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Working
HARDObjectives
Content ConnectionsMath:Around the World:
Writing
Values
Project
Vocabulary
Reading
Grammar
always, usually, sometimes, never
Activities Adverbs of Frequency Expressions Content Words
?
Key Vocabulary
T3A
Checkpoint Activities Units 1–3
MaterialsStudent Book, Unit 3
Workbook, Unit 3
Assessment Package
ExamView Assessment Suite
Additional Materials
Unit Opener Activities
Family Connection
Student Book, pages 118–121, 127 Workbook, pages 104–105
How We Help Bulletin Board
How We Help
T3B
T26
Warm-UpShow students the Unit Poster. Say: These pictures show chores and other activities that we do at home.Act out one of the activities. Ask: What am I doing? Students can answer by pointing to pictures or reading the sentences aloud.Have students play Charades. In pairs, students take turns acting out the activities shown in the Unit Poster. Partners can point or read aloud to guess the activity being acted out.
Using Pages 26�27
1 A24 Listen and read. Then sing.
INVOLVE
Explain the lesson objective—students will sing a song about a pair of very different twins. Students will talk about chores and other activities they do regularly.Read the directions aloud. Play Audio Track A24 and have students listen as they read the song silently. Play the audio again and invite students to sing along with you. Then ask: Which picture do you think is Matt? (the twin on the left)
MONITOR
Check students’ comprehension. Have volunteers drop a few sheets of paper to make a mess. Ask students to act like Mike. (The students should not pick up the papers.) Then ask students to act like Matt. (Students should pick up the papers.)
ASSIST
Replay the audio as necessary. Pause after each verse and use simple language to explain unfamiliar words. Have students refer to the Unit Poster for additional support.Once students are comfortable with the song, have them practice it using the karaoke version (Audio Track B50). Or, if you wish, save the karaoke version for use during another class period, as a fun way to review the song.
2 A25 Listen. Point and say.
Read the directions aloud with students. Explain that the pictures show eight activities. Play Audio Track A25 and have students listen and read silently.Replay the audio and have students point to the pictures and say each sentence with you.
unit 3
1 A24
Listen and read. Then sing.
Working
HARDDifferent TwinsThere are two boys named Matt and Mike. Their story now begins. These two boys are not alike, Even though they’re twins!
Mike and Matt. Matt and Mike. These two twins are not alike.
Matt always cleans his room. He does his chores each day. He always studies for his tests. He has no time to play.
(Chorus)
Mike never cleans his room. He never makes his bed. He never wants to play outside. He watches TV instead.
(Chorus)
Which one are you like? Are you like Mike or Matt? You might be a bit like each. There’s nothing wrong with that!
26 Unit 3
8. I feed the cat.6. I go to soccer practice.
7. I study.
3. I practice the piano.2. I walk the dog.
4. I take out the trash.
5. I wash the dishes.
Mon Tue Wed Thu Fri Sat Sun1. I always make my bed. ✓ ✓ ✓ ✓ ✓ ✓ ✓
2. I usually make my bed. ✓ √ ✓ √ ✓ ✓ ✓
3. I sometimes make my bed. √ ✓ ✓
4. I never make my bed.
2 A25
Listen. Point and say.
3 A26
Listen and say.
Complete the sentences. Use always, never, sometimes, and usually.4
Mon Tue Wed Thu Fri Sat Sun1. He washes the dishes.
2. She walks the dog. ✓ ✓ ✓ ✓ ✓
3. They feed the cat. ✓ ✓ ✓ ✓ ✓ ✓ ✓
4. She makes her bed. ✓ ✓ ✓
1. I make my bed.
5 A27
Work with a partner. Listen. Ask and answer questions.
Do you make your bed?
I usually make my bed. Sometimes I forget.
Unit 3 27
T27
MONITOR Read the eight sentences in random order. Have students point to the
corresponding picture on the Student Book page.3 A26
Listen and say. Read the directions aloud. Review the three-letter abbreviations for the days of the week. Say: Some kids make their bed every day. Others make their bed only sometimes. Listen to these boys and girls. They tell how often they make their beds.Play Audio Track A26. Have students repeat the sentences. Tell students that the words in bold (always, usually, sometimes, never) are called adverbs of frequency.
Ask students questions to help them read the weekly chart. Ask: Does Person 1 make her bed on Monday? on Tuesday? etc. Then repeat for the other three kids: Does Person 2 make his bed on Monday?
MONITOR Listen as students speak for correct pronunciation and intonation. Make sure
students stress the adverbs in each sentence.
ASSIST Replay the audio track. Help students understand that in this activity, always
means all seven days of the week. Never means no days of the week.
4 Complete the sentences. Use always, never, sometimes, and usually. Help students read the chart. Remind them that checkmarks show that a student does a chore. An empty space means the chore is not done.Complete Sentence 1 as a class. Ask: Does he wash the dishes on Monday? Does he wash the dishes on Tuesday? etc. How often does he wash the dishes?Have students work independently to complete the chart.
MONITOR
Ask volunteers to read the completed sentences aloud. Students can also name the days on which students do each chore. (Answers: 1. never, 2. usually, 3. always, 4. sometimes)
CHALLENGE Ask students to explain the difference between sometimes and usually.
5 A27 Work with a partner. Listen. Ask and answer questions.
Play Audio Track A27. Have students repeat the dialogue. Then model asking other questions about different activities. Ask individual students: Do you wash the dishes? Do you go to soccer practice? etc.Have pairs use the Picture Cards and Student Book pages 26–27 to talk about different activities.
MONITOR Listen for correct pronunciation and intonation.
ASSIST
If students have trouble forming questions, model changing the sentences in Activity 2 into questions. Point out that you can replace “I” with “Do you” to form a question: I take out the trash becomes Do you take out the trash?Assign Workbook pages 22–23 and direct students to digital activities.
Application and Practice Activity21st
Collaboration Have students work together to make a living calendar. Invite seven students to sit in a row of chairs at the front of the class. Give each student a day of the week card, from Monday through Sunday. Have all the students stand up to model the sentence She always makes her bed. Then have all of the students sit down to model She never makes her bed. Have students decide how to model She usually makes her bed and She sometimes makes her bed. Have students model similar sentences about other activities. Then have students switch places to allow all students to be part of the calendar.
MONITOR
Have student viewers check that the living calendar matches the sentence it is modeling.
Key VocabularyVerbs:
Adverbs:
21st Century Skills
Materials
WB
TEACHING TIPGroup Singing
OBJECTIVES
unit 3
1 A24
Listen and read. Then sing.
Working
HARDDifferent TwinsThere are two boys named Matt and Mike. Their story now begins. These two boys are not alike, Even though they’re twins!
Mike and Matt. Matt and Mike. These two twins are not alike.
Matt always cleans his room. He does his chores each day. He always studies for his tests. He has no time to play.
(Chorus)
Mike never cleans his room. He never makes his bed. He never wants to play outside. He watches TV instead.
(Chorus)
Which one are you like? Are you like Mike or Matt? You might be a bit like each. There’s nothing wrong with that!
26 Unit 3
8. I feed the cat.6. I go to soccer practice.
7. I study.
3. I practice the piano.2. I walk the dog.
4. I take out the trash.
5. I wash the dishes.
Mon Tue Wed Thu Fri Sat Sun1. I always make my bed. ✓ ✓ ✓ ✓ ✓ ✓ ✓
2. I usually make my bed. ✓ √ ✓ √ ✓ ✓ ✓
3. I sometimes make my bed. √ ✓ ✓
4. I never make my bed.
2 A25
Listen. Point and say.
3 A26
Listen and say.
Complete the sentences. Use always, never, sometimes, and usually.4
Mon Tue Wed Thu Fri Sat Sun1. He washes the dishes.
2. She walks the dog. ✓ ✓ ✓ ✓ ✓
3. They feed the cat. ✓ ✓ ✓ ✓ ✓ ✓ ✓
4. She makes her bed. ✓ ✓ ✓
1. I make my bed.
5 A27
Work with a partner. Listen. Ask and answer questions.
Do you make your bed?
I usually make my bed. Sometimes I forget.
Unit 3 27
T28
Warm-UpShow students a cardboard clock set to the time you wake up. Say: I wake up at [time] in the morning. Invite students to come change the clock to show the time they wake up in the morning. Have students line up in the order they wake up. Say: We all wake up before school. Let’s make a list of other things we do before school. Have students name other things they do before school (get dressed, brush my teeth, etc.). Write the list on the board. Give students index cards. Have students write the activities they do before school, naming one activity on each card. Then have students mix up the cards and give them to a partner. Challenge partners to put the cards back in the correct order. Students can ask and answer questions as they work. Model: Do you get dressed before or after you brush your teeth?
Using Pages 28�29
6 A28–A29
Listen and read.
INVOLVE Explain the lesson objective—students will listen to and read a story, answer questions about
it, and then discuss ideas related to it.Have students look at the pictures in the story frames. Have them read the time on the clock in the second frame. Model: Brenda has to get dressed. Ask: Is it 7:15 in the morning or at night? (morning)Point to and say the name Brenda. Have students repeat. Explain that Brenda and her sister are talking before school.Read the directions aloud. Remind students that they will hear the narration for each frame first, followed by what Brenda and her sister say. Play Audio Track A28 and have students listen and read silently.
MONITOR
Ask questions to check for understanding. Encourage students to answer using complete sentences. Ask: Look at Frame 2. What is Brenda doing? (making a list of things she has to do) What does Brenda have to do before school? (eat breakfast, get dressed, brush her teeth, feed Hector, clean her room, and study) What happens? (Her clock is not working. She has to rush to get to school on time.)
Story
4 Brenda’s clock says 7:15.3 Brenda has many things to do before school.
2 Brenda is making a list of things she has to do.
1 Brenda is thinking. Her sister comes in to her room.
Listen and read.
What do you have to do?
Brenda, what are you doing?
What time do you have to leave for
school?
Not now! I’m busy!
Oh, sorry, Tina. I have a lot to do today. I’m making a list.
At 7:50. Why?
First, I have to eat breakfast, get dressed,
and brush my teeth. Then I have to feed Hector,
clean my room, and study for my math test.
I Have a Lot to Do
Hey, Brenda . . .
A28–29
6
28 Unit 3
6 Brenda doesn’t want to be late for school.
5 Brenda’s clock isn’t working.
READING COMPREHENSION
1. Brenda has to do many things before / after school.
2. Brenda has to leave for school at 7:00 / 7:50.
3. Brenda has to study for her math / science test.
4. Brenda has to / doesn’t have to walk the dog.
5. Brenda has to / doesn’t have to run to school.
Read. Circle the correct word or words. 7
What? Oh no! I have to go!
Good luck! You have to get a new alarm clock,
too. It’s 7:45!
1. Why is Brenda making a list?
2. What happens to make Brenda late?
3. Are you ever late? Why or why not?
Talk about the questions with a partner.8
Unit 3 29
T29
ASSIST Replay the audio as necessary. Pause after each frame and use simple
language to explain unfamiliar words. Assign half the class the role of Brenda, and the other half the role of Tina. Play Audio Track A29, which includes only the characters’ words without the story narration. Have students repeat after their assigned characters. Then, if desired, have students repeat the activity with a partner.
CHALLENGE21st
Technology Literacy Remind students that Brenda’s clock was not working. Ask: How can you tell if a clock has the right time?
7 Read. Circle the correct word or words. Together, read the directions and each sentence in the activity aloud. Model the first item. Have students circle before. Have students complete the activity independently.
MONITOR Review the answers as a class. (Answers: 1. before, 2. 7:50, 3. math, 4. doesn’t
have to, 5. has to) ASSIST Discuss and review any errors in understanding.
To help students comprehend the task, invite them to write out two complete sentences for each item. Model: Brenda has to do many things before school. Brenda has to do many things after school. Then have them say whether each sentence is true or false.
CHALLENGE To extend the activity, have students name the story clues they used to
complete each sentence.
8 21st
Self-Direction Talk about the questions with a partner. Remind students they have done similar “Think Big” tasks in previous units. Have them work in pairs to answer the questions. Encourage them to ask questions if they are unsure how to proceed.
MONITOR Invite students to share their answers. Write the answers on the board.
ASSIST Explain any errors in comprehension, vocabulary, syntax, and critical
thinking.Assign Workbook page 24 and direct students to digital activities.
Application and Practice ActivityHave partners interview one another about what they have to do before school. Have them decide in advance three questions they will ask. Model: Do you have to walk the dog before school? Do you have to eat breakfast before school? Do you have to do homework before school? Suggest that students take notes about their partner’s answers.Have students tell the class about what their partners do and don’t have to do after school. Model: She has to feed the cat. She has to get dressed. She doesn’t have to practice the piano.
MONITOR Have students check that their partners report their answers correctly. Check for correct vocabulary and grammar.Have students view the Unit 3 dramatic video (on Active Teach) for further language reinforcement.
Key VocabularyVerbs:
21st Century Skills
Materials
WB
Summary
TEACHING TIP21st
Social SkillsWhat time does
school begin? What happens if you are late?
OBJECTIVES
Story
4 Brenda’s clock says 7:15.3 Brenda has many things to do before school.
2 Brenda is making a list of things she has to do.
1 Brenda is thinking. Her sister comes in to her room.
Listen and read.
What do you have to do?
Brenda, what are you doing?
What time do you have to leave for
school?
Not now! I’m busy!
Oh, sorry, Tina. I have a lot to do today. I’m making a list.
At 7:50. Why?
First, I have to eat breakfast, get dressed,
and brush my teeth. Then I have to feed Hector,
clean my room, and study for my math test.
I Have a Lot to Do
Hey, Brenda . . .
A28–29
6
28 Unit 3
6 Brenda doesn’t want to be late for school.
5 Brenda’s clock isn’t working.
READING COMPREHENSION
1. Brenda has to do many things before / after school.
2. Brenda has to leave for school at 7:00 / 7:50.
3. Brenda has to study for her math / science test.
4. Brenda has to / doesn’t have to walk the dog.
5. Brenda has to / doesn’t have to run to school.
Read. Circle the correct word or words. 7
What? Oh no! I have to go!
Good luck! You have to get a new alarm clock,
too. It’s 7:45!
1. Why is Brenda making a list?
2. What happens to make Brenda late?
3. Are you ever late? Why or why not?
Talk about the questions with a partner.8
Unit 3 29
Language in Action
Listen and stick.
Practice the dialogue in 9 with a partner. Use the activities on pages 26–27.
10
Listen and read. Say.
Amy: Hey, Betsy, do you want to go skating after school today?
Betsy: Sorry, but I can’t today. I have to go to my piano lesson.
Amy: Piano lesson?
Betsy: Uh-huh. I always have a piano lesson on Tuesday afternoons.
Amy: Oh, OK. How about tomorrow?
Betsy: Sure. Sounds great!
Monday Tuesday Wednesday Thursday Friday
9 A30
11 A31
30 Unit 3 T30
Warm-UpGive each student a Picture Card. Say: Pretend these are the activities you have to do today. Have students take turns saying what they have to do today. Model: I have to make my bed. Then play a memory game. Can they remember which activities the other students have to do? Ask: Who has to walk the dog?
Using Page 30
9 A30 Listen and read. Say.
INVOLVE
Explain the lesson objective—students will read, listen to, and practice dialogues about chores and other activities.Tell students they will listen to Amy and Betsy talk about making plans. Play Audio Track A30 twice. The first time, have students listen and read silently. The second time, pause the audio so that students can repeat what they hear.
MONITOR
Use questions to check for understanding. Ask: What does Amy want to do after school? (go skating) What does Betsy have to do after school? (go to her piano lesson) When will Amy and Betsy go skating? (tomorrow after school)
ASSIST Replay the audio. Use simple language to explain unfamiliar words.
10 Practice the dialogue in 9 with a partner. Use the activities on pages 26–27. Assign pairs the roles of Amy and Betsy and ask them to read the dialogue aloud. Then have partners switch roles and read the dialogue again.
MONITOR Walk around the room and listen for correct pronunciation and intonation.
ASSIST As you notice errors, say words or sentences correctly and have students
repeat after you. CHALLENGE Invite students to revise the dialogue to include activities shown on page 27.
Have students extend their dialogues. Say: Pretend that Betsy is always busy. She has to do a different activity every day of the week. How might Amy feel? Allow partners to practice their extended dialogues and then share them with the class.
11 A31 Listen and stick.
Have students locate the stickers for page 30. Say: What activities do these show? (play soccer, walk or feed a dog, play the piano, study, play video games) Read the direction line aloud. Say: This chart shows Jeff ’s week. Listen for clues about what Jeff does each day. Play Audio Track A31. Repeat as needed.
MONITOR
As students work, check that they place the stickers on the correct days. (Answers: Monday—soccer, Tuesday—dog, Wednesday—piano, Thursday—study, Friday—video games) 21st
Initiative Explain that the calendar shows Jeff ’s week. Point out that a calendar can help people remember what they have to do and they can help people organize their time. Ask: Why is it a good idea to pay attention to your schedule?Assign Workbook page 25 and direct students to digital activities.
Application and Practice ActivityHave pairs ask and answer questions based on Jeff ’s activities shown in the completed sticker calendar for Activity 11. Model: What does Jeff have to do on Monday? He has to go to soccer practice.
MONITOR Listen for correct vocabulary and syntax.
Key VocabularyVerbs:
Adverbs:
21st Century Skills
Materials
WB
TEACHING TIPIdioms
how about
What game should we play? How about soccer? What time should we meet? How about 4:00?
OBJECTIVES
T31
Warm-UpInvite two volunteers to stand in different parts of the classroom and put on blindfolds or close their eyes. Say: We want these two friends to find each other. Ask: What do they have to do? Model: [Student’s Name] has to take two steps forward. [Student’s Name] has to turn to his or her right. Have students give directions until the two students touch hands. Repeat the activity with other volunteers.
Using Page 31
12 Complete the dialogues.
INVOLVE
Explain the lesson objective—students will talk about chores and other activities using has to and have to. They will also talk about how often these activities are done using always, usually, sometimes, and never.Have a volunteer read the text in the grammar box aloud. Model reading the sentences: What does he have to do? He has to feed the dog.Read the directions aloud. You may wish to complete the first dialogue as a class.
MONITOR
Review the answers as a class. (Answers: 1. A: do B: have to, 2. A: does B: has to, 3. A: do B: have to)
Have students write do, does, has to, have to on index cards. Tell students that they can complete all of the sentences in Activity 12 with one of these choices. Have students try all four choices in each sentence to find the one that is correct.
ASSIST Discuss and review any errors in understanding.
13 Look at the chart below. Write sentences about Leo. Read the directions with students. Check that they understand the three-letter abbreviations for the days of the week. Explain that a checkmark shows that Leo does the chore on that day. Discuss the sample sentence. Ask: When does Leo make his bed? (on Monday and Wednesday) Does he always make his bed? (no) Does he usually make his bed? (no) Does he sometimes make his bed? (yes)Have students follow the chart to write sentences about how often Leo cleans his room, does his homework, and washes the dishes.
MONITOR
Review the answers as a class. (Answers: 1. Leo sometimes makes his bed., 2. Leo usually cleans his room., 3. Leo always does his homework., 4. Leo never washes the dishes.)
14 Work with a partner. Ask and answer questions about your chores. Read the directions. Ask volunteers to read the dialogue aloud. Then have partners or small groups work together to talk about chores.
MONITOR Invite students to share what they learned about each other. ASSIST Have students refer to the Grammar Poster as needed.
Assign Workbook pages 26–27 and direct students to digital activities.
Application and Practice ActivityWrite have to, has to, always, usually, sometimes, and never on index cards. Place the cards in a folder or envelope. Have students choose a card and use the word or words in a sentence.Extend the activity by having partners each pick a card and present a dialogue that uses the words. Encourage student listeners to try to guess what word cards were picked.
MONITOR Check for correct vocabulary and syntax.
Key VocabularyVerbs:
Adverbs:
Materials
WB
TEACHING TIPReading the Grammar Box
Why are these words in bold?
OBJECTIVES have to
has to
always, usually, sometimes, never
Grammar
Look at the chart below. Write sentences about Leo.13
Leo’s chores Mon Tue Wed Thu Frimakes his bed
cleans his room
does his homework
washes the dishes
1.
2.
3.
4.
1. A: What you have to do in the morning?
B: I make my bed every morning.
2. A: What Ted have to do after school?
B: Ted go shopping with his mom.
3. A: What Camilla and Susie have to do this evening?
B: They study for a test.
Complete the dialogues.12
What does he/she have to do? He/She has to feed the dog.
What do you/we/they have to do? I/We/They have to feed the dog.
Leo sometimes makes his bed.
I/You/We/They always usually sometimes never
wash the dishes.
He/She takes out the trash.
Yes, I always wash the dishes.
Do you always wash the dishes?
Work with a partner. Ask and answer questions about your chores.14
Unit 3 31
Connections Math
Listen and read.
Chore Amount (in U.S. dollars)
Number of Times
Subtotal (in U.S. dollars)
wash the dishes $0.25
take out the trash $0.25
clean your room $1.00
sweep the floor $0.50
do laundry $2.00
make your bed $0.25
take care of the pets $0.50
help cook dinner $1.00TOTAL
Many kids around the world do chores to earn an allowance each week. Look at the list below. Each chore earns a certain amount. Let’s say you want to earn ten U.S. dollars. Which chores would you do? How many times would you have to do each chore? Complete the chart.
WeeklyAllowance
Write sentences about yourself. Use always, usually, sometimes, or never.
X16
1. I take out the trash.
2. I clean my room.
3. I make my bed.
4. I wash the dishes.
CONTENT WORDSallowance amount dollar earn subtotal total
15 A32
32 Unit 3 T32
Warm-UpPlay a game to introduce some of the Content Words. Ask each student to label four index cards: $0.25, $0.50, $1.00, and $2.00. Divide the class into teams of two to four students. Two teams play against each other.Players divide their cards, place them face down, and take turns picking two cards at a time. Teams then add the cards to get a subtotal. After two turns, teams add their two subtotals. The winner is the team with the highest total.
Using Page 32
15 A32 Listen and read.
INVOLVE
Explain the lesson objective—students will read about an allowance and plan what they need to do to earn ten dollars.Read the Content Words in the box aloud. Tell students that they will learn the meaning of the words in context. Or, if desired, have pairs of students look up the meanings of the words in a dictionary before reading the text. Play Audio Track A32 and have students listen and read. Tell students to circle any words they do not understand.Help students read the chart and interpret the headings. Say: A chore is a job. An amount is how much money you earn for doing the job. Model: If you wash the dishes four times, you will earn $1, because 4 × $0.25 is $1. You can write $1 in the subtotal column.Have students work independently or with a partner to plan how they will earn $10. There is no single correct answer.
MONITOR
Have students share their plans with the class. Ask how many times they have to do each chore to reach ten dollars.
ASSIST Replay the audio. Use simple language to explain unfamiliar words.
Challenge students to find out how many times they could do a single chore to reach ten dollars. Begin with cleaning their room or helping cook dinner, both of which earn $1.00.
CHALLENGE
21st
Technology Literacy Show students how they can use the memory function on a calculator to add subtotals. Model: I plan to take out the trash 8 times. I press these buttons: 8, ×, 0.25, =. The total 2 appears. Then I press the M+ key to add this subtotal to the memory. Repeat for another chore, and then explain: I can press MRC to see the total amount in memory. MRC stands for “memory recall.”
16 Write sentences about yourself. Use always, usually, sometimes, or never. Read the directions aloud with students. Model the four choices for Item 1. Ask: Where will you write always, usually, sometimes, or never in the first sentence? (after I)Have students complete the sentences independently.
MONITOR Review answers by asking volunteers to read their sentences aloud.Assign Workbook page 28 and direct students to digital activities.
Application and Practice ActivityHave students copy the chart from Activity 15, but assign their own amounts. They can decide which chores they think should earn the most money. Tell them to give each chore one of these amounts: $0.25, $0.50, $1.00, $2.00. Then have students repeat the activity to understand how changing the values in the chart affects their plan for earning $10.Have students share their charts and plans with the class.
Content Words
21st Century Skills
Materials
WB
TEACHING TIPConcrete Models
This is a quarter. It is worth 25 cents. I can write the amount as 25¢ or $0.25.
OBJECTIVES
T33
Warm-UpShow students a world map. Point with your finger to the South Pole. Say: I want to find Alaska. Begin moving your finger upward. Ask: Am I getting closer to Alaska? Have students give directions. Stop moving your finger when students agree that you are pointing to Alaska. Have a volunteer come to the map and verify the location. Repeat for France and Singapore.
Using Page 33
17 A33 Listen and read.
INVOLVE Explain the lesson objective—students will read and talk about chores that
children do around the world.Write these Content Words on the board: Alaska, goat farm, help out, shovel snow, France, Singapore. Have students listen for and circle them in the article.Play Audio Track A33 and have students listen and read.
MONITOR
Play the audio again. Pause after each child’s story and ask questions to check for understanding. Ask: What is Ivan’s chore? (He helps take care of the goats.) What is Chen Wei’s chore? (She helps her mother make noodles.) What is Leah’s chore? (She shovels snow.)
ASSIST Replay the audio. Use simple language to explain unfamiliar words.
CHALLENGE
21stGlobal Awareness Explain that climate is a pattern of weather in one
place. Ask: How does Alaska’s climate affect Leah? How does the climate in France affect Ivan and his family?
18 Circle T for true or F for false. Read the directions aloud with students. Model the first item. Read the sentence aloud and ask: Is this sentence true or false? Have students circle T. Then have students complete the activity independently
MONITOR Review the answers as a class. (Answers: 1. T, 2. F, 3. F, 4. T, 5. T) ASSIST Discuss and review any errors in understanding. CHALLENGE To extend the activity, have students explain why each sentence is true or false.
19 21st
Cross-Cultural Skills Talk about the questions with a partner. Read the directions and each question as a class. Explain any vocabulary or grammar that students do not understand. Read the first question again, and model an answer. Model: I would like to do Ivan’s chores because I love animals. Have students work in pairs to answer the questions. Encourage them to express respect for cross-cultural differences.
MONITOR
Walk around the room and listen for correct pronunciation, intonation, syntax, and vocabulary.Assign Workbook page 29 and direct students to digital activities.
Application and Practice ActivityHave partners role play interviews with Ivan, Chen Wei, or Leah. One student plays the role of a student shown on the page. The other student asks questions. Model: Do you do chores before or after school? What chores do you do? Do you like your chores? Why?Allow partners to act out their interviews for the class.
MONITOR Check for correct vocabulary, grammar, syntax, and intonation.Have students view the Unit 3 documentary video (on Active Teach) for further language reinforcement.
Content Words
21st Century Skills
Materials
WB
TEACHING TIPUsing Other Materials
OBJECTIVES Around the World Connections
Leah
Circle T for true or F for false. True False
1. Ivan’s family makes cheese. T F
2. Alaska is a warm place. T F
3. Chen Wei doesn’t eat noodles. T F
4. Ivan has to take care of the goats. T F
5. Leah has to shovel snow. T F
18
Listen and read.
Helping OutAll around the world, kids help out at home.
Listen to some of these kids’ stories. Would you like to have to do their chores?
I live on a goat farm in France. We get milk from the goats to make cheese. My family sells the cheese, and I help take care of the goats. Every morning, I get up at 5 o’clock. I help my father feed the goats and get the milk. I go to school after I do my chores. It is hard work, but I like helping my dad.
My mother makes the best noodles, and people come to her shop from all over Singapore to eat them. In the evening, her shop is very busy. So every day, after I do my homework, I help my mother cook noodles. We have fun cooking together. I love eating the noodles, too!
I live in Alaska. In the winter, it snows almost all the time. It is hard to walk on the sidewalks with so much snow on them. Everyone has to shovel snow. I shovel snow before I go to school every day. I don’t mind—it’s good exercise!
Ivan Chen Wei
1. Which child’s chores would you prefer to do? Explain.
2. Which child’s work seems difficult to you? Explain.
3. What are some good things about doing these chores?
Talk about the questions with a partner.19
17 A33
Unit 3 33
Writing Paragraph: Title
1. my sister’s new job
2. too many chores for chester
3. helping out around the house
4. saving your allowance the easy way
5. the jobs kids like the best
6. helping my family is fun
7. fixing the car with my dad
Rewrite the titles. Use capital letters as needed.20
My Sister’s New Job
Use capital letters for most words in titles.
Walter and the Squeaky Wheels
Don’t capitalize the following words in titles: a, an, the Taking Care of a Big Dogat, for, in, on, Good Things to Eat to, withand, but, or My Brother and I
But if one of these words is first in a title, capitalize it. The Big Blue Car A Day at the Park with Grandma To the Moon and Back
34 Unit 3 T34
Warm-UpHave students look through the Picture Cards, choose one, and make up a song title about the picture. Model: This picture card says make my bed. I might write a song about making the bed. My song will be called “Always Make Your Bed on Monday.” Write your model title and students’ titles on the board, using correct punctuation.Point out that most words in English titles begin with capital letters.
Using Page 34 INVOLVE Explain the lesson objective—students will learn how to capitalize titles.
Read the writing box and examples aloud with students. After you read each title, have students name the words that begin with a capital letter. Then have students identify the words that do not begin with capital letters.
MONITOR
Have students use the words always, sometimes, usually, or never to complete these sentences:
capitalize the first word in a title. (Always) Short prepositions in titles do not begin with a capital letter. (usually)
begin a title with a lo wercase letter. (Never)
CHALLENGE Have students review the titles in the green box. Ask them to explain why
each word does or does not begin with a capital letter.
20 Rewrite the titles. Use capital letters as needed. Read the directions aloud with students. Model the first item. Ask: Why does the word New begin with a capital letter in this title? (Most words in titles begin with capital letters. New is not a, an, the, or a short preposition or conjunction.) Have students complete the activity independently or in pairs.
MONITOR
Review the answers as a class. (Answers: 1. My Sister’s New Job, 2. Too Many Chores for Chester, 3. Helping Out Around the House, 4. Saving Your Allowance the Easy Way, 5. The Jobs Kids Like the Best, 6. Helping My Family Is Fun, 7. Fixing the Car with My Dad)
ASSIST
As students work on Item 3, point out that the word around is a long preposition, so it should begin with a capital letter. To complete Item 6, point out that the word is is a verb. Say: Verbs always begin with capital letters in titles.Assign Workbook page 30 and direct students to digital activities.
Application and Practice ActivityHave students highlight newspaper and magazine article titles using red and blue markers or crayons. Say: Mark the words in each title. Use the red marker to circle each word that begins with a capital letter. Use the blue marker to circle each word that begins with a lowercase letter.Ask: Are there more words in red or blue in the titles you found? (red) Why? (Most words in titles are capitalized.)
Have students create a two-column chart to classify prepositions they find in newspaper and magazine article titles. Label one column Capitalize; label the other Do Not Capitalize. Tell students prepositions with five or more letters should be capitalized in titles. In addition to the prepositions listed in the green box, prepositions to classify include: above, below, between, by, for, of, over, under.
Materials
WB
TEACHING TIPBulletin Board
Our Favorite Titles.
OBJECTIVES
T35
Warm-UpHave each student draw two pictures: one to show the word happy, the other to show not happy. Then have students share one of their pictures with the class and ask viewers to guess if the picture shows happy or not happy.Ask: What clues tell you when someone is happy? (a smile; positive energy; bright tone of voice) What clues tell you when someone is not happy? (frowning; low or negative energy; soft tone of voice or mumbling)
Using Page 35
21 A34 Look and listen. Are they happy to help? Circle the happy face
or the sad face.
INVOLVE Explain the lesson objective—students will learn about the importance of
being cheerful when helping others.Read the title at the top of the page aloud. Emphasize the word always in the title. Ask: Should you sometimes be happy to help? (No; you should always be happy to help.)Tell students they will listen to three children talking to adults. Say: Listen to what the children say and how they say it. Play Audio Track A34 and have students listen and read. Then have them complete the activity by circling the correct face. Model: Look at Picture 1. Is she happy to help? (yes)
MONITOR Review the answers as a class. (Answers: 1. happy face, 2. sad face, 3. happy face)Ask questions to check for understanding. Ask: How do you know the girl in Picture 1 is happy to help? (She is smiling. She agrees to help right away.) How do you know the boy in Picture 2 is not happy to help? (He gives an excuse.)
ASSIST
Replay the audio as necessary. Pause after each dialogue and use simple language to explain unfamiliar words.
21st
Initiative Point out that the children in these pictures help when they are asked. But you can also help without being asked. Have students describe how they help at home or school even when someone does not ask for help.
22 Role play the dialogues in 21 with a partner. Have partners act out the roles of adults and children in the drawings. Encourage students to use tone of voice to show whether each child is happy to help. Then have students switch roles and repeat.
Have students extend the activity by acting out what might happen next in each scene. Allow students time to think of story endings and then perform their scenes for the class.
23 Make a sock puppet. With a partner, use your puppet to role-play helping someone.Have students use classroom craft supplies to make sock puppets. Suggest that they glue on buttons or cardboard circles for eyes and yarn for hair.Allow students to practice their scenes and then present them to the class.
Application and Practice ActivityUse cleaning up after the art project as an opportunity for students to show how they can be helpful. Check that all students help cheerfully as they put away any supplies used during the lesson.Ask students for help with specific jobs, such as washing brushes, throwing away paper, or sorting markers.
21st Century Skills
Materials
TEACHING TIPThink Creatively
OBJECTIVES
PROJECT
Always be happy to help. Values in Action
Look and listen. Are they happy to help? Circle the happy face or the sad face.
1. 2.
3.
Make a sock puppet. With a partner, use your puppet to role-play helping someone.
23
Role-play the dialogues in 21 with a partner. 22
OK. I’m coming, Grandma! Come help me,
please.
Can you help me?
Sure!
Now? I’m watching TV.
Hey, I need some help!
Can you help me study for my
spelling test?
Sure!
21 A34
Unit 3 35
Review Listening and Speaking
Check (✓) the boxes. Then complete the sentences with always, usually, sometimes, or never.
24
Ask a partner about his/her chores. Fill in the chart.
Do you always wash the dishes?
No, I sometimes wash the dishes.
My Chores Mon Tue Wed Thu Fri Sat Sun
1. I clean my room.
2. I do my homework.
3. I wash the dishes.
4. I help my parents.
My Partner’s Chores Mon Tue Wed Thu Fri Sat Sun
1. He/She cleans his/her room.
2. He/She does his/her homework.
3. He/She washes the dishes.
4. He/She helps his/her parents.
Let’s watch a movie on Tuesday after school.
Sorry, I have to study for a test on Tuesday.
Sure!How about Wednesday?
Invite your partner to do something after school. Use your schedules.
36 Unit 3 T36
Warm-UpHave teams play I Spy using the Unit Poster. Have players take turns selecting one of the pictures of students doing chores. Other players ask questions to find out which picture was selected. Model: I spy a student who is outside. Model questions students might ask: Does the student have a dog? Is the student kicking a soccer ball? Show how to respond to a correct guess: Yes. She has to walk the dog.Students who guess the correct picture get to be the next player to select one and give clues.
Using Page 36
24 Check (✓) the boxes. Then complete the sentences with always, usually, sometimes, or never.
INVOLVE
Explain that students will review what they have learned about talking about chores by interviewing each other and then role-playing. Point out that the activity has three parts. First, students will use a calendar to write about the chores they do at home. Then partners will interview one another. Finally, they will use the information to act out a scene.Draw students’ attention to the first activity. Read the direction line with students. Explain that they should begin by placing check marks under the days they do each chore. Have each student complete the chart independently.
MONITOR
Ask questions to check for understanding. Ask: Did you clean your room on Monday? If your answer is “yes,” place a check in that box.
ASSIST
Some students may find it easier to remember the previous week one day at a time. Suggest they fill in the four boxes for Monday first, and then do Tuesday.Have students complete the sentences at the left after they have finished adding checkmarks to the calendar.
Help students connect the adverbs of frequency with the number of checkmarks in a week. Ask: Which word will you use if you checked every day of the week? (always) Which word will you use if you did not check any days of the week? (never) When will you use the word usually? (when you checked four or more days)
CHALLENGE
21st
Self-Direction Have students extend their charts on another sheet of paper. Tell them to include other chores they do at home, or chores they would like to start doing.
Ask a partner about his/her chores. Fill in the chart. Have students work in pairs. Read the direction line aloud with students. Ask volunteers to read the dialogue on the page aloud. Then have students interview one another. Point out that they will fill in the second chart with their partner’s answers. Model: Did you clean your room on Monday?
MONITOR
As students complete the activity, check that they are completing charts about their partner’s activities through questioning, rather than copying information from the page.
Invite your partner to do something after school. Use your schedules. Have partners continue to work together, or have students switch partners. Explain that the calendars can also be called schedules.
Application and Practice Activity21st
Communication As a class, have students compare the activities they do at home. Encourage them to make generalizations. Model: We all sometimes do the dishes. Most of us always help our parents.
21st Century Skills
Materials
TEACHING TIPPronouns and Proper Nouns
he she
She always cleans her room. Lena always cleans her room. He sometimes washes the dishes. Koji sometimes washes the dishes.
OUTCOMES
T37
Warm-UpHave students make sentence puzzles for each other to solve. To begin, students write sentences about an activity they do. Model: I always have to feed the dog. Then have students count the number of words in their sentence and take that number of index cards. They write one word on each card, shuffle the cards, and place them in an envelope or folder. Students can then trade puzzles and try to put the sentences back together. Have students read their guesses aloud and allow their partner to say whether they are correct.
Using Page 37
25 Complete the sentences. Use the words from the box.
INVOLVE Explain the lesson objective—students will use complete sentences and put a
mixed-up dialogue in order.Read the direction line aloud. Complete the first item as a class.
MONITOR
Check to see that students complete the items correctly. (Answers: 1. has to, 2. always, 3. usually, 4. have to, 5. never)
ASSIST
Students may want to use always, usually, or never to complete items 1 and 4. Explain why these choices are not correct. Say: The word always doesn’t work in Item 1 because then the sentence would read incorrectly: Marissa always take her dog for a walk every afternoon.
Have students write the five words and phrases in the box on separate cards and try each as they complete the sentences. Point out that each card will be used only once.
26 Number the sentences in the dialogue. Read the directions aloud. Point out that the sentences are mixed-up. Have students work independently to number the sentences.
MONITOR Check that students number the sentences in the correct order. (Answer: 3, 2,
1, 4)
ASSIST Suggest that students read the dialogue aloud to help them find the correct
order. Student pairs can also work together.21st
Social Skills Have students read the dialogue aloud and listen for words that show these students are polite to each other. Then have them change the dialogue to show students who are not polite. Talk about rules to follow when talking about plans with a friend.
I CanRead the title and items aloud with students. Model Box 1: I can talk about how often people do things. For example: I always read after school.As students are working, ask them to give examples for each item.Assign Workbook page 31 and direct students to digital activities.
Application and Practice ActivityHave students create new word puzzles. Have each student write sentences using unit vocabulary. Then ask them to rewrite the sentence, but leave blanks where unit vocabulary words appear. After each blank, students can write the letters of the word or words in mixed-up order. Model: I sometimes take out the trash before school. I (s e t m o i s m e) take out the trash before school.Have students exchange and solve their puzzles.
MONITOR Check for correct vocabulary and grammar.If desired, allow students to view the video again as review.
21st Century Skills
Materials
WB
TEACHING TIPRole Playing
OUTCOMEShave
to has to
Vocabulary and Grammar Review
Complete the sentences. Use the words from the box.
1. Marissa take her dog for a walk every afternoon.
2. Larry helps his parents after school. He helps them every day.
3. Paolo studies for his tests at home, but today he’s studying at a friend’s house.
4. Sammy and Todd go to basketball practice at 4:00 today.
5. Leslie makes her bed. Her mother is not happy!
Number the sentences in the dialogue.
A: I can’t tomorrow. I have to help
my dad. How about Thursday?
B: Sorry, I have to go to
my piano lesson. How
about tomorrow?
A: Let’s play basketball
after school today.
B: Thursday? Yeah, Thursday is
good. See you then.
25
26
1
always has to have to never usually
I Can talk about how often people do things.
talk about what people have to do.
Unit 3 37