from morning to nigh

From Morning to Night1

T1A From Morning to Night

Overview

Key Vocabulary

Topics and Themes

daily routinesleisure activitiestimes of daytelling time

••••

Strategies and Skills

use prior knowledgerecognize sequence of eventsmake predictionssummarize

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Grammar

simple presentthird person singular -squestions with whatadverbs: before, afterGrammar and Writing (optional)

•••••

Reading and Writing

Reading: Betty BackwardsContent Reader 3: 100 Kids, 100 Answers (optional)Writing: spelling, words, phrases, full sentences

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•

Pronunciation

syllable stress of numbers with timethird person singular -s stress, rhythm, and intonationSound and Spelling Handbook (optional)

•

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Content Connections

Art: talking tubeLanguage Arts: fictionMusic: song, chantSocial Studies: gameValues: observe special days

•••••

Timeafterbeforein the afternoonin the morningo’clock

Actionscelebratefeed the bird/cathave a (tae-kwon-do) lessonplay soccerplay video gamesride a bikewalkwatch cartoons

Daily Routinesbrush (your) teethcomb (your) hairdo homeworkeat breakfastget dressedget uptake a showerwash (your) face

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T1BUnit 1

From Morning to Night

Family Connection

Leisure-time ReportEncourage students to discuss with their families things they usually do as a family on the weekends or in the evening. Have students report back to the class and compare what their families do.

Bulletin Board

Title the bulletin board display What Do You Do . . . ? In two columns write the phrases Before School and After School. Have students cut out pictures from magazines or draw pictures of people doing the same activities they do before or after school. Have them write a sentence about each picture and place it in the appropriate column. For another display, reserve part of the board for artwork. Draw four clocks. Have students choose four times throughout the day—for example, 7:45, 12:00, 4:00, and 8:00. Put students in pairs and have them ask each other what they do at those times. Then have students choose a time and draw a picture of their partner doing the activity and then write a sentence about their pictures. Have students put their pictures on the display under the matching time.

Classroom Display

Plan Ahead

Class Audio CD

Student Book, Unit 1• Sound and Spelling Handbook• Grammar and Writing• CD-ROM

Workbook, Unit 1• Sound and Spelling Practice• Grammar and Writing Practice• Audio CD

Picture Cards• Images• Images and words

Posters• Unit 1 Teaching Poster• Units 1–3 Grammar Poster

Interactive Whiteboard

Content Reader 3• Student Reader, Unit 1• Teacher’s Manual, Unit 1:

pages 4–6

Teacher’s Resource Book

DVD and Guide

Assessment Package• Placement test: pages 90–91• Practice test: page 92• Unit test: page 101• Oral assessment: pages xiii–xv,

110–111• Performance assessment: pages v–vi• Backpack Second Edition

ExamView® Assessment Suite

Teaching Resources

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From Morning to NightT1C

Student Book

Page 2. Activity 1. Read. Listen and sing.Unit 1 Song. The text of the audio for the song is found on Student Book page 2.

. Activity 2. Listen. Point and say.1. A: Excuse me. What time is it? B: It’s six forty.

It’s ten o’clock. It’s eleven five. It’s twelve ten.It’s one fifteen.It’s two twenty.It’s three twenty-five.It’s four thirty. It’s five thirty-five.It’s eight fifty.It’s seven forty-five.

Page 3. Activity 3. Listen and stick.1. A: What time is it? 4. A: What time is it? B: It’s nine o’clock. B: It’s eight forty-five.2. A: What time is it? 5. A: What time is it? B: It’s eleven fifteen. B: It’s five ten.3. A: What time is it? 6. A: What time is it? B: It’s twelve thirty. B: It’s four fifty-five.

Pages 4–5. Activity 4. Listen. Look and read. The text of the audio for this activity is found on Student Book pages 4–5.

Page 5. Activity 5. Point. Ask and answer.The text of the audio for this dialogue is found on Student Book page 5.

Page 5. Activity 6. Point. Ask and answer.The text of the audio for this dialogue is found on Student Book page 5.

Page 8. Activity 11. Listen. Write the letter.1. A: What time is it, please? B: It’s three fifteen. 2. A: What time does she eat breakfast? B: She eats breakfast at seven thirty. 3. A: What time do you get up? B: I get up at nine o’clock.4. A: What does she do before school? B: She feeds her cat.5. A: What does he do after school? B: He plays soccer.

Page 8. Activity 12. Listen. Read and chant.Unit 1 Chant. The text of the audio for the chant is found on Student Book page 8.

Pages 9–10. Little Book.The text of the audio for the Little Book is found on Student Book pages 9–10.

Audioscripts

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Unit 1

From Morning to Night T1D

Workbook

Page 1. Exercise 1. Listen and write. Draw lines to match.Unit 1 Song. The complete text of the audio for the song is found on Student Book page 2.

Page 6. Exercise 11. Listen and circle.1. A: Is it 3:30? B: No, it’s just 3:15.2. A: When do you watch TV? B: I usually watch TV at 7:30, after dinner.3. A: Excuse me. What time is it? B: It’s 8:00. A: Thank you.4. A: What does Sherry do before school? B: She brushes her teeth.5. A: What does Tim do after school? B: He rides his bike with his friends.

Page 6. Exercise 12. Listen and write. Use words from the box.Unit 1 Chant. The complete text of the audio for the chant is found on Student Book page 8.

Teacher’s Edition

Page T3. Pronunciation: Syllable stress of numbers with time.The text of the audio for this activity is found on page T3.

Page T5. Pronunciation: Third person singular -s.The text of the audio for this activity is found on page T5.

PREPARATORY NOTES

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1

2

From Morning to Night

Routine actions; telling time

Exactly EdEvery day at exactly 6:45,

Ed gets out of bed.

Not 6:44, or 6:46,

because he’s Exactly Ed.

Every day at exactly 7:00,

Ed gets ready to go.

He washes his face, combs his hair,

and gets dressed—

never fast and never slow.

He does the same things at the same time every day.Because he’s Exactly Ed, it just has to be that way.

Every day at exactly 7:15,

Ed eats his breakfast.

Then he brushes his teeth,

and he walks to school.

So at 8:00 he sits at his desk.

(Chorus)

TRACK A3

1 Read. Listen and sing.

What’s your day like?

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Unit 1

From Morning to Night T2

TRACK A3

1 Read. Listen and sing.

1. Before students open their books to page 2, review morning activities by saying commands such as Get up or Eat breakfast as you act them out for the class. Have students repeat each action. Then show a clock. Move the hands around the clock, stopping at each hour. Say It’s exactly 9:00. Tell students that they should stand and clap their hands when they see the clock is exactly on the hour. As you move the clock hands to each hour, ask students Is it exactly 6:00? Help them answer Yes, it is or No, it isn’t.

2. With books closed, play the song once so that students can listen. Then direct students’

attention to the pictures on page 2 and have them say all they can about them. Then play the song a second time. After listening, have students match the words in the song to the pictures. Tell students to follow along in their books. The text of the song is on Student Book page 2.

3. When students feel comfortable, invite them to sing the song. You may want to have students act out the verses as they sing. Sing the song at various times throughout the unit.

WBAssign page 1 now. Audioscript is on Student Book page 2. Answers are on page T127.

Objectivesto talk about daily routines and leisure activitiesto talk about time to sing a songto use stress, rhythm, and intonation

•

•••

Vocabularynouns: breakfast, desk, face, hair, school, teeth verbs: brush, comb, eat, get dressed, get (out of bed), get (ready), sit, walk, washadverbs: exactly, fast, slow

Unit Warm Up

Creating Interest Do one or more of the following to build students’ curiosity about the unit.It’s about time. Draw three clocks on the board, each one showing a different time of day, such as 7:00, 12:00 (noon), and 4:00. Under each clock, place pictures of two activities that students might do at those times. Then call on volunteers to act out each activity. Invite students to name the time and the activities if they can. See if students can guess what the unit might be about. Help them understand that they will learn how to talk about activities they do every day.What time is it? Draw a word map on the board with the heading Morning to Night. Have three

large circles with the words morning, afternoon, and night. Draw, or have a student draw, small pictures to illustrate morning and afternoon and place them appropriately on the word map. Have students work in pairs and take turns telling or acting out something they do at each time of day. Encourage students to ask you for the names of activities they don’t know. Then call on volunteers to tell the class about activities they do at different times during the day. Write the words on the word map. Have students copy the map in their notebooks. Poster talk. Display the Unit 1 Poster. Invite students to name as many pictured activities as they can. Encourage them to ask you for the names of things they don’t know.

MaterialsCD playerClass Audio CD

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From Morning to NightT3

TRACK A5

3 Listen and stick.

1. Stickers for this activity are found at the back of the Student Book. Explain that students will listen to the audio and match the times on the stickers to the numbered clocks on the page. Review the times on the stickers first. Then play the audio, and have students simply place but not stick their stickers. The text of the audio for this activity is on page T1C.

2. Play the audio again. Have students stick and repeat each correct time.Answers: 1. 9:00 2. 11:15 3. 12:30 4. 8:45 5. 5:10 6. 4:55

3. Put students in pairs. Have them take turns pointing randomly to clocks on the page and asking and telling the time. As pairs of students question one another, walk around the room and monitor their use of the language. Review errors with students later.

WB Assign page 2 now. Audioscript is on page T1D. Answers are on page T127.

EnrichmentA6 Pronunciation: Syllable stress of numbers

with time. Write the following numbers on the board and say the numbers with students: 13, 30, 14, 40, 15, 50. Point out that in telling time: (1) in numbers ending in -teen, both syllables are stressed, however the second syllable is given dominant stress; (2) in numbers ending in -ty, the first syllable is stressed. Then play the audio or read the audioscript below. Have students repeat each time.

thirteen thirteenWhat time is it? It’s seven thirteen.fourteen fourteenWhat time is it? It’s seven fourteen.fifteen fifteenWhat time is it? It’s seven fifteen.thirty thirtyWhat time is it? It’s seven thirty.forty fortyWhat time is it? It’s seven forty.fifty fiftyWhat time is it? It’s seven fifty.

Get ReadyTimes of the day chant. Say the following chant and encourage individual students to join in, substituting their favorite times of day and what they like to do then:

One o’clock, two o’clock, three fifteen—All times of the day.(Three fifteen’s) my favorite.That’s when I go out to (play)!

PresentationObjectives

to tell time to ask questions with what time

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Vocabularynoun: timeverbs: be, excuse

MaterialsCD playerClass Audio CD Unit 1 Stickers

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TRACK A4

2 Listen. Point and say.

1. Have students read the directions. Then play the audio. Ask students to listen and point to the correct clock each time. To confirm their answers, you might want to point to the corresponding time on the board. Play the audio two or more times and have students repeat the question and answer as they point

to the correct clock. The text of the audio for this activity is on page T1C.

2. Check comprehension by randomly drawing one of the clocks shown on the page. Ask students what time it is. Then pair students and have them take turns pointing to clocks on the page and asking and telling the time.

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3Unit 1

1. 2. 3.

4. 5. 6.

Telling time

TRACK A4

2 Listen. Point and say.TRACK A5

3 Listen and stick.

Excuse me.What time is it?

It’s 6:40.

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Language in the Real World

4 Reading: social studies; vocabulary and grammar in context

TRACK A7

4 Listen. Look and read.

Before school

1. She takes a shower at 7:00 in

the morning.

2. He gets dressed at 7:25 in

the morning.

3. She eats breakfast at

7:30 in the morning.

4. He feeds his bird at 7:45 in

the morning.

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Unit 1


Get ReadyPicture pass. Prepare pictures or Picture Cards of daily routines from previous levels. Make sure everyone has a picture to start with. Have students describe what’s happening (He’s getting

dressed), and then say Pass. Students pass their cards to other students until you say Stop. They again describe the picture, and you say Pass again. Continue until students have described each picture a few times.

Presentation/PracticeObjectives

to read about daily activitiesto identify daily activitiesto talk about times of day (in the morning and in the afternoon)to use the simple present

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Vocabularynouns: afternoon, bird, breakfast, cartoons, homework, morning, shower, tae-kwon-do lesson, video games verbs: do, eat, feed, get dressed, have, play, take, watch


••

TRACK A7

4 Listen. Look and read.

1. Play the audio and have students look at the pictures and listen. Then play the audio again and have students read along. You may want to follow up by having individual students read sections aloud. The text of the audio for this activity is on Student Book pages 4–5.

2. To check comprehension, point to pictures and ask questions such as When does he get dressed? or What does she do at 7:30 in the morning?

EnrichmentGuess the activity. Have students work in pairs. Tell each pair to take turns acting out one of the activities. One student in each pair then guesses the activity by pointing to the corresponding picture and naming it. Model this activity with students first.Grab bag. Write the following verbs from the list of activity words on the board: takes, gets, eats, feeds, does, plays, has, watches. Have students fold a piece of paper in half twice and then unfold it to show four squares. Tell students to choose four verbs from the list on the board and write one in each square. Then have them cut out the squares and place them on their desks. Write the second part of each verb phrase, such as: a shower, dressed, breakfast, his bird, and so on, on individual slips of paper. Place the slips in a bag and have students take turns pulling out a

slip and saying the word or words. Have the class guess which verb on their word cards matches the verb phrase. Students who have the verb on a card should then turn the card over. The first student to turn over all the cards wins.

TRACK A8

5 Point. Ask and answer.

1. Direct students’ attention to the dialogue. Have them listen as you play the audio. Then choose two students to model the exchange again for the class. Make sure that they are pointing to the picture that matches the dialogue as they speak. The text of the audio for this dialogue is on Student Book page 5.

2. Divide the class into pairs. Have students take turns asking and answering questions about the pictures, following the model on page 5.

3. Students should produce the following sentences:

1. What time does she take a shower?At 7:00.

2. What time does he get dressed?At 7:25.

3. What time does she eat breakfast?At 7:30.

4. What time does he feed his bird?At 7:45.

5. What time does she do her homework?At 3:30.

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6. What time does she play video games?At 4:15.

7. What time does she have a tae-kwon-do lesson?At 5:10.

8. What time does he watch cartoons on TV?At 5:30.

As students work in pairs, walk around the room to check their use of the language. Take note of any errors and review them after students have finished the activity.

TRACK A9


1. Direct students’ attention to the dialogue. Have them listen as you play the audio. Then choose two students to model the exchange for the class. Make sure that they are pointing to the picture that matches the dialogue as they speak. The text of the audio for this dialogue is on Student Book page 5.

2. Divide the class into pairs. Have the stu dents ask and answer questions about the pictures, following the model on page 5.

3. Students should produce sentences such as the following:

1. What does she do before school? She takes a shower. 2. What does he do before school? He gets dressed.

3. What does she do before school? She eats breakfast.

4. What does he do before school? He feeds his bird.

5. What does she do after school? She does her homework. 6. What does she do after school? She plays video games.

7. What does she do after school? She has a tae-kwon-do lesson.

8. What does he do after school? He watches cartoons.

After students practice with each of the eight pictures, invite them to ask and answer questions about their own before- and after-school activities: What do you do before school? I (take my dog for a walk). What do you do after school? I (play video games).

EnrichmentA10 Pronunciation: Third person singular -s.

Write the target vocabulary from the audioscript below on the board and say the words with students. Point out or elicit the letters which make the target sound. Play the audio or say the text. Have students repeat. Repeat as necessary.

/s/ /s/ /s/gets dressed gets dressed She gets dressed at

seven o’clock.takes takes She takes a bath at

seven fifteen./z/ /z/ /z/does does He does his

homework at five o’clock.

plays plays He plays video games at six thirty.

/əz/ /əz/ /əz/brushes brushes She brushes her

hair in the morning.watches watches He watches TV

in the afternoon.

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5Unit 1

Question formation; do/does; routine actions

TRACK A8


TRACK A9


5. She does her homework at

3:30 in the afternoon.

7. She has a tae-kwon-do

lesson at 5:10 in the afternoon.

8. He watches cartoons on TV

at 5:30 in the afternoon.

After school

6. She plays video games at

4:15 in the afternoon.

What time does she take a shower?

At 7:00. She does her homework.

What does she do after school?

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What does do before school? eats breakfast before school.

What do you do after school? I watch TV after school.

6 Questions with do/does; simple present; before/after

7 Look at the clocks. Read. Write before or after.

1. David brushes his teeth he eats breakfast.

2. Sun-mi watches TV she does her homework.

3. Tim gets dressed he combs his hair.

4. David eats breakfast he brushes his teeth.

5. Sun-mi does her homework she watches TV.

6. Tim combs his hair he gets dressed.

Hi! I’m David, and my brother’s name is Tim. I get up

at 6:45. Tim gets up at 7:00. I take a shower at 7:10, but

Tim doesn’t. He takes a shower at 7:25. I play soccer

at 4:30. Tim plays soccer at 4:45. I do my homework at

6:30, but Tim doesn’t. He does his homework at 8:00.

David Sun-mi Tim

8 Read and circle.

1. David gets up before Tim. yes no

2. Tim takes a shower before David. yes no

3. David plays soccer after Tim. yes no

4. Tim does his homework after David. yes no

he

she

He

She

after

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Unit 1


Get ReadyBefore and after. Sing the song Exactly Ed to review the vocabulary. Then show Picture Cards or pictures of daily activities in the order that you do them, such as get up, get dressed, eat breakfast, and so on. Then say sentences such as After I get up, I get dressed; After I get dressed, I eat breakfast.

Act out each activity with students. Then use the pictures to illustrate sentences with the word before, working backwards. Say Before I go to school, I comb my hair; Before I comb my hair, I brush my teeth, and so on. The text of the song is on Student Book page 2.

Objectivesto tell timeto use before and after to tell about daily activitiesto use third person singular -s; -es to ask questions with what

••

••

Vocabularynouns: breakfast, hair, homework, school, shower, soccer, teeth, TVverbs: brush, comb, do, dress, eat, get (up), play, take, watch

Language Practice

7 Look at the clocks. Read. Write before or after.

1. Direct students’ attention to the three sets of pictures. Help them identify the activities, point to the clocks and say the time, and tell which activity happened first.

2. Have the students complete the activity and compare their answers in pairs. Answers: 1. after 2. before 3. before 4. before 5. after 6. after

EnrichmentPractice with before and after. Have students look at the pictures on page 2. Write the following

statements about Ed on the board, read them aloud, and have students respond that the statement is true or false: Ed washes his face before he combs his hair. (yes) Ed goes to school after he gets dressed. (yes) Ed brushes his teeth before he eats breakfast. (no) Then have students work with a partner to write other true and false sentences about Ed’s morning activities. Grammar Poster. The Units 1–3 Grammar Poster provides additional models for asking and answering what questions about daily activities with before and after. You might keep the poster displayed in your classroom for students’ reference.

8 Read and circle.

1. Have students read the directions. You may want to read the paragraph aloud before students read it silently.

2. Check comprehension by asking questions such as: Who are David and Tim? (brothers) Who gets up at 7:00? (Tim) When does David do his homework? (at 6:30)

3. Go through item 1 with students. Make sure they understand that if the sentence is true, they will circle yes. If false, they will circle no. Have students circle their answers. They can compare them in pairs. Answers: 1. yes 2. no 3. no 4. yes

EnrichmentQuestions with what time and what. Provide partners with practice forming questions with what. Ask them questions about the reading in Activity 8. Write the following questions on the board to help students form their own questions using what: What does David do at 6:45? What time does Tim get up? Then have students write questions based on the reading. When they have finished, have them exchange questions with a partner and answer them.

WB Assign pages 3– 4 now. Answers are on page T127.

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10 Ask three friends. Tell the class.

1. Have students look at the information in the chart. Explain that they will ask three of their classmates what they do after school and what time they do the activity. Review the example. Then have students write the names of three classmates on the chart.

2. Next, have students look at the model dialogue provided in the speech balloons. Ask one student to read aloud the questions while another student reads the answers. Remind students to use this language with their classmates. Then have them complete the chart.

3. When all students have completed their charts, have them report back to the class or in small groups, using sentences such as Lily plays soccer at 4:00 or Rafael plays the piano at 5:15.

WB Assign page 5 now. Answers are on page T128.

EnrichmentTalk about family interviews. Brainstorm with students any activities they enjoy, such as go to swim class, play with a friend, go to the park, go shopping, and so on. Put students in pairs. Have them ask and answer questions about their family members’ daily routines and leisure activities: What does your mother do in the afternoon? What does your brother do after school?Favorite after-school activities. Help students tabulate the data from their charts by creating a large chart with the activities listed and the number of students who listed each as an after-school activity. Which activity is most popular? Which is the least popular? Discuss with students.

Get ReadyBefore or after? Arrange students in small groups. Provide pictures and Picture Cards of daily activities (get dressed, brush teeth, do homework, etc.) and place them in large bags. Have students take turns drawing out a card,

naming the activity, and then drawing out another card and naming it. Then have them say which they do first—for example, I go to school after I brush my teeth or I brush my teeth before I go to school. Continue until all students have had a few turns.

9 Look and write.

1. Draw students’ attention to the pictures at the top of the page. Have them identify the activities and talk about whether they would do them before or after school. Then ask students to examine the sentences carefully and tell you how sentence 3 is different from the others. (Sentence 3 starts with I, not He or She.)

2. Have the students complete the sentences. You may want them to compare their answers in pairs. Then call on students to read their answers. Answers: 1. watches TV 2. has a tae-kwon-do lesson 3. brush my teeth 4. feeds her bird 5. takes a shower

EnrichmentAsk questions with before and after. Put students in groups of three. Student 1 asks student 2 what student 3 does before school: What does he/she do before school? Student 3 whispers the answer to student 2: I (eat breakfast) before school. Student 2 answers: He/She (eats breakfast) before school. Continue the activity until all three students have made sentences and asked and answered questions. Then repeat the activity with the question: What does he/she do after school?

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Katia rides her bike 3:30

Time

1.

2.

3.

Name

7Unit 1

Routine actions; before/after; questions with do; time

10 Ask three friends. Tell the class.

9 Look and write.

1. She after school.

2. He after school.

3. I before school.

4. She after school.

5. He before school.

watches TV

What time do you ride your bike? At 3:30.

I ride my bike.What do you do

after school?

After School

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p. 110SeeSound and Spelling Handbook8 Listening for details; stress, rhythm, and

intonation

TRACK A11

11 Listen. Write the letter.

TRACK A12

12 Listen. Read and chant.

After School I work hard in school all day,

so after school it’s time to play.

I go and get my ball and bat,

and my favorite baseball hat.

I meet my friends at five o’clock sharp,

and then play baseball ’til it’s dark.

I go back home to watch TV,

and then eat dinner with my family.

I do my homework and help my mom,

and then it’s nine—the day is gone.

So as I go to bed I say,

tomorrow is another day!

1.

2.

3.

4.

5. a

b c

e

d

e

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Unit 1


TRACK A12

12 Listen. Read and chant.

1. Direct students’ attention to the picture. Ask them to say what they can about it.

2. Ask students to think about the title of the chant, After School. Have students turn to a partner and tell each other one activity they think they will hear about in the chant.

3. Have students close their books. Play the audio or chant as the students listen. Then play the chant again and have students read as they listen. Ask questions such as What does he do after school? (play baseball) What time does he play baseball? (five o’clock) What does he do after he plays baseball? (watches TV and eats dinner) What time does he go to bed? (nine o’clock) Perform the chant at least twice to provide the students with practice in stress, rhythm,

and intonation. The text of the chant is on Student Book page 8.

WB Assign Activity 12, page 6 now. Audioscript is on Student Book page 8. Answers are on page T128.

EnrichmentSound and Spelling Handbook. For practice with /u/ as in ruler, see Student Book page 110, Workbook page 91, and the teacher’s lesson on page T110. Role play. Have students act out the activities described in the chant. You may want to provide props and let different students use them as they act out different activities.

TRACK A11

11 Listen. Write the letter.

1. Draw students’ attention to the pictures at the top of the page. As a class or in pairs, have students identify the activity in each picture and the time in pictures b, d, and e.

2. Play the audio or read the audioscript for item 1. Make sure students understand they are to listen and then write the letter of the corresponding picture, based on the conversation they hear. The text of the audio for this activity is on page T1C.

3. Play the audio or read the audioscript at least twice. Have students write the correct letter for each picture.

Answers: 1. e 2. d 3. b 4. c 5. a

WB Assign Activity 11, page 6 now. Audioscript is on page T1D. Answers are on page T128.

EnrichmentAsk and answer questions. Invite students to ask and answer questions about details in the pictures in Activity 11. Model the following questions: What is the girl feeding? What color is her (shirt)? After a few questions, you may want students to continue in small groups. Walk around the room and monitor students’ use of the language. Review errors with students later.

ApplicationObjectives

to listen for the main ideato listen for detailsto perform a chantto use stress, rhythm, and intonation

••••

Vocabularynouns: ball, baseball, bat, bed, day, dinner, family, friends, hat, home, homework, mom, school, tomorrow, TV verbs: be, eat, do, get, go, help, meet, play, put, say, watch, work


••

Get ReadyPoster talk. Display the Unit 1 Poster and have students name the activities. Then ask them when they do these activities—in the morning, in the

afternoon, or at night. Encourage students who do these activities about the same time every day to name the time of day they do each.

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Get ReadyIt’s all backwards. Create interest by choosing four students. Begin to walk backwards and have them walk backwards with you across the room. Write the names of classroom objects backwards

on the board: ksed, koob. Have students guess what they are. Point out the title of the story, Betty Backwards. Tell students to look at the pictures of the story and guess what the story will be about. What do they think backwards means?

Objectivesto read for the main ideato read for detailsto recognize predictable patterns to recognize sequence of eventsto predict contentto relate the story to students’ own lives

•

••

•

••

Vocabularynouns: bed, blouse, breakfast, cat, dessert, dinner, night, pajamas, school, skirt, soccer, story, teeth, vegetables, weekends verbs: be, brush, do, eat, get dressed, get up, go, have, play, read, sleep, walk

SummaryBetty Backwards:Betty does everything backwards. She gets up when other people go to bed. She gets dressed in her pajamas before she goes out to play; and she goes to school on weekends. That’s why people call her Betty Backwards!


••

Application

A13 During Reading1. Invite students to relax and listen as you play

the audio or read the story aloud to them. Use gestures and point to the pictures to help students understand the meaning of new vocabulary. Remind them that they can ask questions and talk about the story when you read it for the second time. The text of the Little Book is on Student Book pages 9–10.

2. Guide students through a “visual and physical” reading of the story. Encourage students to use gestures and point to the pictures with you this time. You may wish to model some of the things Betty does backwards, such as reading

a book from the end to the beginning, and encourage students to copy you. Help students to recognize the predictable patterns in the story. (Betty does everything backwards. She isn’t like you and me. Betty does things differently!) Cue them to join in on the repeated verse. Have them track the print in their books as they read with you.

If students interrupt frequently with questions about meaning, help them realize it is not necessary to know every single word in a story to get the main idea. Encourage them to seek meaning from context, from accompanying pictures, and from each other.

Before Reading1. Have students take out pages 9–10 from their

books. Model how to make a Little Book by folding the pages in half. Make sure all the books are ready before going on.

2. Reading strategy awareness: Make predictions. Encourage students to look at the pictures and name a few words they think they will find in the story. Write the words on the board so that students can check their predictions later.

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4

Copyright © by Pearson Education, Inc. All rights reserved.

1

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M01_BP_TE_L03_1050_U01.indd 40 11/10/08 4:33:18 PM

Unit 1


3. Check students’ earlier predictions about words they thought they might find in the story. Reread the text so that students can find out whether their predictions were correct.

4. Echo read. To help students develop oral reading skills, echo read the book with them. Play the audio or read aloud the first sentence. Have students repeat after you as they track the print in the story. Repeat for each sentence. Guide students to imitate the

stress, rhythm, and intonation patterns of each sentence.

5. Choral read. To help students develop fluency in their oral reading, have the class read the story aloud with you. Read expressively as you emphasize key words. Keep a pace that is comfortable for students. Have students track the print as they read and listen for words they don’t know. Above all, have fun!

After ReadingCheck comprehension. Ask questions such as the following about Betty’s activities:

What does Betty do at ten o’clock at night? When does she get dressed in her pajamas? When does Betty go to school? What does she do before she goes to school? What does Betty do before she goes to sleep?Reading strategy awareness: Sequence of events. Assign small groups of students to sequence the events on one page of the story. Model this with the class for the first page. Draw a long line on the board. On the top left-hand side of the line, draw a moon and a clock that shows 10:00 (She gets up at 10:00 at night). Then draw a toothbrush (She brushes her teeth), a plate of food (She eats dinner), and pajamas (She gets dressed in pajamas). Last, draw a ball and trees (She goes outside to play). Ask students to read the page once more to make sure you recorded Betty’s activities in the correct order. Then have students draw their own “timelines” for their pages and share them with the class. Allow students to say whatever words they can as they explain their pictures. It is not important that they speak in complete sentences. Summarize the story. Arrange students in pairs. Tell them that they can use their timelines to help them summarize the story. Have them take turns using their timelines, as well as the pictures and the text, to retell in their own words what Betty Backwards does each day. Model this with a student first.

Reading strategy awareness: Relate the story to students’ own lives. Have students relate Betty Backwards to their own lives. Ask students to tell you what they would like to do backwards. Give students some examples such as: Do you want to eat dessert before you eat your vegetables? Do you want to go to school only on the weekends? Put students in pairs and have them share their ideas with each other. Family connection. Encourage students to take their Little Books home and read Betty Backwards with their families and friends.To ensure success reading aloud for those students who need more support, provide rehearsal time. Play the audio of the text (1) sentence by sentence, pausing for students to repeat each sentence; (2) one page at a time, pausing for students to repeat each page; (3) entirely without pausing.

WB Assign page 7 now. Answers are on page T128.

EnrichmentContent Reader 3. Have students read the selection 100 Kids, 100 Answers on pages 4–5. Assign the worksheet for the selection, page 22. See the Teacher’s Manual for the step-by-step lesson and additional ideas.The backwards game. Write words from the story backwards; for example, desserd teg. Tell students that the words you wrote are in the story, but that you wrote them backwards. Tell them to guess the words. Allow them to look in their books for help. Repeat this activity a few times with other words or phrases. Then have students continue the activity in pairs.

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Get ReadyMy day chant. Tell students they will contribute to a chant about daily activities. Say the lines, encouraging students to join in with you and then, when prompted, to say some things they do at the different times:

What do you do in the morning?What do you do at seven?I (get dressed).What do you do at eight?

I (go to school).That’s what we do in the morning.We start our day out great!

Follow a similar procedure for the afternoon and night. For the afternoon, use two and three in place of seven and eight and replace the last two lines with: That’s what we do in the afternoon./We have fun, you see! For the night, use six and nine and replace the last two lines with: That’s what we do at night./We end our day feeling fine!


to talk about daily activities to use time and times of day to use what in questions to make a twist-and-talk tube

••••

VocabularyStudents now should be comfortable using the Key Vocabulary listed on page T1A to talk about their project.

Materialstapescissorscardboard tubescutout strips from page 127

••••

Project: Twist and TalkCut out the paper strips on page 127. Make a talking tube.

1. Direct students’ attention to the project title, Twist and Talk. Relate the project to the unit by explaining that the game is a fun way to ask and answer questions about things they do at different times of the day.

2. Explain that each student will cut out the word strips from page 127 at the back of their books. Then direct students’ attention to the photos. Explain that the photos show the steps needed to make the strips into a twist-and-talk tube. If you do not have cardboard tubes, roll construction paper to make a tube. Then review the directions.

3. Show students how to tape a strip into a ring that is snug enough to stay in place, but loose enough to turn. Have students cut out and tape the strips from Student Book page 127. Then have students slip the strips onto the tube in a logical order that will allow them to form sentences. Model how to twist the strips to form a question. Ask a volunteer the question and have that student twist the strips to form an answer. Then have the student read the answer aloud.

4. Have pairs of students take turns using their twist-and-talk tubes to carry on question-and-answer conversations. Walk around the room and observe their use of key language.

EnrichmentSpecial times, special activities. You may want the students to make additional rings to include activities not listed on their strips. Brainstorm ideas for additional activities they might do, such as go swimming, have a picnic, go to the movies, go hiking, and so on. Write these on the board. Point out that students might choose weekend, holiday, or summer activities. Then have pairs of students interview each other about those special activities. Interview Betty and Billy Backwards. Invite partners to use their twist-and-talk tubes to decide on odd times that Betty (or Billy) Backwards might do each activity. Then have one student act as the interviewer and ask questions of his or her partner, who pretends to be Betty (or Billy) Backwards. If you like, students may dress for the interview by wearing shirts or hats backwards, or glasses on the backs of their heads.

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Twist and TalkCut out the paper strips on page 127.Make a talking tube.

11Unit 1

Content connection: art; language arts

Project

Art

I get dressed at 7:00.

What time do you get dressed?

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Our family always

celebrates birthdays.

We always get a special gift for

our mother on Mother’s Day.

We always plant trees on Earth Day.

Celebrate Mother’s Day. Celebrate your birthday.

Celebrate Earth Day.

12 Character education

Values

Celebrate Special DaysLook and read. Talk.

What special days do you celebrate? What do you do on special days? Talk and write.

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Unit 1


Get ReadySpecial-days chant. You may want your students to learn this chant about celebrating special days.

What’s one day you celebrate?(Valentine’s Day)—it’s great!

What is one thing that you do?We (send cards with “I love you”)!

Students can add other special days and repeat. For ideas, display Picture Cards and pictures showing holidays and special days.


to talk about observing special days to write sentences about observing special days

••

Vocabularynouns: birthdays, Earth Day, gift, Mother’s Day, treesverbs: celebrates, get, plantadjective: specialadverb: always

Values: Celebrate Special DaysLook and read. Talk.

1. As you work through the page, encourage students to apply the language they’ve learned in this unit. To begin, however, you might want to have a discussion in your native language. Ask students to name holidays and special days they celebrate. What do people do on these days?

2. Review with students language they know that they can use during the discussion. Draw students’ attention to page 12. Ask them to talk about the pictures. If necessary, provide words they need in English. Then read the sentences aloud and have students repeat after you. Point to the pictures to clarify meaning or act out what happens on each day (giving a gift, blowing out candles, planting a tree). Then encourage students to role-play what happens on these days.

What special days do you celebrate? What do you do on special days? Talk and write.

3. Read aloud the questions at the bottom of the page. If necessary, clarify meaning. You may want to extend your students’ writing practice in paragraph form. On paper, have them indent and copy the sentence We celebrate Mother’s Day. as the first sentence of the paragraph. Then have them write detail sentences: We (put flowers in the living room).

We give our mother (a card) and (a special gift). We help her (cook and clean) that day. Then we take her to (her favorite movie). Students can conclude with We do (many things) for our mother on her special day. This is the perfect opportunity for students to use the cumulative English they’ve acquired in a natural and meaningful context.

The social-emotional intelligence connection. Two elements of social-emotional intelligence can be focused on in relation to celebrating special days. (1) Other-awareness. Encourage students to think of ways to show someone they care about them on holidays like birthdays, Mother’s Day, and Father’s Day. Does mom still have to do many of the chores on her special day? What can children do to help? What is the best “gift” you could give someone on a birthday? (2) Problem-solve. Explain that sometimes you have to figure out a way to celebrate a special day. What can children do on Earth Day to show that they care about the Earth? Brainstorm some things children can help do, such as clean up a beach or park, or give out recyclable bags at stores. Encourage students to come up with other ways to help.Family connection. Have students make a card for a friend or family member’s birthday. Have them write a message that is special and illustrate their cards.

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ReviewOutcomes

can talk about before-school and after-school activities can read and tell time can use the simple present can use what in questions

•

•••

Vocabularynouns: bed, bike, breakfast, cat, hair, homework, shower, soccer player, TV, video gameverbs: be (is), comb, do (homework), feed, get up, play, ride, take (a shower), watch

Materialsbingo chips or other place markersnumber spinner, number cards, or dicecards with clock facesprops and simple costumes (optional)

•

•

••

Know It? Show It!Spin. Ask and answer.

1. Direct students’ attention to the game board. Distribute bingo chips in different colors, coins, or other place markers, one per student. Model how the game works.• Students play in pairs. The student playing

first spins, picks a card, or throws a die to determine how many spaces to move.

• The second student looks at the picture and asks a question: What does she do before school?

• The first student answers She eats breakfast. • The partners then reverse their roles as the

second student moves his or her marker on the board.

• Allow pairs of students to go around the board several times, until they have landed on most or all of the squares.

• You may want to assign one point for each correct question and answer. The student with the most points wins the game.

2. As pairs of students play the game, walk around the room and monitor their use of the simple present and vocabulary pictured on the game board. You may want to take note of errors to address after the game is finished.

3. You may want to use an Oral Assessment Checklist from the Assessment Package, pages xiii–xv.

Ask people what time it is.

1. Bring in props (hats, jackets, purses, bags, and so on) for students to dress up as passersby on the street. Have each student make a simple watch with paper and draw a time on the clock face. Help students attach their watches with tape. Allow students to walk around and periodically stop each other and ask for the time.

2. Pair students. Have each pair role-play a conversation like the one modeled in the picture. Have partners exchange roles and recite the dialogue again.

WB Assign pages 8–9 now. Answers are on pages T128–129.

I can do it! Once students have demonstrated success through the activities on this page, discuss with them how much they’ve learned and what they can do now that they’re finishing the unit. (See the Assessment Package, pages vii–viii.) Invite students to mark their growth by checking the I can do it! star.

Completion CertificateStudents have now completed Unit 1. After formal assessment (see Assessment Package pages listed on page T1B), have students use the Completion Certificate sticker in the back of the Student Book to celebrate the successful completion of the unit.

Perfomance AssessmentBoth activities on page 13 may be used for performance assessment and review. See pages v–vi of the Assessment Package for more information on this type of informal assessment.

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Thank you.

It’s 4:50, ma’am.Excuse me. What time is it, please?

What does she do before school?

She eats breakfast.

13Unit 1

Performance assessmentSee Assessment Package pp. 87–89, 93, 101, and 110–111.

Review

Ask people what time it is.

Know It? Show It!Spin. Ask and answer.

Unit 1

I can do it!

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from morning to nigh

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