Reading Train 1 Teachers Manual

An Introduction to This Book Reading Train is the intermediate level in the reading series for elementary school students This series focuses on the development of reading skills and vocabulary A major feature of this series is the idea of teaching reading in English This means that reading becomes a thinking process instead of a translation task Thus, it is the intention of the authors that the teacher uses as little translation as possible in the classroom However, it must be remembered that effective teaching requires understanding Making students understand is the teacher's role Therefore, the authors are not supporters of a strict “English only” environment in the classroom We believe that the teacher should feel free to use the student's first language as and when required Nonetheless, use of the first language should not be a substitute for good lesson planning and a sound teaching strategy Text Selection When preparing for any reading class, it is the teacher's responsibility to assess their student's English ability and choose the reading text which best fits their student's needs If the text requires a lot of translation to be understood, it is probably too difficult The teacher should replace it with an easier text in this or another series Independent Reading While teaching reading, it is important that students have a chance to read the passage independently, at their own pace By becoming an independent reader, students can begin to enjoy reading for pleasure Reading for pleasure is a very effective way of becoming fluent in a language Independent reading puts great demands on lesson planning because of the differing abilities of students Some students will finish reading before others Therefore, supplementary activities should be prepared that allow the teacher to occupy fast finishers One possible method is to use the During Reading exercises in the Reading Train student book as supplementary material Let the fast finishers work through the exercises independently, while the less able students catch up The slower students could the exerises for homework During the Lesson It is a good idea to teach the students some basic strategies that will reduce their dependence on the teacher while they read independently These could include: 1) Phonics: Decoding an unfamiliar word phonetically could help students to recognize its meaning 2) Using a Dictionary: Make electronic or paper dictionaries available in the classroom This will allow students to investigate the meaning of words they don't know 3) Peer questioning: If a student doesn't understand a word or phrase, they should ask their friend first This reduces dependence on the teacher and creates a learning opportunity for both students It is worthwhile reviewing these strategies regularly During independent reading, monitor the students and use appropriate prompts to encourage their use Praise the correct use of these strategies Throughout the Reading Rocket series, the following reading skills are practiced to help students understand the passage better: Skill Scanning for information Skill Identifying main ideas Skill Identifying feelings and attitudes Skill Identifying details Skill Identifying cohesion - pronouns Skill Making inferences Skill Identifying cause and effect Skill Understanding the order of events (sequencing) Skill Identifying facts Skill Compare and contrast Skill 10 Problem and solution Help students to make these reading skills part of their reading strategies too Encourage students to use them regularly when they read something new Time to Sing Warm up In this section, students should predict and imagine what they are going to read about by looking at the illustration which accompanies the passage I can see some students and a teacher Jay is singing Because Jay is singing badly/loudly Review related vocabulary and help students to express what is happening in the illustration Guide students through the warm-up questions, and have students answer in English sing loudly science quietly Learn the New Words Have students think about the answers Ask students to choose the correct answers and write them in the blanks Check to see if students have fully understood the meaning of the words they learned Find the Main Idea Ask students to read the passage Check their understanding Have students circle the main idea of the story Practice the Reading Skills In this section, students will improve their reading proficiency and thinking ability by studying the specific READING SKILLS that are listed below While doing the activity, encourage students to refer back to the passage as many times as they need to Give students time to the exercises Assist them as required Read the story again and complete the chart Reading Skill -> Organizing information Circle the correct answer Reading Skill -> Identifying cohesion: pronouns Reading Skill -> Identifying cohesion: pronouns Reading Skill -> Identifying feelings and attitudes Reading Skill -> Identifying details Reading Skill -> Identifying details Book hurt Check Your Understanding Ask students to open their textbooks to page 12 school English math science music Have students read the sentences and check True or False based on the passage Check the answers individually or as a group Practice the New Words and Grammar Choose and write Ask students to choose the correct words from the word bank and fill in the blanks Check if students have understood the meaning of the words and are able to use them in different contexts Find the mistake and correct it Have students understand the GRAMMAR RULES used in the passage Present simple tense He sleeps in a bed Present simple tense: negation She doesn't know the answer Adverb Run quickly! He laughed happily Past progressive tense She was reading a book Write about Yourself This section is designed to help students extend the ideas in the passage by drawing on their own experiences and knowledge Help them to express their opinion naturally in complete sentences, using the words they learned sing science loudly hurt If students have difficulty writing sentences in English, the teacher should have them discuss the questions orally before they begin writing quietly doesn’t loudly singing Yes, I / No I don’t Yes, I am / No I’m not Workbook 1: pages 6~7 The answer key to the homework is found on page 46 in the Teacher's Manual I like science Reading Train Book Insects in the Classroom Ask the students to open their workbooks to pages 6~7 Check the homework by having students take turns calling out the answers I can see some ants, some crickets and a beetle They are studying science/insects She likes them Warm up In this section, students should predict and imagine what they are going to read about by looking at the illustration which accompanies the passage Review related vocabulary and help students to express what is happening in the illustration kid scared last insect Guide students through the warm-up questions, and have students answer in English Learn the New Words Have students think about the answers Ask students to choose the correct answers and write them in the blanks Check to see if students have fully understood the meaning of the words they learned Find the Main Idea Ask students to read the passage Check their understanding Have students circle the main idea of the story Practice the Reading Skills In this section, students will improve their reading proficiency and thinking ability by studying the specific READING SKILLS that are listed below While doing the activity, encourage students to refer back to the passage as many times as they need to Give students time to the exercises Assist them as required Read the story again and complete the chart Reading Skill -> Organizing information Circle the correct answer Reading Skill -> Identifying cohesion: pronouns Reading Skill -> Identifying cohesion: pronouns Reading Skill -> Identifying feelings and attitudes Reading Skill -> Identifying details Reading Skill -> Identifying details Book tank Check Your Understanding crickets beetle ants Ask students to open their textbooks to page 16 Have students read the sentences and check True or False based on the passage Check the answers individually or as a group Practice the New Words and Grammar Choose and write Ask students to choose the correct words from the word bank and fill in the blanks Check if students have understood the meaning of the words and are able to use them in different contexts Find the mistake and correct it Have students understand the GRAMMAR RULES used in the passage Present progressive tense: question What are you doing now? Noun: plural count I have five pencils Noun: plural count Some flowers are on the table To-infinitive with a transitive verb I want to eat a strawberry cake Write about Yourself This section is designed to help students extend the ideas in the passage by drawing on their own experiences and knowledge Help them to express their opinion naturally in complete sentences, using the words they learned kid insect scared tank If students have difficulty writing sentences in English, the teacher should have them discuss the questions orally before they begin writing last tanks are learn My favorite insect is the ant They eat apples Workbook 1: pages 8~9 The answer key to the homework is found on page 46 in the Teacher's Manual Yes, I / No, I don’t Reading Train Book BMX! Ask the students to open their workbooks to pages 8~9 Check the homework by having students take turns calling out the answers Anna is in the garden Anna is riding a bicycle / Anna is talking to Uncle Ted Anna is happy Warm up In this section, students should predict and imagine what they are going to read about by looking at the illustration which accompanies the passage Review related vocabulary and help students to express what is happening in the illustration scratch yesterday tire daughter Guide students through the warm-up questions, and have students answer in English Learn the New Words Have students think about the answers Ask students to choose the correct answers and write them in the blanks Check to see if students have fully understood the meaning of the words they learned Find the Main Idea Ask students to read the passage Check their understanding Have students circle the main idea of the story Practice the Reading Skills In this section, students will improve their reading proficiency and thinking ability by studying the specific READING SKILLS that are listed below While doing the activity, encourage students to refer back to the passage as many times as they need to Give students time to the exercises Assist them as required Read the story again and complete the chart Reading Skill -> Organizing information Circle the correct answer Reading Skill -> Identifying cohesion: pronouns Reading Skill -> Identifying cohesion: pronouns Reading Skill -> Identifying feelings and attitudes Reading Skill -> Identifying details Reading Skill -> Identifying details Book 10 uncle Check Your Understanding a dancing strawberry Ask students to open their textbooks to page 82 Have students read the sentences and check True or False based on the passage a whole box of strawberries around the room Check the answers individually or as a group Practice the New Words and Grammar Choose and write Ask students to choose the correct words from the word bank and fill in the blanks Check if students have understood the meaning of the words and are able to use them in different contexts Find the mistake and correct it Have students understand the GRAMMAR RULES used in the passage Noun: plural count The books are very interesting Past simple tense They cleaned the house yesterday Present participle with noun The laughing child is my son To-infinitive with a transitive verb I want to sleep now Write about Yourself This section is designed to help students extend the ideas in the passage by drawing on their own experiences and knowledge Help them to express their opinion naturally in complete sentences, using the words they learned leg kitchen fruit If students have difficulty writing sentences in English, the teacher should have them discuss the questions orally before they begin writing delicious strawberries legs had dancing want to Yes, I did / No, I didn’t Workbook 1: pages 46~47 The answer key to the homework is found on page 54 in the Teacher's Manual Yes, I can / No, I can’t My favorite fruit is the peach Reading Train Book 41 There is a Mouse in My Pocket Ask the students to open their workbooks to pages 46~47 Check the homework by having students take turns calling out the answers It is sleeping He carries his mouse in his pocket It is eating a cookie Warm up In this section, students should predict and imagine what they are going to read about by looking at the illustration which accompanies the passage Review related vocabulary and help students to express what is happening in the illustration understand pocket lunchtime mouse Guide students through the warm-up questions, and have students answer in English Learn the New Words Have students think about the answers Ask students to choose the correct answers and write them in the blanks Check to see if students have fully understood the meaning of the words they learned Find the Main Idea Ask students to read the passage Check their understanding Have students circle the main idea of the story Practice the Reading Skills In this section, students will improve their reading proficiency and thinking ability by studying the specific READING SKILLS that are listed below While doing the activity, encourage students to refer back to the passage as many times as they need to Give students time to the exercises Assist them as required Read the story again and complete the chart Reading Skill -> Organizing information Circle the correct answer Reading Skill -> Identifying cohesion: pronouns Reading Skill -> Identifying cohesion: pronouns Reading Skill -> Identifying details Reading Skill -> Identifying details Reading Skill -> Identifying details Book 42 playground Check Your Understanding go to school Ask students to open their textbooks to page 86 Have students read the sentences and check True or False based on the passage sleeps go to the playgroud Check the answers individually or as a group Practice the New Words and Grammar Choose and write Ask students to choose the correct words from the word bank and fill in the blanks Check if students have understood the meaning of the words and are able to use them in different contexts Find the mistake and correct it Have students understand the GRAMMAR RULES used in the passage Present simple tense Rachel plays the piano every day Object pronoun My father took her to the dentist Present simple tense He often plays baseball To-infinitive with a transitive verb I like to watch movies Write about Yourself This section is designed to help students extend the ideas in the passage by drawing on their own experiences and knowledge Help them to express their opinion naturally in complete sentences, using the words they learned playground mouse lunchtime If students have difficulty writing sentences in English, the teacher should have them discuss the questions orally before they begin writing pocket understand likes him sleeps want to Yes, I / No, I don’t Workbook 1: pages 48~49 The answer key to the homework is found on page 55 in the Teacher's Manual I can a play with a pet I play soccer with my friends Reading Train Book 43 Jay’s Camp Ask the students to open their workbooks to pages 48~49 Check the homework by having students take turns calling out the answers They are talking and eating sandwiches They are in a tent and in the backyard He has a teddy bear Warm up In this section, students should predict and imagine what they are going to read about by looking at the illustration which accompanies the passage Review related vocabulary and help students to express what is happening in the illustration backyard camp ghost little Guide students through the warm-up questions, and have students answer in English Learn the New Words Have students think about the answers Ask students to choose the correct answers and write them in the blanks Check to see if students have fully understood the meaning of the words they learned Find the Main Idea Ask students to read the passage Check their understanding Have students circle the main idea of the story Practice the Reading Skills In this section, students will improve their reading proficiency and thinking ability by studying the specific READING SKILLS that are listed below While doing the activity, encourage students to refer back to the passage as many times as they need to Give students time to the exercises Assist them as required Read the story again and complete the chart Reading Skill -> Organizing information Circle the correct answer Reading Skill -> Identifying cohesion: pronouns Reading Skill -> Identifying cohesion: pronouns Reading Skill -> Identifying details Reading Skill -> Identifying details Reading Skill -> Identifying details Book 44 story Check Your Understanding Anna Ask students to open their textbooks to page 90 Jay Have students read the sentences and check True or False based on the passage Anna Jay Jay and Anna Check the answers individually or as a group Practice the New Words and Grammar Choose and write Ask students to choose the correct words from the word bank and fill in the blanks Check if students have understood the meaning of the words and are able to use them in different contexts Write the verb in the past tense Have students understand the GRAMMAR RULES used in the passage 1~4 Past simple tense: irregular verb go - went sleep - slept eat - ate tell - told Write about Yourself This section is designed to help students extend the ideas in the passage by drawing on their own experiences and knowledge Help them to express their opinion naturally in complete sentences, using the words they learned If students have difficulty writing sentences in English, the teacher should have them discuss the questions orally before they begin writing camp ghost backyard story little Workbook 1: pages 50~51 The answer key to the homework is found on page 55 in the Teacher's Manual went slept ate told Yes, I / No, I don’t I eat outside and I play with my brother Yes, I / No, I don’t Reading Train Book 45 Time to Sing science quietly hurt loudly loud Insects in the Classroom sing quiet quietly loudly kid scared last tank kid child afraid scared last first General Tip: Word Practice uses symbols insect means antonym(opposite) means synonym(same/similar) means related word(e.g family Jay doesn’t like Jay is not good at music class! We are learning about singing loudly Mrs Hickmore asked him to sing sang quietly loudly, but it was hurting I’m not Mrs Hickmore asked him to sing like / likes Ann likes She doesn’t drink tea Shhh! Talk quietly / quiet study / studying was quietly , please I was studying at o’clock last night sang listened said beetle The last to watch them scared of insects learn I want to swimming don’t / doesn’t ants cool It’s quietly tanks One has insects Another has a one has Mrs.Hickmore’s ears! insects ! My teacher has three big Today, in music class, Jay was singing very So Jay son + daughter) all about them! reading / read What are you reading ? sisters / sister My friend has two are / is to watch / watching Some students sisters are We are learning to / about insects in science class My teacher has three big tanks in / on the back of the room The last is a special tank at / for ants Jay doesn’t like music class Some kids are scared of / with insects Jay is not good at singing It s cool for / to watch them Jay was singing very quietly I want to learn all about / for them The answers may vary I like English class, but I don t like Math class Math English , but I m not good at I m good at Book 46 sleepy I want to watch a movie (Unit 1) sings loudly quietly hurt science BMX! The Picky Eater daughter tire uncle yesterday son + daughter Family Day scratch tomorrow + uncle aunt + yesterday panda bamboo egg peach pear A bamboo is a fruit / plant A hen / dog lays an egg A: What color is a panda? B: It’s Anna was very Her uncle happy yesterday gave her an old Anna looked at the bicycle It had many scratches , and the Anna didn’t mind bicycle jumps am / was I tires were old ! grey / white eater eat pears, peaches or pumpkin pie was chicken or strawberries thing Emma only eats one panda because she is a bear! Emma only eats bamboo very tired yesterday He’s going to happy / happily She smiled were / was picky and She doesn’t like eggs, dessert , lemons, chocolate, read / reading She will not because it was a BMX bicycle! Anna wanted to ride some Emma is a black / brown read some books happily The children were very excited don’t / doesn’t He doesn’t want / wants My sister pears / pear These go / goes (Unit ~ Unit 2) She will play soccer on Mondays wants pears go to eat now taste good to the library tomorrow (Unit ~ Unit 3) 1b 2a 3b 1b 2a 3b science tank quietly tank yesterday kid sing scared last tire scared scratch 4a loudly Reading Train Book 47 My Silly New Dog find silly chase funny proud find lose The Moon Gets a Friend silly clever alone together voice awake She is not alone She has no / many friends chase follow far He is awake His eyes are open / closed I can’t hear your voice Please speak quietly / loudly silly I got a new dog and she is very tail She chases her own She is very proud The moon was and she likes to when she finds trash sing Then, she The moon was in a funny way feet And she likes to sleep on people’s The stars were too away Everyone else ! sad The moon heard a voice The owl wanted to be He I took / take to drink / drink sends / send studies English every day took a bus yesterday She wants to drink some water My friend often sends me e-mail 48 happy is / are My uncle be / am I am is a doctor very happy today be be / am I will is / are Those boys (Unit ~ Unit 4) Book It was the owl the moon’s friend The moon and the owl were study / studies friend She wanted a far was sleeping She brings it to me as a present smiles alone at home tonight are my friends (Unit ~ Unit 5) daughter uncle peach pear panda bamboo egg Yesterday scratch daughter uncle tire 1a 2b 3a find egg proud peach bamboo silly 4b Sleepy Jay restaurant textbook bookshop breakfast Meals Places Vacation sleepy breakfast + lunch + dinner school + restaurant + vacation hotel library garden family She’s on vacation She will go / won’t go to work for a week bookshop When we travel, we sleep in / visit a hotel We don’t have a garden because we live in a house / an apartment Jay was very sleepy today vacation Anna and her family were going on books He slept next to his breakfast Anna took some He slept on top of his textbook and under the blackboard She read her books on the plane He fell asleep at the crosswalk She read her books at the hotel , at a museum He slept at the theater, the restaurant, the bookshop, and at a garden and at Now, they were going sightseeing church but he is not tired bed Now it is time for anymore Anna wanted to see the out is / was runs / ran eat / ate is / was with her library because she was of books My teacher was very busy last week going / to go My mom wants Jay ran to school yesterday talking / talk I Stop were / was They I ate cereal yesterday morning She is sleepy now watch / watching (Unit ~ Unit 6) to go shopping talking , please were walking in the park We are watching a DVD now (Unit ~ Unit 7) awake - not sleeping far - a long way away together - with someone chase silly voice find proud funny 1b 2a 3a voice alone restaurant awake textbook bookshop together alone Reading Train Book 49 E-mails send e-mail letter easy The Busy Firefighters computer easy hard ring firefighter fire spray They made a fire to keep warm / cold send receive brave When the phone rings, it makes / stops a sound The little girl was brave She was / was not afraid of the dark I just got an e-mail alone She lives from Aunt Julie The fire bell , but she’s not lonely It’s to send her e-mail get I like to Using e-mail too go / went We didn t Play / Playing Playing to listen / listen wrote rushed to They sprayed go to the museum water on the fire out working / work brave hard work He was still working at 10 o’clock at night with my friends makes studied / study a letter yesterday house the people out of the Putting out the fire was me happy I helped The firefighters were very e-mail makes both of us happy write / wrote They Soon, the fire was and the firefighters the fire She has her computer , and she can talk to all her friends easy rang I studied math last night Helping your friend is a good Help / Helping She likes to listen to music thing to drinks / drank My father drank morning (Unit ~ Unit 8) (Unit ~ Unit 9) bookshop - a place that sells books easy - not difficult restaurant - a place where you buy a meal and eat family - mother, father and children hotel - a place where you pay to sleep e-mail - a message on the computer library - a place where you borrow or read books Book 50 garden - a piece of land where you grow plants hotel garden computer library letter vacation breakfast family send sleepy textbook vacation coffee this Anna’s Pet trash dish work week Days of the week Not a Peanut goat bone pumpkin farmer dig Sunday, Monday, Tuesday, Food Wednesday, Thursday, Friday, person pumpkin + farmer peanut peanut Saturday work House washing the dish es taking out the trash pet Anna wanted a She could have a pet if she washed the took out the trash She did her work and for a week goat A goat would take it out make tell eat dinosaur He went to dig some more in his What will he find ! museum He wanted to send it to the bone He hit something large and hard It was a Then, he found a whole She liked washing dishes, but she did not like trash So, she wanted a digging his peanuts A farmer started dishes pumpkin field there? the trash, so she didn’t have to Jay made told I a sandwich my friend about the party stop She stopped playing the piano enjoy He enjoyed the movie come My friend came to my house last weekend meet I met give She her homework last night He gave me a birthday present yesterday (Unit ~ Unit 10) letter - a message on paper my teacher on the street last night did (Unit 10 ~ Unit 11) Spray / Ring the doorbell Then, someone will firefighter - a person who stops a fire ring - to make a sound like a bell open the door Take out the trash / dish A truck will come and collect it easy - not hard A: See you next work / week B: Bye! Spray send fire e-mail computer brave goats brave spray firefighter fire work week Reading Train Book 51 Uncle Ted’s Motorcycle helmet motorcycle visit surprise arrive visit leave came fishing pole catch Time on Sunday sit He put on Uncle Ted’s engine ! He laughed The fish looked She didn’t want to to go caught sad waited a fish , so she put it back in the water She thought catch sitting anything was better than fishing going / to go Do you want take / taking Are you taking your umbrella today? Let’s clean up Put away / in your toys went / goes He went to bed at 11 o’clock last night We don’t need this book Put it off / back on the shelf My aunt is coming today It’s cold outside Put on / in your jacket comes / coming swimming? When you go inside, take on / off your shoes please (Unit 11 ~ Unit 12) 1b 2b 3a dish peanuts trash goats work bone dig 52 + second pole A few minutes later, she and climbed on He said, “Brrrrrrmmmmmm.” He was an Book minute hour + She put the hook in the water and on the motorcycle helmet minute sad Alice got a hook and a He brought his motorcycle Jay wanted to sad happy motorbike = motorcycle Uncle Ted Fishing (Unit 12 ~ Unit 13) I want to dig / visit the Opera House in Sydney Don’t forget to wear a pumpkin / helmet when you ride a bike My grandfather will arrive / surprise at o’clock tomorrow surprise pumpkin farmer bone motorcycle dig peanut Fun for Max food window out want Hide and Seek in out in cover count bored hide under I want to hide the treasure I want / don’t want want would like anybody to find it She is bored She has nothing / something interesting to If you cover your eyes, you can / can’t see Max the pet dragon asks Robbie Max is happy Max puts his Jay and Anna him what he wants food Max does not want Max wants a sad is ride Jay went to walk , a toy, or a in the car is / does out the window Why is don’t / doesn’t My brother singing / to sing I want to She will go / goes hide doesn’t want to play to sing a song go to a supermarket first bed Jay wasn’t there Then she looked behind the door Jay wasn’t there fishing - catching fish pole - a long thin stick minutes motorcycle visit surprise arrive helmet scared was / were closet Anna My brother and I were playing a game sing / singing Let’s sing a song exciting / excited I’m excited about the party I had an egg sandwich for lunch a / an (Unit 13 ~ Unit 14) sad - unhappy First, Anna looked under the “BOOO!” Jay he so excited? seek hide and Finally , she looked in the to get a ride head played (Unit 14 ~ Unit 15) 1b 2b 3b Fishing sad window catch in pole out catch Reading Train Book 53 What’s That Glow? field bug grab pick up insect glow A Delicious Dance kitchen strawberry light leg delicious grab Snakes don’t have legs So, they can / can’t walk bug fruit He’s in the kitchen He’s cooking / sleeping This cake is delicious I want / don’t want some more county My uncle lives in the Last night, I saw some strange lights in the field I ran and tried to catch bug Alice woke Then she I wrote a story last week wrote / write up and went to the kitchen does / is What does cried / cries They cried They weren’t hungry yesterday danced around the room shoe / shoes These a firefly eat? draw / drew I last night sleeping / sleep shoes drew to go / going (Unit 15 ~ Unit 16) a picture yesterday Look at that sleeping baby They just want (Unit 16 ~ Unit 17) In winter, it is good to count / cover your ears with a hat grab - take something quickly “Quick, hide / want Mom’s present! She is coming!” bug - a small insect Ann wasn’t home She was in / out field - a piece of land glow - send out soft light 54 in count food want window bored under are new She’s cute Book She ate a whole box of strawberries for breakfast I wondered how it glowed aren’t / weren’t legs It looked delicious and danced very well firefly It was glowing It was a about a dancing strawberry It was big and red, but it had long the lights I grabbed one It was a small dream Alice had a Cover hide bored count light under to go home There is a Mouse in My Pocket playground pocket mouse lunchtime understand play + ground = playground story ghost little camp backyard You are too little You can / can’t travel by yourself lunchtime lunch + time = Jay's Camp I don’t like ghost stories I get / don’t get scared When you camp, you live in a house / tent for a short time pet Nick takes his every day Snowy likes Snowy usually mouse, Snowy, to school last summer little Jay couldn’t go because he was too in the morning cookie sandwiches to eat ghost He told stories with his teddy at lunchtime Nick listens to Snowy’s squeaks Nick thinks he can understand likes / like me / I He to travel My teacher always helps reads / read My father sometimes me reads newspaper to buy / buying Do you want to buy bear Anna came to Jay s camp Snowy the Mouse! likes A week later, Jay made his own camp in the backyard blanket He made He made a tent out of a to go to school sleeps Nick gives Snowy a camp Jay’s sister, Anna, went a ran run I sing He get She say sang to the door a song at the concert got My mom up at o’clock this morning said , “be careful.” some oranges? (Unit 17 ~ Unit 18) 1b 2a 3a field glow grabbed fruit (Unit 18 ~ Unit 19) 4a 1a 2b 3a bugs delicious legs Strawberry light kitchen Lunchtime understand pocket Reading Train Book 55 ... Yes, I / No, I don’t Workbook 1: pages 10 ~11 The answer key to the homework is found on page 47 in the Teacher's Manual I want to go to the park Reading Train Book 11 The Picky Eater Ask the students... haven’t Workbook 1: pages 12 ~13 The answer key to the homework is found on page 47 in the Teacher's Manual Yes, I am / No, I’m not My favorite food is pizza Reading Train Book 13 My Silly New... Workbook 1: pages 18 ~19 Yes, I / No, I don’t The answer key to the homework is found on page 48 in the Teacher's Manual My best friend is George Yes, I / No, I don’t Reading Train Book 17 Sleepy