UN I T 5 It’s a Beautiful World

Lesson A
1 Listen, read, and match the descriptions to the pictures. B
2

Last week, we hiked in the mountains. There were lots of things to see.
a. There was snow on top of
the mountains.
b. There were flowers near
b f
a river.
c. There was a deer in

the forest!
d. There were rocks with a e
green moss.
e. There were orange

butterflies.
f. There was a waterfall. c d
It was beautiful in the mountains!
2 Read the questions and circle the correct answers.
1. Was there snow on the mountains?
Yes, there was. No, there wasn’t.
2. Were there purple butterflies?
Yes, there were. No, there weren’t.
3. Was there a waterfall?
Yes, there was. No, there wasn’t.
4. Were there rocks near the river?
Yes, there were. No, there weren’t.

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 U N I T 5 It’s a Beautiful World

Lesson A
Objectives Prepare
Stick on the board the butterfly flashcard with the picture side showing. Draw
Language a few large flowers next to the card. Say as you point to the board There is a
Last week, we hiked in the butterfly. There are flowers next to the butterfly. Write the sentences on
mountains. the board with generous space between them. Underline There is and There are.
There were lots of things to Remind students that we use there is when talking about one thing and there are
see. when talking about more than one. Then erase/take the pictures away, cross out
There was snow on top of is and are in the sentences, and write was and were above as appropriate. Say
the mountains. There was a butterfly, but now there isn’t. There were flowers next to
There was a deer in the the butterfly, but now there aren’t. Tell students that they are going to learn
forest! how to talk about the past, and underline in the sentences was and were.
There were orange
butterflies. 1 Listen, read, and match the descriptions to the
There were rocks with green pictures. 2B
moss.
Draw students’ attention to the pictures. Play the track and have them point to
the pictures for which they hear familiar words, e.g., snow, flowers, rocks,
Vocabulary
orange butterflies. Then have students read the sentences and think about
beautiful, butterfly, deer,
which sentence matches which picture even if they don’t know all of the words.
mountain, river, waterfall,
Play the track a few times more, and have students write the letter of each
world
sentence next to the correct picture.
Materials Audio Script
flashcards, paper, colored Last week, we hiked in the mountains. There were lots of things to see. There
pencils or markers, index was snow on top of the mountains. There were flowers near a river. There was
cards a deer in the forest! There were rocks with green moss. There were orange
butterflies. There was a waterfall. It was beautiful in the mountains!

Build Oral Skills

Show the butterfly, deer, mountain, river, and waterfall flashcards and have
students find the same images in Exercise 1. Then show the flashcard words a few
times and have students repeat. Tell students that the deer lives in a place with a lot
of trees, and write forest on the board. Ask them to find the forest in Exercise 1 and
read the matching sentence aloud as a group: There was a deer in the forest!

Workbook page 58 2 Read the questions and circle the correct answers.
Answer Key Tell students to refer to the pictures in Exercise 1 while answering the questions.
1 a. 1. waterfall Do the first one together as an example. Check answers by having students read
2. snow, mountains the questions and answers aloud.
3. butterflies, rocks
4. flowers, forest Build Listening Skills
5. deer, river Ask additional questions about the pictures in Exercise 1, e.g., Were there
b. 1. No, there wasn’t. purple flowers near the lake? (Yes, there were.) Was there snow in the
2. Yes, there were. forest? (No, there wasn’t.) Was there a deer near the waterfall? (No,
3. Yes, there was. there wasn’t.) If students simply answer yes or no, encourage them to give more
4. No, there weren’t. complete answers by modeling.

Lesson A T-58

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 UN I T 5 Lesson A
Prepare Multi-Intelligence Zone
Write is and are, was and were on the board. Ask students which words we
use to talk about now and which we use to talk about before now. Reinforce by Logical-Mathematical:
putting a pencil on your desk. Say There is a pencil on my desk. Put the A million years ago
pencil on the floor and say There was a pencil on my desk. Was there Tell students that a million
a pencil on my desk? Yes, there was. Stress the word was. Repeat with years ago, there were giant
a plural noun, e.g., There are two books on my desk. Take them away animals walking where the
from the desk and say There were two books on my desk. Were there school is now. Write the
two books on my desk? Yes, there were. Model a few times with a few following math problem on
volunteers, and invite the rest of the class to help ask and answer questions. the board: There were three
saber-tooth tigers, four
3 Ask a classmate. giant armadillos, and five
Refer students to the pictures and descriptions in Exercise 1. Model the giant sloths. There was
conversation with an advanced student. Then put students in pairs and tell them also one mammoth. How
to ask questions about the descriptions that are different from the Exercise 2 many animals were there?
questions (although those are good models as long as other vocabulary is used). Have students copy the word
Walk around and monitor pairs as they practice. problem and write the answer
in their notebooks. (There
Build Reading Skills were thirteen animals.)
Play Uncover the Word using the lesson flashcards. Students guess the word as Intrapersonal: Your favorite
you reveal the letters one by one. animal from the past
CE
EN Materials: paper, colored
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IL Millions of years ago pencils or markers
Tell students to look at the
Explain that ago is used to talk about something that happened in the past, animals presented in the
usually with a time word such as years, e.g., ten years ago, many years Science Zone and to choose
ago. Go over the text and have students follow along. Pause from time to their favorite. They draw a
time and ask them to point to the correct animal. Then ask students to write picture and write about why
three things under the yellow and green headings. Finally, give out paper they like it the best. Have
and have students draw a picture of Earth millions of years ago. them share their drawings.

Build Writing Skills

Give out the index cards and each student’s zip-lock bag, and have students Workbook page 59
work in groups making vocabulary cards for each of these words: butterfly,
deer, forest, mountain, river, waterfall. They write the word, their name Answer Key
or initials, and a small number 5 on one side and draw the picture on the other 2 a. Things that belong:
side. Collect to check students’ spelling. Return the cards for students to add to mountains, volcanoes,
their vocabulary banks. ocean, dinosaurs, trees
Things that don’t belong:
Language Expansion airplane, car, doll, computer,
Have students write in their notebooks three sentences about the pictures in ball, boat
Exercise 1: one question, one affirmative answer, and one negative answer. b. 1. were
Tell students they can look at the sentences in Exercises 1 and 2 as models. 2. were
3. weren’t any
4. weren’t any
5. were
6. weren’t any

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 3 Ask a classmate.

Was there
a cat in No, there wasn’t!
the forest? There was a deer
in the forest.

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Millions of years ago
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Brontosaurus Tyrannosaurus
Tyrannosaurus Rex
Rex mammoth

saber-tooth cat
saber-tooth cat giant sloth giant armadillo
armadillo

Millions of years ago, Earth was very different! There weren’t

any people. There weren’t any streets, buildings, or cities. There
were volcanoes, forests, and oceans.
There were dinosaurs. There were plant-eating dinosaurs like
Brontosaurus and meat-eating dinosaurs like Tyrannosaurus Rex.
After the dinosaurs, there were giant mammals. There were
mammoths and saber-tooth cats. There were giant sloths and
giant armadillos.
Write three things under each heading.
Millions of years ago, Millions of years ago,
there were: there weren’t:
Draw a picture of Earth millions of years ago.
Answers will vary. Possible answers:
Millions of years ago, there were: dinosaurs, giant mammals, saber-tooth cats
Millions of years ago, there weren’t: people, streets, cities UNIT 5  It’s a Beautiful World  59

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 Lesson B
B
1 Listen and sing. 3

Sha, la, la, la, la …

Yesterday, I listened
to a bird singing in a tree.
I climbed the branches
and there it was!
It stayed right beside me!
Sha, la, la, la, la …
Yesterday, I jumped Last night, I dreamed
into the cool sea. I was high in the sky.
I watched the clouds. I danced on the moon.
I looked at the sun. I played with the stars.
The sun smiled at me! And a nice owl hooted, “Hi!”
Sha, la, la, la, la … Sha, la, la, la, la …

2 Complete the sentences about yesterday.

Use these words hiked walked climbed played

1. The deer is walking by the lake.

Yesterday, it walked by the river.
2. The rabbits are playing under the flowers.

Yesterday, they played near the tree.

3. We are hiking in the valley today.

Yesterday, we hiked near the lake.

4. You are climbing a mountain.

Yesterday, you climbed on the rocks.

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 U N I T 5 Lesson B
Prepare
Objectives Walk around the classroom as you say I am walking around the classroom.
Language Go back to your desk and sit down. Ask Am I walking around the classroom
What did you do yesterday? now? Elicit no. Write on the board I walked around the classroom. Say
My family and I camped in One minute ago, I walked around the classroom. Tell students that we
the forest. often add ed to verbs when we want to talk about actions in the past. Tell students
We looked at a map and that they are going to listen to a song about what a girl did yesterday.
decided where to go.
We carried everything to the 1 Listen and sing. B
3
campsite.
Play the track and have students follow in their book. Play it again and ask them
We roasted marshmallows
to point to the pictures when they hear words that they know, e.g., bird, tree.
and watched the stars.
Play the track again and have students start to sing along. Play the track enough
times for students to confidently sing all the words, especially all the past tense
Vocabulary
verbs as one syllable except hooted, which is two syllables.
camp (v.), forest, today,
valley, yesterday Audio Script
Sha, la, la, la, la … Yesterday, I jumped Last night, I dreamed
Materials Yesterday, I listened into the cool sea. I was high in the sky.
to a bird singing in a tree. I watched the clouds. I danced on the moon.
flashcards I climbed the branches I looked at the sun. I played with the stars.
and there it was! The sun smiled at me! And a nice owl hooted, “Hi!”
It stayed right beside me!
Sha, la, la, la, la … Sha, la, la, la, la …
Sha, la, la, la, la …

Build Reading Skills

Have students look at the song lyrics and circle all the verbs that end in ed:
listened, climbed, stayed, jumped, watched, looked, smiled, dreamed,
danced, played, hooted. Clarify meaning as necessary.

2 Complete the sentences about yesterday.

Ask for volunteers to read aloud the first sentence in each item. After each one,
have students complete the second sentence with a word from the box. Again ask
for volunteers to read aloud, this time the completed sentence. Check that all are
Workbook page 60 in agreement before proceeding to the next item.

Answer Key
Build Oral Skills
1 a. 1. Cal is climbing a tree. Write on the board the simple past verbs from Exercises 1 and 2. Have all
2. Yesterday, Sally watched students repeat them after your model, making sure they pronounce all of them
television. (except hooted) as one-syllable words.
3. The dog is playing with a
ball.
Language Expansion
b. 1. green Have students copy one of the past tense sentences from Exercise 2 and draw
2. red a scene depicting it. Stick the deer, forest, mountain, and valley flashcards
3. green on the board for reference. Place students’ pictures around the room.
2 1. baked
2. hiked
3. watched
4. played

Lesson B T-60

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 UN I T 5 Lesson B
Prepare
Multi-Intelligence Zone
Present how to form the past tense of regular verbs by adding ed at the end.
Point out that if the verb already ends in e, only d is added. Write on the board Linguistic: Past verbs game
a few familiar verbs that follow these spelling rules, e.g., jump = jumped, play Materials: long strips of
= played, hike = hiked. Have students practice making sentences using these cardboard, scissors
verbs with the sentence starter Yesterday, I __. Write a few of their sentences Give out eight strips of
on the board, but change the subject to He or She, e.g., I jumped in the cardboard and scissors to small
forest. changes to She jumped in the forest. Leave the examples on the groups of students. Tell
board. them to cut off 5 cm or so
from each strip. They will have
3 Talk about yesterday with your classmate. eight long strips and eight
Model the conversation with a few advanced students. Invite them to give a short strips. Have them write
different answer if they can think of one that makes sense. Then tell students to ed on each short strip and
walk around the classroom and ask and answer questions following the model. write a regular verb on the
Monitor and help with vocabulary where needed. long strips (verbs that only
add ed). Tell them to put all
4 Listen, read, and number the pictures in order. B
4
of the strips in the middle of
Give students time to look at the pictures and guess the order that the situations their table facedown. They
follow. Play the track and have students follow along. Then play it several times take turns flipping over one
and ask them to write numbers 1 to 6 in the boxes to show the order of events. long strip and one short strip.
They put them together and
Audio Script say a sentence with that verb
Last week, my family and I camped in the forest. First, we looked at the map and in the past, e.g., I walked to
decided where to go. We packed the car. We arrived and carried everything to school yesterday. I climbed
the campsite. My sister and I collected wood for the fire. We cooked a delicious
a tree on Sunday. I roasted
dinner. Before bed, we roasted marshmallows and watched the stars.
marshmallows last week.

Build Oral Skills Naturalistic: Before our school

Play the track again, but stop at the end of each sentence and have students Tell students to imagine what
repeat. Make sure they pronounce the verbs correctly as one syllable (camped, the area looked like before
looked, packed, cooked, watched) or two or more syllables (de-cid-ed, there were buildings, streets,
ar-rived, car-ried, col-lect-ed, roast-ed). and the school. Ask them
to draw a picture, include
Language Expansion anything from nature that they
Ask students to cover the text in Exercise 4. Put them into small groups and like, and label their picture as
ask them to talk about what the family did by looking only at the pictures. much as they can.

Workbook page 61
Answer Key
3 1. e
2. d
3. f
4. b
5. c
6. a
4 Drawings and answers will vary.

T-61 Lesson B

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 3 Talk about yesterday with your classmate.

What did you

do yesterday I played
afternoon? soccer.

4 Listen, read, and number the pictures in order. B

4

5 2 3

6 1 4

Last week, my family and I camped in the forest.

First, we looked at the map and decided where to go.
We packed the car.
We arrived and carried everything to the campsite.
My sister and I collected wood for the fire.
We cooked a delicious dinner.
Before bed, we roasted marshmallows and watched the stars.

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 Lesson C
1 a. Listen, chant, and trace the number words. B
5

Oh, no! Oh, no! One hundred kilometers to go!

Oh, no! Oh, no! One hundred kilometers to go!

Ten, twenty, thirty, forty,

fifty, sixty, seventy, eighty,
ninety, one hundred!
one hundred!
Oh, no! Oh, no! One hundred kilometers to go!
Oh, no! Oh, no! One hundred kilometers to go!

b. Chant and write the numbers.

Oh, no! 100 kilometers to go!
10, 20 , 30 , 40 ,
50 , 60 , 70 , 80 ,
90 , 100 !
100 kilometers to go! Oh, no!

2 Write the missing numbers. Say them to a classmate.

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

Seventy-one, … ninety-eight,
seventy-two … ninety-nine, one
hundred!

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 U N I T 5 Lesson C
Prepare
Objectives Tell students they are going to count in order, one at a time, up to ten. Say one
Language and point to a student to say two. Point to another student at random to elicit
One hundred kilometers to three, and so on to ten. Repeat the activity from the beginning until everyone
go. has had a chance to say a number in order. Then review how to write the
number words one to ten. Give each student ten index cards and a lead pencil,
Vocabulary and have them write a large numeral on one side of each card, 1 to 10. Tell
ten, twenty, thirty, forty, them to write their name or initials on that side and then to turn it over to the
fifty, sixty, seventy, eighty, blank side. Write, or have volunteers come to the board to write, the number
ninety, one hundred words in order: one, two, etc. Have students carefully copy the number words.
Check for spelling errors and have students erase and correct their cards. Tell
Materials students that they are going to learn to say, read, and write more numbers in this
lesson – numbers that go very high!
index cards, lead pencils
1 a. Listen, chant, and trace the number words. B
5

Play the track and have students follow in their book. Play it a few times more and
encourage them to join in the chant. Have them trace the words. Play the chant
again and have students chant as they read the number words that they traced.
Audio Script
Oh, no! Oh, no! One hundred kilometers to go!
Oh, no! Oh, no! One hundred kilometers to go!
Ten, twenty, thirty, forty,
fifty, sixty, seventy, eighty,
ninety, one hundred!
Oh, no! Oh, no! One hundred kilometers to go!
Oh, no! Oh, no! One hundred kilometers to go!
Workbook page 62
b. Chant and write the numbers.
Answer Key Have students practice the chant by listening to the track again and pointing to
1 1. ten the “signs” that the family is going to follow up the road. They then write the
2. twenty numbers in the blanks. Have students say the chant without listening to the track.
3. thirty
4. forty Build Reading Skills
5. fifty Play Back to the Board. Have two students sit on a chair in front of the board,
6. sixty facing the class. Write a number word from Exercise 1 on the board, e.g.,
7. seventy seventy. Have the partners take turns guessing a number between ten and one
8. eighty hundred. Their classmates point up or down to indicate the number is higher
9. ninety or lower if they don’t guess correctly. The partners continue guessing until they
10. one hundred
say the correct number. Play a few times more with other pairs.
2 1. 25
2. 40
2 Write the missing numbers. Say them
3. 33
to a classmate.
4. 51
Give students time to write in all the missing numbers. Then call their attention
5. 29
to how the children in the picture tell each other the numbers in order, e.g., 71 is
6. 60 seventy-one, 72 is seventy-two. Put students in pairs and have one say numbers
3 1. 56, 57, 60, 62, 63 in order while the other points to the numbers. Then have them change roles.
2. 82, 84, 85, 86, 87

Lesson C T-62

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 UN I T 5 Lesson C
Prepare Teacher Tip Multi-Intelligence Zone
Give each student ten index
Tell students that a hyphen
cards and have them make between certain number Logical-Mathematical:
words is a spelling conven
vocabulary cards for 20 to tion that is good to learn What is the pattern?
because breaking down num
100, in increments of 10 as in ber words, especially Write the numbers 2, 20,
when there are several num
Exercise 1, and a large hyphen bers together, makes 22, and 200 on the board.
it easier to remember how
in the middle of the last card. to spell them. Spelling Tell students to write out the
number words correctly is
Similar to the cards they made imp ortant in business numbers in words and then
transactions such as writing
for numbers 1 to 10, they write checks and preparing practice saying them chorally
contracts, in which both the
the numeral and their name numbers and number and individually. If students are
words are shown so that
or initials on one side and the it is very clear what the not sure what to write for 200,
numbers are.
number word on the other write on the board as a hint
side. Point out that they can one hundred. Lead them to
refer to Exercise 1 for spelling of the number words. Review conclude that they should write
number words by having students place their number vocabulary cards on their two hundred. Repeat the
desks in order from 1 to 10 and then 20, 30, and so on to 100. Say a number, activity with the numbers from
write the numeral on the board, e.g., 35, and have students hold up the correct 3 to 9 (3, 30, 33, 300, etc.).
combination of cards, showing the number words and the hyphen card in
between as necessary, in this case, thirty-five. Spatial: Making a class
compass
Materials: cardboard, colored
3 Write the numbers.
pencils or markers, a compass,
Have students write the numerals under the number words. Ask individual interactive compass rose
students to read the numbers aloud.
Divide the class into eight
Build Reading Skills groups and give them each
a piece of cardboard. Assign
Have pairs check each other’s work in Exercise 3. They can refer to their
each group a direction
number vocabulary cards.
and have them write the
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abbreviation in large letters on
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where to stick the cards up
Ask students if they know what a compass is, and if so, how it is used and in the correct place around
where we often see pictures of compasses. Then go over the information. You the classroom. The concepts
could have a group of five volunteers stand at the front of the room, with can be reinforced with an
one in the middle and the other four standing in an outer square at the four interactive compass rose and
cardinal points to show that there are four main directions. Have an additional map, if available, via the
four students “fill in” the points between the main directions, e.g., between N Internet or a CD/DVD.
(north) and E (east), one student represents NE (northeast). Then divide the
class into small groups to each draw a map of the school.

Language Expansion Workbook page 63

Write these numbers and their number words on the board: 21 twenty-one, Answer Key
32 thirty-two, 43 forty-three, 54 fifty-four, 65 sixty-five, 76 seventy-
4 1. c 2. d 3. b
six, 87 eighty-seven, 98 ninety-eight. Point to a number in any order,
4. e 5. f 6. a
and students should say it. When they say it correctly, erase the number and
number word, and replace with a large X. Continue until there are only Xs 5 1. 1B, 4A, 3A
on the board. Ask students to tell you the numbers again. If they are not sure, 2. 1A, 2B, 3B
give them hints about the number pattern (increasing each numeral by 1). 3. 2A, 6A, 5B
4. 5A, 4B, 6B

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 3 Write the numbers.

thirty-two fifty-seven seventy-four twenty-six

32 57 74 26
forty-eight ninety-five sixty-six fifty-three

48 95 66 53
eighty-one twenty-three one hundred sixty-eight
81 23 100 68
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Directions on the compass
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A compass shows us direction. The compass needle
always points north. Earth’s magnetic field makes this
happen. This is what the letters on a compass mean.
N = north S = south
E = east W = west
NE = northeast NW = northwest
SE = southeast SW = southwest

NW NE
W E
SW SE

The sun always rises in the east and sets in the west. You can use
the sun to find east and west without a compass.
Draw a map of your school. Show north, south, east, and west on
the map. Draw map accordingly.

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 Lesson D
B
1 Listen and circle the correct words. 6

3
4

Main Trail
5
1

1. The top of the mountain is a short / long way from the bottom.
2. The picnic tables are near / far.

3. The lake is close / far. It’s a short / long hike to the lake.

4. The river is far / close. The forest is far from / near the river.

2 Listen and look at the map to complete the sentences. B

7

Use these words left right

Welcome to the Top of

the Mountain!

If you want to visit the lake, follow the Main Trail. To go to the
lookout, turn left on the third path. Stop and look! You can
see valleys and the city far away. To go to the cave, go back to
the Main Trail and turn left on the fourth path. The cave is
a nice place to rest. Near the lake, turn right and follow the
fifth path to the rocks and a waterfall. Enjoy your visit!

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 U N I T 5 Lesson D
Objectives Prepare
Use some of the unit flashcards to present the concepts of distance vs. proximity
Language and right vs. left. Stick, e.g., the valley flashcard on the far left side of the
The top of the mountain is a board and the forest and mountain flashcards next to each other on the far
long way from the bottom. right of the board. Stand near the forest and mountain flashcards and say
The picnic tables are near The forest is near the mountain. The mountain is near the forest. I
(here). am close to the forest and the mountain. Emphasize that near and close
The lake is far (from here). have the same meaning. Then point to the valley card and say I am far from
The river is close. the valley. It is not near. Finally, write left above the valley card and right
The forest is near the river. above the forest and mountain cards. Stand at the board with your back to
Turn left on the third path. the class, and tell students that the valley is on the left side of the board and
Turn right and follow the fifth the other flashcards are on the right side. Say left and right a few times as you
path. point, and have students repeat.

Vocabulary 1 Listen and circle the correct words. B

6
close / near – far
Have students preview the sentences so that they can focus on key words and the
left – right
choices they have to listen for. Play the track a few times, have students read the
sentences again, and circle the correct words.
Materials
Audio Script
flashcards Mom: Here we are! That was a long trip! The top of the mountain is a long
way from the bottom.
Boy: Let’s look at the map. Oh, good. The picnic tables are near here. I want lunch!
Girl: I want to go to the lake, but it’s far from here. It’s a long hike.
Boy: But the river is close. We can swim!
Mom: The forest is near the river. I want to do some bird watching. Let’s have
our lunch and walk to the river.

Build Oral Skills

Put students in pairs and tell them to talk about things in the classroom using
near, far, and close. Give them some ideas, e.g., The board is near and
the door is far. Walk around and give help where needed.

2 Listen and look at the map to complete the

sentences. 7B
Play the track and have students listen and read along. Then play the track as
many times as necessary to allow students to fill in the blanks.
Audio Script
Welcome to the Top of the Mountain! If you want to visit the lake, follow the
Workbook page 64 main trail. To go to the lookout, turn left on the third path. Stop and look! You
can see valleys and the city far away. To go to the cave, go back to the main trail
Answer Key and turn left on the fourth path. The cave is a nice place to rest. Near the lake,
1 a. Draw accordingly. turn right and follow the fifth path to the rocks and a waterfall. Enjoy your visit!
b. 1. They are near.
2. It’s a long walk. Build Listening Skills
3. It is close. Have students stand up and face the board while you stand behind them at the back
4. They are to the left. of the room. Tell them you are going to say Turn left! and Turn right! about ten
times. They have to turn correctly and should all end up in the same position.
2 Answers will vary.

Lesson D T-64

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 UN I T 5 Lesson D

P HON I C S Teacher Tip Multi-Intelligence Zone

A blend is two consonants Spatial: Your own park
Ending Consonant Blends sounded together
so that each letter is heard. Materials: large paper, colored
This part of the
lesson practices some end
Prepare ing consonant blends. pencils or markers
If students find it difficult
Write these words on the board in to pronounce ending Divide the class into small
blends, have them practice
two columns: top, picnic, near, saying the letter groups and give out the
sounds slowly and separately
number and ask, dentist, forest, , then gradually paper and drawing materials
faster and closer together,
left. Ask students to look at the ends e.g., sk: Have students if students don’t have their
say the /s/ sound, then cha
of the words, and underline the end nge to the /k/ sound. own. Tell them they are going
It should sound something
consonants. Tell them that many like this progression: to create a recreation area
sssssssk, ssssk, ssk, and
words end in one consonant, like finally sk. similar to the one on page 64.
those in the first column, but some They can make it any shape
words end in two consonants, like those in the second column. Say that they like and include anything
this part of the lesson is going to focus on two-consonant endings. they want. They color and
label the park and present it
1 Listen and label the pictures. Circle the ending to the class, using the words
consonant blends. 8B they learned in this unit, e.g.,
There is a waterfall in our
Play the track and have students point to the pictures, row by row and left to
park. There are deer close
right. Play the track again and stop after the first word, bank. Sound the word
to the waterfall. It is a long
out slowly – b-a-n-k – and have students repeat. Tell them to find bank in the
way from the picnic tables.
box, write it under the picture, and circle the consonant blend nk. Repeat with
belt, circling lt, and so on. Then play the track again and have students say the Musical: Sing a song
words along with the track as they check answers. Materials: song track from the
Audio Script Internet
1. bank 2. belt 3. tent 4. child 5. forest Download a recording of
6. mask 7. nest 8. raft 9. stamp 10. camp the song “It’s a Long Way
to Tipperary.” Play only the
Build Reading Skills chorus, and have students
Play Uncover the Word using words from Exercise 1. Students close their eyes listen a few times and then
and then guess the word that you wrote on the board as you reveal the letters learn to sing the song. Have
one by one and from left to right. groups perform for the rest of
the class, saying It’s a long
2 Listen. Underline the words ending with -sk. way as loudly as they can.
Circle the words ending with -st. 9B
Play the track and have students underline or circle only the target consonant
blends. Play it again to check. Workbook page 65
Audio Script Answer Key
1. desk 2. ant 3. toast 4. disk 1 1. st 2. mp 3. ft
5. sand 6. forest 7. paint 8. vest 4. lt 5. st 6. sk
9. mask 10. bank 11. nest 12. raft 7. ld 8. mp 9. st
10. sk 11. nt 12. nk
Build Listening Skills 2 1. b
Write sk on the right side of the board and st on the left side. Tell students 2. c
you will say the words in Exercise 2 that fall into those two categories, and they 3. a
should point to the correct ending consonant blend on the board. 4. a

T-65 Lesson D

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 P HON I C S E N D I N G C O N S O N A N T
B L E N D S

ft / ld / lt / mp / nk / nt / sk / st

1 Listen and label the pictures. Circle the ending B

8
consonant blends.

Use these words stamp belt mask raft tent nest child bank camp forest

1. bank 2. belt 3. tent 4. child 5. forest

1¢

6. mask 7. nest 8. raft 9. stamp 10. camp

2 Listen. Underline the words ending with –sk. Circle the B

9
words ending with –st.

1. desk 2. ant 3. toast 4. disk

5. sand 6. forest 7. paint 8. vest

9. mask 10. bank 11. nest 12. raft

UNIT 5  It’s a Beautiful World  65

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 ISOD
EP
Lesson E
5

E
1 Listen and read the story. B
10

Jack and the Hello! Who’s there?

Beanstalk Wow! Everything is
big here!

Jack climbed up and Who are you?

up. He passed
clouds and rainbows. What are you doing
He was
hundreds of meters here? Hide right
high in the
sky. There was a be now, little man. My
autiful castle.
husband is coming.
I’m hungry! I wanted
ninety-nine children for
lunch. I looked near and He eats children? Oh,
far, north, south, east, no! Hey! What are
and west. But there were these things? They are
no children. golden eggs! I can take
them and sell them.

Eat your snack. There are

fifty lizard sandwiches and
sixty glasses of bug juice.

66  UNIT 5  It’s a Beautiful World

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 U N I T 5 Lesson E EP
ISOD

E
Prepare
Objectives
Ask students to look at the pictures and find any new characters. Have them
Language describe the two new characters. Do they look like good people or bad people?
There was a beautiful castle. Then have students draw or trace a picture of the giant’s wife and the giant
Everything is big here! to add to their collection of story puppets. They color and cut out the new
Hide right now, little man. characters. Help students attach a straw to the back of each character. Then
I wanted ninety-nine children have them take out the rest of their story puppets (or hand them out if you are
for lunch. But there were no keeping them). Go over the names of all the characters. Students can refer to the
children. new characters as the giant’s wife and the giant.
Hey! What are these things?
They are golden eggs! 1 Listen and read the story. B
10

Play the track and have students listen and follow along in the book. Play it again
Vocabulary and pause occasionally. Ask students to point to that part of the story.
castle, giant, glasses of bug
juice, lizard sandwiches, snack Audio Script
Jack and the Beanstalk: Episode 5
Materials Jack climbed up and up. He passed clouds and rainbows. He was hundreds of
meters high in the sky. There was a beautiful castle.
story puppets, paper, colored Jack: Hello! Who’s there? Wow! Everything is big here!
pencils or markers, straws Giant’s Wife: Who are you? What are you doing here? Hide right now, little
man. My husband is coming.
Giant: I’m hungry! I wanted ninety-nine children for lunch. I looked near and
far, north, south, east, and west. But there were no children.
Giant’s Wife: Eat your snack. There are fifty lizard sandwiches and sixty glasses of
bug juice.
Jack: He eats children? Oh, no! Hey! What are these things? They are golden
eggs! I can take them and sell them.

Build Oral Skills

Put students in groups of four. Assign the four roles – narrator, Jack, the giant’s
wife, and the giant – and have them read the story aloud in their group. Check
that each student understands when it is his/her turn. Ask them to swap roles
and read again until everyone plays each role. Then ask volunteers to act out the
story in front of the class, using their puppets.

Build Reading Skills

Tell students you will say the first and last letter of words in the story, and
they should find the words, e.g., say Picture 1, first letter h, last letter s.
Students say hundreds.

Build Literacy
Write on the board these two words: fact, fantasy. Explain that a fact is a
normal, real thing that happens, and fantasy is something impossible in real
life. Give an example of each from this episode: The castle has a door. (fact)
The castle is high in the sky. (fantasy) Then write these facts on the board:
Workbook page 66 a ham sandwich as a snack, eggs from a normal chicken. Ask students
to find a fantasy version of these facts in the story (fifty lizard sandwiches,
Answer Key golden eggs).
1 Read accordingly.

Lesson E T-66

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 UN I T 5 Lesson E
Prepare
Multi-Intelligence Zone
Have students refer to Exercise 1 on page 62, and review saying the numbers
aloud: ten, twenty, and so on. Then have them look at Episode 5 on page 66 Spatial: A giant’s snack
and circle all the numbers they find. Have them put them in order from smallest Materials: paper, colored
to largest: fifty, sixty, ninety-nine, hundreds. pencils or markers
Divide the class into groups
2 Label the pictures. and tell them they are going
Students can refer to the story for spelling reference as they write the words to draw their own giant’s
under the pictures. snack. They can use any
ingredients they want to, but
3 Complete the sentences. they have to label them with
the number and name, e.g.,
Divide the class into groups and have them work together to complete the
fifty glasses of spider juice.
sentences with the correct words. Have a volunteer from each group read aloud
Have the groups present their
one sentence to check answers.
giant’s snack to the class.

4 Circle the giant’s snack. Interpersonal: My favorite

Tell students to find the sentences in the story that describe the giant’s snack and snack
circle them. Have volunteers read each item aloud and tell the class if it is or Materials: paper, colored
isn’t one of the giant’s snacks. pencils or markers
Students draw and label their
Build Writing Skills favorite snack and also the
Have students write the number words for all of the numbers in Exercise 4: favorite snack of one or two
75 = seventy-five, and so on. Check that they wrote the hyphen when family members. Go around
necessary. the room and ask students to
tell you about the snacks. Then
5 Read and circle yes or no. put all the pictures around
Have students circle the correct answers. Check answers and ask students to tell the room and take a vote on
you the part of the story that gives the answer and/or why they think an answer the biggest snack, the craziest
is yes or no. snack, and the best snack.

Language Expansion
Dictate a series of numbers, and have students write them down in their
notebooks. Make sure you include one from each set of ten, e.g., 21, 33,
47, 52, 65, 79, 84, 96. When students have written them down, have them
read the numbers back to you.

Workbook page 67
Answer Key
2 1. looked
2. hiked
3. listened
4. walked
3 a. Draw accordingly.
b. 1. No
2. No
3. Yes

T-67 Lesson E

07_Prieto_LZ_TG2_UNIT5.indd 67 06/02/14 21:20

 2 Label the pictures.

castle rainbow giant golden eggs

3 Complete the sentences.

Use these words looked were passed was climbed were

Yesterday, Jack climbed the beanstalk. He passed

clouds. There were rainbows everywhere. There was

a big, beautiful castle. There were golden eggs. The giant

looked for children to eat.

4 Circle the giant’s snack.

75 toad salads 60 glasses of worm juice

60 glasses o 50 lizard sandwiches

f bug juice

andw iches
45 glasses of frog juice 80 spider s

5 Read and circle yes or no.

1. The giant’s wife helps Jack. yes no
2. The giant wants chickens to eat. yes no
3. Jack likes the giant. yes no

UNIT 5  It’s a Beautiful World  67

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 Lesson F G R A M M A R Z O N E

This is the simple past of the verb to be.

Affirmative Negative
I was at the river. I wasn’t at the river.
We were at the river. We weren’t at the river.
You were at the river. You weren’t at the river.
They were at the river. They weren’t at the river.
He/She/It was at the river. He/She/It wasn’t at the river.

To form the past tense of most regular verbs, add –ed:

climb - climbed
If a verb ends with a silent –e, just add –d: hike - hiked
If a verb ends with a consonant and y, change the y to i and add –ed:
study - studied

1 Complete with the correct form of the verb to be.

1. The weather was windy last night. Today, it is rainy.
2. No, they weren’t at school yesterday. They were at the lake.
3. Today, I am working, but yesterday I was playing.

2 Complete the sentences using the prompts.

1. I walked to school yesterday. (walk)
2. Last week, we studied birds and flowers. (study)
3. They hiked up the mountain and into the valley. (hike)
4. He played the piano. You danced . (play/dance)
5. They carried the things to the camp. (carry)

68  UNIT 5  It’s a Beautiful World

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 U N I T 5 Lesson F
Objectives
Language
Prepare
I / He / She was at the river.
Write on the board the headings Now Teacher Tip
I / He / She wasn’t at the
and Yesterday. Ask students to look Students are familiar with
river. the spelling rule for
back at Episode 5. Point to the second making regular nouns that
You / We / They were at the end in consonant + y
picture and write under the Now plural: the final y changes
river. to i before adding es,
heading Jack is in the castle. Point e.g., butterfly = butterflie
You / We / They weren’t at s, family = families,
to the last picture and write The library = libraries. Help
the river. students follow the
golden eggs are big. Then write same spelling rule when for
ming regular simple
under the Yesterday heading Jack past verbs that end in a con
Vocabulary sonant + y, e.g.,
was with his mother. He wasn’t hurry = hurried, study =
studied.
review in the castle. There weren’t any
eggs in his house. Emphasize the
Materials past forms, and tell students that when we want to say that something was or
story puppets wasn’t true or that something happened, we use the past forms of to be and also of
other verbs.
Next, draw students’ attention to the simple past forms of the verb to be in the
Grammar Zone chart. Read aloud first the affirmative sentence and then the
negative sentence, and have students repeat. Then go over the information about
forming the regular simple past tense. Point out the spelling rules with verbs
ending in e or consonant + y.

1 Complete with the correct form of the verb to be.

Have students pay attention to the time words today, last night, and
yesterday as clues for using present or past forms. Ask volunteers to read the
completed sentences aloud.

Build Listening Skills

Asking questions about Episode 5, have students hold up the appropriate puppet
if the question is about that character, and encourage them to answer chorally
using the correct pronouns and in complete sentences: Was the castle in
Workbook page 68 the sky? (Yes, it was in the sky.) Was Bertha in the castle? (No, she
Answer Key
wasn’t in the castle.) Was the giant’s wife in the castle? (Yes, she
was in the castle.) Was the door in the kitchen small? (No, it wasn’t
1 1. wasn’t
small.) Was Jack near the door? (Yes, he was near the door.) Was the
2. was
giant hungry? (Yes, he was hungry.) Were there chicken sandwiches?
3. were
(No, there weren’t chicken sandwiches.) Were the golden eggs big or
4. wasn’t
small? (They were big.)
5. were
I was happy.
2 1.
2 Complete the sentences using the prompts.
2. She walked to school.
Point out the prompts and have students write the past forms in the blanks.
3. They dance at the party.
4. You played the piano.
5. He looked at the clouds. Build Writing Skills
6. We are in the park. Focus on Exercise 1, items 1 and 3, and on Exercise 2, items 1 and 2. Tell
7. I studied at home. students to write in their notebooks similar sentences that are true for them.
8. The weather was sunny.

Lesson F T-68

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 UN I T 5 Lesson F
ECT
OJ
Multi-Intelligence Zone
PR

Clay landscapes
Logical-Mathematical: The
Prepare missing object
Show students a piece of clay. Ask Tell students to make a list of
them if they know what it is, what Culture Note everything in their landscape
it is used for, and where it comes Clay is a very useful mater but to leave out one thing.
ial. It can be used
from. Say that it comes from the to make lots of things – cup Then have students come to
s, plates, models,
soil, and demonstrate how easy it roof tiles, bricks, and even the front with their models
houses. It is one of
is to make shapes with clay. Then the earliest materials that and talk about them. The
people used to make
tell students that they are going things because it is easy to other students listen and say
work with but
to make a model landscape using can be quite durable if it is which thing has not been
dried sufficiently.
clay. Note: An alternative surface Pieces of objects made of mentioned.
clay thousands of
for the models can be a piece of years ago have been found
all over the world Spatial: Landscape drawing
heavy cardboard. Another idea and can be seen in museum
exhibits.
Materials: bag, paper,
is the inside of a shoe box, which
colored pencils or markers
you could ask students to bring in
for the project. Write all the students’ names
on small pieces of paper and
put them in a bag. Have each
Do the Project
student draw (pull out) a
• Make sure students wear old clothes or aprons to protect their clothes.
name from the bag but put
• Have students work in groups. Give out all the materials, or have group
it back if they pull out their
leaders come to the front and collect enough for each group. Also give out
own name. Tell them they are
heavy paper for students to work on.
going to draw the landscape
• Go over the instructions for the project.
that belongs to the name they
• Tell students that if something doesn’t work or they make a mistake, that it
draw. They should include
isn’t a problem. They can just roll the clay back into a ball and start again.
everything and do it as well
• Encourage them to use natural colors and to add any plants, animals, people,
as they can. When they finish,
or other figures on a relative scale.
they give it as a gift to the
• When students have finished, tell them to be very careful when moving their
other student.
models.
• Encourage them to compare their models and talk about them.
• Put the landscapes on display around the classroom so that everyone can look
at and talk about each other’s work.

Reflect on the Unit

At the end of the unit, ask yourself: Are all my students familiar with the
vocabulary words? Do they need extra practice? Different material? New
strategies? Was my pace too slow or too fast? Did I make sure all students had
the opportunity to speak? Did the students enjoy doing the project? Answer all
questions and jot down in your teaching journal what you need to change. Workbook page 69
Answer Key
3 Plants: tree, flower, moss
Animals: butterfly, deer, bird,
Have students play the game for Unit 5. rabbit
See the Unit 5 test on the Test Pack CD. Places: forest, valley, river,
waterfall, mountain

T-69 Lesson F

07_Prieto_LZ_TG2_UNIT5.indd 69 06/02/14 21:20

 ECT
OJ Materials
Clay landscapes
PR

• clay in seve
ral
colors: brown
, blu
green, red, ora e,
1 Choose a clay color for the nge,
yellow
ground. Make a ball. • rolling pin
• tools for sha
ping
and cutting c
lay
• toothpicks

2 Use the rolling pin to make a

flat surface.
5 Display your landscapes in the
classroom.

3 Use your hands, clay tools,

and toothpicks to create a
landscape. Make mountains,
hills, rocks, lakes, rivers,
waterfalls, plants, trees, and
flowers. 6 Talk about your landscapes.
landscapes.

4 Put some animals and people in

your landscape. Use little plastic
toys or make them.
There is a big
mountain and
There are tall
a blue lake.
trees near a river.

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