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Curriculum Integration Reading Program

L9

Te a c h e r ' s G u i d e

Subject Link 9

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Subject Link L9 • Teacher’s Guide 3

Chapter 1

Lesson 1 |

Effects of Volcanoes

• Do you like or dislike volcanoes? Why? • What happens to an area when volcanic ash and lava cover it? • Can volcanoes have any good effects? What are they?

2) Turn to the chapter’s Background Background Knowledge page (p. 8) right after the chapter title page. Read through the Lesson 1 background knowledge with the students and clarify any confusion they may have. If time permits, ask the students basic

Objectives

comprehension questions about the passage. Explain that this information will be helpful to them in understanding the main reading passage.

1. Students will learn about the positive and negative effects of volcanoes. 2. Students will understand the meanings of new words and be able to use them in sentences.

3) Read the discussion question in Before You Read part A and encourage the students to discuss it either in pairs or as a class.

3. Students will practice reading comprehension skills – identifying the main idea and supporting details, making inferences, and using context to understand vocabulary.

4) Introduce the keywords from Before You Read part B. Give denitions of the words

4. Students will practice summarizing passages.

to the students and have them match the easier synonyms in the box with the

5. Students will make connections between the reading selection and their own

sentences below. Quickly check them as a class, and then offer examples of the

experiences.

words in another context if possible. The objectives box above also lists other

Key Words

are introduced is up to the teacher’s discretion.

suggested vocabulary words that can be dened for the students, but when those

simultaneous, peninsula, destruction, obvious, generate, benecial, ash, mineral, fertilizer, plateau, thermal, utilize, regardless of, deadly, pose

5) Have the students ll i n the sentences with the keywords either individually, in pairs, or as a class. Check their answers to ensure comprehension.

Extra Idea for Vocabulary Practice (optional): Quiz Show

LESSON GUIDE Before Reading

Write all the keywords on the board and split the students into two or three teams. Have a student from each team come to the front of the class. Tell them that you’re going to read a word denition out loud, and that if they know the answer, they should ring a bell or hit a buzzer (if you have props) or raise their hands. Ask

1) Have the students turn to the title page of Chapter 1 and read the chapter title, the Think BIG question, and the Lesson 1 question (other lesson questions are also an option). Brainstorm answers to these questions all together. Any response is

the student who reacts rst to the denition what the answer is. If their answer is correct, they get a point for their team. If it is incorrect, the other student(s) may have a chance to answer. answer. Continue until all the keywords have been used.

desirable, so do not limit the students in their answers. Some of the following guide questions may also be asked of individual students or giv en to pairs to discuss:

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During Reading 1) Play the accompanying CD track for the students. Tell them to follow along i n the

After Reading 1) Ask the students what the main idea of the reading passage was. Since they will

book as the native speaker reads the passage. If the class is advanced enough,

be doing more summaries of the information later, there is no need to go in depth

ask basic comprehension questions about the topic, main idea, details, etc.

into supporting details. If necessary, write the main idea on the board for future reference.

2) Read the title and subtitle together. Tell the students to keep them in mind while they read the passage themselves since the title and subtitle often contain the passage’s topic and/or main idea.

2) Read the Connect to Yourself question at the bottom of the second page of the reading passage. Have the students answer it using the information from the passage and/or their own personal experience to integrate what they have learned

3) There are many ways to read a passage as a class, and different classes may

into their lives. Any answers or discussion should be encouraged.

respond better to different techniques. It is also good to use different techniques on different days to prevent too much routine. Some different ways to read through

3) Reading Comprehension

a passage are:

If you feel that the students have a good understanding of the passage or are at the

• Select students to read each paragraph aloud one at a ti me.

level to answer the questions by themselves, have them complete the page on their

• Have the students take turns reading sentences in a predetermined pattern.

own or with a par tner and check the answers as a class. However, if the students

• Have the students read up to three or four sentences before choosing the next

are at a lower level or cannot answer the questions easily, go through the page as a

reader.

class. Read both the question and answer choices all together, and explain why the

• Have the entire class read a paragraph or the whole passage out loud together.

correct choice is the answer after the students have identied it. Explain what main

• Read a paragraph or the passage yourself, but tell the students to say the next

idea, purpose, detail, and inference all mean as you do so.

word out loud any time you pause mid-sentence. • Read each sentence and have an individual student or the class repeat it back to you to practice reading pronunciation.

4) Graphic Organizer Explain how graphic organizers help show information from reading passages in a logical way. Put this unit’s graphic organizer on the board and go through it as

4) Whenever a keyword or phrase is read, have the students underline it. If time permits, ask one or more students for a quick summary of the word’s denition.

5) After each paragraph is read, ask the students what its main idea is and then direct

a class so the students can process the ow of information better. Check the students’ answers before you move on.

5) Summary

them to the Paragraph Summary below the passage. Have them ll in the sentence

Have the students complete the summary by lling i n the blanks either individually

summarizing that paragraph and quickly discuss why it is the paragraph’s most

or in pairs. Refer them to their graphic organizers and any notes on the board

important information. If necessary, write the summary on the board as well and/

for assistance. Another option is to ll in the summary all together as a class if

or explain why it is the best summary. Writing it on the board is useful since you will

students are struggling. Check the students’ answers before continuing.

have a complete summary on the board for easy reference by the end of the passage.

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6) Vocabulary Test

Speaking

This vocabulary test covers all of the keywords in the objectives box above, not just

Put the students into pairs. Give each pair a starting line, such as "I was in Hawaii

the ones in Before You Read. It is up to the teacher on when to go over these extra

last summer when a volcano erupted." Then have each student take turns adding

vocabulary words. Some possible places are: right after matching up the words

sentences to the story. Tell the students that they must use keywords and phrases

in the Before You Read section, as they come up in the reading passage, or right

from the unit. Not only will the students be entertained by their classmates'

before the Vocabulary Test itself. This has been left intentionally open ended to

creative adventures, but they will have to use comprehension and vocabulary skil ls

allow the teachers some exibility in their class plans.

to contribute to the story. Continue for a set amount of time or until each pair of students has used all the keywords from the unit.

Extra Idea (optional) Divide the class into two to four teams. Have one volunteer from each team come to the front of the classroom facing away from the board. Write a v ocabulary word on the board and have the rest of the students explain the word (without saying it) to their team members who are at the front. The rst student to guess the word receives a point for their team, and the team with the most points at the end wins the game. If necessary, it is also possible to use previous vocabulary words.

Additional Writing and Speaking (optional) Writing Have the students answer the Connect to Yourself question either on spare paper or in the blank Memo section in the back of the workbook. Encourage them to write at least ve or six sentences using the information from the passage and their own experience. Then edit their responses and have the students present them at the front of the class.

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ANSWER KEY: STUDENT BOOK

ANSWER KEY: Workbook

Before You Read Discussion

(Sample Answer) Yes, I watched a video of a volcano erupting in science class. It

was amazing to see and also a bit frightening. Vocabulary 1. c

2. d

3. b

4. e

5. a

Paragraph Summary 1. Vulcan / erupt 3. attractions / electricity

2. negative

/ wildlife 4. advantage / dangers

Connect to Yourself (Sample Answer) I don’t want to live near a volcano. Regardless of all the positive effects of volcanoes, I don’t think I can feel safe around volcanoes. Reading Comprehension 1. c 2. a 3. d 4. b 5. b 6. c 7. It comes from the Roman god Vulcan, the god of re. 8. Thousands of people were stuck in airports for weeks when the eruption produced a giant ash cloud. 9. The steam produced by volcanic heat is utilized to create electricity.

Part A 1. benecial 3. regardless of 5. peninsula 7. destruction 9. obvious 11. mineral 13. plateau 15. fertilizer

2. thermal 4. simultaneous 6. generate 8. pose 10. utilize 12. ash 14. deadly

Part B (A) since (B) lived (C) were recorded Part C (C) Part D (c)

Graphic Organizer & Summary Step 1

Negative – buildings, plants, and wildlife habitats / move quickly / breathing problems / damage jet engines Positive – major tourist attractions / benecial for farming / a natural fertil izer / create electricity Step 2

Volcanoes have both negative effects and positive effects. The negative effects include death and destruction. Lava ows can destroy buildings, plants, and wildlife habitats. Mixtures of hot gas and ash can move quickly and are ver y deadly. Finally, volcanic ash can cause breathing problems or can cause houses to collapse. It can also damage jet engines. But there are positive effects of volcanoes as well. Some volcanoes are major tourist attractions. Moreover, volcanic eruptions can be benecial for farming because the ash from volcanic eruptions acts as a natural fertilizer. Finally, volcanic heat can be used to create electricity.

Vocabulary Test 1. c 2. d 3. b 9. c 10. minerals

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4. a

5. b

11. generate

6. d

7. d

8. a

12. peninsula


Lesson 2 |

Volcanic Rocks

• Are you interested in studying rocks? Why or why not? • How are volcanic rocks different from other rocks? • What are some ways that volcanic rocks are useful?

2) Turn to the chapter’s Background Knowledge page (p. 8) right after the chapter title page. Read through the Lesson 2 background knowledge with the students and clarify any confusion they may have. If time permits, ask the students basic

Objectives


1. Students will learn about the types of igneous rock. 2. Students will understand the meanings of new words and be able to use them in sentences.








experiences.

words in another context if possible. The objectives box above also lists other suggested vocabulary words that can be dened for the students, but when those

Key Words


determine, picture, dough, harden, igneous, solid, fortress, weapon, cobblestone, rich, iron, rub, polish, abrasive, treat


Extra Idea for Vocabulary Practice (optiona l): Time is Ticking


Have the students work in pairs. Tell each pair that they have one minute (you can extend the time limit if necessary) to make as many sentences as possible using the different words from the keyword section. However, remind the students that spelling and grammar still count. E ach correct sentence they make is worth one

1) Have the students turn to the title page of Chapter 1 and read the chapter title, the

point. The team with the most points is the winner.

Think BIG question, and the Lesson 2 question (other lesson questions are also an option). Brainstorm answers to these questions all together. Any response is desirable, so do not limit the students in their answers. Some of the following guide questions may also be asked of individual students or giv en to pairs to discuss:

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a passage are:








reader.











5) Summary










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6) Vocabulary Test

Speaking


Select three or four vocabulary or topic categories within the reading passage’s


theme. Put the students into three or four groups and divide the board into


sections, one for each team. Have a student from each group come to the board


as the designated writer. These writers are not allowed to bring any paper up with


them. Instead, after you give the students a category, have their team members


shout out ideas for the writers to put on their sections of the board. For advanced students, have them say the correct spelling for the writer as well. The team with

Extra Idea (optional)

the most relevant words on the board at the end of a set time wins. Change writers

After reading the passage, have the students come up with their own questions and

until each student has had a chance to write.

answer choices about it. Have them write the questions on index cards and shufe them carefully. Then, distribute the cards back to students and have them answer the questions. If it is a small class, you can even have the students write and answer several questions each.


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(Sample Answer) My apartment is made out of rock. My pencil eraser is made

out of rock too. Vocabulary 1. b

2. a

3. e

4. c

5. d

Paragraph Summary 1. igneous / hardens 3. cobblestone / erasers

2. Intrusive

/ extrusive 4. Magma / lava

Connect to Yourself (Sample Answer) If I could make something with igneous rock, I would make a building with granite because granite is very hard. Reading Comprehension 1. d 2. b 3. d 4. c 5. c 6. d 7. It is formed when liquid magma from volcanoes cools and becomes solid. 8. Basalt is rich i n iron and is used to make roads or statues. 9. People commonly rub pumice on their feet to remove dead skin. Pumice is also used in pencil erasers, polishes, and abrasive hand soaps.

Part A 1. dough 3. cobblestone 5. harden 7. determine 9. abrasive 11. weapon 13. treat 15. picture

2. solid 4. rich 6. fortress 8. iron 10. polish 12. rub 14. igneous

Part B (A) combined (B) rock (C) how Part C (B) Part D (a)


Intrusive – magma cools and hardens / make buildings and gravestones / make cobblestone streets Extrusive – lava cools and hardens / make roads and statues / thousands of tiny bubbles / remove dead skin Step 2

Igneous rock is formed by volcanoes. There are two types of igneous rock: intrusive rock and extrusive rock. Intrusive igneous rock is formed when magma cools and hardens under the earth’s surface. Granite and diorite are examples of intrusive rock. Granite is a ver y hard rock used to make buildings and gravestones. Diorite is a hard rock used to make cobblestone streets. Extrusive igneous rock is formed when lava cools and hardens on the earth’s surface. Basalt and pumice are examples of extrusive rock. Basalt is rich in iron and used to make roads and statues. Pumice is very light because it contains thousands of tiny bubbles and it is often used to remove dead skin from people’s feet.

Vocabulary Test 1. b 2. c 3. d 9. c 10. polish

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4. b

5. a

11. cobblestone

6. d

7. c

8. b

12. rich


Lesson 3 |

The Giant’s Causeway

• What is a giant? What is a causeway? • Does your country have any interesting legends about natural features? • What do you think made the interesting rocks in the picture above?


Objectives


1. Students will learn about the Giant’s Causeway and how it was formed. 2. Students will understand the meanings of new words and be able to use them in sentences.








experiences.


Key Words


devastating, countless, phenomenon, bishop, existence, curiosity, warrior, pretend, column, crack, attraction, weathering, scenery, conservation, litter


Extra Idea for Vocabulary Practice (optiona l): Guess the Word

LESSON GUIDE

Have the students work in groups of two to four. Write all the keywords on the board. Give the students one minute to l ook at the keywords and their sentences

Before Reading 1) Have the students turn to the title page of Chapter 1 and read the chapter title, the Think BIG question, and the Lesson 3 question (other lesson questions are also an option). Brainstorm answers to these questions all together. Any response is

in the book. Then have the students close their books, and have each group write down what they think each word’s denition is. Call on different groups for answers and write the best denitions on the board. Correct the answers together as a class.

desirable, so do not limit the students in their answers. Some of the following guide questions may also be asked of individual students or given to pairs to discuss:

20














a passage are:








reader.











5) Summary










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6) Vocabulary Test

Speaking: Storytelling & Memory Game


Have the students sit in a circle. Ask one student to start a story with a sentence


that has one of the unit’s keywords. For example, if “empty” is a keyword, the


sentence could be, "Once there was a boy with an empty box." The next student


will continue the story with another keyword sentence, and so on until every student

before the Vocabulary Test itself. This has been left i ntentionally open ended to

has participated or every keyword has been used. For advanced students, have


them repeat the previous sentences before adding their own. Any student who forgets a line is out of the game. In this way, the students will build a stor y while

Extra Idea (optional): Word Mix-up

remembering and repeating the previous sentences.

Prepare copies of the passage for the students. On the copies, switch all of the keywords around with each other. Ask the students to read the text as a group normally and then tell them to stop after each sentence with a keyword is read. Ask the students which word in the sentence should not be there and what word i t should be replaced with.


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ANSWER KEY: STUDENT BOOK Before You Read

Vocabulary Test 1. c 2. a 3. d 9. d 10. bishop

4. a

5. c

6. d

11. existence

7. b

8. a

12. columns

Discussion

(Sample Answer) I see lots of different rocks by the sea. Vocabulary 1. c

2. b

3. a

4. e

5. d

Paragraph Summary 1. devastating / landscapes 3. giant / cracked 5. Conservation / preserve

2. Bishop

/ existence 4. attraction

Connect to Yourself (Sample Answer) I would like to visit the Giant’s Causeway because I want to see the Giant’s Boot. Reading Comprehension 1. b 2. a 3. c 4. d 5. a 6. d 7. It was formed when Fingal came to Ireland to ght with Finn McCool. 8. Volcanic activity created a lava plateau, and this hardened and cracked as it cooled. 9. Many people work as conservation volunteers to help preserve the area and keep it clean. Graphic Organizer & Summary Step 1

Legend – ght with an Irish warrior, Finn McCool / pretended to be his own baby / much sm aller t han Fing al / F ingal r an away Scientic Facts – experienced heavy volcanic activity / columns formed as a result / a popular tourist attraction / its beautiful scenery

ANSWER KEY: Workbook Part A 1. attraction 3. litter 5. warrior 7. column 9. devastating 11. countless 13. existence 15. weathering

2. bishop 4. phenomenon 6. pretend 8. conservation 10. scenery 12. curiosity 14. crack

Part B (A) number (B) that (C) to Part C (E) Part D (B)

Step 2

Volcanic eruptions have caused new natural landscapes. An example of this is the Giant’s Causeway in County Antrim, Northern Ireland. An Irish legend says that Fingal, a giant from Scotland, came to Ireland to ght with an Irish warrior, Finn McCool. Finn McCool was much smaller than Fingal, so he pretended to be his own baby. This scared Fingal, and the Giant’s Causeway was destroyed when he ran away. Scientists, however, know that the area where the Giant’s Causeway is located experienced heavy volcanic activity 50 to 60 mill ion years ago. Columns formed as a result of a lava plateau hardening and cracking. It became a popular tourist attraction and is still known for its beautiful scenery.

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Lesson 4 |

The Story of Pele

• What is Hawaii like? • Do you know any legends about volcanoes? • What would happen if you made a volcano goddess angry?


Objectives


1. Students will learn about the story of Pele, the goddess of the volcano. 2. Students will understand the meanings of new words and be able to use them in sentences.








experiences.


Key Words


goddess, chant, sacred, settle, slope, cliff, disturb, sibling, shore, chief, discourage, attracted, grove, length, furious


Extra Idea for Vocabulary Practice (optiona l): Scramble for Words


Prepare small cardboard cards with the unit’s keywords, their meanings, and their synonyms. Half of the cards should have vocabulary words written on them, and half should have their meanings or synonyms written on them. Spread all the cards out on the oor and have a student come over and pick out two cards that match.

1) Have the students turn to the title page of Chapter 1 and read the chapter title, the Think BIG question, and the Lesson 4 question (other lesson questions are also an option). Brainstorm answers to these questions all together. Any response is desirable, so do not limit the students in their answers. Some of the following guide

After picking the cards out, have the student go up to the board and stick the two cards next to each other. Continue the activity until there are no cards left on the oor. Review the vocabulary words and their meanings or synonyms with the students after the activity is nished.

questions may also be asked of individual students or giv en to pairs to discuss:

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a passage are:








reader.











5) Summary










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6) Vocabulary Test

Speaking


Write each keyword from the unit on a piece of paper and put it in a bowl or hat.


Have each student draw out a keyword and use it in a sentence aloud. Encourage


the students to use different sentence forms like declarative, imperative,


interrogative, and exclamatory sentences. For vocabulary words that are verbs, ask


the students to change their sentences into the past, present, and future tenses.


Extra Idea (optional): And Now the News Ask the students to pretend they are TV newscasters. Have each student read one paragraph from the passage. Encourage them to use expressive voices and gestures when reading. Afterward, take a vote to see who the students thought the best newscaster was.


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3) Once all the lessons have been reviewed by the students, split them into pairs

Chapter 1

REVIEW CLASS LESSON GUIDE

and have them briey discuss what they learned from this chapter to connect each lesson’s ideas to the overall topic.

Chapter 1 Project Worksheet 1) Before class, download the Chapter 1 project worksheet from www.ibuildandgrow.

Objectives 1. Students will review the information from each lesson using the concept map.

com (“For Teachers”

“Teaching Materials”

→

“Reading” tab

→

“Subject Link

→

9 Project Worksheet”). Make enough copies so that each student has their own worksheet.

2. Students will apply what has been learned about the chapter topic by completing a project worksheet on it. 3. Students will practice the keywords that they have learned in this chapter.

2) The purpose of these project worksheets is to encourage the students to creatively make or do something related to the chapter topic. For Chapter 1, the end result will be a science report about a simple volcano experiment that each student can do. Have the students follow the steps on the worksheet to work their way up to the nished project. Offer advice and answer questions as needed. For lower levels, you may want to do the project yourself before class to show the students as an

LESSON GUIDE Chapter 1 Wrap-up

example.

3) After the students have nished their projects, have them briey present their worksheets to the rest of the class. This helps the students practice their spoken

1) Have the students turn to the Chapter 1 Wrap-up on p. 33. Remind them of the

English and encourages them to share their creative ideas more freely.

chapter’s topic (“Volcano”).

2) The idea of the concept map is to solidify all the information that the students have learned in whatever way the teacher prefers. One recommended way is to have the students brainstorm either individually or in pairs and write down any and all ideas that they remember from each lesson. Another way is to divide the class into four

Other Ideas and Activities 1) Any time l eft 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 nished already.

groups and have the groups review one lesson each and present it to the class. Your job is to facilitate the conversation in each group and answer any questions that come up. As each group or pair presents the ideas from their lesson, write them on the board for more effect. Also, encourage the students to use as many keywords as possible when they write or speak.

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2) If the students have nished all their work, look through the “Extra Idea” and speaking activities suggested in each lesson and pick out one or two for the class to do. These are useful since they are fairly easy but still help the students practice their keywords, reading, and passage comprehension.


CHAPTER 1 WRAP-UP ANSWER KEY Chapter 1 Concept Map Sample Responses

ANSWER KEY: STUDENT BOOK Before You Read Discussion

(Sample Answer) Yes, I have. I went there with my family a few years ago. The

beaches there were amazing. Vocabulary 1. c

2. e

3. a

4. b

5. d

Paragraph Summary 1. goddess / chased 3. spirit / sibling

2. ooded 4. furious

/ settled / lava

Connect to Yourself (Sample Answer) I think Pele can be kind, but she can also be scar y when she is angry. Reading Comprehension 1. d 2. b 3. c 4. c 5. a 6. b 7. They describe Pele as “She who shapes the sacred land.” 8. Hi‘iaka promised to bring Lohi‘au to Pele and discourage him if he became attracted to her. Pele promised not to send re and lava ows to a grove of trees where Hi‘iaka liked to dance with her friend. 9. Lohi‘au had already died of sadness because Pele had left. Graphic Organizer & Summary Step 1

Beginning – chased to Hawaii / settled on Mauna Loa Mountain Middle – turned into a spirit / return to the Big Island / go to Kauai End – became attracted to her / had broken her promise / burn down Hi‘iaka’s grove Step 2

Chapter 1 Project Worksheet will vary by student

Pele, goddess of re, made her older sister angr y and was chased to Hawaii. Pele settled on Mauna Loa Mountain on the Big Island. One day, Pele turned into a spirit and visited Kauai. She fell in love with Lohi‘au, but she had to return to the Big Island. She told Hi‘iaka to go to Kauai and bring Lohi‘au to her. Hi‘iaka promised to discourage Lohi‘au if he became attracted to her, and Pele promised not to destroy Hi‘iaka’s favorite grove. It took so long to bring Lohi‘au, that Pele thought Hi‘iaka had broken her promise. Pele was angry, so she sent a ood of lava to burn down Hi‘iaka’s grove and kill Lohi‘au. That’s why it was traditionally believed that Pele caused volcanic eruptions in Hawaii.

Vocabulary Test 1. c 2. a 3. c 9. b 10. slopes

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4. b

5. a

11. goddess

6. d

7. a

8. d

12. chant


Chapter 2

ANSWER KEY: Workbook Part A 1. slope 3. attracted 5. grove 7. chant 9. chief 11. shore 13. sacred 15. discourage Part B (A) goddesses (B) where (C) by

Lesson 5 |

2. furious 4. length 6. disturb

Bouncing and Bending Light

8. cliff 10. settle 12. sibling 14. goddess

Objectives 1. Students will learn about the absorption, reection, and refraction of light.

Part C (E)

2. Students will understand the meanings of new words and be able to use them in

Part D (d)

3. Students will practice reading comprehension skills – identifying the main idea and

sentences.

supporting details, making inferences, and using context to understand vocabulary. 4. Students will practice summarizing passages. 5. Students will make connections between the reading selection and their own experiences.

Key Words linear, path, outcome, refract, occur, bounce, smooth, rough, manner, scatter, at, equivalent, skyscraper, bend, material

LESSON GUIDE Before Reading 1) Have the students turn to the title page of Chapter 2 and read the chapter title, the Think BIG question, and the Lesson 5 question (other lesson questions are also an option). Brainstorm answers to these questions all together. Any response is

38


desirable, so do not limit the students in their answers. Some of the following guide

During Reading

questions may also be asked of individual students or giv en to pairs to discuss: • How can we see color? • How does light move? • What happens when you put things in water? Do they l ook different?


1) Play the accompanying CD track for the students. Tell them to follow along i n the book as the native speaker reads the passage. If the class is advanced enough, ask basic comprehension questions about the topic, main idea, details, etc.



3) There are many ways to read a passage as a class, and different classes may respond better to different techniques. It is also good to use different techniques


on different days to prevent too much routine. Some different ways to read through a passage are: • Select students to read each paragraph aloud one at a ti me.

4) Introduce the keywords from Before You Read part B. Give denitions of the words to the students and have them match the easier synonyms in the box with the sentences below. Quickly check them as a class, and then offer examples of the words in another context if possible. The objectives box above also lists other suggested vocabulary words that can be dened for the students, but when those are introduced is up to the teacher’s discretion.

• Have the students take turns reading sentences in a predetermined pattern. • Have the students read up to three or four sentences before choosing the next reader. • Have the entire class read a paragraph or the whole passage out loud together. • Read a paragraph or the passage yourself, but tell the students to say the next word out loud any time you pause mid-sentence. • Read each sentence and have an individual student or the class repeat it back to

5) Have the students ll i n the sentences with the keywords either individually, in pairs,

you to practice reading pronunciation.

or as a class. Check their answers to ensure comprehension. 4) Whenever a keyword or phrase is read, have the students underline it. If time

Extra Idea for Vocabulary Practice (optiona l): Word Lottery

permits, ask one or more students for a quick summary of the word’s denition.

Prepare small slips of paper with the keywords written on them. Put all the slips of paper in a hat or bowl. Have a student come to the front of the class and pull out a word. Tell the student to read the word out loud for the class and use it in a sentence. Repeat until all the words have been used.

5) After each paragraph is read, ask the students what its main idea is and then direct them to the Paragraph Summary below the passage. Have them ll in the sentence summarizing that paragraph and quickly discuss why it is the paragraph’s most important information. If necessary, write the summary on the board as well and/ or explain why it is the best summary. Writing it on the board is useful since you will have a complete summary on the board for easy reference by the end of the passage.

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After Reading

6) Vocabulary Test This vocabulary test covers all of the keywords in the objectives box above, not just

1) Ask the students what the main idea of the reading passage was. Since they will be doing more summaries of the information later, there is no need to go in depth into supporting details. If necessary, write the main idea on the board for future reference.

the ones in Before You Read. It is up to the teacher on when to go over these extra vocabulary words. Some possible places are: right after matching up the words in the Before You Read section, as they come up in the reading passage, or right before the Vocabulary Test itself. This has been left intentionally open ended to allow the teachers some exibility in their class plans.

2) Read the Connect to Yourself question at the bottom of the second page of the reading passage. Have the students answer it using the information from the passage and/or their own personal experience to integrate what they have learned into their lives. Any answers or discussion should be encouraged.

Extra Activity (optional) Select a word related to the reading passage from the dictionary that the students are sure not to know. On slips of paper, have the student write what they think the denition of the word is. Write the real denition on a slip yourself, and then mix up

3) Reading Comprehension If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete the page on their

all the slips. After reading and talking about all the denitions, have the students guess which denitions they think are correct. Gi ve them a point for guessing the correct denition and a point for each person who picked the denition they wrote.

own or with a par tner and check the answers as a class. However, if the students are at a lower level or cannot answer the questions easily, go through the page as a class. Read both the question and answer choices all together, and explain why the correct choice is the answer after the students have identied it. Explain what main idea, purpose, detail, and inference all mean as you do so.

4) Graphic Organizer Explain how graphic organizers help show information from reading passages in a logical way. Put this unit’s graphic organizer on the board and go through it as a class so the students can process the ow of information better. Check the students’ answers before you move on.

Additional Writing and Speaking (optional) Writing Have the students answer the Connect to Yourself question either on spare paper or in the blank Memo section in the back of the workbook. Encourage them to write at least ve or six sentences using the information from the passage and their own experience. Then edit their responses and have the students present them at the

5) Summary

front of the class.

Have the students complete the summary by lling i n the blanks either individually or in pairs. Refer them to their graphic organizers and any notes on the board for assistance. Another option is to ll in the summary all together as a class if students are struggling. Check the students’ answers before continuing.

42


Speaking Divide the students into two teams and give them time to look through the reading


passage for comprehension questions to ask the other team. The teams will

Discussion

alternate asking and answering questions, and each team should designate which

(Sample Answer) The lights are being reected off the water’s surface.

student from their team will answer the next question before it is read. Each

Vocabulary 1. a

2. e

3. d

4. c

5. b

student gets to ask ONE question and answer ONE question to ensure that every student gets to participate. Give points for questions that are answered correctly and questions that are phrased properly.

Paragraph Summary 1. object / refract 3. Reection / absorbed 5. materials / bent

2. Absorption 4. rough

/ light / mirror

Connect to Yourself (Sample Answer) Sometimes I can see my reection in the surface of a lake or in very shiny, polished shoes. Reading Comprehension 1. a 2. c 3. d 4. d 5. a 6. c 7. The object can absorb the light, reect it, or refract it. 8. Some objects appear white because they reect all colors of light. 9. It bounces off, but does not scatter. Instead, it is reected at an equivalent angle and a mirror image is reected. Graphic Organizer & Summary Step 1

Absorption – takes light in / different colors of light Reection – bounces off objects / a rough surface / a smooth surface Refraction – moves from air to water / has two par ts Step 2

When light hits an object, the object can absorb the light, reect it, or refract it. When an object takes light in, it is called absorption. Different colors of light are absorbed by different objects. Reection takes place when light bounces off objects. When light hits a rough surface, it scatters. If light hits a smooth surface like glass or metal, it reects a mirror image. Light bends instead of bouncing if it passes from one substance to another. It can occur when li ght moves from air to water. It can make a solid object look like it has two parts because of refraction.

Vocabulary Test 1. b 2. a 3. b 9. b 10. materials

44

4. c

5. a

6. d

11. skyscraper

7. a

8. d

12. refracted


ANSWER KEY: Workbook Part A 1. linear 3. manner 5. bend 7. path 9. bounce 11. scatter 13. outcome Part B (A) to see (B) until (C) appears Part C (B) Part D (c)

Lesson 6 |

2. refract 4. rough 6. material

Georges-Pierre Seurat

8. equivalent 10. occur 12. skyscraper 14. smooth/at

Objectives 1. Students will learn about Georges-Pierre Seurat’s artwork and pointillism. 2. Students will understand the meanings of new words and be able to use them in sentences. 3. Students will practice reading comprehension skills – identifying the main idea and supporting details, making inferences, and using context to understand vocabulary. 4. Students will practice summarizing passages. 5. Students will make connections between the reading selection and their own experiences

Key Words emerge, strive, capture, depict, canvas, renowned, dot, complete, physically, blend, theory, vivid, fascination, masterpiece, crucial


46


Chapter 2


During Reading

questions may also be asked of individual students or giv en to pairs to discuss: • Who was Georges-Pierre Seurat? • How do artists show light in paintings? • Do you want to be an ar tist? Why or why not?





3) There are many ways to read a passage as a class, and different classes may respond better to different techniques. It is also good to use different techniques


on different days to prevent too much routine. Some different ways to read through a passage are: • Select students to read each paragraph aloud one at a ti me.


• Have the students take turns reading sentences in a predetermined pattern. • Have the students read up to three or four sentences before choosing the next reader. • Have the entire class read a paragraph or the whole passage out loud together. • Read a paragraph or the passage yourself, but tell the students to say the next word out loud any time you pause mid-sentence. • Read each sentence and have an individual student or the class repeat it back to

5) Have the students ll i n the sentences with the keywords either individually, in pairs,

you to practice reading pronunciation.

or as a class. Check their answers to ensure comprehension. 4) Whenever a keyword or phrase is read, have the students underline it. If time

Extra Idea for Vocabulary Practice (optional): Draw Something

permits, ask one or more students for a quick summary of the word’s denition.

Prepare small slips of paper wi th the unit’s keywords written on them. Put the slips in a hat or bowl. Divide the class into two teams and ask one member from each team to come up to the front. Have one of them pick a word from the bowl or hat and show it to the other student. Split the board into two halves and have the students draw pictures that will help their teams guess the word (no letters or numbers allowed). The team that guesses the word rst gets a point. Repeat until all the keywords have been used.

48



After Reading


1) Ask the students what the main idea of the reading passage was. Since they will be doing more summaries of the information later, there there is no need to go in depth into supporting details. If necessary, write the main idea on the board for future reference.



Extra Activity (optional) The teacher chooses a sentence from the passage and reads it aloud. On the count of three, the students then try to nd the sentence. The rst student to nd the sentence then comes to the front and chooses another sentence for the other

3) Reading Comprehension If you feel that the students have a good understanding of the passage or are at the

students to nd, and so on. You can limit the search to a par ticular page, depending on the students’ reading level.

level to answer the questions by themselves, have them complete the page on their own or with a par tner and check the answers as a class. However, However, if the students are at a lower level or cannot answer the questions easily, go through the page as a class. Read both the question and answer choices all together, together, and explain why the correct choice is the answer after the students have identied it. Explain what main idea, purpose, detail, and inference all mean as you do so.


Additional Writing Writing and Speaking (optional) (optional) Writing Have the students answer the Connect to Yourself question either on spare paper or in the blank Memo section in the back of the workbook. Encourage them to write at least ve or six sentences using the information from the passage and their own experience. Then edit their responses and have the students present them at the front of the class.

5) Summary Have the students complete the summary summary by lling i n the blanks either individually or in pairs. Refer them to their graphic organizers and any notes on the board for assistance. Another option is to ll in the summary all together as a class if students are struggling. Check the students’ answers before continuing.

50


Speaking Give the students several minutes to draw their own picture showing different effects of light. Encourage them to use the concepts explained in this and previous

ANSWER KEY: KEY: STUDENT BOOK Before You Read Discussion

passages. When they are nished, have the students show their pictures to the rest

(Sample Answer) No, I don’t. It sounds like something a child would do.

of the class and explain how they show different forms of l ight. Encourage the other

Vocabulary 1. a

2. e

3. d

4. b

5. c

students to ask questions and comment on each presenter.

Paragraph Summary 1. Impressionism / light 3. dots 5. masterpiece / modern

2. scientic

/ color / blend

4. Pointillism

Connect to Yourself (Sample Answer) I would like to make interesting collages with pictures from magazines and newspapers. Reading Comprehension 1. d 2. c 3. a 4. b 5. b 6. d 7. By focusing on how objects appeared under certain types of light, the artists strived to capture different moods and emotions in their paintings. 8. He wanted to use a more scientic method to depict light and color in his own paintings. 9. By using pointillism, he could introduce more light into his paintings and make the colors look brighter and more vivid. Graphic Organizer & Summary Step 1

Inspiration – the impressionist movement / show light and color A Sunday on La Grande Jatte – made of colored dots / three mill ion colored dots /

the course of two years Pointillism – mixed on the canvas / blends colored dots / more li ght into paintings Step 2

Seurat was a painter during the impressionist movement. Impressionist Impressionist artists used light to show the changing effect of light in nature. Seurat wanted to use science to show light and color in his art. Seurat’s A Sunday on L a Grande Jatte is made of colored dots. It has more than three million colored dots. This painting style became known as pointillism. With pointillism, colors are not mixed on the canvas. Instead, the human eye blends colored dots that are close together into different tones. This allows more light into paintings and makes colors look brighter. A Sunday on La Grande Jatte is now a famous masterpiece.

52


Vocabulary Test 1. c 2. a 3. d 9. c 10. theory

4. d 11. dots

5. c

6. b

7. a

ANSWER KEY: Workbook Workbook Part A 1. physically 3. depict 5. strive 7. renowned 9. canvas 11. complete 13. capture 15. theory Part B (A) in (B) how (C) directly

8. b

Lesson 7 |

12. fascination

Bioluminescence

Objectives 1. Students will learn about bioluminescence in animals.

2. fascination 4. masterpiece 6. dot 8. vivid 10. blend 12. emerge 14. crucial

2. Students will understand the meanings of new words and be able to use them in sentences. 3. Students will practice reading comprehension skills – identifying the main idea and supporting details, making inferences, and using context to understand vocabulary. 4. Students will practice summarizing passages. 5. Students will make connections between the reading selection and their own experiences.

Key Words possess, remarkable, convert, diverse, potential, mate, prey, sticky, trapped,

Part C (E)

camouage, predator, medical, infection, track, progress

Part D (b)

LESSON GUIDE Before Reading 1) Have the students turn to the title page of Chapter 2 and read the chapter title, the Think BIG question, and the Lesson 7 question (other lesson questions are also an option). Brainstorm answers to these questions all together. Any response is desirable, so do not limit the students in their answers. Some of the following guide questions may also be asked of individual students or giv en to pairs to discuss:

54


• What is bioluminescence?

During Reading

• What kinds of animals give off light? • Do you wish you were bioluminescent? Why or why not?

1) Play the accompanying CD track for the students. Tell them to follow along i n the book as the native speaker reads the passage. If the class is advanced enough,

2) Turn to the chapter’s Background Knowledge page (p. 36) right after the chapter


title page. Read through the Lesson 7 background knowledge with the students and clarify any confusion they may have. If time permits, ask the students basic comprehension questions about the passage. Explain that this information will be helpful to them in understanding the main reading passage.



3) There are many ways to read a passage as a class, and different classes may respond better to different techniques. It is also good to use different techniques on different days to prevent too much routine. Some different ways to read through


a passage are: • Select students to read each paragraph aloud one at a ti me. • Have the students take turns reading sentences in a predetermined pattern. • Have the students read up to three or four sentences before choosing the next reader. • Have the entire class read a paragraph or the whole passage out loud together. • Read a paragraph or the passage yourself, but tell the students to say the next



Extra Idea for Vocabulary Practice (optional): Verb or Noun? Tell the students that you are going to start reading the keywords out loud. Ask them to look up at the ceiling if the word you read is a noun, and down at their desk


if the word is a verb. If the word you read isn’t a noun or a verb tell them to look straight ahead.


56


After Reading





Extra Activity (optional) Choosing titles from a list of possibilities can show whether the students have understood the overall theme of the text. The titles should be worded in such a way as to make the students think about the overall meaning of the reading passage.

3) Reading Comprehension If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete the page on their

Some of the incorrect titles could focus only on one paragraph or specic details. When the correct title has been chosen, explain why none of the other titles were correct.

own or with a par tner and check the answers as a class. However, if the students are at a lower level or cannot answer the questions easily, go through the page as a class. Read both the question and answer choices all together, and explain why the correct choice is the answer after the students have identied it. Explain what main idea, purpose, detail, and inference all mean as you do so.


Additional Writing and Speaking (optional) Writing Have the students answer the Connect to Yourself question either on spare paper or in the blank Memo section in the back of the workbook. Encourage them to write at least ve or six sentences using the information from the passage and their own experience. Then edit their responses and have the students present them at the

5) Summary

front of the class.

Have the students complete the summary by lling i n the blanks either individually or in pairs. Refer them to their graphic organizers and any notes on the board for assistance. Another option is to ll in the summary all together as a class if students are struggling. Check the students’ answers before continuing.

58


Speaking: Student Interviews Choose a topic from the passage that you feel will interest the students. Ask the students to write ve or more questions about this topic (or come up with the


questions in small groups). Once they have nished the questions, they should

(Sample Answer) I see many lights in a forest.

interview at least two other students in the class and take notes on their answers.

Vocabulary

When the students have nished the activity, ask them to summarize what they found out from the students they interv iewed.

1. c

2. e

3. a

4. d

5. b

Paragraph Summary 1. Bioluminescent / light 3. mates / predators

2. chemical

/ glow / infections

4. scientists

Connect to Yourself (Sample Answer) I would use my bioluminescent abilities when I walk through the woods at night. Reading Comprehension 1. b 2. c 3. a 4. d 5. c 6. b 7. Bioluminescence is caused by a chemical reaction that changes chemical energy to light energy. 8. They warn other reies of danger by ashing the lights in their tails. They also use their lights to attract potential mates. 9. They light up to camouage themselves from predators. Graphic Organizer & Summary Step 1

How – produce light with their bodies; Study – new medical methods For Communication – warn of possible danger / search for potential mates To Find Food – hang sticky threads / trap other insects For Protection – camouage themselves Step 2

Bioluminescent animals can glow or light up. This is caused by a chemical reaction that allows some creatures to produce light with their bodies. These animals light up for different reasons. For example, reies light up to warn of possible danger. They also use their lights to search for potential mates. Glowworms hang sticky threads in caves and then use their lights to attract and trap other insects for food. Some kinds of squid and jellysh light up i n bright water. They use their lights to camouage themselves from predators. Scientists study bioluminescence in animals in order to nd new medical methods to help humans.

Vocabulary Test 1. c 2. d 3. a 9. a 10. sticky

60

4. d

5. a

11. possess

6. c

7. b

8. c

12. progress


ANSWER KEY: Workbook Part A 1. track 3. sticky 5. infection 7. camouage 9. medical 11. trapped 13. progress 15. potential Part B (A) were (B) when (C) to Part C (D) Part D (e)

Lesson 8 |

Diwali

2. possess 4. diverse 6. prey 8. convert 10. predator 12. remarkable 14. mate

Objectives 1. Students will learn about India’s festival of lights. 2. Students will understand the meanings of new words and be able to use them in sentences. 3. Students will practice reading comprehension skills – identifying the main idea and supporting details, making inferences, and using context to understand vocabulary. 4. Students will practice summarizing passages. 5. Students will make connections between the reading selection and their own experiences.

Key Words integral, pay tribute to, row, triumph, originally, harvest, pray, exiled, demon, lunar, decorate, rooftop, display, organize, take part


62


• Do you like to watch reworks? Why or why not?

During Reading

• When can you see lots of reworks or other festival lights in your country? • Have you ever been to India? If not, would you like to go?












Extra Idea for Vocabulary Practice (optiona l): Missing Words Prepare sample sentences containing the unit’s keywords and write them on slips of paper with the actual keywords blanked out. Put all the slips of paper in a hat or


bowl. Have each student come up to the front and pull out one piece of paper. Tell them to read the sentence out loud and guess what the correct word for the blank is.


64


After Reading





Extra Activity (optional) Select several students from the class to read different paragraphs from the passage. Once they've read the passage to the group, have the other students try to summarize the events by drawing or writing the key points. The students who


read the paragraphs must answer questions about the story and help the other students as they draw or write.

level to answer the questions by themselves, have them complete the page on their own or with a par tner and check the answers as a class. However, if the students are at a lower level or cannot answer the questions easily, go through the page as a class. Read both the question and answer choices all together, and explain why the correct choice is the answer after the students have identied it. Explain what main idea, purpose, detail, and inference all mean as you do so.



5) Summary Have the students complete the summary by lling i n the blanks either individually or in pairs. Refer them to their graphic organizers and any notes on the board for assistance. Another option is to ll in the summary all together as a class if students are struggling. Check the students’ answers before continuing.

66


Speaking Play a picture guessing game with the students. Ask one student to come to the

Chapter 2


board and draw a picture associated with a keyword from the unit. Have the class guess what the word is. The person that correctly guesses the word must use it in a sentence. Continue until all the keywords have been used.

Objectives 1. Students will review the information from each lesson using the concept map. 2. Students will apply what has been learned about the chapter topic by completing a project worksheet on it. 3. Students will practice the keywords that they have learned in this chapter.

LESSON GUIDE Chapter 2 Wrap-up 1) Have the students turn to the Chapter 2 Wrap-up on p. 61. Remind them of the chapter’s topic (“Light”).

2) The idea of the concept map is to solidify all the information that the students have learned in whatever way the teacher prefers. One recommended way is to have the students brainstorm either individually or in pairs and write down any and all ideas that they remember from each lesson. Another way is to divide the class into four groups and have the groups review one lesson each and present it to the class. Your job is to facilitate the conversation in each group and answer any questions that come up. As each group or pair presents the ideas from their lesson, write them on the board for more effect. Also, encourage the students to use as many keywords as possible when they write or speak.

68



CHAPTER 2 WRAP-UP ANSWER KEY

and have them briey discuss what they learned from this chapter to connect each

Chapter 2 Concept Map Sample Responses

lesson’s ideas to the overall topic.

Chapter 2 Project Worksheet 1) Before class, download the Chapter 2 project worksheet from www.ibuildandgrow. com (“For Teachers”


→

“Reading” tab

→

“Subject Link

→


2) The purpose of these project worksheets is to encourage the students to creatively make or do something related to the chapter topic. For Chapter 2, the end result will be a short research assignment on aspects of light. Have the students follow the steps on the worksheet to work their way up to the nished project. Offer advice and answer questions as needed. For lower levels, you may want to do the project yourself before class to show the students as an example.

3) After the students have nished their projects, have them briey present their worksheets to the rest of the class. This helps the students practice their spoken English and encourages them to share their creative ideas more freely.


2) If the students have nished all their work, look through the “Extra Idea” and speaking activities suggested in each lesson and pick out one or two for the class


to do. These are useful since they are fairly easy but still help the students practice their keywords, reading, and passage comprehension.

70



Vocabulary Test 1. b 2. c 3. d 9. a 10. rooftops

4. a

5. d

6. c

11. harvest

7. d

8. b

12. display

Discussion

(Sample Answer) Yes, I do. It’s India’s most important holiday. Vocabulary 1. c

2. a

3. e

4. b

5. d

Paragraph Summary 1. Light 3. pray / legends 5. culture

2. festival 4. ve

/ harvest / reworks

Connect to Yourself (Sample Answer) I would like to organize a festival celebrating delicious foods from all over the world. Reading Comprehension 1. d 2. b 3. a 4. b 5. c 6. d 7. It means “a row of lights,” and people often refer to the holiday as the “festival of lights.” 8. People lit rows of oil lamps to help Rama nd his way home so that he could become king. 9. The exact dates of the holiday are based on the Hindu lunar calendar, so they change every year. Graphic Organizer & Summary Step 1

What It Is – the festival of lights / the triumph of light over darkness / the last harvest of the year How It Is Celebrated – good fortune / decorated with oil lamps / new clothes / exchange gifts / reworks light up

ANSWER KEY: Workbook Part A 1. pay tribute to 3. row 5. decorate 7. originally 9. organize 11. lunar 13. rooftop 15. triumph

2. exiled 4. integral 6. take

part

8. harvest 10. demon 12. pray 14. display

Part B (A) as (B) began (C) during Part C (D) Part D (D)

Step 2

Referred to as “the festival of lights,” Diwali is the most important holiday in India. It celebrates the triumph of light over darkness and good over evil. It originally started as a celebration of the last harvest of the year. Diwali lasts for ve days. During the holiday, people ask the goddess of wealth, Lakshmi, for good fortune. They also decorate their homes with oil l amps, wear new clothes and eat large meals together with their families. Families and friends exchange gifts, too. At night, reworks light up the sky. Diwali is a great way for people to learn about Indian culture.

72


Chapter 3

Lesson 9 |

Frightening Phobias

• What is a phobia? • How do you get phobias? • What do you do to feel better when you are afraid?


Objectives


1. Students will learn about phobias, what causes them, and ways to overcome them. 2. Students will understand the meanings of new words and be able to use them in sentences.


3. Students will practice reading comprehension skills – identifying the main idea and supporting details, making inferences, and using context to understand vocabulary. 4. Students will practice summarizing passages. 5. Students will make connections between the reading selection and their own experiences.

4) Introduce the keywords from Before You Read part B. Give denitions of the words to the students and have them match the easier synonyms in the box with the sentences below. Quickly check them as a class, and then offer examples of the words in another context if possible. The objectives box above also lists other suggested vocabulary words that can be dened for the students, but when those

Key Words


response, gene, descendant, rarely, germ, overall, interfere, embarrassed, compact, trigger, overcome, gradually, face, address, proper


Extra Idea for Vocabulary Practice (optional): Word Associations

LESSON GUIDE Before Reading 1) Have the students turn to the title page of Chapter 3 and read the chapter title, the Think BIG question, and the Lesson 9 question (other lesson questions are also

Write one word from the unit’s keywords on the board. Ask the students to think of other words or phrases associated with it. For example, if one of the words was “habitat,” you could ask the students, “What comes to mind when you read the word ‘habitat’?” The students can call out (or write on the board) things like “home,” “natural,” “man-made,” “articial,” “forest,” “land,” “sea,” etc. Continue the activity until all the keywords have been used.

an option). Brainstorm answers to these questions all together. Any response is desirable, so do not limit the students in their answers. Some of the following guide questions may also be asked of individual students or giv en to pairs to discuss:

74














a passage are:








reader.











5) Summary










76


6) Vocabulary Test

Speaking: Just a Minute


Write topics randomly around the board. Then have a student throw a sticky ball (or


piece of rolled-up paper) at the board. The topic which is closest to where the ball


hits is their topic. The student must then stand and speak for one minute without


hesitation, repetition, or undue silliness about the topic. If the student hesitates,


repeats, or becomes silly, then stop them and write their name and the time they


spoke for on the board. Repeat until the entire class has spoken, and then choose a winner.

Extra Activity (optional) Encourage better summary skills by doing reading summary exercises. Have the students read a passage, either to themselves or aloud in a group. They should then write up summaries for what they read and tell them to you. Emphasize that the summaries should include all of the main points of the passage as well as any details they understood. However, the summaries should not copy the passage word for word. For advanced students, ask them to do the summaries without a copy of the passage in front of them.


78



Vocabulary Test 1. d 2. c 3. a 4. a 5. c 6. c 7. c 9. d 10. gene 11. address 12. overall

8. a

Discussion

(Sample Answer) I see a boy sitting on some stairs. He looks scared. Vocabulary 1. a

2. c

3. e

4. d

5. b

Paragraph Summary 1. response / survive 3. social / claustrophobia 5. overcome

2. extreme 4. brain


/ experiences

Connect to Yourself (Sample Answer) If a person had a ying phobia, he or she wouldn’t be able to travel overseas easily. Reading Comprehension 1. c 2. c 3. a 4. b 5. d 6. d 7. Fear helps us to avoid dangerous situations. 8. It can make it very hard for people to make friends or even talk to others. 9. Phobias are often caused by having a scary experience with a thing or situation. Graphic Organizer & Summary

Part A 1. overall 3. gene 5. interfere 7. response 9. proper 11. descendant 13. germ

2. overcome 4. trigger 6. compact 8. embarrassed 10. rarely 12. gradually 14. address/face

Part B (A) Believe (B) feared (C) than

Step 1

Cause – a particular scary experience / stores the memory / is triggered by similar situations Effects – the person’s daily life / hard to make friends / afraid of compact spaces Solutions – face his or her fears / take medicine

Part C (A) Part D (a)

Step 2

Extreme fears of a certain thing or situation is called a phobia. Phobias commonly develop after a person has a particular scary experience. Later, a part of the brain called the amygdala stores the memory. Then a strong reaction is triggered by similar situations. Phobias make the person feel afraid of potential danger. Phobias create fear that interferes with the person’s daily life. Social phobia, for example, makes it hard to make friends. And claustrophobia, which is being afraid of compact spaces, can make it impossible for someone to ride i n an elevator. However, phobias can be overcome by facing them gradually, talking to a doctor, or taking medicine.

80


Lesson 10 |

The Science Behind Goosebumps

desirable, so do not limit the students in their answers. Some of the following guide questions may also be asked of individual students or giv en to pairs to discuss: • What are goosebumps? • Why do people get goosebumps? • What other things besides goosebumps happen to you when you’re cold?

2) Turn to the chapter’s Background Knowledge page (p. 64) right after the chapter title page. Read through the Lesson 10 background knowledge with the students and clarify any confusion they may have. If time permits, ask the students basic comprehension questions about the passage. Explain that this information will be

Objectives

helpful to them in understanding the main reading passage.

1. Students will learn about goosebumps and why we get them. 2. Students will understand the meanings of new words and be able to use them in sentences.


3. Students will practice reading comprehension skills – identifying the main idea and supporting details, making inferences, and using context to understand vocabulary. 4. Students will practice summarizing passages. 5. Students will make connections between the reading selection and their own experiences.

4) Introduce the keywords from Before You Read part B. Give denitions of the words to the students and have them match the easier synonyms in the box with the sentences below. Quickly check them as a class, and then offer examples of the words in another context if possible. The objectives box above also lists other suggested vocabulary words that can be dened for the students, but when those

Key Words


goosebumps, chill, connection, exactly, tiny, protrude, originate, resemble, feather, pluck, chiey, adrenaline, signicantly, frigid, advantageous


Extra Idea for Vocabulary Practice (optional): Act it Out

LESSON GUIDE Before Reading 1) Have the students turn to the title page of Chapter 3 and read the chapter title, the

Prepare small pieces of paper with the unit’s keywords on them. Put the pieces of paper in a bowl or hat. Ask a student to pull out a piece of paper and mime the keyword for the other students to guess. Tell them that they are only allowed to use actions to demonstrate the keyword (no talking). Whichever student guesses the phrase correctly gets to be the next actor.

Think BIG question, and the Lesson 10 question (other lesson questions are also an option). Brainstorm answers to these questions all together. Any response is

82














a passage are:








reader.











5) Summary










84


6) Vocabulary Test

Speaking: Q&A


Write a question on the board and ask the students to ask you it (ex. “When do you


usually get goosebumps?”). This provides an excellent opportunity f or you to model


some example answers and check their pronunciation. Then have a student ask


another student the question. When the students understand some of the possible


ways of answering the question, move to open pairs (student A asks student C,


etc.). After a few rounds with open pairs, put the students in closed pairs, and walk around the room listening as they ask and answer. Finish the exercise by calling on

Extra Activity (optional)

individual students to answer the question.

Gather the class together to play "Wheel of Detail." Using a Bristol board and colored markers, make a "Wheel of Fortune"-type game wheel. Insert a pin or straightened paper clip through the center of the wheel, and glue or tape a cardboard arrow to it. On the wheel, write a detail question from the reading passage and cover it with a piece of paper. Divide the students into two teams and have a representative from each come up to the front. After spinning the wheel, a question is uncovered, and the students compete to see who can answer it rst. Continue until all the questions on the wheel have been answered.


86



(Sample Answer) A few weeks ago, I watched a horror movie. The movie was

really scary and I got goosebumps. Vocabulary 1. c

2. e

3. b

4. d

5. a

Paragraph Summary 1. chill 3. skin / plucked 5. ancient / protection

2. muscles

/ hairs 4. cold / adrenaline 6. advantageous / hair

Connect to Yourself (Sample Answer) Yes. When my cat gets frightened, her fur stands up straight. Reading Comprehension 1. c 2. a 3. c 4. a 5. b 6. d 7. It causes bumps to form and the hairs to stand up. 8. The body produces adrenaline in both cases. 9. It made them look larger and scarier.

ANSWER KEY: Workbook Part A 1. resemble 3. exactly 5. pluck 7. originate 9. frigid 11. signicantly 13. chiey 15. feather

2. connection 4. goosebumps 6. adrenaline 8. tiny 10. advantageous 12. protrude 14. chill

Part B (A) chilly (B) are (C) to protrude Part C (A) Part D (B)


What – tiny bumps on the skin / its feathers have been plucked When – get a chill or feel scared How – connected to the hairs / the hairs stand up Why – had more body hair / it trapped air / look bigger and scarier Step 2

Goosebumps are tiny bumps on the skin. The name came from the skin looking like a bird’s skin after its feathers have been plucked. Goosebumps form on our skin when we get a chill or feel scared. There are tiny muscles under our skin that are connected to the hairs on our body. When the muscles contract, bumps form and the hairs stand up. In the past, humans had more body hair. When this hair stood up, it trapped air and kept them warm. And i n dangerous situations, it made them look bigger and scarier. Getting goosebumps may have been benecial to our ancestors, but it’s not useful to us now.

Vocabulary Test 1. c 2. d 3. b 4. a 5. d 6. b 7. c 8. a 9. c 10. connection 11. resembles 12. exactly

88


Lesson 11 |

Danse Macabre

• Does your culture show death in music or art? Why or why not? • Do you think it’s good to think about death? Why or why not? • What happens to a person in your culture after they die?


Objectives


1. Students will learn about the Dance of Death art genre. 2. Students will understand the meanings of new words and be able to use them in sentences.








experiences.


Key Words


medieval, genre, pandemic, turn away, grave, portray, horror, discriminate, grim, composer, superstition, incorporate, imitate, skeleton, rattling


Extra Idea for Vocabulary Practice (optional): Whispering Game


Divide the class into two teams and have each team form a line. If there are an odd number of students, one student can be the teacher’s “helper.” Whisper the meaning of one of the unit’s keywords into the ear of the r st student in line for each team. On your signal, have the students whisper the message down the line


until it gets to the last student for each team. Those students must then write the correct word on the blackboard. Whoever writes the correct word rst wins a point for their team. Continue the game until all the words have been used.


90














a passage are:








reader.











5) Summary










92


6) Vocabulary Test

Speaking: Sentence Chain


The objective of this game is to have the students use keywords in sentences that


start with the last word the previous person said. Ask the rst student on one side


of the room to start the game and instruct the next student in the row to give the


next sentence. Go around the entire room until everyone has participated. Don't


allow students to use keywords that have already been said unless there are more


students than keywords.

Extra Idea (optional): The Secret Word Choose a frequently used function word from the passage (ar ticle, pronoun, preposition, etc.). Have the students stand up and read the passage again as a group, but tell them they are not allowed to say your chosen word. Whenever a student is caught saying the word, have them sit down. Continue until the passage is nished or until there is only one student left standing. Have that student nish reading the passage normally and give him or her a small prize.


94





(Sample Answer) I think that those people all have the same sickness. Vocabulary 1. c

2. a

3. e

4. d

5. b

Paragraph Summary 1. art / Black Death 3. composers / music

2. paintings

/ portray

4. genre

Connect to Yourself (Sample Answer) I would make a skeleton costume and perform a scary dance to some music. Reading Comprehension 1. c 2. a 3. c 4. c 5. d 6. a 7. The Black Death pandemic killed between 75 million and 200 million people across Europe. 8. The painting shows an army of skeletons killing and destroying everything in its path. 9. It was used to imitate the sound of skeletons’ rattling bones.

Part A 1. composer 3. grave 5. horror 7. genre 9. turn away 11. incorporate 13. grim 15. skeleton

2. rattling 4. discriminate 6. pandemic 8. superstition 10. portray 12. medieval 14. imitate

Part B (A) had killed (B) go (C) that Part C (B) Part D (e)


Background – people across Europe / death comes to everyone Painting – turning away from God / an army of skeletons / everything in i ts path Music – an old French superstition Step 2

By the mid-1300s, millions of people across Europe had been killed by the Black Death. Around that time, the Dance of Death genre emerged as an artistic reminder that death comes to everyone. In 1493, Michael Wolgemut painted The Dance of Death as a warning to German society about turning away from God. Later, Pieter Bruegel the Elder painted another grim work, The Triumph of Death, which portrays an army of skeletons killing and destroying everything in its path. Composers have also created works in the Dance of Death genre. Camille SaintSaëns’s Danse Macabre, for example, represents an old French superstition about dancing skeletons.

Vocabulary Test 1. b 2. d 3. a 9. a 10. pandemic

96

4. a

5. b

11. imitate

6. c

7. c

8. d

12. discriminate


Lesson 12 |

Sinkholes

• What is a sinkhole? • Would you like to see a sinkhole? Why or why not? • What are some problems that sinkholes cause?


Objectives


1. Students will learn about the formation of sinkholes and how to prevent them. 2. Students will understand the meanings of new words and be able to use them in sentences.








experiences.


Key Words


unexpected, swallow, underneath, range, depth, enormous, story, clay, enlarge, construct, destruction, clogged, drain, redirect, at risk


Extra Activity for Vocabulary Practice (optional)


Prepare some small cards with the keywords from the unit and other small cards with their meanings in advance. Put all the cards in a small bowl or hat and have each student choose a card. The object of the activity is for the students to match the keywords with their meanings. You can either have the students match the


cards where they are already sitting or place the students who get words on one side of the room and the students who get meanings on the other side. P rizes and penalties can be given to the rst and last pairs to nish.


98














a passage are:








reader.











5) Summary










100


6) Vocabulary Test

Speaking


Write down the keywords from the unit on individual cards. With the students in a


circle and a soft ball, play a game titled "Freeze!" Place a set of vocabulary cards in


the middle of the circle and tell the students that they are to throw the ball to any


person in the circle. When the teacher yells, "Freeze!" everyone must stop moving.


The person with the ball must draw a card and say the keyword. Then, they must


use the word in a sentence.

Extra Idea (optional): The Best Actor Write down simple situations on pieces of paper using the different keywords from the unit. For example, if “seashell” is a keyword, a situation could be “You are collecting seashells on the beach.” Have the students stand up (you can ask them to move their chairs and tables to the side of the room to create more space), and tell them to take turns acting out the situations they draw out of a hat or bag. Continue until all the situations have been performed.


102



Chapter 3


and have them briey discuss what they learned from this chapter to connect each lesson’s ideas to the overall topic.

Chapter 3 Project Worksheet 1) Before class, download the Chapter 3 project worksheet from www.ibuildandgrow.

Objectives 1. Students will review the information from each lesson using the concept map.

com (“For Teachers”


→

“Reading” tab

→

“Subject Link

→


2. Students will apply what has been learned about the chapter topic by completing a project worksheet on it. 3. Students will practice the keywords that they have learned in this chapter.

2) The purpose of these project worksheets is to encourage the students to creatively make or do something related to the chapter topic. For Chapter 3, the end result will be a news report about a disaster from each pair of students. Have the students follow the steps on the worksheet to work their way up to the nished project. Offer advice and answer questions as needed. For lower levels, you may want to do the

LESSON GUIDE Chapter 3 Wrap-up

project yourself before class to show the students as an example.

3) After the students have nished their projects, have them briey present their worksheets to the rest of the class. This helps the students practice their spoken

1) Have the students turn to the Chapter 3 Wrap-up on p. 89. Remind them of the

English and encourages them to share their creative ideas more freely.

chapter’s topic (“Fear”).

2) The idea of the concept map is to solidify all the information that the students have learned in whatever way the teacher prefers. One recommended way is to have the students brainstorm either individually or in pairs and write down any and all ideas that they remember from each lesson. Another way is to divide the class into four


groups and have the groups review one lesson each and present it to the class. Your job is to facilitate the conversation in each group and answer any questions that come up. As each group or pair presents the ideas from their lesson, write them on the board for more effect. Also, encourage the students to use as many keywords as possible when they write or speak.

104

2) If the students have nished all their work, look through the “Extra Idea” and speaking activities suggested in each lesson and pick out one or two for the class to do. These are useful since they are fairly easy but still help the students practice their keywords, reading, and passage comprehension.


CHAPTER 3 WRAP-UP ANSWER KEY Chapter 3 Concept Map Sample Responses


(Sample Answer) Yes, it does. There have been some news reports of houses

being damaged and people being injured by sinkholes. Vocabulary 1. c

2. a

3. b

4. e

5. d

Paragraph Summary 1. sinkholes 3. water / dissolve 5. risk

2. depth

/ common / ooding

4. destruction

Connect to Yourself (Sample Answer) I think the people living nearby should move to a safe place. Then the hole can be lled with dir t and rocks. Reading Comprehension 1. d 2. d 3. a 4. d 5. c 6. b 7. There is usually a layer of limestone with sand and clay on top of it. 8. It can be treated in order to prevent it from dissolving in water. 9. The cracks and spaces in the li mestone become enlarged, and big, empty spaces are created. Graphic Organizer & Summary Step 1

How They Form – a layer of sand and clay / absorbing chemicals / cracks and spaces in the limestone / the limestone collapses The Damage They Cause – Cars and buildings How to Avoid Them – avoid construction in areas / keep these areas dry / prevent it from dissolving Step 2


Sinkholes form when heavy rain occurs in places where a layer of sand and clay covers limestone. As the rain passes through the sand and clay, it absorbs chemicals. It then causes cracks and spaces in the limestone to expand. Finally, the limestone collapses. Sinkholes can swallow up cars and buildings, and ooding can also occur. To prevent sinkholes, cities should avoid construction in areas where sinkholes occur. Also, better drain systems should be built to keep these areas dry, and limestone can be treated to prevent it from dissolving.

Vocabulary Test 1. d 2. a 3. c 4. b 5. d 6. b 7. a 8. b 9. c 10. constructed 11. clogged 12. ranged

106


Chapter 4

ANSWER KEY: Workbook Part A 1. swallow 3. drain 5. destruction 7. depth 9. enlarge 11. clay 13. range 15. redirect Part B (A) its (B) causing (C) others

Lesson 13 |

2. clogged 4. underneath 6. at

risk

The Evolution of Language

8. construct 10. enormous 12. unexpected 14. story

Objectives 1. Students will learn about how languages change and become extinct. 2. Students will understand the meanings of new words and be able to use them in

Part C (E)

sentences. 3. Students will practice reading comprehension skills – identifying the main idea and

Part D (c)


Key Words grasp, distinct, extinct, region, gender, status, dependent, cease, dialect, endangered, implement, vanish, alive, observe, evolve


108



team made. Then switch representatives and continue until all the cards have been

questions may also be asked of individual students or gi ven to pairs to discuss:

used.

• What languages can you speak? • How do languages change over time? • Do you think it’s bad if a language disappears? Why or why not?

2) Turn to the chapter’s Background Knowledge page (p. 92) right after the chapter title page. Read through the Lesson 13 background knowledge with the students

During Reading

and clarify any confusion they may have. If time permits, ask the students basic comprehension questions about the passage. Explain that this information will be helpful to them in understanding the main reading passage.



2) Read the title and subtitle together. Tell the students to keep them in mind while they read the passage themselves since the title and subtitle often contain the


passage’s topic and/or main idea.

to the students and have them match the easier synonyms in the box with the sentences below. Quickly check them as a class, and then offer examples of the words in another context if possible. The objectives box above also lists other suggested vocabulary words that can be dened for the students, but when those are introduced is up to the teacher’s discretion.

3) There are many ways to read a passage as a class, and different classes may respond better to different techniques. It is also good to use different techniques on different days to prevent too much routine. Some different ways to read through a passage are: • Select students to read each paragraph aloud one at a ti me.


• Have the students take turns reading sentences in a predetermined pattern. • Have the students read up to three or four sentences before choosing the next reader.

Extra Activity for Vocabulary Practice (optional) This is a speed game. P repare small cards with keywords and related words in advance. Divide the class into two teams and have each team choose a representative. Each team is given a turn; when it is Team A’s turn, show the card to Team A’s representative without letting any of the other students see it. The

• Have the entire class read a paragraph or the whole passage out loud together. • Read a paragraph or the passage yourself, but tell the students to say the next word out loud any time you pause mid-sentence. • Read each sentence and have an individual student or the class repeat it back to you to practice reading pronunciation.

representative is given a time limit to describe each thing on the card using only English. However, he or she cannot say the words on the cards. After the ti me has expired, each team is awarded points according to how many correct guesses their

110




4) Graphic Organizer


Explain how graphic organizers help show information from reading passages in


a logical way. Put this unit’s graphic organizer on the board and go through it as


a class so the students can process the ow of information better. Check the

or explain why it is the best summary. Writing it on the board is useful since you

students’ answers before you move on.

will have a complete summary on the board for easy reference by the end of the passage.


After Reading





Extra Idea (optional): Reading Orchestra 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 in 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 reading individually, two at a time, or all at once.


112


Additional Writing and Speaking (optional) Writing


Have the students answer the Connect to Yourself question either on spare paper

(Sample Answer) I can speak two languages, Korean and English.

or in the blank Memo section in the back of the workbook. Encourage them to write

Vocabulary

at least ve or six sentences using the information from the passage and their own experience. Then edit their responses and have the students present them at the front of the class.

Speaking Divide the class into two groups and arrange each group in a straight line or row. Ask for a volunteer li stener from each group. Take them outside of the classroom and give them a message (one sentence or more, depending on the students’

1. e

2. b

3. d

4. a

5. c

Paragraph Summary 1. distinct / extinct 3. Bo / hundred 5. observe

2. Social

/ technology / extinct

4. endangered

Connect to Yourself (Sample Answer) These days, many young Americans shorten words to make them easier to say.

ways: the rst team to pass a legible, complete message (even if it's wrong), the

Reading Comprehension 1. c 2. b 3. a 4. d 5. c 6. c 7. The words “television” and “computer” did not exist in the English language until they were invented. 8. When the last speaker of a language dies, that language becomes extinct. 9. Speakers of the same language can connect through social media, audio, and video to try to keep the language alive.

rst team to nish, or the team with the message closest to the original sentence.

Graphic Organizer & Summary

level). Open the door and let the students run to the rst member of their group to whisper the message. Each member passes the message by whispering to their neighbor. When the message reaches the end, the last person r uns to the board and writes the message that they heard. The winner can be determined in various

Step 1

Changes – dependent on society / cause languages to change / New i nventions and technologies Extinction – the last speaker of that language dies / a Scottish dialect called Cromarty Preservation – save endangered languages Step 2

There are about 6,000 to 7,000 languages in the world. Languages can change or become extinct over time. Language is dependent on society, so social changes can cause languages to change. New words can be added because of new inventions and technologies. A language becomes extinct when the l ast speaker of that language dies. The Bo language and a Scottish dialect called Cromarty both recently became extinct. Some people are working to preserve l anguages. For example, Google is trying to save endangered languages from becoming extinct with their Endangered Languages Project website.

Vocabulary Test 1. c 2. b 3. d 9. a 10. regions

114

4. b

5. d

11. dependent

6. a

7. b

8. d

12. status


ANSWER KEY: Workbook Part A 1. alive 3. dependent 5. status 7. endangered 9. extinct 11. grasp 13. region 15. gender Part B (A) Because (B) whether (C) were invented

Lesson 14 |

2. distinct 4. dialect 6. observe

Cracking the Copiale Cipher

8. cease 10. implement 12. evolve 14. vanish

Objectives 1. Students will learn about a mysterious manuscript called the Copiale Cipher.

Part C (E)


Part D (e)


sentences.


Key Words discover, crack, letter, abstract, decode, bafe, analyze, consonant, ritual, manuscript, initiation, candidate, admit, eyebrow, come up with


116



with the most pairs i s the winner.

questions may also be asked of individual students or gi ven to pairs to discuss: • What is a cipher? • Are you interested in secret codes? Why or why not? • What are some of the uses of secret codes?


During Reading






3) There are many ways to read a passage as a class, and different classes may respond better to different techniques. It is also good to use different techniques on different days to prevent too much routine. Some different ways to read through a passage are: • Select students to read each paragraph aloud one at a ti me. • Have the students take turns reading sentences in a predetermined pattern.


• Have the students read up to three or four sentences before choosing the next reader. • Have the entire class read a paragraph or the whole passage out loud together.

Extra Activity for Vocabulary Practice (optional) Assign each student a keyword. Have each student write their word and its meaning on separate pieces of paper. Mix up the pieces of paper and turn them upside down on a desk or the oor. Have the students take turns turning over two pieces of

• Read a paragraph or the passage yourself, but tell the students to say the next word out loud any time you pause mid-sentence. • Read each sentence and have an individual student or the class repeat it back to you to practice reading pronunciation.

paper at a time. If the pieces of paper are a keyword and its matching meaning, the student that picked them gets to keep them and tr y again. If they do not match, the student turns them back over in the same spot and the next student takes a turn.


Continue the game until all the pieces of paper have been matched up. The student

118



4) Graphic Organizer


Explain how graphic organizers help show information from reading passages in


a logical way. Put this unit’s graphic organizer on the board and go through it as


a class so the students can process the ow of information better. Check the

or explain why it is the best summary. Writing it on the board is useful since you

students’ answers before you move on.

will have a complete summary on the board for easy reference by the end of the passage.


After Reading





Extra Activity (optional) Putting sentences in chronological order is a good exercise for students. Prepare by writing a summary of the given material. Then cut and paste the sentences in a random order. Put a blank at the beginning of each sentence. Individual students or


pairs can place the sentences in chronological order by writing sequential numbers in the blanks. The rst group with the correctly numbered sequence is the winner.


120


Additional Writing and Speaking (optional) Writing


Have the students answer the Connect to Yourself question either on spare paper

(Sample Answer) The man is typing at a computer. It looks like he is tr ying to

or in the blank Memo section in the back of the workbook. Encourage them to write

gure out a password or break a code.

at least ve or six sentences using the information from the passage and their own

Vocabulary 1. d

2. a

3. c

4. e

5. b

experience. Then edit their responses and have the students present them at the front of the class.

Speaking Conduct an activity where the objective is to guess what keyword another person is thinking about. The guesser can only ask 20 yes or no questions (ex. “Are you thinking of an object?”). The person answering must respond with a full sentence to practice their grammar (ex. “Yes, I am thinking of an object.”). The guesser wins if they guess the keyword in fewer than 20 questions. The person answering wins if the guesser cannot guess the keyword in fewer than 20 questions. Repeat with different pairs of students until all the keywords have been used or the whole cl ass has participated.

Paragraph Summary 1. cracked 3. eye / Oculists 5. complex

2. 40

/ technology / candidates

4. manuscript

Connect to Yourself (Sample Answer) I would search on the Internet to see if there is any information about the code. Reading Comprehension 1. d 2. a 3. d 4. c 5. d 6. c 7. The Copiale Cipher contains 105 pages and 75,000 characters. 8. They discovered that it was the symbols that made up the words, not the letters, and that a colon meant the previous consonant was doubled. 9. They mainly wanted to challenge the power of kings and religious leaders, so they had to be careful not to get caught. Graphic Organizer & Summary Step 1

What – 105 pages long and contains 75,000 characters / abstract symbols / people who wanted to join the Oculists Who – a secrete group called Oculists When – originated in the late 1700s / crack the code until April 2011 Step 2

The Copiale Cipher is a secret German document that is 105 pages long and contains 75,000 characters. The characters consist of Greek, Roman letters, and abstract symbols. It was written by a secret group called the Oculists. The Oculists were a secret society in Europe. The manuscript contains initiation rituals for people who wanted to join the Oculists. Scientists believe the Copiale Cipher originated in the late 1700s. But they were unable to crack the code until April 2011, which shows how complex the secret code was.

Vocabulary Test 1. c 2. a 3. b 4. b 5. c 9. d 10. ritual 11. manuscript

122

6. d

7. d

8. b

12. letter


ANSWER KEY: Workbook Part A 1. manuscript 3. eyebrow 5. consonant 7. bafe 9. admit 11. ritual 13. analyze 15. decode Part B (A) is believed (B) to decode (C) nearly

Lesson 15 |

2. crack 4. abstract 6. initiation

Speak Differently, Think Differently

8. discover 10. come

up with

12. letter 14. candidate

Objectives 1. Students will learn about the Sapir-Whorf hypothesis.

Part C (D)


Part D (b)


sentences.


Key Words hypothesis, debate, philosopher, scholar, linguist, state, psychologist, native, specic, despite, translate, furthermore, concrete, at best, put an end to


124



During Reading

questions may also be asked of individual students or gi ven to pairs to discuss: • How many different languages do you know? • Do you think people from different countries think differently? Why or why not? • Do you think your native l anguage affects how you view the world? Why or why


not? 2) Read the title and subtitle together. Tell the students to keep them in mind while 2) Turn to the chapter’s Background Knowledge page (p. 92) right after the chapter title page. Read through the Lesson 15 background knowledge with the students

they read the passage themselves since the title and subtitle often contain the passage’s topic and/or main idea.

and clarify any confusion they may have. If time permits, ask the students basic comprehension questions about the passage. Explain that this information will be helpful to them in understanding the main reading passage.



a passage are: • Select students to read each paragraph aloud one at a ti me. • Have the students take turns reading sentences in a predetermined pattern.


• Have the students read up to three or four sentences before choosing the next reader. • Have the entire class read a paragraph or the whole passage out loud together. • Read a paragraph or the passage yourself, but tell the students to say the next word out loud any time you pause mid-sentence. • Read each sentence and have an individual student or the class repeat it back to you to practice reading pronunciation.



Extra Activity for Vocabulary Practice (optional): Board Race Write all the keywords on the board and make sure the students understand each one. Divide the students into teams and have one person from each team come up to the board in an all otted space. Have the students at the board write the keyword or phrase from the denition you state. The rst student to write the keyword or phrase correctly gets a point and then sits back down as their team changes writers. Continue until all the keywords have been used.

126



After Reading





Extra Idea (optional): Sum it Up Ask the students to work i n groups of two to four. Tell them to read the passage again and work together to write their own summaries of the passage. Have all the groups present their summaries to the class. Take a vote to see which group


created the best summary and give the winning group a small prize.

If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete the page on their own or with a par tner and check the answers as a class. However, if the students are at a lower level or cannot answer the questions easily, go through the page as a class. Read both the question and answer choices all together, and explain why the correct choice is the answer after the students have identied it. Explain what main idea, purpose, detail, and inference all mean as you do so.




128


Speaking Declare a mini-debate topic (ex. Our native languages determine how we think.). Divide the class into pairs and have one student argue for the topic and one student argue against it in each pair. Guide the students in the mini-debate by asking how cultures and languages are similar or different.


(Sample Answer) Yes, I know that “Aloha” is Hawaiian. It means “hello” and

“goodbye.” Vocabulary 1. b

2. e

3. a

4. d

5. c

Paragraph Summary 1. Sapir-Whorf hypothesis / language 3. evidence / l anguage

2. thoughts 4. test

/ psychologist / technology

Connect to Yourself (Sample Answer) I don’t agree with the Sapir-Whorf hypothesis because a perfect way to test it doesn’t exist yet. Reading Comprehension 1. d 2. c 3. a 4. d 5. c 6. d 7. Plato believed the world around us determined our language and thoughts. 8. It states that people who speak different languages think and see the world differently. 9. A perfect test does not exist yet because it is hard to study and record thought. Graphic Organizer & Summary Step 1

Benjamin Whorf – the Sapir-Whorf hypothesis / think and see the world differently Lera Boroditsky – test Benjamin Whorf’s ideas / language affects thought Problem & Prediction – study and record thought / become more advanced Step 2

An American linguist named Benjamin Whorf believed people who speak different languages think and see the world differently. He came up with the SapirWhorf hypothesis in the 1950s. Lera Boroditsky is a psychologist who ran a series of experiments to test Benjamin Whorf’s ideas. From her experiments, she found evidence that language affects thought. However, not all agree with the hypothesis. It is hard to study and record thought, so a perfect test of the hypothesis does not exist. But maybe one day, the perfect test will exist as technology and research become more advanced.

Vocabulary Test 1. b 2. d 3. b 4. a 5. c 6. b 7. b 8. d 9. b 10. philosopher 11. despite 12. hypothesis

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ANSWER KEY: Workbook Part A 1. psychologist 3. linguist 5. state 7. native 9. debate 11. at best 13. philosopher 15. translate Part B (A) us (B) became (C) differently Part C (D) Part D (e)

Lesson 16 |

Baseball Hand Signals

2. despite 4. put

an end to

6. concrete 8. hypothesis 10. furthermore 12. specic 14. scholar

Objectives 1. Students will learn about the origin of hand signals in baseball. 2. Students will understand the meanings of new words and be able to use them in sentences. 3. Students will practice reading comprehension skills – identifying the main idea and supporting details, making inferences, and using context to understand vocabulary. 4. Students will practice summarizing passages. 5. Students will make connections between the reading selection and their own experiences.

Key Words signal, umpire, credit, deaf, dummy, revolutionize, genius, pitcher, concentrate, be supposed to, alike, st, hammer, envision, owe


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• What are hand signals?

During Reading

• Why are there hand signals in baseball? • Are there any other sports that y ou think need hand signals?












Extra Activity for Vocabulary Practice (optional) Use vocabulary words in complete sentences. For lower level classes, provide llin-the-blank sentences with a word bank. For advanced classes, direct the students


to use vocabulary words in their own sentences to demonstrate the meanings of the words. Encourage the students to use different sentence forms l ike declarative, imperative, interrogative, and exclamatory sentences. For vocabulary words that are verbs, ask the students to write their sentences using the past, present, and future tenses.


134


After Reading





Extra Idea (optional): Word Scavenger Hunt Make a list of all the keywords in the same order they appear in the passage on the board. Tell the students to read the passage quietly in their seats and to raise their hands when they nd one of the words on the list. A sk the student who nds

3) Reading Comprehension If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete the page on their own or with a par tner and check the answers as a class. However, if the students are at a lower level or cannot answer the questions easily, go through the page as a

the rst word to read the sentence that contains it out loud. Ask them if they also remember the meaning of the word. They can check the denition in the keyword section if they can’t remember it. For advanced students, ask them to use the word in a different sentence instead. Continue until all the keywords have been found and dened or used.

class. Read both the question and answer choices all together, and explain why the correct choice is the answer after the students have identied it. Explain what main idea, purpose, detail, and inference all mean as you do so.


Additional Writing and Speaking (optional) Writing Have the students answer the Connect to Yourself question either on spare paper or in the blank Memo section in the back of the workbook. Encourage them to write

5) Summary Have the students complete the summary by lling i n the blanks either individually or in pairs. Refer them to their graphic organizers and any notes on the board

at least ve or six sentences using the information from the passage and their own experience. Then edit their responses and have the students present them at the front of the class.

for assistance. Another option is to ll in the summary all together as a class if students are struggling. Check the students’ answers before continuing.

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Speaking Have the students create their own hand signals for a different sport. Encourage

Chapter 4


them to be practical and creative. Then have each student demonstrate their hand signals to the class and explain what they mean in their own words.

Objectives 1. Students will review the information from each lesson using the concept map. 2. Students will apply what has been learned about the chapter topic by completing a project worksheet on it. 3. Students will practice the keywords that they have learned in this chapter.

LESSON GUIDE Chapter 4 Wrap-up 1) Have the students turn to the Chapter 4 Wrap-up on p. 117. Remind them of the chapter’s topic (“ Language”).

2) The idea of the concept map is to solidify all the information that the students have learned in whatever way the teacher prefers. One recommended way is to have the students brainstorm either individually or in pairs and write down any and all ideas that they remember from each lesson. Another way is to divide the class into four groups and have the groups review one lesson each and present it to the class. Your job is to facilitate the conversation in each group and answer any questions that come up. As each group or pair presents the ideas from their lesson, write them on the board for more effect. Also, encourage the students to use as many keywords as possible when they write or speak.

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CHAPTER 4 WRAP-UP ANSWER KEY

and have them briey discuss what they learned from this chapter to connect each

Chapter 4 Concept Map Sample Responses

lesson’s ideas to the overall topic.

Chapter 4 Project Worksheet 1) Before class, download the Chapter 4 project worksheet from www.ibuildandgrow. com (“For Teachers”


→

“Reading” tab

→

“Subject Link

→


2) The purpose of these project worksheets is to encourage the students to creatively make or do something related to the chapter topic. For Chapter 4, the end result will be a secret letter from each student in a code that they make up. Have the students follow the steps on the worksheet to work their way up to the nished project. Offer advice and answer questions as needed. For lower levels, you may want to do the project yourself before class to show the students as an example.

3) After the students have nished their projects, have them briey present their worksheets to the rest of the class. This helps the students practice their spoken English and encourages them to share their creative ideas more freely.

Other Ideas and Activities 1) Any time left over in this review class may be used at the teacher’s discretion. One recommendation is to complete any lesson comprehension questions, vocabulary review, or workbook homework that the students have not nished already.

2) If the students have nished all their work, look through the “Extra Idea” and


speaking activities suggested in each lesson and pick out one or two for the class to do. These are useful since they are fairly easy but still help the students practice their keywords, reading, and passage comprehension.

140





(Sample Answer) No, I don’t. I don’t watch baseball so I’m not familiar with the

baseball hand signals. Vocabulary 1. d

2. e

3. b

4. a

5. c

Paragraph Summary 1. deaf / hand signals 3. enabled / umpire 5. thanks

2. nickname

/ revolutionized 4. different / alike

Connect to Yourself (Sample Answer) I think it would be ver y different because the umpire would need to use a microphone for everyone to hear his or her calls. Reading Comprehension 1. d 2. c 3. d 4. c 5. b 6. c 7. His nickname was “Dummy” because he was deaf. 8. He kept getting struck out while waiting to nd out the umpire’s calls, so he started using hand signals with his third base coach. 9. Players try to keep their hand signals a secret, but umpires’ hand signals are supposed to be known by both players and fans.

Part A 1. be supposed to 3. envision 5. signal 7. st 9. concentrate 11. genius 13. credit 15. hammer

2. pitcher 4. alike 6. revolutionize 8. deaf 10. umpire 12. dummy 14. owe

Part B (A) give (B) would (C) received Part C (C) Part D (a)


Origin – using hand signals in baseball / as early as the late 1880s William Ellsworth Hoy – understand the umpire’s calls / used by other players and umpires Today – do not understand them / understood by everyone Step 2

Hand signals are an important part of baseball. Umpire Bill Klem is given credit for using hand signals in baseball in 1905 . But actually, a player named William Ellsworth Hoy rst used hand signals as early as the late 1880s. Hoy was deaf and needed hand signals to understand the umpire’s calls. Soon after, hand signals started to be used by other players and umpires. Today, teams try to keep their hand signals secret so that other teams do not understand them. However, umpires’ hand signals are supposed to be understood by everyone.

Vocabulary Test 1. c 2. d 3. a 4. d 5. d 9. c 10. deaf 11. concentrate

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6. a

7. b

8. c

12. umpire


Subject Link 9_TG

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