Reading peak 1 teachers guide

Power Vocabulary Introduce all the words in the Power Vocabulary section to the students and go through their meanings.. Extra Idea optional: Scramble for Words Prepare small cardboard

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Reading Peak 1

Teacher's Guide

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Unit 1 | Mosquitoes

Reading Peak 1: Teacher’s Guide

Unit Objectives:

1 Students will learn about the mosquitoes and how to deal with them

2 Students will practice scanning through a text

3 Students will understand the meanings of new words and be able to use the words

in sentences

4 Students will practice summarizing passages and giving opinions

Power Vocabulary:

bite, spread, disease, female, produce,

attract, sensor, visual, detect, avoid

LESSON GUIDE

Before Reading

Have the students look at the picture What kind of animal is in the picture?

(insect, mosquito) What do they think it is doing? (eating, drinking blood)

Where is it? (on a person’s arm, on someone’s skin)

What do you think?

Have the students answer the pre-reading questions as a class, in pairs or

individually Encourage them to answer in complete sentences

Background Knowledge

Introduce the topic for the day and then read the Background Knowledge text

aloud for the students Tell them to follow along in their books as you read

Power Vocabulary

Introduce all the words in the Power Vocabulary section to the students and go

through their meanings

Extra Idea (optional): Scramble for Words

Prepare small cardboard cards with 5-10 words from the unit’s Power

Vocabulary and their meanings Half of the cards should have vocabulary words

written on them and half should have word meanings (or synonyms) written on

them Spread all the cards out on the floor and have the students come over and

pick out two cards that match After picking their cards, each student goes up to

the board and sticks the two cards next to each other Continue the activity until

there are no cards left on the floor Review the vocabulary and their meanings (or

synonyms) with the students after the activity is finished

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During Reading

Have the students listen to the recording of the text and follow along in the

student book Afterwards, ask the students what they remember about the text

without looking at their books

 Facts about mosquitoes and/or mosquito bites (only females bite, they spread diseases,

As the students answer, take notes on the board Show the students different

ways to take notes (use different colors and/or shapes to separate the different

categories):

Example

Mosquitoes

What are they? Why do they bite us? How do we avoid them?

- They are insects

- They spread diseases

- Only females bite

- Sweat

- Bright clothes

- Warm bodies

- Don’t wear bright clothes

- Use mosquito lotions/sprays

- Use mosquito nets

Scanning

Teach the students about the unit’s reading strategy and then read the scanning

question aloud

Next, have the students read the passage out loud

Extra Idea (optional): Forward and Backward

Tell the students that they will take turns reading one sentence each from the

passage After each student finishes reading their sentence, they will point either

left or right If they point right, then the next student has to read the sentence

AFTER the one that was just read If they point left, then the next student has to

read the sentence BEFORE the one that was just read

After Reading

Reading Comprehension

Have the students complete both activities on their own If you feel that the

students are not at the level to answer the questions on their own yet, you can go

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through the activities as a class Remind them that they need to answer in

complete sentences for the second activity

Point out that the answer to question number one in the first activity is the main

idea of the unit’s text

Graphic Organizer

Refer the students back to the notes you made together on the board Go over the

different parts of your table/diagram: mosquitoes’ main sensors (chemical, visual,

heat), what they sense/detect (sweat, bright colors, body heat), and how to avoid

mosquitoes (not wearing bright clothes, using lotion/spray, using mosquito nets)

Move on to the graphic organizer in the book and have the students fill in the

blanks Check the answers as a class

Vocabulary Build-up

Go through the Vocabulary Build-up exercise with the students Have them fill

in the blanks on their own

Briefly go through the contents of the Power Vocabulary box Ask the students

to read the sample sentences (individually or as a group) and then point out the

words in focus

Extra Idea (optional): Word Lottery

Prepare small slips of paper with the Power Vocabulary words written on them

Put all of the slips of paper in a hat or bowl Have each student come to the front

and pull out a word Tell the student to read the word out loud for the class and

then to use that word in a sentence

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ANSWER KEY: STUDENT BOOK

1 When and where do you usually get bitten by mosquitoes?

 I usually get bitten when I’m in bed at night

 I usually get bitten when I go camping near rivers and lakes

2 What attracts mosquitoes?

 I think mosques like the smell of blood

 Maybe mosquitoes like certain colors

Scanning

What are the three main sensors of mosquitoes?

 They are chemical sensors, visual sensors, and heat sensors

Choose the best answer

Write the answers in full sentences

1 Why do female mosquitoes need to drink blood?

- They need to drink blood to produce eggs

2 Which sensors help mosquitoes smell sweat?

- Chemical sensors help mosquitoes smell sweat

3 What kinds of colors attract mosquitoes?

- Bright colors attract mosquitoes

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ANSWER KEY: WORKBOOK

1 It is my father that bought me a new watch

2 It is swimming class that I take on Saturdays

3 It is a sandwich and a salad that Susie ate for lunch

B

C

1 Mosquitoes can find you, even in the dark

2 Certain chemicals in sweat also attract mosquitoes

3 You have been bitten by a mosquito before

4 Female mosquitoes need to drink blood to produce eggs

5 Using mosquito spray will keep mosquitoes far away from you

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Unit 2 | Self-Care Technology

Unit Objectives:

1 Students will learn about self-care technology and its benefits

2 Students will practice guessing word meanings through context clues

3 Students will understand the meanings of new words and be able to use the

words in sentences

Power Vocabulary:

snore, rate, decide, exist, record,

information, appointment, alert, notice, aware

LESSON GUIDE

Before Reading

Have the students look at the picture What can they see in the picture? (a

stethoscope) Where have they seen one of these instruments before? (at the

doctor’s office/hospital, doctors wear them around their necks) What about the

paper underneath the stethoscope – where have they seen this kind of form before?

(at the doctor’s office/hospital)

Introduce the topic for the day and then read the Background Knowledge text

aloud for the students Tell them to follow along in their books as you read

Extra Idea (optional): Whispering Game

Divide the class into two teams and have each team form a line If there are an

odd number of students, one student can be the teacher’s “helper.” Whisper the

meaning of one of the Power Vocabulary words into the ear of the first student in

line for each team Tell the students to “pass the message” down the line until it

gets to the last student for each team That student must then write the correct

word on the blackboard

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During Reading

Have the students listen to the passage (recording) and follow along in the

student book Afterwards, ask the students what they can remember about the

text without looking at their books

 People who can use self-care technology (people who have just had

surgery, elderly people)

 What information is recorded (heart rate, body temperature)

 People alerted (doctors, nurses)

What are they? How does it work? Who uses them?

- Records your information

such as heart rate and body

temperature

- Prevents illness by teaching

people about health issues

- Sends this information to your doctor

- Doctor makes an appointment if there is a problem

- Doctor is alerted during an emergency

- People who have just had surgery

- Elderly people that live alone

Guessing Word Meaning

Teach the students about the unit’s reading strategy and then read the guessing

word meaning question aloud Have the first student that raises their hand tell

you what they think the word “emergency” means

Extra Idea (optional): The Secret Word

Scan the passage before the class starts and pick out a frequently-used function

word (article, pronoun, preposition, etc.) Have the students stand up and read

the passage as a group, but tell them they are not allowed to say your chosen

word Whenever a student is caught saying the word, have them sit down

Continue until the passage is finished or until there is only one student left

standing Have that student finish reading the passage normally and give him/her

a small prize

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After Reading

Have the students complete both activities on their own If you feel that the students

are not at the level to answer the questions on their own yet, you can go through the

activities as a class Remind them that they need to answer in complete sentences for

the second activity

different parts of your table/diagram: people who can use self-care technology

(people who have just had surgery, elderly people), what information is recorded

(heart rate, body temperature), and people alerted (doctors, nurses)

blanks Check the answers as a class There are two incorrect answers included

with the phrases in the box Ask the students why those phrases are wrong

Briefly go through the contents of the Word Power box Ask the students to read

the sample sentences (individually or as a group) and then point out the words in

focus

Extra Idea (optional): Draw Something, Too

Put all the slips in a hat or bowl Divide the class into two teams and ask one

member from each team to come up to the front Pick a word from the hat/bowl

and whisper it to the two students Split the board into two halves and have the

students try to draw something that will help their team guess the word (no letters

or numbers allowed) The team that guesses the word first gets a point

1 How do you have your health checked?

 I go to the doctor’s office to have my health checked

 I go to the school clinic to have my health checked

2 What do you need to check your health?

 I need an appointment with my doctor

 I need a thermometer



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Scanning

Guess the meaning of the word “emergency” in line 11

 I think “emergency” means something unexpected (and sometimes dangerous)

that you need help with

1 What kinds of information do “health helpers” show?

- They show information about you, such as your heart rate and body temperature

2 Who will get the information checked by “health helpers”?

- A doctor will get the information checked by “health helpers”

3 What happens when a person checked by “health helpers” has a problem?

- The doctor can make an appointment to see him or her in person

1 The old man who sent me flowers is in the store

2 Did you see the woman in the park who looked like my boss?

3 I went shopping with my friend who transferred to my school last month

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B

C

1 It might be because I drink too much coffee

2 It sounds like something from a science fiction book

3 People don’t notice when they start to get sick

4 She decided not to have caffeine before bedtime

5 The doctor can make an appointment to see you in person

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Unit 3 | Earthworms

Unit Objectives:

1 Students will learn about earthworms and their benefits

2 Students will practice finding main ideas

3 Students will understand the meanings of new words and be able to use the words in

Have the students look at the picture What can they see in the picture? (a worm,

rock, leaves, soil) Can they describe the earthworm? (long, red/brown/pink, no eyes)

Where have they seen earthworms before? (in a garden, at the park)

Have the students answer the pre-reading questions as a class or in pairs Encourage

them to answer in complete sentences

Introduce the topic and then read the Background Knowledge text aloud for the

students Tell them to follow along in their books as you read

Extra Idea (optional): Verb or Noun

Tell the students that you are going to start reading the Power Vocabulary words out

loud Ask them to look up at the ceiling if the word you read is a noun, and down at

their desk if the word is a verb If the word you read isn’t a noun or a verb tell them

to look straight ahead

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During Reading

Have the students listen to the recording of the text and follow along in the student

book Afterwards, ask the students what they remember about the text without

looking at their books

 What earthworms affect (soil, plants, the environment)

 Things earthworms do (eat soil, dig burrows, eat trash)

 Benefits of earthworms (fertile soil, healthy plants, recycle trash)

As the students answer, take notes on the board Show the students different ways to

take notes (use different colors and/or shapes to separate the different categories):

Example

Soil Ground Trash

Earthworms eat the soil Earthworms burrow through

the ground Earthworms eat the trash Fertile soil comes out of the

Finding Main Ideas

Teach the student’s about the unit’s reading strategy Tell them that the main idea of

a text is the most important information in the reading and that it is usually found in

the first paragraph Ask them what they think the main idea of the passage is

Extra Idea (optional): That’s not Right!

Read the passage to the students Make some small mistakes while you are reading

The students should follow along in their student books and correct you when you

read something incorrectly

After Reading

the second activity

different parts of your table/diagram: What earthworms affect (soil, plants, the

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environment); Things earthworms do (eat soil, dig burrows, eat trash); Benefits of

earthworms (fertile soil, healthy plants, recycle trash)

Move on to the graphic organizer and have the students fill in the blanks Check the

answers as a class

Go through the Vocabulary Build-up exercise with the students Have them fill in the

blanks on their own

Briefly go through the Word Power box Ask the students to read the sample

sentences (individually or as a group) and then point out the words in focus

Extra Idea (optional): Missing Words

Prepare sample sentences containing the words in the Power Vocabulary and write

them on slips of paper with the actual Power Vocabulary words blanked out Put all

the slips of paper in a hat or bowl Have each student come up to the front and pull

one piece of paper out Tell them to read the sentence out loud and then guess what

the correct word for the blank is

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1 What do earthworms look like?

 They are long and thin

 They are pink, red, or brown and sometimes have stripes

2 What do earthworms eat?

 They eat soil

Finding Main Ideas

What is the main idea of this passage?

 The main idea of this passage is the roles (benefits) of earthworms

1 b 2 d 3 d 4 c 5 c

1 Why are earthworms called “nature's plows?”

- Earthworms are called “nature’s plows” because they are good at breaking

up hard soil by digging large burrows in it What is the daily diet of Tibetan nomads?

2 What allows rainwater to move down into the soil?

- The burrows allow rainwater to move down deep into the soil

3 How do earthworms recycle trash?

- They eat trash, it moves through their body, and plant food comes out.

Benefits of Earthworms:

On Soil – make the soil fertile by eating and letting it back out

On Plants – make plants nutritious by letting rainwater and air in

On Environment – protect the environment by changing trash into plant food

1 d 2 c 3 b

4 c 5 d

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1 I was so hungry that I could eat eight pieces of pizza

2 I was too tired that I couldn’t go shopping with my friends

3 My computer was so slow that I couldn’t finish my homework on time

B

1 d 2 a 3 b 4 c 5 e

C

1 Earthworms are truly more than farmers

2 This soil can be absorbed and used by plants

3 When it rains, the water goes into the ground

4 Earthworms prepare the soil for the rain

5 Earthworms protect the environment by recycling trash

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Unit 4 | Sleep Debt

Unit Objectives:

1 Students will learn about sleep debt and its effects

2 Students will practice recognizing causes and effects

3 Students will understand the meanings of new words and be

able to use the words in sentences

Have the students look at the picture What do they see in the picture? (woman

waking up, woman turning on/off an alarm clock) Do they have an alarm clock?

(Yes / No, my parents wake me up) What time do the students go to bed at night?

What time do they wake up in the morning?

Extra Idea (optional): Quiz Show

Write all the Power Vocabulary words on the board Split the students into three

teams Have a student from each team come to the front of the class Tell them that

you’re going to read a word definition out loud, and if they know the answer, they

should ring a bell/buzzer (if you have props) or raise their hand Ask the student who

rings the bell/buzzer or raises their hand first what the answer is If their answer is

correct, they get a point for their team

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During Reading

Have the students listen to the passage (recording) and follow along in the student

 Different levels/amounts of sleep debt (a few hours, one day, several days)

 Effects of sleep debt (fatigue, inability to concentrate, seeing things that

aren’t real)

Example

Missing a few hours of sleep

Adds to sleep debt



Missing one night of sleep

Tired and irritable the next day



Missing two nights of sleep

Can’t concentrate and may make mistakes when

doing normal tasks



Missing three nights of sleep

May see things that aren’t there, may not be able to

tell what’s real and what’s not

Recognizing Cause and Effect

Teach the student’s about the unit’s reading strategy Tell them that the main idea of

a text is the most important information in the reading and that it is usually found in

the first paragraph Ask them what they think the main idea of the passage is

Extra Idea (optional): Word Scavenger Hunt

Make a list of all the Power Vocabulary words (in the same order they appear in the

passage) on the board Tell your students to start reading the passage quietly in their

seats and to raise their hand when they find one of the words on the list Ask the

student who finds the word first to read the sentence that contains the word out loud

Ask them if they also remember the meaning of the word (they can check the

definition in the Power Vocabulary section if they can’t remember it)

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After Reading

are not at the level to answer the exercises on their own yet, you can go through the

the second activity

Point out that the answer to question one in the first activity is the main idea of the

unit’s text

different parts of your table/diagram: Different levels/amounts of sleep debt (a few

hours, one day, several days); Effects of sleep debt (fatigue, inability to concentrate,

seeing things that aren’t real)

answers as a class

blanks on their own

Extra Idea (optional): Sum it Up

Ask the students to work in groups of four Tell them to read the passage again, and

then to work together to write their own summary of the passage Have all the

groups present their summaries to the class Take a vote to see which group created

the best summary and give the winning group a small prize

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1 How many hours do you usually sleep at night?

 I usually sleep for only 5 or 6 hours

 I sleep for at least 8 hours

2 What would you be like if you didn't sleep for several days?

 I would be very tired

 I would make a lot of mistakes

Recognizing Cause and Effect

What are the effects of sleep debt?

- Serious sleep debt can lead to relationship problems, high blood pressure, and even

heart attacks

1 What happens to a person who does NOT sleep for one night?

- He or she is usually irritable and feels fatigue the next day.

2 What happens if you do NOT sleep for more than three nights?

- I might see things that are not there, and I won’t know what is real anymore

3 Why is it NOT good to sleep only a few hours each night?

- That’s because the lost hours add up each day, just like debt

1 a 2 c 3 d

4 c 5 d

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1 I became tired while waiting in a long line

2 I stayed at youth hostels while traveling around Europe

3 John didn’t listen to me carefully while packing his bag

B

1 d 2 e 3 b 4 c 5 a

C

1 A lack of sleep can affect the quality of our life

2 People won’t know what is real anymore

3 Sleep makes us restful and calm

4 If they miss sleep for two nights, they can’t concentrate

5 If you don’t sleep enough, you owe yourself some rest!

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Unit 5 |

Harlem Renaissance

Unit Objectives:

1 Students will learn about the Harlem Renaissance

2 Students will practice guessing word meanings using context clues

Have the students look at the picture What do they see in the picture? (cars, a bridge,

a train station) What do they think the picture has to do with today’s topic? (about a

city, about the place in the picture) How would they describe the city in the picture?

(busy, rainy, a lot of traffic)

Introduce the topic and then read the Background Knowledge text aloud for the

students Tell them to follow along in their books as you read

Extra Idea (optional): Time is Ticking

Have the students work in pairs Tell each pair that they have one minute (you can

extend the time limit if you’d like) to make as many sentences as possible using the

different words from the Power Vocabulary section Each correct sentence (spelling

and grammar count) they make is worth one point The team with the most points

will be the winner

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During Reading

Have the students listen to the passage (recording) and follow along in the student

 People in the Harlem Renaissance (Zora Neale Hurston, Langston Hughes)

 Cultural contributions (novels, poetry)

 Social contributions (wanted to tell the world about black culture, spoke out

in support of poor and homeless black people)

Example

People in the Harlem

about black culture

Langston Hughes Poetry Spoke out in support of poor and homeless black people

Teach the students about the unit’s reading strategy Then read line 14 aloud for your

students and ask them what they think the word “inspired” means

Extra Idea (optional): Reading Orchestra

Divide the class into three groups Ask one group to read the passage in a high voice,

tell the second group to read in a normal voice, and have the third group read with a

low, deep voice Tell each group that they should read only when you gesture to

them As the conductor, you can have the groups reading individually, two at a time,

or all at once

After Reading

Have the students complete both exercises on their own If you feel that the students

the second activity

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Point out that the answer to question one in the first activity is the main idea of the

unit’s text

different parts of your table/diagram: People in the Harlem Renaissance (Zora Neale

Hurston, Langston Hughes); Cultural contributions (novels, poetry); Social

contributions (wanted to tell the world about black culture, spoke out in support of

poor and homeless black people)

answers as a class

blanks on their own

Extra Idea (optional): Guess the Word

Have the students work in groups of four Write all the Power Vocabulary words on

the board Give the students one minute to read the meanings of the words from the

Power Vocabulary section Ask the students to close their books and then read the

different definitions from the Power Vocabulary aloud Have each group write down

what they think each word is Correct the answers together as a class

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1 What do you know about Harlem?

 It’s in New York City

 There’s a basketball team named after that place

2 What is the meaning of the word “renaissance”?

 It’s a time of new achievements in arts and culture

What is the meaning of the word “inspired” in line 14?

- The word “inspired” in line 14 of the passage means “influenced.”

1 When did Harlem become the center of a growing black middle class?

- Harlem became the center of a growing black middle class at the beginning

of the 20th century

2 When did Zora Neale Hurston become well known?

- She became well known in the 1920s

3 What does the Harlem Renaissance still influence today?

- The Harlem Renaissance is still felt today in the arts, literature, society, and politics

1 d 2 c 3 a

4 d 5 b

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1 I ate a muffin made by Stella

2 2 Tyler gave me some tomatoes grown by him

3 3 I’m wearing a skirt given to me by my mother

B

1 c 2 d 3 a 4 e 5 b

C

1 She was proud of her race

2 Harlem became the center of a growing black middle class

3 He started writing poetry at the age of 13

4 He tried to reflect the mood of the times to his work

5 This music helped him experiment with rhythm and free verse

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Unit 6 | Ballet

Unit Objectives:

1 Students will learn about the history of ballet

2 Students will practice understanding sequences

3 Students will understand the meanings of new words and be able to use the words

Have the students look at the picture What do they see? Do they recognize the

dance that is being performed in the picture? (Yes, it’s ballet; Yes, it looks like

Swan Lake) Do any of the students want to study ballet? (Yes, I love the music

and the movements; No, I don’t like the costumes)

Introduce the topic for the day and then read the text aloud for the students Tell

them to follow along in their books as you read

Introduce the unit’s key words and go through the word meanings

Extra Idea (optional): Scramble for Words

Prepare small cardboard cards with 5-10 words from the unit’s Power

Vocabulary and their meanings Half of the cards should have vocabulary words

written on them and half should have word meanings (or synonyms) written on

them Spread all the cards out on the floor and have the students come over and

pick out two cards that match After picking their cards, each student goes up to

the board and sticks the two cards next to each other Continue the activity until

there are no cards left on the floor Review the vocabulary words and their

meanings (or synonyms) with the students after the activity is finished

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During Reading

Have the students listen to the passage (recording) and follow along in the

student book Afterwards, ask the students what they can remember about the

text without looking at their books

 Ballet in the 16th century (only for royalty, based on traditional folk

dances)

 Ballet in the 17th and 18th century (taught in the first dance school, part of

opera performances, open to the public)

 Ballet today (ballet companies in cities all over the world, enjoyed by

people from different classes and different nations)

categories):

Example

Ballet

16 th Century 17 th and 18 th Century Today

- Only for royalty

- Based on traditional folk

dances

- Taught at the first dance school

- Part of opera performances

- Open to the public

- Ballet companies in cities all over the world

- Enjoyed by people from different classes and different nations

Skimming

Teach the students about the unit’s reading strategy Then ask the students to

look back at the story to find when the first ballet company was established

Extra Idea (optional): Forward and Backward

Tell the students that they will take turns reading one sentence each from the

passage After each student finishes reading their sentence, they will point either

left or right If they point right, then the next student has to read the sentence

AFTER the one that was just read If they point left, then the next student has to

read the sentence BEFORE the one that was just read

After Reading

Have the students complete both activities on their own If you feel that the

students are not at the level to answer the questions on their own yet, you can go

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through the activities as a class Remind them that they need to answer in

complete sentences for the second activity

different parts of your table/diagram: Ballet in the 16th century (only for royalty,

based on traditional folk dances); Ballet in the 17th and 18th century (taught in the

first dance school, part of opera performances, open to the public); Ballet today

(ballet companies in cities all over the world, enjoyed by people from different

classes and different nations)

blanks Check the answers as a class

Move on to the graphic organizer and have the students fill in the blanks Check

the answers as a class

Briefly go through the contents of the Word Power box Ask the students to read

the sample sentences (individually or as a group) and then point out the words in

focus

Extra Idea (optional): Word Lottery

Put all of the slips of paper in a hat or bowl Have each student come to the front

and pull out a word Tell the student to read the word out loud for the class and

then to use that word in a sentence

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1 Have you ever seen a ballet?

 Yes, there was a ballet performance at my old school

 Yes, I saw one on TV.

2 Do you know any ballet movements?

 I have heard the word “pirouette” before, but I don’t know how it’s done.

Understanding Sequences

When was the first ballet company established?

- The first ballet company was established in 1713.

1 a 2 d 3 c 4 d 5 a

1 When was the first opera house started?

- It was started in 1669

- It evolved from dances held for European royalty

2 How is ballet different from folk dancing?

- Unlike folk dancing, ballet features fancy costumes and backgrounds

Development of Ballet

1 The royal families of France and Italy hold dance performances called balleti

2 The first ballet was held at the wedding of a queen’s sister

3 King Louis XIV founded the first dance school

4 Ballet was featured as part of opera performances

5 The first ballet company was established

1 b 2 c 3 c 4 d 5 b

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1 The Italian restaurant was opened by my aunt

2 The special dish was invented by my father

3 These beaded necklaces were made by the woman

B

C

1 Ballet is one of the most popular forms of dance

2 It evolved from dances held for European royalty

3 These shows featured fancy costumes and backgrounds

4 There are ballet companies in cities around the world

5 It instructed dancers in the special skills needed for ballet

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Unit 7 | Life in Space

Unit Objectives:

1 Students will learn about life in space and how it is different

from life on Earth

2 Students will practice distinguishing between fact and opinion

Have the students look at the picture Who is the person in the picture? (an astronaut)

Why is the person wearing a helmet? (to breathe in outer space) Why is the person

wearing a special suit? (to protect them in outer space) What can the students see in

the background? (many stars, a planet, Earth)

Introduce the topic and then read the Background Knowledge text aloud for the students

Tell them to follow along in their books as you read

Extra Idea (optional): The Best Actor

Prepare a list of simple situations using the different words in the unit’s Power

Vocabulary section (e.g You are an astronaut walking on the moon; There is no

gravity in our classroom; You are piloting your own space shuttle and need to control

it) Have the students stand up (you can ask them to move their chairs and tables to

the side of the room to create more space) and tell them that they have to act out the

situations you will call out

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During Reading

Have the students listen to the recording of the text and follow along in the student

 Similarities between life in space and life on Earth (food, clothes)

 Differences between life in space and life on Earth (washing, sleeping)

Example

Fact vs Opinion

Before introducing the passage, ask the students if they know the difference between

a fact and an opinion Ask them to give you examples of each one

Have the students read the passage out loud Afterwards, review the unit’s reading

strategy with the students and ask them to find which sentence expresses the writer’s

opinion

Extra Idea (optional): The Secret Word

Scan the passage before the class starts and pick out a frequently-used function word

(article, pronoun, preposition, etc.) Have the students stand up and read the passage as a

group, but tell them they are not allowed to say your chosen word Whenever a student is

caught saying the word, have them sit down Continue until the passage is finished or

until there is only one student left standing Have that student finish reading the passage

normally and give him/her a small prize

After Reading

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the second activity

Point out that the answer to question number one in the first activity is the main idea

of the unit’s text

different parts of your table/diagram: similarities between life in space and on Earth

(food, clothes); differences between life in space and on Earth (washing, sleeping)

answers as a class

blanks on their own

Extra Idea (optional): Draw Something, Too

Prepare small slips of paper with the Power Vocabulary words written on them Put

all the slips in a hat or bowl Divide the class into two teams and ask one member

from each team to come up to the front Pick a word from the hat/bowl and whisper it

to the two students Split the board into two halves and have the students try to draw

something that will help their team guess the word (no letters or numbers allowed)

The team that guesses the word first gets a point

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1 What are the differences between life in space and on Earth?

 There is no gravity in space so you float around

 You have to wear a special suit when you’re outside of your space shuttle

2 Would you like to live in space?

 Yes, I would because floating around all the time sounds fun

 No, I wouldn’t because it’s too different from life on Earth

Distinguishing Fact from Opinion

Underline the sentence which shows the writer’s opinion

- It must be great living in space … but only for a while (last paragraph, first

sentence)

1 Why do astronauts float around the space station?

- They float around the space station because they don’t feel the effects of gravity

2 When do the astronauts wear special clothes?

- They wear special clothes only when they travel to and from the station on the space shuttle

3 Where do astronauts sleep in the ISS?

- Astronauts sleep in sleeping bags in small rooms in the ISS

Life in Space:

Food – (g) store in plastic containers / (d) add water or heat in an oven

Clothes – (f) dress like people on the Earth / (h) wear special clothes in certain cases

Washing – (a) use special soap / (b) wipe body with towels

Sleeping – (e) sleep in sleeping bags / (c) tie themselves down

1 d 2 d 3 b

4 a 5 c

6

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1 I’ll give you a handout that can be useful for understanding this class

2 Michael made a special dish that could be served at a restaurant

3 You have to read the textbook that can be borrowed from the library

B

1 c 2 e 3 a 4 d 5 b

C

1 Astronauts eat the same food that people eat on the Earth

2 Sometimes they heat the food in an oven

3 Astronauts need to wash themselves in space

4 The atmosphere in the space station is controlled by computers

5 Astronauts have to tie themselves down before going to bed

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Unit 8 | Green City

Unit Objectives:

1 Students will learn about Stockholm, Sweden’s “green map.”

2 Students will practice identifying an author’s purpose

3 Students will understand the meanings of new words

and be able to use the words in sentences

no littering)

Have the students answer the pre-reading questions as a class or in pairs Encourage them to answer in complete sentences

Extra Idea (optional): Verb or Noun?

Tell the students that you are going to start reading the Power Vocabulary words out loud Ask them to look up at the ceiling if the word you read is a noun, and down at their desk if the word is a verb If the word you read isn’t a noun or a verb tell them to look straight ahead

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During Reading

Have the students listen to the recording of the text and follow along in the student book Afterwards, ask the students what they remember about the text without looking at their books

 “Green map” planning (three kinds of “green” areas)

 “Green” areas (ecological protection, recycling, human social functions)

 Effects of green areas (plants and wildlife are protected, soil is improved using food waste, people can relax and have fun)

As the students answer, take notes on the board Show the students different ways to take notes (use different colors and/or shapes to separate the different categories):

Plants are wildlife

are protected

Soil is improved using food wastes

People can relax and have fun

Identifying an Author’s Purpose

Teach the students about the unit’s reading strategy and then ask them why they think the author wrote the article

Extra Idea (optional): That’s not Right!

Read the passage to the students Make some small mistakes while you are reading The students should follow along in their student books and correct you when you read something incorrectly

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After Reading

Have the students complete both activities on their own If you feel that the students are not

at the level to answer the exercises on their own yet, you can go through the activities as a class Remind them that they need to answer in complete sentences for the second activity Point out that the answer to question one in the first activity is the main idea of the unit’s text

Refer the students back to the notes you made together on the board Go over the different parts of your table/diagram: “Green map” planning (three kinds of “green” areas); “Green” areas (ecological protection, recycling, human social functions); Effects of green areas (plants and wildlife are protected, soil is improved using food waste, people can relax and have fun) Move on to the graphic organizer and have the students fill in the blanks Check the answers

Extra Idea (optional): Missing Words

Prepare sample sentences containing the words in the Power Vocabulary and write them on slips of paper with the actual Power Vocabulary words blanked out Put all the slips of paper

in a hat or bowl Have each student come up to the front and pull one piece of paper out Tell them to read the sentence out loud and then guess what the correct word for the blank is

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1 Are there any environmental problems in your town?

 There’s a lot of garbage on the streets

 The air isn’t clean because of the smoke from cars

2 What can you do to make your town greener?

 Throw litter in trash cans

 Ride my bike or walk to school

Author’s Purpose

What is the purpose of this article?

- The author wants to inform people about Stockholm’s “green map.”

1 Why did Stockholm try to put the protected areas close to each other?

- That’s because it allows animals to easily move from one area to another

2 How does Stockholm use food waste from homes?

- Food waste from homes is used to improve the soil in green areas

3 How do green areas help make people’s lives more comfortable?

- Green areas help make people’s lives more comfortable by giving them places for leisure and recreation

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