Amazing People1

T1A Amazing People

Overview

Key Vocabulary

Topics and Themes

notable and famous peoplebiographiesstrange but true stories

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Strategies and Skills

use prior knowledgefigure out meaning from contextsequence eventsmake predictions

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Grammar

simple past: regular and irregular verbsquestions with who, what, where, when, how manyGrammar Handbook (optional)

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Reading and Writing

Reading: Weird World: A magazine about the weird and the amazingContent Reader 6: Ibrahim Alex Bangura (optional)Writing: biographical paragraph (Workbook)Writing Handbook (optional)

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Pronunciation

/εks/ as in expertcontrasting sounds /ir/ as in years and /�/as in earlystress, rhythm, and intonation

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Content Connections

Art: design stamps, posterLanguage Arts: biographyMusic: song, chantSocial Studies: amazing person posterValues: have a role model

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Success-Related Wordsadmire staraudience successaward the leadexpert trophyhero VIPhitinspirelead singermovie starperformanceprizerole model

Biography-Related Verbsact in a (movie) donatebecome flybegin liveborn make a moviebuild paintcome (from) play the leaddie studydirect windiscover write

Expressionsbecome a big hit make (first) recorddo (a favor) on purposedream come true onstage

Occupationsactorarchitectastronautinventorkung-fu expertmagicianmovie starmusicianpaintersinging careersoccer playerwriter

Descriptive Adjectivesamazingcolorfulfancyfamousfavoritefunnypopularstrange talentedweirdwonderful

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T1BUnit 1

Amazing People

Family Connection

Accomplishments Collage

Invite students to interview a family member about a person he or she admires. Explain that this person could be another family member, someone in the community, or someone famous. Invite students to draw a picture of the person or make a small collage of drawn or cut-out pictures to illustrate the person’s accomplishments. Then have students write a few sentences about the person. Invite students to share their work with the class.

Bulletin Board

Title the bulletin board display Amazing People Awards. As you work through the unit, have each student find pictures in magazines and newspapers of two or three people they think are amazing and glue their pictures onto individual pieces of paper. Then have students write the name of the person and a few sentences describing why the person is amazing. Invite students to present their pictures to the class. Display pictures on the bulletin board.For another display, ask students to read a biography of someone they admire and make a timeline of four or five important events in the person’s life. Display their work on the bulletin board and title the display Timelines of Amazing People.

Classroom Display

Plan Ahead

Class Audio CD

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

Workbook, Unit 1• Grammar Handbook Practice• Writing Handbook Practice• Audio CD

Picture Cards

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

Interactive Whiteboard

Content Reader 6• Student Reader, Unit 1• Teacher’s Manual, Unit 1: pages 4–6

Teacher’s Resource Book

DVD and Guide

Assessment Package• Placement test: pages 69–70• Practice test: page 71• Unit test: page 80• Oral assessment: pages xiii–xv,

89–90• Performance assessment: pages v–vi• Backpack Second Edition

ExamView® Assessment Suite

Teaching Resources

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Amazing PeopleT1C

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.

Page 3. Activity 2. Listen. Read and say.The text of the audio for this activity is found on Student Book page 3.

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

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

Page 10. Activity 11. Listen. Number the sequence of events.Lucky Man

Lucky Man is the title of Michael J. Fox’s 2002 autobiography. Michael J. Fox was born in 1961 in Edmonton in Alberta, Canada. For more than fifteen years, Fox acted in many television shows and movies. Beginning in 1985, he appeared in several Back to the Future movies and became a star. He also starred in the popular television series Family Ties. Then in 1991, he was diagnosed with Parkinson’s disease. He continued acting for nine more years until he retired from full-time acting in 2000. He announced this in September 2000 when he received an Emmy Award for his performance in the television series Spin City. His illness didn’t stop Michael J. Fox. When he no longer could appear on screen, Fox continued to be “in” movies with his voice roles for characters. In 2002, he was the voice of the hero in the animated film Stuart Little 2. Shortly after he announced his retirement from Spin City, he started the Michael J. Fox Foundation for Parkinson’s Research. Recently, in 2006, he attended a benefit with his wife and son in New York City in support of the foundation. In 2008, he published another book, Always Looking Up. The title of his first book Lucky Man describes his attitude. As he said, Parkinson’s was a gift “because it taught me acceptance” and opened up opportunities. The title of his second book, he says, is a kind of joke about his size. He is short and often has to look up at others. But the book is also about his positive attitude that guides everything he does.

Page 10. Activity 12. Listen. Read and chant.Unit 1 Chant. The text of the audio for the chant is found on Student Book page 10.

Audioscripts

Workbook

Page 1. Exercise 1. A. Listen to the song. Answer the questions with complete sentences.Unit 1 Song. The text of the audio for the song is found on Student Book page 2.

Page 7. Exercise 11. Listen. Answer the questions. Bethany Hamilton is a hero and inspiration to many who have physical disabilities and to others who don’t. She wasn’t born with a serious illness or any other kind of physical problem. In fact, she was a typical, active young girl who loved swimming and surfing the ocean waves even more. She dreamed of becoming a professional surfer, and, by the time she was thirteen, she was already ranked number 8 in the world for amateur surfers.

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Unit 1

Amazing People T1D

Workbook (continued) Bethany’s life changed forever on October 31st, 2003. The thirteen-year-old decided to go to Tunnels Beach, Hawaii, to surf, along with her best friend. She was enjoying the sun and riding in on a great wave when she was suddenly attacked by a fourteen-foot tiger shark. The shark bit Bethany four inches below her left shoulder, and completely tore off her left arm. Bleeding and in terrible pain, Bethany stayed calm and began swimming towards the beach as best she could. Because she didn’t panic, she managed to save her own life. Bethany lost her arm, but she did not let it stop her from following her dream. Just a month later, she got back in the water and began surfing again. In spite of her tragedy, she bravely went on with her life and her dream. For this reason, she is an inspiration for many others, and a model of determination and courage.

Page 7. Exercise 12. A. Listen. Write the missing simple past verbs.Unit 1 Chant. The text of the audio for the chant is found on Student Book page 10.

Teacher’s Edition

Page T3. Pronunciation: /εks/ as in expert.The text of the audio for this activity is found on page T3.

Page T5. Pronunciation: Contrasting sounds /ir/ as in years and /�/ as in early.The text of the audio for this activity is found on page T5.

PREPARATORY NOTES

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1

2

Amazing People

Personal role models

TRACK A3

1 Read. Listen and sing.

My Amazing FamilyAmazing people are all around, in every family— in your family and mine.

Uncle Presto was a magician.He disappeared all the time.Have I mentioned my aunt Kim, an inventor when she was nine?

Amazing people are all around, in every family— in my family and yours.

Once a week, my cousin Pat visited older neighbors. She made cookies and read to them and did them many favors.

Uncle Tony became a hero when he rescued me. I was swimming but sinking fast. He pulled me from the sea!

Amazing people are all around. Just like role models, you can be amazing, too.

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Unit 1

Amazing People T2

TRACK A3

1 Read. Listen and sing.

1. Before students open their books, write the title of the song, “My Amazing Family,” on the board. Ask students to predict words they think they will hear in the song. Play the song once so that students can listen for the words they predicted. The text of the song is on Student Book page 2.

2. Direct students’ attention to the pictures on page 2 and have them say all they can about them before listening to the song a second time. Afterward, have students match words from the song to the pictures. Introduce new words as students request them. Explain to students that they do not have to understand every word in the song to understand the meaning of it. Play the song again if necessary.

3. When students feel comfortable, have them sing the song. You may assign different groups to sing different verses. Sing the song at various times throughout the unit.

WB Assign page 1 now. Audioscript is on Student Book page 2. Answers are on page T122.

EnrichmentTalk about role models. Write role models on the board and point out that these words are used to refer to the people in the song. Ask students to name other words used to describe the people mentioned in the song—amazing and hero. Ask why the people in the song are amazing and why Uncle Tony is a hero. Ask What did he do to be a hero? Explain that all of the people mentioned in the song could be role models or people who do things that others admire. Ask what each did and how that might make the person a role model. Then have individual students name someone who is a role model to them and tell what he or she did.Amazing words. Put students in small groups. Have them use the title of the song, “My Amazing Family,” to find other words contained in the title. Model the activity. Write the song title on the board. Say With the letters m, a, i, and l, I can make the word mail. With the letters l, a, z, and y, I can make the word lazy. As students work, walk around to check their spelling. The group with the most correct words is the winner.

Objectivesto talk about family members’ accomplishments to sing a songto use stress, rhythm, and intonation

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Vocabularynouns: cousin, family, favors, hero, inventor, magician, neighbors, role model, seaverbs: be (are, was), disappear, do, make, mention, pull, read, rescue, sink, swim, visitadjectives: amazing, old

Unit Warm Up

Creating Interest Do one or more of the following to build students’ curiosity about the unit.Amazing people. Bring in a few photographs of people who have done amazing things. Explain each one’s accomplishments and then invite students to name other accomplished people. Write the words amazing people on the board and invite students to guess what the word amazing means.

Hero word map. Write the word hero on the board. Invite students to call out words related in any way to the concept. If necessary, give examples of heroic people from current events. Build a word map on the board with the words students provide. Encourage students to add the word map to their notebooks. Poster. Display the Unit 1 Poster. Invite students to name as many pictured items as they can. Encourage students to ask for the names of any items or actions that they don’t know.

MaterialsCD player Class Audio CD

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Amazing PeopleT3

3 Talk and stick.

1. Help students find the Unit 1 stickers at the back of their books. Have students work with a partner. Model the dialogue. Explain that students will match the names on the stickers to their corresponding pictures and use the dialogue to talk about each amazing person.

2. As students work, walk around the room to monitor their understanding and use of the language. At this point, do not interrupt students to correct mistakes. Take note of the most frequent errors to review later.

WB Assign page 2 now. Audioscript is on Student Book page 3. Answers are on page T122.

EnrichmentA5 Pronunciation: /εks/ as in expert. Say the

target vocabulary from the audioscript below and have students repeat. Point out the target sound. Play the audio. Have students repeat as necessary. Afterwards, you may want to write the words on the board so that students can focus on the spelling that stands for the sounds in the words.

/εks/ /εks/ /εks/expert expertBruce Lee was a martial arts expert.exciting excitingHis films are exciting for everyone.experience experienceThey are always a good experience.exercise exerciseAnd they make exercise look fun!

PresentationObjectives

to discuss the accomplishments of famous peopleto use the simple past: regular and irregular verbsto ask questions with who and what

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Vocabularynouns: architect, astronaut, buildings, expert, goals, hit, homes, kung-fu, martial arts films, musician, outer space, painter, park, soccer playerverbs: act, be, build, fly, paint, score, write

MaterialsCD player Class Audio CDUnit 1 Stickers

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TRACK A4

2 Listen. Read and say.

1. Play a memory game. Ask students to quickly read about the people pictured at the top of the page. Encourage them to use the language they know, but explain that it’s OK if they don’t know every word yet. Then have students close their books. Ask questions, such as Who was an astronaut? What did Bruce Lee do? Encourage students to say whatever they remember.

2. Remind students that the name of the unit is Amazing People. Have students read the directions. Play the audio or read the sentences twice and have students follow along

in their books. Then play the audio again and have students repeat each sentence. Afterward, you may have students read the text silently and underline key vocabulary they aren’t sure about. Help students try to figure out the words from context by themselves or by asking each other. Confirm or correct their guesses. The text of the audio for this activity is on Student Book page 3.

3. Check comprehension of the text by asking questions, such as Who was (Pelé)? Who was (an astronaut)? What did (John Lennon) do? You may want to put the questions on the board and have students answer them in pairs or small groups.

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3Unit 1

Famous role models; questions with whoand what

TRACK A4

2 Listen. Read and say.

3 Talk and stick.

Music: John Lennon was a musician. He wrote many hit songs.

Martial Arts: Bruce Lee was a kung-fu expert. He acted in martial arts films.

Science: Dr. Mae Jemison was an astronaut. She flew in outer space.

Architecture: Antonio Gaudí was an architect. He built parks, homes, and buildings.

Art: Frida Kahlo was a painter. She painted colorful pictures.

Sports: Pelé was a soccer player. He scored 1,281 goals.

Who was Frida Kahlo? What did

she do?

She was a painter. She painted colorful

pictures.

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4 Reading: vocabulary and grammar in context

A Star in Two LanguagesWhen she was 14 years old, actor Salma Hayek discovered painter Frida Kahlo. “I went to her house in Mexico City, which is a museum now,” says Hayek. “Even though Frida died years ago, I knew one day I would make a movie about her.” In 2002, Hayek’s dream came true. She played the part of the famous artist in a hit film called Frida.

Hayek’s success is amazing when you realize her parents didn’t even want her to become an actress. Born in Mexico in 1966, Hayek was sure of what she wanted to do at an early age. When she was 12, Hayek told her father she would fail all her courses on purpose if he didn’t let her go to school in the United States. Years later, she became a student at an acting school in California. She also studied English.

Salma Hayek and Sarah Chang are amazing people.

Today, Salma Hayek is a famous star. She has appeared in many Mexican and American movies, including Desperado with Antonio Banderas. She also played the lead in Teresa, a Mexican TV series. It was the most popular TV show in Mexico for many years. In 2003, Hayek directed her first TV movie, The Maldonado Miracle.

Salma HayekHayek and Banderas in Desperado

TRACK A6

4 Listen. Look and read.

Language in the Real World

Salma Hayek as Frida Kahlo

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Unit 1

Amazing People T4

Presentation/PracticeObjectives

to read biographiesto use the simple past: regular and irregular verbsto ask what and when questions

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Vocabularynouns: actor, artist, audience, hit, lead, movie, museum, musician, orchestra, painter, performance, prize, prodigy, record, star, violinverbs: become, begin, die, direct, discover, make a movie, play (the lead/part), win adjectives: amazing, excited, famous, important, popular, wonderful

MaterialsCD playerClass Audio CD

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Note: The Language in the Real World text is rich with language practice opportunities. After you have completed the specific language practice for Activities 5 and 6, you may want to use the text from Activity 4 for additional practice with what and when questions and target vocabulary.

TRACK A6

4 Listen. Look and read.

1. Draw students’ attention to the pictures on pages 4–5. Arrange students in pairs. As a vocabulary challenge, have each pair choose two pictures and brainstorm as many words as they can to describe each picture. Do not preteach new vocabulary. As students work with the pictures, help them with words they need. Invite pairs to share their lists with the class.

2. Remind students that Amazing People is the name of the unit. Have them read the titles and look at the pictures to predict what the two amazing people have accomplished. Then, play the audio and have students read the text silently. Have students read one biography, stop for discussion and questions, and then repeat the steps for the other biography. Afterward, explain that these two texts are examples of biographies. Have students guess the meaning of the word biography. The text of the audio for this activity is on Student Book pages 4–5.

3. Write on the board new words such as courses. Direct students’ attention to the sentence containing the word and model guessing meaning from context: I don’t know what courses means, but the words fail and school

are in the sentence, and you fail school subjects; maybe courses means school subjects. Suggest that students choose other words and guess their meaning through the context. Remind students that they do not have to understand every word in the text to understand its meaning.

4. To check comprehension for each text, ask questions, such as: Where was Salma Hayek born? What did she want to be when she was young? When did her dream come true? Where was Sarah Chang born? What instrument does she play? When did she make her first record? Afterward, ask students to explain the meaning of each title again in light of what they have read. Ask students which person they admire more and why.

EnrichmentWord associations. Put students in two groups. Have one group read the text about Hayek again and circle all the words and expressions associated with acting, such as actor, make a movie, hit film, famous, star, played the lead, played the part of, directed. Have the other group read the text about Chang and circle all the words and expressions associated with music: was playing with an orchestra, music prize, record, big hit, released, performance, onstage, audience. For homework, have the groups list other actors and performers and write sentences about their careers, using as many of the words and expressions as possible. Invite students to share their sentences in groups or with the class.

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Amazing PeopleT5

TRACK A7

5 Ask and answer.

1. Direct students’ attention to the dialogue. Play the audio. Explain that students will create what questions about Hayek and Chang using the model. The text of the audio for this dialogue is on Student Book page 5.

2. Divide the class into pairs. Consider having one partner ask questions about both Hayek and Chang and the other answer, and then have them exchange roles. Alternatively, students take turns asking questions.

3. Students should produce the following (or similar) sentences:

1. What famous painter did Salma Hayek play? She played Frida Kahlo.

2. What movie did she act in with Antonio Banderas? She acted in the movie Desperado.

3. What part did Salma play in the TV series Teresa? She played the lead.

4. What did Sarah Chang become when she grew up? She became a musician.

5. What did Sarah Chang make when she was nine? She made her first record.

6. What prize did Chang win? She won Korea’s most important music prize.

If you wish, students may also ask questions with where and who. As students work in pairs, walk around the room and check their use of the language. Take note of any errors to review later.

TRACK A8

6 Ask and answer.

1. Direct students’ attention to the dialogue. Have students listen as you play the audio. Explain that students will ask when questions concerning dates and specific times in Hayek’s and Chang’s lives. The text of the audio for this dialogue is on Student Book page 5.

2. Divide the class into pairs. Have students ask and answer questions about the pictures following the model.

3. Students should produce sentences such as the following:

1. When did Hayek play the part of Frida Kahlo in a movie? She played the part of Kahlo in 2002.

2. When did she direct her first movie? She directed her first movie in 2003.

3. When was Hayek born? She was born in 1966.4. When did Salma Hayek discover Frida Kahlo?

She discovered her when she was fourteen years old.

5. When did Sarah Chang begin playing? She began playing the violin when she was four.

6. When did Chang begin playing with an orchestra? She began playing with an orchestra when she was eight.

7. When did Chang have a big hit? She had a big hit in 1992.

8. When did Chang win the Na Pa Award? She won it in 1991.

EnrichmentA9 Pronunciation: Contrasting sounds /ir/ as

in years and /�/ as in early. As students ask and answer questions, walk around the room to check their use of language. Play the audio and have students repeat the target vocabulary from the audioscript below after you. Point out or elicit the letters which stand for the target sounds. Play the audio. Have students repeat. Repeat as necessary.

/ir/ /ir/ /ir/years years Frida Kahlo died years ago.appeared appeared Salma Hayek appeared in a

movie about her.series series She also played in a TV

series.

/�/ /�/ /�/heard heard Have you heard of Sarah

Chang?early early She studied violin at an early

age.first first She made her first record

when she was nine.

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5Unit 1

Question formation; information questions in the simple past

Child ProdigyBefore she was even a teenager, Sarah Chang was already a famous musician. Born in Philadelphia to Korean parents, Chang began to play the violin when she was only four. By the age of eight, in 1988, she was playing with an orchestra in New York. The conductor said Chang’s playing was “the most wonderful I ever heard.”

Many other people agreed. When Chang was nine, she made her first record. It became a big hit when it was released in 1992. Today, Chang plays with orchestras all over the world. In 1991, she won the Nan Pa Award, Korea’s most important music prize. She still gets excited before every performance. “Nothing else can compare,” she says, “to being onstage in front of an audience.”

TRACK A7

5 Ask and answer.

TRACK A8

6 Ask and answer.

She made it in 2002.

When did Salma Hayek make a movie about

Frida Kahlo?

She became an actor.

What did Salma Hayek become when

she grew up?

Sarah Chang

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p. 115SeeGrammar Handbook

6 Information questions; regular and irregular verbs in the past See Grammar Handbook page 115.

7 Complete the sentences.

8 Write a question for each statement in 7.

painted1. Frida Kahlo Self-Portrait with Monkey in 1938.

2. Dr. Mae Jemison a doctor and an astronaut.

3. By age nineteen, Daniel Radcliffe in six Harry Potter movies.

4. Sarah Chang to play the violin at age four.

5. The Beatles seven Grammy awards for their music.

1. What

2. Who

3. What

4. When

5. How many

did Frida Kahlo paint in 1938?

Where was Sarah Chang born?

When did Sarah begin to play music?

What did Sarah Chang win in 1991?

She was born in Philadelphia.

She began to play at age five.

She won the Nan Pa Award.

actbebeginpaintwin

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Unit 1

Amazing People T6

Get ReadyWh- questions. Elicit all the wh- question words and write them on the board. Then on the board write questions and answers about famous people the students know (music stars, athletes, etc.), but for each sentence leave out the question word, for example: was Shinjo Tsuyoshi born? He was born in Japan. did he play with the Hanshin

Tigers? He played with them in 1997. did Diego Luna do before he acted in movies? He acted in soap operas. started performing at the age of nine? Thalía started performing at the age of nine. Have students work alone or with a partner to fill in the missing wh- words. Afterward, ask students to explain their choices.

Objectivesto use regular and irregular past forms of verbsto ask and answer wh- and how questionsto talk about past events

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Vocabularynouns: astronaut, awards, doctor, job, money, monkey, movies, music, self-portrait, violinverbs: act, appear, be, become, begin, have, paint, play, study, win, write

Language Practice

7 Complete the sentences.

1. Direct students’ attention to the grammar box at the top of page 6 and have them study it. Ask Which word in each question and answer shows the past? Afterward, direct students’ attention to the verbs in the word box and have them write the past form of each one.

2. Have students complete the sentences. You may want them to compare their sentences in pairs. Answers: 2. was 3. acted 4. began 5. won

EnrichmentPast forms of verb search. Put students in pairs. Tell them to look back on pages 4 and 5 and circle all the past forms of verbs they can within a short time limit. Award a prize to the pair who circles the most verbs. List the verbs on the board. Challenge students to write the present form of each verb as quickly as they can. The pair with the most correct forms wins.Grammar Handbook. Refer your students to the Grammar Handbook on Student Book page 115 for additional information on the unit grammar. Related grammar practice is on Workbook page 109.

8 Write a question for each statement in 7.

1. Read the directions with students. Explain that they will use these question words to make up questions for each statement in Activity 7.

2. Have students complete the activity. You may want them to compare their answers in pairs.Answers: 2. Who was Dr. Mae Jemison? 3. What movies did Daniel Radcliffe act in? 4. When did Sarah Chang begin to play the violin? 5. How many Grammy awards did the Beatles win?

WB Assign pages 3–4 now. Answers are on page T122.

EnrichmentSing and ask. Play the Unit 1 Song again (Audio CD track A3) and invite students to sing along. Then have them work in pairs to come up with three questions about the people named in the song. Invite pairs to share their questions with the class. You might start a tally to show how many times students came up with the same question.

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Amazing PeopleT7

10 Interview a classmate. Take notes.

1. Explain that students will ask questions to find out information about each other and then use the information to present their partners to the class. Model the dialogue for students. Point out the clues on the clipboard. Elicit from students possible questions based on the clues. Brainstorm with students other categories of information that they might ask about.

2. Put students in pairs. As students work, walk around the room and monitor their use of the language. Take note of errors to address later.

3. Have students introduce their partners to the rest of the class.

WB Assign page 5 now. Answers are on page T123.

EnrichmentSharing memories. Invite students to choose one unusual fact about themselves or an important memory and write a few sentences about it. Students may also draw a picture to illustrate their sentences, for example: a horse (to indicate their

talent for riding horses), a decoration (to indicate a party or celebration they enjoyed), or lightning striking a tree (to indicate a storm they vividly remember). Have students present their work to the class or in groups. Encourage the class to ask each student wh- questions to find out more information about his or her choice.Question chart. Draw the following chart on the board. Elicit wh- questions from students and write them as shown in the chart below, one or two examples per verb form. Start with the present progressive and end with the simple past. Lead students to realize that when who is the subject of a sentence, the question does not follow this pattern, for example: Who is talking to the teacher? Who plays on the team? Who scored the most goals?

Verb form Wh- word Auxillary Subject Verb Rest of sentence

Present

progressive

Where

What

are

is

you

he

going

doing

after school?

after class?

Simple

present

What

When

do

does

you

she

do

do

on weekends?

her homework?

Simple past What

Where

did

did

they

they

read

go

for homework?

last night?

9 Work with a partner.

1. Arrange students in pairs. Have Student A look at the information on page 7 and Student B turn to the information on page 110. Make sure students understand that they must find out the information about their celebrity by asking their partners questions. Next, have them read the paragraph.

2. Have one partner ask all the questions about his or her celebrity first or have students take turns asking questions. Answers: (Student A) Jackie Chan: 2. singing, acting, and martial arts 3. 1973 4. more than $200 million (Student B) J.K. Rowling: 1. teacher 2. in a café in Scotland 3. five years 4. 1997

3. As students work, walk around the room and monitor their understanding and use of the language. Take note of the most frequent errors to review later.

EnrichmentScanning for detail. Ask students how they found the answers to their partner’s questions. Point out that when looking for information, they can sometimes scan the page quickly instead of reading every word. Discuss how the question word can help them target the information quickly.

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Classmate’s name:Born/Where/When:Places lived in:Schools attended:Unusual facts:

7Unit 1

Events in the past; introductions; information questions

10 Interview a classmate. Take notes.

9 Work with a partner.

Student A uses this information. Student B turns to page 110.

Student A: Ask questions about Jackie Chan. Complete the chart. Then answer your partner’s questions about J.K. Rowling.

Introduce that classmate to the class.

I was born inGuatemala City.

Where wereyou born?

Best-selling Writer J.K. Rowling wrote her first book when she was about six years old, but she didn’t become a famous writer for many years. Rowling was a teacher before she became a writer. She got the idea for her Harry Potter books while she was riding on a train in England. Rowling wrote the first book, Harry Potter and the Sorcerer’s Stone, in a café in Scotland. It took her five years to write it. When Harry Potter and the Sorcerer’s Stone came out in 1997, J.K. Rowling became famous.

Jackie Chan

where he studied

what he studied

when he appeared in Enter the Dragon

how much money Rush Hour 2 made

Peking Opera School

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Isilay Davaz •Wolfgang Mozart •

Bartolomeo Cristofori •Benjamin Franklin •

Apicius, ancient Roman •Johann Hurlinger •

Marcus Hooper •Paul Miller •

All these people did amazing things. Do you know what they did? Match.

• walked 870 miles on his hands.

• spent $12 million for one party.

• began flying lessons at age two.

• swam the English Channel at twelve.

• constructed the first piano.

• wrote a symphony when he was nine.

• grew a mustache more than six feet long.

• discovered electricity.

Michel Lotito is a hungry guy.

Strange but true!Michel Lotito was born in France, the land of gourmet cooking. He must not like the food because his idea of a good meal is a plate of pieces of glass and metal! Yes, he swears he eats glass and metal—in many forms. What do you believe he did?

I believe:� Michel Lotito ate at least six glass chandeliers.

� He finished a metal shopping cart in four and a half days.

� He snacked on seven TV sets for a little TV snack.

� He ate a full-sized wood and metal coffin piece by piece.

� He took apart and ate all the pieces of a small plane.

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Unit 1

Amazing People T8

During Reading1. As students read the chosen texts, walk around

the room to check their understanding. Encourage students to try to figure out the meaning of words from context, from accompanying pictures, and from each other. After students have checked their guesses with a partner, have them confirm or correct their guesses. Help them become aware that not all vocabulary is important to know in order to understand the general meaning of each

selection. Work through all the magazine sections in this way, or address only one or two sections in the classroom and assign the others as reading homework.

2. After the first reading, check general comprehension. Prepare the following questions, answers, or tasks for each selection on index cards beforehand and give them to the appropriate groups. Have students read quickly through the text and answer the questions in their groups. (These activities

Before Reading1. Reading strategy awareness: Make

predictions. Direct students’ attention to the magazine title Weird World, the titles of the selections, and the pictures on pages 8–9. Ask them what they think the magazine will be about. Students should be able to predict that the magazine will be about strange, amazing things, even though they may not know the word weird.

2. Allow students to look over both pages of the magazine briefly to decide which section they want to read first. (Reading a magazine is different from reading an academic text, and students should have a certain amount of choice in what they read first. The magazine is meant to be informative but also enjoyable

for the students.) Group students who have chosen the same text together, so that they can help each other with comprehension. Note that there may be several different reading groups reading different texts.

3. Make sure students realize that for the Strange but true! selection about Michel Lotito, students must check what they believe he actually ate. (All of the items are true!) For the matching activity at the bottom of page 8, have students guess in class and use the Internet at a later time to check answers. Alternatively, give them additional written clues to help them answer, for example: Johann Hurlinger didn’t need shoes to do what he did. (He walked on his hands.)

ApplicationObjectives

to predict contentto read text in magazine formatto read for main idea and detailsto use context for meaningto build awareness of reading strategies appropriate to purposeto experience target language and structure in new contextsto summarize

••

•

••

•

•

Vocabularynouns: chandelier, cloth, clothes, coffin, electricity, glass, grass, metal, mustache, shopping cart, snacks, symphonyverbs: begin, construct, design, develop, discover, eat, finish, fly, grow, make, spend, swim, walk, writeadjectives: amazing, first, good, great, little, real, strange, weird

SummaryWeird World: A magazine about the weird and the amazing: People do amazing things—some more strange than others! In this magazine, readers find out about a man who eats glass and metal and about another who makes clothes out of fresh grass! Other amazing things include a man who walked 870 miles on his hands and a famous composer who wrote a symphony when he was nine!

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Amazing PeopleT9

After Reading1. Reading stategy: Summarize. Ask students

to summarize the texts they have read. Remind them that a summary contains the most important ideas. You may want to form groups so that each group has one person who has read each selection. The students then summarize their selection for the rest of the group.

2. Family connection. Invite students to share these selections with friends and family. Have students interview their family members for other weird stories and report them to the class.

WB Assign page 6 now. Answers are on page T123.

EnrichmentContent Reader 6. Have students read the selection Ibrahim Alex Bangura on pages 4–5. Assign the worksheet for the selection on page 22.

See the Teacher’s Manual for the step-by-step lesson and additional ideas.Interview. Explain that people around the world have different ideas about what is delicious to eat. What people in one culture think of as weird to eat might be perfectly acceptable in another culture. Foods that are acceptable include: brains and truffles (France), grasshoppers (Africa, Thailand, Mexico), bird’s nests (China), rattlesnake (United States), worms (New Guinea). Suggest that students interview their family and friends and make a list of “weird” foods they have eaten. Remarkable words. Ask students to underline four or five new words they would like to remember. Tell them to make up two or three sentences with each word, using names of family members, friends, or cartoon characters. Have students share their sentences in groups or with the class.

provide students practice with reading strategies such as analyzing, comparing, ranking, inferencing, and generalizing.)

“Strange but true!”1. Name ten things in your classroom and home

that Lotito would like to eat.2. Which fact is the most unbelievable to you?

All these people did amazing things. (matching activity)

Isilay Davaz

Wolfgang Mozart

Bartolomeo Cristofori

Benjamin Franklin

Apicius, ancient Roman

Johann Hurlinger

Marcus Hooper

Paul Miller

began flying lessons at age two.

wrote a symphony when he was nine.

constructed the first piano.

discovered electricity.

spent $12 million for one party.

walked 870 miles on his hands.

swam the English Channel at twelve.

grew a mustache more than six feet long.

1. Which person did the most amazing thing? 2. Which person do you admire the most? 3. Which accomplishment is the most

unbelievable? 4. Rank the accomplishments starting with the

most important. “Our Readers Write Us” 1. Who would buy clothes from Harding? 2. Would the clothes be heavy or light? Cold or

warm? 3. Where do you think people might wear these

clothes? 4. How would you take care of the clothes? “This month: Word Puzzle” Unscrambled words: weird, odd, strange Sentence: These three words all mean “unusual.”

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Our Readers Write Us

Dear Ji Hyun,

We have your man! If you want these green clothes, you are either weird or amazing yourself! But here goes. Bill Harding had a great idea some years ago. He decided to make all of his clothes out of real grass that was still alive and growing. He developed a way to grow grass between pieces of cloth. Then he designed and made clothes out of the real grass. If you are interested, you can order a full wardrobe of grass clothes: pants, shirts, dresses, and even shoes. Ji Hyun, it’s a weird world out there! Enjoy.

Thismonth:

W O R D P U Z Z L E

(1) Unscramble each of the words. Write the letters in the circles.

iwred dod atsgrne

(2) Use the letters in the blue circles above to make a word that completes the sentence below.

These three all mean “unusual.”

Dear Weird World:

A friend told me about a man in Chicago who made

very strange green clothes. My friend said his name was

Bill something. She couldn’t remember his last name, but

she thought it started with an “H.” Could you help me find

out more about him? Thanks!

Ji Hyun Choi

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10 Listening for details and sequence; stress, rhythm, and intonation

TRACK A10

11 Listen. Number the sequence of events.

TRACK A11

12 Listen. Read and chant.

DreamsI dreamed I was an astronaut and traveled in outer space.I visited all the planets to find my favorite place.

I dreamed I was a painter who painted scenery.I put my paintings in museums for everyone to see.

I dreamed I was a movie star who drove a fancy car.I always wore dark glasses and traveled near and far.

I dreamed I was in business and a well-known VIP.I heard my name and I woke up—my teacher called on me.

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Unit 1

Amazing People T10

TRACK A10

11 Listen. Number the sequence of events.

1. Direct students’ attention to the pictures at the top of the page. Ask students if they recognize the actor (Michael J. Fox, who played Marty McFly in a series of movies). Have partners take turns identifying what is happening or shown in each picture. As students work, provide them with vocabulary as they request it. Tell students that these pictures tell the story of Fox’s life. Have them predict the sequence of the pictures. Preteach the following words: diagnosed, retired, and (positive) attitude.

2. Play the audio two or more times. Have students put the events in order by writing the correct number for each event in the appropriate box. The text of the audio for this activity is on page T1C. Answers: Top row: 5, 1, 3; Bottom row: 2, 4

WB Assign Exercise 11, page 7, now. Audioscript is on pages T1C–T1D. Answers are on page T123.

EnrichmentSequence activity. Have students think of four or five important events in their lives and write the events on individual slips of paper without indicating when they happened. Brainstorm possible ideas: I moved to a new house. I flew in a plane. I saw a volcano. Then have students trade their slips with a partner. Students must sequence their partner’s events by asking questions, such as When did you move to a new house? Did you fly in a plane before you moved?

TRACK A11

12 Listen. Read and chant.

1. Ask students to use the picture and the title to predict what the chant is about. Explain the concept of daydreaming by telling students about daydreams you have. Then ask for volunteers to talk about daydreams they have. Then ask What is she daydreaming about?

2. Play the audio as students listen with their books closed. Then have them open their books to read as they chant. Have students perform the chant at least twice to provide them with practice using stress, rhythm, and intonation. Have students underline unfamiliar words that they think are important

to understanding the chant. Encourage students to guess the meanings of other words from the context. Explain that VIP means “Very Important Person.” The text of the chant is on Student Book page 10.

WB Assign Exercise 12, page 7 now. Audioscript is on Student Book page 10. Answers are on page T123.

EnrichmentRanking. Have students rate the girl’s dreams (1= the most interesting; 4 = the least interesting). Have them share their ratings in groups.

ApplicationObjectives

to listen for specific informationto listen for sequenceto perform a chantto use stress, rhythm, and intonation

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•••

Vocabularynouns: astronaut, award, benefit, foundation, Parkinson’s disease, stat, VIPverbs: act, announce, appear, diagnose, retire, writeadjectives: animated, popular

MaterialsCD player Class Audio CD

••

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Amazing PeopleT11

ApplicationObjectives

to organize eventsto gather information and picturesto ask and answer wh- questionsto use the simple pastto make a poster

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

Materialsscissors glueposter boardmagazinesphotosmarkers and other art supplies

••••••

Get ReadyInvite students to join in this chant about amazing people. Who’s amazing? Who’s amazing? Who’s amazing? I’ll tell you who! In my family, it’s my great aunt Sue!

What did she do? What did she do? She was a lighthouse keeper ’til she was 72!Encourage students to join in and add an amazing person from their own families or from other people they know or know about.

Project: An Amazing Person PosterMake a poster about an amazing person.

1. Have students gather information about a person they admire. Explain that they can research a friend, family member, or someone well known. Tell them to include pictures they draw or photos from magazines.

2. Explain that each student will make a poster to tell about the amazing person he or she has chosen. Show students the pictures on page 11 to give them an overview of the steps in the process. Ask students to explain what they like and don’t like about the boy’s poster.

3. Help students brainstorm a list of questions they might use. Provide graphic organizers for students to record information they collect before they make their posters. Listing some of the Key Vocabulary on page T1A may also be helpful to students.

4. Have students work on their posters in class or at home. Set aside time for students to present their posters to the class.

WB Assign pages 8–9 now. Answers are on pages T123–124.

EnrichmentPoster share. Have students visit other classes to share their posters and to invite questions about each amazing person. Encourage students to answer the questions with information about the amazing person.VIP posters. Remind students of the phrase VIP. Have students imagine that they are their grandparents’ age and have accomplished many of their dreams. Have them make a timeline of the most important events in their lives as if they had already happened. Brainstorm ideas for both amazing and heroic things. Allow students to work in class or at home on this project.International role model. Prepare several paper slips and an envelope. Write the name of one country on each. Have students draw slips from the envelope. Explain that each student will choose a role model from the country on his or her slip and write a report about that person. Have students share their reports with the class.Writing Handbook. For step-by-step instructions on implementing the writing process in your classroom, see the Writing Handbook on pages 124–129. Related writing practice is on Workbook pages 118–122. After you have reviewed the writing process with your students, focus on the specific genre presented in Workbook Unit 1.

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An Amazing Person PosterMake a poster about an amazing person.

11Unit 1

Content connection: social studies; art

Project

Social Studies

Costa Rica. He was the first Costa Rican astronaut and flew several missions.

What country does he come from?

Franklin Chang-Diaz was born in 1950.

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Values

1. What famous person is a role model for you? Why?2. Who in your family do you admire? How can family members be role models?3. What makes someone a good role model for young people?4. Compare your role models with a partner’s. Who is the best of all? Why?

Character education12

Anna’s role model is Alejandra Muñoz, the lead singer of the band Greenstar. Alejandra began her singing career when she was just twelve years old. Now she’s famous! Last year, she donated money from her concerts to groups that help the environment. Alejandra inspires young people like Anna because she’s talented, hard-working, and caring.

Do you have a family member that you admire? That person can be a role model. Chin’s uncle Joo-Chan is his role model. His uncle is an architect who helps design beautiful buildings. He designs the buildings to save energy by using heat from the sun and power from a windmill. Chin thinks he’d like to be an architect like his uncle Joo-Chan someday.

Have a Role ModelRead and discuss.

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Unit 1

Amazing People T12

Get ReadyPicture Cards. Place pictures or Picture Cards of occupations on the board. In groups, have students rank them in terms of usefulness to

society, with 1 being the most useful. Have groups compare rankings. Did the class agree or disagree more in their rankings? Why?

ApplicationObjectives

to talk about choosing role modelsto talk about the qualities good role models have to describe personal role modelsto write about a role model

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••

Vocabularynouns: architect, band, buildings, career, concert, energy, environment, design, group, heat, person, power, role model, singer, sun, uncle, windmillverbs: admire, begin, design, donate, help, inspire, save, think, useadjectives: beautiful, caring, famous, hard-working, talentedSee also the Key Vocabulary on page T1A.

Values: Have a Role ModelRead and discuss.

1. As you work through the page, encourage students to apply the language they’ve learned in this unit and previous levels of Backpack. To begin, however, you might want to have a discussion in your native language. Ask students to name people they respect or look up to, and encourage them to explain why.

2. Have students turn to page 12. Read the title aloud. Invite students to predict words and ideas they would expect to find in the texts, based on the title. You may want to write the words and ideas on the board to check later.

3. Invite students to describe the pictures as much as they can. Help with any vocabulary they request.

4. Have students read the first paragraph about Alejandra Muñoz silently. Form pairs and have students repeat from memory all that they can about the text together.

5. Have students read the paragraph about Chin’s uncle Joo-Chan silently. Form different pairs and have students ask and answer their own comprehension questions about the text.

6. In small groups, have students discuss the questions at the bottom of the page. This is the perfect opportunity for students to use

the cumulative English they’ve acquired in a natural and meaningful context. Review with students language they know that they can use during the discussion.

7. You may want your students to write about a person they admire and consider to be a role model for themselves or others. Refer students to the Writing Handbook at the back of their Student Books and the writing practice in their Workbooks for help as needed.

The social-emotional intelligence connection. Two elements of social-emotional intelligence can be focused on in relation to role models. (1) Self-awareness. Encourage students to think about the qualities they themselves have (or wish to have) that might inspire others. Who could they be a role model for? (2) Empathy. One quality most role models have is empathy. What is it? Why is it important?Family connection. Have students interview their parents about any role models they may have had while growing up. Who were they? Why were they important? How did they influence their parents? Students report back to the class.

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Amazing PeopleT13

ReviewOutcomes

can talk about the accomplishments of famous peoplecan use the simple past: regular and irregular verbs can ask and answer questions with who, what, where, when, how many

•

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•

VocabularyStudents can use the Key Vocabulary on page T1A.

Materialscardboard or other card stock for signsmarkers or paint for signspaper for stampscrayonsmarkers and other art suppliescutouts from page 131

•

••••

•

Know It? Show It!Ask questions. Guess who’s telling the truth. Use the cutouts on page 131.

1. Direct students’ attention to the picture at the top of the page. Explain that the three students are contestants in a game show and that they are pretending to be the same person—in this case, Lance Armstrong. Explain that only one of them is actually telling the truth about Armstrong’s accomplishments and that the others have made up false information.

2. After the class has played the game once or twice, you may want students to play in groups.

3. Choose three students to be contestants. Cut out a set of cards from Student Book page 131 and have each contestant pick one. Do not allow students in the audience to see the cards in their books or it will spoil the game.

4. Give the contestants time to prepare. 5. Show how the game is played.

a. The host asks each contestant Number (One). What’s your name? Each contestant replies I am (Lance Armstrong). The host asks Why are you amazing? Contestants answer as convincingly as they can.

b. The host invites the audience to ask the contestants other questions. Afterward, the class votes for the contestant that is the “real” person. Then have the host ask Will

the real (Lance Armstrong) please stand up? That student stands.

c. Repeat the activity for the other cards.

Design a series of stamps with amazing people.

1. Show and discuss postage stamps with images of famous people. Point out the stamps on the page. Tell students that they will choose three amazing people and create stamps for them.

2. Have students share their stamps, using what the girl says as a model. Create a display with the stamps.

WB Assign pages 10–12 now. Answers are on page T124.

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 T1B), have students use the Completion Certificate sticker in the back of the Student Book to celebrate the successful completion of the unit.

Performance AssessmentBoth activities on page 13 may be used as opportunities for performance assessment and review. See pages v–vi, xiii–xv of the Assessment

Package for more information on this type of informal assessment.

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Mahatma Gandhi (1869–1948)

Cantinflas

Review

Unit 1

I can do it!

13Unit 1

Performance assessmentSee Assessment Package pp. 65–68, 71, 80, and 89–90.

Design a series of stamps with amazing people.

Know It? Show It!Ask questions. Guess who’s telling the truth.Use the Cutouts on page 131.

Number three. Why are you amazing?

After I was very sick, I rode my bike to win the Tour de France.

I chose Cantinflasbecause he was really

funny. His acting always made me laugh.

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