Reading rocket 1 teacher manual

RR-TM_1권_영문.indd 2010-03-15 오후 2:01:12 RR-TM_1권_영문.indd 2-3 2010-03-15 오후 2:01:14 RR-TM_1권_영문.indd 4-5 2010-03-15 오후 2:01:15 memo Details ● Help students identify details to further understand the passage During Reading Pre-Reading Main Idea Warm up ● This section is a teacher-led small group ● Have students read the title and look at the pictures discussion Before teaching the warm-up the teacher should have read the passage and anticipated any difficulties the students may encounter while reading Preparing students for these difficulties is a very important part of this section After the warm-up all students should have a good idea of what the passage is about ● Please note, the questions in the warm-up are a GUIDE only and the teacher should feel free to modify, discard or replace them ● For your information (p.9) : In the picture there is a Answers tyrannosaurus rex, a velociraptor, a triceratops, a stegosaurus and a brachiosaurus dinosaur Brachiosaurus, stegosaurus, and triceratops eat plants; tyrannosaurus rex and velociraptor eat meat New Words ● Ask students to look for the words in bold from the reading passage on page 10 Choose the correct answers from these words and write them in the blanks ● Check to see if students have fully understood the meaning of the words Translate these words into the student’s first language if necessary ● Briefly discuss the story as a class by asking “What you think this story is about?” This is a follow-up to section 1A (Warm up) ● Have students read the story silently at their own Mom Brian Mom Mom Details ● Help students identify details to further understand the passage pace Ask students to focus on the 'big picture' without worrying about the details at this stage of reading Answers b a 3b ● Have students circle the main idea of the story Answer After Reading Ab Word Practice Reading Skills In this section, students will improve their reading proficiency and thinking ability by studying the specific READING SKILLS that are listed as headings below While doing the activity, encourage students to refer back to the passage as many times as they need to During or after this section the teacher may want to reread the passage as a class, in order to check student understanding Limited use of the students’ first language is acceptable at this time Compare and Contrast Answers Brian feather about continue ● Help students recognize the similarities and blind heavy story differences between two things ● Have students complete the sentences ● Check the answers as a class or individually Answers heavy blind feather about continued story Discussion ● This section is a student-led pair or small group discussion that reviews the unit It is left to the teacher’s discretion to decide how to teach and answer this section After discussing the questions the students can summarize their discussion by writing the answers in the spaces provided Answers as tall as as heavy as birds, feathers Homework ● Workbook 1: pages 6~7 ● The answer key to the homework can be found on page 46 RR-TM_1권_영문.indd 6-7 Reading Rocket 2010-03-15 오후 2:01:16 memo Details ● Help students identify details to further understand the passage During Reading Check Homework ● Check the homework on pages 6~7 of workbook Answers Main Idea True pictures Pre-Reading Warm up ● This section is a teacher-led small group discussion Before teaching the warm-up the teacher should have read the passage and anticipated any difficulties the students may encounter while reading Preparing students for these difficulties is a very important part of this section After the warm-up all students should have a good idea of what the passage is about ● Briefly discuss the story as a class by asking “What you think this story is about?” This is a follow-up to section 1A (Warm up) ● Have students read the story silently at their own Answer Reading Skills During or after this section the teacher may want to reread the passage as a class, in order to check student understanding Limited use of the students’ first language is acceptable at this time ● Ask students to look for the words in bold from the reading passage on page 14 Choose the correct answers from these words and write them in the blanks Compare and Contrast ● Help students graphically represent one of the main points from the passage Answers create female break balance ability b 3a a ability ● Check the answers as a class or individually Answers break ability perfect created balanced female Discussion ● This section is a student-led pair or small group discussion that reviews the unit It is left to the teacher’s discretion to decide how to teach and answer this section After discussing the questions the students can summarize their discussion by writing the answers in the spaces provided balance strong Homework ● Workbook 1: pages 8~9 arches RR-TM_1권_영문.indd 8-9 b ● Have students complete the sentences In this section, students will improve their reading proficiency and thinking ability by studying the specific READING SKILLS that are listed as headings below While doing the activity, encourage students to refer back to the passage as many times as they need to New Words perfect Answers Word Practice photographs could be described as strong, muscular, slim, and beautiful/handsome Answers understand the passage After Reading Ad ● For your information (p.13) : The dancers in the the meaning of the words Translate these words into the student’s first language if necessary ● Help students identify details to further ● Have students circle the main idea of the story GUIDE only and the teacher should feel free to modify, discard or replace them ● Check to see if students have fully understood Details pace Ask students to focus on the 'big picture' without worrying about the details at this stage of reading ● Please note, the questions in the warm-up are a False False ● Have students read the title and look at the False weightless b work ● The answer key to the homework can be found on page 46 Reading Rocket 2010-03-15 오후 2:01:17 memo Known or Unknown ● Help students identify facts to further understand the passage During Reading Check Homework ● Check the homework on pages 8~9 of workbook Answers Main Idea known pictures Pre-Reading Warm up ● This section is a teacher-led small group discussion Before teaching the warm-up the teacher should have read the passage and anticipated any difficulties the students may encounter while reading Preparing students for these difficulties is a very important part of this section After the warm-up all students should have a good idea of what the passage is about ● Please note, the questions in the warm-up are a ● Briefly discuss the story as a class by asking “What you think this story is about?” This is a follow-up to section 1A (Warm up) ● Have students read the story silently at their own New Words ● Ask students to look for the words in bold from the reading passage on page 18 Choose the correct answers from these words and write them in the blanks Answer Answers understand the passage Answers b a 3b After Reading Ac Word Practice Reading Skills In this section, students will improve their reading proficiency and thinking ability by studying the specific READING SKILLS that are listed as headings below While doing the activity, encourage students to refer back to the passage as many times as they need to During or after this section the teacher may want to reread the passage as a class, in order to check student understanding Limited use of the students’ first language is acceptable at this time ● Check to see if students have fully understood the meaning of the words Translate these words into the student’s first language if necessary ● Help students identify details to further ● Have students circle the main idea of the story ● For your information (p.17) : An exchange student is a student who is studying and living away from home Details pace Ask students to focus on the 'big picture' without worrying about the details at this stage of reading GUIDE only and the teacher should feel free to modify, discard or replace them life unknown known ● Have students read the title and look at the unknown Graphic Summary ● Help students graphically represent one of the main points from the passage ● Have students complete the sentences ● Check the answers as a class or individually Answers Geography overseas replied life finally exchanged Discussion ● This section is a student-led pair or small group discussion that reviews the unit It is left to the teacher’s discretion to decide how to teach and answer this section After discussing the questions the students can summarize their discussion by writing the answers in the spaces provided Answers finally overseas reply(replied) exchange geography Japanese, Tokyo, Japan, boy English, London, England, girl Indian, Unknown, India, boy Homework ● Workbook 1: pages 10~11 ● The answer key to the homework can be found on page 47 10 RR-TM_1권_영문.indd 10-11 Reading Rocket 11 2010-03-15 오후 2:01:17 memo Details ● Help students identify details to further understand the passage During Reading Check Homework ● Check the homework on pages 10~11 of workbook Answers Main Idea True pictures Pre-Reading Warm up ● This section is a teacher-led small group discussion Before teaching the warm-up the teacher should have read the passage and anticipated any difficulties the students may encounter while reading Preparing students for these difficulties is a very important part of this section After the warm-up all students should have a good idea of what the passage is about ● Please note, the questions in the warm-up are a ● Briefly discuss the story as a class by asking “What you think this story is about?” This is a follow-up to section 1A (Warm up) ● Have students read the story silently at their own New Words Answer ● Check to see if students have fully understood the meaning of the words Translate these words into the student’s first language if necessary Answers seem take care of fur spend different 12 RR-TM_1권_영문.indd 12-13 already understand the passage Answers b b 3b After Reading Ad Word Practice Reading Skills In this section, students will improve their reading proficiency and thinking ability by studying the specific READING SKILLS that are listed as headings below While doing the activity, encourage students to refer back to the passage as many times as they need to During or after this section the teacher may want to reread the passage as a class, in order to check student understanding Limited use of the students’ first language is acceptable at this time ● Ask students to look for the words in bold from the reading passage on page 22 Choose the correct answers from these words and write them in the blanks ● Help students identify details to further ● Have students circle the main idea of the story ● For your information (p.21) : Fish can be easy to take care of, but tropical fish need special conditions Reptiles can be difficult to take care of, but they not need any exercise Dogs are easy to care for, but they need regular exercise Because of this, deciding which pet is easiest and hardest to take care of is a matter of personal preference Details pace Ask students to focus on the 'big picture' without worrying about the details at this stage of reading GUIDE only and the teacher should feel free to modify, discard or replace them False False ● Have students read the title and look at the True Summary ● Help students summarize the main points from the passage ● Have students complete the sentences ● Check the answers as a class or individually Answers fur different already spent take care of seems Discussion ● This section is a student-led pair or small group discussion that reviews the unit It is left to the teacher’s discretion to decide how to teach and answer this section After discussing the questions the students can summarize their discussion by writing the answers in the spaces provided Answers (Before you Get a Pet) ● animals ● pets ● time, space, money (When You Get a Pet) ● eyes ● fur, scales ● playful Homework ● Workbook 1: pages 12~13 ● The answer key to the homework can be found on page 47 Reading Rocket 13 2010-03-15 오후 2:01:18 Details ● Help students identify details to further understand the passage During Reading Check Homework ● Check the homework on pages 12~13 of workbook in winter ● This section is a teacher-led small group discussion Before teaching the warm-up the teacher should have read the passage and anticipated any difficulties the students may encounter while reading Preparing students for these difficulties is a very important part of this section After the warm-up all students should have a good idea of what the passage is about ● Please note, the questions in the warm-up are a ● Ask students to look for the words in bold from the reading passage on page 26 Choose the correct answers from these words and write them in the blanks ● Check to see if students have fully understood the meaning of the words Translate these words into the student’s first language if necessary Answers background curious more forget collect ● Help students identify details to further understand the passage Answers b b 3b Ab Reading Skills In this section, students will improve their reading proficiency and thinking ability by studying the specific READING SKILLS that are listed as headings below While doing the activity, encourage students to refer back to the passage as many times as they need to After Reading Word Practice ● Have students complete the sentences ● Check the answers as a class or individually Answers During or after this section the teacher may want to reread the passage as a class, in order to check student understanding Limited use of the students’ first language is acceptable at this time Problem and Solution ● Help students recognize the problem and the solution in the passage Answers acorn Details Answer ● For your information (p.25) : In Asian countries, New Words the signs in the forest ● Have students circle the main idea of the story GUIDE only and the teacher should feel free to modify, discard or replace them squirrels live in, near and around forests To prepare for winter, squirrels store nuts and seeds by burying them not to collect all the acorns ● Briefly discuss the story as a class by asking “What you think this story is about?” This is a follow-up to section 1A (Warm up) ● Have students read the story silently at their own pace Ask students to focus on the 'big picture' without worrying about the details at this stage of reading memo signs to help squirrels pictures Warm up found on page 48 they want to eat them ● Have students read the title and look at the Pre-Reading ● Workbook 1: pages 14~15 ● The answer key to the homework can be Answers Main Idea Homework (Problem) ●  collecting ● forget (Solution) ● signs, tell collected forget acorns more curious background Discussion ● This section is a student-led pair or small group discussion that reviews the unit It is left to the teacher’s discretion to decide how to teach and answer this section After discussing the questions the students can summarize their discussion by writing the answers in the spaces provided (What will happen?) ●  collect ● hungry 14 RR-TM_1권_영문.indd 14-15 Reading Rocket 15 2010-03-15 오후 2:01:18 After Reading Graphic Summary ● Help students graphically represent one of the main points from the passage During Reading Check Homework ● Check the homework on pages 14~15 of workbook Main Idea Warm up ● This section is a teacher-led small group discussion Before teaching the warm-up the teacher should have read the passage and anticipated any difficulties the students may encounter while reading Preparing students for these difficulties is a very important part of this section After the warm-up all students should have a good idea of what the passage is about ● Please note, the questions in the warm-up are a GUIDE only and the teacher should feel free to modify, discard or replace them ● For your information (p.29) : The pictures show Australia Clockwise, from top left they are: the Sydney Opera House, A road in the outback (the desert area of Australia), Surfers Paradise, a wallaby, a koala, and Pre European Aboriginal life Australia is in the southern hemisphere, and lies between the Indian and Pacific oceans New Words ● Have students complete the sentences Answer ● Check the answers as a class or individually 1●  sixth ● 21 million people Answers pictures ● unusual wildlife (kangaroos, koalas, platypuses, wombats) desert major million ● Briefly discuss the story as a class by asking ● aboriginal people (Australian aborigines) wildlife tradition unusual ● Have students read the title and look at the Pre-Reading Word Practice “What you think this story is about?” This is a follow-up to section 1A (Warm up) Discussion ● Have students read the story silently at their own ● This section is a student-led pair or small group pace Ask students to focus on the 'big picture' without worrying about the details at this stage of reading ● Have students circle the main idea of the story Answer yellow Ac green discussion that reviews the unit It is left to the teacher’s discretion to decide how to teach and answer this section After discussing the questions the students can summarize their discussion by writing the answers in the spaces provided Homework Reading Skills In this section, students will improve their reading proficiency and thinking ability by studying the specific READING SKILLS that are listed as headings below While doing the activity, encourage students to refer back to the passage as many times as they need to During or after this section the teacher may want to reread the passage as a class, in order to check student understanding Limited use of the students’ first language is acceptable at this time ● Workbook 1: pages 18~19 ● The answer key to the homework can be found on page 48 Details ● Help students identify details to further understand the passage memo Answers Present Past Present Past Present ● Ask students to look for the words in bold from the reading passage on page 30 Choose the correct answers from these words and write them in the blanks ● Check to see if students have fully understood the meaning of the words Translate these words into the student’s first language if necessary million major wildlife unusual desert tradition RR-TM_1권_영문.indd 16-17 ● Help students identify details to further understand the passage Answers b Answers 16 Details 2 a 3b Reading Rocket 17 2010-03-15 오후 2:01:19 memo Details ● Help students identify details to further understand the passage During Reading Check Homework ● Check the homework on pages 18~19 of workbook Answers Main Idea a b 3a ● Have students read the title and look at the pictures Pre-Reading Warm up ● This section is a teacher-led small group discussion Before teaching the warm-up the teacher should have read the passage and anticipated any difficulties the students may encounter while reading Preparing students for these difficulties is a very important part of this section After the warm-up all students should have a good idea of what the passage is about ● Please note, the questions in the warm-up are a ● Briefly discuss the story as a class by asking “What you think this story is about?” This is a follow-up to section 1A (Warm up) pace Ask students to focus on the 'big picture' without worrying about the details at this stage of reading ● Ask students to look for the words in bold from the reading passage on page 34 Choose the correct answers from these words and write them in the blanks Answers during begin fight wall poem RR-TM_1권_영문.indd 18-19 Answers Ad During or after this section the teacher may want to reread the passage as a class, in order to check student understanding Limited use of the students’ first language is acceptable at this time wall fight during begins pleased Discussion Reading Skills In this section, students will improve their reading proficiency and thinking ability by studying the specific READING SKILLS that are listed as headings below While doing the activity, encourage students to refer back to the passage as many times as they need to poems ● This section is a student-led pair or small group discussion that reviews the unit It is left to the teacher’s discretion to decide how to teach and answer this section After discussing the questions the students can summarize their discussion by writing the answers in the spaces provided Homework ● Workbook 1: pages 20~21 Fact or Imagination ● The answer key to the homework can be found on page 49 ● Help students identify facts to further understand the passage Answers pleased 18 ● Check the answers as a class or individually Answer ● Check to see if students have fully understood the meaning of the words Translate these words into the student’s first language if necessary ● Have students complete the sentences ● Have students circle the main idea of the story ● For your information (p.33) : The different types of New Words Word Practice ● Have students read the story silently at their own GUIDE only and the teacher should feel free to modify, discard or replace them writing are: top left - diary, bottom left - email, center - poem, right - letter After Reading Fact Imagination Imagination Imagination Imagination Fact Reading Rocket 19 2010-03-15 오후 2:01:19 Finding the Reason ● Help students match the main points of the passage with their explanations During Reading Check Homework ● Check the homework on pages 26~27 of workbook 1 … because they have no style … because it messes up her hair … because they are too expensive … because they are too small 5…b  ecause they will get the air-conditioning ● Have students read the title and look at the pictures Pre-Reading Warm up ● This section is a teacher-led small group discussion Before teaching the warm-up the teacher should have read the passage and anticipated any difficulties the students may encounter while reading Preparing students for these difficulties is a very important part of this section After the warm-up all students should have a good idea of what the passage is about ● Please note, the questions in the warm-up are a ● Briefly discuss the story as a class by asking “What you think this story is about?” This is a follow-up to section 1A (Warm up) ● Have students read the story silently at their own pace Ask students to focus on the 'big picture' without worrying about the details at this stage of reading New Words ● Ask students to look for the words in bold from the reading passage on page 52 Choose the correct answers from these words and write them in the blanks ● Check to see if students have fully understood the meaning of the words Translate these words into the student’s first language if necessary expensive stylish fix still medium air-conditioning ● Help students identify details to further understand the passage Answers a b 3b Ac Reading Skills In this section, students will improve their reading proficiency and thinking ability by studying the specific READING SKILLS that are listed as headings below While doing the activity, encourage students to refer back to the passage as many times as they need to After Reading Word Practice ● Have students complete the sentences ● Check the answers as a class or individually Answers During or after this section the teacher may want to reread the passage as a class, in order to check student understanding Limited use of the students’ first language is acceptable at this time Summary ● Help students summarize the main points from the passage Answers Answers memo Details Answer ● For your information (p.51) : The cars in the picture are… Top row: limousine Middle row from left: sports car, city car, van, jeep Bottom row from left: small car, medium/family car, large/luxury car ● The answer key to the homework can be fixed in the old car ● Have students circle the main idea of the story GUIDE only and the teacher should feel free to modify, discard or replace them ● Workbook 1: pages 30~31 found on page 51 Answers Main Idea Homework (Problem) air - conditioning, messing up mom’s hair medium still stylish air-conditioning fixes expensive Discussion ● This section is a student-led pair or small group discussion that reviews the unit It is left to the teacher’s discretion to decide how to teach and answer this section After discussing the questions the students can summarize their discussion by writing the answers in the spaces provided (Possible Solutions) 1 Buy Fix (Result) expensive 26 RR-TM_1권_영문.indd 26-27 Reading Rocket 27 2010-03-15 오후 2:01:21 memo Finding the Subject ● Help students to check their understanding of the passage During Reading Check Homework ● Check the homework on pages 30~31 of workbook Answers (Mastiffs) f Main Idea (German Mastiffs) d, a ● Have students read the title and look at the ● This section is a teacher-led small group discussion Before teaching the warm-up the teacher should have read the passage and anticipated any difficulties the students may encounter while reading Preparing students for these difficulties is a very important part of this section After the warm-up all students should have a good idea of what the passage is about ● Please note, the questions in the warm-up are a “What you think this story is about?” This is a follow-up to section 1A (Warm up) New Words ● Ask students to look for the words in bold from the reading passage on page 56 Choose the correct answers from these words and write them in the blanks ● Check to see if students have fully understood the meaning of the words Translate these words into the student’s first language if necessary ● Help students identify details to further pace Ask students to focus on the 'big picture' without worrying about the details at this stage of reading understand the passage shape usually wonderful size kind bold a b 3b Answer Aa After Reading Word Practice Reading Skills In this section, students will improve their reading proficiency and thinking ability by studying the specific READING SKILLS that are listed as headings below While doing the activity, encourage students to refer back to the passage as many times as they need to ● Have students complete the sentences ● Check the answers as a class or individually Answers During or after this section the teacher may want to reread the passage as a class, in order to check student understanding Limited use of the students’ first language is acceptable at this time kind wonderful shape bold usually size Discussion ● This section is a student-led pair or small group ● Help students summarize the main points from the passage Answers Dogs come in different shapes and sizes The biggest dogs: Mastiffs The smallest dogs: Chihuahuas The heaviest dogs: English Mastiffs The tallest dogs: German Mastiffs They can all be wonderful pets RR-TM_1권_영문.indd 28-29 Answers ● Have students circle the main idea of the story Summary Answers Details ● Have students read the story silently at their own GUIDE only and the teacher should feel free to modify, discard or replace them 28 (English Mastiffs) c ● Briefly discuss the story as a class by asking Warm up (Chihuahuas) b, e pictures Pre-Reading discussion that reviews the unit It is left to the teacher’s discretion to decide how to teach and answer this section After discussing the questions the students can summarize their discussion by writing the answers in the spaces provided Homework ● Workbook 1: pages 32~33 ● The answer key to the homework can be found on page 51 Reading Rocket 29 2010-03-15 오후 2:01:22 Problem and Solution ● Help students recognize the problem and the solution in the passage During Reading Check Homework ● Check the homework on pages 32~33 of workbook ● This section is a teacher-led small group discussion Before teaching the warm-up the teacher should have read the passage and anticipated any difficulties the students may encounter while reading Preparing students for these difficulties is a very important part of this section After the warm-up all students should have a good idea of what the passage is about ● Please note, the questions in the warm-up are a GUIDE only and the teacher should feel free to modify, discard or replace them ● Briefly discuss the story as a class by asking “What you think this story is about?” This is a follow-up to section 1A (Warm up) ● Have students read the story silently at their own increasingly common problem amongst children and adults worldwide The most common allergens are dairy products, eggs, peanuts, tree nuts (e.g hazelnuts, chestnuts), seafood, shellfish, soy, and wheat People experiencing an allergic reaction to these foods can have symptoms ranging from mild (e.g a skin rash) to severe (e.g difficulty in breathing) New Words ● Check to see if students have fully understood the meaning of the words Translate these words into the student’s first language if necessary Answers instead wear choose nurse shut swell 30 RR-TM_1권_영문.indd 30-31 ● Help students identify details to further understand the passage False True ● Have students circle the main idea of the story True False Answers False Answer Details Ab ● Help students identify details to further Reading Skills In this section, students will improve their reading proficiency and thinking ability by studying the specific READING SKILLS that are listed as headings below While doing the activity, encourage students to refer back to the passage as many times as they need to During or after this section the teacher may want to reread the passage as a class, in order to check student understanding Limited use of the students’ first language is acceptable at this time ● Ask students to look for the words in bold from the reading passage on page 60 Choose the correct answers from these words and write them in the blanks memo Details pace Ask students to focus on the 'big picture' without worrying about the details at this stage of reading ● For your information (p.59) : Food allergies are an (Solution) ●  carefully ● peanuts pictures Warm up found on page 52 (Problem) ●  allergic ● swell ● Have students read the title and look at the Pre-Reading ● Workbook 1: pages 34~35 ● The answer key to the homework can be Answers Main Idea Homework understand the passage Answers a b 3b After Reading Word Practice ● Have students complete the sentences ● Check the answers as a class or individually Answers Scanning for Information ● Help students scan the passage for the required information instead nurse wear shut choose swell Discussion Answers ● This section is a student-led pair or small group peanut butter sandwich crackers chocolate cheese muffins peanuts discussion that reviews the unit It is left to the teacher’s discretion to decide how to teach and answer this section After discussing the questions the students can summarize their discussion by writing the answers in the spaces provided Reading Rocket 31 2010-03-15 오후 2:01:22 Scanning for Information memo ● Help students scan the passage for the required information During Reading Check Homework ● Check the homework on pages 34~35 of workbook Answers Main Idea ● Have students read the title and look at the Warm up ● This section is a teacher-led small group discussion Before teaching the warm-up the teacher should have read the passage and anticipated any difficulties the students may encounter while reading Preparing students for these difficulties is a very important part of this section After the warm-up all students should have a good idea of what the passage is about ● Please note, the questions in the warm-up are a ● Briefly discuss the story as a class by asking “What you think this story is about?” This is a follow-up to section 1A (Warm up) ● Have students read the story silently at their own No Yes Yes New Words ● Ask students to look for the words in bold from the reading passage on page 64 Choose the correct answers from these words and write them in the blanks Answer Answers understand the passage Answers b b 3a After Reading Ad Word Practice Reading Skills In this section, students will improve their reading proficiency and thinking ability by studying the specific READING SKILLS that are listed as headings below While doing the activity, encourage students to refer back to the passage as many times as they need to During or after this section the teacher may want to reread the passage as a class, in order to check student understanding Limited use of the students’ first language is acceptable at this time ● Check to see if students have fully understood the meaning of the words Translate these words into the student’s first language if necessary ● Help students identify details to further ● Have students circle the main idea of the story ● For your information (p.63) : The boy who is pulling the sword out of the stone is King Arthur (Pulling a sword called excaliber from a stone is one of the famous stories about King Arthur) Details pace Ask students to focus on the 'big picture' without worrying about the details at this stage of reading GUIDE only and the teacher should feel free to modify, discard or replace them famous No pictures Pre-Reading Yes Summary ● Help students summarize the main points from the passage ● Have students complete the sentences ● Check the answers as a class or individually Answers favorite became fairy tales thousands returned famous Discussion ● This section is a student-led pair or small group discussion that reviews the unit It is left to the teacher’s discretion to decide how to teach and answer this section After discussing the questions the students can summarize their discussion by writing the answers in the spaces provided Answers favorite thousand become (became) fairy tale return (A thousand years ago) kindness, honesty (During the middle Ages) traveled (Today) new Homework ● Workbook 1: pages 36~37 ● The answer key to the homework can be found on page 52 32 RR-TM_1권_영문.indd 32-33 Reading Rocket 33 2010-03-15 오후 2:01:23 Homework Details Check Homework ● Check the homework on pages 36~37 of workbook ● Help students identify details to further ● Workbook 1: pages 38~39 understand the passage ● The answer key to the homework can be During Reading found on page 53 Answers The sweet silver - flute Main Idea ● Have students read the title and look at the pictures Pre-Reading Warm up ● This section is a teacher-led small group discussion Before teaching the warm-up the teacher should have read the passage and anticipated any difficulties the students may encounter while reading Preparing students for these difficulties is a very important part of this section After the warm-up all students should have a good idea of what the passage is about ● Please note, the questions in the warm-up are a ● Briefly discuss the story as a class by asking “What you think this story is about?” This is a follow-up to section 1A (Warm up) pace Ask students to focus on the 'big picture' without worrying about the details at this stage of reading New Words ● Ask students to look for the words in bold from the reading passage on page 68 Choose the correct answers from these words and write them in the blanks ● Check to see if students have fully understood the meaning of the words Translate these words into the student’s first language if necessary Answer practice decide musical instrument 34 RR-TM_1권_영문.indd 34-35 Details Ac ● Help students identify details to further understand the passage Reading Skills In this section, students will improve their reading proficiency and thinking ability by studying the specific READING SKILLS that are listed as headings below While doing the activity, encourage students to refer back to the passage as many times as they need to During or after this section the teacher may want to reread the passage as a class, in order to check student understanding Limited use of the students’ first language is acceptable at this time Answers b join suddenly b 3a After Reading Word Practice ● Have students complete the sentences ● Check the answers as a class or individually Answers practice crowd decided Sequencing ● Help students understand the order of events in the passage 5-3-1-6-2-4 Suddenly join musical instruments Discussion Answers Answers crowd The lovely loud - drums ● Have students circle the main idea of the story ● For your information (p.67) : The students should begin by surveying their classmates about which musical instruments they can play, and which instruments they want to play They can then collate the data and answer the questions The nice warm - guitar ● Have students read the story silently at their own GUIDE only and the teacher should feel free to modify, discard or replace them memo The gold - trumpet ● This section is a student-led pair or small group discussion that reviews the unit It is left to the teacher’s discretion to decide how to teach and answer this section After discussing the questions the students can summarize their discussion by writing the answers in the spaces provided Reading Rocket 35 2010-03-15 오후 2:01:23 Discussion Sequencing Check Homework ● Check the homework on pages 38~39 of workbook ● This section is a teacher-led small group discussion Before teaching the warm-up the teacher should have read the passage and anticipated any difficulties the students may encounter while reading Preparing students for these difficulties is a very important part of this section After the warm-up all students should have a good idea of what the passage is about ● Please note, the questions in the warm-up are a GUIDE only and the teacher should feel free to modify, discard or replace them ● For your information (p.71) : The Navajo are the second largest tribe of native American people in Northern America Since the 10th century, their home has been located in New Mexico, U.S.A Nowadays, most Navajo people wear western style clothes, live in western style houses and have normal jobs However, traditional Navajo culture such as language, festivals, and crafts are maintained and celebrated Traditional Navajo crafts include weaving and silver work The traditional Navajo house in the illustration is called a Hogan It is an sided structure made of mud and wood New Words ● Ask students to look for the words in bold from the reading passage on page 72 Choose the correct answers from these words and write them in the blanks ● Check to see if students have fully understood ● This section is a student-led pair or small group in the passage Answers use history trade pay tools meat Answers (1000AD) moved farmers (1600AD) sheep, horses animals clothes, blankets, rugs Pre-Reading Warm up ● Help students understand the order of events During Reading Main Idea (2000AD) rugs Homework ● Workbook 1: pages 42~43 Details ● The answer key to the homework can be ● Have students read the title and look at the ● Help students identify details to further pictures understand the passage ● Briefly discuss the story as a class by asking “What you think this story is about?” This is a follow-up to section 1A (Warm up) ● Have students read the story silently at their own pace Ask students to focus on the 'big picture' without worrying about the details at this stage of reading ● Have students circle the main idea of the story Answer discussion that reviews the unit It is left to the teacher’s discretion to decide how to teach and answer this section After discussing the questions the students can summarize their discussion by writing the answers in the spaces provided Answers found on page 53 memo (The Navajo) b, d (Navajo rugs) c, e (The Spanish) a, f Details ● Help students identify details to further understand the passage Ab Answers b a 3b Reading Skills In this section, students will improve their reading proficiency and thinking ability by studying the specific READING SKILLS that are listed as headings below While doing the activity, encourage students to refer back to the passage as many times as they need to During or after this section the teacher may want to reread the passage as a class, in order to check student understanding Limited use of the students’ first language is acceptable at this time After Reading Word Practice ● Have students complete the sentences ● Check the answers as a class or individually Answers tools history trade paid meat use the meaning of the words Translate these words into the student’s first language if necessary 36 RR-TM_1권_영문.indd 36-37 Reading Rocket 37 2010-03-15 오후 2:01:24 memo Graphic Summary ● Help students graphically represent one of the main points from the passage During Reading Check Homework ● Check the homework on pages 42~43 of workbook Answers (Toy Store) clothes Main Idea (Birthday Party) clothing set, (or) present dressed, admired ● Have students read the title and look at the pictures Pre-Reading Warm up ● This section is a teacher-led small group discussion Before teaching the warm-up the teacher should have read the passage and anticipated any difficulties the students may encounter while reading Preparing students for these difficulties is a very important part of this section After the warm-up all students should have a good idea of what the passage is about ● Please note, the questions in the warm-up are a ● Briefly discuss the story as a class by asking “What you think this story is about?” This is a follow-up to section 1A (Warm up) ● Have students read the story silently at their own pace Ask students to focus on the 'big picture' without worrying about the details at this stage of reading ● Ask students to look for the words in bold from the reading passage on page 76 Choose the correct answers from these words and write them in the blanks ● Check to see if students have fully understood the meaning of the words Translate these words into the student’s first language if necessary Answers need real admire along clothes dress (verb) Details ● Help students identify details to further understand the passage Answers a ● Have students circle the main idea of the story b 3a Answer Ad GUIDE only and the teacher should feel free to modify, discard or replace them New Words (Playgroud) sandbox, real beach party After Reading Word Practice Reading Skills In this section, students will improve their reading proficiency and thinking ability by studying the specific READING SKILLS that are listed as headings below While doing the activity, encourage students to refer back to the passage as many times as they need to ● Have students complete the sentences ● Check the answers as a class or individually Answers During or after this section the teacher may want to reread the passage as a class, in order to check student understanding Limited use of the students’ first language is acceptable at this time clothes real dressed along admire needs Discussion ● This section is a student-led pair or small group Sequencing ● Help students understand the order of events in the passage Answers 2–5–3–6–1–4 discussion that reviews the unit It is left to the teacher’s discretion to decide how to teach and answer this section After discussing the questions the students can summarize their discussion by writing the answers in the spaces provided Homework ● Workbook 1: pages 44~45 ● The answer key to the homework can be found on page 54 38 RR-TM_1권_영문.indd 38-39 Reading Rocket 39 2010-03-15 오후 2:01:24 Fact or Opinion ● Help students identify facts to further understand the passage During Reading Check Homework ● Check the homework on pages 44~45 of workbook ● Have students read the title and look at the Warm up ● This section is a teacher-led small group discussion Before teaching the warm-up the teacher should have read the passage and anticipated any difficulties the students may encounter while reading Preparing students for these difficulties is a very important part of this section After the warm-up all students should have a good idea of what the passage is about ● Please note, the questions in the warm-up are a ● Briefly discuss the story as a class by asking “What you think this story is about?” This is a follow-up to section 1A (Warm up) Opinion Fact Fact Opinion memo cotton or linen usually need ironing New Words ● Ask students to look for the words in bold from the reading passage on page 80 Choose the correct answers from these words and write them in the blanks ● Check to see if students have fully understood the meaning of the words Translate these words into the student’s first language if necessary Finding the Reason ● Help students match the main points of the passage with their explanations It is the easiest type of ironing It is fun to press the handkerchief ● Have students circle the main idea of the story It was nice and warm Answers into a square Answer Details Ac ● Help students identify details to further understand the passage Reading Skills ● For your information (p.79) : Clothes made from In this section, students will improve their reading proficiency and thinking ability by studying the specific READING SKILLS that are listed as headings below While doing the activity, encourage students to refer back to the passage as many times as they need to During or after this section the teacher may want to reread the passage as a class, in order to check student understanding Limited use of the students’ first language is acceptable at this time Answers a washing machine job square wipe iron carry b 3b After Reading Word Practice ● Have students complete the sentences ● Check the answers as a class or individually Answers Compare and Contrast ● Help students recognize the similarities and Answers RR-TM_1권_영문.indd 40-41 Fact ● Have students read the story silently at their own pace Ask students to focus on the 'big picture' without worrying about the details at this stage of reading GUIDE only and the teacher should feel free to modify, discard or replace them 40 found on page 54 pictures Pre-Reading ● Workbook 1: pages 46~47 ● The answer key to the homework can be Answers Main Idea Homework washing machine iron job carries wiped square differences between two things Discussion Answers (Past) (Present) handkerchiefs tissues liked doesn’t like used/carried uses/carries ● This section is a student-led pair or small group discussion that reviews the unit It is left to the teacher’s discretion to decide how to teach and answer this section After discussing the questions the students can summarize their discussion by writing the answers in the spaces provided Reading Rocket 41 2010-03-15 오후 2:01:25 memo Comprehension ● Help students check their understanding of the passage During Reading Check Homework ● Check the homework on pages 46~47 of workbook 1 Pre-Reading ● Have students read the title and look at the Lucy was going to piano class Two men were practicing rock climbing The boys were riding inline skates and pictures skateboards Main Idea Hayden is the boy who lived near Lucy’s ● Briefly discuss the story as a class by asking Warm up ● This section is a teacher-led small group Answers discussion Before teaching the warm-up the teacher should have read the passage and anticipated any difficulties the students may encounter while reading Preparing students for these difficulties is a very important part of this section After the warm-up all students should have a good idea of what the passage is about ● Please note, the questions in the warm-up are a pace Ask students to focus on the 'big picture' without worrying about the details at this stage of reading ● Ask students to look for the words in bold from the reading passage on page 84 Choose the correct answers from these words and write them in the blanks ● Check to see if students have fully understood the meaning of the words Translate these words into the student’s first language if necessary Answers embarrassed skate-park call toward through understand the passage Answers b a 3b Answer Aa After Reading Word Practice Reading Skills In this section, students will improve their reading proficiency and thinking ability by studying the specific READING SKILLS that are listed as headings below While doing the activity, encourage students to refer back to the passage as many times as they need to ● Have students complete the sentences ● Check the answers as a class or individually Answers During or after this section the teacher may want to reread the passage as a class, in order to check student understanding Limited use of the students’ first language is acceptable at this time skate-park called through embarrassed toward only Discussion ● This section is a student-led pair or small group Graphic Summary ● Help students graphically represent one of the main points from the passage Answers only ● Help students identify details to further ● Have students circle the main idea of the story ● For your information (p.83) : In the picture, the New Words Details ● Have students read the story silently at their own GUIDE only and the teacher should feel free to modify, discard or replace them park has: an outdoor movie theater, a lawn, a pond, a skating rink, a fountain, a playground and a badminton court grandmother’s house “What you think this story is about?” This is a follow-up to section 1A (Warm up) it was an interesting place 4:00 p.m discussion that reviews the unit It is left to the teacher’s discretion to decide how to teach and answer this section After discussing the questions the students can summarize their discussion by writing the answers in the spaces provided Homework her name ● Workbook 1: pages 48~49 Hayden’s got a girlfriend ● The answer key to the homework can be found on page 55 42 RR-TM_1권_영문.indd 42-43 Reading Rocket 43 2010-03-15 오후 2:01:25 memo Details ● Help students identify details to further understand the passage During Reading Check Homework ● Check the homework on pages 48~49 of workbook Answers Main Idea ● Have students read the title and look at the Warm up ● This section is a teacher-led small group discussion Before teaching the warm-up the teacher should have read the passage and anticipated any difficulties the students may encounter while reading Preparing students for these difficulties is a very important part of this section After the warm-up all students should have a good idea of what the passage is about ● Please note, the questions in the warm-up are a ● Briefly discuss the story as a class by asking “What you think this story is about?” This is a follow-up to section 1A (Warm up) ● Have students read the story silently at their own both snorkeling and SCUBA diving Snorkeling requires only a mask and a snorkel (breathing tube) SCUBA is a complex system that uses an air tank Robert Hewitt was SCUBA diving when he was swept out to sea New Words ● Ask students to look for the words in bold from the reading passage on page 88 Choose the correct answers from these words and write them in the blanks ● Check to see if students have fully understood the meaning of the words Translate these words into the student’s first language if necessary Answer amazed rescue survival pray ocean thirsty ● Help students identify details to further understand the passage Answers b b 3a After Reading Ab Word Practice Reading Skills In this section, students will improve their reading proficiency and thinking ability by studying the specific READING SKILLS that are listed as headings below While doing the activity, encourage students to refer back to the passage as many times as they need to During or after this section the teacher may want to reread the passage as a class, in order to check student understanding Limited use of the students’ first language is acceptable at this time Compare and Contrast ● Help students recognize the similarities and differences between two things ● Have students complete the sentences ● Check the answers as a class or individually Answers prayed rescued survival ocean amazed thirsty Discussion ● This section is a student-led pair or small group discussion that reviews the unit It is left to the teacher’s discretion to decide how to teach and answer this section After discussing the questions the students can summarize their discussion by writing the answers in the spaces provided Answers (Problem) diving, carried, sea Answers (Survival) thought, children ate, shellfish prayed, sea (Rescue) 75, rescued RR-TM_1권_영문.indd 44-45 False ● Have students circle the main idea of the story ● For your information (p.87) : “Diving” can refer to 44 True False Details pace Ask students to focus on the 'big picture' without worrying about the details at this stage of reading GUIDE only and the teacher should feel free to modify, discard or replace them False pictures Pre-Reading True Homework ● Workbook 1: pages 50~51 ● The answer key to the homework can be found on page 55 Reading Rocket 45 2010-03-15 오후 2:01:26 A Very Funny Dinosaur Word Practice A Difficult Dance Word Practice Exchange Students Word Practice Picking a Pet Word Practice story blind feather female balance break overseas exchange finally take care of spend different heavy about continue create ability perfect life geography reply fur seem already The mystery word is ballet practice Summary excited, heavy, big, feathers, The mystery word is student Summary exchange, overseas, life, first, Summary learned, joke, laughed, called Summary Japanese, English, Finally, Indian born, companies, best, weightless, strong, balance, toes, easy Writing Practice class at school It was Writing Practice The answers may vary Yesterday, I learned about insects in my science cool Writing Practice I was born in artist Korea The answers may vary in 1998 I want to be an You sure learned a lot about dinosaurs Velociraptor dinosaurs actually had feathers Brian’s class was studying dinosaurs at school Some dinosaurs were as heavy as two trucks The answers may vary The answers may vary Now, I live in Seoul, Korea One day, I want to be an exchange student I want to go to France and learn French Word Review Writing Practice a cat is the best pet for my family Word Review (Unit 1) stories blind about feathers continue (Unit 1~2) Word Review perfect continued balanced female create blind female create overseas create exchanged life ability reply reply continue about female I am as smart as a scientist wants feathers in the end An elephant is as heavy as cows soft have doesn’t fall see have Earth is throw nothing An elephant heavy She is as beautiful as a flower 46 RR-TM_1권_영문.indd 46-47 (Unit 2~3) broke has I am as tall as a Giraffe The answers may vary because we live in an apartment heavy heavy money, bright, clean, playful I think when I grow up The largest dinosaurs were as tall as a three story building best, animals, feeding, time, overseas Reading Rocket 47 2010-03-15 오후 2:01:28 No More Hungry Squirrels! Word Practice Australia Ppffffftttt, Said Marvin Word Practice Word Practice Nature’s CannonThe Bombardier Beetle Word Practice acorn curious collect desert million wildlife poem wall during twice beetle defense background more forget unusual major tradition pleased fight begin attack chemical weird The mystery word is dinosaur Summary making, collecting, winter, not, poems, space, astronaut, planets, Summary hungry, helping, forest The mystery word is animal Summary Summary pleased, wall, better, spelled largest, wildlife, million, eastern, scary, defense, cannon, attacked, European, aboriginal, tradition, favorite Writing Practice The answers may vary I want to help dolphins because they are so beautiful and free I will only buy canned tuna from companies that try to protect dolphins Word Review Writing Practice I want to visit Cambodia because I want to see Ankhor Wat temple I also want to try some exchanged already background seems fur spends reply takes care of more different collect spent different replied collect not the same can’t country did it yesterday don’t have pay early nut geography collect forget 48 RR-TM_1권_영문.indd 48-49 The answers may vary In writing class, I wrote a poem about autumn leaves In the poem, the leaves fall from the tree and a boy has a lot of fun playing in them Word Review (Unit 4~5) finally life Writing Practice Cambodian food Word Review (Unit 3~4) The answers may vary explode, smell, kill, rash (Unit 5~6) traditions background forget desert wildlife forget together behind more is six unusual The answers may vary I think the horse is a very interesting animal because it is so fast, strong and beautiful Word Review acorns unusual Writing Practice (Unit 6~7) pleased millions wildlife wall begin major major pleased doesn’t happen difficult, dry while play jokes hurt writing Reading Rocket 49 2010-03-15 오후 2:01:30 Father’s Magic Touch Word Practice A Great Artist Word Practice The New Car Word Practice Big Dog, Little Dog Word Practice terrible massage pinch object painting direction fix still medium shape wonderful usually Press brain headache simple pain artist expensive air-conditioning stylish size bold kind The mystery word is important Summary terrible, water, forehead, massaged, pinched, thumb, gone, pressure Writing Practice stylish, air conditioning, windows, messing up, Summary Summary shopping, expensive, small, fixed important, objects, direction, strange, shapes, sizes, kinds, biggest, feelings, inspiration, simple, child heaviest, tallest, smallest, pets The answers may vary When I’m sick, I usually stay in bed and rest The mystery word is holiday Summary Writing Practice Writing Practice The answers may vary The answers may vary In the future, I want to buy a really big car because My mother or father sometimes brings me some I think some of Picasso’s paintings look strange grapes and some lemonade I feel like I don't understand when I look at I want to take all my friends to the beach (Unit 7~8) Word Review beetles weird fight defense poem during begin defense happy chemistry high killed two begin Word Review (Unit 8~9) chemicals attack beetle headache twice press massaged pinched relaxed strange head protecting bad The answers may vary I like small dogs because they are very cute and you can cuddle them easily Picasso’s paintings Word Review Writing Practice (Unit 9~10) Word Review direction massaged pinch brain headache terrible object terrible can, don’t need painting push artist hurt (Unit 10~11) still pain paintings artist simple expensive fix object expensive fix summer where is can not big and not small hurts 50 RR-TM_1권_영문.indd 50-51 Reading Rocket 51 2010-03-15 오후 2:01:32 Beware of Peanuts Word Practice The Story of King Arthur Word Practice Wonderful Music Word Practice shut nurse wear fairy tale famous thousand Suddenly Choose instead Swell favorite become return instrument decide Summary The mystery word is beautiful allergic, swell, tea, carefully, England, knights, kindness, traveled, Writing Practice Word Practice join meat trade use crowd history tools pay The mystery word is treasure Summary join, musical instrument, imagined, Summary chocolate, muffins, dress, hat practice trumpet, choice, practiced, ready, music expensive, museums, lucky, culture The answers may vary The answers may vary I usually eat an apple for an afternoon snack My favorite snack is potato chips because they are My favorite story is Where the Wild Things Are so delicious I like that story because it has beautiful pictures Writing Practice The answers may vary I want to play the accordion because then my friends and I can sit around and sing together Word Review (Unit 11~12) kinds air-conditioning stylish size bold bold Medium expensive often ate shape wonderful wonderful Word Review (Unit 12~13) nurse usually choose bold size shape didn’t have are doesn’t wear was rain I am interested in the history and culture of shut (Unit 13~14) instead fairy tales shuts choose return wear return shut choose The answers may vary powerful monsters fix Writing Practice the Romans because they were very rich and and the story is about how a boy dances with some Word Review Summary tribes, moved, farmers, rugs, Middle, famous, fairy, today Writing Practice The Navajo People Many doctors always bigger three wasn’t wear Word Review (Unit 14~15) favorite thousand Suddenly famous decided became famous favorite came back guitar were Snow White together with them should 52 RR-TM_1권_영문.indd 52-53 Reading Rocket 53 2010-03-15 오후 2:01:34 The Birthday Beach Party Word Practice A Job For Winter Weekends Word Practice Hi, Lucy ! Prayers for Tangaroa Word Practice Word Practice along dress real square carry washing machine through toward skate-park ocean rescue survival clothes need admire job wipe iron only embarrassed call amazed thirsty pray Summary The mystery word is snowman toy store, clothing, party, dressed, The mystery word is interest skate-park, near, surprised, name, admired, outside, sand, beach Writing Practice Summary The answers may vary Summary another, girlfriend, embarrassed Summary rescued, diving, wave, thirsty, job, iron, square, blow, Writing Practice wipe, fun, warm, carries The answers may vary I bought a set of paints for my friend’s birthday I often go to a park At the park, I usually talk because she really likes painting with my friends and we try to talk to grils Word Review Writing Practice (Unit 15~16) pay join tools musical instrument crowd decided The answers may vary Sometimes some girls talk to us ! there is so much traffic Word Review Word Review (Unit 16~17) use pay admire meat history admired real dressed ironing along job real tools practices trade put on give, to along wasn’t tell admire (Unit 17~18) wiped job meat with I think being a motorcycle delivery person is very it is really useful when I want to blow my nose trade past The answers may vary dangerous because they have to ride fast and clothes was Writing Practice I carry a handkerchief in my pants because join buy and sell stop, thought, prayed, survival four clothes Shirts and jeans heavy don’t need Word Review (Unit 18~19) only washing machine carry through skate-park square carry only shy, worried job burn face clean, dry wanted 54 RR-TM_1권_영문.indd 54-55 Reading Rocket 55 2010-03-15 오후 2:01:36 ... India, boy Homework ● Workbook 1: pages 10 ~11 ● The answer key to the homework can be found on page 47 10 RR-TM _1? ??_영문.indd 10 -11 Reading Rocket 11 2 010 -03 -15 오후 2: 01: 17 memo Details ● Help students... hungry 14 RR-TM _1? ??_영문.indd 14 -15 Reading Rocket 15 2 010 -03 -15 오후 2: 01: 18 After Reading Graphic Summary ● Help students graphically represent one of the main points from the passage During Reading. ..RR-TM _1? ??_영문.indd 2-3 2 010 -03 -15 오후 2: 01: 14 RR-TM _1? ??_영문.indd 4-5 2 010 -03 -15 오후 2: 01: 15 memo Details ● Help students identify details to further understand the passage During Reading Pre-Reading