Topics1-3 Writing Log

LEVEL 2
Language
LOG
Teacher’s Guide
Topics 1–3
LEVEL 2
Language
LOG
Teacher’s Guide
Topics 1–3
Jennifer Li
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Level 2 Topics 1–3 accessing the links.
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Introduction .................................................................................................................... iv
Language Log .............................................................................................................. v
Teacher’s Guide for Language Log ............................................................ xi
Classroom Games .............................................................................................. xvi
Scope and Sequence ..................................................................................... xviii
Teaching Notes
Topic 1 What’s my favorite sport? .......................................................... T6
Topic 2 What do I need to eat? .............................................................. T20
Topic 3 Why do I get sick? ......................................................................... T34
Glossary ........................................................................................................................ 132
Video and Grammar Worksheets ................................................................. A1
Transcripts ................................................................................................................. A10
Vocabulary and Grammar Log Answer Key ...................................... A16
iii
Introduction
Compass is a six-level English program for bilingual
primary schools. The Compass program includes five
interrelated modules for students.
Through its integrated English as a Foreign Language
and English Language Arts programs, Compass offers
a robust curriculum combined with the rich authentic
content and scaffolded learning outcomes available
to English language learners in an immersive
English-speaking environment.
Compass topics are developed from big questions—
life’s essential questions—about students themselves,
about society and humankind and about the natural
world. In each log, learners examine the same big
questions from different perspectives. These questions
arouse curiosity in a topic and encourage exploration,
personalization, explanation and elaboration.
Compass English as a Foreign Language

Modules: Language Log, Vocabulary and
Grammar Log
• Focus on communication
• Explicit vocabulary and grammar development
• Development of all four skills (reading, listening,
speaking, writing)
• Grammar, skills and assessments aligned to the
Common European Framework of Reference for
Languages (CEFR)
Compass English Language Arts

Modules: Reading Log, Phonics and Spelling Log,
Writing Log
• All modules align to the US Common Core
Standards
• Early literacy support with the Reading Log and
Phonics and Spelling Log
• Comprehensive reading strategy development
in the Reading Log
• Scaffolded writing program in the Writing Log
iv
Compass Language Log provides explicit grammar and vocabulary instruction,
methodical development of the four skills and a strong focus on speaking practice. The
Language Log also features a video story in which recurring characters explore each
topic question.
Each Language Log comprises nine topics of twelve lessons: two each of vocabulary,
grammar, reading, listening and speaking, plus one writing lesson and a project.
The grammar and skills in the Compass Language Logs correlate to the Common
European Framework of Reference for Languages:
Grade 1: A1 Grade 3: A2 Grade 5: B1
Grade 2: A1+ Grade 4: A2+ Grade 6: B1+
The title of each topic poses an important

question that will be explored from several
Topic Overview angles throughout the topic. Students will have
several opportunities to answer the question
as they naturally acquire related language.
Students preview content from the

Language and skills for the
topic and get their first chance to
topic are listed along with a
answer the topic question using
preview of the project.
their prior knowledge.
v
Lesson 1 Vocabulary
Lesson 1 includes an episode from the

cartoon Captain of the Compass, in which
twins Max and Maddie find an old compass
when they are playing in their attic. The
compass dial turns to north and the Captain
magically appears. Together, they explore
new and familiar worlds as they consider
the topic question.
Active vocabulary that provides

students with the necessary
language to answer the topic
question is presented and practiced.
This vocabulary is also practiced
extensively in the Vocabulary and
Grammar Log.
Lesson 2 Grammar
Students are presented with the

grammar for the first half of the topic
through a fun comic, which also has
an audio track. All tracks can be found
on the Compass Digital Platform.
Simple grammar rules and

examples are provided in a
side entry.
Students are first guided to notice

the grammar in the comic before
practicing it in controlled and freer
activities. Further grammar tables,
explanations and activities—including
self-assessments—are found in the
Vocabulary and Grammar Log.
vi
Lesson 3 Reading
A recorded fiction text related

to the topic question is followed
by comprehension activities.
Each reading lesson presents and

practices a reading skill—from the
US Common Core Standards—to
systematically develop students’
reading accuracy and fluency.
Lesson 4 Listening
Each listening lesson presents and

practices a listening skill (correlated
to the CEFR) so that students always
have a specific purpose for listening.
Audio recordings present another
perspective on the topic question.
vii
Lesson 5 Speaking
Students get the chance to use the

grammar and vocabulary through
an extensive speaking lesson.
Useful phrases or a speaking

skill, correlated to the CEFR
or the US Common Core
Standards, are presented in
a side entry.
Lesson 6 Writing
One lesson in each topic is dedicated

solely to developing students’ writing
skills, either through a model text or
with clear steps to follow.
A side entry presents the

text type or writing skill that
students will be practicing.
After the first half of the topic has

been completed, students revisit
the topic question to see if their
initial answers have changed as a
result of what they have learned.
viii
Lessons 7–11
Lessons 7–11 follow the same
pattern as Lessons 1–5, with
In Lesson 8, a nonfiction
the following exceptions.
text presents the new
grammar in context.
In Lesson 7, students
are exposed to new
vocabulary through
an original song.
In Lesson 9, the
reading text is
nonfiction.
ix
Lesson 12 Project
The final lesson engages

students in an extensive project
or task that gives them the
opportunity to display their new
language and knowledge as
they answer the topic question.
Finally, students consider

the topic question for the
last time to assess their
knowledge and opinions.
Glossary
At the back of the book, a glossary

contains definitions for all the active
vocabulary from the topics.
x
An overview of each topic provides
useful information about how to answer
the topic question and the reasoning The approximate duration of
behind language and skills focuses. activities is given to aid lesson
planning. Actual duration may vary
according to the emphasis teachers
Each lesson starts with a wish to give to certain points, and
Lead in to the Lesson activity the needs or interests of the class.
to introduce students to the
themes they’ll encounter.
Answers to all Language

Take the Lesson Further sections
Log activities are inset in
propose ways to get more out of
the notes.
the book activities.
xi
Each lesson includes one or more
learning Objectives and any Teaching
After the topic overview spread, Resources that will be required beyond
Language Log and Teacher’s basic school supplies.
Guide pages are interleaved for
easy reference.
Each lesson has a presentation
section: Present the Vocabulary,
Present the Grammar, Present the
Skill or Present the Project. These
sections propose ways of explaining
the main focus of the lesson.
Teaching notes and answer

keys are included for the
Video Worksheet in Lesson 1
and the Grammar Worksheets
in Lessons 2 and 7. Students are encouraged to
think for themselves and develop
critical and logical thinking in
Get Students Thinking.
xii
Know Your Students offers either
Many activities can be set up in various procedural notes on how to carry
ways—in pairs, groups, as a whole class, out activities with students according
in teams or individually—according to to their abilities or personality, or
the needs or preferences of students and target outcomes according to what
teachers. Manage Your Class suggests students of different strengths will be
two or three ways to conduct these flexible likely to achieve.
activities successfully.
Some Take the Lesson Further sections

incorporate CLIL (Content and Language
Integrated Learning) activities, focusing Integrate Learning Styles suggests
on other subjects of the curriculum, such ways that students can engage
as math, art, science, history, music, with an activity according to their
social studies, geography, physical preferred learning style: visual,
education and so on. auditory, read/write or kinesthetic.
xiii
Each topic has three photocopiable worksheets: a Video
Worksheet to provide further exploitation of the Lesson 1
video episode, and two Grammar Worksheets with
controlled practice of the grammar presented in Lessons
2 and 8. The worksheets are found at the back of the
Teacher’s Guide, and teaching suggestions and answer
keys are found in the notes for Lessons 2 and 8.
The Language Log Glossary

is included at the back of the
Teacher’s Guide.
At the back of the book, the Transcripts

can be printed for extra exploitation of
the listening activities in the Language
Log. The Vocabulary and Grammar Log
Answer Key is also included.
xiv
Flashcards
Levels 1–3 include word and picture Flashcards

of the active vocabulary for each topic. Ideas
for exploiting the flashcards are suggested in
the Present the Vocabulary sections.
Each topic in levels

4–6 comes with a Word
Map Poster, featuring
pictures and definitions
of active vocabulary.
Word Map Posters
Audio
A
Audio tracks for the
A
L
Language Log can be
ffound on the Compass
D
Digital Platform.
Assessments
The Compass Digital
Platform also includes a
progress test per topic that
incorporates practice of a
Cambridge English Exam
at the appropriate level.
Full practice exams from
Starters to Preliminary for
Schools are also available
on the platform.
xv
Suggestions for when to apply these classroom games are included throughout the notes, or teachers can choose
when to use them according to the needs and preferences of their students.
Action Stations Chain Reaction

Put a card with a different language topic in two to four Say a target word and point to a student, who must
places in the room. Say a word or full sentence related repeat it. Then the next person (either beside or behind
to one of the topics and have students move to the that student) must say the word, and so on until five
correct place. people have said it. Then say another word and choose
another student. This activity makes practice fun and
Bingo keeps students on their toes.
Have students create a grid with nine or sixteen squares
and fill each square with a target word or phrase. Call Charades
out words at random and have students cover them with Students act out a word or phrase for others to guess.
a small item if they appear on their grids. The winner Play as a whole class or in groups, with each student
can be the first student to cover a row, column, diagonal taking a turn. Or play competitively with teams, with
or the whole grid. Alternatively, use definitions to make one student from each team racing to act out the phrase
the game more challenging. for their team to guess.
Board Race Domino Game

Divide the class into two or more groups and give each Say a target phrase to a student, who repeats the phrase
a board marker. Give a vocabulary topic. The students to another student, and so on so everyone says it. This
in each group form a line and take turns racing to the is for practicing pronunciation of new language before
board and writing a related vocabulary word or term. students engage in communicative activities.
When time is up, award a point for each word that is
correctly spelled and related to the topic. Echo Names
Say a target phrase or word and then the name of a
Board Slap student, who must repeat what you have said. This
Write vocabulary words or attach images scattered encourages students to listen carefully in case you say
across the board. Divide the class into two teams, and their name.
have them line up. Call out a word or clue, and have one
student from each team race to slap the correct word or Find Someone Who…
image on the board. The first student to slap the correct Write some prompts on the board that practice a
word or image gets a point for his or her team. Continue grammar form: Find someone who has a pet hamster,
until all students have had a turn. who cleans their room, who has swum in the ocean, whose
favorite color is blue, who went to the mall last weekend,
Chain Game who’s going to watch TV tonight. Have students mingle
Use target vocabulary or grammar in a sentence to start asking until they find one person for each prompt.
a chain: Yesterday, I went to the store and I bought three
apples. Students add an item each time to continue the
chain: Yesterday, I went to the store and I bought three
apples and a bag of rice. Continue until someone cannot
remember. Students can play as a whole class, in groups
or in pairs.
xvi
Hangman Two Truths and a Lie
Draw a gallows on the board and write a short line for In groups or as a whole class, students take turns saying
each of the letters in a word underneath. Have students three sentences about themselves using the target
take turns guessing a letter in the word. If it appears in language. Other students have to guess which sentence
the word, write it in all the correct spaces. If not, draw is the lie.
a part of a hanging man. Students win if they guess the
word before the hanging man is complete. Twenty Questions
One student chooses a person, place or thing, and others
Hot Seat have to guess what it is in twenty questions or fewer. All
Sit a student on a chair facing away from the board. questions must have only yes or no answers. Questions
Write a word on the board and have other students can be limited to target grammar structures and words
define it until the student guesses. This can be played for to target vocabulary.
fun or as a competition between teams.
Word Association
Me Too Give a word related to the topic or target vocabulary:
Write some sentence heads that incorporate target sun. In groups, the first student says a related word:
language for students to complete. Ask a student to beach. The next student says a word related to that
complete a sentence from the board. Anyone who feels one: ocean. Challenge groups to continue for at least a
the same way should raise their hand and say, “Me too.” minute.
Pass the Bomb Word Freeze

Explain that a ball or similar object is a time bomb. Give Name a category of words. Play music while you call out
a language topic, pass the bomb to the first student and words from that category and others. Students should
start a stopwatch (or when the secondhand of a clock freeze when they hear a word from the category but
passes 12). Students take turns saying a word or full keep dancing for any other word, or they’re out and
sentence related to the language topic until the time is must sit down. The last student standing wins.
up and the bomb explodes.
Word Snap
Pictionary Give a topic or a word category: animals and birds. In
Students take turns drawing a word on the board for groups of four, students take turns naming a word from
others to guess. This can be played for fun or as a the category: owl. After each word, everyone in the
competition between teams. group snaps their fingers twice to give the next speaker
time to think of something. Play continues around the
Simon Says group. If students can’t think of a word, they’re out.
Give commands including target vocabulary for students
to follow. They should only follow the commands if they Word Up!
are preceded by the words “Simon says.” Name a vocabulary set: farm animals. As a whole class,
have pairs or groups compete, taking turns to name a
Stand Up! word from the group. They have ten seconds to come up
Give students commands focusing on a language point: with a word, with no repetitions, or they’re out. Write
Stand up if you can swim! Stand up if you have a pet cat! the words on the board as students suggest them.
Students can respond with other movements, too.
xvii
Topic Vocabulary Grammar Reading
Lesson 1 p. 8 Lesson 2 p. 9 Lesson 3 p. 10

Sports Nouns ball, court, diamond… Present Simple I play tennis. You don’t play Fiction “A Good Sport”
Skill Sorting Words tennis. Do you play tennis? Skill Using But for Contrast
Video Prepositions of Movement around, over,
through…
Sports Verbs jump, run, throw
Page 6 Lesson 7 p. 14 Lesson 8 p. 15 Lesson 9 p. 16
Sports Nouns coach, fan, player… Present Continuous for Future Nonfiction “Sports Medicine:
Sports Verbs cheer, score Arrangements My team is practicing on A Get-Well Team”
Song “Go, Team!” Wednesday. We aren’t practicing tomorrow. Skill Previewing and Predicting
Are you running in the race at three o’clock? Sports Verbs exercise, hurt,
Time Expressions today, tonight, tomorrow… stretch

Foods and Drinks apple, banana, Countable and Uncountable Nouns toys, Fiction “The Giant Muffins”
carrot… carrots; cheese, water Skill Using Pictures to
Measures bag, cup, half (½)… Quantifiers: A Few, A Little, Some, Any, Understand a Story
Skill Using Categories A Lot Of
Page 20 Video Foods and Drinks cereal, chocolate chips…
Foods and Drinks broccoli, egg, How Much…? How Many…? How much sugar Nonfiction “Foods around the
grain… is there? How many bananas are there? World”
Health and Nutrition fat, mineral, Skill Identifying the Main Idea
protein… Foods and Drinks mushroom,
Song “The Food Group Song” sausage

Aliments earache, fever, headache… Should and Shouldn’t for Advice You should Fiction “The Cold”
Treatments medicine, thermometer… stay home. You shouldn’t go out. Should I go Skill Understanding the Plot
Health Verbs blow your nose, take to the doctor?
Page 34
medicine, take your temperature Ailments cold, germs
Skill Compound Words Health Verbs cough, cover, sneeze…
Video
Hygiene Habits brush your teeth, Adverbs of Frequency I always wash my Nonfiction “How Your Body
dry your hands, take a bath… hands before meals. Fights a Cold”
Time and Frequency after, before, How Often…? How often do you bite your Skill Using a Diagram
once a day nails? I sometimes bite my nails.
Song “Do You Wash Your Hands?”

Body Parts head, horn, leg… Past Simple of Be The velociraptor was a Fiction “A Big Discovery”
Skill Making a Picture Dictionary fierce dinosaur. It wasn’t very nice! Its claws Skill How Characters React
Video were long and sharp. Body Parts body, bone,
skeleton
Page 48 Times and Eras million, period, There Was and There Were There was a Nonfiction “The World of the
time… dinosaur nest in the cave. There weren’t any Dinosaurs”
Nature bird, fern, flower… whole eggs. Were there any baby dinosaurs? Skill Identifying Examples
Song “The Time of the Dinosaurs” Body Parts flipper Nature ant, bee, butterfly…
xviii
Listening Speaking Writing / Project

A teacher describes an obstacle course Describing a sport Collector’s card
Skill Listening for Prepositions of Skill Using a List to Describe a Topic Skill Capitalizing Names
Movement Sports Verbs bounce, hit, kick
Sports Verbs climb, crawl, skip…
Prepositions of Movement across, down…
Sports day schedule Party preparation role play Class Sports Day
Skill Asking Questions to Clarify Skill Using Tag Questions

A father and daughter make a Idea chain Recipe
shopping list Skill Adding to Other People’s Ideas Skill Writing a Recipe
Skill Listening for Cause and Effect Foods and Drinks bread, cantaloupe, peanut butter
Foods and Drinks cheese, chips, cookie…

Two students order school lunch Healthy food order Craft A Balanced Plate
Skill Making Inferences Making Suggestions How about adding some
vegetables? What about getting baked fish? Why don’t
you have fruit for dessert?

Three conversations between sick or Role play between a doctor and patient Essay about an ailment
injured children and adults Expressing Sympathy I’m sorry. Poor you! Skill Writing about a Problem and Solution
Skill Listening and Predicting That’s terrible.
Treatments antibiotic, bandage, patient

A school nurse describes germs Good hygiene habits Poster School Health and Hygiene
Skill Listening for Frequency Agreeing and Disagreeing I agree. I think so, too.
So do I.

Descriptions of dinosaurs Comparing dinosaurs with their skeletons Description of an invented dinosaur
Skill Listening for Descriptions Skill Taking Turns Skill Writing a Paragraph

Myths and facts about dinosaurs Speculating on dinosaur habitats Diorama Dino-Rama
Skill Figuring Out Feelings Skill Giving Reasons
xix
Topic Vocabulary Grammar Reading

Places on a Map beach, compass, fort… Past Simple Affirmative, Regular Fiction “The Journal of Pirate
Directions north, east, south… Verbs They hunted for treasure. She Pete”
Treasure Hunting chest, map, pirate… carried a shovel. We stopped to look Skill Understanding Points of
Video at our map. View
Page 62
Irregular Verbs began, drew, dug… Past Simple Affirmative, Irregular Nonfiction “Lost Treasure of the
Skill Learning Irregular Verb Forms Verbs I put my seashells here. Inca”
Song “Finding Treasure” Irregular Verbs brought, fell, gave… Skill Answering about Details

Mythology ancient culture, god, Past Simple Negative The gods of Fiction “How Prometheus Gave
goddess… ancient Greece didn’t live in the sky. Fire to the People” “How Coyote
Video Yes/No Questions in the Past Simple Stole Fire”
Did people build temples? Yes, they did. Skill Comparing and Contrasting
Page 76 Math geometry, mathematician Wh– Questions in the Nonfiction “Ancient People Had
Science nature, solar system, telescope Past Simple Why did people eat the Right Idea!”
Social Studies calendar, pyramid cayenne peppers? When did people Skill Meaning of Unfamiliar
Skill Learning Vocabulary by Subject use ginger? Words
Song “Ancient Knowledge”

Action Verbs button your shirt, cut, Could and Couldn’t for Ability I could Fiction “Flight Day”
laugh... walk when I was one. They couldn’t Skill Identifying the Lesson
Video swim when they were little.
Page 90
Adverbs beautifully, happily, loudly Adverbs of Manner She learns quickly. Nonfiction “Learning to Play”
Skill Adverbs of Manner How + Adverb...? How far could the Skill Using Headings to Find
Song “Sing It Again” baby walk? Information
Adverbs neatly, patiently

Biomes desert, forest, grassland… Comparative Adjectives The desert is Fiction “In Hawaii”
Adjectives dry, wet more interesting than the forest. Skill Rhyme and Rhythm in a
Skill Connecting Words to Real Life Adjectives dangerous Poem
Video
Natural Features canyon, coral reef… Superlative Adjectives the longest river Nonfiction “Amazing New
Adjectives deep in the world Zealand”
Page 104
Song “The Adventure Song” Adjectives high, scary Skill Identifying the Purpose
Lesson 1 p. 120 Lesson 2 p. 121 Lesson 3 pp. 122

Landmarks aquarium, church, museum… Wants and Needs We need to buy Fiction “Good Manners”
Travel buy, famous, ferry, ride… a map! She doesn’t want to buy a Skill Understanding Pronouns
Skill Using a Dictionary or Glossary souvenir. What would you like to see
Video in Paris?
Page 118
Travel airport, bring, camera, hotel, pack… Going To for Plans I’m going to touch Nonfiction “Celebrations”
Song “We’re on Our Way” a rock from the moon! Are you going to Skill Reading Captions
stay in a hotel?
Glossary Pages 132–143
xx
Listening Speaking Writing / Project

Stories of real pirates Chain story about finding treasure Pirate’s journal entry
Skill Listening for Dates Skill Asking for Repetition Skill Writing a Journal

Stories of real sunken ships Giving and following directions to treasure Map: Treasure Hunt
Skill Listening for Main Ideas Skill Giving Directions

Descriptions of Greek and Egyptian gods Telling an animal myth Paragraph about a mythological character
Skill Listening for Similarities and Skill Recording Yourself Skill Writing about the Past
Differences

Descriptions of ancient buildings Creating a “Just So” story Drama Myth
Skill Listening for Details Skill Group Storytelling

Two friends talk about their siblings Survey on abilities at different ages Timeline about ages and abilities
Skill Understanding Situations Expressing Certainty Definitely (not). I’m sure. Maybe Skill Using Punctuation
(not). I think so.
A conversation about what a baby can do Musical chairs with verbs and adverbs Comic Strip When I Was Small
Skill Listening for Sequence Words Skill Describing Actions

Descriptions of three contrasting biomes Guessing game about biomes Paragraph comparing and contrasting two
Skill Taking Notes Skill Asking Questions to Compare biomes
Skill Comparing and Contrasting

Parents who work in amazing places Sharing an opinion about an amazing place Game Biome Board Game
describe their jobs Skill Expressing Opinions
Skill Listening for Numbers

Children say where in the world they Guessing game about amazing places Postcard
would like to go and why Skill Answering in Complete Sentences Skill Writing a Postcard
Skill Listening for Places

Family vacation plans Conversation about travel destinations Itinerary Class Trip
Skill Making Predictions about Plans Skill Maintaining a Conversation
Travel go camping, tent
xxi
To p ic 1 What’s my favorite sport?
Students at this level enjoy free play and movement, but they are also beginning to take an interest in organized sports. In this topic, students will talk
about their favorite sports to play or watch, including what equipment to use and how to play. The topic covers both individual sports, such as gymnastics
and track, and team sports, such as soccer and basketball. Students will also learn about the roles of players, coaches, referees, trainers and medical staff.
Finally, this topic will introduce students to the concept of sportsmanship—playing by the rules and being friendly to other players, whether they win or lose.
Video Project
The Captain, Max and Maddie are Class Sports Day
trapped together on the ship. The A class sports day is a fun and active way
Sports Station: Hoop Toss
Captain shows them his soccer ball for students to use the language from the Equipment Who is bringing it?
cones Ramon
and his favorite sport, fencing. They topic. Students will have the chance to Linda
hoops
all return home with Lin and Adam plan and participate in sports-related n, Kayla, Sean
Station Helpers: Linda, Ramo
and play a fencing video game. activities such as obstacle courses, Coach: Kayla Referee:
Sean
hoop tosses and relay races.
Vocabulary Grammar
Sports Nouns Present Simple
ball, coach, court, diamond, fan, field, goal, hoop, net, player, pool, The present simple is often used for routines and habits, but the focus in
referee (ref), team, volleyball this topic is on activities: I play soccer. I kick the ball into the net. They
Sports Verbs don’t run around the track. Does she run races?
bounce, cheer, climb, crawl, exercise, hit, hurt, jump, kick, run, score, Prepositions of Movement
skip, slide, stretch, throw A prepositional phrase (a preposition followed by a noun) can be used to
Prepositions of Movement describe movement and direction: The ball goes through the hoop.
across, around, between, down, into, out of, over, past, through, under, up Present Continuous for Future Arrangements
Sorting Words The present continuous can be used to talk about arrangements in
Sorting words into sets or categories helps students remember more new the future, such as scheduled activities and appointments. A time and
vocabulary and gives them a better understanding of how the words are place are often included: We’re running soccer drills at two o’clock this
related to one another. Younger learners may find it helpful to sort using afternoon.
charts or mind maps. Time Expressions
Time expressions say when future arrangements are scheduled. They
can be adverbs (today, tonight, tomorrow) or prepositional phrases (after
school, on Monday, at one o’clock, in the morning).
Reading Listening
Using But for Contrast Listening for Prepositions of Movement
The conjunction but connects two opposite or contrasting ideas. When Listening for prepositions of movement is a way of listening for specific
students come across the word but as they read, they should understand information. In this case, it will help students understand and follow
that the two ideas in the sentence are different. descriptions of actions as they hear them. Students can use this skill in
Previewing and Predicting their own lives to help them follow directions.
Previewing the title and pictures before reading familiarizes students Asking Questions to Clarify
with the topic of the text, helping them better understand the gist as they Students need practice asking questions if they don’t understand or
read. Predicting helps students be more active readers, as they look for would like more information. They can ask the speaker to repeat, explain
details that show whether or not their prediction was correct. or add more details. Students can use these questions in all their classes.
Speaking Writing
Using a List to Describe a Topic Capitalizing Names
Making a list of facts can give students more structure and support for Writers need to use correct capitalization in their writing to help readers
talking about a sport or other topic. When students list their facts, they identify the names of people and places. Students will learn to capitalize
should pause after each item to help the listener understand. important words in the names of cities, schools and teams as they create
Using Tag Questions a collector’s card of a player from their favorite teams.
A tag question is a short question added to the end of a statement: Mr.
Mason is the new coach, isn’t he? Tag questions are used when the
speaker would like to check or confirm information. Regular questions
are used when the speaker is not certain: Is Mr. Mason the new coach?
T6
To p ic 1
1 What sports do you like? Score them 1–10.

Boo! It’s OK. Hooray!
1 = I hate it. 5 = I don’t know. 10 = I love it.
score: score: score:
baseball hockey volleyball
score: score: score:

Language
Vocabulary Skills
Sports Nouns Reading Speaking
Sports Verbs Using But for Contrast Using a List to Project
Prepositions of Movement Previewing and Describe a Topic Class Sports Day
Sorting Words Predicting Using Tag Questions
Grammar Listening Writing
Equipment Who is bringing it?
tennis basketball soccer Present Simple Listening for Capitalizing Names cones Ramon
Prepositions of Movement Prepositions of
A Mark (✓) your favorite sport. Present Continuous for Future Movement
hoops Linda
n, Kayla, Sean
Arrangements Station Helpers: Linda, Ramo
Asking Questions to
2 Choose a sport that you play. Act it out for Time Expressions Clarify
Coach: Kayla Referee:
Sean
your classmates to guess.

6 7
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• Have students write their scores individually.

Objectives • Discuss which sports most students like or dislike.
Students will learn about different sports and how they are played.
Students will express their preferences for favorite sports. Know Your Students
• All students will be able to score the sports and at least hold
Lead in to the Lesson (10 min.) up fingers to show their rating.
• Guide students to speculate about the main photo: Who • Most students should be able to state their scores and use
are they? Are they inside or outside? What are they doing? like, don’t like and hate to describe their preferences.
Point to the ball. What kind of ball is it? What sport are they • Some students may be able to describe their likes with
playing? (Basketball.) Do you think they like this sport? Why? compound sentences, using but, and and because.
• Ask: Do you like basketball? Have students respond with a
thumbs-up or thumbs-down. A Mark () your favorite sport. (5 min.)
• Have students look at the smaller photos. Read the name • Have them mark the one sport they like best.
of each sport for students to repeat. Have volunteers act • Call for a show of hands for each sport to find a class favorite.
them out.
Take the Lesson Further (10 min.)
• Have students each draw a picture of themselves playing their
Get Students Thinking favorite sport. Invite students to share their pictures for the
• For each sport, ask for a show of hands: Do you play this class to guess the sport.
sport? Do you watch it? Keep a tally on the board.
• Make a bar graph of the results, with sports across the 2 Choose a sport that you play. Act it out for your
bottom and number of students up the side. For each sport, classmates to guess. (15 min.)
have students help you make a bar in one color for “play,” and Manage Your Class
a bar in a second color for “watch.” • Have students act out the sport for the whole class, or divide
the class into teams to play charades in turns for points.
1 What sports do you like? Score them 1–10. (10 min.) • Alternatively, allow small groups time to agree on a sport and
• Read the key aloud, exaggerating the phrases. plan how they will act it out together. Then students can take
• Answer the first two as a model: I don’t really like baseball. the roles of different players.
It’s a 3. I like hockey a lot, but I don’t love it. It’s an 8.
T7
1 Watch the video and circle. Which two sports does the
Sorting Words Captain like?
To remember new words, basketball fencing soccer
sort them by what they
describe. For sports
words, think about these
questions: What is the
sport? What equipment
do you use? Where do
you play?
Sports Nouns
ball
court
diamond
field
goal
A Watch again. What’s the Captain’s new favorite sport?
hoop 2 Write the sports words in the correct columns. Some
net words can go in more than one.
pool
volleyball Sports Equipment Places
A Discuss. What do you need for each sport?

For volleyball we need a net, a ball and a court.
8 Lesson 1
Vocabulary 2 Write the sports words in the correct columns. Some
words can go in more than one. (20 min.)
Objectives
Present the Vocabular y
Students will learn about the Captain’s favorite sports.
• Display the flashcards for sports equipment and places.
Students will acquire and practice words for sports equipment, places
Say each word for students to repeat. Then have students
and actions.
categorize it as equipment or a place and write the word on
Students will sort words into categories.
their chart.
Teaching Resources • Say pool and volleyball for students to repeat, and relate each
Video Episode 1, Video Worksheet 1, Flashcards Topic 1, index cards to a sport (swimming, volleyball).
labeled with a sport (baseball, basketball, gymnastics, soccer,
swimming, tennis, volleyball)
• Have students add the sports from the board to their chart.
You may wish to point out that some sports, names are also
equipment names.
Lead in to the Lesson (10 min.) Answers Sports: baseball, basketball, gymnastics, soccer, swimming, tennis,
• Have the class brainstorm sports they know, and write their volleyball; Equipment: ball, goal, hoop, net, volleyball; Places: court, diamond,
field, pool
ideas on the board: baseball, basketball, gymnastics, soccer,
swimming, tennis, volleyball.
• Play Stand Up! (see page xvii) with the sports on the board:
A Discuss. What do you need for each sport? (10 min.)
Stand up if you (go swimming/play baseball/do gymnastics).
• Say the name of a sport, and have students tell you the
Allow several students to take a turn as the leader. equipment and the place. Have students check that they’ve
included these words on their chart in the correct column(s).
1 Watch the video and circle. Which two sports does the • Allow students to supply additional equipment or places if
Captain like? (10 min.) they know them.
• Preview the picture. Ask: Who can you see? (Lin, Maddie, the Answers Baseball: ball, bat, bases, diamond or field; Basketball: ball, hoop or
net, court; Gymnastics: mat, gym; Soccer: ball, goal or net, field; Swimming:
Captain, Adam, Max.) What are they doing? (The Captain swimsuit, goggles, pool; Tennis: ball, net, racquet, court; Volleyball: ball, net,
and Max are playing a computer game. The others are court
watching.) Read the instruction with the class and explain
what fencing is. Play the video for students to circle two Take the Lesson Further (15 min.)
sports. Get Students Thinking
Answers fencing, soccer • Help students compare and contrast the sports
equipment. For example, display the flashcard of the net, and
A Watch again. What’s the Captain’s new favorite sport? ask: What other sport uses a net? Do you see another piece of
(10 min.)
equipment with a net? How are they different?
• Read the instruction with the class and elicit ideas. Play the • Help students compare and contrast sports places in the
video again for students to check. same way. Then ask: Which three sports do you play on a
Answer video-game fencing court? Which sports are usually played indoors? Outdoors?
Take the Lesson Further (30 min.) Know Your Students

1 Preview the lines with the class. Check students understand
• A few students may be hesitant to participate in class
the meaning of stuck and glad. Mime if necessary to show the discussions. Call on them toward the end, and ask questions
meaning. Have students guess who said each line and then they can answer in a single word.
play the video again for them to check. Play it again, pausing
• Most students will be able to answer in words or phrases.
after each line for students to imitate the pronunciation and Repeat their answers in full sentences.
intonation.
2 Read each question and answer out loud for students to Take the Lesson Further (15 min.)
repeat. Have them match the questions and answers in pairs. • Divide the class into two teams. Have a student from one
Play the video again if necessary. team come up and draw a sports card. The student should
3 Check students understand bouncing and swords. Have them give clues related to equipment and places for his or her
complete the synopsis alone and then check in pairs. Play the classmates to guess the sport: You don’t need a ball. You go
video again if necessary. to a pool. (Swimming.) Then the other team gets a turn. To
Answers 1 1 Max 2 Lin 3 Maddie 2 1 c 2 a 3 b 3 1 ball 2 fencing 3 home challenge students, give a time limit for clues and guessing.
4 video game • Save the cards for future lessons.
Lesson 1 T8
Grammar A Read the comic. Circle the verbs. Underline the
prepositions. (10 min.)
Objectives • Do the first speech bubble as a class. Then have students do
Students will review and practice the present simple for routines and the rest in pairs.
activities. • Have students look at the pictures and run a finger around
Students will learn and practice prepositions of movement. the track and over the bar.
Answers Verbs: run, run, do, throw, does, jumps; Prepositions: around, over
Teaching Resources
Track 2, Grammar Worksheet 1.1, hula-hoop Take the Lesson Further (5 min.)
• Challenge students to come up with sports in which they run,
Lead in to the Lesson (10 min.) jump or throw.
2 Look and write the prepositions of movement. (5 min.)

• Read the sports verbs for students to repeat three times while • Read the sentences with the class, and explain that the
they do each motion in place. missing prepositions are in the entry. Encourage them to read
• Use a hula-hoop to demonstrate the prepositions as you say the sentence and run a finger over the picture to show the
them. Place the hoop on the floor and run around it. Jump or movement before they choose the preposition. Have them do
step over it. Pick it up and put your arm through it. the activity individually.
Answers 1 over 2 around 3 through

• Lead students in a short obstacle course as you say actions
A Circle the correct verb forms. (5 min.)
• Remind students to think about whether the subject is (or
using the new prepositions. For example, place a book on the
can be replaced with) he, she or it.
floor and say: Run around the desk. Jump over the book. Walk
through the door. Answers 1 jumps 2 run 3 goes
1 Listen and follow. 2 (10 min.) Take the Lesson Further (10 min.)
• Have students look at the pictures, and elicit that the animals • Do a substitution drill with the class to review the present
are at a track and field event. Have students name all the simple: I run around the track.—I run around the track.
animals they can see (flamingo, cheetah, gorilla, kangaroo, You—You run around the track. She—She runs around the
lion, rhino, penguin). track. Jumps over hurdles—She jumps over hurdles.
• Play Track 2 while students listen and follow silently. They—They jump over hurdles.
• Have students read the comic again. Ask comprehension • Do the same with the question and negative forms.
questions: Which animal runs races? (The cheetah.) Which
animal throws a heavy ball? (The gorilla.) What’s the
kangaroo’s name? (Katie.) What does she do? (She does the 1 Check students’ sentences before they draw arrows to
high jump.) represent the movement.
2 Review do and does in questions and then have students look
Take the Lesson Further (10 min.) in the comic for the missing information.
3 Have students mingle to ask and answer.
Get Students Thinking
• Discuss why each animal (cheetah, gorilla, kangaroo) might Answers 1 1 You jump over the bench. 2 We run around the cone.
3 He throws the ball through the hoop. 2 1 does, around 2 do/throw, throws
specialize in that particular sport. For example, elicit that 3 jumps over 3 1 do 2 does 3 do
cheetahs can run fast, so it makes sense that the cheetah runs
the races. Take the Lesson Further (10 min.)
• Call a volunteer to the front, and say: Run around the desk.
Present the Grammar (15 min.)
The student does the action and gives an instruction to the
• Read the Present Simple section of the entry as students
next student, using a preposition of movement. For example,
follow. Review how the verb changes for he, she and it. Tell
he or she might put a pencil on the floor and say: Jump
students the third-person singular forms for do (does) and
over the pencil. For more support, write a list of verbs and
go (goes).
prepositions of movement on the board. Allow them to use
• Remind students that in a question, Do/Does comes before
the hula-hoop, too.
the subject.
• Read the Prepositions of Movement section of the entry as
students follow. Write the example sentence on the board.
Circle the preposition and the noun. Then draw an arrow to
the verb that the prepositional phrase modifies (run). Ask:
Where do you run? (Around the track.)
T9 Lesson 2
KATIE DOES THE HIGH
1 Listen and follow. 2
JUMP. SHE ALWAYS JUMPS
OVER THE BAR!
I RUN RACES. I RUN Present Simple
AROUND THE TRACK FAST!
Use the present simple to
talk about routines and
activities. The form is the
same for I, you, we and they:
I play tennis.
You don’t play tennis.
Do they play tennis? Yes,
they do.
With he, she, it:
She plays tennis.
He doesn’t play tennis.
Does he play tennis? No, he
doesn’t.
Prepositions of
I DO THE SHOT PUT. Movement
I THROW A HEAVY BALL FAR.
Use a preposition to describe
A Read the comic. Circle the verbs. Underline how things move: I run
around the track.
the prepositions.
2 Look and write the prepositions of movement.

Prepositions of
1 2 3
Movement
around
over
through
Sports Verbs
jump
1 She jump / jumps the hurdles.
run
2 They run / runs the track. throw
3 The ball go / goes the hoop.
A Circle the correct verb forms.

Lesson 2 9
AG
Good
oo
oddS
Sport
port
I get the soccer ball and run across the field.
I hear Grandpa cheer, “Go, Eva!”
I try to reach the goal, but the other team blocks me.
I kick the ball to my teammate Margo. She kicks
the ball into the goal! We score!
“Great job, Margo!” I shout.
Then the other team gets the ball. They run to our goal.
Samantha tries to stop the ball, but the ball flies past her.
It goes into our goal. The other team scores.
“Good try, Samantha!” I say.
My team plays hard, but we lose the game. I’m
disappointed, but I don’t complain. I lead my team
across the field. We give the other team high fives.
“Good game!” we all say.
Then I see Grandpa.
“I’m proud of you, Eva!” he says.
“Why?” I ask.
“You’re a good sport! That’s more important
than winning!”
Using But for Contrast
The word but signals a contrast.
Read the information that 1 Listen and follow. 3
comes before and after the word A Read the story. What do you think “a good sport” is?
but in a sentence. How are the
1 a person who is good at sports
ideas different?
2 a person who is fair and friendly
2 Underline but in the story. Then read and match the sentences.
1 I try to reach the goal, I don’t complain.
2 Samantha tries to stop
we lose the game.
the ball, but
the ball flies past her.
3 My team plays hard,
4 I’m disappointed, the other team blocks me.
3 Discuss. Why does Grandpa say Eva is a good sport?

10 Lesson 3
Reading Take the Lesson Further (15 min.)
• Assign some students to read out one or two paragraphs
Objectives of the story as other students act it out. Continue until all
Students will notice contrasts signaled by the conjunction but students have had a turn. Encourage students to act out what
as they read. is described in the story, rather than simply acting out a
Students will understand good sportsmanship. soccer game.
Teaching Resources 2 Underline but in the story. Then read and match the
Track 3 sentences. (10 min.)
• Read each sentence part as a class, and clarify the meaning
of any words students are unsure about. Then have students
Lead in to the Lesson (10 min.)
work in pairs to match.
• Have students picture themselves playing their favorite sport. • Remind students that the word but connects two different
Ask: How do you feel when you win a game? How do you but related ideas. Encourage students to reread their
feel when you lose? How do you act toward the other team sentences to be sure they make sense.
members? Are you friendly when you win? When you lose?
Answers 1 I try to reach the goal, but the other team blocks me. 2 Samantha
tries to stop the ball, but the ball flies past her. 3 My team plays hard, but we
Present the Skill (5 min.) lose the game. 4 I’m disappointed, but I don’t complain.
• Read the entry as students follow. Give an example. Say:
When I win, I feel happy, but when I lose, I feel sad. Point out Take the Lesson Further (15 min.)
that these ideas are opposites. Encourage students to look for • Allow students time to read the story again silently. Have
the word but as they read and listen. them circle any words they don’t understand. Review the
meanings of these words, and show students how to look up
1 Listen and follow. 3 (15 min.) a few of them (block, disappointed, complain) in a dictionary.
• Have students preview the first picture. Ask: What sport are
they playing? (Soccer.) Do you think the red team wins the 3 Discuss. Why does Grandpa say Eva is a good sport?
(10 min.)
game? (No.) Have students look at the second picture, and
ask: Who do you think is talking to the girl? (Her grandfather.) Get Students Thinking
• Play Track 3 for students to listen and follow. If students • Make a mind map on the board to describe a good sport.
have trouble understanding the story, play the track again Write Good Sport in a circle in the middle, and have students
in two chunks. Remind students that it’s OK if they don’t brainstorm words and phrases to place around it: fair,
understand every word. friendly, win or lose…
• Have the class vote on the student who is most like “a good
A Read the story. What do you think “a good sport” is? sport,” based on the qualities on the board. Encourage
(20 min.)
students to explain their choice.
Manage Your Class Take the Lesson Further (20 min.)

• Have the class repeat each sentence after you. Then have
students read the story chorally with you. Or you can do the Integrate Learning Styles
same using the track as the model. • Encourage students to choose an activity that suits their
• Alternatively, have students do a round-robin reading, learning style, or choose one for them.
with each student reading one sentence. Repeat with larger • Visual: Students draw a picture of themselves being a good
chunks of text. sport while playing their favorite sport.
• Have students read the title, and ask them to find “a good • Auditory: Students prepare and perform a dialogue showing
sport” in the text (in the last paragraph). someone being a good sport.
• Ask: Who is a good sport? (Eva.) What does she do? Elicit • Read/Write: Students write a few sentences about being a
that she doesn’t complain, encourages other players and good sport: I play basketball. I lose the game, but I say,
congratulates the other team even though her own team “Good game!”
• Kinesthetic: Students act out a short skit showing someone
loses. Ask: Does she win the game? (No.) How does she act
toward the other team? (She gives them high-fives.) being a good sport.
• Then have students circle their choice. Make sure students
understand the meaning of fair.
Answer 2
Lesson 3 T 10
Listening A Listen again. Trace the path. Draw the correct
movement for each obstacle. (15 min.)
Objective • Play the track again, pausing after the first obstacle. Have
Students will listen for prepositions of movement to follow an obstacle students trace a path from the start to the cone, and then
course. draw two arrows around the cone to represent circling it
twice. Ask: Is your preposition correct?
Teaching Resources • Continue playing the track for students to check their work
Track 4, green and red crayons or colored pencils (one of each per from activity 2. As they listen, they should trace the path and
student), copies of the obstacle course on page 11 (two per student) do each movement with a finger.
• Then play the track again for students to draw the path with
a pencil.
• Introduce the new prepositions of movement by calling Get Students Thinking
volunteers to the front and guiding their movements while • Distribute copies of the obstacle course, and have students
you describe them: He/She walks between the desks. circle the other option for each preposition only if the
• Present prepositions in pairs of opposites when possible: instruction still makes sense. Then have them draw a new
into/out of, down/up, over/under. path to match those prepositions.
• Do the motions for climb, crawl, skip and slide with the class, • Ask students to compare answers with a partner.
and have students imitate you. To elicit real-life examples,
3 Challenge a partner. Describe a new path around the
ask: Where do you (climb) at the playground?
obstacle course. Your partner follows your path with a
finger. (15 min.)
• Distribute clean copies of the obstacle course before
• Have students look at the picture. Tell them that this kind students begin.
of race is called an obstacle course. Ask students if they
have ever done one. Set up a simple classroom obstacle Manage Your Class
course, and give directions: Climb on the stool. Step down. • If students are comfortable with prepositions, have them
Walk around the chair. Crawl under the desk. Skip across the work in pairs, taking turns giving a new path and listening
classroom. Then give the steps in a different order, and have and following.
students listen carefully to follow your instructions. • For more support, do the activity as a class. Draw or project
the obstacle course on the board. For each obstacle, ask one
Present the Skill (10 min.) student to dictate and another to draw the path. Have the
• Read the entry with the class. Remind students what a verb class listen and raise their hand if they think the artist made
and a preposition are. Give an example. Say: Crawl under the a mistake.
desk. “Crawl” is a verb. “Under” is a preposition. Where do
you crawl? Under the desk.
• Repeat the process with other instructions from the
classroom obstacle course in the previous activity. • Have students create an obstacle course for their playground.
Form groups of mixed learning styles.
1 Look at the obstacle course. Color the Start green. Integrate Learning Styles
Color the Finish red. (5 min.) • Encourage students to choose an activity that suits their
• Make sure students know the meaning of the words start learning style, or choose one for them.
and finish. Have students color and then follow the path with • Visual: In small groups, students draw and label at least
a finger. three obstacles on their playground.
• Read/Write: Students write instructions for the obstacles:
2 Listen and circle the correct prepositions. 4 (15 min.) Start at the… Go across the…
• Have students trace the path of the obstacle course again and • Auditory: Students go out to the playground, if possible, and
point as you read names of the obstacles and the movement call out the instructions for the obstacle course.
options. Ask them to predict the answers: Do they go around • Kinesthetic: Students do the obstacle course on the
the cone, or do they go past the cone? Students may notice playground, if possible, following the instructions.
that slide can be both a noun and a verb.
• Play Track 4 for students to listen and follow. Play the track
again for them to circle the correct preposition for each obstacle.
If students have difficulty, pause the track after each obstacle.
Answers around (the cone), through (the hoop), up (the ladder), across
(the bridge), down (the slide), into (the sand), under (the bench), over (the
hurdles), past (the goal), between (the trees)
T 11 Lesson 4
cone bridge
hoop ladder
around / past
under / across
up / down
over / through
bench
across / under
slide
sand
up / down
into / over
hurdles
over / through
water fountain
goal trees
out of / past around / between Finish Listening for Prepositions

of Movement
Listen for a verb and a
1 Look at the obstacle course. Color the Start green.
preposition together. Listen for
Color the Finish red. where the movement happens.
2 Listen and circle the correct prepositions. 4
A Listen again. Trace the path. Draw the correct Sports Prepositions
movement for each obstacle. Verbs of Movement
3 Challenge a partner. Describe a new path around climb across out of
crawl between past
the obstacle course. Your partner follows your
skip down under
path with a finger. slide into up
Start at the… Go over the…
Lesson 4 11
1 Listen and mark (✓) the correct sport. 5
Using a List to
Describe a Topic
To describe a topic,
think of important
facts about it. Say
these facts in a
short list. Pause
between facts. This
will help your listener
understand.
Sports Verbs
bounce
hit
kick
2 Choose a sport. Write how to play it. Make a list of important facts.
Sport:
How to Play:
bounce ✓ jump
✓
✓
✗
kick throw
catch run hit slide

3 Describe your sport. Use the facts on your list. Your classmates act out the
facts and guess the sport.
12 Lesson 5
Speaking 2 Choose a sport. Write how to play it. Make a list of
important facts. (20 min.)
Objectives • Read the instructions, and have students preview the form.
Students will learn to describe a topic by giving a list of facts about it. Make sure students understand that one of the facts should
Students will describe how to play a sport. be negative.
• Copy or project the form on the board. Play the track again,
Teaching Resources and complete the form for basketball as a class.
Track 5, ball, index cards labeled with sports (from Lesson 1) • Encourage students to use the sports verbs.
Manage Your Class

Lead in to the Lesson (10 min.) • You may wish to have students do the activity in groups of
four. Assign each group a sport and have each group
Present the Vocabular y member contribute one fact.
• Bounce a ball to demonstrate the verb bounce. Have students • Alternatively, group students by favorite sport and allow
stand in a circle. Have a student bounce the ball to another groups to brainstorm facts. Then have students complete
student, who catches the ball and says the name of his or the form individually.
her favorite sport. That student in turn bounces the ball to
another student. Use the ball to demonstrate the meanings of
3 Describe your sport. Use the facts on your list. Your
kick and hit.
classmates act out the facts and guess the sport.
(20 min.)
1 Listen and mark () the correct sport. 5 (10 min.)
• Call on students to say their facts. For groups of four, have
• Have students name the sport in each picture. Tell students each student say one fact. Give the class time to mime each
they are going to listen to facts about one of these sports. one, and then have them guess the sport.
Explain that they won’t hear the name of the sport, but
they should think about the facts and decide which sport is Know Your Students
described. Play Track 5 once for students to listen and mark • Most students may need to use their notes as a reference
their answer. while they speak.
• To check, say each sport and ask for a show of hands. Then • Some students should be able to speak without their notes if
play the track again and have students raise their hand when they have a few minutes to practice first.
they hear the fact that matches the picture (“You throw the • A few students may only be able to say a verb or verb phrase
ball into the hoop.”). and act out each fact.
Answer basketball
Present the Skill (15 min.)
• Read the entry aloud as students follow along. Draw a mind Get Students Thinking
map on the board, with a circle labeled Topic in the center • List the sports on the board, and have students compare and
and four large circles connected to it, each labeled Fact. contrast them based on how they’re played. Use the sports
• Tell students that a topic is what the listening is about, and verbs to help students compare: In which sports do you (kick
each fact describes the topic. a ball)?
• Play the track again, and have students listen for the topic
and four facts. Complete the mind map as a class. Point
out that it was easier to identify the four facts because the • Have students play Two Truths and a Lie (see page xvii) with
speaker paused between them. sports rules. Group students in threes. Have the group draw
an index card with a sport written on it, confer together and
tell the class two true rules and one false rule for that sport.
Remind students to mix up the order so it’s not easy for the
• Have students work in pairs to name each sport in the photos class to guess.
and say one fact about it. Students can take turns saying
facts, or they may work together to come up with each fact.
Students can use the actions shown in the picture to help
them. Prompt students if needed: What do you do in soccer?
(You kick the ball into the goal.)

• Have students preview the sports verbs pictured in activity
2. Review these sports verbs with a game of Simon Says (see
page xvii). Have students stand up and mime each verb in
place as you say it: bounce the ball, kick the ball, catch the
ball, run, hit the ball, slide, throw the ball, jump.
Lesson 5 T 12
Writing 2 Make a collector’s card. (30 min.)
• Have students think of their favorite player in any team sport.
Objective (Avoid sports such as tennis, swimming and gymnastics that
Students will correctly capitalize the names of places, schools and may not have team colors.)
sports teams in their writing. • Suggest players to students who do not know any, and
distribute pictures and fact sheets for reference.
Teaching Resources • Distribute index cards. Have students cut out and glue or
Trading cards from students, if available, index cards (one per draw a picture of their player on one side of their card and
student), scissors, glue, pictures of famous players for students to cut add facts on the other side.
out and glue to cards, printed fact sheets about famous players and
teams, sticky notes (one per student) Know Your Students
• Most students will be able to copy the categories from the
model and complete them with words or short phrases.
Lead in to the Lesson (5 min.) • Some students may be able to write their facts in full
• Play a version of Board Race (see page xvi) where teams race sentences. Encourage them to do so if possible.
to write the alphabet in order in capitals and lowercase (Aa,
Bb…). Check for alphabetical order and correctly formed A Check your writing. Do all the names start with a
capital letters. capital letter? (10 min.)
Present the Skill (15 min.) • As a class, discuss the categories that need capitalization
• Read the entry with the class. Have students name the capital (player’s name, team name, city name). Then have students
letters in the examples. Point out that in terms with more check capitalization in pairs and correct their own work.
than one word, each important word is capitalized.
3 Share your card with the class. Compare your favorite
• Write more examples on the board in lowercase: australia,
players and teams. (20 min.)
my house, taylor swift, a soccer player, manchester united.
Invite volunteers to correct the capitalization errors or write • Have each student present his or her card to the class.
a checkmark if the term is correct in lowercase. Encourage students to speak loudly and clearly.
• Invite volunteers to come to the board and write capitalized • Play Stand Up! (see page xvii) to help students find
names for other places and teams they know (their school, similarities: Stand up if your team (has blue as a color, plays
their city and so on). baseball, is in our city).
Topic 1
1 Complete the facts on the collector’s card. (10 min.)
• Ask students if any of them collect baseball cards or other kinds
What’s my favorite sport?
of trading cards. Display or have students share trading cards
as examples. Ask them to name the player, team and sport, and
A Do a class survey. (20 min.)
write these on the board using correct capitalization. Integrate Math
• Tell students that they are going to complete a trading card for a 1 Draw a bar graph on the board with sports across the bottom
famous baseball player. Point out the image of Jackie Robinson. and number of students up the side. Give students sticky
• Read the instruction and the words in the word bank. Then notes. Ask: What’s your favorite sport? Have students answer
have students complete the facts independently, using correct by attaching their sticky note to the correct column on the
capitalization. board to create a bar graph.
Answers Brooklyn Dodgers; white and blue; New York; baseball; nine; 2 Have students analyze the bar graph. They should find the
ball, bat tallest bar to determine the class favorite.
3 Lead students to brainstorm as many rules for this sport
as they can come up with, and write them on the board.
Encourage students to include negative statements, too.
Integrate Social Studies
• Give students background information about Jackie
Robinson. He is famous because he was the first African
American to play in Major League Baseball. He played for
the Brooklyn Dodgers from 1947 to 1956. (Brooklyn is a
part of New York City.)
• Today, the Dodgers are in Los Angeles. In 2017, for the
seventieth anniversary of his debut with the Dodgers,
Dodger Stadium unveiled a bronze statue of Jackie Robinson
stealing home (advancing to home plate—and scoring a
run—while the pitcher is throwing the ball, a rare and
skillful feat).
T 13 Lesson 6
1 Complete the facts on the collector’s card.
ball baseball bat Brooklyn Dodgers New York nine white and blue
Team:
Team Colors:
City:
Sport:
Number of Players:
Equipment:
2 Make a collector’s card.

1 Draw or glue a picture of a player from your favorite team Capitalizing
on one side of a card. Names
2 Write the player’s name. Begin each word in
the names of places,
3 Write facts on the back of the card.
schools and sports
A Check your writing. Do all the names start with teams with a capital
a capital letter? letter: Mexico City,
Evergreen School,
3 Share your card with the class. Compare your Brooklyn Dodgers.
favorite players and teams.
To p i c 1 A Do a class survey.
vorite sport?”
1 Ask, “What’s your fa
students for each
2 Count the number of
e most popular?
sport. Which sport is th
is sport?
3 How do you play th
Lesson 6 13
Go,
G o, Team!
Team!
Five, six, seven, eight! Our fans! Our fans!

Who do we appreciate? Our families and friends!
Our coaches! Our coaches! They all cheer to the end!
They teach us how to play! Let’s go, fans!
They lead us every day! Our players! Our players!
Let’s go, coaches! Each player plays a role
Our refs! Our refs! In scoring every goal!
At every game they’re there Let’s go, players!
To keep us playing fair! Hey, ho! The team’s all here!
Let’s go, refs! Let’s all give one last big cheer!
Go… team!
Sports Nouns
coach 1 Listen to the cheer and follow. 6
fan
player A Read and label the pictures.
referee (ref)
coach fans players referee
team
Sports Verbs A Listen again and cheer along.

cheer
2 Write a new verse to cheer for your favorite sports team.
score
A Take turns cheering for your favorite team.
14 Lesson 7
Vocabulary 2 Write a new verse to cheer for your favorite sports
team. (20 min.)
Objectives Get Students Thinking
Students will acquire and practice sports verbs and words for sports • Group students according to their favorite sports teams.
participants. If some students do not have a favorite, group them with
Students will say a cheer in rhythm. students who do.
• For the first line, have students repeat the name of their team:
Teaching Resources
The Lions! The Lions! For the second and third lines, have
Track 6, Flashcards Topic 1, poster board (one piece per group), large students describe what they like about their team. For the last
pieces of construction paper line, students should substitute the name of their team: Let’s
go, Lions!
Know Your Students
• Some students may have difficulty coming up with the
middle of the verse. Ask: What does your team do well? Does
• Say: Think about your favorite sport. Who do you see at a
your team win? Do they run fast? Do they score points? Are
game or match? Use the flashcards to teach students coach,
they good sports?
fan, player and referee. Point out that a short form of referee
• A few students may need to choose from sample language.
is ref. Tell students that a group of players is a team. Say each
Write on the board: The players are good sports. They all
word for students to repeat.
run fast and score. Our team wins every game. They work
• Demonstrate cheering, and cue students to start and stop
together well.
cheering several times. Then lead them in a cheer: T, E, A, M,
Go… team!
A Take turns cheering for your favorite team. (15 min.)
1 Listen to the cheer and follow. 6 (15 min.) • Have groups demonstrate their cheers and then teach them
to the class. Groups can call out one line for the class to
• Play Track 6 for students to listen and follow along. Ask: How
repeat, then call out two lines at a time, then progress to the
is this different from a song? Elicit that it doesn’t have music.
whole cheer. Encourage the class to clap and cheer at the end.
• Point out that like a song, it does have rhythm, or a beat. Play
the track again and have students clap or tap along. Take the Lesson Further (10 min.)
A Read and label the pictures. (10 min.) • Engage students in a discussion of how cheering affects
players and fans: Why do we cheer at a sports game or match?
• After students label, help them connect each picture to
When you play, how do you feel when people cheer? Is it
one of the stanzas: Which verse is about the coaches?
important for fans to cheer? Why? Are fans always positive
What do coaches do? Have students answer using words
with their team and the referee?
from the song.
A Listen again and cheer along. (20 min.) Take the Lesson Further (20 min.)
• Have students work together to create a new cheer spelling
• Play the track again a few times, having students cheer along
out a team name: L, I, O, N, S. What does that spell? Lions!
quietly until they have memorized most of the words.
• Students can work as a class, in their groups from activity 2
• Play the track a final time for students to cheer along while
or in new groups of mixed learning styles.
marching in time and clapping to the beat.
• Have groups present their new cheer to the class.
Manage Your Class
Integrate Learning Styles
• Challenge students to cheer as a whole class without the
• Encourage students to choose an activity that suits their
track. Encourage students to speak in rhythm as they clap or
learning style, or choose one for them.
tap the beat.
• Visual: Students create a large poster showing the team
• Alternatively, divide the class into six groups, and assign
mascot. They hold the poster up at the end of the cheer
each a stanza. Have students say their stanza together and
when they say the team name.
agree on motions to go with it. Put the whole chant together
• Auditory: Students clap to the beat and say the cheer
with each group saying its part.
together in rhythm.
• Or in groups of four, have all students cheer the first and last
• Read/Write: Students write each letter in the team name on
stanzas, and one student cheer a middle stanza each. Have
a separate piece of construction paper. Students stand in a
each group perform for the class.
line in the correct order to spell the team name and hold up
each piece of paper as the letter is called.
• Kinesthetic: Students create gestures to go with the cheer,
such as forming the letter shapes with their bodies and
marching in time.
Lesson 7 T 14
Grammar
Objectives • Read the Present Continuous for Future Arrangements
section of the entry as students follow.
Students will learn and practice the present continuous for future
• Students have learned the present continuous for actions
arrangements.
that are happening now. They should recognize the form (be
Students will use time expressions including adverbs and
+ –ing verb), but they may find it confusing that it is used for
prepositional phrases.
future arrangements, too.
Teaching Resources • Review the present forms of be and the spelling rules for
Grammar Worksheet 1.2, three signs, each with a large title and –ing forms: double the final consonant in short verbs (run—
smaller details: Days of the Week (all days of the week), Parts of the running) and drop the final silent –e (practice—practicing).
Day (morning, afternoon, night) and Times (1:30, 3:00…) • Point out that when the present continuous is used for the
future, usually a time expression is included, and often the
place and other people involved in the arrangement.
Present the Grammar

A Read again and underline the present continuous
verbs. (15 min.)
• Read the Time Expressions section of the entry with the
class. Check that students know the meanings of all the • Write the second sentence of the email on the board. Ask:
examples. Is “next week” now or in the future? (In the future.) Point to
• Explain that the preposition on is used with days and dates I’m playing, and elicit or tell students that this verb is in the
(on Monday, on October 31st). At is used with times and present continuous.
some parts of the day (at one o’clock, at night). In is used with • Read the instructions, and have students complete the
other parts of the day, months and seasons (in the morning, in activity in pairs. Remind them to underline both the form of
February, in summer). be and the –ing verb.
Answers (I)’m playing, are taking, (We)’re sleeping, (I)’m playing, (We)’re
going, Are (you and Grandpa) coming
• Post the three signs in different parts of the room, and play 2 Complete the sentences with the present continuous.
Action Stations (see page xvi) to review words for days and (10 min.)
times. Say sentences using the present continuous for future • Remind students to include a form of be and to check their
arrangements: We’re eating dinner at six o’clock. (Times.) I’m spelling of the –ing forms. Allow students to use contracted
sleeping late on Sunday. (Days of the Week.) You’re practicing forms where appropriate.
soccer this afternoon. (Parts of the Day.)
Answers 1 (I)’m/am swimming 2 Are, playing 3 is running 4 (We)’re/are
practicing
1 Read and complete Will’s schedule. (15 min.)
• Read the email aloud as students follow. Ask comprehension Take the Lesson Further (30 min.)
questions: Who’s the writer? (Will.) Who’s he writing to? 1 Remind students to look for both present continuous verbs
(His grandma.) What is he excited about? (The state tennis and future time expressions.
championship.) 2 Have students match alone and read their completed
• Read the schedule with the class, and point out the columns sentences with a partner to check.
for the day, time and activity. 3 Have students write about their own plans and then ask
and answer.
Manage Your Class
• Have students complete the activity in pairs and compare Answers 1 1, 4 2 1 Amber is making pancakes for breakfast in the morning.
2 She’s going to Sami’s birthday party at one o’clock. 3 Amber and her dad are
schedules with another pair at the end. watching a basketball game after dinner. 4 Amber has a busy schedule on Saturday!
• Alternatively, do the activity as a class to elicit more details
about the future arrangements. Ask: Where is Will going? 3 Ask and answer about future arrangements. (10 min.)
(Springdale.) Where is he sleeping? (In a hotel.) What day • Give one question and answer as an example: What are
is he taking the train? (Tuesday.) What day is he playing you doing on Saturday? On Saturday, I’m playing tennis
tennis? (Wednesday.) What time? (Nine o’clock.) When is the at two o’clock. Then have students ask and answer in pairs.
award ceremony? (At eleven o’clock on Thursday morning.) Encourage students to talk about their actual plans.
Answers Wednesday, 9:00; Thursday, 11:00 Take the Lesson Further (10 min.)
• Have students write down their own schedules for the
upcoming week or weekend. They can use the schedule on
the page as a model. Encourage them to use ideas from the
previous activity.
• Have students share their schedules with the class.
T 15 Lesson 8
1 Read and complete Will’s schedule.
Present Continuous
Dear Grandma, for Future
I’m excited! I’m playing tennis in the state championship Arrangements
next week! Use a present form of
be and a verb ending in
Mom and I are taking the train to Springdale at three –ing to talk about future
o’clock on Tuesday. We’re sleeping in a hotel on Tuesday arrangements: My team is
night. Then I’m playing tennis on Wednesday at nine. practicing on Wednesday.
We’re going to the award ceremony at eleven o’clock on We aren’t practicing
tomorrow.
Thursday morning.
Are you running in the
Are you and Grandpa coming to the championship? race at three o’clock?
I hope so. You’re my favorite fans! What are you doing tonight?
Love, Will Time Expressions

pionship! Time expressions give
Next Week: Tennis Cham the day or time of a future
Tuesday 3:00 Travel to Springdale. arrangement: today,
tonight, tomorrow, after
Play tennis!
school, on Monday, at
y.
Go to the award ceremon one o’clock.
A Read again and underline the present continuous verbs.

2 Complete the sentences with the present continuous.
1 I (swim) in a race at four thirty.
2 Grace and Bella (play)
soccer tomorrow morning?
3 Our team (run) around the track after school today.
4 We (practice) the hurdles on Thursday.
3 Ask and answer about future arrangements.

What are you doing tomorrow? …after school? …at four? …on Sunday?
Lesson 8 15
1 Look at the title and pictures. Circle what the text is about.
1 Paul’s baseball team 2 Paul’s arm 3 Paul’s caregivers
2 Read the text. Was your prediction correct?
Sports Medicine: A Get-Well Team

Today is March 15. It’s the first day of I’m a physical therapist. I care for people
baseball practice. But I can’t play with my when they have an injury. Next week, I’m
team. I have an injury. Ouch! My arm hurts. caring for Paul. On March 22 and 29, I’m
My doctor says, “Don’t worry. teaching him new exercises.
Rest this week. Then go They can help his arm
visit Ms. Ramos and get better.
Mr. Davis. Together we Ms. Ramos
can help you get well!”
Paul
I’m a coach. I help athletes practice sports I’m Paul’s doctor. On April 15, I’m
safely. In April, I’m helping Paul. He’s coming giving Paul a checkup. I’m examining
back to practice on April 1. He’s his arm again.
exercising and stretching Dr. Patel
with the team. But he’s
not playing baseball until
his doctor says it’s OK!
Mr. Davis
Previewing and Predicting A Read again and answer the questions.

Before you read, look at the title and 1 Who helps Paul get well?
pictures. Predict: What is the text about?
2 How do they help?
3 Copy and complete the schedule.

Sports Verbs March April
exercise 15–21 Rest. 1–14 and
hurt
with the team.
stretch
22 & 29 Practice new . 15 Checkup with .
16 Lesson 9
• Point out that when we read aloud, we say the ordinal
Objectives number for the day of the month: March fifteenth. Say
Students will preview the title and pictures to predict what a text is each date in the text and have students repeat it after you.
about before reading. Continue for other dates students know: What is today?
Students will complete a schedule from information in a text. When is your birthday?
Teaching Resources A Read again and answer the questions. (15 min.)
Step-by-step diagrams of how to do simple stretches (1 per small group)
Manage Your Class
• Complete a chart as a class to answer the questions. Draw
Lead in to the Lesson (5 min.) a two-column chart on the board with titles Helper and Job.
Ask: Who is the (first) helper? What does he/she do? How
Present the Vocabular y does he/she help Paul?
• Say and act out each sports verb, and have students repeat • Alternatively, divide the class into three groups, and have
the word several times as they do the motion. Do jumping each group make notes about one of the helpers. Have
jacks for exercise. Hold your arm or knee and yell “Ouch!” for groups share their results with the class.
hurt. Touch your toes or reach up high for stretch.
Answers 1 Ms. Ramos is a physical therapist. Mr. Davis is a coach. Dr.
Patel is Paul’s doctor. 2 Ms. Ramos teaches exercises. Mr. Davis helps the
Take the Lesson Further (10 min.) team exercise, stretch and play baseball. Dr. Patel gives Paul a checkup and
examines his arm.
• Describe a scenario for students to give advice. Say, using Take the Lesson Further (10 min.)
gestures if needed: Dean is playing baseball. His teammate
• Have pairs quiz each other about the text. One student reads
throws the ball to him. Dean tries to catch it, but it hits his
a sentence from the book, and his or her partner (with their
hand. Ouch! Now Dean’s hand really hurts. Who can help
book closed) says who said it or which section it’s from.
Dean? (A doctor, a nurse, his mom.) Pretend you are Dean’s
coach. What should Dean do? (Stop playing baseball 3 Copy and complete the schedule. (15 min.)
for today, rest, put ice on his hand, visit the doctor or
• Ask students to list the dates and events from the text: March
school nurse.)
15, Paul’s injury. They can use their notes to help them copy
Present the Skill (5 min.) and complete the schedule.
• Read the entry with the class. Explain that when readers
Know Your Students
preview, they look at the title and pictures before reading.
• Most students should be able to create a timeline by
When readers predict, they guess what the text will be about.
rewriting their notes with the dates in order.
• Students may tend to try to preview by reading the whole text
• Some students may be able to fit the dates into the weekly
quickly. Remind them to look at just the title and pictures
schedule by finding the correct range.
at first.
• A few students may be able to add more information to the
schedule.
1 Look at the title and pictures. Circle what the text is
about. (5 min.) Answers March 22 & 29: Practice new exercises. April 1–14: Exercise and
stretch with the team. April 15: Checkup with doctor.
• Have students point to the title and read it aloud. Then have
students try to identify the people in the pictures (player, Take the Lesson Further (25 min.)
physical therapist, doctor, coach). Tell students to answer the
question using the title and pictures. Don’t give them time to Integrate Health
read the full text. • Help small groups investigate ways to stretch to prevent
Answer 3 injury during exercise.
• Tell students that it’s usually a good idea to stretch before
2 Read the text. Was your prediction correct? exercising so you don’t hurt your muscles.
(20 min.) • Give each small group a diagram of how to do one stretch.
• Read the text one section at a time as students follow along. Encourage students to follow the steps to learn their stretch.
Then have students read aloud again, taking turns reading Monitor groups to be sure they are stretching safely and
one sentence or section each. correctly.
• Elicit that prediction 3 is correct because the people in the • Have groups demonstrate their assigned stretches for the
pictures are Paul’s “get-well team.” class to follow. They should begin by saying what part of the
body they are stretching: Let’s stretch our legs. Ready?
Lesson 9 T 16
Listening
• Write these questions on the board: Could you repeat…?
Objectives Where…? Play the track again and have students raise a
hand when they hear them. Pause after the first question
Students will practice asking speakers to repeat or clarify when they
is answered, and ask: What information does the teacher
don’t understand.
repeat? (1:30 volleyball, 2:30 gymnastics.) Pause after the
Students will ask follow-up questions to elicit additional details.
second question is answered, and ask: What details does the
Teaching Resources teacher add? (The sports are inside, in the gym.)
Track 7 and transcript (one copy), index cards, each with one question
from the entry asking for clarification Take the Lesson Further (15 min.)
• Give five students an index card with a question asking for
Lead in to the Lesson (15 min.) clarification. Read a sentence from the Track 7 transcript
giving a detail about the sports day, such as: In the morning,
• Have students play a game in two teams to practice times.
we’re playing sports outside. Have students ask the questions
Have one student from each team come up to the board. Say a
on their cards. Respond with an appropriate answer.
time (on the hour or half-hour). The first to write the time in • Give the cards to different students and repeat the process.
numerals and words gets a point. Progress to more challenging
Continue until all students have had a turn.
clues: It’s when we eat lunch. / It’s one hour before three thirty.
1 Listen and circle. What is the teacher describing?
7 (5 min.)
• Do a substitution drill to review the present continuous and
time expressions: We’re playing basketball at ten o’clock.—
• Read the instruction and answer choices with the class. Play
We’re playing basketball at ten o’clock. On Friday—We’re
Track 7 twice for students to listen and circle.
playing basketball on Friday. Continue with tomorrow, after
Answer 2 school, in the morning and other activities.
2 Listen again for the times. Write them in the schedule. 3 Choose two new sports for after school. Write the
(10 min.) time, activity and location. (5 min.)
• Have students preview the schedule and point to where the • Have students individually choose two sports for the sports
times should go. Play the track again for students to write day that take place after school. Have them write the time
each time. You may need to pause the track after each time. and place (outside or inside) for each.
A Read your schedule for a classmate to write. Take

Answers 8:30, 10:00, 1:30, 2:30
A Listen for the activities. Complete the schedule. (10 min.) turns and ask questions to clarify. (20 min.)
• Read the instructions, and have students repeat the activities • Read the instructions aloud. Pair students, and have them
after you. Use the picture to explain the meaning of relay race. sit back-to-back. Students should read their after-school
• Play the track again for students to write each activity next to schedule for their partner to write. Remind students to use
the correct time. Suggest that students write only the first few the present continuous for future arrangements: We’re going
letters as they listen and then fill in the rest at the end. swimming at four thirty.
Answers relay races, basketball, volleyball, gymnastics
• Partners should listen and write the information. Then they
should ask at least two clarifying questions.
A Listen for the locations. Write O (outside) or I (inside). • Allow pairs to check each other’s work at the end.
(5 min.)
Know Your Students
• Tell students to listen to answer this question: Where are they
• All students should be able to ask the questions that are
doing the activity? Play the track for students to write O or I
fully written out in the entry: What do you mean? Could you
in the box after each activity.
please explain? Could you repeat that?
• Then ask: When are they outside? (In the morning.) When are
• Some students will be able to complete the questions asking
they inside? (In the afternoon.)
for more details: What time…? Where…?
Answers relay races, basketball—outside; volleyball, gymnastics—inside
Present the Skill (15 min.) Take the Lesson Further (10 min.)
• Students are sometimes hesitant to admit they didn’t Get Students Thinking
understand something. Throughout the lesson, emphasize • Have students evaluate the school sports day. Ask: Is this a
that these questions are common and helpful in many fun sports day? Are there any other activities you’d like in the
conversations. morning or afternoon? Invite volunteers to share their ideas
• Read the entry with the class, and have students repeat the for after-school activities, and ask students to vote on their
questions after you, chorally, in rows, in pairs and alone. favorites. Finally, elicit students’ ideas for the best way to end
a school sports day (perhaps with a class party).
T 17 Lesson 10
1 Listen and circle. What is the teacher describing? 7
1 a daily class routine 2 a school sports day 3 after-school activities
2 Listen again for the times. Write them in the schedule.

A Listen for the activities. Complete the schedule.
Morning
:
:
Afternoon
:
:
basketball gymnastics
relay race volleyball
A Listen for the locations. Write O (outside) or I (inside).

Asking Questions
3 Choose two new sports for after school. Write the time,
to Clarify
activity and location.
If you don’t
understand, ask:
After School
What do you mean?
: Could you please
explain?
: Could you repeat that?
You can also ask for
details: What time…?
A Read your schedule for a classmate to write. Take turns Where…?
and ask questions to clarify.
Lesson 10 17
Please come to Avery’s party!
Date: , October 10 Time: :
Place: Fairway
1 Listen. Complete the party invitation. 8
A Listen again and match.

1 You’re coming to my party on Saturday, don’t you?
2 It’s at two o’clock, aren’t we?
3 You have some orange cones, aren’t you?
4 We’re eating snacks at the party, isn’t it?
2 Plan a sports party. Write the date, time and place.

Date: Time: : Place:
A Role-play a phone call. Talk to a friend about the party.

Using Tag Use tag questions.
Questions
You can use tag
A What do you need for your party? List three things.
questions to check Item Who is bringing it?
information. Use a
negative form of be or
do and a pronoun that
matches the subject,
or just the word
right: Mom is making A Find a classmate to bring each item. Use tag questions.
snacks, isn’t she? Complete the chart.
We have practice You’re coming…, aren’t you? You have…, don’t you? Can you
today, don’t we?
please bring…?
Mr. Mason is the new
coach, right? 3 Talk about your favorite sports.
Baseball’s your favorite sport, isn’t it? You like soccer, don’t you?
18 Lesson 11
Speaking A Role-play a phone call. Talk to a friend about the
party. Use tag questions. (15 min.)
Objectives • Pair students to role-play a short phone call. Have pairs ask
Students will role-play a phone conversation. and answer at least three tag questions—one each for the
Students will use tag questions to check information. date, time and place of the class party.
• Remind callers to say Hello/Hi or It’s Avery/This is Avery at
Teaching Resources the beginning of the call and Bye at the end.
Track 8 and transcript (one copy per student), construction paper, art • Invite a few pairs to do their role play for the class.
supplies
Know Your Students
• A few students may need to use the Track 8 transcript for
Lead in to the Lesson (10 min.) reference during their role play.
• Have students draw a picture of the last party they went to, • Some students will need sentence starters written on the
such as a birthday party. Ask students to share their pictures board: You’re coming to the party on…, aren’t you? It’s at…,
with the class and give the date, time and place of the party. isn’t it? The party is at…, right?
• Allow students to use the general tag right? only if they
1 Listen. Complete the party invitation. 8 (10 min.) struggle with forming the other tags.
• Tell students that they are going to listen to friends planning
a party. Have students preview the invitation to see what A What do you need for your party? List three things.
information is missing. Write the questions on the board: What (5 min.)
day is the party? What time is the party? Where is the party?
• Read the instructions, and have students work in groups of
Play Track 8 for students to listen and complete the invitation.
three to complete the left column of the chart.
• Play the track again, and ask comprehension questions: What
are they doing at the party? (Playing sports.) What are they A Find a classmate to bring each item. Use tag
eating at the party? (Snacks; cookies and drinks.) questions. Complete the chart. (15 min.)
Answers Saturday, 2:30, Park • In their same groups, have students use tag questions to
A Listen again and match. (15 min.) decide who will bring each item.
• Demonstrate with a student before groups begin: You’re
• Read both columns. Point out that these are all questions coming to the party, aren’t you? (Yes, I am.) You have a
that students will hear on the track. Play the track again for basketball, don’t you? (Yes, I do.) Can you please bring it?
students to match. (Yes, I can.) Thanks!
• You may wish to pause the track after each tag question. Play • Make sure all students have a chance to both ask and answer
the track again as needed. tag questions. Have groups complete the right column of
Answers 1 You’re coming to my party on Saturday, aren’t you? 2 It’s at two their chart.
o’clock, isn’t it? 3 You have some orange cones, don’t you? 4 We’re eating
snacks at the party, aren’t we? Take the Lesson Further (15 min.)
Present the Skill (15 min.) Get Students Thinking
• Read the entry with students. Tell students that a tag • In their same groups, have students create an invitation for
question is really a statement followed by a short question— their party, including pictures of the items from their chart.
the tag. Have groups display their invitations. Invite the class to ask
• Write the first example on the board. Draw a line between tag questions to guess the sports at the party: I see a ball and
the statement and the tag and have students identify each bat. You’re playing baseball at your party, aren’t you?
part. Point out that the verb in the tag matches the verb or
verb tense in the statement, and the subjects match, too. 3 Talk about your favorite sports. (10 min.)
• Walk students through the second example in the same way. • Go around the room and have students ask their neighbor a
Explain that right? can be used at the end of any statement to tag question to guess his or her favorite sport. Start by asking
ask a question. the first student: (Baseball)’s your favorite sport, isn’t it? The
student should answer you and then ask the next student.
Take the Lesson Further (5 min.) Write possible answers on the board: Yes, it is!/
No, it isn’t. It’s…
• Invite volunteers to read their completed sentences from
the matching in activity 1, and elicit that they are all tag
questions. Have students point out the statement and the tag
in each one, and explain the choice of verb in the tag.
2 Plan a sports party. Write the date, time and place.

(5 min.)
• Have the class briefly discuss and agree on a date, time and
place for a class sports party.
Lesson 11 T 18
Project 3 Share your plan. (20 min.)
• Circulate among groups as they plan. Arrange to obtain any
Objective needed equipment. Encourage them to express their plans in
Students will plan and participate in a class sports day. the present continuous: What are you playing? What are you
bringing?
Teaching Resources • Help students walk through their activity. Map out how
Ball that bounces, cone and three hula-hoops, stopwatch or clock or much space they will need and how many players will be in
watch with second hand, art supplies, assorted sports equipment each round. Have students practice their roles in advance.

• Choose a day and time for the class sports day. Have students
• Have a student bounce a ball as you time one minute. Have each make an invitation to invite family and friends. They
the class count the bounces in unison. Repeat with others. should include the date, time, place and decorations related
• Hand a student three hula-hoops, and place a cone on the to their activity station.
floor. Have the student try to throw the hoops over the cones.
Have students cheer and count any hoops that go over the 4 Hold a class sports day! (60 min.)
cone. Give other students a turn. • Set up the stations and supply any additional equipment.
Number the stations and give students name tags with their
station number.
• Tell students they are going to have a class sports day with
these and other fun activities. Manage Your Class
• Read the entry with the class. • You may wish to run half the stations at a time, so students
get to run their station and participate in other groups’
1 Read the plan for the sports station and look at the activities.
photo. Answer the questions. (10 min.) • For larger groups, have half the students in each group run
• Have students look at the picture. Ask if they recognize this the station while the other half participate in activities. Then
activity. Read the chart with the class, and have students students can switch roles.
answer the questions independently. • Alternatively, if parent helpers or other assistants are
• Discuss each person’s role. Elicit that the coach teaches available, have adults run the stations so all students can
others how to play, and the referee keeps score and checks participate at once.
that players follow the rules.
Answers 1 hoop toss 2 cones, hoops 3 Toss the hoops over the cone. One Topic 1
point for each successful toss.
What’s my favorite sport?
2 Plan your sports station. (40 min.)
1 Which is your favorite station? How do you play?
• Decide how many sports or activities would be appropriate, (20 min.)
and divide students into that number of groups.
• Guide the class in brainstorming a list of fun, doable Get Students Thinking
activities. The class sports day can take place outdoors in • Evaluate the sports day as a class. Have students summarize
the playground, or indoors in a gym. Activities could include the rules for their favorite station and describe why they like
a relay race, an obstacle course, “keep the beach ball in the it. Ask: How well did the station work? Could students do the
air,” a race with hurdles or cones, a beanbag toss, a sack race, activity? What was your favorite part about the sports day?
timed basketball bouncing, a long jump and so on. What would you change next time?
• Have groups follow steps 1–4 to plan their station. Each
2 Talk about your favorite sport. When are you playing
student should write and draw his or her own copy.
or watching this sport next? (5 min.)
Integrate Learning Styles • Have students discuss and answer the questions using the
• Students will get more out of the project if they are assigned present continuous for future arrangements: I’m playing in
or choose roles that suit their learning styles. a big soccer game on Friday. I’m watching Real Madrid next
• Visual: Students design signs for the station and diagrams Saturday.
for how to do the activity.
• Auditory: Students say the rules, keep time and count the
score while running the activity station.
• Read/Write: Students write the plan, equipment and group
members’ roles. They could also write the rules.
• Kinesthetic: Students demonstrate how the station will run
and how the activity is done.
T 19 Lesson 12
1 Read the plan for the sports station and look
at the photo. Answer the questions.
1 What activity is at this station?
2 What equipment do you need?
3 How do you play?

Equipment Who is bringing it?
cones Ramon
hoops Linda
mon, Kayla, Sean

Station Helpers: Linda, Ra
Sean
Coach: Kayla Referee:
2 Plan your sports station. Class Sports Day

1 Choose a sport or activity. How do you play it? Plan a class sports
2 What do you need? Who is bringing each item? day. Take turns helping
3 Who are the helpers? Decide on a coach and referee. at your station and
playing sports.
4 Make your plan. Draw a picture of your sport or activity.
3 Share your plan.

We’re playing… I’m bringing…
4 Hold a class sports day!
To p i c 1 1 Which is your favorite

st ation?
How do you play?

e sport.
2 Talk about your favorit
or
When are you playing
xt?
watching this sport ne
Lesson 12 19
To p ic 2 What do I need to eat?
By learning to make healthy food choices at a young age, students can develop healthy habits that will continue throughout their lives. This topic
encourages students to think about the foods they need for energy and nutrition, and helps them choose healthy foods and drinks for meals and
snacks at home, school and restaurants. Students will learn the four food groups and read about how they are used in meals in different countries.
Then they will make their own “balanced plate.” This topic also introduces students to cooking measurements and recipes.
Video Project
The Captain eats breakfast Craft: A Balanced Plate
with Max and Maddie and Students will create a plate showing the
describes what sailors eat proportions of each food group to include
for breakfast. in a balanced meal.
Vocabulary Grammar
Foods and Drinks Countable and Uncountable Nouns
apple, banana, bread, broccoli, cantaloupe, carrot, celery, cereal, cheese, Countable nouns are individual items that can be counted: one carrot,
chips, chocolate chips, cookie, cracker, drink, egg, fruit, grain, grapes, two strawberries. They are singular for one item or plural for more than
gum, honey, juice, lettuce, meat, milk, mushroom, oatmeal, onion, one. Uncountable nouns, such as sugar, cheese and water can’t be
pasta, peanut butter, peanuts, pepper, pineapple, rice, salt, sausage, counted, although they can be measured: a teaspoon of salt. Some foods
snack, soda, spinach, strawberry, sugar, tomato, vegetable, water, yogurt can be countable or uncountable depending on how they are presented:
Measures a (whole) pineapple, but a bowl of (chopped) pineapple.
bag, cup, half (1/2), quarter (1/4), tablespoon, teaspoon Quantifiers: A Few, A Little, Some, Any, A Lot Of
Health and Nutrition Quantifiers describe large or small amounts. For small amounts, we
fat, mineral, protein, vitamin use different quantifiers for countable and uncountable nouns: a few
apples, a little sugar. For large amounts, we use the same quantifier: a
Using Categories
lot of meat and vegetables.For an unspecified amount, we use some in
Sorting foods and drinks into categories such as fruits and vegetables can
affirmative statements and any in negative statements and questions:
help students not only remember more vocabulary, but also learn about
Would you like any toppings? I’d like some honey/peanuts. I don’t want
what they eat. They will use these categories to build a balanced meal.
any chocolate chips.
How Much…? How Many…?
We use these two questions to ask about quantity. How much…? is
used with uncountable nouns and is answered with a measurement or
a quantifier: How much sugar is there? One cup. Or There’s a little/lot.
The negative answer is There isn’t any. How many…? It is used with plural
countable nouns and is answered with a number: How many bananas are
there? Four. The negative answer is There aren’t any.
Reading Listening
Using Pictures to Understand a Story Listening for Cause and Effect
Students at this level are still developing as readers, so illustrations are Identifying causes and effects helps students understand why things
important in helping them understand a story. Students can use the happen. They can use this skill across subject areas. Students will learn to
pictures to identify the setting, characters and major plot events. listen for because.
Identifying the Main Idea Making Inferences
As they read an informational text, students should look for the main An inference is an informed guess. When listening, students can use their
idea, or what the text is mainly about. There can be a main idea for the experience to infer who’s speaking, where they are, what’s happening and
whole text and one for each section, too. why. They can use what they know to evaluate what they hear.
Speaking Writing
Adding to Other People’s Ideas Writing a Recipe
Listening and responding appropriately is important in any conversation. This lesson will familiarize students with the parts of a recipe: a list of
Conjunctions (and, but) help speakers link their own ideas to others’. ingredients with quantities and a list of steps in order. As they write
Making Suggestions their own recipes, students will practice numbers, measurements and
A suggestion can begin with How about…? What about…? Why don’t sequence words.
you…? Maybe you can… Students will learn to offer polite, friendly
suggestions as they encourage their classmates to make healthy choices.
T 20
To p ic 2
1 Mark (✓) four foods to make a healthy meal.
fruit salad chicken
pizza chips
Language
Vocabulary
Foods and Drinks Skills Project
Measures Reading Speaking Craft: A Balanced Plate
Health and Nutrition Using Pictures to Adding to Other
Using Categories Understand a Story People’s Ideas
Grammar Identifying the Main Making Suggestions
Countable and Uncountable Idea Writing
bread vegetables
Nouns Listening Writing a Recipe
A Which other foods are healthy? Quantifiers: A Few, A Little, Some, Listening for Cause
Any, A Lot Of and Effect
2 Draw your favorite healthy snack in your How Much…? How Many…? Making Inferences
notebook.
20 21

Objectives
• Ask: Of these foods, which do you like the most?
Students will distinguish between healthy and unhealthy foods.
Students will identify healthy foods for meals and snacks. Know Your Students
• Some students will select one of the healthy foods. Point out
that foods can be both delicious and good for them.
• Other students may choose an unhealthy food. Explain that
Get Students Thinking these foods are OK occasionally as a treat, but the body also
• Read the topic title with the class. Explain that what they needs healthy foods to keep it strong and give it energy.
need to eat refers to things that are good for their body. Say:
It’s important for your body to stay strong and have energy. A Which other foods are healthy? (10 min.)
You can help by eating healthy foods!
• Ask the class: What’s your favorite food? Write them on one
• Have students look at the large photo, and ask: What are the
side of the board. On the other side, draw two columns with
children eating? Do you like apples? Are they healthy? (Yes.)
titles Healthy, Unhealthy. Help students sort the foods.
You’re right! Fruits like apples are healthy. They give you
• Say that it’s OK to like foods in either category, but in general
energy. Vegetables are healthy, too.
they should try to eat more healthy foods.
• Ask: What about cookies? Do you like them? Are they healthy?
(No.) Explain that cookies aren’t fruits or vegetables, and they 2 Draw your favorite healthy snack in your notebook.
may give you energy for a short time and cause you to feel (20 min.)
tired later.
• Explain what a “snack” is (a small amount of food eaten
1 Mark () four foods to make a healthy meal. (10 min.) between meals). Elicit some examples: nuts, fruit, chips.
• Have students draw and label their snacks on their own.
• Read the words for students to echo.
• Invite each student to share his or her picture for the class to
• Read the instructions. Have students mark four foods
vote on whether the snack is healthy.
individually and then share their answers in pairs.
• Discuss the foods. Ask: Which two foods aren’t healthy? Take the Lesson Further (5 min.)
(Pepperoni pizza, chips.) Tell students that if they eat these,
• Keep a tally on the board of how many students chose each
they may feel tired soon after because their body won’t have
food. Have students identify the most popular healthy snack.
energy for long.
T 21
1 Watch the video. Which meal are they eating?
Using Categories
A Watch again and circle. What does the Captain eat?
Group words into
categories, such as fruits, apples
vegetables or drinks, to bananas
help you remember them.
cereal
oranges
Foods and porridge
Drinks
a waffle
apple
banana 2 Look and sort the foods and drinks.
carrot
celery
drink
fruit
grapes
juice
milk
pepper
salt
soda Fruits Vegetables Drinks
strawberry
sugar
tomato
vegetable
water
Measures 3 Number the measures 1–5 in order of size.

bag
cup a teaspoon half a cup a tablespoon
1
half (— of sugar of sugar of sugar
2)
1
quarter (—
4)
tablespoon
a quarter cup a bag
teaspoon of sugar of sugar
22 Lesson 1
Vocabulary 2 Look and sort the foods and drinks. (15 min.)
• Help students identify the foods and drinks using words from
Objectives the entry.
Students will watch as the Captain, Max and Maddie eat breakfast.
Manage Your Class
Students will learn and categorize words for foods and drinks.
• You may wish to have students sort individually and
Students will learn words for measures and compare them by size.
compare charts with a partner.
Teaching Resources • Or, have students work in groups of three, with each student
Video Episode 2, Video Worksheet 2, Flashcards Topic 2, large pictures listing items in one category. Then students can combine
(grapes, juice, a bell pepper, salt and pepper, sugar, a tomato and a their charts.
glass of water), bag of sugar, water, measuring cup and spoons (two • Or, draw or project the chart on the board and have
sets), signs labeled Drinks, Fruits, Vegetables volunteers identify each food or drink and then write it in
the chart.
Lead in to the Lesson (10 min.) Answers Fruits: apple, banana, grapes, strawberries; Vegetables: carrot,
celery; pepper, tomato; Drinks: juice, milk, soda, water
Present the Vocabular y (10 min.)
• Say the foods and drinks (except drink, fruit, vegetable)
• Teach students the measures by demonstrating and then
for students to repeat. Display a flashcard or picture for each.
saying each word for students to repeat. Call small groups up
• Point out that pepper can refer to the vegetable or the spice.
to see more closely if needed.
• Say and have students echo: drink, fruit, vegetable. Explain
• Fill the measuring cup with a cup of water. Pour some out so
that these words are categories. Elicit an example for each.
half a cup is left. Do the same for a quarter cup.
• Hold up the bag of sugar. Scoop a level tablespoon of sugar.
Present the Skill (10 min.) Do the same for teaspoon, half a teaspoon and a quarter
• Read the entry with the class. teaspoon.
• Help students understand groups and categories by saying:
Let’s group the class into two categories: boys and girls. Have
3 Number the measures 1–5 in order of size. (10 min.)
the boys go to one side of the room and the girls to another.
• Distribute the flashcards and pictures, except salt and Get Students Thinking
pepper and sugar. Have the students holding the images • Read the instructions, and explain that students should
group themselves into fruits, vegetables and drinks. Repeat number from big (1) to small (5).
with other students. • Have students work in pairs to number the measures.
• Check answers by demonstrating with the bag of sugar and
1 Watch the video. Which meal are they eating? measuring cup and spoons.
(10 min.)
Know Your Students
• Play the video, pausing after the theme song. Ask: Who was • Some students may be unsure where to start. Have them look
trapped in a compass? (The Captain.) Who helped him out of for the biggest and smallest amounts first.
the compass? (Max and Maddie.) • Some students may have trouble visualizing the amounts,
• Read the instructions, and play the rest of the video. especially when comparing a quarter cup and a tablespoon.
Answer breakfast Allow them to come up and look at the measuring cup and
spoons if needed.
A Watch again and circle. What does the Captain eat?
(10 min.) Answers 1 a bag of sugar 2 half a cup of sugar 3 a quarter cup of sugar
4 a tablespoon of sugar 5 a teaspoon of sugar
• Read the instructions and answer choices aloud. Play the
video again for students to circle three foods. Take the Lesson Further (10 min.)
• Ask: Which food does the Captain dislike? (Porridge.)
• Divide the class into two teams, and group each team around a
Answer cereal, oranges, a waffle table with some sugar and a set of measuring cups and spoons.
Call out quantities for students to measure, and award points for
the first to measure correctly.
1 Model the pronunciation of the foods for students to repeat.
Play the video again for students to mark. Take the Lesson Further (10 min.)
2 Preview the sentences with the class. Have them guess the • Play Action Stations (see page xvi) to practice categorizing.
answers, and then play the video again to check. Post signs for drinks, fruits and vegetables. Say foods and
3 Discuss the question as a class. drinks and have students move to the correct signs.
Answers 1 oranges, biscuits, cereal, waffles, orange juice 2 1 2 3
• 2 He puts an orange in his pocket. 3 The dog likes them.
Lesson 1 T 22
Grammar
Objectives • Read the Quantifiers section of the entry with the class.
• Point out that we use different words for small quantities of
Students will distinguish between countable and uncountable nouns.
countable and uncountable nouns.
Students will learn and use the quantifiers a few, a little, a lot of, some
• To demonstrate, pick up three crayons and say: A few
and any.
crayons. Pour a small amount of water into a glass, and say: A
Teaching Resources little water. Then use the crayons and water to demonstrate a
Track 9, Grammar Worksheet 2.1, pictures of a whole pineapple and a lot of, some, any.
bowl of pineapple chunks, green and red cut-out circles or index cards
(1 of each per student), pitcher of water and tall glass or cup A Read the comic. Underline the quantifiers. (10 min.)
• Read the instructions, and have pairs underline.
Lead in to the Lesson (5 min.) • Review the answers as a class. Elicit the noun each quantifier
describes, and ask: Can you count it? Is it a big or small
Present the Vocabular y amount? Remind students that some is used for unspecified
• Read the words for students to repeat. Point to the amounts. For any, ask whether the sentence is a question or a
corresponding pictures on the page, and show students the negative statement.
pictures of pineapple.
Know Your Students
• Ask: Which of these foods do you like? When do you eat it: as
• Most students will classify the plural nouns (gummy bears)
a snack, after school, for breakfast, on ice cream?
as countable and the singular ones (whipped cream) as
uncountable.
1 Listen and follow. Which toppings are healthy? Which • Some students may have trouble with pineapple, used here
are unhealthy? 9 (20 min.)
as an uncountable noun. You may wish to show students the
• Read the instructions with the class, and say: Healthy foods pictures of the whole pineapple and the bowl of pineapple
are good for your body. Unhealthy foods aren’t. pieces to illustrate how this noun can be either countable or
• Have students preview the pictures, and ask: What is the boy uncountable.
eating? (Ice cream or frozen yogurt.) Point to the toppings.
Elicit that “toppings” are small pieces you can put on top of Answers any toppings, any peanuts, some cereal, a little pineapple, a lot of
gummy bears, a lot of friends, a lot of whipped cream, a few chocolate chips
other foods. Ask: What toppings can you put on pizza?
• Play Track 9, and have students listen and follow the text in 2 Look and write C (countable) or U (uncountable).
the speech bubbles with a finger. (5 min.)
• Distribute green and red circles, or have students make some
• Do the activity as a whole class. Students may wish to count
quickly. Tell students to hold up green for a healthy topping
cereal, but point out that it’s like salt or sugar.
or red for an unhealthy topping.
• Play the track again, and have students hold up the Answers 1 U 2 U 3 C 4 C 5 C
corresponding color. Pause the track for discussion when

students disagree.
A Which are your favorite toppings? Are they healthy or
unhealthy? (15 min.)
Answers Healthy: peanuts, cereal, pineapple; Unhealthy: gummy bears,
whipped cream, chocolate chips • Ask: What are your favorite toppings? Have each student
draw his or her favorites and list them with quantifiers. Invite
Present the Grammar (10 min.) volunteers to share.
• Read the Countable and Uncountable Nouns section of the • Say each topping, and have students hold up their green or
entry with the class. red circles. Discuss any students disagree on.
• Discuss the examples by asking: Can you count it? Have • Then have small groups draw and list the healthiest toppings
students try, so they can see if it makes sense. they can come up with. Discuss their ideas.
• Point out uncountable nouns are always singular.
Take the Lesson Further (10 min.) 1 Model the pronunciation of the words for students to repeat.
For the first one, ask: Can you count apples? Have students
Get Students Thinking mark. Elicit other nouns of each type.
• Draw a chart on the board with headings Countable Nouns, 2 Review the rules for some and any and then have students do
Uncountable Nouns. Have students copy the chart in their the activity alone.
notebooks and work in pairs or small groups to classify the 3 Review the rules for a few and a little and then have students
foods and drinks from Lesson 1. do the activity alone. Have students draw other amounts of
food and drink for a partner to identify a few, a little or a lot of.
Answers 1 1 2 3 4 5 6 7 8 2 1 some 2 any 3 any 4 some
3 1 little 2 few 3 little
T 23 Lesson 2
1 Listen and follow. Which toppings are healthy?
Which are unhealthy? 9
I DON’T WANT ANY Countable and

WOULD YOU LIKE PEANUTS, BUT I’LL HAVE Uncountable Nouns
ANY TOPPINGS? SOME CEREAL, A LITTLE
PINEAPPLE, A LOT OF You can count countable nouns: toys,
GUMMY BEARS… carrots, children.
You can measure uncountable nouns,
but you canʼt count them: cheese,
water, food.
Quantifiers: A Few, A Little,

Some, Any, A Lot Of
… A LOT OF WHIPPED
I HOPE YOU HAVE A CREAM AND A FEW CHOCOLATE A few and a little describe small
LOT OF FRIENDS TO CHIPS, PLEASE! amounts. Some and any describe an
HELP YOU EAT IT! unspecified amount. Some is used in
affirmative sentences. Any is used in
questions and negative sentences. A
lot of describes large amounts.
Quantifier Type of Noun
a few chocolate chips countable
a little pineapple uncountable
some/any cereal/chips both
A Read the comic. Underline the quantifiers. a lot of nuts/juice both
2 Look and write C (countable) or U (uncountable).
1 2 3 Foods and Drinks

cereal
chocolate chips
chocolate honey
peanuts
cereal chips
pineapple
honey 4 5
strawberries peanuts
A Which are your favorite toppings? Are they healthy or unhealthy

unhealthy?
Lesson 2 23
The Giant Muffins
Marie and Pierre are making blueberry muffins.
Pierre reads the recipe. “One cup of sugar.” Marie
puts a little sugar in the bowl. “A quarter teaspoon
of salt.” Marie adds a lot of salt. “Marie, measure
carefully!” says Pierre. “We don't want salty muffins!”
“I don’t need to measure,” says Marie. “I’m creative,
just like a real chef! Voila!” She dumps in all the
blueberries. She adds some flour, too.
“Two teaspoons of baking powder,” Pierre reads.
“That helps the muffins grow big in the oven.” He
hands Marie a teaspoon, but she just pours baking
powder from the box. It’s a LOT of baking powder.
Marie stirs the batter. “Perfect!”
she says. She puts the muffins in
Using Pictures
to Understand a the oven.
Story When the muffins are almost done, Pierre
A story’s pictures can looks into the oven. “Oh no!” he says. The muffins
help you answer these are growing too big! They fill up the whole oven.
questions: Where Now they are pushing the oven door open!
does the story take
“Stop, muffins!” cries Pierre. “Help!”
place? What are the
characters like? What Marie helps Pierre take the giant muffins out of the oven. She tastes
happens in the story? one. “Delicious!” she says. “But maybe I should measure next time.”
2 Read the story and look at the pictures. Circle the correct options.
1 Marie wants to be a creative / serious chef.
2 Pierre thinks it is important / silly to measure.
3 The muffins burn / grow too big in the oven.
4 This is because they have a lot of sugar / salt / baking powder.
24 Lesson 3
Reading
Manage Your Class
Objectives • Use one or more of these strategies to help students
understand unfamiliar words.
Students will use pictures to help them understand details in a story.
• Provide simple definitions: A blueberry is a small, blue fruit.
Students will learn about the importance of measuring in cooking.
Something salty has a lot of salt. You cook food in a hot oven.
Teaching Resources • Demonstrate verbs such as dump, hand and stir.
Track 10, miniature blueberry muffins (one per student, optional) • Explain that Voila! is a French expression, similar to “Ta da!”
in English.
• Have students look up some of the words in a dictionary.
• Have students preview the first picture. Ask: Who are the Take the Lesson Further (10 min.)
characters in this story? (Cats.) How are they different? (One
• Ask students to draw a new illustration for the story, showing
has blue eyes and a hat; the other has green eyes and glasses.)
what happens next. For example, students might draw the
What do you think they’re making: food? An art project?
cats at a table, enjoying eating the giant muffins.
(Food.) Point to the title and say: That’s right—they’re making
• Invite volunteers to share with the class. Ask questions such
muffins.
as: Where’s Marie? What’s she doing? Is she happy? What
• Have students look at the second picture. Ask: Which cat
about Pierre?
looks surprised? (The one on the left.) Why do you think he’s
surprised? (The muffins are big!) 2 Read the story and look at the pictures. Circle the
• Point out to students how much they learned about the story correct options. (15 min.)
from looking at the pictures.
• Have students read the story to themselves again now that
Present the Skill (5 min.) they understand all the words.
• Read the entry as students follow. Have them look at the • Read the instructions and the sentences with the class, and
pictures again. Ask: Where does the story take place? (In a make sure students understand the answer choices. You may
kitchen.) What are the characters like? (One cat is serious need to explain that something burns when it cooks too long.
and surprised, while the other is creative and happy.) What • Have students answer individually or in pairs.
happens in the story? (The cats make muffins that grow big.) Answers 1 creative 2 important 3 grow too big 4 baking powder

1 Listen and follow. 10 (10 min.)
• Play Track 10 for students to listen and follow along in their Get Students Thinking
books. If students have trouble understanding the story, play • Draw a large “recipe” for blueberry muffins on the board.
the track again in two chunks, each corresponding to one Include a sketch of a muffin and sections for ingredients and
of the pictures. Remind students that it’s OK if they don’t steps. Have students look through the story for information
understand every word. about the steps, ingredients and correct measurements,
and complete the recipe as a class. Encourage students to
Take the Lesson Further (10 min.) look for items needed in the pictures, too (a bowl, muffin
• Play the track again, and have students raise their hand every wrappers…).
time they hear a measurement. • Ask: Why do the muffins grow too big? (Because Marie pours
• You may need to remind students that quantifiers such baking powder from the box.) Have students scan the story
as a little aren’t exact measurements. If needed, review again for the measurements that Marie used and write them
measurement vocabulary with students before playing alongside the correct ones. Elicit where she went wrong and
the track. what the muffins may taste like.
Take the Lesson Further (30 min.) Take the Lesson Further (10 min.)
• Read the story aloud, one sentence at a time, as students • If possible, distribute blueberry muffins so students can
repeat chorally and try to copy your pronunciation and try the muffins for themselves and see how they taste. Ask
intonation. whether their muffins look bigger or smaller than the ones
• Then do a round-robin read of the text, with each student Marie and Pierre made. Review some of the ingredients in
reading a sentence at a time. the muffins. Then ask: Do you like the muffin? What’s your
• Have students read the story silently, and ask them to favorite part of it: the top? The bottom? The blueberries?
underline words they don’t understand. Make a class list of
unfamiliar words on the board.
Lesson 3 T 24
Listening
Objective • Read the entry with the class. Have students identify the
cause and the effect in the example sentence. Point out that
Students will listen for causes and effects and the signpost word
because introduces a cause.
because.
• Say and write on the board: I have a lot of energy for the day
Teaching Resources because I eat a healthy breakfast! Ask students to identify the
Tracks 11 and 12 cause and effect. Elicit other examples.
2 Match the effects with the causes. Listen and check.

12 (15 min.)
Present the Vocabular y • Read the instructions. Then read the clauses in both columns,
• Say the word snack for students to repeat. Remind students and point out because in the middle. Tell them that because
that a snack is a small amount of food between meals. will be in every sentence.
• Have students sketch their favorite snack and share it with • Have students try to match before listening.
the class. Supply vocabulary as needed. • Play Track 12 for students to listen and check.
• Read the other foods and drinks for students to echo, and
Know Your Students
have pairs find the pictures on the page.
• Some students may be able to complete the matching
correctly before they hear the track.
Take the Lesson Further (10 min.) • Most students will match some sentences correctly but will
• Use the foods pictured to review countable and uncountable need to listen to check and correct their work.
nouns and quantifiers. For each one, have students look at • A few students will need to match as they listen to the track.
the food and read the label. Then ask: Can you count it? Pause the track after each sentence.
Is it a big or small amount? Describe each picture: There is
one onion... Answers 1 We know the right ingredients because we check the recipe first.
2 We remember what to buy because we take our list to the supermarket.
3 We don’t have room for snacks because our basket is full of healthy foods.
1 Listen. Cross out the unhealthy snacks. 11 (15 min.)
4 We’re buying a lot of vegetables because we need to eat a healthy dinner!
• Play Track 11, and have students listen to figure out what’s
happening in general. Take the Lesson Further (10 min.)
• Ask: Who’s talking? (Erica and her dad.) Where are they • Have students think about why it’s important to use a
going? (The supermarket.) What are they making for dinner? shopping list. Say: When do you write down the foods you
(Spaghetti and meatballs.) need: at home or at the store? (At home.) How do you use
• Read the instructions with the class. Allow them time to the list at the store? (Put each item in your basket and cross
think about which are unhealthy snacks. Play the track again it off your list.) Suppose you forget your list. What happens?
for students to listen and do the activity. Explain that you might forget things you need or buy
Answers a lot of soda, some cookies, some crackers, some gum, a little juice, unhealthy snacks or other things you don’t need.
a bag of chips
A Listen again. Circle the ingredients they need. (10 min.) • Play Word Snap (see page xvii) to review food vocabulary.
• Play the track again, and have students listen to answer this Use these categories: fruits, vegetables, drinks, healthy
question: What ingredients are in spaghetti and meatballs? snacks, unhealthy snacks.
Answers some pasta, a little meat, a lot of tomatoes, an onion, a few green
peppers, a little cheese 3 Think of your favorite healthy dinner. What groceries
do you need? Make a shopping list in your notebook.
Take the Lesson Further (10 min.) (15 min.)
Get Students Thinking • Have small groups agree on a healthy dinner they like,
• Review the ingredients from the previous activity, and point make a shopping list of ingredients and draw a picture of the
out that these are all foods you can cook. finished dish.
• Then ask: What about the snacks on this page? Can you cook
Manage Your Class
them? Elicit that snacks are usually foods you can eat without
• Have groups share with the class. Discuss any missing
having to cook them.
ingredients and whether the meal is healthy.
• Ask: What foods on this page can be part of a meal or a
• Or, play a guessing game. Have groups list ingredients for the
snack? Elicit that slices of cheese, green peppers or tomatoes
class to guess the dish.
could be healthy snacks.
T 25 Lesson 4
1 Listen. Cross out the unhealthy snacks. 11
Listening for
Cause and Effect
a little cheese A cause is why
an onion something happens.
a lot of tomatoes
An effect is the result
of a cause. The word
because can show the
cause: Youʼre crying
a bag of chips
because you are
a few green
peppers cutting onions.
a lot
some pasta of soda
some crackers Foods and
some cookies Drinks
cheese
chips
a little meat some gum a little juice cookie
cracker
A Listen again. Circle the ingredients they need. gum
meat
2 Match the effects with the causes. Listen and check. 12
onion
1 We know the right our basket is full pasta
snack
ingredients of healthy foods.
2 We remember what we need to eat a
to buy healthy dinner!
because
3 We don’t have room we take our list to
for snacks the supermarket.
4 We’re buying a lot we check the
of vegetables recipe first.
3 Think of your favorite healthy dinner. What groceries do you need?

Make a shopping list in your notebook.
Lesson 4 25
1 Listen and connect the ideas in the chain in order. 13
Adding to Other
People’s Ideas
In a game or
discussion, listen
to what others are
saying. You can add to
their ideas with similar
A Circle and write. Which food breaks the chain? Why?
This list is for healthy lunches, and / but
details. Use and to
connect similar ideas. are unhealthy.
Use but to connect
ideas that contrast. 2 Make your own chain of ideas.
I’m making a list of…

healthy snacks. foods at our school cafeteria.
Foods and
Drinks our favorite drinks. foods for a birthday party.
A Play again. This time, include a food that you don’t want.
bread
cantaloupe
peanut butter I’m making a list of foods for a birthday party. I don’t want
any popcorn. I’m bringing…
26 Lesson 5
Speaking A Circle and write. Which food breaks the chain? Why?
(10 min.)
Objectives • Read the instructions, and have students try to answer based
Students will play a chain game to practice adding their own related on what they have heard so far.
ideas on a topic. • Then play the track all the way through for students to check.
Students will connect ideas using and, but. Allow them to correct their answers.
• Explain or elicit that but is used because the two ideas are
Teaching Resources opposites.
Track 13 and transcript (one copy) Answer Cookies, because they are not usually healthy.

• Read the list of foods from the transcript. Write the items
• Play a simple Chain Game (see page xvi) to familiarize
and quantifiers on the board.
students with how to play. Rather than using a full sentence,
• For each item, ask: Can you count it? Is it a big or small
have them say a favorite food. Challenge them to keep the
amount? (Big./Small./We don’t know.)
chain going for as long as possible. Repeat with foods they
• Help students use quantifiers to describe the other items
don’t like.
pictured. You may also wish to introduce other common
Present the Vocabular y (10 min.) quantifiers: a loaf of bread, a can of soda, a glass of juice/milk,
• Read the vocabulary words for students to repeat, and have a plate of pasta.
them find a picture of each on the page.
2 Make your own chain of ideas. (25 min.)
• Ask: Is cantaloupe a vegetable or a fruit? (Fruit.) Do you eat
cantaloupe? Do you like it? • Read the instructions. Then read each sentence in the chart
• Ask: What can you make with bread and peanut butter? chorally with students.
Introduce “sandwich” and say: When you make a sandwich, • Brainstorm a few examples in each category, along with
you put foods between two pieces of bread. appropriate quantifiers.
• Play the first round of the game as a class. When an item
breaks the chain, encourage students to call, “New chain!”
1 Listen and connect the ideas in the chain in order.
Then invite a volunteer to explain why the food broke
13 (25 min.)
the chain.
• Have students look at and identify the foods and drinks
pictured on the page. For each one, ask: Is it healthy or Manage Your Class
unhealthy? • Play three more rounds of the game as a class, using the
• Tell students that they are going to hear children playing a topics in the chart. Start new rounds at different points so all
chain game. Have them listen to find out the topic of the list. students get a turn.
• Play Track 13, stopping when the chain is broken. • Alternatively, have students play in small groups and allow
• Ask: What kind of list are they making? (A shopping list for them to choose their own topics if they like. You may want to
healthy lunches.) have students regroup each round.
• Read the instructions with the class. Play the track again,
stopping at the same point, and have students just listen for A Play again. This time, include a food that you don’t
the items. want. (20 min.)
• Play the track a third time, stopping in the same place, for
students to draw a line to connect the items. Get Students Thinking
• Read the instructions, and point out that this makes the
Answers apples, carrots, bread, peanut butter, cookies
game more difficult, as students have to think about what not
Present the Skill (10 min.) to list.
• Read the entry with the class. • Play the game again as a class, using the example provided.
• Have students think about the children on the track. Ask: Then have small groups continue the game.
What word did they use to connect items in their list? (And.)
Know Your Students
Read a few of the lists from the transcript if necessary. Point
• Most groups will have at least one student who will be able
out that and is only used before the last item in the list.
to choose a category and a food he or she doesn’t want, to
• Explain that and is for similar ideas, while but is for different
begin the game.
ideas. Give an example: Grapes are fruits, but carrots are
• Some groups may need you to assign them a category and a
vegetables.
food to exclude.
Lesson 5 T 26
Writing 2 Write your own recipe. (15 min.)
1 Have students each choose a dish for their recipe.
Objectives
Know Your Students
Students will write a recipe including ingredients and steps.
• For more support, some students may benefit from writing
Students will use sequence words.
about the sandwich or salad they drew in the Lead in to the
Teaching Resources Lesson. They can use the recipe on the board for guidance.
Ingredients for fruit salad as listed on the page, knife, spoon, liquid • Other students may want to be more creative. Allow them to
measuring cup, tablespoon, teaspoon, large bowl, small cups write a recipe for a different snack or meal.
(optional) 2 Have students list ingredients using exact numbers and
measurements if they can, or quantifiers if they aren’t sure.
Lead in to the Lesson (10 min.) 3 Have students write their steps in order. Encourage students
to use the language in the model as a guide.
• Ask students to draw the ingredients in their favorite
sandwich or salad. Remind students that a sandwich has A Check that your steps are in order. Add sequence
foods between two pieces of bread. Tell students that a salad words. (10 min.)
is a bowl of cut-up fresh vegetables or fruit, sometimes with
• Have pairs trade papers and check the order of steps.
nuts or cheese.
• Then have students add sequence words to their own recipe.
• Ask students to share their pictures in small groups, and have
them keep them for later in the lesson. 3 Draw a picture of your dish with all the ingredients.
(10 min.)
• Read the entry with the class. Say the word recipe for • Have students make a final copy of their recipe and draw the
students to echo. finished dish and its ingredients on a separate sheet of paper.
• Elicit that ingredients are foods you need to make the recipe,
and the steps tell you what to do. Topic 2
• Have students say the sequence words while counting on What do I need to eat?
their fingers.
1 Share your recipe with the class. Which ingredients
are healthy? Which are unhealthy? (15 min.)
1 Read and underline the two parts of a recipe. (10 min.)
• Have students preview the title and headings. Ask: What Manage Your Class
can you make with this recipe? (Fruit salad.) Where are the • Have students present their recipes. List healthy and
ingredients? Where are the steps? unhealthy ingredients on the board.
• Have students underline the headings. • Alternatively, display the pictures, and have each student
• Read each ingredient, and have students repeat. Then do the read his or her recipe for the class to guess the picture. Then
same for the steps. ask: Which ingredients are healthy? Unhealthy?
Answers ingredients, steps
2 What do you need to eat every day: healthy foods or

A Read the recipe again. Circle the sequence words. unhealthy foods? (5 min.)
(5 min.)
• Have students find healthy and unhealthy foods in the topic.
• Have students read the sequence words in the entry again
Ask: Which give your body energy? (Healthy foods.)
and then scan the recipe to underline them.
Answers first, next, then, finally Take the Lesson Further (15 min.)
• If possible, make the fruit salad according to the recipe, and
refrigerate it for later or try it right away!
• Help students think about the importance of following the Integrate Learning Styles
steps in order. Ask: Which do you do first: cut the fruit or stir Encourage students to choose an activity that suits their
it? (Cut it.) Can you stir the fruit before you cut it? (No.) learning style to make the fruit salad.
• Visual: Students choose the correct ingredients and
Take the Lesson Further (15 min.) measuring cups/spoons.
• Have students take out their pictures from the Lead in to the • Auditory: Students listen, watch and comment while the
Lesson. Choose a student’s sandwich to create a recipe for on ingredients are being prepared.
the board. • Read/Write: Students read the ingredients and steps for the
• Write headings on the board: Ingredients, Steps. List the kinesthetic students to make the recipe.
ingredients and come up with simple steps as a class: Put a little • Kinesthetic: Students help measure and mix.
turkey on the bread. Add some cheese. Add sequence words.
• Follow the same process for a student’s salad.
T 27 Lesson 6
1 Read and underline the two parts of a recipe.
Fruit Salad
Ingredients Steps
2 cups of strawberries 1. First, cut the fruit into
2 cups of grapes small pieces.
1 small cantaloupe 2. Next, mix the orange juice,
2 bananas lemon juice and honey.
½ a cup of orange juice 3. Then, pour the juice and
1 tablespoon of lemon juice honey over the fruit. Stir
1 teaspoon of honey all the ingredients.
4. Finally, put the fruit salad in
the refrigerator until it’s time to eat.
Stir it again before you eat it.
A Read the recipe again. Circle the sequence words.

Writing a Recipe
2 Write your own recipe.
A recipe tells how to
1 Think of a dish you know. It can be a sandwich, a salad, make a dish. First, list
a snack or something else! the ingredients. Then,
2 Make a list of all the ingredients. write the steps in order.
Use sequence words
3 Write the steps in order.
such as first, next,
A Check that your steps are in order. Add sequence words. then and last or finally.
3 Draw a picture of your dish with all the ingredients.
To p i c 2 1 Share your recipe with

th e class.
gredients are healthy?
Which in
Which are unhealthy?
ea t every day:
2 What do you need to
healthy food s or unhealthy foods?
Lesson 6 27
The F d Group Song
The fruit group has apples and bananas, The protein group has fish and chicken,
Grapes and pears and oranges. Eggs, milk, cheese and yogurt.
The fruit group gives you nutrients, It keeps your teeth, bones and muscles
Like vitamins A and C. Healthy, happy and strong.
The vegetable group has carrots, Choose foods from all four food groups.
Broccoli and lettuce and spinach. Choose foods with lots of nutrients.
The vegetables give you vitamins, too, Choose foodss llow
ow iin
n ffat
at and
and sugar
sugar
And all the minerals you need. To make a balanced meal.
alanced m eal.
The grain group has bread and cereal,
Rice and oatmeal and tortillas.
The grain group gives you energy
To run all day long.
1 Listen to the song and follow. 14
Foods and Drinks A Listen again and sing along.

broccoli
egg 2 Sort the foods from the song.
grain
lettuce Fruits Vegetables Grains Protein
oatmeal
rice
spinach
yogurt
Health and 3 Answer the questions.

Nutrition 1 Which food group keeps you strong?
fat
mineral
2 Which food group gives you energy?
protein 3 Which two food groups give you vitamins?
vitamin
,
4 Draw your favorite food from each group in your notebook.

28 Lesson 7
Vocabulary Take the Lesson Further (15 min.)
• Assign each student to make a sign or picture for a different
Objectives item from the song, such as a food or body part. You can also
Students will sing a song to learn about the four food groups and include other words from the song: vitamins and minerals
classify foods in each group. (A, C), run, happy, strong.
Students will learn and practice nutrition words. • Have students find and circle their word in the song. Then
sing the song as a class for students to hold up their sign
Teaching Resources when they hear their word.
Track 14, Flashcards Topic 2, pictures of oatmeal and yogurt • Tell students to keep their signs for the next activity.
Know Your Students

Lead in to the Lesson (10 min.) • Many students will be able to sing most of the song and still
hold up their sign at the correct time.
Present the Vocabular y • Some students may need to listen without singing to hold up
• Display the flashcards for broccoli, egg, grain, lettuce, rice their sign at the right time. In this case, you could play the
and spinach. Say each word for students to repeat, and have track again and allow students to sing as well as they can.
students give a thumbs-up if they like the food or thumbs-
down if they don’t.
2 Sort the foods from the song. (15 min.)
• Show students a picture of oatmeal, and say the word for
students to echo. Ask: Do you eat this for breakfast, lunch or Get Students Thinking
dinner? (Breakfast.) Is it hot or cold? (Hot.) • Read the instructions. Ask: What are the four headings? (The
• Follow the same process for yogurt, and elicit that it can be four food groups.)
eaten cold for breakfast, lunch or a snack. Invite students to
name flavors of yogurt they like. Manage Your Class
• Have students work individually or in pairs to write the
words from the song in the chart.
1 Listen to the song and follow. 14 (15 min.)
• Alternatively, have students who made food signs in
• Play Track 14 for students to listen and follow the text. the previous activity stand up. Have them try to group
• Play the first four verses again one at a time, pausing to ask: themselves by food group. Have any students who are still
Which food group is this verse about? What are some foods in seated read off the foods in the song to check.
this group? Elicit any examples students can recall without
looking at the entry. Answers Fruits: apples, bananas, grapes, pears, oranges; Vegetables: carrots,
• Play the final stanza, and ask: What’s in a balanced meal? broccoli, lettuce, spinach; Grains: bread, cereal, rice, oatmeal, tortillas;
Protein: fish, chicken, eggs, milk, cheese, yogurt
(Foods from all four food groups.)
3 Answer the questions. (10 min.)
• Read the Health and Nutrition words for students to echo. • Have students work in pairs or individually to find the
Divide the class into four groups, and assign each group one answers in the song. Check answers as a class.
of the words. Have groups underline lines in the song with Answers 1 protein 2 grain 3 fruits, vegetables
their word.
• Ask each group to read their lines to the class. Use the lines 4 Draw your favorite food from each group in your
to help students define the words: Fat isn’t good for you. You notebook. (10 min.)
shouldn’t eat a lot of it. Fruits and vegetables have vitamins • Have students fold a blank sheet of paper into quarters, label
and minerals you need. Vitamins are named for letters of the each quarter with a food group and draw their favorite food
alphabet: A, C… Meat and dairy foods have protein. It makes in each.
your body strong. • Draw a big chart on the board and have students come up
and list their words in the correct food groups for the class
Take the Lesson Further (10 min.) to check.
• Have students read the song aloud for fluency. Read one pair
of lines at a time and have students repeat, copying your
pronunciation and stress. Read a little slower than usual so
students can focus on the words.
A Listen again and sing along. (20 min.)

• Play the track again, and have students mouth the words or
sing along quietly in rhythm.
• Divide the class into four groups, and have each group
practice one of the first four verses. Then play the track again
for groups to sing their verse, and have all students sing the
end of the song.
Lesson 7 T 28
Grammar A Read and circle the correct options. (10 min.)
• Read the instructions and questions with the class.
Objectives
Manage Your Class
Students will ask about amounts with How much…? and How many…?
• Have students complete the activity in pairs.
Students will learn to choose healthy 100-calorie snacks.
• Alternatively, read each question both ways, and have the
Teaching Resources class vote on which is correct.
Grammar Worksheet 2.2, Tracks 15 and 16 • Or have volunteers identify the food. Ask each time: Can
you count it? Have students make their choice based on their
answer.
• Have students stand side-by-side for a game. Say singular and Answers 1 much 2 much 3 many 4 many 5 many
plural food nouns from the topic and ask: Can you count it?
Students should take a big step forward for yes and a big step
A Match the questions with the answers. Listen again
and check. (10 min.)
back for no. If students step in the wrong direction, they’re out.
• Have pairs read each question and match based on what they
1 Read and circle your guesses. Listen and check. 15 recall from the track.
(15 min.) • Play the track again for students to listen and check.
• Have students preview the pictures and read the labels. Ask: Answers 1 Half a bar. 2 Six cups. 3 One teaspoon. 4 Four and a half.
Do you eat this snack? Do you like it? 5 Twenty-seven.
• Read the text aloud, and then have students read it chorally.
Explain that a calorie measures how much energy is in food.
To be healthy, you should eat the number of calories your 1 Review the rules for how much and how many and then have
body needs. students do the activity on their own. Ask volunteers to ask
• Read the question at the end of the text again: How many of and answer to check. Then have pairs ask and answer, giving
these snacks have 100 calories or less? Have students circle their own answers.
their guesses. 2 Have students work in pairs to unscramble the questions.
• Play Track 15 for students to listen and check. Check the questions before they write the answers.
Answers 6 tortilla chips and salsa, 6 cups of popcorn, 7 carrot sticks, Answers 1 1 How many 2 How much 3 How much 4 How many • 1 b 2 d 3 a
25 strawberries 4 c 2 1 How many eggs are there? 2 How much yogurt is there? 3 How many
tomatoes are there? 4 How much oatmeal is there? • 1 There are two eggs.
2 There are two cups of yogurt. 3 There are three tomatoes. 4 There is one cup
Take the Lesson Further (10 min.) of oatmeal.

2 Ask and answer. Guess how many are in a 100-calorie
• Ask: Did the answers surprise you? Discuss the idea that you
snack. (10 min.)
can eat a lot of some foods for 100 calories, but only small
quantities of others. • Read the instructions and the items with the class. Ask:
• Ask: What kinds of foods can you eat a lot of for 100 calories? Which amounts are measurements? (Slices of cheese, cups of
(Fruits, vegetables, popcorn.) What kinds of foods have a lot of milk.) Which are numbers? (Blueberries, cookies.)
calories in a small amount? (Chocolate, nuts, seeds.) Explain • Have students discuss and agree on their answers in small
that protein and carbohydrates (contained in grains) have a groups. Prompt them to think about the nutrition of each
similar number of calories per gram, and fats and oils have item: Does it have a lot of fat/sugar?
more than double. • Ask groups to share their answers. Write them on the board
and see if groups chose similar numbers.
• Read the entry with the class. A Listen and check. 16 (5 min.)
• Point out that How much…? is used with uncountable nouns • Play Track 16 for students to listen and check.
and is usually answered with a measurement, as in the • Ask: Which snack is the most unhealthy? (The cookies.) Why?
example, or a quantity: There’s a lot of sugar. (They have a lot of sugar and fat.)
• Point out that How many…? is used with countable nouns Answers 1 Two thin slices of cheese 2 125 blueberries 3 1 cup of milk
and is usually answered with a number. 4 Two cookies

• Poll students about their favorite snack on the page. If they
• Have pairs find How much/many…? in the text and decide if
choose an unhealthy snack (chocolate, cookies), encourage
the noun that follows it is countable or uncountable.
them to choose a healthier one. Keep a tally of students’
• Discuss their answers as a class, and have students answer
answers on the board to find the class’s favorite healthy
the How many…? question by counting the number of snacks
snack. If time allows, make a bar graph of the results
they circled (four).
as a class.
• Elicit other nouns that go with How much/many…?
T 29 Lesson 8
How Much…? How Many…?
Ask How much…? to find out the exact amount of an uncountable noun:
How much sugar is there? One cup.
Ask How many…? to find out the exact number of a countable noun:
How many bananas are there? Four.
1 Read and circle your guesses. Listen and check. 15

6 cups of popcorn
The 100-Calorie Snack
An ideal snack contains 100
calories. But how much food
is that? It might surprise you!
1 chocolate bar
How many of these snacks 6 tortilla chips
have 100 calories or less? and salsa
6 walnuts
1 tablespoon of
7 carrot sticks sunflower seeds
25 strawberries
A Read and circle the correct options.

1 How much / many chocolate is in a 100-calorie snack? Six cups.
2 How much / many popcorn is in a 100-calorie snack? Twenty-seven.
3 How much / many sunflower seeds are in a 100-calorie snack? Half a bar.
4 How much / many walnuts are in a 100-calorie snack? Four and a half.
5 How much / many strawberries are in a 100-calorie snack? One teaspoon.
A Match the questions with the answers. Listen again and check.
2 Ask and answer. Guess how many are in a 100-calorie snack.
1 slices of cheese 2 blueberries 3 cups of milk 4 cookies
A Listen and check. 16
Lesson 8 29
d s a round the Wor
Foo ld
Germany
We all need foods from
the same food groups, In Germany, many peop
le eat meat, vegetables an
d
but each culture has its own bread every day. Lunch is
often sausage, chicken or
dishes. What groceries do people Potatoes are pork.
very popular. Dinner is a
buy? How much do they cost? small meal with
bread, mustard and pick
les. They eat a few sweet
What meals do people make?
too. A family of four buys treats,
Let’s look at a family of four—two s about 160
dollars of food a week.
parents and two children—in
three different countries.
China
only a little
Many Chinese dishes have a lot of rice and vegetables and
Identifying the a family of
meat. Why? Fish or pork costs about 28 dollars a week for
Main Idea vegetables,
four, but rice is only six dollars! Families eat a lot of green
The main idea tells
what the text is about. mushrooms and beans, too. They don’t eat
Each section can also many sweets. They spend only about 50
have a main idea. As dollars a week on food.
you read, underline
each main idea to help United States
you remember it. In the United States, a typical family of four buys a lot of meat, a few
fruits and vegetables and some bread for aboutt 114 dollars a week.
But some families spend 100 dollars more on
Foods and candy and fast food. Junk food can amount to
Drinks half the cost of food for an American family!
mushroom
sausage 1 Read the introduction. Underline the main idea of the text
text.
A Underline the main idea in each section.

2 Answer the questions for each country in your notebook.
1 How much does a week of groceries cost?
2 What is a popular meal?
3 How many food groups are in this meal?
A Answer the questions for your country.

30 Lesson 9
Reading
Manage Your Class
Objectives • To help students find main ideas, repeat the process from the
introduction with each section.
Students will read an article about foods from different countries.
• Alternatively, divide the class into three groups, and assign
Students will identify the main idea of the whole text and of sections
each group a section of text to read again and find the main
of the text.
idea. Then put students in groups of three, one from each
Teaching Resources section, and have them share the main ideas they found.
World map, research materials listing groceries and typical dishes
Answers In Germany, many people eat meat, vegetables and bread every day.
from different countries, poster board (one per pair or small group), Many Chinese dishes have a lot of rice and vegetables and only a little meat.
art supplies Junk food can amount to half the cost of food for an American family!

• Have students find the words junk food and fast food in the
text. Explain that both terms refer to unhealthy foods you can
prepare or order quickly. Tell students that these foods often
• Read the words for students to repeat.
have a lot of sugar and fat. Elicit examples from students.
• Point out the sausages pictured on the page, and draw an
outline of a mushroom on the board. 2 Answer the questions for each country in your
• Ask: What food group are sausages in? (Protein.) Mushrooms? notebook. (15 min.)
(Vegetable.) Do you like these foods?
• Read the instructions and questions with students.
• Draw a chart on the board with a column for each country
Take the Lesson Further (10 min.) and these titles for the rows: Cost of Groceries, Popular Meal,
• Have students preview the title and subheads. Ask: What Food Groups.
is the article about? (Foods from three countries: Germany, • Have students copy the chart in their notebooks and
China and the United States.) complete it in pairs as they read the text again.
• Invite volunteers to point to each country on a map. Answers 1 Germany—$160, China—$50, United States—$114 2 Sample
• Have students look at each picture and try to identify the answers: Germany—sausage and potatoes, China—fish, rice and green
foods: sausage and potatoes, beef and broccoli with rice, a vegetables, United States—fast food 3 Germany—2, China—3, United
States—3
burger and fries. Ask: Do you eat any of these foods often? If
not, ask: How are they different from what you usually eat? Take the Lesson Further (10 min.)
Present the Skill (5 min.) Get Students Thinking
• Read the entry with the class. • Complete the chart on the board as a class. Then help
• Explain that to find the main idea, readers should ask students compare and contrast the countries. Ask: What
themselves: What is it about? Often, a sentence at the foods do people in all three countries eat? Which country
beginning of a text conveys the main idea. spends the most on groceries? Where do people eat candy?
Junk food?
1 Read the introduction. Underline the main idea of the
text. (10 min.) A Answer the questions for your country. (10 min.)
• Have students add a fourth column to their chart and
• Read the instructions with the class, and have them point to
complete it for their country. Discuss their answers: What
the introduction. Read this section aloud, one sentence at a
are popular/traditional dishes in our country? What food
time, and have students repeat.
groups are they in?
• Have students look at the text again and think about what it
is about. Say: Which sentence tells us what the text is about? Take the Lesson Further (30 min.)
Invite volunteers to read one sentence at a time, and decide
on the answer as a class. Integrate Social Studies
Answer We all need foods from the same food groups, but each culture has • Help pairs or small groups investigate foods in other
its own dishes. countries.
A Underline the main idea in each section. (20 min.) • Assign or allow students to choose a country, and provide
them with research materials.
• Read the text aloud one section at a time. Then have students • Have students make a poster with the country’s flag,
read the section chorally. Assist with pronunciation of drawings of typical dishes and a grocery list. Display the
unfamiliar words. posters as a “multicultural food fair.”
• Have groups point to their country on the map. Discuss any
regional similarities.
Lesson 9 T 30
Listening A Answer the questions in your notebook. (15 min.)
• Read the instructions and the questions with students. Say:
Objective Think about what you know. Decide if these two meals are
healthy.
Students will practice using their experience to make inferences about
• Have students work in pairs to answer the questions.
situations in a listening text.
• Check answers as a class. Elicit that Bryce’s lunch is healthier
Teaching Resources because it has more vegetables, and Amy’s is unhealthier
Tracks 17 and 18 because it’s higher in fat.
Answers 1 Bryce 2 pasta, tomato sauce, salad 3 Amy 4 pizza, fries
Lead in to the Lesson (15 min.) Take the Lesson Further (10 min.)
• Have students individually draw a pizza with their favorite Get Students Thinking
toppings. Ask them to share their picture with a partner and • Have students think critically about nutrition.
name the toppings. • Ask: How can Amy make her lunch healthier? (Order pizza
• Elicit popular toppings, and make a list on the board. Have with vegetable toppings, add salad or fruit instead of fries.)
students brainstorm other toppings to add: cheese, pepperoni, • Then say: Imagine that Bryce gets pasta and salad again
sausage, chicken, mushrooms, tomatoes, peppers, onions, tomorrow. There’s a creamy sauce on the pasta and blue
spinach, pineapple. cheese dressing on the salad. Is his lunch still healthy? Elicit
• Explain that the bottom of a pizza is called the “crust.” Ask: that Bryce’s meal is now higher in fat.
What food group is the crust in? (The grain group.)
• Have students work in small groups to create and draw a 3 Listen and answer. How does each person feel? 18
pizza that covers as many food groups as possible, such (15 min.)
as a crust (grain) topped with cheese and ham (protein), • Read the instructions with the class. Tell students that they’re
mushrooms (vegetable) and pineapple (fruit). going to hear Amy and Bryce talking on the phone later that
afternoon.
• Play Track 18 for students to listen and answer.
• Read the entry with the class.
• Tell students that their own experience can help them make Know Your Students
guesses about what’s happening, where the people are and • Some students may have trouble making inferences at first.
who they are. Have them start by listening to what Bryce and Amy say
directly about how they feel. Then play the track again and
1 Listen and underline the correct options. 17 (20 min.) have them check by listening for the speakers’ tone of voice.
• Have students listen with books closed. Write the questions • A few students may need answer options written on the
and the answer options on the board, and read them chorally board: Energetic, great, tired, sick.
with the class. Say: What do you say to your friends? Servers
Answers 1 Amy feels tired and a little sick. 2 Bryce feels great.
in the cafeteria? Players and coaches on your sports teams?
Think about it. Take the Lesson Further (25 min.)
• Play Track 17, and have students note down their answers.
Play the track again as students listen. Integrate Learning Styles
• Ask for a show of hands for each answer choice. Then have • Group students of different learning styles, and have them
students open their books and look at the pictures to check create a healthy school lunch that they might bring from
their answers. home or buy from your school’s cafeteria.
Answers 1 b 2 a 3 b • Invite groups to present their lunch to the class.
• Visual: Students draw a picture of the school lunch.
2 Listen again and sort the foods. (10 min.) • Auditory: Students discuss their lunch and then describe
• Read the instructions and the word bank aloud. each food to the class.
• Ask: Who orders each food? Have students listen and write • Read/Write: Students write about why the school lunch is
each food in the correct place as they hear it. healthy.
• Tell students to write only the first few letters of the word • Kinesthetic: Students act out a short exchange between a
as they listen. They can go back later and write the rest of student and a parent or server.
the word.
• Play the track again as needed for students to check.
Answers Bryce: pasta, tomato sauce, salad; Amy: pizza, fries

• Encourage students to relate Bryce’s and Amy’s meals to their
own experience. Ask: Which meal do you like better? Why?
Which meal is more like your usual lunch? Why?
T 31 Lesson 10
1 Listen and underline the correct options. 17
1 Who are the people talking?

a two friends b students and servers c players and coaches
2 Where are they?
a a school cafeteria b a sports field c a picnic
3 What time of day is it?
a nighttime b lunchtime c after school
2 Listen again and sort the foods.
fries pasta pizza salad tomato sauce
Bryce’s Meal Amy’s Meal
A Answer the questions in your notebook.

1 Who has a healthy meal? Making
2 Which foods are healthy? Inferences
3 Who has an unhealthy meal? An inference is similar
to a guess. Think about
4 Which foods are unhealthy?
your own experience
3 Listen and answer. How does each person feel? 18 when you listen: What
is happening? Where is
1 Amy feels . it? Who is there?
2 Bryce feels .
Lesson 10 31
1 Listen and mark (✓) Abby’s order. 19
Main Dish Add Sides Dessert Drinks
hamburger lettuce, tomato fries ice cream soda
lemon chicken cheese mixed Toppings milk
spaghetti meatballs vegetables chocolate chips juice
baked fish rice strawberries water
fried fish fruit cup nuts
A Mark (✓). What does Reuben suggest?

Making 1 How about adding a fruit cup?
Suggestions
2 Why don’t you have baked fish, not fried?
You can make
suggestions to 3 Maybe you can drink milk, not soda.
help someone
4 What about ordering extra vegetables?
order: How about
adding some 2 Read the menu. Decide on your order.
vegetables? What
about getting
baked fish? Why Main Dishes Sides Dessert
don’t you have
Hamburger $4 Fries $2 Ice Cream $3
fruit for dessert?
(add lettuce and tomato) $1 Mixed Vegetables $2 (add chocolate chips) $1
Maybe you can
(add cheese) $1 Rice $1 (add strawberries) $1
drink water.
Lemon Chicken $5 Fruit Cup $2 (add nuts) $1
Spaghetti $4
(add meatballs) $1 Drinks
Fish: Baked or Fried $5 Soda $2 Juice $2
Milk $2 Water $1
A Take turns ordering and making suggestions.

I’d like a hamburger and some milk.
How about adding lettuce and tomato?
32 Lesson 11
Speaking A Mark (). What does Reuben suggest? (10 min.)
• Read the instructions and questions with the class. Have
Objectives them underline the parts that match the question starters on
Students will role-play ordering food at a restaurant. the board.
Students will learn polite ways to make suggestions for healthier • Ask students to lightly mark one answer based on what
options. they recall. Then play the track again for them to check and
correct their answers.
Teaching Resources • Ask: How does Abby respond to Reuben’s suggestion? (“That’s
Track 19, printouts of children’s menus in English from real restaurants a great idea!”) Tell students they can respond to suggestions
(several different ones if possible, one per student) this way or say: Thanks!/No, thank you.
Answer How about adding a fruit cup?

• Divide the class into two teams. Have them play Pictionary
(see page xvii) with food vocabulary from the topic. Time Get Students Thinking
artists for 30 seconds. If a team hasn’t guessed within that • For each suggestion in the previous activity, ask: Why does
time, allow them to ask the artist one yes/no question as a it make a meal healthier? Elicit that fruit and vegetables add
hint: Is it red? Is it a fruit? vitamins and minerals, baked fish is lower-fat than fried, and
milk has less sugar than soda.
2 Read the menu. Decide on your order. (10 min.)
• Have students look at the menu at the bottom of the page.
Ask: Where do you see a menu? (A restaurant.) Elicit that a • Allow students time to choose a main dish, a drink and
menu lists foods and drinks you can order. optionally a side and dessert. Encourage students to choose
• Read the headings with students. Ask: Which is bigger: a a mix of healthy and unhealthy items. Have students note
main dish or a side? (A main dish.) What part of the meal do down their order.
you eat last? (Dessert.)
• Read the main dishes with students. Then ask: What can you A Take turns ordering and making suggestions. (15 min.)
add to a hamburger? (Lettuce, tomato, cheese.) What can • Read the instructions and the example with students.
you add to spaghetti? (Meatballs.) Explain that baked fish is • Ask: Which sentence is the suggestion? (The second one.) How
cooked in an oven, while fried fish is cooked in oil or fat in a does adding lettuce and tomato make the meal healthier?
pan. Ask: Which do you think is healthier? (Baked fish.) (Vegetables are good for you.)
• Read the sides, drinks and desserts chorally. Point to the • Have pairs role-play as server and customer.
dessert section and ask: What toppings can you add?
Know Your Students
(Chocolate chips, strawberries, nuts.)
• Some students will be able to suggest healthy replacements
1 Listen and mark () Abby’s order. 19 (15 min.) for unhealthy foods: Why don’t you order baked fish,
not fried?
• Have students look at the order form, and guide students to
• Other students may only be able to suggest healthy foods to
see that it’s the same as the menu at the bottom of the page.
add: How about ordering some vegetables?
• Tell students that they are going to listen to two children
• A few students may only be able to give one-word
role-playing a server and customer at a restaurant. Ask: What
suggestions or even just repeat back the order without
does the girl order?
offering suggestions.
• Play Track 19, and have students listen and check off items. If
needed, pause the track after each item so students can find
and mark it. Take the Lesson Further (20 min.)
Answers spaghetti, (two) meatballs, fruit cup, milk • Divide the class into groups and give each group a menu
from a real restaurant.
Present the Skill (10 min.) • Give students a few minutes to read the new menus, and
• Read the entry with students. Model the pronunciation of the make sure they understand the foods and drinks.
phrases for students to repeat. • Then have students take turns role-playing as server and
• Elicit or explain that each of the example questions is a customer using the new menus.
suggestion about how to make a meal healthier. • Invite volunteer pairs to perform for the class. Elicit
• Write question starters on the board for students’ reference: How suggestions for making the order healthier.
about …? What about…? Why don’t you …? Maybe you can…
Lesson 11 T 32
Project 3 Make meals for your plate. (35 min.)
• Have students work in small groups. Distribute pre-cut
Objective templates. Tell students to cut out foods in each food group
Students will create a model of a balanced plate to help them choose using the correct template.
foods from all four food groups. • Demonstrate and explain the process: Find a food. Decide
what food group it’s in. Place the correct pie piece over the
Teaching Resources food. Draw the outline. Cut it out.
Signs labeled Fruits, Vegetables, Grains, Proteins, paper plates (one • Place the pie piece over the correct food group on a student’s
per student), rulers, scissors, glue, supermarket flyers or other ads balanced plate to show that the sizes match.
with pictures of food; construction-paper templates for each food
group quadrant, as per balanced plate diagram in activity 1 (one set Manage Your Class
per group) • Give each small group one set of templates, and have them
find and cut out five foods in each food group. They can pile
their pie pieces in the center and stay in their group for the
Lead in to the Lesson (10 min.) next activity.
• Post signs for the food groups in different corners of the • Alternatively, place students in four groups, and give them
room for a game of Action Stations (see page xvi). List foods each the template for only one food group. Have them focus
from the topic, and have students move to the correct on finding foods in that group. Then students can do the next
food group. activity as a class.
Present the Project (5 min.)

4 Create new balanced meals. (30 min.)
• Read the title, and ask students to recall: What’s in a
balanced meal? (Foods from all four food groups.) Get Students Thinking
• Tell students that they are going to make a model plate to • Have students build new meals by placing pie pieces on their
help them build balanced meals. plates. To engage students in building a variety of balanced
meals, challenge them with different tasks, for example: How
1 Look at the balanced plate. Why are the sections many balanced meals can you make in ten minutes? What’s
different sizes? (5 min.) the healthiest/strangest/most delicious/most colorful balanced
meal you can make?
• Read the instructions, and discuss the question as a class.
Ask: Which do you need more of: fruits or vegetables? Take the Lesson Further (30 min.)
(Vegetables.) Grains or protein? (Grains.)
• In groups of mixed learning styles, have students create a
A Think of foods for each group. (10 min.) restaurant menu with three balanced meals.
• Distribute supermarket flyers with pictures of food. Integrate Learning Styles
• Divide the class into four groups, and have each group find • Visual: Students illustrate the meals on the menu.
examples from one of the food groups. • Auditory: Students discuss what to include on the menu and
• Ask groups to share their examples with the class. then role-play ordering from the menu.
• Read/Write: Students write the menu descriptions.
2 Make your own balanced plate. (25 min.) • Kinesthetic: Students match the foods to their balanced plate
1 Give each student one paper plate, and distribute rulers. Help to check that the meals are balanced, and participate in the
students draw a straight line across the plate from top to role play.
bottom and mark the center point. Have them measure three
centimeters up from the center point and draw a line to the
left. Then have them measure two centimeters down from Topic 2
the center point and draw a line to the right. What do I need to eat?
2 Have students write the correct food group in each quadrant.
3 Ask students to look through the supermarket flyers, cut 1 What foods can you eat for a healthy snack? (10 min.)
out an example of each food group and glue it in the correct • Have students look back through the topic and identify
quadrant. They could also just draw an appropriate food in healthy snacks.
each quadrant. • Have them choose a favorite healthy snack to enjoy during
4 Help students cut along the lines to separate the quadrants. the next class, if possible.
5 Have students glue the quadrants to the construction paper
in the same order as the model in the book, and leaving a 2 What foods can you choose for a balanced meal?
small gap between quadrants. (20 min.)
• Mix all the pieces together. Have a student draw four pieces
and try to place them on his or her balanced plate. Ask: Is this
a balanced meal? If not, ask: How can we balance it?
• Repeat with several different volunteers.
T 33 Lesson 12
1 Look at the balanced plate. Why
are the sections different sizes?
Fruits
A Think of foods for each group. Grains Craft: A Balanced
Plate
2 Make your own balanced plate. Vegetables Make a plate to show
1 Draw the lines on a paper plate. Protein how much of each food
group to include in a
2 Label each food group.
balanced meal. Use
3 Draw an example of each food group, the plate to create new
or cut it out and glue it to the paper. balanced meals with
4 Cut along the lines. foods you like.
5 Glue the pieces to construction paper.
3 Make meals for your plate.

1 Find or draw pictures of some foods
in each food group.
2 Cut out the pictures. Use the right
shape for the food group.
4 Create new balanced meals.

1 Choose pictures of four foods you like.
Be sure to choose one from each
food group.
2 Put them on the correct places on the
plate to make a balanced meal.
To p i c 2 t for a
1 What foods can you ea
healthy snack?
oo se for
2 What foods can you ch
a balanced meal?
Lesson 12 33
To p ic 3 Why do I get sick?
Being able to describe symptoms of illness and understand treatment options is important for students’ health. In this topic, students will describe minor
ailments such as headaches, colds and the flu, as well as minor injuries. They will role-play conversations with parents, doctors and nurses about the best
treatment. They will also learn the science of how the body fights illness. Students can play a key role in preventing the spread of disease at home and at
school. They will discover the benefits of good hygiene habits, such as washing their hands often and covering their mouth when they cough or sneeze.
Video Project
o you have a
Do
hac
cha he??
che
The Captain has a cold. Max Poster: School Health and Hygiene mac
oma
sto
and Maddie bring him Students will create posters giving

healthy food, tissues and a advice for good health and hygiene
pillow and blanket to help him habits at school.
feel better. You shouldn’t visi
t the
school nurse!
Vocabulary Grammar
Ailments Should and Shouldn’t for Advice
cold, earache, fever, germs, headache, runny nose, sore throat, The modals should and shouldn’t are used to give advice. They are
stomachache followed by the base form of the verb. Students will practice using
Treatments should/shouldn’t for health advice and treatment: You should go to the
antibiotic, bandage, medicine, patient, thermometer, tissue doctor. You shouldn’t go to school today.
Health Verbs Adverbs of Frequency

blow your nose, cough, cover, sneeze, stay home, take medicine, take The adverbs always, usually, often, sometimes and never describe
your temperature frequency, or how often something is done. Usually the adverb is placed
before the verb: I always wash my hands before meals. Sometimes can
Hygiene Habits
also be placed at the beginning of a sentence and followed by a comma:
brush your teeth, dry your hands, take a bath/shower, use (hand
Sometimes, I forget to wash my hands.
sanitizer), wash your hands
How often…?
Time and Frequency
To ask about frequency, we use a question beginning with How often…?
after, before, once/twice/three times (a day/a week…)
followed by a form of the auxiliary do, the subject and the base form of
Compound Words the verb: How often do you bite your nails?
Students will use the parts of a compound word (such as head and ache A How often…? question can be answered with either an adverb of
in headache) to help them figure out the meaning. frequency or a specific frequency phrase: I sometimes bite my nails. I bite
my nails once or twice a week. I bite my nails before a test at school.
Reading Listening
Understanding the Plot Listening and Predicting
Students will understand a story more clearly if they break it into a series When students listen to predict, they become more active and focused
of events. This can also help students see how one event leads to the listeners. This also helps them practice drawing conclusions about what
next, reinforcing the concept of cause and effect. they hear. In this lesson, students will predict treatment advice.
Using a Diagram Listening for Frequency

Diagrams help present science topics visually and clearly. Students will Students will listen for frequency adverbs as they hear hygiene advice
learn to use the pictures and the labels to understand a diagram and from a school nurse. They will also listen to an experiment about
relate it to words they have read in a text. handwashing hygiene and put the steps in order.
Speaking Writing
Expressing Sympathy Writing about a Problem and Solution
In this lesson, students will role-play a patient describing symptoms and Writers organize their text in different ways. They may present a problem
a doctor responding kindly. The language will help students react with and then describe the solution. Or they may relate causes and effects.
sympathy when people they know describe ailments. This lesson introduces students to both concepts as they write about an
ailment, its cause and its treatment.
Agreeing and Disagreeing
Students should feel free to express their opinions in class, agreeing
and disagreeing in a polite and constructive way. In this lesson, they will
discuss how often people should practice various hygiene habits.
T 34
To p ic 3
1 Look and write A (ailment) or T (treatment).
headache going to the doctor
cough sneezing
Language
Vocabulary
Ailments Skills Project
fever taking medicine Treatments Reading Speaking Poster: School Health and
Health Verbs Understanding Expressing Sympathy Hygiene
A What else do you do to get well? Think Hygiene Habits
Time and Frequency
the Plot
Using a Diagram
Agreeing and
Disagreeing
o you have a
Do
oma
stom acha he?
che?
chac
about these ideas and add your own. Compound Words Listening Writing
I eat chicken soup. I take my temperature. Grammar Listening and Writing about a
I rest. I drink water. Should and Shouldn’t for Advice Predicting Problem and
Adverbs of Frequency Listening for Solution the
2 Discuss. When you are sick, do you stay How Often…? Frequency
You shouldn’t visit
school nurse!
home from school? Why?

34 35
1 Look and write A (ailment) or T (treatment). (10 min.)

Objective
• Read the instructions, and have students repeat the words
Students will identify and discuss ailments and treatments. ailment and treatment. Say: An ailment is what you have
Teaching Resources when you’re sick. A treatment is what helps you get well.
• Have students answer individually or in pairs.
Index cards labeled sick and well on either side (one per student)
Answers 1 A 2 T 3 A 4 A 5 A 6 T
Lead in to the Lesson (10 min.) Take the Lesson Further (5 min.)
• Point to the topic question and read it with the class. • Have students look at the main photo. Ask: What ailment
• Distribute the index cards. Tell students that well means does this girl have? (A fever.) How do you know? Elicit that
healthy; it’s the opposite of sick. Explain that students should there’s a thermometer, her dad has a hand on her head so it
listen and hold up the correct side of the card. may feel hot, and she’s lying down and wrapped in a blanket.
• Say and demonstrate statements like: I feel great! I don’t feel
good. I have so much energy! I’m so tired. My head hurts. I A What else do you do to get well? Think about these
can run and play! I’m hot/cold. I can’t go to school today. ideas and add your own. (10 min.)
I’m coughing. I’m sneezing. I have a headache/sore throat/ • Read the instructions with the class. Then read each sentence
stomachache. for students to repeat. Have students demonstrate the actions.
• Read each sentence again, and have students raise a hand if it
Take the Lesson Further (15 min.) applies to them. Elicit any other ideas students may have.
• Have students look at the photos. Say each word or phrase
for students to repeat, and ask questions to elicit details. 2 Discuss. When you are sick, do you stay home from
• For the top row, ask: What part of the girl’s body hurts? (Her school? Why? (10 min.)
head.) What do you think the doctor is saying? (Say “Ah.”) • Discuss the questions as a class. Tell students that they may
• For the middle row, elicit that the children are covering their answer this question in different ways. If there are school policies
cough or sneeze with their hand and ask why. for sick days, share them with students. Elicit that in most cases if
• For the bottom row, ask: Why is there a cloth on the you have a fever, you should stay home so others don’t get sick. If
boy’s head? (His head is hot.) What’s in his mouth? (A students stay home, they can rest, eat and drink what they need
thermometer.) What is the boy on the right going to do? to, check their temperature and so on. Ask: What can you do if
you feel sick at school? (Visit the school nurse.)
T 35
1 Watch the video. What’s wrong with the Captain?
Compound Words
Compound words
are made up of
two shorter words.
For example, the
word ache means
something that hurts.
The word headache
(head + ache) means
that your head hurts.
A Watch again and circle the correct option.

Ailments Grandma recommends oranges / honey / chicken soup.
earache
fever
2 Look and read. Match the ailments with the treatments.
headache
a b c
runny nose
sore throat
stomachache
Treatments d e f
medicine
thermometer
tissue
Health
Verbs 1 You have a runny nose. a You go to the doctor.
blow your nose 2 You have an earache. b You take your temperature
take medicine 3 You have a headache at with a thermometer.
take your school. c You take stomach medicine.
temperature
4 You have a fever. d You blow your nose with
5 You have a stomachache. a tissue.
6 You have a sore throat. e You drink lemon tea with honey.
f You go to the school nurse.
36 Lesson 1
Vocabulary Take the Lesson Further (10 min.)
Objectives • Lead a discussion to help students apply concepts in the
Students will watch as Maddie and Max help the Captain when video to their own lives. Ask: Imagine a friend or family
he is sick. member is sick. What can you do to help?
Students will acquire and practice vocabulary related to ailments and • If needed, prompt students with questions such as: What
treatments. can you give the patient? (Fruit, soup, water, tea, a blanket, a
Students will use the parts of compound words to better understand card, flowers…) Does the patient need to play or rest? (Rest.)
their meaning. Does the patient need noise or quiet? (Quiet.)
Teaching Resources Take the Lesson Further (25 min.)

Video Episode 3, Video Worksheet 3, Flashcards Topic 3, sheets of 1 Ask students if they recall who said what. Play the video
paper, each with one sentence from activity 2 (one matching pair per again to check.
student) 2 Preview the sentences with the class. Use the picture to teach
pillow, blanket and chicken soup.
3 Have open pairs take turns asking and answering the
questions for a class discussion. Allow others to add their
answers.
• Use the flashcards to teach students the vocabulary Answers 1 1 Maddie 2 Captain 3 Max 2 1 2 3 • Friends are the best
cure.
words. Display each picture, and say the word for students
to repeat. Take the Lesson Further (10 min.)
• Have students play a game of Charades (see page xvi). Have
Present the Skill (10 min.) groups or individuals act out an ailment, a treatment or a
• Read the entry with the class. health verb for the class to guess.
• Write on the board: earache, headache, stomachache. Have a
volunteer come up and underline the part of each word that 2 Look and read. Match the ailments with the
is the same. Point to each word, and ask: What part of your treatments. (20 min.)
body hurts? (Your ear, your head, your stomach.) • Read the instructions with the class.
• Write on the board other compound words students • Read the sentences in the left column aloud, and tell students
know: baseball, basketball, bathroom, bedroom, bookstore, that these are ailments. Then read the sentences in the
firefighter, swimsuit. Invite volunteers to come up and split right column for students to repeat. Explain that these are
them into two parts. Guide students to define the word using treatments.
its parts: Baseball—you hit a ball and run around the bases. • Have students look at the pictures, and ask: Do these pictures
show ailments or treatments? (Treatments.)
1 Watch the video. What’s wrong with the Captain?
Manage Your Class
(10 min.)
• Have students match the sentences individually or in pairs.
• Read the instructions, and have students look at the picture They can use the numbers on the pictures to help them.
and predict the answer to the question. Check answers as a class.
• Then play the video for students to watch and check. • Alternatively, have the class do this activity as a version of
• Ask: How do you know the Captain’s sick? What does he do? Find Someone Who (see page xvi). Distribute sentences, and
(Sneezes, coughs, blows his nose.) Does he look any different? say: Raise your hand if you’re an ailment/treatment. Tell each
(Yes; his nose is red.) Does he sound any different? (Yes.) Why? group that they need to find the correct treatment/ailment.
(He has a runny nose and a sore throat.) Allow students to circulate. Once all students are matched,
Answer He has a cold. check to see if they’re correctly paired.
A Watch again and circle the correct option. (10 min.) Answers 1 d 2 a 3 f 4 b 5 c 6 e
• Read the instructions and the sentence with students. Explain
that a cure is like a treatment.
• Play the video again for students to watch and answer • Post the flashcards in different locations around the
individually. room for a game of Action Stations (see page xvi). Describe
• Ask: What else do Max and Maddie bring to help the an ailment or a treatment, and have students move to the
Captain? (Oranges, tea with honey and lemon, sandwiches, correct flashcard.
tissues, blanket and pillow.)
Answer chicken soup
Lesson 1 T 36
Grammar A Read the comic. Underline what the superhero should
do. Circle what he shouldn’t do. (15 min.)
Objectives • Read the instructions with the class.
Students will use should/shouldn’t to give advice. • Invite two volunteers to read the comic aloud, taking turns
Students will discuss what they should and shouldn’t do when they reading one speech bubble at a time. Have the class give a
are sick. thumbs-up when they hear should and a thumbs-down when
they hear shouldn’t.
Teaching Resources • Then have pairs read the comic again to themselves,
Track 20, Grammar Worksheet 3.1 underline and circle.
Answers Underline: stay home today, sneeze into a tissue, cover your mouth
when you cough; Circle: try to save the world when I have a cold
• Say: Imagine you’re sick. You don’t go to school. You stay Take the Lesson Further (25 min.)
home. Draw what you do all day. Invite students to share 1 Have students exaggerate the intonation when they
their pictures with the class. practice. Encourage them to practice with other ailments
• Ask: When you stay home, is it boring or fun? Most students and advice, too.
will say that while they enjoy some things, like watching TV 2 Check students understand the verbs in the word bank. Have
or not having to go to school, staying home sick is boring them complete the sentences alone or in pairs.
because they’re just resting. Point out that rest helps them 3 Discuss the first one as a class and then have students discuss
get well. in groups.
Present the Vocabular y (10 min.) Answers 1 1 b 2 c 3 a 4 d 2 1 should cover 2 should drink 3 shouldn’t share
4 should eat 5 should see
• Read the ailments for students to repeat. Remind students
that the Captain had a cold in the video from Lesson 1. Have Take the Lesson Further (10 min.)
students recall his symptoms to elicit symptoms of a cold
(coughing, sneezing, runny nose, sore throat). Then say: Where Get Students Thinking
do you get a cold? What makes you sick? (Germs.) • Have students think critically about the comic. Ask: Why
• Read the health verbs. Have students demonstrate cough does the superhero’s mom say he should stay home? (He has a
and sneeze. Then show them how to cover their mouth while fever.) How can staying home help him? (He can rest and eat
coughing or sneezing. soup.) Why does he agree with her at the end? (He sneezes all
over a building and surprises a firefighter when he coughs; he
can’t do a good job when he’s sick.)
• Have students preview the pictures. Ask: In the first picture, 2 Read and write should or shouldn’t. (10 min.)
who’s in bed? (A superhero.) How do you know? (His clothes.) • Read the instructions with the class. Tell students that for
Who do you think is next to him? (His mom.) Why is she each pair of sentences, they will write should for one and
there? (She’s taking care of him.) What situation is the shouldn’t for the other.
superhero there to help? (A building is on fire.) What’s the • Do the first item as a class. Have students read the sentences
superhero doing in the last picture? (Eating soup.) chorally, clapping once for each blank. Read each sentence
• Play Track 20, and have students listen and follow the text in with should and shouldn’t, and have students choose which
the speech bubbles with a finger. is correct.
• Have students complete the activity in pairs.
Answers 1 Should, shouldn’t 2 should, shouldn’t 3 should
• Read the entry with the class. Pronounce and spell should for
students to repeat. Point out that shouldn’t is a contraction of 3 Role-play. Imagine a friend has a cold. What should
should + not. he or she do? (15 min.)
• Read the first two example sentences aloud, and have
• Read the instructions, and have students answer in a way that
students give a thumbs-up when they hear should and a
suits their learning style.
thumbs-down when they hear shouldn’t.
• Have students present their responses to the class.
• Write the question on the board, and point out that the word
should goes before the subject. Ask if they can remember Integrate Learning Styles
other questions that are formed by putting the verb before • Visual: Students draw a comic to show how you should help
the subject (with be and can). a sick friend.
• Auditory: Students create a short dialogue giving advice on
how to help a sick friend.
• Read/Write: Students write several sentences of advice,
including both should and shouldn’t.
• Kinesthetic: Students act out what you should and shouldn’t
do to help a sick friend.
T 37 Lesson 2
AH… AH… ACHOO!
YOU HAVE A FEVER. YOU
SHOULD STAY HOME TODAY.
I CAN’T! PEOPLE OUT YOU SHOULD SNEEZE

THERE NEED HELP! INTO A TISSUE!
COUGH! MAYBE YOU’RE RIGHT.

Should and
I SHOULDN’T TRY TO
Shouldn’t for Advice
SAVE THE WORLD
WHEN I HAVE A COLD! We use should and
shouldn’t to give advice.
We use the same form for
all persons: You should
stay home.
YOU SHOULD COVER YOUR
You shouldn’t go out.
MOUTH WHEN YOU COUGH! Should I go to the doctor?
Yes, you should. /
A Read the comic. Underline what the superhero should do. No, you shouldn’t.
Circle what he shouldn’t do.
2 Read and write should or shouldn’t. Ailments

1 a sick superhero try to help people? cold
germs
No, he !
2 You cover your mouth when you cough or sneeze. Health
Verbs
You pass on germs to others. cough
3 You wash your hands after you cough or sneeze. cover
sneeze
3 Role-play. Imagine a friend has a cold. What should he or she do? stay home
You should stay in bed. You shouldn’t…
Lesson 2 37
On Friday, Gerald wakes up with a cold. He’s “Gerald,” says Mama, “you should cover
coughing and sneezing. “You should stay in your mouth when you cough!”
bed,” Mama says. “You should rest and get On Saturday, Gerald wakes up feeling
better. Remember, we’re going to the zoo much better. He can’t wait to go to the zoo!
tomorrow!” But Mama, Papa and Leo are still in bed.
But Gerald doesn’t want to rest. He gets They’re coughing and sneezing.
up to watch TV. He sneezes on the remote. “You should stay in bed,” Gerald says.
“You should cover your mouth when you “You should rest and get better!”
sneeze!” Mama says. She takes the remote Mama laughs. “OK,” she says.
away from him. “Back to bed, Gerald!” “And we’ll all go to the zoo
But Gerald is thirsty. He pours a large tomorrow, instead.”
glass of juice. He shares some with his little
brother, Leo. “Gerald,” Mama says, “you
shouldn’t share your drink when you’re sick!”
Mama gives Gerald some medicine. He
sleeps all afternoon. He doesn’t wake up until
Papa comes home. Papa gives Gerald a hug.
“How are you feeling?” he asks. Gerald
accidentally coughs on Papa.
2 Read the story. Write the events in order in your notebook.
Gerald shares his juice with Leo. Gerald coughs on Papa.

Mama, Papa and Leo are sick. Gerald sneezes on the remote.
First Next After That Last
3 Discuss. How does Leo get sick? How

Understanding the Plot does Papa get sick? What about Mama?
A Give Gerald and his family advice. What

The plot is the sequence of events in a story. Ask
yourself: What happens first? What happens next?
What happens after that? What happens last? should they do differently next time?
38 Lesson 3
Reading 2 Read the story. Write the events in order in your
notebook. (20 min.)
Objectives • Write the sentences on the board. Label them A–D, and have
Students will put the events of a story’s plot in order. students copy the labels in their books.
Students will learn about how germs spread. • Have pairs or small groups read each sentence and find the
paragraph that describes that event. Ask them to draw a box
Teaching Resources around the paragraph and write the letter. Then have them
Track 21 write the letters in the graphic organizer in the order they
appear in the story.
• Have students use the graphic organizer to help them write
the plot events in order.
• To review should and shouldn’t, have students practice giving
Answers First, Gerald sneezes on the remote. Next, Gerald shares his juice
advice using the rules in your classroom, for example: You with Leo. After that, Gerald coughs on Papa. Last, Mama, Papa and Leo
shouldn’t chew gum. You should raise your hand to ask a are sick.
question. If needed, prompt students with yes/no questions:
Should you run in the classroom? (No, you shouldn’t.) 3 Discuss. How does Leo get sick? How does Papa get
sick? What about Mama? (10 min.)
• Have students preview the title, picture, and first sentence. • Have students analyze cause and effect in the story.
Ask: Who has a cold? (Gerald.) Point to Gerald. What’s he
doing? (Coughing or sneezing.) Who else is in the picture? (His Manage Your Class
mom.) Is she sick? (No.) • You may wish to have students answer all three questions
• Play Track 21. Tell students to listen and follow along to see if individually or in pairs.
their guesses are correct. • Alternatively, divide students into three groups, one for each
question. Have groups find the paragraph that gives the
Take the Lesson Further (15 min.) reason why the person gets sick. Then regroup students in
• Read the story aloud, pausing after each paragraph to ask groups of three, one from each question. Have students share
comprehension questions. For example, after the first what they learned.
paragraph, ask: What’s wrong with Gerald? (He has a cold.)
• Point out that each time, Gerald’s germs get passed on.
What advice does Gerald’s mom give him? (Stay in bed, rest
and get better.) Answers Mama picks up the remote. Leo shares Gerald’s glass of juice. Papa
gets sick because Gerald coughs on him.

• Have students read the story aloud for fluency. Assign each
A Give Gerald and his family advice. What should they
do differently next time? (10 min.)
student part of the text. Have students underline their part
• First, have students focus on giving advice to Gerald. Ask:
and practice it. Then have students read the story in order.
Next time, what should Gerald do when he coughs/sneezes?
Know Your Students (Cover his mouth.) What else should he do when he’s sick?
• Most students should be able to read one or two sentences (Stay in bed and rest.) What shouldn’t he do? (Share his
fluently after practicing on their own. drink.)
• Some students may need you to read each of their sentences • Then have small groups think about their answers from the
aloud for them to repeat. previous activity and give advice to Gerald’s family: Gerald’s
• A few students will be able to read a full paragraph. mother shouldn’t pick up the remote after Gerald touches it.

• Ask students if this happens in their own families: one family
• Read the entry with students.
member gets sick, and then the others do, too, one by one.
• Remind students that they already know some of the
Have individuals or small groups write advice for their own
sequence words. Have students close their books, and write
families about what to do when someone in the family is sick.
on the board: after that, first, last, next. Have students put the
words in order.

• Have students look back at the comic on page 37. Point out
that a comic has a picture for each plot event. Have small
groups write one sentence for each event, beginning with the
correct sequence word: First, the superhero is sick. Next, he
sneezes on a building and puts a fire out. After that, he coughs
on a firefighter. Last, he goes home and eats soup.
Lesson 3 T 38
Listening
Objectives • Read the entry with the class. Explain that to make a
prediction, students should think about what they’ve heard
Students will listen to predict what will happen next.
so far and guess what will happen next.
Students will identify treatments for various ailments.
Teaching Resources 2 What treatment do you think each person needs?

Tracks 22 and 23 and transcript 23 (one per student) Write A (Abigail), B (Brian) or J (James). (15 min.)
• Read the instructions and treatments with students.
Lead in to the Lesson (10 min.) • Play the first dialogue again, and have students just listen.
Then have them mark the treatments they predict for Brian.
• To review body parts, teach students the song “Head and
• Repeat the process for the next two dialogues. Have students
Shoulders, Knees and Toes.” Have students touch each body
predict treatments for Abigail and James.
part as they sing it.
• Have students sing another verse of the song with elbows, Know Your Students
fingers, hands and feet. • Most students will be able to make a prediction about all
seven treatments (two or three per child). They may need to
discuss in small groups first.
• Say each word twice for students to repeat.
• Some students may only feel comfortable making a
• Have pairs look up each word in a dictionary or glossary.
prediction about one treatment per child. Encourage them
• Ask: Which word is a kind of medicine? (Antibiotic.) Who
to guess the rest based on what they have learned about
is the person a doctor or nurse helps? (Patient.) Point to a
ailments and treatments in this topic.
picture of a bandage on the page.
1 Listen and number the speakers in order. 22 (10 min.)

A Listen and check. 23 (15 min.)
• Read the instructions aloud. Tell students they are going to

• Read the instructions and the options. Tell students that they
hear the ending of each conversation.
are going to hear three conversations. • Play Track 23, one conversation at a time. Have students
• Play Track 22, and have students raise their hand when they
listen and check their predictions.
hear the word that tells them who the patient is talking to • Discuss any answers students missed. Play the relevant parts
(nurse, Mom, Dr. Martin). Pause the track after each dialogue
of the track again as needed.
for students to number.
Answers 1 A 2 J 3 B 4 A 5 A 6 B 7 J
Answers 2, 1, 3
A Listen again. Look and write the names. (15 min.) Take the Lesson Further (10 min.)
• Place students in groups of three and have them take the
• Have students preview the pictures. Say or write on the board
roles of Brian, Abigail and James. Then have them ask and
for students to complete: The boy needs a bandage on his…
answer questions about their treatments. For example, Brian
(knee). The girl has a… (fever). The doctor is looking in the
might ask Abigail: Should you go to school today? (No, I
boy’s… (ear).
shouldn’t. I should stay home.)
• Read the instructions and the names aloud. • Distribute copies of the transcript for Track 23 for students
• Play the track again for students to listen and write. Tell
to use for reference if needed.
students that they can write the first letter of each name as
they listen and fill in the rest later. Take the Lesson Further (10 min.)
Answers 1 Brian 2 Abigail 3 James • Divide the class into two teams, and have them play Board
Race (see page xvi) with ailments. Leave the words on
the board.
• Guide students to draw conclusions about where the 3 Discuss. When should you go to the doctor? When
conversations are taking place and why. should you go to the school nurse? When should you
• Ask questions such as: Why does Brian go see the school nurse stay home and rest? (10 min.)
instead of a parent or a doctor? (He’s at soccer practice, so he’s • Read the instructions, and discuss the questions for each
at school.) Is Abigail at school or at home? (At home.) How do ailment on the board. Elicit that you should see the doctor for
you know? (She’s talking to her mom, not the school nurse.) an earache or a high fever, but for most minor ailments, you
Where is James? (At the doctor’s office.) should talk to a parent if at home or see the school nurse if
at school.
T 39 Lesson 4
1 Listen and number the speakers in order. 22
a parent and child

Listening and
a school nurse and patient Predicting
a doctor and patient When you listen,
A Listen again. Look and write the names. think about what is
happening. Make a
prediction about what
Abigail Brian James
will happen next. For
example, what advice
will a doctor or nurse
give a patient?
Treatments
antibiotic
bandage
patient
1 2 3
2 What treatment do you think each person needs?

Write A (Abigail), B (Brian) or J (James).
1 You should stay home today.
2 You should take some medicine.
3 You should put a bandage on it.
4 You should drink a lot of water.
5 You should eat some chicken soup.
6 You should rest for a few minutes.
7 You shouldn’t go swimming.
A Listen and check. 23
3 Discuss. When should you go to the doctor? When should you go

to the school nurse? When should you stay home and rest?
Lesson 4 39
1 Listen. Write what the doctor and patient say. 24
1 Doctor, I awful! 2 What’s ?
3 My hurts. 4 I’m sorry. Does anything else

?
5 No. Just my
6 Then you have a
.
.
7 What’s the 8 You should take this

? .
A How does the doctor express sympathy? Read and circle.

Nice to meet you. I’m sorry. Have a nice day.
Here you go. Hello. I hope you feel better soon!
2 Role-play a conversation between a doctor and a patient.

Expressing Patient Doctor
Sympathy
Say how you feel. Ask what’s wrong.
I’m sorry.
Poor you!
Describe what hurts. Express sympathy and
That’s terrible.
I hope you feel ask about specifics.
better soon! Answer the
doctor’s questions. Name the ailment.
Ask about a treatment. Suggest a treatment.
40 Lesson 5
Speaking Take the Lesson Further (10 min.)
• Have students look at the options again. Ask: Are all these
Objectives sympathy expressions? (No.) Which ones are not? (Nice to
Students will learn and practice language for expressing sympathy. meet you. Have a nice day. Here you go. Hello.) Discuss when
Students will role-play a conversation between a doctor and a patient. to use these courtesy expressions (when you meet someone,
when you leave, when you give someone something, when you
Teaching Resources greet someone).
Track 24, blank version of the diagram in activity 2 with boxes big
enough to fit a sentence in each (one per student) Take the Lesson Further (15 min.)
• Have students read the dialogue aloud for fluency.
Lead in to the Lesson (10 min.) Manage Your Class
• Call on several students to tell you “ailments” they have. For • Have the class read the dialogue chorally and then in round-
the first two students, respond with a sympathetic “Aww…” robin style.
or “Oh, no!” For the next two, respond with a cheerful • Alternatively, divide the class into two groups, and have one
“Too bad!” or “So?” Ask students which kind of response group take each role.
they prefer. Explain that the first two responses are called • Or, have students practice the dialogue in pairs.
sympathy. Say: That means, “I understand how you feel.”
• Read each sentence in the entry for students to repeat. Have Get Students Thinking
students try to copy your pronunciation and intonation. • Have students look at the diagram at the bottom of the page.
Remind students that you show sympathy with your facial Explain that it summarizes the conversation they just heard
expression and tone of voice, too. and practiced.
• Read the text in each box aloud, and have students follow the
Take the Lesson Further (10 min.) arrows with a finger.
• Help students relate each box to a speech bubble in activity 1
• Play a version of Echo Names (see page xvi) with students.
and write the number on the diagram.
Say, for example: I have a headache, (Julie). The named
student must use one of the sentences from the entry to 2 Role-play a conversation between a doctor and a
express sympathy. Continue with different ailments until all patient. (20 min.)
students have had a turn.
• Read the instructions aloud. Distribute blank diagrams for
1 Listen. Write what the doctor and patient say. 24 pairs to use to write their dialogues in the same pattern.
(15 min.) • Have students practice their dialogues. Remind the doctor to
show care and sympathy for the patient.
• Have students look at the picture. Say: Point to the patient.
• Invite pairs to perform their dialogues for the class.
What ailment does he have? (A headache.) Point to the doctor.
• Show students how to follow the dialogue by tracing the Know Your Students
speech bubbles in order with a finger. • Some students will be able to follow the pattern of the
• Read the instructions, and play Track 24. Have students just dialogue while adding greetings and new details.
listen and raise their hand when they hear the missing words. • Most students will be able to copy the dialogue provided,
• Play the track again, pausing after each line for students to fill substituting a new ailment, sympathy expression and
in the blanks. Write a word bank on the board for students if treatment. With practice, they should be able to speak
necessary. They can use it to self-correct their spelling at the without reading their notes.
end, too. • A few students will need to read from their notes.
Answers 1 feel 2 wrong 3 head 4 hurt 5 head 6 headache 7 treatment
8 medicine
A How does the doctor express sympathy? Read and • Place students in new pairs or small groups, and have them
circle. (10 min.) invent and act out a silly diagnosis for a fake disease. Give
• Read the instructions, and invite volunteers to read the an example: What’s wrong? I have green spots all over me!
options aloud. Oh no—you have dragon-itis. There’s only one treatment.
• Play the track again for students to listen and circle. You should eat a LOT of chocolate! Encourage students to be
creative.
Answers I’m sorry. I hope you feel better soon!
• Invite pairs or groups to perform their dialogue for the class.
Lesson 5 T 40
Writing Take the Lesson Further (5 min.)
Objectives • Ask: Which comes first: the problem, the cause or what you
Students will give treatment advice for an ailment. should do? (The problem.) Why do you think the writer starts
Students will learn to organize their writing by problem and solution. with the problem? Elicit or explain that the ailment is the
main topic of the essay—it’s even the title.
Lead in to the Lesson (10 min.) 2 Choose an ailment to write about. (5 min.)
• Divide the class into small groups, and assign each group an
ailment to act out for the class. One student should have the Manage Your Class
ailment and describe its symptoms, and the others should • You may wish to have students plan their writing in small
respond sympathetically and give advice about treatment groups and then write essays individually. Divide the class
using should/shouldn’t. into six groups, and assign each an ailment.
• Invite groups to perform their skits for the class. • Alternatively, have students plan and write on their own.
Allow students to choose other ailments if they wish for
Present the Skill (10 min.) more variety.
• Read the entry with the class. Explain that a problem is
something wrong, like an ailment. A cause is why something A Complete the chart to plan your essay. (20 min.)
happens. A solution is a way to fix or help the problem, like a
• Have students complete the boxes by noting the ailment, a
treatment.
circumstance that might cause the disease and treatment
• Draw on the board a graphic organizer similar to the one
advice.
shown on the page, and have students help you complete it
using the example sentences from the entry. Tell students A Write your essay. (20 min.)
that they will use a similar chart to plan their own writing.
• Have students write a rough draft of their essay, following the
order of the chart.
1 Read the essay. What is a stomachache? (10 min.) • Ask students to trade papers with a classmate to check
• Read the essay chorally with the class, or invite volunteers spelling and grammar. Students should trade with someone
to read a sentence or two each as the other students follow with their same ailment if possible.
along in their books. • Ask students to write a clean final copy.
• Ask the question, and call on a volunteer to read the sentence
where they found the answer. Topic 3
Answer when your stomach hurts a lot Why do I get sick?
A Read again. Circle the problem in red. Circle the 1 Why do people get sick? (10 min.)
cause in blue. Underline the advice. (15 min.) • Invite students to share the “causes” part of their essays. If
• Have students read the essay again in pairs and circle the time allows, have the class guess the ailments. Keep a list of
problem in red. If students need help, remind them that an causes on the board, and note any similarities.
ailment is a kind of problem.
• Then have them look for the cause and circle it in blue. Ask: 2 What treatments can help? (10 min.)
Why do you get a stomachache? • Invite students to share ideas from the “what you should do”
• Finally, ask: What should you do? Elicit the treatment advice part of their essays. Again, list treatments on the board, and
from the essay. Have students identify statements with note any similarities.
should. Ask: What’s one thing you shouldn’t do? (Drink other
types of soda.) 3 What do you do when you get sick? Who or what
helps you feel better? (5 min.)
Know Your Students • Have students share their opinions based on their own
• If students are curious about the sentence with can, explain experience. Elicit that it’s important to rest, drink water and
that we use can for something it’s OK to do. eat healthy food, and that students can enlist the help of
• If students don’t notice this sentence, focus on the sentences parents, doctors and nurses.
with should/shouldn’t.
Answers Problem: A stomachache is when your stomach hurts a lot. Cause:

You can get a stomachache when you eat a lot of sweet or spicy foods. Advice
the last paragraph
T 41 Lesson 6
1 Read the essay. What is a stomachache?
Help for a Stomachache Writing about

A stomachache is when your stomach hurts a lot. a Problem and
You can get a stomachache when you eat a lot of sweet Solution
or spicy foods. First, write the problem:
A fever is when you have
When you have a stomachache, you should lie down.
a high temperature.
You can drink a little water or ginger ale. You shouldn’t
Next, write the cause: You
drink any other types of soda. You should ask an adult can get a fever when you
before you take any medicine. have the flu.
Then write what you
A Read again. Circle the problem in red. Circle the cause should do: You should
take your temperature
in blue. Underline the advice.
and rest.
2 Choose an ailment to write about.
cold earache fever headache runny nose sore throat
A Complete the chart to plan your essay.

What the Problem Is What Causes It What You Should Do
A Write your essay.
To p i c 3 1 Why do people get sick

?
he lp?
2 What treatments can
w he n you get sick?
3 W ha t do yo u do
u feel better?
Who or what helps yo
Lesson 6 41
Do you wash your hands, Do you wash your hands,
Hygiene To keep them clean, After you cough or sneeze,
Habits All through the day? Once or twice a day,
brush your teeth That’s good hygiene. To prevent disease?
dry your hands You should wash your hands with You should wash your hands with
take a bath/ soap and water, soap and water,
shower
And dry them carefully. And dry them carefully.
use (hand
sanitizer) Do you wash your hands, You should keep them clean,
wash your Before each meal, That’s good hygiene,
hands Three times a day, Before each meal,
No matter how you feel? No matter how you feel,
Time and You should wash your hands with After you cough or sneeze,
Frequency soap and water, To prevent disease,
after And dry them carefully. You should wash your hands with
before soap and water,
once/twice/ And dry them carefully.
three times (a
day/a week…)
1 Listen to the song and follow. 25
A Listen again and sing along.

2 What else can you do to practice good hygiene? Look and label.
1 2 3 4
3 Discuss. How often do you do each of these actions?

I brush my teeth twice a day.
42 Lesson 7
Vocabulary
Know Your Students
Objective • A few students may only be able to sing the repeated lines.
Allow them to listen and join in as they can.
Students will sing a song to acquire and practice vocabulary for
• Most students will be able to sing the song with confidence.
hygiene habits, time and frequency.
Encourage them to add gestures.
Teaching Resources • Some students will be able to either sing or do the gestures.
Track 25 Allow them to do one or the other.

Present the Vocabular y • Help students analyze the repetition in the song.
• Read the hygiene habits for students to repeat. As you say • Ask: What sentence do we repeat at the end of each verse?
each one, demonstrate it with a gesture and have students (You should wash your hands with soap and water and dry
imitate you. For wash/dry, mime washing/drying your hands. them carefully.)
• Then read the time and frequency words and have students • Divide the class into small groups. Have them look at the
echo. Use students’ school schedules as examples: Your math phrases in the last verse and try to find them in one of the
class is before/after your English class. We have English club first three verses.
after school once/twice/three times a week. • Have students practice saying all repeated phrases three
times. Then have them sing the song again.
2 What else can you do to practice good hygiene? Look
• Play a game of Simon Says (see page xvii) using the hygiene and label. (10 min.)
habits and the gestures you taught students in Present the
• Have students work in pairs or small groups to identify each
Vocabulary. Gradually speed up the game as a challenge.
hygiene habit and write it under the picture. Tell students to
Play several rounds, allowing a few students to take a turn
choose words from the vocabulary entry on the page.
as Simon.
• Ask questions about the pictures to check answers: What do
1 Listen to the song and follow. 25 (15 min.) you use to brush your teeth? (A toothbrush and toothpaste.)
How are a bath and a shower different? Draw pictures on the
• Have students read the title chorally.
board to help students understand. Then ask: What is the girl
• Play Track 25 for students to listen and follow the text.
doing in picture 3? (Using a tissue.) How else can you describe
• Then read the song aloud one sentence at a time, and have
what she’s doing? (Blowing her nose.) Why do you use hand
students raise their hand when they hear a word they
sanitizer? (It kills germs.)
don’t understand. Pause to provide students with simple
definitions: “Hygiene” is staying clean and free of germs. When Answers 1 brush your teeth 2 take a bath/shower 3 use a tissue 4 use hand
sanitizer
you “prevent disease,” you make sure others don’t get sick.
3 Discuss. How often do you do each of these actions?
(5 min.)
• Have students look at the symbols and try to guess what
• Have students answer for themselves using phrases from the
action each one represents (eating a meal, using the
vocabulary entry on the page. They can write the answers in
bathroom, playing with a pet, preparing food).
their notebook or just think about them.
• For each action, ask: Should you wash your hands before or
after? (Before eating a meal, after using the bathroom, after Take the Lesson Further (10 min.)
playing with a pet, before preparing food.)
• Poll students about their answers from the previous activity.
A Listen again and sing along. (20 min.) As a class, compare answers and decide which is the most
common frequency or time for each one.
• Play the track again, and have students mouth the words or
sing along quietly in rhythm. Take the Lesson Further (10 min.)
• Play the track once or twice more for students to sing along.
• Have students play a guessing game in small groups. Ask
Invite the class to invent and make gestures matching
them to take turns giving clues about when and how often
the words.
they do one of the hygiene habits for their group members to
guess. Give an example: I do this after a meal. I do it before
bed, too. (Brush my teeth.)
Lesson 7 T 42
Grammar • Read the word bank. Point out that students will answer not
with exact numbers but with adverbs of frequency, and they
Objectives will only write the first letter of each adverb of frequency in
the boxes provided.
Students will learn and practice adverbs of frequency to describe
• Read the instructions, and have students complete the quiz
routine actions.
individually.
Students will ask questions about frequency with How often…?
Teaching Resources A Score your quiz. (10 min.)

Grammar Worksheet 3.2, blank one-week calendar (one per student), • Have students score their quizzes in pairs or small groups.
signs labeled Always, Usually, Often, Sometimes, Never They should write the corresponding number by each answer
and then add up the total.
Lead in to the Lesson (10 min.) Know Your Students

• Give each student a blank one-week calendar, and have them • If students are shy or insecure about their hygiene habits,
write their name on it and complete it with about five classes, have them score their quizzes individually. Avoid comparing
hobbies and other regular activities per day. Encourage them totals as a class.
to be truthful. Ask questions to elicit frequencies: How many • If students are comfortable discussing hygiene habits and
times a week do you (have English class, play sports…)? want to see who scored highest, have all students stand up.
Then say: Sit down if your score is below (ten) points. Repeat
Present the Grammar (15 min.) for increasing numbers until only one or two students are
• Read the Adverbs of Frequency section of the entry with still standing. Be careful not to embarrass any students whose
the class. scores were low.
• Draw a weekly calendar on the board and put a checkmark
on each day. Say: I take a shower every day. How can you say 2 Compare your results. In what areas do you have
it with a frequency word? (I always take a shower.) good hygiene? In what areas can you improve?
• To elicit the other frequency words, erase one or two (20 min.)
checkmarks at a time, and have students say a sentence with
• Read the first sentence of the instructions and have students
an appropriate activity and frequency word (usually—five
compare their answers on the quiz.
or six times a week, often—three or four times a week,
sometimes—once or twice a week). When you have erased all Manage Your Class
the check marks, elicit a sentence with never. • Pair students, and have students ask each other the quiz
• Read the How Often…? section of the entry with the class. Point questions and answer in complete sentences. Then ask pairs
out the two kinds of answers. Explain that adverbs of frequency which ones they answered the same.
give an approximate number of times, and not an exact one. • Alternatively, post signs with adverbs of frequency and play
Action Stations (see page xvi) to compare. Ask each quiz
Take the Lesson Further (25 min.) question and have students move to the sign that matches
1 Have students do this activity alone. their answer.
2 Check the questions and elicit possible answers before • Read the questions in the instructions. Have students
students answer. individually put a star by the two hygiene habits they do most
3 In groups of three, have each student ask the rest of the class often and circle two habits to work on.
two of the questions. • Poll students to find out the most common answers.
Answers 1 1 always 2 usually 3 often 4 sometimes 5 never 2 1 How often do
you get a cold? 2 How often do you brush your teeth? 3 How often do you Take the Lesson Further (10 min.)
take a bath? 4 How often do you wash your hands? 5 How often do you use
hand sanitizer? 6 How often do you eat with dirty hands? Get Students Thinking
• Write on the board one or two hygiene habits that a lot of
Take the Lesson Further (10 min.) students thought they needed to work on. Discuss some
• Go around the room and have students ask their neighbor strategies to help students remember to do these things or
a How often…? question. To start, ask the first student: How do them more often. Write them on the board, and try to put
often do you brush your teeth before bed? (I usually brush my them into practice this week. At the end of the week, check
teeth before bed.) The student should answer and then ask the to see if students feel they improved.
next student about a different hygiene habit or routine.
1 Read the quiz and answer for you. (20 min.)

• Have students preview the page. Ask: What kind of text is it?
Is it a story? An article? Elicit that it is a quiz with questions
for readers to answer.
• Read the title and questions aloud and have students gesture
to show they understand each action.
T 43 Lesson 8
1 Read the quiz and answer for you.
A = always U = usually O = often

Adverbs of Frequency
S = sometimes N = never
We use adverbs of frequency
to describe how often we do
something: I always wash my
How’s Your hands before meals.
Hygiene? Adverb
always
Meaning
every time
How often do you wash usually almost every time
1 often more than half
your hands before meals?
the time
sometimes less than half
2 How often do you wash your hands
the time
after you use the bathroom? never none of the time
3 How often do you How Often…?

brush your teeth How often…? asks about
after meals? frequency: How often do you
bite your nails? I sometimes bite
4 How often do you use my nails. I bite my nails once or
a tissue to wipe your nose? twice a week.
5 How often do you throw tissues

away after you use them?
6 How often do you cover

your mouth when you
cough or sneeze?
A Score your quiz.

N = 1 point, S = 2 points, O = 3 points, U = 4 points, A = 5 points
2 Compare your results. In what areas do you have good hygiene?

In what areas can you improve?
Lesson 8 43
How Your Body Fights a Cold
You know when you have a cold—your
head feels hot, your nose runs and you
Mucus gets
sneeze and cough. But do you know why germs out.
that happens? Actually, it’s your
body doing its job! It is fighting off germs, Skin keeps
like the tiny virus that caused your cold. germs out.
White blood cells fight Cold virus infects your lungs.

germs inside the lungs.
Germs cause all kinds of diseases. Then germs can get in through your
They can be on any surface or in the air. mouth or nose and make you sick.
A cough or sneeze can send germs Inside your body, the cold virus
flying up to three meters away! So why infects your lungs. But your body
aren’t you always sick? Usually, your quickly fights back. Do you feel hot or
skin keeps the germs outside your body. have a fever? That means your white
But sometimes, you bite your nails or eat blood cells are looking for the virus and
without washing your hands. Or you attacking it. Coughing and sneezing
breathe in germs when someone near don’t feel good. But they help you heal,
you coughs or too. Your body is trying to trap the virus
Using a Diagram sneezes. in mucus and get rid of it.
A diagram is a picture
that gives information
about a topic. Look
1 Read the text. Find the bold words in the diagram.
at the picture and
read the labels. Ask 2 Point to the correct part of the diagram and answer.
yourself: How is each
1 What keeps germs outside your body?
part connected to
the others? 2 What is happening inside your body when you have a fever?
3 What happens when you cough or sneeze?
44 Lesson 9
• Have students use the diagram to answer these questions
Objectives about the bold words in the text: Where is the skin? (Outside
Students will read a science text about how the body fights germs. the body.) Point to your own skin. Point to where your lungs
Students will learn how to interpret a diagram and connect it to a text. are. Where does mucus come out? (Through the nose and
mouth.) What do white blood cells look like? (Small, white,
Teaching Resources fuzzy.)
Large copy or projection of the diagram
2 Point to the correct part of the diagram and answer.
(15 min.)
• Read the instructions and the questions aloud.
• Have students draw a picture to illustrate one of the hygiene
habits. Tell them to label body parts and other items in the Manage Your Class
picture. • To do the activity as a class, display or project the diagram.
• Have students add a title and a caption that explains how Read the questions one at a time, and help students answer
often you should do the hygiene habit. using the diagram. Then have students find the answer in the
• Invite students to present their pictures to the class, reading text. Call on a volunteer to read it aloud.
the title, labels and caption. • Alternatively, have students answer the questions in pairs or
• Ask: Imagine the picture without any words. Is it harder or small groups.
easier to understand? (Harder.) • At the end, you could have students write the answers in
their notebook.
• Read the entry with the class. Answers 1 skin 2 White blood cells are fighting off germs. 3 Your body gets
• Say: Think about your picture from the beginning of the rid of germs as mucus. It flies up to three meters away.
lesson. Is it a diagram? (Yes.) Why? (It has labels that give

information.)
• Have students preview the diagram on the page. Ask: What Get Students Thinking
is this a picture of? (A human body.) Does it show the inside or • Challenge students to use the diagram to summarize how
outside? (Inside.) we get sick and get better. Write these sentences in random
• Point to the blue callout. Ask: Does this show something very order on the board: Germs get in through your nose or mouth.
small or very large? (Very small.) Elicit or explain that the Germs travel to the lungs. White blood cells fight germs.
diagram zooms in on this part so it’s large enough for Germs are trapped in mucus. The mucus leaves the body
readers to see. through your nose or mouth. Have groups put the sentences
• Ask: Do you think this is a science or social studies article? in order by tracing the path on the diagram. Encourage them
(Science.) Tell students that diagrams can be especially to use sequence words when they report their answers.
helpful in science texts, where they may not understand all
the words. Take the Lesson Further (10 min.)
• Use the reading to help students connect hygiene and
1 Read the text. Find the bold words in the diagram. wellness. Ask: What hygiene habits help keep germs off your
(25 min.) skin? (Washing your body/hands, using hand sanitizer.) How
can you stop germs from going into the air? (Use a tissue; cover
• Read the title chorally with students. Then read the text aloud
your mouth when you cough or sneeze.)
a few sentences at a time. Tell students it’s OK if they don’t
understand every word. Take the Lesson Further (20 min.)
• Pause to ask comprehension questions: Why do you feel sick
when you have a cold? (Your body is fighting germs.) Where Integrate Science
are germs? (On surfaces, in the air.) How do germs get inside • Help pairs or small groups investigate other science
your body? (Through your mouth or nose.) What do white diagrams.
blood cells do? (They fight the germs.) How does the body get • Give each pair or small group a simple science diagram,
rid of germs? (In mucus.) such as the life cycle of a butterfly or frog, the parts of an
• Read the instructions, and have students point to the words insect or the human eye, the growth stages of a plant,
in bold print (skin, lungs, white blood cells, mucus). Ask or the solar system.
them to work in pairs to find and underline each word in the • Have students make a large, clear copy of their diagram,
diagram. label it and present it to the class. Encourage students to
explain in their own words if possible.
Lesson 9 T 44
Listening 2 Listen and match the methods with the photos.
27 (20 min.)
Objectives • Have students preview the experiment before they listen.

Students will listen for frequency adverbs. Read the title chorally. Have students look at the pictures.
Students will analyze an experiment to learn about the importance of Ask: What do you think this experiment is about? (Washing
handwashing. your hands.)
• Then read the first two sentences aloud for students to check
Teaching Resources their prediction. Make sure students know what lotion is.
Tracks 26 and 27 and transcript 26 (one copy), lotion, glitter, paper Then ask: Why do you think you put lotion on your hands
towels, one bucket of cold water, two buckets of hot water, soap first? (To help the glitter stick.)
• Invite volunteers to read the instructions for the three
different groups. Have students predict: Which way gets rid of
the most glitter?
• Have students play Two Truths and a Lie (see page xvii) • Play Track 27 and have students listen and number
with health and hygiene advice using should/shouldn’t. Give the photos.
students time to think of three statements in pairs or small • Play the track again for students to check their answers.
groups. Remind them to share their statements in a different
Answers 3, 2, 1
order so the lie is not always last. Have the class guess.
3 Discuss the questions. (10 min.)
1 Listen and mark () what the school nurse is talking
about. 26 (10 min.) • Use the first question to discuss whether students’
predictions were correct. Ask: Did the results surprise you?
• Read the instructions and the answer options with students.
Why or why not? Students may say that the results didn’t
Tell students to listen for the general idea.
surprise them because they know they should wash their
• Play Track 26, and have students listen and mark their
hands with soap.
answer. Check answers with a show of hands.
• Discuss the second question: Why does this experiment use
Answer how not to spread germs glitter instead of germs? (Germs are too small to see, but you
can see glitter.) Do you think the results for germs would be the
same? (Yes.)
• Read the entry with the class.
• Have students repeat the words they will be listening for in Answers 1 Wash your hands in warm water and soap; it gets the most glitter
off. 2 It gets germs off your hands so they won’t get inside your body through
the next activity: always, sometimes, never. your mouth or nose.
A Listen again. Read and circle. (15 min.) Take the Lesson Further (20 min.)
• Read the instructions and sentences with students. Get Students Thinking
• Ask students to lightly underline their predictions. • If possible, do the glitter experiment with students. Groups
• Then play the track again for students to listen and circle. Tell 2 and 3 can wash their hands in a sink or in a bucket in the
them not to erase their underlining. classroom. (For group 3, you may wish to have one bucket for
• Play the track again. Ask: Were your predictions correct? washing with soap and a second bucket for rinsing.)
Answers 1 always 2 always 3 always 4 never
Integrate Learning Styles
Take the Lesson Further (5 min.) • Visual: Students draw a picture to illustrate the results of the
experiment.
• Ask: Did you hear another adverb of frequency besides
• Auditory: Students orally give advice for washing your hands
“always” and “never”? Play the track again, and have students
based on the results.
raise a hand when they hear the frequency adverb (usually).
• Read/Write: Students observe the results and then write
Take the Lesson Further (20 min.) handwashing advice.
• Kinesthetic: Students are the handwashers in the experiment.
• Have students recall the nurse’s advice. Write it on the board.
You may wish to refer to the transcript.
• Ask: How often do you follow the school nurse’s advice? In
small groups or as a class, have students design a quiz like the
one in Lesson 8.
• Help students figure out how to score the quiz. Some
questions may need to be scored in reverse: for example, the
question “How often do you put your hands in your mouth?”
should get 5 points for “never” and 0 points for “always.”
• Have students take the quiz themselves and then exchange
papers and score each other’s quizzes.
T 45 Lesson 10
1 Listen and mark (✓) what the school nurse is
talking about. 26
how to bandage a cut how to treat a headache Listening for

Frequency
how not to spread germs how to blow your nose
Listen for frequency
A Listen again. Read and circle. words such as always,
sometimes and never.
1 You should always / sometimes / never cover your nose
Compare how often
and mouth when you cough or sneeze. you should do different
2 You should always / sometimes / never throw away actions.
tissues after you use them.
3 You should always / sometimes / never wash your hands before you eat.
4 You should always / sometimes / never bite your nails.
2 Listen and match the methods with the photos. 27
The
e Glitter
Experiment
First, put lotion and glitter on your hands.
Then try different ways to wash your hands.
Group 1: Wipe your hands Group 2: Wash your Group 3: Wash your hands
with a dry paper towel. hands in cold water. in warm water and soap.
3 Discuss the questions.

1 Which is the best way to wash your hands? How do you know?
2 Why does this help you stay well?
Lesson 10 45
1 How often do they brush their teeth? Listen and write
Agreeing and the frequency for each person. 28
Disagreeing
1 Angela:
Take turns giving your opinions.
If you agree: 2 Steve:
I agree. I think so, too. So do I.
3 Diana:
Exactly! I know what you mean.
You’re right. 4 Joey:
If you disagree:
I disagree. I don’t think so.
A What does the group agree on?
Are you sure? 2 Look and think. How often do you do each action?
1 2 3 4
brush my teeth use hand sanitizer take a shower wash my hands
5 6 7 8
eat with bite my nails put a bandage cover my mouth

dirty hands on a cut when I sneeze
A Work in a group. How often should you do each action for good hygiene?
Agree on the best frequency. Make a list of your decisions in your notebook.
3 Discuss. Which group decisions were similar to yours? Which were different?
46 Lesson 11
Speaking A Work in a group. How often should you do each
action for good hygiene? Agree on the best
Objectives frequency. Make a list of your decisions in your
notebook. (25 min.)
Students will discuss the best frequency for common hygiene habits.
Students will practice politely agreeing and disagreeing in group • Place students in small groups. Read the instructions, and
discussions. explain that students should discuss their answers and agree
on the best frequency for each action. Remind students to
Teaching Resources use expressions of agreement and disagreement.
Track 28, Index cards labeled with hygiene habits, blank weekly
calendars (one per small group) Know Your Students
• Most students will be able to express their own opinions and
agree or disagree using language from the entry.
Lead in to the Lesson (10 min.) • Some students may struggle to be a part of the discussion.
• Divide the class into two teams. Have them play Pictionary Remind groups to make sure all students get a chance
(see page xvii) with hygiene habits. You may wish to have to speak.
artists pick a card to tell them which hygiene habit to draw. • A few students may need to mainly listen. They can take the
role of scribe, writing down frequencies the group agrees on.
1 How often do they brush their teeth? Listen and write
the frequency for each person. 28 (15 min.)
• Play Track 28, and have students listen to find out: What
• Distribute blank calendars, and ask groups to create a
question are the students trying to answer? (How often should
weekly planner using the frequencies they chose. Have
you brush your teeth?)
groups use the planner to double-check that their agreed-
• Then read the instructions and tell students to listen for
upon frequencies make sense. Allow groups to adjust
expressions of frequency such as before, after and twice a day.
their frequencies as needed, but make sure that all group
• Play the track again for students to answer.
members agree.
Answers 1 after every meal 2 three times a day 3 twice a day 4 twice a day
3 Discuss. Which group decisions were similar to yours?
Present the Skill (5 min.) Which were different? (15 min.)
• Read the entry with students.
• Have students answer the questions in their groups. Ask
• Read the examples again in random order. Have students
students to review their own answers and place a check mark
repeat each phrase and give a thumbs-up if it expresses
by any that were the same as the group and an X by any
agreement or a thumbs-down if it expresses disagreement.
that were different. Then ask each group: Were there more
similarities or differences?
Take the Lesson Further (10 min.) • Then have the whole class evaluate their group discussions.
• Say: Imagine that we’re taking a field trip on Friday. I think we Ask: What did you say to agree? To disagree? Were you polite
should go to the zoo. Have students give a thumbs-up if they and respectful? Did everyone get a chance to speak?
agree or a thumbs-down if they disagree. Call on students
to express their agreement or disagreement using sentences Take the Lesson Further (10 min.)
from the entry. Ask students who disagree to suggest Get Students Thinking
alternatives. • Say: Look at the hygiene habits in the pictures on this page.
• Pair students, and have partners take turns making Which two are actions you shouldn’t do? (Eating with dirty
statements and agreeing or disagreeing. hands, biting your nails.) Discuss why each action can harm
A What does the group agree on? (10 min.) hygiene and health. Elicit that dirty hands may transfer germs
to food and then they can get in through your mouth. Biting
• Play the track again, and have students raise their hand when your nails can have a similar effect.
they hear an expression of agreement. • Ask: How does your skin protect you? (It keeps germs outside
• Then have students write the frequency the group agreed on your body.) Why do you think it’s good hygiene to put a
in the end. bandage on a cut? Elicit that it keeps germs from getting
Answer You should brush your teeth twice a day. through a break in your skin. Point out that the cream we put
on cuts has medicine that kills germs.
2 Look and think. How often do you do each action?
(10 min.)
• Read the instructions and have students preview the pictures.
Tell them that some of these are good hygiene habits, but
some are not. Have students work alone to decide how often
they do each action. They could write their answers in their
notebooks.
Lesson 11 T 46
Project Take the Lesson Further (10 min.)
• Have students look at the model posters. Ask: In the
Objective left poster, where is the advice? (At the top.) Where is the
Students will create posters with health and hygiene advice to display frequency? (At the bottom.) How is the advice on the second
at school. poster different? (It’s in the form of a question and answer.)
Tell students they can phrase their advice in either way.
Teaching Resources
Large copies of the good hygiene habits from Lesson 11 (one each on 3 Make a poster for each piece of advice. (50 min.)
separate sheets of paper), Flashcards Topic 3, half-sheets of poster 1 Read the example with students. Have them write their
board (one per student), art supplies advice lightly in pencil on the poster first to plan out space.
2 Have students sketch their picture on a piece of paper first
and share it with a classmate to make sure the action clearly
illustrates the advice before drawing a final version on
• Attach the good hygiene habits and health flashcards the poster.
across the board for a game of Board Slap (see page xvi). Have • Finally, have students go over all their lines in marker and
students play in two teams. For clues, give health and hygiene color their picture. Allow students to decorate their posters
advice using should/shouldn’t: You should stay home when you as they like, as long as it does not obscure the advice or
have a fever. You should brush your teeth after meals. the action.
Present the Project (5 min.) Take the Lesson Further (25 min.)
• Read the entry with the class. Explain that students are going
• Group students of mixed learning styles. Have them choose
to make posters with advice for health and hygiene at school.
one of their posters to present to the class.
1 Look at the posters. Which one is about health? Which Integrate Learning Styles
one is about hygiene? (5 min.) • Visual: Students point to and describe the advice.
• Read the instructions. Write the words health and hygiene • Read/Write: Students read the advice aloud.
on the board. Ask: Which one is more about being clean? • Auditory/Kinesthetic: Students act out a short skit to
(Hygiene.) Which one is more about getting well when you’re illustrate how to put the advice into practice.
sick? (Health.)
• Have students work in pairs to classify the posters. Take the Lesson Further (20 min.)
Answers hygiene, health • Display all the posters, and allow students to walk around
and look at their classmates’ work.
A Find and correct one mistake in each poster. (10 min.) • Ask: Which advice is the most helpful for you? For our class?
Get Students Thinking Which ones do we need to work on?
• Say: One word in each poster is wrong. Can you find it? Have
students work with their same partners and take turns reading Topic 3
the posters aloud to each other and trying to find the error. Why do I get sick?
• When pairs find the mistake, they should cross out the
incorrect word and write the correct word. 1 How do germs spread at school? What should you do
to stay well? (10 min.)
Answers change before to after, change shouldn’t to should
• Read the questions and discuss them as a class. Elicit that
Take the Lesson Further (10 min.) germs spread through dirty hands, coughs and sneezing, so you
• Ask students to think why the original advice was incorrect. should practice good health and hygiene habits to stay well.
Elicit that even if you wash your hands before using the
2 How can good hygiene help you stay healthy? (10 min.)
bathroom, you’ll still need to wash your hands afterward to
get rid of germs. • Read the question and review the idea that hygiene is not
just to stay clean, but it’s also to keep germs from getting
2 Write advice for good health and hygiene in your inside your body. Elicit examples of hygiene habits, and have
school. (20 min.) students explain how they keep germs out.
Manage Your Class

• Students can do the project in pairs, agreeing on one piece of
advice for health and one for hygiene.
• Alternatively, divide the class into a health group and a
hygiene group and have them brainstorm advice. Then have
students select advice from their group’s list and work on
their posters in pairs or individually.
T 47 Lesson 12
1 Look at the posters. Which one is about health?
Which one is about hygiene?
Poster:
You should wash your Do you have a School Health
hands… stomachache?
omachache? and Hygiene
Create a poster
to help your
classmates stay
clean and healthy.
…before you use the You shouldn’t visit the

bathroom. school nurse!
A Find and correct one mistake in each poster.

2 Write advice for good health and hygiene in your school.
1
2
3 Make a poster for each piece of advice.

1 Write the advice in large letters. Or write the problem as a question, and
then write the advice.
Do you have a cut? You should wash it and put a bandage on right away!
2 Draw a picture of someone following the advice.
To p i c 3 1 How do germs spread

at school?
What shou ld you do to stay well?
e help you
2 How can good hygien
stay healthy?
Lesson 12 47
verb – v. noun – n. adjective – adj.
adverb – adv. preposition – prep. plural – pl.
across (prep.) — from one aquarium (n.) — a glass bandage (v.) — to apply a
side to the other container that fish and bandage
after (prep.) — later in time other underwater animals beach (n.) — an area of
are kept in sand or small rocks
airport (n.) — a large, flat
place where airplanes around (prep.) — on every along the edge of an
take off and land side of ocean, river or lake
ancient culture (n.) — a bag (n.) — a container beautifully (adv.) — in a

society from a long time for carrying things; beautiful way; in a way
ago with a particular bags can be made of that pleases the mind or
way of life and beliefs paper, plastic, leather or senses
other materials and are bee (n.) — an insect
ant (n.) — a small social
sometimes disposable with four wings and
insect that lives
underground in large ball (n.) — something sometimes black and
groups round that people throw, yellow stripes on its
hit or kick in many kinds round, hairy body; some
of sports and games bees make honey
banana (n.) — a narrow,
curved, yellow fruit
bandage (n.) — a piece
of cloth that covers a
antibiotic (n.) — a cut, scratch or bruise to
medicine that cures protect it
infections and kills before (prep.) — ahead of
dangerous bacteria or in front of
apple (n.) — a juicy round began (v.) — the past
fruit that grows on trees; form of “begin”: to start
apples are usually something
green, red or yellow
132 Glossary
between (prep.) — in the brought (v.) — the past camera (n.) — a device
space separating two form of “bring”: to used to take photographs
things take something with or to make movies
bird (n.) — an animal with you when you go cantaloupe (n.) — a small
wings and feathers that somewhere melon with rough skin
lays eggs brush your teeth (v.) — to and orange flesh
blow your nose (v.) — use a brush to make canyon (n.) — a deep,
to clear you nose by your teeth clean narrow valley with high,
blowing air out of it bus station (n.) — a steep sides
blueberry (n.) — a small, building where a bus carrot (n.) — a plant with
round, blue or purple fruit begins or ends its journey a long orange root
body (n.) — all the parts butterfly (n.) — an insect that people eat as a
of a person, animal or with four large wings vegetable
other kind of creature that usually have bright
colors
bone (n.) — the hard part
inside a person’s body
that protects the organs
and supports the body
celery (n.) — a plant with
bounce (v.) — to move or
white or green stalks
cause to move quickly
that are eaten raw or
away from a surface
cooked
after hitting it
cereal (n.) — a food made
bread (n.) — a food made button your shirt/coat (v.) from wheat, rice, corn or
by mixing and then — to close a shirt or coat other grains
baking flour, water and by fastening the buttons
other things cheer (v.) — to shout,
buy (v.) — to give money often in unison and in
bring (v.) — to take in exchange for support of a team
something with you when something
you go somewhere cheese (n.) — a food
calendar (n.) — a list that made from milk
broccoli (n.) — a shows the days, weeks
vegetable similar to chest (n.) — the front part
and months in a year
a cauliflower but with of your body, between
smaller, green heads your neck and waist
Glossary 133
chip (n.) — a thinly cut cookie (n.) — a small, flat, cup (n.) — a small
slice of potato that is sweet cake container for drinking
cooked in oil coral reef (n.) — a long liquids, like tea and
chocolate chip (n.) line of coral in warm, coffee
— a small piece of shallow water cut (v.) — to divide
chocolate used in something into smaller
cookies pieces using a knife
church (n.) — a building dangerous (adj.) —
where Christians pray involving possible injury
and learn about God or harm
climb (v.) — to go up or deep (adj.) — a long way
over something using cough (v.) — to expel from down
your hands and feet the lungs with a loud desert (n.) — a very dry
coach (n.) — the person in and sudden noise area, sometimes sandy,
charge of a sports team, court (n.) — an area where where it does not rain
whose job it is to show sports such as tennis and much and where not
people how to play a basketball are played many kinds of plants
sport can grow
cover (v.) — to put one
cold (n.) — a viral thing over another diamond (n.) — a hard,
infection that causes usually transparent
cracker (n.) — a hard,
sneezing, coughing and mineral that is found
salty cookie
a runny nose under the ground and
crawl (v.) — to move along used in expensive
compass (n.) — an
on your hands and knees jewelry
instrument that shows
direction, with a needle down (prep.) — to a lower
that always points north place
drew (v.) — the past form of
“draw”: to make a picture
with pens or pencils
drink (n.) — a liquid that
you can drink
134 Glossary
drink (v.) — to consume fell (v.) — the past form flipper (n.) — a broad, flat
a liquid such as water of “fall”: to go abruptly part of an aquatic reptile
or milk and accidentally from a or mammal that is used
dry (adj.) — without water, higher place to a lower for swimming
not wet one flower (n.) — the often
dug (v.) — the past form of fern (n.) — a plant with colorful part of a plant
“dig”: to make a hole in wide green fronds and that makes seeds or fruits
the ground no flowers forest (n.) — a large area
earache (n.) — a pain of land covered by trees
in the ear, often a forgot (v.) — the past
symptom of an infection form of “forget”: to not
east (n.) — the opposite remember something
of west; the direction in fort (n.) — a strong
which the sun rises in building or complex of
the morning buildings that is hard for
ferry (n.) — a boat that an enemy to attack
egg (n.) — an oval object
transports people and
that has an embryo and found (v.) — the past form
vehicles across water
is laid by a female bird, of “find”: to discover
insect, reptile or fish where something is
exercise (v.) — to do a fruit (n.) — the often
physical activity in order edible part of a plant
to keep your body in that holds the seeds
good health gave (v.) — the past form
famous (adj.) — known of “give”: to hand or
about by many people deliver something to a
fever (n.) — a higher body
fan (n.) — a person who person
temperature than normal
likes someone or geometry (n.) — the
field (n.) — an area of
something a lot, such mathematical study of
land where you can
as a movie star, sport or points, lines, angles,
play a sport or game or
sports team surfaces and solids
cultivate crops
fat (n.) — a natural oily
or greasy substance in
food
Glossary 135
germ (n.) — a gum (n.) — a sticky candy honey (n.) — a thick,
microorganism that can that you chew but do sweet, yellow liquid
cause disease, such as a not swallow made by bees
type of bacteria or virus had (v.) — the past form
glacier (n.) — a large mass of “have”: to own or
of ice accumulated on possess something
a mountain or near the half (½) (n.) — either of
north or south pole that two equal parts of
moves slowly something
go camping (v.) — to stay happily (adv.) — in a hoop (n.) — a circular
in a tent on vacation or happy way frame of metal or wood
a trip used in games and
head (n.) — the part of the
goal (n.) — the target in a body above the neck, sports
sport such as soccer or where the nose, eyes, horn (n.) — a hard, curved,
hockey ears and mouth are pointed growth on the
god (n.) — a supernatural headache (n.) — a pain in head of some animals,
being that creates, rules the head such as cattle, sheep
or influences the world and deer
goddess (n.) — a female hotel (n.) — a place
god that has rooms in
grain (n.) — the seed of which people can
cereal crops such as stay, especially when
rice, oats, wheat and traveling
corn hurt (v.) — to feel pain or
hid (v.) — the past form of
grape (n.) — a small, cause to feel pain
“hide”: to put yourself or
round, green or purple something else where it insect (n.) — a very small
fruit that grows in a cannot be seen or found animal that has three
bunch body parts—head,
high (adj.) — far above the
grassland (n.) — a large thorax and abdomen—
ground; tall
area of land where wild six legs and usually one
grass grows but not hit (v.) — to strike hard or two pairs of wings
many trees into (prep.) — from the
outside to the inside
136 Glossary
island (n.) — land with lettuce (n.) — a vegetable map (n.) — a plan of a
water all around it with large, thin, green place that shows where
juice (n.) — the liquid from leaves different things are
fruits or vegetables mathematician (n.) — a
jump (v.) — to propel person who studies
oneself off the ground numbers, amounts,
using one’s legs measurements and
shapes
kick (v.) — to hit
something, such as a meat (n.) — the part of an
ball, with the foot animal that we eat
lightning bolt (n.) — a
lake (n.) — a large area medicine (n.) — something
flash of light in the sky
of water with land all you take when you are
that happens during
around it sick to help you get
thunderstorms and is
better
laugh (v.) — to make made by electricity
spontaneous sounds in moving between clouds milk (n.) — the white liquid
response to something or between clouds and that comes from cows,
funny the ground goats and sheep
leaf (n.) — (pl. leaves) the lost (v.) — the past form million (n.) — one
flat, thin and usually of “lose”: to not have thousand times one
green part of a plant anymore thousand; 1,000,000
loudly (adv.) — with a lot mineral (n.) — a natural

of noise substance that is not from
a plant or an animal
made (v.) — the past
form of “make”: to put mountain (n.) — a steep,
things together to make high area of land, much
a new thing; to cause higher than a hill
something to happen museum (n.) — a building
leg (n.) — one of the long
mammal (n.) — a where historical,
parts of the body that
warm-blooded animal scientific, artistic or
animals use for walking
with a backbone whose cultural objects are kept
or standing
babies feed on their and shown to people
mother’s milk
Glossary 137
mushroom (n.) — a ocean (n.) — a large area pasta (n.) — a type of
fungus that grows in of salt water that covers Italian food made from
cool, damp places and most of Earth wheat
looks like a small, fat once (adv.) — one time
umbrella
onion (n.) — a small,
myth (n.) — an idea or round vegetable with
story that is believed by white, brown or purple
a lot of people but that skin that is used in
is not true cooking
nature (n.) — everything
in the world that is not patient (n.) — someone
made by people who is under medical
care or treatment
neatly (adv.) — in a way
that is clean and in patiently (adv.) — with
good order acceptance of problems
or delays
neck (n.) — the part of the
body that joins the head peanut (n.) — a small,
to the shoulders out of (prep.) — from the round, light brown nut
inside to the outside that grows under the
net (n.) — a web of thread,
over (prep.) — above and ground in a soft shell
string or rope that is
used in sports such as from one side to the peanut butter (n.) — a
fishing, basketball and other soft, creamy paste
soccer pack (v.) — to put clothes made from roasted,
and other belongings in ground peanuts
north (n.) — the opposite
of south; if you look at a bag in preparation for pepper (n.) — a red,
the sun when it rises in a trip green, orange or yellow
the morning, north is on passport (n.) — an official vegetable
your left document with a
oatmeal (n.) — a meal photograph that shows
made from oats and a person’s identity and
often eaten at breakfast nationality
past (prep.) — from one
side to the other
138 Glossary
period (n.) — a length of protein (n.) — a referee (ref) (n.) — a
time substance found in the person in charge of a
pineapple (n.) — a large, living cells of plants sports game who makes
oval, tropical fruit that and animals that is sure the players follow
is prickly on the outside needed for growth and the rules
and has juicy, sweet, other vital functions reptile (n.) — a cold-
yellow flesh on the put (v.) — the past form of blooded vertebrate
inside “put”: to move or place animal that lays eggs
pirate (n.) — a person who in a particular position and has scales
steals from ships at sea pyramid (n.) — a large rest (v.) — to stop what
plant (n.) — a living man-made structure you are doing because
thing that grows in the that has a square base you are tired and sleepy
ground, has roots and and four triangular rice (n.) — a small white
makes its own food by sides that form a point or brown cereal that
photosynthesis at the top is the most common
plate (n.) — one of the food for half the world’s
flat, hard pieces that population
cover the body of some ride (v.) — to sit on and
animals control the movement of
player (n.) — a person something
who plays a game or river (n.) — a large stream
sport of moving water running
quarter (¼) (n.) — any from higher ground to
pool (n.) — a small and
of four equal parts of another river, a lake or
usually artificial area
something an ocean
of water, usually for
swimming quickly (adv.) — with a lot rock (n.) — a large piece
of speed of stone
postcard (n.) — a card
that can be sent quietly (adv.) — with little ruler (n.) — a person who
through the mail or no sound leads a country
without an envelope, rain forest (n.) — a run (v.) — to move quickly
often from a vacation tropical forest that gets over the ground on two
destination to people a lot of rain and has legs
back home very tall trees
Glossary 139
runny nose (adj.) — a sausage (n.) — ground skeleton (n.) — the
nose producing a lot of meat mixed with spices structure of bones that
liquid due to a cold, an and packed into an supports the body of a
allergy or an irritation edible tube person or animal
sadly (adv.) — with sadness savanna (n.) — a large flat
said (v.) — the past form of area of land with grass
“say”: to speak words and very few trees in
Africa
salt (n.) — a white mineral
used in cooking to add
flavor or to preserve
food
skip (v.) — to move along

scary (adj.) — causing fear lightly, hopping from
score (v.) — to gain a point one foot to the other
in a sport or game sky (n.) — what you see
seed (n.) — a small, hard above you when you
part of a plant from look up from the ground
sand (n.) — tiny pieces which new plants grow slide (v.) — to move
of rock that you find
ship (n.) — a large boat smoothly across
on beaches and in the
that sails on the ocean something smooth or
desert
shovel (n.) — a tool that slippery
has a long handle and slowly (adv.) — with little
is used for digging or speed
moving things snack (n.) — a small
sight (n.) — a place of amount of food eaten
interest for a tourist between one meal and
sank (v.) — the past form sit (up) (v.) — to sit with the next
of “sink”: to fall down your back straight
slowly into water
140 Glossary
sneeze (v.) — to expel souvenir (n.) — something stretch (v.) — to push
air suddenly and kept as a reminder of a out the arms or legs or
involuntarily through the person, place or event, the whole body to full
nose especially a vacation length
soda (n.) — a sweet drink spike (n.) — a sharp, hard
made with water with gas and pointed object
solar system (n.) — the spinach (n.) — a plant
Sun, Earth, planets, with dark green leaves,
moons and other eaten as a vegetable
celestial bodies that
orbit the Sun
stand (up) (v.) — to move

onto your feet from a sugar (n.) — an edible
lying or sitting position substance that is added
stay home (v.) — to not to food or drink to make
leave the house it sweeter
stomachache (n.) — a suitcase (n.) — a flat bag,
pain in the stomach, often with firm sides,
often a symptom of that is used to carry
sore throat (n.) — a pain illness clothes and other things
in your throat, often a strawberry (n.) — a sweet, when you travel
symptom of a cold, an juicy, red fruit with tiny swam (v.) — the past
infection or the flu seeds on the outside form of “swim”: to move
south (n.) — the opposite through water
of north; if you look at tablespoon (n.) — a large
the sun when it rises in spoon used to measure
the morning, south is on ingredients in cooking or
your right to serve food
Glossary 141
taiga (n.) — a large biome telescope (n.) — an tie your shoes (v.) — to
at high latitudes that is instrument that make a knot in your
covered in evergreen magnifies the image of shoelaces
trees objects that are a long time (n.) — a concept
tail (n.) — a long, thin distance away, such as measured in seconds,
body part at the end of stars minutes, hours, days
an animal’s back temple (n.) — a building in and so on
take a bath/shower (v.) — which people worship a tissue (n.) — a piece of
to use a shower or bath god or gods soft paper used to blow
to get clean tent (n.) — a place to live the nose
take a bus (v.) — to travel or sleep in that is made
on a bus of cloth and held up by
poles
take a plane (v.) — to
travel on a plane
take a train (v.) — to travel
on a train
take a vacation (v.) — to
go on a vacation
take medicine (v.) — to thermometer (n.) — an
use medicine instrument used to tomato (n.) — a soft, juicy,
take your temperature measure the temperature red fruit, used to make
(v.) — to find out the of something ketchup
temperature of someone through (prep.) — into one took (v.) — the past form
team (n.) — a group of side of something and of “take”: to reach for
people with the same out of the other and hold
goal or objective, often throw away (v.) — to put tooth (n.) — (pl. teeth) one
to win a game in the trash or garbage of the hard, white parts
teaspoon (n.) — a small in the mouth used to
ticket (n.) — a piece of
spoon for adding sugar bite and chew food
paper that gives you
to tea and measuring permission to board tourist (n.) — a person
foods transportation or enter a who travels for pleasure
movie or an event
142 Glossary
train station (n.) — a vitamin (n.) — a nutrient waterfall (n.) — an area in
building where a train in food that is required a stream or river where
begins or ends its in small quantities but water flows abruptly
journey is essential for normal from a high place to a
treasure (n.) — a quantity growth and nutrition lower place
of money, gold, jewels volcano (n.) — a mountain
or other valuable with a hole at the top
objects through which ashes
tree (n.) — a tall plant and lava from inside
that has a trunk, roots, Earth sometimes erupt
branches and leaves
tundra (n.) — a large area
of flat land in extreme
northern and southern went (v.) — the past form
parts of the world of “go”: to move from
where there are no one place to another
trees and the ground is west (n.) — the opposite
permanently frozen of east; if you look at
under (prep.) — along or volleyball (n.) — a game the setting sun, you are
on the bottom of played by two teams facing west
who use their hands to wet (adj.) — covered in
up (prep.) — from a lower
hit the ball over a high water or another liquid;
position to a higher one
net not dry
use (hand sanitizer/
walk (v.) — to move by wore (v.) — the past form
a tissue) (v.) — to make
putting one foot on the of “wear”: to have
use of (something)
ground in front of the clothing on the body
vacation (n.) — an other
extended break from year (n.) — a period of
wash (v.) — to clean twelve months
school or work
something with water
vegetable (n.) — a plant yogurt (n.) — a food that
and soap
or part of a plant that is is made when bacteria
water (n.) — the clear are added to milk, often
used as food, such as
liquid that falls from the flavored and sweetened
beans, carrots, potatoes
sky as rain and that fills
or lettuce
oceans, lakes and river
Glossary 143
1 Who says it? Watch, read and write.
Lin Maddie Max
1 : But now we’re stuck here!

2 : Is everything OK?
3 : We’re glad to see you.
2 Watch again and match the questions and answers.

1 Where does the Captain go? a He can run around his ship.
2 Why is the Captain happy? b He wants to go home.
3 Why isn’t Max happy? c Up on deck.
3 Complete the synopsis of the episode.
ball fencing home video game
1 Max and Maddie hear the Captain 2 Max finds the Captain’s
running and bouncing a . swords.
3 Lin and Adam use the compass to 4 The children play a

take everyone . with the Captain.
A1 Video Worksheet Compass 2 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
1 Unscramble the sentences.
1 You / the bench / jump / over
2 run / We / the cone / around
3 the ball / throws / He / through / the hoop
A Read the sentences and draw arrows to show the movement.

1 2 3
2 Read the comic again. Complete the questions and answers.

1 What the cheetah do? He runs the track fast.
2 What does the gorilla ? He a heavy ball.
3 What does Katie do? She the bar.
3 Complete the questions. Then ask and answer.

1 What sports you play?
2 What equipment volleyball need?
3 What runners run around?
Compass 2 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Grammar Worksheet 1 A2
1 Read and mark () the present continuous for future arrangements.
1 We’re practicing soccer tomorrow afternoon.
2 Right now we’re studying soccer tactics.
3 Our big game is tomorrow.
4 The team is having a party next Friday.
2 Look, read and match.
Amber’s Saturday Schedule
Morning Make pancakes for breakfast 9:00
Afternoon Sami’s birthday party 1:00
Eat dinner 6:00

Night
Watch a basketball game with Dad 7:00
1 Amber a busy schedule after one o’clock.

2 She’s are watching a basketball game in dinner.
3 Amber and her dad is making pancakes for breakfast at Saturday!
4 Amber has going to Sami’s birthday party on the morning.
3 Answer for yourself. Use the present continuous for future arrangements.
1 What are you doing after lunch?
2 What are you doing next Saturday?
3 Where are you going on vacation this year?
A3 Grammar Worksheet 2 Compass 2 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
1 Watch and mark () the foods that are mentioned.
oranges biscuits carrots bananas
cereal waffles hamburger orange juice
2 Are the sentences true or false? Mark ( or ).
1 The Captain is very 2 The Captain puts 3 The Captain likes

hungry. a banana in his chicken-flavored
pocket. biscuits.
A Watch again and correct the false sentences.
3 Discuss. Which foods in the video are good for you?

Compass 2 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Video Worksheet A4
1 Can you count these nouns? Mark () the countable nouns. Mark () the
uncountable ones.
1 apples 2 grapes 3 milk 4 soda
5 strawberries 6 tomatoes 7 sugar 8 cereal
2 Complete the sentences with some or any.

1 Mom’s going to buy apples at the store.
2 I don’t want sugar in my lemonade.
3 Is there milk in the refrigerator?
4 Mom, please put cereal in my bowl.
3 Look and circle the correct options.
1 A few / little water. 2 A few / little peanuts. 3 A few / little honey.

1 Circle the correct options.
1 How much / How many siblings do you have?
2 How much / How many homework do you do a One spoonful.
every night? b Two—one brother and
3 How much / How many sugar do you put on one sister.
your cereal? c Twenty.
4 How much / How many students are there in d About one hour.
your class?
A Match the questions with the answers.

2 Unscramble the questions.
1 How many / are there? / eggs 2 yoghurt / How much / is there?
3 are there? / How many / tomatoes 4 is there? / How much / oatmeal
A Write the answers to the questions.

1 Who says it? Watch, read and write.
Captain Maddie Max
1 : Captain? Are you sick?

2 : Oh, that’s soft.
3 : Feel better, Captain!
2 Are the sentences true or false? Mark ( or ).
1 Max gives the Captain a pillow and

a blanket.
2 Maddie thinks the Captain gets sick

because he doesn’t get enough
vitamins or fresh air.
3 The Captain thinks that chicken

soup is the best cure for a cold.
A Watch again and correct the false sentences in your notebook.

3 Discuss the questions.
1 When you are sick…
• do you stay in bed? • do you eat chicken soup? • do you see your friends?
2 How do vitamins help you? How does fresh air help you?
A7 Video Worksheet Compass 2 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
1 Match the problems with the advice.
1 I have a stomachache. a You should blow your nose.
2 My finger hurts! b You shouldn’t eat junk food.
3 I have a runny nose. c You shouldn’t play video games.
4 I have a fever. d You should stay in bed.
A Practice saying the sentences with a partner.

2 Imagine your friend has a cold. Complete the advice using should or shouldn’t
and the verbs.
cover drink eat see share
1 He his mouth and nose when he sneezes.

2 He lots of liquids.
3 He plates and cups with other people.
4 He foods with vitamin C.
5 He the doctor.
3 Discuss. What should these children do?
1 Complete the statements on the diagram.
always never often sometimes usually
Every time
I brush my teeth before bed.
He washes his hands before dinner.
She bites her nails.
We take a shower.
They
eat with dirty hands.
None of the time
2 Unscramble the questions.

1 How often / get a cold? / do you
2 do you / brush your teeth? / How often
3 How often / take a bath? / do you
4 do you / How often / wash your hands?
5 do you / use hand sanitizer? / How often
6 eat with dirty hands? / How often / do you
A Answer the questions in your notebook.

once / twice / three times… a day / week / month
3 Ask your classmates and write the answers in your notebook.

A Report your results to the class.
Ten students brush their teeth twice a day.
Track 1 Track 5
Compass Language Log Level 2. Copyright, Richmond Student: Guess what sport it is! Ready?
Publishing, 2018. You bounce the ball up and down.
You throw the ball through a hoop.
Track 2 You can throw the ball to a teammate.
Cheetah: I run races. I run around the track fast! You can’t run and carry the ball.
Gorilla: I do the shot put. I throw a heavy ball far.
Cheetah: Katie does the high jump. Track 6
Gorilla: She always jumps over the bar! Five, six, seven, eight!
Who do we appreciate?
Track 3
“A Good Sport” Our coaches! Our coaches!
I get the soccer ball and run across the field. They teach us how to play!
I hear Grandpa cheer, “Go, Eva!” They lead us every day!
I try to reach the goal, but the other team blocks me. I kick Let’s go, coaches!
the ball to my teammate Margo. She kicks the ball into the
goal! We score! Our refs! Our refs!
“Great job, Margo!” I shout. At every game, they’re there
Then the other team gets the ball. They run to our goal. To keep us playing fair!
Samantha tries to stop the ball, but the ball flies past her. It Let’s go, refs!
goes into our goal. The other team scores.
“Good try, Samantha!” I say. Our fans! Our fans!
My team plays hard, but we lose the game. I’m Our families and friends!
disappointed, but I don’t complain. I lead my team across the They all cheer to the end!
field. We give the other team high fives. Let’s go, fans!
“Good game!” we all say.
Then I see Grandpa. Our players! Our players!
“I’m proud of you, Eva!” he says. Each player plays a role
“Why?” I ask. In scoring every goal!
“You’re a good sport! That’s more important than winning!” Let’s go, players!
Track 4 Hey, ho! The team’s all here!

Teacher: Let’s race! Take turns going on the obstacle course. Let’s all give one last big cheer!
Go one at a time. The person with the fastest time wins. Go…team!
Start here, behind the starting line. Wait until I say “go”!
Go! First, run to the orange cone. Run around the cone two
times. Go through the hoop. Climb up the ladder, and walk
across the bridge. Slide down the slide. Jump into the sand.
Crawl under the bench. Jump over the hurdles. Skip past
the goal. Run between the trees. Stop at the water fountain!
That’s the finish!
A10
Track 7 Track 10
Teacher: OK, class. Here is the schedule for the school “The Giant Muffins”
sports day tomorrow! Please copy it into your notebooks. Marie and Pierre are making blueberry muffins. Pierre reads
In the morning, we’re playing sports outside. At eight the recipe. “One cup of sugar.” Marie puts a little sugar in the
thirty, we’re running relay races. At ten o’clock, we’re bowl. “A quarter teaspoon of salt.” Marie adds a lot of salt.
playing basketball. “Marie, measure carefully!” says Pierre. “We don’t want salty
Then, in the afternoon, we’re playing sports inside, in the muffins!”
gym. At one thirty, we’re playing volleyball. At two thirty, “I don’t need to measure,” says Marie. “I’m creative, just like
we’re doing gymnastics. a real chef! Voila!” She dumps in all the blueberries. She adds
Girl: Excuse me. Could you repeat the sports in the some flour, too.
afternoon? “Two teaspoons of baking powder,” Pierre reads. “That
Teacher: Sure! At one-thirty, we’re playing volleyball. At helps the muffins grow big in the oven.” He hands Marie a
two-thirty, we’re doing gymnastics. teaspoon, but she just pours baking powder from the box. It’s
Boy: And where are those sports? a lot of baking powder.
Teacher: Inside, in the gym. Marie stirs the batter. “Perfect!” she says. She puts the
Boy: Thank you! muffins in the oven.
When the muffins are almost done, Pierre looks into the
Track 8 oven. “Oh no!” he says.
Jayden: Hello? The muffins are growing too big! They fill up the whole
Avery: Hi, Jayden. It’s Avery. You’re coming to my party on oven. Now they are pushing the oven door open! “Stop,
Saturday, aren’t you? muffins!” cries Pierre. “Help!”
Jayden: Yes, I’m coming. It’s at two o’clock, isn’t it? Marie helps Pierre take the giant muffins out of the oven.
Avery: No, it’s at two thirty. She tastes one. “Delicious!” she says. “But maybe I should
Jayden: Oh! OK. What are we doing at the party? measure next time.”
Avery: We’re playing sports. I’m bringing a basketball. Ava’s
bringing a soccer ball. You have some orange cones, don’t you? Track 11
Jayden: Yes, I do. I have twelve cones. Erica: Dad, here’s our shopping list for the supermarket!
Avery: Can you bring them to the party? We can run a relay Dad: There are a lot of items here that weren’t there before.
race! And they’re all unhealthy snacks! Erica?
Jayden: Sure! By the way… We’re eating snacks at the party, Erica: Uh oh.
aren’t we? Dad: There’s a lot of soda, and some cookies, and some
Avery: Yes. My mom is bringing popcorn and chips, and my crackers, and some gum. There’s a little juice and a bag of
aunt is bringing drinks. chips, too. We don’t need all these snacks!
Jayden: Awesome. Oh, wait… Where are we meeting? The Erica: But those are all things I want!
party is at a park, right? Dad: Hmm. Well, we’re just shopping for our dinner tonight,
Avery: Right. We’re meeting at Fairway Park. remember? We’re making spaghetti and meatballs tonight. Here.
Jayden: Great. See you tomorrow! Look at the recipe. Then tell me what ingredients we need.
Avery: OK! Bye! Erica: We need… some pasta, a little meat, a lot of tomatoes,
an onion, a few green peppers, and a little cheese.
Track 9 Dad: OK. Let’s put those on our list and go to the
Server: Would you like any toppings? supermarket!
Boy: I don’t want any peanuts, but I’ll have some cereal, a
little pineapple, a lot of gummy bears… a lot of whipped
cream and a few chocolate chips, please!
Server: I hope you have a lot of friends to help you eat it!
A11 Transcripts
Track 12 The protein group has fish and chicken,
Erica: I think I understand. We know the right ingredients Eggs, milk, cheese and yogurt.
because we check the recipe first. It keeps your teeth, bones and muscles
Dad: That’s right! All the ingredients for the pasta recipe are Healthy, happy and strong.
on our list. Good job!
Erica: And we remember what to buy because we take our Choose foods from all four food groups.
list to the supermarket. Look! I’m crossing out the onion, Choose foods with lots of nutrients.
peppers and tomatoes. Those are in our basket already. Choose foods low in fat and sugar
Dad: Great! To make a balanced meal.
Erica: And we don’t have room for snacks because our basket
is full of healthy foods. Track 15
Dad: Yes. But snacks are OK as a treat. Maybe we can buy Dietician: How many tortilla chips can you eat for 100
some next time! calories? You can eat six—with a little salsa, too! This snack
Erica: OK. But today, we’re buying a lot of vegetables is under 100 calories.
because we need to eat a healthy dinner! That chocolate bar isn’t under 100 calories, though. Just
half a chocolate bar is a 100-calorie snack. And it isn’t very
Track 13 healthy!
Girl 1: I’m making a shopping list for healthy lunches. I’m How much popcorn can you eat for 100 calories? A
buying a few apples. lot—six cups of popcorn! A whole bowl of popcorn is a
Boy 1: I’m buying a few apples and some carrots. 100-calorie snack.
Girl 2: I’m buying a few apples, some carrots and some bread. Nuts are nutritious and a good source of protein. But
Boy 2: I’m buying a few apples, some carrots, some bread and they can be high in calories. These six walnuts have more
a little peanut butter. than 100 calories! For a 100-calorie snack, eat just four and
Girl 3: I’m buying a few apples, some carrots, some bread, a a half walnuts.
little peanut butter and a few… un… cookies. Seven carrot sticks are only about 35 calories in total.
Other students: New chain! That’s much less than 100 calories!
Teacher: Why? One tablespoon of sunflower seeds looks tiny, but it has
Girl 1: This list is for healthy lunches, but cookies are more than 100 calories! You can eat only a teaspoon of
unhealthy. sunflower seeds for a 100-calorie snack.
You can eat twenty-seven strawberries for a 100-calorie
Track 14 snack. So these twenty-five strawberries are less than 100
The fruit group has apples and bananas, calories.
Grapes and pears and oranges.
The fruit group gives you nutrients,
Like vitamins A and C.
The vegetable group has carrots,

Broccoli and lettuce and spinach.
The vegetables give you vitamins, too,
And all the minerals you need.
The grain group has bread and cereal,

Rice and oatmeal and tortillas.
The grain group gives you energy
To run all day long.
Transcripts A12
Track 16 Track 18
Dietician: How much Swiss cheese is in a 100-calorie snack? Amy: Hello?
About twenty-six grams! That’s about two thin slices, or a Bryce: Hey, Amy! Do you want to play basketball at my
piece that’s the size of four dice from a board game. house?
You can eat a lot of blueberries for a 100-calorie snack. Amy: I don’t know, Bryce. That sounds fun, but I’m so tired
How many blueberries? 125! this afternoon, and I feel a little sick.
How much milk is in a 100-calorie snack? You can Bryce: Oh, no! What’s wrong?
drink one cup—or 100 milliliters—of low-fat milk for 100 Amy: I think it was my lunch.
calories. Bryce: What did you eat?
And how many cookies are in a 100-calorie snack? Just Amy: Pepperoni pizza and fries. Too much junk food, I guess!
two! Most cookies are high in calories and fat, so they’re Bryce: Probably. I had a salad with pasta and tomato sauce,
not a very healthy snack. and I feel great!
Track 17 Track 19
1 Server A: What would you like today? Reuben: I’ll be the server, and you can order.
Bryce: I’d like some pasta, please. Abby: OK!
Server A: How many servings would you like? Reuben: Welcome to Reuben’s Restaurant! What would you
Bryce: Just one, please. But a lot of tomato sauce! I like like from our kids’ menu?
tomatoes. Abby: I’d like the spaghetti and some milk, please.
Server A: Of course. Would you like anything else? Reuben: OK. How many meatballs would you like?
Bryce: Could I have some salad, please? Abby: Two, please!
Server A: How much salad would you like? Reuben: OK. And would you like any dessert?
Bryce: A lot! About half the plate. Abby: Hmm... I don’t think so. I want to eat a healthy meal.
Server A: Here you are. But I do like sweet foods.
Bryce: Thank you! Reuben: Then how about adding a fruit cup? It tastes sweet,
2 Server B: What would you like today? and it’s healthy, too.
Amy: I’d like some pizza, please. Abby: That’s a great idea!
Server B: How many slices would you like?
Amy: Just one, but with a lot of pepperoni, please! Track 20
Server B: There you go. Would you like anything else? Mom: You have a fever. You should stay home today.
Amy: I’d like some fries, please. Superhero: I can’t! People out there need help! Ah… Ah…
Server B: Sure. How many fries? Achoo!
Amy: About half the plate. They are vegetables, right? Several people: You should sneeze into a tissue!
Superhero: Cough!
Firefighter: You should cover your mouth when you cough!
Superhero: Maybe you’re right. I shouldn’t try to save the
world when I have a cold!
A13 Transcripts
Track 21 Track 23
“The Cold” 1 Brian: Hello, nurse.
On Friday, Gerald wakes up with a cold. He’s coughing School Nurse: Hello, Brian, what’s wrong?
and sneezing. “You should stay in bed,” Mama says. “You Brian: I fell down during soccer practice and scraped my
should rest and get better. Remember, we’re going to the zoo knee. It hurts!
tomorrow!” School Nurse: OK. We should clean it and put antibiotic
But Gerald doesn’t want to rest. He gets up to watch TV. He cream and a bandage on it. Then you should rest here for
sneezes on the remote. “You should cover your mouth when a few minutes.
you sneeze!” Mama says. She takes the remote away from him. Brian: OK. Thanks!
“Back to bed, Gerald!” 2 Abigail: Mom, I don’t feel well.
But Gerald is thirsty. He pours a large glass of juice. He Mom: What’s wrong, Abigail?
shares some with his little brother, Leo. “Gerald,” Mama says, Abigail: My body feels sore, and my head feels hot. My
“you shouldn’t share your drink when you’re sick!” throat hurts, too.
Mama gives Gerald some medicine. He sleeps all Mom: I should take your temperature…
afternoon. He doesn’t wake up until Papa comes home. Papa Mom: Well, you don’t have a fever, but I think you should
gives Gerald a hug. “How are you feeling?” he asks. Gerald stay home today. You should drink a lot of water and you
accidentally coughs on Papa. should eat some chicken soup.
“Gerald,” says Mama, “you should cover your mouth when Abigail: Thanks, Mom.
you cough!” 3 James: Hello, Dr. Martin.
On Saturday, Gerald wakes up feeling much better. He can’t Doctor: Hi, James. How are you feeling?
wait to go to the zoo! But Mama, Papa and Leo are still in bed. James: I have an earache. My left ear hurts a lot.
They’re coughing and sneezing. Doctor: OK, let’s take a look… Yes, you have an ear
“You should stay in bed,” Gerald says. “You should rest and infection. You should take some medicine. And you
get better!” shouldn’t go swimming until it gets better.
Mama laughs. “OK,” she says. “And we’ll all go to the zoo James: OK. Thanks, doctor!
tomorrow, instead.”
Track 24
Track 22 Boy: Doctor, I feel awful!
1 Brian: Hello, nurse. Girl: What’s wrong?
School Nurse: Hello, Brian, what’s wrong? Boy: My head hurts.
Brian: I fell down during soccer practice and scraped my Girl: I’m sorry. Does anything else hurt?
knee. It hurts! Boy: No. Just my head.
2 Abigail: Mom, I don’t feel well. Girl: Then you have… a headache.
Mom: What’s wrong, Abigail? Boy: What’s the treatment?
Abigail: My body feels sore, and my head feels hot. My Girl: You should take this medicine. Here you go.
throat hurts, too. Boy: Thank you!
3 James: Hello, Dr. Martin. Girl: I hope you feel better soon!
Doctor: Hi, James. How are you feeling?
James: I have an earache. My left ear hurts a lot.
Transcripts A14
Track 25 Track 27
Do you wash your hands School Nurse: It’s important to wash your hands the
To keep them clean right way because germs stick to your hands! Let’s try an
All through the day? experiment to see how that works.
That’s good hygiene. First, put lotion and glitter on your hands. Then, try
You should wash your hands with soap and water, different ways to wash your hands. Group 1, wipe your
And dry them carefully. hands with a dry paper towel.
Group 1: Huh. Nothing’s happening!
Do you wash your hands, School Nurse: Group 2, wash your hands in cold water. No
Before each meal, soap!
Three times a day, Group 2: It helps a little bit. But there’s still some glitter!
No matter how you feel? School Nurse: Now, Group 3, wash your hands in warm
You should wash your hands with soap and water, water and soap. Scrub your hands together.
And dry them carefully. Group 3: It’s working! Most of the glitter is gone.
Do you wash your hands, Track 28

After you cough or sneeze, Joey: How often should you brush your teeth? Angela?
Once or twice a day, Angela: I brush my teeth after every meal. It’s important to
To prevent disease? have clean teeth! How about you, Steve?
You should wash your hands with soap and water, Steve: I do the same. I brush my teeth three times a day.
And dry them carefully. Diana?
Diana: I disagree. I brush my teeth twice a day, morning and
You should keep them clean, evening. That’s all you need to prevent gum disease. Joey?
That’s good hygiene, Joey: I agree with you. I brush my teeth twice a day, too.
Before each meal, Angela: Maybe you’re right. You should brush your teeth
No matter how you feel, twice a day.
After you cough or sneeze, Steve: I think so, too.
To prevent disease, Diana: So we all agree!
You should wash your hands with soap and water,
And dry them carefully.
Track 26
Teacher: Class, please welcome our school nurse! Usually,
you can visit her when you have a stomachache or an
injury. But today, she’s here to talk to us about germs.
School Nurse: That’s right! Germs make us sick, so we
should be careful not to spread them. How can you do that?
When you’re sick, you should always cover your nose and
mouth when you cough or sneeze. Then germs can’t travel
through the air. You should always throw away tissues after
you use them, too.
To avoid germs, keep your hands clean, and don’t put
them in your mouth. For example, you should always wash
your hands before you eat, and you should never bite your
nails. Why? There are always some germs on your hands.
A15 Transcripts
Topic 1 Page 14
Page 4 1 1 today 2 doing 3 on 4 coach 5 goes 6 referee 7 at 8 fans
1 1 hoop 2 goal 3 ball 4 net 9 players
• 1 court 2 field 3 diamond 4 court • good sport
2 1b2c3a Page 15
• Left to right: 2, 1, 3 1 1b2a3a4b5c6b
Page 5 2 7 a 8 c 9 b 10 c
1 1 throw 2 run 3 jump
2 1 play 2 plays 3 don’t 4 Do 5 doesn’t 6 do Topic 2
3 1 around 2 through 3 over Page 16
Page 6 1 Top to bottom: 1 i, c, k, f 2 a, h, l, d 3 b, j, g, e
1 1 plays 2 hits 3 runs 4 doesn’t stop 5 flies 6 gets 7 doesn’t tag 2 1 salt 2 sugar 3 tablespoon 4 teaspoon 5 cup 6 half
2 1 Do, don’t 2 Does, doesn’t 3 Do, do 4 Does, doesn’t 7 quarter
• 1 play 2 throws 3 run 4 does Page 17
Page 7 1 1 chocolate chips 2 pineapple 3 peanut 4 cereal 5 honey
1 1 between 2 across 3 down 4 into 5 up 6 under 2 1 Countable 2 apples 3 Uncountable 4 water
• 1 slide 2 crawl 3 climb 4 skip 3 1 a few 2 a little 3 a lot of 4 some 5 any
Page 8 Page 18
1 1 1 1 a tablespoon 2 a cup 3 a half teaspoon 4 a cup
2 1 tennis 2 swimming 3 basketball 4 soccer 2 1 some 2 a few 3 a lot of 4 any 5 any 6 a little 7 some 8 any
3 Left to right: 4, 1, 2, 3 • Students should mark honey, water, carrots, apples.
4 1L2L3E4L5E6E Page 19
Page 9 1 1b2c3a
1 1b2c 2 1 gum 2 cheese 3 onion 4 meat 5 cracker 6 pasta 7 cookie
2 3a4b5a6c7a 8 chips
3 8 b 9 c 10 c • onion, cracker, cookie, chips
Page 10 3 1 a little 2 a lot of 3 a few 4 a lot of
1 1 player 2 fans 3 coach 4 team 5 referee Page 20
• 1 score 2 cheer 3 tell 4 work 5 stop 1 1 peanut butter 2 cantaloupe 3 bread
2 3 2 salt, gum, peanut butter, pasta, cereal, meat, cheese, milk,
Page 11 juice, honey, water, soda, sugar
1 1 am 2 are 3 is 4 isn’t 5 aren’t 6 Are 7 Is Page 21
2 1 tomorrow 2 on 3 at 1 1c2b3c4a5b6c7b8a
Page 12 2 9 b 10 b
1 Left to right: 3, 1, 2 Page 22
2 1 Our team is practicing on Monday and Wednesday. 1 1 grain 2 yogurt 3 broccoli 4 rice 5 egg 6 lettuce 7 oatmeal
2 We’re practicing at three thirty. 3 We aren’t exercising on 8 spinach
Thursday. 4 We’re playing a game at seven o’clock. 5 Our • egg
team is stretching before the game. 2 1 vitamin 2 mineral 3 protein 4 fat
• 1√2X3√4X5√ Page 23
Page 13 1 1 How many 2 Four 3 How much 4 One cup
1 1 Is, racing 2 Are, exercising 3 Is, swimming 4 Am, bringing 2 1 How much 2 How much 3 How many 4 How much
• 1d2c3b4a • 1 is 2 is 3 are 4 is
• 1 Today 2 6:00 3 Friday 4 3:30 • 1 Two cups 2 A half cup 3 Three 4 One cup
A16
Page 24 Page 34
1 1 sausage 2 mushroom 1 1 brush 2 wash 3 dry 4 use 5 take 6 use 7 take
2 1 eggs 2 mushrooms 3 peanut butter 4 lettuce • Left to right: 2, 3, 5, 6, 1, 4, 7
Page 25 2 1 three times a day 2 after 3 before 4 once a week 5 twice a
1 1 cups 2 eggs 3 half 4 cup 5 quarter cup 6 carrots week
7 mushrooms 8 tomatoes Page 35
• cheese 1 1 always 2 usually 3 often 4 sometimes 5 never
Page 26 2 1 How often 2 does 3 do
1 1 strawberry, grape, pineapple, banana, apple 2 egg, milk, 3 1 does, sometimes 2 do, always
cheese, yogurt, meat 3 oatmeal, bread, tortillas, rice, cereal Page 36
4 lettuce, mushroom, broccoli, onion, spinach 1 Left to right: never, sometimes, often, usually, always
• 1 vitamin 2 mineral 3 fat 4 protein 2 1 after 2 before 3 after 4 after 5 after
• 1 apple 2 sausage 3 bread 4 peppers • 1d2b3a4c5e
Page 27 Page 37
1 1 a 2 c 3 a 4 c 5 a 6 b 7 a 8 b 9 b 10 a 1 1 How often do they use hand sanitizer? 2 How often do
they take a shower? 3 How often does he brush his teeth?
Topic 3 4 How often does he dry his hands? 5 How often does she
Page 28 use a tissue when she sneezes? 6 How often does she wash
1 1 fever 2 runny nose 3 stomachache 4 headache 5 earache her hands before meals?
6 sore throat • 1 Once a week. 2 Twice a week. 3 Three times a day.
2 1 Take medicine 2 Blow your nose 3 Take your temperature 4 Twice a day. 5 Usually. 6 Often.
• left to right: 3, 1, 2 Page 38
Page 29 1 1 brush our teeth 2 takes a shower 3 wash your hands
1 1 Germs 2 cold 3 cover, cough 4 sneeze 5 stay home 4 take a bath 5 blows his nose 6 dry their hands
2 1 should 2 shouldn’t 3 Should • 1 often brush our teeth 2 takes a shower twice a week
Page 30 3 sometimes wash your hands 4 take a bath once a week
1 1 cough 2 takes 3 blows 4 stays 5 always blows his nose 6 never dry their hands
2 1 8 2 9 3 94 8 5 96 9 Page 39
• 7 should 8 shouldn’t 9 should 1 1b2c3c4b5a6c
Page 31 2 7b8b9a
1 1b2a3c
2 1 hurts 2 shouldn’t 3 have 4 Take, Stay
• 1 Students should color the woman’s clothes blue and the
man’s clothes green. 2 Students should color the boy’s and
girl’s clothes pink.
Page 32
1 Across: 3 headache 4 patient 6 thermometer 7 germs
8 sneeze; Down: 1 stomachache 2 medicine 5 fever 6 tissue
Page 33
1 1c2c3a4b5c6a
2 7a
3 8 c 9 b 10 b
A17 Vocabulary and Grammar Log Answer Key

• What’s my favorite sport?
• What do I need to eat?
• Why do I get sick?
• What was there millions of years ago?
• Where is the lost treasure?
• What did ancient cultures believe?
• What could I do when I was small?
• What are the most amazing places on Earth?
• Where do I want to travel?

Topics1-3 Writing Log

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LEVEL 2

Illustrations: María Guadalupe Calvo Leyva p. 38; José

Photographs: © Shutterstock.com: Joshua Rainey

The Publisher would like to thank all those who have

Images used under license from © Shutterstock.com

Language Log .............................................................................................................. v

Teacher’s Guide for Language Log ............................................................ xi

Classroom Games .............................................................................................. xvi

Scope and Sequence ..................................................................................... xviii

Topic 1 What’s my favorite sport? .......................................................... T6

Topic 2 What do I need to eat? .............................................................. T20

Topic 3 Why do I get sick? ......................................................................... T34

Glossary ........................................................................................................................ 132

Video and Grammar Worksheets ................................................................. A1

Transcripts ................................................................................................................. A10

Vocabulary and Grammar Log Answer Key ...................................... A16

Compass English as a Foreign Language

Compass English Language Arts

Grade 2: A1+ Grade 4: A2+ Grade 6: B1+

The title of each topic poses an important

Students preview content from the

Lesson 1 includes an episode from the

Active vocabulary that provides

Students are presented with the

Simple grammar rules and

Students are ﬁrst guided to notice

A recorded ﬁction text related

Each reading lesson presents and

Each listening lesson presents and

Students get the chance to use the

Useful phrases or a speaking

One lesson in each topic is dedicated

A side entry presents the

After the ﬁrst half of the topic has

The ﬁnal lesson engages

Finally, students consider

At the back of the book, a glossary

Answers to all Language

Teaching notes and answer

Some Take the Lesson Further sections

The Language Log Glossary

At the back of the book, the Transcripts

Levels 1–3 include word and picture Flashcards

Each topic in levels

Action Stations Chain Reaction

Board Race Domino Game

Pass the Bomb Word Freeze

Lesson 1 p. 8 Lesson 2 p. 9 Lesson 3 p. 10

Lesson 1 p. 22 Lesson 2 p. 23 Lesson 3 p. 24

Lesson 1 p. 36 Lesson 2 p. 37 Lesson 3 p. 38

Lesson 1 p. 50 Lesson 2 p. 51 Lesson 3 p. 52

Lesson 4 p. 11 Lesson 5 p. 12 Lesson 6 p. 13

Lesson 4 p. 25 Lesson 5 p. 26 Lesson 6 p. 27

Lesson 10 p. 31 Lesson 11 p. 32 Lesson 12 p. 33

Lesson 4 p. 39 Lesson 5 p. 40 Lesson 6 p. 41

Lesson 10 p. 45 Lesson 11 p. 46 Lesson 12 p. 47

Lesson 4 p. 53 Lesson 5 p. 54 Lesson 6 p. 55

Lesson 10 p. 59 Lesson 11 p. 60 Lesson 12 p. 61

Lesson 1 p. 64 Lesson 2 p. 65 Lesson 3 p. 66

Lesson 1 p. 78 Lesson 2 p. 79 Lesson 3 p. 80

Lesson 1 p. 92 Lesson 2 p. 93 Lesson 3 p. 94

Lesson 1 p. 106 Lesson 2 p. 107 Lesson 3 p. 108

Lesson 1 p. 120 Lesson 2 p. 121 Lesson 3 pp. 122

Glossary Pages 132–143