyboard to write our predictions. Draw a storyboard on the board and give students a copy of the storyboard graphic organizer. Say As we read, we’ll stop to make predictions about what will happen next. While You Read io n al • Stop after every two pages to make predictions together about what will happen next. Tell students to write their prediction in a new box on their storyboard. Remind students to write their predictions in order as they read. Call on students to share some of their predictions with the class. Le ar Make Predictions Making predictions requires students to look for clues and pay attention to what has already happened in a text. While stories may have unexpected events, often there are hints or clues in a story about what will happen. These might include the title, details about characters, and pictures. Students can make predictions about characters’ actions, reactions, what will happen next, solutions to a problem, and so on. Making predictions helps keep students engaged in a text. Have students check their predictions as they read and confirm or revise them. Remind students that revising predictions is part of the process, and incorrect predictions are not mistakes. c hi • Introduce the strategy To help students understand the word prediction, give them examples. Say Imagine that a cat is sitting next to a bowl of water. There’s a fish swimming in the water. The cat is watching the fish. What do you think will happen next? (The cat will try to catch the fish.) Yes, I think so too. I predict that the cat will try to catch the fish. eo a Retold by Joey Acra G ghtning Vocabulary active, ash, crater, create, deep, Popocatépetl and Iztaccíhuatl: A Myth from Mexico A Myth from Mexico Learning, the Our World readers are six levels of original stories, rom around the globe. Following the readings are fun facts and xperience together in a way that fascinates, educates, and informs. ng ACCÍHUATL Text Background The Aztecs were a people who lived in presentday central and southern Mexico during the 15th and early 16th centuries. It’s possible that this story takes place in Tenochtitlán, the Aztecs’ greatest city. The city of Tenochtitlán covered 13 square kilometers (5 square miles) and was the home of more than 120,000 people. N at p. 3: Do you think Popocatépetl and his army will defeat the Aztec’s enemy? p. 5: What do you think Iztaccíhuatl will do now that Popocatépetl is dead? p. 7: What do you think Popocatépetl will do now that Iztaccíhuatl is dead? p. 9: How do you think Iztaccíhuatl and Popocatépetl become volcanoes? After You Read • After you finish the story, have students look at the predictions they wrote in their storyboards. For each prediction, ask Was your prediction correct? Tell them to put a check in the box if their prediction was correct. If their prediction was wrong, ask them to write a sentence about what did happen in the story. Video and Reader 257 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 257 5/13/19 10:30 AM AUDIO SCRIPT TR: 7.6 2 Listen and stick. Work with a partner. Discuss. Student's Book I climbed the volcano very slowly. I had to be careful. The mountain was hard to climb. I looked at the top. Clouds were behind the volcano cone. The cone did not end in a point. It was flat on top. At the top there was a lake. Rain filled the crater of the volcano. The crater was left after the last eruption. deep Ouch. That’s a very deep cut. You need to go to the clinic. melted Under the earth’s crust is melted rock. a crack We can’t walk on that ice. It has cracks in it. a surface The surface of the lake is very calm. create A volcano in the ocean can create new islands. a volcano A volcano can erupt at any time. erupt You should not be near when a volcano erupts. explode Sometimes a volcano explodes and throws rocks in the air. heat The heat today is terrible. It must be 40 degrees. steam Steam can burn you. inside Is it safe to go inside a volcano? gas The gases from a volcano can hurt you. ash Ash is left after wood burns. cover Can a volcano be covered with snow? thick A thick layer of ash covers the ground. The last eruption was many thousands of years ago. I read about it in school. The volcano is extinct. An extinct volcano doesn’t erupt, so I felt safe climbing it. I would feel safe climbing a dormant volcano, too. A dormant volcano would not erupt. I don’t think it will become active while I’m there! An active volcano would scare me. I would never climb an active volcano. No way! ng Before an eruption, the volcano is calm. TR: 7.7 Grammar 2 Note: Grammar 2 is on p. 244. TR: 7.8 1 Listen and read. Note: Reading Active Volcanoes is on p. 246. c calm ni TR: 7.2 2 Listen and repeat. ar Note: This reading is on p. 232. Le TR: 7.1 1 Listen and read. hi Workbook ap TR: 7.1 3 Listen. Check T for True and F for False. S1: I like learning about volcanoes! G eo gr S2: Yeah! Volcanoes are hot stuff! S1: Ha! When rocks deep inside are heated too hot, they melt and the volcano erupts! S2: That’s right, but volcanoes aren’t the only things that erupt. S1: No? What else erupts? S2: Geysers erupt, too. Do you know about El Tatio? Note: Lyrics for the song Volcanoes Are a Lot Like Me are on p. 236. S1: El Tatio in the Andes Mountains in Chile? Yes, I read about it! at TR: 7.4 Grammar 1 io n al TR: 7.3 1 Listen, read, and sing. N Note: Grammar 1 is on. p. 238. TR: 7.5 1 Listen and repeat. Then read and write. dormant A dormant volcano hasn’t erupted in a long time. a cone Most volcanoes look like cones. active An active volcano can erupt soon. a crater When a volcano explodes, it can leave a crater. extinct An extinct volcano will not erupt. 258 S2: El Tatio is not a volcano. S1: No, but the ground is covered with geysers. S2: Yes, there are cracks on the surface of the ground. S1: That’s right. And steam erupts from them. And other gases, too. S2: Yes, steam and other gases erupt from the geysers. S1: I read that El Tatio is high in the mountains and very cold. S2: Yes, the air is cold. But the water deep inside the ground is very hot. S1: I saw photos of El Tatio. The surface is covered in thick white steam. Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 258 5/13/19 10:30 AM S2: It’s so cool! I want to go there on vacation with my family. S2: Do you know of an example when weather changed because of volcanoes? S1: Not me! I like calm vacations! S1: Yes! There are a lot of examples in a book I’m reading. TR: 7.2 1 Listen to the song. Match the phrases that S2: Tell me about one! are sung together. S1: OK. In 1991, Mount Pinatubo erupted in the Philippines. Note: Lyrics for the song Volcanoes Are a Lot Like Me are on p. 236. S2: I read about that. Then Mount Hudson in Chile erupted a month later. TR: 7.3 3 Listen and write. How are volcanoes like people? Complete the sentences. Then write a new verse comparing a volcano to a person. S1: Yes, because of these two eruptions, gases went around the whole world. S2: If the gases go everywhere, they will lower the temperature of the earth! S1: In fact, the temperature dropped one degree Celsius because of the eruptions. ni 1 Listen and read. S2: Did anything else happen? Note: Reading Eruptions That Changed the World! is on p. 88. ar S1: It rained less in China because of the weather change. TR: 7.5 4 Look and listen. Answer the questions. Check T for True and F for False. S2: How do scientists know that? S1: Scientists know because of the trees they studied. The trees got less water in the years after the eruptions. S2: Yes, Salma. Because of the ash and gases in the sky, some light from the sun is hidden. c S1: Karim, did you know that the weather can change because of an eruption? hi Le TR: 7.4 ng Note: Lyrics for the song Volcanoes Are a Lot Like Me are on p. 236. Workbook ap S1: That’s right. If earth gets less sunlight, the temperature will get cooler. Go to pp. 349–351 for the Workbook Answer Key for this unit. gr S2: But that can’t happen because of a small eruption. eo S1: No! If an eruption is small, it will not hide much sunlight! N at io n al G NOTES Audio Script 259 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_230-259_U7_CR2.indd 259 5/13/19 10:30 AM Unit 8 In This Unit Theme This unit is about the environment, recycling, and art made from recycled materials. Content Objective Students will • identify and describe ways people can reduce the amount of trash in the environment. Language Objectives ng Students will • discuss the importance of reducing, reusing, and recycling. • discuss art made from recycled materials. • talk about what they can do to help the environment. • write a biography. Reduce, Reuse, Recycle ni Vocabulary Le ar Vocabulary 1 build, conserve, design, energy efficient, environment, junk, a landfill, manmade, natural, recycle, reduce, renewable, reuse, throw away, trash Vocabulary 2 cardboard, chemicals, glass, metal, tools Grammar hi c Grammar 1 passive with modals (simple present) Grammar 2 clauses with when ap Reading Found Art Writing Biography G UNIT OPENER Objectives io n al Students will • identify parts of a photo. • evaluate the accuracy of statements. Resources Graphic Organizer: T-chart; at Video Sc: 1; Home–School Connection Letter; Unit Opener Poster; Online Practice N Material plastic bottle Pacing Guides L5U8 2–3 Hours 260 130 3–4 Hours 4–6 Hours Starry Night, Jane Perkins eo Project Make art from things you throw away gr Mission Help reduce our human footprint Introduce • Activate prior knowledge Say The name of our next unit is “Reduce, Reuse, Recycle.” We’ll use these words to talk about trash. Trash is another word for garbage. Ask What things can be trash? (used bottles, cans, boxes, old food) • Act it out Hold up a plastic bottle. Act out drinking from the bottle. Say I’m finished with this drink. What do I do with the bottle? Do I throw it on the ground? Drop the bottle on the ground. (no) Point to the bottle and ask What do you do if you see trash on the ground? (Pick it up.) Pick up the bottle. Say I can put the bottle in the trash can. Or, I can use the bottle again. That’s how I reuse it. • Say I can fill the bottle with water. I can drink from it again. Or, I can put a flower in it. Ask Can you think of anything else I can do to reuse this bottle? Call on students to share their ideas. Unit 8 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 260 5/13/19 10:30 AM BE THE EXPERT About the Photo This photo shows “The Starry Night,” a collage made by Jane Perkins, a British artist. The collage is a recreation of Dutch artist Vincent Van Gogh’s famous painting. The collage is made with beads, buttons, plastic toys, and other objects. Perkins often creates her work with trash and found objects, which she keeps in their original shape and state. Perkins says that even though her art draws attention to environmental issues, she mostly wants her “work to be fun and accessible.” In this unit, I will . . . • discuss the importance of reducing, reusing, and recycling. • learn about art from recycled materials. • talk about what I can do to help the environment. • write a biography. Related Vocabulary Teaching Tip F 2. This is made from trash. T F 3. This is a landfill. T F 4. This is a toy. T F Classroom Management To use class time more efficiently, decide on a signal students can use to tell you they’re finished with their work. For example, students or groups can put down their pencils and look at you when they’re finished. They also might raise their hands and then nod at you after you call on them. ar T Le 1. This is a painting. ni Check T for True and F for False. ng collage, recreation, found 131 G eo gr ap hi c 5. What would you make with recycled materials? at io n al • Draw a T-chart on the board. Label the columns Trash and Reuse. Ask What things can end up as trash? Find objects in our classroom that might be thrown away. Write answers on the board. (bottle, paper, markers, box, tissue, food) Point to each item on the board and ask Can we reuse this? Can we use this again? Make check marks in the second column for items that can be used again. N • Say Look at the photo on pages 130 and 131. What do you see? (a collage) Ask What is it made with? (beads, buttons, toys) Why would some of these objects be considered trash? (because people throw the objects away, or discard them, when they don’t use the objects anymore or they are broken) How does the photo show trash that is reused, or used again? (Trash is used to make a collage. Trash is made into art.) • Call on students to read each item aloud from the true/false activity. After students write their answers, confirm correct answers. For item 3, say A landfill is where trash goes after it’s collected. Unit Opener 261 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 261 5/13/19 10:30 AM VOCABULARY 1 VOCABULARY 1 Objectives 1 Listen and read. TR: 8.1 2 Listen and repeat. TR: 8.2 Students will • identify and use verbs related to protecting the environment. • identify and use nouns related to protecting the environment. Every day we make trash. Where does it go? Some of it is buried in landfills. Yuck! There has to be a better way. There is! You can choose a way of life that works with the environment. You can conserve instead of throw away. You can make energy-efficient choices. Vocabulary trash, a landfill, environment, The three Rs of the environment are reduce, reuse, and recycle. We all know about recycling. Man-made things are crushed and melted down. They are then made into new things. The best Rs are to reduce and reuse. Reduce by choosing to use less energy. Reuse by finding new uses for junk. conserve, throw away, energy efficient, reduce, reuse, recycle, man-made, junk, natural, renewable, design, build Academic Language estimate, prefix, root word Content Vocabulary buried, crushed, melted ng Resources TR: 8.1–8.2; Video Sc. 2–3; ni Graphic Organizer: Word web; The Sounds of English Card 30; Activity Worksheet 8.1; Workbook pp. 94–95, Workbook Audio TR: 8.1; Online Practice ar Materials index cards; markers or crayons; photo c Le of a landfill (optional) gr ap hi Choosing natural materials is friendly to the environment. Things made from natural stuff are cool. When they are used up, just like other trash, they go into the landfill, too. But they break down faster. And natural things can be grown again. They’re renewable. eo 132 Unit 8 G Warm Up N at io n al • Recycle Say Today we’re going to talk about what happens to things after we use them. What people do with trash is important. Write the word pollution on the board. Say Trash causes pollution. It can make air, water, and land areas dirty. People want to keep their communities clean and healthy. Ask Where do you see pollution in your community? (rivers or lakes, streets and parks) • Preteach Write on the board: Reduce, Reuse, Recycle. Say We can help keep our communities clean. We talked about reusing things, or using them again. What things can we reuse? (bottles, boxes) Say We can also recycle. We can collect used bottles and cans. Then we send them to places where they are made into new 262 things. Or, we can reduce what we use. That means we use fewer things and less energy. Present • Say Open your books to pages 132 and 133. Say each vocabulary word in bold and have students repeat. • Explain Point to the items in your classroom’s trash can. Say This is trash. Another word for trash is junk. Throw a piece of trash into the trash can. Say We throw away trash. Trash or junk can be man-made. Man-made things, like bottles and cans, are made by people. We can’t find these things growing outside in nature. Man-made things are different from natural things. Some natural things are trees, water, rocks, and soil. Natural things are renewable. They can grow or form again. • Have students brainstorm natural and man-made items they see outside, at home, and in the classroom. Write these objects on the board in two columns. Unit 8 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 262 5/13/19 10:30 AM BE THE EXPERT About the Photo The top photo on p. 133 shows a house made of reused shipping containers. The house is located in Serdang, Malaysia. If possible, point to Malaysia on a world map. The bottom photo on p. 133 shows the Minnie Evans Sculpture Garden Bottle Chapel, which is located in Airlie Gardens in Wilmington, North Carolina. This is a memorial to Minnie Evans (1892–1987), an African American artist who lived in North Carolina. She was known for her colorful drawings and paintings. For many years, Evans worked at the gardens. She also displayed and sold her art there. In 2004, several artists worked together to build the Bottle Chapel, using over 4,000 old glass bottles, metal sculptures, and mosaics. ni ng Can we design things to reduce, reuse, and recycle? Yes! We can build houses that are energy efficient. We can make art with natural things, or reused things. The possibilities are endless. Vocabulary Strategy Ask and answer. Work with a partner. What did you learn? How can I conserve energy? ap hi Turn off the lights when you aren’t using them. c 3 Le ar Prefix rere- The vocabulary words recycle, renew, and reuse begin with the prefix re-. A prefix is a word part added to the beginning of a root word that changes the word’s meaning. One meaning of the prefix re- is “again.” Adding the prefix reto a verb means that the action is done again, or repeated. For example, after something is used, it can be reused, or used again (Note: The re- in reduce is not a prefix. It’s part of the original root word.) 133 G eo gr That’s right! Reduce. io n al • Say When we do things that use less energy, we are being energy efficient. For example, we can buy fewer things and build with reused materials. We only use what we really need. Practice N at • 1 Say We’re going to read and listen to information about how we can reduce, reuse, and recycle to protect the environment. Read the paragraphs on pages 132 and 133 as you listen. Play TR: 8.1. • Have students look at the photos on pp. 132–133. Say Point to things that are man-made. (plastic bag, parts of the house) Now point to things that are natural. (fish, water, rocks) • Discuss the paragraphs on pp. 132–133. Ask questions such as: What do people do when they change man-made things into new things? (recycle) What do people do when they choose to use less energy? (reduce) What do people do when they find new uses for junk? (reuse) How can we get houses that are energy efficient? (Design and build them.) • 2 Say Now we’re going to hear words and sentences with those words. Repeat each word and sentence after you hear it. Play TR: 8.2. Have students repeat each word and sentence. • Put students in pairs. Say Let’s think about how we can protect the environment. Work together to write three things that you can do. Draw pictures to go with what you write. Hand out index cards. Have students write each idea on a separate index card. Vocabulary 1 263 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 263 5/13/19 10:30 AM VOCABULARY 1 1 Listen and read. TR: 8.1 2 Listen and repeat. TR: 8.2 Every day we make trash. Where does it go? Some of it is buried in landfills. Yuck! There has to be a better way. There is! You can choose a way of life that works with the environment. You can conserve instead of throw away. You can make energy-efficient choices. Can we design things to reduce, reuse, and recycle? Yes! We can build houses that are energy efficient. We can make art with natural things, or reused things. The possibilities are endless. ar ni ng The three Rs of the environment are reduce, reuse, and recycle. We all know about recycling. Man-made things are crushed and melted down. They are then made into new things. The best Rs are to reduce and reuse. Reduce by choosing to use less energy. Reuse by finding new uses for junk. How can I conserve energy? hi ap That’s right! Reduce. gr 132 Unit 8 1/23/19 9:57 AM N at io n al G • Allow time for partners to work on their cards. Then have them share their cards with the class. Have one partner explain how the pictures show the vocabulary words. If possible, put all the cards up on a wall in the room. Ask How can people keep landfills from getting bigger? (They can stop throwing away trash. They can reduce, reuse, and recycle trash.) If students struggle to answer, have them reread the paragraphs on pp. 132–133. 133 OW2e_SB_5_31988_130-145_U08.indd 133 1/23/19 9:57 AM describes something. I’ll write it in that column. Say the other words and have students tell which column to put them in. eo OW2e_SB_5_31988_130-145_U08.indd 132 Wrap Up Turn off the lights when you aren’t using them. c Choosing natural materials is friendly to the environment. Things made from natural stuff are cool. When they are used up, just like other trash, they go into the landfill, too. But they break down faster. And natural things can be grown again. They’re renewable. • Say Let’s sort our vocabulary words. Draw a three-column chart on the board. Label one column Words That Name Things, another column Words That Name Actions, and the third column Words That Describe. Say I’ll start. Energy efficient. Here’s an example: An energy-efficient house uses less energy. Energy efficient describes house. So, this is a word that 264 Ask and answer. Work with a partner. What did you learn? Le 3 Recap • Ask What did we learn about in our last lesson? (reducing, reusing, and recycling) Say I’m going to name an item. Tell me if the item can be reduced, reused, or recycled. I’ll give you an example: Water. We can reduce how much water we use. At special buildings, we can also make used water clean so it can be reused. Name other things, such as bottles, cans, paper, and electricity, and call on students to respond. Apply • 3 Put students in pairs. Point out the model dialogue on p. 133. Read aloud the instructions. Role-play the dialogue with a student. Say Think of things you can ask and tell about what we learned. Have students work with their partners to write questions using the vocabulary words. When they finish, have students take turns asking and answering the questions. Have students discuss the answers. Unit 8 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 264 5/13/19 10:31 AM BE THE EXPERT • When students finish discussing, call out a vocabulary term such as landfills. Ask Who asked a question about landfills? Call on a student to ask his question. Then call on a different student to answer the question. Continue with other vocabulary words. The Sounds of English Sound Combinations: / l / Many English words end with the syllable / l / (metal ). The sound is a combination of the / / sound (camel) and /l / sound ( lion). As students say the / / sound, have them move the tip of the tongue to the top of their mouth to add the /l / sound. Extend • Say On Earth, we have natural and man-made things. In space, there are natural and man-made things, too! We send man-made things into space. For example, people make machines and put them into orbit around Earth. These machines make our cell phones and TVs work. These machines are man-made. What other things in space are man-made? What things in space are natural? If needed, have students refer back to Unit 4 to help them recall vocabulary words about space. Example words: metal, natural, recycle, renewable, survival Teaching Tip Le ar ni ng When you introduce new vocabulary, have the entire class repeat each word. Then, call on individual students to repeat the same word aloud. Correct any pronunciation errors. This allows you to monitor pronunciation quickly and fix any errors before students begin to use the words on their own. c • On the board, draw two word webs. In the center of one, write Man-made things in space. In the center of the other, write Natural things in space. Ask students to name man-made and natural things in space. Write their answers in the outer circles of the appropriate word webs. Students may name man-made objects such as rocket, spacecraft, or space station or natural objects such as planets and comet. Practice with Sound Card 30 (camel ). hi rocket eo gr ap Man-made things in space io n al G • Place students in pairs, with one student facing the board and the other facing away. Have the student facing the board say words, one at a time, from each web. His partner tells whether the object is natural or man-made. Then have pairs switch roles. Wrap Up N at • Say Before we finish class today, let’s play a game. Divide the class into groups. Have each group choose a team member to go first. Write a vocabulary word on a card. Show the word only to the student going first in each group. Give that student 30 seconds to give clues or act out the word for his group. Group members guess the word. Repeat the activity with other players and different words. On the board, keep track of correct guesses. Review • For additional practice, direct students to Activity Worksheet 8.1. Workbook and Online Practice Vocabulary 1 ✔ Formative Assessment Can students • identify and use verbs related to protecting the environment? Ask What can we do so that lots of trash doesn’t go to landfills? • identify and use nouns related to protecting the environment? Ask What is another word for junk? What kinds of things are renewable? Vocabulary 1 265 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 265 5/13/19 10:31 AM SONG SONG Vocabulary in the song 1 Vocabulary 1 trash, reuse, reduce, recycle, throw away, natural Vocabulary 2 glass, metal Listen, read, and sing. TR: 8.3 The Three Rs When you’re walking to the trash can with some old stuff in your hand, you might want to stop and think again. Can this be reused or given away? Let’s start taking care of our world today! Grammar in the song Grammar 1 use passive voice with modal verbs in the present tense Grammar 2 use clauses with when CHORUS Workbook Audio TR: 8.2–8.4; Online Practice Reduce. Reuse. Recycle. Help keep our world clean. Do your part every day to make our world green! Recycling is easy when you know what to do. Glass? Paper? Metal? These things can be reused, again, and again, and again! CHORUS Le ar Compost your uneaten food. Composting isn’t hard to do. Natural things can be reused when they get a helping hand from you! ni Resources TR: 8.3; Video: Sc. 7; Workbook p. 96, ng Reduce. Reuse. Recycle. Do it every day. Don’t throw everything into the trash when clearly there’s another way. CHORUS gr ap hi c Reduce. Reuse. Recycle. Help keep our world clean. Reduce. Reuse. Recycle. Help make our world green. eo 134 Unit 8 G Use the Song N at io n al • Read the title of the song aloud. Ask Who remembers what the Three Rs are? I’ll give you a clue. They’re things we do to help protect the environment. On the board, write three letter Rs with space between them. Call on students to provide the words and write them on the board. (reduce, reuse, recycle) Say I use a bottle again instead of throwing it away. What word names that action? (reuse) Say I’m using less energy. I’m buying fewer bottles. What word names that action? (reduce) Say I send bottles to be melted and made into new things. What word names that action? (recycle) pausing after each verse so students can write down the vocabulary words they hear. • Act it out Ask students to think of movements for some of the lyrics in the song. They might create movements for “walking to the trash can,” “think again,” and “throw everything into the trash.” Play the song again and have students act out the lyrics. • 2 Put students in pairs. Read the directions for Activity 2 aloud. Model answering one of the questions. Say I reuse paper by writing on the other side. Have students take turns asking and answering the question about each of the three materials. Have them write their answers. If there is time, have partners share their answers with the class. • 1 Play the song (TR: 8.3) once so students can hear the vocabulary words used in the song. Play the song again, 266 Unit 8 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 266 5/13/19 10:31 AM 2 BE THE EXPERT Ask and answer. Work with a partner. About the Photo How do you recycle, reuse, or reduce? • glass • paper • metal The photo shows Skyscraper, a four-story whale made up of five tons of plastic pulled out of the Pacific Ocean. It was set up in the city of Bruges, Belgium, for the Bruges Triennial 2018. Skyscraper is one of the 15 art installations created by artists and architects for the exhibition. The exhibition invited everyone to take a moment to think about how the city—and its people—might adapt in a rapidly changing world, and to discuss options for the future. Skyscraper focuses on the serious problem of pollution in our oceans. Related Vocabulary ni Teaching Tip ng art installation, exhibition, pollution ap hi c Le ar Songs can be a great way to begin or wrap up a lesson. Reuse the song throughout a unit. Once students become familiar with a song’s tune, they can begin to sing it without looking in their books for the lyrics. By the end of the unit, students can use a song to fluently practice the vocabulary and grammar from the unit. 135 Workbook and Online Practice Song eo gr Bruges, Belgium G Use It Again . io n al • Vocabulary 1 Play the first part of the chorus of The Three Rs for students. Write the lyrics on the board, but leave out the vocabulary words: . . Do it every day. N at everything into the Dont when clearly theres another way. • Have students come to the board and write the missing words. Ask What else can you do to protect the environment? Call on students and write their sentences on the board. Sing the chorus again, substituting students’ new lines for the last two lines. • Vocabulary 2 Play the second verse of The Three Rs. Ask What are some things that are glass? (bottles, windows, tables, glasses) What are some things that are metal? (cans, cars, tools, airplanes) • Grammar 2 Play The Three Rs. Ask questions based on the song lyrics and have students provide answers. Ask When might you want to stop and think again? (when you’re walking to the trash can with some old stuff in your hands) When don’t we throw everything into the trash? (when clearly there’s another way) When can natural things be reused? (when they get a helping hand from you) Song 267 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 267 5/13/19 10:31 AM GRAMMAR 1 GRAMMAR 1 Passive with modals (simple present) TR: 8.4 Objective Natural things can be grown again. Many things can be made into art! Aluminum cans must be melted to be recycled. Some plastics may be put in recycling containers. Students will • use passive voice with modal verbs in the present tense. Grammar passive with modals (simple present) 1 Resources TR: 8.4; Video Sc. 5; Graphic Read. Complete the sentences. Use the words in the list. reused Organizer: Three-column chart; Workbook p. 97; Grammar Workbook pp. 34–35; Online Practice made colored 1. Clothes (can/color) thrown away 2. Save the bricks that (can/reuse) Materials index cards; poster board built can be colored conserved designed with natural dyes. can be reused , and the broken can be thrown away . may be conserved by making good choices. 3. Energy (may/conserve) can be made 4. Fleece sweaters (can/make) from recycled ng ones (can/throw away) water bottles. can be built to run on electricity. with recycled materials. gr ap hi c Le ar 6. A house (can/build) must be designed ni 5. Future cars (must/design) eo 136 Unit 8 G Warm Up • Write the word must on the board. Say Must tells about things that have to happen. Write the following example on the board: He must recycle the papers. It’s his job. Ask What is necessary or required of his job? What must he do? (recycle the papers) • Say We can also use may to give permission or say that something is allowed. Write the following example on the board: You may reuse that bottle. Present N at io n al • Recycle Write the word may on the board. Point to the word and say May tells about things that might happen, but we don’t know for sure they will. For example, There may be life on Mars. • Read the sentence from the board aloud. Ask What’s the action word? (reuse) What may you reuse? (the bottle) Point to the word may in the sentence. Say We know that bottles can be reused and that it is allowed to do so, though we don’t know for sure if it will happen. We know that you can reuse the bottle if you want to. • Point to the two sentences on the board. Say In these sentences, we know who may or must do an action. We’re going to learn how to write sentences using the special action words can, may, and must. But in these sentences, we won’t know who is doing the action. • Write this sentence on the board: The bottle may be reused after its first use. Read the sentence aloud and ask What’s this sentence about? (bottle) Then ask What may be done with the bottle? (It may be reused.) Write the following on the board: The bottle may be reused after its first use. The papers must be recycled at the recycling center. 268 Unit 8 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 268 5/13/19 10:31 AM 2 Write. What things can be done to reduce, reuse, and recycle? Use the words in the list. Write sentences. “green” shopping bags magazine water energy-efficient houses a faucet with a leak recycling centers BE THE EXPERT Grammar in Depth fix reuse build recycle conserve design Passive with modals (simple present) In a previous lesson, students learned to use the passive (be + past participle) in the simple present. Active: People throw away a lot of plastic. Passive: A lot of plastic is thrown away. 1. Water can be conserved. 2. “Green” shopping bags can be reused. In this lesson, students learn to use the passive with the modal verbs can, may, and must. To form these sentences, this pattern is used: 3. Magazines can be recycled. 4. Energy-efficient houses can be designed. modal verb + be + past participle Many things can be made into art. Plastic bottles may be put in recycling. The windows must be closed to save energy. 5. A faucet with a leak can be fixed. Make sentences. Work with a partner. Read one of your sentences. Your partner makes a sentence using the same verb. Take turns. Students should already be familiar with the must. modals can and must. We use can to say that something is possible. We use must to say that something is necessary or required. ni 3 ng 6. Recycling centers can be built. ar Water can be conserved. Electricity can be conserved, too. Le In a previous unit, students saw that may can be used to talk about possibility. ((There may be life on other planets. planets.) May is also used to give permission or to say that something is allowed. 137 G eo gr ap hi c Plastic bottles may be put in recycling. (=You are allowed to put plastic in recycling.) Practice • 1 Point to each sentence at the top of the page and ask What can be grown again? What must be put in recycling containers? Have students answer using the sentences in the grammar box. • Then read the second sentence aloud and ask What’s this sentence about? (the papers) Does the sentence use can, may, or must? (must) Why must and not may? (because it is required that the papers be recycled at the recycling center) What do we write after must? (be) What’s the action word in the sentence? (recycle) Say We change recycle to recycled. Then we add the rest of the sentence. • Next, point out the words needed to complete the activity. Say These are action words. We’ll complete the sentences using a special action word, the word be, and the action words in this box. Model item 1 for students. Point to the words in parentheses and ask What special action word do you see here? (can) What word do we put after the special action word? (be) What’s the action word? (color) Point to the box. Ask How do we rewrite the word color? (colored) Read the completed item 1 aloud. Clothes can be colored with natural dyes. N at io n al • Read the first sentence aloud. Then point to each part of the sentence as you say We start with what the sentence is about. This sentence is about the bottle. Then, we write can, may, or must and the word be.. We write the action next, and then finish the sentence. • Point out that the word reuse becomes reused and recycle becomes recycled. • Say Open your books to page 136. Let’s listen to some more sentences that tell what can, may, or must happen. Play TR: 8.4. Have students listen and read along in their books. Grammar 1 269 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 269 5/13/19 10:31 AM 2 GRAMMAR 1 Passive with modals (simple present) TR: 8.4 Write. What things can be done to reduce, reuse, and recycle? Use the words in the list. Write sentences. Natural things can be grown again. Many things can be made into art! Aluminum cans must be melted to be recycled. Some plastics may be put in recycling containers. 1 “green” shopping bags magazine water energy-efficient houses a faucet with a leak recycling centers Read. Complete the sentences. Use the words in the list. reused made colored thrown away built can be colored 1. Clothes (can/color) conserved 1. Water can be conserved. designed 2. “Green” shopping bags can be reused. with natural dyes. can be reused 2. Save the bricks that (can/reuse) 3. Magazines can be recycled. , and the broken 4. Energy-efficient houses can be designed. can be thrown away . may be conserved by making good choices. 3. Energy (may/conserve) can be made 4. Fleece sweaters (can/make) from recycled ones (can/throw away) 5. A faucet with a leak can be fixed. 6. Recycling centers can be built. 3 must be designed can be built 6. A house (can/build) Make sentences. Work with a partner. Read one of your sentences. Your partner makes a sentence using the same verb. Take turns. ng water bottles. 5. Future cars (must/design) fix reuse build recycle conserve design to run on electricity. with recycled materials. Electricity can be Gr6_BubbleTxt conserved, too. Gr6_BubbleTxt ap hi c Le ar ni Water can be conserved. 137 gr 136 Unit 8 Wrap Up OW2e_SB_5_31988_130-145_U08.indd 136 1/23/19 9:57 AM 1/23/19 9:57 AM • Divide the class into two teams. On one set of index cards write can, may, and must. On another set of index cards write conserve, reuse, throw away, build, and design. Say One player from each team will come to the board. I’ll hold up two cards. One card will show can, may, or must and the other card will show an action word. Each player must put these words together using the word be. Make a complete sentence. Model an example. Hold up may and design. Say May be designed. The house may be designed with recycled materials. Call one student from each team to the board and hold up two cards. If students are having difficulty forming a sentence on their own, tell them to talk with other members of their team for ideas. Make sure students change the action word to its correct form. Continue until all students have had a turn. al can/may/must + be + action word G eo • Write the following on the board. Say These are the words we’ll use to complete each item. OW2e_SB_5_31988_130-145_U08.indd 137 N at io n • Help students complete item 2. Point to the first set of parentheses. Ask What’s the special action word? (can) Say I’ll write can. What word do I write after can? (be) Say The action word is reuse. Look in the box. How do we rewrite reuse? (reused) Say I’ll write can be reused on the line. Have students complete the second part of item 2 and items 3–6. Write A sculpture (can, build) with reused items. Ask How should you complete this sentence? (can be built) If students have difficulty, remind them that the action words must be changed to show the past form, and that build becomes built. Have students refer as needed to the list of irregular verbs on p. 168 of their books. 270 Recap • Say We learned how to talk about things that might happen or must happen. Write on the board: can/may/must + be + action word • Leave this structure on the board for students to look at during class. Then write: Glass, may, recycle, at the recycling center Unit 8 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 270 5/13/19 10:31 AM BE THE EXPERT on the board. Ask students to make a complete sentence using the words. Call on different students to repeat the completed sentence aloud. Teaching Tip When you do writing activities with your class, look for common and repeated errors. Don’t draw attention to students who made the errors. Instead, review these errors with the entire class. Write a sentence that contains the error on the board. Ask the class if anyone can find the mistake. Then write the sentence correctly and explain why the sentence is correct. Point out the differences between the correct and the incorrect sentences. Apply • 2 Read the directions aloud. Say Look at the words in the list. The words on the left are things that a sentence can be about. The words on the right are action words. Say Write sentences with can be to say what things can be done. ni ar Le c hi • 3 Pair students. Read the directions aloud. Remind students that a verb is an action word. Role-play the dialogue with a student. Say Your partner will read a sentence. Listen for the verb in the sentence. Then tell your partner a sentence about something else that uses the same verb. Allow time for students to say and write sentences. Then ask What things can be reused? What things can be recycled? Call on students to share their sentences. ng • Work through item 1 with students. Say I chose the words water and conserve. I wrote Water can be conserved. Does that make sense? (yes) Have students complete items 2–6 on their own. Remind students to add -d or -ed to the end of the action words. Have students share their sentences with the class. Ask Did anyone write anything different for (water)? Check to see that students’ sentences make sense. ap Extend Must not Cell phones must not Paper can be be answered. conserved. io n al Homework must be done. Can/may G Must eo gr • Say Let’s talk about what we do and don’t do in the classroom. Draw the following chart on the board and give students a three-column chart graphic organizer. Read aloud the sentences with the class. N at • Have students form small groups. Say Make a list of six things that must, must not, can, or may be done in class. Write two sentences for each special action word. Give groups time to talk about classroom activities and rules and write down ideas. Then ask students to share their ideas with the class. If necessary, help students rephrase their ideas using the passive voice and must, must not, can, or may. Choose five or six ideas. Write these in a three-column chart on a piece of poster board. Put the list on a classroom wall. Workbook and Online Practice Grammar 1 ✔ Formative Assessment Wrap Up • Divide the class into three groups—a reduce group, a reuse group, and a recycle group. Say Think about your word. As a group, write three sentences telling what must, can, or may be done to reuse, reduce, or recycle. Give each group time to write their sentences. Have each group share their sentences with the class. Can students • use passive voice with modal verbs in the present tense? Write may/reuse, can/recycle, and must/reduce on the board. Have students write sentences to tell what may be reused, what can be recycled, and what must be reduced. Grammar 1 271 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 271 5/13/19 10:31 AM VOCABULARY 2 VOCABULARY 2 Objective 1 Students will • identify and use words that describe materials that can be recycled. Listen and repeat. Then read and write. TR: 8.5 Vocabulary cardboard, metal, chemicals, cardboard metal glass tools glass, tools Resources TR: 8.5–8.6; Video Sc. 4; Graphic Organizer: 5 by 5 matrix; Activity Worksheet 8.2; Workbook p. 98; Online Practice chemicals Materials glass bottle; can; cereal box; 1. It is clear or colored. It can be melted down and reused. It is used to make bottles glass or windows. ng newspaper; paper bag (optional) 2. It is made from paper. It is used to make shoe boxes. It is soft when wet. ni cardboard 3. They are used to clean things. They can hurt your skin. Don’t drink them! ar chemicals 4. There are many kinds, and they have different uses. They help us do things that we Le can’t do with just our hands. tools 5. This is used to make cans and also cars. It’s used to make things that must be metal hi Listen and stick. TR: 8.6 ap 2 c strong. 1 gr tools 2 cardboard 3 glass 4 metal 5 chemicals eo 138 Unit 8 G Warm Up io n al • Ask What do we recycle, man-made things or natural things? (man-made things) Say Let’s play a game. I’ll tell you the name of an object. You tell me if you think the object can be recycled or reused. N at • Call out the following words: can, paper bag, newspaper, bottle, banana, rock, cereal box, and sandwich. Have students raise their hands to vote that the item can be recycled. Then write on the board the items that can be recycled. (can, paper bag, newspaper, bottle, cereal box) If possible, display examples of each of these items. 272 Present • Say Look at the photos on page 138. Point out each photo and say the vocabulary word aloud. Have students repeat each word. Say People use cardboard to make boxes. Cardboard is made from paper. Ask Which item on the board is made of cardboard? (cereal box) Then point to the photo of glass. Ask Which item on the board is made of glass? (bottle) Point to the photo of metal. Ask Which item on the board is made of metal? (can) • Say People use metal to make cars, cans, airplanes, and tools. Metal is used to make things that are strong. Point to the photo of tools. Say People use tools to build and make things. Point to the chemicals. Say Some chemicals are used to clean things. Some chemicals can be harmful to the environment. Point to the word can on the board. Ask What’s used to make cans— cardboard, glass, or metal? (metal) If students have difficulty, point to an object in the classroom that’s also made of metal. Unit 8 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 272 5/13/19 10:31 AM Practice BE THE EXPERT • 1 Say Now you’ll hear words and sentences with these vocabulary words. Repeat each word and sentence. Play TR: 8.5. Vocabulary Strategy Expressing Purpose The purpose of an object refers to what the object is (or is not) used for. The purpose of an action refers to the reasons why someone does (or does not do) something. • Ask questions such as What things can be bad for the environment? (chemicals) What’s used to make cans? (metal) What’s made from paper? (cardboard) You can express purpose in three ways: • For + noun / verb -ing: Tools are for making things. • To / In order (not) to / So as (not) to + infinite: We reduce the amount of trash so as to protect the environment. We recycle in order not to fill up the landfills. • So that + subject (+ modal) + verb: We reuse objects so that we can protect the environment. Encourage students to find ways to describe purpose with ideas from the unit. ng • Say Now look at the sentences on page 138. These sentences are clues. Read each clue. Which vocabulary word matches the clue? Write it on the line. Read the sentences for item 1 aloud. Then ask What can be clear or colored and is used to make bottles? (glass) Have students write glass on the line. Then have students complete items 2–5. Review the sentences and answers with students. ar Teaching Tip Le ap Extend Create a word wall in the classroom. For each vocabulary lesson, put words, definitions, and pictures on individual index cards. Put the index cards on the wall. Use any extra class time to use the word wall to review vocabulary words from the unit or previous units. These quick reviews will help students retain vocabulary, and the word wall will remind them to use these words in conversations and activities in class. c hi • 2 Say Let’s do a sticker activity. Help students find the stickers at the back of their books. Ask students to tell you what each sticker shows. (tools, metal, glass, chemicals, cardboard) Read the directions aloud. Say Listen for the words. When you hear the first word, put its sticker in the space for number 1. Tell students to listen for the other words and put them in spaces 2–5. Play TR: 8.6 and have students complete the activity. ni Apply eo gr • Give students a 5 by 5 matrix graphic organizer. Tell them to label the columns with the vocabulary words Cardboard, Chemicals, Glass, Metal, and Tools. Say Look at the windows. They’re made of glass. Look at the trash can. It’s made of metal. io n al G • Have students look around the classroom and find things that are made of cardboard, glass, and metal, as well as things that are tools and contain chemicals. Have them write these things in the correct columns of the chart. Then have students form groups to share and compare their lists. at Wrap Up N • Say one of the vocabulary words. Call on students to name something outside of the classroom that is made of that material. For example, students might say that a helicopter is made of metal, or that a hammer is a tool. Challenge the class to come up with at least three examples of each word. Workbook and Online Practice Vocabulary 2 Review • For additional practice, direct students to Activity Worksheet 8.2. ✔ Formative Assessment Can students • identify and use words that describe materials that can be recycled? Ask questions such as What’s a cereal box made out of? What’s a window made of? What do we use to build something? Vocabulary 2 273 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 273 5/13/19 10:31 AM GRAMMAR 2 GRAMMAR 2 Clauses with when TR: 8.7 Objective When we recycle trash, we save on materials and energy. An artist’s work may surprise us when we first see it. Students will • form sentences with clauses with when. Grammar clauses with when 1 Academic Vocabulary adverb Read and write. How do you and your friends help the environment? Use words in the box. Content Vocabulary materials, shopping bag bike Resources TR: 8.7; Video Sc. 6; Graphic paper plastic bottle we leave the house 1. When Organizer: Word web; Activity Worksheet 8.3; Workbook p. 99; Grammar Workbook pp. 36–37; Online Practice light Answers will vary. 2. trash water we turn off the lights , when . . 3. When , . 4. When , . 5. . ng when Play a game. Cut out the spinner in the back of the book. Work in a small group. Make sentences. Take turns. ni 2 shopping bag I reuse a shopping bag when I go shopping. G Warm Up io n al • Recycle Say Let’s talk about things that happen if something else happens first. Write on the board: If I reuse bottles, I dont throw away trash. N at If I throw away bottles, I add trash to landfills. • Read each sentence aloud. Then erase the second half of each sentence. Ask students to complete each sentence in a different way. Ask If I reuse bottles, what happens? (I help the environment.) Repeat for the second sentence. 274 139 eo gr ap hi c Le ar When I go shopping, I walk or go by bike. Present • Say We use if to say that one thing happens because of another thing. We can also use the word when to tell about an action that happens because of another action. Write the following on the board: When I reuse bottles, I dont throw away trash. When I throw away bottles, I add trash to landfills. • Read each sentence aloud. Say In these sentences, one thing happens, and then another thing happens as a result. The two events or actions are connected. Look at the grammar box on page 139. These sentences use when to show that two events or actions are connected. Play TR: 8.7. • On the board write When we recycle trash, we save on materials and energy. Ask Which action happens first? Do we save first, or recycle first? (recycle) Say The word when goes with the action that happens first. Point to the second sentence in the grammar box and ask When we first see an artist’s work, what happens? (It may surprise us.) Unit 8 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 274 5/13/19 10:31 AM Practice BE THE EXPERT • 1 Call on students to read aloud the directions and the words in the box. Say Choose a word in the box. Use the word to tell what you do to help the environment. Write about two actions you do that are connected. Look at item 1. Ask What happens first? (we leave the house) What happens when we leave the house? (we turn off lights) Say The word when goes with we leave the house because that’s what happens first. We can write this sentence another way. Write on the board We turn off lights when we leave the house. Explain that the word when still comes before the action that happens first. Grammar in Depth • Have students work in pairs and do items 2–5. Then review the sentences with the class. Write on the board , you use tools. Ask When do you use tools? If students need help, provide an example: When you build a house, you use tools. Sentences with when can be used to show cause and effect. In these sentences, the first event (with when)) causes the second event. The verbs in both clauses are in the simple present. Clauses with When We use clauses with when to describe a sequence of events in which one event happens (with when) and is immediately followed by another. When we first see it, an artist’s work may surprise us. first event second event (We see the work and we are surprised.) ng When I get home, I usually eat a snack. first event second event (I arrive home and then I eat a snack.) ni When we recycle trash, we save energy. When we burn plastic, we hurt the environment. Apply In this type of sentence, it is also possible to use if. The meaning does not change if we switch the order. Notice the comma. Le When//If When /If we recycle trash, we save energy. When/If We save energy when/if we recycle trash. c Teaching Tip ap hi • Say We’ll spin the spinner and make sentences with when. Model the game. Put a pen or pencil on the spinner and spin it once. Say I spin, and the spinner lands on the picture of the boy yawning. I’ll make a sentence about what happens when the boy yawns. I’ll think of an action that goes with yawn. Write on the board: When the boy yawns, he goes to bed. ar • 2 Put students in groups of three or four. Read the directions aloud. Help students find the spinner on p. 179. gr Extend Practice fluent speaking when students write sentences. After students complete an activity, have them take turns reading their sentences aloud to each other. Walk around the room to check that students are pronouncing words correctly and that they are pausing appropriately for punctuation. al G eo • Give each student a copy of the word web graphic organizer. Say Let’s write about what we do when we go home after school. Have them write When I go home in the center circle. In the outer circles, have them write words to finish the sentence in different ways. On the board, write an example: When I go home, I feed my dog. io n • Give students time to write sentences. Then have students share their sentences in a small group. at Wrap Up N • Ask How can we protect the environment? Ask students to complete the sentence: When we , we protect the environment. Have students form a circle and answer the question. When half of the students have answered, erase the sentence frame and continue. Review Workbook and Online Practice Grammar 2 ✔ Formative Assessment • For additional practice, direct students to Activity Worksheet 8.3. Can students • form sentences with clauses with when? Ask What do you do when you reuse? Have students answer with a complete sentence using when. If necessary, provide the sentence frames: When I reuse, I . I reuse when I . Grammar 2 275 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 275 5/13/19 10:31 AM READING READING Objectives 1 Recycling old aluminum cans into new ones uses 95% less energy than Listen and read. TR: 8.8 making new cans. Found Art Students will • describe found art. • share opinions about art made from trash. • talk about creating trash art. • discuss author’s purpose. We often think of reusing and recycling as something we just have to do. But some people see it as a chance to create. Any object can be reused to make something amazing. Reusing is more than a way to save—it can help us think about things in new and different ways. Reading Strategy Understand the Using found stuff to make art is not new. Found art became popular in the 1900s. Found art made people think about the things around them in a different way. Many things could be made into art! Academic Language author’s purpose, Today many artists still make art T Trash from things they find. Sometimes they from home use things as they find them, and other times they make changes to the things they find. Sometimes they use junk. YYard waste 13.4% The trash from our homes has plenty of Metal 9.0% metal, plastic, rubber, and cardboard. Wood Artists might use old toys, or objects Other they find on the beach, or old electrical equipment. The Korean artist, Yong Ho Ji, makes sculptures from old rubber tires. His sculptures are usually of realistic or imaginary animals. Brian Marshall, an American artist, makes sculptures of robots using objects he finds. The artists put it all Author’s Purpose diagram, inform, scan Content Vocabulary appreciate, humor, valuable ng Resources TR: 8.8; World Map Poster; Plastics 12.4% , leather, and textiles 8.4% Glass 4.6% hi c Le ar ni Graphic Organizers: Sunshine organizer, Word web; Workbook pp. 100–101, Workbook Audio TR: 8.5; Online Practice Paper and cardboard 28.5% Food scraps 13.9% G Warm Up N at io n al • Recycle Ask What types of art do you know? (painting, sculpture, pottery, weaving, jewelry making) Write students’ answers on the board. Ask Do you make any types of art? What types do you make? Call on students to tell about the forms of art they do. Then ask Why do you make art? Why do you think other people make art? • Activate prior knowledge Ask What types of art have you made in school or at home? (drawings, sculptures, weaving) Ask What materials do you use to make the art? (paper, paints, clay, yarn) Say Today we’ll read about art made from things people throw away. • Predict Ask What types of trash do you think artists use? (bottles, cans, etc.) What types of art do you think they make? Write students’ ideas on the board. 276 Sculpture by Yong Ho Ji eo gr ap also be surprised by our feelings. Often we can just appreciate the beauty or the humor. All these things make found art valuable Present • Point to the sculpture on p. 140. Say This sculpture is made of trash, or junk. Ask What do you think the sculpture is made of? (rubber tires) • 1 Say Now we’ll read about found art. Found art is made of things people find and reuse. Play TR: 8.8. Have students read along as they listen. Pause at the end of each paragraph to check for comprehension. Ask questions such as: Paragraph 1: In what way does reusing things help us? Paragraph 2: When did found art first become popular? Paragraph 3: In what way(s) is art valuable in our lives? • Write on the board: Why do authors write? Say The person who wrote Found Art had a purpose, or reason for writing. This author wrote to tell about found art. He wrote to inform, or give information. Give out sunshine graphic organizers. Have students use their graphic organizers to write questions about what found art is, how it’s made, why it’s made, and when it became popular. As students work, draw a sunshine organizer on the board. Call on students to come to the board and add one of their questions to the sunshine organizer. Unit 8 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 276 5/13/19 10:31 AM 2 3 Check T for True and F for False. BE THE EXPERT 1. Using junk to make art is a way to reuse trash. T F 2. Found art always used trash. T F 3. Art made from junk is valuable because it makes us think in new ways. T F 4. Found art became popular in the 1850s. T F 5. Brian Marshall makes sculptures from rubber tires. T F About the Photo The photo on p. 140 shows a sculpture by Korean artist Yong Ho Ji. This sculpture is a public work of art. It’s displayed outside for everyone to see. Many of Yong Ho Ji’s sculptures mix the forms of common animals with the forms of extinct, endangered, or mythical animals. The artist uses strips of tire to show the muscles and other parts of the animal’s physical form. Label. Use these words. fork key pencil sharpener spoon Our World in Context spoon Found objects were often used in an art movement called Pop Art, which was popular during the 1950s and 1960s in the United States and Great Britain. Pop artists used everyday objects, such as soup cans and comic strips, as the subject of their paintings or other artworks. These artists often used the actual objects in their works of art. fork ng pencil sharpener ar ni key Plan an art project. What would you make, and what materials would you use? c 5 hi Have a discussion. Work in a group. Look at these photos and the photo at the beginning of the unit. Discuss the art. Which do you like best? Explain why. Does your group agree? 141 G eo gr ap 4 Le Sculpture by Brian Marshall N at io n al • Graphic literacy Say Look at the picture of a trash can on page 140. Ask What’s the title of this diagram (Trash from home) Say This diagram gives information about trash from people’s homes. The numbers shown are percentages. Write the percent symbol (%) on the board and say This symbol stands for the word percent. A percent is a part of a whole. The diagram shows what part of home trash is metal, what part is wood, and so on. All of the percentages add up to 100%. Each color stands for a different material. • Ask What percent of trash from home is metal? (9.0%) What percent is glass? (4.6%) What is the largest part made up of? (paper and cardboard) Ask questions and discuss the other materials listed. Practice • 2 Call on a student to read the first statement aloud. Say To find the answer to item 1, let’s scan the text for the word junk. Have students read quickly to find the word. Ask Where’s the word located? (in paragraph 3) Say Look at the sentences before the word junk. How do artists use junk? Call on a student to read the first two sentences in the third paragraph. Say Artists reuse junk that they find to make art. So, sentence 1 is true. • Before students work out the remaining items, point out other key words, such as found art, 1850s, Brian Marshall, and so on. Have students do items 2–5. Review the answers as a class. • 3 Have students look at the photo and read the caption. Say Who made the sculpture? (Brian Marshall) Then go to the reading on p. 140. Where can we find more information about Marshall’s sculpture? (end of paragraph 3) What’s it made of? (found objects) Ask Is creating found art a way to reuse, reduce, or recycle? (reuse) If students have trouble, point out that found art takes objects and uses them again in a different way. Reading 277 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 277 5/13/19 10:31 AM READING 2 Recycling old aluminum cans into new ones uses Listen and read. TR: 8.8 making new cans. Found Art We often think of reusing and recycling as something we just have to do. But some people see it as a chance to create. Any object can be reused to make something amazing. Reusing is more than a way to save—it can help us think about things in new and different ways. 3 Using found stuff to make art is not new. Found art became popular in the 1900s. Found art made people think about the things around them in a different way. Many things could be made into art! Today many artists still make art Trash from things they find. Sometimes they from home use things as they find them, and other times they make changes to the things they find. Sometimes they use junk. Yard waste 13.4% The trash from our homes has plenty of Metal 9.0% metal, plastic, rubber, and cardboard. Wood 6.4% Artists might use old toys, or objects Other 3.4% they find on the beach, or old electrical equipment. The Korean artist, Yong Ho Ji, makes sculptures from old rubber tires. His sculptures are usually of realistic or imaginary animals. Brian Marshall, an American artist, makes sculptures of robots using objects he finds. The artists put it all together to express their thoughts. We can enjoy their creativity and be amazed at the artists’ skill. We can also be surprised by our feelings. Often we can just appreciate the beauty or the humor. All these things make found art valuable in our lives. Sculpture by 1. Using junk to make art is a way to reuse trash. T F 2. Found art always used trash. T F 3. Art made from junk is valuable because it makes us think in new ways. T F 4. Found art became popular in the 1850s. T F 5. Brian Marshall makes sculptures from rubber tires. T F Label. Use these words. fork key pencil sharpener spoon Paper and cardboard 28.5% Food scraps 13.9% spoon pencil sharpener Plastics 12.4% Rubber, leather, and textiles 8.4% ng Glass 4.6% fork ni key ar Sculpture by Brian Marshall Have a discussion. Work in a group. Look at these photos and the photo at the beginning of the unit. Discuss the art. Which do you like best? Explain why. Does your group agree? 5 Plan an art project. Work with a partner. Discuss creating trash art. What would you make, and what materials would you use? Le 4 hi gr ap Yong Ho Ji 140 Unit 8 Check T for True and F for False. c 1 95% less energy than Recap OW2e_SB_5_31988_130-145_U08.indd 140 1/23/19 9:57 AM 1/23/19 9:57 AM • Say We’ve talked about how people use found objects and trash to make art. Using found objects to make art helps us think about things in a different way. Point to the photos on pp. 140–141. Ask What are these found objects made of? (tires, forks, keys, pencil sharpener, spoons) N Wrap Up at io n al G eo • Say Look at the list of words. Let’s read the words together. Brian Marshall didn’t throw away these objects. He used them to make a sculpture. Now, let’s find the objects in the sculpture. Ask Where’s the fork? Have students point to it in the photo. Point out that there are two forks in the sculpture. Write fork in the bottom-left space. Give students time to complete the activity. Then, have students compare their answers with another student’s answers. OW2e_SB_5_31988_130-145_U08.indd 141 141 • Say To finish the lesson, let’s read Found Art again and look for sentences with the words can be and an action word. When you find a sentence with these words, raise your hand. Give students time to scan and find the sentences. Call on students to read these sentences aloud. (Any object can be reused to make something amazing. We can also be surprised by our feelings.) 278 Apply • Recycle Say People have different ideas about things like art. What type of art do you like best? Why? Call on students to share their answers. • 4 Say Now we’ll give our opinions on found art. Have students open their books to p. 141. Read the directions for Activity 4. Put students in groups of three or four. Say Look at the photos on these pages and on pages 130 and 131. Tell which work of art you like best. Talk about it with your group. Write “The Starry Night,” horse sculpture, and robot sculpture on the board. Say Write the names of these sculptures. Put a check next to the one your group likes best. • Discuss the found art each group liked the best. Have them give reasons to support their opinions. Unit 8 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 278 5/13/19 10:31 AM BE THE EXPERT • 5 Put students in pairs. Say Now we’ll talk about trash art we want to make. Ask What objects would you use to make trash art? Say Look around to find some in the room. Think of other things you might find at home. Write them down. Then have students draw a picture of the art they would make, labeling the parts of the picture with the names of the materials. Reading Strategy Understand the Author’s Purpose Sometimes authors have more than one purpose for writing. They may have a primary purpose and a secondary purpose. For instance, a writer may write to inform, but also to convince the reader to feel a certain way about a topic. As students read an informational text, they should look for words that show that the author agrees with or doesn’t agree with the ideas. For example, words such as amazing show that the writer has positive ideas about the topic. On the other hand, words such as harmful can show that a writer has negative ideas about a topic. If the author uses words such as right or wrong, amazing or harmful, valuable or unimportant, readers can identify an author’s opinion on a topic. Extend ni Teaching Tip Le ar Teach students that it’s important to respect their classmates’ opinions. Encourage students to express different opinions, but remind them to use language that is positive and respectful. Provide students with language to help them talk about differences in opinion, such as: That’s an interesting idea. I have a different idea. I understand why you like (x). This is why I like (y). c hi • Draw a happy face and a sad face on the board to show positive and negative. Call out words from the reading and have students respond with good (positive) or bad (negative). Positive words include amazed/amazing, popular, enjoy, appreciate, beauty, and valuable. One negative word is junk. Ask Do you think the author wants to persuade people that found art is valuable or not valuable? (valuable) Write on the board Found art is valuable. Say Use the positive words to tell why found art is valuable. ng • Say We talked about the author’s purpose. The author wants to inform readers about found art. Sometimes, writers have a second purpose. This writer wants to persuade people to have a certain opinion about found art. Does he think found art is good or bad? Get a few responses from students. Ask students to give you a reason for their answers. Then say The author chooses words to show his opinion. Let’s decide whether words in the text describe good or bad things about found art. gr ap • Give out word web graphic organizers. Have students write Found art is valuable in the center oval. Have students list the author’s reasons why found art is valuable in the outer circles. In small groups, have students share their answers. G eo It can be beautiful or funny N Wrap Up at io n al Found art is valuable Workbook and Online Practice Reading ✔ Formative Assessment Can students • Point to the Trash from home diagram on p. 140. Say Let’s tell about how these kinds of trash can be reduced, reused, or recycled. Model an example. Point to wood. Say Wood can be reused to build a house. Have students write a sentence about one of the categories in the chart and what can be done. Call on different students to say their sentence aloud. • describe found art? Ask What are some things found art is made of? • share opinions about art made from trash? Ask Which found art do you like best? Why? • talk about creating trash art? Ask What things would you use to make trash art? What would you make? • discuss the author’s purpose? Ask Why do you think the author wrote Found Art? Did he write to give information about found art or to convince the reader to buy a piece of found art? Reading 279 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 279 5/13/19 10:31 AM WRITING WRITING Biography A biography tells about the life and work of a person. You can include key dates, such as birth date, important events, and interesting facts in the person’s life. You should also explain why this person is or was important. Use expressions such as one of the most and the first. Writing Type Biography Objectives Students will • analyze a writing model. • research an important or interesting person. • write a biography. • evaluate classmates’ writing. 1 Read. Read about David Mach. Underline the facts that you find interesting. Why do you think he is important? Answers will vary. David Mach was born in Scotland in 1956. He is an artist and is famous for his big sculptures that use many different kinds of objects. He has made sculptures from sports equipment, matches, and magazines. His first exhibition was in London in 1982. He has now had exhibitions in many cities around the world. Some of his famous sculptures are in public places. He used old phone booths to make a sculpture on a street in London. He made a train out of bricks that is in the hills in the north of England. In 2012, he made some huge, colorful sculptures called Giants in a small Italian town. Some of Mach’s most famous sculptures are made of metal coat hangers. Some are of wild animals and another is of an astronaut. Content Vocabulary equipment, exhibition, hangers, matches Resources Graphic Organizer: Flow chart; Le ar ni Workbook pp. 90–91; Online Practice ng David Mach Academic Language biography c Write. Write about an important or interesting person. Include important details and dates from the person’s life. Explain why he or she is important. Share. Share your writing. Work in a small group. Listen and take notes. gr 3 ap hi 2 David Mach’s coat-hanger gorilla eo 142 Unit 8 G Warm Up at io n al • Activate prior knowledge Say I’m going to tell you about me. My name is (your name). I was born in (location). My birthday is (your birthday). I went to school at (your school). I live in (your town). Write this information on the board. Say These are some important facts about my life. N • Say Write some important facts about your life. What’s your name? Where were you born? When were you born? Where do you live? What’s one important thing that happened to you? Have students write in their notebook important facts about their life. Then have students share their facts with a classmate sitting near them. 280 Present • Say We just wrote about our own lives. Sometimes, a writer writes important facts about another person’s life. This is called a biography. Today, you’ll write a biography about a person. Let’s look at the sentences we wrote about our own lives. In pairs, have students share or exchange papers. Say Look at the facts your partner wrote. Use them to tell about his life. • Call on students to share information about their partners. Guide students with questions such as Where was your partner born? and What’s something important that happened to her? Read the Model • 1 Say Open your books to page 142. We’ll read a short biography about an artist named David Mach. Listen for important facts about his life. Call on students to take turns reading aloud from the model paragraphs. After they finish, have students read again silently. Have them underline facts they find interesting. Point out the expressions at the top of p. 142. Tell students to look for these words to help them find reasons why Mach is considered important. Unit 8 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 280 5/13/19 10:31 AM Plan BE THE EXPERT • 2 Say First, choose a person to write about. You can choose a famous person, or someone who lived a long time ago. Or, you can choose a friend or a person in your family. Have students use available resources in the classroom, on the internet, or in the school library to research the person they chose. Writing Support Usage Endings of Simple Past Tense Verbs In biographies, the simple past tense is often used to talk about events that happened in a person’s life. Make sure students understand how to spell the endings of simple past tense verbs. For most regular verbs, add either -d or -ed to the end of the root word (shock becomes shocked, and show becomes showed). For verbs ending in y (cry, try), change the y to i and then add the ending -ed (cried, tried). • Give each student a flow chart graphic organizer. Have students organize information for their writing by filling it in. Say Write dates and events about the person in the flow chart. Write the facts in the order that they happened in the person’s life. If a one-syllable verb ends in a single vowel and a consonant (other than x), double the consonant before adding -ed. -ed. For example, hop becomes hopped. Irregular past tense verbs in the writing model include said (say), understood (understand), and did (do). ni Went to medical school ar Born in 1907 Le Frida Kahlo ng • Model completing a part of the flow chart. Say I’ll write about Frida Kahlo, a Mexican artist. I’ll write her name in the first box. She was born in 1907. I’ll write that in the next box. Before she started to paint, she was in medical school. I’ll write these facts in the order that they happened. hi c • Remind students about expressions used to explain why a person is important. Write the following phrases on the board: famous one of the best was/is important because the first introduced a new gr ap one of the most eo Write io n al G • 2 Say Now, use your flow chart to help you write the paragraphs in your biography. Tell students to write sentences for their paragraphs, using information from their flow charts. Remind them to use expressions that explain why a person is important, as appropriate. Edit at • Direct students to check their writing for the following: N ü Does the writing give important details and dates about a person’s life? ü Does the writing explain why the person is important? ü Does the writing use expressions that explain why a person is important (if appropriate)? • Have students revise their paragraphs in their biographies to make improvements. Review with students the information on spelling the endings of simple past tense verbs (see Writing Support). Then have students check their writing for the correct spellings of the endings of simple past tense verbs. Writing 281 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 281 5/13/19 10:31 AM WRITING Biography A biography tells about the life and work of a person. You can include key dates, such as birth date, important events, and interesting facts in the person’s life. You should also explain why this person is or was important. Use expressions such as one of the most and the first. • 3 Place students in groups of three or four. Have students read their biographies aloud to the group. As each student reads, have the others in the group take notes on the person being described in the writing. Have the others use their notes to complete sentences and to give feedback on the biography. Write the sentence frames below on the board for students’ reference. 1 Read. Read about David Mach. Underline the facts that you find interesting. Why do you think he is important? Answers will vary. David Mach David Mach was born in Scotland in 1956. He is an artist and is famous for his big sculptures that use many different kinds of objects. He has made sculptures from sports equipment, matches, and magazines. His first exhibition was in London in 1982. He has now had exhibitions in many cities around the world. Some of his famous sculptures are in public places. He used old phone booths to make a sculpture on a street in London. He made a train out of bricks that is in the hills in the north of England. In 2012, he made some huge, colorful sculptures called Giants in a small Italian town. Some of Mach’s most famous sculptures are made of metal coat hangers. Some are of wild animals and another is of an astronaut. My favorite part is . . . s One question I have about life is . . . ni One thing I dont understand about s life is . . . ng Share Le ar One thing I like about your writing is . . . • While group members give feedback, the writer should take notes. The writer should then use these notes to revise his biography. 2 David Mach’s coat-hanger gorilla Share. Share your writing. Work in a small group. Listen and take notes. gr 3 ap hi c Write. Write about an important or interesting person. Include important details and dates from the person’s life. Explain why he or she is important. G eo 142 Unit 8 al Writing Rubric 4 = Excellent 3 = Good 4 3 2 1 Organization Ideas are clear and well organized. at 2 = Needs improvement io n Use this rubric to assess students’ writing. You can add other skills you’d like to assess at the bottom of the rubric. N 1 = Redo Grammar Student uses correct grammar. Vocabulary Student uses a variety of word choices. Writing type Student uses expressions such as one of the most, famous, and the first (if appropriate). Usage Spelling of the endings of simple past tense verbs is correct. 282 Unit 8 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 282 5/13/19 10:31 AM MISSION MISSION Help reduce our human footprint. Mission Help reduce our human footprint. Objectives Students will • share ideas. • evaluate ideas. Think. Pair. Share. Resources Video Sc. 9; Mission Poster • What do you do to reduce, reuse, and recycle waste? Materials poster paper; markers • What other things can your community do to reduce, reuse, and recycle waste? • Compare your ideas with a partner or group. Decide which ideas are the best. ng BE THE EXPERT Meet the Explorer hi Earth at night c Le ar ni Alexandra Cousteau is an environmental filmmaker who uses storytelling to make saving the environment a more personal issue. She’s also a National Geographic Emerging Explorer. In 2008, Cousteau founded Blue Legacy International, a nonprofi t organization that creates films and other media projects. Cousteau and Blue Legacy inform people about how the world and its people use and need water and how we have to keep water clean if we are to survive. Cousteau is using the Internet, video games, and other forms of popular technology to tell people the story of water. She wants to get people involved in working toward solutions to the world’s water problems. These problems include floods and drought, poor water quality, and lack of water in some areas. ap People have created the problem, so it’s critical to get the public excited and “eager to participate in a solution. ” gr Alexandra Cousteau, Water Advocate and Environmental Filmmaker, 143 eo National Geographic Explorer G Mission Think N Pair at io n al • Read aloud the mission and the quotation on p. 143. Point out the terms human and footprint. footprint. Say A human footprint is the mark of a person’s foot on the ground. Say The writer isn’t talking about actual human footprints on the ground, but about how we use Earth’s resources and how we can change the environment with our actions. • Place students in pairs. Ask them to prepare a list of ideas on how to help their community reduce its human footprint by focusing on how waste makes an impact on their community. Encourage a discussion with questions such as: Where do you see trash in your town? What do you do to clean up your town? What would you like to do to help clean up your town? What things can the community do to reduce its human footprint? Share • Give pairs time to prepare their lists. Then put two or three pairs together and have them come up with a single list with their best three ideas. Call on groups to share their lists with the class. Then, as a class, write a final list of five ideas on a poster. Mission 283 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 283 5/13/19 10:31 AM PROJECT PROJECT Make art from things you throw away. Objectives Students will • work with a group. • create an art object with recycled materials. • complete the Unit 8 Quiz. 12 Work in a small group. Collect different types of junk. 23. Look at your collected junk, and decide what to make. Resources Activity Worksheet 8.4; Workbook 3 pp. 104–105, Workbook Audio TR: 8.6–8.7; Assessment: Unit 8 Quiz Make your work of art. Materials recycled materials such as egg cartons, eo gr ap hi c Le ar ni ng cardboard tubes, buttons, beads, paper, aluminum foil, small boxes, newspaper, clean metal cans, plastic bottles; glue; tape; clay; paint; crayons/markers; construction paper G Prepare at io n al • Ask What is junk? (things people throw away) What types of things do people throw away? (cardboard, paper, glass, metal, plastic) What can we do with junk to protect the environment? (reuse or recycle it) Where does junk go if it’s not reused or recycled? (to a landfill) N • Have students open their books to pp. 134–135 first and then to pp. 140–141 to look at the sculptures. Say These sculptures are made of trash. An artist used trash to make art. Today, you’ll work in groups to make art from things that people sometimes throw away. You’ll reuse things to create art. Place students in groups of three or four. Show them the recycled materials and allow them to add their own recycled materials from home. 284 • Give groups five minutes to decide what to make. Then have them draw a picture of the art they will make. Tell them to label the parts of the picture with the names of the materials they’ll use. Say Your picture will help you plan your piece of art. When you look at your picture, you’ll see where to put things. • Have students use their pictures as a guide for putting together the materials they have chosen. Give them glue, tape, and clay to hold the materials together. Students may want to paint or color parts or all of their art objects. Unit 8 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 284 5/13/19 10:31 AM BE THE EXPERT Teaching Tip We made a robot sculpture. Our sculpture is made with recycled cardboard and reused plastic utensils and ornaments. Your junk can be made into art, too! Encourage students to be active listeners when their classmates present a project or activity. Have students write notes as they listen. They might take notes on vocabulary words they hear, or on questions they have about the presentation. After a group presents, call on several students to share what they learned or ask any questions they have. Project Rubric ü Did students reuse materials for their work of art? ü Did students look at the materials they chose ng and decide what to make with them? ü Did students work with their group to create a work of art? ni ü Did students share their work of art with the class? Now I can . . . ar 145 eo gr ap write a biography. hi talk about what I can do to help the environment. materials to participate in a class discussion? Le learn about art from recycled materials. ü Did students use unit vocabulary about c discuss the importance of reducing, reusing, and recycling. G Share io n al • Ask groups to present their art to the class. Have each group explain what the art object is and explain why they chose the materials they did. Make sure each student in the group gets a chance to talk. N at • Encourage the class to ask questions. After all groups have shared their art, have class members discuss and compare the art pieces. Ask Which works of art use cardboard? Plastic? Paper? Cans? • Modify To simplify the project, give groups a specific object to make. Choose five or six objects and list them on the board. Tell each group to choose a different object to make. You might have students create an animal, a vehicle, or simply use their materials to make a design or an art piece. Now I Can Ask questions such as the following: • How can your family reuse or recycle things? How can your family reduce trash in your house? • What type of trash do you think is useful for making art? • What can you do to keep the environment where you live clean? • Who did you write about in your biography? Why did you choose this person? Workbook and Online Practice Review Unit Review • For additional practice, direct students to Activity Worksheet 8.4. ✔ Assessment: Unit 8 Give the Unit 8 Quiz. Hand out the quiz and go over the instructions with the students. The quiz should take 15–20 minutes. Project 285 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 285 5/13/19 10:31 AM VIDEO Vocabulary 1a environment, man-made, natural, build, energy efficient, renewable Vocabulary 1b trash, junk, throw away, a landfill, conserve, reduce, reuse, recycle Vocabulary 2 cardboard, glass, chemicals, metal, tools Grammar 1 passive with modals (simple present) Grammar 2 clauses with when Song The Three Rs Viewing recycling and recycling centers Meet the Explorer Alexandra Cousteau Story Time The Tailor and His Coat: A Folktale from Russia ng Zoom In Resources Video Sc. 1–11; Graphic Organizers: Two-column Vocabulary chart, Three-column chart, Flow chart; World map Before You Watch • Play the introduction to the video. Say This video is about taking care of the environment. Ask What does your family recycle? What things do you reuse? Grammar Le ar ni • Give students a three-column chart graphic organizer. Have them label the columns Good for the Environment, Bad for the Environment Environment, and Can Be Good or Bad.. Play Scenes 2, 3, and 4. Have students write vocabulary words in the correct columns. While You Watch ap • Give students a two-column chart graphic organizer. Have them label one column Vocabulary Words and the other Examples. As students watch, have them list vocabulary words they hear in the first column. Then tell them to list a few examples of each vocabulary word in the second column. For example, next to the vocabulary word glass, students might write the examples bottles and windows. hi c • Play Scene 5: Grammar 1. Ask What does the robot say about paper and metal? (They can be recycled.) Repeat the question for plastic bottles (they can be reused) and water (it can be conserved). G eo gr • Play Scene 6: Grammar 2. Ask When does the windmill create electricity? (when it spins) When do solar panels make energy? (when the sun shines on them) When are the lights bright? (when they’re on) io n al • Pause the video as necessary to allow students to list the words and examples in the correct columns. After You Watch N at • In pairs, have students name more examples of the vocabulary words. If there is time, have the pairs share their examples with the class. Song • Write on the board: can be and when . Play Scene 7: Song. When students hear the phrases on the board, have them raise their hands. Pause the song. Have students say the sentences with can be and when . Write them on the board. Viewing • Play the segment, and then create a flow chart on the board. Help students fill it in to show the steps that are part of recycling. (Put materials in a container; truck drops off junk; and so on) Replay the segment as needed. Meet the Explorer • Say Alexandra Cousteau wants people to know how they can take better care of the water on Earth. Ask What’s one way we can conserve water? Story Time 286 • Play Scene 10: Story Time: The Tailor and His Coat: A Folktale from Russia. Say Imagine that you’re Joseph. When your coat gets old, what are other ways you can reuse and recycle the cloth? Write students’ ideas on the board. Unit 8 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 286 5/13/19 10:31 AM UNIT 8 READER AMERICAN ENGLISH HE TAILOR AND HIS COAT oseph dreams of making a coat as beautiful as a butterfly’s wings. One day Joseph’s father, a tailor, makes a vest with ome beautiful cloth. Joseph uses the extra cloth to make his oat. Joseph wears his coat for many years. But what does he do with the coat when it becomes too worn to wear? reated by National Geographic Learning, the Our World readers are six levels of original stories, The Text Type folktale His Coat and ctivities that bring the reading experience together in a way that fascinates, educates, and informs. EVEL 5 READERS A Myth from Mexico The Tailor and His Coat A Folktale from Russia Amazing Beaches Vocabulary throw away, trash, tools, reuse, Joseph dreams of making a coat as beautiful as a butterfly’s wings. One day Joseph’s father, a tailor, makes a vest with some beautiful cloth. Joseph uses the extra cloth to make his coat. Joseph wears his coat for many years. But what does he do with the coat when it becomes too worn to wear? Popocatépetl and Iztaccíhuatl Based on a Folktale from Guatemala How the Milky Way Began Solutions Based on a Native American Folktale he Cave People of the Karawari: A Disappearing Culture ational Geographic Learning, part of Cengage arning, provides customers with a portfolio of uality materials for PreK-12, academic, and adult ucation. It provides instructional solutions r EFL/ESL, reading and writing, science, social udies, and assessment, spanning early childhood rough adult in the U.S. and global markets. sit ngl.cengage.com recycle, a landfill, reduce, environment Grammar use passive voice with modal verbs in the present tense; use clauses with when Resources Video Sc: 10; Graphic Organizer: Two-column chart Before You Read BE THE EXPERT ni Reading Strategy ap • Say As we read the story, we’ll look for problems the characters need to solve. Draw a two-column chart on the board with columns labeled Problem and Solution. Say As we read, we’ll stop to write the problems and solutions. While You Read G • Stop after every few pages to identify problems and solutions. Add them to the chart. Ask: Text Background This story is a folktale from Russia, the largest country in the world. Russia covers a large part of eastern Europe and northern Asia. Though Russia is so large that its climate varies, much of the country suffers harsh, cold winters. In The Tailor and His Coat, Joseph makes a warm coat to protect himself, and later his wife, from the cold winter. N at io n al pp. 3–4: What does Joseph’s father say about the cloth? (There’s too much for one vest.) What’s the man’s solution? (Throw the cloth away.) What is Joseph’s father’s solution? (Give the cloth to Joseph.) p. 6: What’s Joseph’s problem? (His coat is old and worn.) What’s his solution? (He reuses the cloth. He makes a hat out of the coat.) p. 8: What’s the problem with the hat? (It’s old and worn.) What’s Joseph’s solution? (He recycles the cloth. He makes a bow tie out of the hat.) pp. 10–11: What happens to Joseph’s bow tie? (It’s lost.) What does Joseph do? (He tells stories about the beautiful coat, hat, and bow tie.) Identify Problems and Solutions Identifying problems and solutions in a text helps students better understand a story. When students think about how a character solves a problem, it helps them understand the character better. As students read, have them look for the different characters’ solutions, as well as other solutions that could have happened. Ask students to tell what they learn about a character based on the solution he chooses. ar hi • Introduce the strategy Tell students that a problem is something that is difficult to deal with, and a solution is something that ends, or solves, the problem. Say I have a problem. I need to drive to school, but my car isn’t working. How can I solve the problem? (take the bus or train, ask someone for a ride, take a taxi) Point out that there may be several solutions for one problem. ng • Activate prior knowledge Ask Do you have a favorite item, such as a piece of clothing or a backpack? What will you do with it when it gets old, or you don’t need it anymore? Le A Folktale from Vietnam he Songbirds’ Flute A Folktale from Japan c How Tiger Got His Stripes Two Brothers, Two Rewards gr A Folktale from Nigeria eo he Tale of Thunder and Lightning Reading Strategy Identify Problems and The Tailor and His Coat: A Folktale from Russia A Folktale from Russia olktales, myths, and non-fiction from around the globe. Following the readings are fun facts and After You Read • After finishing the story, review the problem-and-solution chart on the board. Point to a problem and ask Can you think of another solution to this problem? Talk about whether the solutions that characters chose were good ones. Video and Reader 287 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 287 5/13/19 10:31 AM AUDIO SCRIPT An easy thing to recycle is cardboard. Cardboard is mixed with water. It breaks down in the water. Then tiny pieces of wood are added to make it strong. It can then be used to make other things. Student's Book Another thing to recycle is glass. First the glass is separated by color. Then it’s washed. Next the glass is crushed. And the crushed glass is melted. Then it can be made into other things. TR: 8.1 1 Listen and read. Note: This reading is on pp. 262–263. TR: 8.2 2 Listen and repeat. trash Throw it in the trash. a landfill Most trash ends up in landfills. Before it is recycled, metal is separated into different types. The metal is then melted at high temperatures. The temperature depends on the type of metal. Then the metal can be used again. environment It’s important to keep the environment clean. Finally, we should reduce our use of chemicals. The chemicals we use go into our water or into the ground. Try to use chemicals that are safe for the environment. We should conserve water. throw away Don’t throw away toys that are still good. energyefficient An energy-efficient refrigerator uses less electricity. reduce Let’s reduce the number of lights we use. reuse We can reuse bags. TR: 8.8 1 Listen and read. recycle You can recycle soda cans. Note: Reading Found Art is on p. 276. man-made Plastic is a man-made material. junk When a car can’t run anymore, it becomes junk. natural Clothes can be made from natural things like cotton. renewable Wind is a renewable resource. design We must design cars to use less energy. S1: Did you hear that the city will build a new library? build He wants to build a house that uses heat from the sun. S2: Yes, it will be a new energy-efficient design. ni TR: 8.7 Grammar 2 ng conserve Le ar Note: Grammar 2 is on p. 274. hi c Workbook TR: 8.1 3 Listen and write. Answer the questions. ap S1: Hi Takuya! G TR: 8.3 1 Listen, read, and sing. eo gr S2: Hi Natsumi! io n TR: 8.4 Grammar 1 al Note: Lyrics for the song The Three Rs are on p. 266. S1: My dad told me about the new design. He said it is good for the environment. S2: That’s great! I hope the walls will be thick to conserve energy. S1: They put a man-made material in the walls to reduce the loss of energy. S2: Oh! It’s too bad it isn’t natural material. TR: 8.5 1 Listen and repeat. S1: It’s not natural, but it’s recycled. It’s made from recycled glass. chemicals S2: OK, that’s efficient and it conserves energy, too. Those chemicals are bad for the environment. N cardboard at Note: Grammar 1 is on p. 268. Cardboard is made from paper. S1: I agree! I never throw away glass into the trash, I always recycle it. metal Cans made of metal can be melted. glass Glass bottles can be recycled. S2: You have to recycle glass. If you don’t, it goes into the landfill! tools We use tools to build most things. S1: The landfills already have too much junk! TR: 8.6 2 Listen and stick. Different things are recycled in different ways. But all recycling needs one thing: tools. Tools are needed to separate, to cut, and to melt. Tools are needed to cut up recycled things quickly. Then they can be made into something else. 288 S2: Will the city reuse anything from the old library? S1: Of course! Don’t you know? S2: How would I know? Tell me what they’ll reuse. S1: They’ll reuse the old books! S2: Oh! S2: That was a trick question! Unit 8 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 288 5/13/19 10:31 AM TR: 8.2 1 Listen to the song. Fill in the missing words S2: Maybe. I can’t think of any. to complete the song. S1: The oil used in cars or cooking can be reused. Note: Lyrics for the song The Three Rs are on p. 266. S2: Hey, you’re right! Oil is not renewable, but it can be recycled. TR: 8.3 2 Listen to the song again. Check T for True S1: That’s more efficient than throwing away the used oil! and F for False. Note: Lyrics for the song The Three Rs are on p. 266. TR: 8.7 4 Listen and write. Complete each sentence. TR: 8.4 3 Listen and write. List four things from the song that you can recycle or reuse. Then write four new lines! Note: Lyrics for the song The Three Rs are on p. 266. S1: Luis, do you think the environment can be made cleaner? S2: Yes, Fernanda, I think we can make it cleaner when we all help. ng S1: Yes. But many people don’t know how to help. TR: 8.5 1 Listen and read. S2: That’s true. When we reduce, recycle, and reuse, we teach others, too. So many things can be recycled, such as paper, glass, and metal. TR: 8.6 2 Listen. Check T for True and F for False. S1: And when we reuse, that’s even better! S1: Are man-made things always bad for the environment? S2: More energy can be saved when we reuse instead of recycle. S2: It depends. Many man-made things are reusable. S1: Reducing is my favorite way to keep the environment clean. Le ar ni Note: Reading E-waste Recycling is on p. 100. c S1: I guess you’re right. Plastic is man-made, but it’s reusable. S2: I agree. Our energy use must be reduced. S1: Not only energy, Luis, when we use less of anything, we reduce waste. ap S1: Is anything man-made and renewable? S2: What do you think can be reduced the most, Fernanda? gr S2: Yes, some natural things can be man-made. hi S2: Right, but it’s not renewable. It doesn’t grow in nature. S1: Paper! After we write on one side, the other side can also be used! S2: Yes, it’s called ethanol. It’s made from corn or other plants. S2: You are right! Most paper that we use can be reused. S1: And the vinegar on my salad is a chemical that is man-made. S1: Yes, and the paper we need can be reduced by half! al G eo S1: I can think of one. Plants can be made into fuel for cars. io n S2: Yes, it’s natural and renewable. But most things we call chemicals are not. NOTES Workbook Go to pp. 352–354 for the Workbook Answer Key for this unit. N at S1: Some chemicals are not renewable, but they can be reused. S2: That’s a good plan, Fernanda. I’m going to conserve paper, too! Audio Script 289 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_260-289_U8_CR2.indd 289 5/13/19 10:31 AM Unit 9 In This Unit Theme This unit is about types of vacations, vacation activities, and vacation destinations. Content Objectives Cool Vacations! Students will • describe a vacation and things people do on a vacation. • identify interesting places to take a vacation. Language Objectives ng Students will • talk about different places to take a vacation. • talk about what they would do in different situations. • express preferences. • write a travel review. ni Vocabulary Le ar Vocabulary 1 a beach, camping, a guide, hike, a hotel, a photo safari, relax, ruins, a tent, a theme park, a ticket, a tour, a water park, wildlife Vocabulary 2 an airport, a passport, souvenirs, a suitcase, sunglasses Grammar hi c Grammar 1 second conditional Grammar 2 would rather Reading Tree House Vacation ap Writing Travel Review Mission Be a respectful tourist gr Project Make a tourist brochure eo 146 G UNIT OPENER Objectives io n al Students will • analyze a photo for information. • identify the location and activities in a photo. Resources Graphic Organizer: Word web; N at Video Sc: 1; Home–School Connection Letter; Unit Opener Poster; Online Practice Pacing Guides L5U9 2–3 Hours 3–4 Hours 4–6 Hours Introduce • Set the stage Say The name of our next unit is “Cool Vacations!” When you take a vacation, you usually go to another place to see and do fun things. People also take vacations to learn about new places. People may take vacations to places in nature, to cities, or to places where they can go on fun rides. Ask Where do you want to go on vacation? • Build background Draw a word web on the board. Write the word water in the center circle. Say People often go to places near the water for a vacation. Why do you think people enjoy the water? What things can people do in water? (swim, play, sail, row a boat) Add students’ ideas to the right side of the word web. Then ask Where do people go to enjoy the water? (river, ocean, lake, pool) Add students’ responses to the left side of the word web. • Say Turn to pages 146 and 147. Look closely at the photo. Give students time to study the photo. Ask questions to encourage discussion of the photo. 290 Unit 9 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 290 5/13/19 10:33 AM BE THE EXPERT About the Photo This photo shows Santa Monica Pier, California, USA. It was built in 1909. In this unit, I will . . . • talk about different vacation places. • talk about what I would do in different situations. • express preferences. • write a review. The Santa Monica Pier has a variety of rides, including the famous Ferris wheel and the historical carousel. It also has shops, live shows, restaurants, and even an aquarium! It is a great fishing spot and it is also bike friendly. Look and circle the correct letter. 1. What are the people doing? a. going on rides b. sliding down a water slide Teaching Tip This unit is about going places on vacation. Some (or many) of the students in your class might not have had the opportunity to travel to other cities or countries for vacations. When you call out students to describe their experiences, make sure you take this into consideration. If necessary, adapt your questions so that all students feel included in the discussions. 2. Where are they? a. at an amusement park b. at a river ni ng 3. Would you like to go here? Why / Why not? ar Related Vocabulary gr ap hi c Le pier, carousel, Ferris wheel, amusement park 147 eo Santa Monica Pier, California, USA io n al G What do you see? (people, water, sand, deck or pier, rides, parking lot) Does this photo show an inside or outside location? (outside; beach) Where can you find a clue about what this place is? (caption; it’s an amusement park on a pier) N at • Say Let’s look at the questions on page 147. Read the first question aloud. Call on a student to read the two answer choices. Ask students to raise their hands to indicate their answer choices. Then have them circle their answer choices in their books. • Confirm that the first answer is correct. Say People are going on rides. Point to different rides and say I can see a Ferris wheel here. But I don’t see a water slide. Confirm the correct answer for item 2. (at an amusement park) • Read the questions on item 3 aloud. Give students time to talk about their preferences. Encourage them to give detailed answers. Unit Opener 291 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 291 5/13/19 10:33 AM VOCABULARY 1 VOCABULARY 1 Objectives 1 Listen and read. TR: 9.1 2 Listen and repeat. TR: 9.2 Students will • talk about places to go on vacation. • describe possible vacation activities. Vocabulary camping, a tent, hike, a guide, Do you like vacations with lots of people and noise? Or places that are quiet with no people nearby? Let’s find out about some cool vacations! Academic Language alike, similar, synonym The whole family can enjoy camping together. Bring a tent and sleep in the fresh air. If you hike up a very big mountain, you have to take a guide to help you. a photo safari, wildlife, ruins, a tour, relax, a hotel, a beach, a theme park, a ticket, a water park Resources TR: 9.1–9.2; Video Sc. 2–3; Graphic Do you like history? Go see the ruins of an old city. If you like the modern world, take a tour of a city! But if you like to learn how to protect the natural world, then an ecotour is for you! Le ar ni ng Organizer: Venn diagram; Minimal Pair Card 60; Activity Worksheet 9.1; Workbook pp. 106–107; Online Practice ap hi c Do you like animals and plants? Go on a photo safari and take pictures of wildlife. Stay safe in a truck when there are dangerous wild animals. gr Santa Cruz, Peru eo 148 Unit 9 G Warm Up N at io n al • Set the stage Write the words vacation and relax on the board. Say When people go on vacation, they usually go to another place and do fun things. Some people go to the beach for a vacation. When they’re at the beach, they relax. Act out sitting in a lounge chair and reading a book. Today we’ll learn about places people go to relax on vacation. What country or city would you like to go to for a vacation? Why? Take several responses. Present • Write tent, camping, and hike on the board. Say Open your books to pages 148 and 149. Point to the camping scene. Say When you go camping, you sleep, eat, and do activities outdoors. Point to the tent and say You sleep in a tent when you go 292 camping. During the day, you can hike. To hike is to take a long walk in nature. Ask Have you ever gone camping? Did you sleep in a tent? Did you hike? Who would like to tell us more about it? Take several responses. • Write theme park, water park, and ticket on the board. Say A theme park is a park with rides, games, and other activities. Theme parks with rides and activities in water are called water parks. You buy a ticket to go on the rides at a theme park or water park. Ask What would you like to do at a theme park? Take several responses. • Write hotel, ruins, and guide on the board. Say A hotel is a place that has rooms where people can sleep when they are traveling. Ruins are the remaining pieces of something that was destroyed. When you visit ruins, you might see what’s left of cities from long ago. A guide is a person who leads people when they go on a vacation. The guide might tell you facts about the place you’re visiting. • Ask What do you want to do on vacation? Have students use the photos and vocabulary words to name activities. Unit 9 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 292 5/13/19 10:33 AM BE THE EXPERT Our World in Context A resort is a good place to relax and have fun on your vacation. Stay the night at a big hotel. Go to the beach to sit in the sun and swim. Put on sunscreen so that your skin doesn’t burn! The word safari means journey in the Swahili language, which is spoken across much of East Africa. In the late 1800s, a safari was a trip that hunters took to Africa, especially East Africa. Many large animals, such as elephants and lions, live in East Africa. Hunters on safari used to shoot and kill these animals, often firing at them from the safety of a car or other vehicle. Over time, some of the animal species of the area began to die out. Today, many people want to see the animals rather than kill them. So they go on photo safaris, in which they take pictures of Africa’s amazing wildlife without destroying it. ng Theme parks are full of people having fun! Buy a ticket for an exciting ride, and hear people scream. If the theme park is also a water park, get ready to get wet! Vocabulary Strategy Ask and answer. Work with a partner. What did you learn? I want to go camping! 149 eo gr ap hi What do you want to do on vacation? Le 3 c camping ar ni Using a Thesaurus A thesaurus lists words that have the same or similar meanings. These similar words are called synonyms. This useful tool can help students build their vocabulary by exposing them to new words. You can use a thesaurus to point out and discuss the differences in words with similar meanings. Most thesauruses are arranged alphabetically, like dictionaries. So, to find a synonym for hike, a student would go to the H section to find hike and see a number of words with similar meanings, such as trek, climb, walk, and scramble. These words can give students additional clues to the word’s meaning. Students can use these new words in their writing instead of repeating hike. There are online thesauruses, too. To find a synonym for hike, the student types hike in the search box, which brings up a list of synonyms. G Practice io n al • 1 Say Let’s read about some things people do when they take a vacation. Play TR: 9.1. Have students read along as they listen. To help students follow the order, point to each section as the text is read. • Discuss the text and photos. Ask questions such as: N at Where do you sleep when you go camping? (in a tent) If you like history, what might you want to see on vacation? (ruins of an old city) What do you call a person who helps you learn about the place you’re visiting? (a guide) Where can you stay the night at a resort? (a hotel) What place can you go to swim at a resort? (a beach) What would be a cool vacation for people who love animals? (a photo safari) • Point to the safari photo on p. 148 and say These people are on a photo safari. The word photo gives us a clue about what happens on this vacation. People ride in cars to look for animals and take photos of animals with a camera. Point to the word wildlife and say Wildlife is made up of the words wild and life. When people see wildlife, they see animals that live in nature. • 2 Say Let’s listen to more words and sentences about fun things people do on vacation. Play TR: 9.2. Have students follow along in their books. Ask them to repeat the words and sentences. • Review the vocabulary by quickly pointing to each photo and saying Tell me what you see. Call on students to respond. (camping, a photo safari, ruins, a resort/a hotel, a theme park/a water park) Say Choose a vacation place and tell me what people do there. If students have difficulty, have them reread the text that describes the vacation. Vocabulary 1 293 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 293 5/13/19 10:33 AM VOCABULARY 1 1 Listen and read. TR: 9.1 2 Listen and repeat. TR: 9.2 Do you like vacations with lots of people and noise? Or places that are quiet with no people nearby? Let’s find out about some cool vacations! The whole family can enjoy camping together. Bring a tent and sleep in the fresh air. If you hike up a very big mountain, you have to take a guide to help you. A resort is a good place to relax and have fun on your vacation. Stay the night at a big hotel. Go to the beach to sit in the sun and swim. Put on sunscreen so that your skin doesn’t burn! Theme parks are full of people having fun! Buy a ticket for an exciting ride, and hear people scream. If the theme park is also a water park, get ready to get wet! ni ng Do you like history? Go see the ruins of an old city. If you like the modern world, take a tour of a city! But if you like to learn how to protect the natural world, then an ecotour is for you! camping ar 3 What do you want to do on vacation? I want to go camping! hi c Le Do you like animals and plants? Go on a photo safari and take pictures of wildlife. Stay safe in a truck when there are dangerous wild animals. Ask and answer. Work with a partner. What did you learn? ap Santa Cruz, Peru Wrap Up gr 148 Unit 9 149 Recap OW2e_SB_5_31988_146-161_U09.indd 148 1/23/19 9:54 AM 1/23/19 9:54 AM • Say Let’s review the new vocabulary words we’ve learned. I’ll start by acting out one of the words. Stand up and say That animal is amazing! Then pretend to take a photo. Call on a student to identify the activity as a photo safari. io n al G eo • Put students in pairs. Write photo safari, camping, ruins, resort, and theme park on the board. Leave space under each vocabulary word. Gesture toward the board and say Which of these vacation activities looks like the most fun? Tell your partner which activity you want to do. Then say why. OW2e_SB_5_31988_146-161_U09.indd 149 N at • Allow time for pairs to talk about vacation activities. Then ask students which place or activity they think would be the most fun. Count the number of students who choose each vacation activity and write the number on the board. Then ask questions such as How many people chose (resort)? Do more people want to go (camping or on a photo safari)? Students should use the information on the board to respond. 294 • Have students act out and give clues for different activities, using gestures and simple language. Explain to students that they may speak, but they may not say the name of the activity. Suggest that they use riddles for words that may be difficult to act out. For example, for the word ticket, students might say I’m a piece of paper you buy. You need me to go on rides. What am I? • Ask the class to guess each activity. Continue until most or all of the target words have been used. Apply • 3 Direct students’ attention to the dialogue at the bottom of p. 149. Read the directions with students. Unit 9 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 294 5/13/19 10:33 AM • Model the activity with a student. Have the student read the question What do you want to do on vacation? Turn to the student and say I want to see the ruins of an old city. I love history. Then ask the student What do you want to do on vacation? Help the student respond using one or more of the vocabulary words. BE THE EXPERT • Pair students. Have partners take turns asking and answering the question. Walk around the room to check that students use the vocabulary for each answer. To demonstrate the /ɔ:/ sound, pull your tongue back, open your mouth, and push your lips forward slightly as you say the sound. Demonstrate the /oʊ/ sound by saying the /ɔ:/ sound, then pulling up your tongue slightly and pushing your lips forward as you form a circle with them. The Sounds of English Comparing sounds: /ɔ:/ and /oʊ/ English learners may have difficulty pronouncing and telling the difference between the sounds /ɔ:/ (saw) and /oʊ/ (sew). Extend • Draw a Venn diagram with two circles on the board. Write Photo safari above the left circle and Camping above the right circle. Say We can show how going on a photo safari and camping are alike and different. People spend time outside on a photo safari and when they go camping. So I’ll write outside here where the circles meet. Add this information to the diagram. Write take pictures in the left circle and hike in the right circle. Have students suggest other things to add to the diagram. Have students say only (camping) or both to tell you where to add the information. ng ni Le ar Students don’t all process language at the same speed. As a result, some students may need extra time before responding to a question or completing a sentence. When you ask a question, wait a few seconds to make sure everyone has time to think about the answer. You can even ask students not to raise their hands immediately to make sure everyone has a chance to think about the answer. Camping c outside Teaching Tip hike ap take pictures Example words: passport, airport, water; hotel, photo, volcano hi Photo safari To help students practice these two sounds, use Minimal Pair Card 60 (saw, sew). G eo gr • Write the following pairs of words on the board: photo safari/ safari/ city tour, ruins/resort, theme park/water park. Put students in pairs and give a Venn diagram graphic organizer to each pair. Have partners choose a pair of words from the board and fill out the Venn diagram. Ask partners to share their work with another pair. al Wrap Up io n • Read the following sentences aloud. Have students use a vocabulary term to complete them. N at Ming is taking pictures of wildlife. She’s on . (a photo safari) Filip is bringing a tent. He’s going . (camping) Ahmed is going down a giant slide into a pool. He’s at . (a water park) Juan is looking at parts of an old building. He’s visiting . (ruins) Review Workbook and Online Practice Vocabulary 1 ✔ Formative Assessment Can students • For additional practice, direct students to Activity Worksheet 9.1. • talk about places to go on vacation? Ask students to tell you which of the places described in this lesson they would most like to go to on vacation, and why. • describe possible vacation activities? Point to a picture on pp. 148–149. Ask students to name the activity and describe it. Students who have difficulty with this task can reread that section of text. Vocabulary 1 295 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 295 5/13/19 10:33 AM SONG SONG Vocabulary in the song 1 Vocabulary 1 camping, hike (hiking), a beach, a tour, wildlife, a hotel, relax, a water park Listen, read, and sing. TR: 9.3 If I Went on Vacation Grammar in the song CHORUS Grammar 1 talk about actions using the second conditional (if + past tense, would + verb) Let’s go on vacation! Let’s go on a trip! If we went on vacation, we would take a big ship across the ocean, far, far away. Resources TR: 9.3; Video: Sc. 7; Workbook p. 108, Workbook Audio TR: 9.1–9.2; Online Practice Materials index cards If I had my way, I would go today! ng Camping and hiking! The beach and the sun! If we went on vacation, it would be so much fun! ni If we went on a tour, we would see wildlife. I would take lots of photos. Wouldn’t that be so nice? Le Camping and hiking! The beach and the sun! If we went on vacation, it would be so much fun! ar CHORUS I would like to stay at a hotel. You’d like to relax. CHORUS gr ap hi c If I weren’t afraid of heights, we could climb a mountain. But I am! So let’s go to the water park and take pictures by the fountain. eo 150 Unit 9 G Use the Song io n al • Review Hold up pp. 148–149. Ask Are the people in these photos at school and work? (no) Are they on vacation? (yes) Say Yes, these people are on vacation. Point to each photo. Ask What are the people in this photo doing? N at • 1 Say You’ll hear a song about a person who imagines the different vacations she might take. Listen for the words you know that tell about vacations. Have students open their books to pp. 150–151. Play TR: 9.3. Have students follow along in their books. Then say Listen again for the words that tell about vacations. Point to each word when you hear it. Replay TR: 9.3 and have students point to each word. 296 • 2 Read aloud the Activity 2 directions with students. Then put students in pairs. Have partners talk about possible vacation plans, using the questions as a guide. Say Write down your partner’s answers. • Give students time to complete the activity. Then say Now we’ll share answers with the class. Have one pair come to the front of the room. Ask one student to introduce the other by saying the following: This is (Kara). She wants to go to on vacation. She will bring . She will (go hiking). Then have students switch roles. Repeat with other groups. Unit 9 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 296 5/13/19 10:33 AM BE THE EXPERT Moremi Game Reserve, Botswana About the Photo A wildlife reserve is a place where wild animals are protected. Many countries have wildlife reserves today. The photo on pp. 150–151 shows the Moremi Wildlife Reserve (also called the Moremi Game Reserve) in the country of Botswana, which is located in southern Africa. If possible, point out Botswana on a world map. The Moremi Reserve is near the Okavango River. Visitors to the reserve can see lions, crocodiles, zebras, hippopotamuses, wild dogs, ibises, cranes, and a wide variety of other animals. Work with a partner. Plan a vacation. ap 2 hi c Le ar ni camera ng Related Vocabulary 151 Workbook and Online Practice Song eo gr 1. Where do you want to go? Why? 2. What will you bring with you? 3. What will you do there? G Use It Again N at io n al • Vocabulary 1 Put students into groups of four. Give two index cards to each group member. Assign each group two of the vocabulary words that appear in the song. Have each student in the group write the words on separate index cards. Say Now I’m going to play the song. Listen for each of your words. When you hear each word, hold up the card that has the word on it. Play If I Went on Vacation and have students sing along. As students hear each of their vocabulary words, they should hold up the card for that word. • Grammar 1 Write the following on the board. If we went on vacation, we would If we went on a tour, we would . . • Say Listen for these sentences in the song. Write the words you hear in the song to finish each sentence. Play If I Went on Vacation. Have students write the words to complete each sentence. Then have them use the sentences to say other things that they would do if they went on vacation and on a tour. • Grammar 2 Play If I Went on Vacation. Ask What are the vacation activities you heard in the song? (camping, hiking, tour, stay at a hotel, relax, go to a water park) Write the activities on the board. Then ask Would you rather (go camping) or (go to a water park)? Call on students to answer the question, using the sentence I would rather than . Song 297 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 297 5/13/19 10:33 AM GRAMMAR 1 GRAMMAR 1 Second conditional TR: 9.4 Objectives If we went on a photo safari, I would take pictures of lions. I’d go mountain climbing if I weren’t afraid of heights. He wouldn’t spend all of his time in museums if he didn’t like art. If you had a lot of money, where would you go on vacation? 1 Grammar second conditional Match. Match the beginning of each sentence with the correct ending. a. I would enjoy seeing all the wild animals. b. I would have fun on the rides. c. I would bring a tent and go camping. d. I would relax in the sun and go swimming. e. I would take a tour of the ruins. imagined Resources TR: 9.4; Video Sc. 5; Workbook p. 109; Grammar Workbook pp. 38–39; Online Practice Materials index cards; number cube; newspapers; magazines 2 ng 1. If I went to a theme park, 2. If I went to a big hotel at a resort, 3. If I visited an old city, 4. If I went on vacation in the mountains, 5. If I went on a photo safari, Academic Language conditional, hypothetical, Read and write. went 1. If I (go) to Egypt, I stayed (go swim). 3. She would go camping (stay) at a hotel near the beach, we Le 2. If we would visit (visit) the ar Great Pyramid. ni Students will • talk about actions using the second conditional (if + past tense, would + verb). • complete sentences using the second conditional. (go camp) if she had would go swimming (have) a tent. (take) an ecotour. hi took c 4. We would learn (learn) about the animals in this region if we ap 5. If the tour guide came would tell (come) with us, she (tell) us all about this place. took 6. If he (take) the train, he would see (see) more gr of the country. eo 152 Unit 9 G Warm Up N at io n al • Set the stage Say If I went on vacation, I would go to a resort. If I went to a resort, I would relax on the beach and swim in the ocean. Then write the following sentence on the board: If I went on vacation, I would . Call on students to name places they would go or activities they would do if they went on vacation. • Recycle Write the following sentences on the board. Have students work with a partner to think about different ways to complete each sentence. Tell students to use some of the vocabulary words they have learned. When they finish, call on students to share their answers. 298 If you go on a photo safari, youll If we go camping, well If we go to the beach, well If we go to the theme park, well . . . . Present • Explain Say When we talk about things that might happen, we use the word if. Write this sentence on the board and underline the word if: If I go to the beach, I’ll swim. Read the sentence and say This sentence shows that I might go to the beach, and if I do, I will swim. Unit 9 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 298 5/13/19 10:33 AM 3 Look and say. Work with a partner. Look at the pictures and make sentences. Take turns. BE THE EXPERT About the Photo Teaching Tip ng The photo on p. 153 shows Masai giraffes in the Masai Mara National Reserve in Kenya, Africa. A reserve is a place where animals are protected but roam, or move about, free. In this reserve, you can find many animal species, including elephants, lions, leopards, rhinos, and buffalo. There are also hundreds of bird species. Millions of wildebeest trek toward the Masai Mara each year during their annual migration (when animals move to other places to find food and water) from Serengeti National Park in Tanzania. Masai Mara and Serengeti are considered the best places for photo safaris in Africa. ap hi c Le ar ni Try to keep a steady pace going as you move through a lesson. While it’s important to make sure that students have enough time to think of responses and complete activities, it’s best not to have students wait for long periods of time while classmates think of ideas. Keeping up a reasonably quick pace will maintain the momentum of a lesson, keep students active and engaged, and reduce the chances that students will lose focus and become distracted. If I went to the beach, I would go snorkeling. 153 G eo gr I would go surfing if I went to the beach. al • On the board, write the following sentences and read them aloud: io n If I go camping, I will sleep in my tent. If I went camping, I would learn how to fish. N at • Say Look at the first sentence. I might go camping next weekend. I’m not sure, but I think I will. If I go camping, I’ll sleep in my tent. Point to the second sentence. Say This sentence has a different meaning. It tells about something that I don’t really plan to do. I am just imagining that I could do it. If I went camping, I would learn how to fish. • Circle the words went and would learn in the second sentence. Say When we talk about events that we imagine, we use action words or verbs to talk about the past. • Say Open your books to page 152. Let’s listen to more sentences. Listen for the verbs. Play TR: 9.4. Have students follow along in their books. Point to the last question in the grammar box and ask If you had a lot of money, where would you go on vacation? List answers on the board. Then, guide students to choose one of the words on the board to complete this sentence: If I had a lot of money, I would go . Grammar 1 299 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 299 5/13/19 10:33 AM 3 GRAMMAR 1 Second conditional TR: 9.4 Look and say. Work with a partner. Look at the pictures and make sentences. Take turns. If we went on a photo safari, I would take pictures of lions. I’d go mountain climbing if I weren’t afraid of heights. He wouldn’t spend all of his time in museums if he didn’t like art. If you had a lot of money, where would you go on vacation? Match. Match the beginning of each sentence with the correct ending. a. I would enjoy seeing all the wild animals. b. I would have fun on the rides. c. I would bring a tent and go camping. d. I would relax in the sun and go swimming. e. I would take a tour of the ruins. 1. If I went to a theme park, 2. If I went to a big hotel at a resort, 3. If I visited an old city, 4. If I went on vacation in the mountains, 5. If I went on a photo safari, went 1. If I (go) to Egypt, I would visit (visit) the Great Pyramid. stayed 2. If we ng Read and write. ni 2 would go swimming (stay) at a hotel near the beach, we ar 1 (go swim). 3. She would go camping had (go camp) if she (have) a tent. took Le 4. We would learn (learn) about the animals in this region if we (take) an ecotour. came (come) with us, she would tell (tell) c 5. If the tour guide 6. If he took (take) the train, he would see hi us all about this place. (see) more ap of the country. If I went to the beach, I would go snorkeling. Practice OW2e_SB_5_31988_146-161_U09.indd 152 1/23/19 9:54 AM OW2e_SB_5_31988_146-161_U09.indd 153 1/23/19 9:55 AM Say In this part of the sentence, we need would + verb in the present. What should we write in the second blank? (would present visit) Ask students to complete the second blank. io n al G eo • 1 Direct students’ attention to Activity 1. Read the directions aloud. Say We need to match the first part using if + verb in past with a second part using would + verb in present.. Both parts need to make sense. Ask students to circle all the verbs in the past in the first part of the sentences and the would + verb in the present in the second part. 153 gr 152 Unit 9 I would go surfing if I went to the beach. N at • Help students complete item 1. Say Imagine you went to a theme park, what would you do? (go on rides) Yes! So the best match for item 1 is b: If I went to a theme park, I would have fun on the rides. Have students do items 2–5. Then check answers as a class. • 2 Direct students’ attention to Activity 2 and read the directions aloud. Point to the first part of item 1. Say In the if part of the sentence, we need the verb in the past. What is the past of go? (went) Ask students to write went in the first blank. Point to the second part of item 1. 300 • Have students complete the remaining items. In items 2 and 3, make sure students add the ending -ing to the action words that come after go: go swim → would go swimming; go camp → would go camping. Then check answers as a class. Wrap Up • Write these vocabulary words on index cards: water park, photo safari, theme park, hotel, and beach. Then write the following sentence on the board: If I went , I . Hold up a card and have students use the word to complete the sentence. Model an example. Hold up the card for hotel. Say If I went to a hotel, I would relax. Repeat the activity so that all students have a chance to complete the sentence. Recap • Ask students to look through newspapers and magazines to find a picture of a place they’d like to visit. Put students in pairs. Have students tell their partners what they would do Unit 9 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 300 5/13/19 10:33 AM BE THE EXPERT if they were at that place on vacation. Write the following sentences on the board: If I were , I would or I would if I were . Call on students to tell about their partners’ picture, using one of the sentences. Grammar in Depth Second Conditional We use the second conditional to talk about imagined events in the present. We describe something that is not true now and say what would happen if it were true. Apply real situation: I don’t have money, so I can’t go on vacation. imagined situation: If I had money, I would go on vacation. • 3 Direct students’ attention to Activity 3. Model the dialogue at the bottom of p. 153 with a student. Point out that both students use the word if in their sentences. One student starts her sentence with if, and the other student starts his sentence with I would. In these sentences, the if-clause states the imagined situation. Even though we are talking about the present time, the verb used is in the past tense. The result clause states the imagined result using would + the base form of the verb. ni A contraction with would is often used in speaking and writing. ’d go on vacation If I had money, II’d vacation. Le ar When the verb be is used in the if-clause, were is used for all persons. If I were rich, I would travel around the world. If he were rich . . . ap hi • Ask students to think about things they’d like to have or own. Ask What’s something you wish you could have? Have students call out answers, and write their responses on the board. If students need help, provide examples such as a video game, new skates, or a pet. Say Let’s talk about what we would do if we had these things. If I had money, I would go on vacation vacation. It is possible to reverse the order of the clauses without a change in meaning. Notice the comma. If I had money, I would go on vacation. I would go on vacation if I had money. G eo gr • Have students take turns rolling a number cube. If they roll an even number (2, 4, or 6), ask them to use the sentence If I had , I would . If students roll an odd number (1, 3, or 5), have them form a sentence using I would if I had . Write the following sentences on the board for students to use as a reference: It’s possible to use negative forms in the clauses. If Leo weren’t afraid of heights, he would go rock climbing. If I had money, I wouldn’t buy clothes. (I’d buy a new video game.) c Extend ng • Put students in pairs. Say Look at the photos. Tell your partner about what you would do if you went to each of these places. Take turns talking about the photo. Then go on to the next one. Try to talk about all of the photos. Before students begin, you may want to identify each photo. Remind students to use if and would in their sentences. if I had . . io n 1, 3, 5 = I would , I would al 2, 4, 6 = If I had N at • Model an example for students. Hold up the number cube, showing an even number. Say If I had a dog, I would teach it tricks. Repeat for an odd number. Say I would play hockey if I had skates. Wrap Up • Say I’m going to talk about a place. Can you guess what the place is? Give students clues about a vacation place using ifwould statements. Say If I went to this place, I would sleep in a hotel. I would relax. Ask What place is it? (resort) Have each student write if-would clues for one of the following locations: ruins, beach, theme park, water park, and photo safari. Have students take turns sharing their clues for their classmates to guess. Workbook and Online Practice Grammar 1 ✔ Formative Assessment Can students • talk about actions using the second conditional (if + past tense, would + verb)? Point to one of the photos on p. 153. Have students use the second conditional in a sentence to tell what they would do if they went to that place on vacation. If students have difficulty, review the examples in the grammar box at the top of p. 152. • complete sentences using the second conditional? Say If I could go anywhere, I . . . and have students complete the sentence with would + verb. If students struggle with the task, model a correct sentence. Then have students try again. Grammar 1 301 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 301 5/13/19 10:33 AM VOCABULARY 2 VOCABULARY 2 Objectives 1 Students will • identify and use words related to travel. • complete sentences using words related to travel. Listen and repeat. Then read and write. TR: 9.5 sunglasses a passport Vocabulary sunglasses, a passport, a suitcase, a souvenir, an airport Resources TR: 9.5–9.6; Video Sc. 4; Activity Worksheet 9.2; Workbook p. 110, Workbook Audio TR: 9.3; Online Practice a suitcase Materials postcards or other souvenirs from souvenirs an airport passport 1. When you travel to another country, you need a a trip; sunglasses (optional ) . It shows who you are and the country where you were born. ng souvenirs 2. I always buy when I’m on vacation. I like to look at ni them and remember the fun I had! 3. I don’t like to carry a lot of stuff on vacation. I bring a small suitcase ar airport late, we would miss our plane. 5. Has anyone seen my sunglasses ? The snow is so bright in Le 4. If we arrived at the the sun. c Listen and stick. Do you think they had a good vacation? Why? TR: 9.6 ap hi 2 for my clothes. 1 gr airport 2 suitcase 3 souvenirs 4 sunglasses 5 passport eo 154 Unit 9 G Warm Up at io n al • Preteach Write the word souvenirs on the board. Say People like to remember special places they visit. They buy souvenirs to take home. Have students say the word aloud. Say A souvenir can be a poster, clothing, or even a postcard. It reminds you of the place you visited. N • Brainstorm Say Imagine people came to visit our city. What are some souvenirs they might want to take home? Have students use this sentence to name ideas: If you visited (our city/town), you would want as a souvenir. Write some student responses on the board. Ask students to explain why they chose each item as a souvenir. 302 Present • Model Say Imagine we’re going on vacation to the beach. Act out packing and carrying a suitcase. Have students copy your actions. Say Let’s put our clothes in our suitcases. Act out putting on sunglasses. Say It’ll be very sunny. Let’s bring our sunglasses. Have students act out putting on sunglasses. • Say Because we’re going to another country, we’ll take our passports. A passport is a small book that tells that you’re a citizen of your country. Ask Do any of you have a passport? • Say Now we’re ready to go to the airport. That’s where we’ll get on an airplane and fly to our vacation place. Ask Have you been to the airport? Where did you go? Unit 9 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 302 5/13/19 10:33 AM Practice BE THE EXPERT • 1 Say Open your books to page 154. Look at the photos. Play TR: 9.5. Have students repeat. Check pronunciation. Our World in Context In Japan, many people bring small souvenirs for coworkers and classmates after a trip. These small souvenirs are called omiyage in Japanese. Often times, omiyage are small candies or other food items that can easily be shared with an entire office or classroom. • Model completing item 1. Read the sentence, pausing at the blank. Say Look for clues. The second sentence tells that this item shows who you are and where you were born. Ask Which item has that information? (a passport) Have students write the word in the blank. Teaching Tip Remind students about good listening behavior, especially when they are working in small groups. You may want to review these guidelines: make eye contact when possible, pay attention when someone else is speaking, and wait until the other person is finished speaking before sharing your own ideas. ng • Have students complete the remaining items individually. Then review the correct answers. Ask What things do you need before you take a trip to another country? (passport, suitcase) If students have difficulty, review items 1 and 3 from Activity 1. Apply ni Le ar Antonyms and Synonyms Antonyms are words that have opposite meanings. Synonyms are words that have similar meanings. Encourage students to keep a list of synonyms and antonyms handy. They can use an organizer, such as a three-column chart. For example: ap hi • Pair students. Say Talk with your partner. Do you think that the people had a good vacation? How do you know? What words did the people use? (great, cool, sweet) Vocabulary Strategy Extend Synonym ease calm Antonym tense noisy Students can add to the list when they are doing listening or reading activities. They can check the list when they are writing or preparing a speaking activity. Recognizing and using synonyms and antonyms will expand the students’ vocabulary and enrich their skills. eo gr • Put students in groups of five. Say Imagine your group is going on a trip. What things would you put in your suitcase? Make a list. Word relax quiet c • 2 Say Let’s do a sticker activity. Help students find the stickers at the back of their books. Say Listen to the people talk about their vacation. Play TR: 9.6. Say Now listen again. When you hear one of the new words, put your sticker on the page. Replay TR: 9.6 and have students place the stickers in the correct order. al G • Say Think about where you’re going. What will you do? Remind students to use some of the words from the lesson. Have students read their lists aloud. Then say Tell where you’re going and why you chose to take each item. io n Wrap Up • Write these sentence parts on the board as shown: at the beach. I have to show my passport in my suitcase. I will need my sunglasses to someone at the airport. N at I put some souvenirs • Have students come to the board and draw a line to connect the sentence parts. Then review the correct answers as a class. Review • For additional practice, direct students to Activity Worksheet 9.2. Workbook and Online Practice Vocabulary 2 ✔ Formative Assessment Can students • identify and use words related to travel? Point to the stickers students placed on the bottom of p. 154. Have students tell you what each object is. Students who struggle should review the sentences they completed in Activity 1. • complete sentences using words related to travel? Write this sentence frame on the board: I bought so many that I needed another to carry them. Have students copy and complete the sentence. Vocabulary 2 303 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 303 5/13/19 10:33 AM GRAMMAR 2 GRAMMAR 2 Would rather TR: 9.7 Objectives I would rather go on an ecotour than go to a theme park. We’d rather go on a tour than stay at the hotel. He’d rather not eat at that restaurant. Students will • express preferences using would rather. • ask questions using would rather. 1 Grammar would rather Make sentences. Work with a partner. Take turns. 1. live by the ocean / in the mountains I would rather live by the Academic Language contraction, decide, different, grid, prefer ocean than live in the mountains. Content Vocabulary ecotour, dirt path, 2. go camping / stay at a hotel I would rather go camping than motorcycle, sunscreen, sunburn stay at a hotel. Resources TR: 9.7; Video Sc. 6; Activity 3. ride a bike on a dirt path / motorcycle I’d rather ride a bike on a Worksheet 9.3; Workbook p. 111; Grammar Workbook pp. 40–41; Online Practice dirt path than ride a motorcycle. have visited or photos of the objects; playground ball ng 4. walk in the forest / city I’d rather walk in the forest than walk Materials two souvenirs from a place you in the city. ni 5. see wildlife on a photo safari / in the zoo I’d rather see wildlife on a photo safari than see wildlife in a zoo. Play a game. Cut out the board and the pictures in the back of the book. Choose nine pictures and put them in the spaces. Do not show your pictures. Work with a partner. Take turns. c 2 Le get a sunburn. ar 6. wear sunscreen / get a sunburn I’d rather wear sunscreen than I don’t feel like it. I’d rather go for a hike. G Warm Up N at io n al • Build background Hold up two souvenirs. Say I bought these souvenirs in (Mexico). I like them both. But I like the (clay pot) more than the (puppet). Ask Which one do you like more? Which one would you like to have? Call on students to answer. After a student responds, say (Maria) would like the (clay pot). (Antonio) would like the (puppet). • Set the stage Say In (Mexico), I saw two beautiful hats—a blue hat and a yellow hat. I decided that I liked the yellow hat better. I would rather have the yellow hat than the blue hat. So I bought the yellow hat. Ask Which hat did I like more? (the yellow hat) 304 155 eo gr ap hi B2. Let’s go to a water park. Present • Write would rather on the board and read the phrase aloud. Say I would rather have the yellow hat than the blue hat. Under would rather, write I would rather have the than the . Ask students Which hat would you rather have? Have students complete the sentence and read the sentence aloud. • Explain Point to the words would rather on the board. Say We use the words would rather to talk about things we want to do or have more than another thing. Write visit ruins and go camping on the board. Say I would rather visit ruins than go camping. That’s another way to say I want to visit ruins more than I want to go camping. Say Turn to page 155. Let’s listen to some sentences with would rather. Play TR: 9.7 while students follow along. Unit 9 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 304 5/13/19 10:33 AM Practice BE THE EXPERT • Write on the board: Grammar in Depth I would Id he would hed she would shed we would Would rather We use would rather to say that we prefer one option over another. The base form of the verb follows would rather and than. wed I would rather go on a trip than stay home. My parents would rather relax by the pool than go to a museum. • Point to the first item. Say I’d is a contraction, or a short way of saying and writing I would. Say a sentence with I would and then repeat it using I’d. Repeat for the other three items. A contraction with would is often used in speaking and writing. I’d rather go on a trip . . . They’d rather relax by the pool . . . • 1 Read item 1 aloud. Say I could live by the ocean or in the mountains. I like the mountains more than the ocean. So, I’d rather live in the mountains than by the ocean. That’s the sentence I’d write. What would you write? Have students write a sentence with would rather and than to complete item 1. ng When the verbs following would rather and than are the same, the second verb usually isn’t repeated. I’d rather go swimming than (go) hiking. • Make sure students understand the two choices in each item. Then have them complete items 2–6. ni In questions, the base form of the verb follows or. would rather and or. Would you rather go on a trip or stay home? Apply ar Le Teaching Tip eo gr ap • Review how to read the grid using the letters and numbers. C3, for example, is the box in the lowest right-hand corner. Say Let’s start with B2. Look at the picture you put on B2. Say a sentence about the activity in the picture. Your partner looks at the picture she placed on B2 and tells what she’d rather do. Model the dialogue with a student as an example. Have partners play the game. To give students additional practice with new vocabulary or grammar structures, have them create new items or questions similar to the ones they complete in an activity. After students come up with new items or questions, have them exchange with a partner and complete. c hi • 2 Put students in pairs. Have students cut out the board and pictures from p. 181. Read the directions aloud. Say Read the names of the activities with your partner. Then each of you choose nine pieces and put them on your board in any order you want. When the verbs following would rather and or are the same, don’t repeat the second verb. Would you rather visit England or (visit) Australia? G Extend at Wrap Up io n al • Ask What are some types of pets? Write responses on the board. Say Choose two pets. Write a sentence to tell which animal you’d rather have. Use would rather and than in your sentence. Call on students to read their sentences aloud. N • Have students sit in a circle. Roll a ball to a student. Ask (Karim), would you rather go to the beach or go to a theme park? Have the student pick up the ball and answer using would rather. Say (Karim), roll the ball to another student and ask her a question about where she would rather go. Pick two places. Continue until everyone has had a turn to ask and to answer a question. Review • For additional practice, direct students to Activity Worksheet 9.3. Workbook and Online Practice Grammar 2 ✔ Formative Assessment Can students • express preferences using would rather? Point to two of the photos on p. 153. Ask students to tell you which place they would rather visit, using the phrase would rather. Review the information in the grammar box with students who have difficulty with this task. • ask questions using would rather? Have students point to two of the photos on p. 153 and use would rather in a question to ask you which place you would prefer to visit. Grammar 2 305 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 305 5/13/19 10:33 AM READING READING Objectives 1 Students will • identify and describe tree houses. • express and explain preferences. • use a map to increase comprehension. Listen and read. TR: 9.8 Tree House Vacation Are you ready for a great eco-adventure? Have your vacation in a tree house! You can find them all over the world. Tree house vacations are in places such as Peru, Kenya, Belize, and India. There’s a lot to do in nature! Reading Strategy Use Visuals to Support Comprehension In India, there are tree house bedrooms from 10 to 25 meters (35–80 feet) up a tree. There’s a bamboo elevator to carry you up. It’s powered by water! The electricity you use comes from the sun. And there are trails to hike and natural swimming pools to swim in. You can visit your neighbor by walking on a bridge made of rope! Academic Language location, map, scan Content Vocabulary eco-adventure, bamboo, elevator Resources TR: 9.8; Workbook pp. 112–113, Workbook Audio TR: 9.4; Online Practice You can stay in comfort at a tree house in Kenya. It has two floors, and the rooms have big beds. The windows have colored glass, and the bathrooms have showers. There’s a small kitchen, too. The hotel serves food in your room! And if you get tired of living in nature, the city of Nairobi is about 30 minutes away. ng Materials photos or magazine cutouts of ni tree houses; portable devices (optional ); world map; colored pencils; markers; drawing paper Le ar In Belize, you can live with parrots under a Guanacaste tree that is about 30 meters (100 feet) tall. The parrots make good neighbors because they eat the insects! There are other birds, too. It’s a great place for bird-watching. A river runs around the tree house on three sides. The clear water is good for swimming! gr ap hi c In Peru, you can stay in a bungalow, or a lodge, near the Yarapa River in the Amazon rain forest. The main lodge connects to the other 10 bungalows by passageways and steel cable bridges. One of the bungalows has a view of the Yarapa River. You can watch people fish in the river and you might even see a river dolphin. Sometimes you can see monkeys pass by your room as they look for food! eo 156 Unit 9 G Warm Up N at io n al • Activate Prior Knowledge Ask What do you do when you go on a vacation? (You visit a new place to see and do fun and interesting things.) Where are some places you’ve gone on vacation? Write students’ responses on the board. Point to an item and ask the student Where did you stay on this vacation? If necessary, ask guiding questions such as Did you stay in a hotel? Did you stay in a tent? Did you stay at someone’s house? Write students’ responses next to each vacation place. • Preteach Say People can stay in some unusual places when they go on vacation. They can stay on a boat. They can stay in a hotel made of ice. They can even stay in a tree house! 306 • Write the words tree house on the board. Point to the words and ask What do you think a tree house is? (a house built in a tree) What do you think a tree house might look like? How would you get into a tree house? What could you see from a tree house? In what type of place might visitors stay in a tree house? Present • 1 Say Open your books to page 156. Point to the photo. Say This is a tree house. Today we‘re going to read about tree houses in different countries. Play TR: 9.8. Have students follow along in their books. • Play TR: 9.8 again, pausing at the end of each paragraph to ask questions such as: Paragraph 2: If you stayed at a tree house in India, what activities could you do? (hike, swim) Paragraph 3: What does a tree house in Kenya have? (two floors, big beds, colored-glass windows, showers) Unit 9 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 306 5/13/19 10:33 AM 2 Read. Where are these tree houses? Write the location. . Kenya 2. You can vacation in comfort in a tree house in 4. A bamboo elevator carries you to your tree house in Our World in Context . Peru 3. You might see monkeys looking for food in 3 BE THE EXPERT Belize 1. You can live with parrots in a tree house in Weird but True Traveling to space is very expensive—it costs tens of millions of U.S. dollars. So far, only seven tourists have visited the International Space Station or MIR, the Russian space station. Five of the tourists were from the United States, one was from Canada, and one was from South Africa. . India . Listen and write. Work with a partner. Compare places for a tree house vacation. Your partner will listen and complete the first two rows. Then listen to your partner, and fill in the last two rows. Answers will vary. Teaching Tip Watching wildlife Let students know in advance how much time they will have to complete each part of an activity so that they can manage their time efficiently. For instance, if students are reading, talking in groups, or writing sentences, be sure to tell them how much time you will give them to complete the task. If students have difficulty completing a particular task in the time allotted, tell them to finish the rest of the assignment at home or during the next class. Living in comfort Walking on tree bridges Rank Vacations ni Rank the vacations. Places for a vacation. Rank the vacations in order of preference (1 = most favorite). Work with a partner. Compare and explain your choices. Answers will vary. ar 4 ng Using power from nature Why you want to go there Le Ice hotel Underwater hotel Sports camp c Martial arts camp hi Make-a-movie camp ap Astronaut camp Tree house A company is planning future vacations gr on the moon! Some tourists have already Iquitos, Peru 157 eo visited the space station. But it’s expensive! io n al G Paragraph 4: Why are parrots good neighbors at the tree house in Belize? (They eat insects.) Paragraph 5: If you walked by the Yarapa River, what would you see? (river dolphins) N at • Graphic literacy Share your photos or magazine cutouts of tree houses from around the world. You could also download photos on a portable device. Say These photos show tree houses from around the world. This one is (name of tree house) in (location). What is special about it? This other one is (another name of tree house) in (location). If you could go to only one, which one would you rather visit? Why? • Bring a world map. Say This is a map of the world. Show the different continents and a few countries. Point to the locations of the tree houses mentioned in the reading and in this activity. Say This is (Belize). This is (Peru). Allow students to explore the map and find more locations on their own or in pairs. Practice • 2 Read aloud the directions to Activity 2. Show students how to find the answer to the first item. • Think Aloud Say Let’s see. In item 1, the sentence talks about a tree house with parrots. I’ll go back to the text and look for the word parrots. I won’t read every word again. I’ll just look for that word. Remind students that this strategy is called scanning. Run your finger slowly down p. 156. Say The reading describes the tree house in India first, but that part doesn’t talk about parrots. Oh! I found it. In Belize you can live with parrots . . . So the answer is Belize. I’ll underline the word parrots in the text and write Belize on the line in item one. Reading 307 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 307 5/13/19 10:33 AM 2 READING Read. Where are these tree houses? Write the location. Belize 1. You can live with parrots in a tree house in Listen and read. TR: 9.8 Tree House Vacation Peru 3. You might see monkeys looking for food in 4. A bamboo elevator carries you to your tree house in Are you ready for a great eco-adventure? Have your vacation in a tree house! You can find them all over the world. Tree house vacations are in places such as Peru, Kenya, Belize, and India. There’s a lot to do in nature! 3 In India, there are tree house bedrooms from 10 to 25 meters (35–80 feet) up a tree. There’s a bamboo elevator to carry you up. It’s powered by water! The electricity you use comes from the sun. And there are trails to hike and natural swimming pools to swim in. You can visit your neighbor by walking on a bridge made of rope! . Kenya 2. You can vacation in comfort in a tree house in . . India . Listen and write. Work with a partner. Compare places for a tree house vacation. Your partner will listen and complete the first two rows. Then listen to your partner, and fill in the last two rows. Answers will vary. Watching wildlife Living in comfort Walking on tree bridges You can stay in comfort at a tree house in Kenya. It has two floors, and the rooms have big beds. The windows have colored glass, and the bathrooms have showers. There’s a small kitchen, too. The hotel serves food in your room! And if you get tired of living in nature, the city of Nairobi is about 30 minutes away. Using power from nature Rank the vacations. Places for a vacation. Rank the vacations in order of preference (1 = most favorite). Work with a partner. Compare and explain your choices. Answers will vary. In Belize, you can live with parrots under a Guanacaste tree that is about 30 meters (100 feet) tall. The parrots make good neighbors because they eat the insects! There are other birds, too. It’s a great place for bird-watching. A river runs around the tree house on three sides. The clear water is good for swimming! ng 4 Rank ni 1 Vacations Why you want to go there ar Ice hotel Underwater hotel Sports camp Le In Peru, you can stay in a bungalow, or a lodge, near the Yarapa River in the Amazon rain forest. The main lodge connects to the other 10 bungalows by passageways and steel cable bridges. One of the bungalows has a view of the Yarapa River. You can watch people fish in the river and you might even see a river dolphin. Sometimes you can see monkeys pass by your room as they look for food! Martial arts camp ap hi c Make-a-movie camp OW2e_SB_5_31988_146-161_U09.indd 156 1/23/19 9:55 AM A company is planning future vacations on the moon! Some tourists have already visited the space station. But it’s expensive! 157 OW2e_SB_5_31988_146-161_U09.indd 157 1/23/19 9:55 AM Say each country’s name and call on students to say a complete sentence telling about tree houses in that country. al G eo • Have students write Belize for item 1. Then have students complete items 2–4. Guide students to look for the key words in each item and then scan the text, looking for those words. Check to make sure that students have the correct answers. Iquitos, Peru Tree house gr 156 Unit 9 Astronaut camp N at io n • 3 Put students in pairs. Read aloud the directions for Activity 3. Then point out the items in the chart. Say The first item is “Watching wildlife.” From which tree house can you watch wildlife? One partner looks for the answer in the text and tells the name of the country. The other partner writes it in the chart. Do the first two items. Then switch roles. Wrap Up • Say Let’s talk about the tree houses we just read about. I’ll say the name of a country. Raise your hand and say something you learned about tree houses in that country. 308 Recap • Say We learned about tree house vacations last time. Imagine you’re going to go to one of these tree houses. Which one would you rather visit? • Write the name of each country on the board. Under each country, write the names of students who want to visit that country the most. Call on students to talk about their choice. Ask (Clara), why would you rather visit the tree house in India? If you went there, what would you do? Apply • 4 Read the directions with students. Then go over the list of vacations. Have students explain the words they know. Provide simple definitions for terms that aren’t familiar, such as An ice hotel is a hotel that’s made out of ice. You may want to have students sketch simple pictures to remind them of the meanings. Unit 9 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 308 5/13/19 10:33 AM BE THE EXPERT • Point to and read the titles of the columns with students. Then say Read the list of places for vacation. Choose the one you think would be the most fun of all. Write the number 1 in the row for that vacation. Reading Strategy Use Visuals to Support Comprehension Maps and other visuals, such as charts, diagrams, and photos, support the content in a text and provide additional information to readers. You can use the visuals in a text to help students understand the main idea as well as some of the details. As students read a text, point out the sections of text that refer to the visuals. Have students describe in their own words what the visuals show. Ask questions to guide students in understanding how the visuals relate to and support the text. • Have students fill out the third column for their first choice, explaining their reasons for wanting to go there. Guide them to write simple sentences such as I want to learn karate or I like looking at the stars. Have students complete their charts and rank the rest of the vacations from 2 to 7. • Have students share their charts with a partner or in small groups. Tell students to explain the reasons for their rankings. For this reading, the map is a quick way for students to see where the various tree houses are located in the world. By looking at the map, for example, students might notice that none of the tree houses are very far south or very far north. They are all near the equator, where very large trees grow and where the temperature is warm all year long. ni ar Le ap hi • Say Sit with a partner. Make a simple drawing of your own tree house in the jungle. Then exchange drawings and take turns at explaining how your partner's tree house was built and how to get to it. c • Say The photo on page 156 shows one of the tree houses at the Treehouse Lodge in Iquitos, Peru. Look at how it was built. Can you describe it? How do the guests get to their suites? Give students some time to share their descriptions. If necessary, add A giant tree grows through the middle of the tree house. In order to get to your hotel suite, you need to climb a tower, walk across a suspension bridge, and climb a ladder through a trap door. ng Extend io n al G eo gr • Put students into four groups. Assign each group one of the tree house vacation destinations from the reading. Give groups colored pencils, markers, and drawing paper. Say Make an ad for your tree house vacation place. An ad should tell and show people why your tree house is a good vacation place. Use information from the reading and draw a picture of your tree house to show what it might look like. Your picture should show why people would want to stay in your tree house. Give students time to complete their ads. Then have each group present its ad to the class. Wrap Up N at • Say We’re going to play a game. Divide the class into groups of four students. Have each group stand in a circle. Say When I say “Go,” one person in each circle will tell a fact that he or she remembers about the tree houses in the reading. Then that person will sit down, and the next person will go. You can’t say the same fact that someone else on your team already said! Try to be the first group that has everybody sitting down. Have students play the game. Workbook and Online Practice Reading ✔ Formative Assessment Can students • identify and describe tree houses? Ask students to tell you two things they learned about tree houses. If students can’t answer the question, have them reread the passage on p. 156. • express and explain preferences? Have students open their books to p. 157. Point to the activity they ranked seventh. Ask them why they chose that activity last. If students can’t answer, have them tell you what they like and don’t like about that activity, and help them explain why they chose it last. • use a map to increase comprehension? Ask students to show you where India is on the map. Review how to read a map with students who can’t answer the question correctly. Reading 309 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 309 5/13/19 10:33 AM WRITING WRITING Travel Review A travel review describes someone’s experience of a vacation. Based on your review, another person can decide if they want to do the same vacation. To make your writing interesting, you can use different kinds of sentences. You can use short, simple sentences to describe your ideas. Or you can combine your ideas into longer sentences. You can also use questions or exclamations. Writing Type Travel Review Objectives Students will • analyze a writing model. • write a review of a vacation trip. • edit their writing. • evaluate classmates’ writing. 1 Academic Language review Read. Read the ecotour review. Underline an example of a sentence that describes just one idea, and circle another that describes more than one idea. Review of the Antigua Ecotour Resources Graphic Organizer: Spider map; If you wanted a special vacation on a beautiful island, where would you go? I recommend this ecotour in Antigua. The tour guides took our small group on a boat to a natural rock bridge called Hell’s Gate. We had to swim to the island and walk up the rocks and through a cave. Then we walked across the bridge. The view from the top was spectacular! The guides give you a tasty lunch on the boat and then it’s time to go snorkeling! The boat stopped at a coral reef and we explored the wildlife. We saw many colorful fish. We saw a stingray, too! The water can be rough, so snorkeling is hard work. But it’s worth the effort. When we got back on the boat, there was a snack of banana bread ready for us. Delicious! If you prefer doing something active on vacation instead of sitting on the beach, this is the trip for you! ng Workbook pp. 114–115; Online Practice Share. Share your writing. Work in a small group. Listen and take notes. gr 3 Write. Write a review of a vacation. Tell what you liked and didn’t like. Describe what you saw and did. Remember to use different types of sentences. ap 2 stingray hi c Le ar ni coral reef eo 158 Unit 9 G Warm Up at io n al • Set the stage Display to the class a class book you have recently read. Say I just finished reading this book. There were parts I really liked! Identify two or three things that you liked about the book. Then say I thought the book was good, and I think other people would like it, too! N • Write the name of a story or book students know. Ask What did you like about this story? What didn’t you like? Would you tell others to read it? Lead a discussion on these questions. • Say When people write about what they think of a book or a movie, it’s called a review. You can write reviews of things that are not books or movies, too! In this lesson you’ll write a review of a vacation. This is called a travel review. 310 Present • Say Open your books to page 158. Read aloud the information about a travel review as students follow along. • Explain On the board, write the following: I like to hike outside. Seeing wildlife is interesting. I like to hike outside because seeing wildlife is interesting. Do you like to hike? Seeing wildlife is so cool! • Read the sentences aloud. Point out that the first item gives an example of two short, simple sentences. Explain that the second item shows how writers can combine the same two ideas into one longer sentence. Then point out that the last item shows a question and an exclamation. Leave the sentences on the board for students to refer to. Read the Model • 1 Say Look at Activity 1. Read the directions with me. Then read the ecotour review aloud. Read one sentence, and then have the class repeat chorally. Continue through the model in this way. Unit 9 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 310 5/13/19 10:34 AM BE THE EXPERT • Ask Who can find an example of a sentence that describes just one idea? (I recommend this ecotour in Antigua.) Which sentence describes two ideas? (We had to swim to the island and walk up the rocks) Which sentence is an exclamation? (. . .then it’s time to go snorkeling!) Which is a question? (. . .where would you go?) Writing Support Usage Subject/verb agreement The subject of a sentence is the person, place, or thing that performs the action of the verb in the sentence. The subject can be singular (Elena, she, or the rabbit) or plural (Johan and Elena, they, or the rabbits). It’s important that the subject of a sentence and the verb that goes with it agree, or match, in number. Subject/verb agreement makes writing clearer and easier for readers to understand. To make a subject and verb agree, use the following rules: • Talk about the review with students. Ask Does the writer give details about the type of vacation and the place? Does he describe fun activities? Does he encourage the reader to take this type of vacation? Ask students to give you examples from the text. Plan ap hi c Le ar ni • Give the spider map graphic organizer to students and draw one on the board. Tell them to write the name of the place they visited in the center circle. Say Now we’ll add details and plan our reviews. • Have students list things they liked in one part of the spider map, and things they didn’t like in another part. Model a few examples by adding to the spider map on the board. Tell students to add details about what they saw and did on vacation. Emphasize that students don’t need to fill every space. • When the subject is plural and the verb that follows it is in the present tense, the verb must be in the plural form: Johan and Elena mix the cake. They tell funny jokes. The rabbits run fast. The plural form of the verb is the regular form of the verb. Plural subjects must agree with plural verbs. • When the subject is singular and the verb that follows it is in the present tense, the verb must be in the singular form: Elena mixes the cake. She tells funny jokes. The rabbit runs fast. In the singular form, the verbs have -s or -es added to the end. Singular subjects must agree with singular verbs. ng • 2 Read the directions with students. Have students think about a vacation they have taken, or a vacation they would like to take. eo gr beach likes G dislikes sandcastles at Write sunburn io n building al swimming N • 2 Say Now write your review of a vacation. Have students write two paragraphs describing where they went and what the trip was like. Remind students to include information from each part of their spider maps. Encourage them to use all the different types of sentences on the board. Edit • Direct students to check their writing for the following: ü Does the writing tell about a vacation? ü Does the writing include different kinds of sentences? ü Does the writing use correct subject/verb agreement? Writing 311 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 311 5/13/19 10:34 AM • Have students revise their paragraphs to make improvements. Review with students the information on subject/verb agreement (see Writing Support). Then have students check their writing for correct subject/verb agreement. WRITING Travel Review A travel review describes someone’s experience of a vacation. Based on your review, another person can decide if they want to do the same vacation. To make your writing interesting, you can use different kinds of sentences. You can use short, simple sentences to describe your ideas. Or you can combine your ideas into longer sentences. You can also use questions or exclamations. 1 Share Read. Read the ecotour review. Underline an example of a sentence that describes just one idea, and circle another that describes more than one idea. • 3 Have students form small groups. Ask students to take turns reading their writing aloud while the other group members listen. Review of the Antigua Ecotour If you wanted a special vacation on a beautiful island, where would you go? I recommend this ecotour in Antigua. The tour guides took our small group on a boat to a natural rock bridge called Hell’s Gate. We had to swim to the island and walk up the rocks and through a cave. Then we walked across the bridge. The view from the top was spectacular! The guides give you a tasty lunch on the boat and then it’s time to go snorkeling! The boat stopped at a coral reef and we explored the wildlife. We saw many colorful fish. We saw a stingray, too! The water can be rough, so snorkeling is hard work. But it’s worth the effort. When we got back on the boat, there was a snack of banana bread ready for us. Delicious! If you prefer doing something active on vacation instead of sitting on the beach, this is the trip for you! ng • Have the other group members complete the sentences below in order to give feedback on the paragraphs. Write the sentence stems on the board for students’ reference. ar ni coral reef I liked the part where . . . Le I wasnt sure what you meant by . . . stingray c I noticed that you used an exclamation/ a question when you said . . . hi Can you explain . . . Share. Share your writing. Work in a small group. Listen and take notes. gr 3 Write. Write a review of a vacation. Tell what you liked and didn’t like. Describe what you saw and did. Remember to use different types of sentences. ap 2 • While group members give feedback, the writer should take notes. The writer should then use these notes to revise his writing. G eo 158 Unit 9 al Writing Rubric 4 = Excellent 3 = Good 4 3 2 1 at 2 = Needs improvement io n Use this rubric to assess students’ writing. You can add other skills you’d like to assess at the bottom of the rubric. N 1 = Redo Organization Ideas are clear and well organized. Grammar Student uses correct grammar. Vocabulary Student uses a variety of word choices, including words learned in this unit. Writing type Student uses a variety of short sentences, long sentences, exclamations, and questions. Usage Subject/verb agreement is correct. 312 Unit 9 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 312 5/13/19 10:34 AM MISSION MISSION Be a respectful tourist. Mission Be a respectful tourist. Objectives Students will • share ideas. • evaluate ideas. Think. Pair. Share. • Is tourism a good thing for a place? Is it a good thing for local people? Resources Video Sc. 9; Mission Poster • How should tourists show respect for the places they visit? • Compare your ideas with a partner or group. Which ideas does everyone like best? BE THE EXPERT ng About the Photo ni The photo shows the Abdul Gaffoor mosque, in Singapore, an island country in southeast Asia. Le ar A mosque is a place of prayer and worship. As you can see in the photo, people take off their shoes before entering a mosque. This is because shoes are usually dirty and will stain the carpets or floors where people kneel down to pray. As a sign of respect, everyone entering a mosque must leave their shoes in the courtyard. hi c Meet the Explorer ” 159 eo gr Joseph Lekuton, Teacher, National Geographic Explorer ap cultures, you must mix people together. Education and travel are the “Tobestbridge teachers. G Mission Think Lekuton took many of his American students to Kenya. He wanted them to see his efforts to provide clean drinking water and schools for children. He believes it is important for all people to understand cultural differences and to see the many similarities as well. He continues to work to improve the life of people in Kenya. at io n al • Say Go to page 159. Call on a student to read aloud the quotation. Say When we bridge cultures, cultures, we bring them together. Read aloud the mission. Write respect on the board. Say When we listen to, help, and work with others, we show respect. Then say A tourist is a person who travels to a new place. Say When tourists visit new places, they bring different cultures together. Encourage a discussion with these questions: Joseph Lekuton was born in a village in rural Kenya in Africa. He worked hard in school and was awarded a scholarship to attend a university in the United States. The people in his village didn’t have much money, but many sold their cows to help pay for Lekuton’s plane ticket. When Lekuton graduated, he taught in American public schools and earned another degree from Harvard University. N Is tourism a good thing for a place? Is it a good thing for local people? Pair • Place students in pairs. Tell them to write five ideas that will answer the following question: How should tourists show respect for the places they visit? Invite students to think about how tourists can hurt or help the place they visit. Share • Give pairs time to prepare their ideas. Then put two pairs together to talk about their ideas and choose the best ones. Call on students to share answers with the class. Mission 313 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 313 5/13/19 10:34 AM PROJECT PROJECT Make a tourist brochure. Objectives Students will • research a vacation destination. • create a tourist brochure. • complete the Unit 9 Quiz. 12 Work with a partner. Choose an interesting place in your country. 23. Research the place. What can you do there? What places can you visit? 3 Make a brochure with pictures and text. Resources Activity Worksheet 9.4; Workbook pp. 116–117, Workbook Audio TR: 9.5; Assessment: Unit 9 Quiz Materials large sheets of colored paper; glue or eo gr ap hi c Le ar ni ng tape; scissors; colored pencils or crayons; travel brochures (optional ) G Prepare at io n al • Write the word tourist on the board. Ask What’s a tourist? (a person who travels to a place) What other words mean the same as tourist? (traveler, visitor) Say I visited (India). When I was in (India), I was a tourist. Then ask Have you ever been a tourist? What place did you visit? N • Say Go to page 160. The girl is holding a tourist brochure. A tourist brochure has pictures and information about a place to visit. People use tourist brochures to help them choose a place and plan a vacation. Show students any travel brochures you may have. • Put students in pairs. Read the project steps aloud. Give pairs a few minutes to decide on a place. Make sure students choose a place that they can easily find information about. 314 • Have students use available resources to research their chosen place. As students research, have them think about these questions: Wheres the place located? What activities can you do in this place? What kinds of music, food, and art are in this place? • Provide paper, glue, and scissors. Say Use the brochure in your book as a model for your own. Students may print out or draw pictures. They can also print or handwrite text. • Point out the drawing of the map on the tourist brochure. Remind students that maps can help tourists see where things are located. Say Draw a map on your brochure to show tourists where they can find interesting places. Help students find and mark maps for their tourist destinations. Unit 9 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 314 5/13/19 10:34 AM BE THE EXPERT Teaching Tip When students are giving presentations, they may simply reread the sentences they wrote about the topic. Encourage them to tell others about their topic, rather than just read about it. Help students practice speaking naturally. Remind students to look out at the group and smile. Tell students to pause for a few seconds when they need time to think of what to say next, and so on. There’s a lot to do in Colonia. You should visit the lighthouse and the museums! Project Rubric ü Did students choose an appropriate vacation destination? ü Did students create an effective brochure to ng advertise the destination? ü Did students work well as a team with their ni partners? ar ü Did students share their work with the class? express preferences. 161 eo gr ap write a review. hi talk about what I would do in different situations. G Share al • Have pairs present their tourist brochures to the class. Ask pairs questions such as Why is this place interesting? What can people see at (the museum)? at io n • Encourage students to ask questions about each pair’s brochure. Ask questions such as Which place would you like to visit? Why? If you visited this place, what would you do? • Modify To simplify this project, give students a list of places to choose from. Provide resources such as photographs from local newspapers, ads, flyers, or posters from local sites for students to use. N c talk about different vacation places. Le Now I can . . . Now I Can Ask questions such as the following: • Where would you like to go on vacation? • What would you do when you got to this place for vacation? • Would you rather hike or relax at the beach? • What information would you include in a review of a vacation place? Workbook and Online Practice Unit Review ✔ Assessment: Unit 9 Give the Unit 9 Quiz. Hand out the quiz and go over the instructions with the students. The quiz should take 15–20 minutes. ✔ Assessment: Units 7–9 Review • For additional practice, direct students to Activity Worksheet 9.4. Give the Units 7–9 Mastery Test. Hand out the test and go over the instructions with students. The test should take 20–30 minutes. ✔ Assessment: Units 1–9 Give the Units 1–9 Final Test. Hand out the test and go over the instructions with students. The test should take 30–35 minutes. Project 315 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 315 5/13/19 10:34 AM VIDEO Vocabulary 1a a hotel, relax, a beach, camping, a tent, a theme park, a water park, a ticket Vocabulary 1b hike, a photo safari, wildlife, guide, ruins, a tour Vocabulary 2 a suitcase, sunglasses, souvenirs, an airport, a passport Grammar 1 second conditional Grammar 2 would rather Song If I Went on Vacation Meet the Explorer Joseph Lekuton Resources Video Sc: 1–11; Graphic Organizer: Vocabulary log; World map Zoom In ng Story Time Amazing Beaches Vocabulary Material index cards Before You Watch ar ni • Play Scenes 2–4. Pause on each vocabulary frame. Ask Is this word an action, a person, a place, or a thing? Have students write action, person, place, or thing next to each word in their vocabulary log. Grammar While You Watch • Play Scene 6. Ask Would you rather go on a photo safari or to the beach? Would the boy rather see an elephant or a lion? Then ask Which animal would you rather see? Pause the video as necessary. Le • Play Scene 1. Say This video tells about cool vacations. Where are cool places to go on vacation? Have you ever been on a cool vacation? Where did you go? eo gr • Have students use a vocabulary log graphic organizer to take notes about the vocabulary words they hear. Say Write a vocabulary word on the left side. On the right side, write what each word means. ap hi c • Play Scene 5. Pause when the if sentences appear. Ask What would you do if you (went to the beach)? What would you bring if you (went camping)? G • Pause the video as necessary to allow students to write the words and definitions. al After You Watch N at io n • Pair students. Say One partner reads the words in the right side of the chart. The other partner guesses the vocabulary word. Then the second partner chooses a new word and reads the words he wrote about it. Take turns until you’ve used all the words. Song • Play Scene 7: Song. Give each student three index cards. Have them write three vocabulary words they hear in the song. Then replay the song. Say When you hear one of the words, hold up the card for that word. Viewing • Play the beginning of each segment and then pause the video. Have students predict what they’ll see at the airport, at the theme park, in the city, and so on. Then play the rest of each segment and have students check their predictions. Meet the Explorer • Say Joseph Lekuton is a teacher. Where is Joseph Lekuton from? According to Joseph Lekuton, who are the best teachers? Story Time • Play Scene 10: Story Time: Amazing Beaches. After the video ask How are these beaches alike? How are they different? Which of these beaches would you rather visit? Why? 316 Unit 9 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 316 5/13/19 10:34 AM UNIT 9 READER AMERICAN ENGLISH AMAZING BEACHES There are so many different kinds of beaches in the world. Some have white sand, some have pink sand, and some even have black sand! Some beaches are crowded with people, and others have almost no people but many unusual animals. Come visit some of the amazing beaches of the world. Created by National Geographic Learning, the Our World readers are six levels of original stories, olktales, myths, and non-fiction from around the globe. Following the readings are fun facts and AMAZING Text Type informational nonfiction Reading Strategy Understand Main Idea and by Maria Spalliero LEVEL 5 READERS A Folktale from Japan Popocatépetl and Iztaccíhuatl A Myth from Mexico The Tailor and His Coat A Folktale from Russia How the Milky Way Began Amazing Beaches Vocabulary a beach, a guide, a hotel, a There are so many different types of beaches in the world. Some have white sand, some have pink sand, and some even have black sand! Some beaches are crowded with people, and others have almost no people but many unusual animals. Come visit some of the amazing beaches of the world. Two Brothers, Two Rewards Based on a Folktale from Guatemala Based on a Native American Folktale The Cave People of the Karawari: A Disappearing Culture National Geographic Learning, part of Cengage earning, provides customers with a portfolio of uality materials for PreK-12, academic, and adult ducation. It provides instructional solutions or EFL/ESL, reading and writing, science, social tudies, and assessment, spanning early childhood hrough adult in the U.S. and global markets. isit ngl.cengage.com passport, relax, souvenir, sunglasses, a tour, wildlife Grammar talk about actions using the second conditional (if + past tense, would + verb); express preferences using would rather Resources Video Sc: 10; Graphic Organizer: T-chart Before You Read ni BE THE EXPERT ar Our World in Context hi • Introduce the strategy Say The book Amazing Beaches has information about beaches. When you read for information, you look for the main, or most important, ideas. The main idea is often in the first sentence in a paragraph. You also look for details that support, or tell more about, the main ideas. You’ll find details in the other sentences in the paragraphs. Draw a T-chart on the board. Write the heading Main Idea at the top of the left column and the heading Details at the top of the right column. ng • Say I’m sitting in the sand. I’m wearing a bathing suit and sunglasses. I’m relaxing! Where am I? (the beach) Say Today we’ll read about beaches. While You Read G eo gr • Stop after every few pages to help students identify the main idea and details in the section. Wait to fill out the T-chart until after you have read the entire book. As you read, ask students the following questions and write their responses on the board next to the chart. io n al pp. 3–5: What is one way that beaches are different? (They have different types and colors of sand.) pp. 7–9: What are the different beach activities described on these pages? (swimming, sunbathing, water sports, snorkeling) at After You Read Reading Strategy Understanding Main Idea and Details The main idea of a text is its most important idea. In nonfiction, everything in the passage should relate to that idea. The main idea of a paragraph is often (but not always) stated in the first sentence. The main idea of a longer text is often (but again, not always) referred to in the title. By identifying the main idea of a passage, students can better understand the author’s ideas that follow. Details are pieces of information that help explain or support the main idea. Details might be facts or opinions. By identifying details, students can better understand a text. Text Background This reader is nonfiction, so it tells about real beaches all over the word. Its main purpose is to give information about different kinds of beaches and beach activities. N • Ask After reading this book, do you think that all beaches are the same or different? (different) What do you think the main idea of the book is? (Beaches look different and can be used for different activities.) Write this in the Main Idea column of the T-chart on the board. Ask What details tell more about the main idea? Have students call out details they learned from the reading. Write responses in the Details column. Surfing, a popular beach sport, was originally invented by people in Polynesia—islands located in the central and southern Pacific Ocean. On some islands, nearly everyone surfed, even the kings! Today surfing is a popular sport at beaches all over the world. Le A Folktale from Vietnam The Songbirds’ Flute c A Folktale from Nigeria How Tiger Got His Stripes ap The Tale of Thunder and Lightning Details Amazing Beaches ctivities that bring the reading experience together in a way that fascinates, educates, and informs. Video and Reader 317 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 317 5/13/19 10:34 AM AUDIO SCRIPT TR: 9.6 2 Listen and stick. Do you think they had a good vacation? Why? Student’s Book S1: That was a great vacation! TR: 9.1 1 Listen and read. S2: Yes! We had so much fun. Note: This reading is on pp. 292–293. S1: I don’t want to go home yet. S2: We have to. Our plane leaves today. TR: 9.2 2 Listen and repeat. S1: What time do we have to be at the airport? camping a tent S2: By noon. And it takes a half-hour to get to the airport. S1: OK. We don’t have much time. I should pack my suitcase soon. ng S2: What are you putting in your suitcase? S1: My clothes. And some cool stuff I bought. ni S2: You bought souvenirs? ar S1: Yes. I bought some souvenirs. What about you? S2: I didn’t buy souvenirs. But I did buy sunglasses. Le S1: Yeah! I like your sunglasses. They are cool! S2: Thanks. The sun at the beach hurt my eyes. c S1: OK. I guess we should get ready. hi S2: Don’t forget your passport. S1: My passport? Oh, the hotel has that. ap S2: That’s right. We need to get our passports back when we leave. S1: What a cool vacation this was! TR: 9.3 1 Listen, read, and sing. G eo gr When we go camping, we sleep outside. We set up the tent before it started to rain. hike Let’s hike up the trail to the mountain. a guide Take a guide with you so you don’t get lost. a photo safari You take pictures of animals on a photo safari. wildlife Animals in the forest are wildlife. ruins I went to see the amazing ruins of the old city. a tour On a tour, they take you from place to place. relax My parents like to sit and relax on vacation. a hotel We will stay at a hotel until tomorrow morning. a beach Let’s go to the beach and swim in the ocean. a theme park They are opening a theme park next summer! You buy a ticket to ride on a train. a ticket a water park The water park is fun on hot days. TR: 9.4 Grammar 1 io n al Note: Lyrics for the song If I Went on Vacation are on p. 296. at Note: Grammar 1 is on. p. 298. S2: Yeah! It was sweet! TR: 9.7 Grammar 2 Note: Grammar 2 is on p. 304. TR: 9.8 1 Listen and read. Note: Reading Tree House Vacation is on p. 306. Workbook TR: 9.1 1 Listen to the song. Fill in the missing words to complete the song. a suitcase Note: Lyrics for the song If I Went on Vacation are on p. 296. N TR: 9.5 1 Listen and repeat. sunglasses a passport a souvenir an airport I must pack my suitcase with clothes for my trip. The sun is really bright. I need my sunglasses. Mom and Dad left my passport at the hotel. When I visit a place, I always buy souvenirs. The plane is landing at the airport. TR: 9.2 2 Connect the words that rhyme. Circle the words. Connect the rhyming words with lines. Then listen to the song to check your answers. Note: Lyrics for the song If I Went on Vacation are on p. 296. TR: 9.3 3 Listen and answer the questions. S1: Our family went on vacation to Acolman, Mexico. S2: We never went there before! It was fun! 318 Unit 9 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 318 5/13/19 10:34 AM S1: Aunt Frida took us to the airport. S1: Thank you! You’re a good sister, Rosa. S2: When we got to the airport, Dad showed his passport. S2: Yes, I am. And don’t forget it, Julio! S1: Yes, Rosa, Dad had his passport. But we live in Mexico so we didn’t all need passports. TR: 9.4 1 Listen and read. Note: Reading The Forbidden City is on p. 112. S2: I know, Julio. I’m just telling the story. S1: I was telling it, Rosa. TR: 9.5 3 Listen and write. Answer the questions. S2: Then tell about the souvenirs that we got. 1. S1: If I saw a sandstorm, I’d run for shelter. S2: I would rather evacuate! S1: You got a souvenir of a clay statue. 2. S1: If I saw a poisonous snake, I would avoid it. S2: I would rather hide from it! S1: I got sunglasses because it was sunny, Rosa. Sunglasses aren’t a souvenir. 3. S1: If I played the piano, I’d play jazz. S2: I would rather play rock and roll! S2: They’re a souvenir because when you wear them, you’ll think of Acolman. 4. S1: If I had a spacecraft, I’d travel the solar system. S2: I’d rather orbit Earth! S1: I wish! I can’t wear them again because I left them in Acolman. 5. S1: If I had a rose, I’d smell it. S2: I would rather look at it. ni Le Workbook ar S2: No, I have a surprise for you, Julio. I put them in my suitcase. ng S2: Yes. And you got sunglasses. S1: So you have them? Go to pp. 355–357 for the Workbook Answer Key for this unit. c S2: Yes, they’re in my suitcase at home. N at io n al G eo gr ap hi NOTES Audio Script 319 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_290-319_U9_CR2.indd 319 5/13/19 10:34 AM Review REVIEW: UNITS 7–9 Vocabulary Units 7–9 1 Grammar Units 7–9 Resources TR: 9.9; Graphic Organizer: Interview organizer; Workbook pp. 118–121, Workbook Audio TR: 9.6; Grammar Workbook pp. 42–43; Online Practice Read. Complete these sentences. Use each word only once. Then make similar sentences about yourself. because could when because 1. I couldn’t go to the water park will 2. If I have time, I would 4. I of the rain. be made into art. run away if a volcano erupted! when 5. Some parts of our brain become active we look at art. Work with a partner. Talk about your dream vacation. if / will if / would would rather I would rather go to a water park! ni If my parents say yes, we will go on a photo safari! ng 2 would go to the new theme park. could 3. A lot of junk will Role-play. Work with a partner. Practice and perform for the class. Le 3 ar And if I didn’t have to come to school, I would travel around the world for six months. Student B: Student A: dormant environment ap ash crater hi c You are a scientist who studies volcanoes. Answer the reporter’s questions. You are a student interviewing the scientist for the school magazine. Ask questions. erupt eruption extinct gas heat lava steam volcano gr Are dormant volcanoes dangerous? Yes, sometimes they become active. eo 162 Review Units 7–9 Speak G Read io n al • 1 Review the grammar from Units 7–9. Say Turn to page 162. Use the words in the box to complete the sentences. Have students complete the sentences. Then review answers as a class. N at • Say Now, let’s use the words in the box to make sentences about ourselves. Ask guiding questions such as What’s something you couldn’t do because of bad weather? If you have time today, where will you go? What would you do if you went on vacation? Allow time for students to write three sentences. Call on students to read one of their sentences aloud. 320 • 2 Ask What are fun things to do on vacation? Write students’ responses on the board. Say Let’s talk about a dream vacation. A dream vacation is the vacation you would like the most. Role-play the model conversation on p. 162 with a student. • Pair students. Say Tell your partner about your dream vacation. Where would you go? Complete these sentences to describe it. Write the following sentences on the board: If , I will . If , I would . I would rather than . • 3 Review the vocabulary words in the box and the model dialogue with students. Pair students and have them choose the role of Student A (scientist) or Student B (interviewer). Give students a copy of the interview organizer to use to write questions and answers about volcanoes. Encourage both partners to write together. After they practice their role-plays, have pairs present them to the class. Units 7–9 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_320-325_R3_CR2.indd 320 5/13/19 10:34 AM 4 5 BE THE EXPERT Write. Work with a partner. Look at the photo. How can these things be reused? Answers will vary. 1. Old cans can be . 2. . 3. . 4. . Teaching Tip Speaking Give students the opportunity to take on each part in a role-play. After students act out one part, have them form new groups and practice acting out a different part of the roleplay. This allows students to work with more of their classmates and also gives additional speaking practice. Listen to the ads. Check the mini-vacation. TR: 9.9 Photo safari Ecotour Visit exotic places near your home. Get to know your own city. ng Bring a tent and a sleeping bag. Make art. ni Get up early on Sunday. Bring just a sleeping bag. Ask and answer. Work with a partner. Le 6 ar Take pictures at the recycling center. guide hike junk natural relax ruins suitcase sunglasses tent theme park ticket tour 163 eo gr camping environment hi Work in small groups. Create a brochure for a weekend trip near your city. ap 7 c 1. What will you do this weekend if you have free time? 2. Of the two weekend tours in activity 5, which would you rather do? Why? 3. If you could travel for six months, where would you go? G Write al • Point to the top-left corner of the photo. Say These old cans are made of metal. Point to the other sections of the photo and ask What are these objects? What are these objects made of? N Listen at io n • 4 Say Let’s talk about how we can reuse these objects. Help students complete item 1. Write on the board Old cans can be reused in a sculpture. Have pairs write a new sentence for item 1 and complete items 2–4. • 5 Have students close their books. Say We’re going to listen to ads about mini-vacations. Play TR: 9.9. Then have students open their books and review the chart on p. 163. Play TR: 9.9 again. Say Make a check mark to show what you do on each mini-vacation. After students listen, ask questions such as On what mini-vacation would you bring just a sleeping bag? (photo safari) Speak • 6 Pair students. Say Take turns reading the questions. Write an answer to each. Read it to your partner. Listen to your partner’s answers. Write • 7 Have students form small groups. Say Make a brochure for tourists about weekend trips near our city. Remind students that a brochure includes drawings or photos, and descriptions of activities. Have students consider the following questions: Where can tourists go? What can they do there? Have students share their completed brochures with the class. Review 321 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_320-325_R3_CR2.indd 321 5/13/19 10:34 AM EXTENDED READING EXTENDED READING Surviving Krakatoa 1 Listen and read. TR: 9.10 Surviving Krakatoa My sister and I were lucky. We survived the tsunami that came after Krakatoa erupted in 1883. Many people didn’t live. Let me tell you what happened. Academic Language: conflict Content Language: dragged, safe, survived, worried Resources TR: 9.10; Graphic Organizers: Interview organizer, Spider web; Online Practice Our house was high on a hill above the town of Anjer. My little sister, Melati, didn’t like this because whenever we had to go into town, we had to walk a long way. I liked the walk down into Anjer. I could look across the sea. Often I could see the volcano on Krakatoa Island. I took her hand and pulled her up the path. We couldn’t see much. We climbed as fast as we could. Suddenly, there was a strange calm. Then a wall of water roared over Anjer. “A tsunami! Run Melati!” I shouted. We ran. We heard horrible crashing but we didn’t look back. Le ar Melati and I were visiting our cousins in Anjer but something was wrong. We heard eruptions from Krakatoa. They were as loud as a hundred thunder claps. We could see bright lights through the dark smoke on top of the volcano. It was Sunday night and I wanted to go home. “No. Something bad might happen,” she said. ng Students will • identify characteristics of historical fiction. • find clues in a text. ni Objectives never found Auntie and my cousins. Most of the volcano on Krakatoa was destroyed. And I could no longer see it when I looked across the sea. gr ap I told Melati. hi c in ashes. eo 164 Extended Reading G Present N at io n al • Build background Say I’m going to write two sentences on the board. You are going to tell which one is from real life, or historical, and which one is invented, or fictional. Write Leonardo da Vinci was a famous painter and inventor. (historical) Say Yes! Why is it historical? (it is true; he was a real person from the past) Write My mom opened the door, and there he was: Leonardo da Vinci! (fictional) Say Yes! Why is it fictional? (it is not true; my mom did not live at the same time as Da Vinci) Write the headings Historical and Fictional above the appropriate sentence. • 1 Direct students to p. 164. Have a student read the title aloud. Ask From the title, do you think the reading will be historical or fictional? (could be both; Krakatoa is a real volcano) Ask What would make it historical? What would make it fictional? Have students say 322 their guesses. Write them on the board under the correct heading, Historical or Fictional. • Read together Play TR: 9.10 and have students follow. Then ask What is the reading about? (siblings surviving a volcano eruption) Is the story completely historical or completely fictional? (no) Why? (first paragraph says the eruption was real; characters and story seem invented) Say Stories such as this one are called historical fiction because they have elements of both. Discuss students’ previous guesses on the board. Practice • 2 Have students read the sentences in Activity 2 aloud. Review the meaning of hurricane (a very strong tropical storm) and tsunami (a huge wave after an eruption or earthquake). • Give students time to finish the exercise. Then, review the sentences that students did not get right. Say Let’s go back to the text to find the answer for sentence (3). What sentence gives us a clue? (We never found Auntie and my cousins.) Units 7–9 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_320-325_R3_CR2.indd 322 5/13/19 10:34 AM 2 3 BE THE EXPERT Read. Check T for True and F for False. 1. Darma is telling the story. T F 2. Melati and Darma slept at their aunt’s house. T F 3. Melati and Darma’s aunt survived the tsunami. T F 4. A hurricane caused the tsunami. T F About the Photo Krakatoa, or Krakatau, is a volcano that’s also an island. It’s located in Indonesia. It had been dormant for about 200 years before it exploded in 1883. After that, the volcano was quiet until 1927, when new activity began. Steam, ash, and lava flows continued with little effect until December 22, 2018. That evening, a new part of the volcano erupted. A large part of the volcano collapsed and caused a major tsunami that hit the west coast of Java. Read. With a partner, put the items in order. 4 2 6 3 There was a strange silence. They woke up but everything was dark and there were ashes everywhere. Their parents found them. They left the town and started climbing the hill. 1 There was smoke and light above Krakatoa. They heard loud explosions. 5 The first tsunami covered the town. is a fictional, or invented, story based on real events of the past. The writer can include people from the past, a real setting in time or place, or a real conflict or event. The story is then invented around that historical element. Express yourself. Choose an activity. ng 4 Historical Fiction A piece of historical fiction 1. After the tsunami, Darma’s family faced many problems. Imagine you are a news reporter. Interview the family and write about the family’s day after the tsunami. ni This story is based around the explosion of Krakatoa in 1883. It was one of the deadliest volcanic eruptions of the time, killing more than 35,000 people. ar 2. Krakatoa re-erupted not long ago. Find another example of a recent volcanic eruption. Do a short presentation for the class. Le 3. Imagine that you are Melati. Retell the story from Melati’s point of view. ✔ Formative Assessment ap hi c Can students 165 G eo gr Krakatoa Island, Indonesia • identify characteristics of historical fiction? Ask students to look for a historical and a fictional element in the reading. (Krakatoa erupted in 1883; Our house was high on a hill.) • find clues in a text? Say There was a strange silence. What synonym in the reading gives me a clue to help me do this activity? (calm) io n al • 3 Pair students. Read the directions in Activity 3. Ask What is a good strategy to complete this activity? (find clues; identify synonyms/antonyms) Say I think that they first heard explosions and saw smoke and lights. Let’s look for clues in the text. Have students underline We heard eruptions; bright lights; dark smoke in paragraph 3. Prepare N at • Give students time to finish the exercise. Monitor that both students are working. Then, review the students’ work. Share • 4 To help students prepare to share their choice of activity, follow the steps below. 1. 3. Explain the meaning of point of view. Say Point of view shows who is telling the story. In this case, Darma narrates things as she sees or hears them using “I.” Invite students to give examples of how to change to Melati’s point of view. For example, Darma and I were visiting our cousins in Anjer. Give students an interview organizer. Encourage them to first write a few ideas about what happened after the tsunami so that they can prepare the interview questions. For example, The tsunami had covered most of the town. 2. Make sure students have the materials they need, including a spider web graphic organizer. The chart on p. 167 might help students get ready for their presentation. • Place students in pairs. Students take turns at reading their work aloud. The other student listens and gets ready to give feedback using the sentences below. Write the sentences on the board for students’ reference. One thing that was interesting about your work was . . . I liked the way you . . . From your work I learned that . . . One thing I don’t understand is . . . One thing I would add to your work is . . . Extended Reading 323 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_320-325_R3_CR2.indd 323 5/13/19 10:34 AM Let’s Talk LET’S TALK: UNITS 7–9 Objectives Everyday English: No way! Students will • agree and disagree. • discuss possibilities. • ask for opinions. No way! I will . . . • agree and disagree. • discuss possibilities. • ask for opinions. 1 Listen and read. TR: 9.11 Maria: Carla: Ivana: Carla: Ivana: Carla: Resources TR: 9.11–9.13; Online Practice What do you think? ? How about Le ar Maria: Are there any good movies showing tonight, Carla? Well, there’s a comedy. What do you think, guys? No way! Comedies are silly. What else is there? Um, there’s an action film. What do you think? Yes! Action films are the best! I suppose so. But sometimes they are too violent. Exactly! Isn’t there anything else? ng Students will • introduce themselves. • tell about their presentation. • check with the audience about their presentation. • tell when their presentation will get started. ni School English: Our presentation is about . . . No way! Definitely not! I suppose so. I guess so. Maybe. Possibly. Discuss. Work in groups of three. Use the chart. Talk about what to do this weekend. gr 2 ap hi c Exactly! Right! Totally! Yeah, I agree. Definitely! What else is there? Is(n’t) there anything else? Anything else? Do you have any other ideas? eo 166 Let’s Talk G No way! N at io n al • Say I want to go hiking this weekend. I ask my friends “What do you think? Do you want to go?” Point to the first column of the chart on p. 166. Say One of my friends says “Definitely!” She wants to go. My other friend says “No way! Hiking’s boring.” Ask various students in the class Do you want to go hiking? Guide them to respond with Definitely! or No way! Choose a student who says No way! and ask Do you have any other ideas? Point out this phrase in the chart. Explain If somebody doesn’t like my idea, I can ask him to think of another idea. Then point to the fourth column. Say I can use these sentences to say that I’m not sure about my friend’s idea. 324 • 1 Say Maria, Carla, and Ivana are talking about movies. Let’s listen. Play TR: 9.11. Ask Does Ivana agree or disagree with Maria’s suggestion to see a comedy? (disagree) How does she ask about doing something different? (What else is there?) Reread aloud Carla’s response I suppose so. Ask Do you think Carla wants to see an action movie? (no) • 2 Have students form groups of three. Say Talk about what you want to do this weekend. What ideas do you have? Ask for your partners’ opinions. Model a discussion beginning with the suggestion Let’s go horseback riding. Use one phrase from each box in the chart. Then have groups discuss possible weekend plans. Walk around the room to monitor students’ conversations. Units 7–9 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_320-325_R3_CR3.indd 324 5/14/19 1:37 PM BE THE EXPERT Our presentation is about . . . Our World in Context I will . . . • introduce ourselves. • explain what our presentation is about. • check with the audience. • get started. 3 Just like English speakers, Spanish speakers may use good morning (buenos días) and good afternoon (buenas tardes) in greetings and introductions. Spanish speakers may also use the Spanish equivalent of good night (buenas noches) in introductions and greetings. However, English speakers use good evening for greetings and introductions, but only use good night to say goodbye. Listen and read. TR: 9.12 Gaby: Hello, everyone. I’m Gaby, and this is Berto. Berto: Our presentation is about vacations. Gaby: Today we’re going to show you our vacation brochure. Berto: Our talk has two parts. So I’ll start, and then Gaby will continue. Gaby: Can everyone see? Students: Yes! Berto: Great. Let’s start. Let’s start. Let’s get started. I’ll start/ begin. will continue. a. a brochure. a. a brochure. b. an invention. b. an invention. c. a poster. c. a poster. Work in pairs. Prepare and practice presentations. Le Listen. Circle the object that students present in each discussion. TR: 9.13 1. Mia and Ivan are presenting 2. Sonia and Juan are presenting 5 Can everyone see/hear? Can you all see/hear? ng . My name’s . I’d like to present . Our presentation/ project is about . . . Our talk compares with . Today we’re going to (show you / present) . Our talk has two parts. ni . c 4 I’m This is Help create a positive classroom environment for presentations and role-plays. If possible, arrange desks so that each student in the class faces toward the students who are presenting. Encourage students to be supportive of their classmates by listening and looking at the students presenting to show that they’re interested and paying attention. ar Hello (everyone). Good morning. Good afternoon, everyone. Teaching Tip 167 eo gr ap hi 1. Show the class a brochure you made for your project. 2. Present an invention you created. 3. Show the class a poster you made. G Our presentation is about . . . N at io n al • Say Let’s talk about presentations. At the beginning of a presentation, we introduce ourselves and our partners. Bring two students to the front of the class. Say Hello everyone. I’m (Mr. Ramirez). This is (Sandra) and this is (Rafael). Point out columns 1 and 2 in the chart on p. 167. Then say After we introduce ourselves, we tell the class what our presentation is about. Point out the sentences in column 3 of the chart. Gesture to the two students next to you. Say Today, we’re going to present a poster about our different hobbies. Can everyone hear me? Gesture to your ears. Have the class respond. Point to column 4. Then say Let’s start! Have the class repeat. • 3 Say Let’s listen to Gaby and Berto’s presentation. Play TR: 9.12 as students read along. Ask What will they be presenting? (a vacation brochure) • 4 Say We’re going to hear two presentations. Circle what each presentation is about. Play TR: 9.13. Play the audio again so students can check their answers. • 5 Pair students. Say Think about a brochure, invention, or poster you have made. If possible, have students reuse a brochure, invention, or poster they created in Units 7–9. Say Practice how to introduce yourselves and tell the class about what you made. Use the words in the chart. After students practice their presentation, have them present to the class. Remind students to introduce themselves, tell what their project is about, check with the audience, and say that they’re getting started. Let’s Talk 325 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_320-325_R3_CR2.indd 325 5/13/19 10:34 AM AUDIO SCRIPT Let’s Talk: Units 1–3 Review: Units 1–3 TR: 3.10 1 Listen and read. Whose turn is it? S2: It’s my turn. S1: Well, hurry up! Hey Laura and Andres. I’m doing a survey. Do you want to participate? S2: Yay, I won! S1: Now we’re tied. S2: Sure! What’s the survey about? S2: No way. What do you mean? S1: It’s about music. Here’s the first question: What music do you like? Why? S1: Well, I won last time! S2: I like hip-hop because the beat is strong! TR: 3.11 3 Listen and read. S1: What about you, Andres? What music do you like? Why? S1: So, I’ll be the reporter. Who’s going to take notes? S2: I’ll do that. S3: I really like jazz because I love saxophones. S1: Thanks. Can you watch the time, Hans? S1: OK, question number 2. What music don’t you like? Why? S3: Sure. Um, what page are we on? S2: S2: I don’t like pop. Pop songs are silly. We’re on page 25. We’re sharing ideas about music. S1: What about you, Andres? What music don’t you like? Why? S3: Thanks, Olga. S3: I don’t like classical music. I don’t like hip-hop either. TR: 3.12 4 Listen to two discussions. Circle what the students are doing. S1: I need just one answer, not two! 1. S1: I know. Let’s make a poster! S3: OK, classical music then. My grandmother listens to it all the time! S1: Question number 3 now. Do you like to sing? Have you ever sung in public? How many times? S2: Yes! I love to sing, but I’ve never sung in public. S1: Andres, how about you? S3: I like to sing, but I don’t think anyone likes to hear me sing! My dad has a band and I sang with them once. I don’t think they liked it! S1: Question number 4. What instruments do you play? S2: None! But I’d like to play the guitar. S1: Andres, what instruments do you play? S3: The saxophone, of course. And I can also play the piano. eo G N at io n al ni ar Le c hi ap S1: gr about music. What are her questions? What do Laura and Andres answer? Complete the chart. ng S1: TR: 3.8 1 Listen and write. Carla is doing a survey S2: That’s a good idea. Can I do the art? I love drawing. S1: Sure. You’re good at art, too. Who’s going to write on the poster? S2: Can you do that, Olga? S3: OK, no problem. I like writing. S1: OK, then I’ll tell the class about our poster. 2. S1: OK, this is a role-play between two people, a boy and a girl. S2: I’ll be the boy! Who’s going to be the girl? S1: I’ll do that. What about you, Olga? What are you going to do? S3: Um, I’ll watch the time. How long do we have? S2: Ten minutes. Extended Reading: Units 1–3 TR: 3.9 1 Listen and read Note: The reading Animal Predictions? is on p. 130. 326 Review and Let’s Talk SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_326-328_AS_CR2.indd 326 5/13/19 10:35 AM Review: Units 4–6 S3: Sure! That’s possible. TR: 6.8 3 Listen. Work with a partner. Listen to the sentences. Then read the sentences below. Check T for True and F for False. 1. Traditions are passed down from one generation to the next. S1: Yeah. The internet has lots of information. What do you think, Mei? S2: Hmm, I’m not so sure . . . 2. S1: What are we doing? S2: We’re making a time capsule. 2. Languages must be protected from dying. S1: A time capsule? What do we put in it? 3. Some plants are trapped by flies. S3: I know! We could put some popular TV shows in it. 4. Insect-eating plants are called carnivorous. S2: No, that won’t work. You can’t put a TV show in a time capsule! [laughs] 5. The possibility of human life has been debated by extraterrestrials for a long time. S1: Yeah, but how? Extended Reading: Units 4–6 ng S2: Actually, I think it could work. ar S3: Yeah! Let’s do that. S2: I agree. It’s a really cool idea. Le Note: The reading Attack of the Extraterrestrial Plants! is on p. 226. ni S2: Well, we could put some photos of TV stars in the capsule. TR: 6.9 1 Listen and read. Review: Units 7–9 TR: 6.10 1 Listen and read. TR: 9.9 5 Listen to the ads. Check the mini-vacation. S1: Hey, can I borrow your bike this weekend, Roberto? S2: Um, I’m really sorry, but it’s new. My dad won’t let me lend it. Are you planning to sit at home this weekend? Or would you rather do something different? We offer two weekend vacations very close to home! S1: That’s OK. I understand. Marcelo, can you lend me your bike? S3: Sure. Go ahead. But give it back on Sunday, OK? S1: Thanks a lot. G eo gr ap hi c Let’s Talk: Units 4–6 TR: 6.11 3 Listen and read. I think we should interview a scientist for our project. S2: That’s a great idea. S3: Yeah, but we don’t have the time. S4: Actually, that could work. My uncle is a scientist! I’ll text him! N at io n al S1: TR: 6.12 4 Listen. You will hear two discussions. Does everyone agree at the end of the discussion? Circle the answer. 1. S1: Why don’t we write a blog about life on Mars? S2: That’s a good idea, but we don’t know enough about it. No one does! S3: I agree with Mei. It won’t work. Option number 1: Go on an exotic photo safari. Yes, you can go on an exotic photo safari at the nature reserve just outside the city! You’ll get to know species that you had no idea lived so close to you! Bring a tent and a sleeping bag. The best time of the day to see the local wildlife will be very early Sunday morning! Option number 2: Go on an ecotour of your own city. Visit places you’ve never seen and help keep your city clean! On Saturday, we’ll take you to the recycling center and the water treatment plant. Take pictures of all the good things your city is doing to protect the environment! Bring a sleeping bag. We’ll spend Saturday night at the Community Center. On Sunday we’ll collect some junk that people have thrown away and we’ll make cool junk art! If you can’t decide, you can choose one for this weekend and one for next weekend! Call 4254 4487 to reserve! Extended Reading: Units 7–9 TR: 9.10 1 Listen and read. Note: The reading Surviving Krakatoa is on p. 332. S1: Actually, I think it could work. We could look on the internet and find out what scientists say. Audio Script 327 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_326-328_AS_CR2.indd 327 5/13/19 10:35 AM Let’s Talk: Units 7–9 TR: 9.13 4 Listen. Circle the object that students present in each discussion. TR: 9.11 1 Listen and read. 1. S1: Hello, everyone. My name’s Mia. S1: Are there any good movies showing tonight, Carla? S2: Well, there’s a comedy. What do you think, guys? S1: Today we want to present our project on space. S3: No way! Comedies are silly. What else is there? S2: Um, there’s an action film. What do you think? S2: Mia and I would like to show you the invention that we made. S3: Yes! Action films are the best! S2: I suppose so. But sometimes they are too violent. S1: Exactly! Isn’t there anything else? S2: And I’m Ivan. S1: Our talk has two parts. So I’ll start and then Ivan will continue. S2: Can everyone see? Class: Yes! S1: Thanks, Ivan. Let’s start. ng TR: 9.12 3 Listen and read. 2. S1: Good morning, everyone. Hello everyone. I’m Gaby and this is Berto. S2: Our presentation is about vacations. S2: I’m Juan and this is Sonia. S1: Today we’re going to show you our vacation brochure. S1: Our presentation today is about music. It has two parts. S2: Our talk has two parts. So I’ll start, and then Gaby will continue. S1: Can everyone see? S2: First, I’m going to show you the poster we made. And then Sonia is going to answer your questions. Le ar ni S1: S1: Can everyone hear? hi Class: Yes! Great. Let’s start. S2: Thanks, Sonia. Now let’s get started. ap S2: c Class: Yes! Go to pp. 338, 348, 358 for the Workbook Answer Key for Review Units. Go to ELTNGL.com/ourworld for the Workbook audio script for Cumulative Review activities. N at io n al G eo gr Workbook 328 Review and Let’s Talk SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_326-328_AS_CR2.indd 328 5/13/19 10:35 AM LEVEL 5 WORKBOOK 2 Unit 1 Listen and circle. Listen for the puzzle words. Circle them on the puzzle in Activity 1. TR: 1.1 Extreme Weather VOCABULARY 1 Read and write. Do the extreme puzzle! 10 12 13 15 L I C A N E G H I T C S N E A I H N N S P E E D U G H T A S O T T F R O L M W R O A M O V D E 6 7 9 11 3 14 Across 3. Bad storm with very fast, dangerous winds drop 2. orpd drought 3. ughdrot 4 Down 1. Loud noise from a storm 2. Can make night look like day 8. Go up 4. From low to high or high to low 5. Snow falling hard 12. Too little rain 2. The winds from the (98 feet)! 13. Go down 6. A rainstorm can change into this when it is very cold (two words) 3. If there is a 15. Storm with strong, twisting winds 9. Hot for many days (two words) tornado 5. dazilbrz blizzard 6. tansmords sandstorm tornado c drop lifted a car and moved it 30 meters in the temperature, I will need to wear a coat. 4. When it is windy in a desert, there can be a 7. Strong winds blowing in a desert sandstorm . 5. What was the range of temperatures today, from lowest to highest? 6. In a really bad blizzard , sometimes all you can see is white! 3 ap Unit 1 4. natdoor Read and write. Use the words from Activity 3 to complete the sentences. drought 1. The water in the lake was low because of the . 11. How fast something travels 14. Too much water 05/04/2019 11:50 OW2e-WB-5_32404_002-013_U01_CPP.indd 3 31/01/2019 17:11 gr OW2e-WB-5_32404_002-013_U01_CPP.indd 2 eo SONG GRAMMAR 1 Listen and write. Use verses from the song. TR: 1.2 When there’s going to be a storm, I hurry inside! Is it going to storm? Yes, it is! Is there going to be lightning? Yes, there is! Is there going to be thunder? Yes, there is! Be prepared for emergencies. It’s always good to be safe. You’ll see! Grab supplies and a flashlight, too. Seek shelter. It’s the safe thing to do! Future predictions and plans with be going to It’s G There’s bad weather on the way! There’s bad weather on the way! io n at Is it going to storm? We’re snow tomorrow. stay home with my mom. watch a movie. Question What It’s = It is I’m = I am We’re = We are Answer Is it are you going to snow tomorrow? Yes, it is. No, it isn’t. I’m going to stay home. do Use be going to to talk about the future. 1 Write. What are they going to do on a rainy Saturday? Grab supplies and a Is there going to be 1. Mario / walk / in the rain Mario's going to walk in the rain. flashlight, too. thunder? Yes, there is! 2. Pedro / read / newspaper Pedro’s going to read the newspaper. 3. I / write / story I’m going to write a story. 4. Marta and Carla / listen / radio Marta and Carla are going to listen to the radio. N Yes, it is! going to I’m al 1 Unscramble the words. range 1. egnar 10. A storm with heavy rain and fast winds 2 ng 5 8 2 R ni 4 ar T H U R U A B N N L D G R I S E E Z R Z T A D R O R O D R O P I C T O R N A D L 3 Le 1 hi 1 5. Pablo / sleep Pablo's going to sleep. 2 Write. Answer the questions using the given word. 1. What’s the weather going to be like tomorrow? (ice storm) Seek shelter. It’s the safe thing Is there going to be to do! / When there’s going to lightning? Yes, there is! Tomorrow there’s going to be an ice storm. 2. What’s going to happen if it rains for another day? (flood) There’s going to be a flood. be a storm, I hurry inside! 2 4 3. What are you going to do when there is a drought? (water) I’m going to use less water. Write a new verse for the song. Answers will vary. Is/Are ? Yes, ! Is/Are ? Yes, ! Is/Are ? Oh, yes ! 4. When she sees lightning, what is she going to hear soon after? (thunder) She’s going to hear thunder soon after. 5. It’s going to snow. What is he going to do? (boots) He’s going to wear boots. Unit 1 OW2e-WB-5_32404_002-013_U01_CPP.indd 4 5 05/04/2019 11:50 OW2e-WB-5_32404_002-013_U01_CPP.indd 5 31/01/2019 17:11 Level 5 Workbook 329 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_329-360_BM_CR2.indd 329 5/13/19 10:36 AM LEVEL 5 WORKBOOK VOCABULARY 2 1 GRAMMAR 2 Read and check. Zero conditional (present tense) What is it? a plan a shelter an emergency If 1. A hurricane arrives, and the streets are flooding. 2. The winds are strong, and trees are falling. it snows, school closes early. it is sunny, I wear a hat. I don’t sleep enough, I am tired in the morning. These two sentences mean the same thing. In sentence 1, notice the comma. If it snows, school closes early. School closes early if it snows. 3. Get fresh water and other supplies. 4. A room under a house. You can go there during a hurricane. 1 Write what you see. 5. Have a radio nearby at all times. evacuate flashlight plan 1. I’m going to take this flashlight with me to a(n) 2. You need a(n) plan shelter supplies shelter so that you know when to . is to keep a(n) flashlight with my 2. If he sees that it is 3. If we want to catch raining, he puts on his she stops her bike. the bus, we stand at the raincoat. . supplies . bus stop. c Le plan 1. If she sees a stop sign, evacuate . 3. In a(n) emergency , you will need supplies like food and water. shelter 4. This is a(n) emergency , and everyone must evacuate to a(n) 5. My ni emergency ng Complete the sentences. Use words from the box. Some words may be used more than once. ar 2 4. If it is dark, they use 5. If there is an hi a flashlight. 31/01/2019 17:12 swimming. OW2e-WB-5_32404_002-013_U01_CPP.indd 7 eo gr OW2e-WB-5_32404_002-013_U01_CPP.indd 6 READING Listen and read. TR: 1.3 05/04/2019 11:51 Circle the best answer. a. ice on mountains melts faster. b. the seas rise. c. both a and b. 2. To slow weather change, we can a. build stronger houses. b. burn less coal, oil, and gas. c. both a and b. io n We’ve always had extreme weather. Do you know that there is more extreme weather now than in the past? According to many scientists, this change started when people started to burn coal, oil, and gas. 7 1. When the weather gets warmer, al Weather Change 2 G 1 rises, he goes on the radio. ap Unit 1 6 6. If the temperature emergency, she turns 3. Hurricanes are stronger because a. the sea water is warmer. The average temperature on Earth is rising. Some droughts are longer and hotter. More of the ice on mountains melts faster. If this water goes to the sea, the sea level rises. b. droughts are longer and hotter. at c. people don’t evacuate. N 3 Write what you learned from the text. Then work with a partner. Compare your answers. Answers will vary. Different places have different changes in the weather. Some places have less rain. Other places have more rain and floods. In most places, there are more storms. Storms are stronger, too. The warmer sea temperatures make hurricanes stronger. What did you know? Weather change is a fact. But we can do something. For example, we can make factories and cars more efficient. That way, we can burn less coal, oil, and gas. We can also build stronger houses in safer areas. We can use less energy. What did you learn? There are also some practical things that everyone can do to be prepared for more extreme weather. People should have a plan and supplies for emergencies. People who live in areas that can flood or in hurricane areas should evacuate in an emergency. What do you want to know? The coldest temperature ever recorded on Earth was −97.7ºC (−144°F) on an ice sheet deep in the middle of Antarctica. 8 Unit 1 9 OW2e-WB-5_32404_002-013_U01_CPP.indd 8 330 31/01/2019 17:12 OW2e-WB-5_32404_002-013_U01_CPP.indd 9 31/01/2019 17:12 Level 5 Workbook SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_329-360_BM_CR2.indd 330 5/13/19 10:36 AM LEVEL 5 WORKBOOK 2 WRITING 1 Read Safe not Sorry! in your Student’s Book. How did the writer plan her writing? Read the steps. Plan to write about your extreme weather experience. Answer the questions and complete the chart. Answers will vary. 1. What extreme weather experience will you write about? 1. The writer chose something that happened. 2. What feelings will you write about? 2. Next, the writer wrote things that happened in the order they happened. 3. Then the writer wrote about her feelings about the things that happened. See Hear Touch Taste Smell Feelings It was scary, but a little exciting, too. Everyone was worried. 4. Next, the writer added descriptions of how she lived the experience through her senses. In the chart below, see the sense words used. Notice that the writer didn’t write about all her senses. You can write about all or only some senses. Touch heavy wood wood on the window strong winds Taste 4 Express yourself. Plan to write about something that happened to you. Choose one of the items below. Then complete the table. Smell ni Hear weather forecaster Follow the steps in Activity 1. In your notebook, write your narrative about an extreme weather experience. a happy thing a scary thing a beautiful thing What words will you use to describe your senses? ar See part of a tree 3 ng I am so happy we had a family plan. hard rain What experience will you describe? loud crash 6. Then the writer wrote what happened in order. She included information about what she saw, what she heard, and how she felt. 5 7. Finally, the writer wrote a sentence to close the narrative. Hopefully there isn’t going to be a hurricane for a while. Le 5. Next, the writer wrote a first sentence to say what the narrative was about. If a hurricane comes, we know what to do. What words will you use to describe your feelings? Write each thing that happened. Put the events in order. c 1. hi 2. 3. 6 Unit 1 05/04/2019 11:51 gr OW2e-WB-5_32404_002-013_U01_CPP.indd 10 eo UNIT 1 REVIEW F F b. thunder 3. If a storm is coming, Berta listens to the radio. T F c. ice storm 4. If it snows, Berta watches TV. T F d. sandstorm 6 al 5. very hot and dry for a long time e. tornado 6. loud noise f. heat wave io n 18 5 Listen. Check T for True and F for False. TR: 1.4 T a. drought Write what the weather is going to be like. Then explain what you normally do in that weather. Answers will vary. 1. 2. Write the temperature change. Su M Tu W 40 30 25 F Sa 1. a Su M Tu W Th F Sa Su M Tu W 40 40 35 35 30 30• 32 25 25 20 20 drop in temperature 2. a N 20 Th at 35 3 31/01/2019 17:12 T 2. winds that spin 4. hot, dry, and very windy OW2e-WB-5_32404_002-013_U01_CPP.indd 11 2. If a blizzard is coming, Xavier goes to visit his aunt. 1. very, very cold 3. very hot for a long time 2 11 1. Xavier puts on his winter coat if it snows. Read and match. G 1 Write your personal narrative in your notebook. ap 10 rise •34 • 29 •28 Th F Sa It's going to rain. If it rains, •32 • 31 •33 I always stay home. 3. in temperature 3. a range of temperatures 4. Write true sentences. 1. After you see thunder, you may hear lightning. After you see lightning, you may hear thunder. 2. A lot of rain after a flood can cause a drought. A lot of rain after a drought can cause a flood. 7 3. It can be very hot during a blizzard or an ice storm. It can be very cold during a blizzard or an ice storm. 4. The wind speed is slow in a tropical storm. The wind speed is fast in a tropical storm. 4 Read. Work with a partner. Student 1, go to page 122. Student 2, go to page 124. Read and match. 1. If there is lightning, a. the temperature drops. 2. If the temperature drops and rises, b. it is a heat wave. 3. If a tropical storm comes, c. there is also thunder. 4. If the wind speed is 120 kilometers per hour (74 miles), d. it is a hurricane. 5. If it’s hot for two weeks, 6. If an ice storm comes, 12 e. there is a range of temperatures. f. it will bring rain and high winds. Unit 1 OW2e-WB-5_32404_002-013_U01_CPP.indd 12 13 31/01/2019 17:12 OW2e-WB-5_32404_002-013_U01_CPP.indd 13 27/03/2019 18:44 Level 5 Workbook 331 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_329-360_BM_CR2.indd 331 5/13/19 10:36 AM LEVEL 5 WORKBOOK 3 Unit 2 Match. Make logical sentences. Copycat Animals 1. Some insects have characteristics a. that imitate eyes. 2. A frog has two spots on its back b. that can run or hide when frightened. 3. The tiger has stripes on its body c. that help to camouflage it in a jungle. VOCABULARY 1 4. Predators try not to be seen when they hunt prey d. that resemble other poisonous insects. 2 Find and circle. Hidden words are down and across. 4 W F G Q I N S E C T U L H X L M R E O F E N A H E C U U I R C O P I E S J Z A N P O N O F A D W A F P A P R E D A T O R copies prey M I D G Q E N I A N G W T Y I frighten resemble O H B H I C S U C E B O J V G U B O I M I T A T E S Y I X H hide species F V Q D I E S K E R P O B O T hunt spots L S R E C S M U R P O L K R E imitates stripes A T K A P U E J I E T K U H N G O S T R I P E S O S I T P A insect E C D X E I J R T U A V T E Z D O N Q S Y X P O I S O U S F M R O O U P C A C Y I Z U Z A M H E C R E S E M B L E X poisonous Listen for the puzzle words. Write the matching words under the photos. TR: 2.1 insect ash borer moth resembles tiger predator camouflage frighten stripes Read and write. Use words from the puzzle. 2. A/An predator prey camouflage on some animals can be used as 5 when it’s time to hunt. hide insect black widow spider species hide poisonous Make sentences. Use at least two of these words in each sentence. that camouflage characteristics copy frighten hunt imitate poisonous resemble c is green can characteristics . uses camouflage so it doesn't frighten its 3. Some animals use color so other animals can't see them. A/An Le spots / stripes rabbit prey butterfly spots 1. It's hard to see some animals because of the marks on their bodies. The ng characteristics predator ni M A camouflage ar 1 on a leaf. hi 1. Answers will vary. 2. 3. Unit 2 31/01/2019 17:21 OW2e-WB-5_32404_014-025_U02_CPP.indd 15 31/01/2019 17:19 gr OW2e-WB-5_32404_014-025_U02_CPP.indd 14 eo SONG Listen and write. Choose sentences from the song for each picture. TR: 2.2 G 1 15 ap 14 GRAMMAR 1 Comparisons with as . . . as al 2 3 is The red butterfly isn’t as poisonous as pretty a snake. the blue one. as . . . as = The two things are the same. not as . . . as = The two things are different. 1 io n at 1 The striped frog Complete the sentences. cute dangerous fast green soft as fast as as green as 1. A predator must be 2. Some insects can be its prey. a leaf. as dangerous as the bite of a snake. as soft as a cat’s fur. 3. The bite of a spider can be 4 4. The fur of a fox is 1. Predators are everywhere, and looking for a feast! 5. I think a deer is N 2. A pretty frog can be as deadly as a snake. 2 3. An insect that looks like a leaf copies plants to get relief. as cute as a dog. Write comparisons. 4. Animals hide in front of our eyes, every day. 1. the walk of a duck / funny / a turtle’s walk Listen to the song again and answer. Choose words from the song. 2. the wool of an alpaca / soft / a sheep's wool The walk of a duck is as funny as a turtle’s walk. 2 The wool of an alpaca is as soft as a sheep’s wool. 1. What do a frog’s stripes tell its enemies? “You’d better stay away!” 3. jaguar / dangerous / a cougar A jaguar is as dangerous as a cougar. 2. Why do animals do amazing things? to survive 4. predator / can be / camouflaged / its prey A predator can be as camouflaged as its prey. 3. What must the predator and prey do each and every day? hunt or hide to stay alive 5. a bee sting / painful / a wasp sting A bee sting is as painful as a wasp sting. 4. What do animals do to hide in front of our eyes? camouflage and imitate, resemble and escape 16 Unit 2 17 OW2e-WB-5_32404_014-025_U02_CPP.indd 16 332 31/01/2019 17:19 OW2e-WB-5_32404_014-025_U02_CPP.indd 17 31/01/2019 17:19 Level 5 Workbook SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_329-360_BM_CR2.indd 332 5/13/19 10:36 AM LEVEL 5 WORKBOOK VOCABULARY 2 1 GRAMMAR 2 Complete the sentences. Some words will be used more than once. attack avoid confuse defend Tag questions Positive escape Negative Negative Positive The jaguar is endangered, isn’t it? This insect isn’t poisonous, Penguins are birds, aren’t they? You aren’t afraid of dogs, are That snake was a cobra, wasn’t it? That snake wasn’t dangerous, was Dinosaurs were reptiles, weren’t they? Those weren’t dolphins, were they? You eat meat, don’t you? You don’t eat meat, do you? A mongoose eats snakes, doesn’t it? A giraffe doesn’t eat meat, does it? The bears ate the fish, didn’t they? The bears didn’t eat did they? the fish, is it? you? it? At the end, use a pronoun. The jaguar is endangered, isn’t it? 2. A zebra moves its head to escape / avoid escape / avoid an attacking predator. Penguins are birds, aren’t they? the kick of another zebra. 1 Read and write. 1. The colors are so beautiful, aren’t they ng 1. A bird goes underwater to ? don’t they ni 2. The spots on the wings look like eyes, am I attack a buffalo. 4. A penguin turns to defend 2 is it ? 5. don’t they ? 2. can’t they ? 6. will we ? 3. doesn’t it do you ? 7. wasn’t it ? ? 8. does she ? avoid / escape predators. Unit 2 05/04/2019 11:53 gr OW2e-WB-5_32404_014-025_U02_CPP.indd 18 eo READING Listen and read. TR: 2.5 Why Do 3 Male Female 2. Imitate other birds 3. Are loud singers 4. Always sing many songs io n 5. Sing to attract 6. Sing to keep away other birds at 4 Males are loud singers, and they sing many songs. They always sing when they want to meet females. A male bird can sing most of the day and night. The singing attracts females. But it also keeps away other males. The longer a mockingbird lives, the more songs it knows. To show this characteristic, the male mockingbird sings all the songs it knows. A female mockingbird is attracted to a male who has lived a long time. Write. List the facts that you know about the lives of mockingbirds. Use the text in Activity 1 and the chart in Activity 3. N Male Mockingbirds Mockingbirds usually sing short songs. They sing each sound several times. Then they move to the next sound. Female mockingbirds sing softly and less often than males. They usually sing at their nests in the winter to keep away other birds. When another bird comes near, the mockingbird makes a loud noise to frighten it. It’s amazing that the mockingbird can copy so many songs of other birds. Some songs are not easy to learn. The mockingbird must listen well to imitate the sounds. But a mockingbird also has good eyes and a good memory. When a person comes near its nest, the mockingbird remembers that person. It knows that person’s face after many years! 20 Check what you learned from the text. 1. Live in South America Mockingbirds live in North and South America. They are good copycats. They imitate other birds. But they can also imitate other animals. They can even make sounds that resemble a piano or car alarm. Mockingbirds learn to sing many songs. Some learn more than 200 different songs. They can often trick people! But they can’t trick other birds. If mockingbirds can’t trick other birds, why do they copy sounds? They do it to attract and avoid other birds! 2 31/01/2019 17:20 Mockingbird characteristic al Mockingbirds Copy? OW2e-WB-5_32404_014-025_U02_CPP.indd 19 G 1 19 ap 18 Listen. Check your answers to Activity 2. TR: 2.4 hi 6. A baby deer hides in the grass to seal to confuse / avoid / escape it. c 4. 3 ? Listen and say. Write the question. TR: 2.3 1. 5. Fish swim in a circle around a hungry isn’t it 5. That’s a better way of finding the answer to my question, its nest from a seal. Le 3. Lions ? ? ar 4. Well, I’m not going to find out myself, ? does it 3. That butterfly doesn’t taste bad to predators, Male and Female Female Mockingbirds are loud singers, live in North and South are attracted to always sing many America, imitate other birds, males who have lived songs, sing to learn to sing many songs, a long time, sing softly attract sing to keep away other birds and less often, sing at their nests Check T for True and F for False. 1. The female mockingbird sings more often than the male. T F 2. When a mockingbird imitates, it often tricks other birds. T F 3. The female mockingbird sings to attract the male. T F 4. Mockingbirds can remember human beings. T F 5 Write. Answer the questions in your notebook. 1. What is the most interesting fact you learned about mockingbirds? 2. What other animals can imitate sounds? Unit 2 OW2e-WB-5_32404_014-025_U02_CPP.indd 20 21 31/01/2019 17:20 OW2e-WB-5_32404_014-025_U02_CPP.indd 21 05/04/2019 11:53 Level 5 Workbook 333 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_329-360_BM_CR2.indd 333 5/13/19 10:36 AM LEVEL 5 WORKBOOK 2 WRITING 1 Plan to write about animals that have some of the same characteristics. Take notes. Answers will vary. Read Animals That Imitate in your Student’s Book. How did the writer plan? Read the steps. 1. Choose a type of animal 1. The writer chose a type of animal. The writer chose copycat animals. 2. Describe the characteristics all the animals share. Is it how they look? Is it how they sound? Is it what they can do? 2. Next, the writer described the characteristics. Some animals copy the appearance or the sound of another animal. 3. Then the writer wrote about specific animals and described how they copy. 3 4. Then the writer wrote a first sentence that says what the writing is about. Some animals copy other animals to avoid attack. How do they look? The viceroy and monarch butterflies resemble each other. The ash borer moth looks like a wasp. How do they sound? Termites make a hissing sound, like a snake. A dormouse does the same thing. Do they have weapons? The ash borer moth doesn't have a stinger like a wasp. Complete the chart. Write the kind of characteristics you chose in the first column. Write the way the animals share each characteristic in the second column. The animals resemble each other. ng How they look ni 5. Next, the writer wrote about the characteristics of these types of animals. 6. Finally, the writer wrote sentences about specific animals. To show how these animals belong to a group, the writer used words such as both, each of, like, but, and unlike. Imitate the sound of another animal 4 Now follow steps 1–6 in Activity 1 to write your paragraphs in your notebook. 5 Write. Choose one of the topics below, and write two or three paragraphs, using classification. Plan your writing, and follow the steps in Activity 1. Write in your notebook. dormouse c ash borer moth Le ar Imitate the appearance • apples and oranges snake • pens and pencils Unit 2 05/04/2019 11:53 OW2e-WB-5_32404_014-025_U02_CPP.indd 23 eo gr OW2e-WB-5_32404_014-025_U02_CPP.indd 22 UNIT 2 REVIEW Do the puzzle. Find the hidden word. camouflage characteristics copies G 1 P C O 3) I resembles species spots stripes 4) S 5) C A M O 6) F R I G H T E N 7) P R E D A T O 8) H U 9) S frighten hide hunt 1) imitates 2) poisonous predator prey R P N P U E I S O F Y E E T L S C T S A G E R N T T R I P at io n al insect Hidden word: N sweet tall as slippery as 3. He likes fruit that is 4 isn’t it a snake, as clear as as sweet as ? glass, isn’t it doesn’t he candy, ? ? as tall as my sister, isn’t she ? 5. The teeth of a shark can be as sharp as a knife, can’t they 4. Your sister is . ? Read and write. 1. some actors are / famous / the movies they make Some actors are as famous as the movies they make, aren’t they? to make it hard to see. 6. A lion walks quietly so that it doesn’t 2. his idea is / good / hers its prey. His idea is as good as hers, isn’t it? 7. This is an animal that attacks and eats other animals. 2 slippery 2. The water of some lakes is are round shapes on skin or fur that help camouflage an animal. 8. A hawk flies in a circle to sharp 1. A frog is 3. This animal is often green or brown and is prey for birds. 5. An animal uses 31/01/2019 17:20 Complete the sentences. clear E S the color of another species that tastes bad. 2. One butterfly species 9. 3 poisonous 1. To a hungry lion, an antelope is 4. 23 ap 22 hi • cats and dogs wasp 3. an earache is / bad / a headache for mice. An earache is as bad as a headache, isn’t it? are long marks on animals. 4. comic books are / fun to read / any book Comic books are as fun to read as any book, aren’t they? Ask and answer. Work with a partner. Student 1, go to page 122. Student 2, go to page 124. 5. that blizzard was / cold / an ice storm That blizzard was as cold as an ice storm, wasn’t it? 24 Unit 2 25 OW2e-WB-5_32404_014-025_U02_CPP.indd 24 334 31/01/2019 17:21 OW2e-WB-5_32404_014-025_U02_CPP.indd 25 31/01/2019 17:21 Level 5 Workbook SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_329-360_BM_CR2.indd 334 5/13/19 10:36 AM LEVEL 5 WORKBOOK 2 Unit 3 Unscramble and write. Music in Our World So you want to start a band? If you are a good singer, you could be the dlae nregsi lead singer rhythm Look and listen. Write the words that you hear. TR: 3.1 chord concert drum flute guitar lead singer note perform piano practice rhythm saxophone violin practice 2. 3 piano drum note beat 5. can be played on the opnai , or the oliivn practice a lot if you want the music to sound great. One day you might be beat concert melody 7. chord drum flute drum saxophone rhythm perform saxophone guitar 4 lead singer guitar piano flute 8. chord perform Instruments 6. violin piano violin , the hoopnxase . You’ll need to tarpccie at a ecctnor concert . Read the words in the box. Write the words in the correct column. 4. 3. melody good enough to rorpfem guitar of the yoldme saxophone band flute notes . The entso melody note piano saxophone violin Parts of Music ar 1. guitar ni beat melody chords , you’ll need someone who can play srodch on the rtaugi band for the group. To make the mythhr beat melody chord note violin Le 1 beat ng VOCABULARY 1 drums . You’ll also need someone who plays the msurd to make the tbae Underline the best answer. 1. play an instrument for others to hear (perform / practice) 2. play an instrument to get better at it (perform / practice) c 3. a thing used to make music (lead singer / instrument) hi 4. a person who uses the voice to make music (lead singer / instrument) 31/01/2019 17:57 OW2e-WB-5_32404_026-037_U03_CPP.indd 27 eo SONG GRAMMAR 1 Listen to the song. Answer the song questions in order. TR: 3.2 hip-hop Yes, I have. / No, I haven’t. Yes, I have. / No, I haven’t. guitar Question note ? 1 at chord ? N 28 been she’s = she has hasn’t = has not Read and write. rhythm ? No, we have never been there 4. Have you ever been to a concert? No, I have never been to a concert. 5. Have they ever practiced together? No, they have never practiced together 2 Read and write. Write new verses for the song. Answers will vary. . Read and write. Write your own sentences. Answers will vary. 1. This is the first time my teacher . Listen to the . 2. It’s the only time I . ! 3. That’s the first time my friends . 4. This is the only time my brother . Listen to that band! Listen to that Sing the notes Sing the and clap your hands. and . The flute is playing. The is playing. The piano is, too. The is, too. I can hear the guitar. I can hear the Can you? Can you? 3 Write three questions beginning with Have you ever . . . Then work with a partner. Take turns to ask and answer your questions. Have you ever written a song before? . No, I have never written a song before! Unit 3 OW2e-WB-5_32404_026-037_U03_CPP.indd 28 . No, she has never listened to a flute. 2. Has she ever listened to a flute? 3. Has he ever played a chord on the guitar? No, he has never played a chord on the guitar. Yes, I have. / No, I haven’t. Listen to the rhythm. she 1. Have we ever been there? Yes, I have. / No, I haven’t. 6. Have you ever played a Has I’ve = I have haven’t = have not once = one time never = at no time in the past Yes, I have. / No, I haven’t. 5. Have you ever played a you Answer Yes, I have. Yes, I’ve played it many times. No, I haven’t. No, I’ve never played the piano. Yes, she has. Yes, she’s been to a concert once. to a concert? No, she hasn’t. No, she’s never been to a concert. the played piano? ever Yes, I can. / No, I can’t. 4. Have you ever played a Have ? . Can you? io n 3. I can hear the drums Present perfect with ever and never al 2. Have you ever listened to ? G 1. Have you ever listened to 2 31/01/2019 18:30 gr OW2e-WB-5_32404_026-037_U03_CPP.indd 26 1 27 ap 26 Unit 3 29 31/01/2019 17:57 OW2e-WB-5_32404_026-037_U03_CPP.indd 29 31/01/2019 17:57 Level 5 Workbook 335 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_329-360_BM_CR2.indd 335 5/13/19 10:36 AM LEVEL 5 WORKBOOK VOCABULARY 2 GRAMMAR 2 Look and match. Write the name of the type of music. Then write the names of performers you know in each column. Comparative adverbs She classical hip-hop jazz pop rock 1 fast well as plays as beautifully I do. often practices Complete the sentences. 2 ar classical ni as well as 1. He can perform the other musicians if he practices. (=, well) 2. She plays classical music less often than pop music. (-, often) better than 3. He plays the violin he plays other string instruments. (+, well) faster than 4. He moves his right hand his left hand. (+, fast) 5. I play the guitar less frequently than I play the bass. (-, frequently) 3. Read and write. Write sentences using comparisons. 1. Hsin plays the piano well. Hua plays the piano better. pop Hua plays the piano better than Hsin. classical rock jazz Le hip-hop than often better (than) badly worse (than) Irregular forms: well With often, you can use more or less: He practices more often / less often than I do. 5. rock I do. beautifully more sings He 2. than runs She jazz better practices 4. hip-hop faster sings plays He 1. runs ng 1 2. He practices the first song often. He practices the last song less often. pop He practices the first song more often than the last song./He practices the last song less often than the first song. 3. We can sing well. They can sing well. We can sing as well as they can sing./They can sing as well as we can sing. I like to listen to rock music more than to hip-hop music. 3 classical 30 2 hip-hop 5 jazz 1 pop 5. Pang goes to concerts two times per year. Ming goes to concerts three times per year. Pang goes to concerts less often than Ming. 4 rock Unit 3 31/01/2019 17:57 31 OW2e-WB-5_32404_026-037_U03_CPP.indd 31 gr OW2e-WB-5_32404_026-037_U03_CPP.indd 30 eo READING Listen and read. TR: 3.4 Listen to This! “Hey, turn that music down!” 2 G 1 hi Listen. Number the music styles in the order you hear them. TR: 3.3 ap 2 c 4. I like to listen to rock music. I like to listen to hip-hop music a little less. Do you ever wonder why your parents tell you to turn the volume down when you’re listening to loud music? It’s not because they don’t like the rhythm and melody. (Well, your favorite music might not be their favorite music!) It’s important to listen to music and other sounds at the right volume because if you don’t, it can hurt your ears! al 3 05/04/2019 20:34 Check T for True and F for False. 1. Sound travels in waves. T F 2. If a sound wave moves slowly, the pitch is high. T F 3. A violin has a higher pitch than a bass guitar. T F 4. People can hear higher pitches than dolphins can hear. T F Correct the false sentences in Activity 2. If a sound wave moves slowly, the pitch is low./If a sound wave moves quickly, the pitch io n is high. Dolphins can hear higher pitches than humans can hear. Did you know that sound travels in waves? These waves can move quickly or slowly, depending on their frequency. The type of sound that these waves make when they move is called pitch. If a sound wave moves slowly, the pitch is low, like the sound of someone playing a bass guitar. If a sound wave moves quickly, the pitch is high, like the sound of someone playing a flute or violin. at 4 N Sometimes, a sound has a frequency that is too high or too low for people to hear. We measure frequency in hertz. The range that humans can hear is 20–20,000 hertz (Hz). Dolphins can hear sounds from 75 to 200,000 Hz! That means they can hear things we can’t. a. unit used to measure frequency 2. frequency b. the position of a sound in a range from low to high 3. decibel c. the speed at which sound waves move 4. hertz d. unit used to measure the volume of a sound Label the graph. dolphin animal We measure the volume of a sound in decibels (dB). The sound of people whispering is about 30 dB, the sound of a rock concert is closer to 115 dB, and the sound of a jet engine is about 140 dB! The max output of most phones and digital music players is between 70 and 90 dB, which is really loud! Try to keep the volume at 50 dB instead. Your ears will thank you! 5 Match the words to the definitions. 1. pitch dog human 32 0 20 0, 00 0 0 0 80 ,0 0 15 0, 00 0 60 ,0 0 0 hertz (Hz) Unit 3 33 OW2e-WB-5_32404_026-037_U03_CPP.indd 32 336 Dolphin 75–200,000 Hz 0 Dog 40–60,000 Hz 10 0, 00 Elephant 5–10,000 Hz 40 ,0 0 20 ,0 0 0 elephant 07/02/2019 15:43 OW2e-WB-5_32404_026-037_U03_CPP.indd 33 07/02/2019 15:55 Level 5 Workbook SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_329-360_BM_CR2.indd 336 5/13/19 10:37 AM LEVEL 5 WORKBOOK 3 WRITING 1 Read Composing, Then and Now in your Student’s Book. How did the writer plan? Read the steps. Choose words of contrast to show differences. Use them to contrast the information in the chart. Answers will vary. 1. 1. The writer chose the topic of composing. 2. 2. Next, the writer chose a contrast in that topic: composing in the past and composing now. 3. Then the writer wrote different facts about the past and now. 4 Composing Now 1. Composers used pen and paper. 1. Composers use computer and phone apps. 1. 2. Composers wrote notes on lined measures of music. 2. Composers hum a song and the app writes the notes. 2. 3. 4. The writer chose words of contrast to show differences: but now, although, more and more, before, instead, in the past, while. Second style or musical instrument 5. Next, the writer wrote an opening paragraph describing what happened in the past and finished the paragraph with a contrasting sentence about the present. In the past, composers wrote down their music with paper and a pen. But now, . . . 2. 1. 3. 6. Then the writer contrasted other characteristics of composing in the past and composing now. Now follow steps 2–7 in Activity 1. Write your text describing contrast in your notebook. 6 Plan to write about two styles of music or two instruments. Express yourself. Choose a topic below to write about then and now. Plan your writing and follow the steps in Activity 1. Write your new text in your notebook. 1. Circle your topic. Cooking meals, then and now Going somewhere, then and now Having fun, then and now Using a phone, then and now two instruments Answers will vary. Second music style or instrument 1. 1. 2. 2. Unit 3 05/04/2019 12:00 eo gr OW2e-WB-5_32404_026-037_U03_CPP.indd 34 UNIT 3 REVIEW rhythm chord at concert lead singer 1. You can be a N lead singer 2. You can start a 4. You can go to a 3 rhythm 5 Have you sad and listened to music to make you happy? Few things work better than music to change how we feel. Many people have never ever happened to you? If this happened to you, try listening to different songs next time you better than any other to Listen and write. TR: 3.5 1. Has Raul ever played that beat faster than Maria? No, he hasn’t. rhythm 2. Have you ever heard me play louder? Yes, I have. saxophone 3. Has he ever practiced as much as this week? Yes, he has. 4. Does Roberto ever play music softer? No, he doesn’t. 5. Does Carmen ever sing worse than Alexa? No, she doesn’t. to get better. beat classical never change your mood. 6 . Choose and write. Choose two words from the box. Write a sentence with the two words. Answers will vary. band more often than feel unhappy. Perhaps you will find one that works with others. concert ever been more often than any other music. Has this . band practice 3. You can practice ever ever been has Complete the sentences. band better than a special song or piece of music. When they are feeling sad, they want to hear it beat melody 31/01/2019 17:58 Read and write. Complete the sentences with words from the box. better io n al beat chord melody note 2 4 Read and write. Read the second paragraph on page 40 of your Student’s Book. Write the words under the fish. Put them in order. note 35 OW2e-WB-5_32404_026-037_U03_CPP.indd 35 G 1 ar hi c First music style or instrument ap 34 Le two styles of music 2. Write the main facts you want to contrast. ni 5 7. Finally, the writer wrote a sentence to close the text. While a traditional composer was busy cleaning ink off his fingers, a modern composer can write more songs instead! 2 Write more characteristics of the things you are contrasting. First style or musical instrument ng Composing Then concert hip-hop jazz lead singer perform drum flute guitar pop saxophone rock Write three things that you have never done. Then find someone in the class who has never done the things below. Answers will vary. ride a bike play basketball have cereal for breakfast listen to hip-hop go to a classical concert sleep until eleven 1. I want to play the guitar in a rock band! Markus, have you ever ridden a bike? Yes, I have! Alex, have you ever ridden a bike? No, I haven’t. 2. 3. 4. 5. 36 Unit 3 OW2e-WB-5_32404_026-037_U03_CPP.indd 36 37 05/04/2019 12:00 OW2e-WB-5_32404_026-037_U03_CPP.indd 37 31/01/2019 17:58 Level 5 Workbook 337 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_329-360_BM_CR2.indd 337 5/13/19 10:37 AM LEVEL 5 WORKBOOK Review: Units 1–3 Match. Connect the words that have opposite meanings. Then label the pictures. Read and write. Complete the sentences with true information. 1. If a species copies another species, it imitates it . 2. If I listen to classical music, Answers will vary. . 3. If a rabbit sees a fox, . 4. If the beat of the music is fast, . 5. If a snake has stripes, . 6. If she is the lead singer, . 1. rise a. flood 2. hunt b. hide 3. predator c. defend 4. drought d. heat wave 5. attack e. drop 1. The dog is a. she always goes. 6. ice storm f. prey 2. The storm is not b. as nice as playing the piano. 3. If it’s a hip-hop concert, c. more confused than frightened. 4. He explains that ice storms are d. as strong as a blizzard. 5. If the cat attacks the insect, e. he’s not going to watch. 6. She thinks the sound of the guitar is not f. as bad as a hurricane. 3 Week 2 Week 3 Week 4 40°C ng AUGUST Week 1 Read, look, and listen. Match. Then number the pictures. TR: 3.6 g. as nice as the sound of a violin. 35°C ni 1 2 h. very common during the winter. 30°C 4 25°C rise – drop drought – flood ice storm – heat wave A1.3.1 Le Our World-Workbook Level 5/Unit 1 1 attack – defend 31/01/2019 18:18 OW2e-WB-5_32404_038-041_Review_CPP.indd 39 Answer the questions. Use words from the box. attack concert escape hurricane piano thunder eo gr OW2e-WB-5_32404_038-041_Review_CPP.indd 38 6 G 2. What instrument is she going to play? She’s going to play the piano. 3. Why is the tiger hiding in a tree near the zebra? The tiger is going to attack the zebra. al 4. What are we going to hear after we see lightning? We’re going to hear thunder. 5. When is the band going to practice? The band is going to practice before the concert. io n 6. What is the zebra going to do if it sees a predator? The zebra is going to try to escape. Read the text and write the missing words. Write one word on each line. 7 N 1 2 3 ever Have you wanted to learn a musical instrument, but you’re not sure which one? There are so many different instruments, it’s isn’t it? hard to choose, types of There are three main wind , instruments: string, and percussion. If you want to play a string instrument like a violin, you’re going to need a lot of practice! At first, than a guitar, it may be harder to play for example. Do you have a good sense of rhythm? You may like to try playing the drums. But they’re are they? If you want not quiet, more quietly, a something you can play flute may be the instrument for you. Don’t forget to practice your new instrument better . every day, and you’ll soon play Have fun! at Example 4 5 6 7 8 40 Read. Check T for True and F for False. 1. The octopus doesn’t hunt. T F 2. The octopus moves in the water by shooting black ink. T F 3. The octopus can change its color. T F 4. The octopus will sometimes break a bone in its arm and leave it behind. T F 5. In six weeks, the octopus can grow a new arm. T F Read and write the answer. Use information from Activity 6. Answers will vary. 1. What does an octopus do to escape from a predator? 2. An octopus is smart. What do you know about an octopus that says it’s smart? 3. An octopus hunts. What kind of animal is it? 8 Write. A shark will hunt an octopus for food. What can happen if a shark finds an octopus? Write a short story. Use what you learned in Activity 6. Review Units 1–3 41 OW2e-WB-5_32404_038-041_Review_CPP.indd 40 338 05/04/2019 12:02 This octopus needs to hunt, but it must avoid being hunted. If it is attacked, it first tries to escape. It can shoot water out of its body. The water pushes it at a fast speed through the sea. If the predator follows, the octopus can shoot out black ink. The confused predator can’t see, and the octopus escapes. Then the octopus tries to hide. It sometimes hides under the sand with only its eyes peeking out. It also changes color to match its shelter. In some cases, an octopus will leave an arm behind! The arm still moves in the water and attracts the hunter. The octopus escapes. In six weeks, it grows a new arm, but the new arm has no bones! An octopus has no bones at all! 1. Why are we going to evacuate? There’s going to be a hurricane. 5 39 ap 38 Review Units 1–3 4 3 c hunt – hide 6 hi predator – prey 2 ar 5 31/01/2019 18:19 OW2e-WB-5_32404_038-041_Review_CPP.indd 41 05/04/2019 12:02 Level 5 Workbook SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_329-360_BM_CR2.indd 338 5/13/19 10:37 AM LEVEL 5 WORKBOOK Unit 4 Down P 12 B A N 11 A I T E U N M O E X T R A T E R R E S T R I A L S B A T E 2 atmosphere Complete the sentences. comet 4 5 7 9 V D C O M E T P H S P A C E S O L A R T R S E R data atmosphere data debate debate extraterrestrials orbit solar system extraterrestrials S Y S T E M 1. Venus is a planet in our journey 2. Venus travels around the sun in a closer orbit 3. Venus has a(n) planet 4. Scientists have sent instruments to Venus to collect solar system 5. Do you think extraterrestrials can live on Venus? space 3 than Earth. data . debate the topic to decide who is right. Write. Write words to describe these things. Then work with a partner. Ask and answer. Answers will vary. E How can you describe . . . 2. space? around the sun. 3. an orbit? 4. a comet? from the sun. 5. the universe? hi 10. Earth is the third c 7. Information = is made of space and all the stars. 11. The is like a blanket that protects us. 12. Earth’s 43 ap Unit 4 22/02/2019 20:08 OW2e-WB-5_32404_042-053_U04_CPP.indd 43 22/02/2019 20:08 SONG Listen to the song. Match to complete. TR: 4.1 1. But right here on planet Earth May and might G There b. where flowers grow. 3. We might find things we’ve never seen We c. life is all around. 1 io n at life on other planets. travel to other planets in the future. Write sentences with may/might that say you’re not sure. 2. That star has planets. That star may / might have planets. 3. The universe is bigger than you think. The universe may / might be bigger than you think. 4. The comet’s orbit goes outside the solar system. The comet’s orbit may / might go outside the solar system. 3 5. That planet has an atmosphere. That planet may / might have an atmosphere. N 2 2 2. But right here on planet Earth, life is all around. 3. Let’s all take a journey past the atmosphere. Read and write. Use the word(s) in parentheses to finish each sentence. 1. We heard that extraterrestrials (live ) might live on other planets Listen and write. Listen to track 4.1 again. List some things the song says we might find. Then write a new verse! Answers will vary. 2. We might find be 1. We have a debate tomorrow. We may / might have a debate tomorrow. 1. We might find a moon where flowers grow. 1. We might find (not) e. past the atmosphere. Read and match. Write a sentence from Activity 1 that matches each picture. 1 may might You can use may and might to talk about the present or the future. They mean the same thing. d. far away from here. al 5. Beyond our solar system, GRAMMAR 1 a. deep in outer space. 2. Let’s all take a journey 4. We might find a moon eo gr OW2e-WB-5_32404_042-053_U04_CPP.indd 42 3 orbit that hides the planet’s surface. 1. an extraterrestrial? 6. Mars travels in a(n) 2 atmosphere 6. You believe it and I don’t. We can universe whether there is life beyond Earth. 1. People 1 solar system . galaxy Across 42 . is a moving cloud of rock, ice, and gas. 9. A(n) ng G A L A X Y J O U R N E Y D 2 ni 10 . ar 8 O is made up of a sun and the planets that go around it. Le 1 6 is a trip from one place to another. 4. The 8. A big group of stars is known as a(n) Do a puzzle. Read the clues. Fill in the words. 3 3. A(n) 5. We sent rockets into VOCABULARY 1 1 exist, they live in other places beyond Earth. 2. If Life Out There a moon . . 3. He knows that a comet ( fly across) may fly across . . . . 4. She thought that the debate (end) might end . . . . 5 I think that the data (not be ) might not be . . . . . 3. We might find . 4. We might find . 3 Write. In your notebook, write three questions about what your partner might do tonight. Then ask and answer with your partner. Answer to say you’re not sure. Take turns. Will you look for comets in the sky tonight? I might look for comets in the sky tonight. 44 Unit 4 OW2e-WB-5_32404_042-053_U04_CPP.indd 44 . 2. I see that a planet (be next to) may be next to . . . 45 05/04/2019 12:04 OW2e-WB-5_32404_042-053_U04_CPP.indd 45 22/02/2019 20:09 Level 5 Workbook 339 SAMPLE COPY, NOT FOR DISTRIBUTION OW2e_LP_5_34293_329-360_BM_CR2.indd 339 5/13/19 10:37 AM LEVEL 5 WORKBOOK VOCABULARY 2 1 GRAMMAR 2 Read and look. Match each picture with a sentence. Indefinite pronouns 1. The rocket fires and lifts the spacecraft away from Earth. Everyone in this class speaks English. We all speak English. 2. The astronaut searches her instruments. Someone took my pencil, but I don’t know who. 3. An astronaut at the space station communicates with scientists. 3 2 I don’t know anyone in this class. Does anyone want to be an astronaut? 1 No one went to school yesterday. It was a holiday. Use anyone in negative sentences and questions. I don’t know anyone in this class. (Not: I don’t know no one in this class.) Does anyone want to be an astronaut? search spacecraft space station Look and write. Tell about the picture. anyone 1. You search 2. You communicate 3. A(n) astronaut everyone No one when you want to tell someone something. 1. is a person who travels in space. 2. Maybe 4. The space station orbits Earth, and people live and work in it. 3. I don’t see 5. A(n) spacecraft carries people into space and back. 2. You can be one of these things. You can travel inside the other thing. astronaut / rocket calling my name. Listen and circle the answer. TR: 4.2 hi 4. I want to invite someone / everyone to come with me. 47 ap Unit 4 OW2e-WB-5_32404_042-053_U04_CPP.indd 47 gr 22/02/2019 20:09 eo READING Listen and read. TR: 4.3 3 22/02/2019 20:09 Read and write. 1. You can see Mars without a G 2. People thought that they saw telescope . canals on Mars, but they were wrong. 3. The surface of Mars has marks from falling rocks like Earth’s 4. It’s possible that there was 4 at N Check T for True and F for False. life moon . on Mars many years ago. Complete the chart. Use information from Activity 1. Underground lake discovered; InSight mission lands io n al Mars is the fourth planet from the sun. You can see Mars without a telescope, but you need a telescope to see its characteristics. Many years ago, people began looking at Mars with telescopes. They wondered if Mars ever had life. In 1877, an Italian scientist, Giovanni Schiaparelli, saw strange lines on the surface of Mars and wrote about them. Some people read what Schiaparelli had written and thought the lines were canals. A canal is a waterway that’s man made. They thought that Martians may have made them! When telescopes got better, people forgot the canal idea. In 1965, the spacecraft Mariner 4 flew by Mars and took photos. The photos showed that the surface looks like Earth’s moon, with marks from rocks hitting it. In 2012, the first Mars rover Curiosity landed on Mars. It sent data back to Earth. Since then, many other spacecraft have been sent to fly past, orbit, or land on Mars. We have learned a lot more about Mars. One recent discovery is exciting. For years, scientists looked for liquid water on Mars. They found small amounts of ice. But in 2018, they discovered an underground lake, 19 km (12 mi.) long. Scientists think there may be other similar lakes on Mars. Scientists have not found life on Mars yet. But some think that

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