Subject link 1 TG

S U B J E C T Curriculum Integration Reading Program L1 Te a c h e r ' s G u i d e Subject Link Contents Subject Link L1 • Teacher’s Guide Chapter Lesson | Parts of Plants • Where you think these flowers are? • Do you have a favorite flower? Read the Big Idea question as a class Tell the students to call out the names of any flowers they know and write them on the board Extra Activity: (optional) Objectives Students will learn about the four main parts of plants and their different roles After writing the names of the flowers on the board, read over the list as a class Ask the students to close their eyes and erase one or two of the names Have the students open their eyes and guess which flowers are missing Students will make connections between the reading passage and their own experiences Students will learn key words about the topic and be able to use the words in sentences Students will practice reading comprehension skills such as identifying the main idea and supporting details 2) Look at the contents map on page and read the four subjects that the lessons are related to as a class Ask which of the subjects the students like the best Have the students look at Lesson Tell them today’s lesson is going to be about science and read the question to them Have the students brainstorm possible answers as a class, with a partner, or individually Students will learn skills in creating outlines and summarizing passages Key Words flower, root, stem, leaf, seed, soil Extra Activity: (optional) Read all four of the questions in the contents map as a class and then let the students brainstorm possible answers and say what they think each passage will be about Ask the class which of the passages they think will be the most interesting 3) Have the students turn to Lesson Ask them what they see in the picture Read LESSON GUIDE Before Reading 1) Have the students turn to page Ask them what the chapter is about Then ask the instructions for the Warm Up activity Have the students complete the activity as a class, with a partner, or individually 4) Introduce the unit’s key words Use the related pictures to illustrate the definitions them what they can see on the page While the students are looking at the picture, or explanations that you give the students about the key words Or, have the some of the following questions may be asked: students use the pictures to try and create their own simple definitions of the new vocabulary • What kind of flowers you see? • What color are the flowers? Subject Link L1 • Teacher’s Guide Extra Activity: (optional) 4) Read the Connect to Yourself questions to the class Have the students work in Have a spelling race with the key words from the unit Split the students into two pairs or individually to answer the questions Then ask the students to share their teams Ask a member of each team to stand at the back of the class Tell them answers with the class one of the key words and practice spelling the word together several times Then shout “Go!” and have them run to the board and write the word down Whoever Extra Activity: (optional) finishes first scores a point for their team Ask the students to draw a picture and write a few sentences about a plant they have grown Encourage them to use the lesson’s key words in their sentences Check the sentences for spelling and grammar Then, have the students show their pictures to the class and read their sentences out loud During Reading 1) Have the students turn to the passage Read the Let’s Focus question together as a class Ask the students to think about the question while they read the passage 2) Play the recording of the passage and tell the students to follow along in the After Reading 1) Have the students turn to the Reading Comprehension section If you feel that the student book Next, have the students read the passage silently and ask them students have a good understanding of the passage or are at the level to answer to underline the main idea in each paragraph Then, read the passage as a the questions by themselves, have them complete the page on their own or with class Pause after each paragraph to ask the students what the main idea of the a partner and check the answers as a class If the students are not at a level to paragraph is answer the questions by themselves, work on the answers as a class 3) After reading the passage, ask the students the Let’s Focus question Write down 2) Read the four sentences in the graphic organizer section as a class Then ask the the different plant parts on the board Ask the class or individual students to use students to write each of the sentences in the correct box Check the answers as a the passage to tell you one piece of information about each plant part If they have class trouble thinking of information on their own, some of the following questions may be asked: Extra Activity: (optional) Write the four sentences in the graphic organizer section on separate pieces of • Why are flowers important? paper and stick them facedown on the board Draw four boxes on the board and • What travels through the roots? label them “Flowers,” “Leaves,” “Roots,” and “Stems.” Have the students work in • How stems help plants get sunlight? pairs Time each pair to see how long it takes them to put each sentence in the • What leaves do? correct box After they have put the sentences in the boxes, have the students read the sentences out loud Subject Link L1 • Teacher’s Guide ANSWER KEY: STUDENT BOOK 3) Have the students complete the summary by filling in the blanks with the given words either individually or in pairs Check the answers as a class Big Idea: What kinds of flowers you know? (Sample answer) I know tulips, roses, daisies, and sunflowers (Page 6) (Page 7) Contents Map: What is a plant made of? A plant is made of flowers, roots, stems, and leaves Warm Up: The flowers are colorful The stems hold up the plant (Page 8) Let’s Focus: What are the different parts of plants? The different parts of plants are flowers, roots, stems, and leaves (Page 10) Connect to Yourself: Have you ever grown a plant? What was it? (Sample Answer) Yes, I have grown a tomato plant It grew delicious tomatoes (Page 11) Reading Comprehension: c b a c b flowers, stems sunlight, water (Page 12) Graphic Organizer: Flowers – They make fruits and seeds Roots – They take in water and nutrients from the soil Leaves – They make food for the plants Stems – They carry water and nutrients to the leaves (Page 13) Summary: roots / Flowers / seeds / water / soil / Leaves The Best Way Teacher’s Guide ANSWER KEY: Workbook Lesson | (Page 3) A: National Flowers seed flower leaf root soil stem B: b c b Objectives Students will learn about the national flowers of Austria and India Students will make connections between the reading passage and their own (Page 4) C: You can see many beautiful plants in the park Most plants have flowers, roots, stems, and leaves Flowers are important because they help make new plants Roots take in water and nutrients from the soil The stems also help hold the plants up Leaves make food for the plants experiences Students will learn key words about the topic and be able to use the words in sentences Students will practice reading comprehension skills such as identifying the main idea and supporting details Students will learn skills in creating outlines and summarizing passages D: Key Words country, proud, precious, religious, muddy, float LESSON GUIDE Before Reading 1) Have the students turn to the opening section of the chapter on page Quickly review the previous lesson by asking the students the question on the contents map for Lesson Look at the picture for Lesson Tell the students that today’s lesson will relate to social studies and then read the lesson’s title and the question to them Have the students brainstorm possible answers as a class, with a partner, or individually 10 Subject Link L1 • Teacher’s Guide 11 Extra Activity: (optional) Ask the students what country’s flag is in the picture Then show them pictures of flags from other countries (include the flags for Austria and India) and see if they can identify them as well Tell the students that the national flowers for two of the countries will be talked about in the passage Take a vote to see which countries the students think they will be 2) Have the students turn to Lesson Tell them to look at the Warm Up page Ask them if they can name the flowers in the pictures Read the sentences for each of the pictures together as a class Then, read the Warm Up question to the students Have the students work in pairs to answer the question Ask some of the pairs to share their answers with the class Do their classmates think that they chose the correct flower? 3) Ask the students to look at the pictures in part A of the Key Words section Read the words as a class and use the images to help explain the meaning of each word 4) Have the students complete the sentences in part B of the Key Words section Tell them to read the sentences and circle the correct words If you feel that the students have a good understanding of the key words, have them answer the questions by themselves or with a partner If the students not have a good understanding of the key words, work on the answers as a class Extra Activity: (optional) Write the sentences on strips of paper with blank spaces where the key words are supposed to go Put all of the strips of paper in a box Have the students take turns pulling a strip of paper from the box Have them read the sentence out loud Can they remember which key word fits in the blank space? If your students are advanced, you could add some extra sentences to the box to allow the students to practice using the key words in different contexts 12 During Reading 1) Have the students turn to the passage Read the Let’s Focus question together as a class Ask the students to think about the question while they read the passage 2) Play the recording of the passage and tell the students to follow along in the student book Next, have the students read the passage silently and ask them to underline the main idea in each paragraph Then, read the passage as a class Pause after each paragraph to ask the students what the main idea of the paragraph is 3) After reading the passage, ask the students the Let’s Focus question Ask the students to use the passage to tell you different details about each national flower If they have trouble thinking of details on their own, some of the following questions may be asked: • What does the edelweiss look like? • Where does the edelweiss / pink lotus grow? • What does the word edelweiss / lotus mean? • What kind of events is the pink lotus used in? 4) Read the Connect to Yourself question to the class Have the students work in pairs or individually to answer the question Then ask the students to share their answers with the class Extra Activity: (optional) Ask the students to create their own national flower Tell them to draw a picture of their national flower and to write a few sentences about it Tell them to name their flower, say where it grows, and say why it is a special flower Encourage them to use the lesson’s key words in their sentences Check the sentences for spelling and grammar Then, have the students show their national flowers to the class and read their sentences out loud Subject Link L1 • Teacher’s Guide 13 After Reading 1) Have the students turn to the Reading Comprehension section If you feel that the students have a good understanding of the passage or are at the level to answer ANSWER KEY: STUDENT BOOK Contents Map: What is a national flower? A national flower is a flower that represents a country (Page 7) the questions by themselves, have them complete the page on their own or with a partner and check the answers as a class If the students are not at a level to answer the questions by themselves, work on the answers as a class 2) Read the words in the box under the graphic organizer as a class Then ask the students to write each of the words in the correct box Check the answers as a class 3) Have the students complete the summary by filling in the blanks with the given words either individually or in pairs Check the answers as a class Warm Up: What is the national flower of your country? (Sample Answer) The national flower of Korea is the hibiscus (Page 14) Key Words: float proud muddy country religious precious (Page 15) Let’s Focus: What are the national flowers of Austria and India? The national flower of Austria is the edelweiss The national flower of India is the pink lotus (Page 16) Connect to Yourself: Do you know what the national flower of your country means? (Sample Answer) Yes, my country’s national flower is the hibiscus It means patience (Page 17) Extra Activity: (optional) Separate the boys and girls in the class into two teams Have the teams take turns reading the summary Each member of the team will read one sentence When they finish, the person next to them will read the next sentence Time the teams to see how long it takes them to finish The team with the fastest time is the winner Reading Comprehension: c b a c a Queen Flower religious (Page 18) Graphic Organizer: Country – Austria, India Size – small, large Color – white, pink Meaning – noble, pure and clean Place to Grow – high mountains, muddy water (Page 19) Summary: country / edelweiss / noble / India / water / float 14 Subject Link L1 • Teacher’s Guide 15 ANSWER KEY: Workbook Lesson |  Robert Schumann’s Musical Bouquet (Page 5) A: muddy religious proud country precious float B: b a c Objectives (Page 6) C: People are very proud of their national flower The edelweiss grows on the high mountains in Austria The word edelweiss means “noble.” The pink lotus is the national flower of India The flower floats on the water The national flower shows the spirit of a country Students will learn about Myrthen, a special gift that the composer Robert D: Students will practice reading comprehension skills such as identifying the main Schumann made for his wife Students will make connections between the reading passage and their own experiences Students will learn key words about the topic and be able to use the words in sentences idea and supporting details Students will learn skills in creating outlines and summarizing passages Key Words composer, wedding, poem, melody, bouquet, bride LESSON GUIDE Before Reading 1) Have the students turn to the opening section of the chapter on page Quickly review the previous lesson by asking the students the question on the contents map for Lesson Look at the picture for Lesson Tell the students that today’s 16 Subject Link L1 • Teacher’s Guide 17 lesson will relate to music and then read the lesson’s title and the question to them Have the students brainstorm possible answers as a class, with a partner, or individually During Reading 1) Have the students turn to the passage Read the Let’s Focus question together as a class Ask the students to think about the question while they read the passage Extra Activity: (optional) Have the students make their own short songs about flowers Tell them to work in pairs or small groups and give them a few minutes to write some simple lyrics for their songs Or have everyone work together and create lyrics as a class Have the students sing their songs and have the class vote on which song is the best 2) Play the recording of the passage and tell the students to follow along in the student book Next, have the students read the passage silently and ask them to underline the main idea in each paragraph Then, read the passage as a class Pause after each paragraph to ask the students what the main idea of the paragraph is 2) Have the students turn to Lesson Tell them to look at the Warm Up page Read the Warm Up questions to the students Then, read the phrase and sentence for Extra Activity: (optional) the pictures together as a class Have the students work in pairs to answer the Divide the class into three groups Ask one group to read the passage in a high Warm Up questions Ask some of the pairs to share their answers with the class voice, tell the second group to read in a normal voice, and have the third group read Have any of the students ever given flowers to someone? What was the occasion? 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 read individually, two at a time, 3) Ask the students to look at the pictures in part A of the Key Words section Read or all at once the words as a class and use the images to help explain the meaning of each word 3) After reading the passage, ask the students the Let’s Focus question Ask the Extra Activity: (optional) Print out copies of the pictures for the key words (or find similar images on the Internet) Put the pictures (images only, no words) in a pile and shuffle them Give students to use the passage to tell you different details about how a flower was related to Schumann’s most famous work If they have trouble thinking of details on their own, some of the following questions may be asked: the pictures to a student and time how long it takes them to say all six key words After they have finished, ask another student to the same thing Whoever can say all six key words the fastest is the winner • What was the name of the work Schumann made for his wife? • What is a myrthen? • What is the myrthen flower a symbol for in Europe? 4) Have the students complete the sentences in part B of the Key Words section • What were the 26 songs grouped together like? Tell them to read the sentences and circle the correct words If you feel that the students have a good understanding of the key words, have them answer the questions by themselves or with a partner If the students not have a good understanding of the key words, work on the answers as a class 18 4) Read the Connect to Yourself question to the class Have the students work in pairs or individually to answer the question Then ask the students to share their answers with the class Subject Link L1 • Teacher’s Guide 19 After Reading 1) Have the students turn to the Reading Comprehension section If you feel that the students have a good understanding of the passage or are at the level to answer ANSWER KEY: STUDENT BOOK Contents Map: Do you know any songs about summer? (Sample Answer) Yes, I know a song called “Summertime” by Billy Stewart (Page 85) the questions by themselves, have them complete the page on their own or with a partner and check the answers as a class If the students are not at a level to answer the questions by themselves, work on the answers as a class 2) Ask the students to look at the graphic organizer Tell them to match the sentence parts together to find the main idea for each paragraph Check the answers as a class 3) Have the students complete the summary by filling in the blanks with the given words either individually or in pairs Check the answers as a class Warm Up: What you like to on summer nights? (Sample Answer) I like to take walks in the park on summer nights (Page 92) Key Words: get married donkey light fairy play magical (Page 93) Let’s Focus: When you listen to Mendelssohn’s A Midsummer Night’s Dream, what can you imagine? I can imagine a magical forest on a summer night (Page 94) Connect to Yourself: If you were a composer, what kind of instrument would you use to make the sound of a donkey? (Sample Answer) I would use a trombone, because it can be loud and sound funny (Page 95) Extra Activity: (optional) Ask the students to close their books Read them the summary and have them guess which words should go in the blank spaces Write their guesses on the board Then, have them open the book and complete their summaries using the vocabulary in the language box How did their guesses compare to the answers in the book? Reading Comprehension: c a a c True False fairies, couples summer, magical Page (96) Graphic Organizer: Paragraph – Mendelssohn was a famous composer Paragraph – Mendelssohn wanted to write music for A Midsummer Night’s Dream by William Shakespeare Paragraph – Mendelssohn’s music helps people imagine a magical forest on a midsummer night Paragraph – The “Wedding March” was composed by Mendelssohn and it is still famous (Page 97) Summary: composer / music / magical / midsummer / imagine / Wedding 88 Subject Link L1 • Teacher’s Guide 89 ANSWER KEY: Workbook Lesson 15 |  The Strange Sweat of Hippos (Page 29) A: light donkey get married magical fairy play B: c a b Objectives (Page 30) C: When he was only 10 years old, he could play and write music The story is a comedy about love on a warm summer night Mendelssohn wanted to write music for the play Mendelssohn also used the violin to make the donkey’s sound For example, the two young couples in the play get married Mendelssohn composed the “Wedding March” for that scene D: Students will learn about the sweat of hippos Students will make connections between the reading passage and their own experiences Students will learn key words about the topic and be able to use the words in sentences Students will practice reading comprehension skills such as identifying the main idea and supporting details Students will learn skills in creating outlines and summarizing passages Key Words sweat, cool, protect, skin, sunscreen, keep away LESSON GUIDE Before Reading 1) Have the students turn to the opening section of the chapter on page 85 Quickly review the previous lesson by asking the students the question on the contents map for Lesson 14 Look at the picture for Lesson 15 Tell the students that today’s lesson will relate to science and then read the lesson’s title and the question to 90 Subject Link L1 • Teacher’s Guide 91 them Have the students brainstorm possible answers as a class, with a partner, or individually 3) After reading the passage, ask the students the Let’s Focus questions Next, ask the students to use the passage to tell you how the hippo’s sweat helps it If they have trouble thinking of details on their own, some of the following questions may 2) Have the students turn to Lesson 15 Tell them to look at the Warm Up page Read be asked: the Warm Up question to the students Tell them to read the sentences and then write the correct numbers on the matching pictures • How is the hippo’s sweat different from the sweat of other animals? • How is the hippo’s sweat like a sunscreen? 3) Ask the students to look at Key Words section Read the words as a class and use • What does the medicine in hippo’s sweat do? the images to help explain the meaning of each word 4) Read the Connect to Yourself question to the class Have the students work in pairs Extra Activity: (optional) Ask the students to draw a picture of another animal and to write a few sentences or individually to answer the question Then ask the students to share their answers with the class about how it keeps cool Encourage them to use the lesson’s key words in their sentences Check the sentences for spelling and grammar Then, have the students show their pictures to the class and read their sentences out loud Extra Activity: (optional) Write down the ways students cool themselves down in summer on the board Ask the students to close their eyes, and erase one or two of the ways they keep cool Have the students open their eyes and guess which ones are missing During Reading 1) Have the students turn to the passage Read the Let’s Focus questions together as a class Ask the students to think about the questions while they read the passage After Reading 1) Have the students turn to the Reading Comprehension section If you feel that the 2) Play the recording of the passage and tell the students to follow along in the students have a good understanding of the passage or are at the level to answer student book Next, have the students read the passage silently and ask them the questions by themselves, have them complete the page on their own or with to underline the main idea in each paragraph Then, read the passage as a a partner and check the answers as a class If the students are not at a level to class Pause after each paragraph to ask the students what the main idea of the answer the questions by themselves, work on the answers as a class paragraph is 2) Read the words in the box under the graphic organizer as a class Then ask the students to use the words to complete the sentences Check the answers as a class 92 Subject Link L1 • Teacher’s Guide 93 ANSWER KEY: STUDENT BOOK 3) Have the students complete the summary by filling in the blanks with the given words either individually or in pairs Check the answers as a class Extra Activity: (optional) Ask the students to work in pairs Have each pair take turns reading one sentence from the summary until it is finished Time them while they are reading The pair with the fastest time is the winner Contents Map: Which animal has colored sweat? (Sample Answer) Hippos have colored sweat (Page 85) Warm Up: elephant pig dog squirrel (Page 98) – – – – Let’s Focus: What color is the sweat of hippos? How does their sweat help them? Hippos have red sweat Their sweat helps protect their skin from the sun It also helps heal wounds It keeps away bad infections, too (Page 100) Connect to Yourself: How you cool yourself down in summer? (Sample Answer) I go swimming to cool myself down in summer (Page 101) Reading Comprehension: b c b c a cool heals, infections (Page 102) Graphic Organizer: Color – red Function – a sunscreen / the hippo from sunburn Function – an important medicine in it / the hippo’s wounds heal (Page 103) Summary: Sweating / red / blood / protects / medicine / heal 94 Subject Link L1 • Teacher’s Guide 95 ANSWER KEY: Workbook Lesson 16 |  The Invention of the Ice Cream Cone (Page 31) A: cool sunscreen protect sweat keep away skin B: b c a Objectives (Page 32) C: Sweating is a great way to cool your body Many people thought that hippos were sweating blood The sweat of hippos also has another special purpose The sweat has an important medicine in it Hippos often fight and wound one another The sweat of hippos helps them stay healthy all summer! D: Students will learn about how the ice cream cone was invented Students will make connections between the reading passage and their own experiences Students will learn key words about the topic and be able to use the words in sentences Students will practice reading comprehension skills such as identifying the main idea and supporting details Students will learn skills in creating outlines and summarizing passages Key Words ice cream cone, sell, waffle, roll, customer, invent LESSON GUIDE Before Reading 1) Have the students turn to the opening section of the chapter on page 85 Quickly review the previous lesson by asking the students the question on the contents map for Lesson 15 Look at the picture for Lesson 16 Tell the students that today’s lesson will relate to history and then read the lesson’s title and the question to 96 Subject Link L1 • Teacher’s Guide 97 them Have the students brainstorm possible answers as a class, with a partner, or individually During Reading 1) Have the students turn to the passage Read the Let’s Focus question together as Extra Activity: (optional) Make a KWL Chart with the students Draw three columns on the board At the top of the columns write, “What I Know,” “What I Want to Know,” and “What I Learned.” As a class, use the lesson’s title, picture, and the question on the contents map to brainstorm things for the first two columns Then, fill in the third column after the students have finished the graphic organizer and summary for the passage 2) Have the students turn to Lesson 16 Tell them to look at the Warm Up page Read the Warm Up question to the students Look at the pictures and read the different ways to eat ice cream Then, have the students answer the Warm Up question as a class, with a partner, or individually 3) Ask the students to look at the pictures in part A of the Key Words section Read the words as a class and use the images to help explain the meaning of each word 4) Have the students complete the sentences in part B of the Key Words section Tell them to read the sentences and circle the correct words If you feel that the students have a good understanding of the key words, have them answer the questions by themselves or with a partner If the students not have a good understanding of the key words, work on the answers as a class Extra Activity: (optional) Have the students work in pairs Ask each pair to try and write their own sentences for the key words When all the pairs are finished, have them take turns reading their sentences to the class a class Ask the students to think about the question while they read the passage 2) Play the recording of the passage and tell the students to follow along in the student book Next, have the students read the passage silently and ask them to underline the main idea in each paragraph Then, read the passage as a class Pause after each paragraph to ask the students what the main idea of the paragraph is 3) After reading the passage, ask the students the Let’s Focus question Ask the students to use the passage to tell you information about how the ice cream cone was created If they have trouble thinking of information on their own, some of the following questions may be asked: • Why couldn’t Fornachou sell anymore ice cream? • What was Hamwi selling at the World’s Fair? • How did Hamwi help Fornachou? 4) Read the Connect to Yourself question to the class Have the students work in pairs or individually to answer the question Then ask the students to share their answers with the class Extra Activity: (optional) Have the students take turns talking about which way they prefer to eat ice cream Tell them to add more information such as when they like to eat ice cream, what kinds of ice cream they like, the most ice cream they ever ate at one time, etc Time them to see how long they can talk before running out of things to say Whoever talks the longest is the winner 98 Subject Link L1 • Teacher’s Guide 99 After Reading 1) Have the students turn to the Reading Comprehension section 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 on their own or with a partner and check the answers as a class If the students are not at a level to answer the questions by themselves, work on the answers as a class 2) Have the students match the sentence parts Then tell them to put the sentences in order by writing the correct letter for each sentence in the box under the graphic organizer Check the answers as a class ANSWER KEY: STUDENT BOOK Contents Map: Who invented the ice cream cone? (Sample Answer) The ice cream cone was invented by two men at the 1904 World’s Fair in the U.S (Page 85) (Page104) Warm Up: How you like to eat ice cream? (Sample Answer) I like to eat it in a dish (Page105) Key Words: waffle sell invent ice cream cone rolled customer Let’s Focus: How was the ice cream cone invented? Arnold Fornachou was selling ice cream at the 1904 World’s Fair But he ran out of ice cream bowls So Ernest Hamwi rolled up his waffles and gave them to Fornachou Fornachou put ice cream in the waffles and sold them (Page 106) 3) Have the students complete the summary by filling in the blanks with the given words either individually or in pairs Check the answers as a class Connect to Yourself: Which you prefer: ice cream in a bowl or ice cream in a cone? (Sample Answer) I prefer ice cream in a cone because it is more fun to eat (Page 107) Reading Comprehension: b b a c True False rolled, up ice, cream (Page 108) Graphic Organizer: a Fornachou put ice cream in the waffles, and they were the first ice cream cones b Hamwi rolled up waffles and gave them to Fornachou c Fornachou was selling delicious ice cream at the fair d Fornachou didn’t have enough bowls to sell more ice cream (Page 109) c–d–b–a Summary: ice cream / customers / sell / bowls / waffles / invented 100 Subject Link L1 • Teacher’s Guide 101 ANSWER KEY: Workbook (Page 33) A: ice cream cone invent roll customer sell waffle B: a c b (Page 34) C: Do you like to eat ice cream on hot summer days? Do you know how the ice cream cone was invented? There were many people selling ice cream there More people wanted to buy his ice cream, but he couldn’t sell it He rolled up his waffles and gave them to Fornachou Fornachou put his ice cream in the waffles and sold them to his customers D: 102 Supplementary Material Chapter Wrap-up: Concept Map Chapter REVIEW CLASS LESSON GUIDE 3) Once all the lessons have been reviewed by the students, split them into pairs and have them briefly discuss what they learned from this chapter to connect each lesson’s ideas to the overall topic Chapter Project Worksheet 1) Before class, download the Chapter project worksheet from www.ibuildandgrow Objectives Students will review the information from each lesson using the concept map com (“For Teachers” → “Teaching Materials” → “Reading” tab → “Subject Link Project Worksheet”) Make enough copies so that each student has their own worksheet Students will apply what has been learned about the chapter topic by completing a project worksheet on it Students will practice the key words that they have learned in this chapter 2) The purpose of these project worksheets is to encourage the students to creatively make or something related to the chapter topic For Chapter 1, the end result will be for each student to draw and write about a flower of their choice Have the students follow the steps on the worksheet to work their way up to the finished project Offer advice and answer questions as needed For lower levels, you may LESSON GUIDE Chapter Wrap-up 1) Have the students turn to the Chapter Wrap-up on page 113 Remind them of the want to the project yourself before class to show the students as an example 3) After the students have finished their projects, have them briefly present their worksheets to the rest of the class This helps the students practice their spoken English and encourages them to share their creative ideas more freely chapter’s topic (“Flowers”) 2) The idea of the concept map is to simply solidify all the information that the students learned in whatever way the teacher prefers One recommended way is to have the students brainstorm either individually or in pairs and write down any and all ideas that they remember from each lesson Another way is to divide the class Other Ideas and Activities 1) Any time left over in this review class may be used at the teacher’s discretion One recommendation is to complete any lesson comprehension questions, vocabulary review, or workbook homework that the students have not finished already into four groups and have the groups review one lesson each and present it to the class Your job is to simply facilitate the conversation in each group and answer any questions that come up As each group or pair presents the ideas from their lesson, write them on the board for more effect Also, encourage the students to use as many key words as possible when they write or speak 104 2) If the students have finished all their work, look through the “Extra Activity” suggestions in each of the chapter’s lessons and pick out one or two for the class to These are useful since they are fairly easy but still help the students practice their key words, reading, and passage comprehension Subject Link L1 • Teacher’s Guide 105 CHAPTER WRAP-UP ANSWER KEY Chapter Chapter Concept Map Sample Responses REVIEW CLASS LESSON GUIDE Objectives Students will review the information from each lesson using the concept map Students will apply what has been learned about the chapter topic by completing a project worksheet on it Students will practice the key words that they have learned in this chapter LESSON GUIDE Chapter Wrap-up 1) Have the students turn to the Chapter Wrap-up on page 115 Remind them of the chapter’s topic (“Maps”) 2) The idea of the concept map is to simply solidify all the information that the students learned in whatever way the teacher prefers One recommended way is to have the students brainstorm either individually or in pairs and write down any and all ideas that they remember from each lesson Another way is to divide the class Chapter Project Worksheet will vary by student into four groups and have the groups review one lesson each and present it to the class Your job is to simply facilitate the conversation in each group and answer any questions that come up As each group or pair presents the ideas from their lesson, write them on the board for more effect Also, encourage the students to use as many key words as possible when they write or speak 106 Subject Link L1 • Teacher’s Guide 107 3) Once all the lessons have been reviewed by the students, split them into pairs and have them briefly discuss what they learned from this chapter to connect each lesson’s ideas to the overall topic CHAPTER WRAP-UP ANSWER KEY Chapter Concept Map Sample Responses Chapter Project Worksheet 1) Before class, download the Chapter project worksheet from www.ibuildandgrow com (“For Teachers” → “Teaching Materials” → “Reading” tab → “Subject Link Project Worksheet”) Make enough copies so that each student has their own worksheet 2) The purpose of these project worksheets is to encourage the students to creatively make or something related to the chapter topic For Chapter 2, the end result will be for each student to complete a map by working with a partner Have the students follow the steps on the worksheet to work their way up to the finished project Offer advice and answer questions as needed Other Ideas and Activities 1) Any time left over in this review class may be used at the teacher’s discretion One recommendation is to complete any lesson comprehension questions, vocabulary review, or workbook homework that the students have not finished already 2) If the students have finished all their work, look through the “Extra Activity” suggestions in each of the chapter’s lessons and pick out one or two for the class to These are useful since they are fairly easy but still help the students practice their key words, reading, and passage comprehension Chapter Project Worksheet will vary by student 108 Subject Link L1 • Teacher’s Guide 109 Chapter REVIEW CLASS LESSON GUIDE 3) Once all the lessons have been reviewed by the students, split them into pairs and have them briefly discuss what they learned from this chapter to connect each lesson’s ideas to the overall topic Chapter Project Worksheet 1) Before class, download the Chapter project worksheet from www.ibuildandgrow Objectives Students will review the information from each lesson using the concept map com (“For Teachers” → “Teaching Materials” → “Reading” tab → “Subject Link Project Worksheet”) Make enough copies so that each student has their own worksheet Students will apply what has been learned about the chapter topic by completing a project worksheet on it Students will practice the key words that they have learned in this chapter 2) The purpose of these project worksheets is to encourage the students to creatively make or something related to the chapter topic For Chapter 3, the end result will be for each student to fill in a chart to determine if they ate a balanced diet the day before Have the students follow the steps on the worksheet to work their way up to the finished project Offer advice and answer questions as needed For lower LESSON GUIDE Chapter Wrap-up 1) Have the students turn to the Chapter Wrap-up on page 117 Remind them of the chapter’s topic (“Food”) levels, you may want to the project yourself before class to show the students as an example 3) After the students have finished their projects, have them briefly present their chart to the rest of the class Their classmates will ask them the questions from part C This helps the students practice their spoken English and encourages them to share their creative ideas more freely 2) The idea of the concept map is to simply solidify all the information that the students learned in whatever way the teacher prefers One recommended way is to have the students brainstorm either individually or in pairs and write down any and all ideas that they remember from each lesson Another way is to divide the class into four groups and have the groups review one lesson each and present it to the class Your job is to simply facilitate the conversation in each group and answer any questions that come up As each group or pair presents the ideas from their lesson, Other Ideas and Activities 1) Any time left over in this review class may be used at the teacher’s discretion One recommendation is to complete any lesson comprehension questions, vocabulary review, or workbook homework that the students have not finished already write them on the board for more effect Also, encourage the students to use as many key words as possible when they write or speak 2) If the students have finished all their work, look through the “Extra Activity” suggestions in each of the chapter’s lessons and pick out one or two for the class 110 Subject Link L1 • Teacher’s Guide 111 to These are useful since they are fairly easy but still help the students practice their key words, reading, and passage comprehension Chapter REVIEW CLASS LESSON GUIDE CHAPTER WRAP-UP ANSWER KEY Chapter Concept Map Sample Responses Objectives Students will review the information from each lesson using the concept map Students will apply what has been learned about the chapter topic by completing a project worksheet on it Students will practice the key words that they have learned in this chapter LESSON GUIDE Chapter Wrap-up 1) Have the students turn to the Chapter Wrap-up on page 119 Remind them of the chapter’s topic (“Summer”) 2) The idea of the concept map is to simply solidify all the information that the students learned in whatever way the teacher prefers One recommended way is to have the students brainstorm either individually or in pairs and write down any and all ideas that they remember from each lesson Another way is to divide the class into four groups and have the groups review one lesson each and present it to the class Your job is to simply facilitate the conversation in each group and answer any questions that come up As each group or pair presents the ideas from their lesson, Chapter Project Worksheet write them on the board for more effect Also, encourage the students to use as many key words as possible when they write or speak will vary by student 112 Subject Link L1 • Teacher’s Guide 113 3) Once all the lessons have been reviewed by the students, split them into pairs and have them briefly discuss what they learned from this chapter to connect each lesson’s ideas to the overall topic CHAPTER WRAP-UP ANSWER KEY Chapter Concept Map Sample Responses Chapter Project Worksheet 1) Before class, download the Chapter project worksheet from www.ibuildandgrow com (“For Teachers” → “Teaching Materials” → “Reading” tab → “Subject Link Project Worksheet”) Make enough copies so that each student has their own worksheet 2) The purpose of these project worksheets is to encourage the students to creatively make or something related to the chapter topic For Chapter 4, the end result will be for each student to write about their dream summer vacation Have the students follow the steps on the worksheet to work their way up to the finished project Offer advice and answer questions as needed For lower levels, you may want to the project yourself before class to show the students as an example 3) After the students have finished their projects, have them briefly present their worksheets to the rest of the class This helps the students practice their spoken English and encourages them to share their creative ideas more freely Other Ideas and Activities 1) Any time left over in this review class may be used at the teacher’s discretion One recommendation is to complete any lesson comprehension questions, vocabulary review, or workbook homework that the students have not finished already 2) If the students have finished all their work, look through the “Extra Activity” Chapter Project Worksheet will vary by student suggestions in each of the chapter’s lessons and pick out one or two for the class to These are useful since they are fairly easy but still help the students practice their key words, reading, and passage comprehension 114 Subject Link L1 • Teacher’s Guide 115 MEMO ... bowls to sell more ice cream (Page 10 9) c–d–b–a Summary: ice cream / customers / sell / bowls / waffles / invented 10 0 Subject Link L1 • Teacher’s Guide 10 1 ... contents map for Lesson Look at the picture for Lesson 10 Tell the students that today’s 60 Subject Link L1 • Teacher’s Guide 61 During Reading 1) Have the students turn to the passage Read the Let’s... grilled chicken for their lunch (Page 71) – – – – Summary: lunch / nuggets / healthy / bones / shocked / meals 64 Subject Link L1 • Teacher’s Guide 65 Lesson 11 |  Painting Faces Made of Food them