2_9780357034255_p01_loresWATER+FOOT-222-243.pdf

Unit 7 In This Unit Theme This unit is about animals, animal abilities, and animal characteristics. Awesome Animals Content Objective Stu...

Unit 7 In This Unit Theme This unit is about animals, animal abilities, and animal characteristics. Awesome Animals Content Objective Students will identify and describe animals. Language Objectives Students will name animals. describe animals. talk about what animals can and can’t do. Vocabulary Vocabulary 1 a camel, a crocodile, an elephant, a giraffe, a hippo, hop, a kangaroo, a lion, a monkey, a panda, a parrot, a penguin, East African river ng swing, a tiger, a zebra hippopotamus Vocabulary 2 big teeth, colorful feathers, mother and calf a long trunk, sharp claws, a short tail ni Grammar ar Grammar 1 can and can’t for ability In this unit, I will... Grammar 2 Simple present tense: Yes / No name animals. Le questions with have and short answers describe animals. talk about what animals can and can’t do. Reading Two Big Birds Look and check. Writing Write about a favorite animal. c This animal is a This animal can hi Value Respect animals. fish. ✔ swim. Project Make a class set of animal cards. ✔ hippo. climb. ap elephant. fly. gr 114 eo UNIT OPENER Introduce lG Objectives Activate prior knowledge Ask students to name animals Students will they know. (e.g., cat, chicken, cow, dog, donkey, duck, etc.) name an animal. na Ask them questions about each animal to help them describe complete sentences. it. For example, What color is it? How many legs does it have? Academic Language label io Where does it live? Resources Video Sc. 1—Introduction; Home- at School Connection Letter; Unit Opener Poster; Hand out drawing paper and crayons or colored pencils. Say Classroom Presentation Tool Draw and label one of the animals for the classroom. Make N a picture for the wall. Give students three minutes to draw Materials drawing paper, crayons or colored pencils and label. Then ask students to show their pictures, say what animal they drew, and describe it. If students have trouble describing the animal, ask questions Pacing Guides L2U7 about it to help them give information. Collect the drawings and put them on a classroom wall. 2–3 Hours 3–4 Hours 4–6 Hours Have students open their books to pp. 114–115. Read the title aloud. Say Awesome means “great” or “very cool.” I like awesome animals. Say it with me: awesome animals. 222 Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION  BE THE EXPERT About the Photo The photo shows an East African river hippopotamus calf with its mother at the San Diego Zoo in California. The species is one of five subspecies of hippopotamus. It’s indigenous to Kenya and Somalia in Africa. Hippos are semi-aquatic mammals that spend most of their time in rivers and lakes. They’re herbivores that mostly eat grass and are most active at night. Teaching Tip Explain why a task is being assigned so that students understand why they’re doing it. For example, say This activity helps you learn new ways to say or This activity helps you practice new vocabulary, like and ng. Giving a purpose to a task helps students feel more invested in their learning. ni Related Vocabulary ar awesome Le c hi ap gr 115 eo lG Ask questions such as the following to encourage discussion of the photo. na What do you see? (hippos) How many hippos are there? (two) io Are they the same size? (no; one is a baby) Where are they? (underwater/in water) at Guide students through the activity on p. 114. Read the N directions aloud. Then read the sentence stem on the left and each option below it. Ask Is this animal a fish? (no) Is it an elephant? (no) Is it a hippo? (yes) It’s a hippo. Draw a check mark on the board and say Check the circle next to hippo. On the board write This animal is a hippo. Read the sentence aloud and have students repeat after you. Read each sentence stem and option. Ask Can hippos swim? (yes) Can hippos climb? (no) Can hippos fly? (no) Check the circle next to swim. On the board write This animal can swim. Say it aloud and have students repeat after you. SAMPLE COPY, NOT FOR DISTRIBUTIONUnit Opener 223  VOCABULARY 1 VOCABULARY 1 Objectives 1 Listen and say. TR: 7.1 Students will 2 Listen. Point and say. TR: 7.2 identify and use words for animals. use words to describe animals. Vocabulary a crocodile, a tiger, a lion, a zebra, a giraffe, a camel, a monkey, a panda, a parrot, a penguin, an elephant, a hippo, a kangaroo, swing, hop Academic Language clue a parrot Resources TR: 7.1–7.2; Flashcards 134–148, Sound Card 30; Video Sc. 2—Vocabulary 1a, Sc. 3—Vocabulary 1b; Activity Worksheet 7.1; Workbook pp. 80–81, TR: 7.1; Online Practice Materials five strips of paper with one animal name on each: dog, cat, chicken, horse, turtle; ng crayons; six index cards with the following terms: (1) brown animals, (2) birds, (3) animals that swim, (4) big cats, (5) animals with long ni necks, (6) black and white animals ar a giraffe a camel a zebra Le c hi ap a tiger a lion a monkey gr 116 Unit 7 eo Warm Up Present lG Activate prior knowledge Place Say Let’s talk about animals. Look at the animals in your book. students in five groups. Give each group a Give students a few moments to look at pp. 116–117. Point to na strip of paper with an animal’s name on it: each animal, say its name, and use its name in a sentence. dog, cat, chicken, horse, turtle. Keep each For parrot, say A parrot. A parrot is a bird. For giraffe, say io paper turned over so other groups cannot A giraffe. A giraffe has a long neck. For camel, say A camel. see it. Say Your group acts out the animal A camel is tall. Continue with zebra, tiger, lion, and monkey. at on your paper. Other groups guess your animal. Continue with p. 117. For panda, say A panda. A panda has N black ears. For crocodile, say A crocodile. A crocodile lives in a Give groups two minutes to talk about river. For penguin, say A penguin. A penguin swims. Continue their animals and how their animals act. with elephant, hippo, and kangaroo. Then call on groups one at a time. Say Group, act out your animal. Have other students guess the animal. Recycle Say Now let’s talk about your animal with the class. Take turns. Call on the first group. Ask the group What’s your animal? How big is it? What color is it? Continue with the rest of the groups. 224 Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION  BE THE EXPERT Vocabulary Strategy Context Clues Understanding how to use context clues can help students improve their reading skills as well as their vocabulary. Nearby words, a panda a crocodile a penguin pictures, and photos can offer clues to the meaning of an unknown word. For example, a photo of a swinging monkey near the sentence A monkey swings from trees gives a clue to the meaning of swings. Determining a word’s part of speech also provides clues. The Sounds of English Single Sounds: /ə/ The schwa sound /ə/ (chicken) an elephant a hippo a kangaroo is one of the most common vowel sounds in English, but it is uncommon in many other languages. To pronounce it, your tongue should be gently touching your lower front teeth. Your ng 3 Ask and answer. Use these jaw, tongue, and lips should all be relaxed. The words. Work with a partner. sound /ə/ is often used in unstressed syllables. ni climb fly hop jump Use Sound Card 30 (camel). Say some of the run swim swing walk example words with the class, demonstrating the ar difference between the stressed and unstressed swing syllables. Le This animal can hop. What is it? Example words: rabbit, panda, camel, parrot, crocodile, elephant, kangaroo It’s a kangaroo! Related Vocabulary c hi forest, hump, stripes, swamp, wild ap hop gr 117 eo lG Point to the photo of swing. Move your arms back and forth 2 Point to Activity 2. Say Listen. Point over your head and say swing. A monkey can swing. Pretend to the photo. Say the word. Play TR: 7.2. na to hop two or three times, and then point to the photo of hop. Pause after zebra, hold up the book, point Say hop. A frog can hop. A kangaroo can hop, too. to the photo of a zebra, and say zebra. Now you do it. Pause after each word and io Hold up Flashcards 134–148, one at a time, in any order. Say give students time to find the photo. Have Tell me the word for this picture. Have students say what each at them say the word as they point to the picture shows. photo in their books. Point to a photo on N pp. 116–117. Ask What’s this animal? Practice Place students in groups of three. Say One 1 Point to Activity 1. Say Listen. Play TR: 7.1 Pause the audio student says a word. Two students point after the first term. Have students say the term. Then play the to the photo in the book. All students say sentence. Have students say the sentence. Point to the term in the word. Give students enough time to the book as the audio says each term and sentence. practice for each photo. Say Now listen and say. Play TR: 7.1 again. Pause the audio after the first term. Have students say the term. Then play the sentence. Have students say the sentence. SAMPLE COPY, NOT FOR DISTRIBUTIONVocabulary 1 225  VOCABULARY 1 1 Listen and say. TR: 7.1 2 Listen. Point and say. TR: 7.2 a panda a crocodile a penguin a parrot an elephant a hippo a kangaroo 3 Ask and answer. Use these words. Work with a partner. ng climb fly hop jump run swim swing walk ni a giraffe a camel a zebra swing This animal can ar hop. What is it? It’s a kangaroo! Le c hi a tiger a lion a monkey hop ap 116 Unit 7 117 gr OW2e_SB_2_31964_114-129_U07_PPDF.indd 116 2/6/19 5:38 PM OW2e_SB_2_31964_114-129_U07_PPDF.indd 117 2/6/19 5:39 PM Wrap Up Recap eo In one or two lines across the board, write Hold up Flashcards 134–148 one at a time. Say what the animal camel, crocodile, elephant, giraffe, hippo, is doing or how it looks. For example, say This animal is eating. kangaroo, lion, monkey, panda, parrot, Then say the animal’s name: It’s a panda. Have students lG penguin, tiger, zebra, swing, and hop. repeat the sentence with you. Use words for actions, such as Place Flashcards 134–148 face up on a desk listening, standing, sitting, eating, walking, and jumping, as na and mix them up. Say Take a card. Look at well as descriptions, such as colors and hungry, thirsty, big, the picture. Find the word for the card on small, tall, and strong. the board. Draw a circle around the word. io Show your card and say the word. Apply at Show students how to do the activity. Pick 3 Point to the mascots Eddie and Polly on p. 117. Say Eddie the N a card, study it, and find the word on the elephant and Polly the parrot are talking. Eddie the elephant board. Point to the word and show the tells about an animal. Polly the parrot guesses the animal. card. Say This is a (hippo). I find the word I’m going to say the words. When I talk, you read. Model on the board. I circle the word, and then I the dialogue with the class. Say I’m going to say Eddie the say it. Circle (hippo) and say (hippo). Then elephant’s words. You say Polly the parrot’s words. Read Eddie call on students one by one to complete the elephant’s words. Have students respond with Polly the the activity. After the student says the parrot’s words. word, have the class repeat. Use all the cards. Place students in pairs. Say You’re going to ask and answer. Let’s read the words to use. Read the words aloud with students. Say Now you do it. Take turns. As partners talk, walk around the room to be sure students understand how to take turns. 226 Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION Extend BE THE EXPERT Place students in groups. Write the following sentence frames Teaching Tip on the board: When students do many activities with vocabulary flashcards, make sure each student has the Two animals are and. chance to practice each term. For example, shuffle flashcards or start passing out the cards in The and have. different parts of the room so students do not get the same cards over and over. Have students move to different desks for each On separate index cards write brown animals, birds, animals activity to increase chances they will get different that swim, big cats, animals with long necks, and black and cards. Divide the cards into three sets and white animals. Give each group one index card. Say Look at distribute the sets in different orders. When a your card. Talk about the animals you know. Work together. student gets the same card a second or third time, have the student choose another student with Point to the first sentence frame and say Then write a sentence whom to trade cards. about what each animal looks like. Model with an example category. Say I have animals that ng hop. I write Two animals are a frog and a kangaroo. Write the sentence on the board. Point to the second sentence frame and say Then write The frog and the kangaroo have long legs. ni Write the sentence on the board. ar When groups finish, have them read their sentences to the Le class. Then say Look at the photos on pages 116–117. What two animals have orange feet? (frog, penguin) Wrap Up c hi Hold up each Flashcard from this lesson. Ask What is it? Then ap ask questions about the animal or action. For example, hold up Flashcard 141 (a lion). Ask What is it? What color is it? Do lions gr hop? Hold up Flashcard 139 (hop). Say Show me hop. What animal hops? eo Hand out the Flashcards from the lesson so that each student has a card. Put students in pairs or groups if needed. Say Now lG you tell about your photo. Call on students, pairs, or groups to stand and say one thing about the photos on their cards. na Review io For additional practice, direct students to Activity Worksheet 7.1. at N Workbook and Online Practice Vocabulary 1 ✔ Formative Assessment Can students identify and use words for animals? Hold up a card from Flashcards 134–148. Ask students to point to the animal on pp. 116–117 and say its name. use words to describe animals? Point to one of the animal photos on pp. 116–117 and say Tell me what you know about this animal. SAMPLE COPY, NOT FOR DISTRIBUTIONVocabulary 1 227  SONG SONG Vocabulary in the song 1 Listen. Read and sing. TR: 7.3 Vocabulary 1 a parrot, a monkey, swing, a penguin, a kangaroo, hop Grammar in the song Grammar 1 can and can’t for ability Academic Language verse Resources TR: 7.3; Video Sc. 9—Song; Workbook p. 82, TR: 7.2; Online Practice Awesome Animals A parrot is a bird that flies. ng It can’t swim, but it can fly. A parrot is a bird that flies high in the sky. ni A monkey swings from tree to tree, ar tree to tree, tree to tree. A monkey swings from tree to tree. Le Why can’t we? I want to be a monkey in a tree! I want to fly high up in the sky! c hi A penguin is a bird that swims. It can’t fly, but it can swim. ap A penguin is a bird that swims deep in the sea. gr 118 Unit 7 eo Use the Song lG Brainstorm Say Tell me some awesome Play TR: 7.3 once and have students listen. Say Now read in animals! Write students’ responses on your book. Play TR: 7.3 again and have students read along na the board. in their books. Pause after each verse and have students read the words aloud. Say It’s time for us to sing. Play TR: 7.3 a Ask What animals hop? (a frog, a third time and have students sing along. Pause as necessary to io kangaroo) What animal flies? (a parrot) repeat verses that are difficult for students to sing. at What animal swings? (a monkey) 2 Put students in groups. Point to Activity 2 on p. 119 and read 1 Have students open their books to N the directions aloud. Then say One student acts out an animal. pp. 118–119. Point to the title and say This Other students guess the animal. If students have difficulty song is called Awesome Animals. We’ll thinking of an animal to act out, point to the animal names on listen to the song, then we’ll read the song, the board. and then we’ll sing about the awesome animals. First, listen. 228 Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION  BE THE EXPERT Teaching Tip Songs give auditory learners a chance to absorb new vocabulary and grammar. Let these students take the lead in reading aloud or singing parts of the song to the whole group. ng A kangaroo can hop and jump. It can’t climb, but it can jump. ni A kangaroo can hop and jump ar just like me. I want to be a monkey in a tree! Le And I want to fly high up in the sky! I want to be a monkey in a tree! And I want to fly high up in the sky! c hi 2 Act out an animal for your ap group to guess. Take turns. Work in a group. Workbook and Online Practice gr 119 Song eo Use It Again lG Vocabulary 1 Sing a verse of the song, but leave the animal’s Grammar 2 On the board write Yes, it name out and have students guess. Then have the class sing does. Yes, they do. No, it doesn’t. No, they na the full verse, using the name of the correct animal. don’t. Say I’m going to ask questions. Use these answers. Play TR: 7.3. Pause after Grammar 1 Write the following on the board. verses one, two, four, and five and ask the io following questions. at It cant , but it can. Verse 1: Does a parrot fly? (Yes, it does.) A can all day long. Does a parrot swim? (No, it doesn’t.) N Verse 2: Does a monkey swing from tree to tree? (Yes, it does.) Do people swing Say Let’s write a verse. Choose an animal from pp. 116–117. from tree to tree? (No, they don’t.) What can it do? What can’t it do? Write students’ responses on Verse 4: Does a penguin swim? (Yes, the board. it does.) Does a penguin fly? (No, it Then write a new verse and have students sing it with you. doesn’t.) Model an example, such as A parrot can walk and fly. It can’t Verse 5: Does a kangaroo hop and jump? run, but it can jump. A parrot can fly all day long. (Yes, it does.) Does a kangaroo climb? (No, it doesn’t.) Do students hop and jump? (Yes, they do.) SAMPLE COPY, NOT FOR DISTRIBUTION Song 229  GRAMMAR 1 GRAMMAR 1 Objective can and can’t for ability TR: 7.4 Students will A penguin can swim. It can’t fly. use can and can’t to express and ask about Penguins can swim. They can’t fly. ability. Can a penguin swim? Yes, it can. Can a penguin fly? No, it can’t. Can penguins swim? Yes, they can. Can penguins fly? No, they can’t. Grammar can and can’t for ability Academic Language answer, question 1 Read. Write true sentences. Resources TR: 7.4; Flashcards 65–79, 134–148, 1. A hippo can climb trees. Video Sc. 6—Grammar 1; Graphic Organizer: Two-column chart; Workbook pp. 83–84, A hippo can’t climb trees. TR: 7.3; Grammar Workbook pp. 30–31; Online 2. Zebras can’t run. Practice Zebras can run. Materials five strips of paper, each with one 3. A snake can walk. animal name on it: cat, dog, duck, frog, rabbit A snake can’t walk. 4. Elephants can hop. ng Elephants can’t hop. ni 5. A crocodile can’t swim. A crocodile can swim. ar Le c hi ap gr 120 Unit 7 eo Warm Up lG Activate prior knowledge Write the Have students pick a Flashcard one at a time. Have each following words on the board. student choose one accurate action word. Then have the na student say a sentence. Continue until all students have a turn. climbs flies hops jumps Ask yes–no questions about what animals do, such as Do io runs swims swings walks penguins walk? (yes) Do lions hop? (no) Do parrots swim? (no) Do monkeys swing from tree to tree? (yes) Say Now we’ll learn at Put Flashcards 134–148 in a pile on a desk. new words to say what animals do. Say Let’s say what animals do. I’ll show N you how. First, I choose an animal. Pick up one of the Flashcards. Read it aloud and Present say Then I find one thing it does. Ask Can a lion run? Model the answer. Nod your head up and Point to an accurate action word on the down and say Yes! A lion can run. Do you hear a new word? board, such as runs. Show the Flashcard The word is can. Write can on the board. Say Lions can run and say the sentence: A (tiger) runs. again and have students repeat. Ask Can a monkey swing from Repeat with walks and jumps. trees? (yes) Yes! A monkey can swing from trees. Say it with me: A monkey can swing from trees. Can a parrot fly? (yes) Yes! A parrot can fly. Have students repeat. 230 Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION  2 Look. Ask and answer. Work with a partner. BE THE EXPERT Grammar in Depth Can is a helping verb. It comes before the main verb in the sentence. (In this case, swim.) Can does not change form when used with he, she, or it: I can/can’t swim. She can/can’t swim. There are many uses for the verb can. In this lesson, can is used to talk about ability: Can snakes walk? (Are snakes able to walk?) Note that in yes/no questions, can comes at the beginning of the sentence. A generic noun is a noun that refers to all members of a group. In this lesson, students are learning how to make general statements using generic nouns. Generic nouns can be singular (a penguin) or plural (penguins). When we say A penguin can swim, we are not ng talking about a specific penguin. We are talking about all penguins in general. The same is true for the sentence Penguins can swim. The two ni sentences have the same meaning, though the sentence with the plural generic noun is probably ar more common. It’s important that the appropriate pronoun is Le used with each kind of generic noun: A crocodile can walk. It can’t climb trees. Can monkeys jump? Yes, they can. Can a lion jump? Yes, it can. c hi ap gr 121 eo lG Make sure students know that can’t means cannot. Repeat the Ask Do birds fly? (yes) Nod your head and process for can’t. Does a lion fly? Model the answer. Shake your say Yes! Birds can fly. Write on the board na head from side to side and say No, a lion can’t fly. Do you hear Birds can fly. Point to it and say This is a a new word? The word is can’t. Write can’t on the board. Say true sentence. Now it’s your turn. Write Say it with me: A lion can’t fly. Can a parrot swing from tree to true sentences on the lines. io tree? (no) That’s right! A parrot can’t swing from tree to tree. Have students read the sentence on the at Have students repeat. line for item 1. Ask Is this a true sentence? N Have students open their books to p. 120. Say Find the yellow (no) What’s a true sentence about hippos box on page 120. Can you find the new words? Help students and climbing trees? (A hippo can’t climb locate can and can’t in the sentences. Then play TR: 7.4. Have trees.) Say Say it with me: A hippo can’t students listen once. Play TR: 7.4 again and have students climb trees. This is the true sentence for repeat each sentence. item 1. Complete item 1 with students. Then have students complete the remaining Practice with students. Ask Can a frog fly? (No, it can’t.) Can items. Say A tiger can run. What can’t it pandas climb trees? (Yes, they can.) Can kangaroos climb do? If students have difficulty, play TR: 7.4 trees? (No, they can’t.) Can an elephant walk? (Yes, it can.) again for students. Practice 1 Read aloud the directions for Activity 1 on p. 120. Ask Do hippos fly? Model the answer. Shake your head from side to side and say No, hippos can’t fly. Write on the board Hippos can’t fly. Point to it and say This is a true sentence. SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1 231  GRAMMAR 1 2 Look. Ask and answer. Work with a partner. can and can’t for ability TR: 7.4 A penguin can swim. It can’t fly. Penguins can swim. They can’t fly. Can a penguin swim? Yes, it can. Can a penguin fly? No, it can’t. Can penguins swim? Yes, they can. Can penguins fly? No, they can’t. 1 Read. Write true sentences. 1. A hippo can climb trees. A hippo can’t climb trees. 2. Zebras can’t run. Zebras can run. 3. A snake can walk. A snake can’t walk. 4. Elephants can hop. Elephants can’t hop. ng 5. A crocodile can’t swim. A crocodile can swim. ni ar Le Can a lion jump? Yes, it can. c hi ap 120 Unit 7 121 gr OW2e_SB_2_31964_114-129_U07_PPDF.indd 120 2/6/19 5:39 PM OW2e_SB_2_31964_114-129_U07_PPDF.indd 121 2/12/19 4:29 PM Wrap Up Direct students’ attention to the dialogue eo Place students in small groups. Hand out Flashcards 134–148, on p. 121. Say Polly the parrot and Eddie one card per group. On the board, write climb, fly, hop, jump, the elephant are talking. When I hold up run, swim, swing, and walk. Say Work together. Write sentences lG the photo of a parrot, you ask Polly the about what your animal can and can’t do. Use words from parrot’s question. When I hold up the the board. When you’re done, raise your hand and share your na photo of an elephant, you say Eddie the sentence. elephant’s answer. Hold up Flashcard 144 (a parrot). What are Polly the parrot’s io words? Her question is Can a lion jump? Recap at Hold up Flashcard 136 (an elephant). What Write the following sentence frames on the board. is Eddie the elephant’s answer? (Yes, it N can.) No, it. Yes, it. 2 Read aloud the directions for Activity 2. Yes, they. No, they. Place students in pairs. Hold up a book and use a finger to circle the animal photos on p. 121. Say Ask and answer Ask Can a bird swim? Call on a student to come to the board, questions about the animals. write can’t on the appropriate line, and read the completed sentence aloud. Then ask Can a giraffe walk? After the class Expand Have students tell what other answers, call on another student to come to the board and animals can or can’t do. Write some write can on the correct line. Continue with Can lions run? and familiar animal names on the board, Can kangaroos fly? such as cat, dog, chicken, and turtle. For example, say Turtles can swim. Now you tell me what turtles can do. 232 Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION Apply BE THE EXPERT Draw a two-column chart with the column headings Can and Teaching Tip Can’t. When you want students to focus on speaking correctly in English, support their attempts by Can Cant writing or saying a sample sentence in the correct grammatical form. After you ask a question or state an instruction, give students time to form answers in their minds before speaking aloud. That may mean waiting before calling on a student to give an oral response. Write the following on the board. jump walk climb crawl fly see swing hop Place students in five groups. Put strips of paper with animal names (cat, dog, duck, frog, rabbit) face down on a desk. Have a student from each group stand and take one. Say Talk about ng your animal. Then write sentences about what your animal can and can’t do. When you’re done, raise your hands. When ni groups finish, have a student from each group come to the board and write a sentence in each column. ar When the chart is full, say Use the information on the chart to Le ask a question about what an animal can do, for example, “Can a cat climb?” Extend c hi Put students in pairs. Hand out two-column charts, and then ap draw one on the board with the headings Inside and Outside. gr Say Talk about things you can do inside. Point to the Inside column and say Write sentences here. Then talk about things eo you can do outside. Point to the Outside column and say Write sentences here. lG Model examples. Say I can play video games inside. Write the sentence in the first column. Say I can play tag outside. Write the sentence in the second column. na To help students think of activities, display Flashcards 65–79. io Wrap Up at Write crocodile, hippo, lion, monkey, and zebra on the board. N Say I’ll point to the name of an animal and say two actions that animals do. You tell me what the animal can do, and what it can’t do. For example, I point to zebra and say “run, Workbook and Online Practice swing in trees.” You say “A zebra can run. A zebra can’t swing Grammar 1 in trees.” ✔ Formative Assessment Can students use can and can’t to express and ask about ability? Point to a photo on p. 121 and ask What can it do? or What can they do? Have students answer using can. Then ask What can’t it do? or What can’t they do? and have students answer using can’t. SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1 233  VOCABULARY 2 VOCABULARY 2 Objective 1 Listen and say. Check T for True or F for False. TR: 7.5 Students will describe animals. Academic Language clue Vocabulary colorful feathers, sharp claws, a short tail, a long trunk, big teeth Resources TR: 7.5; Flashcards 134–153, Video sharp claws a short tail Sc. 4—Vocabulary 2; Activity Worksheet 7.2; Workbook p. 85; Graphic Organizer: Word web; Online Practice colorful Materials index cards feathers ng a long trunk big teeth 1. Crocodiles have colorful feathers. T ✔ F ni 2. Elephants have long trunks. ✔ T F 3. Camels have sharp claws. T ✔ F ar 4. Giraffes have short tails. T ✔ F 5. Lions have big teeth. ✔ T F Le 2 Talk and stick. Work with a partner. c Do hippos have long legs? No, they don’t. They have short legs. hi short legs long tails sharp claws long necks big ears ap gr 122 Unit 7 eo Warm Up lG On the board write A has Take out Flashcards 149–153. Hold up Flashcard 150 and say. Say Some animals have long This parrot has colorful feathers. It has blue, red, and orange na necks. Some have long heads. Some have feathers. Hold up Flashcard 152. Say This animal has sharp long legs. I’ll hold up photos. Say if the claws. Sharp claws help it climb trees. io animal has a long neck, or a long head, Hold up Flashcard 153. Say This is an animal’s tail. This animal or long legs. Hold up Flashcards 134, 135, has a short tail. Hold up Flashcard 151. Point to the picture and at 137, and 139 for a crocodile (long head), a say This is an elephant’s trunk. An elephant has a long trunk. giraffe (long neck, long head, long legs), N Wave your arm from side to side in front of your face, like a camel (long neck, long legs), and hop an elephant’s trunk. Hold up Flashcard 149 and say This is a (the frog has long legs). Call on a student crocodile. A crocodile has big, sharp teeth. and ask What’s long? After the student answers, say Yes, a (crocodile) has (a long head). Practice Say Listen. Play TR: 7.5 as students listen. Then say Now say the Present words and the sentences. Play TR: 7.5 again, and pause after each term and each sentence for students to repeat. Say Open your books to page 122. Then point to each photo and say the term once. Say Now say the words with me. Point and have students say each term with you. 234 Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION  1 Read aloud the second sentence in the instructions for BE THE EXPERT Activity 1 (Check T for True and F for False.) and complete Vocabulary Strategy item 1 with students. Say Crocodiles don’t have feathers. This Context Clues Remind students to use photos and sentence isn’t true. I check F for false. Have students complete captions as context clues to interpret unfamiliar the activity. Ask What animal has colorful feathers? If students words. Many times a caption or label tells what have difficulty, replay TR: 7.5. the photo illustrates. The caption usually identifies the thing (noun) in the photo and includes descriptive words (adjectives) about how the Apply thing appears in the photo. Meanings drawn from photos and labels can be checked in a simple 2 Read aloud the directions for Activity 2. Say Let’s do a glossary or dictionary. sticker activity. Model the dialogue with a student. Teaching Tip Help students find the stickers for Unit 7. Point to the captions Classroom Management To help students beneath the photos on p. 122. Read each caption aloud. Point remember new vocabulary words, have them act to the sticker of the ostrich and say This is an ostrich. An ostrich out the words. Involve other students by asking has long legs! Point to each sticker and ask What is it? them to produce language that describes what they see. For example, ask What’s (Sara) doing? ng Show the sticker of the hippo and say Say the name of the or What word is (Sara) showing us? animal on the sticker. Then ask a question about the animal. Then point to the words in the boxes and say Use the words in ni the boxes in your questions. Read aloud the model question. ar Say One partner asks, and one partner answers. Read the model answer aloud. Say Take turns. Put the stickers in the Le right boxes. Explain that students won’t use all of the stickers for this activity. c hi Extend ap Put students in four small groups. Write sharp claws, a short tail, big teeth, and colorful feathers on separate index cards gr and give one card to each group. Then hand out word web organizers, and draw a word web on the board. eo hippo lG a short tail na io at Write a short tail in the center circle. Say Write your words in the middle circle. Point to the other circles and say Then write N the names of animals that have (short tails). Display Flashcards 134–148 to help students complete their webs. When groups are done, call on each group to say sentences about the animals in their web. Wrap Up Workbook and Online Practice Vocabulary 2 Show Flashcards 149–153 one at a time. Have students identify the target words for each Flashcard. ✔ Formative Assessment Can students Review describe animals? For additional practice, direct students to Activity Hold up Flashcard 136 (an elephant) and ask Worksheet 7.2. What does an elephant have? SAMPLE COPY, NOT FOR DISTRIBUTIONVocabulary 2 235  GRAMMAR 2 GRAMMAR 2 Objective Simple present: Yes / No questions with have and short answers TR: 7.6 Students will Does a tiger have sharp claws? Yes, it does. use do and does for plural and singular Does a tiger have a trunk? No, it doesn’t. subjects. Do tigers have sharp claws? Yes, they do. Grammar Simple present tense: Yes / No Do tigers have trunks? No, they don’t. questions with have and short answers 1 Read and check. Then listen and compare Academic Language compare your answers. TR: 7.7 Resources TR: 7.6–7.7; Flashcards 134–138, Video Sc. 7—Grammar 2; Activity Worksheet colorful big ears long neck sharp teeth long trunk feathers 7.3; Workbook p. 86, TR: 7.4; Grammar Workbook pp. 32–33; Online Practice elephant ✔ giraffe ✔ Materials scissors, drawing paper, markers lion ✔ crocodile ✔ parrot ✔ ng 2 Play a game. Cut out the cards in the back of the book. Play with a partner. ni ar Do giraffes have short necks? Le c hi ap No, they don’t. They have long necks. gr 123 eo Warm Up lG Recycle Write a dog on the board. Then Read aloud the first question and ask Is there one chicken or write Yes, it can and No, it can’t. Say I ask more than one? (one) Say One. So we use does. Point to does na a question about a dog. You answer “Yes, and say Use does to ask about one thing. Point to the answers it can.” or “No, it can’t.” Ask questions and read them aloud. Point to it and say Use it to talk about one thing. io such as Can a dog get dressed? Then say Today we’ll learn how to answer new Read the second question and ask Is there one chicken or more at questions about animals. than one? (more than one) Point to do in the question and say N Use do to ask about more than one thing. Point to the answers Present and read them aloud. Point to they and say Use they to talk about more than one thing. Write the following on the board. Have students open their books to p. 123. Say Look at the yellow Does the box. Listen. Play TR: 7.6 as students listen. Play TR: 7.6 again. chicken have Pause after each question and answer and have students a tail? Yes, it does. No, it doesnt. repeat it. Do chickens Point to the bird on p. 122. Ask Does the bird have colorful have tails? Yes, they do. No, they dont. feathers? (Yes, it does.) Does it have big teeth? (No, it doesn’t.) 236 Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION Practice BE THE EXPERT 1 Say Look at the chart on page 123. Let’s read the animal Grammar in Depth names together: elephant, giraffe, lion, crocodile, parrot. Now The subjects and verbs in a sentence must always look at the words at the top of the chart. Have a student read be in agreement: A tiger has sharp claws. Tigers the words at the top of the chart aloud. Play TR: 7.7 and pause have sharp claws. after the instructions. Say Read the animals and the words at In the simple present, yes/no questions are the top. Make a check if the words match the animal. Point to formed with do/does followed by the subject (in the chart and say An elephant has big ears. Make a check next this case, a tiger or tigers), and the main verb (have). to elephant and under big ears. Say Now you listen and make checks in the chart. Play the rest of TR: 7.7 and have students Use does for a yes/no question in the simple present if the subject is he, she, or it. (A tiger complete their charts. would be considered an it, so we use does. The short answer would also contain the pronoun it: Play TR: 7.7 again and review answers. Say Listen. Do your Yes, it does. / No, it doesn’t.) answers match? Then have students use the information Use do for a yes/no question in the simple present in their charts to compare animals. Say Now compare the if the subject is I, you, we, or they. (Tigers would animals. Ask and answer questions. be referred to as they, so we use do. The short ng answer would also contain the pronoun they: Yes, Apply they do. / No, they don’t.) ni 2 Pair students and have them cut out the cards on p. 176. Say Pick a card. Ask a question. Your partner answers. Call on ar two students to read aloud the model dialogue on p. 123. Take Le turns asking and answering. Say Use the information in the chart on page 123 to help you. As students play, walk around the room and offer help as needed. c hi Extend ap Write the following sentence frames on the board: gr A has. A doesnt have. eo s have. lG s dont have. na Place students in five groups and give each group markers and drawing paper. Assign each group an animal from the chart io on p. 123. Say Draw your animal. Then copy the sentences to tell about your animal. at When students finish, have students in each group hold up the N group’s picture and read the sentences aloud for the class. Wrap Up Say Let’s play a game. Put Flashcards 134–138, 140, 145, 147, and 148 in a folder. Place students in two groups. Say Take Workbook and Online Practice Grammar 2 a Flashcard. Don’t show it to the class. We ask questions to guess. Model the game with Flashcard 140 (a kangaroo). ✔ Formative Assessment Review Can students use do and does for plural and singular For additional practice, direct students to Activity subjects? Worksheet 7.3. Write it, they, do, and does on the board. Ask What words go together? SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 2 237  READING READING Objectives Students will compare and contrast animals. 1 Listen and read. TR: 7.8 Two Big Birds talk about animals. Cassowary Ostrich Reading Strategy Compare and Contrast The cassowary is an The ostrich is an Academic Language both, compare, contrast, awesome animal. It is big, awesome animal, too. It is diagram strong, and can live to be very big, strong, and can 60 years old. It lives in the live to be 50 years old. It Content Vocabulary kick, rain forest rain forests in Papua New lives in the Savanna and Guinea and Australia. Sahel areas in Africa. Resources TR: 7.8; Workbook pp. 88–89, The cassowary can run Like the cassowary, the TR: 7.6; Graphic Organizer: Venn diagram; really fast, but it can’t fly. ostrich can run really fast, Online Practice It can make loud noises, but it can’t fly. It can also Material index cards but it can’t sing. Watch go without water for a out. An angry cassowary long time. And yes, it can can kick really hard! kick hard, too! ng ni 1.5 m 2.75 m (5 ft.) (9 ft.) ar Le A male ostrich can roar like a lion. c hi 2 Match. Connect the sentence parts. Draw lines. 1. The cassowary and ostrich a. very colorful. ap 2. The ostrich is b. can kick hard. 3. The cassowary is c. very tall. gr 124 Unit 7 eo Warm Up lG Activate prior knowledge Say We Graphic literacy Point to the diagram under the cassowary know about some awesome birds. We text. Say This diagram shows how big the birds are. It shows a na know their names, what they can do, and person, too. The green bird in the diagram is the ostrich. Read how they look. What bird has colorful the ostrich measurements aloud. Say The purple bird in the diagram is the cassowary. Read the cassowary measurements io feathers? (a parrot) What bird can swim? (a penguin) Flap your arms as if they’re aloud. Say A student is 1.2 meters (4 ft) tall. These birds are tall! at wings and ask Does a penguin have 1 Read together Have a student read the title aloud. Say wings? (yes) Can a penguin fly? (No, it N Listen. Play TR: 7.8 and have students listen. Say Listen and can’t.) Some birds can’t fly. What can they read. Play TR: 7.8 again and have students read along silently. do? Let’s find out. Play TR: 7.8 a third time. Pause after each sentence and have Present students repeat it aloud. Have students look at p. 124. Point to the Place students in groups and have group members take turns cassowary and say I see colorful feathers. reading paragraphs aloud. To check comprehension, ask What’s this animal? (a bird) It’s a bird. It’s questions such as the following: a big bird. It’s called a cassowary. Say it Cassowary with me: cassowary. Point to the ostrich. Paragraph 1: How old can the cassowary live to be? (60) Say This is a big bird, too. An ostrich. Let’s Where does it live? (Papua New Guinea and Australia) say the name together: ostrich. 238 Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION  3 Look and read. Talk about the birds. Work with a partner. BE THE EXPERT About the Photo Many biologists believe that cassowaries share traits with dinosaurs and could help people Cassowary Both Ostrich understand how dinosaurs communicated. lives in Australia can live for a lives in Africa Cassowaries make very low sounds, some of rain forests long time dry areas tall can run fast very tall which people cannot even hear. One biologist makes very can’t fly goes without says the lower-range sounds give people an loud noises can kick hard water for a “unsettling sensation” that is more felt than long time heard. Scientists believe that these lower-level sounds are a way of communicating over long distances. 4 Read and write. Related Vocabulary 1. Do cassowaries make loud noises? beak, comb, eyelashes Yes, they do. ng 2. Can an ostrich go without water for a long time? Yes, it can. ni 3. Where do ostriches live? ar Ostriches live in Africa. 4. Can a cassowary fly? Le No, it can’t. c hi 5 Talk about the animals. ap Work with a partner. Zebras live in Africa. camels crocodiles tigers zebras gr 125 eo lG Paragraph 2: Can the cassowary run fast? (yes) What else Have students complete the activity on can it do? (make loud noises and kick) Can the cassowary their own. Then discuss the answers as fly? (no) na a class. Ostrich Paragraph 1: How old can the ostrich live to be? (50) Where io does it live? (Africa) Practice at Paragraph 2: Can the ostrich fly? (no) What can it do with 3 Point to Activity 3 on p. 125 and read its legs? (run and kick) What else can the ostrich do? (go the directions aloud. N without water) Point to the Venn diagram. Say Let’s 2 Point to Activity 2 and read the directions. Say Think about read the words in the diagram together. the cassowary and the ostrich. What can they do? What do Let’s read under cassowary first. Point they look like? to the first circle and read the words with students. Point to the circle on the Model completing the first item. Say The cassowary and the right and say Now let’s read the ostrich ostrich. This is about both of the birds. Point to option a and part. Read about the ostrich. Point to the ask Is the cassowary very colorful? (yes) Is the ostrich very overlap and say The cassowary and the colorful? (no) Point to option b and ask Can the cassowary kick ostrich are the same in some ways. Let’s hard? (yes) Can the ostrich kick hard? (yes) That’s it! I draw a read the middle part. line to b. Show students that you are drawing a line from item 1 to option b. SAMPLE COPY, NOT FOR DISTRIBUTION Reading 239  READING 3 Look and read. Talk about the birds. Two Big Birds Work with a partner. 1 Listen and read. TR: 7.8 Cassowary Both Ostrich Cassowary Ostrich lives in Australia can live for a lives in Africa The cassowary is an The ostrich is an rain forests long time dry areas awesome animal. It is big, awesome animal, too. It is tall can run fast very tall makes very can’t fly goes without strong, and can live to be very big, strong, and can loud noises can kick hard water for a 60 years old. It lives in the live to be 50 years old. It long time rain forests in Papua New lives in the Savanna and Guinea and Australia. Sahel areas in Africa. The cassowary can run Like the cassowary, the really fast, but it can’t fly. ostrich can run really fast, It can make loud noises, but it can’t fly. It can also 4 Read and write. but it can’t sing. Watch go without water for a 1. Do cassowaries make loud noises? out. An angry cassowary long time. And yes, it can can kick really hard! kick hard, too! Yes, they do. 2. Can an ostrich go without water for a long time? Yes, it can. ng 1.5 m 2.75 m (5 ft.) (9 ft.) 3. Where do ostriches live? Ostriches live in Africa. ni 4. Can a cassowary fly? ar No, it can’t. A male ostrich can roar like a lion. Le 2 Match. Connect 2 Match. Connect the the sentence sentence parts. parts. Draw Draw lines. lines. 5 Talk about the animals. 1.1. The The cassowary cassowary and and ostrich ostrich a. very a. very colorful. colorful. c Work with a partner. Zebras live 2. The 2. The ostrich ostrich is is b. can b. can kick kick hard. hard.