Teacher`s Edition, Unit 1

1
Amazing Pe
ople
Topics and Themes
Strategies and Skills
• notable and famous people
• biographies
• strange but true stories
• use prior knowledge
• figure out meaning from
context
• sequence events
• make predictions
Pronunciation
Grammar
• /εks/ as in expert
• contrasting sounds /ir/ as in
years and //as in early
• stress, rhythm, and intonation
Overview
Reading and Writing
• simple past: regular and
irregular verbs
• questions with who, what,
where, when, how many
• Grammar Handbook
(optional)
Content Connections
•
•
•
•
• Reading: Weird World: A
magazine about the weird and
the amazing
• Content Reader 6: Ibrahim
Alex Bangura (optional)
• Writing: biographical
paragraph (Workbook)
• Writing Handbook (optional)
Art: design stamps, poster
Language Arts: biography
Music: song, chant
Social Studies: amazing person
poster
• Values: have a role model
Key Vocabulary
Success-Related
Words
admire
audience
award
expert
hero
hit
inspire
lead singer
movie star
performance
prize
role model
T1A
star
success
the lead
trophy
VIP
Biography-Related Verbs
Occupations
act in a (movie)
become
begin
born
build
come (from)
die
direct
discover
actor
architect
astronaut
inventor
kung-fu expert
magician
movie star
musician
painter
singing career
soccer player
writer
donate
fly
live
make a movie
paint
play the lead
study
win
write
Expressions
become a big hit
do (a favor)
dream come true
make (first) record
on purpose
onstage
Descriptive
Adjectives
amazing
colorful
fancy
famous
favorite
funny
popular
strange
talented
weird
wonderful
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Plan Ahead
Teaching Resources
Class Audio CD
Student Book, Unit 1
• Grammar Handbook
• Writing Handbook
• CD-ROM
Workbook, Unit 1
• Grammar Handbook Practice
• Writing Handbook Practice
• Audio CD
Picture Cards
Posters
• Unit 1 Teaching Poster
• Units 1–3 Grammar Poster
Interactive Whiteboard
Content Reader 6
• Student Reader, Unit 1
• Teacher’s Manual, Unit 1: pages 4–6
Teacher’s Resource Book
DVD and Guide
Assessment Package
• Placement test: pages 69–70
• Practice test: page 71
• Unit test: page 80
• Oral assessment: pages xiii–xv,
89–90
• Performance assessment: pages v–vi
• Backpack Second Edition
ExamView® Assessment Suite
Classroom Display
Bulletin Board
Title the bulletin board display
Amazing People Awards. As you
work through the unit, have each
student find pictures in magazines
and newspapers of two or three
people they think are amazing and
glue their pictures onto individual
pieces of paper. Then have students
write the name of the person and a
few sentences describing why the
person is amazing. Invite students
to present their pictures to the
class. Display pictures on the
bulletin board.
For another display, ask students
to read a biography of someone
they admire and make a timeline
of four or five important events in
the person’s life. Display their work
on the bulletin board and title the
display Timelines of Amazing People.
Family Connection
Accomplishments Collage
Invite students to interview
a family member about a
person he or she admires.
Explain that this person could be another
family member, someone in the community,
or someone famous. Invite students to draw a
picture of the person or make a small collage
of drawn or cut-out pictures to illustrate
the person’s accomplishments. Then have
students write a few sentences about the
person. Invite students to share their work
with the class.
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Audioscripts
Student Book
Page 2. Activity 1. Read. Listen and sing.
Unit 1 Song. The text of the audio for the song is found on Student Book page 2.
Page 3. Activity 2. Listen. Read and say.
The text of the audio for this activity is found on Student Book page 3.
Pages 4–5. Activity 4. Listen. Look and read.
The text of the audio for this activity is found on Student Book pages 4–5.
Page 5. Activity 5. Ask and answer.
The text of the audio for this dialogue is found on Student Book page 5.
Page 5. Activity 6. Ask and answer.
The text of the audio for this dialogue is found on Student Book page 5.
Page 10. Activity 11. Listen. Number the sequence of events.
Lucky Man
Lucky Man is the title of Michael J. Fox’s 2002 autobiography. Michael J. Fox was born in
1961 in Edmonton in Alberta, Canada. For more than fifteen years, Fox acted in many television
shows and movies. Beginning in 1985, he appeared in several Back to the Future movies and became
a star. He also starred in the popular television series Family Ties. Then in 1991, he was diagnosed
with Parkinson’s disease. He continued acting for nine more years until he retired from full-time
acting in 2000. He announced this in September 2000 when he received an Emmy Award for his
performance in the television series Spin City.
His illness didn’t stop Michael J. Fox. When he no longer could appear on screen, Fox
continued to be “in” movies with his voice roles for characters. In 2002, he was the voice of the hero
in the animated film Stuart Little 2. Shortly after he announced his retirement from Spin City, he
started the Michael J. Fox Foundation for Parkinson’s Research. Recently, in 2006, he attended a
benefit with his wife and son in New York City in support of the foundation.
In 2008, he published another book, Always Looking Up. The title of his first book Lucky Man
describes his attitude. As he said, Parkinson’s was a gift “because it taught me acceptance” and
opened up opportunities. The title of his second book, he says, is a kind of joke about his size. He is
short and often has to look up at others. But the book is also about his positive attitude that guides
everything he does.
Page 10. Activity 12. Listen. Read and chant.
Unit 1 Chant. The text of the audio for the chant is found on Student Book page 10.
Workbook
Page 1. Exercise 1. A. Listen to the song. Answer the questions with complete sentences.
Unit 1 Song. The text of the audio for the song is found on Student Book page 2.
Page 7. Exercise 11. Listen. Answer the questions.
Bethany Hamilton is a hero and inspiration to many who have physical disabilities and to
others who don’t. She wasn’t born with a serious illness or any other kind of physical problem. In
fact, she was a typical, active young girl who loved swimming and surfing the ocean waves even
more. She dreamed of becoming a professional surfer, and, by the time she was thirteen, she was
already ranked number 8 in the world for amateur surfers.
T1C
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Workbook
(continued)
Bethany’s life changed forever on October 31st, 2003. The thirteen-year-old decided to go
to Tunnels Beach, Hawaii, to surf, along with her best friend. She was enjoying the sun and riding
in on a great wave when she was suddenly attacked by a fourteen-foot tiger shark. The shark bit
Bethany four inches below her left shoulder, and completely tore off her left arm. Bleeding and
in terrible pain, Bethany stayed calm and began swimming towards the beach as best she could.
Because she didn’t panic, she managed to save her own life.
Bethany lost her arm, but she did not let it stop her from following her dream. Just a month
later, she got back in the water and began surfing again. In spite of her tragedy, she bravely went on
with her life and her dream. For this reason, she is an inspiration for many others, and a model of
determination and courage.
Page 7. Exercise 12. A. Listen. Write the missing simple past verbs.
Unit 1 Chant. The text of the audio for the chant is found on Student Book page 10.
Teacher’s Edition
Page T3. Pronunciation: /εks/ as in expert.
The text of the audio for this activity is found on page T3.
Page T5. Pronunciation: Contrasting sounds /ir/ as in years and // as in early.
The text of the audio for this activity is found on page T5.
PREPARATORY NOTES
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T
1
Amazing Pe
ople
C K A3
RA
1
Read. Listen and sing.
My Amazing Family
Amazing people are all around,
in every family—
in your family and mine.
Uncle Presto was a magician.
He disappeared all the time.
Have I mentioned my aunt Kim,
an inventor when she was nine?
Amazing people are all around,
in every family—
in my family and yours.
Once a week, my cousin Pat
visited older neighbors.
She made cookies and read to them
and did them many favors.
Uncle Tony became a hero
when he rescued me.
I was swimming but sinking fast.
He pulled me from the sea!
Amazing people are all around.
Just like role models,
you can be amazing, too.
2
Personal role models
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Unit Warm Up
Objectives
Vocabulary
Materials
• to talk about family members’
accomplishments
• to sing a song
• to use stress, rhythm, and
intonation
nouns: cousin, family, favors, hero,
inventor, magician, neighbors, role
model, sea
verbs: be (are, was), disappear, do,
make, mention, pull, read, rescue,
sink, swim, visit
adjectives: amazing, old
• CD player
• Class Audio CD
Creating Interest
T
Do one or more of the following to build
students’ curiosity about the unit.
Amazing people. Bring in a few photographs of
people who have done amazing things. Explain
each one’s accomplishments and then invite
students to name other accomplished people.
Write the words amazing people on the board and
invite students to guess what the word amazing
means.
C K A3
RA
1
Read. Listen and sing.
1. Before students open their books, write the
title of the song, “My Amazing Family,” on
the board. Ask students to predict words they
think they will hear in the song. Play the song
once so that students can listen for the words
they predicted. The text of the song is on
Student Book page 2.
2. Direct students’ attention to the pictures on
page 2 and have them say all they can about
them before listening to the song a second
time. Afterward, have students match words
from the song to the pictures. Introduce new
words as students request them. Explain to
students that they do not have to understand
every word in the song to understand the
meaning of it. Play the song again if necessary.
3. When students feel comfortable, have them
sing the song. You may assign different groups
to sing different verses. Sing the song at
various times throughout the unit.
WB
Assign page 1 now. Audioscript is on
Student Book page 2. Answers are on
page T122.
Hero word map. Write the word hero on the
board. Invite students to call out words related in
any way to the concept. If necessary, give examples
of heroic people from current events. Build a
word map on the board with the words students
provide. Encourage students to add the word map
to their notebooks.
Poster. Display the Unit 1 Poster. Invite students
to name as many pictured items as they can.
Encourage students to ask for the names of any
items or actions that they don’t know.
Enrichment
Talk about role models. Write role models on
the board and point out that these words are used
to refer to the people in the song. Ask students
to name other words used to describe the people
mentioned in the song—amazing and hero. Ask
why the people in the song are amazing and why
Uncle Tony is a hero. Ask What did he do to be a
hero? Explain that all of the people mentioned in
the song could be role models or people who do
things that others admire. Ask what each did and
how that might make the person a role model.
Then have individual students name someone
who is a role model to them and tell what he or
she did.
Amazing words. Put students in small groups.
Have them use the title of the song, “My Amazing
Family,” to find other words contained in the title.
Model the activity. Write the song title on the
board. Say With the letters m, a, i, and l, I can make
the word mail. With the letters l, a, z, and y, I can
make the word lazy. As students work, walk around
to check their spelling. The group with the most
correct words is the winner.
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Presentation
Vocabulary
Materials
• to discuss the accomplishments of
famous people
• to use the simple past: regular and
irregular verbs
• to ask questions with who and what
nouns: architect, astronaut,
buildings, expert, goals, hit, homes,
kung-fu, martial arts films, musician,
outer space, painter, park, soccer
player
verbs: act, be, build, fly, paint, score,
write
• CD player
• Class Audio CD
• Unit 1 Stickers
T
Objectives
C K A4
RA
2
Listen. Read and say.
1. Play a memory game. Ask students to quickly
read about the people pictured at the top
of the page. Encourage them to use the
language they know, but explain that it’s OK
if they don’t know every word yet. Then have
students close their books. Ask questions, such
as Who was an astronaut? What did Bruce Lee
do? Encourage students to say whatever they
remember.
2. Remind students that the name of the
unit is Amazing People. Have students read
the directions. Play the audio or read the
sentences twice and have students follow along
3
Talk and stick.
1. Help students find the Unit 1 stickers at the
back of their books. Have students work with
a partner. Model the dialogue. Explain that
students will match the names on the stickers
to their corresponding pictures and use the
dialogue to talk about each amazing person.
2. As students work, walk around the room to
monitor their understanding and use of the
language. At this point, do not interrupt
students to correct mistakes. Take note of the
most frequent errors to review later.
in their books. Then play the audio again and
have students repeat each sentence. Afterward,
you may have students read the text silently
and underline key vocabulary they aren’t
sure about. Help students try to figure out
the words from context by themselves or by
asking each other. Confirm or correct their
guesses. The text of the audio for this activity
is on Student Book page 3.
3. Check comprehension of the text by asking
questions, such as Who was (Pelé)? Who was
(an astronaut)? What did (John Lennon) do? You
may want to put the questions on the board
and have students answer them in pairs or
small groups.
Enrichment
A5 Pronunciation: /εks/ as in expert. Say the
target vocabulary from the audioscript below and
have students repeat. Point out the target sound.
Play the audio. Have students repeat as necessary.
Afterwards, you may want to write the words
on the board so that students can focus on the
spelling that stands for the sounds in the words.
/εks/
/εks/
expert
expert
/εks/
Bruce Lee was a martial arts expert.
WB
Assign page 2 now. Audioscript is on
Student Book page 3. Answers are on
page T122.
exciting
exciting
His films are exciting for everyone.
experience
experience
They are always a good experience.
exercise
exercise
And they make exercise look fun!
T3
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T
CK A4
RA
2
Listen. Read and say.
Art: Frida Kahlo was
a painter. She painted
colorful pictures.
Martial Arts: Bruce Lee
was a kung-fu expert. He
acted in martial arts films.
Sports: Pelé was a soccer
player. He scored 1,281
goals.
Architecture: Antonio
Gaudí was an architect.
He built parks, homes,
and buildings.
Science: Dr. Mae Jemison
was an astronaut. She
flew in outer space.
Music: John Lennon was
a musician. He wrote
many hit songs.
3
Talk and stick.
Who was Frida
Kahlo? What did
she do?
She was a painter.
She painted colorful
pictures.
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3
Famous role models; questions with who
and what
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T
Language in the Real World
C K A6
RA
4
Listen. Look and read.
Salma Hayek and Sarah Chang are
amazing people.
A Star in Two Languages
When she was 14 years old, actor
Salma Hayek discovered painter Frida
Kahlo. “I went to her house in Mexico
City, which is a museum now,” says
Hayek. “Even though Frida died years
ago, I knew one day I would make a movie
about her.” In 2002, Hayek’s dream came
true. She played the part of the famous
artist in a hit film called Frida.
Hayek and Banderas
in Desperado
Salma Hayek
Hayek’s success is amazing when you realize
her parents didn’t even want her to become an
actress. Born in Mexico in 1966, Hayek was
sure of what she wanted to do at an early age.
When she was 12, Hayek told her father she
would fail all her courses on purpose if he didn’t
let her go to school in the United States. Years
later, she became a student at an acting school in
California. She also studied English.
Today, Salma Hayek is a famous star.
She has appeared in many Mexican and
American movies, including Desperado
with Antonio Banderas. She also played
the lead in Teresa, a Mexican TV series.
It was the most popular TV show in
Mexico for many years. In 2003, Hayek
directed her first TV movie,
Salma Hayek
The Maldonado Miracle.
as Frida Kahlo
4
Reading: vocabulary and grammar in context
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Presentation/Practice
Objectives
Vocabulary
Materials
• to read biographies
• to use the simple past: regular and
irregular verbs
• to ask what and when questions
nouns: actor, artist, audience, hit,
lead, movie, museum, musician,
orchestra, painter, performance,
prize, prodigy, record, star, violin
verbs: become, begin, die, direct,
discover, make a movie, play (the
lead/part), win
adjectives: amazing, excited, famous,
important, popular, wonderful
• CD player
• Class Audio CD
T
Note: The Language in the Real World text is
rich with language practice opportunities. After
you have completed the specific language practice
for Activities 5 and 6, you may want to use the text
from Activity 4 for additional practice with what
and when questions and target vocabulary.
C K A6
RA
4
Listen. Look and read.
1. Draw students’ attention to the pictures on
pages 4–5. Arrange students in pairs. As a
vocabulary challenge, have each pair choose
two pictures and brainstorm as many words
as they can to describe each picture. Do not
preteach new vocabulary. As students work
with the pictures, help them with words they
need. Invite pairs to share their lists with the
class.
2. Remind students that Amazing People is the
name of the unit. Have them read the titles
and look at the pictures to predict what the
two amazing people have accomplished. Then,
play the audio and have students read the text
silently. Have students read one biography,
stop for discussion and questions, and then
repeat the steps for the other biography.
Afterward, explain that these two texts are
examples of biographies. Have students guess
the meaning of the word biography. The text
of the audio for this activity is on Student
Book pages 4–5.
3. Write on the board new words such as courses.
Direct students’ attention to the sentence
containing the word and model guessing
meaning from context: I don’t know what
courses means, but the words fail and school
are in the sentence, and you fail school subjects;
maybe courses means school subjects. Suggest
that students choose other words and guess
their meaning through the context. Remind
students that they do not have to understand
every word in the text to understand its
meaning.
4. To check comprehension for each text, ask
questions, such as: Where was Salma Hayek
born? What did she want to be when she was
young? When did her dream come true? Where
was Sarah Chang born? What instrument does
she play? When did she make her first record?
Afterward, ask students to explain the meaning
of each title again in light of what they have
read. Ask students which person they admire
more and why.
Enrichment
Word associations. Put students in two groups.
Have one group read the text about Hayek again
and circle all the words and expressions associated
with acting, such as actor, make a movie, hit film,
famous, star, played the lead, played the part of,
directed. Have the other group read the text about
Chang and circle all the words and expressions
associated with music: was playing with an orchestra,
music prize, record, big hit, released, performance,
onstage, audience. For homework, have the groups
list other actors and performers and write
sentences about their careers, using as many of the
words and expressions as possible. Invite students
to share their sentences in groups or with the
class.
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T
C K A7
RA
5
Ask and answer.
1. Direct students’ attention to the dialogue.
Play the audio. Explain that students will
create what questions about Hayek and Chang
using the model. The text of the audio for this
dialogue is on Student Book page 5.
2. Divide the class into pairs. Consider having
one partner ask questions about both Hayek
and Chang and the other answer, and then
have them exchange roles. Alternatively,
students take turns asking questions.
3. Students should produce the following (or
similar) sentences:
2. What movie did she act in with Antonio
Banderas? She acted in the movie Desperado.
3. What part did Salma play in the TV series
Teresa? She played the lead.
4. What did Sarah Chang become when she grew
up? She became a musician.
5. What did Sarah Chang make when she was
nine? She made her first record.
6. What prize did Chang win? She won Korea’s
most important music prize.
If you wish, students may also ask questions
with where and who. As students work in pairs,
walk around the room and check their use of the
language. Take note of any errors to review later.
T
1. What famous painter did Salma Hayek play?
She played Frida Kahlo.
C K A8
RA
6
Ask and answer.
1. Direct students’ attention to the dialogue.
Have students listen as you play the audio.
Explain that students will ask when questions
concerning dates and specific times in Hayek’s
and Chang’s lives. The text of the audio for
this dialogue is on Student Book page 5.
2. Divide the class into pairs. Have students
ask and answer questions about the pictures
following the model.
3. Students should produce sentences such as the
following:
1. When did Hayek play the part of Frida Kahlo
in a movie? She played the part of Kahlo in
2002.
2. When did she direct her first movie? She
directed her first movie in 2003.
3. When was Hayek born? She was born in 1966.
4. When did Salma Hayek discover Frida Kahlo?
She discovered her when she was fourteen
years old.
5. When did Sarah Chang begin playing? She
began playing the violin when she was four.
6. When did Chang begin playing with an
orchestra? She began playing with an
orchestra when she was eight.
7. When did Chang have a big hit? She had a big
hit in 1992.
8. When did Chang win the Na Pa Award? She
won it in 1991.
T5
Enrichment
A9 Pronunciation: Contrasting sounds /ir/ as
in years and // as in early. As students ask and
answer questions, walk around the room to check
their use of language. Play the audio and have
students repeat the target vocabulary from the
audioscript below after you. Point out or elicit the
letters which stand for the target sounds. Play the
audio. Have students repeat. Repeat as necessary.
/ir/
years
/ir/
years
/ir/
Frida Kahlo died years ago.
appeared
appeared
Salma Hayek appeared in a
movie about her.
series
series
She also played in a TV
series.
//
heard
//
heard
//
Have you heard of Sarah
Chang?
early
early
She studied violin at an early
age.
first
first
She made her first record
when she was nine.
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Child Prodigy
Before she was even a teenager,
Sarah Chang was already a famous
musician. Born in Philadelphia to
Korean parents, Chang began to play
the violin when she was only four.
By the age of eight, in 1988, she was
playing with an orchestra in New
York. The conductor said Chang’s
playing was “the most wonderful I
ever heard.”
Many other people agreed. When
Chang was nine, she made her first
record. It became a big hit when it
was released in 1992. Today, Chang
plays with orchestras all over the
world. In 1991, she won the Nan Pa
Award, Korea’s most important music
prize. She still gets excited before
every performance. “Nothing else
can compare,” she says, “to being
onstage in front of an audience.”
C K A7
RA
5
T
T
Sarah Chang
Ask and answer.
What did Salma
Hayek become when
she grew up?
She became
an actor.
C K A8
RA
6
Ask and answer.
When did Salma Hayek
make a movie about
Frida Kahlo?
She made
it in 2002.
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5
Question formation; information questions
in the simple past
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See
Grammar
Handbook
Where was Sarah Chang born?
She was born in Philadelphia.
When did Sarah begin to play music?
She began to play at age five.
What did Sarah Chang win in 1991?
She won the Nan Pa Award.
7
Complete the sentences.
1. Frida Kahlo
painted Self-Portrait with Monkey in 1938.
2. Dr. Mae Jemison
a doctor and an astronaut.
3. By age nineteen, Daniel Radcliffe
4. Sarah Chang
5. The Beatles
8
p. 115
in six Harry Potter movies.
act
be
begin
paint
win
to play the violin at age four.
seven Grammy awards for their music.
Write a question for each statement in 7.
1. What
did Frida Kahlo paint in 1938?
2. Who
3. What
4. When
5. How many
6
Information questions; regular and irregular
verbs in the past See Grammar Handbook page 115.
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Language Practice
Objectives
Vocabulary
• to use regular and irregular past forms of verbs
• to ask and answer wh- and how questions
• to talk about past events
nouns: astronaut, awards, doctor, job, money,
monkey, movies, music, self-portrait, violin
verbs: act, appear, be, become, begin, have, paint,
play, study, win, write
Get Ready
Wh- questions. Elicit all the wh- question words
and write them on the board. Then on the board
write questions and answers about famous people
the students know (music stars, athletes, etc.), but
for each sentence leave out the question word, for
was Shinjo Tsuyoshi born? He was
example:
born in Japan.
did he play with the Hanshin
7
Complete the sentences.
1. Direct students’ attention to the grammar
box at the top of page 6 and have them study
it. Ask Which word in each question and answer
shows the past? Afterward, direct students’
attention to the verbs in the word box and
have them write the past form of each one.
2. Have students complete the sentences. You
may want them to compare their sentences in
pairs.
Answers: 2. was 3. acted 4. began 5. won
8
Write a question for each statement
in 7.
1. Read the directions with students. Explain that
they will use these question words to make up
questions for each statement in Activity 7.
2. Have students complete the activity. You may
want them to compare their answers in pairs.
Answers: 2. Who was Dr. Mae Jemison? 3. What
movies did Daniel Radcliffe act in? 4. When did
Sarah Chang begin to play the violin? 5. How
many Grammy awards did the Beatles win?
WB
Tigers? He played with them in 1997.
did
Diego Luna do before he acted in movies? He acted in
soap operas.
started performing at the age of
nine? Thalía started performing at the age of nine.
Have students work alone or with a partner to fill
in the missing wh- words. Afterward, ask students
to explain their choices.
Enrichment
Past forms of verb search. Put students in
pairs. Tell them to look back on pages 4 and 5 and
circle all the past forms of verbs they can within
a short time limit. Award a prize to the pair who
circles the most verbs. List the verbs on the board.
Challenge students to write the present form of
each verb as quickly as they can. The pair with the
most correct forms wins.
Grammar Handbook. Refer your students to the
Grammar Handbook on Student Book page 115
for additional information on the unit grammar.
Related grammar practice is on Workbook
page 109.
Enrichment
Sing and ask. Play the Unit 1 Song again (Audio
CD track A3) and invite students to sing along.
Then have them work in pairs to come up with
three questions about the people named in the
song. Invite pairs to share their questions with the
class. You might start a tally to show how many
times students came up with the same question.
Assign pages 3–4 now. Answers are on
page T122.
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T6
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9
Work with a partner.
1. Arrange students in pairs. Have Student A
look at the information on page 7 and Student
B turn to the information on page 110. Make
sure students understand that they must find
out the information about their celebrity by
asking their partners questions. Next, have
them read the paragraph.
2. Have one partner ask all the questions about
his or her celebrity first or have students take
turns asking questions.
Answers: (Student A) Jackie Chan: 2. singing,
acting, and martial arts 3. 1973 4. more than
$200 million (Student B) J.K. Rowling: 1. teacher
2. in a café in Scotland 3. five years 4. 1997
10
Interview a classmate. Take notes.
1. Explain that students will ask questions to find
out information about each other and then
use the information to present their partners
to the class. Model the dialogue for students.
Point out the clues on the clipboard. Elicit
from students possible questions based on
the clues. Brainstorm with students other
categories of information that they might ask
about.
2. Put students in pairs. As students work, walk
around the room and monitor their use of the
language. Take note of errors to address later.
3. Have students introduce their partners to the
rest of the class.
WB
T7
Assign page 5 now. Answers are on
page T123.
3. As students work, walk around the room and
monitor their understanding and use of the
language. Take note of the most frequent
errors to review later.
Enrichment
Scanning for detail. Ask students how they
found the answers to their partner’s questions.
Point out that when looking for information, they
can sometimes scan the page quickly instead of
reading every word. Discuss how the question
word can help them target the information
quickly.
talent for riding horses), a decoration (to indicate
a party or celebration they enjoyed), or lightning
striking a tree (to indicate a storm they vividly
remember). Have students present their work
to the class or in groups. Encourage the class to
ask each student wh- questions to find out more
information about his or her choice.
Question chart. Draw the following chart on
the board. Elicit wh- questions from students and
write them as shown in the chart below, one or
two examples per verb form. Start with the present
progressive and end with the simple past. Lead
students to realize that when who is the subject
of a sentence, the question does not follow this
pattern, for example: Who is talking to the teacher?
Who plays on the team? Who scored the most goals?
Verb form
Wh- word
Auxillary
Subject
Verb
Rest of sentence
Present
Where
are
you
going
after school?
Enrichment
progressive
What
is
he
doing
after class?
Simple
What
do
you
do
on weekends?
Sharing memories. Invite students to choose
one unusual fact about themselves or an important
memory and write a few sentences about it.
Students may also draw a picture to illustrate their
sentences, for example: a horse (to indicate their
present
When
does
she
do
her homework?
What
did
they
read
for homework?
Where
did
they
go
last night?
Simple past
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9
Work with a partner.
Student A uses this information. Student B turns to page 110.
Student A: Ask questions about Jackie Chan. Complete
the chart. Then answer your partner’s questions about
J.K. Rowling.
Jackie Chan
where he studied
Peking Opera School
what he studied
when he appeared in Enter the Dragon
how much money Rush Hour 2 made
Best-selling Writer
J.K. Rowling wrote her first book when she was about six years
old, but she didn’t become a famous writer for many years. Rowling
was a teacher before she became a writer. She got the idea for her
Harry Potter books while she was riding on a train in England. Rowling
wrote the first book, Harry Potter and the Sorcerer’s Stone, in a café in
Scotland. It took her five years to write it. When Harry Potter and
the Sorcerer’s Stone came out in 1997, J.K. Rowling became famous.
10
Interview a classmate. Take notes.
Introduce that classmate to the class.
Class
Where were
you born?
I was born in
Guatemala City.
mate
’s nam
Born
e:
/Whe
r
e
/
When
Place
:
s live
d
in:
Scho
ols at
tende
Unus
d:
ual fa
cts:
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Events in the past; introductions;
information questions
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Strange
but true!
Michel Lotito was born in France, the land of
gourmet cooking. He must not like the food
because his idea of a good meal is a plate of
pieces of glass and metal! Yes, he swears he
eats glass and metal—in many forms. What
do you believe he did?
I believe:
쎻 Michel Lotito ate at least six glass chandeliers.
쎻 He finished a metal shopping cart in four and a half days.
쎻 He snacked on seven TV sets for a little TV snack.
Michel Lotito is a hungry guy.
쎻 He ate a full-sized wood and metal coffin piece by piece.
쎻 He took apart and ate all the pieces of a small plane.
All these people did amazing things.
Do you know what they did? Match.
•
•
Bartolomeo Cristofori •
Benjamin Franklin •
Apicius, ancient Roman •
Johann Hurlinger •
Marcus Hooper •
Paul Miller •
Isilay Davaz
Wolfgang Mozart
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• walked 870 miles on his hands.
• spent $12 million for one party.
• began flying lessons at age two.
• swam the English Channel at twelve.
• constructed the first piano.
• wrote a symphony when he was nine.
• grew a mustache more than six feet long.
• discovered electricity.
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Application
Objectives
Vocabulary
Summary
• to predict content
• to read text in magazine
format
• to read for main idea and
details
• to use context for meaning
• to build awareness of reading
strategies appropriate to
purpose
• to experience target language
and structure in new contexts
• to summarize
nouns: chandelier, cloth,
clothes, coffin, electricity,
glass, grass, metal, mustache,
shopping cart, snacks, symphony
verbs: begin, construct, design,
develop, discover, eat, finish, fly,
grow, make, spend, swim, walk,
write
adjectives: amazing, first, good,
great, little, real, strange, weird
Weird World: A magazine
about the weird and the
amazing: People do amazing
things—some more strange
than others! In this magazine,
readers find out about a man
who eats glass and metal and
about another who makes
clothes out of fresh grass! Other
amazing things include a man
who walked 870 miles on his
hands and a famous composer
who wrote a symphony when he
was nine!
Before Reading
1. Reading strategy awareness: Make
predictions. Direct students’ attention to the
magazine title Weird World, the titles of the
selections, and the pictures on pages 8–9. Ask
them what they think the magazine will be
about. Students should be able to predict that
the magazine will be about strange, amazing
things, even though they may not know the
word weird.
2. Allow students to look over both pages of
the magazine briefly to decide which section
they want to read first. (Reading a magazine
is different from reading an academic text,
and students should have a certain amount of
choice in what they read first. The magazine
is meant to be informative but also enjoyable
During Reading
1. As students read the chosen texts, walk around
the room to check their understanding.
Encourage students to try to figure out
the meaning of words from context, from
accompanying pictures, and from each other.
After students have checked their guesses with
a partner, have them confirm or correct their
guesses. Help them become aware that not
all vocabulary is important to know in order
to understand the general meaning of each
for the students.) Group students who have
chosen the same text together, so that they can
help each other with comprehension. Note
that there may be several different reading
groups reading different texts.
3. Make sure students realize that for the Strange
but true! selection about Michel Lotito,
students must check what they believe he
actually ate. (All of the items are true!) For
the matching activity at the bottom of page 8,
have students guess in class and use the
Internet at a later time to check answers.
Alternatively, give them additional written
clues to help them answer, for example: Johann
Hurlinger didn’t need shoes to do what he did. (He
walked on his hands.)
selection. Work through all the magazine
sections in this way, or address only one or
two sections in the classroom and assign the
others as reading homework.
2. After the first reading, check general
comprehension. Prepare the following
questions, answers, or tasks for each selection
on index cards beforehand and give them
to the appropriate groups. Have students
read quickly through the text and answer the
questions in their groups. (These activities
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provide students practice with reading
strategies such as analyzing, comparing,
ranking, inferencing, and generalizing.)
“Strange but true!”
1. Name ten things in your classroom and home
that Lotito would like to eat.
2. Which fact is the most unbelievable to you?
All these people did amazing things. (matching
activity)
Isilay Davaz
Wolfgang Mozart
Bartolomeo Cristofori
Benjamin Franklin
Apicius, ancient Roman
Johann Hurlinger
Marcus Hooper
Paul Miller
began flying
lessons at age two.
wrote a symphony
when he was nine.
constructed the
first piano.
discovered
electricity.
spent $12 million
for one party.
walked 870 miles
on his hands.
swam the English
Channel at twelve.
grew a mustache
more than six feet
long.
After Reading
1. Reading stategy: Summarize. Ask students
to summarize the texts they have read. Remind
them that a summary contains the most
important ideas. You may want to form groups
so that each group has one person who has read
each selection. The students then summarize
their selection for the rest of the group.
2. Family connection. Invite students to share
these selections with friends and family. Have
students interview their family members for
other weird stories and report them to the class.
WB
Assign page 6 now. Answers are on
page T123.
Enrichment
Content Reader 6. Have students read the
selection Ibrahim Alex Bangura on pages 4–5.
Assign the worksheet for the selection on page 22.
T9
1. Which person did the most amazing thing?
2. Which person do you admire the most?
3. Which accomplishment is the most
unbelievable?
4. Rank the accomplishments starting with the
most important.
“Our Readers Write Us”
1. Who would buy clothes from Harding?
2. Would the clothes be heavy or light? Cold or
warm?
3. Where do you think people might wear these
clothes?
4. How would you take care of the clothes?
“This month: Word Puzzle”
Unscrambled words: weird, odd, strange
Sentence: These three words all mean “unusual.”
See the Teacher’s Manual for the step-by-step
lesson and additional ideas.
Interview. Explain that people around the
world have different ideas about what is delicious
to eat. What people in one culture think of
as weird to eat might be perfectly acceptable
in another culture. Foods that are acceptable
include: brains and truffles (France), grasshoppers
(Africa, Thailand, Mexico), bird’s nests (China),
rattlesnake (United States), worms (New Guinea).
Suggest that students interview their family and
friends and make a list of “weird” foods they have
eaten.
Remarkable words. Ask students to underline
four or five new words they would like to
remember. Tell them to make up two or three
sentences with each word, using names of family
members, friends, or cartoon characters. Have
students share their sentences in groups or with
the class.
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Our Readers Write Us
Dear Weird World:
n in Chicago who made
A friend told me about a ma
My friend said his name was
very strange green clothes.
t
remember his last name, bu
n’t
uld
co
e
Sh
.
ng
thi
me
so
l
Bil
“H.” Could you help me find
she thought it started with an
!
out more about him? Thanks
Ji Hyun Choi
Dear Ji Hyun,
We have your man! If you want these green clothes, you
are either weird or amazing yourself! But here goes. Bill
Harding had a great idea some years ago. He decided to make
all of his clothes out of real grass that was still alive and
growing. He developed a way to grow grass between pieces
of cloth. Then he designed and made clothes out of the real
grass. If you are interested, you can order a full wardrobe of
grass clothes: pants, shirts, dresses, and even shoes. Ji Hyun,
it’s a weird world out there! Enjoy.
This
month:
WO R D
P U Z Z L E
(1) Unscramble each of the words. Write the letters in the
circles.
iwred
dod
atsgrne
(2) Use the letters in the blue circles above to make a word
that completes the sentence below.
These three
M01_BP_TE_L06_1666_U01.indd
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all mean “unusual.”
11/11/08
10:41:54 PM
T
CK A10
RA
T
11
Listen. Number the sequence of events.
CK A11
RA
12
Listen. Read and chant.
Dreams
I dreamed I was an astronaut and traveled in outer space.
I visited all the planets to find my favorite place.
I dreamed I was a painter who painted scenery.
I put my paintings in museums for everyone to see.
I dreamed I was a movie star who drove a fancy car.
I always wore dark glasses and traveled near and far.
I dreamed I was in business and a well-known VIP.
I heard my name and I woke up—my teacher called on me.
10
Listening for details and sequence; stress,
rhythm, and intonation
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Application
Vocabulary
Materials
• to listen for specific
information
• to listen for sequence
• to perform a chant
• to use stress, rhythm, and
intonation
nouns: astronaut, award,
benefit, foundation, Parkinson’s
disease, stat, VIP
verbs: act, announce, appear,
diagnose, retire, write
adjectives: animated, popular
• CD player
• Class Audio CD
T
Objectives
CK A10
RA
11
Listen. Number the sequence of
events.
WB
1. Direct students’ attention to the pictures
at the top of the page. Ask students if they
recognize the actor (Michael J. Fox, who
played Marty McFly in a series of movies).
Have partners take turns identifying what
is happening or shown in each picture. As
students work, provide them with vocabulary
as they request it. Tell students that these
pictures tell the story of Fox’s life. Have them
predict the sequence of the pictures. Preteach
the following words: diagnosed, retired, and
(positive) attitude.
2. Play the audio two or more times. Have
students put the events in order by writing
the correct number for each event in the
appropriate box. The text of the audio for this
activity is on page T1C.
Assign Exercise 11, page 7, now.
Audioscript is on pages T1C–T1D. Answers
are on page T123.
Enrichment
Sequence activity. Have students think of four
or five important events in their lives and write
the events on individual slips of paper without
indicating when they happened. Brainstorm
possible ideas: I moved to a new house. I flew in a
plane. I saw a volcano. Then have students trade
their slips with a partner. Students must sequence
their partner’s events by asking questions, such as
When did you move to a new house? Did you fly in a
plane before you moved?
T
Answers: Top row: 5, 1, 3; Bottom row: 2, 4
CK A11
RA
12
Listen. Read and chant.
1. Ask students to use the picture and the title to
predict what the chant is about. Explain the
concept of daydreaming by telling students
about daydreams you have. Then ask for
volunteers to talk about daydreams they have.
Then ask What is she daydreaming about?
2. Play the audio as students listen with their
books closed. Then have them open their
books to read as they chant. Have students
perform the chant at least twice to provide
them with practice using stress, rhythm,
and intonation. Have students underline
unfamiliar words that they think are important
to understanding the chant. Encourage
students to guess the meanings of other words
from the context. Explain that VIP means
“Very Important Person.” The text of the
chant is on Student Book page 10.
WB
Assign Exercise 12, page 7 now.
Audioscript is on Student Book page 10.
Answers are on page T123.
Enrichment
Ranking. Have students rate the girl’s dreams
(1= the most interesting; 4 = the least interesting).
Have them share their ratings in groups.
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T10
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Application
Objectives
Vocabulary
Materials
• to organize events
• to gather information and
pictures
• to ask and answer whquestions
• to use the simple past
• to make a poster
Students now should be
comfortable using the Key
Vocabulary listed on page T1A
to talk about their project.
•
•
•
•
•
•
Get Ready
Invite students to join in this chant about amazing
people.
Who’s amazing? Who’s amazing?
Who’s amazing? I’ll tell you who!
In my family, it’s my great aunt Sue!
Project: An Amazing Person Poster
Make a poster about an amazing person.
1. Have students gather information about a
person they admire. Explain that they can
research a friend, family member, or someone
well known. Tell them to include pictures they
draw or photos from magazines.
2. Explain that each student will make a poster
to tell about the amazing person he or she has
chosen. Show students the pictures on page
11 to give them an overview of the steps in the
process. Ask students to explain what they like
and don’t like about the boy’s poster.
3. Help students brainstorm a list of questions
they might use. Provide graphic organizers
for students to record information they collect
before they make their posters. Listing some
of the Key Vocabulary on page T1A may also
be helpful to students.
4. Have students work on their posters in class or
at home. Set aside time for students to present
their posters to the class.
WB
T11
Assign pages 8–9 now. Answers are on
pages T123–124.
scissors
glue
poster board
magazines
photos
markers and other art
supplies
What did she do? What did she do?
She was a lighthouse keeper ’til she was 72!
Encourage students to join in and add an amazing
person from their own families or from other
people they know or know about.
Enrichment
Poster share. Have students visit other classes to
share their posters and to invite questions about
each amazing person. Encourage students to
answer the questions with information about the
amazing person.
VIP posters. Remind students of the phrase
VIP. Have students imagine that they are their
grandparents’ age and have accomplished many
of their dreams. Have them make a timeline of
the most important events in their lives as if they
had already happened. Brainstorm ideas for both
amazing and heroic things. Allow students to work
in class or at home on this project.
International role model. Prepare several
paper slips and an envelope. Write the name of
one country on each. Have students draw slips
from the envelope. Explain that each student will
choose a role model from the country on his or
her slip and write a report about that person. Have
students share their reports with the class.
Writing Handbook. For step-by-step
instructions on implementing the writing process
in your classroom, see the Writing Handbook
on pages 124–129. Related writing practice
is on Workbook pages 118–122. After you
have reviewed the writing process with your
students, focus on the specific genre presented in
Workbook Unit 1.
Amazing People
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t
ie
tud s
Make a poster about an amazing person.
Franklin Chang-Diaz
was born in 1950.
ro
jec
P
An Amazing Person
Poster
ia
Soc l S
What country does
he come from?
Costa Rica. He was
the first Costa Rican
astronaut and flew
several missions.
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Content connection: social studies; art
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Have a Role Model
s
e
u
Val
Read and discuss.
Anna’s role model is Alejandra Muñoz,
the lead singer of the band Greenstar.
Alejandra began her singing career when
she was just twelve years old. Now she’s
famous! Last year, she donated money
from her concerts to groups that help the
environment. Alejandra inspires young
people like Anna because she’s talented,
hard-working, and caring.
Do you have a family member that
you admire? That person can be a
role model. Chin’s uncle Joo-Chan
is his role model. His uncle is an
architect who helps design beautiful
buildings. He designs the buildings
to save energy by using heat from
the sun and power from a windmill.
Chin thinks he’d like to be an
architect like his uncle Joo-Chan
someday.
1. What famous person is a role model for you? Why?
2. Who in your family do you admire? How can family members be role models?
3. What makes someone a good role model for young people?
4. Compare your role models with a partner’s. Who is the best of all? Why?
12
Character education
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Application
Objectives
Vocabulary
• to talk about choosing role models
• to talk about the qualities good role models
have
• to describe personal role models
• to write about a role model
nouns: architect, band, buildings, career, concert,
energy, environment, design, group, heat, person,
power, role model, singer, sun, uncle, windmill
verbs: admire, begin, design, donate, help, inspire,
save, think, use
adjectives: beautiful, caring, famous,
hard-working, talented
See also the Key Vocabulary on page T1A.
Get Ready
society, with 1 being the most useful. Have groups
compare rankings. Did the class agree or disagree
more in their rankings? Why?
Picture Cards. Place pictures or Picture Cards
of occupations on the board. In groups, have
students rank them in terms of usefulness to
Values: Have a Role Model
Read and discuss.
1. As you work through the page, encourage
2.
3.
4.
5.
6.
students to apply the language they’ve learned
in this unit and previous levels of Backpack.
To begin, however, you might want to have
a discussion in your native language. Ask
students to name people they respect or look
up to, and encourage them to explain why.
Have students turn to page 12. Read the title
aloud. Invite students to predict words and
ideas they would expect to find in the texts,
based on the title. You may want to write the
words and ideas on the board to check later.
Invite students to describe the pictures as
much as they can. Help with any vocabulary
they request.
Have students read the first paragraph about
Alejandra Muñoz silently. Form pairs and have
students repeat from memory all that they can
about the text together.
Have students read the paragraph about Chin’s
uncle Joo-Chan silently. Form different pairs
and have students ask and answer their own
comprehension questions about the text.
In small groups, have students discuss the
questions at the bottom of the page. This is
the perfect opportunity for students to use
the cumulative English they’ve acquired in a
natural and meaningful context. Review with
students language they know that they can use
during the discussion.
7. You may want your students to write about a
person they admire and consider to be a role
model for themselves or others. Refer students
to the Writing Handbook at the back of their
Student Books and the writing practice in
their Workbooks for help as needed.
The social-emotional intelligence connection.
Two elements of social-emotional intelligence
can be focused on in relation to role models.
(1) Self-awareness. Encourage students to think
about the qualities they themselves have (or wish
to have) that might inspire others. Who could
they be a role model for? (2) Empathy. One quality
most role models have is empathy. What is it?
Why is it important?
Family connection. Have students interview
their parents about any role models they may have
had while growing up. Who were they? Why were
they important? How did they influence their
parents? Students report back to the class.
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Review
Outcomes
Vocabulary
Materials
• can talk about the
accomplishments of famous
people
• can use the simple past:
regular and irregular verbs
• can ask and answer questions
with who, what, where, when,
how many
Students can use the Key
Vocabulary on page T1A.
• cardboard or other card stock
for signs
• markers or paint for signs
• paper for stamps
• crayons
• markers and other art
supplies
• cutouts from page 131
Performance Assessment
Both activities on page 13 may be used as
opportunities for performance assessment and
review. See pages v–vi, xiii–xv of the Assessment
Know It? Show It!
Ask questions. Guess who’s telling the
truth. Use the cutouts on page 131.
1. Direct students’ attention to the picture
2.
3.
4.
5.
T13
at the top of the page. Explain that the
three students are contestants in a game
show and that they are pretending to
be the same person—in this case, Lance
Armstrong. Explain that only one of them is
actually telling the truth about Armstrong’s
accomplishments and that the others have
made up false information.
After the class has played the game once or
twice, you may want students to play in groups.
Choose three students to be contestants. Cut
out a set of cards from Student Book page 131
and have each contestant pick one. Do not
allow students in the audience to see the cards
in their books or it will spoil the game.
Give the contestants time to prepare.
Show how the game is played.
a. The host asks each contestant Number
(One). What’s your name? Each contestant
replies I am (Lance Armstrong). The host
asks Why are you amazing? Contestants
answer as convincingly as they can.
b. The host invites the audience to ask the
contestants other questions. Afterward,
the class votes for the contestant that is the
“real” person. Then have the host ask Will
Amazing People
M01_BP_TE_L06_1666_U01.indd
46
Package for more information on this type of
informal assessment.
the real (Lance Armstrong) please stand up? That
student stands.
c. Repeat the activity for the other cards.
Design a series of stamps with amazing
people.
1. Show and discuss postage stamps with images
of famous people. Point out the stamps on the
page. Tell students that they will choose three
amazing people and create stamps for them.
2. Have students share their stamps, using what
the girl says as a model. Create a display with
the stamps.
WB
Assign pages 10–12 now. Answers are on
page T124.
I can do it! Once students have demonstrated
success through the activities on this page, discuss
with them how much they’ve learned and what
they can do now that they’re finishing the unit.
(See the Assessment Package, pages vii–viii.) Invite
students to mark their growth by checking the
I can do it! star.
Completion Certificate
Students have now completed Unit 1. After
formal assessment (see Assessment Package
pages listed on T1B), have students use the
Completion Certificate sticker in the back
of the Student Book to celebrate the successful
completion of the unit.
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10:42:22 PM
Know It? Show It!
Re
vie
w
Ask questions. Guess who’s telling the truth.
Use the Cutouts on page 131.
Number three. Why
are you amazing?
After I was very sick,
I rode my bike to win
the Tour de France.
Unit 1
ca
I
I chose Cantinflas
because he was really
funny. His acting always
made me laugh.
n do i
t!
Design a series of stamps
with amazing people.
Mahatma Gandhi
(1869–1948)
Cantinflas
M01_BP_TE_L06_1666_U01.indd
47
t1
Uni
13
Performance assessment
See Assessment Package pp. 65–68, 71, 80, and 89–90.
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10:42:24 PM