Reading source 3 teachers guide

Reading Source Teacher's Guide Build your dreams, Grow as a global leader www.ibuildandgrow.com Unit1 | Special Homes: Houseboats Reading Source 3:Teache’s Guide Unit Objectives: Students will learn about different types of houseboats and other special houses 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 bathtub canal contain despite dwelling, environment flood narrow prefer protect according to fold to rather than LESSON GUIDE Before Reading Have the students look at the picture Ask questions like: What you see? (houses on water, a boat that looks like a house, etc) How would you compare the two structures? (one is square and the other is rounded, the rounded structure is in a tropical place, 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): 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 3, 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 houseboats without looking at the book (these should be one-word answers or short phrases): • special homes (underground, on stilts, houseboats) • kinds of houseboats o in Cambodia – made of wood and palm leaves o in Britain – very narrow, used to travel along canals, beds and sofas fold up o in Australia and America – kept on wide rivers and lakes, larger, might have fireplaces, bathtubs and pools, called floating mansions 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 Cambodia ‐ simple houseboats found on Tonle Sap Lake ‐ made from wood and palm leaves Houseboats Around the World Britain ‐ very narrow, to travel along canals ‐ beds and sofas fold up to save space America and Australia ‐ much larger houseboats (floating mansions) ‐ can have fireplaces, bathtubs, and swimming pools ‐ used as dwellings and vacation homes 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 how the chart is organizing the different houseboats around the world and their unique characteristics Have the students fill in the blanks and check the answers as a class Reading Source 3, Unit 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 (a & c), not in or relevant to the passage (b), and the main idea (d) Supporting Details: Have the students go back to the passage and practice scanning to find the answers Have them point to or read the sentences with the answers out loud (for example, the answer to question is in the third sentence of the second paragraph) Inference: Have the students go back and find sentences that support the answer (for example, the fourth sentence of the second paragraph says that houseboats from Britain are very narrow.) 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 “Beds in British houseboats can fold up” and “People in Papua New Guinea build houses on stilts to protect them from floods” and the lie could be “Australian houseboats are usually smaller than British houseboats.” 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 Reading Source 3, Unit Speaking Have the students discuss the topic in pairs or as a group using the answers they wrote in question of the “Writing” section For Extra Writing or Speaking Practice: o What you think it would be like to live on a houseboat? o What you think are the advantages and disadvantages of living on a houseboat? ANSWER KEY: STUDENT BOOK Pre-Reading Questions: Sample Answers Look at these pictures What are they? - I think they are houses on a river - I guess they are boats where people can live What countries you think they are in? - I think they are in America and Europe - Maybe they are in China and India Have you ever been in any kind of special home? If so, why was it special? - Yes, I have been to my uncle’s special home It is more than 100 years old - No, I have never been to any special homes Words & Phrases A canal protect dwelling environment flood narrow prefer B according to rather than Fold up Visualizing In Cambodia Houseboats Around the World In Britain In the USA/Australia Reading Comprehension d b d c - made of wood and palm leaves - very narrow so as to travel along thin canals - furniture folds up to save space - called floating mansions - can contain fireplaces, bathtubs and swimming pools a b Summarizing environment / stilts / houseboats/ narrow / larger / vacation Reading Source 3, Unit Making Connections: Sample Answers Writing Which is your favorite room at home? - My favorite room is my bedroom because it contains all my belongings - My favorite room is the living room because it is a comfortable place Would you like to live on a houseboat? - Yes, because I would swim around my house - No, because I would not see my friends very often Where would you build your own special home? What would it be like? - I would build it in a forest It would be a wooden house - I would build it in a modern city It would be a high-tech apartment ANSWER KEY: WORKBOOK Words & Phrases A contain protect despite prefer bathtub B environment flood dwelling canal narrow C rather than according to folded up Writing D Many people build homes according to their environment 2.In some places, people choose to live on houseboats British boats are narrow because they travel on thin canals Houseboats in Australia and America can be much larger They serve as dwellings as well as vacation homes Dictation E Many (homes) are (built) according to the environment (Some) people’s homes are underground, while (others) are built on tall (stilts) In places (where) there is a lot of (water), some people live on (houseboats) Simple houseboats can be (found) in Cambodia They are made of (wood) and palm (leaves) British houseboats are very (narrow) because they have to travel along thin (canals) Some houseboats in Australia and (America) are (larger) because they are kept on (lakes) and wide rivers They are sometimes (called) floating mansions Some are used as (vacation) homes, while (others) are used as (regular) homes Reading Source 3, Unit Unit |Making a Budget Reading Source 3: Teacher’s Guide Unit Objectives: Students will learn about making a budget and different ways to save money 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: allowance, budget, carefully, earn, expense, include, income, neighbor, receive, transportation at the beginning, left over run out of LESSON GUIDE Before Reading Have the students look at the picture Ask students questions like: What is the girl thinking about? (money, things she wants to buy, etc.) What you think is written in her book/journal (her shopping list, budget, 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 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 Peak 3, 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 making a budget without looking at the book (these should be one-word answers or short phrases): • what a weekly budget is (a record of how much money you will receive and how much money you plan to spend.) • income (money one receives, allowance, income from part-time job) • expenses (transportation, food, snacks, swimming pool entry, trip to the movies, books, 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 Income (what you receive) Allowance Part-time job Weekly Budget Expenses (what you spend money on) Transportation Snacks Swimming pool entry Amount left over Income - Expenses 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: how one gets money (income), what one spends money on (expenses), and what one can with the amount left over (income – expenses) Have the students fill in the blanks and check the answers as a class Reading Peak 3, Unit 2 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 not in or relevant to the passage (b, c & d), and the main idea (a) Supporting Details: Have the students go back to the passage and practice scanning to find the answers Have them point to or read the sentences with the answers out loud (for example, the answer to question is in first sentence of the last paragraph) Inference: Have the students go back and find sentences that support the answer (for example, the third sentence of the third paragraph says that Lindsey's income is $25 dollars, which is larger than her expenses of $14) 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 Alternative Idea (optional): Listening for ‘(name of your country’s currency’) 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 the name of your country’s currency (won, peso, dollar, etc) When you say for example, “dollar,” the team whose turn it is has to answer with what goes in place of “dollar” (For example, you will say “If you spend your money dollar, you should make a weekly budget” instead of “blank”) The team then has to give the missing word or phrase (too quickly) 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 answer correct wins the game Reading Peak 3, Unit 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 For Extra Writing or Speaking Practice: o Do you have any savings or any money saved up? What are you saving it up for? o As students, in what ways are you limited with regards to earning, saving and spending money? ANSWER KEY: STUDENT BOOK Pre-Reading Questions: Sample Answers Look at this picture What you think the girl is thinking about? - I think she is trying to decide what to buy with her money - I guess she is thinking about the things she wants to have Do your parents give you pocket money? - Yes, they They give me 10,000 won each week - Yes, they give me 30,000 won every month What are some ways you can save money? - I can save money by putting half of my allowance in the bank each week - I can save money by spending less on snacks Words & Phrases A allowance earns neighbor transportation budget receive carefully B at the beginning left over run out of Reading Peak 3, Unit After Reading Words & Phrases Have the students complete Exercises A and B (Remind them that in Exercise B, they need to change the form of the word, such as make it singular/plural, if necessary) Check the answers as a class Visualizing Go over how the chart is organizing Jealous Girl’s problems and the advice she receives from Dayna on how to think about or deal with each one 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 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 fourth sentence of the first paragraph) Inference: Have the students go back and find sentences that support the answer (for example, the last sentence of the second paragraph talks about how attention should be given to her even if she’s not a baby anymore) 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 Reading Source 3, Unit 18 Alternative Idea (optional): Listening for ‘Jealous Sister 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 “Jealous Sister.” When you say “Jealous Sister,” the team whose turn it is has to answer with what goes in place of “Jealous Sister” (For example, you will say “A girl has a Jealous Sister with her younger brother” instead of “blank”) The team then has to give the missing word or phrase (problem) 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 Making Connections Writing 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 ideas in the Idea Box or with their own ideas For Extra Writing or Speaking Practice: o Who you think is the best advice giver? What kind of advice have you gotten from them? ANSWER KEY: STUDENT BOOK Pre-Reading Questions: Sample Answers What are the girl and the woman doing? - The girl is writing a letter and the woman is reading a letter - The girl is writing something and the woman is reading something Do you have any brothers or sisters? - Yes, I have an older brother and a younger sister - No, I am an only child What you usually when you have a problem? - I usually talk to my friends or my parents about it - I write a journal Words & Phrases A sibling adores Reading Source 3, Unit 18 delightful annoyed jealous trust attention B instead of feels left out take care of Visualizing The Girl’s Problem She thinks her parents love her brother more She is starting to resent her little brother She wants her parents to give her more attention Reading Comprehension d a d b    Dayna’s Advice They’re asking you tobabysit your brother because they trust you You should feel proud of yourself Tell them that you sometimes feel left out c a Summarizing problem / babysit / worried / trust / responsible / feels Making Connections: Sample Answers Writing My grades have gotten worse since I joined a singing club - I think you should quit the club until your grades improve - I think you should pay more attention to studying My older brother has secretly started smoking cigarettes - You need to tell your parents about it - You need to talk with your brother about the problem I moved to a new town and I don’t have any friends yet - Why don’t you join an afterschool club? - Why don’t you invite your classmates to your house? Reading Source 3, Unit 18 ANSWER KEY: WORKBOOK Words & Phrases A annoyed resent fair babysit adore B trust siblings attention delightful jealous C take care of instead of feels left out Writing D a little brother who is just four years old seem to love him the most ~ makes me jealous How can I make my parents love me again You shouldn’t feel annoyed with your younger sibling you should feel proud of how responsible you are Dictation E A girl has a (problem) with her younger (brother) He is so (cute) that (everybody) adores him Also, her (parents) make her (babysit) him when they go out She would rather (spend) her time doing (homework) or chatting with her (friends) She is worried that her (parents) not (love) her anymore So she writes a (letter) to Dayna (asking) for advice Dayna assures her that her parents still (love) and (trust) her She (tells) the girl to be (proud) that she is a (responsible) older sister Then she says that the girl should (tell) her parents (how) she (feels) Reading Source 3, Unit 18 Unit 19 |The Dangers of Onscreen Violence Reading Source 3:Teacher’s Guide Unit Objectives: Students will learn about the dangers of on-screen violence and what people can to prevent a violent future 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: enemy, expert, necessary, normal, prevent, reach, society, violent, whether, yell belikely to, by the time, take responsibility LESSON GUIDE Before Reading Have the students look at the picture Ask questions like: What you see? (two boys playing a computer game, game controllers) How are they feeling? (focused, competitive, angry, 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): Synonyms and Antonyms Reading Source 3, Unit 19 Review the concept of synonyms (words with the same meaning) and antonyms (words with different meanings) For the more familiar words, ask your students for possible suggestions For example: - enemy ≠ friend - expert ≠ beginner - necessary = needed ≠ unnecessary - normal ≠ strange - violent ≠ peaceful To review the words, divide the class into teams Have a representative from each team come up to the front Say the synonym or antonym of a word and whoever raises their hand first and says the correct vocabulary word gets one point (Teacher: “The synonym of needed” Student: “necessary”) During Reading Have the students listen to the passage and follow along in the student book Afterwards, ask the students what they remember about on-screen violence without looking at the book (these should be one-word answers or short phrases):  sources of it in children’s lives (television shows, movies, computer games)  effects (makes violence seem exciting and necessary, more likely to be violent in real life, a more violent society)  what needs to be done (people should take more responsibility, spend less time watching TV and playing video games) 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 Sources of on-screen violence Effects of on-screen violence What we can to prevent a violent society Reading Source 3, Unit 19 TV shows Movies Computer games - Will become more violent in real life - Makes violence seem exciting and necessary (killing more in video games earns you a higher score) - a more violent society - Take responsibility - Spend less time in front of a screen - Choose TV shows, movies and games which are peaceful 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 how the chart is organizing the various effects of on-screen violence 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 not relevant or in the passage (b, 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 second sentence of the second paragraph) Inference: Reading Source 3, Unit 19 Have the students go back and find sentences that support the answer (for example, the fourth sentence of the second paragraph talks about the effect of on-screen violence on society) 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 Alternative Idea (optional): Listening for ‘Dinner Time!’ 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 “Dinner Time!” for when Darren stops playing his computer game when he hears his mom When you say “dinner time,” the team whose turn it is has to answer with what goes in place of “dinner time” (For example, you will say “He is a dinner time 11-year-old American boy playing a computer game” instead of “blank”) The team then has to give the missing word or phrase (normal) 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 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 Encourage them to cite specific television shows, movies, and computer games that they know about or have seen/played For Extra Writing or Speaking Practice:  Why people find on-screen violence so attractive?  If you could create a game that would be the different from the violent games we often see, what would that game be like? ANSWER KEY: STUDENT BOOK Pre-Reading Questions: Sample Answers Reading Source 3, Unit 19 What are the boys doing in the picture? - They are playing computer games - They are watching some scenes on the TV screen Is this activity good for young people? Why or why not? - Yes, it is good for young people because it makes the brain work quickly - No, it is not good because it shows too many fights and killings How you feel when you this activity? - I usually feel excited, but I also get mad when I lose! - I feel like I am a different kind of person when I this Words & Phrases A necessary prevent Normal whether violent expert yell B takes responsibility by the time is likely to Visualizing real life exciting higher more Reading Comprehension a c d d necessary society b a Summarizing normal / reaches / on TV / violence / killings / less time Making Connections: Sample Answers Writing Reading Source 3, Unit 19 How you feel when you see a violent TV show, movie or game? - I usually feel scared and unhappy - I usually feel interested and excited Do you agree with the writer that Darren is a normal boy? Why or why not? - I don’t agree with the writer because Darren seems to be cruel - I agree with the writer because Darren seems like me What you think people should to prevent a violent society? - I think we should stop buying games that are too violent - I think we should always be nice to our classmates ANSWER KEY: WORKBOOK Words & Phrases A yell reach society enemy B 1.normal necessary expert whether C take responsibility prevent violent is likely to By the time Writing D He quickly shoots his gun several times 2.He runs to eat dinner with his family He will have seen thousands more in computer games this by spending less time in front of a screen can choose TV, movies and games which are peaceful Dictation E Darren kills three people and (smiles) He is a (normal) 11-year-old American boy (playing) a computer (game) Yet when he (reaches) 18 years old, he will have seen thousands of (killings) on TV Research (shows) he is more likely to be (violent) after seeing violence on (screen) TV shows, (movies) and games make violence seem (exciting) Computer games even (offer) higher scores for (more) killings To (prevent) a violent society in the (future), we must (take) responsibility Young people should spend (less) time in front of a screen and (choose) peaceful TV (shows), movies and(games) Reading Source 3, Unit 19 Unit 20 |Apollo and Daphne Reading Source 3:Teacher’s Guide Unit Objectives: Students will learn about the story of Apollo and Daphne 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 sequencing Students will learn skills in summarizing passages and giving opinions Key Words and Phrases: arrow, branch, grab, instantly, nymph, outrun (-outran, outrun), revenge, rough, strength, tease call out, chase after, reach out LESSON GUIDE Before Reading Have the students look at the picture Ask questions like: Who you think these people are? (a prince and a princess, a god and a human being, Daphne and Apollo, etc) How would you describe them? (The girl is wearing a gown and has tree branches for arms, the man is wearing a red suit and a cape, etc) Where are 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 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 3, 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 myth without looking at the book (these should be one-word answers or short phrases):  the characters (Apollo, Cupid, Daphne, Daphne’s father)  the story line (Apollo teases Cupid, Cupid shoots Apollo with a love arrow, Apollo falls in love with Daphne, 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 How Daphne became a laurel tree Characters Apollo, Cupid, Daphne, Daphne’s father Cupid shot Apollo with one of his special love arrows  Apollo saw a beautiful nymph (Daphne) and fell in love  Daphne was not interested in love or Apollo so she ran away ↓ Apollo made a crown from her branches  River god turns Daphne into a laurel tree to protect her  Daphne called her father (the river god) for help 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 how sequencing is putting the story events in chronological order Have the students fill in the blanks and check the answers as a class Reading Source 3, Unit 20 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 not relevant or in the passage (b, 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 fourth sentence of the second paragraph) Inference: Have the students go back and find sentences that support the answer (for example, the second and third sentences of the first paragraph talk about Cupid’s role in what happened between Apollo and Daphne) 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): In Your Own Words Using the summarizing exercise they have just completed, have the students write or say their own summary using the following: - This story is called - The characters in the story are - The problem is that - (What is the solution?) - (Results of the solution) _ Making Connections Writing 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 If needed, suggest other famous Greek myths or myths from the students’ home country that they are familiar with Reading Source 3, Unit 20 For Extra Writing or Speaking Practice:  Why you think myths are popular and continually passed down from history? ANSWER KEY: STUDENT BOOK Pre-Reading Questions: Sample Answers What is happening to the woman in the picture? - She is changing into a tree - Her arms are being changed into branches Who you think the man is? - Perhaps he is her boyfriend - I think he is the person who loves the woman How you think they feel? - I think they feel surprised - They might feel upset Words & Phrases A Branches rough outrun arrows 5.instantly strength tease B chased after reached out called out Visualizing Apollo saw Daphne by the river and fell in love with her Cupid shot Apollo with one of his special love arrows Apollo made a crown from the branches of the laurel tree The river god turned Daphne into a beautiful laurel tree Reading Comprehension a b d c a c Summarizing shoots / nymph / runs away / chases / turns / remember Making Connections: Sample Answers Writing What did you say when you first saw Daphne? How did she react? - I told her I was in love with her, but she looked unhappy and ran away - I told her I fell in love with her, but she didn’t like it and ran away from me Reading Source 3, Unit 20 2.How did you feel when you reached out to grab Daphne? - I felt really shocked at first and then I became sad - I felt surprised because her skin felt rough Why are you wearing that strange hat on your head? - It is a crown of laurel branches I am wearing it to remember Daphne - It is a laurel crown I am wearing it to not forget Daphne ANSWER KEY: WORKBOOK Words & Phrases A 1.instantly outrun grab revenge nymph B 1.arrow tease rough strength branch C chased after called out reached out Writing D saw a beautiful nymph and instantly fell in love 2.When Apollo told Daphne how he felt Apollo reached out to grab her in his arms in his eyes ~ he made a crown from her branches shook her branches to show that she was pleased Dictation E After being (teased) by Apollo, Cupid (shoots) him with a special love (arrow) Soon after, Apollo sees Daphne, a (nymph) who is the daughter of the (river) god He instantly (falls) in (love) But Daphne does not (love) Apollo, so she runs away from (him) Deeply in love, Apollo (chases) after her (Unable) to get away, Daphne (calls) out to her father for (help) He (turns) her (into) a laurel tree (Sad), Apollo makes a (crown) from Daphne’s (branches) He wears it on his (head) so he can always (remember) her Reading Source 3, Unit 20 ... (vacation) homes, while (others) are used as (regular) homes Reading Source 3, Unit Unit |Making a Budget Reading Source 3: Teacher’s Guide Unit Objectives: Students will learn about making a budget... raising (money) for UNICEF with your (classmates) Reading Source 3, Unit Unit | A Day in the Life of a Movie Director Reading Source 3: Teacher’s Guide Unit Objectives: Students will learn about... (job) because her (movies) can (touch) people’s hearts Reading Source 3, Unit Unit |The Different Colors of Stars Reading Source 3: Teacher’s Guide Unit Objectives: Students will learn about different