Listening

Speaking
WITH
5
Teacher’s Guide

Table of Contents
Syllabus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Walk-Through . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Teaching Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Games and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Teaching Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

1
1
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isbn: 978 0 19 411323 6 Teacher’s Pack
First published in 2019

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acknowledgments
Back cover photograph: Oxford University Press building/David Fisher
Level 1
Assessment illustrations by: Valentina Belloni, Olga-Alexsey Ivanov, Ian Joven,
Anthony Lewis, Colleen Madden
Project illustrations by: Constanza Basaluzzo, Tammie Lyon, Jomike Tejido
Level 2
Assessment illustrations by: Constanza Basaluzzo, Valentina Belloni, Margeaux
Lucas, Mick Reid, Jomike Tejido
Project illustrations by: Anthony Lewis, Margeaux Lucas, Mick Reid
Level 3
Assessment illustrations by: Valentina Belloni, Olga-Alexsey Ivanov, Ian Joven,
Anthony Lewis, Colleen Madden
Project illustrations by: Olga-Alexsey Ivanov, Ian Joven, Anthony Lewis
Level 4
Assessment illustrations by: Constanza Basaluzzo, Anthony Lewis, Margeaux
Lucas, Colleen Madden, Mick Reid
Project illustrations by: Valentina Belloni, Margeaux Lucas, Colleen Madden
Level 5
Assessment illustrations by: Constanza Basaluzzo, Ian Joven, Mick Reid
Project illustrations by: Valentina Belloni Olga-Alexsey Ivanov, Anthony Lewis
Level 6
Assessment illustrations by: Olga-Alexsey Ivanov, Margeaux Lucas, Jomike Tejido
Project illustrations by: Constanza Basaluzzo, Tammie Lyon, Mick Reid
 Syllabus
Topic Unit Listening Goal Key Words Speaking Goal
Unit 1 Listen for clean my shoes, clean the patio, Give instructions
TOPIC sequence do the laundry, feed the cat,

1 hang out the clothes, load the

dishwasher, take out the trash,
vacuum the floor
Helping Out
Unit 2 Listen and make clear the table, dry the dishes, helpful, Focus: Sequence
an outline mail a package, plant flowers, plant
seeds, stay at home, water the plants
Unit 3 Listen and make make a sandcastle, make a Make suggestions
TOPIC connections snowman, sledding, snorkeling,

2 snowboarding, surfing, waterskiing

windsurfing

Let’s Go on Unit 4 Listen and draw icicles, make a fire, melt, pick apples, Focus: Suggestion
Vacation! conclusions rake the leaves, season, snowflake, phrases
throw snowballs
Unit 5 Listen and exotic fruits, garlic, kimchi, kiwi, Give a group
TOPIC visualize papaya, red peppers, spices, presentation

3 Unit 6 Listen to classify

watermelon
can of tomatoes, carton of juice, Focus: Transitions
Food, Wonderful and categorize chili peppers, cinnamon, honey,
Food! melon, spinach, yogurt

Unit 7 Listen for beak, eagle, escaped, feathers, Persuade

TOPIC opinions flamingo, hummingbird, peacock,

4 Unit 8 Listen for

swans
endangered, gorillas, in the wild, Focus: Persuasive
Animal Planet attitudes pandas, paws, penguin, rhinoceros, phrases
wings
Unit 9 Listen for diverse, immigrants, Kenya, Nepal, Talk about
TOPIC problems New Zealand, Peru, Russia, the UK problems

5 Unit 10 Listen for

solutions
castle, citizen, Italy, Japan, palaces,
tower, tradition, Turkey
Focus: Intensifiers
Our World
Unit 11 Listen for gist awful, furry, metal, plastic, rubber, Tell a personal
TOPIC silk, sticky, wood story

6 Unit 12 Listen for the

theme
cotton, full, glass, playful, polluted,
shout, sound, whisper
Focus: Past
continuous
Let’s Do Better!

118 Syllabus

4113427_OSWLS_SBWB5.indb 118 02/11/2018 09:14

Syllabus 1
Introduction
Course Description 21st Century Skills: Advances in communication
and technology are part of students’ daily lives. Our
Oxford Skills World is a six-level, paired skills series increasingly interconnected world requires today’s young
in International English for lower primary and upper students to develop strong 21st century skills: critical
primary that focuses on developing students’ receptive thinking, communication, collaboration, and creativity.
and productive skills. The series can be used in a variety Practice and development of these skills are found
of ways: alongside a course book, as part of a standalone throughout Oxford Skills World, and the topic-specific
skills curriculum, or to bridge the gap between general Teaching Notes found in this Teacher’s Guide provide
English primary materials and the more exam-focused instruction on how to approach activities in order to
materials used in secondary. boost students’ 21st century skills.
With pedagogically sound materials that are easy to Self-Assessment: Throughout each level of Oxford Skills
understand for both teachers and students—along World, students frequently engage in self-assessment.
with a robust Teacher’s Pack package featuring detailed This process works closely with student autonomy: the
Teacher’s Guides, assessment materials, professional more students independently apply strategies to increase
development videos, and more—Oxford Skills World is their comprehension and then evaluate how well they
suitable for teachers of all levels of teaching experience. applied those strategies, the more internalized those
The syllabus is structured so that Oxford Skills World strategies will become.
can be used on its own as a full-featured skills course
or alongside other Oxford University Press primary Flexibility: Oxford Skills World has been designed to
course books, such as Everybody Up, Family and Friends, be used in a variety of ways; teachers can use it as a
Let’s Go, Oxford Discover, and more, making it easy to standalone course, alongside another primary course
integrate into existing curriculums. book, or alongside multiple books as part of a skills-
intensive curriculum. To facilitate this flexibility,
Oxford Skills World is modular, allowing teachers to use
Course Philosophy topics in the order that best matches their curriculum.
Furthermore, the themes and language included in each
Oxford Skills World aims to provide students with level’s syllabus have been correlated to existing OUP
reading, writing, listening, and speaking strategies that primary course books, making it easy for teachers to
will enable them to be more autonomous learners, both integrate it into their curriculums.
inside and outside the classroom. To achieve this goal,
the course uses a variety of methods and techniques. Exam Preparation: Oxford Skills World provides
students with strategies that will improve their English
Comprehension Strategies and Student Autonomy: literacy. While this alone will help students attain better
Throughout Oxford Skills World, students will learn a exam scores, the course has also been designed to
variety of comprehension strategies—listening for gist, expose students to common task types from exams such
listening for tone, making connections and inferences, as TOEFL Junior and Cambridge English Qualifications
summarizing, analyzing characters, and many more. for young learners.
Language learners do not necessarily increase their
comprehension merely by reading more texts or listening
to more passages; rather, comprehension increases when Student Book / Workbook
students have a number of strategies at their disposal
and can put them to use effectively. Because of this, each Overview and Structure
unit in Oxford Skills World presents a comprehension Each Student Book / Workbook consists of six topics,
strategy that students will internalize through repeated and each topic contains two thematically related units.
practice opportunities. Being able to use such strategies Each topic opens with a two-page introduction lesson
autonomously, or independently, will help students boost that allows students to preview the Listening Goals
their comprehension in the classroom and on exams. and the Speaking Goal they will work toward as they
Personalization: Students retain more information when progress through the topic’s two units. This introductory
it is relevant to their lives. Throughout Oxford Skills lesson also serves as a springboard into the theme of
World, students are asked to connect new information the two units, and a large, engaging photograph and
and language they learn to their own lives and respond activities related to it activate students’ background
to questions by linking them to their own experiences. knowledge and stimulate their interest in the topic.
This personalization approach enables students to have a The lesson ends with a Think, Pair, Share activity
greater interest in learning and talk meaningfully about that encourages critical thinking, collaboration, and
themselves and their world. communication.

Introduction 2
Introduction
Following the opening lesson are two four-page units, Listening and Speaking
and each unit has three lessons:
Oral Proficiency: Oxford Skills World: Listening with
Get Ready to Listen: This lesson presents the key words, Speaking integrates all skill areas—reading, writing,
or vocabulary, of the unit. Students practice identifying listening, and speaking—but it focuses on the areas of
the key words, both in isolation and in context, and listening and speaking in order to increase students’
producing them in oral and written form. This lesson proficiency in the oral communication process.
equips students with the language they will need to Language learners often view listening as the most
comprehend the listening passages throughout the unit. difficult skill to learn and master. To be proficient
Listen: This lesson presents the Listening Goal, or in listening, a language learner must understand
listening comprehension strategy, to students and pronunciation and intonation, vocabulary and grammar,
provides a “warm up” activity that enables students to and the meaning of what’s being said. Receiving and
activate the strategy before applying it. Students then understanding oral language, as well as producing
listen to a high-interest fiction or nonfiction passage. it through speaking, are skills that are essential for
After listening, students complete a comprehension language learners’ success. This course provides learners
activity to ensure understanding of the passage. Then, with listening and speaking strategies that they can
with guidance from Olly and Molly, students think apply to real-world situations. It also provides engaging
critically about how to apply the Listening Goal to passages to which learners can apply the strategies.
increase their comprehension. This lesson ends with a Furthermore, the course encourages oral production by
critical thinking and personalization activity. supporting students as they generate, organize, and share
their own ideas.
Understand: This two-page lesson focuses on student
comprehension of the listening passage and the Passage Types: Students need to be exposed to different
key words. First, students apply the Listening Goal types of oral language input. Throughout the course,
independently and complete both listening and each topic includes both fiction and nonfiction passages.
vocabulary comprehension activities. Then students Fiction passages span a variety of genres, including
assess if they have reached their goals. realistic fiction, science fiction, and historical fiction.
Nonfiction genres include conversations, essays,
Following both units are two two-page lessons: interviews, biographies, phone and video calls, and
Listening Check: The Listening Check presents students more. This variety helps students understand not only
with a new passage and opportunities to apply the topic’s that oral language comes in many forms, but also
two Listening Goals. Students also complete additional that tone and style can change depending on how
listening and vocabulary comprehension activities. information is presented.
Get Ready to Speak and Speak: This two-page speaking Passage Grading Scales: Fiction and nonfiction
lesson presents students with the topic’s Speaking Goal. passages have been graded carefully so that they are at
Each Speaking Goal is a task that prepares students to an appropriate level for students, and their word counts
speak effectively in real-world contexts. Throughout and structural complexity gradually increase as students
this lesson, students read, listen to, and analyze a progress from Level 1 to Level 6. To accomplish this, we
model text; learn Speaking Tips from Olly and Molly to have developed passages in accordance with two grading
ensure proper usage in their own speaking, use graphic scales that are often used to level texts: the Flesch
organizers to organize and plan their thoughts; and Reading Ease Level and the Flesch-Kincaid Grade Level.
complete a piece of writing they can use as a foundation The Flesch Reading Ease Level is a scale that measures
for their speaking. At the end of the lesson, students readability of a text, which is applicable to the
assess if they have reached their Speaking Goal. comprehensibility of passages. The higher the rating, the
Finally, each unit within the Student Book has two easier the passage is to understand. There are different
corresponding Workbook pages, which can be found at scores for fiction and nonfiction passages:
the back of the Student Book / Workbook. These pages • 100: Very easy to read. Average sentence length is 12
provide additional listening passages, opportunities for words or fewer. No words of more than two syllables.
students to further apply their Listening Goals, listening
comprehension activities, vocabulary practice, and • 65: Plain English. Average sentence is 15 to 20 words
activities related to speaking clearly and correctly. long. Average word has two syllables.

Introduction 3
Introduction
Word Count Flesch Flesch- • Key Word Quizzes: Each unit has a corresponding
(approx.) Reading Kincaid Key Word Quiz that allows teachers to assess a
Ease Level Grade Level student’s ability to recognize, comprehend, use, and
Level 1 50 100 0 write the unit’s key words. Each Key Word Quiz is
Level 2 75 95–100 0–1
one page and should be administered at the end of
a unit.
Level 3 100 90–95 1–2
Level 4 150 85–90 2–3 • Key Word Worksheets: Each unit has a
corresponding Key Word Worksheet that has a
Level 5 200 80–85 3–4
variety of vocabulary-based activities. Teachers can
Level 6 250 75–80 4–5 use these worksheets as informal assessment in class
prior to administering a Key Word Quiz; assign
The Flesch-Kincaid Grade Level converts the Flesch them for students to complete at home; or selectively
Reading Ease Level to a US grade-school level. For assign them to students who need extra vocabulary
example, a score of 5 means that a fifth-grader can practice. Each Key Word Worksheet is one page.
understand the text. It is important to remember that
students in any grade will be able to understand a variety Projects: Each topic has a corresponding project that
of texts around the score. relates to the topic and encourages students to think
more deeply about it. Project work encourages students
Speaking: To provide a well-rounded approach to oral to think critically, collaborate, communicate, and be
language proficiency, Oxford Skills World: Listening with creative. The projects are designed to be completed
Speaking includes a speaking lesson in every topic. These in one lesson and with commonly available materials.
lessons help students produce their own oral language Students use the language and concepts they have
by exposing them to speaking output models that cover learned in the unit in meaningful communication with
a variety of contexts; by encouraging them to analyze their classmates.
these models so that they can both comprehend them
and understand their structure; by offering opportunities Speaking Tutor Worksheets: After students have
for students to brainstorm their own ideas and plan completed the Speak lesson, they can further apply
their own speaking; and by providing students with the Speaking Goal and generate more oral output by
opportunities to generate their own speaking output completing each topic’s Speaking Tutor Worksheet.
modeled on the input they have received. These worksheets relate to the topic and provide
students with more practice in various speaking contexts
as well as in the areas of pronunciation, intonation,
Other Course Features grammar, and idea planning and organization. Each
worksheet also includes a home-school link activity that
The following course features are included in the encourages students to practice their speaking outside of
Teacher’s Pack. the classroom.
Assessment: The Oxford Skills World: Listening with Professional Development Videos: Teachers can
Speaking assessment program includes four categories of enhance their own knowledge and skills with 12
assessment materials for each level: bite‑size, downloadable videos that provide instruction
• Listening Quizzes: Each unit has a corresponding on how to use listening comprehension strategies in the
Listening Quiz that allows teachers to assess a classroom.
student’s ability to apply the unit’s Listening Goal to a Curriculum and Lesson Design Resources: Detailed
new passage and to answer comprehension questions correlation charts show how the topics within each
based on the new passage. Each Listening Quiz is one level of Oxford Skills World correlate to the units of
page and should be administered at the end of a unit. other OUP primary course books, including Let’s Go,
• Listening Tests: Each topic has a corresponding Everybody Up, English Time, Incredible English, Family
Listening Test that allows teachers to assess and Friends, Starlight, Bright Ideas, Explorers, Shine
a student’s ability to apply both of a unit’s On! and Oxford Discover. These charts also show how
Listening Goals to a single passage and to answer Oxford Skills World aligns to the Common European
comprehension questions based on the passage. Framework of Reference for Languages (CEFR) and to
Each Listening Test is one page and should be Cambridge English Qualifications for young learners.
administered at the end of a topic. Finally, lesson-planning resources help teachers see
Oxford Skills World content at a glance so that they can
quickly and efficiently plan their own lessons.

Introduction 4
 Components
For Students

Student Book / Workbook Student’s Website

• Clear goals and concrete strategies increase • Downloadable Student Book audio allows students
comprehension and help students become to listen to passages on any device.
autonomous learners. • Home learning resources enable students to think
• High-interest fiction and nonfiction listening critically and further practice what they have
passages keep interest high. learned.
• Workbook pages have additional listening
[Link]/elt/oxfordskillsworld
passages and activities.
• Picture dictionary provides more vocabulary
and writing practice (Levels 1–4 only). Graphic Organizers
Venn Diagram
Use a Venn diagram to show how two things are similar and different.
Oxford Skills World
TOPIC
One Day Oxford Skills World
5
SOCIAL STUDIES
Around
the World
FUN FACT
Listen

What’s the
Time? Welcome to the Oxford Skills World Student’s Site. Here you will find
Word Study
Word Study

the course audio along with extra resources to help you get the most Word In my language

out of Oxford Skills World. We hope you enjoy using these resources. Reading
WITH
Writing
WITH
12
Other

Use the word in a sentence. Picture

Sarah Jane Lewis-Mantzaris

OSW_FC_L1-6_hires.indd 2 8/28/17 10:11 AM

Word In my language

M Y G OA L S Level 1 Level 4
Other

UNIT 9 Level 2 Level 5

• Listen to the video call Use the word in a sentence. Picture
It’s Early!
• Listen for times
Level 3 Level 6

UNIT 10

• Listen to the story Word In my language

A Great Day
© Oxford University Press. Permission granted to reproduce for instructional use.
• Listen for sequence
A Look at the picture. What do you see? B Listen to the Fun Fact. Then answer
Think, Pair, Share
SPEAK the questions. 86 Other
1. What can you see on the clock? How do you tell the time?

• Make an appointment 2. Do you have a big clock in your city? 1. What does the World Clock show?
Where is it? 2. How do you check the time in places Use the word in a sentence. Picture
around the world?
© Oxford University Press. Permission granted to reproduce for instructional use.
62 Topic 5 One Day Around the World Topic 5 One Day Around the World 63 © Oxford University Press. Permission granted to reproduce for instructional use.

4113366_OSWLS_SBWB2.indb 62 24/09/2018 14:28 4113366_OSWLS_SBWB2.indb 63 24/09/2018 14:29

OSW_Student website [Link] 1 10/11/17 2:19 PM

For Teachers

Teacher’s Pack Classroom Presentation Tool

• Professional • Speaking Tutor • Deliver heads-up lessons, play audio at the touch
development videos worksheets of a button, launch activities straight from the page,
• Teacher’s Guides • Curriculum-design and show answers instantly.
• Assessment resources • Use online or download to your computer
• Projects • Audio files and scripts or tablet.
• Answer keys
Get Ready Listen
Let’s learn the
UNIT key words.

9 to Listen L I S T E N I N G G OA L : Listen for Times

Examples of times are 7:30 a.m. and 2:00 p.m. Listen for times to know
when things happen.

A Listen, point, and say. Write the words in your picture dictionary. 87 A Listen. Then complete the sentences. 90

1. Kristi has math at 9:00 a.m.

2. Paul gets up at
3. Max eats dinner at
get dressed morning walk to school wash my face It’s Early!
B Listen and color. 88

B Listen to the video call It’s Early! What is it about?

Choose the correct picture. 91

A B

Now choose ✔ or ✘.
1. Yen and Li are in the same place. ✔ ✘
What do the
2. Li has English class at 3:30 p.m. ✔ ✘
times tell you?
C Listen and write. 89
3. Yen washes his face and then gets dressed. ✔ ✘
1. walk to school 2.
Think!
3. 4. When do you talk to your friends
on the computer or phone?

64 Unit 9 Get Ready to Listen Unit 9 Listen 65

4113366_OSWLS_SBWB2.indb 64 24/09/2018 14:29 4113366_OSWLS_SBWB2.indb 65 24/09/2018 14:29

Speaking Tutor
Topic 1

Teacher’s Website
Speaking Tip
S P E A K I N G G OA Use can to make

ing 2
L : Make Requests requests. The
A request is a kind
Materials Unit 12 Key Word Worksheet
of question. word can is at

Project
Name: It asks for something

en
stakin
in a nice way. the start of the

LiSpe
poster paper question.

Making Art
markers
crayons A Choose the correct answer.
Get Ready to Spea

• Lesson-planning support
1. Shannon puts the drawing / sticker on her notebook. k
WITH g A Make a picture.
2. Harry has many decorations / classmates at school. A Read the convers
ation. Underline
the requests.
3. The teacher makes a drawing / decoration for the students.
4. There are decorations / stickers in her backpack. Kayo: Do you want

Teacher’s Guide
to make a poster?

• Downloadable audio and scripts

Jen: OK! Can I have
some stickers?
B Complete the sentences.
Kayo: Yes, here you
© Oxford University

go. Do you need anything

classmates decorations drawing stickers Jen: Yes, please. else?
Can I have some
markers, too?
© Oxford University Press. Permission granted to reproduce for instructional use.

Kayo: Yes, you can.

That’s a nice poster!
© Oxford University

1. Annie forgot her in the classroom.

Press. Permission

• Word lists
3. Color in your Jen: Thanks! I am
to 2. Draw ways to picture. Hang
2. His is hanging on the wall. going to put it on
1. What are ways make art.
the classroom wall.
make art? Make it up. 3. Felix likes his a lot.
granted to reproduce
Press. Permission

a list. 4. The teacher gives to the students that do

B their
Read the conversation.
t Notes. homework. Write the missing
picture in your Projec Then complete the punctuation.
B Write about your

• Graphic organizers
requests.
granted to reproduce

for instructional use.

C Complete the sentences.

nts Project Notes Henry: Let’s make
Table of Conte
✄

1. Gabe: Let’s have a party! a drawing.

. . . . . . . . . . .1 May:
. . . . . . . . . . . . . . . . . . Good idea! I have
Syllabus . . . . . . . . .
. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . .
. . . . . . . . . . .2 I can make art with Fiona: OK! I’ll buy the d some pencils and
for instructional use.

. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . paper.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Henry:
Introduction . . . . . . . . . . . . . . . . . . . . . . . 2. Amanda: What can I make for my art project? I have some paper
. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Components . . . . . . . . . . . . . . . . . . . . . . May:
. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . 17 I can also use Mrs. Smith: You can make a d . Yes. What are you
drawing?
Walk-Through . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . 20 3. Maya: Where can I buy s Henry: I’m drawing a picture
Teaching Techniques
.
. . . . . . . . . . . . . . . . . . to put on my laptop?

[Link]/elt/teacher/oxfordskillsworld
. . . . . . . . . . . . . . . . . . of art is of my classmates.
. . . . . . . . . . . . . . . . . .
Games and Activities
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . 22
My favorite kind Suyoun: You can buy them at the store. May: Cool!
. . . . . . . . . . . . . . . . . . I help
Teaching Notes . .
4. Vanessa: How many c do you have?
Elliot: I have twenty.
Oxford Skills World:
Listening with Speaking
2, Topic 1
Use your Projec
t Notes to talk about
1 C
your project with
a partner.
What is your
favorite way to
make art? Why?
page 1

2, Topic 1 Oxford Skills World: Listening with Speaking 2 Unit 1 Key Word Worksheet
Reading with Writing
Oxford Skills World:
PM
11/17/17 12:52

1
ages_Topic1.indd
OSW_RW2_ProjectP

While images represent Level 2, the information on this page is applicable to all levels. Components 5
 Classroom Presentation Tool
Deliver heads-up lessons

Engage your students in class by projecting your Classroom Presentation Tool from your tablet
or computer.
Suitable for screens, projectors, and interactive whiteboards.
Take your Classroom Presentation Tool with you, and plan your lessons online or offline, across
your devices, syncing your work using one account.

Focus students’ attention

with full screen activities.

Play audio at
the touch of
a button.

Slow down or speed

up the audio to
suit your students’
listening level.

Save your weblinks and

other notes directly on
the page.

Components 6
Walk-Through: Topic Opener
The following walk-through is intended to be a generic lesson plan that is applicable to Oxford Skills World: Listening
with Speaking Levels 5–6. While specific exercises and direction lines will change slightly from level to level, the concepts
presented here are applicable to all topics. For specific teaching notes and answer keys for each lesson, see pages 22–39.
TOPIC

5
Theme-based FUN FACT
topics provide Our World Listen
Students listen to a Fun
high-interest SOCIAL STUDIES Languages of Fact to increase their
the World
content relevant to engagement with the
students’ lives. topic.

Merhaba Hola
Hello
My Goals
introduces
students to the M Y G OA L S
Fun characters Olly
objectives of each UNIT 9

• Listen to the story

and Molly encourage
unit in the topic. The Traveler’s Idea
• Listen for problems

UNIT 10
21st century skills
Students answer • Listen to the passage
A Helpful Idea
like critical thinking,
questions to collaboration, and
• Listen for solutions A Look at the picture. B Listen to the Fun Fact. Then answer Think, Pair,
1. What do you see? the questions. 102 Share
SPEAK If you could speak

activate prior communication.

2. What languages do you think they speak? 1. How many languages are there in the world? one more language,
• Talk about problems
2. How many languages does half the world speak? which would you
choose? Why?
3. How many languages do people speak in

knowledge and 62 Topic 5 Our World

your country?

Topic 5 Our World 63

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Student Book pages 62–63

Warm Up   A Look at the picture.

1. Greet the class. Review any previously learned
1. Have students look at the big picture that covers
language by playing a game or doing an activity.
both pages. Ask students what they see in the
See the Games and Activities section on pages
picture. Encourage students to respond either with
20–21 of this Teacher’s Guide for examples.
full sentences or single words. If students do not
2. Have students open their books to the correct have the language to describe what they want to
page. Have a student read the Topic title. Then describe, have them point to a part of the picture.
ask, What do you think we are going to learn Then, describe what they point to.
about today? Elicit responses as time allows.
2. Have a student read the first question. Encourage
3. Use a KWL chart to activate students’ prior other students to answer the question. Ask follow-
knowledge on the topic and discover what they up questions to their responses. For example, if a
want to know about it. student says, I see a lot of people, ask, What do you
think the people are doing? Do you know any of the
languages they are speaking? Encourage students to
talk as much as possible.
My Goals
1. Point out the goals to students. Say, These are 3. Have a student read the next question, and repeat
your goals. Have a student read the Listening the process above as time permits.
Goals for the first unit in the Topic. Then, have
students look at the picture associated with the
Listening Goals of that unit. Ask, What do you
think this passage will be about? Elicit answers as
time allows.
2. Repeat the above process for the next unit’s
Listening Goals.
3. Have a student read the Speaking Goal of the
Topic. Explain any words that students may not
understand.

Walk-Through 7
Walk-Through: Topic Opener
  B Listen to the Fun Fact. Then answer 4. Next, have students select a partner to share
the questions. with. Encourage students to choose a different
partner each time they complete this activity.
1. Explain that the Fun Fact is about the picture. Play Alternatively, you can choose partners for the
the Fun Fact. Help students with any words they students.
may find difficult.
5. Have students share their answer(s) to the
2. Direct students to the questions under exercise B. Think, Pair, Share question with their partners.
Have a student read the first question. Encourage As they do so, circle throughout the room and
other students to answer the question. When a monitor their discussion, providing support
student provides the right answer, ask, How do you or asking questions as necessary. Ensure that
know? Encourage the student to say what they heard everyone has a chance to share their ideas with
in the Fun Fact that provides the right answer. If their partners.
students find the question challenging, replay the
Fun Fact and then have students attempt to answer 6. Finally, have students share their ideas or what
the question again. they learned from their partners with the class.

3. Direct students to the next question. Have a student

read the question to the class. Then, give students Extra Practice
1–2 minutes to think of their answer(s) and write Workbook
down their thoughts. Finally, after students have Classroom Presentation Tool
thought about the question, ask for a volunteer to
share his or her ideas with the class. If possible,
ask follow-up questions to encourage students to
think about their original answers and expand on or
revise them. Repeat as time allows. Follow the same
process with the third question.

Think, Pair, Share

1. Have students look at the Think, Pair, Share
question. Explain that they are going to do three
things: first, they are going to think about a
question; next, they are going to pair up with
a partner to discuss their thoughts about the
question; and finally, they are going to share
their ideas with the rest of the class.
2. Read the question for students, or have a student
read the question. Ensure that all students
understand what the question is asking. If there
are any words in the question that students
struggle understanding, clarify what these
words mean before students begin to think
about their answers to the question.
3. Have students spend 1–2 minutes thinking
about their answer to the Think, Pair, Share
question. Encourage students to write down as
many of their thoughts as they can so that they
don’t forget anything they want to say when it is
time to share their ideas with a partner.

Walk-Through 8
Walk-Through: Get Ready to Listen • Listen
Key Words 4 Listening Goals
Get Ready to Read Listen
Read
Let’s learn the
UN I T
U key words. 3 What is the title?
are strategies students
1
9
Underline it. Listen, point, and say.
to
R E A DListen
I N G G OA L : Read the Title
L I S T E N I N G G OA L : Listen for Problems
The title gives the topic of a text. The topic is what a text is about.
Read the title first to learn the topic.
Many fiction stories and nonfiction passages have problems. A problem is something that goes
wrong or makes things difficult for people. To find the problem when you listen, ask What went can apply to any
wrong? What needs to be fixed?

A Read and listen to the sentences. Look up the

[Link]/interview

picture
passage.
words you don’t know in your dictionary. Listen. What’s the problem? Choose the correct answer.

May’s Art
103 A 106
A [Link] at the
Our class pictures.
is diverse, withChoose
students the
frombest title for each picture. 1. a. The girl doesn’t speak the language. by Tonyb. The girl doesn’t have a tablet.
1. many countries. 2. 3. 2. a. The boy can’t hear. b. The boy doesn’t like the music.
2. London has immigrants from all over the world. 3. a. Max didn’t do his homework.
May is good at art. Here are her answers to my b. Max can’t find his bag.
3. Kenya is a country in East Africa.
questions.
4. Rob went to Nepal last year to hike mountains.
The glue
5. New Zealand is a country made of two
main
BTony:
ListenWhy
to thedo you
story like
The art? Idea.
Traveler’s
What happens? Take notes. 107
Travele r’s Idea
✔ islands.
a. Have Fun Coloring a. My Math Class a. Draw a Cat May: It makes me happy.
Students learn 6. Last year we went on vacation to Peru in South America.
b. Have Fun Reading b. My Art Class
7. My best friend is from the city of Moscow in Russia.
b. Make a Sun Tony:
Notes
What kind of art do you make?

and practice B [Link]

England, May: I make pictures with crayons, paper, and
andWales, Scotland,2 and Northern Ireland
listen.
are all in the UK. other things. paper clip
This is the title.

new vocabulary. B Listen and number. 104

Tony: What’s this?

They can look up

Make Art Anywhere
May: It’s my name. I used these crayons. It’s a
picture for this door. Students apply
Art is fun. People make art at home.

unknown words in Children make art at school. Art helps people,

Tony: I like this picture,
too! What is it?
What questions
window
can you ask to
understand the
strategies to high-
too. This girl is sick. She makes art in the hospital.

a dictionary at the
Art makes her happy.
May: It’sthe
Now put
a. [Link]
a bird.
Greenand
I used
sentences
these
traveled
this
in order.
paper
to Nepal.
Find the keyproblem?
words
in the interview. interest fiction and
b. [Link]!
Green It’s a picture
Russia. for Then write them

back of the book. Readand

C Listen
C again. What
B complete is the topic?
the sentences. 105Choose the correct answer. c. Themy
visited
window.
villagers sang It’s
songsmyand told stories together. in your picture
dictionary.
nonfiction passages,
favorite picture.
a. Art makes people happy.
I live in London. It’s a very cool and (1)
a [Link] People
(2) can make art anywhere.
here. In my class there is a boy from
city. There are
Think!
WHAT CAN YOU DO? Color the stars.
think critically about
KEY
what they hear, and
I can listen to find out what a problem
[Link] like May’s I need help.
(3) c. Hospitals make [Link] a girl from (4) .
I can understand the key words. art? Why or why not? I can do this a little.
In our geography class we learn about each other’s countries. It’s fun to compare What kind of art do

make connections to
our lives and see how similar and different we are. I can do this well.
you like?

64
8 9 Get Ready to Read
Unit 1 Listen Unit
Unit91 Listen
Read 65
9

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their own lives.
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Student Book pages 64–65

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Warm Up Key Words

1. Greet the class. Use key words and language 1. New vocabulary words are clearly presented
from the previous lesson to engage students with a relevant picture and audio support. Then
in answering questions. Try to elicit individual play the audio track for the sentences containing
responses. key words. Encourage students to repeat the
sentences.
2. Review target language, using a game or activity
to get students moving around the room and 2. Direct students to look up the key words in
interacting. See the Games and Activities section the dictionaries at the back of the book. They
on pages 20–21 of this Teacher’s Guide for should look up any other unfamiliar words in a
examples. regular dictionary

  A Read and listen to the sentences.   B Listen and number.
Look up the words you don’t know in Play the audio track for this exercise. Have students
your dictionary. listen and number the pictures as instructed.
Afterwards, invite students to compare their work with
1. Direct students’ attention to Exercise A. Ask them a partner. See the Teaching Notes section for possible
to read and listen to the sentences. What connection ideas to extend the activities on this page.
can they make between the sentences and the
image? Encourage them to respond with full
sentences.   C Listen and complete the sentences.
2. Identify any key words the students cannot define. Play the audio track for this exercise. Have students
listen and fill in the blanks in their books. Then, have
3. Designate a class researcher to look up the students read the words or phrases aloud to a partner.
undefined words in the dictionary and tell the
definitions to the class, or have students look up the
definitions of the words on their own.
4. Review the meanings of the words as a class.
Provide students with more example sentences, or
have students volunteer to give their own example
sentences.

Walk-Through 9
Walk-Through: Get Ready to Listen • Listen
  A Listen. What’s the problem? Choose Listening Passages
the correct answer. 1. Short stories and dialogues help students
develop their listening skills through a variety
Direct students to listen to the audio track, read of engaging contexts. Point out the artwork and
the answer choices, and choose the correct answer. the title of the passage. Have students guess
For students needing additional support, review the what they think the passage will be about. Elicit
sentences and answers by playing the audio track answers from the class, and encourage students
again. to explain why they think that way.
2. Tell students that they are going to listen to
  B Listen to the passage. What is it the passage and then answer some questions.
about? Take notes. Encourage students to listen carefully. Invite
them to take notes as they listen.
1. Have students look at the passage title and image.
Encourage them to make predictions about the
passage. Then play the audio track. What Can You Do?
2. When the audio track is finished, ask, Was the 1. Review the two sentences that sum up the
passage what you thought it would be? How was it Listening Goals for the unit with the class.
different? How was it the same? Review any relevant vocabulary one more time
to ensure students understand the sentences.
3. Direct students’ attention to the accompanying
image. 2. Explain the Key on the right-hand side.

4. Have students complete the second part of Exercise 3. Allow a few minutes for students to self-assess
B. Give them 1–2 minutes to think about and their progress in the goals for the unit. Instruct
choose the correct answers. Invite them to share students to color in one, two, or three stars
why they chose the answers that they did. Review depending on how well they think they have
the correct answers and have students check their achieved the unit’s goals.
answers.
Point out the question from Olly or Molly. Ask a Games and Activities
volunteer to read it aloud. Review the meaning of any
words in bold. Check that students understand the Use some of the games or activities from pages
question or task. Give students time to react to the 20–21 of this Teacher’s Guide to further practice
prompt. Allow students to compare their answers in the new vocabulary and target language.
pairs or in small groups, depending on the task.

Extra Practice
Workbook
Classroom Presentation Tool

Walk-Through 10
Walk-Through: Understand
Students Vocabulary
increase their Understand Remember!
You can find the
Workand
D Listen
E with a partner.
complete Read and (✔)
the sentences. 110 .
application activities
problem in a passage by the UK Russia diverse Nepal Kenya
Think
Readabout The
ArtTraveler’s Idea.
atAnswer the Choose This These
comprehension of strengthen students’
A
A May’s again. Look the title. thewent wrong?
asking What
questions and discuss with the class. Peru New Zealand immigrants
topic of the text.
Remember!
1. How does Mr. Green learn about the problem in the village? 1. crayons ✔
the passages by comprehension of the
a. The topic is art. The title gives the 1. A lot of come to the US.
2. What is the problem in the village? topic of the text. 2. door
b. The topic is birds.
3. Why can’t the children speak both languages?
2. There are many languages in Africa.

applying listening unit’s new language.

3. 3. glue is very cold in the winter. The summers can be warm.
B Choose the correct answer. 4. I’d love to go mountain climbing in
B Listen to The Traveler’s Idea again. Choose the correct answer. 108
4. paper clips
1.1. What
Art makes Greenhappy
does [Link] / sad.
strategies to what do? 2. How many languages does Mr. Green 5. Sara showed me pictures of her vacation in
2. May is good
a. He travels /tobad at art.
Kenya. speak with his family? 6. My brother went to school in . He loved it.

they have heard.

3. May likes
b. He / doesn’t
studies like art.
languages.
c. He teaches English.
a. one
b. two
E [Link]
Whatat D . Write.
language Use
do they thisinor these.
speak
[Link] you like outdoor activities, 2. is the best place for a vacation.
Additional passages
C Complete the sentences.
d. He writes travel books. c. three
d. four F Listen to the advertisement for Language Helper. Complete the information. 111
and activities prepare
glue paper clips
3. How many languages do people in
Russia speak?
window picture
4. How do the villagers learn each other’s
languages?
Do you need language help? students for task types
Students complete 1. a. about 120
b. about 100
2. a. They have lessons with a teacher.
b. They read books.
Are you:
These are crayons. found on standardized
• going to visit (1)

activities focused c. about 50

d. about 200
c. They tell stories and sing songs.
d. Mr. Green teaches them. 3.
• going on a safari in (2)
4. exams, such as
on listening
• planning to go mountain climbing in (3) ,
C Read the sentences. Then listen to The Traveler’s Idea again.
Choose
Maythemakes
correctaanswer.
(4) , or (5)
Cambridge Englsih
comprehension
109 She uses • an (6) from
1. Mr. Green is from the UK / Kenya / Russia.
picture to make the bird.
2. Mr. Green thinks Russia is a diverse / interesting / beautiful country.
(7)
Qualifications for young
and critical 4. / surprised
3.3. The old people in the village were sad / worried
that the children didn’t speak the village language.
Download the Language Helper app now!

Check our (8) list of languages for every situation!

learners.
thinking. D Ask and answer the questions with a partner.
WHAT CAN YOU DO? Color the stars.
1. What words do you use that old people don’t?
2. What are some things old people in your family
M Y R E A D I N G G OA L S
I can listen for a problem someone
has.
KEY
I need help. At the end of each
Shetoputs
want the
teach paper
you? Why?clips She puts the picture I can read the interview. I can read the title
doand
this ause it
unit, students assess
I can little.
3. Do songs and stories help you learn English? to find the topic.
on the paper with on her I can do this well.

66
10 9 Understand
Unit 1 9 Understand
Unit 1 67
11 the progress they have
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Student Book pages 66–67

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10/08/2017 16:23
15:55
made toward achieving
their goals.

  A Think about the passage. Answer the   C Read the sentences. Then listen to the
questions and discuss with the class. passage again. Choose the correct
1. Read the direction line. Make sure students answer or complete the sentences.
understand the questions. 1. Have students read the sentences on their own.
2. Invite a student to read the speech bubble from 2. Instruct students to listen to the audio track again.
Molly or Olly containing the Remember text. Then have them choose the correct vocabulary
Confirm that students understand this statement. word or fill in the blank to complete the sentences
3. Students will increase their comprehension of the in this exercise. Point out that, in some cases, the
text by applying listening strategies to what they first answer has already been filled in or supplied.
have heard. Play the passage from the previous 3. Review the answers as a class.
page to help students answer the questions.
4. Ask a volunteer to share his or her answer(s) for   D Ask and answer the questions with
Exercise A with the class. Invite the other students
to state whether they agree or disagree, and why. a partner.
1. Review the questions as a class and ensure that
  B Listen to the passage again. Choose students understand what each question is asking.
the correct answer. 2. Have students find a partner. Tell the students
to face their partner and take turns asking and
1. Have students listen to the passage again. answering each question. Allow enough time for all
2. Have students work on their own to read the questions to be asked and answered by each partner.
sentences and circle or check the correct answer. 3. When all pairs have finished, go through the
Point out that, in some cases, the first answer has questions and have students volunteer to share what
already been filled in or supplied. When students they discussed with their partners.
are finished, review the answers as a class and
discuss why the correct answers are correct and why
the incorrect answers are incorrect.

Walk-Through 11
Walk-Through: Understand
  E Listen and complete the sentences. What Can You Do?
1. Review the sentence(s) that sums up the
1. When supplied, point out the word bank containing
Listening Goals for the unit with the class.
vocabulary words from the unit. Review the
Review any relevant vocabulary one more time
key words with students. Students will have an
to ensure students understand the sentences.
opportunity to practice using the key words in
sentences. 2. Explain the Key on the right-hand side.
2. Instruct students to listen to the audio track and use 3. Allow a few minutes for students to self-assess
the vocabulary words to complete the sentences in their progress in the goals for the unit. Instruct
this exercise. students to color in between one to three stars
depending on how well they think they have
3. Point out that, in some cases, the first answer has
done so far at achieving the unit’s goals.
already been filled in.
4. Have students work on their own to complete the
rest of the exercise. Games and Activities
5. When students are finished, check answers as a Use some of the games or activities from pages
class. 20–21 of this Teacher’s Guide to further practice
the new vocabulary and target language.

  F Listen to the passage. Complete the

information. Extra Practice
Workbook
1. Instruct students to listen to the audio track and use Classroom Presentation Tool
the vocabulary words to complete the sentences in Listening Quiz
this exercise.
Key Word Quiz
2. Point out that, in some cases, the first answer has Key Word Worksheet
already been filled in.
3. Have students work on their own to complete the
rest of the exercise.
4. When students are finished, check answers as a
class.

Walk-Through 12
Walk-Through: Listening Check
With helpful
U N I T SS
U
ListeningCheck
Reading Check LooktoatA the
EC Listen Creative Solution
headings. What do they
again. show?
Choose Choose
the correct ✔ or ✘.123
answer.

91 10
2
1. What did the girls do first when Kate lost her
[Link]
What book?
you will need for each step ✔
2. What did the girls think about
✘ citizens of Russia? Students complete
reminders from
the
and
and Remember!
When you listen to a story, listen for
and solutions. Listen and think Read
problems
Remember!
about
the what
title. What’s
a. steps
2. The They called their parents.
to make art
b. They went to the police.
✔ ✘ a. They were interesting.
b. They were friendly. activities to
Olly and Molly, went wrong and how the problem was fixed.
the topic? Read the
headings. What are the
parts of the story?
3. Animals to make
c. They went to the last place they visited.
d. They asked someone for help.
✔ ✘
c. They were fun.
d. They were helpful. boost listening
A Listen
A Readtoand
the story A Creative
listen. Solution. What is it about?
students apply the
8 D Choose the correct answer.

comprehension and
Take notes and choose the correct answer. 121 3. What was Kate’s first idea? 4. What did Kate draw?
How to Make Yarn Art 1 1. What dolikeyou
a. act is opening and closing a bookglue
sheneed? pens
a. an address book

Listening Goals
Notes

vocabulary application.
b. use
2. What doher
youcellcolor
phonethe
to call home
plate with? b. a dictionary
colored pencils crayons
Step 1: Get ready
c. use a Russian dictionary c. a book about Russia
What’s this? It’s yarn art. You can
from both units to make yarn art. You need a paper
plate, a pencil, glue, crayons, yarn,
3. When do you make the picture?
d. go to the police and ask for help
4. What do you draw on the plate?
Step 1
a place
Step 2
d. an airplane
an animal

a new passage.
F Discuss with a partner.
and a paper clip.
[Link]
Where cansomething
you lost you hang on vacation?on the wall
the plate?
important on the door
a. facts about Russia
Step 2: Make 2 2. What problem did you fix last week?
b. a lost address book in Russia E Complete the sentences. You will not use every word.
Draw a picture on your plate. 3. How did you fix it?
Draw an animal with your pencil.
B Listen to A Creative Solution again. Order the pictures. 122 glue paper clip window picture
Put yarn on your animal with glue. G Listen and read. Complete the sentences. 124
a. your plate with crayons. b. c. calendar clock yarn pencil sharpener
Color I have a (1) group of friends. They’re from
Write your name. all over the world. My best friend is from (2) .
1. Make a picture of an animal on a paper plate.
Her parents came to the US as (3) many years ago.
Step 3: Hang 3
Put a paper clip at the top of the [Link]
Put(4) onwe
thehave
animal.
in our in our class is to do show-and-tell.
Olga is from (5) . She talked about the Russian dolls she collects.
plate. Hang your picture on the 3. Put on the yarn.
Suki is from (6) . She showed us how to wear a kimono. David, from
Cwall or in
Think theAwindow.
about Creative Solution. Then choose the correct answer.
4.(7)After you color the picture,
, showed us pictures at (8)
put afrom Rome. I’m from the top. ,
1. You want to know what went wrong on the girls’ vacation. What do you do?
and I talked about English food. I love hearing about what makes
a. listen for problems b. listen for solutions 5. Hang the picture in a
us all special.
B [Link]
You want to know
at the title. how
Whattheis
girls
thefixed the of
topic problem. WhatChoose
the text? do you do?
✔ or ✘. 6. The pencil doesn’t write. She needs a
a. listen for problems b. listen for solutions WHAT CAN YOU DO? Color the stars.
1. Making art with crayons ✔ ✘
I can listen for the problem in a story. KEY
Answer the questions I need help.
D
2. Making art withand discuss your answers with
yarn ✔the class.
✘
1. What was Kate and Jenny’s problem? I can do this a little.
I can listen for how a problem is fixed.
3. Drawing animals
2. How did they fix the problem?
✔ ✘ I can do this well.

72
16 9 and 2
Units 1 10Reading
Listening Check
Check Units
Units9 and 102 Listening
1 and Reading Check 73
17

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Warm Up   B Which sentences show _______?

1. Have a student read aloud Olly or Molly’s speech Choose ✔ or ✘.
bubble. Review the meanings of any words or
phrases in bold. Point out that this tip will help 1. Review the images with the class.
students as they complete the Listening Check
activities. 2. Have students order or number the pictures to
match the audio track.
2. Re-state the question(s) or statement(s) for the
class. Encourage students to think about the 3. Afterwards, review the answers as a class.
Listening Goals and apply them to the passage.
  C Think about the passage. Then choose
the correct answer.
  A Listen to the passage. What is it
1. Read the first question aloud to the class.
about? Take notes and choose the
correct answer. 2. Allow a few minutes for students to think about
their answer silently.
1. Here, students will apply the Listening Goals from
both units to a new passage. Play the audio track for 3. Have volunteers to share their answers with the
this exercise. Students should listen carefully and class.
take notes on what they hear.
4. Repeat with the second question.
2. Ask students if there were any words or sentences in
the passage that they didn’t understand. Review the
meaning of any words or phrases they mention.
3. Review the illustration or photograph with students.
Ask how it applies or relates to the passage.
4. Make sure students understand the passage before
moving on to the next exercise. If necessary, play
the audio track again.

Walk-Through 13
Walk-Through: Listening Check
  D Answer the questions and discuss   G Listen and read. Complete the
your answers with the class. sentences.
1. Have a student read aloud the direction line. 1. Students are presented with a short passage related
to the unit’s theme. Play the audio and have students
2. Review each of the questions as well as the possible complete the sentences with key words from the
answers. Encourage students to begin thinking topic.
about the answers as they relate to the passage.
2. To review, read each sentence aloud and replace the
3. Give students time to work on their own to answer missing words with the word “blank.” Have students
each of the questions. Afterwards, have them review respond with the answers.
their answers with a partner.
What Can You Do?
  E Listen to the passage again. Choose 1. Review the two sentences that sum up the
the correct answer. Listening Goals for the topic with the class.
Review any relevant vocabulary one more time
1. Read the direction line. to ensure students understand the sentences.
2. Review each of the questions as well as the possible 2. Explain the Key on the right-hand side.
answers. Encourage students to begin thinking
about the answers as they relate to the passage. In 3. Allow a few minutes for students to self-assess
some cases, they will be determining the meaning of their progress in the goals for the unit. Instruct
the key words. Then play the audio track again. students to color in between one to three stars
depending on how well they think they have
3. Give students time to work on their own to answer done so far at achieving the unit’s goals.
each of the questions. Afterwards, have them review
their answers with a partner.
Extra Practice
  F Discuss with a partner. Workbook
Classroom Presentation Tool
1. Review the discussion questions as a class. Listening Test
2. Have students find a partner and sit near them.
Then have student pairs take turns asking and
answering the questions for each other. Allow
enough time for both partners to fully ask and
answer each question. Both partners should answer
all of the questions by the end of the time period.

Walk-Through 14
Walk-Through: Get Ready to Speak • Speak

WSO
Speaking Goals Students use graphic
prepare students
U N I T SS
U
Speak
Get Ready to Write Speak
Write organizers to organize
91 10
2 S PREIATK
W ININ
GGGG
OAOA
L :L Write
: Talk about Problems
a Conversation
to speak in their thoughts for their
and
and CC Think
Thinkabout a problem
about you had.
your own [Link]
Describethe
[Link] with your
Complete theideas.
diagram.
A conversation
When is a talk withwe
we have conversations, twocanortalk
more people.
about problems.
Conversations have questions
Talking about problems will help and answers.
listeners understand you. Problem: Your Art

different contexts. own speaking.

They can also help you find solutions.

How you feel What you make

A Read the conversation. Underline the names.
A Read and listen to the conversation. Underline the words that make Details: Feelings:

Speaking Tips the adjectives Writing

[Link] 125
Names show who is speaking
Speaking
in a conversation. Names Tip start

provide guidance Use words like really,

with capital very, and so before
letters.
adjectives to make them stronger.

on grammar, English Problems

Sue:
Patrick:Why
Howdoareyou
youlike art?
today?
D Now write a conversation. Use your words from C . Choose new
D words
Write and
about a name,
your too.
problem. UseThen drawfrom
your words yourC favorite art words,
. Choose new project.
too.
Thought-provoking
Meg: Not good. I’m really worried.
punctuation, and Ben:
Sue:
It makes
Meg: WhatI have
me happy.
Patrick: Why? What’s the matter?
kind of art
English do youtomake?
homework do,
1. What was your problem?
Sue: Why do you like art?
questions help students
mechanics and and I don’t know how to do it.
Ben: I make pictures with yarn.
English is very difficult for me.
Patrick: What’s it about?
2. How did you feel? : It makes me
Sue: What kind of art do you make? generate ideas they
help students Meg: I have to learn my irregular verbs.
It’s so hard to do.
3. Who did you talk to?
:
will use in their own
speak fluently and
Patrick: Don’t worry. I’ll help you. 4. Why did you talk to them?
B Look at A .That’s
What does [Link]? Complete the diagram.
speaking.
Meg: great. Thank
Ben’s Art
accurately. B Discuss the questions with a partner.
1. What is Meg’s
Ask your partner about his or her problem. Help to find another solution. Then tell
your partner your problem. Use words like very, so, and really.
Howproblem?
he feels What he makes Now write a conversation about another
2. What does she think about the NATURAL SPEECH: Emphasis art project you made.

Natural Speech
[Link] homework?
happy [Link] you want to show emphasis, or strong feelings,
3. What is Patrick good at? you put more stress on some words. We stress words
like very, really, and so. WHAT CAN YOU DO? Color the stars.
tips help students
4. What’s the solution?
5. What homework do you always
English is very difficult. 126 M Y W R I T I N G G OA L
I can talk about a problem. KEY
need help with? Listen for the words with extra stress in A again. I need help.

listen for and use Then write three sentences about a problem.
Practice using extra stress on some words with
your partner.
I canIuse
canand
write a conversation.
stress
emphasize how I feel.
words to I can do this a little.
I can do this well.

natural rhythm, 74
18 9 and 2
Units 1 10Get
GetReady
ReadytotoWrite
Speak Units 9 and
Units 102 Speak
1 and Write 75
19

pronunciation, and 4113427_OSWLS_SBWB5_3p.indb

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16:23 4113427_OSWLS_SBWB5_3p.indb
02 OSW_SBWB2_RW [Link] 19 75 27/09/2018
10/08/2017 16:23

Student Book pages 74–75

02 10/08/2017 15:56

intonation.

Warm Up 2. Invite a volunteer to read the direction line. Play the

audio track and invite students to follow along in
1. Greet the class. Ask a question and have their books.
students discuss their answers with a partner to
help students warm up to the speaking process. 3. Ask students how the image relates to the text.
Invite students to talk about what they see in the
2. Give students 5 minutes of talking time on a image, using previously learned language.
topic you or the students choose. See the Games
and Activities section on pages 20–21 of this 4. Have students read the text alone or in pairs and
Teacher’s Guide for additional activities. complete the task from the direction line. When
students have finished reading, discuss the text as
a class and ask simple comprehension questions to
Speaking Goal ensure student understanding.
1. For every two units, a speaking lesson allows
students to use prior knowledge and new   B Discuss the questions with a partner.
language to practice speaking using a variety of
methods and techniques. 1. As a class, review each of the questions. Explain that
the answers to each of the questions can be found in
2. Preparing students to speak in different contexts the example text.
throughout the program, using key vocabulary
and a range of thinking skills, will help them 2. Have students find a partner and sit next to them.
develop their speaking in a well-balanced and Explain to students that they will have time to
integrated way. answer each question and look at the text critically
as they work together to find the correct answers.
3. Allow enough time for students to fully discuss and
  A Read and listen to the passage. answer the questions before moving on.
Underline the _______. 4. When students are finished, invite volunteers to
share what they discussed with the class.
1. Direct students to the Speaking Tip. Explain that
this Speaking Tip is important to the exercise. Have
a student read aloud the Speaking Tip, or if it is
a longer Speaking Tip, have students taken turns
reading the sentences. Help students with any words
they may find difficult.

Walk-Through 15
Walk-Through: Get Ready to Speak • Speak
  C Think about _______. Complete the Take turns talking about _______
chart. with your partner.
1. Point out the diagram at the top of the page. Have 1. Provide students with the Speaking Tutor worksheet
students look back at the example text in Exercise to further practice their Speaking Goal. They should
A. Explain that students will apply the topic from consider the information in the Speaking Tip and
the previous page to their own lives. everything they have learned and used in Exercises
A through D so far to complete this worksheet.
2. Have students work on their own to complete the
diagram as it relates to them. 2. Point out the model text, the speaking-focused
activities, the speaking prompt and instructions,
3. Invite volunteers to share their diagrams with the and the space for students to fill in the blanks and
class. complete the diagrams. This worksheet can be used
in-class or as a take-home assignment for students
to practice with a family member. Note the steps
  D Write about _______. Use your words
that encourage students to apply what they’ve
from   C . Choose new words, too. learned at home. Either way, make sure to explain
each activity. In class, you might have students work
1. Direct students to review Exercise A from the individually, in pairs, or in small groups to complete
previous page. Explain that they will use their own Activity A and Activity B, but then work on their
words from Exercise C as well as other new words own to complete Activities C and D.
to write a similar piece.
2. If you think it will be helpful, read aloud the text What Can You Do?
that is on the page, pausing for students to fill in the 1. What Can You Do? allows students to self-
missing words with their own. assess their work in the speaking portion of the
3. Finally, have them write a similar piece from unit. Point out the goal to the students. Invite a
scratch, incorporating all of the elements from volunteer to read it aloud.
Exercises A through the first part of D. 2. Have students color the number of stars that
best demonstrates their level of comfort with
the Speaking Goal(s).

Walk-Through 16
Teaching Techniques
A Note on Eliciting speak in different contexts and with different purposes.
Speaking Tips provide guidance on grammar and
To effectively use eliciting in the classroom, teachers pronunciation and help students speak fluently and
draw out students’ thinking through carefully chosen accurately.
questions and tasks, paying attention to what students
say and do, and being open to alternative interpretations
of the students’ ideas/answers. In the classroom, it’s Teaching Listening
important to try to elicit not only certain ideas relevant
to the lesson, but also specific language. There are many Listening passages are the bedrock of Oxford Skills
ways to get students to produce language on their own, World: Listening with Speaking. Introduce passages by
rather than simply repeating what the teacher says. One discussing the title and any accompanying artwork.
effective approach is to begin by giving students plenty Have students look at the illustrations or images that
of support and then slowly removing that support. For appear with the passage and its corresponding activities,
example, to introduce new vocabulary, you might begin and have students name the people or objects they see.
by showing the students pictures of the key words in the Ask students to make predictions regarding what they
Student Book and have them repeat the words after you. think the passage might be about. Then have them
Eventually, you can move toward cueing students with discuss what they know about the topics they choose.
the pictures to say the words on their own. Frequent In this way, you can encourage students to activate their
use of eliciting routines like this one will help students own background knowledge, and you can stimulate
become more comfortable speaking freely in class. students’ interest in the passage before they engage with
the passage directly.
There are many different strategies that students can
Teaching with the Big Picture use while they listen to a passage, and each unit of this
Each topic opens with a large illustration or image that course covers a particular strategy. However, some
you can use to engage students in meaningful discussion general strategies that can be used for any passage
prior to beginning the activities on the opening pages. include listening for answers, making connections,
In Exercise A, the students will examine the picture and visualizing, and taking notes.
talk about what they see (by naming objects or people, Listening for answers allows students to focus their
asking and answering questions about the picture, or attention when listening. To have students listen for
saying what they think is happening). Next, students answers, first have them preview any activities related
listen to the Fun Fact and review the questions in to the listening passage. Have students read the activity
Exercise B. As the students listen, point to any items questions or items on their own or as a class. Ensure that
mentioned that can be seen in the big picture. students understand the activities and the questions they
will answer after they listen. Then, encourage students
to listen for the answers they will need for the passage
Teaching Listening and Speaking Goals activities. This gives students a reason to listen and
The second page of each unit opens with the keeps their minds focused.
presentation of the Listening Goal. The Listening Goal Making connections helps students connect what they
is a comprehension strategy that students will apply to hear to their own lives and experiences. Before students
passages throughout the unit. With practice, students listen to a passage, discuss the passage’s broad topic and
will be able to confidently use these strategies to deepen ask students what they know about that topic. This will
their comprehension of the passages within Oxford activate their background knowledge. Then, encourage
Skills World and those they encounter outside of the students to make connections while they listen by
classroom. comparing elements of the passage—such as its events,
When presenting a Listening Goal for the first time, characters, or setting—to their own lives. After listening,
ensure that students understand both the language ask students questions to elicit their connections, such as
that describes the goal and the purpose of the goal. For “Do you know a person like this?” or “Have you been to
specific guidance on presenting Listening Goals, please a place like this?”
refer to the Walk-Through in this Teaching Guide and Visualizing allows students to “see” what they hear.
to the Professional Development videos—which cover Students use descriptive details in a passage to imagine
a number of Listening Goals in detail—included on the how elements of that passage might look, which can
Teacher’s Pack. lead to a fuller understanding of the passage’s details.
The final pages of each topic open with a Speaking Goal To practice visualizing, tell students that they will draw
and a Speaking Tip. Speaking Goals prepare students to a picture of what they hear. Have students close their

Teaching Techniques 17
Teaching Techniques
eyes when they listen to the passage and think about words repeatedly and in more than one context. This
questions such as “What does the place look like?” active engagement is more likely to result in students
“What do the characters look like” and “How do the retaining word meanings and including these words in
characters sound?” After listening, have students quickly their own speaking and writing.
draw a picture that represents what they heard in the
passage. Discuss their pictures as a class before listening
to the passage again and proceeding with the activities. Teaching Speaking
Taking notes enables students to write down ideas they Oxford Skills World uses a scaffolded approach to help
want to remember or words they don’t know. Notes can students prepare for speaking in different contexts and
also be visual rather than textual; that is, as students for different purposes. Scaffolding refers to the support
listen to a passage, encourage them to write down that teachers give students to help them learn new
anything they think will help them remember the main material. By giving a lot of support at the beginning,
ideas and details of the passage. They may choose to and then gradually removing that support, piece by
draw simple pictures or icons, sketch a map or diagram, piece, teachers can help students grow more and more
or write words or sentences. Young learners, especially comfortable when producing language on their own.
those using levels 1 and 2, should always listen to the
After every two units, a speaking lesson allows students
passage first before listening again and taking notes.
to use prior knowledge and new language, along with a
variety of methods and techniques including diagrams
and graphic organizers, to develop and practice their
Teaching Vocabulary oral production. These lessons prepare students to speak
Pre-teaching new vocabulary will give students a firm in different social and educational contexts, encourage
foundation for encountering the vocabulary, or key them to use key vocabulary and a range of thinking
words, in Oxford Skills World: Listening with Speaking. skills, and help them plan and develop their speaking in
Pre-teaching vocabulary typically includes two steps. a well-balanced and integrated way.
Step 1 uses pictures to introduce the new vocabulary.
In the speaking-specific exercises, students will first use
First, show the pictures in the Student Book and say the
a provided speaking output model to pull information
words. Point to the pictures and have the class repeat
from and complete a diagram. They will then complete a
the words after you. Then show the pictures and elicit
similar diagram with their own information.
the words without saying them yourself (see A Note
on Eliciting on page 17). Repeat several times. Correct From here, using the Speaking Tutor worksheets
pronunciation as needed. Once the class is saying available for each topic, students will further practice
the words confidently, begin to elicit the words from the Speaking Goal and the Speaking Tip and will then
individual students. plan their own speaking without scaffolding and share
it with a partner or group (see Teaching with Speaking
Step 2 links the new vocabulary to previously learned
Tutor Worksheets on page 19). At the end of the lesson,
vocabulary and grammar in the listening passages.
students will self-assess their level of competency in
By linking new vocabulary with familiar language,
meeting the Speaking Goal.
new vocabulary is reinforced and placed in a greater
communicative context.
An additional step may include presenting special Teaching with Projects
language points or suggesting additional activities or
The Oxford Skills World projects provide students with
review. Pre-teaching is followed by audio and classroom
an opportunity to use the 21st century skills of critical
activities. An optional activity whenever vocabulary is
thinking, creativity, collaboration, and communication
presented is to give each student a blank card and art
while practicing the language from the previous two
supplies to make their own picture and/or word cards
units.
for use in games and other activities.
Each level of Oxford Skills World offers six one-page
In addition to direct vocabulary instruction, or pre-
projects—one per topic covered in the Student Book.
teaching the words, another method for teaching
Project pages feature a fun way for students to practice
vocabulary is to allow students to be exposed to new
what they learned in the relevant units. These projects
words through context while listening to a passage.
encourage students to collaborate, communicate, and be
In fact, it is important that vocabulary instruction
creative in real, hands-on ways through creating posters,
provides students with opportunities to encounter
books, artwork, and other tangible items to present and

Teaching Techniques 18
Teaching Techniques
share. Students are actively encouraged to be creative To use Speaking Tutor worksheets as a take-home
and use their imaginations, and make use of technology assignment, explain each activity thoroughly before
where appropriate. sending the worksheets home with the students. You
may also have students work on Activities A and B in
Before beginning, make sure you have all the necessary
class but complete Activities C and D at home.
materials (listed in the Materials box at the top of the
project). Distribute them to students. Explain to students
what they will make and how they will do it as you point
to the steps on the page. Review any useful vocabulary Teaching with Self-Assessment
and language for the project with the class. Circulate Self-assessment allows students to evaluate their own
and help students as needed while they work on their work, determine where they could use more help, and
projects. monitor their own progress and growth. Self-assessment
is a regular feature in Oxford Skills World. In the Level
Explain that students will present their projects to the
1–4 Student Books, self-assessment can be found at the
class or a partner. Have students use the language from
end of each unit and at the end of the Speak lesson. In
the unit to talk about their project with classmates or to
Levels 5–6, self-assessment occurs at the end of every
present their projects to the class.
two pages.
Assessing regularly and frequently helps the student and
Teaching with Speaking Tutor Worksheets the teacher recognize strengths and weaknesses in order
to determine which parts of the lesson require more
Each level of Oxford Skills World has six two-page
focus. Be sure to point out the Listening Goals and the
Speaking Tutor worksheets—one per topic covered in
Speaking Goal at the start of each topic. Consider these
the Student Book. Speaking Tutor worksheets are an
goals throughout the lessons and encourage students to
extension of the corresponding Speak lesson in the
complete their self-assessments with these goals in mind.
Student Book, and will include a model speaking output,
Observe how the students are rating their success in
speaking-focused activities, a speaking prompt and
accomplishing the goals so you can offer individualized
instructions, space for students to plan and write, and
support as necessary.
a home-school link for students to engage in speaking
outside of the classroom.
Speaking Tutor worksheets can be used as in-class or Teaching 21st Century Skills
take-home assignments. To use them in class, follow
Many features of Oxford Skills World—such as Think,
these steps. First, distribute a Speaking Tutor worksheet
Pair, Share activities, open-ended questions, and
to each student after students have already completed
Projects—encourage students to use 21st century skills.
a topic’s speaking lesson. Then, have students review
the topic’s Speaking Goal and Speaking Tip. Next, have Some typical examples of these skills are:
students work individually, in pairs, or in small groups
Critical Thinking: answering questions, identifying
to complete Activity A and Activity B. When students
objects, guessing hidden answers, predicting
are finished, review the speaking models and answers
as a class. Then, have students work individually on Communication: talking with a partner, asking a
Activity C, in which they brainstorm ideas and begin partner questions, presenting ideas to a group, talking
to plan their own speaking, and Activity D, in which about an informational poster or video with a partner
they complete a piece of writing that will serve as a
Collaboration: working in a small group or with
foundation for their speaking. As students plan and
another classmate, solving problems as a team
write, circle throughout the room and provide assistance
as needed. Next, have students share their ideas with Creativity: making a poster, constructing models,
a partner. When students are finished, have them making a chart, drawing a picture
think about their Speaking Goal once again and assess To develop students’ 21st century skills, establish a
whether they have reached it or not. Finally, discuss classroom of openness and honesty, encourage students
the Speaking Tutor’s home-school link, review each to speak their mind and provide reasons for their
step, and ask students to share what they learned from answers to open-ended questions and activities, and
the home-school link activity when they return to the provide as many opportunities as possible for students to
following class. work in pairs and small groups.

Teaching Techniques 19
Games and Activities
The games and activities use target language that is specific to
each lesson. Check the Teaching Notes for the recommended target
language. Review the target language and explain how to play
before starting games and activities.

Balloon Categories
Divide students into small teams. Each team forms a This game is best played with at least two vocabulary
circle and students put their hands behind their backs. categories. Students sit in a circle. Model the following
Give each team a balloon. As a team they have to keep percussion rhythm: slap your knees twice, clap your
the balloon in the air, but when it touches a part of a hands twice, snap your fingers on one hand and then the
student’s body (other than his/her hand) that student other. As you snap your fingers, announce the category
says one of the unit’s key words or a sentence using the for that round (e.g., Food). On the next snap, say a word
target language. in the category (e.g., Chicken). Go around the circle,
with individual students saying different words during
Binoculars the snaps. Change the category when all known words
Using their hands like binoculars, students look around have been said, or when someone makes a mistake, or
the classroom and say what they see, using the target after everyone has had a chance to say a word.
language.
Charades
Blindfold Divide the class in half or into four groups. Show one
Students play this game in pairs. Distribute blindfolds member of each group a different key word. That
and realia to each pair. Model the activity with a pair of student returns to his or her group and acts out the word
students. S1 is blindfolded. S2 hands S1 an item and asks or target language without speaking. The group watches
a question about it using the target language. S1 answers. and tries to guess what is being acted out.

Buzzers Circles
For this game, divide the class into two teams. Teams Put students in two concentric circles containing the
will compete to earn points by giving correct answers same number of students. Each student must be facing
to unit- or topic-related questions. Begin by explaining another student. Designate one circle as the questioners
how the game works and what constitutes a correct and one as the answerers. Each facing pair will practice
answer. To play the game, arrange two central desktops the target question and answer pattern. After pairs have
with “buzzers.” A player from each team stands at a practiced the pattern, have one circle move to the left
buzzer. Players slap their buzzers as fast as they can and one to the right. Students practice the pattern again
when they think they can give the right response. The with their new partners. Switch roles after a while.
first student to slap his or her buzzer gets to give the
answer. A correct answer wins a point for that student’s Down the Line
team. If the answer is incorrect, the other player tries to Set student-made picture cards in a line on the floor.
answer. Place a team of students at each end of the line. A
student from each team goes down the line of cards,
Card Grab saying the words. When the players meet, ask the
This game can be played individually or in small groups. student who is farthest along the line a challenge
Give a set of cards to each student or group. Students question. A correct answer wins that player’s team a
spread the cards out face-up. Call out one of the words. point. If players meet in the middle of the line, have
Students race to touch the card. In groups, ties can them play Rock, Paper, Scissors. The winner gets a
be broken with a quick round of Rock, Paper, Scissors. chance to answer the challenge question.
Option: When students play the game individually, they
can simply hold up the card.

Games and Activities 20

Games and Activities
Find Picture Pieces
In this activity students will search for pictures or realia Slowly draw a vocabulary item on the board. Students
around the classroom. To cue students, you might say It’s should try to guess what it is before you finish drawing.
blue to get students to run and touch something blue, or Alternately, have students do the activity in small groups,
you might say I can see a hand to get students to run and with one student drawing and the rest of the group
touch a picture of a hand. guessing.

Finish the Story Pop-Up

Copy the story or text that you are using for this Students quickly stand up and sit down when they hear
activity on a sheet of paper, leaving some of the words, you say key words or a target phrase. You can assign
sentences, or entire speech bubbles blank. Give a copy different words or target phrases to different students or
to each student. Slowly read the story or text aloud. groups, or have the entire class move together.
Students listen and write in the missing portions. Check
answers in pairs or together as a class. Rollers
Students sit on the floor in a circle. A student says the
Five Questions target language and rolls a ball to another student, who
This activity practices Yes/No questions to identify key repeats the phrase and rolls the ball on. Periodically
words. Students work in small groups. One student (S1) change the language.
thinks of an action or object but does not tell the group
what it is. Group members can ask five Yes/No questions Simon Says
to identify the word. If group members do not identify In this traditional game, students must listen closely
the word in five tries, S1 gets a point. The winner is the and follow your instructions when they hear the phrase
student with the most points in the group. Simon says. Begin with the class standing and facing
you. Give instructions using the target language. If you
Gaps preface an instruction with Simon says, students should
This activity requires students to write in missing words obey. If not, they should remain still.
in sentences. To create a sentence text for this game,
write out the target grammar pattern(s) from the lesson, Station Stop
leaving some words blank. Prepare the texts on strips Make a train “track” around the room, with several
of paper. Prepare several different texts for the activity “stations.” Students form a line and move like a train
and one copy for each student or pair. Distribute the along the track. You play the role of the Station Master.
texts. Students write in the missing words. Students can The train must stop when it comes into a station. At that
compare answers to check them. time, choose a student and practice the target language
with the student. If the student does so successfully, give
Jump to the Word the student a “ticket.” The student with the most tickets
Place student-made picture cards on the floor, face-up. at the end wins.
Using verbs students know, instruct a student to go to
a particular card (Hop) to (police officer). When S1 gets Teacher’s Mistake
to the card, he or she says the word or makes a sentence In this game, students listen and/or watch carefully for
about it: He’s/She’s a (police officer). Alternatively, pairs of your mistakes. When they catch a mistake, students
students can also be instructed to go to a card. Students should raise their hands or call out if your back is to the
use the word as a cue for a question-and-answer pattern. class. Increase the challenge by requiring students who
catch your mistake to correct it.
Memory
This game is played in groups of 4–6, using student- Two Truths and a Lie
made picture/word cards. Each group plays with two Hold up an object and make three statements about it
sets of cards. The cards are arranged face down in a grid. to the class. Two statements must be true and one false.
(Note: In cases where student cards are two-sided, you Students must listen carefully to catch the “lie” and then
may need to make additional cards or cover one side say the correct statement.
with sticky notes.) Players turn over two cards per turn.
The goal is to find a matching pair of cards. If a pair
is not found, students should turn the cards facedown
again.

Games and Activities 21

 TO PI C
Helping Out Unit 1 Goals Unit 2 Goals Speaking Goal

1
• Listen to the story • Listen to A Special • Give instructions
Watch Out, Paws! Day in Thailand
• Listen for • Listen and make
SOCIAL STUDIES sequence an outline

Topic 1, Opener, Student Book Pages 6–7 Unit 1, Listen, Student Book Page 9
See the Walk-Through on pages 7–16 for a general approach to Excite
each exercise.
Introduce the Listening Goal, Write on the board: to begin
Excite with, suddenly, later, and in the end. Ask a volunteer to name
Communication Tell students they will listen, think, and a chore. Then have them explain what they do first or to begin
speak about things related to helping out around the house with, followed by what they do later. Have them share the last
in this Topic. Encourage small group discussions of the types step using the words in the end.
of things that need to be done in our homes every day, every Engage
week, every month, or every season. Collaboration Have students work in pairs. S1 should write
Engage down any key words they hear in the story; S2 should write
Have students listen to the Fun Fact and discuss the different down sequence words they hear. Have partners switch papers
kinds of chores they do at home. Are there any chores they and check each other’s answers.
enjoy doing? Write these on the board. Take a poll to see Extend
how many students do these same chores. Determine if any Creativity Ask students to create a schedule for the chores
students have unique chores. they do at home. Their schedule should include time for each
Extend of their chores and time for fun. Encourage them to label
Creativity Have students make a poster, showing themselves their chores with sequence words.
doing their favorite chore. Have them title the poster with the
name of the chore and label all of the things they need to do Answer Key
the chore correctly. Display the posters. A: 1. a 2. a 3. b B: Mr. Brown shows the Jones family a robot
that can do the chores. The robot doesn’t work well and tries
Answer Key to put the cat in the dishwasher. a. 1 b. 3 c. 2
B: 1. nearly eight years of their lives 2. 25 percent 3. Answers
will vary.
Unit 1, Understand, Student Book Pages 10–11
Excite
Unit 1, Get Ready to Listen, Student Book Page 8
Play a game of Charades (see Games and Activities on page
Excite 20–21 of this Teacher’s Guide), using Unit 1 key words.
Use the students’ posters from the Extend activity above to Engage
play a game of Down the Line (see Games and Activities on
Communication Encourage student pairs to practice using
pages 20–21 of this Teacher’s Guide).
the language from pages 10 and 11. Remind them to use
Engage sequence words when they can.
Collaboration/Communication Arrange students in small Extend
groups. Assign each group one of the key words/phrases in
Have students plan something fun for their family to do. Then
Exercise A (the words in bold). Invite them to discuss what
have student pairs talk about what chores they will need to
they know about what it means to do that chore. Invite a
complete before they can do the activity.
volunteer from each group to present the key word/phrase
and tell the class a little about it. Answer Key
Extend A: 1. and 2. The family asks what the robot can do. Mr. Brown
Have students make picture/word cards for the key words turns on the robot to do chores. The robot puts the cat in the
on page 8. Give each student eight blank cards and drawing dishwasher. Mr. Brown has to turn off the robot. 3. To begin
supplies. Have them write the word/phrase on one side of the with, later, in the end B: 1. b 2. d 3. c 4. a C: 1. clean her shoes
card and draw something related to that chore on the opposite 2. feed the cat 3. makes a noise 4. the cat D: Answers will
side of the card. Have them practice saying the key words. vary. E: 1. loads the dishwasher 2. clean the patio 3. vacuum
the floor 4. clean your shoes 5. take out the trash 6. feed the
Answer Key cat 7. does the laundry 8. hang out the clothes F: Finished
B: 1. pair of shoes 2. the dishwasher 3. the laundry basket chores: Cleared the table, Cleaned his shoes, Loaded the
4. the trash bag. C: clean the patio, vacuum the floor, hang dishwasher, Vacuumed the floor; Chores to do: First feed the
out the clothes, take out the trash cat, Next do laundry, And then hang out clothes, Finally take
out trash

Topic 1 Teaching Notes 22

Unit 2, Get Ready to Listen, Student Book Page 12 Unit 2, Understand, Student Book Pages 14–15
Excite Excite
Play a game of Teacher’s Mistake (see Games and Activities Play a game of Card Grab (see Games and Activities on
on pages 20–21 of this Teacher’s Guide), using the key words pages 20–21 of this Teacher’s Guide) using the student-made
from Unit 1 as well as other chores students named in the picture/word cards for both Units 1 and 2. Students can play
Engage activity for pages 6–7. When they catch a mistake, this game individually or in small groups.
students should raise their hands. Increase the challenge by Engage
requiring students who catch your mistake to correct it.
Collaboration Have students complete Exercise E. Arrange
Engage students in pairs. Pass out the sentences from the Engage
Collaboration Invite students to work with a partner. Have activity for page 12. Have pairs read the sentence and
them read aloud the sentences in Exercise A. Then assign underline the key word. Then have them write what the
each pair one of the key words/phrases for Unit 2. Have them key word means plus two more fake definitions in random
write a new sentence for their word. Ask volunteers to share order. Have pairs exchange their sentences and definitions
their sentence with the rest of the class. Save the sentences for with another pair. Students should attempt to identify which
a later activity. definition is correct.
Extend Extend
Using the format of Exercise C, play a game of Two Truths Creativity Encourage student pairs from above to draw
and a Lie (see Games and Activities on pages 20–21 of this illustrations to go with their sentence and the real definition.
Teacher’s Guide) as a class. Encourage students to listen Invite pairs to share their drawings and definitions with the
carefully to catch the “lie.” When a student guesses the correct rest of the class.
answer, have him/her pick a different key word for the rest of
the class to guess. Answer Key
A: Answers will vary. B: 1. F 2. T 3. F 4. T 5. F 6. T 7. F 8. F
Answer Key C: 1. Mother’s Day 2. flowers 3. chores 4. special meal
B: a. 3 b. 2 c. 1 d. 4 C: 1. dry the dishes 2. water the plants D: Answers will vary. E: 1. b 2. b 3. c 4. d F: 1. a 2. b 3. c 4. d
3. mail a package 4. stay at home

Units 1 and 2, Listening Check, Student Book

Unit 2, Listen, Student Book Page 13 Pages 16–17
Excite Excite
Critical Thinking Introduce the Listening Goal: listen and Play a game of Rollers (see Games and Activities on pages
make an outline. Discuss with the class what an outline is and 20–21 of this Teacher’s Guide) to review the key words and
show them how to make one. You might use something like target language from Units 1 and 2.
Work in the Garden as a topic. Use numbers and headings
to show the main ideas of Planting and Watering. Then use Engage
bullet points to add details about the main ideas. Ask students Collaboration Have students complete Exercises A–F. Then
to call out ideas to help you fill in the outline. set up a game of Buzzers (see Games and Activities on pages
20–21 of this Teacher’s Guide) for students to complete
Engage
Exercise G. First, play the audio track and have students listen
Have students complete Exercise B. Then play the audio with their books closed. Then read aloud each sentence,
track for the conversation A Special Day in Thailand again. saying the word blank where a word is missing (My children
Every time students hear a key word, they should clap once. are very “blank” at home.). Allow students to buzz in with the
When they hear a chore or action that is not a key word answer that goes in the blank.
(e.g., shopping at the supermarket, cook a special meal), they
should raise their hands. Write the words students raised their Extend
hands for on the board. Then review with the class all of the Have students get out their picture/word cards for Units 1 and
words they recognized. 2. Play the audio for the passage A Visit in the Night again. As
they listen, ask students to hold up the correct card whenever
Extend
they hear one of the key words. Randomly call out the words
Creativity Have students make picture/word cards for the and check that students are matching them correctly.
key words/phrases for Unit 2. Give each student eight blank
cards and drawing supplies. Have them write the word on Answer Key
one side of the card and draw something related to that word
A: a B: a. 1 b. 3 c. 2 C: 1. a 2. b D: 1. At the beginning of the
or action on the opposite side of the card. When students are
story, Mr. Miller planted seeds to grow plants and flowers, but
done, have them work with a partner to review and say the
they didn’t grow. Next he watched the garden and saw a fox
key words.
digging the flowers and seeds and picking through the trash.
Answer Key In the end, he fed the fox. 2. Answers will vary. E: 1. d 2. a
3. c 4. a F: Answers will vary. G: helpful, clear the table, load
A: 1. Inside chores: clear the table, dry the dishes 2. Outside
the dishwasher, dry the dishes, plant seeds, water the plants,
chores: clean the patio, water the plants B: 1. T 2. T 3. F
vacuuming the floor, cleaning the patio

Topic 1 Teaching Notes 23

Units 1 and 2, Get Ready to Speak, Student Book Units 1 and 2, Speaking Tutor Worksheet
Page 18 Excite
Excite Play a game of Simon Says (see Games and Activities on pages
Introduce the Speaking Goal: give instructions. Remind 20–21 of this Teacher’s Guide) with students. Point out the
students that it’s important to include steps and details when importance of giving good instructions. Invite students to
giving instructions. Ask a couple of volunteers to give the take turns giving instructions to the rest of the class.
rest of the class instructions on how to use something, like Engage
a pencil sharpener or a tablet. Have another student follow Invite two students to read aloud Baking Cookies. One will
the instructions. Invite the rest of the class to say whether the read Edmund’s lines. The other will read Himari’s lines. Ask
instructions were clear and easy to follow. the rest of the class to raise their hands each time they hear a
Engage sequence word.
Have students complete Exercise B. Then have partners work Extend
with another pair to form a small group and share their Collaboration Point out that we stress important words when
answers to the questions. Do they all agree? If any of the four we speak. Have students work in pairs to say the conversation
has a different answer or thought, encourage them to share it aloud. Have them say it one time without stress. Then have
within their small group. them say it again, stressing words as in natural speech.
Extend
Critical Thinking Ask students to discuss why it’s important
to help their family keep the house in order. Explain that Units 1 and 2, Project
it takes less time when people work together to complete Excite
a task. Demonstrate this by dropping several things on the
Critical Thinking Tell students that they are going to make
floor (paper, pencils, paper clips). Ask for one volunteer
a calendar showing what chores they do on different days.
to come pick up what you dropped. Then, drop the same
Ask students to share if they use a calendar at home and what
things on the floor and ask several students to come help you
they or their parents put on the calendar. Elicit answers (e.g.,
pick everything up. Emphasize that it takes less time when
soccer practice, baseball games, special dinners, birthdays).
everyone pitches in.
Engage
Answer Key Circulate throughout the classroom and ask students
A: First, Next, After that, Then, Finally B: 1. How to grow a questions to help them consider the different chores they do
sunflower. 2. Plant the sunflower seeds. 3. Take care of them to help out at home. (Do you have a pet that you feed or walk?
and remember to water them. 4. Peter needs to remember to Do you help with the laundry or the dishes?) Remind students
not eat the sunflower seeds. to think about whether they do these things one day a week
or every day of the week. If they have several chores they do
on one day, encourage them to number them to show the
Units 1 and 2, Speak, Student Book Page 19 sequence in which they do these chores.

Excite Extend
Arrange students in two equal circles—one inside the other. Communication After talking with their partner about
Students in the two circles should be facing one another. the chores they do at home, invite students to think about
Designate one circle as the questioners and one as the and discuss chores they could do to help other people. For
answerers. Play a game of Circles (see Games and Activities on example, encourage them to think of things they could do to
pages 20–21 of this Teacher’s Guide), using the key words and help their neighbors or volunteer work they could do in their
target language for Units 1 and 2. Have students switch roles. community. What could your class do for the community?

Engage Workbook Answer Key

Communication Have students work on their own to Unit 1 A: 1. F 2. T 3. F B: a. 1 b. 3 c. 2 C: 1. a 2. c 3. a 4. b
complete the chart in Exercise C. Afterwards, invite them D: 1. Mary and Bob will load the dishwasher and vacuum
to talk with a partner about their completed charts using the floor. 2. They did some chores. 3. They put the empty
language patterns like those in the instructions on page 18. pizza box on the table so the children thought there was
Extend no pizza. 4. They were unhappy. 5. The pizza was in the
Write key words from Units 1 and 2 on the board, but leave oven. E: 1. hang out the clothes 2. clean your shoes 3. clean
out some of the letters or words. Ask a volunteer to come to the patio 4. feed the cat F: 1. take out the trash 2. load the
the board and fill in one of the missing letters or words. Call dishwasher 3. do the laundry 4. vacuum the floor 5. clean the
on more students to fill in the blanks until the key word is patio 6. hang out the clothes Unit 2 A: 1. a 2. a B: 1. D 2. M
complete. Have the whole class say the phrase. 3. D C: 1. b 2. b 3. a 4. c 5. a D: 1. thank you 2. helpful 3. plant
some flower 4. red 5. shirts E: 1. b 2. a 3. b 4. b F: 1. be helpful
Answer Key 2. mail the package 3. stay at home 4. dry the dishes
C: Answers will vary. D: Answers will vary. Speak Students circle First, After that, Then, and Finally.

Topic 1 Teaching Notes 24

 TO PI C
Let’s Go on Unit 3 Goals Unit 4 Goals Speaking Goal

2
• Listen to the • Listen to the story • Make suggestions

Vacation conversation
Vacation Fun
Falling Leaves,
Falling Snow
SOCIAL STUDIES • Listen and make • Listen and draw
connections conclusions

Topic 2, Opener, Student Book Pages 20–21 Unit 3, Listen, Student Book Page 23
See the Walk-Through on pages 7–16 for a general approach to Excite
each exercise.
Communication Introduce the Listening Goal. Model
Excite making connections by asking a volunteer to tell you about
Tell students they will listen, think, and speak about things something they did over the past weekend. Then make a
related to going on vacation in this Topic. Ask, Does your connection to your own life by commenting on the student’s
family ever go on vacation? What time of year do you go? actions and sharing what you did over the past weekend.
Where have you been? Where would you like to go? Ask Invite students to practice doing this with a partner.
students to share some of their experiences or thoughts. Engage
Engage Have students complete Exercise B. Then play the audio track
Communication Invite students to look at the photo and again. This time have students raise their hands when they
guess where this place might be. Listen to the Fun Fact hear a key word and clap once when they hear a seasonal or
together. Ask, Can you imagine that many beaches in one weather word (e.g., winter, summer, sunny, hot, cold).
place? Have students talk with a partner about any beaches Extend
they have been to or would like to go to. Encourage them to Creativity Distribute art supplies and magazines. Have
share what they do at the beach. students create a collage of fun things to do on vacation, using
Extend their own artwork, pictures from magazines, or other artistic
Creativity Have students draw pictures of their family doing designs. Have them title their artwork and share it.
something fun on vacation. Remind them to add something
to the picture to show what season of the year it is. Answer Key
A: 1. b 2. b 3. a B: Kim and Ann tell each other about their
Answer Key vacations in Australia and Japan, and the activities they did.
B: 1. more than 10,000 2. the Great Barrier Reef 3. Answers a. 2 b. 1 c. 3
will vary.

Unit 3, Understand, Student Book Pages 24–25

Unit 3, Get Ready to Listen, Student Book Page 22 Excite
Excite Communication Have students work with a partner to ask
Collaboration Play a game of A–Z. Decide which letters and answer questions about which key word activities they
to eliminate, and write them on the board. Students take enjoy. Encourage them to include references to in the summer
turns saying a vacation word (either a place or an activity) or in the winter. Students should ask, Which do you enjoy?
beginning with a letter of the alphabet, starting at A and _____ or _____. Partners respond with In the summer, I enjoy
continuing through the alphabet. When a student can’t ____ or I like to ____.
think of a word he or she says Pass or asks a friend for help. Engage
Continue until every student has had a turn.
Invite students to take out the picture/word cards for Unit 3.
Engage Read aloud the sentences from Exercise E. Tell students to
Critical Thinking/Communication Arrange students in hold up the matching card when they hear you say one of the
pairs. Assign each pair two of the key words from Exercise A. key words. Then randomly call out the words and check that
Students should take turns with their partner explaining how students are matching them correctly.
to do the key word activity assigned to them. Extend
Extend Play the game Five Questions (see Games and Activities on
Have students make picture/word cards for the key words pages 20–21 of this Teacher’s Guide) with the key words.
on page 22. Give each student eight blank cards and drawing
supplies. Have them write the word on one side of the card Answer Key
and draw a picture of it on the opposite side of the card. A: Answers will vary. B: 1. a 2. c 3. d 4. b C: 1. winter
2. snowman 3. difficult 4. hard D: Answers will vary.
Answer Key E: 1. snorkeling 2. windsurfing 3. making a sandcastle
B: 1. the person windsurfing 2. the person waterskiing 4. making a snowman 5. waterskiing 6. Snowboarding
3. the person snorkeling 4. the person surfing 5. the person 7. surfing 8. sledding F: Kimi: learning surfing, waterskiing,
making a sandcastle C: 1. sledding 2. made a snowman make a sandcastle; Ann: snowboarding, sledding, make a
3. snowboarding snowman

Topic 2 Teaching Notes 25

Unit 4, Get Ready to Listen, Student Book Page 26 Unit 4, Understand, Student Book Pages 28–29
Excite Excite
Play a game of Teacher’s Mistake (see Games and Activities Play a game of Categories (see Games and Activities on pages
on pages 20–21 of this Teacher’s Guide), using the key words 20–21 of this Teacher’s Guide) using the key words from Units
from Unit 3. As you describe one of the seasonal activities, 3 and 4 and the categories winter, summer, and fall. You can
purposely make mistakes and wait for students to catch you. focus on one category at a time or allow students to pick from
Engage any of the three.
Communication/Collaboration Have students complete Engage
Exercises A–C. Then invite them to practice talking about Have students work on the exercises on pages 28 and 29.
the key words with a partner, using language similar to the Pause the audio track at various points after a key word is
language in Exercises A and C. If necessary, play the audio said. Then, hold up one of the student-made key word cards.
tracks again. Encourage pairs to write down one or two new Instruct students that they are to call out Yes or No to indicate
sentences using the key words and invite them to share them whether you are holding up a card that matches the word.
with the class. Extend
Extend Critical Thinking Play the game Two Truths and a Lie (see
Have students make picture/word cards for the key words Games and Activities on pages 20–21 of this Teacher’s Guide).
on page 26. Give each student eight blank cards and drawing Give students a real definition and two fake definitions for
supplies. Have them write the word on one side of the card the key words from Unit 4. Students should determine which
and draw a picture of it on the opposite side of the card. definition is the real one, or the truth. For example, An icicle
When students are done, have them work with a partner to is a long piece of ice. An icicle is ice that has changed to water.
review and say the key words. Icicles hang down from something like a tree.

Answer Key Answer Key

B: a. 4 b. 2 c. 3 d. 1 C: 1. seasons 2. throw snowballs 3. raking A: Answers will vary. B: 1. T 2. F 3. F 4. T 5. F 6. F 7. T 8. T
the leaves 4. pick apples C: 1. fall 2. helped feed 3. worried 4. fun D: Answers will vary.
E: 1. a 2. c 3. b 4. c F: 1. a 2. c 3. d 4. d

Unit 4, Listen, Student Book Page 27

Excite Units 3 and 4, Listening Check, Student Book
Introduce the Listening Goal: listen and draw conclusions.
Pages 30–31
Explain to students that a conclusion is a guess about Excite
something that happened or may happen. Give a few Review the key words and target language from Units 3 and 4
examples, such as, If the weather is nice, the children will by playing a game of Station Stop (see Games and Activities
probably play outside. If it gets cold, Dad will probably make a on pages 20–21 of this Teacher’s Guide). If you have students
fire. Invite volunteers to give a few other predictions based on who have excelled at the listening and speaking goals in this
weather, and using some of the key words if possible. topic, you could invite them to be Station Masters at extra
Engage “stations” around the room
Critical Thinking Invite students to draw a conclusion about Engage
what might happen in the story Falling Leaves, Falling Snow. Critical Thinking Have students complete Exercises A–D.
Accept reasonable responses. Have students complete Exercise Play the audio for From Beaches to Mountains again. Invite
B. Then ask them, Who drew a conclusion in the story. What students to work with a partner to list all of the mountain
was it and what clues helped them? Play the audio recording activities and beach activities in two separate columns. Did
for the story again. Encourage students to answer the the family have more fun on the beach or in the mountains?
questions with a partner. For example, The farmer guessed that Encourage students to draw their own conclusions.
it was going to snow because the day was very cold and dark.
Extend
Extend
Use the activity words from Units 3 and 4 to play a game of
Play the audio track for Falling Leaves, Falling Snow again. Buzzers (see Games and Activities on pages 20–21 of this
Play Pop-Up (see Games and Activities on pages 20–21 of Teacher’s Guide).
this Teacher’s Guide) with the class. Tell students to stand
whenever they hear one of the key words. Have them stomp Answer Key
their feet once when they hear the word love, like, or fun.
A: A boy talks about when his family went on vacation to
Answer Key Chile where they went to the mountains and did snow
sports, and to the beach to do water sports. a B: a. 2 b.
A: 1. play in the snow 2. fell in the snow 3. make B: The
3 c. 1 C: 1. a 2. b D: Answers will vary. E: 1. b 2. a 3. c 4. d
Martin family goes on a vacation in the fall. They love hiking
F: Answers will vary. G: 1. surfing 2. waterskiing 3. snorkeling
but it snows. They still have a good time playing in the snow.
4. snowboarding 5. sledding 6. making a snowman 7. melts
1. T 2. T 3. F
8. season

Topic 2 Teaching Notes 26

Units 3 and 4, Get Ready to Speak, Student Book Units 3 and 4, Speaking Tutor Worksheet
Page 32 Excite
Excite Critical Thinking Write the phrases for making suggestions
Introduce the Speaking Goal. Talk about what it means to on the board: Let’s, How about, What about, and Why don’t.
make suggestions. On the board, write Spring, Summer, Fall, Ask students to call out the names of places or activities.
and Winter as headings. Have students raise their hands and Invite volunteers to make a suggestion using the places or
offer ideas for vacation ideas for each season. activities and one of the phrases from the board.

Engage Engage
Collaboration Have students read the conversation in Collaboration Ask student pairs to practice reading aloud
Exercise A. Then divide them into groups of three. Have the dialogue in Part A. Invite volunteers to act out the
the students in each small group pretend to be one of the conversation in front of the class.
characters and practice saying the lines that Dad, Mom, and Extend
Penny would say. Play the audio track, and have students Write several sentences on the board that include the words
listen for the correct way to say the dialogue. Encourage them want to. Have students practice, with a partner, connecting
to use expression and tone. Invite volunteers to act out the the words so that they sound like wanna, as in natural speech.
conversation in front of the class.
Extend
Collaboration Have students work in the same small groups Units 3 and 4, Project
as in the Engage activity above. Have them write a few Excite
additional lines for the conversation in which they make other
Communication Ask students if they have ever received a
vacation suggestions. Remind them to use Let’s, How about,
postcard. Bring in some sample postcards to share with the
What about, or Why don’t. Ask different volunteers to act out
class. Explain that postcards are often used to share a picture
the conversation, including their additional lines.
of a place and a short note with someone to let them know
you are thinking about them. People often send postcards
Answer Key
when they are on vacation or taking a special trip. Invite
A: How about, Why don’t, What about, Let’s, Why don’t, students to pick out their favorite postcard from the ones you
How about B: 1. A vacation somewhere sunny with a beach brought in and tell a partner why they like it.
where she can do water sports 2. Mom wants to go to the
mountains.3. Because it’s good for hiking, it’s warm, and
Engage
there are lots of things to do 4. To Hawaii Communication Have students work on their Project
Notes. Circulate around the room, asking students about
their postcards. Invite them to explain why they chose the
Units 3 and 4, Speak, Student Book Page 33 place that they did and describe their postcard to a partner.
You might encourage the partners to respond by making
Excite connections to their own trip choices.
Have students walk around the classroom and ask each other
Extend
yes or no questions about places they would like to go and
activities they would like to do there. For example, Do you Display the completed postcards around the classroom and
want to go to the mountains? Would you build a snowman? invite students to look at all of them. Encourage students
As long as the student they are talking to answers yes, they to discuss what they like about using postcards to share
should continue asking that student more questions. If the information about a place Ask, Did any of the postcards make
student answers no, they should move on to another student. you want to take a trip to a new place?

Engage Workbook Answer Key

Communication Have students complete Exercise D. Then Unit 3 A: 1. T 2. F 3. T B: 1. ✔ 2. ✔ 3. ✘ C: 1. a 2. c 3. a 4. b
pair them with a different partner. Encourage that pair to talk D: 1. They can help you choose where to go on vacation and
about where they prefer to go on vacation and the reasons what to do. 2. On vacation, families can try a new activity or
why. Afterwards, poll the class and see how many students visit a new place 3. The kid’s club has activities like sledding
liked similar places and/or had similar reasons for wanting to and making a snowman. 4. Mom can take windsurfing
go to those places. lessons. 5. The kids can make sandcastles while Mom and
Extend Dad relax. E: 1. snowboarding 2. Waterskiing 3. surfing
Have students continue to work with the same partner. This 4. made a snowman F: 1. snorkeling 2. windsurfing 3. made a
time invite pairs to talk about a seasonal activity that they do sandcastle 4. sledding Unit 4: 1. a 2. a B: 1. ✔ 2. ✔ 3. ✔
not like or a type of vacation they would not want to go on. As C: 1. a 2. b 3. b 4. a 5. c D: 1. icicles 2. refrigerator 3. excited
S1 shares what he/she would not want to do, S2 should make 4. sat down 5. grandchildren E: 1. b 2. b 3. b 4. a
suggestions. F: 1. snowflakes 2. melts 3. throw snowballs 4. icicles
Speak Students circle Why don’t, How about, and Let’s.
Answer Key
C: Answers will vary. D: Answers will vary.

Topic 2 Teaching Notes 27

 TO PI C Food, Unit 5 Goals Unit 6 Goals Speaking Goal

3
• Listen to the • Listen to the story • Make suggestions
Wonderful passage Food The Food Race
• Listen to classify
Food!
Festivals
SCIENCE • Listen and and categorize
visualize

Topic 3, Opener, Student Book Pages 34–35 Unit 5, Listen, Student Book Page 37
See the Walk-Through on pages 7–16 for a general approach to Excite
each exercise.
Critical Thinking Introduce the Listening Goal. Explain that
Excite descriptive words help us visualize a story or situation. On
Tell students they will listen, think, and speak about things one side of the board, write a few nouns—animals, foods,
related to food in this Topic. If possible, display different places, or people. On the other side of the board, randomly
fruits and vegetables in the front of the class. Let students write a number of words that could be used to describe the
come up and look at the display. Ask students to share what nouns. Invite several volunteers to pick one or two descriptive
their favorite food is. Ask if their favorite fruit or vegetable is words and one noun and to make up a sentence.
displayed or not. If not, invite them to share what they like. Engage
Engage Have students complete Exercise B. Then play the audio track
Communication Have students work in pairs to look at the again. This time have students raise their hands when they
photo and describe what they see. Play the audio track for hear a key word and clap once when they hear a description
the Fun Fact. Encourage students to discuss the fruits and or a word or phrase that helps them visualize the scene.
vegetables grown in their country and to research whether Afterwards, review the descriptive words as a class.
clothes or anything else is made from those plants. Invite pairs Extend
to share their findings with the rest of the class. Creativity Distribute art supplies to the students. Play the
Extend audio track for Food Festivals! again. Remind students to listen
Play Blindfold (see Games and Activities on pages 20–21 for words used to describe things (the words discussed in
of this Teacher’s Guide) with the class, using the fruits and the Engage activity above). Invite students to draw what they
vegetables displayed at the front of the room as mentioned visualize from listening to the passage.
in the Excite activity above.
Answer Key
Answer Key A: 1. b 2. a 3. b B: Mark visits the Kimchi Festival in South
B: 1. Japan 2. scarves, bags, hats, carpets, and computer bags Korea, and a fruit and vegetable festival in Thailand. a. 3 b. 2
3. Answers will vary. c. 1

Unit 5, Get Ready to Listen, Student Book Page 36 Unit 5, Understand, Student Book Pages 38–39
Excite Excite
Play a game of Categories (see Games and Activities on pages Play Picture Pieces (see Games and Activities on pages 20–21
20–21 of this Teacher’s Guide) using the key words from Units of this Teacher’s Guide) with the class, drawing pictures of the
1–4. The categories could be chores and fun activities. key words from Unit 5.
Engage Engage
Collaboration Have students complete Exercise A. Then Invite students to take out the picture/word cards for Unit 5.
arrange the students in small groups. Assign each group one Read aloud some of the sentences on pages 38–39. Students
of the key words. Have the group draw a picture of their key should listen for the key words and when they hear them,
word, write a short definition or description of it, and write a they should hold up the matching card.
new sentence using the key word. Invite the small groups to Extend
share their work with the whole class.
Critical Thinking Have students work with a partner to plan
Extend a meal of their own. Ask them to decide what they will serve,
Creativity Have students make picture/word cards for the key and then to make a list of what they need to make their meal.
words on page 36. Give each student eight blank cards and Encourage pairs to talk about their plan with other students.
drawing supplies. Have them write the word on one side of
the card and draw a picture or cut a picture out of a magazine Answer Key
for the other side. A: a. 187 b. green, orange, and red c. hairy and fun to touch
B: 1. a 2. b 3. d 4. c C: 1. race 2. salty 3. shiny 4. colorful
Answer Key D: Answers will vary. E: 1. kimchi 2. Papaya 3. exotic fruits
B: 1. fruit in the basket 2. papaya 3. pieces of watermelon 4. Kiwi 5. spices 6. red peppers 7. garlic 8. watermelon
4. kiwi C: 1. kimchi 2. garlic 3. spices 4. red peppers F: 1. red peppers 2. Kimchi 3. garlic 4. spices 5. papaya 6. kiwi
7. watermelon

Topic 3 Teaching Notes 28

Unit 6, Get Ready to Listen, Student Book Page 40 Unit 6, Understand, Student Book Pages 42–43
Excite Excite
Play a game of Beanbag Toss with the class. Spread out Play a game of Teacher’s Mistake (see Games and Activities
student-made picture/word cards from Unit 5 on the floor. on pages 20–21 of this Teacher’s Guide) by retelling the story
Have students toss a beanbag, aiming for one of the cards. The Food Race in your own words. Retell the events out of
The student uses the card nearest where the beanbag lands to order or change details from the story and encourage students
practice the target language and key words from the unit. to identify when you’ve made a mistake. Ask the student who
Engage identified the mistake to tell what is correct.
Creativity/Critical Thinking Have students choose one of Engage
the sentences about the key words. Provide students with art Collaboration Have students complete Exercise E. Then have
supplies. Ask them to draw a picture to go with the sentence them pair up and practice the target language from this unit.
they chose. Have students swap drawings with a partner and Encourage them to talk about the key words from Unit 6 and
see if they can guess which sentence their partner chose based if or how they use these items in their homes. Invite them to
on the drawing. talk about ways they can classify and categorize these things.
Extend Extend
Have students create picture/word cards for the eight key Creativity Distribute drawing supplies. Have students draw
words on page 40. On one side of the card, have them write pictures of their favorite foods and label them. Display the
the word. On the other side of the card, have them draw a drawings around your classroom. Invite students to describe
picture or paste a picture from a magazine that fits the word. their drawings to the rest of the class.
When students are done, encourage them to share their
pictures with a partner. Answer Key
A: 1. They both had a vegetable to find. 2. Carton of juice,
Answer Key ice cream, and milk 3. Answers will vary. Things that are
B: a. 3 b. 2 c. 4 d. 1 C: 1. can of tomatoes 2. melon 3. honey cold, fruit, drinks, spices B: 1. T 2. F 3. F 4. T 5. T 6. F 7. T 8. F
4. spinach C: 1. game 2. cold 3. plan 4. one minute D: Answers will vary.
E: 1. b 2. a 3. d 4. b F: 1. a 2. c 3. d 4. a

Unit 6, Listen, Student Book Page 41

Excite Units 5 and 6, Listening Check, Student Book
Critical Thinking Introduce the Listening Goal: listen Pages 44–45
to classify and categorize. Explain the difference between Excite
classifying and categorizing. When you classify, you put
Divide students into several small teams. Have each team
similar things into a group (pencils, pens, notebooks; carrots,
form a circle and put their hands behind their backs. Play a
sweet potatoes). When you categorize, you give a group of
game of Balloon (see Games and Activities on pages 20–21
things a name that describes it (school supplies, orange
of this Teacher’s Guide) to review the key words and target
vegetables). Have students write down a couple of category
language from Units 5 and 6.
names. Write the names of several items on the board and
have students classify them under the correct heading or Engage
category. Collaboration Divide the class in half. Have students listen to
Engage the audio track for Food Art again. Invite one half of the class
to listen for and write down all of the fruits. The other half
Have students complete Exercise B. Then play the audio track
will listen for and write down all of the vegetables. Ask, What
again. Tell students to listen for the foods that are mentioned
food items in the passage are not a fruit or a vegetable? (chili
and write them on a separate sheet of paper. Next, have them
peppers, garlic) Play the track again and have them check
classify and categorize the foods. Have students compare their
their answers with a partner.
lists with a partner.
Extend
Extend
Creativity Invite the students to imagine they are making
Collaboration Have students find a partner. Tell students to
their own food art. Have them classify and/or categorize
interview their partner about what they had for breakfast,
the foods they would use. Provide them with clay to make
lunch, dinner, and a snack the day before. Have students write
a model of their food art or distribute art supplies for a
down the items their partner ate as they do the interview.
drawing. Ask volunteers to tell the class about their work.
Were the foods healthy or not? Have partners classify and
categorize the foods they each ate. Encourage the partners to Answer Key
share their lists with another pair.
A: b B: a. 3 b. 1 c. 2 C: 1. a 2. b D: Answers will vary.
Answer Key E: 1. a 2. b 3. a 4. d F: Answers will vary. G: 1. garlic 2. chili
peppers 3. spinach 4. red peppers 5. papaya 6. can of
A: 1. apples 2. spinach 3. carrots 4. Drinks I Like 5. coffee
tomatoes 7. a carton of juice 8. spices
B: Max and Patty went shopping with their mom and had a
game in the store. 1. F 2. T 3. F

Topic 3 Teaching Notes 29

Units 5 and 6, Get Ready to Speak, Student Book Units 5 and 6, Speaking Tutor Worksheet
Page 46 Excite
Excite Play a game of Rollers (see Games and Activities on pages
Communication Introduce the Speaking Goal: give a 20–21 of this Teacher’s Guide). Students should use transition
group presentation. Explain that a group presentation is a phrases as they receive and pass on the ball. Students should
presentation given by more than one speaker. Invite a few thank the student they receive the ball from (Thank you,
volunteers to form a small group. Have the group present to ______) and then make up a phrase as they pass the ball
the class one of the food art pieces from the Extend activity (Here’s _____ to tell us more. ______, what can you tell us?).
for pages 44 and 45. Remind them to let each group member Engage
present a bit of the information. Collaboration Have students work in groups of three to
Engage practice saying the dialogue in Part A. Invite them to use their
Have students work in groups of three to act out the own names rather than the names in the text. Have one group
presentation from Exercise A. Point out the transition phrases give the presentation to the class.
and how they are used. Explain that one student will say the Extend
lines for Peter, one will say the lines for Sue, and one will say Present sentences to the class, using rising and falling
the lines for Mark. Play the audio track, and have students intonation. Say a sentence once with the correct intonation
listen for the correct way to say the dialogue. Allow time to and once with incorrect intonation (mix up the order).
practice. Invite volunteers to act out the conversation in front Students must identify which is correct and which is not.
of the class. Continue as time permits.
Extend
Play a game of Finish the Story (see Games and Activities on
pages 20–21 of this Teacher’s Guide), using the text for We Units 5 and 6, Project
Know Our Pizza on page 46. When copying the text, you can Excite
supply it on sheets of paper or write it on the board.
Tell students they are going to make a food pyramid. Have
printouts available or show students some of the many
Answer Key
different food pyramids available online. Point out that food
A: Now here is Sue to tell you more. Thank you, Peter. Mark, pyramids help us plan healthy meals. Encourage volunteers
what can you tell us about pizzas around the world? Thank to name the different categories they see on the samples you
you, Sue. Finally, here’s Peter again to finish. Thank you, show them.
Mark and Sue. B: 1. The topic is the history of pizza. 2. Peter
Engage
talks about the history of pizza, Sue talks about how pizzas
were first eaten, and Mark talks about pizzas around the Collaboration If students need help with their food pyramids,
world 3. Thank you. 4. Peter says “In conclusion” to end the invite them to look more closely at the examples you shared.
Allow them to work with a partner to brainstorm ideas for
presentation.
different foods they might want to try. Assist as needed in
helping them classify the foods they choose.
Units 5 and 6, Speak, Student Book Page 47 Extend
Excite Creativity Allow students to look online for recipes for the
foods they want to try. Encourage them to find photos in
Review the vocabulary students have learned in Units 1–6 by
magazine or online as well. Give them art supplies to make a
playing a game of Categories (see Games and Activities on
mini-recipe book.
pages 20–21 of this Teacher’s Guide),
Engage Workbook Answer Key
Collaboration/Critical Thinking Have students complete Unit 5 A: 1. F 2. T 3. T B: a. ✔ b. ✔ c. ✘ C: 1. b 2. a 3. c 4. a
Exercise D. Then pair them up with a partner to write and D: 1. A good way to get your five a day is to make and
say as many different transition phrases as they can. Remind drink fresh fruit juices. 2. The speaker suggests you put
them that a transition phrase is the last thing a speaker says vegetables and exotic fruits in juices. 3. You put yogurt in
before turning the presentation over to the next speaker, as the juice to make it thicker. 4. You put honey in the juice to
well as the first thing the next speaker says. Encourage the make it sweeter. 5. The speaker describes the glass of juice
pairs to be creative. as colorful and healthy. E: 1. kimchi 2. red peppers 3. Kiwis
Extend 4. watermelon F: 1. garlic 2. exotic fruits 3. watermelon
Collaboration/Critical Thinking Invite the same pairs from 4. papaya Unit 6 A: 1. b 2. b B: 1. Things for the kitchen
the Engage activity above to write and say a variety of ways 2. Fruits and vegetables 3. Clothes C: 1. b 2. a 3. c 4. a 5. b
to finish a presentation. You might supply them with a list of D: 1. market in Bali, Indonesia 2. fresh flowers 3. triangle
topics to write a close to or have them use ideas from group 4. buckets 5. yogurt and honey E: 1. b 2. b 3. b 4. a
presentations given in your class. F: 1. melon 2. chili peppers 3. yogurt 4. spinach
Speak Students circle Here is and Thank you.
Answer Key
C: Answers will vary. D: Answers will vary.

Topic 3 Teaching Notes 30

 TO PI C
Animal Planet Unit 7 Goals Unit 8 Goals Writing Goal

4
• Listen to the • Listen to the story • Make suggestions
passage Beautiful A Day at the Zoo using transition
Birds • Listen for attitudes words
SCIENCE • Listen for opinions

Topic 4, Opener, Student Book Pages 48–49 Unit 7, Listen, Student Book Page 51
See the Walk-Through on pages 7–16 for a general approach to Excite
each exercise.
Introduce the Listening Goal. Provide students with examples
Excite to demonstrate the difference between facts and opinions.
Collaboration Tell students they will listen, think, and speak Fact: I’m wearing brown shoes. Opinion: These are comfortable
about animals in this Topic. Invite students to name their shoes. Invite volunteers to make up both a fact and an
favorite animals. Next, ask them to think of an animal that opinion sentence.
they’d like to know more about. Have students work with a Engage
partner to research one of these animals. Collaboration/Critical Thinking Have students listen to
Engage the sentences in Exercise A. Then invite them to work with a
Have students listen to the Fun Fact. Ask them to name the partner to write three of their own fact and opinion sentences
facts that they heard about tigers. Ask, Which facts did you using the key words. Have pairs exchange their sentences with
know already? Which facts were new? Invite the pairs from the another pair and see if they can identify which sentences are
Excite activity above to share with the class some facts about facts and which are opinions.
the animals they researched. Extend
Extend Collaboration Divide the class into two teams. Team A
Creativity Distribute drawing materials to the students. Invite says a sentence: In my zoo, there’s a peacock. Team B repeats
the pairs from above to make a poster about either their the sentence and adds another key word: In my zoo, there’s
favorite animal or the one that they researched. Have them a peacock and an eagle. Teams take turns repeating and
label different parts of the animals (ears, eyes, paws, etc.). extending the sentence until one team forgets what has been
Display the posters around the classroom. said or can’t add another bird or relevant key word.

Answer Key Answer Key

B: 1. almost 4 meters, almost as tall as a giraffe A: 1. b 2. a 3. b B: Children are on trip to a bird zoo. The
2. 65 kilometers an hour 3. Answers will vary. birdkeeper tells them about some of the birds. 1. T 2. T 3. F

Unit 7, Get Ready to Listen, Student Book Page 8 Unit 7, Understand, Student Book Pages 52–53
Excite Excite
Critical Thinking Talk about birds with the students. Make three statements about the key words for Unit 7. Two
Encourage them to name any birds that they know. Write should be facts and one should be an opinion. Invite students
these on the board. Leave the names up on the board. Ask, to identify the opinion.
What do birds have that other animals don’t have? Elicit wings, Engage
feathers, and beaks. Accept any other reasonable responses. Critical Thinking Have students complete Exercise B. Then
Engage come up with four or five more true or false statements about
Review the key words in Exercise A. If any of these bird the key words and write them on the board. Ask volunteers
names are on the board, ask students to come up and circle to come up to the board and answer True or False for each
them. Have them add any that were not on the board. If statement. To extend this activity, invite students to make a
anyone researched one of these birds, bring out their poster true or false statement and have the rest of the class answer.
and invite them to talk to the class about it. Extend
Extend Play a game of Picture Pieces (see Games and Activities on
Creativity Have students make picture/word cards for the key pages 20–21 of this Teacher’s Guide) with the class to review
words on page 50. Give each student eight blank cards and Unit 7 key words.
drawing supplies. Have them write the word on one side of
the card and draw a picture on the other side. Answer Key
A: 1. He thinks flamingos are pretty. 2. Eagles are the largest
Answer Key bird they have at the zoo. They have large beaks and can see
B: a. 3 b. 1 c. 2 d. 4 C: 1. escape 2. eagle 3. hummingbird very well. 3. He does not think they are safe because the birds
4. swan walk around. 4. Answers will vary. B: 1. T 2. F 3. F 4. F 5. T
6. F 7. F 8. T C: 1. water 2. colorful feathers 3. angry 4. food
D: Answers will vary. E: 1. b 2. a 3. b 4. c F: 1. c 2. a 3. d 4. c

Topic 4 Teaching Notes 31

Unit 8, Get Ready to Listen, Student Book Page 54 Unit 8, Understand, Student Book Pages 56–57
Excite Excite
Lead a discussion about endangered animals. Explain Place some of the student-made picture/word cards in various
that endangered animals are those that are in danger of places around the room and play a game of Find (see Games
disappearing from the world for various reasons. In other and Activities on page 20–21 of this Teacher’s Guide). Or you
words, there are not very many of them left. Ask students if could have the students find pictures of the key words in a
they have heard about endangered animals before and what magazine or online.
they know about them. Share some pictures and descriptions Engage
of endangered animals using the Internet or other research
Collaboration Have students complete Exercise E. Review the
sources.
completed sentences together as a class. Ask students to read
Engage each sentence as is. Then invite them to read the sentence
Communication Have students practice talking about the with a specific tone (excited, surprised) or have them add
key words in Exercise A with a partner. If students need help words that show attitude (I watched an interesting nature show
defining the words, encourage them to look them up in the on TV about rhinoceroses).
dictionary at the back of their Student Book or online. Then Extend
have pairs write a new sentence using one of the key words.
Play a game of Five Questions (see Games and Activities on
Extend pages 20–21 of this Teacher’s Guide) to review the key words
Play a game of Buzzers (see Games and Activities on page for Unit 8. Play as a class or in small groups.
20–21 of this Teacher’s Guide) with questions derived from
the sentences in Exercise A. Answer Key
A: 1. Emma loves pandas. They are her favorite animal.
Answer Key 2. Emma is surprised when the zookeeper answers the
B: 1. next to the penguin 2. next to the rhinoceros 3. next to questions incorrectly. 3. The zookeeper is embarrassed
the panda 4. next to the gorilla C: 1. in the wild, 2. Pandas because he got the answers wrong. We know this
3. endangered 4. penguins because the zookeeper apologizes. B: 1. b 2. d 3. a 4. c
C: 1. endangered 2. penguins 3. surprised 4. first day
D: Answers will vary. E: 1. rhinoceroses 2. in the wild 3. paws
Unit 8, Listen, Student Book Page 55 4. Pandas 5. gorillas 6. penguin 7. Wings 8. endangered
Excite F: 1. endangered 2. rhinoceros 3. gorillas 4. pandas
Critical Thinking Introduce the Listening Goal. Explain that 5. penguins 6. paw
people show attitude, or how they feel, by their actions. But
they also show attitudes by their tone or how they talk. Model
the different speaking tones listed on page 55. Say a sentence, Units 7 and 8, Listening Check, Student Book
such as We’re studying endangered animals—say it loudly, Pages 58–59
quietly, quickly, and slowly and have students discuss how the
Excite
meaning of the sentence changes if you say it using a different
tone. For example, speaking quickly or loudly can make one Critical Thinking/Collaboration Remind students that in
sound excited or interested, speaking quietly or slowly can Units 7 and 8 they learned about opinions and attitudes. Have
make one sound bored or scared. partners work together to write a few statements or questions
that present opinions or attitudes about animals. One partner
Engage should read the statement and the other should state whether
Communication Have students complete Exercise B. Then it is an opinion or an attitude. Remind students to use tone.
play the audio again. Have students each choose a sentence
Engage
from the story that they like. Then arrange students in pairs.
Have S1 say the sentence they chose using a specific tone of Make sure each of the students has their picture/word cards
voice. S2 should guess the attitude. Have partners alternate for Units 7 and 8. Replay the audio for the podcast An Indian
who is saying the sentence and who is guessing. Adventure. As they listen, invite students to hold up the
correct card every time they hear a key word. Afterwards, see
Extend if students can name the key words that they heard.
Creativity Have students create picture/word cards for the
Extend
key words on page 54. On one side of the card, have them
write the word. On the other side of the card, have them draw Play a game of Memory (see Games and Activities on pages
a picture or paste a picture from a magazine that fits the word. 20–21 of this Teacher’s Guide) to review key words from Units
When they are done, have them work with a partner to review 7 and 8. (Note: In cases where student cards are two-sided,
and say the new words. you may need to make additional cards or cover one side.)

Answer Key Answer Key

A: 1. a 2. a 3. a B: A family visits a zoo. The zookeeper gets the A: b B: a. 1 b. 3 c. 2 C: 1. a 2. b D: Answers will vary. E: 1. b
facts about the penguins wrong and Emma corrects him. 2. a 3. d 4. a F: Answers will vary. G: 1. in the wild 2. feathers
a. 1 b. 3 c. 2 3. beak 4. wings 5. endangered 6. flamingos 7. penguins
8. eagles
Topic 4 Teaching Notes 32
Units 7 and 8, Get Ready to Speak, Student Book Units 7 and 8, Speaking Tutor Worksheet
Page 60 Excite
Excite Write several topics on the board (e.g., park or playground,
Communication Introduce the Speaking Goal: persuade. water or soda, walk or run, read or nap). Arrange students
Explain that we share facts and opinions when we want to in pairs. S1 will attempt to persuade S2 on one of the topics,
persuade, or convince, someone to do or think something. using I think, it’s better, and you/we should. Then they
Provide an example of persuasion (e.g., You should study switch roles.
harder. You might get better grades.) Then invite students to Engage
try to persuade a partner why they should help them do their Collaboration Ask student pairs to practice reading aloud
chores, using key words from Units 1 and 2. the dialogue in Part A. Invite volunteers to act out the
Engage conversation in front of the class.
Collaboration Have students work in pairs to act out the Extend
conversation from Exercise A. Explain that one will be Sam Point out the interjection Oh! in Parts A and B. With the
and one will be Ada. Play the audio track, and have students help of students, write other interjections on the board. Invite
listen for the correct way to say the dialogue. Allow time students to practice changing the meaning of the interjections
to practice. Invite volunteers to act out the conversation in by changing their intonation (excited, disappointed,
front of the class. Ask, Does Ada persuade Sam or does Sam surprised, etc.).
persuade Ada?
Extend
Play a different version of Simon Says (see Games and Units 7 and 8, Project
Activities on pages 20–21 of this Teacher’s Guide) with the Excite
class. Have students stand and face you. Tell them you will
Communication Invite students to talk about the types of
give them instructions to act like certain animals. If you
books they like to read. Ask them how they save their place
preface the instructions with I think, it’s better, or we should,
if they have to stop in the middle of a story. Explain that they
students should obey. If not, they should remain still.
are going to make bookmarks that they can use to keep track
of where they stopped reading.
Answer Key
A: I think we should, I think it’s better, But I wanted, We Engage
should B: 1. because they are cute, she wants to keep As students work on making their bookmarks, circulate
helping them, and the forests are important 2. because they throughout the classroom. Assist students as needed
are funny and they could be endangered soon because the with using a ruler to mark the lines for cutting out their
ice they live on is melting 3. They should help all animals. bookmarks or for using the Internet for research. Allow
4. Answers will vary. students who feel confident doing so to assist their classmates.
Ask several volunteers to share one fact they discovered. Ask
others to share one opinion.
Units 7 and 8, Speak, Student Book Page 61 Extend
Excite Collaboration Arrange them in small groups. Have them
combine their bookmarks and play a matching game to see
Critical Thinking Have students work with a partner to make
how many endangered animals they chose that were the same.
a list of key words from Units 7 and 8. Encourage them to
take turns calling out one of the words and writing it down. Workbook Answer Key
For example, S1 may start out with beak; S2 writes the word
down and then names another word—wings. S1 writes that Unit 7 A: 1. a 2. b B: a. ✘ b. ✔ c. ✘ C: 1. a 2. b 3. c 4. a 5. a
one down. When they have written all 16 words, have them D: 1. interesting 2. dark-brown 3. wings 4. bug 5. a bird
read the list aloud together. 6. flamingos E: 1. b 2. b 3. a 4. a F: 1. Eagles 2. escaped 3.
hummingbirds 4. flamingos 5. feathers 6. beaks Unit 8 A: 1.
Engage T 2. F 3. T B: a. ✔ b. ✘ c. ✔ C: 1. a 2. b 3. b 4. c D: 1. The gorilla
Communication Have students complete Exercise D. Then shouted ‘’I’m the king of the rainforest’’ because he likes to
pair them up with a different partner. Ask them to share what scare the other animals. 2. The monkey pulled the gorilla’s
they wrote with their new partner. Encourage the pair to nose and ears. 3. The monkey was swinging in the trees when
compare their words of persuasion. Were they similar? Were
he saw the gorilla in the net. 4. The gorilla couldn’t escape
they different? Did your partners words persuade you to help?
because the net was all around him. 5. The monkey helps the
Extend gorilla because he thinks it’s important for them to help each
Review the vocabulary students have learned in Units 1–8 by other. E: 1. pandas 2. wings 3. penguins 4. endangered F: 1.
playing a game of Categories (see Games and Activities on Gorillas 2. paws 3. In the wild 4. rhinoceroses
pages 20–21 of this Teacher’s Guide), using chores, seasonal Speak Students circle I think it’s better and we should.
fun, foods, and animals as category titles.

Answer Key
C: Answers will vary. D: Answers will vary.

Topic 4 Teaching Notes 33

 TO PI C
Our World Unit 9 Goals Unit 10 Goals Speaking Goal

5
• Listen to the story • Listen to the • Talk about
The Traveler’s Idea passage A Helpful problems
• Listen for Idea
SOCIAL SCIENCE problems • Listen for solutions

Topic 5, Opener, Student Book Pages 62–63 Unit 9, Listen, Student Book Page 65
See the Walk-Through on pages 7–16 for a general approach to Excite
each exercise.
Introduce the Listening Goal: listen for problems. Discuss
Excite some of the types of problems we deal with in everyday
Tell students they will listen, think, and speak about things life. For example, ask students to share some of the things
related to languages and countries in this Topic. Ask students that might go wrong or cause them to be late when they are
if they have ever traveled or been on a trip to a different getting ready for school in the morning (e.g. the alarm doesn’t
country. Invite students to share their travel experiences. go off, they can’t find their shoes, they burn their toast).
Engage Engage
Communication Read and talk about Olly’s question on page Communication Ask individual students to share some of the
63: If you could speak one more language, which would you things they wrote down in their notes as they listened to the
choose? Why? Ask students to share any other languages they story. Discuss as a class. Ask, What was the problem that Mr.
know. Invite them to say “hello” in that language. Discuss as a Green discovered in Nepal?
group why it is helpful to know multiple languages. Extend
Extend Play a game of Rollers (see Games and Activities on pages
Critical Thinking Play Odd One Out. Explain that you 20–21 of this Teacher’s Guide) to review key words and
are going to call out two languages and one place. Students target language from Unit 9.
should guess which one is a place, or which one doesn’t
belong with the other two (e.g., Japanese, Spanish, Russia). Answer Key
A: 1. a 2. a 3. b B: In a small village in Nepal the older and
Answer Key younger people can’t communicate because they speak
B: 1. more than 7,000 2. 23 3. Answers will vary. different languages. a. 2 b. 1 c. 3

Unit 9, Get Ready to Listen, Student Book Page 64 Unit 9, Understand, Student Book Pages 66–67
Excite Excite
Collaboration Arrange students in small groups. Give each Arrange students in groups of eight. You will need one set of
group a world map. Call out the names of various countries or Unit 9 word cards for each group. Each student should select
continents and invite the groups to locate them on their maps. one of the eight cards. Call out two of the key words. The
Provide hints as needed. Ask volunteers to name a country students holding those two cards stand and switch places.
they have visited. Invite the groups to find this place on their Call out pairs of words until all students have had a chance to
maps. change places. Continue as time allows.
Engage Engage
Collaboration/Communication Have students complete Collaboration Have students complete Exercise F. Then have
Exercise A. Then have them work with a partner to research them work in a small group to think of a name for a new
two of the key words and write one more sentence about language app and to write their own advertisement for it.
them. Invite volunteers to share one of their sentences with Extend
the class.
Play a game of Five Questions (see Games and Activities on
Extend pages 20–21 of this Teacher’s Guide) with the class to review
Have students make word cards for Unit 9. Give each student Unit 9 key words.
eight blank cards. Say the key words aloud and ask students
to write each word on a separate card. Tell them they can Answer Key
use their books to check for spelling. When they are done, A: 1. A Nepali man tells him. 2. The older people can’t tell the
have students work with a partner to review and say the children their stories because they don’t speak the language.
new words. 3. They don’t learn or speak the village language at home or
at school. B: 1. b 2. b 3. b 4. c C: 1. the UK 2. diverse 3. sad
Answer Key D: Answers will vary E: 1. immigrants 2. diverse 3. Russia
B: 1. the mountain picture 2. the picture of the snow city 4. Nepal 5. Kenya 6. the UK 7. Peru 8. New Zealand F: 1. the
3. the picture with the sheep 4. the picture with the castle UK 2. Kenya 3. New Zealand 4. Peru 5. Nepal 6. immigrant
C: 1. diverse 2. immigrants 3. Kenya 4. Nepal 7. Russia 8. diverse

Topic 5 Teaching Notes 34

Unit 10, Get Ready to Listen, Student Book Page 68 Unit 10, Understand, Student Book Pages 70–71
Excite Excite
Place some of the student-made word cards for Unit 9 in Arrange students in small groups. Each group should have
various places around the room and play a game of Find (see two sets of word cards. Invite them to play a game of Memory
Games and Activities on page 20–21 of this Teacher’s Guide). (see Games and Activities on pages 20–21 of this Teacher’s
Or you could have the students find pictures related to the Guide) to review Unit 10 key words. (The cards for this unit
key words in a magazine or online. When they find the key are not two-sided so they work well for this game.)
words/pictures, have them say the word and something they Engage
know about it.
Collaboration/Critical Thinking Have students complete
Engage Exercise E. Then have them work with a partner to write real
Communication Have students complete Exercises A–C. and fake definitions for the other four key words for Unit 10
Then have them practice talking about the key words with a (Italy, palaces, tradition, Turkey). Have pairs exchange their
partner, using language similar to that in Exercises A–C (In definitions with another pair. Students should attempt to
________ the people…, I want to go to __________. _______ identify which definition is correct.
is famous for… I love to eat … when I’m in _______.) Extend
Extend Divide the class into two teams. Members of each team take
Creativity Have students create word cards for the key words turns naming the key words for Units 9 and 10. Write down
for Unit 10. Give each student eight blank cards. Say the the words they call out. If one team repeats a word or can’t
key words aloud and ask students to write each word on a think of one, the other team gets a point. Keep going until all
separate card. Tell them they can use their books to check of the key words for both units have been named.
for spelling. When they are done, have students work with a
partner to review and say the new words. Answer Key
A: 1. He can’t remember the facts for his geography test.
Answer Key 2. He tells him an idea he has to study. 3. He needed a new
B: a. 1 b. 3 c. 2 d. 4 C: 1. Italy 2. palaces 3. Turkey 4. tradition way to study. 4. Answers will vary B: 1. F 2. T 3. F 4. T 5. T
6. T 7. T 8. F C: 1. country 2. facts 3. around the house 4. at
breakfast D: Answers will vary. E: 1. a 2. c 3. b 4. c F: 1. b 2. c
Unit 10, Listen, Student Book Page 69 3. d 4. c
Excite
Critical Thinking Introduce the Listening Goal: listen for
solutions. Explain that most stories with problems also have Units 9 and 10, Listening Check, Student Book
solutions. To find the solution when listening, we should ask Pages 72–73
How did the problem get fixed. What did the character do? Excite
Invite students to recall the discussion on things that might
Place student-made word cards on the floor, face-up. Play
make us late to school in the Excite activity on page 65. Now
a game of Jump to the Word (see Games and Activities on
ask them to come up with some possible solutions to those
pages 20–21 of this Teacher’s Guide) to review the key words
problem.
and target language from Units 9 and 10. Use verbs students
Engage know to instruct students on how to go to a particular card
Have students complete Exercise B. Then play the audio (e.g., Hop to the castle.).
track for the passage A Helpful Idea again. When the students Engage
hear a problem or a solution, they should raise their hands.
Critical Thinking Have students complete Exercises A–D,
Afterwards, review the problem and solution as a class. Invite
then close their books. Say true and false sentences about the
volunteers to offer different solutions than those they heard.
story A Creative Solution. For example, Last summer Kate and
Extend Jenny went to Italy. Students say from memory whether the
Invite 16 students to come to the front of the class. Have each statements are true or false. (False) Invite volunteers to make
one hold a different student-made word card for one of the true and false statements about the story.
key words from Units 9 and 10. Play the audio from A Helpful Extend
Idea again. As you play the track, these students should
Creativity Play the audio track for Exercise G again. Provide
hold up their card when they hear the corresponding word.
students with drawing materials. Invite them to draw their
If someone misses their word, replace them with another
own illustration to go with the passage.
student and start over again.
Answer Key
Answer Key
A: b B: a. 3 b. 1 c. 2 C: 1. a 2. b D: 1. The lady in the office
A: a. 1 b. 3 c. 2 B: Bobby can’t remember the facts for his test.
didn’t understand what Kate wanted. 2. Kate did the action
His dad suggests he write notes and put them around the
for opening and closing a book, and then drew her address
house. 1. T 2. T 3. F
book. E: 1. c 2. b 3. a 4. a F: Answers will vary. G: 1. diverse
2. Peru 3. immigrants 4. tradition 5. Russia 6. Japan 7. Italy
8. the UK

Topic 5 Teaching Notes 35

Units 9 and 10, Get Ready to Speak, Student Book Units 9 and 10, Speaking Tutor Worksheet
Page 74 Excite
Excite Write several short sentences on the board, leaving a blank
Communication/Critical Thinking Introduce the Speaking for the adjectives. Invite students to come up and say each
Goal: talk about problems. Have students work with a partner sentence three times, once with really, once with very, and
to talk about problems and find solutions. You may want to once with so. Have them fill in the blank with the word they
write a list of possible problems on the board to help get the think fits the best.
conversations started (difficulty with a math problem, don’t Engage
know how to get to a location, want to learn how to play guitar, Collaboration Ask student pairs to practice reading aloud
missing an ingredient for a recipe). Encourage pairs to share the dialogue in Part A. Invite volunteers to act out the
their problem and solution with the rest of the class. conversation in front of the class.
Engage Extend
Read aloud the Speaking Tip from Olly. Write the words After students complete Part B, pick several of the lines from
really, very, and so on the board. Explain that they make the conversation and read them aloud, changing up the words
adjective stronger. Ask various students, How are you? you give emphasis to. Invite students to identify which words
Encourage them to use one of the words on the board and an should have the extra stress, and have them say the sentences
adjective to answer you. Provide examples as needed (e.g., I’m correctly.
very happy. I’m really sick. I’m so hungry!).
Extend
Have students work in pairs to act out the conversation from Units 9 and 10, Project
Exercise A. Explain that one student will read the lines for Excite
Patrick and one will read the lines for Meg. Play the audio
Tell students they are going to make a poster focusing on
track, and have students listen for the correct way to say the
countries that our families are from as well as where they live
dialogue. Allow students time to practice. Invite volunteers to
now. Share atlases, maps, or a globe with the class. Encourage
act out the conversation in front of the class.
students to name a country they have family members in and
allow them to assist you in finding that country on a map
Answer Key
or globe. Invite another student to write the names of the
A: (Meg) really, very, so; (Patrick) so B: 1. Meg can’t do her countries on the board as they are called out.
English homework. 2. It’s very difficult. 3. Patrick is good at
English. 4. Patrick will help her. 5. Answers will vary. Engage
As students work on their Project Notes, circulate throughout
the classroom. Ask students to talk to you about their posters
Units 9 and 10, Speak, Student Book Page 75 and the details and images they included. Ask, What do you
already know about each country? What would you like to
Excite know more about. Why did you draw or pick the image that
Play a game of Circles (see Games and Activities on pages you did?
20–21 of this Teacher’s Guide) with the class. You can set up
Extend
one large circle with the whole class or divide the students up
into smaller circles. Use the key words and target language for Communication Invite students to choose a different partner.
Units 9 and 10. Have these partners talk to each other about a different
country they might like to live in. They should share what
Engage they know about the country and why they might want to live
Communication Have students work on their own to there. Encourage them to research more information on that
complete the chart in Exercise C. Afterwards, invite them country, including languages spoken there.
to talk with a partner about their completed charts using
language patterns like those in the conversation on page 74. Workbook Answer Key
Remind them to stress words like very, so, and really. Ask Unit 9 A: 1. F 2. F 3. T B: a. ✔ b. ✘ c. ✘ C: 1. a 2. b 3. a 4. b
partners to offer possible solutions to the problem. D: 1. They started walking back at five o‘clock. 2. They were
Extend scared because it was getting dark and they knew they
Invite students to share their problem from Exercise C and D were lost. 3. They couldn’t find where they were on the map.
with the class. Encourage the other students to respond with 4. The children saw the lights of a car. 5. The children were
a possible solution. Ask students to share how the problem happy when they returned to the tent. E: 1. Peru 2. diverse
made them feel. Then ask them to share how the various 3. Russia 4. Nepal F: 1. Peru 2. New Zealand 3. the UK 4. Nepal
solutions made them feel. Encourage them to use intensifiers. Unit 10 A: 1. a 2. b B: a. ✔ b. ✔ c. ✘ C: 1. a 2. a 3. b 4. a 5. c
D: 1. some postcards 2. looks up 3. surprised 4. envelope
Answer Key 5. postcard 6. mistakes E: 1. a 2. a 3. b 4. a F: 1. palaces
C: Answers will vary. D: Answers will vary. 2. castle 3. tower 4. citizen 5. tradition 6. Japan
Speak Students circle very, so, and really.

Topic 5 Teaching Notes 36

 TO PI C
Let’s Do Unit 11 Goals Unit 12 Goals Speaking Goal

6
• Listen to the blog • Listen to the story • Tell a personal

Better! Who’s Been Here?

• Listen for gist
I Live Here, Too!
• Listen for the
story

SCIENCE theme

Topic 6, Opener, Student Book Pages 76–77 Unit 11, Listen, Student Book Page 79
See the Walk-Through on pages 7–16 for a general approach to Excite
each exercise.
Critical Thinking Introduce the Listening Goal: listen for
Excite gist. Explain that we can look at pictures, a title, questions
Tell students they will listen, think, and speak about materials on the page, and often the very first sentence of a passage to
that we use and things that affect the environment around us determine what the gist is. Invite students to come up with
in this Topic. Invite students to talk about some of the things questions that would help them determine the gist: What is
their family does to care for the environment. Discuss what it the speaker talking about? What are the characters doing? What
means to recycle and reuse things. is happening? What is the story mostly about?
Engage Engage
Communication Point out the photo on pages 76 and 77. Have students complete Exercise A and B. Then play the
Ask students to describe what they see. Does the picture make audio track for Who’s Been Here? again. This time have
them sad or happy? Why? Play the audio track for the Fun students stand every time they hear one of the key words for
Fact. Invite students to discuss the benefits of plastic bags and Unit 11.
reusable bags. Extend
Extend Play a game of Five Questions (see Games and Activities on
Creativity Distribute drawing materials and blank sheets of pages 20–21 of this Teacher’s Guide) using the key words
white paper. Have students fold the paper in half. On one from page 78. You can play as a class or arrange students in
half of the page, they should draw an outdoor scene showing small groups.
plastic bags and other litter. On the other half, they should
draw the same scene without all the litter. On the bottom Answer Key
of the page, have them write “Which world do you prefer?” A: 1. a 2. b 3. b B: A group of school children on a trip to a
Encourage them to share their drawings at home. forest pick up the trash and guess who was there before
them. a. 2 b. 1 c. 3
Answer Key
B: 1. Sixty thousand plastic bags are used every five seconds
in the US. 2. Sometimes animals eat them. 3. Answers will Unit 11, Understand, Student Book Pages 80–81
vary. Excite
Play Down the Line (see Games and Activities on pages 20–21
Unit 11, Get Ready to Listen, Student Book Page 78 of this Teacher’s Guide) using the student-made word cards
with two or four teams.
Excite Engage
Critical Thinking Ask students to think about what would Have students complete Exercise E. Then arrange them in
happen if an alien landed on Earth and asked them to show pairs. Ask each partner to write a new sentence for one of the
it around. Invite volunteers to share what they think would key words but insert a blank in their sentence where the key
be good things to show an alien. Ask them if there are places word would go. Have pairs swap sentences with their partner
they would be embarrassed to show an alien because they are and fill in the blank. If there is time, have them repeat with
dirty. Encourage them to explain why. another key word.
Engage Extend
Have students complete Exercise A. Invite them to work with Creativity Provide students with modeling clay and crafting
a partner to write a new sentence for each of the key words. supplies like buttons and yarn. Invite them to make an
Extend animal money bank similar to that described in Exercise F.
Creativity Give each student eight blank cards. Say the key Encourage them to imagine they are using recycled material
words for Unit 11 aloud and ask students to write each word in their designs.
on a separate card. Tell them they can use their books to
check for spelling. When they are done, have students work Answer Key
with a partner to review and say the new words. A: Answers will vary. B: 1. a 2. a 3. b 4. d C: 1. awful 2. furry
3. rubber 4. triangle D: Answers will vary. E: 1. awful 2. furry
Answer Key 3. metal 4. rubber 5. silk 6. sticky 7. wood 8. plastic F: 1. awful
B: 1. the bike tires 2. the red light 3. the teddy bear 4. the bell 2. plastic 3. silk 4. furry 5. wood 6. metal 7. rubber 8. sticky
C: 1. awful 2. wood 3. silk 4. sticky

Topic 6 Teaching Notes 37

Unit 12, Get Ready to Listen, Student Book Page 82 Unit 12, Understand, Student Book Pages 84–85
Excite Excite
Play a Memory game (see Games and Activities on pages Divide the class in half or into four groups. Have groups play
20–21 of this Teacher’s Guide) using the student-made word Charades (see Games and Activities on pages 20–21 of this
cards for Unit 11. You might consider making the game more Teacher’s Guide), acting out scenes from I Live Here, Too!
challenging by adding word cards from previous units as well. Engage
Engage Critical Thinking Have students complete Exercise B. Then
Communication Have students complete Exercise B. Then come up with four or five true or false statements about
encourage them to talk with a partner about each of the key the key words and write them on the board. Ask volunteers
words from Exercise A. Have them pick three of the key to come up to the board and answer True or False for each
words and use each of them in a new sentence. statement. To extend this activity, invite students to make a
Extend true or false statement and have the rest of the class answer
Give each student eight blank cards. Say the key words for Extend
Unit 12 aloud and ask students to write each word on a Remind students of the correct answers for the problems in
separate card. Tell them they can use their books to check Exercise F. Invite them to write another sentence that would
for spelling. When they are done, have students work with a also be correct for the photos on page 85 or have them draw
partner to review and say the new words. an illustration to go with one of the incorrect sentences.

Answer Key Answer Key

B: a. 4 b. 1 c. 2 d. 3 C: 1. playful 2. polluted 3. shouts 4. sound A: Answers will vary. B: 1. T 2. T 3. F 4. F 5. T 6. F 7. T 8. T
C: 1. trash 2. around its neck 3. polluted 4. drop trash
D: Answers will vary. E: 1. b 2. d 3. b 4. a F: 1. c 2. c 3. b 4. d
Unit 12, Listen, Student Book Page 83
Excite
Units 11 and 12, Listening Check, Student Book
Introduce the Listening Goal. Explain that a theme is a lesson
you can learn from a story. Usually the story doesn’t tell you Pages 86–87
the theme; you have to listen and then ask yourself What Excite
did the character learn? What did I learn? Write three sample Review the key words and target language from Units 11 and
sentences on the board (one of them should be a potential 12 by playing a game of Teacher’s Mistake (see Games and
theme the other two should be descriptive or action-oriented Activities on pages 20–21 of this Teacher’s Guide). When they
sentences). Ask a volunteer to come to the board and identify catch a mistake, students should raise their hands. Increase
which sentence is a theme. Write more sentences as time the challenge by asking students who catch your mistake to
permits. correct it.
Engage Engage
Critical Thinking Invite students to predict what the theme Critical Thinking Before beginning the exercises on page 86
for I Live Here, Too! might be based on the illustration on and 87, have students listen to the audio track for Earthships.
page 83. Play the audio track for the story. Have students Invite them to listen for Topic 6 key words and to write them
write notes about what happens in the story and what they down when they hear them. Play the track again and have
think the theme is now that they’ve heard it. Give them a few students check their answers with a partner. Then move on to
minutes after the track is complete to finish their notes. Invite complete the exercises.
volunteers to share their thoughts on the story with the class.
Ask them to share if their predictions were correct. Extend
1. Copy the text from Exercise G on the board or on paper,
Extend
leaving blanks for some of the words (not necessarily the
1. Play Two Truths and a Lie (see Games and Activities on same ones in the Student Book). Play Finish the Story
pages 20–21 of this Teacher’s Guide) using the story I Live (see Games and Activities on pages 20–21 of this Teacher’s
Here, Too! Guide) with the class.
2. Play a beanbag toss game to review the words students 2. Have students get out their word cards for Units 11 and
learned in Units 11 and 12. A student tosses a beanbag 12. Play the audio for Exercise G again. Ask students to
to any other student, naming one of the key words. The hold up the correct card whenever they hear one of the
student that catches the beanbag states something he or key words.
she knows or learned about that word. That student then
tosses the bag to another student, naming another key Answer Key
word. Continue until most students have had a turn.
A: a B: a. 3 b. 1 c. 2 C: 1. a 2. b D: Answers will vary. E: 1. b
Answer Key 2. a 3. c 4. c F: Answers will vary. G: 1. furry 2. silk 3. playful
4. rubber 5. plastic 6. shouted 7. sound 8. awful
A: 1. a 2. b B: Juan learned that trash goes into the ocean and
is a danger to animals. 1. T 2. T 3. F

Topic 6 Teaching Notes 38

Units 11 and 12, Get Ready to Speak, Student Book Units 11 and 12, Speaking Tutor Worksheet
Page 88 Excite
Excite Critical Thinking Write several verbs on the board. Call on
Communication Introduce the Speaking Goal. tell a personal volunteers to use the verb in two sentences beginning with I.
story. Explain that when we tell a personal story, we talk with The first sentence should use simple past tense; the second,
someone about something that happened to us. We might past continuous.
even share something that we learned. Arrange students Engage
in pairs. Invite the pairs to share a personal story about For Part B, tell students to use the correct form of the verbs in
something they did or something that happened to them last parentheses. After they have completed Part B, invite two or
week. three volunteers to take turns reading aloud the sentences as if
Engage they were telling their own personal story.
Critical Thinking Divide the class into two sides. Assign side Extend
one simple past tense (I walked) and side two past continuous Divide the class into two sides. As students share their
(I was walking). Invite volunteers to read aloud, one after the parents’ personal stories with the class, side 1 should write
other, the sentences in Exercise A. As students read, side one down the simple past verbs they hear; side 2 should write
should raise their hands when they hear a past tense phrase down past continuous verbs. Invite a volunteer from each side
and side two should raise their hands when they hear a past to say what they wrote down. Check answers as a class.
continuous phrase.
Extend
Review the Natural Speech text on the bottom of page 88. Units 11 and 12, Project
Share the three ways to pronounce the -ed endings of regular Excite
simple past verbs (asked, /t/; turned, /d/; needed, /id/). Play
Collaboration Tell students in this Project they’ll be making
a game of Everybody Up! Everybody Down! Tell students to
a sculpture from recycled items. Encourage them, ahead of
listen for these three phonics sounds as you say various words
time, to bring some items from home or make sure there is a
(some with the sound, some not). When students hear one of
good selection of recyclable materials in the classroom. Allow
these sounds, the should stand and remain standing until they
students to brainstorm and sketch out project ideas with
hear one of the target sounds again. Everyone can listen for
a partner.
all three versions of the -ed sound or you can assign different
target sounds to individuals or groups of students. Engage
Critical Thinking Have students work on their Project Notes.
Answer Key Circulate throughout the classroom and assist as necessary. If
A: was watching, was brushing, was lying, were leaving students appear to get stuck on how recycling helps, give them
B: 1. Maria turned off the big light. 2. brushing her teeth a few ideas to consider. Encourage them to think of things
3. Maria was cold because the heat was off to help the Earth. they have learned in Science class about how we can help
4. Answers will vary. the environment. Write some of these things on the board to
assist the whole class in completing the project.
Extend
Units 11 and 12, Speak, Student Book Page 89 Invite volunteers to come up and show the class their
Excite sculpture. Invite the rest of the class to guess what each
Invite students to work with a partner to write four sentences, sculpture is made out of. Display the completed sculptures
two using simple past verbs and two using past continuous. around the room for everyone to take a closer look.
Encourage them to include key words from Units 11 and 12.
Workbook Answer Key
Ask them to read their sentences aloud to their partner; then
invite pairs to share their sentences with the class. Unit 11 A: 1. F 2. F 3. T B: b C: 1. a 2. b 3. c 4. b D: 1. The
group’s first idea was to give food to people who collected
Engage
trash. 2. The group’s second idea was to make art from trash.
Creativity Have students complete Exercises C and D. Then 3. The group will put the flowers in parks. 4. In the Trash Store
invite them to draw an illustration to go with their personal children will make art from trash. 5. The faces will have furry
story and write story title below their artwork. If there’s time,
beards and metal button eyes. E: 1. metal 2. sticky 3. wood
have them add a few additional illustrations to go with their
4. furry F: 1. plastic 2. furry, 3. metal 4. awful
story, and have them write captions or titles below each
Unit 12 A: 1. a 2. a B: a. ✔ b. ✘ c. ✘ C: 1. a 2. b 3. c 4. b 5. a
drawing. Invite volunteers to share their work.
D: 1. drinking and washing 2. a lot of 3. On hot days 4. cotton
Extend and silk 5. the sound 6. wood buckets E: 1. a 2. b 3. a 4. b
Play the game Categories (see Games and Activities on page F: 1. playful 2. sound 3. polluted 4. shout 5. full 6. cotton
20–21 of this Teacher’s Guide) using vocabulary categories Speak Students circle was playing, picked up, laughed, and put
from any of the 12 units.

Answer Key
C: Answers will vary. D: Answers will vary.

Topic 6 Teaching Notes 39