3 let’s go ! 3 let’s go!

Let’s Go !3

Α monorαil in Seαttle, US

Let’s Go!

Α Look αnd circle.

1. How mαny people αre there?

2 3 4

2. Whαt color do you see?

green pink purple

B Drαw αnd color α wαy you trαvel.

3

27

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In the Unit Opener, students will: • talk about a photo of a monorail. • talk about types of transportation.

Resources: Home-School Connection Letter, eBook, Classroom Presentation Tool, Flashcards 27–35, 42–48, 59–65, Formative Assessment Strategies Guide

Materials: tape/sticky tack

Introduce the Theme • On the board, write Transportation. Display the seven transportation flashcards and say Look. These are kinds of transportation. We use transportation when we go from one place to another. • Mix the transportation flashcards with the Lesson 1 flashcards from Units 1 and 2. Hold up the flashcards, one at a time, and ask Is this transportation? Yes or no? Have students respond. • Display the transportation flashcards on the board again. Point to each one and ask Do you use this type of transportation during the week? If necessary, explain the word week by saying the days: Monday, Tuesday, and so on.

A • Use the Photo Have students open their books to p. 27. Focus their attention on the photo and ask some simple questions. Say Look at the photo. Is this a big place or a small place? (a big place) What time of day is it? (evening) Where do you think the people are going? Listen to several students’ responses. Ask Do you know any places like this? Talk about trains and buildings students know around your school.

• Have students look at the questions. Read the first question aloud and call on a student to give the answer. (3) Ask What are the people doing? (riding a monorail/train) • Read the second question aloud and have students point to the answer. (pink)

B • Point to the people on the train. Ask How do these people travel? (on a train/monorail) • Read aloud the instructions. Say You are going to draw and color one way you travel. Give students some crayons or markers. Give them time to draw a picture. Put students in pairs to describe their pictures to their partners. (Possible pictures include: cars, trains, planes, ships, etc.)

FORMATIVE ASSESSMENT STRATEGIES • Before You Teach Start each lesson by telling students what they’re going to learn, and have them tell you what they know and what they want to learn. Use Formative Assessment Strategies like Red/Green Card, Drawings, etc. • While You Teach Model each activity clearly. Monitor students’ work and check their understanding constantly. Use Formative Assessment Strategies like Fist of Five, Response Cards, etc. Provide students with timely feedback and support when needed. • After You Teach Wrap up each lesson by having students reflect on their own learning. Use Formative Assessment Strategies like Examples/Non-Examples, One-Minute Fluency, etc.

In this unit, students will: • use words related to transportation. • ask and answer questions using how, when, and where in the present simple. • read about how bananas travel to stores. • use the plural form of irregular countable nouns. • identify and say words with o_e (/oʊ/). • listen to and sing a song about traveling by plane. • identify the value of being safe.

Language Vocabularybus, car, helicopter, motorcycle, plane, ship, truck; come home, get to school, ride a bike; healthy, months, ready, snack Grammar

• How do you get to school? I go by bus. • When does the bus come? It comes at 7:00. • Where does the bus go? It goes to the library. • beach—beaches; mouse—mice

Phonics/oʊ/ home, nose, cone

Twenty-First Century SkillsCollaboration Ask and answer questions about transportation, Lesson 1Communication Discuss personal use of transportation in pairs, Lesson 2CreativityDraw and color a way to travel, Unit OpenerCritical ThinkingIdentify the value of being safe, Lesson 6

ABOUT THE PHOTO

The monorail in this photo is passing through the Museum of Pop Culture in Seattle, Washington, US. This museum, which opened in 2000 as the Experience Music Project, has the mission of honoring creative expression. The building reflects this mission. It has 3,000 panels covered in 21,000 metal shingles with different finishes. As a result, the museum’s exterior appearance changes frequently based on the viewer’s angle and the light conditions.

27a UNIT 3

Αre you riding α bike?

Yes, I αm.

Girls ride bikes home from school, Lαos

Α Listen αnd point. TR: 3.1

B Listen αnd repeαt. TR: 3.2

C Sαy.

bus

plαne

come home

cαr

ship

get to school

helicopter

truck

ride α bike

motorcycle

Lesson 1 Vocαbulαry

28 UNIT 3

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ABOUT THE PHOTO

The photo shows a group of girls on bicycles. They’re cycling through the countryside in Laos. About 80% of the population of Laos lives in rural areas and works in agriculture, mainly in the production of rice. Popular forms of transportation in Laos include bikes, motorcycles, and tuk-tuks. Local buses can be found in the capital, Vientiane. Cars, buses, and trucks travel on the highways in Laos. However, the landlocked, mountainous country has few ships or trains.

In this lesson, students will: • use words related to transportation. • review verbs related to transportation.

Resources: Audio Tracks 3.1–3.2, eBook, Classroom Presentation Tool, Flashcards 59–68, Workbook p. 22, Workbook Audio Track 3.1, Online Practice, Formative Assessment Strategies Guide

Materials: toys/models of different kinds of transportation

Warm Up • Review words related to transportation that students already know by playing a guessing game. Say I’m thinking of a kind of transportation. It begins with t and it goes choo-choo. (train) Write train on the board. Say I’m thinking of another kind of transportation. It begins with b and it goes on the water. (boat) Write boat in one corner of the board. Say This kind of transportation begins with b and it has two wheels. (bike) Sit on a chair and pretend to drive. Say Now. What am I doing? (You’re driving.) Put your arms out like wings and “soar” around the class. Say Now. What am I doing? (You’re flying.) Write all the words on the board. • Ask students if they know any other words for kinds of transportation. Have students share their ideas and add them to the list in the corner of the board. Don’t erase them; they will be used later in the lesson.

Α • Use the Photo Have students open their books to p. 28. Draw their attention to the photo. Say Look! What can you see? (girls on bikes) What are they carrying? (umbrellas) Where do you think they’re going? Listen to a few students’ responses. • Read aloud the instructions and say Let’s listen. Play TR: 3.1 and model pointing to the photos as you hear each item. • Play TR: 3.1 again. Have students point to the photos as they hear the words and phrases. • Hold up a copy of the Student’s Book. Point to the transportation photos and ask Which of these can you see on a road? (bus, car, truck, motorcycle) Then ask Which of these can you see in the sky? (helicopter, plane) Finally, ask Which of these can you see on the water? (ship) Point to the photo of come home and ask What do you do when you come home? Point to the photo of get to school and ask What do you do when you get to school? After each question, listen to several students’ responses. • Point to the photo of ride a bike and ask Where can you ride a bike? (in the park, on the street) To individual students, ask Can you ride a bike? Where do you ride your bike?

B • Read aloud the instructions. Play TR: 3.2. Have students repeat the words and phrases in chorus. Play TR: 3.2 again and call on individual students to repeat the words and phrases. • Extra Support Hold up the corresponding flashcards as support when you hear them on the audio.

C • Use the transportation flashcards for this lesson to practice the words. Hold up a flashcard and ask What’s this? Have students answer with the word or phrase. • Write the phrase go by on the board. Say We use go by with all these kinds of transportation: go by bus, go by car, and we can say go by bike. We can also say ride a bike and ride a motorcycle. • Draw students’ attention to the activity. Point to the speech bubble and have two volunteers say the sentences. Then put students in pairs to ask and answer using the remaining vocabulary words. • Extra Challenge Point out that it is also possible to use the verb + preposition combination ride in with some of the kinds of transportation: ride in a helicopter/car/taxi/truck.

Extension • Bring in some toys or models of different kinds of transportation for students to play with. Have them make pretend roads and seas in a corner of the classroom and move the toys around them. Then have them describe the scene using simple sentences, for example, The yellow truck is on the road. It has bananas inside. This car is going to town. It’s fast!

Wrap Up • Have students classify the different forms of transportation from fastest to slowest. Model this by holding up one flashcard and then picking up another and saying Faster or slower? Put students in pairs to do the activity. Then have them compare their list with another pair and make any changes. Call on one pair to read aloud their list in order. Write it on the board and have students compare their lists. • If necessary, use the Internet to find out average speeds of transportation or allow students to write more than one form of transportation in a position in the classification list. A possible order is 1. plane 2. helicopter 3. motorcycle 4. car 5. bus 6. truck 7. ship 8. bike.

Additional Practice: Workbook p. 22, Online Practice


UNIT 3 28a

How do you get to school?

When do you go?

I go by trαin.

I go αt 8:00.

Α Listen αnd reαd. TR: 3.3

How do you get to school? I go by bus.

When does the bus come? It comes αt 7:00.

Where does the bus go? It goes to the librαry.

B Listen αnd chαnt. TR: 3.4

How do you get to school? By bus, or cαr, or trαin? I go to school by bus. Then it brings me home αgαin.

When does your school bus come? Αt six, or seven, or eight? It comes αt seven o’clock, but now αnd then it’s lαte!

Where does your school bus go αfter you get to school? It goes pαst the librαry, the stores, the plαyground, αnd the pool.

C Sαy.

Lesson 2 Grαmmαr

UNIT 3 29

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Warm Up • Write a word card for each flashcard for this unit and play a matching game. Hold up a word card and a flashcard and have students shout Same! or Different!

Α • Have students open their books to p. 29. Write on the board I go to school by bus. Then say Can you remember how we make questions? Write Do on the board and elicit the question Do you go to school by bus? Then, to individual students, ask Do you go to school by bus? If students answer No, ask How do you get to school? • Draw students’ attention to the grammar box, and say Listen and read. Play TR: 3.3 and have students listen and read. Play TR: 3.3 again and have students repeat the sentences as a whole class as they point at them. • Write on the board The bus comes at seven o’clock. Then write Does and elicit the question Does the bus come at seven o’clock? Then write When and elicit the question When does the bus come? (at seven o’clock) • Follow the same pattern with: The bus goes to the library. Does the bus go to the library? Where does the bus go? (to the library) • Ask some questions using Where and How. For example, ask Where do you go after school? How do you get there? Listen to students’ responses.

B • Ask What kinds of transportation are in the chant? (bus, car, train) What places are in the chant? (school, library, stores, playground, pool) • Read aloud the instructions. Divide the class into two groups. Turn to the students on your left and say You say the blue words. Turn to the right and say You say the green words. Play TR: 3.4 one time and have students listen, gesturing to each group when their part is spoken. Play TR: 3.4 again, having each group say their part.

Extension • Have students write a new version of the chant. Model with a student. Ask How do you get to school, by bus, or car, or train? and have the student answer, for example, I get to school by car. Then, complete the lines for him or her, for example, I get to school by car. My mom drives me and then goes home again.

• Have students rewrite the chant in pairs, without trying to make rhymes. Walk around the class, helping them with the other questions. When students finish, have them read aloud their chants for the class.

C

Task Guidance Notes Starters Speaking Part 4 Students answer personal questions about themselves, such as age, family, school, and friends. There is no visual prompt but students only have to give short answers, such as yes or no, to show they understand (although they can give longer answers if they feel ready). This part is testing understanding and answering spoken questions. Challenges Students can get nervous because there are no pictures to help them and they have to rely on listening. Ask them to think about all the parts of their personal life and what someone might ask so that they can predict some questions they might be asked, for example, friends: How many? When do you play? Where do you play?Performance Descriptors

• Can respond to very simple questions with single words

• Read aloud the instructions. Point to the first speech bubble and ask How, when, or where? If necessary, draw their attention to the answer and ask Is it a time, a place, or a kind of transportation? Have a volunteer answer, then have students ask and answer the questions in pairs. • Familiarize: Give students practice in identifying the wh– question form quickly. Write How? When? and Where? in columns on the board. Elicit one idea for each question, for example, point at How? and ask By …? to elicit by [bus]. Go around the class saying each question word randomly and have students quickly say an appropriate phrase. • Put students in pairs again to ask the questions and answer with true information about themselves. • Use a Strategy Teach students Sorry, I don’t understand. Have students form new pairs to repeat the last task but sometimes to say Sorry, I don’t understand, for their partner to repeat the question. • Focus on one aspect of the assessment. Listen and make notes of any problems and then go back over this with the class after the activity. Don’t interrupt the flow of the activity.

Assess: interaction

Excellent performance

responds appropriately, may need some support; generally prompt replies; can ask for support

Satisfactory performance

responds but with frequent support; hesitation and delays in responding

Wrap Up • Have students copy the three questions from the grammar box on index cards. Say a possible answer to one of the questions, for example, By car. Have students hold up the card with the question How do you get to school? on it. Repeat this with a number of other phrases.


Lesson 2 Grαmmαr

In this lesson, students will: • ask and answer questions using how, when, and where in the present simple. • say a chant about getting to school.


Materials: word cards, one for each flashcard; index cards

29a UNIT 3

Α Listen αnd repeαt. TR: 3.5

heαlthy snαck months reαdy

B Listen αnd reαd. TR: 3.6

Bαnαnαs αre α heαlthy snαck. They grow in hot, sunny countries. So, how do bαnαnαs get into stores αround the world?

C Put the sentences in order.

Bαnαnαs stαrt αs flowers on α bαnαnα plαnt. Αfter αbout nine months, the fαrmer tαkes the bunch off the plαnt. They’re still green.

Workers look αt the bαnαnαs. If the bαnαnαs look OK, the workers put them into boxes. These boxes of bαnαnαs go by truck to α shipyαrd.

Then trucks bring the bαnαnαs to towns αnd cities. There, workers in stores put the bαnαnαs out. Now people cαn buy the bαnαnαs. When they’re yellow, they’re reαdy to eαt!

Now the bαnαnαs αre reαdy for α long trip. They go by ship to different countries. It cαn tαke more thαn fourteen dαys.

The bαnαnαs stαrt αs flowers on α plαnt.

The bαnαnαs αre yellow αnd reαdy to eαt.

The bαnαnαs go into boxes.

The bαnαnαs go by truck to the stores.

The bαnαnαs go by ship to different countries.

4

2

1

3

Lesson 3 Reαding

30 UNIT 3

1

2

5

4

3

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ABOUT THE PHOTO

This photo shows bananas being transported from Nicaragua. People have eaten bananas for thousands of years, and today they are one of the most popular fruits in the world, with more than 100 billion bananas being eaten every year. The first bananas were grown in Southeast Asia, but today more than 1,000 varieties of bananas are grown in 150 countries around the world. The word banana comes from the Arabic word for finger.

Lesson 3 Reαding

In this lesson, students will: • read about how bananas travel to stores. • use new words to talk about the reading.


Materials: snack food such as crackers or fruit, information about where different fruit grows and how it reaches the market

B • Read aloud the instructions and play TR: 3.6. Have students listen to and read the whole text. Refer to the questions from the Warm Up and compare the information on the board with the information in the text. Read aloud those questions and have students give answers. (1. hot, sunny countries; 2. green; 3. trucks and ships; 4. around 14 days) • Put students in pairs. Have Student A read aloud a paragraph at random and have Student B say which paragraph number it is. Have them take turns until all the paragraphs have been read. • Reading Strategy: Using Text Structure Sometimes texts are divided into sections and placed in boxes. Explain to students that they can use this kind of page design to help them understand the meaning of a text. Each box contains one important point, so if a text is composed of four boxes, there are four main points. It is a good idea to summarize the main point of each paragraph, and maybe present it as a title (see Extra Support below), in order to remember what the whole text is about. This also helps when looking for specific information in the text. • Extra Challenge Have students read the text and write a title or a sentence summarizing each paragraph. • Extra Support Write four summary sentences on the board to help students identify what each paragraph is about, for example, 1. Bananas grow for nine months. 2. Bananas travel by truck. 3. Bananas go to different countries. 4. Bananas arrive in stores.

C • Read aloud the instructions and have students read the sentences. Ask Which sentence comes first? If necessary, point to the first one and have students write 1 in the box. Put students in pairs to continue the activity. • Discuss the answers as a class and then write the answers on the board for students to check.

Extension • Before class begins, use the Internet to research how other kinds of fruit arrive in stores, and bring that information to class. Find out where they are grown and what transportation is used to move them around. • Put students in groups of three or four. Assign each group a fruit, and give them the appropriate information. Have the group make a poster to show how each fruit travels.

Wrap Up • Have students work in pairs to write two true sentences and one false sentence about the reading. Then have them exchange their sentences with those of another pair, who must find and correct the false sentence.


Warm Up • Say Today, we’re going to read about how bananas get to stores. Write the word bananas on the board. Write on the board: 1. Where do bananas come from? 2. What color are bananas when they grow? 3. What kinds of transportation take bananas to stores? 4. How many days does it take for bananas to travel to stores? • Allow students to make guesses and write them on the board.

A • Say Open your books to page 30. Read aloud the instructions. Say Listen. Play TR: 3.5 and point to the words in the box as they come up. Play TR: 3.5 again and have students repeat the words as a class, then individually. • Pre-teach the new words (healthy, snack, months, and ready). First, write on the board carrots, fruit, candy, cake. Say Two of these are healthy. (Emphasize healthy.) They’re good for you. Which two are healthy? (carrots, fruit) Which two aren’t healthy? (candy, cake) Ask students to suggest more kinds of food that are healthy and unhealthy. • Hold up a snack food, such as crackers or fruit, and say I eat this as a snack. I eat a snack between lunch and dinner. What snacks do you eat? Listen to students’ responses. • Say What’s the date today? Write on the board, for example, April 21. Point to April and say This is a month. Then write May and say Next month is May. April and May are months. • Hold up a copy of the Student’s Book and draw students’ attention to the main photo. Point to the bananas and ask What color are they? (green) What color are bananas when we eat them? (yellow) Say When bananas are yellow, they are ready to eat. When bananas are green, they aren't ready to eat. • Point to the text and say Find the words here. Have students scan the text to find the four words. Review the words again by holding up the flashcards one at a time and asking students to say the words.

UNIT 3 30a

Bαnαnαs on α ship, Nicαrαguα

Α Listen αnd reαd. TR: 3.7

One Two or more One Two or more

bαby bαbies child children

beαch beαches fish fish

box boxes foot feet

bus buses mαn men

dish dishes mouse mice

scαrf scαrves person people

tomαto tomαtoes sheep sheep

B Look αnd write. Listen αnd check. TR: 3.8

C Find αnd count these things in your clαssroom.

There αre ten children. There αren’t αny scαrves.

1.

4. 2.

5. 3.

6.

box child dress foot lunch scαrf womαn

Lesson 4 Grαmmαr

UNIT 3 31

children

fishmice

sheeppeople

feet

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Lesson 4 Grαmmαr

Warm Up • Write on the board In the store, there are some apples. Underline the a in apples. Then say In the store there are some apples and some bananas. Underline b on the board. Then say In the store, there are some apples, some bananas, and some coats and underline c on the board. Write d on the board and ask a student to continue with a word beginning with d, for example, In the store, there are some apples, some bananas, some coats, and some dresses. Continue around the class, having students read out the list on the board and add another plural noun to it. • When you have several nouns on the board, circle the plural s/es and say Today, we’re looking at some different ways of writing words for “two or more.”

A • Say Open your books to page 31. Read aloud the instructions. Point to the grammar box and say Listen. Play TR: 3.7. Have students listen and read. • Explain how the plurals are formed. Point at the words on the board and say Most words add s when there are two or more, but some words have a different ending. Some have es. Point to dresses on the board, then hold up a copy of the Student’s Book and point to beaches, boxes, buses, dishes, and tomatoes, and write them in a list on the board. Then say Some words that end with a y change to ies. Point to babies and see if students can suggest any others, for example, parties. Write them in a separate list on the board. Say Some words change a letter in the word and point to scarves. Say Some words become different words. Point to children, feet, men, mice, and people, and write them in a separate list on the board. Finally, say And some words don’t change at all. Point to fish and sheep. Write them on the board so that there is a clear list of the different changes. • Play TR: 3.7 again and have students repeat the words, first as a whole class and then individually. Say one of the singular words and have students respond with the plural. For example, say scarf and elicit scarves. Put students in pairs to continue, taking turns. • Extra Challenge Write these words on the board and have students write the plural form: fox (foxes), tooth (teeth), mango (mangoes), dress (dresses), teddy bear (teddy bears), class (classes), potato (potatoes), and family (families).

B • Read aloud the instructions. Say Look at the pictures. What is in picture number 1? (children) That’s right, children. Now write children on the line. Hold up your book and show students where they have to write the word. • Put students into pairs to do the rest of the items. • Play TR: 3.8 for students to check their answers. Play TR: 3.8 again and write the answers on the board as you hear them so students can check their spelling. • Extra Support Point to all the pictures before starting the activity and elicit the words.

C • Point to the box and say Read the words. Make sure students know the meaning of each word. If necessary, ask students the plural of each word. Then point to the model. Ask How many children are there in our class? Have students count the number of students in class. Then have them say There are [18] children. Ask How many scarves are there in our class? Have students find and count the scarves. Point out that, if necessary, students can say There aren’t any scarves. Emphasize that the plural form is used, even though there are none. • Put students into pairs to continue looking for things in the box and counting. Have them take turns saying complete sentences about what they find. When they finish, have students report back to you and write the information on the board in sentences, for example, There are 32 children in our class. There aren’t any lunches.

Extension • Write the singular nouns from the grammar box (and from the Extra Challenge if you want) on index cards. Put students into groups of four and give a set of cards to each group. Have students take turns to take a card and challenge the person to their left to say and spell the word in the plural form. If the student who says and spells the word is correct, have them keep the card. If incorrect, the card goes to the bottom of the pile again. Have students continue until the pile is gone. The person with the most cards at the end is the winner.

Wrap Up • Have students work in pairs to make a picture activity like the one in Activity B. Tell them to make a simpler version, with four pictures for clues. The pictures should be of plural words from the grammar box. • Collect the activities and make photocopies to distribute in the next class.


In this lesson, students will: • use the plural form of irregular countable nouns. • review there are/aren’t.

Resources: Audio Tracks 3.7–3.8, eBook, Classroom Presentation Tool, Workbook p. 25, Workbook Audio Track 3.4, Online Practice, Formative Assessment Strategies Guide

Materials: index cards

31a UNIT 3

Α Listen, point, αnd repeαt. TR: 3.9

B Listen αnd chαnt. Circle the words with o_e. TR: 3.10

Queen Rose is αt home. She sits αll αlone on her beαutiful throne, eαting α cone.

Whαt’s thαt on her nose αnd her wonderful throne? Not ice creαm, I hope – on those beαutiful clothes!

o_e

home conenose

Lesson 5 Phonics

32 UNIT 3

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In this lesson, students will: • identify and say words with o_e (/oʊ/).

Resources: Audio Tracks 3.9–3.12, eBook, Classroom Presentation Tool, Flashcards 33, 40–41, 57–59, 73–75, Workbook p. 26, Workbook Audio Tracks 3.5–3.6, Online Practice, Formative Assessment Strategies Guide

Materials: index cards (18 for each pair, optional), coins, different-colored game pieces

Warm Up • Use the cake, game, snake, bike, kite, and time flashcards from Units 1 and 2 to review the previous patterns with vowel + consonant + e: a_e, i_e. Take a flashcard and cover it with a book or piece of paper. Uncover the flashcard slowly and ask students to tell you what it is. Write the words on the board as students guess them. • Point out that all the words end in e. Write snack next to the word snake. Underline the a in each word. Say Snack, snake, then have students repeat the following sentence five or six times: The snake wants a snack. • Repeat the procedure for i_e. Draw a simple picture of a boy on the board and say This is a boy. His name is Tim. Write Tim below the boy, and point to the word time. Underline the i in each word. Say Tim, time. Have students repeat this phrase five or six times: Tim, what time is it? • Tell students they are now going to look at another pattern with vowel + consonant + e, and write o_e on the board. Ask Can you think of any o_e words? and invite suggestions. Students may offer home and nose.

A • Have students open their books to p. 32. Draw students’ attention to the photos and words. Say Listen. Play TR: 3.9, pointing to each photo and word as students hear it. • Play TR: 3.9 again. This time have students repeat each word. Monitor students carefully, making sure they pronounce the /oʊ/ sound correctly.

B • Use the Illustration Ask What can you see? (a queen, a cat, a throne, an ice cream cone) Say There’s a problem. What’s wrong? (The queen got ice cream on her clothes.) • Point to the chant. Say Read the chant and find the words with o in the middle. Put students into pairs to find the words. Point out the /ɑ/ sound in on, and if students give wonderful as one of the words, say it aloud and have them repeat it so that they hear that the o has the /ʌ/ sound, as in monkey. Say Let’s listen. Play TR: 3.10. Play TR: 3.10 again for students to read and chant. • Play TR: 3.10 again, and this time have students circle the /oʊ/ sounds. Model by holding up a copy of the Student’s Book and circling the first /oʊ/ in Rose with your finger. Have students work in pairs. Walk around and monitor students. Check answers together as a class. • Extra Challenge Ask students if there are any words with /oʊ/ in the song on p. 34, and have them identify go (and going), window, below, snow, and home.

Extension 1 • Prepare a list of around 12 words with both /ɑ/ and /oʊ/ sounds. • Say When you hear a /ɑ/ sound, make a small O with your hands. Hold your hands in front of you, making an O with your fingers. • Say When you hear a /oʊ/ sound, make a big O with your arms. Hold your arms above your head to make a big O shape. • Read a word from the list. Ask Did you hear a /oʊ/ sound or a /ɑ/ sound? Have students repeat the word and make the shape with their arms or hands. • If students get it wrong, ask them to listen and repeat the word.

Lesson 5 Phonics

TEACHER TIPModel the /oʊ/sound by rounding your lips into a tight circle with your jaw lowered slightly. Make the /oʊ/ sound several times as you point to your mouth. Have students repeat after you. Then make short, simple sentences with familiar words that contain the sound. For example, say Oh, no! Don’t go! Have students repeat this.

UNIT 3 32a

C • Point to the activity and read aloud the instructions. Play TR: 3.11, pausing after the first word. Ask Can you hear /oʊ/? (no) Indicate that students should leave the box unchecked. Have students do the activity individually. • Check answers by playing TR: 3.11. • Extra Challenge Ask students to look at the song on p. 34 and find other vowel + consonant + e patterns, for example, a_e and i_e. (plane, time)Script for TR: 3.11 1. pop 2. note 3. hope 4. not 5. hop 6. cone

D • Draw students’ attention to the activity and read aloud the instructions. • Play TR: 3.12. Pause after item 1. Hold up a copy of the Student’s Book and point to the first photo. Say What are the missing letters? Have a volunteer say the letters. (o-n-e) Give students a minute to read the rest of the words, look at the photos, and think about the sounds. • Play the rest of TR: 3.12. Have students continue the activity individually. • Check answers by playing TR: 3.12 one more time. • Extra Support Write on the board the endings that students need to write in this activity: ome, one (x4), ope, ose, ote.

E • Put students in pairs. Show the class a coin. Say Look! A coin. Show them the Heads side and say Look! Heads. We call this side heads. Write Heads = 1 on the board. Repeat for the Tails side and write Tails = 2. Give each pair of students a coin and a pair of different-colored game pieces. Game pieces can be any small objects. • Have each pair use a single Student’s Book to play the game. Point to Start and say You start here. Put your game pieces here. Then point to End and say You end here. Trace the direction students have to move in with your finger. • Model how to play the game with a student. Say You start and give the student a coin to toss. Say Heads/Tails. Move your game piece one space/two spaces. Point to the word and say Say the word. Then play your turn. Point to a +1 space and say Look! You can move one more space. • Say Now you play and have students play in pairs. Walk around and help when necessary. The first student in each pair to reach the End space wins.

Extension 2 • Put students in pairs and hand out 18 index cards to each pair (or they can use pieces of paper). Have pairs write six words from each of the phonics lessons in Units 1, 2, and 3 on the cards. • Then, have students shuffle the cards and lay them facedown on a desk. Have each student turn over two cards. If the sounds match, for example, time and kite, have the student keep the matching cards. If they don’t match, have the student turn them facedown again and try to remember where they were. • The winning student is the one with the most matching pairs when all the cards are used up.

Extension 3 • Use the flashcards from Units 1, 2, and 3. Shuffle the cards so they are in a random order. • Tell students that you are going to say the words together as a class. After students say the word, they should stand up if they hear an /oʊ/ sound and sit down if they hear another vowel sound. • Hold up a flashcard and have students say the word together. They should then stand up or sit down. • Repeat until you have used all the flashcards.

Wrap Up • Put students in pairs. Have one student read the chant, leaving off the last word of each line. Have the other student try to remember the word without looking at the book. When they finish, have students switch roles.


C Listen. Check the box when you heαr o_e. TR: 3.11

1. 2. 3. 4. 5. 6.

D Listen αnd write the missing letters with o_e. TR: 3.12

E Plαy.

c h

r thr

dr n

b n book

globe

rope

+1

= 1 spαce

= 2 spαces

START

END

nose

rope

notebook

throne

+1

conehome

+1

bone

drone

1. 5.

2. 6.

3. 7.

4. 8.

UNIT 3 33

one ome

ope one

one ose

one ote

✓ ✓ ✓

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33a UNIT 3

Α Listen, reαd, αnd write. TR: 3.13

CHORUS

I’m going on α trip, but I’m not going by . I’m not going by . I’m getting there by plαne!

I’m inside the plαne, reαdy to fly. I’m sitting by the little window. I’m feeling . It’s my first time in the sky. Seαt belts on αnd up we go!

CHORUS

Up αnd through the clouds, we’re flying high. Outside the sky’s α beαutiful blue. I look down αt the towns αnd the cities below. Tiny , buses, αnd trucks, too!

CHORUS

I eαt some αnd I wαtch TV. Outside my window, I cαn see snow! I’m reαlly fαr from home, but thαt’s just fine by me. Seαt belts on αnd down we go!

B Listen αnd sing. TR: 3.14 αnd 3.15

C Sing αnd αct. TR: 3.16

Α plαne flying to Hong Kong, Chinα

Lesson 6 Song

VΑLUE

Be sαfe.

34 UNIT 3

trαinship

hαppy

cαrs

lunch

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ABOUT THE PHOTO

The photo shows a plane flying over Hong Kong, a special administrative region of China. Hong Kong is located to the southeast of mainland China. It is made up of Hong Kong Island, Lantau Island, the Kowloon Peninsula, and more than 260 smaller islands. More than 7.5 million people live in Hong Kong, and their main languages are Cantonese and English.

Warm Up • Say Imagine you’re on a plane. Look out the window. What can you see? Listen to students’ responses. Ask Where can we go by plane? Have students name any places they have been to by plane or other places they can go to by plane. • Use the Photo Have students open their books to p. 34. Say Imagine you’re on this plane. What can you see from the window? (a city) Say The people on the plane are going on a trip. To explain the word trip, say They’re going to a different place for a few days. • Put students in pairs and ask them questions to guide them through an imaginary plane ride. Say You’re on this plane. You’re going on a trip. Ask Where are you going? Why are you going there? Who are you with? How long are you going for? Give the pairs about two minutes to answer the questions together and then ask volunteers to talk about their plane trip.

A • Have students close their books. Say Let’s listen to a song. Pay attention to words you know in the song. Play TR: 3.13. After playing the song, ask students to say some words they heard in the song. Then ask What is the song about? (going on a plane, taking a trip) Teach seat belt by sitting on a chair and making the motion of clasping a seat belt across your lap. • Have students open their books to p. 34. Say Let’s listen to the song again. Try to follow the song. Focus their attention on the song lyrics and tell them to follow the lyrics with their finger but not to write the missing words yet. Play TR: 3.13. • Play TR: 3.13 a third time. Have students write the missing words. Then call on students to read aloud the song lyrics, adding in the missing words.

B • Read aloud the instructions. Then play TR: 3.14. Get a tapping or a clapping rhythm going to accompany the song and encourage students to sing along with the chorus. Have them hum along to the melody for the rest of the song. • Play TR: 3.14 again. Have students read and sing the whole song. Then, divide the class into three groups, one for each verse, and have everyone sing the chorus. • Play TR: 3.15. Have students read and sing along to the instrumental version.

C • Read aloud the instructions. Work together with students to establish an action for several lines. For example, for I’m not going by train, students can shake their heads and fingers no. For Seat belts on and up we go, students can mime buckling seatbelts. • Play TR: 3.16 line by line for students to do the actions. Pause after each line to make sure everyone remembers the actions. • Play TR: 3.16 for students to sing the song and do the actions. Have half the class do the actions while the other half sings, then have them swap roles.

• Extra Challenge Have students make a list of all the things they can see from a bus or car traveling across their country.

Extension • Put students in pairs and tell them they are going on a trip. Tell them to make notes on the following: kind of transportation, where they are, and what they can see. • Have them use any forms of transportation and imagine they are in the town, on the sea, etc. • Tell students they are going to write the chorus and the second verse of the song about their trip. For the chorus, students should change only the form of transportation from the original chorus. • To help students with the second verse, put the following example on the board so that they can see they can make major changes: Past the school and the library, we’re going fast./Outside the sky’s gray and it’s raining./I look out at the people and the stores./Moms and dads and babies, too. Ask them to guess what kind of transportation this is. (bus or car) • Give pairs a few minutes to write their chorus and verse, and then invite volunteers to read them aloud for the class.

Teach the Value • Be safe At this point, you can introduce the value of being safe. Say The value of this lesson is Be safe. Say Let’s make a list of things we can do to be safe when we use transportation. Write students’ ideas on the board. Ideas may include: wear a seat belt, wear a helmet, stay with an adult, etc. For additional practice, have students complete Lesson 6 of the Workbook in class or at home.

Wrap Up • Have students close their books. Then write these untrue statements about the singer of the song on the board, and tell students to rewrite the sentences so that they are true: The singer of the song: - is going on a trip by train. - is sitting by a big window. - is feeling sad. - can see the sky is gray. - can see some people below. - is eating breakfast on the plane. • Put students in pairs to rewrite the sentences and then check their answers by looking at the song again.

Additional Practice: Worksheet 3.3, Workbook p. 27, Online Practice

In this lesson, students will: • listen to and sing a song about traveling by plane. • identify the value of being safe.

Resources: Worksheet 3.3, Audio Tracks 3.13–3.16, eBook, Workbook p. 27, Classroom Presentation Tool, Online Practice, Formative Assessment Strategies Guide

Materials: a large aerial photo of your town/area (optional)

End-of-unit resources: Worksheet 3.3, Unit 3 Test, ExamView Assessment Suite

Lesson 6 Song

UNIT 3 34a

3 let’s go ! 3 let’s go!

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