Subject Link 5 - TG

S U B J E C T
Curriculum Integration Reading Program
L5
Te a c h e r ' s G u i d e
Subject Link 5
Contents
2 Subject Link L5 • Teacher’s Guide 3

Chapter 1
2) Turn to Lesson 1 and have a student read the title of the unit (The History of
Lesson 1 |
The History of Money Money). Ask the students what they think the unit is about (the topic). Encourage
personal thought and discussion, if possible. Some of the following guide questions
may be asked of individual students or given to pairs to discuss:
• What did people do before paper money and coins were invented?
• If your city did not use money, how would you buy things?
• Why is using money to buy things easier than trading?
Objectives 3) Point out the Before You Read prompt and pictures to the students. Encourage the
students to identify what they see either as a class or in pairs, and to give their
1. Students will learn about how money has changed throughout history.
opinions or thoughts on them.
2. Students will understand the meanings of new words and be able to use them in
sentences.
4) Introduce the unit’s key words. Use the related pictures to illustrate the definitions
3. Students will practice reading comprehension skills – identifying the main idea and
or explanations that you give the students for the key words. Offer examples of the
supporting details, making inferences, and using context to understand vocabulary.
words in another context if possible.
4. Students will practice summarizing passages.
5. Students will make connections between the reading selection and their own
5) Have the students fill in the sentences with the key words either individually, in
experiences.
pairs, or as a class. Check their answers to ensure comprehension.
6) Read through the Background Knowledge with the students and clarify any confusion
Key Words
they may have. Explain that this information will be helpful to them in understanding
digital, technique, invention, trade, bulky, barter, worth, coincidence
the main reading passage.
Extra Idea for Vocabulary Practice (optional): Quiz Show

Write all the key words on the board and split the students into two or three teams.
LESSON GUIDE Have a student from each team come to the front of the class. Tell them that
you’re going to read a word definition out loud, and that if they know the answer,
Before Reading
they should ring a bell or hit a buzzer (if you have props), or raise their hands. Ask
1) Have the students turn to the title page of Chapter 1 and read the chapter title, the the student who reacts first to the definition what the answer is. If their answer is
Big Idea, and the Lesson 1 question (other lesson questions are also an option). correct, they get a point for their team. If it is incorrect, the other student(s) may
Brainstorm answers to these questions all together. Any response is desirable, so have a chance to answer. Continue until all the key words have been used.
do not limit the students in their answers.

During Reading After Reading
1) Play the accompanying CD track for the students. Tell them to follow along in the 1) Have the students look at the Focus On question again and answer it using the
book as the native speaker reads the passage. If the class is advanced enough, notes in their books and on the board. Do not simply focus on the answer, but try to
ask basic comprehension questions about the topic, main idea, details, etc. encourage more in-depth answers and examples from the students.
2) Read the title, subtitle, and Focus On question. Tell the students to keep these 2) Read the Think Critically or Connect to Yourself question at the bottom of the page.
ideas in mind while they read the passage themselves. Have the students answer it using the information from the passage and/or their
own personal experience to integrate what they have learned into their lives. Any
3) There are many ways to read a passage as a class, and different classes may answers or discussion should be encouraged.
respond better to different techniques. It is also good to use different techniques
on different days to prevent too much routine. Some different ways to read through 3) Reading Comprehension
a passage are: Individually: If you feel that the students have a good understanding of the passage
• Select students to read each paragraph aloud one at a time. or are at the level to answer the questions by themselves, have them complete
• Have the students take turns reading sentences in a predetermined pattern. the page on their own or with a partner, and check the answers as a class. Ask
• Have the students read up to three or four sentences before choosing the next additional questions related to the unit in order to make sure the students have a
reader. full understanding of the text.
• Have the entire class read a paragraph or the whole passage out loud together. All together: If the students are at a lower level or cannot answer the questions
• Read a paragraph or the passage yourself, but tell the students to say the next easily, go through the page as a class. Read both the question and answer choices
word out loud any time you pause mid-sentence. all together, and explain why the correct choice is the answer after the students have
• Read each sentence and have an individual student or the class repeat it back to identified it. Explain what main idea, detail, and inference all mean as you do so.
you to practice reading pronunciation.
4) Graphic Organizer
4) Whenever a key word or phrase is read, have the students underline it. If time Explain how graphic organizers help show information from reading passages in
permits, ask one or more students for a quick summary of the word’s definition. a logical way. Put this unit’s graphic organizer on the board and go through it as
a class so the students can process the flow of information better. Check the
5) (optional) After each paragraph is read, have the students write a short sentence on students’ answers before you move on.
what they think it is about in the margin next to it. This gives the students practice
identifying main ideas and helps them learn the information in the text. Ask several 5) Summary
students what they think the paragraph is about, and then introduce your own Have the students complete the summary by filling in the blanks with the given
short note if none of them were completely correct. Explain that this is the most words either individually or in pairs. Clarify or redefine any hard words before they
important information from the paragraph and write it on the board. By the end of begin, if necessary, and refer them to the notes in their books and on the board
the passage, you should have a full summary of all its most important information. to help them out. Check the answers as a class and read through the completed
summary at least once.

Extra Idea (optional): Word Scavenger Hunt ANSWER KEY: STUDENT BOOK
Make a list of all the key words in the same order they appear in the passage on
Big Idea
(Page 6)
the board. Tell the students to read the passage quietly in their seats and to raise (Sample Answer) We need money to pay for the things we need and to buy
their hands when they find one of the words on the list. Ask the student who finds other things we want.
the first word to read the sentence that contains it out loud. Ask them if they also
remember the meaning of the word. They can check the definition in the key word Contents Map
(Page 7)
(Sample Answer) They use money and credit cards.

section if they can’t remember it. For advanced students, ask them to use the word
in a different sentence instead. Continue until all the key words have been found
Before You Read
(Page 8)
and defined or used.
(Sample Answer) I would trade ten potatoes for one chicken.
Key Words
(Page 9)
1. digital 2. techniques 3. worth 4. bulky

5. trade 6. invention 7. barter 8. coincidence
Focus On
(Page 10)
Additional Writing and Speaking (optional) (Sample Answer) They used the barter system.
Writing
Think Critically
(Page 11)
Have the students answer the Focus On question either on spare paper or in the (Sample Answer) Everyone has unique fingerprints, so I think people will use
blank Memo section in the back of the book. Encourage them to write at least three their fingerprints like credit cards.
or four sentences. Edit the students’ responses and have them present them at the
front of the class. (Page 12) Reading Comprehension
Part A
1. c 2. b 3. b 4. b 5. b
Speaking Part B
Write down the key words from the unit on individual cards. With the students in a 1. solve / barter system
circle and a soft ball, play a game titled "Freeze!" Place a set of vocabulary cards in 2. 600 B.C.
3. It was developed in China.
the middle of the circle and tell the students that they are to throw the ball to any
person in the circle. When the teacher yells, "Freeze!" everyone must stop moving.
(Page 13) Graphic Organizer & Summary
The person with the ball must draw a card and say the key word. Then, they must Step 1
use the word in a sentence. a – barter system
b – Metal
c – Silver / Turkey
d – Paper / Tang Dynasty
e – credit cards
Step 2
traded / barter / invented / metal / silver / methods / copied / Greeks /
China / digital

ANSWER KEY: Workbook
Lesson 2 |
(Page 3)
Banknote Designs
Vocabulary Practice
A:
1. digital
2. invention
3. bulky
4. technique
5. coincidence
6. worth
7. barter
Objectives
8. trade
1. Students will learn about the most frequently used elements on banknotes.
B: 2. Students will understand the meanings of new words and be able to use them in
1. a 2. c 3. b 4. a
sentences.
(Page 4)
Sentence Practice
C: 5. Students will make connections between the reading selection and their own
1. Now most countries use both paper and coin money. experiences.
2. What if a man wanted to trade his horse for a cow?
3. People can buy things without paper money by using a credit card.
4. It is likely that an even more advanced form of money will be used.
5. Some of the earliest forms of metal coins appeared around 1000 B.C.
6. The techniques for making coins were copied and improved by the Greek and
Key Words
Roman empires. temple, identity, scenery, architecture, print, element, nation, native
More Reading Comprehension

D:
LESSON GUIDE
Before Reading
1) Have the students turn to the title page of Chapter 1 and read the chapter title, the
Big Idea, and the Lesson 2 question (other lesson questions are also an option).
Brainstorm answers to these questions all together. Any response is desirable, so

2) Turn to Lesson 2 and have a student read the title of the unit (Banknote Designs).
During Reading
Ask the students what they think the unit is about (the topic). Encourage personal
1) Play the accompanying CD track for the students. Tell them to follow along in the
thought and discussion, if possible. Some of the following guide questions may be
book as the native speaker reads the passage. If the class is advanced enough,
asked of individual students or given to pairs to discuss:
ask basic comprehension questions about the topic, main idea, details, etc.
• What is a banknote?
• What do the banknotes in your country look like?
2) Read the title, subtitle, and Focus On question. Tell the students to keep these
• How do the banknotes in your country compare to those in other countries?
ideas in mind while they read the passage themselves.
3) Point out the Before You Read prompt and pictures to the students. Encourage the
3) There are many ways to read a passage as a class, and different classes may
on different days to prevent too much routine. Some different ways to read through
a passage are:
• Select students to read each paragraph aloud one at a time.
• Have the students take turns reading sentences in a predetermined pattern.
• Have the students read up to three or four sentences before choosing the next
reader.
• Have the entire class read a paragraph or the whole passage out loud together.
• Read a paragraph or the passage yourself, but tell the students to say the next
word out loud any time you pause mid-sentence.
• Read each sentence and have an individual student or the class repeat it back to
4) Whenever a key word or phrase is read, have the students underline it. If time
Extra Idea for Vocabulary Practice (optional): Time is Ticking
permits, ask one or more students for a quick summary of the word’s definition.
Have the students work in pairs. Tell each pair that they have one minute (you can
extend the time limit if necessary) to make as many sentences as possible using
5) (optional) After each paragraph is read, have the students write a short sentence on
the different words from the key word section. However, remind the students that
spelling and grammar still count. Each correct sentence they make is worth one
identifying main ideas and helps them learn the information in the text. Ask several
point. The team with the most points is the winner.
students what they think the paragraph is about, and then introduce your own
short note if none of them were completely correct. Explain that this is the most
important information from the paragraph and write it on the board. By the end of
the passage, you should have a full summary of its most important information.

After Reading Extra Idea (optional): Sum it Up
Ask the students to work in groups of two to four. Tell them to read the passage
1) Have the students look at the Focus On question again and answer it using the
again and work together to write their own summaries of it. Have all the groups
notes in their books and on the board. Do not simply focus on the answer, but try to
present their summaries to the class. Take a vote to see which group created the
encourage more in-depth answers and examples from the students.
best summary, and give the winning group a small prize.
2) Read the Think Critically or Connect to Yourself question at the bottom of the page.
Have the students answer it using the information from the passage and/or their
answers or discussion should be encouraged.
3) Reading Comprehension Additional Writing and Speaking (optional)

Individually: If you feel that the students have a good understanding of the passage
Writing
or are at the level to answer the questions by themselves, have them complete
Have the students answer the Focus On question either on spare paper or in the
the page on their own or with a partner, and check the answers as a class. Ask
blank Memo section in the back of the book. Encourage them to write at least three
additional questions related to the unit in order to make sure the students have a
full understanding of the text.
front of the class.
All together: If the students are at a lower level or cannot answer the questions
easily, go through the page as a class. Read both the question and answer choices
Speaking
all together, and explain why the correct choice is the answer after the students have
Conduct an activity where the objective is to guess what key word another person
identified it. Explain what main idea, detail, and inference all mean as you do so.
is thinking about. The guesser can only ask 20 yes or no questions (ex. “Are
you thinking of an object?”). The person answering must respond with a full
short answer to practice their grammar (ex. “Yes, I am thinking of an object.”).
Explain how graphic organizers help show information from reading passages in
The guesser wins if they guess the key word in fewer than 20 questions. The
a logical way. Put this unit’s graphic organizer on the board and go through it as
person answering wins if the guesser cannot guess the key word in fewer than 20
questions. Repeat with different pairs of students until all the key words have been
students’ answers before you move on.
used or the whole class has participated.
5) Summary
Have the students complete the summary by filling in the blanks with the given
words either individually or in pairs. Clarify or redefine any hard words before they
begin, if necessary, and refer them to the notes in their books and on the board
to help them out. Check the answers as a class and read through the completed

ANSWER KEY: STUDENT BOOK ANSWER KEY: Workbook
Contents Map
(Page 7) (Page 5)
(Sample Answer) They come in different colors and have pictures of famous Vocabulary Practice
people on them. A:
1. scenery
2. element
Before You Read
(Page 14) 3. temple
(Sample Answer) I can see numbers, words, and people. 4. print
5. architecture
6. identity
Key Words
(Page 15) 7. native
1. element 2. identity 3. scenery 4. print 8. nation
5. temple 6. nation 7. architecture 8. native
B:
1. c 2. a 3. a 4. b
Focus On
(Page 16)
(Sample Answer) They are the nation’s famous leaders, architecture and
natural features.
(Page 6)
Sentence Practice
Connect to Yourself
(Page 17) C:
(Sample Answer) I would put some scenery of Jeju Island on it because it is 1. Each country has its own unique designs on its banknotes.
one of the most beautiful places in Korea. 2. Banknotes actually teach us about a nation’s identity.
3. Banknotes from New Zealand also show beautiful scenery.
4. Did you know that people carry pieces of art with them every day?
(Page 18) Reading Comprehension 5. For example, the Egyptian 100-pound banknote has the Sphinx printed on it.
Part A 6. If you don’t know what the images on your country’s banknotes represent,
1. b 2. a 3. c 4. c 5. d try to find out.
Part B
1. scenery / native
2. Egyptian / banknote More Reading Comprehension
3. Past presidents appear on U.S. banknotes. D:

Step 1
Title – elements
People – leaders / presidents
Architecture – structures / Sphinx
Natural Environment – scenery / Mt. Fuji
Step 2
art / represent / identity / leaders / presidents / element / architecture /
Cambodia’s / environments / features

Lesson 3 |
How Banks Work thought and discussion, if possible. Some of the following guide questions may be
• What can people do at banks?
• What do banks do with their money?
• Do you have a bank account? Why or why not?
Objectives students to identify what they see either as a class or in pairs, and to give their
1. Students will learn about how banks earn money and pay interest to depositors.
sentences.
experiences.
Key Words
deposit, loan, interest rate, earn, interest, guard, lend, borrow
Extra Idea for Vocabulary Practice (optional): Guess the Word

Have the students work in groups of two to four. Write all the key words on the
board. Give the students one minute to look at the key words and their sentences
LESSON GUIDE in the book. Then have the students close their books, and have each group write
down what they think each word’s definition is. Call on different groups for answers
Before Reading
and write the best definitions on the board. Correct the answers together as a
1) Have the students turn to the title page of Chapter 1 and read the chapter title, the class.
2) Turn to Lesson 3 and have a student read the title of the unit (How Banks Work).


Extra Idea (optional): Reading Orchestra ANSWER KEY: STUDENT BOOK
Divide the class into three groups. Ask one group to read the passage in a high
Contents Map
(Page 7)
voice, tell the second group to read in a normal voice, and have the third group read (Sample Answer) Banks keep our money safe and lend money to people who
with a low, deep voice. Tell each group that they should read only when you gesture need it.
to them. As the conductor, you can have the groups reading individually, two at a
time, or all at once. Before You Read
(Page 20)
(Sample Answer) I prefer to keep my money in a bank account like ⓓ, because

banks give me interest on my money.
Key Words
(Page 21)
1. deposit 2. loan 3. interest rate 4. earned

5. interest 6. guard 7. lend 8. borrow
Additional Writing and Speaking (optional)

Focus On
(Page 22)
Writing (Sample Answer) They make money by lending my savings to other people in
Have the students answer the Focus On question either on spare paper or in the need and getting interest from them.
or four sentences. Edit the students’ responses and have them present them at the Think Critically
(Page 23)
(Sample Answer) Yes. I think it is fair because the banks keep our money safe.
front of the class.
And they need to earn money, too.
Speaking: Sentence Chain

(Page 24) Reading Comprehension
Divide the class into two groups and arrange each group in a straight line or row. Part A
Ask for a volunteer listener from each group. Take them outside of the classroom 1. c 2. c 3. a 4. c 5. b
and give them a message (one sentence or more, depending on the students’ Part B
1. deposit / loan
level). Open the door and let the students run to the first member of their group to
2. deposits / lending
whisper the message. Each member passes the message, by whispering, to their 3. The bank can protect your money from thieves, and the money can grow as
neighbor. When the message reaches the end, the last person runs to the board well.
and writes the message that they heard. The winner can be determined in various
ways: the first team to pass a legible, complete message (even if it's wrong), the (Page 25) Graphic Organizer & Summary
first team to finish, or the team with the message closest to the original sentence. Step 1
1 – deposit / savings account
2 – lends
3 – higher
4 – interest / interest rate
Step 2
safer / bank / savings / earn / lends / loans / pay back / interest / higher /
money

Lesson 4 |
(Page 7)
Money Superstitions
Vocabulary Practice
A:
1. deposit
2. interest
3. lend
4. interest rate
5. earn
6. borrow
7. loan
Objectives
8. guard
1. Students will learn about money superstitions from around the world.
1. c 2. c 3. b 4. a
sentences.
(Page 8)
Sentence Practice
1. Another reason is that your money can grow in the bank. experiences.
2. Thieves might break into your house and steal your money.
3. When they don’t have enough, they borrow from banks.
4. This interest is much higher than the interest banks pay for deposits.
5. They pay back the money in small amounts each month for several years.
6. To encourage people to keep their money in the bank, it pays them interest.
Key Words
wallet, receive, attract, wealth, silly, several, mirror, behavior

D:
LESSON GUIDE
Before Reading

2) Turn to Lesson 4 and have a student read the title of the unit (Money Superstitions).
During Reading
• What is a superstition?
• What sort of superstitions do you have in your country?
• Do you think superstitions are true? Why or why not?
a passage are:
reader.
Extra Idea for Vocabulary Practice (optional): Scramble for Words
Prepare small cardboard cards with the unit’s key words, their meanings, and their
synonyms. Half of the cards should have vocabulary words written on them, and
half should have the words’ meanings or synonyms. Spread all the cards out on the
floor and have a student come over and pick out two cards that match. After picking
the cards out, have the student go up to the board and stick the two cards next to
each other. Continue the activity until there are no cards left on the floor. Review
the vocabulary words and their meanings or synonyms with the students after the
activity is finished.
the passage, you should have a full summary of all its most important information.

After Reading Extra Idea (optional): Forward and Backward
Tell the students to take turns reading one sentence each from the passage. After
each student finishes reading their sentence, have them point either left or right.
If they point right, then the next student has to read the sentence AFTER the one
that was just read. If they point left, then the next student has to read the sentence
BEFORE the one that was just read.
3) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage Additional Writing and Speaking (optional)
Writing
front of the class.
Speaking: Sentence Chain
The objective of this game is to have the students use key words in sentences that
start with the last word the previous person said. Ask the first student on one side
of the room to start the game, and instruct the next student in the row to give the
next sentence. Go around the entire room until everyone has participated. Don't
allow the students to use key words that have already been said unless there are
more students than key words.
5) Summary

Contents Map
(Page 7) (Page 9)
(Sample Answer) In Korea, people say you will have good luck with money if you Vocabulary Practice
see a pig in your dreams. A:
1. several
2. behavior
Before You Read
(Page 26) 3. mirror
(Sample Answer) Yes, I do. I’ve heard that finding a four-leaf clover brings good 4. attract
luck. (ⓐ-good luck, ⓑ-bad luck, ⓒ-protection and good luck, ⓓ-bad luck) 5. receive
6. wealth
7. silly
Key Words
(Page 27) 8. wallet
1. attract 2. several 3. wallet 4. silly
5. receives 6. mirror 7. behavior 8. wealth B:
1. b 2. a 3. b 4. a
Focus On
(Page 28)
(Sample Answer) Russian people think giving money with the left hand will
bring bad luck. In Greece, they think money attracts money. In Japan, the white (Page 10)
snake is a symbol of wealth. Sentence Practice

C:
1. In Russia, there are several superstitions about money.
Connect to Yourself
(Page 29) 2. Although some may seem silly, many people believe in them.
(Sample Answer) In Turkey, it is believed that if you hold gold in your hand in a 3. Did you know that there are also superstitions about money?
dream, you will earn money in real life. 4. Some people keep a piece of snake skin in their wallet for good luck.
5. Let’s learn about some of these superstitions around the world.
6. So, people always make sure to put some money inside the wallets they give
(Page 30) Reading Comprehension as gifts.
Part A
1. c 2. c 3. a 4. d 5. b
Part B More Reading Comprehension
1. right / left D:
2. money / bring / more
3. They think it means they will be lucky forever.

Step 1
Russia – give / receive / gifts
Greece – carry / bank account
Japan – snake skin / kill
Step 2
superstitions / Russia / given / empty / poor / Greece / coins / wallet / white
snake / lose

Chapter 2
2) Turn to Lesson 5 and have a student read the title of the unit (Our Body’s Largest
Lesson 5 |
Our Body’s Largest Organ). Ask the students what they think the unit is about (the topic). Encourage
Organ may be asked of individual students or given to pairs to discuss:

• What do you think the body’s largest organ is?
• Why is your skin important?
• What would happen if you didn’t have any skin?
Objectives opinions or thoughts on them.
1. Students will learn about the skin and its three major functions.
sentences.
experiences.
Key Words
infection, tissue, protect, blood vessel, stable, injured, barrier, control
Extra Idea (optional): Word Lottery
Prepare small slips of paper with the key words written on them. Put all the slips
of paper in a hat or bowl. Have a student come to the front of the class and pull
out a word. Tell the student to read the word out loud for the class and use it in a
LESSON GUIDE sentence. Repeat until all the words have been used.
Before Reading


Extra Idea (optional): The Best Actor ANSWER KEY: STUDENT BOOK
Write down simple situations on pieces of paper using the different key words
Big Idea
(Page 32)
from the unit. For example, if “seashell” is a key word, a situation could be “You (Sample Answer) We have skin to protect us from harmful things outside of our
are collecting seashells on the beach.” Have the students stand up (you can ask bodies.
them to move their chairs and tables to the side of the room to create more space),
and tell them to take turns acting out the situations they draw out of a hat or bag. Contents Map
(Page 33)
Continue until all the situations have been performed. (Sample Answer) The skin is the human body’s largest organ.
Before You Read

(Page 34)
1-F, 2-F, 3-T, 4-T
Key Words
(Page 35)
1. stable 2. controlling 3. injured 4. Blood vessels

Additional Writing and Speaking (optional) 5. protect 6. Tissues 7. infection 8. barrier
Writing
Focus On
(Page 36)
Have the students answer the Focus On question either on spare paper or in the (Sample Answer) Our skin protects our body and controls our body temperature. It
blank Memo section in the back of the book. Encourage them to write at least three is also a sensory organ.
front of the class. Think Critically
(Page 37)
(Sample Answer) Skin helps you release waste, such as salt, when you sweat.
Speaking: Q&A
Write a question on the board and ask the students to ask you it (ex. “How can you (Page 38) Reading Comprehension
Part A
take good care of your skin?”). This provides an excellent opportunity for you to
1. d 2. a 3. d 4. d 5. d
model some example answers and check their pronunciation. Then have a student
Part B
ask another student the question. Then, when the students understand some of 1. harmful / infections
the possible ways of answering the question, move to open pairs (student A asks 2. thousands / cells / sense
3. The skin narrows the blood vessels to help us warm up.
student C, etc). After a few rounds with open pairs, put the students in closed pairs,
and walk around the room listening as they ask and answer. Finish the exercise by
calling on individual students to answer the question. Graphic Organizer & Summary
(Page 39)
Step 1
organs / harmful / blood flow / body temperature / cells / avoid
Step 2
tissue / protects / bacteria / stable / sweating / blood flow / cool off / sensitive
/ touch / pain

Lesson 6 |
(Page 11)
Common Myths
About Acne
Vocabulary Practice
A:
1. tissue
2. injured
3. blood vessel
4. stable
5. protect
6. infection
7. control
8. barrier
B:
Objectives
1. a 2. c 3. b 4. b
1. Students will learn some common myths and facts about acne.
sentences.
(Page 12)
Sentence Practice 3. Students will practice reading comprehension skills – identifying the main idea and
C: supporting details, making inferences, and using context to understand vocabulary.
1. The skin has thousands of cells that sense different feelings.
2. One of the most important functions of the skin is to protect.
3. It acts as a physical barrier between our bodies and the outside. 5. Students will make connections between the reading selection and their own
4. What is the organ that covers your body from the top to the bottom? experiences.
5. These cells can give warning so that we can avoid dangerous situations.
6. The skin is the largest organ in the human body, and it does a lot of things
for us.
Key Words
More Reading Comprehension painful, hygiene, pore, period, excess, germ, connection, scar
D:
LESSON GUIDE
Before Reading

2) Turn to Lesson 6 and have a student read the title of the unit (Common Myths About
During Reading
Acne). Ask the students what they think the unit is about (the topic). Encourage
• What is acne? What kinds of people usually get acne?
• What causes acne?
• How should you treat pimples?
a passage are:
reader.
Extra Idea for Vocabulary Practice (optional): Draw Something
Prepare small slips of paper with the unit’s key words written on them. Put the
slips in a hat or bowl. Divide the class into two teams and ask one member from
each team to come up to the front. Have one of them pick a word from the bowl
or hat and show it to the other student. Split the board into two halves, and have
the students draw pictures that will help their teams guess the word (no letters or
numbers allowed). The team that guesses the word first gets a point. Repeat until
all the key words have been used.
the passage, you should have a full summary of its the most important information.

After Reading Extra Idea (optional): The Secret Word
Choose a frequently used function word from the passage (article, pronoun,
preposition, etc.). Have the students stand up and read the passage again as a
group, but tell them they are not allowed to say your chosen word. Whenever a
student is caught saying the word, have them sit down. Continue until the passage
is finished or there is only one student left standing. Have that student finish
reading the passage normally and give him or her a small prize.
or are at the level to answer the questions by themselves, have them complete Additional Writing and Speaking (optional)
Writing
front of the class.
Speaking: Just a Minute
Write topics randomly around the board. Then have a student throw a sticky ball (or
piece of rolled-up paper) at the board. The topic which is closest to where the ball
hits is their topic. The student must then stand and speak for one minute without
hesitation, repetition, or undue silliness about the topic. If the student hesitates,
repeats, or becomes silly, then stop them and write their name and the time they
spoke for on the board. Repeat until the entire class has spoken, and then choose
a winner.
5) Summary

Contents Map
(Page 33) (Page 13)
(Sample Answer) I squeeze them, and try to keep my skin clean and healthy. Vocabulary Practice
A:
1. excess
Before You Read
(Page 40) 2. painful
ⓐ-T, ⓑ-F, ⓒ-T, ⓓ-T 3. hygiene
4. scar
5. pore
Key Words
(Page 41) 6. period
1. painful 2. pores 3. scar 4. excess 7. germ
5. periods 6. hygiene 7. germs 8. connections 8. connection
B:
Focus On
(Page 42) 1. c 2. a 3. c 4. b
(Sample Answer) That’s because there is no clear reason why it appears.
Connect to Yourself
(Page 43) (Page 14)
(Sample Answer) I should wash my face no more than twice a day with a mild Sentence Practice
soap or cleanser. And I should not pop the pimples. C:
1. Let’s clear up some common myths about acne.
2. Many people get acne at some point in their lives.
(Page 44) Reading Comprehension 3. Worst of all, it might leave scars, which can last forever.
Part A 4. Popping your pimples pushes germs deeper under your skin.
1. d 2. d 3. b 4. b 5. b 5. Some people believe certain foods such as junk food or chocolate cause
Part B pimples.
1. stress / painful 6. Stress can make the body produce a type of hormone that might lead to
2. connection / diet / evidence excess oil.
3. It can block your pores.

(Page 45) Graphic Organizer & Summary D:
Step 1
Myths – hygiene / food / heal
Facts – worse / affects / connection / scars
Step 2
teenagers / reason / myths / hygiene / indirectly / excess / evidence / popping
/ infection / scars

2) Turn to Lesson 7 and have a student read the title of the unit (Amazing Animal
Lesson 7 |
Amazing Animal Skin Skin). Ask the students what they think the unit is about (the topic). Encourage
• What are some animals with special types of skin or fur?
• How can an animal’s skin or fur help it survive?
• Would you like to have skin or fur like an animal? Why or why not?
1. Students will learn about how some animals protect themselves with their skin.
sentences.
experiences.
Key Words
visible, camouflage, stripe, pattern, surroundings, predator, poisonous, blend
Extra Idea for Vocabulary Practice (optional): Verb or Noun?

Tell the students that you are going to start reading the key words out loud. Ask
LESSON GUIDE them to look up at the ceiling if the word you read is a noun, and down at their desk
if the word is a verb. If the word you read isn’t a noun or a verb, tell them to look
Before Reading
straight ahead.


Extra Idea (optional): That’s not Right! ANSWER KEY: STUDENT BOOK
Read the passage to the students while they follow along in their books. Make
Contents Map
(Page 33)
some small mistakes while you are reading (ex. missing words, incorrect (Sample Answer) It mainly protects the animal from harm.
pronunciation, extra words, etc.) and have the students correct you.
Before You Read

(Page 46)
(Sample Answer) They all look like their surroundings. This makes it difficult for
predators to find them.
Key Words
(Page 47)
1. poisonous 2. visible 3. camouflage 4. stripes

Additional Writing and Speaking (optional) 5. predator 6. patterns 7. surroundings 8. blend
Writing
Focus On
(Page 48)
(Sample Answer) The hippo’s red sweat protects it from sunlight, bugs, and
blank Memo section in the back of the book. Encourage them to write at least three bacteria. And the zebra’s stripes help it blend into its surroundings. King
or four sentences. Edit the students’ responses and have them present them at the snakes mimic coral snakes’ skin to fool their predators.
front of the class.

Connect to Yourself
(Page 49)
(Sample Answer) The chameleon uses camouflage to protect itself. Its skin
Speaking changes color to match the environment.
Declare a mini-debate topic (ex. Humans should have special skin like animals).
Divide the class into pairs, and have one student argue for the topic and one
student argue against it in each pair. Guide the students in the mini-debate by Part A
asking what the advantages and disadvantages of having animal skin are. 1. d 2. c 3. c 4. c 5. b
Part B
1. protects / danger / survive
2. fool / predators / poisonous
3. It has changed to help animals survive in their environment.

Step 1
Hippo – sunlight / bugs
Zebra – stripes / camouflage / predators
King Snake – color pattern / poisonous / fools
Step 2
survive / different / sweat / bacteria / patterns / confuse / non-poisonous /
mimics / functions / environment

Lesson 8 |
(Page 15)
The Fur Debate
Vocabulary Practice
A:
1. poisonous
2. blend
3. pattern
4. predator
5. camouflage
6. surroundings
7. stripe
Objectives
8. visible
1. Students will learn about different viewpoints on wearing fur.
1. b 2. b 3. a 4. a
sentences.
(Page 16)
Sentence Practice
1. An animal’s skin allows it to survive in nature. experiences.
2. Some animals mimic other animals’ skin to protect themselves.
3. Do you know of any other animals that have amazing skin?
4. The hippo’s skin is known for a red-colored sweat that looks like blood.
5. King snakes fool their predators into thinking that they are poisonous.
6. There are also certain chemicals in this sweat that protect the hippo from
Key Words
annoying bugs. including, article, crowded, survive, leather, trap, debate, confuse

D:
LESSON GUIDE
Before Reading

2) Turn to Lesson 8 and have a student read the title of the unit (The Fur Debate).
During Reading
• Do you have any clothes made of fur?
• Do you think it is all right to kill animals for their fur? Why or why not?
• Is there a difference between killing animals for food and killing them for fur?
a passage are:
reader.
Extra Idea for Vocabulary Practice (optional): Missing Words
Prepare sample sentences containing the unit’s key words and write them on slips
of paper with the actual key words blanked out. Put all the slips of paper in a hat or
bowl. Have each student come up to the front and pull out one piece of paper. Tell
them to read the sentence out loud and guess what the correct word for the blank
is.

After Reading Extra Activity (optional)
Gather the class together to play "Wheel of Detail." Using a Bristol board and
colored markers, make a "Wheel of Fortune"-type game wheel. Insert a pin
or straightened paper clip through the center of the wheel, and glue or tape a
cardboard arrow to it. On the wheel, write a detail question from the reading
passage and cover it with a piece of paper. Divide the students into two teams and
have a representative from each come up to the front. After spinning the wheel,
uncover a question and have the students compete to see who can answer it first.
Continue until all the questions on the wheel have been answered.
additional questions related to the unit in order to make sure the students have a Additional Writing and Speaking (optional)
Writing
front of the class.
Speaking
Have the students think about and if necessary, write speeches arguing for or
against wearing fur clothes. Encourage the students to write speeches that
emphasize the points made in the reading. When the students are finished making
their speeches, have them present them in front of the class one at a time.
5) Summary

Contents Map
(Page 33) (Page 17)
(Sample Answer) I think fur clothing is necessary because there are people Vocabulary Practice
who live in cold areas. A:
1. survive
2. crowded
Before You Read
(Page 52) 3. article
(Sample Answer) They are wearing fur coats. The woman in picture ⓐ wears it 4. including
to keep warm, while the model in picture ⓑ wears it for fashion. 5. trap
6. leather
7. confuse
Key Words
(Page 53) 8. debate
1. confuses 2. leather 3. crowded 4. survived
5. article 6. including 7. traps 8. debate B:
1. b 2. a 3. c 4. b
(Page 54)Focus On
(Sample Answer) He thinks it is necessary for people in cold environments and
that it is the same as killing animals to eat. (Page 18)
Sentence Practice
C:
Connect to Yourself
(Page 55) 1. The conditions at chicken and pig farms are no better.
(Sample Answer) I am against wearing fur because I don’t think people have 2. Well, there are two sides to every debate.
the right to kill animals unless it is necessary for survival. 3. Animals killed for their fur are not usually eaten by humans.
4. Some animals are badly injured by hunters’ traps or left to die in pain.
5. How is killing animals for their meat different from killing them for their fur?
(Page 56) Reading Comprehension 6. I read an article about how animals are cruelly hunted and killed for their
Part A fur.
1. d 2. b 3. c 4. a 5. d
Part B
1. live / cages More Reading Comprehension
2. fur / eaten D:
3. They are often beaten to death or skinned alive.

Step 1
Pros: Paul – conditions / survive / food
Cons: Anne – crowded / Fake fur / fashion / eaten
Step 2
against / crowded / cruel / fashion / eaten / fur farms / survive / wasted /
clothing / food

Chapter 3
2) Turn to Lesson 9 and have a student read the title of the unit (Traditional
Lesson 9 |
Traditional Costumes Costumes). Ask the students what they think the unit is about (the topic).
Encourage personal thought and discussion, if possible. Some of the following
guide questions may be asked of individual students or given to pairs to discuss:
• What do traditional clothes from your country look like?
• Do you like to wear traditional costumes? Why or why not?
• How do your country’s traditional clothes compare to other countries’ traditional
clothes?
Objectives
1. Students will learn about different countries’ traditional costumes.
sentences.
experiences.
Key Words
costume, national holiday, modern, traditional, wrapping, bottom, casual, distinguish
Extra Idea for Vocabulary Practice (optional): Word Associations

LESSON GUIDE Write one of the unit’s key words on the board. Ask the students to think of other
words or phrases associated with it. For example, if one of the words was “habitat,”
Before Reading
you could ask the students, “What comes to mind when you read the word ‘habitat’?”
1) Have the students turn to the title page of Chapter 3 and read the chapter title, the The students can call out (or write on the board) things like “home,” “natural,”
Big Idea, and the Lesson 9 question (other lesson questions are also an option). “man-made,” “artificial,” “forest,” “land,” “sea,” etc. Continue the activity until all
Brainstorm answers to these questions all together. Any response is desirable, so the key words have been used.


Extra Activity (optional) ANSWER KEY: STUDENT BOOK
Encourage better summary skills by doing reading summary exercises. Have the
Big Idea
(Page 58)
students read a passage, either to themselves or aloud in a group. They should (Sample Answer) I wear clothes because they enable me to express myself.
then write up a summary for what they read and tell it to you. Emphasize that
a summary should include all of the main points of the passage as well as any
Contents Map
(Page 59)
details they understood. However, the summary should not copy the passage word (Sample Answer) They wear them on special occasions.
for word. For advanced students, ask them to do the summary without a copy of the
passage in front of them.
Before You Read
(Page 60)
(Sample Answer) It is because each country has its own culture and natural
environments.
Key Words
(Page 61)
1. distinguish 2. bottom 3 traditional 4. wrapping

5. costumes 6. casual 7. national holidays 8. modern
Focus On
(Page 62)
Writing (Sample Answer) We can learn its culture and weather conditions.
Connect to Yourself
(Page 63)
or four sentences. Edit the students’ responses and have them present them at the (Sample Answer) Hanbok is usually made with silk and is very colorful.
front of the class.

Speaking Part A
1. c 2. a 3. c 4. b 5. c
Write each key word from the unit on a piece of paper and put it in a bowl or hat.
Part B
Have each student draw out a key word and use it in a sentence aloud. Encourage
1. long piece / cloth
the students to use the key words in different sentence forms like declarative, 2. modern / Western-style
imperative, interrogative, and exclamatory sentences. For vocabulary words that are 3. They do so to distinguish themselves from other clans.
verbs, ask the students to change their sentences into the past, present, and future
tenses. (Page 65) Graphic Organizer & Summary
Step 1
Vietnam – A / ⓑ / ⓔ
India – C / ⓐ / ⓕ
Scotland – B / ⓒ / ⓓ
Step 2
modern / traditional / tight / wide / colors / age / variety / wrapped / hips /
unique

Lesson 10 |
(Page 19)
High-Tech Clothes
Vocabulary Practice
A:
1. traditional
2. costume
3. national holiday
4. bottom
5. wrap
6. distinguish
7. casual
Objectives
8. modern
1. Students will learn about how clothing has benefited from modern technology.
1. a 2. b 3. b 4. c
sentences.
(Page 20)
Sentence Practice
1. The sari is commonly worn by Indian women. experiences.
2. They can also wear it as a veil or a head cover!
3. The sari is made of a piece of cloth that is 4.5 to 6 meters long.
4. Working women can wrap the bottom part around their legs like pants.
5. Men can still be seen wearing kilts in both casual and formal situations.
6. Each clan uses its own check-patterned design to distinguish itself from
Key Words
other clans. recovery, benefit, transform, support, compression, resistant, contribute, monitor

D:
LESSON GUIDE
Before Reading

2) Turn to Lesson 10 and have a student read the title of the unit (High-Tech Clothes).
During Reading
• How can clothes have technology in them?
• Do you think clothes with technology are useful? Why or why not?
• Do any of your clothes have special features or do special functions?
a passage are:
reader.
Extra Idea for Vocabulary Practice (optional): Act it Out
Prepare small pieces of paper with the unit’s key words on them. Put the pieces of
paper in a bowl or hat. Ask a student to pull out a piece of paper and mime the key
word for the other students to guess. Tell them that they are only allowed to use
actions to demonstrate the key word (no talking). Whichever student guesses the
phrase correctly gets to be the next actor.

Select several students from the class to read different paragraphs from the
passage. Once they've read the passage to the group, have the other students try
to summarize the events by drawing or writing the key points. The students who
read the paragraphs must answer questions about the story and help the other
students as they draw or write.
Individually: If you feel that the students have a good understanding of the passage Additional Writing and Speaking (optional)
Writing
front of the class.
Speaking
Divide the students into two teams and give them time to look through the reading
passage for comprehension questions to ask the other team. The teams will
alternate asking and answering questions, and each team should designate which
student from their team will answer the next question before it is read. Each
student gets to ask ONE question and answer ONE question to ensure that every
student gets to participate. Give points for questions that are answered correctly
and questions that are phrased properly.
5) Summary

Contents Map
(Page 59) (Page 21)
(Sample Answer) It has brought new fabrics and clothing with special functions. Vocabulary Practice
A:
1. compression
Before You Read
(Page 66) 2. contribute
(Sample Answer) In picture ⓐ, the man’s shirt doesn’t look wet. In picture ⓑ, 3. support
the man’s shirt looks wet. 4. resistant
5. recovery
6. transform
Key Words
(Page 67) 7. benefit
1. monitoring 2. benefit 3. support 4. recovery 8. monitor
5. transformed 6. compression 7. contribute 8. resistant
B:
1. b 2. a 3. c 4. a
Focus On
(Page 68)
(Sample Answer) They are compression clothing, flame-resistant clothing and

spacesuits made with Aerogel.
(Page 22)
Sentence Practice
Connect to Yourself
(Page 69) C:
(Sample Answer) I would invent a piece of clothing that could allow the wearer 1. Technology will continue to transform our clothing.
to fly. 2. Technology is not only being used to create new fabrics, though.
3. Aerogel, for example, is the lightest solid material in the world.
4. The clothing keeps people safe from heat stroke and steam burns.
(Page 70) Reading Comprehension 5. Compression clothing is designed to provide support to the muscles.
Part A 6. Many athletes, such as runners and basketball players, wear them when
1. d 2. d 3. d 4. d 5. c they are training.
Part B
1. reduce / performance / recovery
2. heat stroke / steam burns More Reading Comprehension
3. This clothing is usually worn by firefighters and people who work around D:
flames.

Step 1
Compression Clothing – injury / performance / athletes
Flame-resistant Clothing – sweat / moisture / firefighters
Aerogel – lightest / warm
Step 2
innovation / functions / compression / improve / recovery / Flame / fires /
skin / vehicles / advances

2) Turn to Lesson 11 and have a student read the title of the unit (Fast Fashion).
Lesson 11 |
Fast Fashion Ask the students what they think the unit is about (the topic). Encourage personal
• What kind of clothes are fashionable now in your country?
• What do you think “fast” fashion refers to?
• Do you like to follow fashion trends? Why or why not?
1. Students will learn about fast fashion and its negative aspects.
sentences.
experiences.
Key Words
produce, material, trend, artificial, celebrity, abundant, retailer, negative
Extra Idea for Vocabulary Practice (optional): Whispering Game

Divide the class into two teams and have each team form a line. If there are an
LESSON GUIDE odd number of students, one student can be the teacher’s “helper.” Whisper the
meaning of one of the unit’s key words into the ear of the first student in line for
Before Reading
each team. On your signal, have the students whisper the message down the line
1) Have the students turn to the title page of Chapter 3 and read the chapter title, the until it gets to the last student for each team. Those students must then write the
Big Idea, and the Lesson 11 question (other lesson questions are also an option). correct word on the blackboard. Whoever writes the correct word first wins a point
Brainstorm answers to these questions all together. Any response is desirable, so for their team. Continue the game until all the words have been used.


Play bingo using blank bingo cards that can be filled in with this and previous units’
Contents Map
(Page 59)
key words. Hold up the meanings of the words for students to find on their cards. (Sample Answer) The prices of fabric, labor, and transportation do.
For intermediate and advanced students, simply tell them the definition and let
them find the corresponding word on the card.
Before You Read
(Page 72)
ⓑ→ⓔ→ⓓ→ⓒ→ⓐ
Key Words
(Page 73)
1. materials 2. negative 3. artificial 4. retailer

5. celebrity 6. trends 7. produces 8. abundant

Focus On
(Page 74)
(Sample Answer) The materials are harmful to the environment and the
Writing laborers work in bad conditions.
Think Critically
(Page 75)
or four sentences. Edit the students’ responses and have them present them at the (Sample Answer) Not necessarily. We should consider the unseen effects of
front of the class. our actions. It’s not worth following a fashion trend if doing so harms other
people or the environment.
Speaking: Student Interviews

Choose a topic from the passage that you feel will interest the students. Ask the
Part A
students to write five or more questions about this topic (students can also come 1. c 2. c 3. a 4. c 5. b
up with the questions in small groups). Once they have finished the questions, they Part B
should interview at least two other students in the class and take notes on their 1. cheap / abundant labor
2. easily recycled / break down
answers. When the students have finished the activity, ask them to summarize what
3. We must think carefully about the clothes we buy.
they found out from the students they interviewed.

Step 1
Row 1 – trendy / often / environment
Row 2 – recycled / abundant / developing / lowest
Step 2
retailers / inexpensive / problems / materials / harmful / environment /
cheaply / labor / developing / factories

Lesson 12 |
(Page 23)
Coco Chanel
Vocabulary Practice
A:
1. abundant
2. celebrity
3. artificial
4. material
5. produce
6. retailer
7. trend
Objectives
8. negative
1. Students will learn about how Coco Chanel made her career and impacted fashion.
1. c 2. b 3. a 4. a
sentences.
(Page 24)
Sentence Practice
1. We must think carefully about the clothes we buy. experiences.
2. What happens when one style is no longer fashionable?
3. A single polyester dress takes about 200 years to break down!
4. Nowadays, though, clothing retailers sell new styles every few weeks.
5. Their cheap price allows many people to follow rapidly changing fashion
trends.
Key Words
6. Even worse, the materials used to make these clothes are harmful to the stylish, mourning, talent, influential, sew, discover, stand for, emphasize
environment.

D:
LESSON GUIDE
Before Reading

2) Turn to Lesson 12 and have a student read the title of the unit (Coco Chanel).
During Reading
• Do you know the brand “Chanel”? What is it famous for?
• What kind of clothes did people wear a hundred years ago?
• Do you think modern clothes or older clothes look better? Why?
a passage are:
reader.
Extra Activity for Vocabulary Practice (optional)
Prepare one set of cards with the key words from the unit, and other small cards
with their meanings in advance. Put all the cards in a small bowl or hat and have
each student choose a card. The object of the activity is for the students to match
the key words with their meanings. You can either have the students match the
cards where they are already sitting or place the students who get words on one
side of the room and the students who get meanings on the other side. Prizes and
penalties can be given to the first and last pairs to finish.

Putting sentences in chronological order is a good exercise for students. Prepare
before class by writing a summary of the given material. Then cut and paste the
sentences in a random order. Put a blank at the beginning of each sentence.
Individual students or pairs can place the sentences in chronological order
by writing sequential numbers in the blanks. The first group with the correctly
numbered sequence is the winner.
Writing
front of the class.
Speaking
Play a picture guessing game with the students. Ask one student to come to the
board and draw a picture associated with a key word from the unit. Have the class
guess what the word is. The person that correctly guesses the word must use it in
a sentence. Continue until all the key words have been used.
5) Summary

Contents Map
(Page 59) (Page 25)
(Sample Answer) Yes, I do. She is a famous fashion designer. Vocabulary Practice
A:
1. stand for
Before You Read
(Page 78) 2. sew
(Sample Answer) Woman ⓐ is wearing a dress and woman ⓑ is wearing a 3. discover
pantsuit. The dress woman ⓐ is wearing looks very uncomfortable because it’s 4. influential
too tight around her waist. 5. stylish
6. talent
7. emphasize
Key Words
(Page 79) 8. mourning
1. stands for 2. mourning 3. emphasize 4. discovered
5. stylish 6. talent 7. sew 8. influential B:
1. a 2. a 3. c 4. b
Focus On
(Page 80)
(Sample Answer) Chanel set women free from corsets and other uncomfortable
clothes, and she showed people that black could look gorgeous. (Page 26)
Sentence Practice
C:
Think Critically
(Page 81) 1. She didn’t just make beautiful clothes for women.
(Sample Answer) I think it was her ambitious and energetic personality. 2. Chanel is one of the most famous and loved brands in the world.
3. Her dreams came true when she opened a hat shop in Paris.
4. Her father put her in an orphanage, where she was raised by nuns.
(Page 82) Reading Comprehension 5. There, she learned to sew, a skill she would use throughout her life.
Part A 6. Although Chanel made a brand that stands for elegance and luxury, she
1. b 2. d 3. a 4. d 5. d came from a poor background.
Part B
1. stylish / timeless
2. emphasize comfort More Reading Comprehension
3. People considered black to be a color of mourning. D:

Step 1
4/3/2/5/1/6
created / perfume / clothes / suit / corsets / sew / influential
Step 2
designer / brand / elegance / poor / nuns / orphanage / sew / hat /
successful / dress

Chapter 4
2) Turn to Lesson 13 and have a student read the title of the unit (A Land of
Lesson 13 |
A Land of Opposites Opposites). Ask the students what they think the unit is about (the topic).
• Have you ever been to South America? If not, would you like to go?
• What kind of land features does South America have?
• Do you think it is better for a country to have one type of land or different types of
land? Why?
Objectives
1. Students will learn about South America and its diverse landscapes.
sentences.
experiences.
Key Words
feature, border, opposite, tropical, altitude, stretch, diverse, rainforest

LESSON GUIDE This is a speed game. Prepare small cards with key words and related words
in advance. Divide the class into two teams, and have each team choose a
Before Reading
representative. Each team is given a turn; when it is Team A’s turn, show the card
1) Have the students turn to the title page of Chapter 4 and read the chapter title, the to Team A’s representative without letting any of the other students see it. The
Big Idea, and the Lesson 13 question (other lesson questions are also an option). representative is given a time limit to describe each thing on the card using only
Brainstorm answers to these questions all together. Any response is desirable, so English. However, he or she cannot say the words on the cards. After the time has
do not limit the students in their answers. expired, each team is awarded points according to how many correct guesses their
team made. Then switch representatives and continue until all the cards have been
used.


Choosing titles from a list of possibilities can show whether the students have
Big Idea
(Page 84)
understood the overall theme of the text. The titles should be worded in such a way (Sample Answer) I know that South America is famous for its delicious food.
as to make the students think about the overall meaning of the reading passage.
Some of the incorrect titles could focus only on one paragraph or specific details,
Contents Map
(Page 85)
for example. When the correct title has been chosen, explain why none of the other (Sample Answer) It has a variety of environments.
titles were correct.
Before You Read

(Page 86)
①-ⓑ, ②-ⓒ, ③-ⓐ
Key Words
(Page 87)
1. bordered 2. diverse 3. stretches 4. opposite

5. Rainforests 6. altitude 7. feature 8. tropical
Writing Focus On
(Page 88)
(Sample Answer) There are tropical rainforests, deserts, canyons, mountains,

Have the students answer the Focus On question either on spare paper or in the islands, and lakes.
Connect to Yourself
(Page 89)
front of the class. (Sample Answer) I want to visit the Galapagos Islands because I’m curious
about their unique plants and animals.
Speaking: Storytelling & Memory Game

Have the students sit in a circle. Ask one student to start a story with a sentence (Page 90) Reading Comprehension
Part A
that has one of the unit’s key words. For example, if “empty” is a key word, the
1. c 2. b 3. a 4. d 5. a
sentence could be, "Once there was a boy with an empty box." The next student will
Part B
continue the story with another key word sentence, and so on until every student 1. Atlantic / Pacific
has participated or every key word has been used. For advanced students, have 2. highest / altitude / sea level
3. It is so large that it spreads across nine countries.
them repeat the previous sentences before adding their own. Any student who
forgets a line will go out of the game. In this way, the students will build a story
while remembering and repeating the previous sentences. Graphic Organizer & Summary
(Page 91)
Step 1
Amazon Rainforest – tropical / longest / species
Atacama Desert – driest / twice / deep / highest
Step 2
opposites / rainforest / tropical / driest / canyons / longest / deepest /
islands / continent / extreme

Lesson 14 |
(Page 27)
Amazing Animals
of the Amazon
Vocabulary Practice
A:
1. tropical
2. altitude
3. diverse
4. rainforest
5. opposite
6. feature
7. stretch
8. border Objectives
B: 1. Students will learn about the traits and appearances of some animals in the
1. b 2. c 3. a 4. c Amazon rainforest.
sentences.
(Page 28)
Sentence Practice
C: supporting details, making inferences, and using context to understand vocabulary.
1. You might be surprised by what you find! 4. Students will practice summarizing passages.
2. It is so large that it spreads across nine countries!
3. The Andes Mountains stretch north to south along seven countries.
4. Colca Canyon is more than twice as deep as the Grand Canyon. experiences.
5. South America is truly a wonderful continent with many extreme things to
see.
6. South America is bordered by the Atlantic Ocean to the east and the Pacific
Ocean to the west. Key Words
endangered, nest, deforestation, claw, species, slender, paralyze, habitat
D:
LESSON GUIDE
Before Reading

2) Turn to Lesson 14 and have a student read the title of the unit (Amazing Animals
During Reading
of the Amazon). Ask the students what they think the unit is about (the topic).
• Would you like to see the Amazon rainforest? Why or why not?
• What kind of animals are in the Amazon?
• How are the animals in the Amazon unique?
a passage are:
reader.
Assign each student a key word. Have each student write their word and its
meaning on separate pieces of paper. Mix up the pieces of paper and turn them
upside down on a desk or the floor. Have the students take turns turning over two
pieces of paper at a time. If the pieces of paper are a key word and its matching
meaning, the student that picked them gets to keep them and try again. If they do
not match, the student turns them back over in the same spot and the next student
takes a turn. Continue the game until all the pieces of paper have been matched
up. The student with the most pairs is the winner.

Have the students scan the reading passage for particular facts. Tell the students
that you are only interested in them finding this particular information quickly. A
more intensive reading of the text for harder analysis can take place after, if you
wish.
3) Reading Comprehension Additional Writing and Speaking (optional)

Writing
front of the class.
Speaking
Put the students into pairs. Give each pair a starting line, such as "A funny thing
happened to me in the Amazon rainforest yesterday." Then have each student
take turns adding sentences to the story. Tell the students that they must use key
words and phrases from the unit. Not only will the students be entertained by their
classmates' creative adventures, but they will have to use comprehension and
vocabulary skills to contribute to the story. Continue for a set amount of time or
until each pair of students has used all the key words from the unit.
5) Summary

Contents Map
(Page 85) (Page 29)
(Sample Answer) I once saw a documentary about the Amazon. I remember Vocabulary Practice
seeing anacondas in a river. A:
1. deforestation
2. slender
Before You Read
(Page 92) 3. nest
Hyacinth Macaw, Poison Dart Frog, Jaguar, Anaconda 4. habitat
5. claw
6. species
Key Words
(Page 93) 7. endangered
1. nests 2. species 3. slender 4. claws 8. paralyze
5. habitat 6. Deforestation 7. paralyzes 8. endangered
B:
1. a 2. b 3. a 4. b
Focus On
(Page 94)
(Sample Answer) There are Hyacinth Macaws, Amazon river dolphins, golden
lion tamarins, and poison dart frogs.
(Page 30)
Sentence Practice
Connect to Yourself
(Page 95) C:
(Sample Answer) Bears are endangered in Korea. 1. Over one third of the world’s animal species live there.
2. The Amazon river dolphin is commonly known as the “pink dolphin.”
3. Unfortunately, many animals in the Amazon are endangered.
(Page 96) Reading Comprehension 4. Ranging from 1.5 cm to 6 cm in length, the poison dart frog is very tiny.
Part A 5. If a predator tries to eat the frog, the poison will paralyze the predator
1. d 2. b 3. d 4. b 5. a almost instantly.
Part B 6. Some have lost their habitats because of deforestation, while others have
1. deforestation / fur been hunted for their beautiful fur.
2. blood vessels / surface
3. The dart frog’s poisonous skin will paralyze the predator almost instantly.
D:
Graphic Organizer & Summary
(Page 97)
Step 1
length / feathers / blood vessels / reddish / predators / poison
Step 2
species / feathers / pink / surface / reddish / colorful / poison / endangered
/ deforestation / rainforest

2) Turn to Lesson 15 and have a student read the title of the unit (The Fall of the Inca
Lesson 15 |
The Fall of the Inca Empire). Ask the students what they think the unit is about (the topic). Encourage
Empire may be asked of individual students or given to pairs to discuss:

• What was the Inca Empire? Where/when did it exist?
• What happened when the Spanish went to South America?
• How were the Spanish able to defeat such a large empire?
Objectives students to identify what they see either as a class or in pairs, and to give their
1. Students will learn about how the Inca Empire was defeated by the Spanish. opinions or thoughts on them.
sentences. 4) Introduce the unit’s key words. Use the related pictures to illustrate the definitions
3. Students will practice reading comprehension skills – identifying the main idea and or explanations that you give the students for the key words. Offer examples of the
supporting details, making inferences, and using context to understand vocabulary. words in another context if possible.

5. Students will make connections between the reading selection and their own 5) Have the students fill in the sentences with the key words either individually, in
experiences. pairs, or as a class. Check their answers to ensure comprehension.
Key Words
defeat, weapon, conquer, shortcut, invade, immune, chaos, majestic
Extra Activity for Vocabulary Practice (optional): Board Race

Erase all the key words from the board as soon as the students understand them.
Divide the students into teams and have one person from each team come up to
LESSON GUIDE the board in an allotted space. Have the students at the board write the key word or
phrase you state. The first student to write the key word or phrase correctly gets a
Before Reading
point and then sits back down as their team changes writers. Continue until all the
1) Have the students turn to the title page of Chapter 4 and read the chapter title, the key words have been used.


The teacher chooses a sentence from the passage and reads it aloud. On the
Contents Map
(Page 85)
count of three, the students then try to find the sentence. The first student to find (Sample Answer) It was conquered by smallpox, which was brought by Spanish.
the sentence then comes to the front and chooses another sentence for the other
students to find, and so on. You can limit the search to a particular chapter or a
Before You Read
(Page 98)
particular page, depending on the book and the students’ reading level. (Sample Answer) The Spanish wanted riches like gold and silver.
Key Words
(Page 99)
1. invaded 2. defeated 3. chaos 4. weapons

5. shortcut 6. majestic 7. conquer 8. immune
Focus On
(Page 100)
Additional Writing and Speaking (optional) (Sample Answer) It was caused by a deadly disease called smallpox.
Writing
Have the students answer the Focus On question either on spare paper or in the Think Critically
(Page 101)
(Sample Answer) They could bring them without being killed because
blank Memo section in the back of the book. Encourage them to write at least three they were immune to them.
front of the class.
Part A
Speaking 1. c 2. d 3. a 4. b 5. d
Select three or four vocabulary or topic categories within the reading passage’s Part B
1. confusion / chaos
theme. Put the students into three or four groups and divide the board into 2. More than half
sections, one for each team. Have a student from each group come to the board 3. It has killed more people than all the wars of the 20th century.
as the designated writer. These writers are not allowed to bring any paper up with
them. Instead, after you give the students a category, their team members shout (Page 103) Graphic Organizer & Summary
out ideas for the writer to put on their section of the board. For advanced students, Step 1
3/5/6/1/4/2
have them say the correct spelling for the writer as well. The team with the most
weaker / invaded / defeated / continent / emperor / confusion / diseases
relevant words on the board at the end of a set time wins. Change writers until each
Step 2
student has had a chance to write. Spanish / horses / weapons / smallpox / immune / emperor / chaos / defeat
/ humans / powerless

Lesson 16 |
(Page 31)
A Taste of South
America
Vocabulary Practice
A:
1. invade
2. conquer
3. immune
4. majestic
5. defeat
6. weapon
7. chaos
8. shortcut Objectives
B: 1. Students will learn about the key ingredients in South American foods.
1. b 2. a 3. a 4. b 2. Students will understand the meanings of new words and be able to use them in
sentences.
(Page 32)
Sentence Practice
C: 4. Students will practice summarizing passages.
1. It is a majestic stone city that seems to float in the sky. 5. Students will make connections between the reading selection and their own
2. They brought an even stronger weapon — new diseases.
experiences.
3. People in South America were not immune to these new diseases.
4. Because it was full of gold and other riches, they wanted to conquer it.
5. Throughout history, smallpox has killed more people than all the wars of the
20th century!
6. The fall of the Inca Empire shows us that humans are sometimes powerless Key Words
against disease. range, vary, exporter, provide, cultivate, vast, plenty, serve

D:
LESSON GUIDE
Before Reading

2) Turn to Lesson 16 and have a student read the title of the unit (A Taste of South
During Reading
America). Ask the students what they think the unit is about (the topic). Encourage
• What kind of foods are in South America?
• Would you like to try South American food? Why or why not?
• How does South American food compare to your country’s food?
a passage are:
reader.
Use vocabulary words in complete sentences. For lower level classes, provide fill-
in-the-blank sentences with a word bank. For advanced classes, direct the students
to use vocabulary words in their own sentences to demonstrate the meanings of
the words. Encourage the students to use different sentence forms like declarative,
imperative, interrogative, and exclamatory sentences. For vocabulary words that are
verbs, ask the students to write their sentences using the past, present, and future
tenses.

Select a word related to the reading passage from the dictionary that the students
are sure not to know. On slips of paper, have the students write what they think
the definition of the word is. Write the real definition on a slip, and then mix up
all the slips. After reading and talking about all the definitions, have the students
guess which ones they think are correct. Give them a point for guessing the correct
definition and a point if someone else picked the definition they wrote.
Writing
front of the class.
Speaking
Have the students draw and label pictures of the South American foods described in
the reading passage. Encourage them to be detailed and creative. Then have each
student present their drawings to the class and explain them in their own words.
5) Summary

Contents Map
(Page 85) (Page 33)
(Sample Answer) Yes, I have eaten bacalhau at a Brazilian restaurant. It was Vocabulary Practice
delicious. A:
1. plenty
2. range
Before You Read
(Page 104) 3. vary
ⓐ-seafood, fish, onions, garlic, tomatoes, cilantro ⓑ-beef and vegetables 4. cultivate
ⓒ-fish, lemon, onion, chili pepper ⓓ-chicken, tomato sauce, onion, parsley, 5. serve
potato 6. provide
7. vast
8. exporter
Key Words
(Page 105)
1. cultivates 2. exporter 3. served 4. provide B:

5. vast 6. plenty 7. range 8. vary 1. a 2. c 3. b 4. b
Focus On
(Page 106)
(Sample Answer) South America’s various natural environments provide (Page 34)
different types of foods. Sentence Practice

C:
1. So a wide range of fruits and vegetables can grow.
Think Critically
(Page 107) 2. Corn is a key ingredient in many South American dishes.
(Sample Answer) Religion can affect the foods people eat. 3. South America is also famous for its unique and diverse foods.
4. It is one of the largest agricultural producers in the world.
5. Its many natural environments are what provide these different foods.
(Page 108) Reading Comprehension 6. South America produces and exports much food, thanks to its various
Part A natural environments.
1. d 2. c 3. d 4. d 5. b
Part B
1. Corn / potatoes More Reading Comprehension
2. grassland / raise D:
3. South America is surrounded by water.

Step 1
Condition – grassland / water / Climate
Ingredients – beef / seafood / corn / potatoes
Step 2
unique / beef / dish / water / vegetables / ingredient / climate / regions /
fruits / papayas

Supplementary Material
3) Once all the lessons have been reviewed by the students, split them into pairs
Chapter 1 REVIEW CLASS LESSON GUIDE and have them briefly discuss what they learned from this chapter to connect each
lesson’s ideas to the overall topic.
Chapter 1 Project Worksheet

1) Before class, download the Chapter 1 project worksheet from www.ibuildandgrow.
com (“For Teachers” → “Teaching Materials” → “Reading” tab → “Subject Link
Objectives 5 Project Worksheet”). Make enough copies so that each student has their own
1. Students will review the information from each lesson using the concept map. worksheet.
2. Students will apply what has been learned about the chapter topic by completing a
project worksheet on it. 2) The purpose of these project worksheets is to encourage the students to creatively
3. Students will practice the key words that they have learned in this chapter. make or do something related to the chapter topic. For Chapter 1, the end result
will be a banknote designed by each student for their school. Have the students
follow the steps on the worksheet to work their way up to the finished project. Offer
advice and answer questions as needed. For lower levels, you may want to do the
project yourself before class to show the students as an example.
LESSON GUIDE
3) After the students have finished their projects, have them briefly present their
Chapter 1 Wrap-up
worksheets to the rest of the class. This helps the students practice their spoken
1) Have the students turn to the Chapter 1 Wrap-up on p. 113. Remind them of the English and encourages them to share their creative ideas more freely.
chapter’s topic (“Money”).
2) The idea of the concept map is to solidify all the information that the students have Other Ideas and Activities
learned in whatever way you prefer. One recommended way is to have the students 1) Any time left over in this review class may be used at your discretion. One
brainstorm (either individually or in pairs) and write down any and all ideas that they recommendation is to complete any lesson comprehension questions, vocabulary
remember from each lesson. Another way is to divide the class into four groups and review, or workbook homework that the students have not finished already.
have the groups review one lesson each and present it to the class. Your job is to
facilitate the conversation in each group and answer any questions that come up. 2) If the students have finished all their work, look through the “Extra Idea” and
As each group or pair presents the ideas from their lesson, write them on the board speaking activities suggested in each lesson and pick out one or two for the class
for more effect. Also, encourage the students to use as many key words as possible to do. These are useful since they are fairly easy but still help the students practice
when they write or speak. their key words, reading, and passage comprehension.

CHAPTER 1 WRAP-UP ANSWER KEY
Chapter 2 REVIEW CLASS LESSON GUIDE
Chapter 1 Concept Map Sample Responses
Objectives
1. Students will review the information from each lesson using the concept map.
project worksheet on it.
3. Students will practice the key words that they have learned in this chapter.
LESSON GUIDE
Chapter 2 Wrap-up
1) Have the students turn to the Chapter 2 Wrap-up on p. 115. Remind them of the
chapter’s topic (“Skin”).
2) The idea of the concept map is to solidify all the information that the students have
learned in whatever way you prefer. One recommended way is to have the students
brainstorm (either individually or in pairs) and write down any and all ideas that they
remember from each lesson. Another way is to divide the class into four groups and
Chapter 1 Project Worksheet facilitate the conversation in each group and answer any questions that come up.
will vary by student As each group or pair presents the ideas from their lesson, write them on the board
for more effect. Also, encourage the students to use as many key words as possible
when they write or speak.

and have them briefly discuss what they learned from this chapter to connect each
lesson’s ideas to the overall topic. Chapter 2 Concept Map Sample Responses

5 Project Worksheet”). Make enough copies so that each student has their own
worksheet.
2) The purpose of these project worksheets is to encourage the students to creatively

make or do something related to the chapter topic. For Chapter 2, the end result
will be an experiment done by pairs of students to test the sensitivity of their skin.
Have the students follow the steps on the worksheet to work their way up to the
finished project. Offer advice and answer questions as needed. For lower levels,
you may want to do the project yourself before class to show the students as an
example.
English and encourages them to share their creative ideas more freely.
Other Ideas and Activities

1) Any time left over in this review class may be used at your discretion. One
recommendation is to complete any lesson comprehension questions, vocabulary
review, or workbook homework that the students have not finished already.
2) If the students have finished all their work, look through the “Extra Idea” and will vary by student
speaking activities suggested in each lesson and pick out one or two for the class
to do. These are useful since they are fairly easy but still help the students practice
their key words, reading, and passage comprehension.

Chapter 3 REVIEW CLASS LESSON GUIDE and have them briefly discuss what they learned from this chapter to connect each
lesson’s ideas to the overall topic.

Objectives 5 Project Worksheet”). Make enough copies so that each student has their own
1. Students will review the information from each lesson using the concept map. worksheet.
project worksheet on it. 2) The purpose of these project worksheets is to encourage the students to creatively
3. Students will practice the key words that they have learned in this chapter. make or do something related to the chapter topic. For Chapter 3, the end result will
be special clothes designed by each student to perform a specific function. Have
the students follow the steps on the worksheet to work their way up to the finished
project. Offer advice and answer questions as needed. For lower levels, you may
want to do the project yourself before class to show the students as an example.
LESSON GUIDE
Chapter 3 Wrap-up
1) Have the students turn to the Chapter 3 Wrap-up on p. 117. Remind them of the English and encourages them to share their creative ideas more freely.
chapter’s topic (“Clothes”).
2) The idea of the concept map is to solidify all the information that the students have Other Ideas and Activities
learned in whatever way you prefer. One recommended way is to have the students 1) Any time left over in this review class may be used at your discretion. One
brainstorm (either individually or in pairs) and write down any and all ideas that they recommendation is to complete any lesson comprehension questions, vocabulary
remember from each lesson. Another way is to divide the class into four groups and review, or workbook homework that the students have not finished already.
facilitate the conversation in each group and answer any questions that come up. 2) If the students have finished all their work, look through the “Extra Idea” and
As each group or pair presents the ideas from their lesson, write them on the board speaking activities suggested in each lesson and pick out one or two for the class
for more effect. Also, encourage the students to use as many key words as possible to do. These are useful since they are fairly easy but still help the students practice
when they write or speak. their key words, reading, and passage comprehension.

Chapter 4 REVIEW CLASS LESSON GUIDE
Chapter 3 Concept Map Sample Responses
Objectives
1. Students will review the information from each lesson using the concept map.
project worksheet on it.
3. Students will practice the key words that they have learned in this chapter.
LESSON GUIDE
Chapter 4 Wrap-up
1) Have the students turn to the Chapter 4 Wrap-up on p. 119. Remind them of the
chapter’s topic (“South America”).
2) The idea of the concept map is to solidify all the information that the students have
learned in whatever way you prefer. One recommended way is to have the students
brainstorm (either individually or in pairs) and write down any and all ideas that they
remember from each lesson. Another way is to divide the class into four groups and
Chapter 3 Project Worksheet facilitate the conversation in each group and answer any questions that come up.
will vary by student As each group or pair presents the ideas from their lesson, write them on the board
for more effect. Also, encourage the students to use as many key words as possible
when they write or speak.

and have them briefly discuss what they learned from this chapter to connect each
lesson’s ideas to the overall topic. Chapter 4 Concept Map Sample Responses

5 Project Worksheet”). Make enough copies so that each student has their own
worksheet.
2) The purpose of these project worksheets is to encourage the students to creatively

make or do something related to the chapter topic. For Chapter 4, the end result will
be short student presentations about their countries’ foods and natural features.
Have the students follow the steps on the worksheet to work their way up to the
finished project. Offer advice and answer questions as needed. For lower levels,
you may want to do the project yourself before class to show the students as an
example.
English and encourages them to share their creative ideas more freely.
Other Ideas and Activities

1) Any time left over in this review class may be used at your discretion. One
recommendation is to complete any lesson comprehension questions, vocabulary
review, or workbook homework that the students have not finished already.
2) If the students have finished all their work, look through the “Extra Idea” and will vary by student
speaking activities suggested in each lesson and pick out one or two for the class
to do. These are useful since they are fairly easy but still help the students practice
their key words, reading, and passage comprehension.

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S U B J E C T

Curriculum Integration Reading Program

2 Subject Link L5 • Teacher’s Guide 3

Extra Idea for Vocabulary Practice (optional): Quiz Show

4 Subject Link L5 • Teacher’s Guide 5

6 Subject Link L5 • Teacher’s Guide 7

(Sample Answer) They use money and credit cards.

1. digital 2. techniques 3. worth 4. bulky

8 Subject Link L5 • Teacher’s Guide 9

More Reading Comprehension

10 Subject Link L5 • Teacher’s Guide 11

12 Subject Link L5 • Teacher’s Guide 13

3) Reading Comprehension Additional Writing and Speaking (optional)

14 Subject Link L5 • Teacher’s Guide 15

(Page 19) Graphic Organizer & Summary

16 Subject Link L5 • Teacher’s Guide 17

Extra Idea for Vocabulary Practice (optional): Guess the Word

18 Subject Link L5 • Teacher’s Guide 19

20 Subject Link L5 • Teacher’s Guide 21

(Sample Answer) I prefer to keep my money in a bank account like ⓓ, because

1. deposit 2. loan 3. interest rate 4. earned

Additional Writing and Speaking (optional)

Speaking: Sentence Chain

22 Subject Link L5 • Teacher’s Guide 23

More Reading Comprehension

24 Subject Link L5 • Teacher’s Guide 25

26 Subject Link L5 • Teacher’s Guide 27

28 Subject Link L5 • Teacher’s Guide 29

snake is a symbol of wealth. Sentence Practice

(Page 31) Graphic Organizer & Summary

30 Subject Link L5 • Teacher’s Guide 31

Organ may be asked of individual students or given to pairs to discuss:

32 Subject Link L5 • Teacher’s Guide 33

34 Subject Link L5 • Teacher’s Guide 35

Before You Read

1-F, 2-F, 3-T, 4-T

1. stable 2. controlling 3. injured 4. Blood vessels

36 Subject Link L5 • Teacher’s Guide 37

38 Subject Link L5 • Teacher’s Guide 39

40 Subject Link L5 • Teacher’s Guide 41

42 Subject Link L5 • Teacher’s Guide 43

More Reading Comprehension

44 Subject Link L5 • Teacher’s Guide 45

Extra Idea for Vocabulary Practice (optional): Verb or Noun?

46 Subject Link L5 • Teacher’s Guide 47

48 Subject Link L5 • Teacher’s Guide 49

Before You Read

1. poisonous 2. visible 3. camouflage 4. stripes

front of the class.

(Page 51) Graphic Organizer & Summary

50 Subject Link L5 • Teacher’s Guide 51

More Reading Comprehension

52 Subject Link L5 • Teacher’s Guide 53

54 Subject Link L5 • Teacher’s Guide 55

56 Subject Link L5 • Teacher’s Guide 57

(Page 57) Graphic Organizer & Summary

58 Subject Link L5 • Teacher’s Guide 59

Extra Idea for Vocabulary Practice (optional): Word Associations

60 Subject Link L5 • Teacher’s Guide 61