Reading source 2 teachers guide

Reading Source Teacher's Guide Build your dreams, Grow as a global leader www.ibuildandgrow.com Unit |Tomato Festival Reading Source 2:Teacher’s Guide Unit Objectives: Students will learn about how the festival "La Tomatina" is celebrated Students will understand the meaning of new words and be able to use the words in sentences Students will practice reading comprehension skills –identifying the main idea and supporting details and making inferences Students will learn skills in summarizing passages and giving opinions Key Words and Phrases crowd, end, gather, hold, main, plaza, scene, stand, yearly get in a fight, one another passer-by, clean up, LESSON GUIDE Before Reading Have the students look at the picture Ask questions like: What you notice in the picture? (They are all wet and covered with tomatoes, The guy in the middle looks like he’s about to throw a tomato at someone, etc) What you think is happening? (they are having a food fight, they are having fun, etc) Pre-Reading Questions Have the students answer the pre-reading questions as a class or in pairs Encourage them to answer in complete sentences Introduce the unit’s key words and phrases Extra Idea: Find Your Match Prepare pieces of paper with the vocabulary words and the meanings Put them in a bowl or a hat and have all of the students pick one Tell the students who get words to go to one side of the room and the students who get meanings to go to the other side When you say “go,” the objective of the game is to see who can match the word and the meaning the fastest Have the students return the cards to the bowl/hat and repeat the game as needed Reading Source 2, Unit 1 During Reading Have the students listen to the passage and follow along in the student book Afterwards, ask the students what they remember about La Tomatina (these should be one-word answers or short phrases): • What it is and where and when it’s held (a festival in Buñol, Spain on the last Wednesday of August) • how it started in the 1940s (some friends got into a fight and threw fruit from a nearby food stand at each other, other people joined in the fight, became a yearly festival) • how the festival is celebrated nowadays (people gather in town’s main plaza, at 11 a.m tons of tomatoes arrive and people throw them at each other for hours, when the fight ends everybody helps clean up) As the students answer, take notes on the board Show the students different ways to take notes (for example, use different colors and/or shapes to separate the different categories): Example How it started in 1940 •A group of friends started throwing food at each other •Passers-by saw what was happening and joined in •They realized it was so much fun they turned it into a yearly celebration How it is celebrated today People gather at the town's main plaza Tomatoes are poured out into the crowd Tomatoes start flying and people are covered in tomato juice People help each other clean up the streets Next, tell the students to keep these notes in mind as they take turns reading the passage out loud as a group or in pairs After Reading Words & Phrases Have the students complete Exercises A and B (Remind them that in Exercise B, they need to change the form of the word, such as make it singular/plural, if necessary) Check the answers as a class Visualizing Go over what the different sections mean: where and when the festival is held, how it got started in the 1940s, and how it is celebrated in the present Have the students fill in the blanks and check the answers as a class Reading Comprehension Individually: If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete the page and check the answers as a class Reading Source 2, Unit Altogether: Questions can also be used to promote discussion among students rather than just answering questions individually Main Idea: Remind the students that the main idea is the big idea that can summarize the passage in one word or sentence Go through each of the answers to determine which ones are not relevant or in the passage (a, b, c) and the main idea (b) Supporting Details: Have the students go back to the passage and practice scanning to find the answer Have them point to or read the sentence with the answer out loud (for example, the answer to question is in the first sentence of the second paragraph) Inference: Have the students go back and find sentences that support the answer (for example, the third sentence of the first paragraph starts to narrate how La Tomatina started.) Summarizing Have the students fill in the blanks with the given words Check the answers by having the students take turns in reading the completed summary Extra Idea: Two Truths and a Lie Using the completed summary as an aid, have the students think of or write two truths and one lie about what they have read For example, the two truths can be “La Tomatina started when a couple of friends got into a fight” and “La Tomatina is a yearly festival” and the lie could be “At the end, people don’t clean the mess.” Have them work in small groups and take turns After one person says their sentences, the others need to say which one is the lie Encourage them to be creative so that the answer won’t be too easy to figure out Making Connections Writing Introduce any new words in the provided Idea Box Have the students write their answers to the questions in the book and discuss them with a partner Have the students take turns in asking and answering the questions Ask a couple of pairs to present to the class Speaking Have the students discuss the topic in pairs or as a group If needed, provide any information and pictures about world festivals that the students might be interested in Question for Extra Writing or Speaking Practice: o If you could make your own festival, what would it celebrate? In what special way would people celebrate it? Reading Source 2, Unit ANSWER KEY: STUDENT BOOK Pre-Reading Questions: Sample Answers What kinds of festivals have you been to? - I’ve been to a rock festival - I’ve never been to any festival I want to go to one What is a famous festival in your country? - The International Cultures Festival in New York City is famous in our country - The Beverly Hills Film Festival in California is famous What comes to your mind when you think of Spain? - It reminds me of Spanish dishes like tacos - It reminds me of a red bull Spain is famous for bull fighting Words & Phrases A yearly stand hold plaza main gather passer-by B got in a fight one another clean up Visualizing Reading Comprehension d c b b c d Summarizing tomato fight / In the 1940s / joined and had fun / gather at / one another / clean up Making Connections: Sample Answers Writing Have you ever participated in any festival? When and where was it? - I have participated in the Sapporo Snow Festival It was in Japan in February What kind of festival was it and what did people there? - It was a snow festival and people looked at lots of ice sculptures What festivals in other countries would you like to go to? - I would like to go to the Rio Samba Festival in Brazil Reading Source 2, Unit ANSWER KEY: WORKBOOK Words & Phrases A end stand B plaza hold C get in a fight main crowd gather passer-by yearly scene one another cleaned up Writing D People are throwing tomatoes at one another They took fruit from a nearby food stand and threw it People begin to gather at the main plaza Tons of tomatoes arrive and are poured out onto the crowd Two hours later, the fight ends and everyone helps to clean up Dictation E La Tomatina is an (exciting) tomato (fight) festival in Buñol, (Spain) It is (held) on the last (Wednesday) of August (every) year In the 1940s, some (friends) fought with (fruit) and passers-by (joined) and had (fun) It became a (festival) called La Tomatina On the festival day, people (gather) at the main (plaza) At 11 o’clock, the (tomatoes) arrive and people begin to (throw) them at one (another) They have (great) fun Two hours (later), people help to (clean) up the (streets) Reading Source 2, Unit Unit |Forks and Chopsticks Reading Source 2:Teacher’s Guide Unit Objectives: Students will learn about the origins of forks and chopsticks Students will understand the meaning of new words and be able to use the words in sentences Students will practice reading comprehension skills –identifying the main idea and supporting details, making inferences, and comparing and contrasting Students will learn skills in summarizing passages and giving opinions Key Words and Phrases bit, boil, branch, crop, culture, grain, point, raise, steam, utensil be rooted in, live on, pick up LESSON GUIDE Before Reading Have the students look at the picture Ask questions like: Do you recognize the eating utensils shown in the picture?(chopsticks-left, fork-right) What are the differences between them? (You stab food with a fork to pick it up, Chopsticks are mostly used in Asia, etc) Pre-Reading Questions Have the students answer the pre-reading questions as a class or in pairs Encourage them to answer in complete sentences Introduce the unit’s key words and phrases Extra Idea (optional): Word Associations Divide the class into groups and give each group a piece of paper or poster board with selected vocabulary words Tell the students to write down other words that they associate with the word For example, for “grain,” they can write words such as “rice, cereal, oatmeal,” etc For “utensils,” they can write words such as “spoons, knives, chopsticks,” etc Have each group present their work when they are finished (As an alternative, you can have the students draw pictures or cut out and paste pictures from magazines) Reading Source 2, Unit During Reading Have the students listen to the passage and follow along in the student book Afterwards, ask the students what they remember about forks and chopsticks without looking at the book (these should be one-word answers or short phrases): • origins (Western and Eastern culture) • first people who used them (forks - ancient Greeks, chopsticks Chinese) • early use (holding meat, turning food while cooking) • developed use (pick up smaller bits of food) As the students answer, take notes on the board Show the students different ways to take notes (for example, use different colors and/or shapes to separate the different categories): Example Eating Utensils É Ê Forks Chopsticks Ỉ Ỉ - Western culture - Ancient Greeks - Meat - Used to hold meat while they cut it - Eastern culture - Chinese - Grains/vegetables - Used to turn food while cooking Ê É Used to pick up smaller bits of food Next, tell the students to keep these notes in mind as they take turns reading the passage out loud as a group or in pairs After Reading Words & Phrases Have the students complete Exercises A and B (Remind them that in Exercise B, they need to change the form of the word, such as make it singular/plural, if necessary) Check the answers as a class Visualizing Reading Source 2, Unit 2 Go over how the chart is showing the differences between forks and chopsticks for the first three categories and their similarity in the last category Have the students fill in the blanks and check the answers as a class Reading Comprehension Individually: If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete the page and check the answers as a class Altogether: Questions can also be used to promote discussion among students rather than just answering questions individually Main Idea: Remind the students that the main idea is the big idea that can summarize the passage in one word or sentence Go through each of the answers to determine which ones are details (b), not relevant or in the passage (c, d), and the main idea (a) Supporting Details: Have the students go back to the passage and practice scanning to find the answer Have them point to or read the sentence with the answer out loud (for example, the answer to question is in the first sentence of the second paragraph and first sentence of the third paragraph) Inference: Have the students go back and find sentences that support the answer (for example, the third sentence in the second paragraph states how people in the West lived on meat while the second sentence in the third paragraph states how people in the East ate grains and vegetables Because of these differences in what they ate, they developed different utensils) Summarizing Have the students fill in the blanks with the given words Check the answers by having the students take turns in reading the completed summary Extra Idea (optional): Listening For ‘Yum’ Prepare copies of just the word box and pass them out to the students Divide the class into teams and decide who goes first Tell the students that the key word they have to listen for while you read the summary is “yum.” When you say “yum,” the team whose turn it is has to answer with what goes in place of “yum” (For example, you will say “On the other hand, Eastern people lived on yum,” instead of “blank”) The team then has to give the missing word or phrase (grains and vegetables) within a time limit While the teams take turns answering, remind the students that if the team whose turn it is doesn’t get the right answer, the other teams have a chance to answer However, everyone has to listen carefully because you will not repeat what you read (remember to read slowly and clearly) Whichever team gets the most answers correct wins the game Making Connections Writing Introduce any new words in the provided Idea Box Reading Source 2, Unit Have the students write their answers to the questions and discuss them with a partner Have the students take turns in asking and answering the questions Ask a couple of pairs to present to the class Speaking Have the students discuss the topic in pairs or as a group using the answers they wrote in questions and in the “Writing” section Question for Extra Writing or Speaking Practice: o Do you prefer eating with chopsticks or forks when you eat? Are there foods that you only eat with chopsticks or only with a fork? ANSWER KEY: STUDENTBOOK Pre-Reading Questions: Sample Answers What did you have to eat today? - I had scrambled eggs for my breakfast - I ate hamburgers for lunch What you usually use to eat food? - I usually use a fork - I use chopsticks when I eat food Which are easier for you to use, forks or chopsticks? - Forks are much easier to use - I prefer chopsticks when I eat rice Words & Phrases A point boil bit crop raise utensil branch B live on are rooted in pick up Visualizing Reading Comprehension a d a c b b Reading Source 2, Unit Unit 18 | The Age of Puberty Reading Source 2:Teacher’s Guide Unit Objectives: Students will learn about what happens during puberty and its effects on our body Students will understand the meaning of new words and be able to use the words in sentences Students will practice reading comprehension skills –identifying the main idea and supporting details and making inferences Students will learn skills in summarizing passages and giving opinions Key Words and Phrases adventure, brain, caterpillar, cocoon, confused, crack, develop, normal, period, puberty, adjust to, go through, turn into LESSON GUIDE Before Reading Have the students look at the picture Ask questions like: How old you think these people are? (in their teens, 13-15 years old, etc) What are some differences between kids and teenagers? (teenagers are taller, teenagers are closer to being adults, etc) Pre-Reading Questions Have the students answer the pre-reading questions as a class or in pairs Encourage them to answer in complete sentences pairs Encourage them to answer in complete sentences Introduce the unit’s key words and phrases Extra Idea (optional): Word Scramble Prepare cards with the vocabulary words and their meanings (depending on the number of students you have, you may need to repeat some words) Divide the cards into however many teams you have and spread them out on different sections of the floor Have each team go to a set of cards, find the matching words and meanings, and place them next to each other on the floor as quickly as possible When a team finishes, they have to yell out “finished” and read out the pairs of words and definitions together Wait until all the teams have finished Reading Source 2, Unit 18 During Reading Have the students listen to the passage and follow along in the student book Afterwards, ask the students what they remember about puberty without looking at the book (these should be one-word answers or short phrases.): • when it starts (as early as years old to as late as 15 years old.) • what happens during it (hormones are sent to the brain which trigger physical & emotional changes in body) • changes that occur in body (arms and legs grow quickly For boys, their voice cracks and grows deeper For girls, their body becomes curvier.) • possible emotional changes during puberty (You may feel angry or confused during puberty because your body is adjusting to the changes.) As the students answer, take notes on the board Show the students different ways to take notes (for example, use different colors and/or shapes to separate the different categories): Example Changes During Puberty - Physical Changes Arms, legs and feet grow quickly Shoulders grow wider Voice cracks then grows deeper (boys) Body becomes curvier (girls) - Emotional Changes May become easily angered Confusion Extra sensitive at times Next, tell the students to keep these notes in mind as they take turns reading the passage out loud as a group or in pairs After Reading Words & Phrases Have the students complete Exercises A and B (Remind them that in Exercise B, they need to change the form of the word, such as make it singular/plural, if necessary) Check the answers as a class Visualizing Go over what the different sections of the chart mean: what puberty is, when it happens, what happens to one’s body and mind Have the students fill in the blanks and check the answers as a class Reading Comprehension Individually: If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete the page and check the answers as a class Reading Source 2, Unit 18 Altogether: Questions can also be used to promote discussion among students rather than just answering questions individually Main Idea: Remind the students that the main idea is the big idea that can summarize the passage in one word or sentence Go through each of the answers to determine which ones are details (a), not relevant or in the passage (b & d), and the main idea (c) Supporting Details: Have the students go back to the passage and practice scanning to find the answer Have them point to or read the sentence with the answer out loud (for example, the answer to question is in the second sentence of the first paragraph) Inference:   Have the students go back and find sentences that support the answer (for example, the first sentence in the last paragraph talks about how you might feel angry and confused during puberty) Summarizing Have the students fill in the blanks with the given words Check the answers by having the students take turns in reading the completed summary Extra Idea (optional): No Looking! Have the students close their books and give them prepared copies of the exercise without the word box Read the summary with the blanks together Have the students work by themselves or with a partner to fill in the blanks with their own words Have them re-open their books and compare their words with the word box Compliment them when they get answers that are close or exactly right Making Connections Writing Introduce any new words in the provided Idea Box Have the students write their answers to the questions and discuss them with a partner of the same sex Have the students take turns in asking and answering the questions Speaking Have the students discuss the topic in pairs of the same sex Question for Extra Writing or Speaking Practice: o Who would be a good person to talk to and ask any questions you might have about puberty? Reading Source 2, Unit 18 ANSW WER KEY Y: STUDE ENT BOO OK ding Questions: Sample Answers A Pre-Read Whatt parts of yourr body are diffferent this yeaar? - My shoulderss became wideer than last yeear - I became ceentimeters talller than last yeear How else has your body changedd? - My hair grew w longer h changed a little - Other people say my face has How you feel abbout those chaanges? - I like it! I feell like I'm an adult a now! - I am afraid off these changees I am not ussed to these chhanges Words & Phrases A period normal puuberty adventture cocoonn coonfused develoop B turns innto went th hrough adjust to Visualiziing Reading Comprehenssion c d d b c d Summarrizing go througgh / at a differrent age / grow ws deeper / feeel angry and confused c / adjuusting to / a nnew you Making Connections: Sample Ansswers Writing Do yoou think you aare going throuugh puberty? If I you alreadyy have, how olld were you? - Yes, I have allready gone thhrough pubertyy I was 14 yeears old Read ding Source 2, Unnit 18 What are the signs of puberty in your body? - My voice changed a lot It is lower than before What emotional changes have you experienced? - I felt depressed when I was going through puberty ANSWER KEY: WORKBOOK Words & Phrases A period normal caterpillar puberty B cocoon 2.confused adventure brain C turn into go through crack developed adjust to Writing D A caterpillar will turn into a beautiful butterfly Puberty starts at a different age for everyone These hormones will make your body develop in many ways During puberty, you may feel angry or confused Your mind and your body are just adjusting to the changes Make sure that your food does not contain trans fats Dictation E As a (caterpillar) turns into a (butterfly) after a period of (change), you also go (through) puberty It starts at a (different) age for everyone Due to hormones, your body (develops) in many (ways) A boy's (shoulders) grow (wider) and his voice (cracks) then grows deeper A (girl's) body becomes (curvier) Also, it is (normal) for you to feel angry and (confused) Your (mind) and (body) are (adjusting) to the changes After (puberty), there will be a (new) you Reading Source 2, Unit 18 Unit 19 |A Balanced Diet Reading Source 2:Teacher’s Guide Unit Objectives: Students will learn about the food pyramid and staying healthy Students will understand the meaning of new words and be able to use the words in sentences Students will practice reading comprehension skills –identifying the main idea and supporting details and making inferences Students will learn skills in summarizing passages and giving opinions Key Words and Phrases balanced, dairy, diet, exercise, figure, product, represent, stairway, step, vertical, a piece of cake, as for, plenty of LESSON GUIDE Before Reading Have the students look at the picture Ask questions like: What you see in the picture?(different kinds of food, a man walking up the stairs, etc) What kinds of foods are connected to each color? (fruits – pineapples, grapes, strawberries, yellow-oil, etc.) Pre-Reading Questions Have the students answer the pre-reading questions as a class or in pairs Encourage them to answer in complete sentences pairs Encourage them to answer in complete sentences Introduce the unit’s key words and phrases Extra Idea (optional): Word Associations Divide the class into groups and give each group a piece of paper or poster board with selected vocabulary words Tell the students to write down other words that they associate with the word For example, for “dairy,” they can write foods such as “milk, cheese, ice cream, yogurt,” etc For “exercise,” they can write activities such as “running, jumping rope, lifting weights,” etc Have each group present their work when they are finished (As an alternative, you can have the students draw pictures or cut out and paste pictures from magazines) Reading Source 2, Unit 19 During Reading Have the students listen to the passage and follow along in the student book Afterwards, ask the students what they remember about the food pyramid and staying healthy without looking at the book(these should be one-word answers or short phrases.): • ways to stay healthy (eat a balanced diet, get plenty of exercise) • what each food group represents (orange – grains, green – vegetables, red – fruits, blue – milk & dairy products, purple – meat, fish & nuts, yellow – oils & fats) As the students answer, take notes on the board Show the students different ways to take notes (for example, use different colors and/or shapes to separate the different categories): Example Colors  Orange  Green  Red  Blue  Purple  Yellow  The Food Pyramid   Food type  Examples Grains  Bread, rice, oats, etc Vegetables  Carrots, cabbage, broccoli, etc Fruits  Bananas, pineapple, berries Milk and Dairy  Milk, yogurt, cheese Meat, nuts and beans  Meat, eggs, chicken, fish Fats and oils  Butter, cooking oil Next, tell the students to keep these notes in mind as they take turns reading the passage out loud as a group or in pairs After Reading Words & Phrases Have the students complete Exercises A and B (Remind them that in Exercise B, they need to change the form of the word, such as make it singular/plural, if necessary) Check the answers as a class Visualizing Go over what the different sections mean: the two main ways to stay healthy and the five main food groups Have the students fill in the blanks and check the answers as a class Reading Comprehension Individually: If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete the page and check the answers as a class Reading Source 2, Unit 19 Altogether: Questions can also be used to promote discussion among students rather than just answering questions individually Main Idea: Remind the students that the main idea is the big idea that can summarize the passage in one word or sentence Go through each of the answers to determine which ones are not relevant or in the passage (a,b,c) and the main idea (d) Supporting Details: Have the students go back to the passage and practice scanning to find the answer Have them point to or read the sentence with the answer out loud (for example, the answer to question is in the seventh sentence of the second paragraph) Inference: Have the students go back and find sentences that support the answer (for example, the second sentence of the last paragraph says that we should eat well and get plenty of exercise) You can also use this question to get students to think and talk about the passage more Ask the students about the effects of a balanced diet and getting regular exercise For example: o What would happen if you not have a balanced diet? (You would probably gain weight, become unhealthy, etc) Do you see why balanced diet is important? (it is important to make sure that you get all the required vitamins, nutrients and minerals your body need, etc) Summarizing Have the students fill in the blanks with the given words Check the answers by having the students take turns in reading the completed summary Extra Idea (optional): Two Truths and a Lie Using the completed summary as an aid, have the students think of or write two truths and one lie about what they have read For example, the two truths can be “There are five main food groups” and “The thicker lines mean that we should eat more from that group” and the lie could be “You only need exercise to stay healthy.” Have them work in small groups and take turns After one person says their sentences, the others need to say which one is the lie Encourage them to be creative so that the answer won’t be too easy to figure out Making Connections Writing Introduce any new words in the provided Idea Box Have the students write their answers to the questions and discuss them with a partner Have the students take turns in asking and answering the questions Ask a couple of pairs to present to the class Speaking Have the students discuss the topic in pairs or as a group Question for Extra Writing or Speaking Practice: o What can you and your family/friends together to help each other stay healthy? Reading Source 2, Unit 19 ANSWER KEY: STUDENT BOOK Pre-Reading Questions: Sample Answers What did you eat today? - I had spaghetti for my lunch today - I ate rice with soup in the afternoon What should you eat more and less of? - I should eat more vegetables to stay fit - I have to eat less meat What kind of exercise you do? - I jog for one hour every day - I weight training twice a week Words & Phrases A diet exercise stairway represent B a piece of cake plenty of As for step figure dairy Visualizing Reading Comprehension d c a b c c Summarizing food groups / dairy products / need a little of / eat more foods / a balanced diet / plenty of exercise Making Connections: Sample Answers Writing What kind of food you usually eat? - I usually eat sweets like chocolate or candy Reading Source 2, Unit 19 What kind of food does your family eat for health? - We usually eat vegetables and fruits What you for your health besides eating healthy food? - I try to have a balanced diet and exercise regularly ANSWER KEY: WORKBOOK Words & Phrases A figure product diet exercise represent B step dairy vertical balanced C plenty of As of stairway a piece of cake Writing D What does this symbol mean? To stay healthy, we must eat a balanced diet Some lines are thicker than the others We should also get plenty of exercise Doing both is not always a piece of cake Dictation E A food (pyramid) has (five) main food (groups) Orange is for (grains), green is for (vegetables), red is for (fruits), blue is for (dairy) products like milk and (yogurt), and purple is for (meat), fish and (nuts) Yellow is for fats and oils, which we (need) a little of You should eat (more) foods from the groups with the (thicker) lines, To stay (healthy), we should eat a (balanced) diet and get plenty of (exercise) Doing that is not (easy), but try to it step by step Reading Source 2, Unit 19 Unit 20| What Happened to My Eyes? Reading Source 2:Teacher’s Guide Unit Objectives: Students will learn about how to take care of one's eyes Students will understand the meaning of new words and be able to use the words in sentences Students will practice reading comprehension skills –identifying the main idea and supporting details and making inferences Students will learn skills in summarizing passages and giving opinions Key Words and Phrases chart, classmate, cool, eyesight, image, letter, lie, mirror, sideways, spinach, take a break, take care of, try on LESSON GUIDE Before Reading Have the students look at the picture Ask questions like: What is the girl doing? (a girl with glasses is looking at herself in the mirror, a girl is getting an eye exam, etc) Where would you see an eye chart? (at the hospital, the ophthalmologist’s office, etc) Pre-Reading Questions Have the students answer the pre-reading questions as a class or in pairs Encourage them to answer in complete sentences Introduce the unit’s key words and phrases Extra Idea (optional): Pictionary Prepare cards with the vocabulary words written on them Divide the class into teams Have a representative from one team come up to the front and pick a card This student must draw a picture to get his/her team to guess the word Students are not allowed to talk, point at things, or write words If the student’s team guesses the word, the team gets a point If not, put the word back into the pile and have the next team have a turn Reading Source 2, Unit 20 During Reading Have the students listen to the passage and follow along in the student book Afterwards, ask the students what they remember about the story without looking at the book(these should be one-word answers or short phrases.): • why Jessica wanted to get eye glasses (she saw her classmate wearing glasses, she thought it looked cool) • the doctor's advice to Jessica (don't watch TV or read books too closely, etc) As the students answer, take notes on the board Show the students different ways to take notes (for example, use different colors and/or shapes to separate the different categories): Example What Happened to My Eyes Why Jessica wanted to wear eye glasses  Doctor’s advice to Jessica - Jessica saw her classmate wearing  - Don’t read books too closely or watch  them and thought they looked cool  TV too closely    - Take a break often when using  computers    - Eat lots of carrots and spinach  Next, tell the students to keep these notes in mind as they take turns reading the passage out loud as a group or in pairs After Reading Words & Phrases Have the students complete Exercises A and B (Remind them that in Exercise B, they need to change the form of the word, such as make it singular/plural, if necessary) Check the answers as a class Visualizing Go over what the different sections of the chart mean: setting (where the story takes place), characters (the people in the story), plot (what happens in the story), and ending (how the main character feels at the end) Have the students fill in the blanks and check the answers as a class Reading Comprehension Individually: If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete the page and check the answers as a class Reading Source 2, Unit 20 Altogether: Questions can also be used to promote discussion among students rather than just answering questions individually Main Idea: Remind the students that the main idea is the big idea that can summarize the passage in one word or sentence Go through each of the answers to determine which ones are details (b & d), not relevant or in the passage (a), and the main idea (c) Supporting Details: Have the students go back to the passage and practice scanning to find the answer Have them point to or read the sentence with the answer out loud (for example, the answer to question is in the fifth sentence of the third paragraph) Inference: Have the students go back and find sentences that support the answer (for example, the last paragraph talks about how Jessica has decided to take better care of her eyes) You can also use this question to get students to think and talk about the passage more Ask the students about how to take care of one's eyesight For example: o What can we to better take care of our eyes? (Don't use the computer or watch TV for too long, have frequent rest periods if you are going to use them for a long time, never look directly at the sun as it is very dangerous for your eyes, eat foods that are rich in Vitamin A.) Have you ever had an eye exam? (yes, I see my optometrist regularly) Do you see the importance of getting regular eye exams? Summarizing Have the students fill in the blanks with the given words Check the answers by having the students take turns in reading the completed summary Extra Idea (optional): Sequencing Prepare copies of the exercise for each pair of students in your class and cut them into sentences strips Put them in envelopes and hand them out to the students First, have the students work together to fill in the blanks with the words and phrases from the word box Then, have them put the sentence strips in the correct order When they are finished, they must get their answers checked by you If you would like to make this into a game, the winner would be the pair that finishes the activity first and correctly Making Connections Writing Introduce any new words in the provided Idea Box Have the students write their answers to the questions and discuss them with a partner Have the students take turns in asking and answering the questions Ask a couple of pairs to present to the class Speaking Have the students discuss the topic in pairs or as a group using the phrases from the idea box Reading Source 2, Unit 20 Question for Extra Writing or Speaking Practice: o Do you wear glasses, contacts, or both? Which you think is better? ANSWER KEY: STUDENT BOOK Pre-Reading Questions: Sample Answers How far down can you read on an eye chart? - I can read all of them! - I can only read until the fifth line Would you like to wear glasses? Why or why not? - Yes, I want to wear glasses It looks fashionable - No, I don't It is very uncomfortable How can you protect your eyesight? - I should eat carrots a lot - I have to stop playing computer games Words & Phrases A eyesight image letter cool chart sideways Spinach B take a break try on take care of Visualizing Reading Comprehension c b c c a a Reading Source 2, Unit 20 Summarizing wearing glasses / was surprised / too closely /move her eyes sideways / was worried / take care of Making Connections: Sample Answers Writing Who wears glasses around you? - My classmate behind me wears glasses How you think he or she got bad eyesight? - I think she plays computer games for a long time How can you take care of your eyes? - I should eat a lot of fruits and vegetables ANSWER KEY: WORKBOOK Words & Phrases A lie cool sideways letter chart B image spinach classmate mirror eyesight C try on take a break take care of Writing D The next day, Jessica went to the eye doctor with her mom She read letters from an eye chart Don't watch TV or read books too closely She liked herself with glasses on I must take better care of my eyes Dictation E Jessica (wanted) to look (cool) by wearing (glasses), so she (lied) that she (needed) glasses When the eye (doctor) said she (would) need glasses, she was (surprised) The doctor (told) her not to (watch) TV or read books too (closely), to take time to (look) far away and (move) her eyes (sideways), and to eat (carrots) and (spinach) Jessica liked (herself) wearing glasses, but she was (worried) a little bit She realized she (must) take (care) of her eyes Reading Source 2, Unit 20 ... Two hours (later), people help to (clean) up the (streets) Reading Source 2, Unit Unit |Forks and Chopsticks Reading Source 2: Teacher’s Guide Unit Objectives: Students will learn about the origins... (Chinese) 5,000 years (ago) to pick up (smaller) food bits Reading Source 2, Unit Unit 3| Talents and Jobs Reading Source 2: Teacher’s Guide Unit Objectives: Students will learn about the story... Like him, you can (make) dreams come (true) if you work (hard) Reading Source 2, Unit Unit 4| Potluck Party Reading Source 2: Teacher’s Guide Unit Objectives: Students will learn what a "potluck"