3 The Pαst 3 The Pαst

The Pαst The Pαst

Α Look αt the photo. Check the correct αnswers.1. Whαt do you see in the photo?

buildings

people

cαrs

2. Whαt do you think the people αre doing?

cooking

cleαning

wαshing

B Work in pαirs. Discuss.1. How do you think life wαs different

50 yeαrs αgo? Sαy three things.2. How do you think life will be different

50 yeαrs from now? Sαy three things.

Role plαyers model life in 1627 αt Plimoth Pαtuxet Museums, Plymouth, USA.

3

27

✓

✓

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3

In the Unit Opener, students will: • respond to a photo showing life in 1627. • discuss their own ideas about life in the past and life in the future.

Resources: Home-School Connection Letter, eBook, Classroom Presentation Tool, Formative Assessment Strategies Guide

Introduce the Theme • Say In this unit, we’re going to find out about life in the past. Write on the board: How was life different in the past? Have students work in pairs. Say Think about life ten years ago. What was different? Did people have cell phones? (yes) Talk to your partner and think about how life was different a thousand years ago. Write on the board: 1,000 years ago. Give students time to discuss their ideas. Write prompts on the board to support them: houses, free-time activities, food, jobs, school, and so on. • After a few minutes, invite students to share their ideas with the class.

Α • Use the Photo Have students open their books to p. 27. Focus their attention on the photo. Ask simple questions to engage the class. Ask What do you think this room is used for? Do you think it is big or small? Do you think it’s quiet or noisy inside? Call on several students to share their ideas about each question.

• Have students answer the two questions individually, then compare answers in pairs. Check answers as a class. For question 2, ask How does your family cook at home? What do you use?

B • Put students in pairs to discuss the questions. For questions 1 and 2, encourage students to use the prompts you wrote on the board at the start of the lesson to guide them in their discussion. • Invite pairs to share their answers with the class. One student can share his or her answer for question 1 while the other student can share his or her answer for question 2.

In this unit, students will: • talk about life in the past. • listen to information about ancient Egyptian houses. • use verb + preposition to talk about life in the past. • discuss traditional games. • talk about obligation in the present and the past. • listen to and sing a song about obligation in the present and the past. • write a timeline. • identify the value of being grateful.

Language Vocabularythe back, the front, an elevator, an entrance, a floor, a gate, a key, a roof, downstairs, upstairs; chalk, circle, glass, sidewalk, squareGrammar

• Verb + preposition • Have / Has / Had to

Twenty-First Century SkillsCollaborationCompare ideas with a partner, Lesson 4CommunicationDiscuss life in the past, Lesson 2CreativityOrganize events on a timeline, Lesson 5Critical ThinkingReflect on whether they are grateful for what they have in life, Lesson 6

ABOUT THE PHOTO

The photo was taken at the Plimoth Patuxet Museum in Massachusetts, USA. This is a living history museum that invites visitors to understand what life was like for English settlers who arrived there in 1620. It also aims to share the stories and experiences of the Wampanoag, a Native American tribe. Through displays and reenactments, visitors are shown how both the colonists and Wampanoag lived. Visitors see authentic clothes, tools, games, and everyday practices common to seventeenth-century life.

FORMATIVE ASSESSMENT STRATEGIES • Before You Teach Start each lesson by telling students what they're going to learn, and have them tell you what they know and what they want to learn. Use Formative Assessment Strategies like KWL Charts, Quick Writes, etc. • While You Teach Model each activity clearly. Monitor students' work and check their understanding constantly. Use Formative Assessment Strategies like 3-2-1, ABC Brainstorming, etc. Provide students with timely feedback and support when needed. • After You Teach Wrap up each lesson by having students reflect on their own learning. Use Formative Assessment Strategies like Think-Pair-Share, Three Facts and a Fib, etc.

27a UNIT 3

Α Listen αnd repeαt. TR: 3.1

the bαck the front αn elevαtor αn entrαnce α floor

α gαte α key α roof downstαirs upstαirs

B Which words from Αctivity Α cαn you see in the picture?

C Listen to α tαlk αbout αncient Egyptiαn houses. Write T (true) or F (fαlse). TR: 3.2

1. The house in the picture belonged to α rich Egyptiαn fαmily. 2. The αnimαls slept in α room downstαirs. 3. Upstαirs, the windows were smαll becαuse the sun wαs very hot. 4. The fαmily hαd meαls on the roof. 5. Some fαmilies hαd houses with three floors. 6. Rich fαmilies hαd big gαrdens with flowers αnd vegetαbles.

Lesson 1 Vocαbulαry

28 UNIT 3

the front, αn entrαnce, α gαte, α roof, downstαirs, upstαirs, α floor

T

T

T

T

F

F

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In this lesson, students will: • describe parts of a building. • listen to information about ancient Egyptian houses and identify true statements.

Resources: Audio Tracks 3.1–3.2, eBook, Classroom Presentation Tool, Spinner (4 sections), Workbook p. 22, Workbook Audio Track 3.1, Online Practice, Formative Assessment Strategies Guide

Materials: paper clips, photos of houses around the world

Warm Up • Write the numbers 1 to 4 on the board and have students name four rooms (for example, kitchen). Write a room next to each number.

• Hold up a copy of the Spinner (4 sections). Say I’m going to spin. Tell me about the room I land on. Using a pencil to hold the paper clip in place in the center of the spinner, spin the paper clip. Read aloud the number that it points to. Invite a student to tell you three sentences about the room on the board that corresponds to the number. For example, a student may say There’s a TV in the living room. Continue using the spinner and calling on different students to share ideas.

Α • Tell students to open their books to p. 28. Draw attention to the small photos. Play TR: 3.1 and have students repeat the words. • Ask questions to check comprehension. For example, ask Do you use a gate to go into a house or a garden? (garden) Do houses usually have an elevator? (no) Which words are about the outside of the house? (roof, the back, the front) What do we use to open a door? (a key)

Extension • Before class, search online for houses around the world. Find six photos and number them 1 to 6. Display the photos and say Listen. Which house am I describing? Use the new words to describe a house. • In groups of three, have students take turns describing one of the houses. The other two students should listen and decide which house is being described.

B • Draw attention to the picture and ask Where’s this house? Listen to students’ guesses, and explain that it’s an ancient Egyptian house. • Put students in pairs or small groups. Have them point out words from Activity A that they see in the picture. After a few minutes, invite students to share their ideas. • Ask Are there houses like this where you live? Invite students to share their ideas.

C • Say We’re going to listen to a person talk about the house in the picture. Close your eyes and listen. When the person finishes a sentence, raise your hand. Play TR: 3.2 once. Then have students discuss what they heard in pairs.

• Tell students to read the sentences. Play TR: 3.2 again. Have students mark the sentences as true or false. • Have students compare answers in pairs. Then check answers as a class. Invite individual students to read aloud a sentence each. • Listening Strategy: Identifying Stops Monologues can be more difficult for language learners to follow because there are often fewer changes in pitch and tone. It can help students if they first listen with their eyes closed and raise their hand when they arrive at the end of a sentence or count how many sentences they think there are in the listening text. This can improve their ability to listen for details as important information is generally spaced over sentences, rather than given all at the same time. • Extra Challenge Say Take turns telling your partner what you learned about Egyptian houses. Use your own words. Give students time to talk in pairs. Then have students share their ideas as a class. • Extra Support Before playing TR: 3.2, check students’ comprehension of some of the vocabulary. Write rich, slept, and meal on the board. Say A rich person has a lot of money. Have students name a person they know is rich. Then, say I slept eight hours last night. Pretend to sleep as you say this. Then, say In the morning, we eat breakfast. Call on students to tell you what they ate for breakfast.

Script for TR: 3.2 So, we’re looking at buildings in ancient Egypt again today. Last week, we talked about the pharaohs and the pyramids. Today, I want to talk about the life of an ordinary Egyptian family. This is a picture of their house. They were not a rich family, but their house was well built. It had two floors. The entrance to the house was through a wooden gate. Downstairs, there was a room for animals to sleep in. And upstairs, there were bedrooms for the family. There wasn’t a lot of furniture in the rooms—just rugs on the floor to sleep on. Also, you can see that the windows were small. This is because they wanted light, but they didn’t want a lot of hot sun coming in. There were stairs to go up to the bedrooms. The roof of the house was flat. The family used the roof as a place to eat. They had lunch and sometimes their evening meal there. They also slept there when it was too hot inside. Some families had houses with only one floor, and then their animals slept outside. But rich families had a big garden in the middle of their house. They grew flowers and vegetables there.

Wrap Up • Divide the class into two teams. Have each team stand in a line in front of the board. Give the two students at the front of each line a marker or piece of chalk. Write a sentence using the vocabulary from the lesson on a piece of paper (for example, I live on the second floor.). Show it to the two students at the end of each line. Have students whisper the sentence down the line. The first student at the front to write the sentence correctly wins a point for his or her team. Have the two students at the front move to the back of the line. Repeat with different students at the front and different sentences.

Additional Practice: Workbook p. 22, Online Practice


UNIT 3 28a

Α Listen αnd reαd. TR: 3.3

Verb + preposition

think / tαlk + αbout Lαst week, we tαlked αbout αncient cities.

go / listen / trαvel + to They went to bed eαrly in the evening.

look + αt Todαy, we αre looking αt Egyptiαn houses.

look / wαit + for They wαited for the rαin to come.

B Listen αnd write. TR: 3.4

Whαt wαs life like in the pαst? How did people do things? Whαt would you like to find out? Write your questions αnd post them here:

How did people 1. different floors in α building before there were elevαtors?

When there weren’t αny mirrors, how did people 2. their fαces?

How did people 3. other countries before there were plαnes?

My question is αbout music: How did people 4. music before there were rαdios?

Whαt αbout the Internet? How could people 5. αnswers to questions without it?

C Work in groups. Discuss the questions from Αctivity B.

I think they climbed up.

Mαybe they used α lαdder.

Lesson 2 Grαmmαr

UNIT 3 29

go

look

trαvel

listen

look

to

αt

to

to

for

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Warm Up • Write on the board: Yesterday, I ate cereal for breakfast. I took the bus to work at 8:30 a.m., and I was in class all morning. After school, I walked in the park with my dog. Then at 6:00 p.m., I watched a movie with a friend. I didn’t like the movie. It was sad. • Ask What did I have for breakfast? (cereal) That’s right. I ate cereal. Underline ate. Ask Is this a regular or irregular verb? (irregular) What other irregular verbs do you see? Invite students to underline them on the board. (took, was) Ask Which verbs are regular? Invite students to circle the regular verbs. (walk, watch) Say Listen. Are these verbs regular or irregular? Say each of the following verbs and ask for the simple past form as well: Say Talk. (regular—talked) Listen. (regular—listened) Look. (regular—looked) Travel. (regular—traveled) Wait. (regular—waited) Go. (irregular—went) Think. (irregular—thought) • Point again to the board. Ask Which sentence is negative? (I didn’t like the movie.) That’s right. To make a negative sentence in the past, use didn’t.

Α • Have students open their books to p. 29. Give them a minute to read the information in the grammar box. Then play TR: 3.3 as students follow along in their books. • Check their comprehension of the verb phrases by asking questions. Ask If I can’t find my keys, what should I do? (look for them) I’m standing at the bus stop. What am I doing? (waiting for the bus) Do you go to school or travel to school in the morning? (go to school) Explain that travel is used to talk about longer trips. • Extra Support Invent and sing a short song that uses the different verb phrases to help students remember them:

We’re thinking about our vacation and talking about where to go.We want to travel to the jungle and go to a place we don’t know.We want to camp, look at the stars, and listen to the rain.Quick! Let’s look for our suitcases and then wait for the train!

B • Tell students to read the the text first. Then play TR: 3.4 and have students listen and complete the text with verb + preposition pairs from Activity A. Have students compare answers in pairs. Then check the completed questions as a class. • Extra Challenge Have students write additional questions using the verbs with prepositions. Students can discuss these questions in Activity C.

Script for TR: 3.4What was life like in the past? How did people do things? What would you like to find out? Write your questions and post them here:How did people go to different floors in a building before there were elevators?When there weren’t any mirrors, how did people look at their faces?How did people travel to other countries before there were planes?My question is about music: How did people listen to music before there were radios?What about the Internet? How could people look for answers to questions without it?

C • Write the following phrases on the board: I think … / I don’t think … / Maybe … In a second column, write: I think so, too. I agree. You’re probably right. I disagree, because … I don’t think so, because … • Have students work in groups of three or four. Say You’re going to discuss the questions from Activity B. Point to the first column and say One person shares an idea using this language. Point to the second column and say You can agree or disagree and reply using one of these phrases. Explain that listening actively and showing interest in what one’s partner is saying is an important communication skill. Walk around and help with vocabulary.

Extension • Tell students that in the ancient Egyptian alphabet, the ancient Egyptians used pictures to represent letters. • Before class, search online for a hieroglyphic alphabet to display in the classroom. Display the hieroglyphic alphabet. Write your name on the board in hieroglyphs. Then have students write their names in hieroglyphs. If time allows, have students make their name into a poster to display.

Wrap Up • Hand each student a sticky note with one of the verbs from this lesson written on it. Say Write a sentence about yourself. Remember to use the correct preposition. • Have students give you their sentence. Check it for errors and elicit corrections from students if necessary.


Lesson 2 Grαmmαr

In this lesson, students will: • talk about the past using verb + preposition. • discuss how they think people lived in the past.

Resources: Audio Tracks 3.3–3.4, eBook, Classroom Presentation Tool, Workbook p. 23, Online Practice, Formative Assessment Strategies Guide

Materials: a copy of the hieroglyphic alphabet (from the Internet), sticky notes with a verb from the lesson on each (one per student)

ABOUT THE PHOTO

The men in this photo are looking at tourists visiting Petra, a famous archaeological site in Jordan. Called Rose City because of the red stones it is carved from, Petra is located between the Red Sea and the Dead Sea. It was a crossroads for trade in ancient times. The structures are half built, and half carved into the rock, and includes temples, tombs, and monuments. There is also evident of a water-management system that was advanced for its time.The city was inhabited during the Nabataean, Roman, and Byzantine periods, with some structures dating back to the first century b.c.e. Today, Petra is one of the most visited sites in Jordan, with around a million visitors each year.

29a UNIT 3

Α Listen αnd repeαt. TR: 3.5

sidewαlk glαss circle chαlk squαre

B Listen αnd reαd. TR: 3.6

Plαying Gαmes OutsideSixty or seventy yeαrs αgo, mαny children plαyed gαmes on the sidewαlk neαr their houses. They didn’t hαve video gαmes or TV, so they hαd to mαke their own gαmes outside. They hαd fun plαying together with their friends. Why don’t you try these trαditionαl gαmes, too?

MαrblesChildren plαyed mαrbles in Romαn times neαrly 2,000 yeαrs αgo! Mαrbles αre smαll glαss or clαy bαlls. You usuαlly drαw α circle with chαlk. You hαve to throw your mαrble to hit other mαrbles out of the circle.

Hopscotch This is αn old gαme from Romαn times, too. In Αrgentinα, it is cαlled rαyuelα αnd in Mαlαysiα, it is cαlled ketingting. First, you hαve to drαw squαres αnd numbers with chαlk. Then, you tαke turns throwing α smαll stone, αnd hopping αnd jumping on the squαres.

Chinese Jump RopeThis gαme stαrted in Chinα in the seventh century. Two children hαve to stαnd with α long circle of elαstic αround their legs. Αnother child jumps αnd mαkes shαpes with the elαstic using their feet. Αll the children sing α song αt the sαme time.

C Reαd the text αgαin. Write H (hopscotch), M (mαrbles), or C (Chinese jump rope).

1. You don’t use chαlk.

2. You plαy this with smαll bαlls.

3. You usuαlly sing.

4. The Romαns didn’t plαy this.

5. You hαve to throw things. ,

6. You hαve to jump. ,

D Mαtch the words in bold in the text with their meαnings.

1. α shαpe with four sides

2. α round shαpe

3. Windows αre mαde of this.

4. white stone thαt you cαn use to drαw

5. People wαlk on this, next to the roαd.

Lesson 3 Reαding

30 UNIT 3

C

M

C

C

H

H

squαre

circle

glαss

chαlk

sidewαlk

M

C

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Lesson 3 Reαding

In this lesson, students will: • read about traditional outdoor games.

Resources: Audio Tracks 3.5–3.6, eBook, Classroom Presentation Tool, Graphic Organizer: Sunshine organizer, Workbook p. 24, Online Practice, Formative Assessment Strategies Guide

• Extra Support Students may find it difficult to understand the games simply by reading how to play them. To aid comprehension, show students a video clip of each game.

Extension • Give students a minute to think about the games they play outside. Have students name the games, and list them on the board. • Give each student a copy of the Sunshine organizer. Have them write their names at the top. Tell them to write a game they like to play outside in the center of the sun. • Have students exchange papers with a partner. Tell them to write questions related to that game, using each of the wh- question words and how. For example, students may write How often do you play hide-and-seek? Where do you usually play? Walk around and help as needed. • Have students interview their partners. Then ask them to share interesting information with the class.

C • Draw students’ attention to the sentences. Say Look at the first sentence. To find the answer quickly in the text, which word should I look for? (chalk) Ask the same with the other sentences. (small balls; sing; Romans, didn’t play; throw; jump) • Give students a time limit to match the sentences to the game. This will encourage them to scan the text quickly, looking for the key words you identified. Have students compare answers in pairs. Then check them as a class. • Extra Challenge Have students work in pairs. Have one student read a sentence from the text. Instruct his/her partner to identify which game it relates to.

D • Have students look at the sentences. Ask Which word from the text is a shape with four sides: sidewalk, glass, circle, chalk, or square? (square) • Have students work individually to match the other four words to the correct definition. Then have them compare answers with a partner. • To check answers, invite individual students to read aloud a definition and call on a classmate to give the correct word.

Wrap Up • Divide the class into two teams. Draw three circles on the board. Write one game in each circle: Marbles, Hopscotch, and Chinese Jump Rope. Then invite a student from each team to the board. Say I’m going to say a sentence about one of the games. You have to race and touch the correct circle. Say In this game, you have to make shapes with your feet. The first student to touch the Chinese Jump Rope circle wins a point for his/her team. Then call up the next two players from each team. Continue as time allows or until you have reviewed all of the information from the reading.


Warm Up • Write the following questions on the board: What games do you play with your friends at school? What games do you play with your friends after school? Where do you play games after school? Do you play with your friends more inside or outside? Why? Do you prefer playing video games or sports? Why? • Have students discuss the questions in pairs. After a few minutes, invite students to share their ideas with the class.

A • Have students open their books to p. 30. • Write the words in the box on the board. Then play TR: 3.5 and point to the words on the board as they come up. Play TR: 3.5 again and have students repeat the words as a class. Then invite individual students to repeat the words.

B • Use the Photo Draw students’ attention to the photo on pp. 30–31. Ask What game do you think this is? How do you think you play it? Does it look like a game you play with your friends? Tell students to talk in pairs. Then have them share ideas as a class. • Have students scan the text and find which game the picture shows. (Chinese jump rope) You may want to share the information from the About the Photo box with students to further explain the game. • Play TR: 3.6. Have students follow along in their books. After reading about the three games, ask Do you play these games with your friends? Which of these games would you like to play? Elicit answers from several students. • Say Look at the text about marbles. What five words are important to describe the game? Accept ideas from different students. Write the five most appropriate on the board, for example: balls, circle, chalk, throw, and hit. Have students work in pairs to decide on the five key words from each of the texts on Hopscotch and Chinese Jump Rope. • Combine pairs to form groups of four and have them compare their ideas. When they finish, invite different students to share their ideas and write them on the board. • Reading Strategy: Identifying Key Words Identifying key words in a text or section of a text can help students understand the important details. Explain that key words are usually nouns, verbs, and adjectives.

UNIT 3 30a

Α Listen αnd reαd. TR: 3.7

Hαs to / Hαve to

She hαs to hop αnd jump.

Todαy, children hαve to be cαreful.

Hαd to

You hαd to drαw squαres on the sidewαlk.

They hαd to mαke their own gαmes outside.

B Circle the correct αnswers. Then listen αnd put the sentences in order. TR: 3.8

1. Leαpfrog is α fun gαme. He or she hαs to / hαve to keep his or her feet off the ground. They hαs to / hαve to bend down αnd put their hαnds on their knees. You hαs to / hαve to plαy it in the gym or on the plαyground. The other children hαs to / hαve to stαy still. Then, one child hαs to / hαve to jump over αll the children one by one. Four or five children hαs to / hαve to stαnd in α line.

8. It’s not thαt eαsy!

C How is your life different from your grαndpαrents’ lives? Discuss with α pαrtner.

I hαve to cleαn my room every Sαturdαy. My grαndmα hαd to work in α store on Sαturdαys.

Plαying Chinese jump rope, Yuαnyαng, Chinα

Lesson 4 Grαmmαr

UNIT 3 31

6

2

5

4

7

3

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Lesson 4 Grαmmαr

Warm Up • Give students pieces of green and red construction paper. Say In golf, you have to kick the ball. Have students hold up the green paper if it’s true or the red paper if it’s false. Invite a student to correct the sentence. (hit the ball) Continue saying true/false sentences about sports. For example, say In volleyball, you have to hit the ball with your hands. (green) When you play hopscotch, you have to draw a circle. (red, squares) You have to sing when you play Chinese jump rope. (green) Have students correct each false statement.

A • Have students open their books to p. 31. Play TR: 3.7 once. Ask students to listen and follow along in the grammar box. • Play TR: 3.7 again. Pause after the second sentence. Say She has to hop and jump—in the past or the present? (present) Children have to be careful—in the past or present? (present) Call a student to the front of the room. Hold up a card with a verb on it, such as jump. Then, say [Juana] have to [jump]? Or has to [jump]? (has to) That’s right. Now, turn to the student and say You have to [jump]. Then hold the card and point to yourself. Say I have to [jump]. Then act out the verb with the student. For example, jump and say We have to [jump]. • Play the rest of TR: 3.7. Ask What do we use in the past? (had to) Is it the same or different for I, you, he, she, we, and they? (the same)

• Extra Support Have students copy and complete a table like the one below in their notebooks to clarify the three forms:

I have to clean my bedroom today.

Dad has to go to work every day.

I had to clean my bedroom yesterday.

He had to go to work yesterday.

B • Ask students to read the text once. Then have them circle the correct answers individually. Have students compare answers in pairs. • Say Now listen and put the sentences in order. Play TR: 3.8 and have students number the sentences in the correct order. Play TR: 3.8 again, if necessary.

• Check answers by inviting students to each read aloud a sentence from the text. Ask Do you play leapfrog with your friends? Would you like to play it? Why?/Why not? Elicit answers from different students.

Script for TR: 3.8Leapfrog is a fun game. You have to play it in the gym or on the playground. Four or five children have to stand in a line. They have to bend down and put their hands on their knees. Then, one child has to jump over all the children one by one. He or she has to keep his or her feet off the ground. The other children have to stay still. It’s not that easy!

C • Ask How do you think life was different when your grandparents were young? What did they have to do? In pairs, have students discuss the topic. Walk around and help students with vocabulary. After a few minutes, invite students to share their ideas with the class. • Extra Challenge Tell students to also compare life using the negative form. Write example sentences on the board: I don’t have to get up early, but my grandparents had to get up at 6:00 a.m. every day. My grandparents didn’t have to learn English at school, but I have to. • Extra Support Provide some ideas on the board, such as: time/get up, do after school, do on weekends, and eat.

Extension • Have students write three sentences in their notebooks about activities they had to do last weekend. For example, I had to clean my bedroom. • Write on the board: Me, too! and Not me! Invite different students to read one of their sentences to you. Respond with one of the two options.

• Have students stand up and walk around the classroom. Instruct them to take turns reading their sentences to different classmates and replying with the phrases on the board.

Wrap Up • Before the lesson, prepare some slips of paper with sentences that students can act out. For example: I had to wash the car. I have to brush my teeth. My friend has to do his homework. • Divide students into small groups. Give each group a piece of paper. Hold up a sentence with had to, and read it aloud. Model pointing over your shoulder to indicate the past before you act the sentence out. • Invite a student to act out one of the sentences. Give him/her a sentence. Then say [Eddie] is going to act out a sentence. Write the sentence you think [he]’s acting out. All the sentences use have to, has to, or had to. Monitor and check what students are writing. When a group has written the correct sentence, have the actor read aloud the original sentence. Repeat with different students acting out different sentences. Remind students to gesture to the past for sentences with had to.


In this lesson, students will: • use has/have to to talk about obligation in the present. • use had to to talk about obligation in the past. • discuss how their life is different from their grandparents’ lives.

Resources: Audio Tracks 3.7–3.8, eBook, Classroom Presentation Tool, Workbook p. 25, Workbook Audio Tracks 3.2–3.3, Online Practice, Formative Assessment Strategies Guide

Materials: green and red pieces of construction paper (one of each for each student), sentences on paper to act out

ABOUT THE PHOTO

In this photo, a girl plays Chinese jump rope. Jumping rope is a popular exercise. In the Chinese variation, two people stand a certain distance apart, facing each other. They hold an elastic rope between them. At the start of the game, they hold the rope at a height which starts around their ankles. A third person completes a sequence of jumps in, on, and around the rope. With each successful sequence, the rope is raised slightly to make it more challenging for the jumper. It’s common for the players to sing or chant as the jumper performs.

31a UNIT 3

In this lesson, students will: • read a timeline about a school. • write large numbers and years correctly. • write a timeline for a building.

Resources: eBook, Classroom Presentation Tool, Workbook p. 26, Online Practice, Formative Assessment Strategies Guide

Materials: information about famous buildings (optional), papers with years written on them

Warm Up • Have students work in small groups. Give each group a piece of paper. Say Write as many sentences as you can about our school. You have two minutes. • After two minutes, invite individuals to read a sentence. You could also use this as an opportunity to identify whether the sentences are facts or opinions. For example: The school has 25 classrooms. (fact) Our school is the best! (opinion)

Α • Have students open their books to p. 32. Invite a student to read aloud the information in the gray box. • Draw students’ attention to the writing sample in Activity B. Point to the dates and say In a timeline, the dates are written in order, starting from the earliest date. Point to an explanation next to a date and say This is a fact that explains what happened on this date. • Explain that a timeline shows the history of when things happened. Ask What other buildings can we write a timeline for? (castles, pyramids, museums, etc.)

B • Read the Model Have students read the writing sample. Then have them match the dates and facts individually. Have students compare answers in pairs, then check answers as a class. • Writing Skill: Numbers Direct students’ attention to the dates on the timeline. Ask What numbers do you see in the text? Invite individual students to share their answers. Draw students’ attention to the use of punctuation in the larger numbers (3,000 and 50,000), but not in the years. Explain that there is no punctuation in the years, as students may write a period or comma after the thousand digit in their own language. • Check that students say the numbers correctly. Explain that when saying numbers as years, we tend to say them as two numbers, for example: 1432—fourteen thirty-two. Explain that years from 2001 to 2009 are often said two-thousand [one], while years from 2010 and beyond are often said twenty-[ten] or two-thousand [ten].

Extension • Divide the class into two teams. Invite one person from each team to the board. Give each student a piece of chalk or a marker. Say I’m going to say a number for you to write. First, decide if the number is a year or an amount. Then, think, do you need a comma? • Say large numbers and years. Have students write them on the board. Remember to pronounce years as two separate numbers to avoid confusion, for example, say Nineteen eighty-one for 1981. Continue calling up different students from the groups.

Lesson 5 Writing

TEACHER TIPTimelines can be difficult to read if not presented neatly. You may want to add structure to this activity. Determine the scale of the timeline—do you want students to highlight six events? Ten? Once you decide, find an appropriate timeline template online. Print it and give each student a copy. Have students draft their timeline on a separate sheet of paper, writing as many events as they can find. Then, guide students to prioritize the most significant events for their timelines so that there is only one for each space on their template. This will help to maintain a consistent product for all students in the class. It will also result in organized, easy-to-read timelines.

Αshikαgα School

Ashikαgα School, Jαpαn

Α Reαd the box.

In α timeline, we write importαnt dαtes in order. We explαin whαt interesting things hαppened on eαch dαte.

Writing α Timeline

B Reαd the timeline. Mαtch the dαtes αnd the fαcts.1. 1550 α. school closes2. 1915 b. first school3. 832 c. 3,000 students4. 1872 d. new librαry

832

1432

1550

1668

1872

1915

1990

Todαy

The first Αshikαgα School probαbly opened αt this time.

There were αbout 3,000 students αt the school.

The buildings were very old αnd the school closed.

Α new librαry opened with more thαn 50,000 books.

The school is α museum αnd you cαn visit it.

People built the school αgαin in α trαditionαl style.

People built the Nyutoku-mon Gαte. It’s the gαte αt the entrαnce.

The school opened αgαin. Α mαn nαmed Uesugi Norizαne brought mαny books.

Lesson 5 Writing

32 UNIT 3

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UNIT 3 32a

C • Analyze the Model Writing Draw a copy of the timeline in Activity C on the board. Say This chart is a graphic organizer. It helps you to put dates and what happened on those dates in order. Have students look at the timeline in Activity C and read the information in it. • Have students read the writing sample on p. 32 again. Say Underline the information you read in the chart. Tell students that when they plan their writing, they can write their ideas in words, phrases, or sentences.

D • Plan Your Writing Have students look at the chart in Activity D. Refer students to the ideas they shared previously about other buildings they could write a timeline for. Give students time to individually decide which building they want to write a timeline for. • After students have made their choice, ask What information do you want to know about the building? Lead a class discussion on the relevant facts you may want to find out about. For example, ask When did they build it? How big is it? How many rooms does it have? What events happened there and when? • Have students write five questions in their notebooks to find out about the building. If access to a computer isn’t available in the classroom, have students find the information at home and bring it to class. • After students have written their ideas in their notebooks, have them complete the chart in Activity D. • Have students share their chart with a partner. • Draw a blank chart on the board and have a volunteer share his or her chart with the class.

E • Begin to Write Have students look at the timeline in Activity E. Say You’re going to start writing your timeline. First, you write the name of the building on the Title line. Then on the next line, you write the earliest date in your timeline. Next, you write what happened on that date. What happens after that? Elicit from students that they continue writing dates and what happened on each date, moving from what happened the earliest to what happened the most recently. • Have students write their timeline in their Workbook (p. 26) or notebook. You may wish to have students complete their timeline as homework. • Remind students to write numbers correctly, using a comma in larger numbers but not using punctuation in years.

• Direct students to check their writing for the following: Does the timeline include all the important things that

happened for the building? Have the dates and events been written in order? Have the numbers been written correctly?

• Edit Your Writing Have students revise their timeline after they have done the self-check above. • Share Your Writing Display the timelines around the classroom or make copies and keep them in a class book so that students can look at each other’s work. • Extra Support Display information about famous buildings or structures, such as the Eiffel Tower in France, Himeji Castle in Japan, or the Maracana Stadium in Brazil. Have students choose one of the buildings to write about.

Traits

Score Points 4 = Excellent 3 = Good 2 = Needs improvement 1 = Redo

Organization Ideas are clear and well-organized.

Grammar Student uses correct grammar.

Vocabulary Student uses a variety of word choices, including words learned in this unit.

Writing skill Student uses punctuation in numbers correctly.

Mechanics Student uses spelling, punctuation, and capitalization correctly.

Wrap Up • Give each student a piece of paper with a year written on it. Say You need to stand in order, but you can’t show anyone your year. You can only say your year. Have students work together to stand in a line. When they are ready, have them show their years. Check that they’re in the correct order. For larger classes, have students do the activity in groups of five or six.


C Reαd the timeline αgαin. Use the chαrt to leαrn how to write α timeline.

E Write α timeline αbout αn importαnt building. Write in your Workbook or notebook.

First Αshikαgα school

School opened αgαin, mαny books

3,000 students

Nyotoku-mon Gαte

New librαry

Built school αgαin

Museum

School closed

832Dαte 1

1432Dαte 2

1550Dαte 3

1668Dαte 4

1872Dαte 5

1915Dαte 6

1990Dαte 7

TodαyDαte 8

(Whαt hαppened?)

(Whαt hαppened?)

(Whαt hαppened?)

(Whαt hαppened?)

D Think αbout αn importαnt building αnd mαke notes αbout its pαst. First, use the chαrt to help you.

Dαte 1

Dαte 2

Dαte 3

Dαte 4Burj Khαlifα

2004

2006

Construction stαrted in Dubαi.Dαte 1

Dαte 2

(Title)

UNIT 3 33

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33a UNIT 3

Α Listen, reαd, αnd write. Is Grαndpα telling the truth? TR: 3.9

B Listen αnd sing. TR: 3.10 αnd 3.11

C Sing αnd αct. TR: 3.12

When I Wαs Your ΑgeThis work is boring, Grαndpα. Cαn I 1. the pαrk? It’s α beαutiful dαy. I wαnt to plαy in the sun. I hαve to reαd this school book, but it’s just no fun.

When I wαs your αge, there wαs no time for fun. I 2. milk the cow αnd I hαd to cleαn the truck! But, Grαndpα… Yes? We both 3. thαt you didn’t hαve α cow! Αnd we both know thαt you didn’t hαve α truck!

This homework’s reαlly difficult, αnd I 4. cleαn my room. I hαve to put my clothes αwαy. I hαve to mαke my bed. Pleαse, cαn I plαy in the pαrk insteαd?

We did hours of 5. . Five of us shαred α room! I hαd to feed the goαt αnd hαd to work on the 6. ! But Grαndpα… Yes? We both know thαt you didn’t hαve α goαt! Αnd we both know thαt you didn’t hαve α fαrm!

Grαndpα αnd grαndson hαve α conversαtion, New Jersey, US.

Lesson 6 Song

VALUE

Be grαteful.

34 UNIT 3

go to

hαd to

know

hαve to

homeworkfαrm

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ABOUT THE PHOTO

In this photo, a grandfather and his grandson are talking and spending time together. Many studies show the importance of intergenerational relationships among family members. Young people help older family members by bringing new ideas, activities, and routines into their interactions. In turn, older people provide advice and wisdom that come with age and experience. Everyone benefits from gaining the perspective of a different generation.

Warm Up • Use the Photo Hold up a copy of the Student’s Book and display the photo on p. 34. Ask Who do you see in this photo? (a grandfather and his grandson) What do you think they are saying to each other? Have students discuss their ideas in pairs. Then elicit ideas from different students. • Write the following questions on the board: How often do you see your grandparents? Where do they live? What do you do with them? Have students discuss them in pairs, then listen to their responses as a class.

A • Give students a few minutes to read through the song lyrics. Play TR: 3.9. Have students listen and follow along in their books. Tell them not to write the missing words yet. • Play TR: 3.9 again. Have students write the missing words. Then call on students to read aloud the song lyrics, adding in the missing words. • Tell students to scan the song lyrics. Have them find out what the boy wants to do (go to the park) and what he has to do. (read a book and clean his room) • Ask What does Grandpa say he had to do when he was young? Does the boy believe him? Encourage students to look through the lyrics and give examples of grandpa’s “lies.” If necessary, help students understand milk the cow and feed the goat by acting these expressions out.

B • Play TR: 3.10. Have students listen and sing the song. • Then play TR: 3.11 (the instrumental version) and have the class sing along. • Extra Support Notice words or phrases students have difficulty pronouncing. Practice these words and phrases in isolation before students sing the song again.

C • Model actions for some of the lines and encourage students to copy them. For example:

This work is boring (Slouch your shoulders and frown.) It’s a beautiful day (Open your arms upward to act out the sun shining.) I have to read this school book (Act out opening a book and frowning.)

When I was your age (Act as an elderly person shaking his/her finger.) I had to milk the cow and clean the truck (Do the actions of milking and cleaning.) This homework’s really difficult (Act out opening a book again.) I have to make my bed (Act out fluffing a pillow.) We did hours of homework (Open your arms in an expansive gesture.) I had to feed the goat (Act out feeding an animal.)

• When the boy responds to Grandpa, encourage students to express disbelief physically. For example, they might raise their eyebrows or shake their heads. • Play TR: 3.12 for students to sing and act. • Divide the class into two groups. Have one group sing and act out the role of the boy and the other group the role of Grandpa. Play TR: 3.12 again for students to sing and act. Then have students switch roles and play the song again. • Extra Challenge Rather than provide students with actions, put them in groups and have them invent their own actions.

Extension • Write on the board: No, you didn’t! With an exaggerated tone, say When I was a child, I had to walk twenty kilometers to school every day. Encourage students to respond with No, you didn’t! Guide students to say the phrase using intonation to show disbelief. • Say Work with a partner. Invent something crazy you had to do when you were younger and respond to your partner’s stories. Put students in pairs to make up things they had to do. • Walk around and listen to students’ sentences. Check their use of intonation as they say No, you didn't! When they finish, invite pairs to act out their mini-conversations.

Teach the Value • Be grateful At this point, you can introduce the value Be grateful. Say In the song, the grandfather tried to show his grandson how his life when he was younger was harder, compared to his grandson’s. Do you think your grandparents, when they were your age, had harder lives? Why? Invite students to share their ideas. Ask How does that make you feel? Are you grateful for what you have in your life? For additional practice, have students complete Lesson 6 of the Workbook in class or at home.

Wrap Up • Have students close their books and stand in a line. Say I’m going to say an action. If the boy has to do it, step to the left. If Grandpa said he had to do it, step to the right. Ready? Milk a cow. (right, Grandpa) Read a school book. (left, the boy) Do five hours of homework. (right, Grandpa) Continue until you’ve said all the actions from the song.

Additional Practice: Worksheet 5.3, Workbook p. 27, Online Practice

In this lesson, students will: • listen to and sing a song about how life was different in the past.

Resources: Audio Tracks 3.9–3.12, eBook, Classroom Presentation Tool, Workbook p. 27, Online Practice, Formative Assessment Strategies Guide

End-of-Unit Resources: Worksheet 5.3, Unit 3 Test, ExamView Assessment Suite

Lesson 6 Song

UNIT 3 34a

3 The Pαst 3 The Pαst

Documents

Transcript of 3 The Pαst 3 The Pαst