Subject link starter 1 TG

S U B J E C T Curriculum Integration Reading Program L1 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 | Everything Grows in Spring! • What color are the flowers? • Do you know the name of these flowers? • How many flowers you think there are? • Why you think flowers grow in spring? Read the Big Idea question as a class Tell the students to call out the things they in spring and write them on the board Extra Activity: (optional) Objectives Students will learn about what happens to plants and animals in spring 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 sunshine, sprout, bloom, be born, fresh, look for After writing the things the students in spring on the board, read over the list as a class Ask the students to close their eyes and erase one or two of the spring 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 3) Have the students turn to Lesson Ask them what they see in the pictures Read LESSON GUIDE Before Reading 1) Have the students turn to page Ask them what the chapter is about Then ask 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 illustrate the definitions or explanations that you give the students about the key them what they can see on the page While the students are looking at the picture, words Or, have the students use the pictures to try and create their own simple some of the following questions may be asked: definitions for the new vocabulary Ask the students to reread the sentences for each of the pictures and to circle the key words Subject Link Starter • Teacher’s Guide Extra Activity: (optional) 4) Read the Connect to Yourself question to the class Have the students work in Have a spelling race with the key words from the lesson Split the students into two pairs or individually to answer the question Then ask the students to share their teams Ask a member of each team to stand at the back of the class Write one of answers with the class the key words on the board and have the two students practice spelling it out loud a few times Then shout “Go!” and have them run to the board and write the word Extra Activity: (optional) Whoever finishes first scores a point for their team Ask the students to draw a picture and write a sentence about the other things they see in spring Check everyone’s sentences for spelling and grammar Then, have each student show their picture to the class and read their sentence 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 After Reading 1) Have the students turn to the Reading Comprehension section If you feel 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 to the questions by themselves, have them complete the page on their own or with underline the main idea in each paragraph a partner and check the answers as a class If the students are not at a level to Then, read the passage as a class Pause after each paragraph to ask the students what the main idea of the paragraph is answer the questions by themselves, work on the answers as a class Extra Activity: (optional) 3) After reading the passage, ask the students the Let’s Focus question Write down On slips of paper, write several more true and false questions based on the the things that happen to plants and animals in spring on the board Then ask the information from the passage and put the questions in a box Ask the class one students to use the passage to tell you more details about what happens in spring of the questions and have the students raise their hands to answer it If a student If they have trouble thinking of details on their own, some of the following questions answers the question correctly, let them come to the front and ask the next may be asked: question • Are the days shorter or longer in spring? • What flowers in spring? 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 • Why is spring a good time for animal babies to be born? • Where birds fly in spring? 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 Subject Link Starter • Teacher’s Guide ANSWER KEY: STUDENT BOOK Big Idea: What you in spring? (Sample answer) In spring, I look at all the new plants and animals I like seeing all the bright colors around me (Page 6) Let’s Focus: What happens to plants and animals in spring? (Sample Answer) The national flower of Korea is the hibiscus (Page 10) Connect to Yourself: What other things you see in spring? (Sample Answer) I see a lot more people outside We all enjoy the warm spring weather (Page 11) ANSWER KEY: Workbook (Page 3) A: fresh be born sunshine bloom look for sprout B: leaves fly wake up weather (Page 4) Reading Comprehension: c b b c True False nests (Page 13) C: In spring, the weather gets warmer There is more rain in spring Trees sprout new leaves They build nests and have babies Summary: season / rain / bloom / naps / build D: The spring weather brings new life everywhere! Animals wake up from their long winter naps Many baby animals are born They have lots of fresh food and water Many birds fly north in spring (Page 12) Graphic Organizer: Weather – warmer Plants – flowers Animals – winter Birds – nests Subject Link Starter • Teacher’s Guide Lesson | A Song for Spring Extra Activity: (optional) Pretend that you are playing a violin and ask the students what instrument you are playing Then ask other students to come to the front and pretend to play different instruments The rest of the class can guess what each instrument is 2) Have the students turn to Lesson Ask them what they see in the picture Read the Warm Up question to the students Then have the students look at the words Objectives in the box and circle their ideas Tell the students to form pairs and talk about their ideas with their partner Students will learn about the spring sounds in Antonio Vivaldi’s Allegro 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 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 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 Students will learn skills in creating outlines and summarizing passages 4) Have the students complete the sentences in the Practice section Tell them to Key Words joyful, season, orchestra, fall, quick, lightning 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 LESSON GUIDE Extra Activity: (optional) Before Reading supposed to go Put all of the strips of paper in a box Have the students take 1) Have the students turn to the opening section of the chapter on page Quickly Write the sentences on strips of paper with blank spaces where the key words are 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? review the previous lesson by reading the title for Lesson and asking the students what happens to plants and animals in spring Have the students look at Lesson Tell them today’s lesson is going to be about music and read the lesson’s title to them Then talk about the lesson’s picture as a class 10 Subject Link Starter • Teacher’s Guide 11 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 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 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 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 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) 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 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 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 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, Extra Activity: (optional) or all at once 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 3) After reading the passage, ask the students the Let’s Focus question Write down how Vivaldi’s Allegro sounds like spring on the board Then ask the students to use 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 the passage to tell you more details about Vivaldi’s Allegro If they have trouble thinking of details on their own, some of the following questions may be asked: • Which part of the song is Allegro? • How is Allegro’s rhythm? • What instruments make the cheerful sounds of birds in Allegro? • What sound does the whole orchestra make? 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 12 Subject Link Starter • Teacher’s Guide 13 ANSWER KEY: STUDENT BOOK Key Words: season orchestra quick fall joyful lightning Practice: quick joyful falling lightning seasons orchestra ANSWER KEY: Workbook (Page 15) (Page 5) (Page 15) Let’s Focus: How does Vivaldi’s Allegro sound like spring? The instruments make the sounds of birds, the gentle wind, the falling rain, and thunder and lightning A: season quick lightning fall orchestra joyful (Page 16) Connect to Yourself: Connect to Yourself: What are your favorite sounds in spring? (Sample Answer) I love the sound of birds singing in spring (Page 17) Reading Comprehension: c b True True Graphic Organizer: Part – first Rhythm – quick Sounds – birds / gentle / rain (Page 19) thunder create gentle (Page 6) (Page 18) c seasons B: musician a C: Antonio Vivaldi was a musician in Italy Allegro is the first part of the song You can also hear the gentle wind One violin makes the sound of thunder and lightning D: He wrote songs about the four seasons His song “Spring” has a famous part called Allegro In Allegro, violins make the cheerful sounds of birds Finally, all the violins sound like birds singing again Do you want to hear the sounds of spring? Summary: sounds / joyful / orchestra / thunder / violins 14 Subject Link Starter • Teacher’s Guide 15 Lesson | India’s Colorful Spring Festival title to them Then talk about the lesson’s picture as a class 2) Have the students turn to Lesson 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 on their own and check what they think Tell the students to form pairs and talk about their ideas with their partner 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 Objectives Students will learn about India’s spring festival of color, Holi 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 festival, celebrate, powder, bright, throw, messy 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 create their own simple definitions for the new vocabulary Extra Activity: (optional) Write the key words across the top of the board Divide the class into two teams and have each team form a line Whisper one of the key words into the ear of the first student for each team On your signal, have the students whisper the key word down the line until it gets to the last student for each team Those students must then write the correct word on the board Whoever writes the correct word first wins a point for their team 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 LESSON GUIDE themselves or with a partner If the students not have a good understanding of the key words, work on the answers as a class 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 how Vivaldi’s Allegro sounds like spring Tell them today’s lesson is going to be about social studies and read the lesson’s 16 Subject Link Starter • Teacher’s Guide 17 During Reading pairs or individually to answer the question Then ask the students to share their answers with the class 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 hen, 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 students have a good understanding of the passage or are at the level to answer Extra Activity: (optional) the questions by themselves, have them complete the page on their own or with Read the passage to the students Make some small mistakes while you are a partner and check the answers as a class If the students are not at a level to reading The students should follow along in their student books and correct you answer the questions by themselves, work on the answers as a class when you read something incorrectly 2) Read the words in the box under the graphic organizer as a class Then ask the 3) After reading the passage, ask the students the Let’s Focus question Write down the things Indian people during Holi on the board Then ask the students to students to write each of the words in the correct blank Check the answers as a class use the passage to tell you more details about Holi If they have trouble thinking of details on their own, some of the following questions may be asked: Extra Activity: (optional) Write the words from the box under the graphic organizer on separate pieces • When is Holi? of paper and stick them on the board Then write the headings, the text, and • Do people eat any special foods during Holi? the blanks from the graphic organizer on the board Have the students work in • What people believe the colorful powders look like? pairs Time each pair to see how long it takes them to put the correct words in • Do people stay clean during Holi? each blank After they have completed the graphic organizer, have them read the headings and points out loud Extra Activity: (optional) Take a vote to see how many students would like to attend Holi Why they want to go to the festival? For any students that don’t want to go to the festival, ask 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 them why they feel that way Finally, if the students could throw colored powder and water balloons at one person they know, who would it be? 4) Read the Connect to Yourself question to the class Have the students work in 18 Subject Link Starter • Teacher’s Guide 19 During Reading answers with the class 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 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 3) After reading the passage, ask the students the Let’s Focus question Write down information about what the Urquharts did to learn about monarch butterflies on the 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 board Then ask the students to use the passage to tell you more details about the Urquharts and monarch butterflies If they have trouble thinking of details on their own, some of the following questions may be asked: 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 • Where was Fred from? • When did Fred and Norah get married? • When did Fred and Norah find out where monarch butterflies go in winter? 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 • How far monarch butterflies fly in winter? Extra Activity: (optional) Extra Activity: (optional) Type up several copies of the summary Cut out each sentence of the summary Prepare nine questions about the passage before class and use them to play tic- and put it in an envelope Have the students work in groups Give each group tac-toe Draw a 3X3 grid on the board Write a number in each square Split an envelope and tell them to arrange the sentences in order The first group to the students into two teams (team X and team O) Give a student from one correctly put together the summary is the winner team a foam ball and ask them to throw it at the grid If they hit a square, read 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 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 92 Subject Link Starter • Teacher’s Guide 93 ANSWER KEY: STUDENT BOOK Practice: mail wonder ANSWER KEY: Workbook (Page 99) (Page 31) stickers found married leaves Let’s Focus: What did Fred and Norah Urquhart learn about monarch butterflies? They learned that monarchs fly south from Canada to Mexico in winter (Page 100) to Yourself: What other animals go south in winter? (Sample Answer) Geese fly south in winter A: sticker wonder marry find mail leave (Page 101) Connect (Page 102) Reading b False Comprehension: b True (Page 103) Graphic Organizer: What Did They Ask? – winter What Did They Do? – stickers What Did They Learn? – south / Mexico Summary: monarch / special / wings / answer / fly 94 B: south c wings a answer named ask (Page 32) C: He wondered where they went In 1945, Fred married a woman named Norah To find out, they made special stickers In 1976, Fred and Norah found the answer D: A Canadian named Fred Urquhart loved monarch butterflies But all the monarchs left when winter came They put the stickers on many monarchs’ wings Many people found the butterflies in the south They mailed them back to Fred and Norah Subject Link Starter • Teacher’s Guide 95 Lesson 16 | The Hopi Butterfly Dance students look at Lesson 16 Tell them today’s lesson is going to be about social studies 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 16 Ask them what they see in the picture 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 Objectives Students will learn about a special dance The Hopi to thank the butterflies 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 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 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 Extra Activity: (optional) Print out copies of the pictures for the key words (or find similar images on the Internet) Show the students three of the pictures and then put the pictures facedown on a table or desk Spend 10 – 15 seconds mixing the order of the pictures around and then have the students try and guess what each picture is Key Words health, bead, shake, wish, crown, rattle 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 LESSON GUIDE Before Reading 1) Have the students turn to the opening section of the chapter on page 85 Quickly 96 the key words, work on the answers as a class Extra Activity: (optional) Play hangman with the key words and sentences from the Practice section Ask the students to close their books Choose one of the sentences and write dashes on review the previous lesson by reading the title for Lesson 15 and asking the the board The number of dashes will match the number of letters in the sentence students what the Urquharts did to learn about monarch butterflies Have the The students then have to call out letters, with too many wrong answers leading to Subject Link Starter • Teacher’s Guide 97 the completion of the gallows 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 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 After Reading 1) Have the students turn to the Reading Comprehension section If you feel 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 to the questions by themselves, have them complete the page on their own or with underline the main idea in each paragraph a partner and check the answers as a class If the students are not at a level to Then, read the passage as a class Pause after each paragraph to ask the answer the questions by themselves, work on the answers as a class students what the main idea of the paragraph is 2) Read the words in the box under the graphic organizer as a class Then ask the Extra Activity: (optional) students to write each of the words in the correct blank Check the answers as a Have the students work in pairs Tell each pair to take turns reading paragraphs class in the passage Time them to see how long it takes them to finish reading the passage The pair with the fastest time is the winner 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 3) After reading the passage, ask the students the Let’s Focus question Write down information about what the Hopi wear and during the Butterfly Dance on the Extra Activity: (optional) board Then ask the students to use the passage to tell you more details about Ask the students to close their books Read them the summary and have them The Hopi and the Butterfly Dance If they have trouble thinking of details on their guess which words should go in the blank spaces Write their guesses on the own, some of the following questions may be asked: 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 • Where the Hopi live? the book? • When the Hopi the Butterfly Dance? • How long they the Butterfly Dance for? • How does the Butterfly Dance begin? 98 Subject Link Starter • Teacher’s Guide 99 ANSWER KEY: STUDENT BOOK (Page 105) ANSWER KEY: Workbook Key Words: (Page 33) wish bead health shake crown rattle Practice: shake beads crown health rattle wished (Page 105) A: rattle crown wish bead shake health (Page 106) Let’s Focus: What the Hopi wear and during the Butterfly Dance? They wear special clothes and other things During the dance, they sing, dance, and shake rattles B: event (Page 107) Connect (Page 34) to Yourself: What is a traditional dance from your country? (Sample Answer) I’m from Korea, and our traditional dance is the Fan Dance (Page 108) Reading b False Comprehension: a True c rattles (Page 108) Graphic Organizer: Who & When – August Why – rain / thank What the Dancers Wear – beads / clouds What the Dancers – sing a step use thank C: The Hopi are Native Americans in Arizona They also dance to thank the butterflies Hopi dancers wear beautiful clothes The boys also dance and shake rattles D: The Hopi use the Butterfly Dance to wish for rain and good health The girls wear butterfly crowns and colorful beads The boys’ clothes have special pictures of clouds and rain Then the girls dance lightly with small steps The Butterfly Dance is a joyful event for the Hopi Summary: September / butterflies / crowns / lightly / shake 100 Subject Link Starter • Teacher’s Guide 101 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 poem about the colors of spring chapter’s topic (“Spring”) To start, have the students cut out the spring pictures and glue or tape them 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 to their concept maps 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 correct color boxes After they have finished, talk about the objects in the boxes as a class Next, read the sample poem (“The Colors of Spring”) as a class Then ask the students to write their own poem about the colors of spring Encourage them to use the sample poem as a guide when writing their poem For lower levels, you may also want to write your own poem on the board to show the students as an example 3) After the students have finished their poems, 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 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 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 115 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 2, the end result will be for each student to make a chart about their partner’s family’s rules chapter’s topic (“Families”) To start, read the list of rules as a class and ask the students to put check marks 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 next to the rules their family has Next, ask the students to write about their family’s rules Tell them to write about what they should and shouldn’t to follow their family’s rules, and then have them write down any other rules their family has that were not included in the list of rules at the start Once the students have finished writing about their family’s rules, have them work in pairs Tell them to talk with their partner about their family’s rules Then have them fill in the chart with their partner’s family’s rules For lower levels, you may want to make a sample chart on Another way is to divide the class into four groups and have the groups review the board to show the students as an example 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 108 3) After the students have finished their charts, have them read take turns telling the Subject Link Starter • Teacher’s Guide 109 class about their partner’s family’s rules This helps the students practice their spoken English and encourages them to share their ideas more freely CHAPTER WRAP-UP ANSWER KEY Concept Map (Sample Answers) 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 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 think and write about things that have holes and what the holes chapter’s topic (“Holes”) To start, have the students cut out the pictures of objects with holes and glue or tape 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 them in the correct boxes After they have finished, talk about the objects in the boxes as a class Then ask the students to work in groups and think of other things with holes Ask them to think of as many things as they can and to write what the objects are and what their holes in the chart 3) After the students have finished their charts, have each group share their ideas with 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 112 Subject Link Starter • Teacher’s Guide 113 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 114 Subject Link Starter • Teacher’s Guide 115 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 LESSON GUIDE com (“For Teachers” → “Teaching Materials” → “Reading” tab → “Subject Link Chapter Wrap-up own worksheet 1) Have the students turn to the Chapter Wrap-up on page 119 Remind them of the chapter’s topic (“Butterflies”) Starter Project Worksheet”) Make enough copies so that each student has their 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 draw their life cycle and write about it 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 start, have the students look at the life cycle of butterflies and fill in the boxes with the correct sentences Next explain to the students that people have life cycles too and look at the sample life cycle as a class Then ask the students to draw their own life cycle and write about it to their concept maps 3) After the students have finished drawing and writing about their life cycle, have them 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 take turns presenting their work to the class This helps 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 116 Subject Link Starter • Teacher’s Guide 117 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 118 Subject Link Starter • Teacher’s Guide 119 MEMO ... lesson’s title to them Then talk about the lesson’s picture as a class 10 Subject Link Starter • Teacher’s Guide 11 During Reading 1) Have the students turn to the passage Read the Let’s Focus question... other rooms Subject Link Starter • Teacher’s Guide 65 title to them Then talk about the lesson’s picture as a class Lesson 11 | A Famous Hole in France 2) Have the students turn to Lesson 11 Ask them... class Have the students work in 18 Subject Link Starter • Teacher’s Guide 19 ANSWER KEY: STUDENT BOOK Practice: messy celebrating ANSWER KEY: Workbook (Page 21) (Page 7) throwing festival powders