Subject link starter 3 TG

S U B J E C T Curriculum Integration Reading Program L3 S t a r t er Te a c h e r ' s G u i d e Contents Subject Link Starter • Teacher’s Guide Chapter Lesson | How Do Animals Survive in Winter? • What are the people in the picture wearing? • What you wear in cold weather? • Do you like to play in the snow? • Do you like winter? Read the Big Idea question as a class Tell the students to call out the things they in winter and write them on the board Objectives Students will learn about different animals’ winter habits 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 survive, south, travel, faraway, fur, hide Extra Activity: (optional) After writing the things the students in winter on the board, read over the list as a class Ask the students to close their eyes and erase one or two of the winter activities Have the students open their eyes and guess which ones are missing 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 most Have the students look at Lesson Tell them today’s lesson is going to be about science and read the lesson’s title to them Then talk about the lesson’s picture as a class Extra Activity: (optional) Look at all four of the pictures in the contents map as a class and then have the students say what they think each passage will be about Ask the class which of the passages they think will be the most interesting LESSON GUIDE Before Reading 1) Have the students turn to page Ask them what the chapter is about Then ask 3) Have the students turn to Lesson Ask them what they see Read the Warm Up question to the students Then have the students read the sentences for each of the pictures as a class 4) Play the recording to introduce the unit’s key words Then use the pictures to them what they can see on the page While the students are looking at the picture, illustrate the definitions or explanations that you give the students about the key some of the following questions may be asked: words Or, have the students use the pictures to try and create their own simple Subject Link Starter • Teacher’s Guide definitions for the new vocabulary Ask the students to reread the sentences for use the passage to tell you more details about the animals and their winter habits each of the pictures and to circle the key words If they have trouble thinking of details on their own, some of the following questions may be asked: Extra Activity: (optional) Print out copies of the pictures for the key words (or find similar images on the • Why geese fly in large groups? Internet) Show the students three of the pictures and then put the pictures • What black bears in fall? facedown on a table or desk Spend 10 – 15 seconds mixing the order of the • What is a good winter sleeping place for a black bear? pictures around and then have the students try and guess what each picture • What color are Arctic foxes in summer? is 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) During Reading Make a word search for the students with words related to keeping warm in winter (hat, scarf, gloves, mittens, jacket, boots, long underwear, hot chocolate, fireplace, 1) Have the students turn to the passage Read the Let’s Focus question together etc.) There are free programs that can be found online that will generate word as a class Ask the students to think about the question while they read the searches using vocabulary inputted by teachers 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 After Reading 1) Have the students turn to the Reading Comprehension section If you feel the Extra Activity: (optional) students have a good understanding of the passage or are at the level to answer Have the students work in pairs Tell each pair to take turns reading paragraphs the questions by themselves, have them complete the page on their own or with in the passage Time them to see how long it takes them to finish reading the a partner and check the answers as a class If the students are not at a level to passage The pair with the fastest time is the winner 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 the animals in the passage’s winter habits on the board Then ask the students to 2) Read the words in the box under the graphic organizer as a class Ask the students to write the words in the correct blanks and then to match the sentences to the Subject Link Starter • Teacher’s Guide correct animals 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 ANSWER KEY: STUDENT BOOK Big Idea: What you in winter? (Sample answer) I go skiing with my family every winter I also like throwing snowballs at my brother (Page 6) Let’s Focus: What are some animals’ winter habits? Many birds fly south Black bears sleep through winter Rabbits grow thicker fur, and Arctic foxes change their color (Page 10) Connect to Yourself: How you keep warm in winter? (Sample Answer) I wear a hat, gloves, and a heavy jacket when I go outside (Page 11) Reading Comprehension: c c True False (Page 12) a b warmer / food Graphic Organizer: Geese – They fly south Black Bears – They in sleep caves Rabbits – They grow thicker fur Arctic foxes – Their fur turns from brown to white (Page 13) Summary: survive / groups / caves / winter / fur / hide Subject Link Starter • Teacher’s Guide ANSWER KEY: Workbook Lesson | (Page 3) A: The Snowflake Man hide travel survive fur faraway south B: geese stay trip turn Objectives (Page 4) C: It gets very cold in winter Geese fly in large groups They eat a lot of food in fall Other animals also change color D: However, animals survive because of their special habits That way, they can travel to faraway places more safely Then they can survive all winter without eating They also find warm, safe places to sleep Some animals grow different fur in winter Students will learn about Wilson Bentley’s important discovery about snowflakes 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 snowflake, microscope, toothpick, discovery, melt, separate LESSON GUIDE Before Reading 1) Have the students turn to the opening section of the chapter on page Quickly review the previous lesson by reading the title for Lesson and asking the students what animals in winter Have the students look at Lesson Tell them today’s 10 Subject Link Starter • Teacher’s Guide 11 lesson is going to be about history and read the lesson’s title to them Then talk about the lesson’s picture as a class During Reading 1) Have the students turn to the passage Read the Let’s Focus question together as 2) Have the students turn to Lesson Ask them what they see in the pictures a class Ask the students to think about the question while they read the passage Read the Warm Up question to the students Then have the students look at the activities in the box and circle what they want to when it snows Tell the students to form pairs and talk about their ideas with their partner 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 Extra Activity: (optional) Pretend to one of the actions from the box under the picture and ask the Then, read the passage as a class Pause after each paragraph to ask the students what the main idea of the paragraph is students to guess what you’re doing Then ask other students to come to the front and winter actions The actions can be from the box or they can think of their own things to The rest of the class can guess what they are doing 3) After reading the passage, ask the students the Let’s Focus question Write down what Wilson Bentley found out about snowflakes on the board Then ask the students to use the passage to tell you more details about Wilson Bentley If they 3) Play the recording to introduce the unit’s key words Then have the students fill in the missing letters in each word Tell them to use the hint box in the top left corner have trouble thinking of details on their own, some of the following questions may be asked: of the page if they are not sure how to spell any of the words Use the pictures to illustrate the definitions or explanations that you give the students about the key words Or, have the students use the pictures to try and create their own simple definitions for the new vocabulary • When did Wilson Bentley get a microscope? • Why did he use his microscope to look at snowflakes? • How did he take the first picture of a snowflake? • How many pictures of snowflakes did he take? 4) Have the students complete the sentences in the Practice 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) Prepare nine questions about the passage before class and use them to play tictac-toe Draw a 3X3 grid on the board Write a number in each square Split the students into two teams (team X and team O) Give a student from one team a foam ball and ask them to throw it at the grid If they hit a square, read Extra Activity: (optional) Write the key words on strips of paper and stick them to the board Have two students stand at the back of the room Read one of the sentences from the the question that matches up with the number to them If they answer correctly, they can put their team’s symbol (X or O) in the square The first team to make a straight line with three of their symbols is the winner Practice section without saying the key word The first student to run to the board and touch the correct key word is the winner Have the winner race against another student and the student that didn’t win read the next sentence 12 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 Subject Link Starter • Teacher’s Guide 13 answers with the class ANSWER KEY: STUDENT BOOK Key Words: microscope toothpick snowflake separate melt discovery Practice: melts discovery snowflakes separated Toothpicks microscopes (Page 15) (Page 15) After Reading 1) Have the students turn to the Reading Comprehension section If you feel 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) Read the sentences in the graphic organizer as a class Then ask the students to number the sentences in the correct order Check the answers as a class Let’s Focus: What did Wilson Bentley find out about snowflakes? He found out that every snowflake is different (Page 16) Connect to Yourself: What shapes can you find in snowflakes? (Sample Answer) I can find many shapes like stars and diamonds (Page 17) Reading Comprehension: c b False False (Page 18) b toothpick a Graphic Organizer: He took the first picture of a snowflake He found that all snowflakes are different Bentley looked at snowflakes through a microscope He tried to draw the snowflakes, but he couldn’t Then he took many pictures of snowflakes (Page 19) Extra Activity: (optional) Write the sentences from the graphic organizer on separate pieces of paper and stick them in different places all over the board Have the students work in groups of five Have the groups take turns putting the sentences in the correct order Time them to see how long it takes them to it – – – – – Summary: microscope /draw / camera / snowflakes / toothpick / different 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 14 Subject Link Starter • Teacher’s Guide 15 ANSWER KEY: Workbook Lesson | (Page 5) A: Sled Hockey melt separate snowflake microscope discovery toothpick B: important birthday board finish Objectives (Page 6) C: He used it to look at snowflakes However, they melted before he finished So, he decided to take pictures of them Because of this, people call him “The Snowflake Man.” D: When he was 15, he got a microscope for his birthday Bentley thought they were beautiful First, he connected a camera to a microscope From these pictures, he made an important discovery He found that every snowflake is different Students will learn about a winter sport for disabled people 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 equipment, shoot, disabled, stick, sled, net LESSON GUIDE Before Reading 1) Have the students turn to the opening section of the chapter on page Quickly review the previous lesson by reading the title for Lesson and asking the students what Wilson Bentley found out about snowflakes Tell them today’s lesson is going 16 Subject Link Starter • Teacher’s Guide 17 to be about sports and read the lesson’s title to them Then talk about the lesson’s picture as a class During Reading 1) Have the students turn to the passage Read the Let’s Focus question together as 2) Have the students turn to Lesson Ask them what they see in the pictures Read a class Ask the students to think about the question while they read the passage the Warm Up question to the students Then have the students match the winter sports with their equipment Correct the answers as a class 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 Extra Activity: (optional) Pretend you’re doing one of the winter sports on the page and ask the students to guess what you’re doing Then ask other students to come to the front and pretend 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 to winter sports The winter sports can be from the page or they can think of other ones The rest of the class can guess what they are doing Extra Activity: (optional) Show the students some videos of sled hockey games being played so that they 3) Play the recording to introduce the unit’s key words Ask the students to follow the lines to match the key words with the correct pictures Then have them write the correct key word under each picture Use the pictures to illustrate the definitions or explanations that you give the students about the key words Or, have the students use the pictures to try and can better visualize the things they have read about the sport in the passage There are many clips of sled hockey games on YouTube and other online video streaming sites Here is a link for a short English summary video (less than three minutes long) of the Canada vs USA semi-final sled hockey game from the Sochi 2014 Winter Paralympic Games: http://www.youtube.com/watch?v=LELQQYOwF_s create their own simple definitions for the new vocabulary 3) After reading the passage, ask the students the Let’s Focus question Write down 4) Have the students complete the sentences in the Practice 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 what sled hockey is on the board Then ask the students to use the passage to tell you more details about sled hockey If they have trouble thinking of details on their own, some of the following questions may be asked: themselves or with a partner If the students not have a good understanding of the key words, work on the answers as a class • Why sled hockey players sit on sleds? • How many sticks sled hockey players use? Extra Activity: (optional) Write the key words on the board and ask the students to close their books Read • How does the part of the stick that looks like a ski pole help players? • How many players are on a sled hockey team? the definitions for the key words from page of the workbook and ask the students to guess which key word each definition is for 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 18 Subject Link Starter • Teacher’s Guide 19 review the previous lesson by reading the title for Lesson 14 and asking the students how the Sahara and Gobi are different Have the students look at Lesson 15 Tell them today’s lesson is going to be about science and read the lesson’s title to them Then talk about the lesson’s picture as a class 2) Have the students turn to Lesson 15 Ask them what they see in the pictures Read the Warm Up question to the students Then have the students read the sentences in the boxes and put check marks next to their answers Tell the students to form pairs and talk about their answers with their partner 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) Play the recording to introduce the unit’s key words Ask the students to follow the lines to match the key words with the correct pictures Then have them write the correct key word under each picture Use the pictures to illustrate the definitions or explanations that you give the students about the key words Or, have the students use the pictures to try and Extra Activity: (optional) 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 create their own simple definitions for the new vocabulary 3) After reading the passage, ask the students the Let’s Focus question Write down 4) Have the students complete the sentences in the Practice 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 why saguaros are special on the board Then ask the students to use the passage to tell you more details about saguaros If they have trouble thinking of details on their own, some of the following questions may be asked: themselves or with a partner If the students not have a good understanding of the key words, work on the answers as a class • What saguaros look like? • How tall are some saguaros? Extra Activity: (optional) Write the key words on strips of paper and stick them to the board Have two • Where saguaros store water? • Why are the insides of saguaros safe places for woodpecker babies? students stand at the back of the room Read one of the sentences from the Practice section without saying the key word The first student to run to the board and touch the correct key word is the winner Have the winner race against another student and the student that didn’t win read the next sentence 92 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 Starter • Teacher’s Guide 93 After Reading 1) Have the students turn to the Reading Comprehension section If you feel the students have a good understanding of the passage or are at the level to answer ANSWER KEY: STUDENT BOOK Practice: branches spines (Page 99) trunks waxy curved surface 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 Extra Activity: (optional) Write more questions like #7 on the board Write a few questions based on the passage and give the students part of the answers Choose students to come to the front and complete the answers Have the class vote on whether they think the Let’s Focus: Why are saguaros special? Saguaros only live in the Sonoran Desert They grow very tall and have curved branches They are good at gathering water too Also, some animals use saguaros as their homes (Page 100) (Page 101) Connect to Yourself: Do you know about any other amazing plants? (Sample Answer) I know about the Venus flytrap It eats insects and small animals answers are correct or not (Page 102) Reading 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 blank 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 Extra Activity: (optional) b False Comprehension: c True (Page 103) Graphic Organizer: – – – – – a thick, waxy a Desert trunks, branches roots waxy woodpeckers Summary: Sonoran / curved / long / collect / inside / spines Ask the students to work in small groups Tell each group that they are entertainers and must share the summary with the class in an entertaining way They can this by acting while they read, by singing or rapping the summary, or by doing something else Encourage them to have fun while presenting the summary to the class After all the groups are finished, take a vote to see who the students thought the most entertaining group was 94 Subject Link Starter • Teacher’s Guide 95 ANSWER KEY: Workbook Lesson 16 | (Page 31) A: A Forest in the Desert spine branch waxy trunk curved surface B: inside wave store round (Page 32) C: The Sonoran Desert has special cactuses These cactuses grow very tall Their thick, waxy skin keeps the water inside Some animals use saguaros as homes D: They have round trunks and curved branches Their first branch takes about 60 years to grow These roots collect water when it rains Then saguaros store the water in their trunks and branches Dangerous animals can’t get inside because of the cactus spines Objectives Students will learn about a forest in China’s Mu Us Desert 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 forest, village, plant, husband, payment, protect 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 reading the title for Lesson 15 and asking the students why saguaros are special Have the students look at Lesson 16 Tell 96 Subject Link Starter • Teacher’s Guide 97 them today’s lesson is going to be about history and social studies and read the Can they remember which key word fits in the blank space? lesson’s title to them Then talk about the lesson’s picture as a class 2) Have the students turn to Lesson 16 Ask them what they see in the picture Read the Warm Up question to the students Then have the students read the sentences under the picture and guess if they are true or false Check the answers as a class 3) Play the recording to introduce the unit’s key words Use the pictures to illustrate the definitions or explanations that you give the students about the key words Or, 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 have the students use the pictures to try and create their own simple definitions for the new vocabulary Then ask the students to find the key words in the word search 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 Extra Activity: (optional) Split the board into two, three, or four equal parts Then divide the students into Then, read the passage as a class Pause after each paragraph to ask the students what the main idea of the paragraph is two, three, or four teams and have them line up at the back of the class When you say a vocabulary word, the first student on each team will run to the board and write the beginning letter of the word Then they will run back to their team and hand the marker to the next student The team members will take turns writing a single letter until the word is completely spelled The first team to finish spelling the word correctly gets a point Extra Activity: (optional) 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 read individually, two at a time, or all at once 4) Have the students complete the sentences in the Practice 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 3) After reading the passage, ask the students the Let’s Focus question Write down how Yin and her husband changed the Mu Us Desert on the board Then ask the students to use the passage to tell you more details about Yin and the forest she made If they have trouble thinking of details on their own, some of the following questions may be asked: 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 98 • What used to happen to Yin’s house? • What made Yin decide to start planting trees? • When did Yin start planting trees? Subject Link Starter • Teacher’s Guide 99 • How did Yin’s husband help her? 4) Read the Connect to Yourself question to the class Have the students work in ANSWER KEY: STUDENT BOOK (Page 105) Key Words: pairs or individually to answer the question Then ask the students to share their answers with the class After Reading 1) Have the students turn to the Reading Comprehension section If you feel 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) Read the sentences in the graphic organizer as a class Then ask the students to number the sentences in the correct order Check the answers as a class Let’s Practice: protect forest planting village (Page 105) (Page 106) Let’s Focus: How did Yin and her husband change the Mu Us Desert? They planted many trees there The trees protect their village from sandstorms and make the Mu Us Desert a nicer place to live (Page 107) Connect to Yourself: Do you have many trees around your home? (Sample Answer) Yes, I There are several large trees in my backyard I like to rest under them in summer (Page 108) Reading 3) Have the students complete the summary by filling in the blanks with the given husband payment b False Comprehension: a True c b protects, sandstorms words either individually or in pairs Check the answers as a class (Page 109) Graphic 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 – – – – – Organizer: She saw a small tree growing in her village The forest protects Yin’s village from sandstorms Yuzhen Yin lived in the Mu Us Desert, but there were sandstorms She and her husband started to plant trees in the desert The trees grew into a large forest in the desert 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 100 Summary: sandstorms / plant / husband / jobs / trees / forest Subject Link Starter • Teacher’s Guide 101 ANSWER KEY: Workbook (Page 33) A: village payment husband protect plant forest B: job usually difficult happen (Page 34) C: Deserts usually don’t have forests It was a difficult place to live One day, she saw a small tree in her village Surprisingly, many of them survived D: Sometimes big sandstorms almost buried her house! If this tree can live, I can plant more trees here He did many jobs and asked for trees as payment Each year, Yin and her husband planted lots of trees It protects Yin’s village from sandstorms 102 Supplementary Material Chapter Wrap-up: Concept Map Chapter REVIEW CLASS LESSON GUIDE presents the ideas from their lesson, write them on the board for more effect And for lower level classes, one option may be to draw the concept map on the board and fill it in as a class Regardless of how you choose to have the students complete the concept map, encourage them to try and use as many key words as possible when they write or speak Objectives Students will review the information from each lesson using the concept map 3) Once all the lessons have been reviewed by the students, have the students work in pairs and talk about what they learned from this chapter to connect each lesson’s ideas to the overall topic 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 Chapter Project Worksheet 1) Before class, download the Chapter project worksheet from www.nebuildandgrow com (“For Teachers” → “Teaching Materials” → “Reading” tab → “Subject Link Starter Project Worksheet”) Make enough copies so that each student has their LESSON GUIDE Chapter Wrap-up 1) Have the students turn to the Chapter Wrap-up on page 113 Remind them of the own worksheet 2) The purpose of these project worksheets is to encourage the students to make or something related to the chapter topic For Chapter 1, the end result will be for each student to write a short report about their favorite winter activity chapter’s topic (“Winter”) To start, look at the winter activities as a class and then ask the students to choose 2) The idea of the concept map is to 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 the ideas that they remember from each lesson After the students have finished doing this, check the answers as a class and have the students add any information they may be missing to their concept maps their favorite one Next, tell them to read the sample report, and then to write their own report about their favorite winter activity Encourage them to use the sample report as a guide when writing their report For lower levels, you may also want to write your own report on the board to show the students as an example 3) After the students have finished their reports, have them read them to the rest of the class This helps the students practice their spoken English and encourages them to share their creative ideas more freely 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 104 Subject Link Starter • Teacher’s Guide 105 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 CHAPTER WRAP-UP ANSWER KEY Concept Map (Sample Answers) 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 Project Worksheet – will vary by student 106 Subject Link Starter • Teacher’s Guide 107 Chapter REVIEW CLASS LESSON GUIDE And for lower level classes, one option may be to draw the concept map on the board and fill it in as a class Regardless of how you choose to have the students complete the concept map, encourage them to try and use as many key words as possible when they write or speak 3) Once all the lessons have been reviewed by the students, have the students work in pairs and talk about what they learned from this chapter to connect each lesson’s 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 ideas to the overall topic Chapter Project Worksheet 1) Before class, download the Chapter project worksheet from www.nebuildandgrow com (“For Teachers” → “Teaching Materials” → “Reading” tab → “Subject Link Starter Project Worksheet”) Make enough copies so that each student has their own worksheet LESSON GUIDE Chapter Wrap-up 2) The purpose of these project worksheets is to encourage the students to make or something related to the chapter topic For Chapter 2, the end result will be for each student to draw and write about their dream home 1) Have the students turn to the Chapter Wrap-up on page 115 Remind them of the chapter’s topic (“Homes”) To start, ask the students to choose what type of home they want to live in and what they want to have in their home Then have the students read the sample 2) The idea of the concept map is to 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 the ideas that they remember from each lesson After the students have finished doing this, check the report and draw and write about their dream home Encourage them to use the sample report as a guide when writing their report For lower levels, you may also want to draw your own dream home and write about it on the board to show the students as an example answers as a class and have the students add any information they may be missing to their concept maps 3) After the students have finished drawing and writing about their dream home, have them take turns showing their picture and read their report to the class This helps 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 the students practice their spoken English and encourages them to share their creative ideas more freely conversation in each group and answer any questions that come up As each group presents the ideas from their lesson, write them on the board for more effect 108 Subject Link Starter • Teacher’s Guide 109 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 CHAPTER WRAP-UP ANSWER KEY Concept Map (Sample Answers) 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 Project Worksheet – will vary by student 110 Subject Link Starter • Teacher’s Guide 111 Chapter REVIEW CLASS LESSON GUIDE presents the ideas from their lesson, write them on the board for more effect And for lower level classes, one option may be to draw the concept map on the board and fill it in as a class Regardless of how you choose to have the students complete the concept map, encourage them to try and use as many key words as possible when they write or speak Objectives Students will review the information from each lesson using the concept map 3) Once all the lessons have been reviewed by the students, have the students work in pairs and talk about what they learned from this chapter to connect each lesson’s ideas to the overall topic 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 Chapter Project Worksheet 1) Before class, download the Chapter project worksheet from www.nebuildandgrow com (“For Teachers” → “Teaching Materials” → “Reading” tab → “Subject Link Starter Project Worksheet”) Make enough copies so that each student has their LESSON GUIDE Chapter Wrap-up 1) Have the students turn to the Chapter Wrap-up on page 117 Remind them of the own worksheet 2) The purpose of these project worksheets is to encourage the students to make or something related to the chapter topic For Chapter 3, the students will write about a dinosaur they would like to have as a pet chapter’s topic (“Dinosaurs”) To start, look at the dinosaurs as a class and then ask the students to find the 2) The idea of the concept map is to 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 the ideas that they remember from each lesson After the students have finished doing this, check the answers as a class and have the students add any information they may be missing to their concept maps dinosaurs’ names in the word search Next, ask the students to read the different dinosaur features and then match them to the correct dinosaurs Afterward, have the student read the sample report, and then ask them to draw and write about the dinosaur they would like to have as a pet Encourage them to use the sample report as a guide when writing about the dinosaur they want to have as a pet For lower levels, you may also want to draw and write about the dinosaur you want as a pet on the board to show the students as an example 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 112 3) After the students have finished their reports, have them take turns showing their picture and reading their report to rest of the class This helps the students practice Subject Link Starter • Teacher’s Guide 113 their spoken English and encourages them to share their creative ideas more freely Other Ideas and Activities CHAPTER WRAP-UP ANSWER KEY Concept Map (Sample Answers) 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 Project Worksheet – will vary by student 114 Subject Link Starter • Teacher’s Guide 115 Chapter REVIEW CLASS LESSON GUIDE conversation in each group and answer any questions that come up As each group presents the ideas from their lesson, write them on the board for more effect And for lower level classes, one option may be to draw the concept map on the board and fill it in as a class Regardless of how you choose to have the students complete the concept map, encourage them to try and use as many key words as possible when they write or speak Objectives 3) Once all the lessons have been reviewed by the students, have the students work in Objectives pairs and talk about what they learned from this chapter to connect each lesson’s Students will review the information from each lesson using the concept map ideas to the overall topic 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 Chapter Project Worksheet 1) Before class, download the Chapter project worksheet from www.nebuildandgrow com (“For Teachers” → “Teaching Materials” → “Reading” tab → “Subject Link Starter Project Worksheet”) Make enough copies so that each student has their LESSON GUIDE Chapter Wrap-up 1) Have the students turn to the Chapter Wrap-up on page 119 Remind them of the own worksheet 2) The purpose of these project worksheets is to encourage the students to make or something related to the chapter topic For Chapter 4, the end result will be for each student to write their travel plans for a visit to the desert chapter’s topic (“Deserts”) To start, have the students circle the things they would like to see and in the 2) The idea of the concept map is to 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 the ideas that they remember from each lesson After the students have finished doing this, check the answers as a class and have the students add any information they may be missing desert Next, have them read the sample travel plans, and then ask them to write their own desert travel plans and draw the desert they want to visit Encourage them to use the sample travel plans as a guide when writing their travel plans For lower levels, you may also want to write your own desert travel plans on the board to show the students as an example to their concept maps 3) After the students have finished writing their travel plans and drawing the desert 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 116 they want to visit, have them take turns presenting their work to the class This helps the students practice their spoken English and encourages them to share Subject Link Starter • Teacher’s Guide 117 their creative ideas more freely Other Ideas and Activities CHAPTER WRAP-UP ANSWER KEY Concept Map (Sample Answers) 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 Project Worksheet – will vary by student 118 Subject Link Starter • Teacher’s Guide 119 MEMO ... Time them while they are reading The pair with the fastest time is the winner 32 Subject Link Starter • Teacher’s Guide 33 ANSWER KEY: Workbook Lesson | (Page 11) A: A Huge Home for a Little Bird... page 33 Quickly review the previous lesson by reading the title for Lesson and asking the students what unique homes Tunisia and Senegal have Have the students look at Lesson 34 Subject Link Starter. .. turns from brown to white (Page 13) Summary: survive / groups / caves / winter / fur / hide Subject Link Starter • Teacher’s Guide ANSWER KEY: Workbook Lesson | (Page 3) A: The Snowflake Man hide