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Subject Link 4 - TG

This document provides a teacher's guide for a curriculum integration reading program. It outlines lessons and activities to teach students about how we see color. The guide includes objectives, key vocabulary words, instructions for before, during and after reading activities. It suggests introducing the topic, defining keywords, reading aloud as a class, comprehension questions, and a graphic organizer to help students understand the main ideas.

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0% found this document useful (0 votes)

2K views

Subject Link 4 - TG

Uploaded by

solsol0125

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 67

S U B J E C T

Curriculum Integration Reading Program

Te a c h e r ' s G u i d e
Subject Link 4

Contents

2 Subject Link L4 • Teacher’s Guide 3

Chapter 1

2) Turn to Lesson 1 and have a student read the title of the unit (How We See Color).
Lesson 1 |
How We See Color 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 colors do you like or not like? Why?
• Why is it good to have color in the world?
• What do you need to see color with?

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 white light and how we see color.
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
mixture, absorb, reflect, experiment, object, consist of
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.

4 Subject Link L4 • Teacher’s Guide 5

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.

6 Subject Link L4 • Teacher’s Guide 7

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) Color makes the world look beautiful to us. Without color, the
their hands when they find one of the words on the list. Ask the student who finds world would look gray and dull.
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)

section if they can’t remember it. For advanced students, ask them to use the word (Sample Answer) I think there are thousands of colors in the world.

in a different sentence instead. Continue until all the key words have been found
and defined or used. Before You Read
(Page 8)

(Sample Answer) I think we need light to see color.

Key Words
(Page 9)

1. absorbed 2. experiment 3. consists of

4. reflects 5. mixture 6. object

Additional Writing and Speaking (optional) (Page 10)Focus On

(Sample Answer) We see color when white light hits an object and some of the
Writing light is reflected and enters our eyes.

Have the students answer the Focus On question either on spare paper or in the
blank Memo section in the back of the book. Encourage them to write at least three Think Critically
(Page 11)

(Sample Answer) We will see a green object.

or four sentences. Edit the students’ responses and have them present them at the
front of the class.
(Page 12) Reading Comprehension
Part A
Speaking 1. c 2. b 3. d 4. a 5. b
Conduct an activity where the objective is to guess what key word another person Part B
is thinking about. The guesser can only ask 20 yes or no questions (ex. “Are 1. light
2. mixture / colors / light
you thinking of an object?”). The person answering must respond with a full
3. We can learn that white light consists of many different colors and we need
short answer to practice their grammar (ex. “Yes, I am thinking of an object.”). light to see the colorful world.
The guesser wins if they guess the key word in fewer than 20 questions. The
person answering wins if the guesser cannot guess the key word in fewer than 20 (Page 13) Graphic Organizer & Summary
questions. Repeat with different pairs of students until all the key words have been Step 1
1. Light / colored
used or the whole class has participated.
2. absorbs / colors / reflects
3. enters / see
Step 2
light / mixture / object / white light / absorbs / reflected / eyes / color / red
/ prism

B:
1. c
2. a
Objectives
3. b
4. a 1. Students will learn about traditional Chinese beliefs about certain colors.
2. Students will understand the meanings of new words and be able to use them in
sentences.
(Page 4) 3. Students will practice reading comprehension skills – identifying the main idea and
Sentence Practice supporting details, making inferences, and using context to understand vocabulary.
C:
4. Students will practice summarizing passages.
1. Only red light is reflected and enters your eyes.
2. How do we know that white light is made of so many colors? 5. Students will make connections between the reading selection and their own
3. Look around you and count how many colors you can see. experiences.
4. The colors we see actually come from light.
5. The apple absorbs all of the colors except for red.
6. The prism will break it down into the seven colors of the rainbow!

Key Words
More Reading Comprehension symbol, represent, mysterious, notice, celebration, belief
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
do not limit the students in their answers.

10 Subject Link L4 • Teacher’s Guide 11

2) Turn to Lesson 2 and have a student read the title of the unit (Chinese Beliefs
During Reading
About Colors). Ask the students what they think the unit is about (the topic).
1) Play the accompanying CD track for the students. Tell them to follow along in the
Encourage personal thought and discussion, if possible. Some of the following
book as the native speaker reads the passage. If the class is advanced enough,
guide questions may be asked of individual students or given to pairs to discuss:
ask basic comprehension questions about the topic, main idea, details, etc.
• What do colors like red and black mean to you?
• What Chinese traditions and holidays do you know of?
2) Read the title, subtitle, and Focus On question. Tell the students to keep these
• How is China different from your country?
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
students to identify what they see either as a class or in pairs, and to give their
respond better to different techniques. It is also good to use different techniques
opinions or thoughts on them.
on different days to prevent too much routine. Some different ways to read through
a passage are:
4) Introduce the unit’s key words. Use the related pictures to illustrate the definitions
• Select students to read each paragraph aloud one at a time.
or explanations that you give the students for the key words. Offer examples of the
• Have the students take turns reading sentences in a predetermined pattern.
words in another context if possible.
• Have the students read up to three or four sentences before choosing the next
reader.
5) Have the students fill in the sentences with the key words either individually, in
• Have the entire class read a paragraph or the whole passage out loud together.
pairs, or as a class. Check their answers to ensure comprehension.
• Read a paragraph or the passage yourself, but tell the students to say the next
word out loud any time you pause mid-sentence.
6) Read through the Background Knowledge with the students and clarify any confusion
• Read each sentence and have an individual student or the class repeat it back to
they may have. Explain that this information will be helpful to them in understanding
you to practice reading pronunciation.
the main reading passage.

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. Each correct sentence (spelling and
what they think it is about in the margin next to it. This gives the students practice
grammar count) they make is worth one point. The team with the most points is the
identifying main ideas and helps them learn the information in the text. Ask several
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 all its most important information.

12 Subject Link L4 • Teacher’s Guide 13

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 then to work together to write their own summaries of the passage. Have
notes in their books and on the board. Do not simply focus on the answer, but try to
all the groups present their summaries to the class. Take a vote to see which group
encourage more in-depth answers and examples from the students.
created the 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
own personal experience to integrate what they have learned into their lives. Any
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
or four sentences. Edit the students’ responses and have them present them at the
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
Divide the class into two groups and arrange each group in a straight line or row.
identified it. Explain what main idea, detail, and inference all mean as you do so.
Ask for a volunteer listener from each group. Take them outside of the classroom
and give them a message (one sentence or more, depending on the students’
4) Graphic Organizer
level). Open the door, and let the students run to the first member of their group to
Explain how graphic organizers help show information from reading passages in
whisper the message. Each member passes the message, by whispering, to their
a logical way. Put this unit’s graphic organizer on the board and go through it as
neighbor. When the message reaches the end, the last person runs to the board
a class so the students can process the flow of information better. Check the
and writes the message that they heard. The winner can be determined in various
students’ answers before you move on.
ways: the first team to pass a legible, complete message (even if it's wrong), the
first team to finish, or the team with the message closest to the original sentence.
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
summary at least once.

14 Subject Link L4 • Teacher’s Guide 15

ANSWER KEY: STUDENT BOOK ANSWER KEY: Workbook
Contents Map
(Page 7) (Page 5)

(Sample Answer) The color red reminds me of China. Vocabulary Practice

A:
1. celebration
Before You Read
(Page 14) 2. represent
(Sample Answer) Western people see white as pure, but some Asian cultures 3. mysterious
see it as the color of death. 4. symbol
5. belief
6. notice
Key Words
(Page 15)

1. represents 2. notice 3. symbol B:

4. mysterious 5. celebrations 6. belief 1. a
2. b
3. a
Focus On
(Page 16) 4. c
(Sample Answer) They are black, red, green, white, and yellow.

Connect to Yourself
(Page 17) (Page 6)

(Sample Answer) In India, orange is a sacred and religious color. Sentence Practice
C:
1. People gave money as gifts in red envelopes as well.
(Page 18) Reading Comprehension 2. What do colors mean to your culture?
Part A 3. Green represented energy and strength.
1. b 2. c 3. b 4. c 5. c 4. Red was seen everywhere during celebrations such as weddings.
Part B 5. They noticed that the northern sky was often strangely black.
1. envelopes / money 6. Yellow was considered to be the most beautiful color.
2. noticed / northern sky
3. It represented energy and strength.
More Reading Comprehension
D:
(Page 19) Graphic Organizer & Summary
Step 1
e a

c d

Step 2
considered / heavens / lucky / events / color / representing / spring / symbol
/ Yellow / beliefs

16 Subject Link L4 • Teacher’s Guide 17

2) Turn to Lesson 3 and have a student read the title of the unit (Healing with Color).
Lesson 3 |
Healing with Color 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 sort of things make you feel better?
• What do you do when you are angry or upset?
• Which colors are best to be around? Why?

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 why certain colors have healing powers and other effects.
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
mentally, relieve, energize, heal, affect, calm
the main reading passage.

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
LESSON GUIDE board. Give the students one minute to look at the key words and their sentences
in the book. Then have the students close their books, and have each group write
Before Reading
down what they think each word’s definition is. Call on different groups for answers
1) Have the students turn to the title page of Chapter 1 and read the chapter title, the and write the best definitions on the board. Correct the answers together as a
Big Idea, and the Lesson 3 question (other lesson questions are also an option). class.
Brainstorm answers to these questions all together. Any response is desirable, so
do not limit the students in their answers.

18 Subject Link L4 • Teacher’s Guide 19

20 Subject Link L4 • Teacher’s Guide 21

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) Pink makes me happy.
with a low, deep voice. Tell each group that they should read only when you gesture
to them. As the conductor, you can have the groups reading individually, two at a
Before You Read
(Page 20)
time, or all at once. (Sample Answer) I think blue would make me feel calm, so I’d like my study
room to have blue walls.

Key Words
(Page 21)

1. energizes 2. calms 3. healed

4. mentally 5. relieving 6. affects

Additional Writing and Speaking (optional) Focus On

(Page 22)

(Sample Answer) It is because a color is light of a certain wavelength and

Writing energy.
Have the students answer the Focus On question either on spare paper or in the
blank Memo section in the back of the book. Encourage them to write at least three Connect to Yourself
(Page 23)

or four sentences. Edit the students’ responses and have them present them at the (Sample Answer) I think the color yellow might help me because I have a
stomachache right now.
front of the class.

Speaking – Sentence Chain

(Page 24) Reading Comprehension
Part A
The objective of this game is to have the students use key words in sentences that 1. d 2. b 3. c 4. c 5. b
start with the last word the previous person said. Ask the first student on one side Part B
of the room to start the game and instruct the next student in the row to give the 1. ancient times
2. Blue / violet / calming
next sentence. Go around the entire room until everyone has participated. Don't
3. It’s because color is light of a certain wavelength and energy, so each color
allow students to use key words that have already been said unless there are more has unique healing powers.
students than key words.

(Page 25) Graphic Organizer & Summary

Step 1
Warm Colors
energizing / blood flow / cold / digest
Cool Colors
calming / headaches / wounds
Step 2
therapy / colors / energizing / calming / improve / reduce / colds / headaches
/ sleep / feel

(Page 8)
supporting details, making inferences, and using context to understand vocabulary.
Sentence Practice 4. Students will practice summarizing passages.
C: 5. Students will make connections between the reading selection and their own
1. Colors can affect us both mentally and physically.
2. Color therapists believe red can help increase blood flow. experiences.
3. Color therapy is one of the oldest natural therapies.
4. They think yellow helps you feel better when you feel down.
5. Nowadays, natural healing methods are becoming more popular.
6. Cool colors are thought to have calming effects. Key Words
chemical, unripe, persimmons, strengthens, shade, fabrics

24 Subject Link L4 • Teacher’s Guide 25

2) Turn to Lesson 4 and have a student read the title of the unit (Dyeing Naturally).
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.
• How do people make clothes colorful?
• What is dye? When do people use it?
2) Read the title, subtitle, and Focus On question. Tell the students to keep these
• Have you ever used dye to color something? When?
ideas in mind while they read the passage themselves.

4) Whenever a key word or phrase is read, have the students underline it. If time
Extra Idea for Vocabulary Practice (optional): Scramble for Words
permits, ask one or more students for a quick summary of the word’s definition.
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,
5) (optional) After each paragraph is read, have the students write a short sentence on
and half should have their meanings or synonyms written on them. Spread all the
what they think it is about in the margin next to it. This gives the students practice
cards out on the floor and have a student come over and pick out two cards that
identifying main ideas and helps them learn the information in the text. Ask several
match. After picking the cards out, the student goes up to the board and sticks the
students what they think the paragraph is about, and then introduce your own
two cards next to each other. Continue the activity until there are no cards left on
short note if none of them were completely correct. Explain that this is the most
the floor. Review the vocabulary words and their meanings or synonyms with the
important information from the paragraph and write it on the board. By the end of
students after the activity is finished.
the passage, you should have a full summary of all its most important information.

26 Subject Link L4 • Teacher’s Guide 27

After Reading Extra Idea (optional): Forward and Backward
Tell the students that they will take turns reading one sentence each from the
1) Have the students look at the Focus On question again and answer it using the
passage. After each student finishes reading their sentence, they will point either
notes in their books and on the board. Do not simply focus on the answer, but try to
left or right. If they point right, then the next student has to read the sentence
encourage more in-depth answers and examples from the students.
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.
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
own personal experience to integrate what they have learned into their lives. Any
answers or discussion should be encouraged.

3) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage Additional Writing and Speaking (optional)
or are at the level to answer the questions by themselves, have them complete
Writing
the page on their own or with a partner, and check the answers as a class. Ask
Have the students answer the Focus On question either on spare paper or in the
additional questions related to the unit in order to make sure the students have a
blank Memo section in the back of the book. Encourage them to write at least three
full understanding of the text.
or four sentences. Edit the students’ responses and have them present them at the
All together: If the students are at a lower level or cannot answer the questions
front of the class.
easily, go through the page as a class. Read both the question and answer choices
all together, and explain why the correct choice is the answer after the students have
Speaking – Q&A
identified it. Explain what main idea, detail, and inference all mean as you do so.
Write a question on the board and ask the students to ask you it (ex. “What colors
do you like to wear and why?”). This provides an excellent opportunity for you to
4) Graphic Organizer
model some example answers and check their pronunciation. Then have a student
Explain how graphic organizers help show information from reading passages in
ask another student the question. Then, when the students understand some of
a logical way. Put this unit’s graphic organizer on the board and go through it as
the possible ways of answering the question, move to open pairs (student A asks
a class so the students can process the flow of information better. Check the
student C, etc). After a few rounds with open pairs, put the students in closed pairs,
students’ answers before you move on.
and walk around the room listening as they ask and answer. Finish the exercise by
calling on individual students to answer the question.
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
summary at least once.

28 Subject Link L4 • Teacher’s Guide 29

ANSWER KEY: STUDENT BOOK ANSWER KEY: Workbook
Contents Map
(Page 7) (Page 9)

(Sample Answer) They use natural or chemical ingredients. Vocabulary Practice

A:
1. strengthen
Before You Read
(Page 26) 2. unripe
Saffron-Yellow, True Indigo-Blue, Henna-Brown, Red Onions-Red 3. persimmon
4. chemical
5. fabric
Key Words
(Page 27) 6. shade
1. Persimmons 2. strengthens 3. fabrics
4. unripe 5. shade 6. chemical B:
1. a
2. a
Focus On
(Page 28) 3. b
(Sample Answer) People use natural dyes because they are healthier for our 4. c
skin and better for the environment.

Connect to Yourself
(Page 29) (Page 10)

(Sample Answer) I would use grapes to make purple fabric. Sentence Practice
C:
1. The brown-colored clothes are called garot.
(Page 30) Reading Comprehension 2. Before people developed these dyes, what did they use?
Part A 3. You can get different shades by varying the drying time.
1. a 2. d 3. a 4. b 5. b 4. Wearing clothes colored with natural dyes is healthier for our skin.
Part B 5. They dyed fishing lines with the fruit to strengthen them.
1. soak / persimmon juice / the sun 6. Natural dyeing takes more time and work than using chemicals.
2. minerals / plants / animals
3. It takes more time and work than the chemical process.
More Reading Comprehension
D:
(Page 31) Graphic Organizer & Summary
Step 1
unripe / Soak / Dry / the sun / water / juice / shade
Step 2
persimmons / cotton / traditional / dyeing / unripe / fabric / dried / Soaking
/ shade / chemical

30 Subject Link L4 • Teacher’s Guide 31

Chapter 2

2) Turn to Lesson 1 and have a student read the title of the unit (A History of Salt).
Lesson 5 |
A History of Salt 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:
• Do you like salty foods? Why?
• What kinds of food have salt in them?
• Where does salt come from?

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 people got salt in the past.
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
rare, valuable, collect, boil, mine, wage
the main reading passage.

Extra Idea for Vocabulary Practice (optional): Word Lottery

Prepare small slips of paper with the key words written on them. Put all the slips
LESSON GUIDE 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
Before Reading
sentence. Repeat until all the words have been used.
1) Have the students turn to the title page of Chapter 2 and read the chapter title, the
Big Idea, and the Lesson 5 question (other lesson questions are also an option).
Brainstorm answers to these questions all together. Any response is desirable, so
do not limit the students in their answers.

32 Subject Link L4 • Teacher’s Guide 33

34 Subject Link L4 • Teacher’s Guide 35

Extra Idea (optional): The Best Actor ANSWER KEY: STUDENT BOOK
Write down simple situations on pieces of paper using the different key words from
Big Idea
(Page 32)
the unit (ex. You are collecting seashells on the beach). Have the students stand up (Sample Answer) We can use it to flavor or store food.
(you can ask them to move their chairs and tables to the side of the room to create
more space), and tell them that they have to take turns acting out the situations
Contents Map
(Page 33)
they draw out of a hat or bag. (Sample Answer) They would eat a lot of red meat, and it was rich in salt.

Before You Read

(Page 34)

(Sample Answer) I think type ⓑ is from the ocean. Type ⓐ seems to be from
under the ground.

Key Words
(Page 35)
Additional Writing and Speaking (optional) 1. mining 2. rare 3. valuable
4. boiling 5. wages 6. collecting
Writing
Have the students answer the Focus On question either on spare paper or in the
Focus On
(Page 36)
blank Memo section in the back of the book. Encourage them to write at least three (Sample Answer) They got it from meat, lakes, the ground and seawater.
or four sentences. Edit the students’ responses and have them present them at the
front of the class.
Connect to Yourself
(Page 37)

(Sample Answer) In Korea, salt mostly comes from the West Sea.
Speaking
Write down the key words from the unit on individual cards. With the students in a (Page 38) Reading Comprehension
circle and a soft ball, play a game titled "Freeze!" Place a set of vocabulary cards in Part A
1. d 2. a 3. a 4. c 5. a
the middle of the circle and tell the students that they are to throw the ball to any
Part B
person in the circle. When the teacher yells, "Freeze!" everyone must stop moving.
1. farming
The person with the ball must draw a card and say the key word. Then, they must 2. the Chinese / collecting
use the word in a sentence. 3. It took less time.

(Page 39) Graphic Organizer & Summary

Step 1
2, 3, 5, 4, 1
Step 2
valuable / farming / meat / sources / collecting / mining / evaporation /
boiling / money / cheaper

(Page 12)
4. Students will practice summarizing passages.
Sentence Practice 5. Students will make connections between the reading selection and their own
C: experiences.
1. Salt is something we can’t live without.
2. People had to search for other ways to get salt.
3. In Rome, soldiers were paid part of their wages in salt.
4. In the past, salt was a rare and valuable mineral.
5. Back in the sixth century, salt was even worth as much as gold!
Key Words
6. As people ate more wheat and rice, they had less salt in their diets. preserve, nerve, function, blood pressure, beat, communicate

38 Subject Link L4 • Teacher’s Guide 39

2) Turn to Lesson 6 and have a student read the title of the unit (Our Bodies and Salt).
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 effects does too much salt have on our bodies?
• What types of foods have the most salt?
2) Read the title, subtitle, and Focus On question. Tell the students to keep these
• What should we eat to keep our bodies healthy?
ideas in mind while they read the passage themselves.

4) Whenever a key word or phrase is read, have the students underline it. If time
Extra Idea for Vocabulary Practice (optional): Draw Something
permits, ask one or more students for a quick summary of the word’s definition.
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
5) (optional) After each paragraph is read, have the students write a short sentence on
each team to come up to the front. Have one of them pick a word from the bowl or
what they think it is about in the margin next to it. This gives the students practice
hat and show it to the other student. Split the board into two halves and have the
identifying main ideas and helps them learn the information in the text. Ask several
students try to draw something that will help their teams guess the word (no letters
students what they think the paragraph is about, and then introduce your own
or numbers allowed). The team that guesses the word first gets a point. Repeat
short note if none of them were completely correct. Explain that this is the most
until all the key words have been used.
important information from the paragraph and write it on the board. By the end of
the passage, you should have a full summary of all its most important information.

40 Subject Link L4 • Teacher’s Guide 41

After Reading Extra Idea (optional): The Secret Word
Choose a frequently used function word from the passage (article, pronoun,
1) Have the students look at the Focus On question again and answer it using the
preposition, etc.). Have the students stand up and read the passage again as a
notes in their books and on the board. Do not simply focus on the answer, but try to
group, but tell them they are not allowed to say your chosen word. Whenever a
encourage more in-depth answers and examples from the students.
student is caught saying the word, have them sit down. Continue until the passage
is finished or until there is only one student left standing. Have that student finish
2) Read the Think Critically or Connect to Yourself question at the bottom of the page.
reading the passage normally and give him/her a small prize.
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
answers or discussion should be encouraged.

3) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage
or are at the level to answer the questions by themselves, have them complete Additional Writing and Speaking (optional)
the page on their own or with a partner, and check the answers as a class. Ask
Writing
additional questions related to the unit in order to make sure the students have a
Have the students answer the Focus On question either on spare paper or in the
full understanding of the text.
blank Memo section in the back of the book. Encourage them to write at least three
All together: If the students are at a lower level or cannot answer the questions
or four sentences. Edit the students’ responses and have them present them at the
easily, go through the page as a class. Read both the question and answer choices
front of the class.
all together, and explain why the correct choice is the answer after the students have
identified it. Explain what main idea, detail, and inference all mean as you do so.
Speaking
Declare a mini-debate topic (ex. We should never eat salty foods). Divide the class
4) Graphic Organizer
into pairs, and have one student argue for the topic and one student argue against
Explain how graphic organizers help show information from reading passages in
it in each pair. Guide the students in the mini-debate by asking what the advantages
a logical way. Put this unit’s graphic organizer on the board and go through it as
and disadvantages of eating salt are.
a class so the students can process the flow of information better. Check the
students’ answers before you move on.

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
summary at least once.

42 Subject Link L4 • Teacher’s Guide 43

ANSWER KEY: STUDENT BOOK ANSWER KEY: Workbook
Contents Map
(Page 33) (Page 13)

(Sample Answer) Salt is important because it improves our diets and helps our Vocabulary Practice
bodies function better. A:
1. beat
2. communicate
Before You Read
(Page 40) 3. nerve
ⓘ-ⓗ-ⓐ-ⓓ-ⓖ-ⓒ-ⓑ-ⓕ-ⓔ 4. preserve
5. function
6. blood pressure
Key Words
(Page 41)

1. blood pressure 2. nerves 3. beating B:

4. communicate 5. preserve 6. function 1. a
2. c
3. a
Focus On
(Page 42) 4. b
(Sample Answer) Our muscles need it to move. Our hearts need it to beat. The
brain and nerves need salt to communicate and function.

(Page 14)

Connect to Yourself
(Page 43) Sentence Practice
(Sample Answer) I can check the nutrition facts label on food packages when I C:
buy food at the supermarket. 1. People tend to like the taste of salty food.
2. Salt is an important mineral that our bodies need.
3. Eating salt helps our bodies and minds work better.
(Page 44) Reading Comprehension 4. Adding a little salt to food can bring out the food’s natural flavor.
Part A 5. It is wise to pay attention to the amount of salt in your diet.
1. d 2. c 3. c 4. b 5. d 6. Scientists say that too much salt can cause high blood pressure.
Part B
1. flavor / preserve
2. communicate / function More Reading Comprehension
3. Because people tend to like the taste of salty foods. D:

(Page 45) Graphic Organizer & Summary

Step 1
Causes
low / high
Effects
systems / thinking / muscles / pressure / heart
Conclusion
amount
Step 2
improve / preserve / diet / function / high / cause / pressure / heart /
amount / healthy

44 Subject Link L4 • Teacher’s Guide 45

2) Turn to Lesson 7 and have a student read the title of the unit (Salar de Uyuni).
Lesson 7 |
Salar de Uyuni 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:
• Have you ever been to South America? If not, would you like to go?
• What are some fun ways to take pictures with your friends?
• What are some popular tourist places in your country?

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 Salar de Uyuni and how people take fun photos there.
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
attraction, salt flat, layer, compare, opportunity, distance
the main reading passage.

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.
1) Have the students turn to the title page of Chapter 2 and read the chapter title, the
Big Idea, and the Lesson 7 question (other lesson questions are also an option).
Brainstorm answers to these questions all together. Any response is desirable, so
do not limit the students in their answers.

46 Subject Link L4 • Teacher’s Guide 47

48 Subject Link L4 • Teacher’s Guide 49

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) A desert is usually full of sand or dirt.
pronunciation, extra words, etc.) and have the students correct you.

Before You Read

(Page 46)

(Sample Answer) Picture ⓐ is a desert and picture ⓑ is a salt desert. They

both look very dry.

Key Words
(Page 47)

1. layers 2. salt flat 3. opportunity

Additional Writing and Speaking (optional) 4. attraction 5. compare 6. distance

Writing
Focus On
(Page 48)
Have the students answer the Focus On question either on spare paper or in the
(Sample Answer) It is because there are no objects.
blank Memo section in the back of the book. Encourage them to write at least three
or four sentences. Edit the students’ responses and have them present them at the
Connect to Yourself
(Page 49)
front of the class. (Sample Answer) If I went to Salar de Uyuni, I would take my dog and make him
look like a giant dog. I would take a picture with my dog up close and my friend
standing far away. Then my dog would look like a giant.
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
(Page 50) Reading Comprehension
Part A
hits is their topic. The student must then stand and speak for one minute without 1. a 2. b 3. b 4. d 5. c
hesitation, repetition or undue silliness about the topic. If the student hesitates, Part B
repeats, or becomes silly, then stop them and write their name and the time they 1. southwest Bolivia
2. beautiful / photos
spoke for on the board. Repeat until the entire class has spoken, and then choose
3. There is almost nothing at Salar de Uyuni, so it is hard to judge the
a winner. distances between objects.

(Page 51) Graphic Organizer & Summary

Step 1
tourist / beauty / fun photos / objects / compare / wonders / nature
Step 2
wonder / Tourists / covered / layer / water / mirror / opportunity / compare /
nothing / perspective

(Page 16)
supporting details, making inferences, and using context to understand vocabulary.
Sentence Practice 4. Students will practice summarizing passages.
C: 5. Students will make connections between the reading selection and their own
1. It is not just the beauty that attracts tourists.
2. Before you go, look up some fun photo ideas. experiences.
3. Our brains compare things to other nearby objects around them.
4. On the Uyuni Salt Flat, there is almost nothing to compare things with.
5. It looks as if a giant is about to eat a tiny human!
6. Salar de Uyuni gives tourists an opportunity to enjoy nature’s wonders. Key Words
go bad, moisture, bacteria, seasoning, hang, soak

52 Subject Link L4 • Teacher’s Guide 53

2) Turn to Lesson 8 and have a student read the title of the unit (Salami and Kimchi).
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.
• Do you like salami? Why?
• Have you ever tried kimchi? If not, would you like to try it?
2) Read the title, subtitle, and Focus On question. Tell the students to keep these
• What are some other meats and vegetables made in special ways?
ideas in mind while they read the passage themselves.

4) Whenever a key word or phrase is read, have the students underline it. If time
Extra Idea for Vocabulary Practice (optional): Missing Words
permits, ask one or more students for a quick summary of the word’s definition.
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
5) (optional) After each paragraph is read, have the students write a short sentence on
bowl. Have each student come up to the front and pull out one piece of paper. Tell
what they think it is about in the margin next to it. This gives the students practice
them to read the sentence out loud and guess what the correct word for the blank
identifying main ideas and helps them learn the information in the text. Ask several
is.
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 all its most important information.

54 Subject Link L4 • Teacher’s Guide 55

After Reading Extra Activity (optional)
Gather the class together to play "Wheel of Detail." Using a Bristol board and
1) Have the students look at the Focus On question again and answer it using the
colored markers, make a "Wheel of Fortune"-type game wheel. Insert a pin
notes in their books and on the board. Do not simply focus on the answer, but try to
or straightened paper clip through the center of the wheel, and glue or tape a
encourage more in-depth answers and examples from the students.
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
2) Read the Think Critically or Connect to Yourself question at the bottom of the page.
have a representative from each come up to the front. After spinning the wheel, a
Have the students answer it using the information from the passage and/or their
question is uncovered, and the students compete to see who can answer it first.
own personal experience to integrate what they have learned into their lives. Any
Repeat until all the questions on the wheel have been answered.
answers or discussion should be encouraged.

3) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage
or are at the level to answer the questions by themselves, have them complete
the page on their own or with a partner, and check the answers as a class. Ask
additional questions related to the unit in order to make sure the students have a Additional Writing and Speaking (optional)
full understanding of the text.
Writing
All together: If the students are at a lower level or cannot answer the questions
Have the students answer the Focus On question either on spare paper or in the
easily, go through the page as a class. Read both the question and answer choices
blank Memo section in the back of the book. Encourage them to write at least three
all together, and explain why the correct choice is the answer after the students have
or four sentences. Edit the students’ responses and have them present them at the
identified it. Explain what main idea, detail, and inference all mean as you do so.
front of the class.

4) Graphic Organizer
Speaking – Student Interviews
Explain how graphic organizers help show information from reading passages in
Choose a topic from the passage that you feel will interest the students. Ask the
a logical way. Put this unit’s graphic organizer on the board and go through it as
students to write five or more questions about this topic (students can also come
a class so the students can process the flow of information better. Check the
up with the questions in small groups). Once they have finished the questions, they
students’ answers before you move on.
should interview at least two other students in the class and take notes on their
answers. When the students have finished the activity, ask them to summarize what
5) Summary
they found out from the students they interviewed.
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
summary at least once.

56 Subject Link L4 • Teacher’s Guide 57

ANSWER KEY: STUDENT BOOK ANSWER KEY: Workbook
Contents Map
(Page 33) (Page 17)

(Sample Answer) People used salt or dug holes in the ground and stored food Vocabulary Practice
in them. A:
1. hang
2. bacteria
Before You Read
(Page 52) 3. moisture
Pickles, Ham 4. seasoning
5. soak
6. go bad
Key Words
(Page 53)

1. Moisture 2. bacteria 3. seasonings B:

4. goes bad 5. soaked 6. hangs 1. c
2. b
3. a
Focus On
(Page 54) 4. a
(Sample Answer) Using salt in our food has made it possible to keep food
fresh for longer periods of time.

(Page 18)

Connect to Yourself
(Page 55) Sentence Practice
(Sample Answer) We eat salted vegetables and pork in our country. C:
1. After all, such foods have long been part of our daily diets!
2. In ancient times, it was difficult to keep food for a long time.
(Page 56) Reading Comprehension 3. Salami is a popular meat that is preserved with salt.
Part A 4. The word “salami” contains the Italian word for salt, sale.
1. a 2. c 3. b 4. a 5. d 5. Not only did salt add flavor to food, but it also dried it out.
Part B 6. There were no refrigerators, so food went bad and made people sick.
1. dries / fungi / bacteria
2. salted meats / Italian
3. We need salt, other seasonings, and ground meat. More Reading Comprehension
D:

Graphic Organizer & Summary

(Page 57)

Step 1
Salami – salted / meat / seasonings / dry
Kimchi – soaked / Cabbage / water / crunchy
Common Ingredient – salt
Step 2
preserve / moisture / fungi / bacteria / ground / soaking vegetables / crunchy
/ last / diets

58 Subject Link L4 • Teacher’s Guide 59

Chapter 3

2) Turn to Lesson 9 and have a student read the title of the unit (How We Hear Sound).
Lesson 9 |
How We Hear Sound 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 we need to hear sound with?
• What kinds of sounds do you like or dislike? Why?
• How would life be hard if you could not hear?

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 we hear things and do a simple experiment with
opinions or thoughts on them.
sound.
2. Students will understand the meanings of new words and be able to use them in
4) Introduce the unit’s key words. Use the related pictures to illustrate the definitions
sentences.
or explanations that you give the students for the key words. Offer examples of the
3. Students will practice reading comprehension skills – identifying the main idea and
words in another context if possible.
supporting details, making inferences, and using context to understand vocabulary.
4. Students will practice summarizing passages.
5) Have the students fill in the sentences with the key words either individually, in
5. Students will make connections between the reading selection and their own
pairs, or as a class. Check their answers to ensure comprehension.
experiences.

6) Read through the Background Knowledge with the students and clarify any confusion
they may have. Explain that this information will be helpful to them in understanding
Key Words
the main reading passage.
attach, vibrate, shake, firm, medium, empty

Extra Idea for Vocabulary Practice (optional): Word Associations

Write one word from 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
LESSON GUIDE “habitat,” you could ask the students, “What comes to mind when you read the
word ‘habitat’?” The students can call out (or write on the board) things like “home,”
Before Reading
“natural,” “man-made,” “artificial,” “forest,” “land,” “sea,” etc. Continue the activity
1) Have the students turn to the title page of Chapter 3 and read the chapter title, the until all the key words have been used.
Big Idea, and the Lesson 9 question (other lesson questions are also an option).
Brainstorm answers to these questions all together. Any response is desirable, so
do not limit the students in their answers.

60 Subject Link L4 • Teacher’s Guide 61

62 Subject Link L4 • Teacher’s Guide 63

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) We can communicate with each other and enjoy music as
then write up a summary for what they read and tell it to you. Emphasize that well.
a summary should include all of the main points of the passage as well as any
details they understood. However, the summary should not copy the passage word Contents Map
(Page 59)

(Sample Answer) We hear sound when sound waves reach our ears, and nerves
for word. For advanced students, ask them to do the summary without a copy of the
in the ears send signals to our brain.
passage in front of them.

Before You Read

(Page 60)

(Sample Answer) The man in picture ⓓ can’t hear sound because there is no
air in space. Air is a medium that carries sound.

Key Words
(Page 61)

1. attaching 2. empty 3. medium

Additional Writing and Speaking (optional) 4. shaking 5. vibrate 6. firm

Writing Focus On
(Page 62)

Have the students answer the Focus On question either on spare paper or in the (Sample Answer) When someone makes a sound, air molecules vibrate and hit
other molecules nearby. The vibration spreads until it reaches our ears and we
blank Memo section in the back of the book. Encourage them to write at least three
hear the sound.
or four sentences. Edit the students’ responses and have them present them at the
front of the class.
Connect to Yourself
(Page 63)

(Sample Answer) Not being able to communicate with others would be the
Speaking – Storytelling & Memory Game most difficult part.

Have the students sit in a circle. Ask one student to start a story with a sentence
that has one of the unit’s key words. For example, if “empty” is a key word, the (Page 64) Reading Comprehension
Part A
sentence could be, "Once there was a boy with an empty box." The next student will 1. d 2. b 3. b 4. c 5. a
continue the story with another key word sentence, and so on until every student Part B
has participated or every key word has been used. For advanced students, have 1. vibration / air molecules
them repeat the previous sentences before adding their own. Any student who 2. sense / message / brain
3. There is no air there to carry sound waves.
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.
(Page 65) Graphic Organizer & Summary
Step 1
4, 1, 2, 3
Step 2
air / molecules / vibration / nerves / send / brain / travel / medium /
experiment / hear

(Page 20)
supporting details, making inferences, and using context to understand vocabulary.
Sentence Practice 4. Students will practice summarizing passages.
C: 5. Students will make connections between the reading selection and their own
1. Light a few matches and drop them into the bottle.
2. The bell should sound softer or not be heard at all. experiences.
3. Attach the other end of the stick to the inside of the bottle cap.
4. Wait for the matches to burn out and the bottle to cool.
5. Here is a simple experiment to show that sound needs a medium.
6. This is why we can’t hear sound in outer space, where there is no air. Key Words
disturb, underwater, drill, peaceful, silent, mate

66 Subject Link L4 • Teacher’s Guide 67

2) Turn to Lesson 10 and have a student read the title of the unit (Silent No More).
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 sounds can you hear in the ocean?
• What sort of things do humans do in the ocean?
2) Read the title, subtitle, and Focus On question. Tell the students to keep these
• What happens if there is too much noise around?
ideas in mind while they read the passage themselves.

4) Whenever a key word or phrase is read, have the students underline it. If time
Extra Idea for Vocabulary Practice (optional): Act it Out
permits, ask one or more students for a quick summary of the word’s definition.
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
5) (optional) After each paragraph is read, have the students write a short sentence on
word for the other students to guess. Tell them that they are only allowed to use
what they think it is about in the margin next to it. This gives the students practice
actions to demonstrate the key word (no talking). Whichever student guesses the
identifying main ideas and helps them learn the information in the text. Ask several
phrase correctly gets to be the next actor.
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 all its most important information.

68 Subject Link L4 • Teacher’s Guide 69

After Reading Extra Activity (optional)
Select several students from the class to read different paragraphs from the
1) Have the students look at the Focus On question again and answer it using the
passage. Once they've read the passage to the group, have the other students try
notes in their books and on the board. Do not simply focus on the answer, but try to
to summarize the events by drawing or writing the key points. The students who
encourage more in-depth answers and examples from the students.
read the paragraphs must answer questions about the story and help the other
students as they draw or write.
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
own personal experience to integrate what they have learned into their lives. Any
answers or discussion should be encouraged.

3) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage Additional Writing and Speaking (optional)
or are at the level to answer the questions by themselves, have them complete
Writing
the page on their own or with a partner, and check the answers as a class. Ask
Have the students answer the Focus On question either on spare paper or in the
additional questions related to the unit in order to make sure the students have a
blank Memo section in the back of the book. Encourage them to write at least three
full understanding of the text.
or four sentences. Edit the students’ responses and have them present them at the
All together: If the students are at a lower level or cannot answer the questions
front of the class.
easily, go through the page as a class. Read both the question and answer choices
all together, and explain why the correct choice is the answer after the students have
Speaking
identified it. Explain what main idea, detail, and inference all mean as you do so.
Put the students into pairs. Give each pair a starting line, such as "A funny thing
happened to me in the grocery store yesterday." Then have each student take
4) Graphic Organizer
turns adding sentences to the story. Tell the students that they must use key
Explain how graphic organizers help show information from reading passages in
words and phrases from the unit. Not only will the students be entertained by their
a logical way. Put this unit’s graphic organizer on the board and go through it as
classmates' creative adventures, but they will have to use comprehension and
a class so the students can process the flow of information better. Check the
vocabulary skills to contribute to the story. Continue for a set amount of time or
students’ answers before you move on.
until each pair of students has used all the key words from the unit.

70 Subject Link L4 • Teacher’s Guide 71

ANSWER KEY: STUDENT BOOK ANSWER KEY: Workbook
Contents Map
(Page 59) (Page 21)

(Sample Answer) I could hear the sounds of waves and sea animals. Vocabulary Practice
A:
1. disturb
Before You Read
(Page 66) 2. mate
(Sample Answer) People swim, fish, sail, row boats, surf, and dive in the ocean. 3. peaceful
4. underwater
5. drill
(Page 67)Key Words 6. silent
1. peaceful 2. underwater 3. mates
4. drilling 5. disturb 6. silent B:
1. c
2. b
Focus On
(Page 68) 3. a
(Sample Answer) Human activities create loud noise. This causes harm to 4. a
ocean life.

Think Critically
(Page 69) (Page 22)

(Sample Answer) We can limit the areas where we do activities, like drilling and Sentence Practice
water sports. C:
1. It will be too late if we don’t take action quickly.
2. This silent-looking world under the sea is actually not silent.
(Page 70) Reading Comprehension 3. We must reduce noise pollution as soon as possible.
Part A 4. Unlike garbage and oil, underwater noise pollution cannot be seen.
1. d 2. a 3. c 4. c 5. d 5. They sail boats across the sea and play water sports by the beach.
Part B 6. Some noise is made when people drill deep into the sea.
1. communicate, food, mates
2. Garbage, oil
3. They do it to find oil and gas. More Reading Comprehension
D:

Graphic Organizer & Summary

(Page 71)

Step 1
Causes: Human Activities – oil / gas drilling / equipment
Effects on Sea Animals – communication / food / mates / injury / death
Step 2
disturbing / underwater / activities / drilling / sound wave / man-made /
signals / communicate / direction / death

72 Subject Link L4 • Teacher’s Guide 73

2) Turn to Lesson 11 and have a student read the title of the unit (Listen to This!).
Lesson 11 |
Listen to This! 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 kinds of music do you like to listen to?
• Do you play any instruments? Which ones?
• What is the strangest music you have ever heard?

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 two interesting groups that create music with special
opinions or thoughts on them.
instruments.
2. Students will understand the meanings of new words and be able to use them in
4) Introduce the unit’s key words. Use the related pictures to illustrate the definitions
sentences.
or explanations that you give the students for the key words. Offer examples of the
3. Students will practice reading comprehension skills – identifying the main idea and
words in another context if possible.
supporting details, making inferences, and using context to understand vocabulary.
4. Students will practice summarizing passages.
5) Have the students fill in the sentences with the key words either individually, in
5. Students will make connections between the reading selection and their own
pairs, or as a class. Check their answers to ensure comprehension.
experiences.

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
odd number of students, one student can be the teacher’s “helper.” Whisper the
LESSON GUIDE meaning of one of the unit’s key words into the ear of the first student in line for
each team. On your signal, have the students whisper the message down the line
Before Reading
until it gets to the last student for each team. Those students must then write the
1) Have the students turn to the title page of Chapter 3 and read the chapter title, the correct word on the blackboard. Whichever students writes the correct word first
Big Idea, and the Lesson 11 question (other lesson questions are also an option). wins a point for their team. Continue the game until all the words have been used.
Brainstorm answers to these questions all together. Any response is desirable, so
do not limit the students in their answers.

74 Subject Link L4 • Teacher’s Guide 75

76 Subject Link L4 • Teacher’s Guide 77

Extra Activity (optional) ANSWER KEY: STUDENT BOOK
Choosing titles from a list of possibilities can show whether the students have
Contents Map
(Page 59)
understood the overall theme of the text. The titles should be worded in such a way (Sample Answer) They are made of metal, wood, animal hair and skin, and
as to make the students think about the overall meaning of the reading passage. other materials.
Some of the incorrect titles could focus only on one paragraph or specific details.
When the correct title has been chosen, explain why none of the other titles were Before You Read
(Page 72)

correct. (Sample Answer) One group is playing music by beating buckets. The other
group is using normal musical instruments.

Key Words
(Page 73)

1. energetic 2. perform 3. stomp

4. audience 5. beat 6. musical instruments

Additional Writing and Speaking (optional) Focus On

(Page 74)

(Sample Answer) Stomp uses garbage cans and their lids, brooms, sticks, and
Writing shopping carts. The Vegetable Orchestra uses all kinds of vegetables.

Have the students answer the Focus On question either on spare paper or in the
blank Memo section in the back of the book. Encourage them to write at least three Connect to Yourself
(Page 75)

(Sample Answer) I can make a xylophone with glasses and water.

or four sentences. Edit the students’ responses and have them present them at the
front of the class.
(Page 76) Reading Comprehension
Part A
Speaking 1. a 2. b 3. a 4. a 5. c
Give the students several minutes to design their own band, orchestra, or musical Part B
group. Encourage them to use the concepts explained in the passage. When they 1. beat / everyday / stomp
2. one day
are finished, have the students present their musical group ideas to the rest of the
3. They can enjoy vegetable soup made with the instruments.
class. Encourage other students to ask questions and comment on each presenter.

(Page 77) Graphic Organizer & Summary

Step 1
Stomp! – percussion, movement, visual comedy
Vegetable Orchestra – harmonies, notes, vegetable
Step 2
unique / combination / energetic / performs / instruments / audience / smell
/ fresh / concert / objects

(Page 24)
supporting details, making inferences, and using context to understand vocabulary.
Sentence Practice 4. Students will practice summarizing passages.
C: 5. Students will make connections between the reading selection and their own
1. You can eat fresh vegetable soup made with the instruments.
2. They make flutes with carrots and they hit pumpkins like drums. experiences.
3. You can make your own instrument and create unique music.
4. Have you ever heard of music made with garbage cans?
5. Because they are made with vegetables, they only last for one day.
6. These instruments create different notes. Key Words
nymph, talkative, repeat, remain, disappear, goddess

80 Subject Link L4 • Teacher’s Guide 81

2) Turn to Lesson 12 and have a student read the title of the unit (Echo and
During Reading
Narcissus). Ask the students what they think the unit is about (the topic). Encourage
1) Play the accompanying CD track for the students. Tell them to follow along in the
personal thought and discussion, if possible. Some of the following guide questions
book as the native speaker reads the passage. If the class is advanced enough,
may be asked of individual students or given to pairs to discuss:
ask basic comprehension questions about the topic, main idea, details, etc.
• What is an echo?
• Where can you hear echoes?
2) Read the title, subtitle, and Focus On question. Tell the students to keep these
• What is your personality like?
ideas in mind while they read the passage themselves.

4) Whenever a key word or phrase is read, have the students underline it. If time
Extra Activity for Vocabulary Practice (optional)
permits, ask one or more students for a quick summary of the word’s definition.
Prepare some small 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
5) (optional) After each paragraph is read, have the students write a short sentence on
each student choose a card. The object of the activity is for the students to match
what they think it is about in the margin next to it. This gives the students practice
the key words with their meanings. You can either have the students match the
identifying main ideas and helps them learn the information in the text. Ask several
cards where they are already sitting or place the students who get words on one
students what they think the paragraph is about, and then introduce your own
side of the room and the students who get meanings on the other side. Prizes and
short note if none of them were completely correct. Explain that this is the most
penalties can be given to the first and last pairs to finish.
important information from the paragraph and write it on the board. By the end of
the passage, you should have a full summary of all its most important information.

82 Subject Link L4 • Teacher’s Guide 83

After Reading Extra Activity (optional)
Putting sentences in chronological order is a good exercise for students. Prepare
1) Have the students look at the Focus On question again and answer it using the
by writing a summary of the given material. Then cut and paste the sentences in a
notes in their books and on the board. Do not simply focus on the answer, but try to
random order. Put a blank at the beginning of each sentence. Individual students or
encourage more in-depth answers and examples from the students.
pairs can place the sentences in chronological order by writing sequential numbers
in the blanks. The first group with the correct numbered sequence is the winner.
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
own personal experience to integrate what they have learned into their lives. Any
answers or discussion should be encouraged.

3) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage Additional Writing and Speaking (optional)
or are at the level to answer the questions by themselves, have them complete
Writing
the page on their own or with a partner, and check the answers as a class. Ask
Have the students answer the Focus On question either on spare paper or in the
additional questions related to the unit in order to make sure the students have a
blank Memo section in the back of the book. Encourage them to write at least three
full understanding of the text.
or four sentences. Edit the students’ responses and have them present them at the
All together: If the students are at a lower level or cannot answer the questions
front of the class.
easily, go through the page as a class. Read both the question and answer choices
all together, and explain why the correct choice is the answer after the students have
Speaking
identified it. Explain what main idea, detail, and inference all mean as you do so.
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
4) Graphic Organizer
guess what the word is. The person that correctly guesses the word must use it in
Explain how graphic organizers help show information from reading passages in
a sentence. Continue until all the key words have been used.
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
students’ answers before you move on.

84 Subject Link L4 • Teacher’s Guide 85

ANSWER KEY: STUDENT BOOK ANSWER KEY: Workbook
Contents Map
(Page 59) (Page 25)

(Sample Answer) An echo is a sound that we hear in the mountains. When I Vocabulary Practice
shout, the sound comes back a few seconds later. A:
1. disappear
2. talkative
Before You Read
(Page 78) 3. repeat
(Sample Answer) I guess the man likes being alone. The woman looks shy. 4. goddess
5. nymph
6. remain
Key Words
(Page 79)

1. talkative 2. repeat 3. nymph B:

4. remains 5. disappeared 6. goddess 1. b
2. b
3. a
Focus On
(Page 80) 4. c
(Sample Answer) It got its name after Narcissus died near the pond.

Think Critically
(Page 81) (Page 26)

(Sample Answer) I think they are people who are in love themselves. Sentence Practice
C:
1. She tried to hold him, but he pushed her away.
(Page 82) Reading Comprehension 2. Narcissus was so sad that he became thinner and thinner.
Part A 3. The face was so beautiful that Narcissus fell in love with it.
1. d 2. d 3. b 4. d 5. c 4. There once lived a nymph called Echo, who was pretty but too talkative.
Part B 5. After running away from Echo, Narcissus came to a pond.
1. cold heart / friends 6. Nothing came out of her mouth except what he had spoken.
2. voice / flower
3. We hear an echo.
More Reading Comprehension
D:
(Page 83) Graphic Organizer & Summary
Step 1
Echo – Narcissus, voice
Both – love, broken hearts
Narcissus – himself, flower
Step 2
talkative / repeat / sadness / remained / echo / fell in love / face / pond /
broken / appeared

86 Subject Link L4 • Teacher’s Guide 87

Chapter 4

2) Turn to Lesson 13 and have a student read the title of the unit (The History of the
Lesson 13 |
The History of Toilet). 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

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

• What kind of bathrooms do you think ancient peoples had?
• How do modern toilets work?
• If public bathrooms did not have separate stalls, would you use them? Why?

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
Objectives opinions or thoughts on them.

1. Students will learn about how toilets have developed throughout history.
4) Introduce the unit’s key words. Use the related pictures to illustrate the definitions
2. Students will understand the meanings of new words and be able to use them in
or explanations that you give the students for the key words. Offer examples of the
sentences.
words in another context if possible.
3. Students will practice reading comprehension skills – identifying the main idea and
supporting details, making inferences, and using context to understand vocabulary.
5) Have the students fill in the sentences with the key words either individually, in
4. Students will practice summarizing passages.
pairs, or as a class. Check their answers to ensure comprehension.
5. Students will make connections between the reading selection and their own
experiences.
6) Read through the Background Knowledge with the students and clarify any confusion
they may have. Explain that this information will be helpful to them in understanding
the main reading passage.
Key Words
fertilizer, pour, drain, flush, public, container
Extra Activity for Vocabulary Practice (optional)
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
representative. Each team is given a turn; when it is Team A’s turn, show the card
LESSON GUIDE to Team A’s representative without letting any of the other students see it. The
representative is given a time limit to describe each thing on the card using only
Before Reading English. However, he or she cannot say the words on the cards. After the time has
1) Have the students turn to the title page of Chapter 4 and read the chapter title, the expired, each team is awarded points according to how many correct guesses their
Big Idea, and the Lesson 13 question (other lesson questions are also an option). team made. Then switch representatives and continue until all the cards have been
Brainstorm answers to these questions all together. Any response is desirable, so used.
do not limit the students in their answers.

88 Subject Link L4 • Teacher’s Guide 89

90 Subject Link L4 • Teacher’s Guide 91

Extra Activity (optional) ANSWER KEY: STUDENT BOOK
Play bingo using blank bingo cards that can be filled in with this and previous units’
Big Idea
(Page 84)
key words. Hold up the meaning of the words for students to find on their cards. For (Sample Answer) Without them, the world would smell bad and there would be
intermediate and advanced students, simply tell them the definition and let them a lot of flies.
find the corresponding word on the card.
Contents Map
(Page 85)

(Sample Answer) They would dig a hole in the ground and build a little cabin
around it.

Before You Read

(Page 86)

(Sample Answer) They are alike because they have holes. They are different
because the bathroom in picture ⓐ has doors.
Additional Writing and Speaking (optional)
Key Words
(Page 87)
Writing 1. drain 2. pouring 3. flush toilet
Have the students answer the Focus On question either on spare paper or in the 4. public 5. container 6. fertilizer
blank Memo section in the back of the book. Encourage them to write at least three
or four sentences. Edit the students’ responses and have them present them at the Focus On
(Page 88)

(Sample Answer) It was quite similar to the modern toilet.

front of the class.

Connect to Yourself
(Page 89)
Speaking – Storytelling & Memory Game (Sample Answer) My toilet would not be boring. It would have an e-reader, video
Divide the students into two teams and give them time to look through the reading games, and an Internet connection.
passage for comprehension questions to ask the other team. The teams will
alternate asking and answering questions, and each team should designate which (Page 90) Reading Comprehension
Part A
student from their team will answer the next question before it is read. Each
1. c 2. a 3. c 4. d 5. b
student gets to ask ONE question and answer ONE question to ensure that every
Part B
student gets to participate. Give points for questions that are answered correctly 1. cities / grow
and questions that are phrased properly. 2. Roman Empire
3. People simply threw it out the window.

(Page 91) Graphic Organizer & Summary

Step 1
The Indus Valley Civilization – advanced
The Roman Times – public / chat
The Middle Ages – chamber pots / window
Present – comfortable
Step 2
flush / pour / drain / human waste / carried away / social place / advanced /
disappeared / chamber pots / comfortable

(Page 28)
4. Students will practice summarizing passages.
Sentence Practice 5. Students will make connections between the reading selection and their own
C: experiences.
1. Many people don’t care much about toilets.
2. There were no drains to carry the waste away.
3. Using the bathroom is much more comfortable now.
4. The public toilets became a social place where people could chat.
5. More surprisingly, men and women would go to the toilets together.
Key Words
6. People started using small containers called “chamber pots.” exhibit, improve, innovation, sanitary, remind, privacy

94 Subject Link L4 • Teacher’s Guide 95

2) Turn to Lesson 14 and have a student read the title of the unit (A Toilet Museum).
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 are some interesting types of toilets?
• Would you visit a toilet museum? Why?
2) Read the title, subtitle, and Focus On question. Tell the students to keep these
• If you designed a museum, what would it look like?
ideas in mind while they read the passage themselves.

4) Whenever a key word or phrase is read, have the students underline it. If time
Extra Activity for Vocabulary Practice (optional): Board Race
permits, ask one or more students for a quick summary of the word’s definition.
Write all the key words on the board and make sure the students understand each
one. Divide the students into teams and have one person from each team come up
5) (optional) After each paragraph is read, have the students write a short sentence on
to the board in an allotted space. Have the students at the board write the key word
what they think it is about in the margin next to it. This gives the students practice
or phrase you state. The first student to write the key word or phrase correctly gets
identifying main ideas and helps them learn the information in the text. Ask several
a point and then sits back down as their team changes writers. Continue until all
students what they think the paragraph is about, and then introduce your own
the key words have been used.
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 all its most important information.

96 Subject Link L4 • Teacher’s Guide 97

After Reading Extra Activity (optional)
The teacher chooses a sentence from the passage and reads it aloud. On the
1) Have the students look at the Focus On question again and answer it using the
count of three, the students then try to find the sentence. The first student to find
notes in their books and on the board. Do not simply focus on the answer, but try to
the sentence then comes to the front and chooses another sentence for the other
encourage more in-depth answers and examples from the students.
students to find, and so on. You can limit the search to a particular chapter or a
particular page, depending on the book and the students’ reading level.
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
own personal experience to integrate what they have learned into their lives. Any
answers or discussion should be encouraged.

3) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage Additional Writing and Speaking (optional)
or are at the level to answer the questions by themselves, have them complete
Writing
the page on their own or with a partner, and check the answers as a class. Ask
Have the students answer the Focus On question either on spare paper or in the
additional questions related to the unit in order to make sure the students have a
blank Memo section in the back of the book. Encourage them to write at least three
full understanding of the text.
or four sentences. Edit the students’ responses and have them present them at the
All together: If the students are at a lower level or cannot answer the questions
front of the class.
easily, go through the page as a class. Read both the question and answer choices
all together, and explain why the correct choice is the answer after the students have
Speaking
identified it. Explain what main idea, detail, and inference all mean as you do so.
Write each key word from the unit on a piece of paper and put it in a bowl or hat.
Have each student draw out a key word and use it in a sentence aloud. Encourage
4) Graphic Organizer
the students to use different sentence forms in declarative, imperative, interrogative
Explain how graphic organizers help show information from reading passages in
and exclamatory sentences. For vocabulary words that are verbs, ask the students
a logical way. Put this unit’s graphic organizer on the board and go through it as
to change their sentences into the past, present and future tenses.
a class so the students can process the flow of information better. Check the
students’ answers before you move on.

98 Subject Link L4 • Teacher’s Guide 99

ANSWER KEY: STUDENT BOOK ANSWER KEY: Workbook
Contents Map
(Page 85) (Page 29)

(Sample Answer) I think different types of toilets that ancient peoples used Vocabulary Practice
would be there. A:
1. privacy
2. remind
Before You Read
(Page 92) 3. improve
(Sample Answer) Maybe it is a toilet shop. 4. exhibit
5. innovation
6. sanitary
Key Words
(Page 93)

1. innovation 2. sanitary 3. exhibits B:

4. remind 5. privacy 6. improve 1. b
2. a
3. c
Focus On
(Page 94) 4. b
(Sample Answer) He thought they were an innovation that keeps our world
more sanitary and saves people from getting sick.

(Page 30)

Connect to Yourself
(Page 95) Sentence Practice
(Sample Answer) I would like to go to Haewoojae because it would be C:
interesting. I would like to see how toilets have changed over the years. 1. Outside the building, you can get a history lesson.
2. Haewoojae reminds us of the importance of the toilet.
3. The glass turns dark so that the user can have some privacy.
(Page 96) Reading Comprehension 4. It exhibits all kinds of things related to the toilet.
Part A 5. You can learn about the different kinds of toilets used around the world.
1. b 2. d 3. c 4. d 5. b 6. It shows various types of toilets that were used in ancient times.
Part B
1. toilets / humans
2. various / ancient times More Reading Comprehension
3. He was born in a bathroom. D:

(Page 97) Graphic Organizer & Summary

Step 1
Building’s Appearance – a
Indoor Exhibit – c, d, e
Outdoor Exhibit – b
Step 2
Toilets / improved / innovation / sanitary / giant / himself / glass / dark /
privacy / important

100 Subject Link L4 • Teacher’s Guide 101

2) Turn to Lesson 15 and have a student read the title of the unit (The Journey
Lesson 15 |
The Journey of of Wastewater). Ask the students what they think the unit is about (the topic).
Encourage personal thought and discussion, if possible. Some of the following

Wastewater guide questions may be asked of individual students or given to pairs to discuss:
• What do you think “wastewater” is?
• What happens to toilet water after you flush it?
• If water is dirty, how do you make it clean again?

1. Students will learn about what happens to wastewater after we flush the toilet.
4) Introduce the unit’s key words. Use the related pictures to illustrate the definitions
2. Students will understand the meanings of new words and be able to use them in
or explanations that you give the students for the key words. Offer examples of the
sentences.
words in another context if possible.
3. Students will practice reading comprehension skills – identifying the main idea and
supporting details, making inferences, and using context to understand vocabulary.
5) Have the students fill in the sentences with the key words either individually, in
4. Students will practice summarizing passages.
pairs, or as a class. Check their answers to ensure comprehension.
5. Students will make connections between the reading selection and their own
experiences.
6) Read through the Background Knowledge with the students and clarify any confusion
they may have. Explain that this information will be helpful to them in understanding
the main reading passage.
Key Words
treatment, sewer, remove, separate, sink, release
Extra Activity for Vocabulary Practice (optional)
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 meaning of
LESSON GUIDE the word. Encourage the students to use different sentence forms in declarative,
imperative, interrogative, and exclamatory sentences. For vocabulary words that are
Before Reading verbs, ask the students to write their sentences using the past, present and future
1) Have the students turn to the title page of Chapter 4 and read the chapter title, the tenses.
Big Idea, and the Lesson 15 question (other lesson questions are also an option).
Brainstorm answers to these questions all together. Any response is desirable, so
do not limit the students in their answers.

102 Subject Link L4 • Teacher’s Guide 103

104 Subject Link L4 • Teacher’s Guide 105

Extra Activity (optional) ANSWER KEY: STUDENT BOOK
The teacher selects a word related to the reading passage from the dictionary that
Contents Map
(Page 85)
the students are sure not to know. On slips of paper, the students write what they (Sample Answer) I think it goes to the sewer. Then it gets cleaned and goes
think the definition of the word is. The teacher writes the real definition on a slip, back into the water supply.
and then mixes up all the slips. After reading and talking about all the definitions,
the students guess which ones they think are correct. Students get a point for Before You Read
(Page 98)

guessing the correct definition, and also get a point if someone else picked the (Sample Answer) It is the process of making water clean.

definition they wrote.

Key Words
(Page 99)

1. releasing 2. removes 3. sewer

4. separate 5. sinks 6. treatment

Focus On
(Page 100)

(Sample Answer) It goes to a sewage plant through the pipes and is cleaned by
Additional Writing and Speaking (optional) a special treatment process.

Writing Think Critically

(Page 101)

Have the students answer the Focus On question either on spare paper or in the (Sample Answer) Rivers and seas would get dirty, and many living things there
would be harmed.
blank Memo section in the back of the book. Encourage them to write at least three
or four sentences. Edit the students’ responses and have them present them at the
front of the class. (Page 102) Reading Comprehension
Part A
1. d 2. a 3. a 4. d 5. b
Speaking Part B
Have the students draw a sequence of pictures on what happens to wastewater 1. removed / water
2. kill / bugs
after it goes down to the drain. Encourage them to be detailed and creative. Then
3. It is sent back into the water supply.
have each student present their drawings to the class and explain them in their own
words.
(Page 103) Graphic Organizer & Summary
Step 1
6, 2, 1, 4, 3, 5
Step 2
flushed / journey / sewer / treatment / supply / removed / large / bacteria /
chemicals / clean

(Page 32)
supporting details, making inferences, and using context to understand vocabulary.
Sentence Practice 4. Students will practice summarizing passages.
C: 5. Students will make connections between the reading selection and their own
1. Does it go directly into the rivers or the sea?
2. At last, the water has returned to us once again. experiences.
3. The pipe takes the wastewater to a sewage treatment plant.
4. The wastewater needs special treatment to make it clean again.
5. Once wastewater goes down the drain, it enters a sewer pipe underground.
6. The wastewater is sent to large tanks, where the solid waste sinks to the Key Words
bottom. shock, fake, suggest, interpret, reject, explore

108 Subject Link L4 • Teacher’s Guide 109

2) Turn to Lesson 16 and have a student read the title of the unit (Art from a Urinal).
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 urinal?
• Do you think normal objects can be art? Why?
2) Read the title, subtitle, and Focus On question. Tell the students to keep these
• Do you think all art has to be beautiful? Why?
ideas in mind while they read the passage themselves.

4) Whenever a key word or phrase is read, have the students underline it. If time
Extra Activity for Vocabulary Practice (optional)
permits, ask one or more students for a quick summary of the word’s definition.
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
5) (optional) After each paragraph is read, have the students write a short sentence on
upside down on a desk or the floor. The students then take turns turning over two
what they think it is about in the margin next to it. This gives the students practice
pieces of paper at a time. If the pieces of paper are a key word and its matching
identifying main ideas and helps them learn the information in the text. Ask several
meaning, the student that picked them gets to keep them and try again. If they do
students what they think the paragraph is about, and then introduce your own
not match, the student turns them back over in the same spot and the next student
short note if none of them were completely correct. Explain that this is the most
takes a turn. Continue the game until all the pieces of paper have been matched
important information from the paragraph and write it on the board. By the end of
up. The student with the most pairs is the winner.
the passage, you should have a full summary of all its most important information.

110 Subject Link L4 • Teacher’s Guide 111

After Reading Extra Activity (optional)
Have the students scan the reading passage for particular facts. Tell the students
1) Have the students look at the Focus On question again and answer it using the
that you are only interested in them finding this particular information quickly. A
notes in their books and on the board. Do not simply focus on the answer, but try to
more intensive reading of the text for harder analysis can take place after, if you
encourage more in-depth answers and examples from the students.
wish.

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
or four sentences. Edit the students’ responses and have them present them at the
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
Select three or four vocabulary or topic categories within the reading passage’s
identified it. Explain what main idea, detail, and inference all mean as you do so.
theme. Put the students into three or four groups and divide the board into
sections, one for each team. Have a student from each group come to the board
4) Graphic Organizer
as the designated writer. These writers are not allowed to bring any paper up with
Explain how graphic organizers help show information from reading passages in
them. Instead, after you give the students a category, their team members shout
a logical way. Put this unit’s graphic organizer on the board and go through it as
out ideas for the writer to put on their section of the board. For advanced students,
a class so the students can process the flow of information better. Check the
have them say the correct spelling for the writer as well. The team with the most
students’ answers before you move on.
relevant words on the board at the end of a set time wins. Change writers until each
student has had a chance to write.
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
summary at least once.

112 Subject Link L4 • Teacher’s Guide 113

ANSWER KEY: STUDENT BOOK ANSWER KEY: Workbook
Contents Map
(Page 85) (Page 33)

(Sample Answer) People create art to make something beautiful or to express Vocabulary Practice
important ideas or feelings. A:
1. fake
2. shock
Before You Read
(Page 104) 3. suggest
(Sample Answer) I think ⓐ is art because it is more beautiful than the others. 4. reject
5. explore
6. interpret
Key Words
(Page 105)

1. shocked 2. rejected 3. interpreted B:

4. suggested 5. explore 6. fake 1. b
2. a
3. c
Focus On
(Page 106) 4. b
(Sample Answer) Before Duchamp created Fountain, art used to just be about
beauty. He showed that the focus of art should be on ideas and how people
interpreted them.
(Page 34)

Sentence Practice
Connect to Yourself
(Page 107) C:
(Sample Answer) I would make art with my clothes because they are colorful. 1. Artists are free to explore different concepts.
2. They are now open to new, less traditional forms of art.
3. It stands out because it changed the way people think about art.
(Page 108) Reading Comprehension 4. He picked a random object and took it from its original position.
Part A 5. After the Second World War, people became a lot more open-minded.
1. d 2. c 3. c 4. c 5. c 6. He suggested that viewers should freely wonder about what art is.
Part B
1. urinal / exhibition
2. open-minded / less traditional More Reading Comprehension
3. It changed the way people think about art. D:

(Page 109) Graphic Organizer & Summary

Step 1
a, c, d, b, e
Step 2
display / urinal / porcelain / fake / traditional / beauty / suggested / rejected
/ Viewers / interpret

114 Subject Link L4 • Teacher’s Guide 115

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 4 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 small poster from each student showing their favorite color and motto. 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 (“Color”).

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.

118 Subject Link L4 • Teacher’s Guide 119

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.
2. Students will apply what has been learned about the chapter topic by completing a
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 (“Salt”).

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
have the groups review one lesson each and present it to the class. Your job is to
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.

120 Subject Link L4 • Teacher’s Guide 121

3) Once all the lessons have been reviewed by the students, split them into pairs and
CHAPTER 2 WRAP-UP ANSWER KEY
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

Chapter 2 Project Worksheet

1) Before class, download the Chapter 2 project worksheet from www.ibuildandgrow.
com (“For Teachers” → “Teaching Materials” → “Reading” tab → “Subject Link
1 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 for each student to complete a map by working with a partner. 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.

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
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 2 Project Worksheet

will vary by student

122 Subject Link L4 • Teacher’s Guide 123

3) Once all the lessons have been reviewed by the students, split them into pairs
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.

Chapter 3 Project Worksheet

1) Before class, download the Chapter 3 project worksheet from www.ibuildandgrow.
com (“For Teachers” → “Teaching Materials” → “Reading” tab → “Subject Link
Objectives 4 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 3, the end result will
be songs made by small groups of students using common items as instruments.
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
LESSON GUIDE example.

Chapter 3 Wrap-up
3) After the students have finished their projects, have them briefly perform and
1) Have the students turn to the Chapter 3 Wrap-up on p. 117. Remind them of the explain their songs to the rest of the class. This helps the students practice their
chapter’s topic (“Sound”). spoken English and encourages them to share their creative ideas more freely.

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 Other Ideas and Activities
brainstorm (either individually or in pairs) and write down any and all ideas that they 1) Any time left over in this review class may be used at your discretion. One
remember from each lesson. Another way is to divide the class into four groups and recommendation is to complete any lesson comprehension questions, vocabulary
have the groups review one lesson each and present it to the class. Your job is to review, or workbook homework that the students have not finished already.
facilitate the conversation in each group and answer any questions that come up.
As each group or pair presents the ideas from their lesson, write them on the board 2) If the students have finished all their work, look through the “Extra Idea” and
for more effect. Also, encourage the students to use as many key words as possible speaking activities suggested in each lesson and pick out one or two for the class
when they write or speak. to do. These are useful since they are fairly easy but still help the students practice
their key words, reading, and passage comprehension.

124 Subject Link L4 • Teacher’s Guide 125

CHAPTER 3 WRAP-UP ANSWER KEY
Chapter 4 REVIEW CLASS LESSON GUIDE
Chapter 3 Concept Map Sample Responses

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 (“Toilets”).

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
have the groups review one lesson each and present it to the class. Your job is to
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.

126 Subject Link L4 • Teacher’s Guide 127

3) Once all the lessons have been reviewed by the students, split them into pairs
CHAPTER 4 WRAP-UP ANSWER KEY
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

Chapter 4 Project Worksheet

1) Before class, download the Chapter 4 project worksheet from www.ibuildandgrow.
com (“For Teachers” → “Teaching Materials” → “Reading” tab → “Subject Link
4 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 a new and interesting toilet idea from each student. 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.

3) After the students have finished their projects, have them briefly present their
worksheets to the rest of the class. This helps the students practice their spoken
English and encourages them to share their creative ideas more freely.

Other Ideas and Activities

Chapter 4 Project Worksheet

2) If the students have finished all their work, look through the “Extra Idea” and
speaking activities suggested in each lesson and pick out one or two for the class will vary by student

to do. These are useful since they are fairly easy but still help the students practice
their key words, reading, and passage comprehension.

128 Subject Link L4 • Teacher’s Guide 129

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Subject Link 4 - TG

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Subject Link 4 - TG

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Curriculum Integration Reading Program

2 Subject Link L4 • Teacher’s Guide 3

Extra Idea for Vocabulary Practice (optional): Quiz Show

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(Sample Answer) I think we need light to see color.

1. absorbed 2. experiment 3. consists of

Additional Writing and Speaking (optional) (Page 10)Focus On

(Sample Answer) We will see a green object.

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3) Reading Comprehension Additional Writing and Speaking (optional)

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(Sample Answer) The color red reminds me of China. Vocabulary Practice

1. represents 2. notice 3. symbol B:

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

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1. energizes 2. calms 3. healed

Additional Writing and Speaking (optional) Focus On

(Sample Answer) It is because a color is light of a certain wavelength and

Speaking – Sentence Chain

(Page 25) Graphic Organizer & Summary

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More Reading Comprehension

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(Sample Answer) They use natural or chemical ingredients. Vocabulary Practice

30 Subject Link L4 • Teacher’s Guide 31

Extra Idea for Vocabulary Practice (optional): Word Lottery

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Before You Read

(Page 39) Graphic Organizer & Summary

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More Reading Comprehension

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1. blood pressure 2. nerves 3. beating B:

(Page 45) Graphic Organizer & Summary

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

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Before You Read

(Sample Answer) Picture ⓐ is a desert and picture ⓑ is a salt desert. They

1. layers 2. salt flat 3. opportunity

(Page 51) Graphic Organizer & Summary

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More Reading Comprehension

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1. Moisture 2. bacteria 3. seasonings B:

Graphic Organizer & Summary

58 Subject Link L4 • Teacher’s Guide 59

Extra Idea for Vocabulary Practice (optional): Word Associations

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Before You Read

1. attaching 2. empty 3. medium

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More Reading Comprehension

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Graphic Organizer & Summary

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Extra Idea for Vocabulary Practice (optional): Whispering Game

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