English (US) 1 Teachers Guide PDF

Teacher’s Guide
English US Level 1
Teacher’s Guide
English US Level 1
MAN-TG-ENG-L1-V2.2
ISBN 978-1-58022-533-5
All information in this document is subject to change without notice. This document is provided for
informational purposes only and Rosetta Stone Ltd. makes no guarantees, representations or warranties,
either express or implied, about the information contained within the document or about the document
itself. Rosetta Stone®, Language Learning Success™, and Dynamic Immersion™, are trademarks of
Rosetta Stone Ltd. Copyright © 2007 Rosetta Stone Ltd. All rights reserved.
Printed in the United States of America
T2 Teacher’s Guide
The The
Original
Original
Rosetta
Rosetta
StoneStone
In 1799 French soldiers uncovered a large piece of carved basalt. The discovery was extraordinary, for the writing
on the stone appeared in two languages and three scripts. The stone was nearly 2000 years old. It was named Rosetta,
the English translation for the town where it was discovered, Rashid, Egypt.
A group of priests created the stone in 196 BC to honor Ptolemy V Epiphanes and to recognize his accomplishments
as pharaoh of Egypt.
The Rosetta Stone solved the mystery of ancient Egyptian hieroglyphics. The writing, in Egyptian and Greek, was
divided into three sections. Each contained the same message.
At the time of the inscription, Egyptians wrote in three scripts: hieroglyphic Egyptian, demotic Egyptian, and Greek.
Each script had a specific use. Religious and other important documents were composed in hieroglyphs, everyday
writings used the demotic script, and the rulers spoke and wrote Greek. The writers of the Rosetta Stone ensured that
all priests, government officials, and rulers could read the message and appreciate its significance.
Jean-Francois Champollion, a French linguist, first deciphered both the ideograms (pictures that represent things or
ideas) and phonograms (pictures that represent sounds) engraved on the Rosetta Stone. He took the first steps toward
understanding ancient Egyptian culture and language.
This priceless artifact, housed in the British Museum in London, represents the key to solving any great mystery.
Just as the stone unlocked the mysteries of ancient Egypt, our software will unlock new languages and cultures.
Teacher Information
Before beginning the program it is recommended that you review:
Student Management System (SMS) Manual
After reading this book, install the system and set up your class so they are ready to use the computer software
program.
SMS Instructional Video
This multimedia presentation provides information for both administrators and teachers and instructions on
using the SMS.
Handbook for Teachers
This will explain the methodology of this handbook and of Rosetta Stone.
Teacher’s Guide T3
TEACHER’S
Teacher’s
GUIDE
Guide TO
to Rosetta
ROSETTA Stone
STONE
Welcome and Introduction

Welcome to the Rosetta Stone Teacher’s Guide. We’re pleased to have this opportunity to work with you in achieving
your goals for the language classroom.
Over the past two decades, we’ve all seen a dramatic increase in the number of US students learning new languages.
In higher education, for example, the number of students studying foreign languages increased 17% from 1998 to
2002 and increased over 40% between 1986 and 2002.
As student enrollment increases and standards rise, your work in the classroom becomes all the more valuable—and
all the more demanding. From thousands of teachers like you, we’ve learned about the successes and challenges you
experience, and since 1994 we’ve been working to provide language-learning software that overcomes those classroom
challenges and multiplies your successes.
Our Goal
That’s our goal with this guide: to enhance your effectiveness in the classroom with the best technology tools
available for teaching new languages. By linking our expertise with yours, we together can help students develop
and master language skills for listening comprehension, reading, speaking, and writing.
How We Teach: Dynamic Immersion™

Rosetta Stone’s Dynamic Immersion method makes it possible for your students to work and think exclusively in
the new language from the very beginning. By attaching new language meaning to real-life images directly—that
means without native-language translations, explicit grammar instruction, or memorization drills—Rosetta Stone
recreates the environment and the processes we all used to learn our first language. As a result, all your students,
regardless of their age, abilities, or language backgrounds, can acquire new language skills quickly and easily using
their innate language-learning abilities.
Rosetta Stone achieves this result by merging genuine immersion instruction with fully interactive, multimedia
technology in a step-by-step sequence of lessons. We combine the voices of native speakers, written text, and vivid
real-life images to teach new words and grammar inductively, through a process of creative discovery. Students
indicate comprehension at every step, and the computer provides instant feedback—features that enable your
students to monitor their own progress and take ownership of their lessons.
This individualized, building-block approach gives your students a continuous experience of success from the start.
Day after day, they come to class with the confidence and the language skills to participate in classroom activities.
This allows you to focus on what you do best: using the social, conversational environment of the classroom to
prepare them for communicating in everyday life.
Scope Stone
Blended Learning: Rosetta and Sequence
and the Language Classroom
Complementary Strengths
Rosetta Stone is designed to enhance language instruction by combining the strengths of computer-based learning
and classroom-based learning. In this blended model, the computer and the language classroom play distinct yet
complementary roles. Consider the following diagram.
The rectangle below represents the time devoted to new language acquisition, from novice to native proficiency. In
a blended solution, Rosetta Stone and the language classroom each provide part of the instruction, represented by
segments to the left and right of the diagonal line, respectively.
Learning in Context: The Language Classroom

• expanded vocabulary
• usage and descriptions
• conversation and culture
Learning on Computer: Rosetta Stone

• new vocabulary
• language structures
• comprehension and production skills
0 3 Language Learning Stages 8 10
Novice Intermediate Advanced Native
Unique Strengths: Novice and Native Stages

Rosetta Stone
Rosetta Stone is uniquely designed to handle instruction in the earlier stages of the language-learning process. This
stage of new language learning includes rapid acquisition of vocabulary and basic language structures. Rosetta Stone
delivers this instruction tirelessly while individualizing instruction according to each learner’s pace, learning style,
and schedule.
The Language Classroom
Your classroom is the ideal context for the later stages of the language-learning process, focusing on conversations,
community, and culture. The classroom provides this instruction naturally in a social, conversational environment
that prepares learners for real-life communication.
Combined Strengths: Intermediate and Advanced Stages
Between the early and later stages of new language learning, Rosetta Stone and your classroom combine their
strengths with Rosetta Stone’s role in developing basic and intermediate language, language structures, and
language-learning skills, gradually giving way to your emphasis on conversation and communication in the
classroom.
Conclusion
Rosetta Stone and the language classroom combine their respective strengths, experience, and expertise to provide
an unparalleled blended solution for language learning needs. Used from the very beginning of the language-learning
process, Rosetta Stone’s computer-based instruction quickly prepares students for the classroom, allowing you to
focus your time and expertise on classroom activities that prepare students for using the language in real life. Together,
Rosetta Stone and your classroom provide the flexibility, efficiency, and effectiveness to ensure language-learning
success.
Rosetta Stone Teacher’s Guide Instructional Strategy
The Rosetta Stone Teacher’s Guide was written for experienced as well as novice language educators. The text,
written primarily in English, is appropriate for substitute teachers also.
Each section contains headings that are taken directly from nationally recognized foreign language curriculum
requirements. The headings are:
Enrichment/Unit Projects:
These activities help you increase the level of difficulty of the language lesson. This section is designed to meet
the needs of students that are working at or above grade level.
Themes:
The main theme(s) of each lesson.
Materials:
A list of materials you may need for the lesson.
Pre-Lesson Activity:
Systematically introduces or reinforces vocabulary words.
Content Integration:
Relates the language content to core subjects such as language arts, math, science, and social studies.
Using Multiple Intelligence Strategies:
The activities written in this section accommodate students with various learning styles. The types of activities are
from Howard Gardner’s Multiple Intelligence Theories.
Post-Lesson Activities:
These activities are meant to be completed after the student has completed the lesson in the Rosetta Stone software.
Conversation:
These activities are designed for speaking practice.
Modifications:
Suggestions for adapting language lessons.
We wrote the activities in this handbook to appeal to the largest number of students possible. You should take from
this handbook what works for your students and leave what doesn’t work. The Rosetta Stone language learning
program naturally customizes to the abilities of your students, and we ask you to do the same with the Rosetta Stone
Teacher’s Guide.
Supplementary Material Descriptions
Rosetta Stone provides a range of printed supplemental materials that extend the learning content of the Rosetta
Stone lessons to the classroom. These supplemental materials are developed in response to customer demand and
are available for the most requested languages and program levels. Please refer to Table 1 for a complete list of
available supplemental materials.
Curriculum Text: The Curriculum Text lists the content of each lesson, in sequence, and includes an index to all
words in the program. This reference allows teachers to see at a glance what their students are learning in each
lesson, and enables them to incorporate Rosetta Stone content into the classroom curriculum. The index to all words
in the program identifies the units and lessons where words are first introduced and then reinforced.
Workbook: The Workbook includes a worksheet for each lesson in the Rosetta Stone program and includes
an answer key. A variety of exercises reinforces the students’ learning while helping them to expand their
comprehension and writing skills. The Workbook can be used as added practice in class or at home, as daily
quizzes, or as a quick check for comprehension in each lesson.
Student Study Guide: The Student Study Guide provides detail on new vocabulary, grammar, and usage in each
Rosetta Stone lesson. The Student Study Guide also allows teachers to highlight points of grammar and usage as
they occur in the program, and incorporate these highlights into classroom study.
Quizzes & Tests: The Quizzes & Tests represent a collection of quizzes and tests covering material from each
lesson of the Rosetta Stone program. The Quizzes & Tests can be utilized for placement and assessment of learning.
An answer key is provided.
Administrator and Instructor Resources

Several resources are available to assist administrators and instructors installing, running, and implementing Rosetta
Stone and the Student Management System. The following provides a brief description of these resources.
User’s Guide: The User’s Guide provides information on how to install and run Rosetta Stone. An introduction to
Rosetta Stone explains the different learning exercises available and other special features of the program. In addition,
details are provided regarding program operation and settings.
Student Management System (SMS) Instructional Video: The Student Management System (SMS) Instructional
Video provides information for both administrators and instructors on using the SMS. This multimedia presentation
guides users through the features of the SMS from establishing users in the system to setting up classes, tracks, and
lesson plans for student study. Instructors can click on a specific topic or view the entire presentation.
Student Management System (SMS) Manual: The Student Management System (SMS) Manual offers a printed
resource focused on the installation, usage, and functionality of the SMS. Like the SMS Instructional Video, the
manual provides a step-by-step approach to the installation of the SMS. In addition, administrators and instructors
are provided with a detailed overview of the features of the SMS. A Quick Start example that walks through setting
up a class, track, and lesson plan is provided. A detailed description of the pre-loaded activity sets used to work
through lesson plans is provided.
Table 1: Available Supplementary Materials

Workbook Quizzes & Test
Language/Level Curriculum Text + Answer Key Study Guide + Answer Key
English US 1 X X X X
English US 2 X X X X
English US 3 X X X
German 1 X X X
German 2 X X
Spanish 1 (Latin America) X X X X
Spanish 2 (Latin America) X X Under Development
Spanish 3 (Latin America) X X X
French 1 X X X
French 2 X X
All other languages/levels X
Student Management System
The Student Management System (SMS) allows teachers to control and monitor student study in Rosetta Stone.
Instructors design the course of study for students, and students are guided through that work automatically. Through
the SMS, the instructor can create lessons that focus on individual language skills or combinations of different skills
as needed. The SMS records the progress of students and allows instructors the ability to generate reports based on
student information.
Student Features:
• Students log into the SMS with unique, instructor-assigned user IDs and passwords.
• At the end of every session, the SMS bookmarks the students’ place in the material. When the students log in again,
they are taken to this bookmark and start where they left off in the previous session.
• Student preferences for settings, like volume and sound effects, are restored at each login.
Instructor Features:
• Instructors can create lesson plans for entire classes or for individualized study. Instructors are able to create
special study tracks for students within classes. These tracks can be used to quickly transition a set of students
from one assignment to another.
• Instructors assign exercises and tests for student study along with a proficiency level that students must meet
before completing a lesson. Instructors set proficiency levels that must be achieved before new material can be
studied.
• The SMS provides pre-programmed sequences of study aids, or activity sets, that aid in presenting the Rosetta
Stone material. This allows instructors to control the activities that present and test the material. Instructors
can also choose to design their own activities used in lesson plans.
• Instructors are able to produce reports of student progress and test results. The SMS allows teachers to analyze
student achievement by recording each student’s number of attempts at an assigned lesson plan, time on task, and
scores. Reports can be printed or exported for use in another program.
• Instructors can view and control student activity by class, by tracks within a class, or by individual students.
• Instructors and students can work on the SMS at the same time. The SMS protects records that are currently in
use from being modified.
• Instructors can enroll students in multiple classes.
• The SMS automatically guides student study according to the instructor’s design and tracks students’ work.
The Student Management System (SMS) Instructional Video and Student Management System (SMS) Manual
provide instructors information regarding the step-by-step setup and utilization of the program.
Scope
Rosetta andOnline
Stone Sequence
Delivery
The Rosetta Stone Online Language Learning Center (OLLC) provides an online solution to delivery of Rosetta
Stone. The OLLC allows schools to connect multiple users via the Internet to a personalized networked program
from any location. All that is required of users is a computer with Shockwave installed and an Internet connection.
Instructors register students and monitor the progress of student learning through several reporting options. One or
more languages can be provided through the OLLC.
Student Features:
• Students can access the easy-to-use interface with an Internet connection via login with an assigned username
and password.
• Color coding for each assignment is provided to indicate whether or not an assignment has been started, is in
progress, or has been completed.
• Units are broken down into a series of assignments for each lesson that cover a variety of language skills. A
recommended goal is provided as a requirement for student performance. Students are given feedback as to
whether their performance has met the requirement.
Administrator Features:
• A school receives its own OLLC, or web portal, that is unique to that school.
Example: http://abcschool.onlinelanguagelearning.com
• The language content on the OLLC is the same as the CD-ROM program, and all content is delivered online.
• Instructors have access to an Admin portal that will allow for the registration of users, deactivation of inactive
users, and progress tracking and reporting of existing users.
• The OLLC includes guided paths, allowing teachers to assign students to pre-programmed lesson plans based
on desired objectives (listening and speaking focus, reading and writing focus, or general path focusing on all
skills equally). Instructors assign a path of study for each user in the program. This feature eliminates the need
for instructors to design lesson plans.
• Instructors can access this easy-to-use interface with an Internet connection.
• Supplemental materials are provided in an electronic form for use in the classroom. These materials can be easily
downloaded and duplicated.
• Instructors can monitor and redirect student study by using the reporting features available. Reporting is provided
from the “all users” to the “individual” student level. Reports can be either printed directly from the site or
downloaded for use in another program.
• All language skills (Listening, Speaking, Reading, and Writing) are represented in the assignments.
The OLLC Guide for Teachers and Administrators provides detailed information regarding use and implementation
of the OLLC.
Table of Contents
Unit One Overview .................................................................................................................................... 2

Lesson 1-01 Nouns and Prepositions................................................................................................................................ 4
Lesson 1-02 Verbs: Present Progressive .......................................................................................................................... 6
Lesson 1-03 Descriptive Adjectives ................................................................................................................................ 8
Lesson 1-04 The Numbers 1–10 .................................................................................................................................... 10
Lesson 1-05 Singular and Plural: Nouns and Present Progressive Verbs ...................................................................... 12
Lesson 1-06 Numbers and Clock Time .......................................................................................................................... 14
Lesson 1-07 Questions and Answers; verb “to be” ........................................................................................................ 16
Lesson 1-08 Food, Eating, and Drinking; Direct Objects .............................................................................................. 18
Lesson 1-09 Clothing and Dress; Direct Objects .......................................................................................................... 20
Lesson 1-10 Who, What, Where, Which; Interrogatives .............................................................................................. 22
Lesson 1-11 Review of Unit One .................................................................................................................................. 24
Unit Two Overview .................................................................................................................................. 28
Lesson 2-01 More Verbs: Present Progressive .............................................................................................................. 30
Lesson 2-02 People and Animals; Relative Pronouns: Who, That ................................................................................ 32
Lesson 2-03 Big and Small; Nouns, Descriptive Adjectives.......................................................................................... 34
Lesson 2-04 Shapes and Colors; Descriptive Adjectives; Comparisons ...................................................................... 36
Lesson 2-05 Left and Right; Possessive Adjectives ...................................................................................................... 38
Lesson 2-06 Verbs: Negation of Verbs .......................................................................................................................... 40
Lesson 2-07 Compound Subjects .................................................................................................................................. 42
Lesson 2-08 Prepositions ................................................................................................................................................ 44
Lesson 2-09 Head, Face, Hands, and Feet; Possession .................................................................................................. 46
Lesson 2-10 Verbs: Present Perfect and Future with “going to”.................................................................................... 48
Lesson 2-11 Review of Unit Two .................................................................................................................................. 50
Unit Three Overview................................................................................................................................ 54
Lesson 3-01 Descriptions of People: Descriptive Adjectives ........................................................................................ 56
Lesson 3-02 Quantities and Comparison of Quantity .................................................................................................. 58
Lesson 3-03 More Clothing ............................................................................................................................................ 60
Lesson 3-04 Inside and Outside; Prepositions................................................................................................................ 62
Lesson 3-05 More Colors and Numbers ........................................................................................................................ 64
Lesson 3-06 Animals; Real and Not Real ...................................................................................................................... 66
Lesson 3-07 Being Human: Descriptive Adjectives ...................................................................................................... 68
Lesson 3-08 Professions and Human Conditions: Descriptive Adjective ...................................................................... 70
Lesson 3-09 Body Parts and Pictures ............................................................................................................................ 72
Lesson 3-10 Clock Time, Time of Day .......................................................................................................................... 74
Lesson 3-11 Review of Unit Three ................................................................................................................................ 76
Unit Four Overview ................................................................................................................................ 80
Lesson 4-01 Questions and Answers: Questions with “to be” and “what”.................................................................... 82
Lesson 4-02 Open–Closed, Together–Apart, Straight–Bent .......................................................................................... 84
Lesson 4-03 Numbers 1–100 .......................................................................................................................................... 86
Lesson 4-04 People and Talking .................................................................................................................................... 88
Lesson 4-05 Coming and Going, Asleep and Awake .................................................................................................... 90
Lesson 4-06 Multiple Verbs; While ................................................................................................................................ 92
Lesson 4-07 Family Relationships.................................................................................................................................. 94
Lesson 4-08 Everybody, Somebody, Nobody ................................................................................................................ 96
Lesson 4-09 Vehicles; Related Verbs and Prepositions .................................................................................................. 98
Lesson 4-10 Prepositions and Objects of Prepositions: With and Without.................................................................. 100
Lesson 4-11 Review of Unit Four ................................................................................................................................ 102
Unit Five Overview ................................................................................................................................ 106
Lesson 5-01 Addition, Subtraction, Multiplication and Division ................................................................................ 108
Lesson 5-02 Possessive Nouns and Pronouns .............................................................................................................. 110
TII Teacher’s Guide

Table of Contents
Lesson 5-03 Present Progressive, Present Perfect and Future with “going to”............................................................ 112
Lesson 5-04 More Numbers.......................................................................................................................................... 114
Lesson 5-05 Direct and Indirect Objects ...................................................................................................................... 116
Lesson 5-06 Hot and Cold ............................................................................................................................................ 118
Lesson 5-07 Kinds of Things........................................................................................................................................ 120
Lesson 5-08 Furniture, Clothing, and Instruments ...................................................................................................... 122
Lesson 5-09 Few, Many, More, Less ............................................................................................................................ 124
Lesson 5-10 More Verbs; Human Gestures .................................................................................................................. 126
Lesson 5-11 Human Conditions.................................................................................................................................... 128
Lesson 5-12 Review of Unit Five ................................................................................................................................ 130
Unit Six Overview .................................................................................................................................. 134
Lesson 6-01 To Be and To Have: Present and Past Tenses .......................................................................................... 138
Lesson 6-02 Present Progressive, Present Perfect, and Future with “going to” .......................................................... 140
Lesson 6-03 More Descriptions of People; Demonstrative Adjectives........................................................................ 142
Lesson 6-04 Units of Things ........................................................................................................................................ 144
Lesson 6-05 Neither–Nor, Both, None, No One, Neither .......................................................................................... 146
Lesson 6-06 Verbs: Present Progressive and Imperfect................................................................................................ 148
Lesson 6-07 Names ...................................................................................................................................................... 150
Lesson 6-08 Present Progressive, Present Perfect, and Future with “going to”............................................................152
Lesson 6-09 More Units of Things .............................................................................................................................. 154
Lesson 6-10 Alone, Crowd, Friend, Surrounded .......................................................................................................... 156
Lesson 6-11 Professions and Human Conditions, Activities........................................................................................ 158
Lesson 6-12 Review of Unit Six .................................................................................................................................. 160
Unit Seven Overview.............................................................................................................................. 162
Lesson 7-01 More Verbs .............................................................................................................................................. 164
Lesson 7-02 More Verbs; Interrogative Adjectives and Pronouns; Usually ................................................................ 168
Lesson 7-03 Fast and Slow .......................................................................................................................................... 170
Lesson 7-04 Seasons .................................................................................................................................................... 172
Lesson 7-05 All, Some, Most, Both, Neither, and None .............................................................................................. 174
Lesson 7-06 None, Both and All: Demonstrative Adjectives ...................................................................................... 176
Lesson 7-07 Shapes and Locations; Prepositions; All and Most.................................................................................. 178
Lesson 7-08 Left and Right, Full and Empty .............................................................................................................. 180
Lesson 7-09 Prepositions: Above and Below, Coming Down, and Going up ..............................................................182
Lesson 7-10 More Verbs .............................................................................................................................................. 184
Lesson 7-11 Verb Conjugation...................................................................................................................................... 186
Lesson 7-12 Review of Unit Seven .............................................................................................................................. 188
Unit 8 Overview...................................................................................................................................... 190
Lesson 8-01 Ordinal and Cardinal Numbers ................................................................................................................ 192
Lesson 8-02 Am and Am Not: More Present Conditions ............................................................................................ 194
Lesson 8-03 Looks Like; Almost All, One, Several, Most, All.................................................................................... 196
Lesson 8-04 Space and Geography, Countries ............................................................................................................ 198
Lesson 8-05 Streets and Sidewalks .............................................................................................................................. 200
Lesson 8-06 Pets and Clothes; Belongs to; Possessive Adjectives and Pronouns ...................................................... 202
Lesson 8-07 Comparative and Superlative Adjectives; Interrogative Words ..............................................................204
Lesson 8-08 Near and Far; Comparative Forms of Adjectives .................................................................................... 206
Lesson 8-09 Locations; Prepositions ............................................................................................................................ 208
Lesson 8-10 Directions: How do I get to...................................................................................................................... 210
Lesson 8-11 Activities; More Verbs.............................................................................................................................. 212
LessPon 8-12 Review of Unit Eight ............................................................................................................................ 214
Handouts ................................................................................................................................................ 219
Teacher’s Guide TIII

Unit 1 Overview
Lesson 1-01 Nouns and Prepositions............................................................................ 4

19 new words.
Introduction of words: boy, girl, cat, and dog.
Single words build to short phrases.
Persons as defined by the elemental categories of age and gender; pets and familiar animals; cars, airplanes, and boats.
The conjunction and; both singular forms of the indefinite article; prepositions: in, on, and under.
Lesson 1-02 Verbs: Present Progressive ...................................................................... 6
16 new words.
Introduction of short full sentences. Persons, animals, and vehicles as subjects.
Introduction of additional common animals.
Common large-scale physical activities: running, jumping, walking, dancing, reading, falling, flying, and swimming.
Introduction of plural nouns and verb forms.
Introduction of the definite article.
Lesson 1-03 Descriptive Adjectives .............................................................................. 8
15 new words.
Adjectives introduced as predicate adjectives and then preceding nouns.
Introducing concept of adjectival agreement with number.
Varied adjectives in one sentence.
Colors: red, white, yellow, blue, and black.
Long and short.
Old and new inanimate contrasted with old and young animate.
Introduction of first adverb.
Lesson 1-04 The Numbers 1–10.................................................................................. 10
11 new words.
Numbers in counting and non-counting contexts.
Counts in short and long sequences.
Lesson 1-05 Singular and Plural: Nouns and Present Progressive Verbs .............. 12
21 new words.
20 pairs of nouns in both singular and plural forms.
Nine pairs of verbs in both singular and plural forms. Introduction of new nouns.
Plural form of the indefinite article: some
Lesson 1-06 Numbers and Clock Time ...................................................................... 14
13 new words.
From plurals to numbering of persons and objects.
Introduction of the term number and the term o’clock.
Clock times – whole hours.
New nouns.
There is, there are introduced.
Lesson 1-07 Questions and Answers; verb “to be” ........................................ 16
12 new words.
Elaboration on questions answered in the negative. Third person pronoun: male, female, singular, and plural.
There are, there are not introduced.
Lesson 1-08 Food, Eating, and Drinking; Direct Objects........................................ 18
21 new words. Presence and absence of objects.
Fruit, meat, bread, cheese, milk, water, orange juice, bananas, apples, tomatoes, strawberries, grapes, and pears as examples.
New verbs.
Objects belonging in categories and not belonging in categories.
The concept of food presented by example and counter example and then tested.
2
Scope and Sequence
Lesson 1-09 Clothing and Dress; Direct Objects ............................................ 20

24 new words.
Shirts, skirts, dresses, hats, pants, coats, jeans, socks, shoes, bathing suits, raincoats, and glasses.
Additional colors.
The verb to wear.
Lesson 1-10 Who, What, Where, Which; Interrogatives ..........................................22
Eight new words.
Introduction of two-voice, two-sentence dialogues in a question-and-answer format. New nouns.
Lesson 1-11 Review of Unit One ................................................................................ 24
Tests and Worksheets from Unit One lessons.
Enrichment/Unit Projects: originally priced in their culture’s currency, they must

1. Write the word “culture” on the board and ask students to find out the exchange rate and change the prices
name some things that are popular in their culture (e.g., accordingly. Have each student display their posters along
movies, sports, food, and clothing). Divide the class into with a list of prices of the items and the amount of money
small groups and ask groups to pretend that they are they spent. Display student posters in the classroom.
going to open fast-food restaurants in three different 3. Divide the class into four groups. Four groups of four
countries. Have students use the Internet or the library to work well for this activity. Ask students what they know
research these countries’ cultures to find out what food about talk shows and tell them that they will be putting
their restaurants should serve, what customs their on a talk show in front of the class. Assign each group a
employees would be expected to observe, and how they topic. Topics could include: health, diets, exercise, sports,
might want to decorate the restaurants. Ask them to holidays, customs, culture, travel, and entertainment.
consider the things they would need to do to make sure Each student will need a role to play. One student from
the restaurants were acceptable to the local culture. As each group will be the talk show host. The other students
they conduct their research, have students take notes on can choose roles according to their topic. Some
their ideas. Discuss as a class what people in the other possibilities:
countries might think of their restaurants. Ask students to
Sports: a soccer player, a baseball player, a sports agent,
think of any reasons why people in those countries might
a basketball player, a coach, a scout, a general manager, a
not be happy with an American fast-food restaurant, even
team owner, a referee, an Olympian, etc.
if it were created to blend in with their culture. Ask
groups to compile their ideas into written plans for each Food: a doctor, a personal trainer, a person who has tried
of the three restaurants. Each plan should include sections and failed many diets, etc.
on food, decor, and customs. Have students choose one of Travel: a traveler, a travel agent, a flight attendant, a tour
the cultures they have studied and draw a picture of what guide, etc.
their restaurant would look like. Entertainment: a singer, an actor/actress (TV/movies),
2. Tell each student they have an allotted amount of money an agent, etc.
in a another country’s currency. Tell students they must Holiday/culture: a sociologist, a wedding planner, a
find at least five articles of clothing from a clothing historian, etc.
catalog website, magazine, or catalog that will fit within Give the students about an hour to plan a 10-minute show.
their budget. Have students print out pictures of the Ask students to write a few questions for their talk show
clothes they have chosen or cut them out of the magazine using the new grammar and vocabulary. Have students
or catalog and glue them on a piece of paper or poster perform their shows in front of the class. After each show,
board. Have students label each item of clothing and the allow students to ask questions from the audience.
price of the item in the country’s currency. If the item is
3
Unit 1, Lesson 1
1-01 Introductory Nouns and Prepositions 1-02 Verbs: Present Progressive
01 a girl 01 The boy is jumping.

a boy The horse is jumping.
New Vocabulary a dog
a cat
The girl is jumping.
The dog is jumping.
a boat elephant on 02 a man

a woman
02 The boy is running.
The woman is running.
a car The girl is running.
an boy girl table an airplane The horse is running.
03 a ball 03 The woman is running.

and car horse under a horse
an airplane
The woman is jumping.
The girls are running.
an elephant The girls are jumping.
airplane cat in woman 04 a cat and a car 04 The girls are walking.
ball dog man a girl and a woman
a man and a woman
The boy is jumping.
a man and a boy The boy is walking.
05 a boy and a dog 05 The man and the woman are walking.
a boy and an airplane The man and the woman are dancing.
a girl and a horse The woman is walking.
a girl and a dog The woman is dancing.
Themes: 06 a girl on a horse 06 The man is reading.
a man on a horse The woman is reading.
People, Animals, Transportation a ball on a boy
a boy on a horse
The man is dancing.
07 a boy under an airplane 07 The man is running after the boy.

a boy under a ball The man is falling.
a boy under a table The boy is falling.
Materials: a boy and a dog The girls are running after the boy.
08 a boy on an airplane 08 The airplane is flying.

Index cards with vocabulary words from a boy under an airplane
a boy on a table
The man is running.
The man is jumping.
a boy under a table The man is falling.
Lesson 1-01 09 a girl in a car 09 The woman is swimming.
Y-chart graphic organizer a woman in a car
a boy in a car
The man is falling.
The boy is falling.
a boy and a girl in a boat The boy is swimming.
T-chart graphic organizer 10 a boy and a dog 10 The fish is swimming.
a boy on an airplane The bird is flying.
Magazines a boy under an airplane
a boy in an airplane
The bull is running.
The bird is swimming.
Scissors
Glue
3
• After students complete Lesson 1-01 at the
computer, reinforce vocabulary by directing
Worksheet 1-01
them to answer Section I of Worksheet 1-01
in the Student Workbook. Encourage students I. Match the words with the pictures. A B
____ 1. a girl
to read phrases aloud as they offer answers. ____ 2. a man
____ 3. a ball
C D E
____ 4. a dog
Content Integration: ____ 5. a car
Science/Language Arts: Discuss the modes of ____ 6. a cat
____ 7. an airplane F G
travel found in Lesson 1-01. Using a Y-chart ____ 8. a boy
with the headings Land/Sea/Air, categorize ____ 9. a horse
appropriate items. Brainstorm additional modes ____10. a woman

H I J
of travel to categorize. Instruct students to

choose one mode of transportation from the
Y-chart and research the origins of this particular II. Match the words.
mode of transportation. Reports should include ____11. man a. airplane
____12. car b. girl

information about the inventor of this mode of ____13. cat c. woman
transportation, the year it was created, and back- ____14. boy d. dog
ground information as to why and how this

III. Fill in the blank.
mode of transportation was invented. 15. ____________________________ in a car man
Language Arts: Draw a T-chart with the 16. a boy and a girl ____________________________ a boat a woman
17. a boy in an ____________________________ in

headings Transportation and Animals. Instruct 18. a girl ____________________________ under
students to make lists of at least 10 types of 19. a ____________________________ on a horse on a horse
transportation and 10 animals not listed in the 20. a boy ____________________ a ball airplane
vocabulary. Using the lists the students just ENGLISH Introductory Nouns and Prepositions
brainstormed, ask them to create a comic strip

that tells a story or have students write a story
using personification.
4
Nouns and Prepositions
Introductory Nouns and Prepositions 1-01
New Vocabulary
a
boat
an
boy
and
car
airplane
cat
ball
dog
Bodily-Kinesthetic: Direct students to sit under
elephant girl horse in man the desk, stand in the classroom, sit on the table,
on table under woman
Grammar: Nouns, Articles, and Prepositions
put your book in your backpack.
Nouns are words that name people, places, things and ideas. Unlike many
languages, English has no gender, except in pronouns, which you will learn later. Musical-Rhythmic: Encourage students to create
Most of the words above are nouns. Can you tell which words are not nouns? a song using the 19 vocabulary words from
The word “a” is called an article. So is “an”. They are indefinite articles; they don’t
refer to a specific thing, but an unspecific one. Lesson 1-01, and a melody of their choice. Use
The n on “an” is merely a link connecting “a” to a noun that begins with a vowel,
like an airplane, an elephant.
visual and auditory prompts as necessary.
On, under, and in are called prepositions. They are positioned in front of a noun,
and they tell something about location.
What do these phrases mean? Post-Lesson Activities:
on a horse
under an airplane, under a table • Using vocabulary index cards and magazine
in a car, in a boat, in an airplane
The word “and” joins two or more elements in a sentence that are equal. For
pictures, have students match words and
example, in “a boy and a dog,” and simply signals that two things of equal
significance are talked about: a boy plus a dog.
pictures.
• Ask students to categorize pictures and/or
words according to People/Animals/
Transportation.
• Use poster board to make a large Y-chart with
the categories Land/Sea/Air.
1 • Have students cut out magazine pictures and
glue them on the appropriate places for this
class-wide project. Display the finished
product in the classroom.
The Rosetta Stone English I
Quiz Unit 1 Lessons 1 and 2 • Challenge students to draw pictures comic-
I. Fill in the blank with the word or words that best describe the photograph. strip style and tell a story, using words and
actions.
1. 2. 3. 4. 5. Conversation:
• In pairs, have students discuss and describe
people, animals, and transportation.
6. 7. 8. 9.
1. a. a woman b. a ball c. a man d. a boat
2. a. a boy b. a ball c. a girl d. a boat Modifications:

3. a
4.
and a
under
a. boy, horse
a. a boy, a car
b. girl, horse
b. a boy, an
c. boy, dog
c. a dog, a car
d. girl, dog
d. a dog, an
• Provide highlighters for students to mark
airplane airplane
passages and key words.
5. a boy a table a. under b. in c. on d. is
6. a boy and a girl a boat a. under b. in c. on d. is • Provide extended time for assignments.
7. The woman is . a. falling b. running c. walking d. jumping
8. The girls are . a. falling b. running c. walking d. jumping

• Enlarge graphic organizers as needed.
9. The man and the woman are . a. falling b. running c. walking d. jumping
II. Yes or No?
1. 2. 3.
1. The airplane is falling. 2. The boy is swimming. 3. The man and the woman
are reading.
©2002 Fairfield Language Technologies
5
Unit 1, Lesson 2
1-01 Introductory Nouns and Prepositions 1-02 Verbs: Present Progressive
01 a girl 01 The boy is jumping.

a boy The horse is jumping.
New Vocabulary a dog
a cat
The dog is jumping.
after fish running 02 a man

a woman
02 The boy is running.
a car The girl is running.
are flying swimming an airplane The horse is running.
03 a ball 03 The woman is running.

bird girls the a horse
an airplane
an elephant The girls are jumping.
bull is walking 04 a cat and a car 04 The girls are walking.
dancing jumping a girl and a woman
a man and a woman
The boy is jumping.
a man and a boy The boy is walking.
falling reading 05 a boy and a dog 05 The man and the woman are walking.
a boy and an airplane The man and the woman are dancing.
a girl and a horse The woman is walking.
a girl and a dog The woman is dancing.
06 a girl on a horse 06 The man is reading.

Themes: a man on a horse
a ball on a boy
The woman is reading.
The man is dancing.
a boy on a horse The woman is jumping.
Animals, Verbs 07 a boy under an airplane 07 The man is running after the boy.
a boy under a ball The man is falling.
a boy under a table The boy is falling.
a boy and a dog The girls are running after the boy.
Materials: 08 a boy on an airplane

a boy under an airplane
08 The airplane is flying.
The man is running.
a boy on a table The man is jumping.
Medium-sized box or container a boy under a table The man is falling.
09 a girl in a car 09 The woman is swimming.
a woman in a car The man is falling.
a boy in a car The boy is falling.
a boy and a girl in a boat The boy is swimming.
Pre-Lesson Activity: 10 a boy and a dog 10 The fish is swimming.
a boy on an airplane The bird is flying.
a boy under an airplane The bull is running.
• Write the following sentences on the board: a boy in an airplane The bird is swimming.
The boy is jumping. The boy is __________.

The girl is running. The girl is __________. 3
Use the first sentence in each set as an example,

as you ask students to use vocabulary from
Lessons 1-01 and 1-02 to describe additional
Worksheet 1-02
actions of people. Check for proper use of
articles and verb forms. I. Match the words with the pictures. A B
____ 1. The woman is swimming.
____ 2. The horse is jumping.
Content Integration: ____ 3. The woman is running.

C D E
____ 4. The girl is running.
Language Arts: Have students make a list of at ____ 5. The girl is jumping.
least 10 action verbs. Instruct students to create ____ 6. The man and the woman
are walking.
F G
their own superhero using original names, super ____ 7. The woman is reading.
powers, abilities, and appearances. Tell students ____ 8. The man is running after the boy.
____ 9. The airplane is flying.

they must create this character and then use him ____10. The fish is swimming. H I J
or her in a story. In the story, the superhero will

demonstrate his or her characteristics. Have
students underline all the action verbs used in II. Possible (P) or Impossible (I)?
their story. Allow students to create a drawing ____11. The man and the woman are dancing.
of their superhero for display in the classroom. ____12. The fish is walking.
____13. The dog is flying.

Choose students to present their stories to ____14. The bird is swimming.
the class. ____15. The ball is jumping.
Science and Mathematics: Take a survey of III. Fill in the blank.
16. The airplane is ____________________________. man

the students’ favorite activities or sports. Ask 17. The ____________________________ is swimming. flying
students to describe these actions for the class or 18. The ____________________________ are reading. jumping
to demonstrate the actions for the class. List the 19. The girls are running ____________________________. girls
20. The horse is ____________________________. after the boy

student responses on the board. Try and limit
the activities listed on the board to about six. Verbs: Present Progressive ENGLISH
Instruct students to find the percentage of

people who prefer a particular activity. Display
the data on the board and have each student
create a bar graph representing the data,
including the percentage.
6
Verbs: Present Progressive
Verbs: Present Progressive 1-02
New Vocabulary
after
falling
are
fish
bird
flying
bull
girls
dancing
is
Bodily-Kinesthetic: Write vocabulary words on
jumping reading running swimming the separate pieces of paper and place in a
walking
Grammar: The Definite Article
container. Have each student select a piece of
English has only one definite article: the. In Lesson 1-01 you learned about paper from the container. Instruct students to
indefinite articles. A definite article, in contrast, refers to a specific noun or thing,
not just any noun or thing. take turns acting out vocabulary words for
the boy
the horse others to identify.
“The man is running after the boy” says something quite different from “A man is
running after a boy.” Can you explain the difference? Verbal-Linguistic: Have students use target
Grammar: Present Progressive words to create clues for a crossword puzzle.
People normally speak in what is called the present progressive tense of a verb.
The verb is the word that expresses the action in a sentence. For example, a
present tense sentence would be, “The girl walks.” There are few situations in which Visual-Spatial: Instruct students to create a
one would say that sentence. Instead, we say, “The girl is walking.” She is doing it
now (present), and it is in progress now (progressive), which is why it is called layout for the crossword puzzle.
“present progressive tense.” This is the usual verb form we use.
The present progressive tense is formed by is or are plus a verb ending in -ing:
is jumping
are running
Post-Lesson Activity:
What other examples can you find in this lesson? Practice them. If just one person • Write the vocabulary words fish, bird, and
or thing is doing the action, use “is”; if two or more persons or things are doing it,
use “are.” In this way, you match the subject in number with its verb. bull in separate columns on the board. In each
column, list the verb(s) that describe the
actions of each animal. Instruct students to
create sentences using words from the chart.
2
Conversation:
• Have students work with a partner and
describe the actions of different animals.
Quiz Unit 1 Lessons 1 and 2
Modifications:
I. Fill in the blank with the word or words that best describe the photograph.
• Provide students with graph paper for
crossword puzzles.
1. 2. 3. 4. 5.
6. 7. 8. 9.
1. a. a woman b. a ball c. a man d. a boat
2. a. a boy b. a ball c. a girl d. a boat
3. a and a a. boy, horse b. girl, horse c. boy, dog d. girl, dog
4. under a. a boy, a car b. a boy, an c. a dog, a car d. a dog, an

airplane airplane
5. a boy a table a. under b. in c. on d. is
6. a boy and a girl a boat a. under b. in c. on d. is
7. The woman is . a. falling b. running c. walking d. jumping
8. The girls are . a. falling b. running c. walking d. jumping
9. The man and the woman are . a. falling b. running c. walking d. jumping
II. Yes or No?
1. 2. 3.
1. The airplane is falling. 2. The boy is swimming. 3. The man and the woman
are reading.
7
Unit 1, Lesson 3
1-03 Descriptive Adjectives 1-04 Cardinal Numbers and
Counting 1–10
01 The fish is white. 01 three
The car is white. two
New Vocabulary The car is red.
The bird is red.
six
five
black house pink white 02 The airplane is white.

The airplane is yellow.
02 four
five and six
The car is white. three
blue long red yellow The car is yellow. two
03 The car is red. 03 five and six

hair new short young The car is yellow.
The car is white.
three and four
four and five
The car is blue. five and five
has old very 04 The car is blue. 04 four and four
The car is yellow. three, three, three
The cat is black. five and five
The car is black. four, five, six
05 The yellow car is old. 05 four, five, six

Themes: The pink car is old.
The blue car is new.
five, six, seven
six, seven, eight
The red car is new. one, two, three
Colors, Descriptions 06 an old car 06 one, two, three
a new car one, two, three, four
an old house one, two, three, four, five
a new house one, two, three, four, five, six
Materials: 07 an old woman

a young woman
07 one, two, three
one, two, three, four, five
an old house one, two, three, four, five, six, seven
Crayons a new house one, two, three, four, five, six, seven, eight
08 an old woman 08 two

Pictures of various country flags a young woman
an old man
one, two, three, four, five, six, seven, eight,
nine, zero
a young man three
five
09 The old woman has white hair.
Pre-Lesson Activity: The girl has black hair.
The man has blue hair.
The man has red hair.
09 nine
five
ten
three
• Direct students to complete Section II of the 10 The woman has long hair.
The man has long hair. 10 ten
Quiz page for Lessons 1-01 and 1-02 (Quizzes The woman has short hair.
The man has very short hair.
six
seven
one
& Tests packet), to review previous vocabulary.
(Quiz pages are reproducible.) Write the color
vocabulary words for Lesson 1-03 on easel 4
paper, using corresponding colored markers.

Ask students to take turns selecting classroom
items that represent these colors.
Worksheet 1-03
Content Integration: I. Match the words with the pictures.
____ 1. The old woman has white hair.

A B
Science and Social Studies: Instruct students to ____ 2. The fish is white.
research health organizations in different countries ____ 3. an old car

C D E
____ 4. The girl has black hair.
and ask them to describe the major heath issues ____ 5. The man has long hair.
other countries are facing. Have students research ____ 6. The cat is black.
____ 7. The woman has short hair. F G

how these organizations are funded and ask ____ 8. The man has very short hair.
them to compare and contrast a health organiza- ____ 9. a new car
tion in one country to that of another country. ____10. The woman has long hair.
H I J
Social Studies: Display pictures of flags from

different countries and ask students to describe
them. List the properties on the board from II. Possible (P) or Impossible (I)?
student responses. Instruct students to research ____11. The cat is pink.
____12. The dog is black.

two flags from two countries of their choice. ____13. The airplane is yellow.
Instruct students to draw pictures of the flags ____14. The house is red.
and write a brief description that explains the ____15. The horse is blue.
significance of the colors, designs, and basic III. Fill in the blank.
history of the flag. This information can be shared 16. The girl has ____________________________ hair.
17. The old man has ____________________________ hair.

car
black
with the class or displayed in the classroom. 18. The ____________________________ is red. white
19. The yellow airplane is ____________________________. man
20. The ____________________________ has short hair. new
ENGLISH Descriptive Adjectives
8
Descriptive Adjectives
Descriptive Adjectives 1-03
New Vocabulary
black
long
blue
new
hair
old
has
pink
house
red
Visual-Spatial: Using lesson vocabulary, give
short very white yellow young directions for students to draw a picture of:
Grammar: Adjectives
“a woman with long hair, a man with short hair,”
Adjectives are words that describe people and things. They give more information
about the noun that follows. In this way, they modify the noun. For example, “an old
house” is different from “a new house.” Old and new modify “house.” Unlike many
etc. After students complete this, instruct them
other languages, English adjectives do not change form to match the number or
gender of the noun. There is only one form.
to add to their picture using color words from
Adjectives come before the noun they modify. this lesson, for example: “Color the woman’s
an old car
hair red. Color the man’s hair black.” Use visual
But there is another kind of sentence commonly used in English that uses is or are
followed by an adjective. and verbal prompts as necessary, to reinforce
The car is old.
Old is an adjective that tells you something about the car; it modifies car. “The car
concepts.
is old” means the same as “the old car.” It is just another way of saying the same
thing but in a complete sentence. Bodily-Kinesthetic: Instruct students to pick up
In this lesson, you will also practice sentences using has. In these sentences the
person or subject possesses (has) something.
or point to classroom objects that are: white,
red, yellow, old, new, etc., using various lesson
vocabulary words.
• Have students take turns describing the colors
that another person is wearing.
• Write lesson vocabulary color words on the
3
board. Ask students to list items that contain
these colors. Then, have students write at
least one sentence using this information.
Conversation:
I. Match each word with its opposite.
1. old a. short
• Ask students to discuss and describe the
2. black b. new different colors in the room.
3. long c. white
II. Yes or No?

Modifications:
• Make a color wheel for students to use, to
reinforce vocabulary words.
1. 2. 3.
1. The car is old. 2. The woman is young. 3. The woman has long hair. • Display photographs or pictures of people
III. Write the number that comes immediately after the given number. and objects, for students to use as guides
Example: seven eight
1. eight
when creating drawings that use lesson
2. one vocabulary words, specifically young, old,
3. three
man, woman, long hair, short hair, car,
4. four
5. nine
airplane, house, red, blue, etc.
6. zero
9
Unit 1, Lesson 4
1-03 Descriptive Adjectives 1-04 Cardinal Numbers and
Counting 1–10
01 The fish is white. 01 three
The car is white. two
New Vocabulary The car is red.
The bird is red.
six
five
zero three six nine 02 The airplane is white.

The airplane is yellow.
02 four
five and six
The car is white. three
one four seven ten The car is yellow. two
03 The car is red. 03 five and six

two five eight The car is yellow.
The car is white.
three and four
four and five
The car is blue. five and five
04 The car is blue. 04 four and four

The car is yellow. three, three, three
The cat is black. five and five
Themes: The car is black. four, five, six
05 The yellow car is old. 05 four, five, six

Numbers The pink car is old.
The blue car is new.
five, six, seven
six, seven, eight
The red car is new. one, two, three
06 an old car 06 one, two, three

a new car one, two, three, four
Materials: an old house
a new house
one, two, three, four, five, six
Dice 07 an old woman

a young woman
07 one, two, three
an old house one, two, three, four, five, six, seven
Coordinate graph a new house one, two, three, four, five, six, seven, eight
08 an old woman 08 two

a young woman one, two, three, four, five, six, seven, eight,
an old man nine, zero
a young man three
Pre-Lesson Activity: 09 The old woman has white hair.
five
The girl has black hair. 09 nine

• Write the numerals one through 10 on the The man has blue hair.
The man has red hair.
five
ten
three
board. Count aloud while pointing to numbers, 10 The woman has long hair.
The man has long hair. 10 ten
The woman has short hair. six
inviting students to recite along with you. Re- The man has very short hair. seven
one
inforce earlier vocabulary by asking students
to count, for example, the number of girls in
the classroom. 4
Language Arts: Before class, cut out several Worksheet 1-04
slips of paper and write simple subject + verb I. Match the words with the pictures. A B
sentences; for example, “The boy jumped. The ____ 1. four and four
cat ran.” This game is played similar to the ____ 2. five
____ 3. ten
popular game of Taboo. Divide the class into ____ 4. one, two, three
C D E
at least four equal teams. One member from a ____ 5. nine
group will choose a slip of paper with the ____ 6. four, five, six
____ 7. two F G
sentence written on it. He/she then gives up to ____ 8. three, three, three
five adjectives to describe the subject written ____ 9. six, seven, eight
on the slip of paper. The team then tries to guess ____10. three
H I J
the subject. If they are correct, the team scores

one point. The clue-giver then gives up to five
adverbs to describe the verb. If the team guesses II. Write the numbers in English.
correctly, they earn three points. If the team 11. 10 __________________________
12. 2 __________________________
misses either the subject or verb, the next team
13. 4 __________________________
has an opportunity to “steal” the points by having 14. 9 __________________________
one of their members give one clue. The player 15. 6 __________________________
is disqualified if he/she gives a noun instead of 16. 8 __________________________
an adjective or a verb instead of an adverb or 17. 5 __________________________
gives more than a one-word description. 18. 0 __________________________
19. 1 __________________________
Mathematics: Have students work in pairs 20. 7 __________________________
and roll a die twice. The first number is the

x-coordinate and the second number is the Cardinal Numbers and Counting 1–10 ENGLISH
y-coordinate. Write down at least seven sets

of coordinates and have the students display
the coordinates on a graph.
10
The Numbers 1–10
Cardinal Numbers and Counting 1–10 1-04
New Vocabulary
zero
one
Bodily-Kinesthetic: After writing the names
two and symbols for the numbers 1–10 on the
three
four board, ask students to arrange themselves
five
six according to the numerals you select. Direct
seven
eight students to announce the number of people in
nine
ten their groups.
Listen carefully and learn to say each number correctly. Knowing how to say and
hear the numbers is very important, because we use them every day when we buy
things or when we tell someone our telephone number.
The th on “three” may require special attention, and eight has an unusual spelling.
• Direct students to count (in unison as a class)
from one to 10, and also by odd numbers and
even numbers.
• Have students practice writing numerals and
their corresponding names.
• Direct students to review basic math facts,
such as addition and subtraction of one-digit
numbers.
Conversation:
4
• Encourage students to discuss the different
ways that numbers are used in daily life.
The Rosetta Stone English I Modifications:

• Display a number line; provide individual
1. old a. short number lines for students.
2. black b. new
3. long c. white
• Post lesson vocabulary words for easy access
II. Yes or No?
and reference.
• Encourage peer review and peer tutoring.
1. 2. 3.
1. The car is old. 2. The woman is young. 3. The woman has long hair.
III. Write the number that comes immediately after the given number.
Example: seven eight
1. eight
2. one
3. three
4. four
5. nine
6. zero
11
Unit 1, Lesson 5
1-05 Singular and Plural: Nouns and 1-06 Numbers and Clock Time
Present Indicative Verbs
01 a girl 01 One girl is riding a horse.
girls Two men are riding horses.
New Vocabulary a boy
boys
One man is riding a motorcycle.
Two boys are jumping.
babies cars eye singing 02 a flower

flowers
02 One girl is jumping.
Two girls are jumping.
an eye four children
baby child eyes sitting eyes four balls
03 a woman 03 The number is three.

bicycle children flower women women
a man
The number is four.
The number is one.
men The number is two.
bicycles dogs flowers 04 a child 04 The number is two.
birds egg horses children
a dog
The number is four.
The number is five.
dogs The number is six.
boys eggs men 05 a baby 05 The time is two o’clock.
babies The time is four o’clock.
an egg The time is six o’clock.
eggs The time is three o’clock.
06 A boy is jumping. 06 one window

Themes: Boys are jumping.
A girl is running.
three windows
four windows
Girls are running. five windows
Singular and Plural 07 A man is dancing. 07 one blue plate
Men are dancing. one yellow plate
A woman is singing. There are two plates. One plate is yellow and
Women are singing. one plate is blue.
There are three plates. One plate is orange, one
Materials: 08 a boy on a bicycle
men on bicycles
plate is blue and one plate is yellow.
A bird is flying. 08 one plate

Magazines Birds are flying. two plates
three plates
09 The child is sitting. ten plates
Scissors The children are sitting.
a bicycle 09 ten fingers
bicycles fifteen fingers
twenty fingers
10 The horse is walking. thirty fingers
The horses are walking.
Pre-Lesson Activity: The car is white.
The cars are white.
10 The time is four o’clock.
The time is five o’clock.
The time is six o’clock.
• Have students complete Section I of The time is seven o’clock.
Worksheet 1-05 in the Student Workbook.

Ask for volunteers to read answers aloud. 5
Review current and previous vocabulary

by naming singular nouns; invite students
to supply plural forms.
Worksheet 1-05
Content Integration: I. Match the words with the pictures.
____ 1. A girl is running.

A B
Language Arts: Bring in newspapers that the ____ 2. an eye
students can use to find articles. Have students ____ 3. The horses are walking.
C D E
____ 4. a baby
find an article of interest, and instruct them to ____ 5. A bird is flying.
cut it out of the newspaper. Have the student ____ 6. The car is white.
G
paste the article on a separate piece of paper ____ 7. girls
____ 8. Women are singing.

F
and instruct the students to underline each noun, ____ 9. eggs
singular and plural, from the article. Have students ____10. bicycles
H I J
list the nouns from the article and write 10 of

their own sentences using the nouns.
Science: Explain to the class that classification II. Circle the correct word.
is a systematic method used to diversify, cate- 11. The horse is / are walking.
12. Birds is / are flying.

gorize, and organize animate and/or inanimate 13. The car is / are white.
objects. Ask students to brainstorm items that 14. Women is / are singing.
are found in a grocery store. List 10–15 of the 15. The children is / are sitting.
student responses on the board. Ask students III. Fill in the blank.
to provide different criteria to organize items. 16. The child _________________________________.
17. Women _________________________________.

are blue
is flying
Divide students into small groups, two to three 18. The cars _________________________________. is blue
students per group. Give students the pictures 19. The flower _________________________________. is sitting
20. A bird _________________________________. are singing

of the different animals. Each group should be
provided identical sets of six to 15 pictures for ENGLISH Singular and Plural: Nouns and Present Indicative Verbs
each group of two to three students. Have

students list four observable characteristics
for each animal and record this information
on a sheet of paper. Students should choose
characteristics and separate their animals into
two groups. Students should make certain that as
they separate the animals into Group A and
(continued)
12
Singular and Plural: Nouns and
Singular and Plural: Nouns and Present Indicative Verbs 1-05 Present Progressive Verbs
New Vocabulary
Content Integration (continued)
babies baby bicycle bicycles birds
boys cars child children dogs Group B, each animal reflects the characteristic
egg eggs eye eyes flower
flowers horses men singing sitting
of the group in which it is placed. Have
women students explain their classification system to
Grammar: Forming Plurals
Singular means one. Plural means more than one. Whether a word is singular or
the rest of the class.
plural is called number. Most nouns can be named in their singular or plural form.
In fact, it is important to say the right one in English.
When using a singular noun, like girl, always use an article with it. Use either a or Using Multiple Intelligence Strategies:
the, as in a girl or the girl. Do you remember what these articles mean?
If you mean to say more than one, as in more than one girl, convert girl to its plural Bodily-Kinesthetic: Divide vocabulary index
form by adding -s to make girls.
a bicycle bicycles
cards into “singular” and “plural” stacks,
an egg eggs
a car cars ensuring that each word corresponds to another.
Most plurals of nouns are formed this way in English, by adding -s. However, some
words change a vowel in their stem instead of adding -s.
Shuffle cards and place them face down on a
man (singular) men (plural) flat surface. Have students play the Memory
Can you find another noun that changes a vowel instead of adding -s? game and find matches of “singular” and
The word child has a special plural form; it adds -ren to form its plural.
child (singular) children (plural)
“plural” words.
If a noun ends in y, as in baby, change the y to i and add -es to form its plural.
This will always be true with nouns that end in y. Visual-Spatial: Have students divide a piece
baby (singular) babies (plural) of paper into two equal sections, with the
Finally, remember to match the noun in number with the verb.
The boy is jumping. The boys are jumping.
labels Singular and Plural at the top of the page.
Challenge them to illustrate lesson vocabulary
words, using the appropriate number of items
5 in each column. Instruct students to label
drawings using the correct spelling and form
of singular and plural words.

I. Fill in the blank with the word or words that best describe the photograph. • Direct students to write sentences using
lesson vocabulary words.
1. 2. 3.
Conversation:
• Have students work with a partner to take
turns sharing the sentences they wrote in the
4. 5. 6.
1. a. an egg b. eggs c. flowers d. a flower
Post-Lesson Activity. If a student uses a
2. a. children b. a child c. a woman d. women sentence with a singular noun, the partner
3. The children . a. are sitting b. is sitting c. are running d. is running
4. The number is . a. three b. four c. five d. six

must use a sentence with a plural noun.
5. The time is . a. two o’clock b. three o’clock c. five o’clock d. seven o’clock
6. fingers a. ten b. fifteen c. twenty d. thirty

Modifications:
II. Yes or No?
• Provide manipulatives to emphasize the idea
of plurals. Have students practice counting
1. 2. 3.
items and using the correct singular or plural
word to describe them.
4. 5. 6.
1. The women are singing. 4. There are two plates.
2. The horses are walking. 5. The number is four.
3. Boys are jumping. 6. The time is seven o’clock.
Mini-Assessment Unit 1, Lessons 1–5 Answer the following questions.

1. Name two forms of transportation.
2. What animal(s) from Lessons 1-01 and 1-02 would not make a good pet?
3. Name the three primary colors.
4. Name a singular noun and its plural form.
13
Unit 1, Lesson 6
1-05 Singular and Plural: Nouns and 1-06 Numbers and Clock Time
Present Indicative Verbs
01 a girl 01 One girl is riding a horse.
girls Two men are riding horses.
New Vocabulary a boy
boys
One man is riding a motorcycle.
Two boys are jumping.
balls orange time 02 a flower

flowers
02 One girl is jumping.
Two girls are jumping.
an eye four children
fifteen plate twenty eyes four balls
03 a woman 03 The number is three.

fingers plates window women
a man
The number is four.
The number is one.
men The number is two.
motorcycle riding windows 04 a child 04 The number is two.
number there children
a dog
The number is four.
The number is five.
dogs The number is six.
o’clock thirty 05 a baby 05 The time is two o’clock.
babies The time is four o’clock.
an egg The time is six o’clock.
eggs The time is three o’clock.
06 A boy is jumping. 06 one window

Themes: Boys are jumping.
A girl is running.
three windows
four windows
Girls are running. five windows
Numbers and Time 07 A man is dancing. 07 one blue plate
Men are dancing. one yellow plate
A woman is singing. There are two plates. One plate is yellow and
Women are singing. one plate is blue.
There are three plates. One plate is orange, one
Materials: 08 a boy on a bicycle
men on bicycles
plate is blue and one plate is yellow.
A bird is flying. 08 one plate

Paper plates (plain white) Birds are flying. two plates
three plates
09 The child is sitting. ten plates
Crayons The children are sitting.
a bicycle 09 ten fingers
bicycles fifteen fingers
Analog clock (one in which hands are easily moved) 10 The horse is walking.
twenty fingers
thirty fingers
The horses are walking.
The car is white. 10 The time is four o’clock.
The cars are white. The time is five o’clock.
The time is six o’clock.
Pre-Lesson Activities: The time is seven o’clock.
• Write the following colors on the board:

yellow, orange, blue, black, pink, and red. 5
Pass out several paper plates to each student.

Have students color each plate a different
color. Collect plates for later use.
Worksheet 1-06
• Move the hands of an analog clock and name I. Match the words with the pictures. A B
the corresponding time on the hour for ____ 1. Two men are riding horses.
students. Reinforce current and previous ____ 2. One man is riding a motorcycle.
____ 3. Two girls are jumping.

vocabulary in the following way: ____ 4. The number is two.
C D E
– Distribute lists with words from Lessons ____ 5. The time is four o’clock.
____ 6. five windows

1-01 to 1-06. ____ 7. There are two plates. F G
– Instruct each student to select two words. ____ 8. ten fingers
____ 9. thirty fingers
– Have students write their words on the ____10. The time is seven o’clock.
H I J
board and pronounce them for the class.
– Recite the completed list in unison.
II. Circle the bigger number.
Content Integration: 11. eight / ten
12. nine / seven

Social Studies: Instruct students to research 13. fifteen / thirty
time zones around the world and list ten cities 14. twenty / two
from all over the world that fall into different 15. three / thirty
time zones. Using the research from the time III. Fill in the blank.
zone activity, instruct students to record the 16. There are two ____________________________.
17. The time is ____________________________.

four o’clock
blue
current time for each city. 18. One girl is ____________________________. plates
19. Two men ____________________________ riding horses. jumping

Mathematics: Have students plan a vacation. 20. One plate is ____________________________. are
The trip should have at least five destinations

Numbers and Clock Time ENGLISH
and should cross at least two time zones with
each destination. The students will begin with
“Time of departure” and end with a “Time of
arrival.” The students will also have to figure
flight time between each destination. To extend
the assignment, let the students figure costs of
airplane tickets, hotels, taxis to and from the air-
port, eating out, sightseeing, and any incidentals
they might purchase on the trip.
14
Numbers and Clock Time
Numbers and Clock Time 1-06
New Vocabulary
balls
o’clock
fifteen
orange
fingers
plate
motorcycle
plates
number
riding
Bodily-Kinesthetic: Set the time to different
there thirty time twenty window hours (1:00 through 7:00), using an analog
windows
Grammar: “There is” and “There are”
clock. Have students practice saying the correct
There usually gives an answer to the question, where? “There are two plates” is a time. If there are not enough clocks for every-
little like pointing to where the plates are sitting. As in the previous lesson, if only
one plate is sitting there, say, “There is one plate,” or, “There is a plate.” one to practice in pairs, let students take turns
Usage: Telling Time
This lesson introduces how to say the time of day. You will often hear, “It is two
setting the clock.
o’clock.” It stands for the time, as in “The time is two o’clock.”
O’clock is an old form for saying “of the clock.”
Verbal-Linguistic: Instruct students to write
sentences about what they think people might
be doing around the world in their specific
time zones.
• Have students practice counting using
previously learned and current vocabulary.
• Using the paper plates colored by students,
display several of the same color. Ask
students to complete the following sentence:
“There are _________ _________ plates.”
6
number color
Ask students to share their answers. Repeat
several times.
• Divide students into groups of three or four.
Pass out several colored plates to each group.
Encourage students to practice sentences that
describe various combinations of the color
1. 2. 3.
and number of plates, using lesson vocabulary
as a guide.
4. 5. 6. Conversation:
1. a. an egg b. eggs c. flowers d. a flower
2. a. children b. a child c. a woman d. women

Encourage students to:
3. The children
4. The number is
.
.
a. are sitting
a. three
b. is sitting
b. four
c. are running
c. five
d. is running
d. six
• Describe the colors of classroom items.
5. The time is . a. two o’clock b. three o’clock c. five o’clock d. seven o’clock
• Count the number of people around them.
6. fingers a. ten b. fifteen c. twenty d. thirty
II. Yes or No?

• Count various classroom objects.
• Practice time on the hour from 1:00
through 7:00.
1. 2. 3.
Modifications:
• Select two time zones in the United States for
1.
4.
The women are singing.
5.
4. There are two plates.
6.
students to compare and contrast.
2. The horses are walking. 5. The number is four.
• Direct students to use flashcards with:
3. Boys are jumping. 6. The time is seven o’clock.

– Numerals and number words.
– Clock faces and time labels.
– Color swatches and corresponding words.
15
Unit 1, Lesson 7
1-07 Questions and Answers; Personal
Pronouns; Present Indicative of “To Be”
01 Is the fish white? 06 Is the car old?
Yes, it is white. Yes, it is old.
New Vocabulary Is the car white?
Yes, it is white.
Is the car old?
No, the car isn’t old.
eating isn’t no they Is the car red?

Yes, it is red.
Is there a man on this house?
Yes, there is.
Is the bird red? Is there a man on this house?
green it not this Yes, it is red. No, there is not.
he it’s she yes 02 Is the airplane white?

Yes, it is white.
07 Is the woman running?
Yes, she is running.
Is the airplane white? Is the woman running?
No, it is yellow. No, she is not.
Is the car yellow? Are the women running?
No, it is white. Yes, they are.
Themes: Is the car yellow?
Yes, it is yellow.
Are the women running?
No, they are not.
Questions and Answers 03 Is the car red?

Yes, it’s red.
08 Is the boy jumping?
Yes, he is.
Is the car red? Are the boys jumping?
No, the car is not red. The car is yellow. Yes, they are.
Materials: Is the car white?

Yes, it is.
Is the boy jumping?
No, he isn’t.
Is the car white? Are the boys jumping?
Paper plates used in Lesson 1-06 No, the car is not white. The car is blue. No, they are not.
04 Is the car blue? 09 Is the woman sitting?

Poster board Yes, it is blue. Yes, she is.
Is the car blue? Are the women sitting?
Markers No, it isn’t blue. It is yellow.
Is the cat white?
No, they are not.
Are the women sitting?
No, it isn’t white. It is black. Yes, they are.
White paper Is the car black? Is the woman sitting?
No, the car is not black. The car is pink. No, she is not.
Colored paper 05 Is the green car old? 10 Is he eating?
Yes, the green car is old. Yes, he is.
Tape/tacks Is the pink car new? Is she eating?
No, it is not new. Yes, she is.
Is the black car old? Is he eating?
No, it isn’t old. It is new. No, he isn’t.
Pre-Lesson Activity: Is the red car old?
No, it is not.
Is she eating?
No, she isn’t.
• Direct students to complete Section I of the 6

Quiz page for Lessons 1-05 and 1-06 to
review previous vocabulary words. Reinforce
Lesson 1-07 vocabulary by conducting a
question-and-answer session with students. Worksheet 1-07
Include words from earlier lessons for addi- I. Match the words with the pictures. A B
tional practice. ____ 1. Are the women sitting?
____ 2. Is the woman running?
____ 3. Is the airplane white?

C D E
Content Integration: ____ 4. Is the woman sitting?
____ 5. Are the women running?

Language Arts: Ask students to write a ____ 6. Is there a man on this house?
paragraph persuading people to buy something. ____ 7. Is the fish white? F G
Before they write the paragraph, have students ____ 8. Is the car white?
____ 9. Is he eating?
pick out a product such as a car, a house, or a ____10. Is the car old?
H I J
boat. As a class, brainstorm potential products
and make a list of student responses on the
board. Then, have students write a paragraph
II. Match the words.
persuading someone to buy the product of his
11. Is the boy jumping? Yes, _________________________________. it is not
or her choice. Have students exchange papers 12. Is the car white? Yes, _________________________________. she is not
with a partner and interview each other about 13. Is the woman sitting? No, _________________________________. it is
their different products. 14. Is the woman running? Yes, _________________________________.
15. Is the red car old? No, _________________________________.

he is
she is
Science: Have students work with a partner III. Fill in the blank with the correct question.
and play a game of Twenty Questions. One 16. _________________________________? Yes, it’s red.
student will choose an object in the classroom. 17. _________________________________? No, the car is not black. The car is pink.
18. _________________________________? Yes, she is.

The other student will ask questions about the 19. _________________________________? No, there is not.
characteristics of the item. The questions can 20. _________________________________? No, the car isn’t old.
only be answered with yes or no responses. ENGLISH Questions and Answers; Personal Pronouns; Present Indicative of “To Be”
The winner guesses the object before asking

all twenty questions.
16
Questions and Answers;
Questions and Answers; Personal Pronouns;
Present Indicative of “To Be” 1-07 verb “to be”
New Vocabulary
eating
it’s
green
no
he
not
isn’t
she
it
they
Verbal-Linguistic: Develop a Twenty Questions-
this yes type game with students, to encourage mastery
Usage: Forming a Question
of question and answer formats.
A common way to form a question is to begin a sentence with the verb. In this
lesson we practice questions in which the verb is is or are. To form a question,
simply exchange the order of the subject and verb. Musical-Rhythmic: Have students create and
In the sentence, “The car is red,” the car is the subject and it comes first; is is the
verb, and it comes second. Word order of sentences is very important in English.
perform a rap-style song using a question-and-
The order in this example is normal word order: subject first, verb second. If the
order is changed, the meaning changes to make a question.
answer format.
The car is red. Is the car red?
The question mark at the end is an obvious sign that the sentence is a question,
but the verb in first position also tells you that the sentence is a question. Practice Post-Lesson Activities:
forming questions in this way.
An answer to the question, “Is the car red?” must be “yes” or “no,” but single word • Divide students into small groups. Pass out
answers are sometimes too blunt. We may want to add something to it in order
to be more polite or clear in communicating. For example, say, “Yes, it is red,” paper plates to each group. Have students
or “Yes, it is.”
Is the car red? Yes, it is.
take turns asking questions about the quantity
On the other hand, if the car is white, not red, extend your “no” answer by adding and color of the paper plates.
“it is not”: “No, it is not red.” To complete the correction, say, “It is white.”
Is the car red? No, it is not red. It is white. • Direct students to create posters that illustrate
The word it stands for the car. It is a pronoun, a short word that replaces a noun
and avoids annoying repetition. Use it only when replacing things, like cars, not the correct format for asking questions.
people. English has a set of personal pronouns that are used to refer to people.
She refers to a female, he refers to a male, and they refers to more than one of Display posters for student use as references
any gender. In English, the personal pronouns are the only words that use gender.
Remember to match the plural they with the plural verb are: “Yes, they are.” and resources.
Conversation:
7
• Ask students to prepare interview questions
for use with classmates.

Modifications:
• Use three-dimensional objects for students to
I. Fill in the blank with the word that best describes the photograph.
identify, using a question-and-answer format.
• Allow students to tape-record conversation
1. 2. 3.
sessions; replay for additional reinforcement
1. a. fruit b. milk c. meat d. bread and practice.
2. a. strawberries b. apples c. bananas d. pears
3. The woman is . a. walking b. jumping c. drinking d. eating
II. Yes or No?
1. 2. 3.
1. The boy is eating bread. 2. The woman is drinking. 3. The man is eating.
III. Answer the questions below with one of the given responses.
a. No, it is not. b. No, she is not. c. No, he isn’t. d. Yes, they are. e. Yes, it is. f. Yes, she is.
1. 2. 3.
4. 5. 6.
1. Is the woman running? 4. Is the car new?
2. Are the boys jumping? 5. Is the woman sitting?
3. Is the car old? 6. Is he eating?

17
Unit 1, Lesson 8
1-08 Food, Eating and Drinking; 1-09 Clothing and Dress; Affirmative and
Direct Objects Negative Verb Forms; Direct Objects
01 fruit 01 a white hat
milk a black hat
New Vocabulary meat
bread
some black hats
some white hats
02 a black hat and a brown hat
apples cheese meat 02 The man is eating.
The man is drinking.
some gray hats
a purple hat
The woman is eating.
a white hat
bags drinking milk The woman is drinking.
03 The girl is wearing a white shirt.
03 The woman and girl are drinking milk. The woman is wearing a blue shirt.
bananas food pears The man is drinking water.
The girl is drinking milk.
The woman is wearing a white shirt.
The woman is wearing a black hat.
The woman is drinking milk.
basket fruit strawberries 04 The boy is eating bread.
04 The boy is wearing white pants.
The men are wearing blue jeans.
The men are wearing dark shirts and dark pants.
boxes grapes tomatoes The horse is eating a carrot.
The man is eating. The woman is wearing a white shirt and blue
jeans.
bread hat water 05 The man is drinking orange juice.
05 The woman is not wearing a coat.
One woman is wearing a red raincoat and one
The man is drinking milk. woman is wearing a purple raincoat.
carrot juice with The man is drinking water.
The boy is eating bread and the girl is drinking
One woman is wearing a yellow raincoat and
one woman is wearing a blue raincoat.
milk. The woman is wearing a black coat.
06 yellow bananas 06 One boy is wearing a blue shirt and one boy is
wearing a red shirt.
green apples and red apples
Both women are wearing blue shirts.
red tomatoes
Themes: yellow cheese
The woman is wearing a white shirt and a black
skirt.
The woman is wearing a white shirt and blue
07 red strawberries
Food and Drink red grapes
green pears 07
jeans.
The man and the woman are wearing bathing
yellow apples suits.
The man and the woman are not wearing bathing
08 Strawberries are food. suits.
Bread is food. The woman is wearing glasses.
Materials: Balls are not food.
A hat is not food.
08
The woman is not wearing glasses.
The girl is wearing one shoe.
The girl is wearing two shoes.
Index cards with vocabulary words from 09 bananas in a basket
bread in bags
The boy is wearing one hat.
The boy is wearing two hats.
apples in boxes
Lesson 1-08 tomatoes in a basket 09 The girls are wearing white shirts and black
skirts.
10 a table with food One girl is wearing a white dress and one is
Research materials a table with no food
a plate with food
wearing a red and white dress.
The girls are wearing dresses and hats.
Paper for painting a plate with no food
10
The girls are wearing black pants.
The girl is not wearing socks.
Paints The girl is wearing white socks.
The boy is not wearing shoes.
The boy is wearing shoes.
Graph paper 7
Paper plates
Magazines
Scissors
Worksheet 1-08
Pre-Lesson Activity: I. Match the words with the pictures. A B
____ 1. bananas in a basket
• List food and beverage vocabulary on an ____ 2. meat
overhead projector. Ask students to tell you ____ 3. The man is eating.
C D E
____ 4. The man is drinking milk.
which of these items they enjoy by naming ____ 5. apples in boxes
words on the list. Encourage review of ____ 6. a plate with food
previous vocabulary by inviting students to ____ 7. a table with no food F G

____ 8. The girl is drinking milk.
talk about enjoyable activities or their ____ 9. bread
favorite pets. ____10. cheese

H I J
Social Studies: Students will research the II. Match the words.
prices of food and beverages in the United ____11. pears a. red
____12. strawberries b. yellow

States as well as two other countries. Have ____13. cheese c. green
students research the most popular food and ____14. bananas
beverage choices in the United States and ____15. tomatoes
another country. Have students compare the III. Fill in the blank.
prices of these particular products. 16. The girl is drinking _________________________________. are not food
17. The boy is eating _________________________________. milk
Language Arts: Collect different restaurant 18. Balls _________________________________. is food
menus for students to choose from. Students 19. Strawberries _________________________________.
20. Bread _________________________________.

bread
are food
may work in groups or individually. Have
students re-design a restaurant menu. Give Food, Eating and Drinking; Direct Objects ENGLISH
students a restaurant menu from an actual

restaurant or a teacher-created menu. Ask
students to brainstorm adjectives that they
would use to describe the food items listed on
their menu. Encourage students to come up
with adjectives to describe food and make it
(continued)
18
Food, Eating, and Drinking;
Food, Eating and Drinking; Direct Objects 1-08 Direct Objects
New Vocabulary
apples
bread
bags
carrot
bananas
cheese
basket
drinking
boxes
food
sound more appetizing such as “heavenly,
fruit grapes hat juice meat delightful, juicy, etc.” Have students choose
milk pears strawberries tomatoes water
with five items from the menu and have them
Vocabulary: With
change the original title of the item to one
A new preposition is introduced in this lesson: with. It doesn’t tell where the action
occurs, as in and on do, but serves a more descriptive function. “A table with food” they choose. Have the students underline the
is a table that has food on it.
Grammar: Direct Objects
adjectives they use.
In Lesson 1-02 you learned to form present progressive verbs with -ing. Now you
may add objects to most sentences in present progressive tense. But be careful,
because not all verbs can take objects. You have learned, “The boy is jumping.” In
this sentence the boy is not jumping something. But if you say, “The boy is jumping
rope,” you have added a direct object, rope. If another verb, like eating, is used,
as in “The boy is eating,” you may again add an object: “The boy is eating bread.” Verbal-Linguistic: Have students create a game
What is the boy eating? Bread. Bread is the object of his eating.
What other objects can you find in this lesson?
that uses the vocabulary words and their meanings.
Visual-Spatial: Instruct students to paint or
draw a still-life picture using various food items
and containers from this lesson.
Visual-Spatial: Direct students to cut out food
pictures from magazines. Hand students paper
plates, and ask them to fill these plates with the
“food” they have selected. Have students
describe their “meals” to each other.
9
• Have students write three sentences using
vocabulary words. Ask for volunteers to read
aloud or write a sentence on the board. Help
I. Fill in the blank with the word that best describes the photograph. students determine whether or not there is a
direct object in each sentence.
• Ask students to describe various food items
1. 2. 3.
1. a. fruit b. milk c. meat d. bread
on food photos.
2.
3. The woman is .
a. strawberries
a. walking
b. apples
b. jumping
c. bananas
c. drinking
d. pears
d. eating
• Have students write down the food and
II. Yes or No?
beverage items presented in this lesson. Ask
them to take their lists home and mark the
items they have in their houses.
1. 2. 3.
1. The boy is eating bread. 2. The woman is drinking. 3. The man is eating. Conversation:
III. Answer the questions below with one of the given responses. • Encourage students to discuss their favorite
a. No, it is not. b. No, she is not. c. No, he isn’t. d. Yes, they are. e. Yes, it is. f. Yes, she is.
foods and beverages with their peers.
Modifications:
1. 2. 3.
• Use graphing software or websites to help
students create bar graphs.
4. 5. 6.
1. Is the woman running? 4. Is the car new?
2. Are the boys jumping? 5. Is the woman sitting?
3. Is the car old? 6. Is he eating?

19
Unit 1, Lesson 9
1-08 Food, Eating and Drinking; 1-09 Clothing and Dress; Affirmative and
Direct Objects Negative Verb Forms; Direct Objects
01 fruit 01 a white hat
milk a black hat
New Vocabulary meat
bread
some black hats
some white hats
02 a black hat and a brown hat
bathing dresses purple skirt 02 The man is eating.
some gray hats
a purple hat
The woman is eating.
a white hat
both glasses raincoat skirts The woman is drinking.
03 The girl is wearing a white shirt.
03 The woman and girl are drinking milk. The woman is wearing a blue shirt.
brown gray shirt socks The man is drinking water.
The woman is wearing a white shirt.
The woman is wearing a black hat.
The woman is drinking milk.
coat hats shirts some 04 The boy is eating bread.
04 The boy is wearing white pants.
The men are wearing blue jeans.
The men are wearing dark shirts and dark pants.
dark jeans shoe suits The horse is eating a carrot.
The man is eating. The woman is wearing a white shirt and blue
jeans.
dress pants shoes wearing 05 The man is drinking orange juice.
05 The woman is not wearing a coat.
One woman is wearing a red raincoat and one
The man is drinking milk. woman is wearing a purple raincoat.
The man is drinking water. One woman is wearing a yellow raincoat and
The boy is eating bread and the girl is drinking one woman is wearing a blue raincoat.
milk. The woman is wearing a black coat.
06 One boy is wearing a blue shirt and one boy is
Themes: 06 yellow bananas
green apples and red apples
red tomatoes
wearing a red shirt.
The woman is wearing a white shirt and a black
yellow cheese
Clothing 07 red strawberries
skirt.
The woman is wearing a white shirt and blue
jeans.
red grapes
green pears 07 The man and the woman are wearing bathing
yellow apples suits.
Materials: 08 Strawberries are food.
Bread is food.
The man and the woman are not wearing bathing
suits.
The woman is wearing glasses.
Balls are not food. The woman is not wearing glasses.
Clothing catalogs A hat is not food.
08 The girl is wearing one shoe.
The girl is wearing two shoes.
09 bananas in a basket
Scissors bread in bags
apples in boxes
The boy is wearing one hat.
The boy is wearing two hats.
tomatoes in a basket 09 The girls are wearing white shirts and black
Card stock 10 a table with food
skirts.
One girl is wearing a white dress and one is
a table with no food wearing a red and white dress.
Paper a plate with food
a plate with no food
The girls are wearing dresses and hats.
The girls are wearing black pants.
10 The girl is not wearing socks.
The girl is wearing white socks.
Pre-Lesson Activity: The boy is not wearing shoes.

The boy is wearing shoes.
• Direct students to complete Section I of 7
Worksheet 1-09 in the Student Workbook.

Review as a class and have students read
answers aloud. Reinforce current and
Worksheet 1-09
previous vocabulary by asking students to
I. Match the words with the pictures. A B
describe their clothing. ____ 1. a black hat
____ 2. The man and the woman are

wearing bathing suits.
Content Integration: ____ 3. The men are wearing

blue jeans.
C D E
Mathematics: Give each student $250 and a ____ 4. The girl is not wearing socks.
catalog. Each student has to buy a complete ____ 5. The woman is wearing a white
shirt and blue jeans.
G
F
outfit with their money. Students need to list ____ 6. The woman is wearing glasses.
____ 7. The boy is wearing white pants.

each item, its cost, sales tax for that area, and a ____ 8. The girls are wearing dresses
and hats.
grand total. Have students find pictures or draw ____ 9. The boy is not wearing shoes.
H I J
their outfits. Have each student label the ____10. some white hats
different articles of clothing.

II. Possible (P) or Impossible (I)?
Social Studies: Have students research a specific
____11. The girl is wearing pants.
culture and their style of dress. Have students ____12. The horse is wearing a white skirt.
provide information about the traditional ____13. The girls are wearing raincoats.
clothing worn in that culture, its history, and ____14. The boy is wearing three shoes.
____15. The woman is not wearing jeans.

pictures of this particular type of clothing.
16. The girl _________________________________. are wearing blue jeans
17. Both women are _________________________________. wearing a coat
18. The woman is _________________________________. wearing blue shirts
19. The men _________________________________. one hat
20. The boy is wearing _________________________________. is wearing one shoe
ENGLISH Clothing and Dress; Affirmative and Negative Verb Forms; Direct Objects
20
Clothing and Dress; Direct Objects
Clothing and Dress; Affirmative and Negative Verb Forms; Direct Objects 1-09
New Vocabulary
bathing
dress
both
dresses
brown
glasses
coat
gray
dark
hats
Bodily-Kinesthetic: Instruct students to
jeans pants purple raincoat shirt organize and conduct a fashion show with
shirts shoe shoes skirt skirts
socks some suits wearing peers volunteering as models and narrators.
Usage: Numbers of Things
English uses a variety of words to indicate numbers of things. Some indicate a Musical-Rhythmic: Have students write song
definite number and others an indefinite number. Look for the following words in
this lesson. lyrics using vocabulary from this lesson and
some
a
more than two; several (indefinite)
one, just any one (indefinite)
previous lessons.
the one, a certain one (definite)
one just one, but not which one
both two, a certain two
two a certain number of items or people, but not which two Post-Lesson Activities:
-s more than one
Usage: Affirmatives and Negatives
• Display pictures of clothing items and have
Expressing contrasts is a useful method of making meaning clear. To do so, we students identify them.
often state the negative of what is real, what something is not or when something
is not occurring. Simply insert not before the -ing verb in present progressive
sentences. • Describe the clothing of someone in the
The girl is not wearing socks.
The woman is not wearing glasses.
room and have students guess the person
who is being described.
• Direct students to cut out pictures of
clothing from magazines or catalogs.
Encourage students to write descriptions
about each item.
10
Conversation:
• Ask students to pair up and describe their
own clothing, as well as their partner’s clothes.
Modifications:
a. a white shirt b. dresses c. a white skirt d. white socks e. glasses • Reinforce vocabulary words in this lesson
using real clothing items whenever possible.
1. 2. 3. 4.
1. The girl is wearing . 3. The woman is wearing .
2. The woman is wearing . 4. The girls are wearing .
II. Match each sentence with the appropriate photograph.
A. B. C.
D. E. F.
1. Where is the man? The man is on the old house.
2. What are the women wearing? They are wearing white shirts.
3. Where are the children? They are on a boat.
4. Who is reading? The woman is reading.
5. What color is this car? This car is white.
6. Who has long hair? The man has long hair.
21
Unit 1, Lesson 10
1-10 Who, What, Where, Which;
Interrogative Pronouns and Adjectives
01 Who is reading? 06 What color is this car?
The woman is reading. This car is red.
New Vocabulary Who is dancing?
The man is dancing.
What color is this car?
This car is yellow.
color here what which Who is swimming?

The boy is swimming.
Where is the blue car?
Here is the blue car.
Who is running? Where is the white car?
doing these where who The horse is running. Here is the white car.
02 Who is sitting? 07 Where are the bananas?

The child is sitting.
Where is the cheese?
Who is eating?
Which horse is running?
The man is eating.
Themes: Who is drinking milk?
This horse is running.
Which horse is jumping?
This horse is jumping.
Questions Who is under the table?
The boy is under the table.
08 Which car is blue?
Which car is red?
03 Who is eating a carrot?
The horse is eating a carrot. Which woman is wearing a blue shirt?
Materials: Who is eating bread?
The boy is eating bread. Which child is drinking milk?
What is flying?
Graph paper The airplane is flying.
What is flying?
09 Who has long hair?
The man has long hair.
White paper A bird is flying.
What is the boy doing?
He is swimming.
04 What are the women wearing?
Colored paper They are wearing blue shirts. Where is the boy?
The boy is on a horse.
What are the women wearing?
They are wearing white shirts. Which child is eating bread?
The boy is eating bread.
What food is this?
These are strawberries.
Pre-Lesson Activity: What food is this?
This is bread.
10 What are the woman and the girl doing?
They are drinking milk.
Where are the children?
• Write the following questions on the board: 05 Where is the boy?
They are in a boat.
The boy is under the table. Which man has blue hair?
1. Who is reading? Where is the boy?
The boy is on the table.
Who has red hair?
Where is the man?

2. Who is sitting? The man is on the old house.
Where is the man?
The man is on the bicycle.
3. Where is the boy?
8
4. Who has long hair?
Have students select a question to answer, using
classmates as the basis for their response. For
example, if a peer named Nicole has long hair, Worksheet 1-10
a student may answer #4 as Nicole has long I. Match the words with the pictures. A B
hair. Direct students to write down their question ____ 1. Who is reading?
____ 2. Which horse is running?
and answer, in preparation for presentation to ____ 3. Who is under the table?
C D E
the class. ____ 4. Who is drinking milk?
____ 5. What is flying?
____ 6. Which horse is jumping?
Content Integration: ____ 7. Who is eating? F G

____ 8. What are the women wearing?
Language Arts: Instruct students to think about They are wearing white shirts.
a famous person they would like to interview. ____ 9. Where are the bananas?
____10. What food is this? H I J

Have students write 20 questions they would This is bread.
like to ask this person. Have the students write

the questions using only the question words
II. Fill in the blank.
from the lesson. Students should try and find 11. Who has long hair? ____________________________ long hair. these
any answers for their famous person’s questions 12. What food is this? ____________________________ are strawberries. the boy
through Internet research. 13. Where is the man? The man is ____________________________. the man has
14. Which child is eating bread? ____________________________ is eating bread. the airplane
Mathematics: Have students list the words: 15. What is flying? ____________________________ is flying. on the old house
Who? What? Where? Which? in columns. III. Fill in the blank.
Instruct them to keep track of the number of 16. ____________________________ horse is running? This horse is running. a. where
17. ____________________________ is the boy doing? He is swimming. b. they

each type of question they hear being asked for 18. ____________________________ is reading? The girl is reading. c. which
one day. Instruct students to place tally marks 19. ____________________________ is the white car? Here is the white car. d. who
in the appropriate column each time they hear 20. What are the women wearing? ____________________________ are wearing shirts. e. what
that question asked. Use this information to Who, What, Where, Which; Interrogative Pronouns and Adjectives ENGLISH
share and compare results in class. Have students

create a circle graph measuring the amount of
times each question word was asked that day.
22
Who, What, Where, Which;
Who, What, Where, Which; Interrogative Pronouns and Adjectives 1-10 Interrogatives
New Vocabulary
color
where
doing
which
here
who
these what Verbal-Linguistic: Instruct students to write
Usage: Forming Questions clues in a question format for a crossword puzzle.
In Lesson 1-07, you learned how to form questions by inverting the order of the
subject and verb in a sentence. That kind of question calls for a “yes” or “no” Visual-Spatial: Distribute graph paper for
answer. Another kind of question asks for information as an answer. The so-called
W-words or interrogative words ask for information. These words are: students to use when they create their crossword
who?
what?
asks
asks
for
for
the identity of a person or persons
the identity of an object puzzle answer sheet.
where? asks for location
which? asks for a distinction between choices
Sometimes these words function as pronouns and sometimes as adjectives. Post-Lesson Activities:
Who? can only be a pronoun. It substitutes for the name of a person.
Who is reading? Tom is reading. • Instruct students to list the words: Who?
What? may be a pronoun or an adjective. What? Where? Which? in columns at the top
What is flying? The bird is flying.
In the sentence, “What is flying?” what is a pronoun; it stands for “the bird.” of a sheet of paper. Have students write at
What food is this? This is bread. least two of each type of question.
But in the sentence, “What food is this?” what seeks to specify or name the food.
It modifies “food,” which makes it an adjective. • Direct students to cut out newspaper articles
Where? is not a pronoun or an adjective. It simply refers to the location of
something. A common answer uses “Here…” and answer the Who? What? Where? Which?
Where is the boy? The boy is under the table.
or, Here he is. questions that appear in these stories.
Which? is normally an adjective. A noun follows it.
Which car is blue? The old car is blue.
“Which car is blue?” asks for a name or description of the car.
Conversation:
• Instruct students to share their news articles
with each other. Encourage them to ask at
11
least two questions about the stories their
peers have chosen.

Modifications:
• Provide graphic organizers to help students
a. a white shirt b. dresses c. a white skirt d. white socks e. glasses
answer Who? What? Where? Which?
questions about articles.
• Ask students to highlight answers in
1. 2. 3. 4. news articles.
1. The girl is wearing . 3. The woman is wearing .
2. The woman is wearing . 4. The girls are wearing .
II. Match each sentence with the appropriate photograph.
A. B. C.
D. E. F.
1. Where is the man? The man is on the old house.
2. What are the women wearing? They are wearing white shirts.
3. Where are the children? They are on a boat.
4. Who is reading? The woman is reading.
5. What color is this car? This car is white.
6. Who has long hair? The man has long hair.

1. Look at the clock. If you rounded to the nearest hour, what time would it be?
2. Write a question using the vocabulary you have learned up to this lesson.
3. Name a food and a beverage from Lesson 1-08.
4. What item of clothing would you wear to cover your head?
5. What type of clothing should you wear if it is raining?
23
Test Unit 1 Lessons 1–5
Unit 1 Review 1. old a. man
2. black b. girl
3. long c. young
4. woman d. white
Review Activities: 5. boy e. short
• Use index cards to review vocabulary. II. Fill in the blank with the word that best describes the photograph.
• Review workbook pages.

• Choose activities that target skills in need of 1. 2. 3. 4. 5.
practice.
• Encourage role-play of scenes that require
students to use language skills. 6. 7. 8. 9. 10.
1. The boy is an airplane. a. seven
• Provide time for conversation practice with 2. The car is . b. white
3. six, , eight c. old

peers; monitor conversational skills. 4. and six d. under
• Challenge students to create questions from 5. The man is . e. on
6. The old woman has hair. f. new

various lessons and seek answers as a class. 7. The woman is . g. walking
• Play question-and-answer games using 8. The ball is
9. The woman is
the boy.
the car.
h. five
i. in
vocabulary words from past lessons. 10. The girls are . j. falling
Possible Assessments:
• Conduct Mini-Assessments in Lessons 1-05

and 1-10.
• For Lesson 1-01, check Y-charts and T-charts Test Unit 1 Lessons 1–5
for accuracy. III. Change the words below from singular to plural.
Example: flower flowers
• Observe students as they participate in 1. egg
activities. Note areas of difficulty and provide 2. baby
additional practice time in appropriate modes 3. man
4. is
of the software lessons. 5. woman
• Use rubrics to assess bar graphs, charts, IV. Add or subtract.
fashion shows, reports, and other projects. Example: three + one four
1. two + six
• Note the amount and quality of class 2. five + four
participation. 3. nine – seven
4. ten – four
• Check accuracy of completed Workbook 5. three – zero
pages, Quizzes, and Tests.

• Keep portfolios of student work.
24
I. Match the words.

1. ten
2. apples
a. time
b. old woman
Tests
3. red c. number
4. white hair d. food
5. six o’clock e. color
II. Match the nouns and verbs.

1. milk a. flying
2. book b. reading
3. horses c. riding
4. airplane d. drinking
5. pants e. wearing
III. Answer the question according to the models below.

Is the car red? Yes, it is red.
Is the car yellow? No, the car is not yellow. It is white.
1. 2. 3. 4. 5.
1. Is the cat white?
2. Are the women sitting?
3. Is the woman running?
4. Is the car new?
5. Is he eating?
IV. Answer the question according to the models below.

Who is reading? The woman is reading.
What are the women wearing? They are wearing blue shirts.
Where is the man? He is on the old house.
1. 2. 3. 4. 5.
1. Who is drinking?
2. Where are the children?
3. What is the boy doing?
4. Who has long hair?
5. What color is this car?
V. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3. 4. 5.
1. The boy is eating a. fruit, water b. bread, milk

and the girl is drinking . c. fruit, milk d. bread, water
2. a. bananas in a basket b. apples in bags

c. bananas in bags d. apples in boxes
3. The girl is wearing . a. a white hat b. a black hat

c. a white shirt d. a black shirt
4. The woman is wearing . a. glasses b. jeans

c. pants d. shoes
5. The girl is wearing . a. one sock b. jeans

c. one shoe d. two shoes
25
Crossword 1: 1-5
Unit 1 Review
ENGLISH
Word Search 1: 1-5 Crossword 1: 6-10
J D R B L A C K F E Y E M
AIRPLANE HAIR I C U E B I C Y C L E Z H
BABY HOUSE
BICYCLE READING
A U N D E R S O R Y R E H
BIRD RUNNING W N N Q L P F L O W E R A
BLACK SITTING
EGG UNDER A V I Y E L L O W B A O I
EIGHT WALKING
ELEPHANT WHITE
L S N O V A Y E O A D V R
EYE WOMAN K I G U B N I V W H I T E
FISH YELLOW
FLOWER YOUNG I T Y N A E N F S A N R W
FLYING ZERO
GIRL
N T T G E I G H T W G B O
G I E L E P H A N T N E M
O N G I R L G H O U S E A
P G G W F B I R D T Q J N
B A B Y D B X F I S H Q I
Word Search 1: 6-10
C D A R K K H E R E B R F
BOTH PANTS T C I W I W H O A D R U H
BREAD SHIRT
COAT SHOES S T R A W B E R R I E S F
COLOR STRAWBERRIES G T M T H E R E M N A W O
DARK THERE
DRINKING THESE L H O E E G M B T U D H O
EATING THEY
FOOD WATER A E T R R O P I H M T A D
GLASSES WHAT S Y O E E A A P E B O T H
HERE WHERE
MEAT WHICH S Z R Y W X N Q S E E M Q
MOTORCYCLE WHO
NUMBER E S C O A T T W E R A W N
S H Y A X M S H I R T P P
G O C O L O R N W H I C H
D E L N M E A T Y K N E I
D S E D R I N K I N G S A
ENGLISH ENGLISH
26
Across
1 3
4 6 7
Word Searches and Crosswords
1 8 10 13
9 15
16
8
19
5 21
Down
1
2 2 3
10 4 5
6 7 9 11
12
7 14 17
6 3
18 20
ENGLISH
Across
1 3 5 6 7
9 10 12 17
20
021 22 23
Down
1 2 4 8 10
11
30 13 14
15 15 16
20 18 19
ENGLISH
27
Unit 2 Overview
Lesson 2-01 More Verbs: Present Progressive .................................................. 30

13 new words.
Introduction of new transitive and intransitive verbs. People and animals as actors.
Lesson 2-02 People and Animals; Relative Pronouns: Who, That .................. 32
Seven new words.
Establishing larger categories and membership in these categories: animals, people, adult, and child.
Definitions, Negation.
Lesson 2-03 Big and Small; Nouns, Descriptive Adjectives ............................ 34

10 new words.
Big and small introduced and then used to teach new nouns.
Lesson 2-04 Shapes and Colors; Descriptive Adjectives; Comparisons ........ 36

11 new words.
Elementary geometric shapes and dimensions, additional colors, varied sizes.
Introduction of comparative and superlative adjectives.
Lesson 2-05 Left and Right; Possessive Adjectives .......................................... 38

28 new words.
The left hand, the right hand; left turn, right turn.
Where is?, shapes, traffic signs, traffic directions, and traffic warnings.
Lesson 2-06 Verbs: Negation of Verbs ................................................................ 40

Six new words.
Negations in the presence of affirmations.
Repetition through identical pictures with negations in the absence of affirmations. Direct objects.
Lesson 2-07 Compound Subjects ........................................................................42

12 new words.
Two subjects and a single verb. Two subjects and two verbs.
Lesson 2-08 Prepositions...................................................................................... 44

17 new words.
Prepositions of place.
Lesson 2-09 Head, Face, Hands, and Feet; Possession .................................... 46

20 new words.
Parts of human anatomy. Caring for hair.
Parts of animal anatomy.
Possession.
Direct objects.
Reflexive pronouns.
Lesson 2-10 Verbs: Present Perfect and Future with “going to” .................... 48
14 new words.
Introduction of the present perfect tense.
Introduction of the going to future tense.
Lesson 2-11 Review of Unit Two ........................................................................ 50

Tests and Woksheets from Unit Two lessons.
28
Scope and Sequence
Enrichment/Unit Projects: “exploration,” particularly the childhood/adolescent

experience of the artists, their homelands and
1. Lead students in a discussion of the human need for
hometowns, schooling, family life, and social
exploration. In what ways has the human race been
interests. Students may also research the ideas or
affected by all forms of exploration and discovery?
discoveries the artist developed, and the way those
Explorations can lead to more discoveries and to
ideas influenced other artists or changed the genre
more questions. What types of explorations are the
in which they worked. Allow students to design
students most familiar with? Prompt the students by
their journey maps in any creative manner they
asking questions such as:
choose. They can make traditional maps that show
What do you think of when you hear the word geographic locations, a timeline-style map that
“explorer”? shows a chronological order of events, or a creative
What makes an explorer different from other people? method of their own design (subject to your approval).
What motivates him/her to explore? Display the various journey maps around the room
and bind them all into a classroom “atlas.” Ask the
What keeps people from being explorers? (i.e., fear, students what surprised them most about their
doubt, money) research and creation. Relate the work of this activity
Ask students to brainstorm famous explorers from to students’ studies of other cultures by comparing
the past and the present day. Make a list on the and contrasting two artists of the same genre from
blackboard. different countries and by looking for similarities and
Examine the explorers named by students. Ask the differences in the journey maps of these two artists.
students to think of people who are explorers in 2. As a class, discuss at what age the students believe
fields other than geography, such as science, politics, a child becomes a part of the adult world. What
and the arts. Remind students that an intellectual knowledge, skills, and cultural information do
exploration can be like a journey even if it does not children need before they become adults? How are
include travel. Focus the classroom discussion on children taught their cultural heritage? Have students
explorers in the arts. Name artistic “explorers” in brainstorm the differences between their culture and
each of the following genres of art: theatre, literature, another culture. Ask students to share their own
musical theatre, visual arts, music, and dance. experiences with the class. Record student answers
Introduce students to the concept of “journey on the board.
mapping.” Traditionally, journey maps show the 3. Instruct students to research a contemporary song.
mapping of geographical explorations. Extending Students will analyze the song to determine the
this idea, explain to students that journey maps can artist’s point-of-view regarding the subject matter.
also be made to trace various forms of progress, Students will then design and create an original visual
including in some cases the physical movement of aid that illustrates the central theme of the song and
ideas, inventions, systems of government, art styles identifies the issue, event, or person that is addressed.
or motifs, and social and religious movements. Tell Students will need to interpret song lyrics based on
the students they will be making journey maps contextual clues and research. They will present their
focusing on the work of specific artistic “explorers.” opinions and research orally and synthesize their
Students should research the influences that learning through a presentation that incorporates
prompted the artists to embark on their music, visual arts, and oral speech.
29
Unit 2, Lesson 1
2-01 More Verbs: Present Progressive 2-02 People and Animals; Relative
Pronouns: Who, That
01 The boy is throwing the ball. 01 He is a boy.
The woman is throwing the ball. She is a girl.
New Vocabulary The man is throwing the ball.
The man is throwing the boy.
He is a man.
She is a woman.
02 The woman is catching the yellow ball. 02 The boy is a child.
catching lying telephone The man is throwing the ball.
The woman is catching the white ball.
The girl is a child.
The man is an adult.
down pointing throwing The boy is catching the rake. The woman is an adult.
03 The boy is throwing the ball. 03 two adults
kicking rake writing The boy is catching the ball.
The boy in white is kicking the ball.
one adult and one child
two children
The boy in red is kicking the ball. three children
laughing smiling 04 The girl is riding. 04 one adult and two children
little talking The boy is riding.
two adults
three adults
The boy is running. two children
05 The boy is smiling. 05 A dog is an animal.
The boy is drinking. A fish is an animal.
The woman is sitting. A girl is a person.
Themes: 06
The woman is smiling. 06
A woman is a person.
A dog is not a person. A dog is an animal.
The woman is pointing. A fish is not a person. A fish is an animal.
People, Animals, Transportation The woman is reading.
The woman is talking on the telephone.
A girl is not an adult. A girl is a child.
A woman is not a child. A woman is an adult.
07 The little girl is laughing. 07 one child and one animal

The man is laughing. two adults and one child
Materials: The girl is writing.
The man is riding.
two adults and two animals
one animal
Index cards with vocabulary words from 08 The boy is kicking.

The bull is kicking.
08 one person and one animal
three people
The boy is smiling. two people and two animals
Lesson 2-01 The bull is running. one animal
09 The girl is lying down. 09 a person who is not a man
Small container The girl is running.
The girl is laughing.
a person who is not a woman
an animal that is not a horse
Small pieces of paper The girl is smiling. an animal that is not an elephant
10 The birds are flying. 10 a person who is not a child
Magazines The birds are swimming.
The birds are walking.
a person who is not an adult
an animal that is not a cat
The bird is flying. an animal that is not a dog
Diamond poem handout
Pre-Lesson Activity: 10
• Instruct students to complete Section I of

Worksheet 2-01 in the Student Workbook, to
reinforce lesson vocabulary. As a review of
current and previously learned verbs, write Worksheet 2-01
the following on the board: I. Match the words with the pictures. A B
____ 1. The woman is sitting.

The bull is kicking. The bull is ________. ____ 2. The boy is drinking.
The bird is flying. The bird is ________. ____ 3. The man is riding.
C D E
____ 4. The girl is writing.
Ask students: “What other actions can these ____ 5. The birds are swimming.
animals perform?” List terms on the board; II. Match the words.
have volunteers read sentences aloud, filling in ____ 6. throwing a. laughing
the blanks with appropriate verbs. ____ 7. reading

____ 8. eating
b. catching
c. writing
____ 9. smiling d. running
____10. walking e. drinking
Content Integration: III. Fill in the blank.
Science: Instruct students to make and record 11. The woman is ____________________________ on the telephone. are swimming
12. The boy is _________________________________ the ball. is flying
predictions of which of the following activities 13. The birds _________________________________. is smiling
burn the most calories: catching the ball, lying 14. The woman _________________________________.
15. The bird _________________________________.
talking
catching
down, throwing the ball, kicking the ball, IV. Describe each picture with a complete English sentence.
writing, smiling, talking, running, flying,
walking, reading, swimming, dancing, and
sitting. In small groups, have students research 16. 17. 18. 19. 20.
the amount of calories that are burned when 16. __________________________________________________________________________________________
each activity is done for one hour. 17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
Mathematics: Direct students to create a chart 19. __________________________________________________________________________________________
listing all the activities and the amount of 20. __________________________________________________________________________________________
ENGLISH More Verbs: Present Progressive

calories burned when doing that activity for an
hour. Instruct students to graph the information
using a bar graph or circle graph.
30
More Verbs: Present Progressive
More Verbs: Present Progressive 2-01
New Vocabulary Using Multiple Intelligence Strategies:

catching down kicking laughing little
lying pointing rake smiling talking Intrapersonal: Have the students choose two
telephone throwing writing
activities from the following list: catching the
Grammar: Present Progressive
The present progressive verb tense is formed in English by adding -ing to the verb.
ball, lying down, throwing the ball, kicking the
(See Lesson 1-02.)
ball, writing, smiling, talking, running, flying,
The woman is smiling.
The
The
bull is kicking.
boy is throwing the ball.
walking, reading, swimming, dancing, and
The woman is catching the ball. sitting. Instruct students to write a paragraph
Grammar: Verb-Noun Agreement
When a noun changes to the plural, its verb must also change to the plural form.
explaining why they enjoy each activity.
The bird is flying.
The birds are flying.
Verbal-Linguistic: Instruct students to write a
The girl is running. diamond poem using present and past the
vocabulary words.
• Write lesson vocabulary words on slips of
paper. Place in a small container and have
students select one piece of paper from the
container. Ask students to take turns acting
out their vocabulary word for the other
students to identify.
13
• Tell students to look at pictures in magazines
and explain them to each other.

Conversation:
• Have students describe the actions of people
and animals from the vocabulary list.
1. 2. 3.
Modifications:
1. The man is the ball. a. riding b. catching c. throwing d. kicking
2. The boy in white is the rake. a. catching b. riding c. kicking d. jumping

• Ask students to write a three-sentence
3. The boy is the ball. a. throwing b. riding c. kicking d. catching paragraph using lesson vocabulary words.
II. Yes or No?
1. 2. 3.
4. 5. 6.
1. The girl is riding. 4. A dog is a person.
2. The birds are flying. 5. A man is an adult.
3. The girl is laughing. 6. A fish is not a person. A fish is an animal.
III. Fill in the blank with the word that best describes the photograph.
a. who b. that
1.
2. 3.
1. an animal is not a horse.
2. a person is not a child.
3. an animal is not a cat.

31
Unit 2, Lesson 2
2-01 More Verbs: Present Progressive 2-02 People and Animals; Relative
Pronouns: Who, That
01 The boy is throwing the ball. 01 He is a boy.
The woman is throwing the ball. She is a girl.
New Vocabulary The man is throwing the ball.
The man is throwing the boy.
He is a man.
She is a woman.
02 The woman is catching the yellow ball. 02 The boy is a child.
adult animal people that The man is throwing the ball.
The woman is catching the white ball.
The girl is a child.
The man is an adult.
adults animals person The boy is catching the rake. The woman is an adult.
03 The boy is throwing the ball. 03 two adults
The boy is catching the ball. one adult and one child
The boy in white is kicking the ball. two children
The boy in red is kicking the ball. three children
Themes: 04 The girl is riding.

The boy is riding.
04 one adult and two children
two adults
The girl is jumping. three adults
People and Animals The boy is running. two children
05 The boy is smiling. 05 A dog is an animal.
The boy is drinking. A fish is an animal.
The woman is sitting. A girl is a person.
The woman is running. A woman is a person.
Materials: 06 The woman is smiling. 06 A dog is not a person. A dog is an animal.
The woman is pointing. A fish is not a person. A fish is an animal.
Magazine The woman is reading.
A girl is not an adult. A girl is a child.
A woman is not a child. A woman is an adult.
Scissors 07 The little girl is laughing.

The man is laughing.
07 one child and one animal
two adults and one child
Glue The girl is writing.
The man is riding.
two adults and two animals
one animal
08 The boy is kicking. 08 one person and one animal
The bull is kicking. three people
The boy is smiling. two people and two animals
Pre-Lesson Activity: The bull is running. one animal
09 The girl is lying down. 09 a person who is not a man
• In order to reinforce current and previous The girl is running.
a person who is not a woman
an animal that is not a horse
The girl is smiling. an animal that is not an elephant
vocabulary, display the following on an 10 The birds are flying. 10 a person who is not a child
The birds are swimming. a person who is not an adult
overhead projector: The birds are walking.
The bird is flying.
an animal that is not a dog
________ is a person.
________ is an animal.
10
Have students work individually to write ten
singular nouns (five for each category) that
correctly complete these sentences. Direct
students to take turns reading answers aloud. Worksheet 2-02
I. Match the words with the pictures. A B

Content Integration: ____ 1. one adult and one child
Science: Discuss the types of people and ____ 2. one person and one animal
____ 3. two children
animals found in Lesson 2-02. Draw a Y-chart ____ 4. three people

C D E
with the headings Adult/Child/Animal. Ask ____ 5. The man is an adult.
students to list at least ten examples of each II. Match the words.
group. Then, tell students to use a magazine ____ 6. animal a. child

____ 7. adults b. person
to find and cutout pictures that match each ____ 8. adult c. people
category. Students will then glue the pictures ____ 9. animals d. children
in the appropriate place. III. Fill in the blank.
10. An elephant _________________________________ an animal. a man
Language Arts: Explain to students they will 11. A woman _________________________________.

12. A fish _________________________________ a person.
is
a girl
be creating characteristics for a person they 13. _________________________________ is an adult. is not a child
14. She is _________________________________. is not an adult
find in a magazine and will then write a short 15. A boy _________________________________. is not
story placing the character in a situation. Have IV. Describe each picture with a complete English sentence.
students choose a full body or close-up picture

of a person from a magazine. Students will
write a character sketch which describes the 16. 17. 18. 19. 20.
16. __________________________________________________________________________________________
person they have chosen. Have students write 17. __________________________________________________________________________________________
a short story placing the character in a situation 18. __________________________________________________________________________________________
of their choice. Each student should turn in a 19. __________________________________________________________________________________________
picture of the character, the character sketch, a 20. __________________________________________________________________________________________
People and Animals; Relative Pronouns: Who, That ENGLISH

rough draft of the story, and a final copy.
32
People and Animals; Relative
People and Animals; Relative Pronouns: Who, That 2-02 Pronouns: Who, That
adult adults animal animals people
person that Visual-Spatial: Ask students to create an art
Grammar: Relative Pronouns project that features an adult, a child, and an
A relative pronoun connects a noun with a phrase that gives more information
about the noun. It functions as the subject of the phrase, and it matches the noun animal.
that it describes.
a person who is not a child Naturalist: Using the Y-chart from the previous
If the noun being described is a human being, use who. If the noun is not a human
activity, instruct students to label the different
being, but is an animal or thing, use that. species of the animals in the pictures they cut
from the magazines.
• List names of people and animals on the
board. Instruct students to use the words who
or that to write at least three sentences to
share with the class.
• Ask students “How many?” of a certain item
to review numbers.
Conversation:
14
• Have students discuss a trip to the zoo.
Modifications:
• Enlarge graphic organizers as needed.
Quiz Unit 2 Lessons 1 and 2 • Use poster board for a large Y-chart that
I. Fill in the blank with the word that best describes the photograph. categorizes objects for adult, child, and
animal. Cut out and glue pictures in the
appropriate places. Post the complete list for
1. 2. 3. student reference.
1. The man is the ball. a. riding b. catching c. throwing d. kicking
2. The boy in white is the rake. a. catching b. riding c. kicking d. jumping
3. The boy is the ball. a. throwing b. riding c. kicking d. catching
II. Yes or No?
1. 2. 3.
4. 5. 6.
1. The girl is riding. 4. A dog is a person.
2. The birds are flying. 5. A man is an adult.
3. The girl is laughing. 6. A fish is not a person. A fish is an animal.
a. who b. that
1.
2. 3.
1. an animal is not a horse.
2. a person is not a child.
3. an animal is not a cat.

33
Unit 2, Lesson 3
2-03 Big and Small; Nouns, Descriptive 2-04 Shapes and Colors; Descriptive Adjec-
Adjectives tives: Comparative Nouns, Pronouns
01 a big car 01 a big circle
a man with a big fish a small circle
New Vocabulary a man with a big hat
a man with a big tool
a big square
a small square
02 a small car 02 The red circle is bigger than the blue circle.
big sofa tool wheel a small horse
a small tent
The blue circle is bigger than the red circle.
The square is bigger than the circle.
box television truck a big ball and a small ball The circle is bigger than the square.
03 a big number two 03 The blue circle is smaller than the red circle.
small tent umbrella a small number two
a big number one
The red circle is smaller than the blue circle.
The circle is smaller than the square.
a small number one The square is smaller than the circle.
04 a big horse 04 The biggest circle is red.
a small horse The biggest circle is blue.
a big umbrella The biggest circle is yellow.
Themes: 05
a small umbrella
a small animal 05
The biggest circle is black.
The smallest square is red.
a big animal The smallest square is blue.
Sizes (Big and Small) and Colors a small person
a big person
The smallest square is yellow.
The smallest square is white.
06 a big box 06 a blue rectangle
a big boat a red rectangle
a small box a yellow rectangle
a small boat a white rectangle
Materials: 07 a big television 07 a big rectangle
a big truck a small rectangle
Index cards with vocabulary words from a small hat
a big hat
a red circle
a green circle
Lesson 2-03 08 a big sofa

a small sofa
08 a long rectangle
a short rectangle
a small car a woman with long hair
Items to categorize as big or small a big car a woman with short hair
09 a big ball 09 The green rectangle is longer than the yellow
a big wheel and a small wheel rectangle.
a big wheel The yellow rectangle is longer than the green
Pre-Lesson Activity: a small ball rectangle.
The red circle is bigger than the red square.
10 a big white wheel The red square is bigger than the red circle.
• Have students complete Section II of the a big black wheel
a big blue wheel 10 The yellow rectangle is shorter than the green
Quiz page for Lessons 2-01 and 2-02, to The green rectangle is shorter than the yellow
rectangle.
The yellow triangle is smaller than the green
review previous vocabulary. Reinforce the triangle.
The green triangle is smaller than the yellow
triangle.
concept of descriptive adjectives by writing 11
the words small and big on the board. If
possible, project Lesson 2-03 for class
viewing or use photos from various sources
to help students describe images such as: Worksheet 2-03
a small car I. Match the words with the pictures. A B
____ 1. a big animal

a big airplane ____ 2. a small car
a small flower ____ 3. a small person

C D E
____ 4. a big wheel and a small wheel
a big horse. ____ 5. a man with a big hat

Content Integration: ____ 6. big a. black
____ 7. old b. two
Science: As a class, list animals from the zoo ____ 8. white c. long
____ 9. short d. small
and have students classify them as big or small. ____10. one e. young
Write the list of animals on the board or chart III. Fill in the blank.
paper for student use. Ask students to write a 11. a big wheel and a _________________________________ a big fish
12. a small number ________________________________ two
paragraph about an animal from the zoo 13. a big ________________________________ wheel umbrella
incorporating the lesson vocabulary words. 14. a man with ________________________________

15. a small ________________________________
small wheel
blue
Language Arts: Have students write a IV. Describe each picture with a complete English sentence.
paragraph about a television show they would

like to star in. Have students write a second
paragraph describing the part they would play. 16. 17. 18. 19. 20.
16. __________________________________________________________________________________________
Have students exchange papers with a partner 17. __________________________________________________________________________________________
for proofreading and editing. 18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH Big and Small; Nouns, Descriptive Adjectives
34
Big and Small; Nouns,
Big and Small; Nouns, Descriptive Adjectives 2-03 Descriptive Adjectives
big box small sofa television
tent tool truck umbrella wheel Verbal-Linguistic: Instruct students to choose
Grammar: Adjectives three items from the list and write them at the
Adjectives describe a noun; they modify or change a noun so that we have a better
picture of it in our minds. You may use more than one. top of their paper, creating three columns.
a big white wheel
a small animal
Instruct students to write adjectives in the
In English, adjectives come before the noun they modify. columns that describe each noun.
a small horse
a big blue wheel Visual-Spatial: Ask students to draw items they
consider big and small.
• Have students use imagery to write a
paragraph about an object listed on the board.
Conversation:
• Lead a discussion about students’ favorite
television shows.
Modifications:
15
• Provide students with a list of figurative
language to use while writing their
paragraphs.

1. 2. 3. 4.
5. 6. 7. 8.
1. a horse a. big b. small
2. a person a. big b. small
3. a hat a. big b. small
4. a ball a. big b. small
5. a. a big circle b. a small circle

c. a big square d. a small square
6. The is smaller a. square, circle b. circle, square

than the . c. circle, rectangle d. square, rectangle
7. The is white. a. biggest square b. smallest square

c. biggest circle d. smallest circle
8. The is a. white square, bigger b. white rectangle, shorter

than the black rectangle. c. white square, smaller d. white rectangle, longer
II. Yes or No?
1. 2. 3. 4.
1. The square is bigger than the circle.
2. The black triangle is smaller than the white triangle.
3. The square is smaller than the circle.
4. The black rectangle is shorter than the white rectangle.
35
Unit 2, Lesson 4
2-03 Big and Small; Nouns, Descriptive 2-04 Shapes and Colors; Descriptive Adjec-
Adjectives tives: Comparative Nouns, Pronouns
01 a big car 01 a big circle
a man with a big fish a small circle
New Vocabulary a man with a big hat
a man with a big tool
a big square
a small square
02 a small car 02 The red circle is bigger than the blue circle.
bigger longer smaller than a small horse
a small tent
The blue circle is bigger than the red circle.
The square is bigger than the circle.
biggest rectangle smallest triangle a big ball and a small ball The circle is bigger than the square.
03 a big number two 03 The blue circle is smaller than the red circle.
circle shorter square a small number two
a big number one
The red circle is smaller than the blue circle.
The circle is smaller than the square.
a small number one The square is smaller than the circle.
04 a big horse 04 The biggest circle is red.
a small horse The biggest circle is blue.
a big umbrella The biggest circle is yellow.
Themes: a small umbrella The biggest circle is black.
05 a small animal 05 The smallest square is red.
Shapes and Colors a big animal
a small person
The smallest square is blue.
The smallest square is yellow.
a big person The smallest square is white.
06 a big box 06 a blue rectangle
a big boat a red rectangle
Materials: a small box
a small boat
a yellow rectangle
a white rectangle
Compass 07 a big television

a big truck
07 a big rectangle
a small rectangle
a small hat a red circle
Protractor a big hat a green circle
08 a big sofa 08 a long rectangle
Shapes (rectangles, circles, triangles, squares) a small sofa
a small car
a short rectangle
a woman with long hair
in various colors a big car a woman with short hair
09 a big ball 09 The green rectangle is longer than the yellow
Construction paper a big wheel and a small wheel
a big wheel
rectangle.
The yellow rectangle is longer than the green
a small ball rectangle.
Glue 10 a big white wheel
The red circle is bigger than the red square.
The red square is bigger than the red circle.
a big black wheel
a big blue wheel 10 The yellow rectangle is shorter than the green
Pre-Lesson Activity: The green rectangle is shorter than the yellow
rectangle.
The yellow triangle is smaller than the green
triangle.
• While students are seated, ask them to write The green triangle is smaller than the yellow
triangle.
down the number of circles, squares, 11
rectangles, and triangles they see in the

classroom. Have them talk about their
answers using number vocabulary from
previous lessons and shape names from Worksheet 2-04
Lesson 2-04. I. Match the words with the pictures. A B
____ 1. a woman with short hair
____ 2. a woman with long hair
Content Integration: ____ 3. a small circle

C D E
____ 4. The circle is bigger than
Math: Instruct students to use appropriate tools the square.
____ 5. a small square

to draw a circle, rectangle, square, and triangle.
Science: Divide the chalkboard into four ____ 6. longer a. smallest
columns, heading each column with a drawing ____ 7. bigger

____ 8. biggest
b. small
c. smaller
of a circle, rectangle, square, and triangle. ____ 9. longest d. shortest

____10. big e. shorter
Include the words for these items under each
shape. Ask students to brainstorm everyday 11. The red circle _________________________________ the red square. is yellow
items that match the shapes listed on the board. 12. The biggest _________________________________ is blue.
13. The smallest square _________________________________.
biggest
is bigger than
Record student answers underneath the 14. The _________________________________ circle is red. long
15. a woman with _________________________________ hair circle
corresponding shape.
IV. Describe each picture with a complete English sentence.
yellow
yellow
blue red
yellow
yellow green green
16. 17. 18. 19. 20.

16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
Shapes and Colors; Descriptive Adjectives: Comparative Nouns, Pronouns ENGLISH
36
Shapes and Colors; Descriptive
Shapes and Colors; Descriptive Adjectives:
Comparative Nouns, Pronouns 2-04 Adjectives; Comparisons
bigger biggest circle longer rectangle
shorter smaller smallest square than Bodily-Kinesthetic: Prepare a scavenger hunt.
triangle
After students have completed this activity,
Usage: Comparison
Many adjectives can describe nouns in three gradations:
divide them into small groups. Each group will
big bigger biggest share objects they found by saying:
short shorter shortest
Big box simply describes the size of one box. We call it indicative. “This is a __________ _____________.”
Bigger box compares two boxes in size. We call this comparative.
color name of object
Biggest box compares several boxes, of which none is larger than this one. We call
this form superlative.
In making comparisons between two items, use the comparative -er and add than.
Visual-Spatial: Have students use shapes to
The blue circle is bigger than the red circle. create abstract art.
The square is smaller than the circle.
• Use an art print from Picasso or Mondrian to
have students identify colors and shapes.
• Direct students to identify the various shapes
that can be found in the classroom or
outdoors. Then, have students compare the
sizes of the various shapes and colors.
16
Conversation:
• Have students play the following guessing
game: One student describes an object in the
room using shape words and descriptive
The Rosetta Stone English I adjectives, while the others guess based on
the given descriptions.
Modifications:
1. 2. 3. 4.
• Provide students with a list of items to
describe for the conversation activity.
5. 6. 7. 8.
1. a horse a. big b. small
2. a person a. big b. small
3. a hat a. big b. small
4. a ball a. big b. small
5. a. a big circle b. a small circle

c. a big square d. a small square
6. The is smaller a. square, circle b. circle, square

than the . c. circle, rectangle d. square, rectangle
7. The is white. a. biggest square b. smallest square

c. biggest circle d. smallest circle
8. The is a. white square, bigger b. white rectangle, shorter

than the black rectangle. c. white square, smaller d. white rectangle, longer
II. Yes or No?
1. 2. 3. 4.
1. The square is bigger than the circle.
2. The black triangle is smaller than the white triangle.
3. The square is smaller than the circle.
4. The black rectangle is shorter than the white rectangle.
37
Unit 2, Lesson 5
2-05 Left and Right; His and Her; 2-06 Verbs: Negative Forms
Possessive Adjectives
01 Two yellow balls are in her right hand. 01 The woman is running.
A yellow ball is in her left hand. The woman is not running.
New Vocabulary One yellow ball is in her right hand.
Two yellow balls are in her left hand.
This man has hair.
This man does not have hair.
02 The cup is in the woman’s right hand. 02 The girl is drinking.
clock microphone round The pen is in the woman’s right hand. The paper
is in her left hand.
The girl is not drinking.
This man is wearing a hard hat.
The woman has two balls in her left hand and This man is not wearing a hard hat.
cows neither sign two balls in her right hand.
The ball is in the woman’s right hand.
03 This woman is wearing a white hat.
This woman is wearing a black hat.
cup or singer’s 03 Where is the ball? The ball is in her left hand.
Where is the ball? The ball is in her right hand.
The boy is wearing a white hat.
The boy is wearing a black hat.
Where is the hat? The girl is holding the hat in 04 This woman is not wearing a black hat. She is
deer other something her right hand.
Where is the hat? The girl is holding a hat in her wearing a white hat.
This woman is not wearing a white hat. She is
left hand.
guitar paper turn 04 The woman is holding the telephone in her left
wearing a black hat.
The boy is not wearing a black hat. He is
hand. wearing a white hat.
hand parking U-turn The woman is holding the telephone in her right
hand.
The boy is not wearing a white hat. He is
The girl has something in her right hand.
her pen warning The girl has something in her left hand.
05 This woman is not wearing a black hat.
This woman is not wearing a white hat.
05 One woman is pointing. She is pointing with her The boy is not wearing a black hat.
holding playing woman’s right hand.
One woman is pointing. She is pointing with her
The boy is not wearing a white hat.
06 This airplane is flying.
left hand.
kangaroos rectangular Both women are pointing. One is pointing with
her right hand and the other one with her left
This airplane is not flying.
The boys are jumping.
The boys are not jumping.
left right hand.
Neither woman is pointing. 07 This boy is not swimming. He is sitting in the
06 The microphone is in the singer’s right hand. airplane.
The microphone is in the singer’s left hand. This boy is not sitting in the airplane. He is
The man has one guitar in the right hand and one swimming.
This girl is not walking. She is riding the horse.
in the left hand. This girl is not riding the horse. She is walking.
Themes: 07
The man is playing the guitar.
No left turn
08 This boy is not swimming.
This boy is not sitting in the airplane.
No right turn
This girl is not walking.
Left and Right No parking
No U-turn
This girl is not riding the horse.
09 The woman is using the phone.
08 This clock is round. The girl is using the phone.
This clock is square.
This window is square. The woman is pointing.
The woman is not using the phone and she is not
Materials: 09
This window is round.
This sign is rectangular. 10
pointing.
The woman is not using the phone.
This sign is round.
The woman is not pointing.
Index cards with vocabulary words from This sign is square.
This sign is not rectangular, round or square.
The man is riding the bike.
The man is not riding the bike.
10 Warning, kangaroos
Lesson 2-05 Warning, cows
Warning, children
Traffic Signal Handout Warning, deer
12
Pre-Lesson Activities:
• Have students predict how many students in
Worksheet 2-05
the class are left-handed and how many are
right-handed. Take a quick survey and ask I. Match the words with the pictures.
____ 1. She is pointing with her
A B
them to compare their predictions. right hand.

____ 2. The window is round.
____ 3. The girl is holding a hat in
• Instruct students to complete Section II of her left hand. C D E
____ 4. The cup is in the woman’s
Worksheet 2-05 in the Student Workbook to right hand.
____ 5. This clock is square.
reinforce lesson vocabulary. To review

current and previous material, the following ____ 6. left a. her
is suggested: ____ 7. round

____ 8. his
b. right
c. short
– Direct pairs of students to sit side-by-side, ____ 9. both

____10. long
d. square
e. neither
facing the same direction. III. Fill in the blank.
– Distribute classroom items that represent 11. She is _________________________________ with her right hand. holding
12. The girl is _________________________________ a hat in her left hand. pointing
lesson words a pen, paper, a hat, a coat, etc. 13. Two yellow balls are in her _________________________________ hand. rectangular
14. No U-_________________________________. right
– Have one partner place an item to his/her 15. This sign is _________________________________. turn
left or right; instruct the other partner to IV. Describe each picture with a complete English sentence.
describe this event; for example, The pen is

on the left.
– Suggest that students also describe the 16. 17. 18. 19.
16. __________________________________________________________________________________________
20.
location of people, The girl is on the right, 17. __________________________________________________________________________________________
or the shapes of classroom fixtures, 18. __________________________________________________________________________________________
The clock is round. 19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH Left and Right; His and Her; Possessive Adjectives
38
Left and Right; Possessive
Left and Right; His and Her; Possessive Adjectives 2-05 Adjectives
New Vocabulary Content Integration:
clock cows cup deer guitar
hand her holding kangaroos left Language Arts: Ask students to research the
microphone neither or other paper
parking pen playing rectangular right
number of people throughout the world who are
round
U-turn
sign
warning
singer’s
woman’s
something turn left-handed, right-handed, or ambidextrous.
Grammar: Possessive Forms Instruct students to write a paragraph containing
The primary method of signaling that someone or something possesses something
is to add ’s.
interesting information about each category.
The microphone is in the singer’s left hand.
Mathematics: Using data from the above
Another way is to use a possessive pronoun. Remember, pronouns in English must research, have students convert the numbers to
match the gender of the nouns they replace.
The ball is in her right hand. Whose right hand? The woman’s. percentages and create a circle graph to display
The microphone is in his left hand. Whose left hand? The male singer’s.
Here is a list of possessive pronouns. We will introduce them to you now, but you
the data.
will practice them in later lessons.
Personal Pronoun Possessive Pronoun
I my Using Multiple Intelligence Strategies:
you your
she her Bodily-Kinesthetic: With a partner, have
he his
it its students take turns holding objects in their
we
they
our
their
hands and asking: “How many _____________
The woman is pointing. She is pointing with her right hand. do I have in my right/left hand?” “In which
Where is the ball? It is in his right hand.
Both of the pronouns in the first example refer to “woman.” They match each other
hand am I holding the __________?”
in gender and number.
Designating right or left is very important in English, especially when giving
directions. Practice using them now. Which is your left hand? Which is your right?
Point to your neighbor’s right arm. Point to your neighbor’s left ear.
17
• Instruct students to write directions using the
words left and right. Ask students to create a
map that illustrates these directions.
• Hold up traffic signs and ask the meaning and
shape of each one.
I. Fill in the blank with the words that best describe the photograph.
Conversation:
• Have students use possessive adjectives to
1. 2.
1. The woman is pointing with . 2. Where is the hat? The girl is holding the hat in . describe items they own.
a. her right hand b. his right hand a. her right hand b. his right hand
c. his left hand d. her left hand c. his left hand d. her left hand
Modifications:
• Display vocabulary words that are color-
3.
3. The man is holding the microphone in . coded by parts of speech, to be used for
a. his right hand b. her right hand
c. his left hand d. her left hand student reference.
II. Yes or No?
1. 2. 3. 4. 5.
6. 7. 8. 9.
1. The microphone is in the singer’s left hand. 6. The boy is not wearing a black hat.
He is wearing a white hat.
2. One woman is pointing with her right hand.
7. The airplane is not flying.
3. The clock is square.
8. The girl is not walking.
4. The woman is not running. She is riding the horse.
5. The girl is drinking. 9. The woman is not using the phone.

1. Write a sentence using one of the verbs from Lesson 2-01.
2. What do you call a person who is not a child?
3. What adjective has the same meaning as little?
4. What is the name of the shape that has four equal sides and four 90° angles?
39
Unit 2, Lesson 6
2-05 Left and Right; His and Her; 2-06 Verbs: Negative Forms
Possessive Adjectives
01 Two yellow balls are in her right hand. 01 The woman is running.
A yellow ball is in her left hand. The woman is not running.
New Vocabulary One yellow ball is in her right hand.
Two yellow balls are in her left hand.
This man has hair.
This man does not have hair.
02 The cup is in the woman’s right hand. 02 The girl is drinking.
bike hard phone The pen is in the woman’s right hand. The paper
is in her left hand.
The girl is not drinking.
This man is wearing a hard hat.
The woman has two balls in her left hand and This man is not wearing a hard hat.
does have using two balls in her right hand.
03 This woman is wearing a white hat.
This woman is wearing a black hat.
03 Where is the ball? The ball is in her left hand. The boy is wearing a white hat.
Where is the ball? The ball is in her right hand. The boy is wearing a black hat.
Where is the hat? The girl is holding the hat in 04 This woman is not wearing a black hat. She is
Themes: her right hand.
Where is the hat? The girl is holding a hat in her wearing a white hat.
This woman is not wearing a white hat. She is
left hand.
Using “Not” 04 The woman is holding the telephone in her left
hand.
The boy is not wearing a black hat. He is
wearing a white hat.
The woman is holding the telephone in her right The boy is not wearing a white hat. He is
hand. wearing a black hat.
The girl has something in her right hand. 05 This woman is not wearing a black hat.
The girl has something in her left hand.
Materials: 05 One woman is pointing. She is pointing with her
This woman is not wearing a white hat.
The boy is not wearing a black hat.
right hand. The boy is not wearing a white hat.
Magazines One woman is pointing. She is pointing with her
left hand.
06 This airplane is flying.
This airplane is not flying.
Both women are pointing. One is pointing with
The boys are jumping.
Construction paper her right hand and the other one with her left
hand.
The boys are not jumping.
Neither woman is pointing. 07 This boy is not swimming. He is sitting in the
Glue 06 The microphone is in the singer’s right hand. airplane.
This boy is not sitting in the airplane. He is
The microphone is in the singer’s left hand.
The man has one guitar in the right hand and one swimming.
This girl is not walking. She is riding the horse.
in the left hand. This girl is not riding the horse. She is walking.
The man is playing the guitar.
Pre-Lesson Activity: 07 No left turn
No right turn
08 This boy is not swimming.
This boy is not sitting in the airplane.
No parking This girl is not walking.
• Using materials that allow students to review No U-turn
09
This girl is not riding the horse.
The woman is using the phone.
08 This clock is round.
current and past vocabulary (word lists, This clock is square.
This window is square.
The girl is using the phone.
The woman is pointing.
The woman is not using the phone and she is not
This window is round.
Workbook pages, Quizzes, etc.), ask students 09 This sign is rectangular. 10
pointing.
The woman is not using the phone.
This sign is round.
to write two sentences; the first will express This sign is square.
This sign is not rectangular, round or square.
The woman is not pointing.
The man is riding the bike.
The man is not riding the bike.
an action or property a person/animal/object 10 Warning, kangaroos
Warning, cows
Warning, children
is capable of (The plane is flying.). The Warning, deer
12
second sentence will be something the above
are not capable of (The horse is not singing.).
Students may be as creative as possible but
must develop grammatically correct Worksheet 2-06
responses. I. Match the words with the pictures. A B
____ 1. This airplane is flying.
Content Integration: ____ 2. This man does not have hair.
____ 3. The girl is drinking.

C D E
Science: Challenge students to create collages ____ 4. The boys are not jumping.
using magazine pictures that illustrate types of ____ 5. This man is wearing a hard hat.
activities. Ask students to describe their choices II. Fill in the blank.
using sentences like, “He is eating/not eating,” 6. The woman is wearing _________________________________.
7. The man is riding _________________________________.
not flying
are not jumping
“She is wearing/not wearing a hat,” etc. 8. The airplane is _________________________________. a black hat
9. The woman is using the _________________________________. has hair
Social Studies: Have students research the 10. The boys _________________________________. the bike
11. This man _________________________________. phone
evolution of telephones and bicycles over the
last 50 years. 12. The boy is not wearing a black hat. _________________________________. He is swimming.
13. The boy is not sitting in the airplane. ________________________________. She is wearing a black hat.
14. The woman is not wearing a white hat. ______________________________. He is wearing a white hat.
15. This girl is not walking. _________________________________. She is riding the horse.
16. 17. 18. 19. 20.

16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
Verbs: Negative Forms ENGLISH
40
Negation of Verbs
Verbs: Negative Forms 2-06

bike does hard have phone
using Verbal-Linguistic: Instruct students to use their
Grammar: Use of “Not” charts to write sentences using “is” and “is
Lesson 1-09 introduced how to express a contrast or the opposite of an expected
state. This lesson practices that form, using not with the present participle form of not.”
a verb (the verb stem plus -ing).
To make a contrast absolutely clear, follow it with a positive statement telling what Logical-Mathematical: Challenge students to
is indeed true.
The woman is not wearing a white hat. She is wearing a black hat.
draw and describe their idea of the perfect
The boy is not swimming. He is sitting in an airplane. bicycle or telephone.
• Have students create a story using the
following sentence starter:
I am not wearing a___________ but I am
wearing a ___________________.
Conversation:
• Encourage students to practice proper
telephone etiquette.
18
Modifications:
• Have students work with a peer to match
sentences and magazine pictures.

1. 2.
1. The woman is pointing with . 2. Where is the hat? The girl is holding the hat in .
a. her right hand b. his right hand a. her right hand b. his right hand
c. his left hand d. her left hand c. his left hand d. her left hand
3.
3. The man is holding the microphone in .
a. his right hand b. her right hand
c. his left hand d. her left hand
II. Yes or No?
1. 2. 3. 4. 5.
6. 7. 8. 9.
1. The microphone is in the singer’s left hand. 6. The boy is not wearing a black hat.
He is wearing a white hat.
2. One woman is pointing with her right hand.
7. The airplane is not flying.
3. The clock is square.
8. The girl is not walking.
4. The woman is not running. She is riding the horse.
5. The girl is drinking. 9. The woman is not using the phone.
41
Unit 2, Lesson 7
2-07 Compound Subjects 2-08 More Prepositions
01 The man and the woman are dancing. 01 The man is in the truck.
The men and the women are dancing. The bananas are in the basket.
New Vocabulary The men are dancing.
The women are dancing.
The people are in the boat.
The people are not in the boat.
02 The man is sitting on the bicycle and the boy is 02 The boy is on the fence, and the man is on the
but front of their sitting on the fence.
The man and the boy are sitting on the bicycle,
bicycle.
The hat is on the boy.
but they are not riding the bicycle.
chairs ground off tractor The man and the boy are riding the bicycle.
The man and the woman are riding bicycles.
The children are on the table.
The ball is on the boy.
fence heads standing wall 03 The boy is sitting on the ground.

The boy and the girl are sitting on the ground.
03 The boy is on the bicycle.
The boy is beside the bicycle.
The boy is lying on the ground. This man is on a horse.
The woman is lying on the ground. This man is beside a horse.
04 The girls and the boy are running. 04 The donkey is under the man.
The girls are standing on the table and the boys The donkey is not under the man.
are standing on the ground.
Themes: The boys and the girls are standing on the table.
A boy and a girl are on the ground and a girl is
The candy is under the shelf.
The candy is in the man’s hand.
standing on the table.
Compound Subjects 05 The woman and the dog are walking.
05 This boy is behind the tree.
This boy is in front of the tree.
The man and the woman are sitting. This man is behind a car.
Activities The man and the woman are walking.
The man and the children are walking.
This man is in front of a car.
06 The man and the boy are in the airplane. 06 The two bowls are beside each other.
The woman is walking and the man is riding a This cup is on the plate.
The number five is between the one and the
bike. zero.
The boys and girls are jumping off the table.
The medium-sized bowl is between the big bowl
Materials: 07
The boys and girls are standing on the table.
The woman and the boy have balls on their
and the small bowl.
heads. 07 The man is beside two women.

Index cards The man and the boy have balls on their heads.
The woman and the boy are sitting on chairs.
The man is between two women.
The dog is between two people.
The man and the boy are sitting. The dog is beside two people.
08 The men and the woman are sitting in the car.
The man and the woman are sitting in the car. 08 two people with glasses
two people without glasses
The man, the girl and the baby are sitting on the
Pre-Lesson Activities: tractor.
The man and the boy are sitting on the tractor.
a boy with a stick
a boy without a stick
• As a class, read the vocabulary words aloud. 09 The men and the women are standing.
The women are standing and the men are sitting.
09 The airplane is on the ground.
The airplane is above the ground.
The women and one man are standing and one The fish are around the diver.
man is sitting. The chairs are around the table.
• Have students complete Section I of the Quiz The men and one woman are sitting and one
woman is standing. 10 The man is behind the bicycle.
The man is beside the bicycle.
page for Lessons 2-05 to 2-06 to reinforce 10 The man and the woman are standing on the
wall. The bicycle is beside the car.
The bicycle is behind the car.
The man and the women are standing in front of
previously learned vocabulary. Offer practice the wall.
The women are standing on the wall.
The women are standing in front of the wall.
of compound subjects by displaying a list of 13
nouns on an overhead projector (men,

woman, dogs, cat, etc.). Instruct students to
choose from this list to develop a sentence
that has two subjects. Provide guidance for Worksheet 2-07
those who need help selecting verbs. Divide I. Match the words with the pictures. A B
____ 1. The boy and the girl are sitting
students into small groups; have them read on the ground.
sentences to each other. Monitor for correct ____ 2. The man and the boy have balls
on their heads.
C D E
structure and pronunciation. ____ 3. The boy is lying on the ground.
____ 4. The women are standing

on the wall.
____ 5. The man and the children

Content Integration: are walking.

Language Arts: Explain compound subjects ____ 6. the man and the woman a. the bread and the cheese
____ 7. the dog and the cat b. the boy and the girl
and compound sentences to the students. Write ____ 8. the tomatoes and the bananas c. the shoes and the socks
on the board sentences you selected from ____ 9. red and blue
____10. the shirt and the pants
d. the fish and the bird
e. green and white
various reading material and ask students to III. Fill in the blank.
copy them on their own paper. Have students 11. The woman and the dog are_________________________________. airplane
12. The women are standing in front of _________________________________. are red
copy five simple sentences and five compound 13. The man and the woman _________________________________. the wall
sentences. Ask students to identify both the 14. The car and the airplane _________________________________.
15. The man and the boy are in the _________________________________.
are dancing
walking
subject and verb in the simple sentences. Then, IV. Describe each picture with a complete English sentence.
ask students to identify the subjects, verbs, and
coordinating conjunctions in the compound
sentences. Instruct students to write a paragraph 16. 17. 18. 19. 20.
about some of their favorite things. These 16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
topics could include movies, music, sports, 18. __________________________________________________________________________________________
food, etc. After the students have written their 19. __________________________________________________________________________________________
paragraph, have them identify their sentences as 20. __________________________________________________________________________________________
ENGLISH Compound Subjects

simple or compound. Have students also
identify the subjects, verbs, and coordinating
conjunctions in the sentences they wrote.
Social Studies: Instruct students to identify the
nouns in the new vocabulary. Ask students to
explain how each noun is used in everyday life
or where it is found. Record student answers on
the board or a large sheet of paper.
42
Compound Subjects
Compound Subjects 2-07

but chairs fence front ground
heads of off standing their Bodily-Kinesthetic: Prepare index cards with
tractor wall
subjects and verbs (one word per card). Arrange
Grammar: More Than One Subject
A complete sentence must have at least one subject and one verb.
cards in three columns according to Subject 1,
The dog is walking. Subject 2, and Verb. Place cards face down and
The boy is lying on the ground.
A subject and a verb are the minimum requirements to make a sentence. But ask students to select one card from each
sentences may be more complicated than that. In fact, you want to be able to use
a lot of variety in forming sentences in order to say more clearly what you mean. column. Challenge students to create sentences
One variation is to use more than one subject.
The woman and the dog are walking.
using their selected words.
The men and the women are standing.
If more than one subject is used (called a compound subject), then the verb must
Verbal-Linguistic: Instruct students to create
be plural to match the subject in number.
rebus sentence puzzles using the subjects in the
A subject of a sentence may have even more elements.
The woman, her children and the dog are walking. new vocabulary. Students can trade with one
The man, the girl and the baby are sitting on the tractor.
Yet another possibility is to use two subjects, with each doing something different. In
another to solve each other’s sentence puzzles.
this case, you must state them separately while joining them with a conjunction, and.
The man is sitting on the bicycle and the boy is sitting on the fence.
The woman is walking and the man is riding a bike. Post-Lesson Activity:
Can you find further variations of these forms in this lesson?
• Ask students to write compound sentences
that reflect real-life situations.
Conversation:
• Discuss weekend activities, using as many
19
compound subjects as possible.
Modifications:
The Rosetta Stone English I • Encourage students to write and role-play
three compund sentences.
1. 2. 3. 4.
5. 6. 7. 8.
1. The man and the woman . a. is sitting b. are sitting c. is dancing d. are dancing
2. The girls and the boy . a. are jumping b. is jumping c. are running d. is running
3. are walking. a. The man and the woman b. The woman and the dog
c. The boy and the girl d. The girl
4. have balls on a. The woman and the man b. The boy

their heads. c. The woman and the boy d. The woman
5. The boys and the girls are a. beside b. on c. in d. under

the table.
6. This man is a horse. a. beside b. behind c. on d. between
7. This boy is a tree. a. in front of b. in c. beside d. behind
8. The dog is two people. a. under b. on c. in d. between
II. Yes or No?
1. 2. 3. 4.
1. The man is between two women.
2. The donkey is not under the man.
3. The man and the women are standing in front of the wall.
4. The man and the boy are sitting.

©2000-2001 Fairfield Language Technologies
43
Unit 2, Lesson 8
2-07 Compound Subjects 2-08 More Prepositions
01 The man and the woman are dancing. 01 The man is in the truck.
The men and the women are dancing. The bananas are in the basket.
New Vocabulary The men are dancing.
The women are dancing.
The people are in the boat.
The people are not in the boat.
02 The man is sitting on the bicycle and the boy is 02 The boy is on the fence, and the man is on the
above bowls medium-sized sitting on the fence.
The man and the boy are sitting on the bicycle,
bicycle.
The hat is on the boy.
but they are not riding the bicycle.
around candy shelf The man and the boy are riding the bicycle.
The man and the woman are riding bicycles.
The children are on the table.
The ball is on the boy.
behind diver stick 03 The boy is sitting on the ground.

The boy and the girl are sitting on the ground.
03 The boy is on the bicycle.
The boy is beside the bicycle.
The boy is lying on the ground. This man is on a horse.
beside donkey tree The woman is lying on the ground. This man is beside a horse.
04 The girls and the boy are running.
between each without The girls are standing on the table and the boys
are standing on the ground.
04 The donkey is under the man.
The donkey is not under the man.
The boys and the girls are standing on the table. The candy is under the shelf.
bowl man’s A boy and a girl are on the ground and a girl is
standing on the table.
The candy is in the man’s hand.
05 This boy is behind the tree.

05 The woman and the dog are walking. This boy is in front of the tree.
The man and the woman are sitting. This man is behind a car.
The man and the woman are walking. This man is in front of a car.
The man and the children are walking.
Themes: 06 The man and the boy are in the airplane.
The woman is walking and the man is riding a
06 The two bowls are beside each other.
This cup is on the plate.
The number five is between the one and the
bike.
Prepositions The boys and girls are jumping off the table.
The boys and girls are standing on the table.
zero.
The medium-sized bowl is between the big bowl
and the small bowl.
07 The woman and the boy have balls on their
heads. 07 The man is beside two women.
The man and the boy have balls on their heads. The man is between two women.
Materials: The woman and the boy are sitting on chairs.
The man and the boy are sitting.
The dog is beside two people.
08 The men and the woman are sitting in the car.
08 two people with glasses
Index cards with vocabulary words from The man and the woman are sitting in the car.
The man, the girl and the baby are sitting on the
two people without glasses
a boy with a stick
tractor.
Lesson 2-08 The man and the boy are sitting on the tractor. a boy without a stick
09 The men and the women are standing. 09 The airplane is on the ground.
The women are standing and the men are sitting. The airplane is above the ground.
The women and one man are standing and one The fish are around the diver.
man is sitting. The chairs are around the table.
Pre-Lesson Activities: The men and one woman are sitting and one
woman is standing. 10 The man is behind the bicycle.
The man is beside the bicycle.
10 The man and the woman are standing on the
• Ask students to list the vocabulary words in wall.
The man and the women are standing in front of
The bicycle is beside the car.
The bicycle is behind the car.
alphabetical order. the wall.

The women are standing on the wall.
The women are standing in front of the wall.
13
• Display the following sentences to review
previous vocabulary and reinforce Lesson 2-08
prepositions:
The boy is next to the girl. Worksheet 2-08
The pen is under the table. I. Match the words with the pictures. A B
____ 1. This man is in front of a car.

The paper is in front of the girl. ____ 2. The bananas are in the basket.
Ask volunteers to act out these sentences, using ____ 3. two people without glasses
C D E
____ 4. The hat is on the boy.
the people and classroom items mentioned. ____ 5. a boy with a stick
Check for understanding by asking students if

II. Possible (P) or Impossible (I)?
the volunteer followed directions accurately. ____ 6. The airplane is above the ground.
____ 7. The truck is in the man.
____ 8. The bicycle is behind the car.
Content Integration: ____ 9. The fish are around the diver.
____10. The car is on the plate.
Science: Using prepositions, ask students to
describe the position of an object before and 11. The _________________________________ are in the basket. beside the car
after a force has been applied to the object. 12. The people _________________________________ the boat. bananas
13. This boy _________________________________ the tree. the bicycle
Language Arts: Instruct students to use 14. The bicycle is _________________________________.

15. The boy is on _________________________________.
are in
is behind
prepositions when creating a short story about IV. Describe each picture with a complete English sentence.
an animal and its adventures. Ask students to

underline prepositions, and encourage them to
illustrate their stories before sharing them with 16. 17. 18. 19. 20.
the class. 16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
More Prepositions ENGLISH
44
Prepositions
More Prepositions 2-08

above around behind beside between
bowl bowls candy diver donkey Naturalist: Take students on a nature walk and
each man’s medium-sized shelf stick
tree without
have them record their observations. Instruct
Grammar: More Prepositions students to describe, using prepositions, what
A preposition expresses time, manner or place. It comes before the noun it modifies,
which is why it is called a pre-position. And it always appears in a phrase, called a
they observed.
prepositional phrase.
in the basket Examples: The leaves are on the trees.
on the table
beside the bicycle The clouds are over the trees.
under the shelf
Practice the phrases in this lesson so that you become familiar with them. Here are
The dog is sitting under the tree.
the prepositions used in this lesson. Later you will learn more.
in inside an enclosure
on
beside
resting on top of something, usually horizontal
next to, to one side
under below another object or place
behind in back of an object or place • Instruct students to draw a comic strip that has
in front placed before an object or place; note that it is a two-word term
between placed with an object on either side a person or an animal in different places. For
with having, possessing, plus, together
without the opposite of “with”; not having, not possessing example, the first scene may include a bear
above placed in relation to something below
around on all sides, surrounding, encircling behind a tree, and in the second scene the
Knowing which are opposites of each other may help to remember them. Here are
some opposites.
bear may be under a table.
on under
above below
in front
with
behind
without
Conversation:
• Have students describe the location of
classroom objects using newly learned
20
prepositions.
Modifications:
• Using photos of various activities, ask
students to tell you, for example, whether
or not the boy is on the bicycle or under
the bicycle.
1. 2. 3. 4.
5. 6. 7. 8.
1. The man and the woman . a. is sitting b. are sitting c. is dancing d. are dancing
2. The girls and the boy . a. are jumping b. is jumping c. are running d. is running
3. are walking. a. The man and the woman b. The woman and the dog
c. The boy and the girl d. The girl
4. have balls on a. The woman and the man b. The boy

their heads. c. The woman and the boy d. The woman
5. The boys and the girls are a. beside b. on c. in d. under

the table.
6. This man is a horse. a. beside b. behind c. on d. between
7. This boy is a tree. a. in front of b. in c. beside d. behind
8. The dog is two people. a. under b. on c. in d. between
II. Yes or No?
1. 2. 3. 4.
1. The man is between two women.
2. The donkey is not under the man.
3. The man and the women are standing in front of the wall.
4. The man and the boy are sitting.

45
Unit 2, Lesson 9
2-09 Head, Face, Hands and Feet; 2-10 Present Progressive, Present Perfect
Possessive Nouns and Pronouns and Future with “Going To”
01 an eye 01 The woman is jumping.
a nose The woman has jumped.
New Vocabulary a mouth
a face
The horse is jumping.
The horse has jumped.
02 human feet 02 The boy is falling.
arms elbow hands knees an ear
The man is touching the horse’s ear.
The boy has fallen.
The cowboy is falling.
brushing elbows head mouth elephant feet The cowboy has fallen.
03 a woman’s head 03 The girl is cutting the paper.
chin face his nose a hand
a man’s head
The girl has cut the paper.
The boy is jumping into the water.
hands and feet The boy has jumped into the water.
combing feet horse’s to 04 three hands 04 The horse is going to jump.
four hands The child is going to jump.
ear girl’s human touching four arms
three arms
05 The man’s hands are on his knees. 05 The girl is going to cut the paper.
The man’s head is in his hands. The girl is cutting the paper.
The man’s hands are on the table. The girl has cut the paper.
Themes: One hand is on the man’s face and one is on his
elbow.
06
This girl is jumping.
The boy is going to jump into the water.
06 The woman’s arms are on her knees. The boy is jumping into the water.
Body Parts The man’s hand is on his head.
The young man’s elbows are on the table.
The boy has jumped into the water.
These boys are jumping into the water.
The man’s hands are on the table.
07 The rider is going to fall.
07 two eyes and a nose The rider is falling.
Materials: a nose and a mouth
a face
an ear
The rider has fallen.
The boy is falling.
08 The girls are not going to jump. The boy is going
Large sheets of paper 08 The child is holding a cup to her mouth.
The woman is holding a cup to her mouth.
to jump.
The girls are not jumping. The boy is jumping.
This young man has food in his mouth. The girls have not jumped. The boy has jumped.
This young man does not have food in his The boy and the girls are jumping.
mouth.
09 The man is going to drink the milk.
Pre-Lesson Activity: 09 He is touching his nose.
He is touching his mouth.
The man is drinking the milk.
The man has drunk the milk.
She is touching her eye. The boy is going to eat the bread.
• Direct students to complete Section I of She is touching her chin.
10 The boy is going to eat the bread.
10 The woman is brushing her hair. The boy is eating the bread.
Worksheet 2-09 in the Student Workbook, to The woman is brushing the girl’s hair.
The woman is combing her hair.
The boy has eaten some bread.
The boy is wearing a hat.
reinforce lesson vocabulary. Provide practice The woman is combing the girl’s hair.
of current and previously learned words in

the following way: Distribute index cards to 14
students with directions to draw a creature

that has features such as:
four arms and three eyes Worksheet 2-09
five hands and six mouths I. Match the words with the pictures. A B
Ask students to share drawings and describe ____ 1. The man’s hands are on his knees.
____ 2. He is touching his nose.

features using accurate words and phrases. ____ 3. a face
C D E
____ 4. four hands
Content Integration: ____ 5. He is touching his mouth.
Science: Have students research the skeletal II. Match the words.
____ 6. one hand’s fingers a. 2

system. Provide students with a worksheet of ____ 7. two hands’ fingers b. 4
the skeletal system and ask them to label ____ 8. two people’s fingers
____ 9. eyes
c. 5
d. 10
prominent bones in the body. ____10. two people’s arms e. 20
Language Arts: Provide students with a list III. Fill in the blank.
11. This young man has food in _________________________________. a. nose

of scientific words and terms related to the 12. He is touching his __________________________________. b. his mouth
human body and ask them to look up the 13. The man’s hands _________________________________.
14. The woman is combing _________________________________.
c. on her knees
d. are on his knees
definition for each word. Then have students 15. The woman’s arms are _________________________________. e. the girl’s hair
use their definitions to create a personal IV. Describe each picture with a complete English sentence.
glossary. Encourage them to illustrate as

many of the words and terms as possible.
16. 17. 18. 19. 20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH Head, Face, Hands and Feet; Possessive Nouns and Pronouns
46
Head, Face, Hands, and Feet;
Head, Face, Hands and Feet; Possessive Nouns and Pronouns 2-09 Possession
arms brushing chin combing ear
elbow elbows face feet girl’s Musical-Rhythmic: Ask students to create a
hands head his horse’s human
knees mouth nose to touching
song using a familiar melody, and lyrics from
Grammar: Possessive Forms (Review) past and present vocabulary.
Lesson 2-05 introduced possessive forms. Please review them now.
Remember that you show possession by adding ’s to the possessor.
The woman’s arms are on her knees. Post-Lesson Activity:
You can also use a possessive pronoun. • Divide the class into groups. Have each
He is touching his nose.
She is touching her eye.
group chose a leader and play Simon Says.
Conversation:
• Invite students to describe various action
photos using current and previously learned
vocabulary.
Modifications:
• Reinforce lesson vocabulary by asking
students to write a three-sentence story
about the creature they drew in the
Pre-Lesson Activity.
21

1. 2. 3.
4. 5. 6.
1. He is touching . a. his nose b. his mouth c. her nose d. her mouth
2. She is touching . a. his eye b. her eye c. his mouth d. her mouth
3. The man’s a. arm, knee b. hand, arm c. arm, head d. hand, head
is on his .
4. The rider . a. is going to jump b. is going to fall

c. is falling d. has fallen
5. The man . a. is going to drink the milk b. is drinking the milk

c. has drunk the milk d. has cut the paper
6. The girl . a. is going to drink b. has cut the paper

c. is going to cut the paper d. is drinking
II. Fill in the blank with one of the following body parts.
a. hands b. arms c. mouth d. hair e. feet
1. 2. 3.
1. four . 2. hands and . 3. The woman is brushing her .
III. Change the words in italics from present progressive to present perfect.
1. The boy is jumping. a. was jumping b. has jumped c. is going to jump
2. The boy is eating the bread. a. is going to eat b. was eating c. has eaten
3. The cowboy is falling. a. has fallen b. was falling c. is going to fall
47
Unit 2, Lesson 10
2-09 Head, Face, Hands and Feet; 2-10 Present Progressive, Present Perfect
Possessive Nouns and Pronouns and Future with “Going To”
01 an eye 01 The woman is jumping.
a nose The woman has jumped.
New Vocabulary a mouth
a face
02 human feet 02 The boy is falling.
cowboy eat into an ear
The boy has fallen.
The cowboy is falling.
cut eaten jump elephant feet The cowboy has fallen.
03 a woman’s head 03 The girl is cutting the paper.
cutting fall jumped a hand
a man’s head
The girl has cut the paper.
The boy is jumping into the water.
hands and feet The boy has jumped into the water.
drink fallen rider 04 three hands 04 The horse is going to jump.
four hands The child is going to jump.
drunk going four arms
three arms
05 The man’s hands are on his knees. 05 The girl is going to cut the paper.
The man’s head is in his hands. The girl is cutting the paper.
The man’s hands are on the table. The girl has cut the paper.
Themes: One hand is on the man’s face and one is on his
elbow.
06
This girl is jumping.
The boy is going to jump into the water.
06 The woman’s arms are on her knees. The boy is jumping into the water.
Verb Tenses The man’s hand is on his head.
The boy has jumped into the water.
These boys are jumping into the water.
The man’s hands are on the table.
07 The rider is going to fall.
07 two eyes and a nose The rider is falling.
Materials: a nose and a mouth
a face
The rider has fallen.
The boy is falling.
an ear
08 The girls are not going to jump. The boy is going
Research materials 08 The child is holding a cup to her mouth.
The woman is holding a cup to her mouth.
to jump.
Paper This young man has food in his mouth.
This young man does not have food in his
The girls have not jumped. The boy has jumped.
The boy and the girls are jumping.
mouth.
09 The man is going to drink the milk.
09 He is touching his nose. The man is drinking the milk.
He is touching his mouth. The man has drunk the milk.
Pre-Lesson Activity: She is touching her eye.
She is touching her chin.
The boy is going to eat the bread.
10 The boy is going to eat the bread.
• Review current and previous vocabulary by 10 The woman is brushing her hair.
The woman is brushing the girl’s hair.
The boy is eating the bread.
The boy has eaten some bread.
The woman is combing her hair. The boy is wearing a hat.
challenging students to write Subject-Verb The woman is combing the girl’s hair.
(S-V) and Subject-Verb-Object (S-V-O)

sentences. Use the following procedure: 14
– Have students suggest nouns for you to

write on one side of the board.
– Write students’ suggestions for verbs on Worksheet 2-10
the other side of the board. I. Match the words with the pictures. A B
– Divide students into groups of four; advise ____ 1. The boy and the girls are jumping.
them to work together as they develop four ____ 2. The girl has cut the paper.
____ 3. The man is drinking the milk.

sentences (two S-V and two S-V-O) from ____ 4. The horse has jumped.
C D E
the class list. Remind groups to check for ____ 5. The man is going to drink
the milk.
article, and number agreement. II. Match the words.

____ 6. is eating a. have eaten
– Ask each student to read one sentence aloud. ____ 7. is falling b. has fallen
____ 8. are eating c. has drunk
Content Integration: ____ 9. are drinking
____10. is drinking
d. has eaten
e. have drunk
Language Arts: Explain to the students the III. Fill in the blank.
difference between past, present, and future verb 11. The boy is going to jump ____________________________.
12. The horse is ____________________________.
into the water
are not jumping
tenses. Write the following sentences on the 13. The girls ____________________________. has jumped
14. The woman ____________________________. jumping
board for the students to use as a reference: 15. The girl is going to ____________________________. cut the paper

When you want to talk about yesterday, use the
Past Tense.
When you want to talk about today, use the 16. 17. 18. 19. 20.
Present Tense. 16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
When you want to talk about tomorrow, use the 18. __________________________________________________________________________________________
Future Tense. 19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
Write a list of sentences on the board. Have the Present Progressive, Present Perfect and Future with “Going To” ENGLISH
students rewrite each sentence changing the verb

tense each time.
For example:
Past Tense: The cat ran across the yard.
Present Tense: The cat runs across the yard.
Future Tense: The cat will run across the yard.
(continued)
48
Verbs: Present Perfect and
Present Progressive, Present Perfect and Future with “Going To” 2-10 Future with “going to”
New Vocabulary Content Integration (continued)
cowboy cut cutting drink drunk
eat eaten fall fallen going Social Studies: Have students research how
into jump jumped rider
various cultures have used natural resources
Grammar: Verb Tenses
English uses different verb tenses to express different times when something
in the past, how they are currently being used,
occurs: past, present and future.
and how they might be used in the future.
As we learned in Lesson 1-05, the present progressive tense is used to indicate
something that is happening right now and is continuing to happen. It is in
progress. Use is or are with a present participle (verb stem plus -ing) to form the
present progressive.
The boy is eating the bread. Visual-Spatial: Instruct students to create a
The present perfect tense expresses something that already happened and whose
state is true up to the present. It is “perfected” now, “present perfect.” To form the comic strip that illustrates the before, during,
present perfect, use the helping verb has (singular) or have (plural) with the past
participle of the main verb. and after of an activity.
The woman has jumped.
The boy has eaten the bread.
The girls have jumped into the water.
Note that the past participle is often formed by adding -ed to the verb, but not Post-Lesson Activity:
always. There are two classes of verbs, “weak” and “strong”. The -ed verbs are
weak. They are always formed in this way. • Ask students to share the comic strip they
The woman has jumped.
The girls have jumped into the water. created earlier with a peer.
Strong verbs, on the other hand, are irregular, and they must simply be memorized.
Often the vowel or the ending changes.
The boy has eaten.
The man has drunk the milk.
Conversation:
• Discuss past, present, and future tenses with
students by conversing about a variety of
events.
22
Modifications:
• Encourage students to role-play sentences
The Rosetta Stone English I from this lesson, to highlight the distinction
among past, present, and future tenses.
1. 2. 3.
4. 5. 6.
1. He is touching . a. his nose b. his mouth c. her nose d. her mouth
2. She is touching . a. his eye b. her eye c. his mouth d. her mouth
3. The man’s a. arm, knee b. hand, arm c. arm, head d. hand, head
is on his .
4. The rider . a. is going to jump b. is going to fall

c. is falling d. has fallen
5. The man . a. is going to drink the milk b. is drinking the milk

c. has drunk the milk d. has cut the paper
6. The girl . a. is going to drink b. has cut the paper

c. is going to cut the paper d. is drinking
II. Fill in the blank with one of the following body parts.
a. hands b. arms c. mouth d. hair e. feet
1. 2. 3.
1. four . 2. hands and . 3. The woman is brushing her .
III. Change the words in italics from present progressive to present perfect.
2. The boy is eating the bread. a. is going to eat b. was eating c. has eaten
3. The cowboy is falling. a. has fallen b. was falling c. is going to fall

1. What is the name of a type of transportation that has two wheels and must be pedaled to ride?
2. Name the piece of furniture you sit on when you are eating at a table.
3. Name three prepositions you have learned up to Lesson 2-08.
4. Name a body part that is located on your head.
49
I. Match the opposites.
Unit 2 Review 1. small
2. person
a. big
b. short
3. child c. animal
4. long d. left
5. right e. adult
Review Activities:
II. Fill in the blank with the word that best describes the photograph.
• Use index cards to review vocabulary.
• Choose activities that target skills in need of 1. 2. 3. 4. 5.
practice.
6. 7. 8. 9. 10.
students to use language skills. 1. The boy is . a. circle
2. The woman is . b. adult

• Provide time for conversation practice with 3. A woman is not a . c. square
peers; monitor conversational skills. 4. A man is an . d. catching
5. The biggest is white. e. riding

• Challenge students to create questions from 6. The man is the boy. f. smaller
various lessons and seek answers as a class. 7. The circle is than the square. g. bigger
8. The smallest is white. h. child
• Play question-and-answer games using 9. The boy in white is the rake. i. throwing
vocabulary words from past lessons. 10. The circle is than the square. j. smiling
Possible Assessments: ©2002 Fairfield Language Technologies

and 2-10.
• Observe students as they participate in
activities. Note areas of difficulty and provide
additional practice time in appropriate modes III. Circle the correct answer.
of the software lessons.

• Use rubrics to assess graphs, charts, reports,
and projects. 1.
1. The girl has something in his / her hand.
2. 3. 4. 5.
• Note the amount and quality of class 2. Two balls are in her left / right hand.
3. This window is round / square.

participation. 4. The boy is kicking / catching the ball.
• Check accuracy of completed Workbook 5. This is an animal who / that is not a dog.
pages, Quizzes, and Tests. IV. Yes or no?

1. 2. 3. 4. 5.
1. The car is big.
2. The animal is small.
3. She is a woman.
4. She is pointing with her left hand.
5. This is an animal that is not an elephant.
50
Tests
1. 2. 3. 4.
5. 6. 7. 8.
9. 10. 11. 12.

1. The man’s head is in his . a. beside
2. The donkey is the man. b. hair
3. The young man is touching his . c. eye
4. The boy is the tree. d. between
5. The man is two women. e. on
6. The women are standing a wall. f. hands
7. She is touching her . g. in front of
8. The man is two women. h. under
9. He is touching his . i. ear
10. This man is a horse. j. behind
11. The woman is combing her . k. nose
12. The man is touching the horse’s . l. mouth
II. Write the negative form of each sentence.

Example: The woman is running. The woman is not running.
1. The boys are jumping.
2. The girl is using the phone.
3. The boy is wearing a black hat.
4. The girl is riding the horse.
5. This man has hair.
III. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3. 4.
1. The woman . a. is jumping b. is going to jump c. has jumped
2. The girl the paper. a. is cutting b. is going to cut c. has cut
3. The boy the bread. a. is eating b. is going to eat c. has eaten
4. The man the milk. a. is drinking b. is going to drink c. has drunk
IV. Yes or no?
1. 2. 3. 4.
1. The man and the woman are dancing.
2. The boy has jumped.
3. The boy has fallen.
4. The boy is not swimming.
51
Word Search 2: 1-5
Unit 2 Review ADULT ROUND

T
Q
H
D
A
L
N
T
E
T
I
U
T
R
H
N
E
R
R
S
B
I
D
G
C
N
ANIMAL SIGN
BIGGEST SMALL
S O M E T H I N G X G E L
CIRCLE SMALLEST M W J L P E R S O N G T A
DOWN SOMETHING
LAUGHING SQUARE A N R E C T A N G L E T U
LEFT TALKING
LITTLE TELEPHONE
L T I P Z K D W A I S R G
NEITHER THAN L H G H R O U N D T T U H
OTHER THAT
PERSON TRUCK E A H O P X L H W T V C I
RECTANGLE TURN
RIGHT
S T T N K O T D U L I K N
T X P E C I R C L E B V G
I S Q U A R E F S M A L L
A N I M A L W O T H E R A
L E F T A L K I N G B O Y
Word Search 2: 6-10
W F V G H F E N C E B T E
ABOVE FRONT I N T O A R O K O A E A T
AROUND GOING
BEHIND HAVE
T H E I R O X H A C S E G
BESIDE HEAD H A R O U N D B E H I N D
BETWEEN HIS
BIKE HUMAN O V K M V T R U X C D Q O
CANDY INTO
COMBING KNEES
U E C O M B I N G I E P E
DOES MOUTH T J A A G E N M O U T H S
DRINK THEIR
EACH USING K U N D A T K O I D S A U
EAT WITHOUT
FENCE
C M D V A W H R N H A U S
N O Y K N E E S G N A R I
I A B O V E A Y U S I K N
N H U M A N D A H P W Q G
B U T H I S U H B I K E A
ENGLISH
52
Crossword 2: 1-5
Across Down
1. not this 1. bigger than a car

5. No U-____ 2. writing with a ___
6. laughing and _______ 3. not smallest
7. She is _______ the ball. 4. He is playing the ______.
9. not long 8. plate and ___
12. longer than a square 9. a No Parking ____
13. a green fruit 10. adults and children
16. not a square 11. four o’_____
17. It is round; there are four on a car. 13. cup and ______
19. not big 14. not left
20. eight, nine, ___ 15. not right
21. a color 16. bulls and ____
18. not short
ENGLISH
Crossword 2: 6-10
Across Down
2. The microphone is in the singer’s left ____. 1. People ____ food.

5. The girl has ___ the paper. 3. not under
6. not a brush 4. not behind, but in _____
7. not a comb 5. under the mouth, on a face
8. The dog is ______ two people. 8. Two bowls are ____ each other.
11. A ____ is on a leg above the foot. 9. The boy is behind the ____.
13. eyes, nose and mouth are on a ____ 10. The man is touching the horse’s ___.
15. ____, one, two, three 12. His ___ is on the table.
16. not in front 13. kicking balls with their ____
20. The airplane is above the ______. 14. Some chairs are ______ a table.
21. She is wearing _____ on her feet. 16. The cat drinks milk from a ____ .
17. The man’s hands are on ___ knees.
18. The ___ is running after the car.
19. between mouth and eyes on a face
ENGLISH
53
Unit 3 Overview
Lesson 3-01 Descriptions of People: Descriptive Adjectives ............................ 56

13 new words.
Descriptions of people by age, height, weight, clothing, activity, hair (long-short), and hair (kind and color).
Lesson 3-02 Quantities and Comparison of Quantity .................................... 58

18 new words.
Concepts of many, few, more, less, same number, as many as, and various.
Counting and contrast of quantities.
Lesson 3-03 More Clothing.................................................................................. 60

Six new words.
10 articles of clothing: male and female. Wearing (versus not wearing) clothing. Wearing clothing versus
putting on clothing.
Practice with reflexive verbs.
Lesson 3-04 Inside and Outside; Prepositions .................................................. 62

Seven new words.
Inside and outside houses, churches, and buildings. Children’s play activities.
Counting review.
Lesson 3-05 More Colors and Numbers ............................................................ 64

Two new words.
Questions and answers.
Covers 12 colors and the numbers one to 10.
Lesson 3-06 Animals; Real and Not Real .......................................................... 66

17 new words.
Domesticated and wild animals.
Real animals contrasted with toy animals and with art work. 17 animals presented.
Lesson 3-07 Being Human: Descriptive Adjectives .......................................... 68

16 new words.
10 human conditions, both positive and negative.
Other human conditions.
Lesson 3-08 Professions and Human Conditions: Descriptive Adjectives...... 70

34 new words.
13 professions.
Eight characteristic activities of different professions. Four different negative feelings.
Lesson 3-09 Body Parts and Pictures ................................................................ 72

11 new words.
Counting; human limbs and digits. Pictures, statues, and art versus the real.
Lesson 3-10 Clock Time, Time of Day................................................................ 74

Nine new words.
Times on the hour, at half past, at a quarter till, and at a quarter after. Almost, a little past.
Introduces different time-telling conventions. Morning, afternoon, and night.
Lesson 3-11 Review of Unit Three ...................................................................... 76

Tests and Worksheets from Unit Three lessons.
54
Scope and Sequence
Enrichment/Unit Projects: 6. Describe three gestures you use frequently and

explain what they mean.
1. Explain to the students that communication between
people is not limited to words. Ask students what 7. How would you expect the following people to
actions they would classify as non-verbal communication. dress, or what types of uniforms might they wear?
Write student responses on the board. Guide students (Ask students to refer to the list of professions
to answers such as facial expressions, gestures, the from vocabulary Lesson 3-08.)
way a person sits or stands, the way people touch, After students have completed their research and
use of personal space, or dress and appearance. Explain answered the questions, generate a class discussion
that all these forms of non-verbal communication say about their answers.
something to other people. 2. Have students research popular bilingual professions
Ask students to name professions they feel are in the United States. Ask students to provide a brief
important to the community. Make a list of student description of each profession. Then, ask students to
responses on the board. Ask students to describe the suggest reasons why bilingualism in this specific
types of clothing worn by the people in these particular profession is important. Instruct students to make a
professions. Explain to the students that style of dress list of 10 professions and the average salary for each
can make important statements about people. Ask profession in the United States. Then, challenge
students to describe the type of clothing they wear students to convert the salary into the currency that
and what it might say about them. Make a list of is used in another country. Have students write a
student responses on the board. report that addresses the similarities and differences
Write the following questions on the board and ask that exist between three of these professions in the
students to answer them in an attempt to identify separate cultures. Ask students to pick a profession
cultural body language. Instruct students to copy they would like to pursue in the future and provide
the questions and provide answers in complete reasons why they chose this profession. They do not
sentences. Then, ask students to place themselves in have to choose a bilingual profession or one from
another culture, and try to answer the same questions their list.
from their cultural perspective. Allow students time 3. Invite a guest presenter who works in a bilingual
to research cultural aspects of different countries. profession to discuss his or her particular profession
1. When you meet someone for the first time, how do and the importance of being bilingual in this line of
you greet him or her? work. Before the speaker arrives in the classroom,
have each student prepare at least three questions to
2. Do you use the same greeting for men as for
ask. Make sure that each student has an opportunity
women?
to ask one question to the speaker in another language.
3. How do you greet your friends? Generate a class discussion about the presentation
4. How do you greet a friend of the opposite sex? and have students write a brief paragraph describing
5. How do you greet the members of your family: what they learned.
children, adults, and the elderly?
55
Unit 3, Lesson 1
2-11 Unit Two Review 3-01 Descriptions of People: Descriptive
Adjectives
01 The woman is smiling. 01 an older woman
The woman is pointing. a younger woman
New Vocabulary The woman is reading.
a younger man
an older man
02 a person who is not a child
bald dancers runners younger a person who is not an adult
02 a group of dancers
two dancers
an animal that is not a dog a group of runners
blond fat straight 03 a big box
two runners
a big boat 03 This young man has short hair.
clown group tall a small box
a small boat
This young man has long hair.
The two young women have long hair.
One young woman has long hair and one young
curly older thin 04 The blue circle is smaller than the red circle.
The red circle is smaller than the blue circle. woman has short hair.
The circle is smaller than the square. 04 Who has short, black hair?
The square is smaller than the circle. Who has long, blond hair?
05 One woman is pointing. She is pointing with her Who has long, brown hair?
right hand. Who is bald?
Themes: One woman is pointing. She is pointing with her

left hand.
Both women are pointing. One is pointing with
05 This young woman has curly hair.
This young man has curly hair.
her right hand and the other one with her left This young woman has straight hair.
People hand.
Neither woman is pointing.
This young man has straight hair.
06 The woman is using the phone. 06 Who has short, straight, black hair?
The girl is using the phone. Who has long, curly, black hair?
Who has short, curly, black hair?
The woman is pointing.
Materials: The woman is not using the phone and she is not
pointing. 07
Who has long, straight, black hair?
The man on the right is fat. The man on the left
07 The men and the women are standing. is thin.
Container The women are standing and the men are sitting.
The women and one man are standing and one
The women are thin.
The women are very fat.
Index cards man is sitting.
The men and one woman are sitting and one
The man on the left is fat. The man on the right
is thin.
woman is standing.
08 The man is beside two women. 08 The clown on the left is short. The clown on the
right is tall.
The man is between two women. The clown on the left is tall. The clown on the
right is short.
The dog is beside two people.
He is touching his nose.
The woman in red is short.
The woman in red is tall.
He is touching his mouth.
• Review vocabulary by directing students She is touching her eye.
She is touching her chin.
09 Which tall man is wearing glasses?
Which tall man is not wearing glasses?
Which short person is not wearing glasses?
to write three sentences about a fictional 10 The girls are not going to jump. The boy is going
to jump.
Which short person is wearing glasses?
character of their choice (person or animal), The girls have not jumped. The boy has jumped.
The boy and the girls are jumping.
10 The woman has black hair.
The woman has straight, blond hair.
The woman has curly, blond hair.
using descriptive terms from the current and The woman has gray hair.
previous lessons. Refer students to computer 15
lessons, study guides, word lists, worksheets,

etc. for guidance.
Worksheet 3-01
Content Integration: I. Match the words.
____ 1. tall a. fat
Language Arts: Ask students to describe a ____ 2. straight b. younger
family member by writing descriptive adjectives ____ 3. thin c. right
on their paper. Then, have students describe their ____ 4. left d. short
____ 5. older e. curly

best friend or what they look for in a best friend.
II. Describe each picture with a complete English sentence.
Encourage students to use personal description
vocabulary. Have students work with a partner
to describe their best friends and family members 6. 7. 8. 9. 10.
to each other. 6. __________________________________________________________________________________________
7. __________________________________________________________________________________________
Language Arts: Discuss adjectives and their 8. __________________________________________________________________________________________
purpose. Encourage students to respond with 9. __________________________________________________________________________________________
answers like… 10. __________________________________________________________________________________________
They tell what kind. 11. Who has short, ____________________________, black hair? bald
12. Who has ____________________________, straight, black hair? curly

They tell how many. 13. This young man has ____________________________. tall man
They tell which one. 14. Who is ____________________________?
15. Which ____________________________ is wearing glasses?

long
short hair
Have students read a teacher-selected passage IV. Yes or No?
that shows an effective use of adjectives. (This ____16. Fat people are thin.
____17. Bald people have curly hair.

material might be a passage from a story the ____18. Babies are taller than men.
class is reading, a newspaper article, a speech ____19. Boys are shorter than men.
____20. Women are taller than girls.

from a social studies book, or several paragraphs
describing a work of art or musical composition.) ENGLISH Descriptions of People: Descriptive Adjectives
When the students are finished reading the

material, instruct them to circle all the adjectives.
Ask students to identify how the adjectives work
in the text by answering the following questions:
Does the adjective say what kind? Tell how many?
Identify which one?
(continued)
56
Descriptions of People:
Descriptions of People: Descriptive Adjectives 3-01 Descriptive Adjectives
New Vocabulary
bald
fat
blond
group
clown
older
curly
runners
dancers
straight
Have students write two paragraphs demonstrating
tall thin younger their ability to use adjectives effectively. Instruct
Usage: Descriptive Adjectives
students to trade these student-generated writings
As we learned in Lesson 1-03, adjectives modify nouns. They describe people,
places and things in a way that sharpens their images in our minds and helps us with another classmate who will review it. Have
to communicate more precisely. Let’s focus now on how to describe people.
The simplest construction places an adjective before the noun it describes. the student reviewer circle all adjectives contained
the old woman
a young man
in the writing.
As Lesson 2-04 showed, you can also express comparisons.
the older woman
a younger man Using Multiple Intelligence Strategies:
Further clarity can be expressed by indicating position, “right” or “left”.
Logical-Mathematical: Have students to create
the older woman on the right
the clown on the left data tables with the following headings: short
Note the differences between uses of has and is in these sentences:
This young man has curly hair.
hair, long hair, straight hair, curly hair, and
The man on the left is fat. bald. Ask students to count the classmates who
In the first example, the young man possesses hair that is curly. “Curly” modifies
“hair” as an adjective. In the second example, “fat” modifies “man,” as in “the fat fit into each category.
man,” but “fat” follows “is.” “Fat” is still an adjective. An adjective that follows is
or are is called a predicate adjective. Predicate is another word for verb. “Is” is a
predicate; therefore, the adjective that follows it is a predicate adjective. Visual-Spatial: Challenge students to make a
chart displaying the results of their data.
• Distribute to each student index cards with
24 another classmate’s name. Have students
write physical descriptions of their classmate
on the card. After students place the folded
cards in a container, ask them to select a
Quiz Unit 3 Lessons 1 and 2 different card and read descriptions aloud,
I. Fill in the blank with the word or words that best describe the photograph. while peers guess whom they are describing.
Conversation:
1. 2. 3.
• Have students describe their classmates using
vocabulary words.
4. 5. 6.
1. This young man has . a. long hair b. curly hair c. no hair d. short hair Modifications:
2. The man on the left is
The man on the right is
.
.
a. thin, fat b. thin, thin c. fat, fat d. fat, thin
• Display a list of descriptive words for student
3. The clown on the left is
The clown on the right is
.
.
a. short, tall b. tall, short c. short, short d. tall, tall
reinforcement and reference.
4. There are marbles. a. two b. few c. many d. no
5. There are chairs than tables. a. more b. fewer
6. There are people than horses. a. more b. fewer
II. Yes or No?
1. 2. 3.
4. 5. 6.
1. This young man has curly hair. 4. There are many apples and no bananas.
2. This woman has straight blond hair. 5. There are more people than horses.
3. This short person is not wearing glasses. 6. There are the same number of girls as boys.
57
Unit 3, Lesson 2
3-02 Quantities: Quantity Relationships 3-03 More Clothing
01 many boys 01 The man is wearing a blue sweater.

one boy The girls are wearing dresses.
New Vocabulary many balloons
a few balloons
The boy is wearing a red sweater.
The woman is wearing a purple sweater.
02 many hats 02 The woman is wearing a black shirt.
as few many several one hat
many umbrellas
The woman is wearing black pants.
The boy is wearing a blue shirt.
one umbrella The boy is wearing blue pants.
balloons fewer marble tables 03 one loaf of bread 03 two shoes
buses how marbles umbrellas many loaves of bread
two loaves of bread
one shoe
two socks
no bread one sock
coins loaf more 04 a cowboy with a horse 04 She is wearing a red and white sweater.
a cowboy with no horse She is wearing a purple top.
cowboys loaves same two cowboys with several horses
many cowboy hats and no cowboys
He is wearing a sweater.
He is not wearing a sweater.
05 How many coins are there? There are many 05 She is wearing a red and white sweater and
coins. jeans.
How many marbles are there? There is one The woman is wearing a red dress.
Themes: marble.
How many marbles are there? There are a few
The woman is wearing a red coat.
She is wearing a red skirt.
marbles.
Quantities How many marbles are there? There are many
marbles.
06 He is wearing black shorts and a white shirt.
One person is wearing a yellow top and the
other person is wearing a red top.
06 many tomatoes and a few bananas One woman is wearing a yellow dress and
many apples and no bananas another woman is wearing a red dress.
Materials: many tomatoes and no bananas
many bananas and no apples
07
She is not wearing anything.
She is wearing a dress.

07 There are more chairs than tables. She is wearing pants.
Apples There are more buses than cars.
There are more tomatoes than bananas.
She is wearing shorts.
She is wearing a skirt.
Bananas There are the same number of men as women.
08 He is wearing a blue shirt.
08 There are more people than horses. He is wearing blue pants.
Tomatoes There are more horses than people.
There are as many umbrellas as people.
He is wearing a blue sweater.
He is wearing a blue coat.
There are more people than umbrellas.
Balloons 09 There are fewer horses than people.
09 He is putting on a sock.
He is putting on a shoe.
There are fewer people than horses. He is putting on a shirt.
Marbles There are fewer umbrellas than people.
There are as many horses as people.
He is putting on pants.
10 The clown is wearing pants.

10 There are the same number of girls as boys. The clown is putting on pants.
There are fewer girls than boys. The man with glasses is wearing a sweater.
Pre-Lesson Activity: There are more girls than boys.
There are no girls and no boys.
The man with glasses is putting on a sweater.
• Have students complete Section IV of 16

Worksheet 3-02 in the Student Workbook, to
reinforce vocabulary. As a review of current
and previously learned terms, write the following
on the board: Worksheet 3-02
I. Match the words.

How many ___ are there? There is one ____. ____ 1. many a. fat
____ 2. thin b. smallest

How many ___ are there? There are a few__. ____ 3. in front of c. few
____ 4. round d. behind

How many ___ are there? There are many __. ____ 5. biggest e. rectangular
Instruct students to write down sentences and II.Describe each picture with a complete English sentence.
fill in the blanks with terms for people and items

in the classroom. Collect papers and select samples
to read aloud asking students to listen for meaning 6. 7. 8. 9.
6. __________________________________________________________________________________________
10.
and number agreement. 7. __________________________________________________________________________________________
8. __________________________________________________________________________________________
Content Integration: 9. __________________________________________________________________________________________
10. __________________________________________________________________________________________
Social Studies: Explain to the students that they III. Fill in the blank.
will be researching money and its historical origin. 11. There are the same number of girls ____________________________. than people
12. How many coins ____________________________? more

In addition to computing quantities of money, 13. There are fewer horses ____________________________. as boys
students will explore the cultural and historical 14. There are ____________________________ people than umbrellas. tables
15. There are more chairs than ____________________________. are there

origin of money as well as its future implications.
IV. Possible (P) or Impossible (I)?
Have students research the history of currency ____16. There are many balls on the ground.
in civilizations such as Egypt, China, Greece, ____17. There are fewer apples than bananas in a basket.
____18. The cowboy is riding many horses.

Rome, and Ethiopia. Students will create a ____19. There are more adults than children in a car.
timeline, present their reports to the class, and ____20. The man has more hands than fingers.
display the evolving stages of money. Quantities: Quantity Relationships ENGLISH
(continued)
58
Quantities and Comparison
Quantities: Quantity Relationships 3-02 of Quantity
New Vocabulary
as
few
balloons
fewer
buses
how
coins
loaf
cowboys
loaves
Science: Instruct students to choose three items
many
several
marble
tables
marbles
umbrellas
more same from the new vocabulary. For each item students
Usage: Quantity Comparisons will list five properties.
We classify nouns as “countable” and “non-count” nouns. Water, for example, can-
not be counted; it is a non-count noun. In this lesson, we use only countable nouns.
The quantity of a countable noun can be designated by a counting number. Using Multiple Intelligence Strategies:
one boy
two loaves of bread Visual-Spatial and Logical-Mathematical:
ten bananas
Many and a few may also be used if the exact number is not known. Perhaps
Invite students to write fractions that describe
there are too many to count.
individual groups of apples, tomatoes, bananas,
many boys
a few loaves of bread
many bananas
balloons, and marbles as compared to the total
We can also express that there are none, using no. number of these items. Ask students to convert
no boys
no loaves of bread
this data into chart and graph forms.
no bananas
In Lesson 1-10 we learned the interrogative words who, what, when, where,
and which. We may add to that group the interrogative for asking about quantity:
how many…?
How many coins are there? Post-Lesson Activity:
How many marbles are there?
Note the use of there are. In the questions above, the two words are inverted in • Group bananas, apples, and tomatoes
order: …are there? The answers to the questions begin with There are or There is.
There are many coins.
together, and challenge students to write a
There is one marble. descriptive paragraph about these items.
25 Conversation:
• Have students discuss the quantities of
objects in the room.
Modifications:
• Encourage students to write three sentences
using current and previous vocabulary words.
Ask students to read their entries aloud to you.
1. 2. 3.
4. 5. 6.
1. This young man has . a. long hair b. curly hair c. no hair d. short hair
2. The man on the left is . a. thin, fat b. thin, thin c. fat, fat d. fat, thin
The man on the right is .
3. The clown on the left is . a. short, tall b. tall, short c. short, short d. tall, tall
The clown on the right is .
4. There are marbles. a. two b. few c. many d. no
5. There are chairs than tables. a. more b. fewer
6. There are people than horses. a. more b. fewer
II. Yes or No?
1. 2. 3.
4. 5. 6.
1. This young man has curly hair. 4. There are many apples and no bananas.
2. This woman has straight blond hair. 5. There are more people than horses.
3. This short person is not wearing glasses. 6. There are the same number of girls as boys.
59
Unit 3, Lesson 3
3-02 Quantities: Quantity Relationships 3-03 More Clothing
01 many boys 01 The man is wearing a blue sweater.

one boy The girls are wearing dresses.
New Vocabulary many balloons
a few balloons
The boy is wearing a red sweater.
The woman is wearing a purple sweater.
02 many hats 02 The woman is wearing a black shirt.
another putting sock one hat
many umbrellas
The woman is wearing black pants.
The boy is wearing a blue shirt.
one umbrella The boy is wearing blue pants.
anything shorts sweater 03 one loaf of bread 03 two shoes
many loaves of bread one shoe
two loaves of bread two socks
no bread one sock
04 a cowboy with a horse 04 She is wearing a red and white sweater.
Themes: a cowboy with no horse
two cowboys with several horses
She is wearing a purple top.
He is wearing a sweater.
many cowboy hats and no cowboys He is not wearing a sweater.
Clothing 05 How many coins are there? There are many 05 She is wearing a red and white sweater and
coins. jeans.
How many marbles are there? There is one The woman is wearing a red dress.
marble. The woman is wearing a red coat.
How many marbles are there? There are a few She is wearing a red skirt.
Materials: marbles.
How many marbles are there? There are many 06 He is wearing black shorts and a white shirt.
marbles. One person is wearing a yellow top and the
other person is wearing a red top.
Various articles of clothing made from different 06 many tomatoes and a few bananas
many apples and no bananas
One woman is wearing a yellow dress and
another woman is wearing a red dress.
types of materials many tomatoes and no bananas
many bananas and no apples
She is not wearing anything.
07 She is wearing a dress.

07 There are more chairs than tables. She is wearing pants.
There are more buses than cars. She is wearing shorts.
There are more tomatoes than bananas. She is wearing a skirt.
Pre-Lesson Activity: There are the same number of men as women.
08 He is wearing a blue shirt.
08 There are more people than horses. He is wearing blue pants.
• Reinforce current and previous vocabulary There are more horses than people.
There are as many umbrellas as people.
He is wearing a blue sweater.
He is wearing a blue coat.
There are more people than umbrellas.
by displaying the following sentences on an 09 There are fewer horses than people.
09 He is putting on a sock.
He is putting on a shoe.
There are fewer people than horses. He is putting on a shirt.
overhead projector: There are fewer umbrellas than people.
There are as many horses as people.
He is putting on pants.
10 The clown is wearing pants.

He is wearing ________. 10 There are the same number of girls as boys.
There are fewer girls than boys.
The clown is putting on pants.
The man with glasses is wearing a sweater.
There are more girls than boys. The man with glasses is putting on a sweater.
There are no girls and no boys.
He is not wearing ________.
She is wearing ________. 16
She is not wearing ________.

Break students in groups of two. Have each
student describe something the partner is and Worksheet 3-03
is not wearing, using color nouns and clothing I. Match the words.
____ 1. socks a. eyes
vocabulary. Create two appropriate sentences ____ 2. shirt b. feet
for the partner’s gender. ____ 3. glasses c. legs
____ 4. pants d. head
____ 5. hat e. arms
Content Integration: II. Describe each picture with a complete English sentence.
Social Studies: Have students research how

industrialization has changed the way clothing
is made. Ask students to research how clothing 6. 7. 8. 9.
6. __________________________________________________________________________________________
10.
is produced in other countries and which countries 7. __________________________________________________________________________________________
are the largest purchasers of different types of 8. __________________________________________________________________________________________
clothing. 9. __________________________________________________________________________________________
10. __________________________________________________________________________________________
Language Arts: As a class, describe the process III. Fill in the blank.
of doing laundry. Ask students to name the steps 11. The man ____________________________ is wearing a sweater. dress
12. She is wearing a red ____________________________ sweater. blue pants

taken to do laundry and list them on the board. 13. The woman is wearing a red ____________________________. and white
Encourage student responses such as (1) Sort, 14. He is ____________________________ pants. with glasses
(2) Repair, (3) Pre-treat, (4) Wash, (5) Care, 15. The boy is wearing ____________________________. putting on

(6) Dry, and (7) Iron. ____16. The man’s shorts are longer than his pants.
____17. The woman is putting on a dress.

Have students write step-by-step directions ____18. The dog is wearing pants.
describing how to do laundry. Encourage students ____19. The woman is wearing a yellow top.
to be as specific as possible. Have students trade ____20. The baby is not wearing anything.
their directions with a partner to verify all the ENGLISH More Clothing
steps are covered in their directions.
60
More Clothing
More Clothing 3-03
New Vocabulary
another
sweater
anything putting shorts sock
Visual-Spatial: Challenge students to design
Vocabulary: Clothing and Colors an outfit and create an advertisement for it.
Practice using names of clothing and colors. What are you wearing today? Describe
each piece of clothing you are wearing by naming its color. What are the people
around you wearing?
• Have students create a display for their
clothing designs.
• Divide students into pairs. Ask each group to
describe their partner’s clothing to the class.
Conversation:
• Invite students to practice using the names of
clothing and colors by describing the features
of different articles of clothing.
Modifications:
• When designing outfits, divide students into
groups of four. Each group must design an
27
outfit for each one of the seasons.

1. 2. 3.
4. 5. 6.
1. The man is wearing . a. a skirt b. a coat c. a sweater d. a hat
2. She is wearing . a. shorts b. pants c. a skirt d. a dress
3. He is putting on . a. a shirt b. a shoe c. pants d. a sock
4. The boy is the table. a. behind b. on c. under d. beside
5. is running? a. how many b. which c. what d. who

The men are running.
6. children are jumping? a. how many b. which c. what d. who

Three children are jumping.
II. Yes or No?
1. 2. 3.
4. 5. 6.
1. He is wearing a coat. 4. This is the inside of a house.
2. The clown is putting on pants. 5. This is the outside of a church.
3. The woman is wearing pants. 6. These children are outside.
61
Unit 3, Lesson 4
3-04 Inside, Outside; Prepositions 3-05 More Colors and Numbers
01 The boy is sitting at the table. 01 What color is the egg? It is blue.
The boy is under the table. What color is the egg? It is yellow.
New Vocabulary The children are standing on the table.
The children are playing jump rope.
What color is the egg? It is red.
What color is the egg? It is pink.
02 Who is running? The men are running. 02 Which horse is the girl brushing? The brown
Who is sitting down? The boy is sitting down.
at church outside turning Who is running? The girls are running.
Who is jumping? The children are jumping.
horse.
Which is the white horse?
Which horse is eating? The gray horse is eating.
building inside rope 03 How many children are jumping? Three children
are jumping.
Which is the black horse?
How many children are standing? Three children 03 a black and white dog
are standing. a black and white cat
How many children are jumping? Four children a brown dog
are jumping. a brown and white cat
How many children are standing on the table?
Themes: One girl is. 04 green grass and a green cap
yellow flowers
04 How many girls are wearing white shirts?
a red shirt
Inside, Outside, Under, On One is.
How many girls are wearing white shirts?
a white building
Two are.
How many boys are sitting down? One is. 05 The horse is on yellow.
The horse is on purple.
How many boys are sitting down? Two are. The horse is on blue.
05 The girl is on the table. She is jumping rope. The horse is on red.
Materials: Three children are playing. They are playing
jump rope. 06 blue water
The children are on the table. They are not orange and yellow
Cardboard box playing jump rope.
The boy is running. He is not jumping rope.
yellow and black
green grass
06 The girl on the table is jumping rope.
Step stool The boy is turning the rope and the girl is
jumping.
07 two red flowers
two white and yellow flowers
The boy who is not jumping rope is running. a yellow, a red and a pink flower
The boy who is not running is jumping rope. pink flowers
07 This cat is outside. 08 three
Pre-Lesson Activity: This cat is inside.
These flowers are outside.
seven
nine
These flowers are inside. four
• Reinforce Lesson 3-04 vocabulary by 08 This is the outside of a house.
This is the inside of a house. 09 ten
nine
This is the outside of the church.
discussing the separate words for “inside,” This is the inside of the church. five balls
six balls
09 The boy is lying down outside.
“interior,” “outside” and “exterior.” Have The boy is lying down inside.
This is the outside of the building.
10 one ball
two balls
students supply examples of the appropriate 10
This is the inside of the building.
Which boy is inside?
eight fingers
five
Which boy is outside?
use of inside, the inside, outside, and the Which children are outside?
Which children are inside?
outside. Suggest computer lessons, study
17
guides, worksheets, and word lists for
guidance.
Content Integration: Worksheet 3-04
Language Arts/Social Studies: Explain to the I. Match the words.

____ 1. jumping a. on the telephone
students that they will be creating their own ____ 2. throwing b. a ball
maps. Discuss different types of maps and their ____ 3. talking c. a skirt
____ 4. wearing d. an apple

importance. Ask students to think about how ____ 5. eating e. rope
prepositions are used when giving directions. II. Describe each picture with a complete English sentence.
Have students create a treasure map that provides
directions to an imaginary location and an
imaginary treasure. Students should write the 6. 7. 8. 9. 10.
6. __________________________________________________________________________________________
directions to the treasure on the back of their 7. __________________________________________________________________________________________
map; for example, “Start next to the tree,” or 8. __________________________________________________________________________________________
“Walk over the stone bridge.” The student’s 9. __________________________________________________________________________________________
directions must have at least five steps and use 10. __________________________________________________________________________________________

five different prepositions. 11. This is the ____________________________ of a house. the table
Social Studies: Instruct students to research five 12. The children are ____________________________ the table.
13. The boy is sitting at ____________________________.

are outside
outside
buildings in the community, writing sentences 14. Which children ____________________________? are
describing their purpose and location. 15. The children ____________________________ playing jump rope. standing on

____16. The fish is running.
____17. The bird is flying.
____18. The cow is jumping rope.
____19. The building is sitting.
____20. The boy is sitting at the table.
Inside, Outside; Prepositions ENGLISH
62
Inside and Outside; Prepositions
Inside, Outside; Prepositions 3-04
New Vocabulary
at
rope
building
turning
church inside outside
Visual-Spatial: Challenge students to create a
Grammar: Inside and Outside comic strip that features at least one preposition
Inside and outside are adverbs that tell where the action occurs. They tell where
something happens in relation to a building or other enclosure.“The cat is outside”
in each frame.
tells you that it is not in the house.
But be careful: inside and outside can also be nouns if preceded by the. In this
case, they express the interior or exterior of an enclosure. Complete the expression
with a prepositional phrase using of....
This is the inside of a house.
This is the outside of the church.
• Ask students to create a chart with the following
headings: inside, outside, under, on, and in.
Under each heading have students list objects
that are found in these places. Encourage
students to share and compare their charts, and
ask them to use complete sentences when
describing their choices.
• Give the students oral instructions of where
to place a pencil. This can also be done using
other classroom objects; for example, “Place
your pencil in your desk.”
Conversation:
28
• Have students discuss activities that occur
inside and outside.

• Provide local maps to help students locate
buildings in the community.
1. 2. 3.
4. 5. 6.
1. The man is wearing . a. a skirt b. a coat c. a sweater d. a hat
2. She is wearing . a. shorts b. pants c. a skirt d. a dress
3. He is putting on . a. a shirt b. a shoe c. pants d. a sock
4. The boy is the table. a. behind b. on c. under d. beside
5. is running? a. how many b. which c. what d. who

6. children are jumping? a. how many b. which c. what d. who

Three children are jumping.
II. Yes or No?
1. 2. 3.
4. 5. 6.
1. He is wearing a coat. 4. This is the inside of a house.
2. The clown is putting on pants. 5. This is the outside of a church.
3. The woman is wearing pants. 6. These children are outside.
63
Unit 3, Lesson 5
3-04 Inside, Outside; Prepositions 3-05 More Colors and Numbers
01 The boy is sitting at the table. 01 What color is the egg? It is blue.
The boy is under the table. What color is the egg? It is yellow.
New Vocabulary The children are standing on the table.
The children are playing jump rope.
What color is the egg? It is red.
What color is the egg? It is pink.
02 Who is running? The men are running. 02 Which horse is the girl brushing? The brown
Who is sitting down? The boy is sitting down.
cap grass Who is running? The girls are running.
Who is jumping? The children are jumping.
horse.
Which is the white horse?
Which horse is eating? The gray horse is eating.
03 How many children are jumping? Three children Which is the black horse?
are jumping.
How many children are standing? Three children 03 a black and white dog
are standing. a black and white cat
Themes: How many children are jumping? Four children
are jumping.
How many children are standing on the table?
a brown dog
a brown and white cat
One girl is. 04 green grass and a green cap
Colors and Numbers 04 How many girls are wearing white shirts? yellow flowers
a red shirt
One is. a white building
How many girls are wearing white shirts?
Two are.
How many boys are sitting down? One is. 05 The horse is on yellow.
Materials: 05
How many boys are sitting down? Two are.
The girl is on the table. She is jumping rope.
The horse is on purple.
The horse is on blue.
The horse is on red.
Three children are playing. They are playing
Number line jump rope.
The children are on the table. They are not
06 blue water
orange and yellow
playing jump rope. yellow and black
The boy is running. He is not jumping rope. green grass
06 The girl on the table is jumping rope.
Pre-Lesson Activity: The boy is turning the rope and the girl is
jumping.
07 two red flowers
a yellow, a red and a pink flower
The boy who is not jumping rope is running.
pink flowers
• Direct students to complete Section I of the 07
The boy who is not running is jumping rope.
This cat is outside. 08 three
Quiz page for Lessons 3-03 to 3-04 for This cat is inside.
These flowers are outside.
seven
nine
These flowers are inside. four
vocabulary practice. Reinforce color words, 08 This is the outside of a house.
This is the inside of a house. 09 ten
nine
clothing terms, and the placement of This is the outside of the church.
This is the inside of the church. five balls
six balls
09 The boy is lying down outside.
compound adjectives by having students The boy is lying down inside.
This is the outside of the building.
10 one ball
two balls
describe clothing that is dual-colored; for 10
This is the inside of the building.
Which boy is inside?
eight fingers
five
example, She is wearing a red and white Which boy is outside?

Which children are outside?
Which children are inside?
sweater.
17
Science: Instruct students to write a brief report
explaining light refraction and how it occurs. Worksheet 3-05
I. Match the words.

Language Arts: Instruct students to write a story ____ 1. grass a. white
that describes what their lives would be like if ____ 2. banana b. red
____ 3. strawberries c. yellow

they could see in shades of only one color. ____ 4. milk d. orange
____ 5. carrot e. green
6. 7. 8. 9. 10.
6. __________________________________________________________________________________________
7. __________________________________________________________________________________________
8. __________________________________________________________________________________________
9. __________________________________________________________________________________________
10. __________________________________________________________________________________________

11. a ____________________________ and white cat red
12. ____________________________ grass horse
13. pink ____________________________ brown
14. a yellow, a ____________________________ and a pink flower flowers
15. Which is the black ____________________________? green
IV. Yes or No?

____16. People have two arms.
____17. Ten is more than five.
____18. Zero is more than six.
____19. People have ten fingers.
____20. Cats have two legs.
ENGLISH More Colors and Numbers
64
More Colors and Numbers
More Colors and Numbers 3-05
New Vocabulary
cap grass
Visual-Spatial: Help students devise color wheels
Vocabulary: Colors and Numbers
Practice asking questions and giving answers using colors and numbers.
with primary, secondary, and tertiary colors.
Here is a list of colors you have learned so far.
red
pink Post-Lesson Activities:
orange
yellow
green
• Challenge students to list all the color words
blue
purple
they have learned so far. Ask them to name
brown
gray
classroom objects that match these colors.
black
white • Use a number line to review the numerals one
Find each of these colors in the room you are in.
to 10.
Conversation:
• Encourage students to practice asking
questions using colors and numbers.
Modifications:
• Display a number line for reference and
reinforcement of numeral terms.
29

1. 2. 3.
4. 5. 6.
1. The number is . a. seven b. three c. four d. nine
2. There are balls. a. ten b. six c. five d. nine
3. There are fingers. a. five b. eight c. nine d. ten
4. This is a herd of . a. cows b. goats c. sheep d. fish
5. There are two . a. tigers b. cows c. pigs d. bears
6. Two are swimming. a. dogs b. sheep c. kangaroos d. fish
II. Yes or No?
1. 2. 3.
4. 5. 6.
1. The horse is eating. 4. This horse is not real.
2. The cat is black and white. 5. These two cows are real.
3. This bird is real. 6. This sheep is not real.

1. Write a description of a person using adjectives you have learned up to Lesson 3-01.
2. What word would you use to ask how many if you do not know the exact number of
items and there are too many to count?
3. What type of clothing do you wear on your feet before putting on shoes?
4. Name at least five colors you learned in Lesson 3-05.
65
Unit 3, Lesson 6
3-06 Animals; Real, Not Real 3-07 Being Human: Descriptive Adjectives
01 Two gray fish are swimming. 01 The woman is hungry.

One gray fish is swimming. The man is hungry.
New Vocabulary A white dog is walking.
A cat is walking.
The woman is full.
The man is full.
bear herd rocking 02 a kangaroo

a herd of goats
02 They are cold.
They are hot.
a herd of cows He is cold.
camel kangaroo sheep Two cows are running. He is hot.
03 Many sheep are standing. 03 She is tired.
climbing legs swan one turtle
a lion
She is not tired.
They are tired.
a black swan They are not tired.
dragon lion tiger 04 a white swan 04 He is strong.
giraffe pigs turtle The bird is sitting.
a giraffe
He is weak.
They are not tired.
A bird is flying. They are hot and tired.
goats real 05 two pigs 05 The man is sick.
one bear The man is healthy.
two cows The bird is beautiful.
one tiger The bird is ugly.
06 a sheep 06 The man is not full.
Themes: an elephant
The camel is standing on three legs.
The man is not hungry.
The woman is not full.
The camel is standing on four legs. The woman is not hungry.
Animals 07 This horse is not real. 07 The boy and the dog are happy.
This horse is real. The boy and the dog are sad.
This bird is not real. The man is happy.
This bird is real. The woman is sad.
Materials: 08 These two cows are not real.

These two cows are real.
08 They are tired.
She is tired. He is not tired.
This horse is real. He is tired. They are not tired.
Magazine with animal pictures A rocking horse is not a real horse. He is tired. She is not tired.
09 Which cat is real? 09 He is sick.
Construction paper Which cat is not real?
Which sheep is not real?
He is thirsty.
He is cold.
Which sheep is real? He is rich.
Glue 10 The white tiger is walking. 10 Someone is thirsty.
Internet access, if possible The white tiger is lying down.
The white tiger is climbing.
Someone is hungry.
The people are not hot.
a dragon The people are hot and tired.
• Review terms for numbers, colors, animals, 18
and actions by instructing students to create a

three-sentence animal adventure. Encourage
students to use computer lessons and reference
materials as necessary. Ask for volunteers to Worksheet 3-06
I. Match the words.

read finished products to the class. ____ 1. two legs a. two dogs
____ 2. no legs b. a person
____ 3. four legs c. a herd of goats

Content Integration: ____ 4. many legs d. a lion
Science: Discuss the life cycles of the various ____ 5. eight legs e. a fish
animals. Ask students to classify animals according II. Describe each picture with a complete English sentence.
to the following groups: herbivores, carnivores,

and omnivores.
6. 7. 8. 9. 10.
Mathematics: Use data from the above classi- 6. __________________________________________________________________________________________
7. __________________________________________________________________________________________
fication exercise to create a graph. Display the 8. __________________________________________________________________________________________
graph in the classroom for student reference. 9. __________________________________________________________________________________________
10. __________________________________________________________________________________________

11. The camel is standing on ____________________________ legs. climbing
12. The white tiger is ____________________________. is not
13. A bird is ____________________________. four
14. This horse ____________________________ real. are running
15. Two cows ____________________________. flying
IV. Yes or No?

____16. The kangaroo is an animal.
____17. The lion is a person.
____18. The giraffe is a small animal.
____19. The dragon is not a real animal.
____20. The rocking horse is not a real horse.
Animals; Real, Not Real ENGLISH
66
Animals; Real and Not Real
Animals; Real, Not Real 3-06
New Vocabulary
bear
goats
camel
herd
climbing
kangaroo
dragon
legs
giraffe
lion
Visual-Spatial: Instruct students to identify and
pigs
tiger
real
turtle
rocking sheep swan illustrate a food web or chain.
Vocabulary: Animals
If you can, go to a zoo today and name the animals in English. Or look at a nature
program on TV or read a nature magazine. How many of each kind of animal did Post-Lesson Activity:
you see? Did you see any animals that are not real? What were the animals doing?
In English we have names for groups of certain animals.
• Ask students to create an animal collage using
a herd of goats pictures from several magazines. Have them
a herd of cows
a
a
herd of elephants
herd of horses
take turns describing their choices to the class.
a flock of birds
a flock of sheep
a
a
pride of lions
school of fish
Conversation:
a pack of dogs
• Discuss students’ experiences with trips to
zoos or animal parks.
Modifications:
• Provide students with word lists and pictures
to foster retention of newly learned terms.
30

1. 2. 3.
4. 5. 6.
1. The number is . a. seven b. three c. four d. nine
2. There are balls. a. ten b. six c. five d. nine
3. There are fingers. a. five b. eight c. nine d. ten
4. This is a herd of . a. cows b. goats c. sheep d. fish
5. There are two . a. tigers b. cows c. pigs d. bears
6. Two are swimming. a. dogs b. sheep c. kangaroos d. fish
II. Yes or No?
1. 2. 3.
4. 5. 6.
1. The horse is eating. 4. This horse is not real.
2. The cat is black and white. 5. These two cows are real.
3. This bird is real. 6. This sheep is not real.
67
Unit 3, Lesson 7
3-06 Animals; Real, Not Real 3-07 Being Human: Descriptive Adjectives
01 Two gray fish are swimming. 01 The woman is hungry.

One gray fish is swimming. The man is hungry.
New Vocabulary A white dog is walking.
A cat is walking.
The woman is full.
The man is full.
beautiful healthy sad thirsty 02 a kangaroo

a herd of goats
02 They are cold.
They are hot.
a herd of cows He is cold.
cold hot sick tired Two cows are running. He is hot.
03 Many sheep are standing. 03 She is tired.
full hungry someone ugly one turtle
a lion
She is not tired.
They are tired.
happy rich strong weak 04
a black swan
a white swan 04
They are not tired.
He is strong.
The bird is sitting. He is weak.
a giraffe They are not tired.
A bird is flying. They are hot and tired.
Themes: 05 two pigs

one bear
two cows
05 The man is sick.
The man is healthy.
The bird is beautiful.
one tiger The bird is ugly.
People 06 a sheep 06 The man is not full.
an elephant The man is not hungry.
The camel is standing on three legs. The woman is not full.
The camel is standing on four legs. The woman is not hungry.
Materials: 07 This horse is not real. 07 The boy and the dog are happy.
This horse is real. The boy and the dog are sad.
This bird is not real. The man is happy.
Magazines or picture books This bird is real. The woman is sad.
08 These two cows are not real. 08 They are tired.
These two cows are real. She is tired. He is not tired.
This horse is real. He is tired. They are not tired.
Pre-Lesson Activity: A rocking horse is not a real horse. He is tired. She is not tired.
09 Which cat is real? 09 He is sick.
• Have students complete Section II of Which cat is not real?
He is thirsty.
He is cold.
Which sheep is real? He is rich.
Worksheet 3-07 in the Student Workbook 10 The white tiger is walking. 10 Someone is thirsty.
The white tiger is lying down. Someone is hungry.
to reinforce vocabulary. Provide additional The white tiger is climbing.
a dragon
The people are not hot.
The people are hot and tired.
practice by challenging students to see how
many descriptive terms for people they can
write in the span of five minutes. When time 18
is up, have students take turns calling out words

as you list them on the board. Read the list
in unison.
Worksheet 3-07
I. Match the words.

Content Integration: ____ 1. cold a. weak
____ 2. strong b. sad

Language Arts: Have students write name ____ 3. hungry c. hot
poems by writing an adjective for each letter ____ 4. happy d. healthy
of a person’s name. ____ 5. sick e. full

Language Arts: Display five pictures of people
on the board for the class to view. Ask the class
to write down five adjectives describing each 6. 7. 8. 9. 10.
person on the board. Encourage students to 6. __________________________________________________________________________________________
7. __________________________________________________________________________________________
use adjectives that describe emotion. Have 8. __________________________________________________________________________________________
students write two paragraphs about the person, 9. __________________________________________________________________________________________
their traits, and why they are experiencing 10. __________________________________________________________________________________________
those emotions in the pictures. Allow students III. Fill in the blank.
11. She is tired. ____________________________ is not tired. a. they
to present their paragraphs to the class. 12. Someone is ____________________________. b. and the dog
13. The boy ____________________________ are happy. c. he
14. ____________________________ are hot and tired. d. is hungry
15. The woman ____________________________. e. hungry

____16. The rocking horse is thirsty.
____17. The sick man is healthy.
____18. The bird is ugly.
____19. The hungry girl is full.
____20. The babies are not strong.
ENGLISH Being Human: Descriptive Adjectives
68
Being Human: Descriptive
Being Human: Descriptive Adjectives 3-07 Adjectives
New Vocabulary
beautiful
hot
cold
hungry
full
rich
happy
sad
healthy
sick
Interpersonal: Ask students to design a “people
someone
weak
strong thirsty tired ugly collage” using pictures from various magazines.
Grammar: Predicate Adjectives Invite students to describe the people they
A predicate adjective is created by connecting a noun and an adjective with a to be
verb, like is or are.
chose to feature.
The woman is hungry.
The boy and the dog are happy.
Verbal-Linguistic: Challenge students to write
Usage: Opposites about their favorite fictional character.
Knowing the opposites of adjectives may help you to remember them.
hungry full
cold
strong
hot
weak
sick healthy
beautiful ugly • Invite students to describe a superhero using
happy sad
rich poor as many adjectives as they can think of.
Thirsty has no opposite other than not thirsty. Of course, using the negative form
“not” is always an option: not hungry, not strong, not happy, etc.
Conversation:
• Lead a discussion about opposites. Encourage
students to use many vocabulary words.
Modifications:
• Provide sentence starters for students to use
31
as they fill in the blanks with appropriate
adjectives.

1. 2. 3. 4.
5. 6. 7.
1. The man is . a. sick b. weak c. rich d. tired
2. They are and a. happy, cold b. cold, tired c. hot, tired d. strong,
. happy
3. These people are . a. hot b. happy c. hungry d. cold
4. This man is a . a. mechanic b. secretary c. doctor d. cook
5. The is a. baker, baking b. cook, cooking c. teacher, d. mechanic,

the students. teaching fixing
6. The man is . a. afraid b. embarrassed c. proud d. sick
7. This woman is a . a. nurse b. mechanic c. teacher d. student
II. Match each word with its opposite.

1. sick a. sad
2. beautiful b. healthy
3. happy c. strong
4. hungry d. full
5. weak e. ugly
69
Unit 3, Lesson 8
3-08 Professions and Conditions: 3-09 Body Parts and Pictures
01 a doctor 01 one arm
a nurse two arms
New Vocabulary a mechanic
a student
three arms
four arms
afraid fixing son 02 a police officer

a dentist
02 Are there six fingers? No, there are four fingers.
Are there three arms? No, there are four arms.
a carpenter Are there four legs? Yes, there are.
baker getting station a scientist Are there six fingers? No, there are five.
03 a secretary 03 a horse’s legs
baking mechanic student a cook
a teacher
a person’s arms
an elephant’s legs
a waiter a person’s legs
bank money students 04 He is embarrassed. 04 His head is on his arms.
care nurse taking He is in pain.
He is afraid.
Her hands are on her knees.
His hand is on his arm.
He is sick. Her hands are covering her eyes.
carpenter officer teacher 05 The man is not hot. 05 The hat is on his head.
The man is not cold. The hat is on his foot.
cook pain teaching The man is afraid.
The man is a doctor.
The hat is in his hand.
The hat is in his mouth.
cooking police teeth 06 The man is proud of his son. 06 These are real flowers.
The man is proud of his car. This is a picture of flowers.
dentist proud typing The man is thin.
The man is fat.
This is a real woman.
This is a picture of a woman.
doctor scientist waiter 07 a bank

a police station
07 a real man
a picture of a man
embarrassed secretary working This man is rich.
This man is getting money in a bank.
a statue of a man
a real rabbit
08 He is in pain. 08 The pictures are on the wall.
He is cooking. The pictures are on the floor.
She is cooking. The picture is on the wall.
He is embarrassed. One picture is on the floor.
Themes: 09 The nurse is taking care of the man.
The doctor is taking care of the man.
09 There is a picture of cats on this shirt.
There is a picture of a bear on this shirt.
The mechanic is fixing the car. There is a picture of a smiling face on this shirt.
Professions The dentist is working on the man’s teeth. There is no picture on this shirt.
10 The baker is baking bread. 10 Which man on a horse is real?
The secretary is typing. Which man on a horse is a statue?
The teacher is teaching the students. Which head is not real?
Materials: The students are reading. Which head is real?
Research materials
19
• Reinforce vocabulary with the following
assignment:
Worksheet 3-08
– Distribute index cards (one per student) I. Match the words.
with the name of a professional, the doctor, ____ 1. dentist a. car
____ 2. teacher b. bread

the teacher, etc. to half the class. ____ 3. mechanic c. sick person
– The remaining students will each receive ____ 4. baker d. teeth
____ 5. doctor e. student

an index card with an action such as is
taking care of the man, is teaching the
children, etc.**
– Direct students to create a complete 6. 7. 8. 9. 10.
6. __________________________________________________________________________________________
sentence that correctly describes the role 7. __________________________________________________________________________________________
of a professional by finding the peer with 8. __________________________________________________________________________________________
the matching index card. 9. __________________________________________________________________________________________
10. __________________________________________________________________________________________
– Have students stand together when a match
is made; call on pairs to read their combined 11. The mechanic is fixing the ____________________________. of his son
sentence. 12. The dentist is working on ____________________________. in a bank
13. The man is proud ____________________________. the man’s teeth
– Check for correct responses. 14. This man is getting money ____________________________. taking care
15. The doctor is ____________________________ of the man. car

** If there are more students than professions,
repeat sentences on index cards until you have ____16. The baby is fixing a car.
enough for the class. ____17. The nurse is taking care of a woman.
____18. The mechanic is fixing a truck.
____19. The secretary is typing.
____20. Someone is baking an umbrella.
Professions and Conditions: Descriptive Adjectives ENGLISH
70
Professions and Human Conditions:
Professions and Conditions: Descriptive Adjectives 3-08 Descriptive Adjectives
New Vocabulary
afraid
carpenter
baker
cook
baking
cooking
bank
dentist
care
doctor
Social Studies: Ask students to name some
embarrassed
nurse
fixing
officer
getting
pain
mechanic
police
money
proud
popular jobs. Encourage students to include
scientist
students
secretary
taking
son
teacher
station
teaching
student
teeth
some of the occupations from their vocabulary.
typing waiter working List the responses on the board. Have students
Usage: Professions
describe the jobs they recognize from the list.
Which words above name a person’s profession? Can you say what each one does?
Note that many names of professions have certain suffixes. Help them by describing the occupations no
-ist dentist
scientist
one understands. You can use famous people
-er baker (from to bake) or companies to help introduce some of the
teacher (from to teach)
waiter (from to wait on tables or customers in a restaurant) occupations. For instance, for “writer” you can
But be careful. Someone who cooks is not a “cooker.”
say “Shakespeare.” For “flight attendant” you
Usage: Idioms
Like other languages, English has many idioms. Idioms are phrases which mean
may say, “could work for American Airlines or
something different from their literal meaning or which have special meanings.
Here are some from this lesson.
British Airways.” Have students copy the list of
to be in pain He is in pain. (something hurts) occupations and descriptions from the board.
to be proud of The man is proud of his car. (to admire, to think a lot
of something or someone)
to take care of The nurse is taking care of the man. (to treat, make Language Arts: Ask students to name some
well; also to care for)
to work on The dentist is working on the man’s teeth. (to fix, repair occupations they would like to have in the future.
or manipulate)
Each of these idioms uses a particular preposition. The prepositions cannot be
Using present simple tense, have students write
replaced with another or switched around.
at least two paragraphs describing their dream
job and what a typical day would include. Allow
32
time for students to research their dream jobs.

Verbal-Linguistic: Have students read about
Quiz Unit 3 Lessons 7 and 8 the various professions presented in this lesson.
Intrapersonal: Help students identify which
professions might be a match for their personal-
ities and goals.
1. 2. 3. 4.
5. 6. 7. • Give students a Venn diagram to compare
1. The man is . a. sick b. weak c. rich d. tired
professions from the student information.
2. They are and a. happy, cold b. cold, tired c. hot, tired d. strong,
. happy
3. These people are . a. hot b. happy c. hungry d. cold

• Have students write one sentence describing
4. This man is a . a. mechanic b. secretary c. doctor d. cook each job from this lesson.
5. The is a. baker, baking b. cook, cooking c. teacher, d. mechanic,
the students. teaching fixing
• After students have identified a job they would
6. The man is . a. afraid b. embarrassed c. proud d. sick
7. This woman is a . a. nurse b. mechanic c. teacher d. student

like to have in the future, challenge them to
II. Match each word with its opposite.
write a resume promoting themselves for that
1. sick a. sad
profession.
2. beautiful b. healthy
3. happy c. strong
4. hungry d. full Conversation:

5. weak e. ugly
• Using lesson vocabulary words, ask students
to discuss a profession they would like to
have in the future.
Modifications:
• Post Venn diagrams for student reference.
71
Unit 3, Lesson 9
3-08 Professions and Conditions: 3-09 Body Parts and Pictures
01 a doctor 01 one arm
a nurse two arms
New Vocabulary a mechanic
a student
three arms
four arms
arm elephant’s person’s rabbit 02 a police officer

a dentist
02 Are there six fingers? No, there are four fingers.
Are there three arms? No, there are four arms.
a carpenter Are there four legs? Yes, there are.
cats floor picture statue a scientist Are there six fingers? No, there are five.
03 a secretary 03 a horse’s legs
covering foot pictures a cook
a teacher
a person’s arms
an elephant’s legs
a waiter a person’s legs
04 He is embarrassed. 04 His head is on his arms.
He is in pain. Her hands are on her knees.
He is afraid. His hand is on his arm.
Themes: He is sick. Her hands are covering her eyes.
05 The man is not hot. 05 The hat is on his head.
Body Parts and Numbers The man is not cold.
The man is afraid.
The hat is on his foot.
The hat is in his hand.
The man is a doctor. The hat is in his mouth.
06 The man is proud of his son. 06 These are real flowers.
The man is proud of his car. This is a picture of flowers.
Materials: The man is thin.
The man is fat.
Books about body parts 07 a bank

a police station
07 a real man
a picture of a man
This man is rich. a statue of a man
Paper This man is getting money in a bank. a real rabbit
08 He is in pain. 08 The pictures are on the wall.
Clay He is cooking.
She is cooking.
The pictures are on the floor.
The picture is on the wall.
He is embarrassed. One picture is on the floor.
09 The nurse is taking care of the man. 09 There is a picture of cats on this shirt.
Pre-Lesson Activity: The doctor is taking care of the man.
The mechanic is fixing the car.
There is a picture of a bear on this shirt.
There is a picture of a smiling face on this shirt.
The dentist is working on the man’s teeth. There is no picture on this shirt.
• Review vocabulary in the following way: 10 The baker is baking bread. 10 Which man on a horse is real?
The secretary is typing. Which man on a horse is a statue?
The teacher is teaching the students. Which head is not real?
– Instruct students to list two nouns and two The students are reading. Which head is real?
verbs from current/previous lessons on a

sheet of notebook paper.
19
– Have students trade papers with a partner
and develop a sentence, using at least one
word from the list.
– Ask students to take turns reading the listed Worksheet 3-09
words and resulting sentence. I. Match the words.

____ 1. a real man a. a statue of a rabbit
– Give extra credit to those who used all four ____ 2. real flowers b. a statue of a horse
words in a sensible, grammatically correct way. ____ 3. a group of people
____ 4. a real horse

c. a picture of people
d. a picture of a man
____ 5. a real rabbit e. a picture of flowers
Content Integration: II. Describe each picture with a complete English sentence.
Mathematics: Instruct students to use logical

reasoning to identify the number of specific body
parts. For example, “If there are five cows, two 6. 7. 8. 9.
6. __________________________________________________________________________________________
10.
humans, and four birds, how many legs are 7. __________________________________________________________________________________________
there?” Ask students to write the numbers in 8. __________________________________________________________________________________________
standard and word forms. 9. __________________________________________________________________________________________
10. __________________________________________________________________________________________
Science: Instruct students to list animal III. Fill in the blank.

11. The hat is on his ____________________________. a. hands
vocabulary words. Have the student write three 12. These are ____________________________ flowers. b. head
sentences about one animal. These sentences 13. Her ____________________________ are covering her eyes. c. the wall
could include where the animal lives, what it 14. The pictures are on ____________________________. d. is a statue
15. Which man on a horse ____________________________? e. real

eats, and a physical description of the animal.
IV. Yes or No?
____16. Some pictures are on walls.
____17. The picture is jumping rope.
____18. People have three arms.
____19. Elephants have four legs.
____20. The hand has five fingers.
ENGLISH Body Parts and Pictures
72
Body Parts and Pictures
Body Parts and Pictures 3-09
New Vocabulary
arm
foot
cats
person’s
covering
picture
elephant’s
pictures
floor
rabbit
Bodily-Kinesthetic and Musical-Rhythmic:
statue Play the “Hokey Pokey” with the class.
Grammar: “There is” and “There are”
Practice the special English construction there is…, there are… These phrases Linguistic: Read information to the class about
simply declare that something exists. The question form is Is there…? or
Are there…? the various body parts.
Are there six fingers? Yes, there are (six fingers).
Is there a picture of cats on this shirt? Yes, there is (a picture of…).
Grammar: Demonstrative Pronouns Post-Lesson Activities:
Note the use of this and these. They are demonstrative pronouns. They point to
something or demonstrate which particular item or person is being discussed. • Divide the class into pairs or groups of four
This is singular and these is plural; they must match what they refer to in number.
This is a picture of flowers. and have them play the game Operation and
These are real flowers.
identify the body parts as they remove them.
Conversation:
• Invite students to work with a partner asking
each other questions using an “Are there?” or
“Is there?” format: “Are there three dogs in
the picture? Yes, there are three dogs in the
picture. Is there a book on the table? No,
there is not a book on the table.”
33

1. 2. 3.
1. . a. a horse’s b. a person’s c. a person’s d. an elephant’s
legs arms legs legs
2. The hat is on his . a. head b. foot c. hand d. mouth
3. are on . a. her hands, b. her hands, c. her head, d. her hands,

her knees her eyes her arms her head
II. Yes or No?
1. 2. 3.
4. 5. 6.
1. These are real flowers. 4. It is six thirty.
2. There is a picture of cats on this shirt. 5. It is two fifteen.
3. This man on a horse is real. 6. It is a quarter to eight.
III. Match the time with the photograph.
A. B. C.
1. It is almost five o’clock. 2. It is a little past two o’clock. 3. It is seven forty-five.
73
Unit 3, Lesson 10
3-10 Clock Time, Time of Day 3-11 Unit Three Review
01 five 01 Which tall man is wearing glasses?

ten Which tall man is not wearing glasses?
New Vocabulary fifteen
twenty
Which short person is not wearing glasses?
Which short person is wearing glasses?
afternoon forty-five night 02 It is two o’clock.

It is four o’clock.
02 There are more people than horses.
There are more horses than people.
It is six o’clock. There are as many umbrellas as people.
almost just past It is eight o’clock. There are more people than umbrellas.
03 It is three thirty. 03 The clown is wearing pants.
eleven morning quarter It is five thirty.
It is seven thirty.
The clown is putting on pants.
The man with glasses is wearing a sweater.
It is nine thirty. The man with glasses is putting on a sweater.
04 It is six o’clock. 04 The boy is lying down outside.
It is six thirty. The boy is lying down inside.
It is seven o’clock. This is the outside of the building.
Themes: It is seven thirty. This is the inside of the building.
05 It is two o’clock. 05 two red flowers
Numbers and Time It is two fifteen.
It is two thirty.
a yellow, a red and a pink flower
It is a quarter to three. pink flowers
06 It is eight o’clock. 06 Which cat is real?
It is a quarter after eight. Which cat is not real?
Materials: It is eight thirty.
It is a quarter to eight.
Which sheep is real?
Analog clock 07 It is five o’clock.

It is almost five o’clock.
07 He is strong.
He is weak.
It is just past five o’clock. They are not tired.
(one in which hands are easily moved) It is five thirty. They are hot and tired.
08 It is two o’clock. 08 The baker is baking bread.
It’s almost two o’clock. The secretary is typing.
It is two thirty. The teacher is teaching the students.
It is a little past two o’clock. The students are reading.
Pre-Lesson Activity: 09 It is seven o’clock. 09 These are real flowers.
It is a quarter past seven. This is a picture of flowers.
• Direct students to complete Section I of the It is seven thirty.
It is seven forty-five.
Quiz page for Lessons 3-09 and 3-10 to 10 It is almost ten thirty. It is morning.
It is almost eleven thirty in the morning.
10 It is seven o’clock.
It is a quarter past seven.
reinforce the concept of clock time. Reinforce It is a little past five o’clock. It is afternoon.
It is a quarter to nine. It is night.
It is seven thirty.
vocabulary by having students discuss

activities they might perform at the eight times
listed on this Quiz page using verbs learned 20
in current and previous lessons.
Mathematics: Explain to students the concept I. Match the words.

____ 1. four fifteen a. 3:30
of how military time uses a 24-hour clock ____ 2. two o’clock b. 7:45
instead of a 12-hour clock. Explain that military ____ 3. a quarter past seven c. 4:15
time numbers the 24 hours of the day from 1 to ____ 4. three thirty d. 2:00
____ 5. a quarter to eight e. 7:15

24 rather than repeating the cycle of 12 hours.
Have students research and find at least five
countries that use the 24-hour clock cycle. Write
different times on the board and have students 6. 7. 8. 9. 10.
convert these times to military time. 6. __________________________________________________________________________________________
7. __________________________________________________________________________________________
Language Arts: Using the new vocabulary, 8. __________________________________________________________________________________________
instruct students to write a short paragraph 9. __________________________________________________________________________________________
describing their daily routine. 10. __________________________________________________________________________________________

11. It is six ____________________________. quarter
12. It is a ____________________________ to eight. past
13. It is just past ____________________________. almost
14. It is a quarter ____________________________ seven. o’clock
15. It is ____________________________ five o’clock. five o’clock
IV. Yes or No?

____16. Eleven o’clock is after ten o’clock.
____17. A quarter past seven is after eight o’clock.
____18. Six thirty is after six o’clock.
____19. Eight o’clock is after nine thirty.
____20. A quarter to seven is after seven o’clock.
Clock Time, Time of Day ENGLISH
74
Clock Time, Time of Day
Clock Time, Time of Day 3-10
New Vocabulary
afternoon
morning
almost
night
eleven
past
forty-five
quarter
just
Logical-Mathematical and Visual-Spatial:
Usage: Telling Time Using the hands of an analog clock as an angle,
Remember, “o’clock” is an old form for “of the clock.” It refers to time on the hour,
when the minute hand is on 12, not some time before or after the hour.
ask students to identify the angle as acute, obtuse,
There are a variety of ways to express time in English, which must be confusing to or right. Then ask them to estimate and measure
the learner. Here are some tips.
To express the half hour, simply say “thirty” after the number of the hour. Always the angles.
think thirty minutes after the hour, not before.
It is three thirty. 3:30 Intrapersonal: Ask students to identify their
It is five thirty. 5:30
You may also say, “It is half past three,” or “It is half past five.”
favorite time of day. Challenge students to draw
Minutes past an hour can be stated very precisely by giving the hour followed by an illustration depicting their favorite part of the
the minutes.
It is two fifteen. 2:15
day and then to write a paragraph describing it.
It is seven forty-three. 7:43
“To,” “past” and “after” tell time on either side of the hour.
It is a quarter to nine. 8:45 Post-Lesson Activities:
It is ten past five. 5:10
It is twenty after nine. 9:20 • Instruct students to use the analog clock to
Times of fifteen minutes before or after the hour are usually expressed using
“quarter”. identify the correct time while you adjust the
It is a quarter to eight. 7:45
It is a quarter past seven. 7:15 clock to different time settings.
But also:
It is seven fifteen.
7:45
7:15
• Ask students questions about the time. Example:
“What time do you go to bed? If it is 2:00 p.m.
in the Central Time Zone, what time is it in
the Pacific Time Zone?” List the responses on
34
the board.
Conversation:
The Rosetta Stone English I • Invite students to discuss their daily routines.
Example: “I wake up at 7 o’clock. I eat
breakfast at 8 o’clock.”
1. 2. 3.
Modifications:
1. . a. a horse’s
legs
b. a person’s
arms
c. a person’s
legs
d. an elephant’s
legs
• Use a map that illustrates time zones.
2. The hat is on his . a. head b. foot c. hand d. mouth
3. are on . a. her hands, b. her hands, c. her head, d. her hands,

• Display clocks and their times throughout
her knees her eyes her arms her head
the classroom.
II. Yes or No?
1. 2. 3.
4. 5. 6.
1. These are real flowers. 4. It is six thirty.
2. There is a picture of cats on this shirt. 5. It is two fifteen.
3. This man on a horse is real. 6. It is a quarter to eight.
III. Match the time with the photograph.
A. B. C.
1. It is almost five o’clock. 2. It is a little past two o’clock. 3. It is seven forty-five.

1. Name an animal from Lesson 3-06 that would live on a farm.
2. What adjectives would you use to describe a person who needs food and water?
3. If you fixed cars, what would be your profession?
4. At what time of day do you eat breakfast?
75
Unit 3 Review 1. curly
2. fat
a. few
b. more
3. tall c. short
4. older d. straight
Review Activities: 5. many e. inside
• Use index cards to review vocabulary. 6. fewer f. younger
7. outside g. on
• Review workbook pages. 8. under h. thin
II. Answer each question based on the following sentences.

• Choose activities that target skills in need of There are three blue umbrellas.
practice. There are five eggs.
The woman has four white horses.
There are nine red flowers.
• Encourage role-play of scenes that require There are ten runners.
students to use language skills. 1. There are more runners than eggs. Yes or no?
2. What color are the flowers?
• Provide time for conversation practice with 3. There are as many horses as runners. Yes or no?
peers; monitor conversational skills. 4. Who has white horses?
5. There are fewer umbrellas than flowers. Yes or no?
• Challenge students to create questions from 6. What color are the umbrellas?
various lessons and seek answers as a class. 7. How many horses does the woman have?
• Play question-and-answer games using

vocabulary words from past lessons.
• Conduct Mini-Assessments in Lessons 3-05 ©2002 Fairfield Language Technologies
and 3-10.
activities. Note areas of difficulty and Test Unit 3 Lessons 1–5
provide additional practice time in

III. Match the sentences with the photographs.
appropriate modes of the software lessons.
and projects. A. B. C. D. E.
1. Who has short straight black hair?
• Note the amount and quality of class 2. Who has curly blond hair?
participation. 3. Who is bald?
4. How many children are standing? Three children are standing.

• Check accuracy of completed Workbook 5. The girl is on the table. She is jumping rope.
pages, Quizzes, and Tests. IV. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3. 4. 5.
1. The man is a sweater. a. dress
2. The man is a sweater. b. putting on
3. She is wearing a . c. wearing
4. She is wearing a . d. shorts
5. He is wearing . e. skirt
76

1. healthy a. beautiful Tests
2. weak b. student
3. sad c. cold
4. hot d. thin
5. ugly e. proud
6. fat f. strong
7. teacher g. sick
8. embarrassed h. happy
II. Match the sentences with the photographs.
A. B. C. D. E.
1. It is eight o’clock.
2. It is seven thirty.
3. It is two fifteen.
4. It is a quarter to three.
5. It is almost ten thirty.
1. 2. 3. 4.
1. Many are standing. a. cows b. horses c. camels d. sheep
2. These two are real. a. cows b. horses c. camels d. sheep
3. One is swimming. a. bird b. dog c. fish d. sheep
4. The is on the wall. a. real b. statue c. picture d. elephant
IV. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3. 4.
5. 6. 7. 8.
1. She is a . a. arms
2. The is fixing the car. b. secretary
3. This horse is . c. not real
4. These are an elephant’s . d. nurse
5. There are four . e. legs
6. This horse is . f. mechanic
7. She is a . g. doctor
8. He is a . h. real
77
Word Search 3: 1-5
Unit 3 Review ANOTHER LOAVES

M
A
U
A
F
E
X
T
C
P
O
U
I
T
N
T
S
I
U
N
A
G
H
O
S
F
ANYTHING MANY
BALD MORE
N S W E A T E R A M X W Z
BLOND OUTSIDE Y P E L J S T R A I G H T
BUILDING PUTTING
COINS SAME T Y R Q E I C P L M O R E
CURLY SEVERAL
FEWER SHORTS
H O L M M D A N O T H E R
GRASS STRAIGHT I U M B R E L L A S G M P
GROUP SWEATER
HOW UMBRELLAS N N Z A X O S E V E R A L
INSIDE YOUNGER
LOAF
G G B L O N D L E Q O N O
R E L D S A M E S O U Y A
A R S H O R T S C F P F F
S I N S I D E Z C U R L Y
S N B U I L D I N G A D K
Word Search 3: 6-10
A S B M G R P O L I C E P
AFRAID PAIN H I E Q T T I R E D O N A
AFTERNOON POLICE
ALMOST QUARTER
U C A N E Z R D S P H W I
BEAUTIFUL SICK N K U I A N U O O M A E N
COLD SOMEONE
DOCTOR STRONG G P T G C L M C M O P A W
FIXING STUDENT
HAPPY TEACHER
R C I H H S O T E R P K F
HEALTHY THIRSTY Y A F T E R N O O N Y S H
HUNGRY TIRED
MONEY UGLY Z Q U A R T E R N I U T E
MORNING WEAK
NIGHT
R D L F N K Y X E N G U A
R S T R O N G S S G L D L
V J A A L M O S T F Y E T
F I X I N G R U C W N N H
C O L D C W T H I R S T Y
ENGLISH
78
Crossword 3: 1-5
Across Down
2. a building 1. not short

6. This is the outside of the _______. 2. small, round money
8. She is wearing blue jeans, a purple ____, 3. rain ____
and a hat. 4. not curly
10. not outside 5. The boys are playing _____.
11. The girl is jumping _____. 7. A _____ of runners.
12. There are ____ horses than people. 9. A man is ____ than a boy.
17. not older 13. ____ color is the egg?
18. She is not wearing pants; she is 14. not straight
wearing ____. 15. pink flowers and green _____
20. no hair 16. There are _____ chairs than tables.
21. not fat 18. There are the ___ number of girls as boys.
22. they are dancing 19. Her _____ is long.
20. The woman has ______ hair.
ENGLISH
Crossword 3: 6-10
Across Down
1. not cold 1. He is wearing a ___ on his head.

3. not happy 2. not a student
4. _____ is in a bank. 3. There are the ___ number of boys as girls.
6. She is taking ______ of the man. 5. not weak
7. A dentist works on _____. 8. a pink animal
8. He has fallen; he is in _____. 9. The ____ and doctor care for sick people.
11. not afternoon or night 10. The doctor cares for the ____ man.
12. The camel is standing on two ____. 13. The man is proud of his ____.
14. The ____ is cooking. 15. not new
16. a big cat 16. He is running. He is hot and _____.
19. Money is in a _____. 17. Outside there is green ____ on the ground.
20. He is _____ of his car. 18. He has money. He is ____.
19. not a man
ENGLISH
79
Unit 4 Overview
Lesson 4-01 Questions and Answers: Questions with “to be” and “what” .... 82
Nine new words.
Inquiries about conditions and activities. Questions answered affirmatively and negatively.
Explanations in response to general questions. Inquiries to identify animals.
Lesson 4-02 Open–Closed, Together–Apart, Straight–Bent ............................ 84

Eight new words.
Presents antonyms in a variety of contexts; proximity.
Lesson 4-03 Numbers 1–100 ................................................................................ 86

10 new words and 10 new compounds of words.
Presents numbers one to 20, by tens to one hundred and additional patterns.
Lesson 4-04 People and Talking .......................................................................... 88

12 new words.
Talking, talking to, talking into, talking about, talking on the phone, can talk, cannot talk, and because.
Lesson 4-05 Coming and Going, Asleep and Awake ........................................ 90

15 new words.
Come and go: up, down, on, from, enter, and leave.
Lesson 4-06 Multiple Verbs; While .................................................................... 92

21 new words.
Present participle introduced (21 examples). While.
Lesson 4-07 Family Relationships ...................................................................... 94

12 new words.
Mother, father, sister, brother, husband, wife, daughter, son, parents, children, and family.
Lesson 4-08 Everybody, Somebody, Nobody .................................................... 96

Eight new words.
Nobody, none, nothing, somebody, something, and everybody.
Lesson 4-09 Vehicles; Related Verbs and Prepositions .................................... 98

25 new words.
Means of transportation: varied types of cars, trucks, vehicles, and boats.
Accidents and crashes.
Lesson 4-10 Prepositions and Objects of Prepositions: With and Without.. 100
Six new words.
With and without.
Use and not use.
Lesson 4-11 Review of Unit Four ...................................................................... 102

Tests and Worksheets from Unit Four Lessons.
80
Scope and Sequence
Enrichment/Unit Projects: 3. Explain to the class that they will be doing a role-
playing activity that will help them practice making
1. Begin by discussing holidays that are celebrated
plans. Divide the class into two groups: callers and
in different cultures. Challenge students to create a
receivers. Set up the classroom so that there are two
new holiday and describe the purpose of the holiday.
rows of chairs. The receivers will sit in the chairs
Why would people celebrate it? Encourage students
facing the wall and the callers will sit behind them.
to generate ideas by discussing ways they feel their
The receivers should have their names taped onto
culture, gender, or generation needs to be better
the back of their chairs if the students are not too
understood, appreciated, or celebrated. Tell students
familiar with each other.
they can also combine aspects of other cultures into
the creation of the new holiday. After the initial Callers will sit behind a receiver and tap on that
brainstorming, have students work in pairs to develop receiver’s shoulder. Receivers will answer, and they
the holiday. Have students construct a booklet that will either make plans to do something with the
explains the elements of their holiday. Each booklet caller or provide a reason explaining why they are
should include the following: unavailable. After they hang up the phone, the caller
stands up and waits for the next available chair
a. Purpose of the holiday
behind a receiver and tries the conversation again. As
b. Background/history/founders more and more phone calls are made, the schedules
c. Date(s) of the holiday should start filling up, and it will become harder and
d. Decorations and/or colors involved harder for the students to negotiate a time to meet.
e. Foods associated with the holiday List possible activities on the board. Have the callers
choose at least five things they would like to ask
f. Symbol to represent the holiday the other person to do. The receivers will make a list
g. International or U.S. holiday of at least five things they would not like to do; for
Along with the above requirements, students can example, watch a movie, watch a play, play tennis,
include any other pertinent information about their play golf, eat lunch, drink coffee, have dinner, go to a
holiday. Booklets should be constructed by folding concert, go to a museum, go to an art gallery, go to
construction paper in half lengthwise. The symbol the beach, dance, shop, swim, etc.
for the holiday should be on the front of the booklet. Callers will make calls and ask receivers to do the
When the booklets are completed, have students activities that they listed. If the receivers are not busy
share their creations with the class. and they want to do the activity (i.e., the receivers
2. Family Tree — Have each student research their didn’t list the activity), then the receivers accept the
family. Students may use poster board or construction proposal and both parties negotiate a time and place.
paper to create a visual to illustrate each family tree Have students keep a schedule of when they have
along with written information in a report format. made plans to meet.
Have each student share a story about their family,
providing information about where the people in their
family are from, their ages, and the different cultures
that are present in their family tree.
81
Unit 4, Lesson 1
4-01 Questions and Answers:
Interrogative Form of Verbs
01 Is the woman walking? 06 What is the boy doing?
Yes, she is walking. He is playing with his father.
New Vocabulary Is the boy smiling?
Yes, he is smiling.
What is the boy doing?
He is walking.
Are the children playing? What is the boy doing?
can pony up Yes, they are playing. He is lying down.
Is the woman smiling? What is the boy doing?
father side upside Yes, she is smiling. He is playing with his dog.
may smile violin 02 Are the children jumping?

Yes, they are jumping.
07 What is the man doing?
He is drinking water.
Are the children jumping? What is the man doing?
No, they are sitting. He is playing his guitar.
Is the man riding a horse? What is the man doing?
Yes, he is riding a horse. He is putting on his sweater.
Themes: Is the man riding a horse?
No, he is walking.
What is the man doing?
He is sitting with his son.
Questions and Answers 03 Is he playing the violin? 08 Is he falling?

Yes, he is. He may be falling.
Is he playing the violin? Is he falling?
No, he is not. Yes, he is falling.
Materials: Is the bike upside down?
No, it is right side up.
Is the boy falling?
No, he is not falling.
Is the bike upside down? Are they falling?
Magazines Yes, it is. No, they are not falling.
Newspapers 04 Is the car yellow?

Yes, it is yellow.
09 Is the boy smiling?
Yes, he is smiling.
Is the car yellow? Is the man smiling?
No, it is not yellow. No, he is not smiling.
Are the boys jumping? Is she smiling?
Pre-Lesson Activity: Yes, they are jumping. Yes, she is smiling.
Are the boys jumping? Is the dog smiling?
• Direct students to complete Section II of No, they are not jumping. Can dogs smile?
05 What is she doing? 10 Is it a pony?

Worksheet 4-01 in the Student Workbook to She is running. Yes, it is a pony.
What are they doing? Is it a dog?
practice answering questions. To reinforce They are walking. Yes, it is a dog.
What is he doing? Is it a dog?
vocabulary, distribute an index card to each He is riding a bike. No, it is a cat.
What are they doing? Is it a dog?
student that contains one verb; for example, They are riding horses. No, it is a fish.
smiling, walking, sitting, reading, etc. Instruct 21
students to act out their word as you ask

questions such as, What is she doing? Is he
walking? Have volunteers respond to your
Worksheet 4-01
questions; be sure actions match words, and
that answers are phrased correctly. I. Answer with Yes or No.
1. Is a pony bigger than a horse?__________________________________________________________________
2. Is a girl younger than a woman? ________________________________________________________________
Content Integration: 3. Is a violin playing a boy? ______________________________________________________________________
4. Is a dog playing the guitar? ____________________________________________________________________

Language Arts: Instruct students to read an 5. Is a dog a fish? ______________________________________________________________________________
article from a newspaper. When they have 6. Is a fish drinking milk? ________________________________________________________________________
completed the article, ask the students to write 7. Is a statue playing with a dog?__________________________________________________________________
four questions, each one containing Who?, 8. Is a fish riding a bicycle? ______________________________________________________________________
9. Is an adult taller than a child? __________________________________________________________________

What?, Where?, and Which? 10. Is a violin an animal? ________________________________________________________________________
Social Studies: Explain to students the 11. Is a bear an animal?__________________________________________________________________________
interview process, clearly identifying question- 12. Is a house a building? ________________________________________________________________________
13. Is a church a building? ________________________________________________________________________

and-answer techniques. Instruct students to write 14. Is a man sitting and running? __________________________________________________________________
interview questions for a famous person. Have 15. Is an elephant putting on a sweater? ____________________________________________________________
students work with a partner, each one taking II. Describe each picture with a complete English sentence.
turns being the interviewer and the famous
person. Instruct students to conduct an interview
of their partner and record their answers on 16. 17. 18. 19. 20.
paper. Students will switch roles when all the 16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
questions are asked and answered. 18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH Questions and Answers: Interrogative Form of Verbs
82
Questions and Answers: Questions
Questions and Answers: Interrogative Form of Verbs 4-01 with “to be” and “what”
New Vocabulary
can
smile
father
up
may
upside
pony
violin
side
Visual-Spatial: Have students make their own
Usage: Questions and Answers crossword puzzle using a question-and-answer
There are several ways to form questions. format. Students can trade and solve each
The first way is to use the present progressive tense and invert the usual order of
the subject and verb. other’s puzzles.
The woman is walking. Is the woman walking?
The children are playing. Are the children playing? Verbal-Linguistic: Ask students questions about
The answer to these questions is either “yes” or “no”. A short answer is acceptable.
Yes, she is. (Walking is understood to follow, but doesn’t need to be stated.)
the pictures from the magazines or newspapers.
No, they aren’t. (Playing is understood.)
Sometimes answers of “no” may be followed by the correct information.
Is the bike upside down? No, it is right side up.
Is the man riding a horse? No, he is walking.
What plus is/are… doing? calls for an answer regarding someone’s activity.
Answer in the present progressive tense.
• Instruct students to participate in a question-
What is she doing? She is running. and-answer game in the style of Jeopardy.
What are they doing? They are riding horses.
What is the man doing? He is putting on his sweater.
Is without a companion -ing verb forms a question that asks about identity, about
something’s existence. Conversation:
Is it a pony? Yes, it is a pony.
Is it a dog? No, it is a cat. • Have students discuss what someone is doing
in a magazine advertisement.
Modifications:
• Allow students to use graph paper to construct
35 crossword puzzles.

1. 2. 3. 4. 5.
1. What are they doing? a. They are running. b. They are riding.
c. They are jumping. d. They are walking.
2. He is playing with his dog. a. Who is the man? b. Who is the boy?
c. What is the man doing? d. What is the boy doing?
3. His hands are and his feet a. together, apart b. apart, apart
are . c. together, together d. apart, together
4. The woman’s eyes are . a. open b. closed

c. bent d. straight
5. His hands are ______ ____. a. open b. closed

c. bent d. straight
II. Match the word on the left with its opposite.

1. together a. closed
2. bent b. straight
3. open c. apart
III. Answer the questions according to the following models:

Is the woman walking? Yes, she is walking.
Is the man riding a horse? No, he is not riding.
1. 2. 3. 4.
1. Are the children jumping?
2. Is the man riding a horse?
3. Is the boy falling?
4. Is the woman smiling?
83
Unit 4, Lesson 2
4-02 Open–Closed, Together–Apart, 4-03 Numbers to One Hundred
Straight–Bent
01 The car door is open. 01 one
The car door is closed. two
New Vocabulary This woman’s eyes are open.
This woman’s eyes are closed.
three
four
apart boy’s door toes 02 The eyes are open.

The eyes are closed.
02 five
six
Her mouth is open. seven
bent closed open together Her mouth is closed. eight
03 The man’s eyes are closed and his mouth is open. 03 nine
The man’s eyes are open and his mouth is closed. ten
The woman’s mouth is open and her eyes are eleven
open. twelve
The woman’s eyes are closed and her mouth is
Themes: 04
closed.
His hands are closed.

04 thirteen
fourteen
fifteen
His hands are open. sixteen
Open–Closed, Together–Apart, Straight–Bent One hand is open and one hand is closed.
Her mouth is open. 05 seventeen
eighteen
05 four arms nineteen
many legs twenty
Materials: four fingers
five toes 06 twenty
thirty
06 The hands are together. forty
Various classroom objects The hands are apart.
The feet are together.
fifty
(some of these objects need to be able to bend) The feet are apart. 07 sixty
seventy
07 The man’s legs are together. eighty
Magazines The man’s legs are apart.
The boy’s legs are together.
ninety
The boy’s legs are apart. 08 seventy-five
eighty-five
08 The hands are apart and the feet are apart. ninety-five
The hands and feet are together. one hundred
Pre-Lesson Activities: The feet are apart and the hands are together.
The feet are together and the hands are apart. 09 twenty-two
thirty-two
• Use vocabulary from Lesson 4-02 and earlier 09 The man and woman are together.
The horses are together.
forty-two
fifty-two
The man and woman are apart.
lessons to create an “exercise routine” for The horses are apart. 10 forty-six
sixty-six
10 The woman’s arms are straight. eighty-six
students. Give directions (see below for The woman’s arms are bent.
The man’s legs are bent.
one hundred
The man’s legs are straight.

examples) and have students respond with
corresponding actions.
22
– Hands are together.
– Hands are apart.
– Eyes are open.
Worksheet 4-02
– Eyes are closed.
I. Answer the question with a complete English sentence.
Example: Are the woman’s feet apart? No, the woman’s feet are not apart.
Content Integration: 1. Is the car door open? No,______________________________________________________________________
Language Arts: Prepare word-cards by writing 2. Are the woman’s eyes closed? Yes, ______________________________________________________________
3. Are the statue’s eyes closed? No, ______________________________________________________________

a word on an index card and by writing its 4. Is the window open? No, ______________________________________________________________________
opposite on another index card. Make sure 5. Is the man’s hand closed? Yes, ________________________________________________________________
there is a card for each student and there is an 6. Are the man’s hands together? No, ______________________________________________________________
7. Are the boy’s legs together? Yes, ______________________________________________________________

even amount of cards. Place a word-card face 8. Are the fish and the car together? No, ____________________________________________________________
down on each student’s desk. Tell the students 9. Are the boys together? Yes, ____________________________________________________________________
that each word-card has a partner word-card. 10. Are the woman’s arms straight? Yes, ____________________________________________________________
11. Is the girl’s hand open? No, ____________________________________________________________________

Have students move around the room and find 12. How many toes does a baby have? ______________________________________________________________
their partner word. Once their partners have 13. How many legs does a lion have? ______________________________________________________________
been located, the students will sit together and 14. How many eyes does a person have? ____________________________________________________________
write clues about their words. Have students 15. How many arms does a person have?____________________________________________________________
read their clues to the rest of the class and when II. Describe each picture with a complete English sentence.
the class guesses the words, make a list of the

opposites on the board.
16. 17. 18. 19. 20.
Science: Instruct students to divide a piece 16. __________________________________________________________________________________________
of notebook paper into three columns. Have 17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
the students label each column with opposites: 19. __________________________________________________________________________________________
open/closed, together/apart, and straight/bent. 20. __________________________________________________________________________________________
Ask students to create a list of things that fit Open–Closed, Together–Apart, Straight–Bent ENGLISH
each category and write them in the columns.
84
Open–Closed, Together–Apart,
Open–Closed, Together–Apart, Straight–Bent 4-02 Straight–Bent
New Vocabulary
apart
open
bent
toes
boy’s
together
closed door
Musical-Rhythmic: Instruct students to create
Usage: Open–Closed, Together–Apart, Straight–Bent a song with their new vocabulary words:
Opposites may help you to remember these adjectives. opposites: open/closed, together/apart, and
open closed
together apart straight/bent.
straight bent
These kinds of descriptions of people and objects in relation to each other or Verbal-Linguistic: Using the pairs of opposites
to position use predicate adjectives. That is, they take the form: subject + is or
are + adjective. the students just learned, have the class brainstorm
The feet are apart.
The woman’s arms are straight.
sentences using both words in the same sentence.
• Ask students to use objects as well as their
hands, feet, legs, and arms to demonstrate
the new vocabulary.
• Have students use magazine pictures to
identify examples of the new vocabulary.
Conversation:
• Ask students to describe objects in the class-
36
room using new lesson vocabulary words.
Modifications:
The Rosetta Stone English I • Help students create an exercise routine that
uses lesson vocabulary words.
1. 2. 3. 4. 5.
1. What are they doing? a. They are running. b. They are riding.
c. They are jumping. d. They are walking.
2. He is playing with his dog. a. Who is the man? b. Who is the boy?
c. What is the man doing? d. What is the boy doing?
3. His hands are and his feet a. together, apart b. apart, apart
are . c. together, together d. apart, together
4. The woman’s eyes are . a. open b. closed

c. bent d. straight
5. His hands are ______ ____. a. open b. closed

c. bent d. straight
II. Match the word on the left with its opposite.

1. together a. closed
2. bent b. straight
3. open c. apart
III. Answer the questions according to the following models:

Is the woman walking? Yes, she is walking.
Is the man riding a horse? No, he is not riding.
1. 2. 3. 4.
1. Are the children jumping?
2. Is the man riding a horse?
3. Is the boy falling?
4. Is the woman smiling?
85
Unit 4, Lesson 3
4-02 Open–Closed, Together–Apart, 4-03 Numbers to One Hundred
Straight–Bent
01 The car door is open. 01 one
The car door is closed. two
New Vocabulary This woman’s eyes are open.
This woman’s eyes are closed.
three
four
twelve thirty-two seventy 02 The eyes are open.

The eyes are closed.
02 five
six
Her mouth is open. seven
thirteen forty seventy-five Her mouth is closed. eight
03 The man’s eyes are closed and his mouth is open. 03 nine
fourteen forty-two eighty The man’s eyes are open and his mouth is closed.
The woman’s mouth is open and her eyes are
ten
eleven
open. twelve
sixteen forty-six eighty-five The woman’s eyes are closed and her mouth is
closed. 04 thirteen
seventeen fifty eighty-six 04 His hands are closed.
fourteen
fifteen
His hands are open. sixteen
eighteen fifty-two ninety One hand is open and one hand is closed.
Her mouth is open. 05 seventeen
eighteen
nineteen sixty ninety-five 05 four arms
many legs
nineteen
twenty
twenty-two sixty-six hundred four fingers
five toes 06 twenty
thirty
06 The hands are together. forty
The hands are apart. fifty
The feet are together.
Themes: The feet are apart. 07 sixty
seventy
07 The man’s legs are together. eighty
Numbers to 100 The man’s legs are apart.
The boy’s legs are together.
ninety
The boy’s legs are apart. 08 seventy-five
eighty-five
08 The hands are apart and the feet are apart. ninety-five
The hands and feet are together. one hundred
Materials: The feet are apart and the hands are together.
The feet are together and the hands are apart. 09 twenty-two
thirty-two
09 The man and woman are together. forty-two
Pair of dice The horses are together.
The man and woman are apart.
fifty-two
Construction paper The horses are apart. 10 forty-six

sixty-six
10 The woman’s arms are straight. eighty-six
Tape The woman’s arms are bent.
The man’s legs are bent.
one hundred
The man’s legs are straight.

Scissors
Number charts
22
• Reinforce number vocabulary by asking
students to write their: Worksheet 4-03
– Age. I. Write each number in English.
1. 8 ________________________________ 6. 5 ________________________________
– Phone number. 2. 11 ________________________________ 7. 15 ________________________________
– House number. 3. 20 ________________________________ 8. 30 ________________________________
4. 4 ________________________________ 9. 80 ________________________________
Add additional information for further practice.
5. 13 ________________________________ 10. 50 ________________________________
II. Write each number in English.

Mathematics: Divide students into groups or
pairs. Have each group take turns rolling the
11. 12. 13. 14. 15.
pair of dice. Instruct students to choose one
number to be the base and the other to be the
exponent. Ask students to solve. For example,
if the students
2
roll a five and a two, then they 16. 17. 18. 19. 20.
11. __________________________________________________________________________________________
solve 5 . 12. __________________________________________________________________________________________
Social Studies: Instruct students to research 13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
five dates in history they believe to be important. 15. __________________________________________________________________________________________
Ask the students to provide reasons why they 16. __________________________________________________________________________________________
chose these dates. 17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH Numbers to One Hundred
86
Numbers 1–100
Numbers to One Hundred 4-03

twelve eighteen forty-two sixty-six eighty-six
thirteen nineteen forty-six seventy ninety Verbal-Linguistic: On a blank piece of paper,
fourteen twenty-two fifty seventy-five ninety-five
sixteen thirty-two fifty-two eighty hundred
have students create a table with 10 squares
seventeen forty sixty eighty-five across and 10 squares down. Have them fill
Usage: Numbers
The suffix -teen has the same root origin as ten. With the exception of eleven
in the table with the numbers from 1 to 100,
and twelve, numbers between ten and twenty add -teen to a stem related to
their corresponding number between one and ten.
starting with 1–10 going in the first row across.
one 1 eleven 11
Then call out numbers and have students circle
two 2 twelve 12
three 3 thirteen 13 the corresponding numerals on their table.
four 4 fourteen 14
five
six
5
6
fifteen
sixteen
15
16
Bodily-Kinesthetic: Connect pieces of
seven
eight
7
8
seventeen
eighteen
17
18
construction paper to form one long strip of
nine 9 nineteen 19 paper. Make a number line of 1 to 100 on the
All numbers that begin groupings of ten end in -ty:
twenty 20
construction paper. Display for the class.
thirty 30
forty 40
fifty 50
sixty 60 Post-Lesson Activities:
seventy 70
eighty
ninety
80
90
• Give each student a number line to practice
In former times, English speakers used to say numbers above the teens counting by different multiples.
as “four-and-twenty,” “six-and-thirty,” etc., as in the Mother Goose rhyme,
“Four-and-twenty blackbirds baked in a pie.” We have now simplified the
form to “twenty-four,” “thirty-six,” etc. • Instruct students to use the dice to write
multiplication and division problems.
37
Conversation:
• Discuss the role of numbers in everyday living,
using new vocabulary words whenever possible.
Modifications:
I. Yes or No?
• Encourage students to count sets of items, to
reinforce newly learned vocabulary.
1. 2. 3.
4. 5. 6.
1. These men are talking. 4. This man is not on the phone.
2. The man is talking to the boy. 5. These women can’t talk.
3. This woman is not talking. 6. This boy can’t talk.
II. Write the number that comes immediately after the given number.
Example: seventeen eighteen
1. eight 4. thirty-six
2. eleven 5. seventy-four
3. nineteen 6. ninety-nine
87
Unit 4, Lesson 4
4-04 People and Talking 4-05 Coming and Going, Asleep and
Awake
01 Gorbachev is talking. 01 The women are coming.
Three men are talking. The women are going.
New Vocabulary The man in the yellow shirt is talking.
The woman is talking.
The horses are coming.
The couple is going.
about can’t now 02 This man is talking.

This man is playing chess.
02 He is going up the wall.
He is going up the stairs.
This boy is talking. He is coming down the stairs.
all chess plant This boy is lying down. He is going up the ladder.
03 The boy is talking to the man. 03 The cat is sleeping.
because mannequins underwater The man is talking to the boy.
The woman in blue is talking to the woman
The cat is not sleeping.
The baby is sleeping.
in red. The baby is not sleeping.
book mobile walkie-talkie The woman is talking to the man.
04 The cat is asleep.
04 The boy is talking to the man about the airplane. The cat is awake.
The man is talking to the boy about the airplane. The baby is asleep.
The man is talking into the walkie-talkie. The baby is awake.
The man is talking on the mobile phone.
Themes: 05 This woman is talking to the girl about the book.
These two women are talking about the plant.
05 The couple is coming.
The couple is kissing.
This woman is not talking. She is laughing. The couple is not kissing.
Communication These two girls are not talking at all.
06 The horse is going into the van.
06 This woman is not talking. The horse has come out of the van.
These men are not talking. This boy is going into the water.
These men are talking. This boy is getting out of the water.
Materials: This woman is talking.
07 The woman is going up the escalator.
07 The man is on the phone. The woman is coming down the escalator.
The woman is on the phone. The man is going up the steps.
Magazines The man is not on the phone.
The woman is not on the phone.
The man is coming down the steps.
08 These people are going up the escalator.
Construction paper 08 Which man can talk?
These women can talk.
The people are going up the steps.
These people are going down the escalator.
Glue Which man can’t talk?
These women can’t talk. They are mannequins.
The people are coming down the steps.
09 The man is getting into the airplane.
Sentences written on strips of paper and 09 The man can’t talk now because he is drinking.
The man can talk because he is not drinking.
The man is coming out of the airplane.
The man is getting out of the truck.
The boy can’t talk because he is underwater. The man is getting into the truck.
cut into parts The boy can talk because he is not underwater.
10 The couple is entering the building.
Envelopes to store the sentence parts 10 Which man can’t talk?
Which man can talk?
The couple is leaving the building.
The man is getting into the carriage.
Which boy can talk? The man is getting out of the carriage.
Which boy can’t talk?
• Instruct students to complete Section II of 23
the Quiz page for Lessons 4-03 and 4-04, to

reinforce lesson vocabulary. Have students
begin a Word Journal in a section of their Worksheet 4-04
notebooks:
I. Answer with Yes or No.
– Allow time for the review of computer 1. Can a plant talk? ____________________________________________________________________________
lessons and resource materials. 2. Can a boy talk on a mobile phone? ______________________________________________________________
3. Can a man who is drinking talk? ________________________________________________________________
– Ask students to write down words and phrases 4. Can a woman who is underwater talk? __________________________________________________________
that express likes, dislikes, favorite activities, 5. Can a turtle talk? ____________________________________________________________________________
and other areas of personal interest. 6. Can a mannequin talk on the phone? ____________________________________________________________
7. Can a boy talk to his dog? ____________________________________________________________________
– Encourage students to share an entry with 8. Can a dog talk to a boy? ______________________________________________________________________
a partner using a complete sentence to talk 9. Is a walkie-talkie a motorcycle? ________________________________________________________________
about their choice. 10. Can a bird play chess? ________________________________________________________________________
11. Can a baby read a book? ______________________________________________________________________
12. Is a phone an animal? ________________________________________________________________________
Content Integration: 13. Can some men wear yellow shirts? ______________________________________________________________
Social Studies: Have students create a timeline 14. Can some girls wear bathing suits? ______________________________________________________________
15. Can older women talk to younger women? ________________________________________________________

for the invention of different modes of
communication such as the Internet, e-mail,
cell phones, etc.
Language Arts: Instruct students to write 16. 17. 18. 19. 20.
directions for another student on how to make 16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
a phone call. Remind students to be descriptive 18. __________________________________________________________________________________________
in their instructions. 19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
People and Talking ENGLISH
88
People and Talking
People and Talking 4-04
New Vocabulary
about
chess
all
mannequins
because
mobile
book
now
can’t
plant
Visual-Spatial and Verbal-Linguistic: Have
underwater walkie-talkie students cut out magazine pictures of people
Vocabulary: Because
The term because has a special function in English. It sometimes serves as a
talking and glue them on construction paper.
conjunction, as it does in this lesson, joining two sentences that could stand alone.
Instruct students to write a sentence describing
The man can’t talk now. He is drinking.
The man can’t talk now because he is drinking. each picture.
Because gives the cause or reason for a situation.
Usage: Contractions Bodily-Kinesthetic: Divide students into groups
We make several contractions in English. A contraction joins two words together to
make one word while dropping one or more letters. Often contractions are made of
and give each group a set of sentence parts you
a verb plus not. created to make five or more sentences. These
is not isn’t
can not can’t sentence parts should be sentences you wrote
It is done as a matter of convenience or ease of articulation.
and cut into three parts: the first half of the
Usage: On the Phone
Here is an idiom: to be on the phone. “Phone” is short for “telephone”. If you sentence, the word because, and the second half
have a mental picture of someone sitting or standing on top of the telephone,
you have made a logical response. But this idiom means conversing with someone of the sentence. For example, you might use
by telephone, being occupied talking by telephone.
The man is on the phone.
the sentence, “The boy can’t talk because he is
The woman is talking on the mobile phone. drinking.” “The boy can’t talk” is one sentence
Grammar: Complements
Note the possibilities for expression that the principle of building blocks allows.
part, “because” is the second part, and “he is
The boy is talking to the man about the airplane. drinking” is the third part. You will want to leave
This is a complete sentence in normal word order: subject first, verb second,
followed by two complements. Complements are objects or phrases that complete
off capital letters and periods in your sentence
the idea one wants to express; they “complement” the subject and verb. In this
example, two prepositional phrases complete the idea. Can you think of more parts but allow students to add capital letters
complements to add to this sentence like building blocks?
38
and punctuation to their sentences to make them
grammatically correct. Have students put the
sentences together correctly in their groups.

I. Yes or No?
• With a partner, ask students to take turns
saying a sentence aloud while the other
person writes it down.
1. 2. 3.
Conversation:
• Have students work with a partner and describe
4. 5. 6. an action of a person. Students should include
1.
2.
These men are talking.
The man is talking to the boy.

4.
5.
This man is not on the phone.
These women can’t talk.

in their conversation the term because.
3. This woman is not talking. 6. This boy can’t talk.
II. Write the number that comes immediately after the given number.
Modifications:
Example: seventeen eighteen
• Invite students to role-play a telephone
1. eight 4. thirty-six
2. eleven 5. seventy-four
conversation.
3. nineteen 6. ninety-nine
89
Unit 4, Lesson 5
4-04 People and Talking 4-05 Coming and Going, Asleep and
Awake
01 Gorbachev is talking. 01 The women are coming.
Three men are talking. The women are going.
New Vocabulary The man in the yellow shirt is talking.
The woman is talking.
The horses are coming.
asleep coming kissing stairs 02 This man is talking.

This man is playing chess.
02 He is going up the wall.
This boy is talking. He is coming down the stairs.
awake couple ladder steps This boy is lying down. He is going up the ladder.
03 The boy is talking to the man. 03 The cat is sleeping.
carriage entering leaving van The man is talking to the boy.
The woman in blue is talking to the woman
The cat is not sleeping.
The baby is sleeping.
in red. The baby is not sleeping.
come escalator sleeping The woman is talking to the man.
04 The cat is asleep.
04 The boy is talking to the man about the airplane. The cat is awake.
The man is talking to the boy about the airplane. The baby is asleep.
The man is talking into the walkie-talkie. The baby is awake.
The man is talking on the mobile phone.
05 The couple is coming.
Themes: 05 This woman is talking to the girl about the book.
These two women are talking about the plant.
This woman is not talking. She is laughing.
The couple is kissing.
The couple is not kissing.
These two girls are not talking at all.
Going, Coming, Awake, Asleep 06 This woman is not talking.
06 The horse is going into the van.
The horse has come out of the van.
These men are not talking. This boy is going into the water.
These men are talking. This boy is getting out of the water.
This woman is talking.
Materials: 07 The man is on the phone.
07 The woman is going up the escalator.
The woman is coming down the escalator.
The woman is on the phone. The man is going up the steps.
The man is not on the phone. The man is coming down the steps.
Graph paper The woman is not on the phone.
08 These people are going up the escalator.
08 Which man can talk? The people are going up the steps.
These women can talk. These people are going down the escalator.
Which man can’t talk? The people are coming down the steps.
These women can’t talk. They are mannequins.
The man can’t talk now because he is drinking.

09 The man is getting into the airplane.
The man is coming out of the airplane.
The man can talk because he is not drinking. The man is getting out of the truck.
• Review lesson vocabulary through a class The boy can’t talk because he is underwater.
The boy can talk because he is not underwater.
The man is getting into the truck.
discussion of the following: 10 Which man can’t talk?

10 The couple is entering the building.
The couple is leaving the building.
Which man can talk? The man is getting into the carriage.
Which boy can talk? The man is getting out of the carriage.
– Hours of the day that students are awake Which boy can’t talk?
and asleep.
– Activities that students perform during 23
their waking hours.
Worksheet 4-05
Language Arts: Instruct students to use the
prepositions to write about people getting into 1. Can a horse come out of a van? ________________________________________________________________
and out of vehicles or places. 2. Can dogs go up a wall? ______________________________________________________________________
3. Can airplanes go up a wall?____________________________________________________________________

Mathematics: Ask students to think about the 4. Can babies sleep? __________________________________________________________________________
importance of getting enough sleep. Ask 5. Can pictures sleep? __________________________________________________________________________
students to write down the average time they go 6. Can people go down an escalator? ______________________________________________________________
to bed at night and the average time they wake 7. Can cars go down an escalator? ________________________________________________________________
8. Can people go up the stairs? __________________________________________________________________

up in the morning. Have students use these two 9. Can airplanes go up the stairs? ________________________________________________________________
figures to compute the average total number of 10. Can girls come out of the water? ________________________________________________________________
hours they sleep. Note by a show of hands how 11. Can men go up a ladder?______________________________________________________________________
many class members get seven or less hours of 12. Can babies go up a ladder? ____________________________________________________________________
13. Can cats sleep? ____________________________________________________________________________

sleep a night, how many get seven and a half, 14. Can rectangles sleep? ________________________________________________________________________
and so on in increments of half an hour. Have a 15. Can flowers sleep? __________________________________________________________________________
student record this data on the board stopping at II. Describe each picture with a complete English sentence.
nine hours of sleep. After all the data has been
recorded, ask students to estimate how many
average hours of sleep per night health pro- 16. 17. 18. 19. 20.
fessionals advise teenagers to get. Ask students 16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
to make several guesses. Reveal to the class that
18. __________________________________________________________________________________________
the correct answer is nine hours of sleep a night. 19. __________________________________________________________________________________________
Refer to the data on the board showing how many 20. __________________________________________________________________________________________
class members get adequate rest. Have students ENGLISH Coming and Going, Asleep And Awake
create a graph or pie chart showing how much

sleep the class gets on average.
90
Coming and Going, Asleep
Coming and Going, Asleep and Awake 4-05 and Awake
New Vocabulary
asleep
couple
awake
entering
carriage
escalator
come
kissing
coming
ladder
Bodily-Kinesthetic: Play charades with the
leaving sleeping stairs steps van class using the actions of going, coming, awake,
Vocabulary: Asleep and Awake
English uses a few very old traditional expressions, some of which may be dying
and asleep.
out. One of them is the prefix a- attached to a verb. School children sometimes
learn the old folk song, “Froggy did a-courting go” about a frog who wanted to Intrapersonal and Visual-Spatial: Have students
marry a mouse. This a- prefix was once very common. In this lesson it makes
adverbs out of verbs, as in awake and asleep. write a story based on a dream they have had
Usage: Coming and Going, Into and Out Of
using the lesson vocabulary. Instruct students
Expressing direction of movement is a little complex. “Coming” expresses movement
toward you or toward the speaker, while “going” expresses movement away. One to illustrate the story.
can add words that tell the time, manner or place of the action. For example, up and
down tell direction in relation to the speaker.
He is going down the stairs. Post-Lesson Activity:
He is coming up the stairs.
He is coming down the stairs. • Ask students to create a collage of people and
Where is the speaker standing in relation to “him” in each of these sentences?
animals who are awake and asleep.
These prepositional phrases are serving an adverbial function; they tell the time,
manner or place of the action.
Note the opposite expressions into and out of. Used with “coming,” “going,”
and “getting,” they express direction in or out of an enclosure, such as a building Conversation:
or vehicle.
The boy is going into the water. • Ask students to share their dreams, hopes,
The man is getting into the airplane.
The people are coming into the house. and goals.
The man is getting out of the truck.
This boy is getting out of the water.
Modifications:
39
• Invite students to role-play a visit to their
favorite places.

1. 2. 3.
4. 5. 6.
1. The baby is . a. going b. kissing c. sleeping d. sitting
2. The couple is . a. walking b. kissing c. sleeping d. smiling
3. The man is the horse’s ear. a. touching b. kissing c. watching d. smelling
4. The girl is a flower. a. sleeping b. climbing c. watching d. smelling
5. The boy is television. a. touching b. kissing c. watching d. smelling
6. The man is a book. a. reading b. climbing c. writing d. drinking
II. Yes or No?
1. 2. 3.
4. 5. 6.
1. He is coming down the stairs. 4. The man is getting out of the truck.
2. The cat is awake. 5. One girl is holding her hat while walking.
3. This boy is getting out of the water. 6. The boy is smelling the flowers while
playing the piano.

1. Write ten numbers between 1 and 100.
2. To enter a building, what do you have to do to the door?
3. Most people are ________________ at night so their bodies can rest.
91
Unit 4, Lesson 6
4-06 Multiple Verbs; While
01 The girl is smelling a flower. 10 The boy is climbing the steps while the man is
The boy is watching television. watching.
New Vocabulary The boy is smelling a flower.
The girl is watching TV.
The boy is climbing the steps while no one is
watching.
These men are carrying guns while they are
carrying hoof reaching 02 The woman is going to drive the car.
The woman is riding the horse.
walking through the water.
These men are carrying guns while they are
The woman is kissing the horse. marching in a parade.
drive listening shovel The woman is driving the horse.
03 The boy is smelling the flower.
driving marching smelling The boy is not smelling the flowers.
The girl is brushing her hair.
The girl is dancing.
electric onto through 04 The woman is wearing a hat.
for parade TV The man is touching the horse’s hoof.
The man is putting on gloves.
gloves piano watching 05 The man is climbing onto the carriage.
The man is climbing into the truck.
guns purse while The woman is kissing the man.
The woman is kissing the horse.
06 The girl is not watching TV.
The girl is wearing a hat while watching
television.
The girl is brushing her hair while watching TV.
Themes: The girl is dancing while watching TV.
07 The woman is singing while playing the electric
What People Are Doing piano.
The woman is drinking while playing the electric
piano.
The woman is brushing her hair while holding
her purse.
Materials: 08
The woman is writing while holding her purse.
The man is reaching for a shovel while holding
a book.
Construction paper The man is pointing while holding a shovel.
The man is reading a book while the dog is
standing between his legs.
Colored pencils or crayons The man is reading a book while the boy is
listening.
Index cards 09 One girl is holding her hat while walking.
The man is drinking while sitting on the
carriage.
The man is sitting on the bicycle while the boy is
climbing the fence.
Pre-Lesson Activity: The children are watching while the man is
writing.
• Have students complete Section I of Worksheet 24
4-06 in the Student Workbook to reinforce

lesson vocabulary. Review complex sentences
with the suggested activity:
Worksheet 4-06
– Divide students into groups of three. I. Answer with Yes or No.
– Have two members perform two different 1. Can men climb steps? ________________________________________________________________________
actions (i.e., pointing, reading). 2. Can men climb steps while putting on their shoes?__________________________________________________
3. Can women point? __________________________________________________________________________

– Ask the third member to describe the event; 4. Can a hat smile? ____________________________________________________________________________
for example, She is pointing while he is 5. Can boys smell flowers? ______________________________________________________________________
reading. 6. Can glasses watch TV? ______________________________________________________________________
7. Can girls ride horses? ________________________________________________________________________
8. Can girls ride horses while watching TV? ________________________________________________________
Content Integration: 9. Can people sing while playing the piano? ________________________________________________________
Language Arts: Ask students to write 10 com- 10. Can some people play the guitar? ______________________________________________________________
11. Can people go up an escalator? ________________________________________________________________

pound sentences using the word while. Have 12. Can some people march in a parade? ____________________________________________________________
students write sentences about what they do in 13. Can boxes march in a parade? ________________________________________________________________
a typical day or what their friends do in a 14. Can a baby drive a car? ______________________________________________________________________
typical day. 15. Can a goat eat flowers while reading a book? ______________________________________________________

Science/Language Arts: Make a list of all the
–ing verbs on the board or a large sheet of paper.
Ask students to tell you what part of the body is
16. 17. 18. 19. 20.
used to perform these actions. Instruct students 16. __________________________________________________________________________________________
to create their own sentences using the vocabulary. 17. __________________________________________________________________________________________
For example: 18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
smell: nose. 20. __________________________________________________________________________________________
When you smell a flower, you use your nose. Multiple Verbs; While ENGLISH
92
Multiple Verbs; While
Multiple Verbs; While 4-06
New Vocabulary
carrying
gloves
drive
guns
driving
hoof
electric
listening
for
marching
Visual-Spatial: Have students illustrate the
onto
shovel
parade
smelling
piano
through
purse
TV
reaching
watching
compound sentences they have written.
while
Grammar: While
Naturalist and Verbal-Linguistic: Many of the
Precise action can be expressed using while plus a verb that ends in -ing. lesson vocabulary words describe actions that
“While” expresses time, duration or “at the same time as.”
The girl is wearing a hat while watching television.
can be observed in animals. Using their lesson
The girl is wearing a hat and watching television at the same time. vocabulary words, instruct students to write
What two actions do you find going on at the same time in the sentences in
this lesson? a story or report using an animal as the main
character or subject.
• Encourage students to act out the sentences
they wrote and choose someone to say a
sentence to describe the actions. Compare
the written sentence to the spoken sentence.
Conversation:
• Have students create sentences or questions
using the new vocabulary. Students should
40
include in their conversation the use of the
word while.

• Ask students to write a three-sentence
paragraph about their favorite movie or
TV show.
1. 2. 3.
4. 5. 6.
1. The baby is . a. going b. kissing c. sleeping d. sitting
2. The couple is . a. walking b. kissing c. sleeping d. smiling
3. The man is the horse’s ear. a. touching b. kissing c. watching d. smelling
4. The girl is a flower. a. sleeping b. climbing c. watching d. smelling
5. The boy is television. a. touching b. kissing c. watching d. smelling
6. The man is a book. a. reading b. climbing c. writing d. drinking
II. Yes or No?
1. 2. 3.
4. 5. 6.
1. He is coming down the stairs. 4. The man is getting out of the truck.
2. The cat is awake. 5. One girl is holding her hat while walking.
3. This boy is getting out of the water. 6. The boy is smelling the flowers while
playing the piano.
93
Unit 4, Lesson 7
4-07 Family Relationships 4-08 Everybody, Somebody, Someone,
Nobody, Anybody
01 a girl and her mother 01 Everybody is wearing a yellow hat.
a girl and her father Everybody is running.
New Vocabulary a boy and his mother
a boy and his father
Everybody is sitting down.
Everybody is dancing.
brother daughter husband sister 02 a girl and her mother

a girl and her father
02 Someone is behind the tree.
Someone is behind the man.
a girl and her brother Someone is taking a picture.
brothers family mother sisters a girl and her family Someone is wearing yellow.
03 the boy and his mother 03 Everybody is wearing a yellow hat.
chair him parents wife the boy and his father
the boy and his sister
Nobody is wearing a yellow hat.
Somebody is touching the cat.
the boy and his family Nobody is touching the cat.
04 The woman is sitting beside her husband on 04 Everybody is wearing white.
a sofa. Nobody is wearing white.
The woman is standing with her husband and Somebody is wearing white and somebody is not
Themes: children.
The woman is sitting on a chair beside her
wearing white.
The cowboy is wearing white.
husband.
Family The woman is sitting on her husband. 05 Everybody is jumping into the water.
None of the three boys are jumping into the
05 The man is sitting beside his wife on a sofa. water.
The man is standing with his wife and children. Someone is jumping into the water. Someone is
The man is sitting on a chair beside his wife. not jumping into the water.
Materials: 06
The man’s wife is sitting on him.
a mother and her son 06
Someone is swimming underwater.
Somebody is kicking the ball.
a father and his son Nobody is kicking the ball.
Family pictures a father and his daughter
a mother and her daughter
Is anybody in the airplane? No, the airplane
is empty.
Is anybody in the airplane? Yes, the boy is in
07 a sister and brother and their mother the airplane.
a husband and a wife and their daughter
a sister and brother with their parents 07 Is anybody kicking the ball? Yes, the boy is.
Pre-Lesson Activity: a sister and a brother without their parents Is anybody kicking the ball? No, nobody is.
Nobody is in the airplane.
08 These four people are a family. There is somebody in the airplane.
• Reinforce lesson vocabulary for family These four people are not a family.
These three people are in the same family. 08 The man in blue is carrying something.
These three people are not in the same family. The man in blue is not carrying anything.
relationships by asking students to write a 09 two parents with their children
They are pointing at something.
They are not pointing at anything.
paragraph about their parents and siblings. two parents without their children
two brothers and their father 09 Somebody is riding the horse.
two brothers and their mother Nobody is riding the horse.
Have volunteers read their entries to the class. 10 two sisters and their father
Something is on the plate.
Nothing is on the plate.
two brothers and their father
a child with his parents 10 Something is on the table.
These people are not in the same family. Nothing is on any of the tables.
Someone is lying down in the tent.
Content Integration: No one is in the tent.
Mathematics: Write the following words in 25
columns on the board: mother, father, brother,

and sister. Have students write the total number
of each in their family. Convert each to Worksheet 4-07
percentages.
Language Arts/Social Studies: Have students 1. Are a brother and a sister in the same family? ____________________________________________________
choose a relative to learn about their family’s 2. Are a mother and a father parents? ______________________________________________________________
3. Are a husband and wife a couple? ______________________________________________________________

history. If possible, encourage students to use 4. Is a mother’s son her child? ____________________________________________________________________
an audio, videocassette, or digital camera to 5. Is a father’s daughter his son? __________________________________________________________________
record parts of the interview. Have students 6. Are two girls a brother and sister? ______________________________________________________________
write at least 10 questions they would like to 7. Can parents have more than one child? __________________________________________________________
8. Is a father a girl? ____________________________________________________________________________

ask their relative. Students may want to ask 9. Is a father bigger than a baby? ________________________________________________________________
questions from the following categories: childhood, 10. Is a father older than his daughter? ______________________________________________________________
family traditions, growing up, historical events, 11. Is a boy younger than his mother? ______________________________________________________________
occupation, religion, education, pets, traveling, 12. Can a father talk to his child? __________________________________________________________________
13. Can a girl talk to her mother? __________________________________________________________________

medical care, and ceremonies. After the students 14. Are there four people in some families? __________________________________________________________
have completed the interview, have them prepare 15. Is a mother a boy? __________________________________________________________________________
a presentation showing the information they have II. Describe each picture with a complete English sentence.
gathered from their interview.
16. 17. 18. 19. 20.

16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH Family Relationships
94
Family Relationships
Family Relationships 4-07
New Vocabulary
brother
him
brothers
husband
chair
mother
daughter
parents
family
sister
Logical-Mathematical: Ask students to calculate
sisters wife the average size of their classroom family,
Usage: Family Relationships
Family relationships are important in every culture. This lesson practices naming
including the number of brothers and sisters.
family members in English. Do you find anything unusual in English as compared
to your first language in the way English speakers refer to family relationships?
family
parents
= mother, father and their own children
= mother and father
child = one daughter or one son; a young person
• Divide students into small groups. Have them
Here is a list of terms by gender.
Female Male share their pictures and descriptions of their
woman
wife
man
husband
families with one another.
girl boy
daughter son
sister brother
Conversation:
• Have students discuss and describe the
members of their family.
Modifications:
• Display a list of adjectives for students to use
as reinforcement and reference.
41

I. Match the family member on the left with his female counterpart.
1. brother a. wife
2. husband b. daughter
3. father c. sister
4. son d. mother
1. 2. 3.
1. a and a. husband, wife, daughter b. sister, brother, mother
and their . c. husband, wife, son d. sister, brother, father
2. is touching the cat. a. everybody b. somebody c. anybody d. nobody
3. is wearing white. a. everybody b. somebody c. anybody d. nobody
III. Yes or No?
1. 2. 3. 4. 5.
1. These people are not in the same family.
2. Someone is behind the tree.
3. Nobody is riding the horse.
4. Nothing is on any of the tables.
5. They are pointing at something.
95
Unit 4, Lesson 8
4-07 Family Relationships 4-08 Everybody, Somebody, Someone,
Nobody, Anybody
01 a girl and her mother 01 Everybody is wearing a yellow hat.
a girl and her father Everybody is running.
New Vocabulary a boy and his mother
a boy and his father
Everybody is sitting down.
Everybody is dancing.
any everybody nothing 02 a girl and her mother

a girl and her father
02 Someone is behind the tree.
Someone is behind the man.
a girl and her brother Someone is taking a picture.
anybody nobody somebody a girl and her family Someone is wearing yellow.
03 the boy and his mother 03 Everybody is wearing a yellow hat.
empty none the boy and his father
the boy and his sister
Nobody is wearing a yellow hat.
Somebody is touching the cat.
the boy and his family Nobody is touching the cat.
04 The woman is sitting beside her husband on 04 Everybody is wearing white.
a sofa. Nobody is wearing white.
The woman is standing with her husband and Somebody is wearing white and somebody is not
Themes: children.
The woman is sitting on a chair beside her
wearing white.
The cowboy is wearing white.
husband.
How Many People? The woman is sitting on her husband. 05 Everybody is jumping into the water.
None of the three boys are jumping into the
05 The man is sitting beside his wife on a sofa. water.
The man is standing with his wife and children. Someone is jumping into the water. Someone is
The man is sitting on a chair beside his wife. not jumping into the water.
Materials: 06
The man’s wife is sitting on him.
a mother and her son 06
Someone is swimming underwater.
Somebody is kicking the ball.
a father and his son Nobody is kicking the ball.
Newspaper a father and his daughter
a mother and her daughter
Is anybody in the airplane? No, the airplane
is empty.
Is anybody in the airplane? Yes, the boy is in
Highlighter 07 a sister and brother and their mother
a husband and a wife and their daughter
the airplane.
a sister and brother with their parents 07 Is anybody kicking the ball? Yes, the boy is.
a sister and a brother without their parents Is anybody kicking the ball? No, nobody is.
Nobody is in the airplane.
Pre-Lesson Activity: 08 These four people are a family.
These four people are not a family.
These three people are in the same family. 08
There is somebody in the airplane.
The man in blue is carrying something.
These three people are not in the same family. The man in blue is not carrying anything.
• Review vocabulary from current and previous 09 two parents with their children
They are pointing at something.
They are not pointing at anything.
lessons by instructing students to write two two parents without their children
two brothers and their father 09 Somebody is riding the horse.
two brothers and their mother Nobody is riding the horse.
sentences: one containing the word 10 two sisters and their father
Something is on the plate.
Nothing is on the plate.
two brothers and their father
everybody, and the other including the word a child with his parents
These people are not in the same family.
10 Something is on the table.
Nothing is on any of the tables.
nobody. Have students take turns reading Someone is lying down in the tent.
No one is in the tent.
sentences aloud to the class. Monitor for 25
correct grammar and pronunciation.
Worksheet 4-08
Social Studies: Discuss world populations with
students. Ask students how many people they 1. Can anybody sleep?__________________________________________________________________________
think live in different parts of the world. Have 2. Can everybody ride a horse? __________________________________________________________________
students research the continents and provide 3. Can anybody talk on the phone? ________________________________________________________________
recent population data for each continent. Instruct 4. Can a fish talk on the phone? __________________________________________________________________
5. Can anybody take a picture? __________________________________________________________________

students to research and determine the average 6. Can someone take a picture? __________________________________________________________________
annual growth rate for the national population 7. Can everybody jump rope? ____________________________________________________________________
of the United States for each 10-year period of 8. Can anybody jump rope? ______________________________________________________________________
historical census data starting with 1900. Have 9. Can somebody ride a horse? __________________________________________________________________
10. Can everything walk? ________________________________________________________________________

students identify factors that contribute to 11. Can somebody run? __________________________________________________________________________
population growth and an estimation of the 12. Can everybody swim underwater? ______________________________________________________________
population of the United States in 10 years. 13. Can a horse run while nobody is riding it? ________________________________________________________
Have students organize their data in a 14. Can cats sleep while nobody is watching? ________________________________________________________
15. Can children eat while nobody is watching? ______________________________________________________

presentation format and present it to the class.
Language Arts: Have students write sentences
that use all of the building blocks of the compound
words. These base words include every, some, any, 16. 17. 18. 19. 20.
and no, and are combined with –one, –body, 16. __________________________________________________________________________________________
and –thing. 17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
Everybody, Somebody, Someone, Nobody, Anybody ENGLISH
96
Everybody, Somebody, Nobody
Everybody, Somebody, Someone, Nobody, Anybody 4-08
New Vocabulary
any
none
anybody
nothing
empty
somebody
everybody nobody
Verbal-Linguistic: Instruct students to read a
Vocabulary: Compound Words newspaper and highlight the following words:
Again we have building blocks. -One and -body can be combined with any of the everybody, some, somebody, and nobody. Have
following words to form a compound word.
every = all, each, no exceptions
students use context to make sure the word is
some = here meaning an unspecified single individual
any = an indefinite, unspecified individual; no criteria for selecting whom used correctly each time.
no = a closed case, all possibilities excluded
everyone everybody Intrapersonal: Instruct students to use each of
someone somebody
anyone anybody the following words in a sentence: everybody,
no one nobody
These pairs of terms mean exactly the same and are completely interchangeable.
some, somebody, and nobody. Ask students to
Similarly, -thing may be combined with each of the above terms to refer to reflect on time spent with others, as well as
inanimate objects.
everything time spent alone.
something
anything
nothing
• Have students break into small groups.
Instruct students to ask each other questions
using one of the following words: everybody,
some, somebody, and nobody.
Conversation:
42
• Invite students to work with a partner to
create a conversation using the new
vocabulary words.
I. Match the family member on the left with his female counterpart.
1. brother a. wife
2. husband b. daughter
3. father c. sister
4. son d. mother
1. 2. 3.
1. a and a. husband, wife, daughter b. sister, brother, mother
and their . c. husband, wife, son d. sister, brother, father
2. is touching the cat. a. everybody b. somebody c. anybody d. nobody
3. is wearing white. a. everybody b. somebody c. anybody d. nobody
III. Yes or No?
1. 2. 3. 4. 5.
1. These people are not in the same family.
2. Someone is behind the tree.
3. Nobody is riding the horse.
4. Nothing is on any of the tables.
5. They are pointing at something.
97
Unit 4, Lesson 9
4-09 Vehicles; Related Verbs and 4-10 Prepositions and Objects of
Prepositions Prepositions: With and Without
01 a motorcycle 01 He is jumping with a pole.
motorcycles She is singing with a microphone.
New Vocabulary a yellow bus
two yellow buses
The boy in the red sweater is playing. He is
playing with his friends.
He is riding a bike using his hands.
accident moving submarine 02 a little red car
a white limousine 02 He is jumping without a pole.
a red boat She is singing without a microphone.
antique parked tow a big black truck He is playing without his friends.
He is riding without using his hands.
03 The truck is pulling the car.
boats passing train Someone is driving a car.
The red car is behind the truck.
03 He is jumping with a pole.
He is jumping without a pole.
The truck is pulling a boat. She is singing with a microphone.
bridge pulling trolley 04 The truck is on one bridge and under the other
She is singing without a microphone.
bus river was bridge.

A truck and a car are under the bridge.
04 He is playing with his friends.
He is playing without his friends.
a big bridge He is riding a bike without using his hands.
convertible sails were The car is parked in front of a house. He is riding a bike using his hands.
05 The bike is parked. 05 The man is jumping without a parachute.

limousine ship wrecked The man is putting a bike on a van.
The woman is getting into the van.
The man is jumping with a parachute.
He is climbing with a rope.
motorcycles snow The boats are on the river. He is climbing without a rope.
06 The car is turning. 06 The man without a shirt is running.
mountain sports The cars are driving through snow.
The red cars are in a parade.
The man with a shirt is running.
The woman with sunglasses is sitting down.
The car is passing a truck. The woman without sunglasses is sitting down.
07 a black limousine 07 The people with umbrellas are walking.
an antique car The people without umbrellas are walking.
a convertible with the top down The person with a helmet is riding a bike.
Themes: a red sports car The person without a helmet is riding a bike.
08 The train is on the mountain. 08 The woman with a hat is walking.
Vehicles People are getting into the trolley.
This red car was in an accident.
The woman without a hat is walking.
The man without a hat is sitting on a box.
The red car was not in an accident. The man with a hat is sitting on a box.
09 The red and gray cars were in an accident. 09 The man with a cap is writing.
The submarine is in the water. The man with a hat is pointing.
Materials: The ship has sails.
The red and white cars are parked.
The man without a hat is pointing.
The man without a cap is writing.
Newspaper 10 The red car is wrecked.

The red car is not wrecked.
10 The boy with a sweater is playing in the sand.
The boy without a sweater is playing in the sand.
The big ship is moving through the water. The boy with a sweater is playing in the grass.
Magazines The tow truck is pulling the car. The boy without a sweater is on the grass.
Construction paper
Glue 26
• Reinforce lesson vocabulary through the
following activity: Worksheet 4-09

– Have students generate a class list of the 1. Is an antique car old? ________________________________________________________________________
vehicles mentioned in Lesson 4-09. Display 2. Is a submarine a car? ________________________________________________________________________
these terms on the board. 3. Can everybody drive a limousine? ______________________________________________________________
4. Are submarines in buildings? __________________________________________________________________

– Divide students into groups of four. 5. Are trains going up steps? ____________________________________________________________________
– Challenge groups to develop a five-sentence 6. Are some cars parked? ______________________________________________________________________
paragraph using as many of the vehicles 7. Are cars in accidents? ________________________________________________________________________
8. Are trains parked in front of a house? ____________________________________________________________

listed as possible. 9. Are boats in the water? ______________________________________________________________________
– Ask each group to read their adventure to 10. Can anybody put a bike on a van? ______________________________________________________________
the class. 11. Can anybody get into a van? __________________________________________________________________
12. Are cars in the water? ________________________________________________________________________
13. Are boats on mountains? ______________________________________________________________________
Content Integration: 14. Are cars on bridges? ________________________________________________________________________
15. Are elephants getting into a trolley? ______________________________________________________________

Social Studies: Ask students to research and
compare the major types of transportation II. Describe each picture with a complete English sentence.
throughout the world.

Science/Social Studies: Instruct students to
16. 17. 18. 19. 20.
research the invention of a type of vehicle and 16. __________________________________________________________________________________________
how it has changed over time. The research 17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
should include information about when the
19. __________________________________________________________________________________________
vehicle was invented and information about 20. __________________________________________________________________________________________
the inventor. ENGLISH Vehicles; Related Verbs and Prepositions
98
Vehicles; Related Verbs and
Vehicles; Related Verbs and Prepositions 4-09 Prepositions
New Vocabulary
accident
convertible
antique
limousine
boats
motorcycles
bridge
mountain
bus
moving
Visual-Spatial: Direct students to cut out pictures
parked
ship
passing
snow
pulling
sports
river
submarine
sails
tow
of various vehicles and make a collage. Have
train trolley was were wrecked students label each vehicle.
Usage: Terms Used with Vehicles
Note in this lesson the verbs used frequently with various vehicles. Interpersonal: Divide students into small groups.
park
pull
Each group will work together to create a short
turn
drive
report about the invention of one of the vehicles
get (into)
pass
listed in the lesson vocabulary. These reports
wreck
move should include the name of the person who
An important idiom used with the theme of travel is to be in an accident. invented the vehicle, the date and location of its
The red car was in an accident.
The red and gray cars were in an accident. first use, and the specific purpose of the vehicle.
When the report is complete, ask groups to
present their information to the class.
• Have students use newspapers and magazines
to identify types of vehicles and their uses.
• Ask students to write a sentence about each
type of vehicle.
43
• Instruct students to design a vehicle. Then have
students draw it and describe its purpose.

Conversation:
• Have students discuss different types of
vehicles and the actions associated with
these vehicles.
1. 2. 3.
1. The car is . a. behind the boat
c. behind the truck
b. beside the boat
d. beside the truck Modifications:
2. The woman is getting into the . a. truck b. boat c. limousine d. van
3. Someone is the car. a. passing b. parking c. driving d. wrecking

• Allow students to use the Internet, in addition
II. Yes or No?
to magazines and newspapers, to get pictures
of vehicles.
1. 2. 3.
1. This car was 2. Someone is 3. The boats
not in an accident. driving these cars. are on the river.
a. with b. without
1. 2. 3.
4. 5. 6.
1. He is jumping a pole. 4. The people umbrellas are walking.
2. He is playing his friends. 5. The man a hat is pointing.
3. The man a shirt is running. 6. The boy a sweater is on the grass.

99
Unit 4, Lesson 10
4-09 Vehicles; Related Verbs and 4-10 Prepositions and Objects of
Prepositions Prepositions: With and Without
01 a motorcycle 01 He is jumping with a pole.
motorcycles She is singing with a microphone.
New Vocabulary a yellow bus
two yellow buses
The boy in the red sweater is playing. He is
playing with his friends.
friends parachute sand 02 a little red car
a white limousine 02 He is jumping without a pole.
a red boat She is singing without a microphone.
helmet pole sunglasses a big black truck He is playing without his friends.
He is riding without using his hands.
03 The truck is pulling the car.
Someone is driving a car. 03 He is jumping with a pole.
The red car is behind the truck. He is jumping without a pole.
The truck is pulling a boat. She is singing with a microphone.
She is singing without a microphone.
Themes: 04 The truck is on one bridge and under the other
bridge. 04 He is playing with his friends.
A truck and a car are under the bridge. He is playing without his friends.
Activities and Prepositions a big bridge
The car is parked in front of a house.
He is riding a bike without using his hands.
05 The bike is parked. 05 The man is jumping without a parachute.

The man is putting a bike on a van. The man is jumping with a parachute.
The woman is getting into the van. He is climbing with a rope.
Materials: The boats are on the river. He is climbing without a rope.
06 The car is turning. 06 The man without a shirt is running.
Construction paper The cars are driving through snow.
The red cars are in a parade.
The man with a shirt is running.
The woman with sunglasses is sitting down.
The car is passing a truck. The woman without sunglasses is sitting down.
Crayons or colored pencils 07 a black limousine 07 The people with umbrellas are walking.
an antique car The people without umbrellas are walking.
a convertible with the top down The person with a helmet is riding a bike.
a red sports car The person without a helmet is riding a bike.
Pre-Lesson Activity: 08 The train is on the mountain.

People are getting into the trolley.
08 The woman with a hat is walking.
The woman without a hat is walking.
This red car was in an accident. The man without a hat is sitting on a box.
• Direct students to complete Section II of The red car was not in an accident. The man with a hat is sitting on a box.
09 The red and gray cars were in an accident. 09 The man with a cap is writing.
the Quiz page for Lessons 4-09 and 4-10 to The submarine is in the water.
The ship has sails.
The man with a hat is pointing.
The man without a hat is pointing.
review vocabulary. Reinforce use of the words The red and white cars are parked. The man without a cap is writing.
10 The red car is wrecked. 10 The boy with a sweater is playing in the sand.
with and without by directing students to The red car is not wrecked.
The big ship is moving through the water.
The boy without a sweater is playing in the sand.
The boy with a sweater is playing in the grass.
The tow truck is pulling the car. The boy without a sweater is on the grass.
brain-storm, as a class, descriptions of
activities that occur with and without something.
26
Language Arts: Discuss different aspects of an
autobiography with the class. Ask students to Worksheet 4-10
name any autobiographies they have read. List
the student responses on the board. Explain that 1. Can some singers use a microphone?____________________________________________________________
an autobiography is a story that is written about 2. Can children play with their friends? ____________________________________________________________
a particular person by that person. Have students 3. Can some children play without their friends? ______________________________________________________
4. Can flowers play jump rope? __________________________________________________________________

brainstorm qualities and experiences they find 5. Can some people carry elephants? ______________________________________________________________
interesting about themselves. After students 6. Can people with umbrellas walk?________________________________________________________________
cluster their ideas, they should write a five- 7. Can apples run? ____________________________________________________________________________
paragraph autobiography. Paragraph one should 8. Can some people eat shirts? __________________________________________________________________
9. Can people wear hats inside? __________________________________________________________________

include their place of birth, names of their 10. Can dogs play in the grass?____________________________________________________________________
parents or guardians, siblings, and pets. Paragraph 11. Can anybody play in the sand? ________________________________________________________________
two should include their likes, and paragraph 12. Can anybody sit on a box? ____________________________________________________________________
three will include their dislikes. Paragraph four 13. Can anybody wear a bathing suit? ______________________________________________________________
14. Can someone talk on the telephone? ____________________________________________________________

should describe an event that is memorable, and 15. Can somebody wear a hat inside? ______________________________________________________________
the final paragraph will contain future goals.

Encourage the use of transition words or phrases
and the need for including all items in the
autobiography. Explain that by using unique
16. 17. 18. 19. 20.
descriptive vocabulary, sentence structure 16. __________________________________________________________________________________________
variation, and humor, their autobiography 17. __________________________________________________________________________________________
will be more exciting to read. 18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
(continued) 20. __________________________________________________________________________________________
Prepositions and Objects of Prepositions: With and Without ENGLISH
100
Prepositions and Objects of
Prepositions and Objects of Prepositions: With and Without 4-10 Prepositions: With and Without
New Vocabulary
friends helmet parachute pole sand
sunglasses Mathematics: Write a list of shapes that the
Usage: With and Without students will be looking for on their shape
Try to become familiar with using the prepositions with and without with a lot of
different objects. (How many times did with appear in that sentence?) scavenger hunt. List the following shapes
Every preposition must have an object. Remember, it is pre-positioned before a
noun. The noun is the object of the preposition.
on the board: circle, square, rectangle, triangle,
with a pole sphere, cone, pentagon, etc. Have students find
in the red sweater
without his friends everyday objects that represent the geometric
without a parachute
Prepositional phrases serve an adverbial function; they express time, manner or
figures. You may take students outside or have
place of the action.
them find objects in the classroom. Have students
make a list of at least five items of each shape.

Visual-Spatial: Instruct students to illustrate the
story they have written.
Verbal-Linguistic: Direct students to write a
sentence for each vocabulary word indicating
where or how the noun is used.
44
• Draw a line down the middle of the board or
a large sheet of paper. One side is for pictures
with _______, and the other side is for
pictures without _______. Instruct students to
copy the chart and have them fill in the blank;
for example, “Trees with leaves” and “Trees
without leaves.”
1. The car is
1.
.
2.
a. behind the boat b. beside the boat
3.
Conversation:
c. behind the truck d. beside the truck
2. The woman is getting into the . a. truck b. boat c. limousine d. van • Using the new vocabulary, have students
3. Someone is the car. a. passing b. parking c. driving d. wrecking
create a conversation using the prepositions
II. Yes or No?
with and without.
Modifications:
1. 2. 3.
1. This car was
not in an accident.
2. Someone is
driving these cars.
3. The boats
are on the river.
• Have students use pictures from magazines,
newspapers, the Internet, or actual photos to
a. with b. without create the with and without poster.
1. 2. 3.
4. 5. 6.
1. He is jumping a pole. 4. The people umbrellas are walking.
2. He is playing his friends. 5. The man a hat is pointing.
3. The man a shirt is running. 6. The boy a sweater is on the grass.


1. Write a sentence that describes a person doing two things at the same time.
2. What are siblings?
3. What word would you use to include all of the people in one place?
4. Name three vehicles from Lesson 4-09.
101
Unit 4 Review 1. closed
2. together
a. coming
b. open
3. straight c. bent
4. going d. apart
Review Activities: 5. asleep e. awake
• Use index cards to review vocabulary. II. Write the number in English.
1. 16
• Review workbook pages. 2. 12
3. 50
• Choose activities that target skills in need of 4. 75
practice. 5. 86
• Encourage role-play of scenes that require III. Choose the correct answer to each question.
students to use language skills.

• Provide time for conversation practice with
peers; monitor conversational skills. 1. 2. 3. 4. 5.
1. What are they doing? a. They are smiling. b. No, they are running. c. They are walking.
• Challenge students to create questions from 2. Is he playing the violin? a. Yes, he is. b. No, he is not. c. No, he is riding a bike.
various lessons and seek answers as a class. 3. Are the boys jumping? a. No, they are standing. b. They are pointing. c. Yes, they are jumping.
4. What is the boy doing? a. He is playing b. He is walking c. He is playing his guitar.

• Play question-and-answer games using with his dog. with his dog.
vocabulary words from past lessons. 5. Is it a dog? a. Yes, it is a fish. b. No, it is a cat. c. No, it is a fish.

and 4-10.
• Observe students as they participate in Test Unit 4 Lessons 1–5
activities. Note areas of difficulty and provide
additional practice time in appropriate modes IV. Match the sentences with the photographs.

• Use rubrics to assess graphs, charts, reports, C.
A. B. D. E.
and projects. 1. Which man can’t talk?
2. The woman is talking to the man.

• Note the amount and quality of class 3. This woman is not talking. She is laughing.
participation. 4. These women can’t talk.
5. The man is talking on the mobile phone.
• Check accuracy of completed Workbook V. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3. 4. 5.
1. The couple is . a. kissing
2. These people are the steps. b. getting into
3. This man is the truck. c. coming down
4. These people are the steps. d. going up
5. This man is the truck. e. getting out of
102
I. Connect the sentences below using “while.” The first sentence has been done
for you as an example.
Tests
Example. 1. 2. 3. 4.
Example: The woman is singing while playing the electric piano.
1. The woman is writing . holding a shovel
2. The man is pointing . holding her purse
3. The girl is holding her hat . the man is writing
4. The children are watching . walking
1. 2. 3. 4.
5. 6. 7.
1. is behind the man. a. nobody
2. is jumping into the water. b. anybody
3. is kicking the ball. c. everybody
4. is wearing white. d. somebody
5. Is kicking the ball? Yes, the boy is.
6. is riding the horse.
7. is riding the horse.
III. Circle the correct answer.
1. 2. 3. 4.
1. She is singing with / without a microphone.
2. He is climbing with / without a rope.
3. The woman with / without sunglasses is sitting.
4. The woman with / without a hat is walking.
IV. Fill in the blank with the word that best describes the photograph.
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
1. The woman is sitting beside her . a. father
2. This is a . b. parents
3. a mother and her c. brothers
4. The car is behind the . d. daughter
5. a sister and brother with their e. motorcycle
6. This is a . f. sisters
7. two and their mother g. family
8. These people are not in the same . h. husband
9. two and their father i. boat
10. two brothers and their j. truck
103
Word Search 4: 1-5
A L E A V I N G V F V L U
Unit 4 Review ABOUT
ALL
FATHER
FOURTEEN
S H A B E C A U S E D N P
APART LEAVING
T J P S L E E P I N G A S
ASLEEP NOW A W A K E C F A U T A S I
AWAKE OPEN
BECAUSE PLANT I O R D I O A P F E H L D
BOOK SLEEPING
CLOSED SMILE
R I T O G E T H E R W E E
COME STAIRS S C T O H L H S M I L E D
COUPLE STEPS
DOOR TOGETHER F O U R T E E N Y N X P A
EIGHTEEN
ENTERING
O U I I E O R H S G R A B
O P E N E B S C T N O W O
A L L W N C O M E U S J U
G E B B O O K D P L A N T
S B I R U C L O S E D G I
Word Search 4: 6-10
O N G W R B R I D G E G E
ACCIDENT NOBODY N O T H I N G L U S L B V
ANY NONE
BRIDGE NOTHING
O N R I V R M O T H E R E
BROTHER ONTO N E E L E J O F X E C O R
DAUGHTER PARENTS
ELECTRIC PURSE W I F E R P U R S E T T Y
EVERYBODY RIVER
FAMILY SAND
T L I S T E N I N G R H B
FRIENDS THROUGH A D A U G H T E R E I E O
HUSBAND WATCHING
LISTENING WHILE F A M I L Y A N Y O C R D
MOTHER WIFE
MOUNTAIN
C Q T A C C I D E N T K Y
N O B O D Y N S Y T O S B
P A R E N T S F X O Q A B
T H R O U G H U S B A N D
W A T C H I N G P F Y D M
ENGLISH
104
Crossword 4: 1-5
Across Down
1. People are going up the ____. 1. fourteen, fifteen, _____

4. two people 2. forty, fifty, ____
7. mother and _____ 3. The car ___ is open.
9. The couple is _____. 5. Her ___ are open.
12. The girl is swimming _____. 6. a small horse
16. not closed 8. thirty, forty, _____
17. The woman’s arms are ____. 10. eight, nine, _____
20. These women can’t _____. 11. not asleep
They are mannequins 13. seventy, eighty, _____
21. He is riding a _____. 14. a small animal with long ears
22. The boy is cooking an ____. 15. The man is talking on the ____ phone.
23. sixty, seventy, ____ 17. The girl is reading a ____.
18. There are five ___ on each foot.
19. A flower is a kind of _____.
ENGLISH
Crossword 4: 6-10
Across Down
4. husband and ____ 1. The car is ___ a truck on the road;
6. bigger than a car, smaller than a truck it is going to be in front of the truck.
7. She is writing while holding her ___. 2. She is playing the _____.
8. not no 3. longer than a truck; has many cars
9. There is ___ on the plate. 4. not strong
12. These men are carrying ___ while they are 5. not full
walking through the water. 9. ___ of the boys are jumping.
13. a piece of furniture to sit on 10. a horse’s foot
15. This man can’t talk ___. 11. He is cold and is wearing ______.
18. They are wearing helmets while riding 14. The car is very old; it is an _____ car
their ___________. 16. This car has been in an accident.
20. mother and father It is _______.
22. twenty, thirty, _____ 17. She is going down the _____.
18. a woman who has a child
19. smaller than a sofa
21. ____ is white and cold.
ENGLISH
105
Unit 5 Overview
Lesson 5-01 Addition, Subtraction, Multiplication and Division .................. 108

Six new words.
Review of numbers ranging to 20.
The four elementary arithmetic operations as commonly expressed in equations.
Lesson 5-02 Possessive Nouns and Pronouns................................................... 110

11 new words.
Someone, his, and her
The woman’s or the women’s.
Lesson 5-03 Present Progressive, Present Perfect, and Future

with “going to” ................................................................................................... 112
24 new words.
Review of verb tenses. Passive voice introduced. First proper name (Picasso).
Introduction of more verbs.
Lesson 5-04 More Numbers............................................................................... 114

20 new words.
Introduction to numbers: hundreds (18). Introduction to numbers: thousands (10).
Lesson 5-05 Direct and Indirect Objects.......................................................... 116

Eight new words.
New verbs introduced as antonyms. Interactions between people. Interactions of people and objects.
Give, get, and receive.
Lesson 5-06 Hot and Cold.................................................................................. 118

Twenty-two new words.
Fire, sun, sail, smoke, hot food, hot drinks, a hot day, a hot season, and summer.
Activities and attire in the heat.
Snow, ice, cold food, cold drinks, a cold day, a cold season, and winter.
Activities and attire in the cold.
Present simple.
Lesson 5-07 Kinds of Things ............................................................................. 120

Eight new words.
Categories: Four kinds of plants, two kinds of flowers, four kinds of animals, and eight kinds of foods.
The expression “kind of” as in “two kinds of dog.”
Lesson 5-08 Furniture, Clothing, and Instruments ........................................ 122

26 new words.
Seven articles of furniture. Functions of furniture. Four articles of clothing.
To be dressed; to get dressed.
Attire for four occasions/professions. Seven musical instruments.
Lesson 5-09 Few, Many, More, Less ................................................................. 124

10 new words.
Quantity comparisons: More and less.
Many, too many.
Both, the same, quantity, alone, and against.
106
Scope and Sequence
Lesson 5-10 More Verbs: Human Gestures .................................................... 126

26 new words.
Actions: greeting, coughing, sneezing, blowing, tying, scratching, yawning, thinking, stretching, winning,
ending, and crying.
Reflexive verbs
Feelings: Tired, happy, and sad.
Lesson 5-11 Human Conditions ........................................................................ 128

Four new words.
To be
Extensive first person, singular and plural.
Appearances, activities, feelings, health, wealth, strength, and weakness.
Lesson 5-12 Review of Unit Five....................................................................... 130

Tests and Worksheets from Unit 5 lessons.
Enrichment/Unit Projects: play the different family members, deciding on

personality, age, and other characteristics. Have
1. Have students find a song from their culture that is
students look through magazines for photos that
important to them. Students will copy the lyrics to
represent their chosen characters and rooms in
the song and explain why they chose that song, the
their imaginary house. Students should glue these
mood of the song, and if there is a particular
pictures to a poster board for presentation. Have
significance to the song they chose. Instruct students
students present their families to the class,
to find a song in another language. Have students
describing each character physically and talking
write the lyrics to the song and an explanation as to
about their personalities and role in the family. Also,
why they chose that song, how it makes them feel,
they should talk about a room in the house that is
and whether or not there is a particular significance
important to them.
to the song they chose. Have students compare and
contrast the different songs. Encourage students to Have students work with a partner and have each
play the songs for the class and provide lyrics for a person make a list of the rooms in the house. When
class presentation. one partner names a piece of furniture, the other
2. Provide students with magazines or newspaper person names the room where that piece of furniture
articles. Have students translate the articles into is found.
another language and write a summary about Instruct students to draw a floor plan of their house.
the article. Instead of drawing the furniture, have students write
3. Divide the class into three groups and explain that the name of each piece and where it belongs. Have
each group will be an extended family. Have the students write five sentences about the furniture that
students in each group decide which of them will is in their room.
107
Unit 5, Lesson 1
5-01 Addition, Subtraction, Multiplication 5-02 Possessive Nouns and Pronouns
and Division
01 six 01 a boy
one the boy and his father
New Vocabulary twenty
nine
the boy and his dog
the boy’s dog without the boy
02 two 02 a blond-haired woman and her dog
by equals plus five
eleven
a man and his dog
a dark-haired woman and her dog
eight a boy and his dog
divided minus times 03 three 03 The woman is walking her dog.
four The boy is walking his dog.
seven Someone is walking three dogs.
ten The women are walking their dogs.
04 One plus one equals two. 04 The woman’s hat is black.
Themes: One plus two equals three.
One plus three equals four.
The man’s hard hat is white.
The woman’s horse is jumping.
One plus four equals five. The man’s horse is bucking.
Math 05 Three plus four is seven. 05 The girl’s socks are white.
Three plus five is eight. The girl’s shirt is white.
Six minus two is four. The man’s dog is small.
Six minus four is two. The man’s dog is reading.
Materials: 06 Six plus five is eleven.

Six plus six is twelve.
06 someone with her cat
someone with her horse
Four plus three equals seven. someone with his cat
Dice (with numbers) Four plus five equals nine. someone with his horse
07 Eight minus two equals six. 07 The man is wearing his own shirt.
Dice or cube with x, /, +, –, and = symbols. Eight minus four equals four.
Seven minus three equals four.
This shirt is not the boy’s shirt. It is too big.
The man’s shirt is on the table.
Seven minus five equals two. This shirt is not the man’s shirt. It is too small.
Math book 08 Twelve minus five equals seven. 08 a woman’s hat
Twelve minus six equals six. a man’s hat
Twelve minus seven equals five. a man’s hand
Twelve minus eight equals four. a woman’s hand
Pre-Lesson Activity: 09 Twelve divided by two equals six. 09 a child’s car
Two times six equals twelve. an adult’s car
• Instruct students to complete Section III of Six divided by three equals two.
Two times eight equals sixteen.
children’s clothing
adults’ clothing
Worksheet 5-01 in the Student Workbook to 10 Ten divided by five equals two.
Fifteen divided by five equals three.
10 a woman’s gloves
men’s gloves
Twenty divided by five equals four. women’s legs
practice math vocabulary. Direct students to Four times five equals twenty. a woman’s legs
bring math books from their math classes. Ask

them to write five problems from these books
in the target language. Encourage them to 28
share this information with math teachers.
Mathematics: Discuss with students how math I. Fill in the blank.
fits into the scheme of things in the real world. 1. One plus three equals ____________________________.
2. Eight minus two equals ____________________________.
two
one
Ask students if they have ever wondered when 3. Ten divided by five equals ____________________________. six
4. Two times six equals ____________________________. five
math is actually used on the job. If so, how is it 5. Six minus five is ____________________________. eight
used? What occupations require math courses as 6. Three plus four is ____________________________.
7. Four times ____________________________ equals twenty.
four
three
background information? What occupations do 8. Two times ____________________________ equals sixteen.

9. Fifteen divided by ____________________________ equals five.
eleven
twelve
not require math? List the student responses on 10. Six plus ____________________________ is seventeen. seven
the board. Have students name more specific

II. Match the word with its symbol.
jobs and ask questions pertaining to a particular ____11. minus a. =
occupation, such as, “How do veterinarians use ____12. equals b. +

____13. times c. –
math? How is math incorporated in the life of a ____14. plus d. / or ÷
e. ×
firefighter or police officer?” Make a list of at ____15. divided by
least 10 jobs on the board. Have students answer III. Write in English.
the following questions about the jobs in com- 16. 20 ________________________________________________________________________________________
plete sentences, and have students explain how 17. 4 + 5 = 9 __________________________________________________________________________________
math is used in these jobs. 18. 15 / 5 = 3 __________________________________________________________________________________
19. 12 – 7 = 5 __________________________________________________________________________________
a. What types of jobs have we identified 20. 2 × 8 = 16 __________________________________________________________________________________
within the class?

b.What level of education (on-the-job training,
vocational school, two-year college, four-
year college, etc.) do you think is required
ENGLISH Addition, Subtraction, Multiplication and Division
for each job?
c. Does the job require math? If so, where do
you think this would occur?
d.What type (level) of math do you think is
relevant to this type of job?
Language Arts: Ask students to write
mathematical sentences using the vocabulary.
108
Addition, Subtraction,
Addition, Subtraction, Multiplication and Division 5-01 Multiplication and Division
New Vocabulary
by
times
divided equals minus plus
Bodily-Kinesthetic: Direct students to use the
Usage: Arithmetic dice to write number sentences. Students will
To indicate addition of numbers, use plus or and.
To indicate the result of adding, use equals or is.
roll one die for single-digit number sentences
1 + 1 = 2 and two for double digits. Have students write
One plus one equals two.
One and one is two. number sentences in standard and word form.
3 + 4 = 7
Three plus four
Three plus four
equals seven.
is seven.
Logical-Mathematical: Instruct students to
While the numbers being added represent more than one item, the set of numbers write full-sentence math problems similar to the
being added together is considered to be just one set, and therefore the verbs
equals and is are singular. examples in the student book, without including
To indicate subtraction of one number from another, use minus. It means “take away.”
Again, the result is expressed by equals or is.
the answer. Encourage students to use two- and
8 – 2 = 6 three-digit numbers. Then, ask students to trade
Eight minus two equals six.
12 – 5 = 7 papers with each other to solve one another’s
Twelve minus five is seven.
To indicate multiplication of one number by another, use times.
mathematical problems. Have them write their
2 x 8 = 16 answers in word form.
4 x 5 = 20
Four times five is twenty.
To indicate division of one number by another, say divided by.
12 ÷ 2 = 6 • Instruct students to use a math book to
Twelve divided by two equals six.
10 ÷ 5 = 2 practice reading problems aloud.
Ten divided by five is two.
• With a partner, have students practice reading
45
and answering problems on flashcards with
addition, subtraction, multiplication, and
division facts.
Conversation:
I. Fill in the blank.
1. Three plus four equals . a. six b. seven c. eight d. one
• Have students ask each other mathematical
2. Eight plus two is . a. six b. four c. twelve d. ten questions using number sentences.
3. Twelve minus five equals . a. seventeen b. sixteen c. seven d. six
II. Yes or No?

1. Eight minus four is two.
Modifications:
2. Ten divided by five equals five. • Students can use manipulatives to count and
3. Two times six is twelve.
create number sentences.
4. 5.
4. The women are walking their dogs. 5. The boy is wearing his own shirt.
III. Form the possessive according to the model below:

Example: a woman, a hat a woman’s hat
1. a woman, a hand
2. men, gloves
3. he, father
4. she, socks
109
Unit 5, Lesson 2
5-01 Addition, Subtraction, Multiplication 5-02 Possessive Nouns and Pronouns
and Division
01 six 01 a boy
one the boy and his father
New Vocabulary twenty
nine
the boy and his dog
the boy’s dog without the boy
02 two 02 a blond-haired woman and her dog
adult’s child’s haired too five
eleven
a man and his dog
a dark-haired woman and her dog
eight a boy and his dog
adults’ children’s men’s women’s 03 three 03 The woman is walking her dog.
bucking clothing own four
seven
The boy is walking his dog.
Someone is walking three dogs.
ten The women are walking their dogs.
04 One plus one equals two. 04 The woman’s hat is black.
One plus two equals three. The man’s hard hat is white.
One plus three equals four. The woman’s horse is jumping.
Themes: One plus four equals five. The man’s horse is bucking.
05 Three plus four is seven. 05 The girl’s socks are white.
Possession Three plus five is eight.
Six minus two is four.
The girl’s shirt is white.
The man’s dog is small.
Six minus four is two. The man’s dog is reading.
06 Six plus five is eleven. 06 someone with her cat
Six plus six is twelve. someone with her horse
Materials: Four plus three equals seven.
Four plus five equals nine.
someone with his cat
someone with his horse
07 Eight minus two equals six. 07 The man is wearing his own shirt.
Short story Eight minus four equals four.
Seven minus three equals four.
This shirt is not the boy’s shirt. It is too big.
The man’s shirt is on the table.
Seven minus five equals two. This shirt is not the man’s shirt. It is too small.
08 Twelve minus five equals seven. 08 a woman’s hat
Pre-Lesson Activity: Twelve minus six equals six.
Twelve minus seven equals five.
Twelve minus eight equals four.
a man’s hat
a man’s hand
a woman’s hand
• Reinforce lesson vocabulary by asking students 09 Twelve divided by two equals six.
Two times six equals twelve.
09 a child’s car
an adult’s car
to describe articles of clothing and classroom Six divided by three equals two.
adults’ clothing
items that belong to peers or the teacher: for 10 Ten divided by five equals two.
Fifteen divided by five equals three.
10 a woman’s gloves
men’s gloves
Twenty divided by five equals four. women’s legs
example, the girl’s hat, the teacher’s pen. Four times five equals twenty. a woman’s legs
28
Language Arts: Read a short story aloud to the
class. Instruct the students to identify the main
character of the story. Ask students to make a
list of the character’s possessions. After that, Worksheet 5-02
ask students to use their list to analyze the I. Fill in the blank.
character and to write three sentences 1. The woman is walking her ____________________________. girl’s
2. The ____________________________ shirt is white. too

explaining what they believe these items tell 3. ____________________________ is walking three dogs. dog
about the character. 4. This shirt ____________________________ the boy’s shirt. It is too big. black
5. The woman’s horse is not jumping. It _____________________ standing. someone

Mathematics/Language Arts: Instruct students 6. The woman’s hat is ____________________________. is small
to divide a piece of paper in half and make a 7. The man is wearing ____________________________ shirt. his own
8. It is ____________________________ small. table

list of five people’s names on one side. Ask 9. The man’s dog ____________________________. is
students to walk around the room and ask each 10. The man’s box is on the ____________________________. is not
of the five people they listed to name one item II. Write a complete English sentence using one or more words from the list.
dark haired too children’s women’s
they would like to own and to briefly describe blond haired

own
child’s
adult’s
adults’
men’s
clothing
bucking
11. __________________________________________________________________________________________
the item. After this exercise, have students write 12. __________________________________________________________________________________________
sentences using the person’s name, the item 13. __________________________________________________________________________________________
they chose, and a description of the item: for 14. __________________________________________________________________________________________
example, Ginger’s boat is blue and fast. 15. __________________________________________________________________________________________
III. Describe each picture with a complete English sentence.

Jeff’s car is new and black.
16. 17. 18. 19. 20.

16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
Possessive Nouns and Pronouns ENGLISH
110
Possessive Nouns and Pronouns
Possessive Nouns and Pronouns 5-02
New Vocabulary
adult’s
clothing
adults’
haired
bucking
men’s
child’s
own
children’s
too
Intrapersonal: Instruct students to make a list
women’s of things they would like to own. The list should
Usage: Possession
Lesson 2-09 introduced the notion of possession and presented ways to express it
contain a description of the item and a reason
in English. Let’s practice them again and add a few clarifications. why they would like to have this particular item.
One way to indicate possession is to use a possessive pronoun: his, her, their or its.
a boy and his dog Naturalist: Ask the class to name 10 different
The woman is walking her dog.
The women are walking their dog. animals. Write the names of the animals on the
Another possessive construction is the use of an apostrophe plus s (’s) at the end
of a noun. board. Ask students to describe one aspect of
a man’s hat
The girl’s socks are white.
each animal. Using the notion of possession,
If the possessor is plural and already ends in s, add ’ after the plural s, and don’t ask students to provide sentences about the
add another s.
adults adults’ clothing
animals. Let them write their sentences on
Plurals that are formed by a change to the word and that do not add s show the board.
possession with ’s.
children children’s clothing
men men’s gloves
• Have students use items from the classroom
to practice saying sentences that show
possession.
• Instruct students to write sentences describing
the items they would like to own, using the
46
correct written form of possession.
Conversation:
The Rosetta Stone English I • Have students discuss the things they would
like to own, using the lists they created in
1. Three plus four equals . a. six b. seven c. eight d. one
earlier activities.
2. Eight plus two is . a. six b. four c. twelve d. ten
3. Twelve minus five equals . a. seventeen b. sixteen c. seven d. six

Modifications:
II. Yes or No?
1. Eight minus four is two.
• Students may draw the items they would
2. Ten divided by five equals five. like to own and create short sentences
3. Two times six is twelve.
describing them.
4. 5.
4. The women are walking their dogs. 5. The boy is wearing his own shirt.
III. Form the possessive according to the model below:

1. a woman, a hand
2. men, gloves
3. he, father
4. she, socks
111
Unit 5, Lesson 3
5-03 Present Progressive, Present Perfect 5-04 More Numbers
and Future with “Going To”
01 The girl is jumping. 01 seventeen
The girl is walking. twenty-seven
New Vocabulary The girl is riding.
thirty-seven
thirty-eight
02 The boy is going to jump. 02 forty-three
back flapping opened thrown The boy is going to fall.
The boy is going to eat.
thirty-four
sixty-three
The boy is going to ride. thirty-six
catch frisbee pick use 03 The woman has jumped. 03 seventy-eight
caught gone picked walked The woman has opened the drawer.
The woman has thrown the ball.
eighty-seven
ninety-five
The woman has gone to sleep. fifty-nine
climb hug pocket will 04 The man and the woman are going to hug. 04 one hundred and forty-five
The man and the woman are hugging. one hundred and fifty-four
done hugging ride wings This work was done by Picasso.
This work was not done by Picasso.
two hundred and seventy-eight
two hundred and eighty-seven
drawer its sleep work 05 The bird is swimming. 05 three hundred and twenty-five
The bird is flying. three hundred and fifty-two
The bird is walking. four hundred and twenty-five
The bird is flapping its wings, but it is not flying. four hundred and fifty-two
06 The dog is going to catch the frisbee. 06 five hundred and forty-nine
Themes: The dog has caught the frisbee.
The dog is going to pick up the hat.
five hundred and fifty-nine
six hundred and sixty-nine
The dog has picked up the hat. six hundred and ninety-six
Verb Tense 07 The horse has jumped. 07 seven hundred and thirty-four
The horse has thrown the cowboy off its back. seven hundred and forty-three
The horse has walked up. eight hundred and thirty-four
The horse has walked down. eight hundred and forty-three
Materials: 08 The children are going to jump off the table.

The children are jumping off the table.
08 nine hundred and twenty-six
nine hundred and sixty-two
The children have jumped off the table. one thousand and eighty-seven
Construction paper The children are walking around the table. one thousand and seventy-eight
09 The man in the white shirt is going to climb 09 one thousand eight hundred and fifty-seven
Colored pencils the wall.
The man in the white shirt is climbing the wall.
two thousand eight hundred and fifty-seven
one thousand eight hundred and seventy-five
The camel will open its mouth. two thousand eight hundred and seventy-five
Newspaper The camel has opened its mouth.
10 three thousand one hundred and twenty-five
10 The man is going to use the mobile phone. He is seven thousand one hundred and twenty-five
taking it out of his pocket. nine thousand one hundred and twenty-five
The man is using the mobile phone. ten thousand one hundred and twenty-five
Pre-Lesson Activities: The man is holding the mobile phone, but he is
not using it.
The man is using a red phone.
• Ask students to discuss something that
happened to them in the past. Encourage 29
students to discuss how that event has

influenced them.
• Remind students about the Word Journal they Worksheet 5-03
began in Lesson 4-04. Provide time for
students to add words and phrases to their 1. The man is going to _________________________ the mobile phone. airplane
2. The dog is ____________________________ catch the frisbee. thrown

journal using computer lessons and resource 3. The ____________________________ is flying. flapping
materials as needed. After students finish their 4. The children are going to _________________________ off the table. opened
5. The woman has ____________________________ the ball. use

entries, direct them to write a five-sentence 6. The woman has ____________________________ to sleep. climbing
adventure and read the final product to a peer. 7. The bird is ____________________________ its wings. going to
8. The camel has ____________________________ its mouth. hat
9. The dog has picked up the ____________________________. jump
Content Integration: 10. The man in the white shirt is ___________________________ the wall.
II. Write a complete English sentence using one or more words from the list.
gone
Social Studies: As a class, ask students to ride

drawer
thrown
gone
hug
hugging
work
flapping
wings
catch
frisbee
pick
opened sleep done its caught picked
describe how events from the past influence 11. __________________________________________________________________________________________
present and possibly future decisions. Possible 12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
topics: elections, school board decisions, and 14. __________________________________________________________________________________________
college. 15. __________________________________________________________________________________________
Science: Direct students to divide a piece of III. Describe each picture with a complete English sentence.
paper into three equal sections, labeling each

Past, Present, and Future. Ask students to draw
a picture of an invention that has evolved over 16. 17. 18. 19. 20.
16. __________________________________________________________________________________________
time, and to consider what they think it will 17. __________________________________________________________________________________________
look like in the future. For example, a student 18. __________________________________________________________________________________________
might draw a picture of an early telephone for 19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
“Past,” a cell phone for “Present,” and an ultra- ENGLISH Present Progressive, Present Perfect and Future with “Going To”
modern invention for “Future.”
112
Present Progressive, Present Perfect,
Present Progressive, Present Perfect and Future with “Going To” 5-03 and Future with “going to”
New Vocabulary
back
drawer
catch
flapping
caught
frisbee
climb
gone
done
hug
Intrapersonal: Direct students to divide a piece
hugging
pocket
its
ride
opened
sleep
pick
thrown
picked
use
of paper into three columns, labeling the columns
walked will wings work past, present, and future. Tell students to make
Grammar: Verb Tenses (Review)
This lesson reviews the tenses that were introduced in Lesson 2-10 and enlarges
lists of things they have done, are doing, or
on them. would like to do in the future.
Present progressive is used to indicate something that is happening right now.
It uses a to be verb and a present participle. Logical-Mathematical: Instruct students to
The bird is flying. create a word search for another student using
The children are walking around the table.
Present perfect is used to indicate something that happened previously and whose the lesson vocabulary words.
completed state is true up to the present. It is a two-part verb that uses have or
has as a helping verb with a past participle.
The dog has picked up the hat.
The horse has thrown the cowboy off its back.
The children have jumped off the table.
The future tense indicates something that has not yet happened but will. A common
• Write a verb on the board. Then, have each
future construction uses a form of to be plus going plus an infinitive (to plus a verb). student write a sentence using the verb in its
The boy is going to fall.
The man is going to use the mobile phone. past, present, and future tenses. Repeat the
The children are going to jump off the table.
activity several times using different verbs and
encourage students to share their sentences with
the class.
• Read an article aloud to the class and ask
students to determine if the event happened
47
in the past or present, or if it will occur in
the future.

Conversation:
• Have students share their lists that describe
I. Change the words in italics from present progressive to present perfect.
1. The girl is walking. a. was walking b. has walked c. is going to walk
what they want to do in the future.
2. The boy is throwing the ball. a. was going to throw b. is going to throw c. has thrown
3. The woman is going to sleep. a. has gone b. is gone c. was gone

Modifications:
II. Change the words in italics from present progressive to future.
• Allow students to work in small groups to
1. The cowboy is riding. a. is going to ride b. has ridden c. was riding

create a poster illustrating how an invention
3. The bird is flying. a. has flown b. is going to fly c. was flying has developed over the years.
III. Write the number that comes immediately after the given number. • Provide graph paper for students to use when
Example: sixty-three sixty-four they are creating their word searches.
1. fifty-nine
2. one hundred and forty-nine
3. eight hundred and thirty-four
4. nine hundred ninety-nine
5. two thousand eight hundred and seventy-four
6. ten thousand one hundred and twenty-five
113
Unit 5, Lesson 4
5-03 Present Progressive, Present Perfect 5-04 More Numbers
01 The girl is jumping. 01 seventeen
The girl is walking. twenty-seven
New Vocabulary The girl is riding.
thirty-seven
thirty-eight
02 The boy is going to jump. 02 forty-three
twenty-five forty-three sixty-three The boy is going to fall.
The boy is going to eat.
thirty-four
sixty-three
The boy is going to ride. thirty-six
twenty-six forty-seven sixty-nine 03 The woman has jumped. 03 seventy-eight
twenty-seven forty-nine seventy-eight The woman has opened the drawer.
eighty-seven
ninety-five
The woman has gone to sleep. fifty-nine
thirty-four fifty-four eighty-seven 04 The man and the woman are going to hug. 04 one hundred and forty-five
The man and the woman are hugging. one hundred and fifty-four
thirty-six fifty-seven ninety-six This work was done by Picasso.
This work was not done by Picasso.
two hundred and seventy-eight
two hundred and eighty-seven
thirty-seven fifty-nine thousand 05 The bird is swimming. 05 three hundred and twenty-five
The bird is flying. three hundred and fifty-two
thirty-eight sixty-two The bird is walking.
The bird is flapping its wings, but it is not flying.
four hundred and twenty-five
four hundred and fifty-two
06 The dog is going to catch the frisbee. 06 five hundred and forty-nine
The dog has caught the frisbee. five hundred and fifty-nine
The dog is going to pick up the hat. six hundred and sixty-nine
Themes: The dog has picked up the hat. six hundred and ninety-six
07 The horse has jumped. 07 seven hundred and thirty-four

Numbers The horse has thrown the cowboy off its back.
The horse has walked up.
seven hundred and forty-three
eight hundred and thirty-four
The horse has walked down. eight hundred and forty-three
08 The children are going to jump off the table. 08 nine hundred and twenty-six
The children are jumping off the table. nine hundred and sixty-two
Materials: The children have jumped off the table.
The children are walking around the table.
one thousand and eighty-seven
one thousand and seventy-eight
Paper 09 The man in the white shirt is going to climb

the wall.
09 one thousand eight hundred and fifty-seven
two thousand eight hundred and fifty-seven
The man in the white shirt is climbing the wall. one thousand eight hundred and seventy-five
The camel will open its mouth. two thousand eight hundred and seventy-five
The camel has opened its mouth.
10 three thousand one hundred and twenty-five
Pre-Lesson Activity: 10 The man is going to use the mobile phone. He is
taking it out of his pocket.
seven thousand one hundred and twenty-five
nine thousand one hundred and twenty-five
The man is using the mobile phone. ten thousand one hundred and twenty-five
• Ask students to bring the following to class: The man is holding the mobile phone, but he is
not using it.
The man is using a red phone.
textbooks, homework, worksheets, or quizzes
from math or science class. Have students 29
practice number vocabulary from Lesson 5-04
by writing 20 terms from the materials listed
above.
Worksheet 5-04
Content Integration: I. Write the numbers in English.

1. 16 __________________________________________________________________________________
Mathematics: Write the lesson vocabulary 2. 38 ____________________________________________________________________________________
words on the board. Ask the class specific 3. 43 ____________________________________________________________________________________
questions that have to be answered by one of 4. 154 ____________________________________________________________________________________
the lesson vocabulary words. 5. 352 ____________________________________________________________________________________
6. 425 ____________________________________________________________________________________
Example: “Which numbers have a square root? 7. 696 ____________________________________________________________________________________
Which numbers are divisible by two? By three?” 8. 281 ____________________________________________________________________________________
9. 926 ____________________________________________________________________________________
Science: Write five numbers from the vocabulary
10. 1,078 __________________________________________________________________________________
lesson on the board. Ask students to copy the 11. 2,857 __________________________________________________________________________________
number words on a piece of paper and to think 12. 1,875 __________________________________________________________________________________
of classroom items that would logically fit into 13. 3,123 __________________________________________________________________________________
that number category. Instruct students to create 14. 7,154 __________________________________________________________________________________
sentences from their observations. 15. 9,239 ____________________________________________________________________________________
16. 59 ____________________________________________________________________________________
For example: 17. 549 ____________________________________________________________________________________
Number: thirty-four 18. 734 ____________________________________________________________________________________
19. 1,087 ____________________________________________________________________________________

Classroom item: paper clips on the desk 20. 10,125 ____________________________________________________________________________________
Sentence: Ms. Jones has thirty-four paper clips
on her desk.
More Numbers ENGLISH
114
More Numbers
More Numbers 5-04
New Vocabulary
twenty-five
twenty-six
thirty-six
thirty-seven
forty-seven
forty-nine
fifty-nine
sixty-two
seventy-eight
eighty-seven
twenty-seven
thirty-four
thirty-eight
forty-three
fifty-four
fifty-seven
sixty-three
sixty-nine
ninety-six
thousand
poem about numbers.
Usage: Numbers Interpersonal: Invite students to present their
Numbers above twenty are hyphenated:
twenty-one
word poems to the class.
forty-three
eighty-seven
Numbers of hundreds and thousands are not: Post-Lesson Activities:
two hundred
nine thousand • Instruct students to create a number line.
Numbers are stated beginning with the largest unit (e.g. thousands) and ending with
the lowest unit. Have them use it to count by multiples of
three thousand one hundred and twenty-five two, three, and five.
Some languages write such numbers as one word. English separates each word
with a space.
Note the spelling of “forty;” the u in four is dropped.
• Direct students to write the lesson vocabulary
words in numeral and word form.
Conversation:
• Have students discuss the ages of their older
family members, using some of the new
vocabulary number words.
48
Modifications:
• Use cards and/or pictures as extra prompts
and reinforcements while working with
students.
Quiz Unit 5 Lessons 3 and 4 • Invite students to use a calculator.
I. Change the words in italics from present progressive to present perfect.
• Display the written and standard form of
1. The girl is walking. a. was walking b. has walked c. is going to walk
2. The boy is throwing the ball. a. was going to throw b. is going to throw c. has thrown
numbers in the classroom.
3. The woman is going to sleep. a. has gone b. is gone c. was gone
II. Change the words in italics from present progressive to future.
1. The cowboy is riding. a. is going to ride b. has ridden c. was riding
3. The bird is flying. a. has flown b. is going to fly c. was flying
III. Write the number that comes immediately after the given number.
Example: sixty-three sixty-four
1. fifty-nine
2. one hundred and forty-nine
3. eight hundred and thirty-four
4. nine hundred ninety-nine
5. two thousand eight hundred and seventy-four
6. ten thousand one hundred and twenty-five
115
Unit 5, Lesson 5
5-05 Direct and Indirect Objects 5-06 Hot and Cold
01 The man is pushing the bicycle. 01 fire

The man is pushing the cart. the sun
New Vocabulary The woman is pushing the boxes.
The men are pushing the mat.
snow
ice
02 The man is pulling the cart. 02 Fire is hot.
cart gave glass medicine The pony is pulling the cart.
They are pulling the mat.
The sun is hot.
Snow is cold.
They are pushing the mat. Ice is cold.
from giving mat pushing 03 He is pulling the cart. 03 a tree and purple flowers
He is pushing the cart. a candle
They are pushing the mat. Snow is covering the trees.
They are pulling the mat. Snow is covering the mountains.
04 The man is fixing the bike. 04 Fire is burning the trees.
Themes: The man is riding the bike.
The woman is walking her dog.
Fire is burning the candle.
The sun is behind the tree.
The woman is playing with her dog. The sun is behind the clouds.
Activities 05 The girl is wearing a hat. 05 The fire is making black smoke.
The girl is holding the hat. The fire is making white smoke.
The man is holding the glass of water. He is not The small stove makes a blue fire.
drinking. The match makes a yellow fire.
Materials: 06
The man is drinking the glass of water.
The woman is climbing the stairs.
06 It is hot in the summer.
It is cold in the winter.
The woman is pushing the boxes. The bread is hot.
Paper The man is carrying the child.
The man is pushing the cart.
The bread is not hot.
07 It is cold and these people are wearing hats and

Biographies of people in the field of medicine 07 The woman is giving the boy money.
The man is giving the woman medicine.
scarves.
It is hot and these people are sitting in the sun.
The woman is giving the boy the guitar. People play in the water when it is hot.
The man is giving the girl the guitar. People play in the snow when it is cold.
Pre-Lesson Activity: 08 The boy is taking money from the woman.

The boy is taking the guitar from the woman.
The girl is taking the guitar from the man.
08 a hot day
a cold day
cold food
The woman is getting medicine from the man. hot food
• Direct students to complete Sections I and III 09 The girl is taking a plate. 09 It is hot.
of Worksheet 5-05 in the Student Workbook, Someone is giving the man a plate of food.
Someone is giving the woman a plate of food.
It is cold.
a cold drink
The man is giving the guitar to the girl. a hot drink
to reinforce vocabulary and provide writing 10 The woman is giving money to the boy. 10 He is hot.
Someone is giving something to the woman. He is cold.
practice. Ask students to find a partner; have The man is taking a glass of milk.
The man gave a glass of milk to the woman.
The sun is shining on the woman.
The sun is shining on the grass.
each pair check answers and read worksheet
sentences to one another.
30
Science: Ask students to identify types of forces.
List the answers on the board or a large sheet of Worksheet 5-05
paper. Ask students to describe what can cause I. Fill in the blank.
an object in motion to change direction or stop 1. The woman is giving the boy ____________________________. from
2. The woman is giving money ____________________________. with her dog

moving. 3. The man is giving ____________________________ medicine. of water
4. The woman is getting medicine ____________________________ the man. taking

Language Arts: Ask students to think of a time 5. The woman is playing ____________________________. to the boy
when they have had to take medicine or a time 6. The woman is climbing ____________________________. hat
7. The man is drinking the glass ____________________________. money

when they have been sick. Instruct students to 8. The girl is wearing a ____________________________. the woman
write at least 10 sentences incorporating as 9. The girl is ____________________________ a plate. gave
10. The man ____________________________ a glass of milk to the woman. the stairs
many vocabulary words as possible into their
sentences. Ask students to underline the direct pushing mat giving from
cart glass medicine gave
object once and the indirect object twice. 11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15 __________________________________________________________________________________________
15.
16. 17. 18. 19. 20.

16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH Direct and Indirect Objects
116
Direct and Indirect Objects
Direct and Indirect Objects 5-05
New Vocabulary
cart
mat
from
medicine
gave
pushing
giving glass
Interpersonal: Instruct students to make a list
Grammar: Objects of chores that need to be done around the house.
Earlier we discussed objects of prepositions. In this lesson we talk about objects
of verbs.
Classify chores by the person who performs
A direct object is the person or thing that receives the action of a verb. It tells you each task. Identify why each person is
whom or what.
The man is pushing the bicycle. (What is he pushing? The bicycle.) responsible for a particular activity.
The pony is pulling the cart. (What is the pony pulling? The cart.)
The boy is taking money from the woman. (What is he taking? Money.) Verbal-Linguistic: Research a famous person in
Recognizing an indirect object is not so easy. It is called “indirect” because it might
appear that it is a direct object of the verb, but logically we know it cannot be. Look the medical profession and list his/her
at the following example.
accomplishments on the chalkboard. Ask
At first glance it appears that the man is giving the woman (as a direct object). students to write a summary based on this
But the man is giving medicine to the woman. What is really the direct object?
Medicine. So we call the woman an indirect object. information. Invite students to share finished
The recipient of the medicine becomes very clear if we put woman in a
prepositional phrase: products with the class.
The man is giving medicine to the woman.
But constructions with indirect objects are very common in English and do not
result in confusion. Practice the following sentences. Post-Lesson Activities:
The woman is giving the boy money.
The man is giving the girl the guitar. • Discuss direct and indirect objects. Using the
Someone is giving the man a plate of food.
Which words are direct objects and which are indirect objects in these sentences?
sentences from the curriculum text, ask students
to identify the direct and indirect objects.
• Have each student write at least three sentences
with a direct object and three sentences with
49
an indirect object. Ask students to share their
sentences with the class and to identify the
direct and indirect objects.
Conversation:
1. push a. give
• Working in pairs, ask students to use the
2. hot b. pull curriculum text to create sentences using
3. take c. cold indirect and direct objects. Have students
II. Fill in the blank with the word or words that best describe the photograph. practice asking each other questions, with
one student reading the question and the
other student identifying the direct and
1. 2. 3. indirect objects.
Modifications:
5. 6.
1. The man is
4.
. a. pushing the boxes b. pulling the bicycle
• Invite students to share their work with a peer
c. pulling the boxes d. pushing the bicycle
2. The man is . a. pushing the cart b. pushing the mat

from another class.
c. pulling the mat d. pulling the cart
3. The woman is a. giving b. fixing c. holding d. wearing

the boy the guitar.
4. The girl is a plate. a. giving b. pushing c. climbing d. taking
5. The is making black a. sun, fire b. fire, snow b. sun, snow d. fire, smoke
.
6. The is behind the clouds. a. fire b. snow c. sun d. ice
III. Yes or No?

1. Fire is cold.
2. The sun is hot.
3. Ice is hot.

1. Write 4 x 8 = 32 in word form.
2. Write a sentence that shows ownership.
3. Write a sentence about an event that happened in the past.
4. Write the following numbers in word form: 36, 54, 78, and 96.
117
Unit 5, Lesson 6
5-05 Direct and Indirect Objects 5-06 Hot and Cold
01 The man is pushing the bicycle. 01 fire

The man is pushing the cart. the sun
New Vocabulary The woman is pushing the boxes.
The men are pushing the mat.
snow
ice
02 The man is pulling the cart. 02 Fire is hot.
burning making stove The pony is pulling the cart.
They are pulling the mat.
The sun is hot.
Snow is cold.
They are pushing the mat. Ice is cold.
candle match summer 03 He is pulling the cart. 03 a tree and purple flowers
clouds mountains sun He is pushing the cart.
They are pushing the mat.
a candle
Snow is covering the trees.
They are pulling the mat. Snow is covering the mountains.
day play trees 04 The man is fixing the bike. 04 Fire is burning the trees.
The man is riding the bike. Fire is burning the candle.
fire scarves when The woman is walking her dog.
The woman is playing with her dog.
The sun is behind the tree.
The sun is behind the clouds.
ice shining winter 05 The girl is wearing a hat. 05 The fire is making black smoke.
The girl is holding the hat. The fire is making white smoke.
makes smoke The man is holding the glass of water. He is not
drinking.
The small stove makes a blue fire.
The match makes a yellow fire.
The man is drinking the glass of water.
06 It is hot in the summer.
06 The woman is climbing the stairs. It is cold in the winter.
The woman is pushing the boxes. The bread is hot.
The man is carrying the child. The bread is not hot.
Themes: The man is pushing the cart.
07 It is cold and these people are wearing hats and
07 The woman is giving the boy money. scarves.
Temperature The man is giving the woman medicine.
The woman is giving the boy the guitar.
It is hot and these people are sitting in the sun.
People play in the water when it is hot.
The man is giving the girl the guitar. People play in the snow when it is cold.
08 The boy is taking money from the woman. 08 a hot day
The boy is taking the guitar from the woman. a cold day
Materials: The girl is taking the guitar from the man.
The woman is getting medicine from the man.
cold food
hot food
Art prints 09 The girl is taking a plate.

Someone is giving the man a plate of food.
09 It is hot.
It is cold.
Someone is giving the woman a plate of food. a cold drink
Crayons or paint The man is giving the guitar to the girl. a hot drink
10 The woman is giving money to the boy. 10 He is hot.
Color wheel Someone is giving something to the woman.
The man is taking a glass of milk.
He is cold.
The sun is shining on the woman.
The man gave a glass of milk to the woman. The sun is shining on the grass.
Thermometer
• Reinforce temperature and season vocabulary

by helping students brainstorm sentences for
a class weather report. Invite students to take
Worksheet 5-06
turns role-playing news correspondents as they
read from the “script” on the board. 1. The sun is ____________________________ on the woman. it is hot
2. Snow ____________________________ the mountains. the summer
3. The match ____________________________ a yellow fire. sun

Content Integration: 4. People play in the water when ____________________________. is covering
Science: Have students research the temperature 5. People play in the snow when ____________________________. ice
6. The sun is ____________________________ the clouds. shining

extremes on each continent. Have students 7. The ____________________________ is hot. smoke
create a chart showing their findings. 8. ____________________________ is cold. behind
9. The fire is making black ____________________________. it is cold
Mathematics: From the research over temperature 10. It is hot in ____________________________. makes
extremes, have students convert the temperatures II. Write a complete English sentence using one or more words from the list.
fire candle burning making match scarves day
sun trees clouds makes summer play shining
into both Fahrenheit and Celsius degrees. Have ice mountains smoke stove winter when
11. __________________________________________________________________________________________
students list their findings and add to the chart 12. __________________________________________________________________________________________
they made previously. 13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15 __________________________________________________________________________________________
16. 17. 18. 19. 20.

16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
Hot and Cold ENGLISH
118
Hot and Cold
Hot and Cold 5-06
New Vocabulary
burning
ice
candle
makes
clouds
making
day
match
fire
mountains
Intrapersonal: Using a color wheel, identify
play
summer
scarves
sun
shining
trees
smoke
when
stove
winter
and discuss warm and cool colors. Use art prints
Grammar: “It” as an Indefinite Pronoun Subject to identify the feelings associated with each
To refer to the temperature of the day or to the weather generally we say in English,
“It is hot,” or “It is cold.” The pronoun it may be puzzling. What does it refer to? We
print. Have each student draw a picture using
sometimes call it when used this way an indefinite pronoun subject. It has a general
reference to the day or to the weather, but to no specific antecedent.
either warm or cool colors.
It is hot in the summer.
It is cold in the winter. Visual-Spatial: As a class, keep track of the
People play in the water when it is hot.
People play in the snow when it is cold.
outside temperature for a two-week period.
Create a graph to display the data. Also keep
track of the outside temperature in another part
of the world and create a graph for this data.
Compare the temperature data for the two
areas. Display the findings in the classroom.
• Instruct students to divide a piece of paper
into two equal sections. Have students label
one section Cold and one Hot. Ask students to
brainstorm a list of activities they can do in
50 the cold and activities they can do in the heat.
• Instruct students to divide a piece of paper
into two equal sections. Have students label
The Rosetta Stone English I one section Things that are cold and the other
Things that are hot. Ask students to brain-
storm and list objects that would go in each
1. push a. give
2. hot b. pull
section.
3. take c. cold
II. Fill in the blank with the word or words that best describe the photograph. Conversation:
• Have students use lesson vocabulary
words to discuss the current condition of
1. 2. 3.
the weather.
Modifications:
4. 5. 6.
1. The man is . a. pushing the boxes
c. pulling the boxes
b. pulling the bicycle
d. pushing the bicycle
• Allow students to use a Venn diagram for the
2. The man is . a. pushing the cart
c. pulling the mat
b. pushing the mat
d. pulling the cart
activities for cold and hot. Use the section
3. The woman is
the boy the guitar.
a. giving b. fixing c. holding d. wearing where the two circles overlap to write activities
4. The girl is a plate. a. giving b. pushing c. climbing d. taking that can be done in both the cold and hot
5. The is making black
.
a. sun, fire b. fire, snow b. sun, snow d. fire, smoke
temperatures.
6. The is behind the clouds. a. fire b. snow c. sun d. ice
III. Yes or No?

1. Fire is cold.
2. The sun is hot.
3. Ice is hot.
119
Unit 5, Lesson 7
5-07 Kinds of Things 5-08 Furniture, Clothing and Instruments
01 A flower is a kind of plant. 01 A table is a piece of furniture.

Grass is a kind of plant. A chair is a piece of furniture.
New Vocabulary Trees are a kind of plant.
Bushes and flowers are kinds of plants.
A bed is a piece of furniture.
A sofa is a piece of furniture.
02 two kinds of flowers 02 A table and chairs are furniture.
bushes cream ducks kinds one kind of flower
several kinds of fruit
A desk and chair are furniture.
A bed is a piece of furniture to sleep on.
one kind of fruit A sofa is furniture to sit on.
cattle duck kind plants 03 Grapes are a kind of fruit. 03 Tables are furniture.
Bananas are a kind of fruit. Chairs are furniture.
Apples are a kind of fruit. A bench is a piece of furniture to sit on.
Pears are a kind of fruit. A dresser is a piece of furniture that holds
clothes.
04 Dogs are a kind of animal.
Themes: Cats are a kind of animal.
Sheep are a kind of animal.
04 A dress is a piece of clothing.
A jacket is a piece of clothing.
Ducks are a kind of animal. A shirt and tie are clothing.
Plants, Food, and Animals 05 two kinds of ducks
one kind of duck 05 The clown is getting dressed.

two kinds of dogs The clown is dressed.
one kind of dog The woman is getting dressed.
Materials: 06 Meat is a kind of food.
Fruit is a kind of food. 06
The woman is dressed.
These people are dressed in formal clothing.
Bread is a kind of food. These people are dressed as cowboys.
Construction paper Ice cream is a kind of food. These people are dressed for swimming.
These people are dressed as clowns.
07 Grapes are food.
Bananas are food. 07 The man is playing music on the piano, while
Apples are food. holding a saxophone.
Pears are food.
two kinds of animals
Guitars are musical instruments.
Violins are musical instruments.
Flutes are musical instruments.
one kind of animal
• Review lesson vocabulary by drawing three one kind of plant
several kinds of plants
08 Someone is playing an electric bass guitar.
Someone is playing a flute.
columns on the board with these headings: 09 Dogs are animals.
Someone is playing an electric piano.
Someone is playing drums.
Flowers are plants.
Plants, Animals, and Food. Ask students to Horses and cattle are animals.
Ducks are animals.
09 The man with the flute is playing and the
drummer is listening.
The man is holding two guitars.
generate lists for these categories using current 10 many kinds of food
many kinds of plants
Someone is playing a guitar.
Children are playing the piano.
a plant and an animal
and previously learned terms. Provide number two kinds of animals 10 pieces of furniture
clothing
practice by having students count the words musical instruments
one piece of furniture
in each column. Offer pronunciation practice

with choral readings of the completed lists. 31
Science: Write the following headings on the Worksheet 5-07
board: Plants, Food, and Animals. As a class, I. Fill in the blank.

list the objects that fit in each category. Using 1. Trees are a kind of ____________________________. apples
the lists, have students further break down the 2. Bread is a kind of ____________________________.
3. Sheep are a kind of ____________________________.

animal
a flower
objects into more specific categorizations; for 4. Horses and cats are ____________________________. ducks
example, food could be divided into sub-groups 5. ____________________________ are animals.
6. ____________________________ are a kind of fruit.

plant
cheese
meat, fruit, and vegetables. 7. ____________________________ is a kind of plant. food
8. ____________________________ is a kind of food. is a kind of plant

Social Studies: Discuss the roles the government 9. Bushes and flowers ____________________________. animals
has in regulating plants, food, and animals. 10. Grass ____________________________. are kinds of plants
kind duck ice cream
kinds ducks cattle
plants bushes
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15 __________________________________________________________________________________________
16. 17. 18. 19. 20.

16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH Kinds of Things
120
Kinds of Things
Kinds of Things 5-07
New Vocabulary
bushes
kind
cattle
kinds
cream
plants
duck ducks
Musical-Rhythmic: Ask students to revise the
Usage: Kinds of Things song “Old MacDonald” to include different
Learning vocabulary words in groups will help you remember them. We understand
the world around us by categorizing and grouping things according to kinds or
types of plants, food, and animals.
types such as plants, animals, flowers, etc. Each item within a group may be called
“a kind of” its group. Intrapersonal: Instruct students to make a list
Be sure to match singular constructions with single items and plural constructions
with more than one item. of their favorite plants, food, and animals. Have
one kind of flower
A flower is a kind of plant.
students write a paragraph explaining why these
two kinds of dogs
several kinds of plants
items are their favorites.
one kind of dog
Some categories are named with non-count nouns, like food and fruit. They remain
singular. Post-Lesson Activity:
Grapes are fruit, but dogs are animals.
Bananas are food, and flowers are plants. • Instruct students to plan a meal using items
Why is fruit not plural if animals is? The answer lies in whether you refer to a non-
count group, like fruit or food, or to a countable group, like animals or plants. from all of the basic food groups.
Conversation:
• Have students use the meal plan they created
from the previous activity. Ask students to
discuss the foods and beverages they included
in their meals.
51
Modifications:
• Encourage students to make their own lists on
a large piece of construction paper. Pictures
may also be added, drawn, or cut out from
magazines.
1. 2. 3.
1. Tables are . a. clothing b. musical instruments c. furniture d. food
2. Someone is playing . a. clothing b. a musical instrument c. furniture d. food
3. A shirt and tie are . a. clothing b. musical instruments c. furniture d. food
II. Yes or No?

1. A flower is a kind of plant. 6. Cats are a kind of animal.
2. Ducks are a kind of fruit. 7. Tomatoes are a kind of food.
3. Trees are a kind of animal. 8. Guitars are musical instruments.
4. Bread is a kind of food. 9. A jacket is a piece of furniture.
5. Apples are a kind of fruit.
121
Unit 5, Lesson 8
5-07 Kinds of Things 5-08 Furniture, Clothing and Instruments
01 A flower is a kind of plant. 01 A table is a piece of furniture.

Grass is a kind of plant. A chair is a piece of furniture.
New Vocabulary Trees are a kind of plant.
Bushes and flowers are kinds of plants.
A bed is a piece of furniture.
A sofa is a piece of furniture.
02 two kinds of flowers 02 A table and chairs are furniture.
bass drums music one kind of flower
several kinds of fruit
A desk and chair are furniture.
A bed is a piece of furniture to sleep on.
one kind of fruit A sofa is furniture to sit on.
bed flute musical 03 Grapes are a kind of fruit. 03 Tables are furniture.
bench flutes piece Bananas are a kind of fruit.
Apples are a kind of fruit.
Chairs are furniture.
A bench is a piece of furniture to sit on.
Pears are a kind of fruit. A dresser is a piece of furniture that holds
clothes formal pieces 04 Dogs are a kind of animal.
clothes.
Cats are a kind of animal. 04 A dress is a piece of clothing.
clowns furniture saxophone Sheep are a kind of animal.
Ducks are a kind of animal.
A shirt and tie are clothing.
desk guitars sit 05 two kinds of ducks
one kind of duck 05 The clown is getting dressed.

dressed holds tie two kinds of dogs
one kind of dog
The clown is dressed.
The woman is getting dressed.
dresser instruments violins 06 Meat is a kind of food.
Fruit is a kind of food. 06 These people are dressed in formal clothing.
Bread is a kind of food. These people are dressed as cowboys.
drummer jacket Ice cream is a kind of food. These people are dressed for swimming.
These people are dressed as clowns.
07 Grapes are food.
Bananas are food. 07 The man is playing music on the piano, while
Apples are food. holding a saxophone.
Pears are food. Guitars are musical instruments.
Themes: 08 two kinds of animals
one kind of animal
Flutes are musical instruments.
one kind of plant 08 Someone is playing an electric bass guitar.

Furniture, Clothing, and Instruments several kinds of plants Someone is playing a flute.
Someone is playing an electric piano.
09 Dogs are animals. Someone is playing drums.
Flowers are plants.
Horses and cattle are animals. 09 The man with the flute is playing and the
Materials: 10
Ducks are animals.
many kinds of food
drummer is listening.
The man is holding two guitars.
Someone is playing a guitar.
many kinds of plants Children are playing the piano.
Music played with various types of instruments a plant and an animal
two kinds of animals 10 pieces of furniture
clothing
Furniture catalogs musical instruments
one piece of furniture
• Reinforce current and previous vocabulary

by instructing students to write a short story
(five to eight sentences) about a party in
Worksheet 5-08
someone’s home. Challenge students to be
as creative as possible with food, clothing, 1. A chair is a piece of ____________________________. musical instruments
furniture, and musical instrument vocabulary. 2. A jacket is a piece of ____________________________. dress
3. Guitars are ____________________________. electric piano

Invite each student to present to the class. 4. A ____________________________ is a piece of furniture to sit on. clothing
5. A ____________________________ is a piece of clothing. tables
6. ____________________________ are musical instruments. furniture

Content Integration: 7. A ____________________________ is a piece of furniture to sleep on. getting dressed
Social Studies: Ask students to describe their 8. Someone is playing an ____________________________. bed
9. The clown is ____________________________. sofa

favorite types of music. Make a list of student 10. ____________________________ are furniture. flutes
responses on the board. After talking about their II. Write a complete English sentence using one or more words from the list.
furniture bed bench holds dressed musical violins bass
favorite types of music, ask students to name piece
pieces
desk
sit
clothes
dresser
jacket
tie
formal
music
instruments
saxophone
flute
flutes
drums
drummer
the musical instruments that are used in their 11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
favorite types of music. Explain to the students 13. __________________________________________________________________________________________
that there are a variety of musical instruments 14. __________________________________________________________________________________________
and that music represents different cultures and 15 __________________________________________________________________________________________
environments throughout the world. Ask students III. Describe each picture with a complete English sentence.
to name any instruments they can think of from

other cultures. Have students research two
16. 17. 18. 19. 20.
instruments from their native culture and two 16. __________________________________________________________________________________________
instruments from another culture. These 17. __________________________________________________________________________________________
instruments should be somewhat similar to the 18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
instruments they chose from their own culture. 20. __________________________________________________________________________________________
Have students explain the similarities and Furniture, Clothing and Instruments ENGLISH
differences of the two instruments and background

information about each instrument.
(continued)
122
Furniture, Clothing, and
Furniture, Clothing and Instruments 5-08 Instruments
New Vocabulary
bass
desk
bed
dressed
bench
dresser
clothes
drummer
clowns
drums
Language Arts: Ask students to list five different
flute
holds
flutes
instruments
formal
jacket
furniture
music
guitars
musical
countries they would like to visit and in what
piece
violins
pieces saxophone sit tie season they would like to visit. Have students
Usage research the different types of weather they
Like Lesson 5-07, this one uses vocabulary that pertains to certain groups and
categories. The categories used here are furniture, clothing and musical
would experience on their travels to these other
instruments. countries. Have students make a list of 10 items
While one could just as well say, “A bench is a kind of furniture,” or “A jacket is
a kind of clothing,” it is customary to refer to singular items belonging to these of clothing they would need during their
categories as a piece.
A chair is a piece of furniture.
travels. Have students write a few paragraphs
using the sentences they have already written.
If the items are plural, “a piece of” is dropped.
A table and chairs are furniture.
Tables are furniture.
A shirt and tie are clothing.
Interestingly, a dress is a piece of clothing, while the verb for putting on clothing Musical-Rhythmic: Invite students to bring
is to dress.
The woman is wearing a red dress. instruments and play them for the class.
The clown is getting dressed.
The woman is dressed in white. Bodily-Kinesthetic: Use the furniture catalogs
One cannot say, “A guitar is a piece of musical instrument,” but one may say,
“A guitar is a kind of musical instrument.” to identify pieces of furniture. Instruct students
Guitars are musical instruments.
to cut out and glue the pictures of furniture on
What makes the difference? Furniture and clothing are non-count nouns, or a piece of paper and label each item.
collective singulars, whereas instruments is a count noun. That is the difference.
52
• Listen to music and identify what type of
instrument is being played.
Conversation:
• Have students discuss their favorite types of
music, or if they have ever played an
instrument. Students may also discuss the
1. 2. 3.
1. Tables are . a. clothing b. musical instruments c. furniture d. food types of furniture in their home.
2. Someone is playing . a. clothing b. a musical instrument c. furniture d. food
3. A shirt and tie are . a. clothing b. musical instruments c. furniture d. food

Modifications:
II. Yes or No?
1. A flower is a kind of plant. 6. Cats are a kind of animal. • Invite students from the high school band
2. Ducks are a kind of fruit. 7. Tomatoes are a kind of food.
or orchestra to play their instruments for
3. Trees are a kind of animal. 8. Guitars are musical instruments.
4. Bread is a kind of food. 9. A jacket is a piece of furniture.

the class.
5. Apples are a kind of fruit.
123
Unit 5, Lesson 9
5-09 Few, Many, More, Less 5-10 More Verbs; Human Gestures
01 Two people are on one bicycle. 01 The children are waving.

One person is standing between two people on The girl is waving.
New Vocabulary bicycles.
One person is on a bicycle and two people are
The man is waving.
The woman is waving.
walking. 02 One of the clowns is waving.
Many people are on many bicycles.
amount candles land lot tray 02 There are more chairs than tables.
One of the clowns has his hands in his pockets.
The clowns are waving.
There are more green apples than red apples. The clown who is sitting down is waving.
boys count less only we There is the same amount of milk in the
woman’s glass as in the girl’s glass.
03 The woman is coughing.
The man is sneezing.
There is more candy in the man’s left hand than
in his right hand. This boy is holding the kite string in his mouth.
This boy is sticking out his tongue.
03 There are fewer tables than chairs. 04 The boy’s arms are folded.
There are fewer red apples than green apples. The boy is yawning.
Both glasses have the same amount of milk.
Themes: There is less candy in the man’s right hand than
in his left hand.
The man is sneezing.
The man is blowing his nose.
05 This man is tying his shoe.
How Many? 04 There is a little food on this tray.
There is a lot of food on this tray.
This man is scratching his neck.
The clown is pointing to his nose.
There is less water than land in this picture.
There is more water than land in this picture. The clown is scratching his head.
05 There is more sand than grass in this picture. 06 The woman on the bench is tired.
The man is tired.
There is less sand than grass in this picture.
Materials: There is more milk in the girl’s glass than in the
woman’s glass.
The boy is yawning because he is tired.
The boy is crying.
There is less milk in the girl’s glass than in the 07 The woman is very sad.
woman’s glass. The man is thinking.
World map 06 We can count the boys: one, two, three. These men are not tired.
These men are tired.
We can count the boys: one, two, three, four.
Clear container We can count the boys: one, two, three, four,
five, six.
08 The woman is sad. She is at a funeral.
The man is very happy.
1 large bag of M&M’s We can count the candles: one, two, three,
four, five.
These men have run in a race. They are very
tired.
07 There are too many coins to count. This man is going to run in a race. He is
2 drinking glasses that are different sizes There are too many birds to count.
There are too many flowers to count. 09
stretching.
Two runners are finishing a race. The one in the
and shapes 08
There are too many balloons to count.
a few balloons
red shirt will win.
The man is very happy. He has won two medals.
too many balloons to count This woman is happy to be singing.
Water a few people
too many people to count 10
The boy is crying because he is sad.
The man is scratching his forehead.
2 liquid measuring cups 09 There are too many people to count.
There are not too many people to count.
The man is thinking.
The child is picking up something off the
ground.
There are too many hats to count. The woman is picking up something off the
There are not too many hats to count.
ground.
10 There are many, many flowers.
Pre-Lesson Activity: There are only a few flowers.
There are too many animals to count.
There are only a couple of animals.
• Have students complete Section II of
32
Worksheet 5-09 in the Student Workbook to
review lesson vocabulary. Direct students to
write a sentence using at least one term from
this workbook exercise. As you circulate the Worksheet 5-09
room to monitor progress, invite students to I. Fill in the blank.

read their sentences to you. 1. There are ____________________________ tables than chairs. only
2. There is ____________________________ of food on this tray. too many
3. There are ____________________________ birds to count. count
Content Integration: 4. There are ____________________________ a few flowers. two people
5. We can ____________________________ the boys: one, two, three. a lot

Social Studies/Mathematics: Display a world 6. There is ____________________________ water than land in this picture. there are
map and ask students to compare the area of 7. ____________________________ are on one bicycle. fewer
8. There are only a ____________________________ of animals. the same

various bodies of water. Have students record 9. ____________________________ too many hats to count. less
the amounts of estimated water in each body of 10. There is ____________________________ amount of milk in the glasses. couple
water. Have students graph their information amount lot
count candles
less land
accordingly. tray boys
we only
11. __________________________________________________________________________________________
Language Arts: Using the vocabulary relating 12. __________________________________________________________________________________________
to amounts, write the following words on the 13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
board: many, few, more, less, and too much. Ask 15 __________________________________________________________________________________________
students to write sentences and make number III. Describe each picture with a complete English sentence.
designations using the vocabulary.
16. 17. 18. 19. 20.

16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH Few, Many, More, Less
124
Few, Many, More, Less
Few, Many, More, Less 5-09
New Vocabulary
amount
less
boys
lot
candles
only
count
tray
land
we
Visual-Spatial: Place M&M’s in a clear container.
Usage: Amounts Ask students to predict whether there are more
Number designations are needed every day in English speech, especially relative
numbers and comparatives. Note the following expressions and try to use them today.
or less of a particular color. Sort and count the
many M&M’s by individual colors. Make a circle
a few
a lot of graph to illustrate the data.
a little
more… than…
same…as… Logical-Mathematical: Group the M&M’s
fewer…than…
less…than… in various amounts to practice the concept of
too many
a couple many and a few.
One may add emphasis by doubling, as in “many, many,” or extend the comparison
with “many more,” “far fewer,” or “far less.”
Many and a few are used only with countable nouns.
many people a few balloons
many birds a few apples • Pour the same amount of water into each of
More and less are used with non-count nouns, collective singulars and things
measured in volume rather than numbers. the drinking glasses. Label the glasses A and
more sand more milk
less sand less milk B. Let each student determine whether they
More also works with countable nouns. think one glass has more liquid than the other
more people more balloons
or if they have the same amount. Pour the
water from the glass into the measuring cup
and record the amount. Do the same with the
other glass and show the students that each
53 glass had equal amounts. Discuss why some
students thought one glass contained more or
less water than the other.
Quiz Unit 5 Lessons 9 and 10 Conversation:
• Have students discuss the amounts of
different objects in the classroom. Students
should use words from the vocabulary list
1. 2. 3. 4. such as many, few, more, less, and too much.
1. The children are . a. waving b. coughing c. sneezing d. pointing
2. The boy is . a. waving b. yawning c. sneezing d. pointing
3. The boy is . a. waving b. yawning c. crying d. pointing Modifications:

4. The man is . a. waving b. yawning c. sneezing d. pointing
• Use a map of the United States to compare
II. Yes or No?
the area of various bodies of water.
• When predicting the amounts of M&M’s,
1. 2. 3. 4.
allow each student to use an individual bag.
Compare and discuss the results from the
student’s data.
5. 6. 7. 8.
1. There are more chairs than tables.
2. There is more candy in the left hand than in the right hand.
3. There are too many boys to count.
4. There is a lot of food on this tray.
5. There are only a few flowers.
6. There are too many balloons to count.
7. This woman is very happy.
8. This man is very sad.
125
Unit 5, Lesson 10
5-09 Few, Many, More, Less 5-10 More Verbs; Human Gestures
01 Two people are on one bicycle. 01 The children are waving.

One person is standing between two people on The girl is waving.
New Vocabulary bicycles.
One person is on a bicycle and two people are
The man is waving.
The woman is waving.
walking. 02 One of the clowns is waving.
Many people are on many bicycles.
blowing kite scratching tying 02 There are more chairs than tables.
One of the clowns has his hands in his pockets.
The clowns are waving.
There are more green apples than red apples. The clown who is sitting down is waving.
coughing medals sneezing waving There is the same amount of milk in the
woman’s glass as in the girl’s glass.
03 The woman is coughing.
There is more candy in the man’s left hand than The man is sneezing.
crying neck sticking win in his right hand. This boy is holding the kite string in his mouth.
This boy is sticking out his tongue.
03 There are fewer tables than chairs.
finishing picking stretching won There are fewer red apples than green apples.
Both glasses have the same amount of milk.
04 The boy’s arms are folded.
The boy is yawning.
There is less candy in the man’s right hand than The man is sneezing.
folded pockets string yawning in his left hand.
05
The man is blowing his nose.
This man is tying his shoe.
04 There is a little food on this tray.
forehead race thinking There is a lot of food on this tray.
There is less water than land in this picture.
This man is scratching his neck.
The clown is scratching his head.
funeral run tongue 05
There is more water than land in this picture.
There is more sand than grass in this picture. 06 The woman on the bench is tired.
The man is tired.
There is less sand than grass in this picture. The boy is yawning because he is tired.
There is more milk in the girl’s glass than in the
woman’s glass. The boy is crying.
There is less milk in the girl’s glass than in the 07 The woman is very sad.
woman’s glass. The man is thinking.
Themes: 06 We can count the boys: one, two, three.
We can count the boys: one, two, three, four.
These men are not tired.
These men are tired.
We can count the boys: one, two, three, four, 08 The woman is sad. She is at a funeral.
Gestures and Feelings five, six.
We can count the candles: one, two, three,
The man is very happy.
These men have run in a race. They are very
four, five. tired.
07 There are too many coins to count. This man is going to run in a race. He is
There are too many birds to count. stretching.
Materials: There are too many flowers to count.

There are too many balloons to count.
09 Two runners are finishing a race. The one in the
red shirt will win.
The man is very happy. He has won two medals.
08 a few balloons
This woman is happy to be singing.
Comics too many balloons to count
a few people
The boy is crying because he is sad.
too many people to count 10 The man is scratching his forehead.
09 There are too many people to count. The man is thinking.
There are not too many people to count. The child is picking up something off the
ground.
Pre-Lesson Activity: There are too many hats to count.
There are not too many hats to count.
The woman is picking up something off the
ground.
10 There are many, many flowers.
• Reinforce vocabulary for gestures and emotions There are only a few flowers.
There are too many animals to count.
There are only a couple of animals.
in the following way: Have students select a
concept learned in Lesson 5-10 and write a 32
sentence with the word because connecting

gesture or emotion with reason.
Worksheet 5-10
Content Integration: I. Fill in the blank.
Social Studies: Explain to students that they 1. This man is scratching ____________________________. is crying
2. The boy ____________________________ because he is sad. tongue

will be writing out biographical poems. Write 3. The woman is ____________________________. She is at a funeral. nose
the template for the poem on the board and have 4. This man is ____________________________ his shoe. off the ground
5. This boy is sticking out his ____________________________. his neck

the students fill in the blanks accordingly. 6. The boy’s arms ____________________________. is tired
7. The man is blowing his ____________________________. sad

Students can also write a biographical poem 8. The boy is yawning because he ____________________________. are folded
about a famous individual from another culture. 9. The child is picking up something ____________________________. in a race
10. This man is going to run ____________________________. tying
Sample Template: II. Write a complete English sentence using one or more words from the list.
waving sticking tying thinking picking win neck string
First Name coughing
sneezing
yawning
blowing
scratching
crying
stretching
finishing
funeral
race
won
medals
forehead
kite
tongue
folded
11. __________________________________________________________________________________________
3 adjectives that describe themselves 12. __________________________________________________________________________________________
Lover of __________ 13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
Who fears _________ 15 __________________________________________________________________________________________
Who would like to ____________ III. Describe each picture with a complete English sentence.
Son/Daughter of ______________
Resident of ______________ 16. 17. 18. 19. 20.
16. __________________________________________________________________________________________
Last Name 17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
Language Arts: Ask students to make a list of
19. __________________________________________________________________________________________
different emotions. List the responses on the 20. __________________________________________________________________________________________
board. Ask students to describe how people More Verbs; Human Gestures ENGLISH
express their emotions. Record the responses on

the board. Explain to students that they will be
demonstrating their ability to show believable
emotion. Ask students to describe songs or types
of music that also convey emotion. Choose four
(continued)
126
More Verbs: Human Gestures
More Verbs; Human Gestures 5-10
New Vocabulary
Content Integration: (continued)
blowing coughing crying finishing folded
forehead funeral kite medals neck emotions, cut slips of paper and write one of
picking pockets race run scratching
sneezing sticking stretching string thinking
the emotions on each piece of paper. Bring in
tongue
yawning
tying waving win won
music that exemplifies these emotions. Hand
Usage: Human Gestures out slips of paper with an emotion on each slip.
You will find the new terms in this lesson very helpful in expressing the everyday,
normal actions we do without thinking about them: coughing, sneezing, yawning,
Play an excerpt from music piece #1. Do the
being tired, being happy or sad, etc. Enjoy practicing them.
same for pieces #2, #3, and #4. Ask students to
Grammar: Future Tense
One new grammatical construction occurs in this lesson: will win.
identify the emotion on their slip of paper with
The one in the red shirt will win. the song number that best fits by raising their
This is the true future tense in which will plus an infinitive is used.
hand when their specific emotional music is
The true future tense has the same meaning as is going plus an infinitive, which
we have seen before. played. Play excerpts again to give students the
The one in the red shirt will win.
The one in the red shirt is going to win. chance to make their choices. Have all students
with emotions that fit with the first piece, get
into a group, and likewise, do the same with
pieces #2, #3, and #4. Have students work in
groups to discuss times when they have felt these
particular emotions and how they were able to
identify the emotions. Have students make a list
of songs that exemplify their group’s assigned
emotion.
54

Bodily-Kinesthetic: Play Charades with the
class to act out gestures and feelings from
the lesson.
1. 2. 3. 4. • Ask students to give verbal clues to their peers
1. The children are . a. waving b. coughing c. sneezing d. pointing
describing gestures and feelings. Their peers
2. The boy is . a. waving b. yawning c. sneezing d. pointing
3. The boy is . a. waving b. yawning c. crying d. pointing

should then guess what feelings or gestures the
4. The man is . a. waving b. yawning c. sneezing d. pointing student is describing.
II. Yes or No? • Distribute comic strips and have students
identify the gestures and feelings of the
characters.
1. 2. 3. 4.
Conversation:
• Ask students to look through magazines to
5. 6. 7. 8.
find different pictures of people making the
1. There are more chairs than tables.
2. There is more candy in the left hand than in the right hand.
gestures described in the new vocabulary.
3. There are too many boys to count. Students can take turns describing the
4. There is a lot of food on this tray.
pictures to each other.
5. There are only a few flowers.
6. There are too many balloons to count.
7. This woman is very happy.

Modifications:
8. This man is very sad.
• Invite students to role-play a variety of
emotions.
127
Unit 5, Lesson 11
5-11 Human Conditions 5-12 Unit Five Review
01 I have red hair. 01 Six plus five is eleven.

I am wearing a hat. Six plus six is twelve.
New Vocabulary I have black hair.
I am bald.
Four plus three equals seven.
Four plus five equals nine.
02 We are cold. 02 a woman’s gloves
am I unhappy you We are hot.
I am cold.
men’s gloves
women’s legs
I am hot. a woman’s legs
03 I am tired. 03 The man is going to use the mobile phone. He is
I am not tired. I am jumping. taking it out of his pocket.
We are tired. The man is using the mobile phone.
Themes: We are not tired. The man is holding the mobile phone, but he is
not using it.
04 I am strong. The man is using a red phone.
Describing people I am weak.
We are running and we are not tired. 04 seven hundred and thirty-four
We are running and we are tired. seven hundred and forty-three
eight hundred and thirty-four
05 I am sick. eight hundred and forty-three
I am healthy.
Materials: I am a blue bird.
I am a bird with a red head.
05 The woman is giving the boy money.
The woman is giving the boy the guitar.
06 I am the man who is hungry. The man is giving the girl the guitar.
Comics I am the man who is full.
I am the woman who is hungry. 06 many kinds of food
I am the woman who is full. many kinds of plants
a plant and an animal
07 We are happy. two kinds of animals
Pre-Lesson Activity: We are unhappy.
I am happy.
I am unhappy.
07 The clown is getting dressed.
The clown is dressed.
The woman is getting dressed.
• Review vocabulary by directing students to 08 We are tired.
I am tired. He is not tired.
write a self-description using concepts learned We are not tired. He is tired.

I am tired. She is not tired.
08 There is more sand than grass in this picture.
There is less sand than grass in this picture.
There is more milk in the girl’s glass than in the
in Lesson 5-11 and previous lessons. 09 I am sick.
I am thirsty.
woman’s glass.
There is less milk in the girl’s glass than in the
I am cold. woman’s glass.
I am rich.
09 This man is tying his shoe.
10 I am not drinking. You are drinking. This man is scratching his neck.
Content Integration: I am hungry.
We are cold.
The clown is scratching his head.
We are hot and tired.
Language Arts: Have students compare and 10 We are tired.
I am tired. He is not tired.
We are not tired. He is tired.
contrast the main characters from two different I am tired. She is not tired.
books. 33
Language Arts: Using the lesson vocabulary,

write five adjectives on the board describing
mood or physical states. Instruct students to
Worksheet 5-11
write sentences using the predicate adjectives
in the first, second, and third person. I. Fill in the blank.
1. We are ____________________________ and tired. hair
2. I am a ____________________________ with a red head. we
3. I am wearing ____________________________. is tired
4. I have red ____________________________. are happy
5. I ____________________________ healthy. tired
6. We are running and ____________________________ are tired. am
7. We are running and we are ____________________________. a hat
8. I am the man ____________________________. bird
9. We are not tired. He ____________________________. who is hungry
10. We ____________________________. hot
I hungry unhappy thirsty healthy
you full who we weak
am tired cold not sick
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15 __________________________________________________________________________________________
16. 17. 18. 19. 20.

16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH Human Conditions
128
Human Conditions
Human Conditions 5-11
New Vocabulary
am I unhappy you
Visual-Spatial: Have students use comic strips
Grammar: Predicate Adjectives
This lesson uses mostly predicate adjectives, that is, a linking verb (to be) connects
to describe how the people are feeling. Instruct
a subject with a descriptive adjective.
students to write sentences about the people in
I am tired.
We are happy. the comic strip.
Grammar: Personal Pronouns
Personal pronouns are grouped into first, second and third persons in both singular Intrapersonal and Interpersonal: Ask students
and plural. Learn the forms of to be that go with each personal pronoun.
First person I am we are
to describe how they are feeling today. Instruct
Second person
Third person
you are
he is
you are
they are
students to write how they are feeling in the
she is
it is
first person. Then have students ask someone
Note how useful these structures are in talking about human conditions. else how they are feeling. Students will write
about the other person in both the second and
third person.
• Read aloud a description of a person and
have the students draw the person. Compare
and contrast the students’ final drawings.
Read the description again to determine what
was drawn accurately.
55
• Direct students to write a poem about feelings.
Conversation:
• Have students ask a partner what he or she
Quiz Unit 5 Lesson 11, Unit 6 Lesson 1
is doing in the present tense. One student
will ask a question, and the other student
will answer in either the first, second, or
third person.
1. 2. 3.
1. a. I am cold. b. I am not cold.
c. We are cold. d. We are not cold. Modifications:
2. a. I am bald. b. I have black hair.
3. who is hungry.
c. We are bald.
a. We are the man

d. We have black hair.
b. We are the woman

• Record the description of the person on tape
c. I am the woman d. I am the man
so that students can listen to it as needed.
II. Fill in the blanks below with the letter matching the correct verb.
a. is b. was c. are d. were e. have f. has g. had
1. 2. 3.
4. 5. 6.
1. The children in the park. 4. This man in a bike race.
2. The children on the table. 5. The clown a hat on his head.
3. The boy on the left a rake in his hands. 6. The girls a rope.
III. Fill in the blanks below with the letter matching the correct pronoun.
a. I b. we
1. are unhappy.
2. am cold.
3. am not drinking. You are drinking.

1. What word means hot?
2. Name the word that means cold.
3. What name would you give the category that includes dogs, cats, horses, and ducks?
4. Name two musical instruments.
5. What would a person who is sad or hurt probably do? 129
I. Add, subtract, multiply, or divide. Write out the answer in the space provided.
Unit 5 Review 1. six plus five
2. twelve minus eight
3. nine divided by three
4. four times six
5. seventeen plus one hundred and forty-five

Review Activities: 6. seven hundred and thirty-four minus five
• Use index cards to review vocabulary. 7. seventy-eight times one hundred
8. ten thousand divided by two hundred
• Review workbook pages. 9. one hundred times one hundred
10. six hundred and eighty-six plus one hundred and eleven
• Choose activities that target skills in need II. Fill in the blank with the words that best describe the photograph.
of practice.
students to use language skills. 1.
1. The man
2.
.
3.
a. is riding
4.
b. is going to ride
5.
c. has ridden
• Provide time for conversation practice with 2. The dog the frisbee. a. is catching b. is going to catch c. has caught
3. The woman to sleep. a. is going b. is going to go c. has gone

peers; monitor conversational skills. 4. The horse . a. is jumping b. is going to jump c. has jumped
• Challenge students to create questions from 5. The bird . a. is flying b. is going to fly c. has flown
various lessons and seek answers as a class. III. Form the possessive according to the model below:
• Play question-and-answer games using 1. a child, a car
vocabulary words from past lessons. 2. adults, clothing
3. women, legs
4. he, horse
Possible Assessments: 5. she, cat


and 5-11.
activities. Note areas of difficulty and provide Test Unit 5 Lessons 1–6
additional practice time in appropriate modes IV. Fill in the blank with the word that best describes the photograph.

and projects. 1. 2. 3. 4. 5.
1. is burning the candle. a. smoke
• Note the amount and quality of class 2. It is a day. b. cold
participation. 3. The fire is making white . c. fire
4. It is in the winter. d. hot
• Check accuracy of completed Workbook 5. The is hot. e. sun
pages, Quizzes, and Tests. V. Unscramble the words to make a sentence.

Example: man bicycle the pushing the is
• Keep portfolios of student work. The man is pushing the bicycle.
Example.
1. 2. 3. 4. 5.
1. cart the the is man pulling .
2. is man giving the medicine the woman .
3. the gave of milk to man the woman glass a .
4. is someone woman of plate a giving food the .
5. milk of man is the taking glass a .
130
I. Match the words.

1. trees
2. a dress
a. plant
b. animal
Tests
3. fruit c. furniture
4. ducks d. clothing
5. a flower e. food
6. a flute f. musical instrument
7. a table
8. a guitar
9. apples
10. meat
1. 2. 3.
4. 5. 6.
1. There are chairs than tables. a. count
2. There are too many coins to . b. few
3. There is sand than grass in this picture. c. more
4. There are tables than chairs. d. less
5. There are only a flowers. e. fewer
6. There are flowers. f. many
1. 2. 3. 4. 5.
6. 7. 8. 9.
1. One of the clowns is . a. I
2. The boy is because he is tired. b. sad
3. are cold. c. sick
4. I am . d. sneezing
5. am hungry. e. you
6. The boy is crying because he is . f. happy
7. The man is . g. we
8. I am not drinking. are drinking. h. yawning
9. We are . i. waving
131
Word Search 5: 1-5
Unit 5 Review BACK MEDICINE

P
V
L
C
U
S
S
H
L
W
M
Y
S
G
J
L
F
Y
O
B
W
A
B
C
L
K
CATCH MINUS
CAUGHT OWN
Q M E D I C I N E A L Z U
CLOTHING PLUS Y I D O N E V L V J K F X
DIVIDED POCKET
DONE RIDE U N T W G D I V I D E D P
DRAWER SLEEP
EQUALS TIMES
Q U F N S E N C C N D R I
FROM USE I S L E E P G L A S S A N
GAVE WALKED
GIVING WINGS G A V E L R K O U J F W P
GLASS WORK
GONE
C Q P O C K E T G O R E H
K E Q U A L S H H W O R K
G T X L T D M I T I M E S
H X H V C G O N E H Y Q S
Y B J Q H P J G R I D E Z
Word Search 5: 6-11
N W D M U S I C P I E C E
AMOUNT ONLY O F R G S C S U M M E R F
COUGHING PIECE
COUNT SCRATCHING F U E D C O U N T X Y A O
DRESSED SUMMER I N S T R U M E N T S D R
FINISHING THINKING
FOREHEAD TIE N E S W A G T N Y O U I E
FUNERAL TONGUE
FURNITURE UNHAPPY I R E I T H I N K I N G H
ICE WHEN S A D N C I E J M C H F E
INSTRUMENTS WINTER
JACKET YAWNING H L D T H N K H T E A A A
LAND YOU
MUSIC I U S E I G W H E N P E D
N F U R N I T U R E P L T
G T O N G U E O N L Y A D
J A C K E T G A M O U N T
W O Y A W N I N G O B D D
ENGLISH
132
Crossword 5: 1-5
Across Down
2. Three ____ five is eight. 1. He will ___ the ladder.

6. not thin 3. there are ___ fingers on a hand
7. Two ___ six equals twelve. 4. The dog is going to _____ the frisbee.
9. The doctor gave him ____. 5. six times two
11. The man ___ a glass of milk to the woman. 7. ___ are climbing.
12. He will ___ the food. 8. They are sitting on a ____.
14. not a man 10. Eight _______ by two is four.
16. a ___ haired woman 13. one, two, ___
21. It has ______ its mouth. 15. Six ____ two is four.
22. He will ___ the phone. 17. He will ___ the bicycle.
23. Nine plus seven _______ sixteen. 18. one, two, three, ____
24. The bird is flapping its _____. 19. The man is drinking a ____ of milk.
20. four plus three
ENGLISH
Crossword 5: 6-11
Across Down
1. The tie is around his ____. 1. She was running, but ___ she isn’t.
4. They go in the water ____ it is hot. 2. Grass is a ____ of plant.
6. There are ___ a few flowers. 3. a long, thin musical instrument
9. coat 5. A dresser is a piece of furniture that
12. Guitars are musical _____. ___ clothes.
14. ___ is cold. 7. table, bed, and chair
15. not hot 8. A match ____ fire.
17. a piece of furniture to sleep on 10. a ____ of furniture
20. The fire is making black ____. 11. The ___ is hot.
21. They ran in a ____. 13. The ___ is around his neck.
22. The boy is holding the kite ____ 16. a kind of bird
in his mouth. 17. a piece of furniture to sit on
18. not night
19. Someone is playing the ___.
20. He will ___ on the sofa.
ENGLISH
133
Unit 6 Overview
Lesson 6-01 To Be and To Have: Present and Past Tenses ............................ 136
Three new words.
Demonstrative pronouns.

with “going to”.................................................................................................... 138
18 new words.
Verbs and commonly associated prepositions.
Lesson 6-03 More Descriptions of People; Demonstrative Adjectives .......... 140

Eight new words.
Uniforms, formal and informal attire. Hair on face and head.
Hair color, skin color, and earrings.
Lesson 6-04 Units of Things .............................................................................. 142

22 new words.
Many, bags, baskets, boxes, bottles, rolls, a couple, bouquets, full, empty, and half.
Lesson 6-05 Neither–Nor, Both, None, No One, Neither ................................ 144

Five new words.
Doing activities, no longer doing activities. Not doing either of two activities.
Activities done by different people and activities not done by any of a number of possible people.
Lesson 6-06 Verbs: Present Progressive and Imperfect.................................. 146

Six new words.
Looks at a person or people in two situations, one in the present and one in the past.
Lesson 6-07 Names ............................................................................................ 148

15 new words.
The verb to be called.
Greeting, self introduction. Look!, exclamation.
Human age.
On-screen people address the student.

with “going to”.................................................................................................... 150
Nine new words.
Nobody and somebody.
More reflexive verbs.
Lesson 6-09 More Units of Things .................................................................... 152

21 new words.
Expressions of collectivity: pairs, couples, groups, many, and single.
Lesson 6-10 Alone, Crowd, Friend, Surrounded ............................................ 154

20 new words.
Activities and situations alone, activities and situations with. Isolation versus in the company of.
Competition.
134
Scope and Sequence
Lesson 6-11 Professions and Human Conditions, Activities .......................... 156

Eight new words.
First and second person expressions. Feelings and conditions.
Lesson 6-12 Review of Unit Six ........................................................................ 158

Tests and Worksheets from Unit Six lessons.
Enrichment/Unit Projects: 3. Have students use the Internet to research the

tourism departments of several countries. Use the
1. Establish pen pals for your class from another
information from these websites to plan a trip to one
culture. Ask the pen pals to discuss various topics of
of the countries. Have students create an itinerary for
interest among teenagers. Encourage students to
their trip and give them a budget for their trip. Instruct
share their letters and compare the lives of teenagers
students to research a five-day trip choosing six
from both cultures. Have the students write brief
places of interest to visit while they are in that country.
notes or keep a journal that compares the lives of
Tell students they must stay within their budget. They
teenagers from both cultures as they receive their
will need to find information about how much it will
letters.
cost to travel to these places. The student itinerary
2. Have students research the educational system of must include a daily plan that will also include how
another culture and the educational system in their much money they intend to spend that particular day.
own culture. Have students compare and contrast the Students must also include a section that tells at least
two educational systems and write an opinion paper five phrases that would be helpful to a traveler in
explaining which system they believe is better. that country. Have students create a poster describing
Students must provide valid reasons for their their trip, including itinerary, telling how they spent
opinions. Allow time for research. Encourage a class their money, the sites they visited within that country,
discussion about different educational systems after and any helpful phrases. Display student work in the
students have completed their papers. classroom.
135
Unit 6, Lesson 1
6-01 To Be and To Have: Present and 6-02 Present Progressive, Present Perfect
Past Tenses and Future with “Going To”
01 The children are in the park. 01 The man is going to get into the car.
The boy is in the airplane. The man is getting into the car.
New Vocabulary The dog has a frisbee in its mouth.
The cup is full.
The man is going to get into the carriage.
02 These are the children who were in the park. 02 The boy is going to jump.
had notebook park The boy was in an airplane.
The dog had a frisbee in its mouth.
The boy is jumping.
The boy has jumped.
The cup was full. The boy is going to throw the ball.
03 The boy’s mouth is open. 03 The woman is going to write.
The children are on the table. The woman is writing.
The boy’s mouth was open. The boy is falling.
Themes: The children were on the table. The boy has fallen.
04 The woman has the box. 04 The boy is going to climb out of the water.
Verb Tenses This is the woman who had the box.
The girls have a rope.
The boy is going to slide.
The boy is sliding.
These are the girls who had a rope. The boy has slid into the water.
05 The man has a hat on his head. 05 The boy is going to jump.
This is the man who had the hat on his head. The boy is jumping.
Materials: The boy in blue has a rake in his hands.
The boy in blue had a rake in his hands.
The people are going to cross the street.
The people are crossing the street.
Pictures of people from a newspaper, 06 These people are in a bike race.

These people were in a bike race.
06 The boy is looking at the ball.
The boy is going to throw the ball.
This man is in a bike race. The man is going to throw the boy.
magazine, or book This man was in a bike race. The man has thrown the boy.
07 The boy is on the table. 07 The woman is going to put something into
Graphic organizer The boy was on the table.
The woman is holding a notebook.
the bag.
The woman has put something into the bag.
Handout of Activities (Past and Present) The woman was holding a notebook. The woman is going to kiss the man.
The woman is kissing the man.
08 This person is in the water.
This person was in the water. 08 The woman is going to enter the store.
The boy is on the wall. He is climbing the wall. The woman is entering the store.
The boy was on the wall. He has fallen off The man is going to close the trunk of the car.
Pre-Lesson Activity: the wall. The man has closed the trunk of the car.
09 These people are in a parade. 09 The people are going to go up the steps.
• Have students complete Sections II and III of These people were in a parade.
The man is in the truck.
The people have gone up the steps.
The man was in the truck. The people are coming down the steps.
Worksheet 6-01 in the Student Workbook to 10 The boy is inside. 10 The people are going to come down the steps.
The boy was inside. Now he is outside. The people are coming down the steps.
reinforce vocabulary and provide writing The clown has a hat on his head.
The clown had a hat on his head.
The people have come down the steps.
practice. Ask students to find a partner; have
each pair check answers and read worksheet
sentences to one another. 34
Social Studies: Allow students to select a Worksheet 6-01
historical event from another country and have
students create a timeline of the event. Instruct 1. This man is in a bike ____________________________. hat
students to write a paragraph about the event 2. The boy is on ____________________________. mouth is
3. The man has a ____________________________ on his head. people

using verbs in the past tense. Have students 4. He is ____________________________ the wall. race
underline all the past tense verbs used. 5. The boy’s ____________________________ open. clown
6. The cup is ____________________________. a frisbee

Language Arts: Using all the vocabulary words 7. The ____________________________ has a hat on his head. the table
from the lesson, instruct students to create a short 8. The boy is in ____________________________. full
story using the past and present tenses and to 9. The ____________________________ were in a parade. the airplane
10. The dog has ____________________________ in its mouth. climbing

underline all past tense verbs in one color and
all present tense verbs in another color. Allow
students to illustrate their stories and share with
the class. 11. 12. 13. 14. 15.
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________
III. Match the words.

____16. is holding a. was in the water
____17. had a hat b. were in a parade
____18. are in a parade c. was holding
____19. was inside d. has a hat
____20. is in the water e. is inside
ENGLISH To Be and To Have: Present and Past Tenses
136
To Be and To Have: Present and
To Be and To Have: Present and Past Tenses 6-01 Past Tenses
New Vocabulary
had notebook park
Grammar: Present and Past Tenses
All verbs have a present tense and a past tense form. The verbs to be and to have
story about a person doing various activities. On
are the most frequently used verbs in the English language. Both are irregular.
one page of the book make the activity current
Present Past
Singular The cup is cold. The cup was cold. and on the opposite page write about the same
Plural The children are on the table. The children were on the table.
activity in past tense.
Singular The man has a hat. The man had a hat.
Plural The girls have a rope. The girls had a rope. Bodily-Kinesthetic: Divide students into pairs
Another past tense is past progressive:
The woman was holding a notebook.
and give each pair a copy of the handout for
And yet another past tense is present perfect: this memory game. Direct students to cut out
He has fallen off the wall.
the pictures of people on the handout, mix them
up, and place them face down in rows. Students
then attempt to find a match by taking turns
flipping over two pictures at a time. A match
will consist of the same activity, but one is
happening in the present and the other in the past.
• Display pictures of various people. Have
students write a sentence to go with each
56 picture using either present or past tense verbs.
• Read a page from three different books. Use a
graphic organizer to list present and past tense
verbs. Which book had the most of each type
Quiz Unit 5 Lesson 11, Unit 6 Lesson 1 of verb? Make a graph to compare the results.
I. Fill in the blank with the words that best describe the photograph. Display this graph in the classroom.
Conversation:
1. 2. 3.
1. a. I am cold. b. I am not cold.
• Have students discuss an activity in the
c. We are cold. d. We are not cold.
2. a. I am bald. b. I have black hair.

present and past tenses. Students can also
c. We are bald. d. We have black hair.
3. who is hungry. a. We are the man b. We are the woman

interview each other, with one asking
c. I am the woman d. I am the man
questions in the present tense and the other
II. Fill in the blanks below with the letter matching the correct verb.
answering questions in the past tense.
a. is b. was c. are d. were e. have f. has g. had
Modifications:
1. 2. 3.
• Encourage students to write a three-sentence
paragraph about a historical event that is
meaningful to them.
4. 5. 6.
1. The children in the park. 4. This man in a bike race.
2. The children on the table. 5. The clown a hat on his head.
3. The boy on the left a rake in his hands. 6. The girls a rope.
III. Fill in the blanks below with the letter matching the correct pronoun.
a. I b. we
1. are unhappy.
2. am cold.
3. am not drinking. You are drinking.
137
Unit 6, Lesson 2
6-01 To Be and To Have: Present and 6-02 Present Progressive, Present Perfect
Past Tenses and Future with “Going To”
01 The children are in the park. 01 The man is going to get into the car.
The boy is in the airplane. The man is getting into the car.
New Vocabulary The dog has a frisbee in its mouth.
The cup is full.
The man is going to get into the carriage.
02 These are the children who were in the park. 02 The boy is going to jump.
bag get slid throw The boy was in an airplane.
The dog had a frisbee in its mouth.
The boy is jumping.
The boy has jumped.
The cup was full. The boy is going to throw the ball.
close go slide trunk 03 The boy’s mouth is open. 03 The woman is going to write.
The children are on the table. The woman is writing.
cross kiss sliding write The boy’s mouth was open.
The children were on the table.
The boy is falling.
The boy has fallen.
crossing looking store 04 The woman has the box. 04 The boy is going to climb out of the water.
This is the woman who had the box. The boy is going to slide.
enter put street The girls have a rope.
These are the girls who had a rope.
The boy is sliding.
The boy has slid into the water.
05 The man has a hat on his head. 05 The boy is going to jump.
This is the man who had the hat on his head. The boy is jumping.
The boy in blue has a rake in his hands. The people are going to cross the street.
The boy in blue had a rake in his hands. The people are crossing the street.
Themes: 06 These people are in a bike race. 06 The boy is looking at the ball.
These people were in a bike race. The boy is going to throw the ball.
Verb Tenses This man is in a bike race.
This man was in a bike race.
The man is going to throw the boy.
The man has thrown the boy.
07 The boy is on the table. 07 The woman is going to put something into
The boy was on the table. the bag.
The woman is holding a notebook. The woman has put something into the bag.
Materials: The woman was holding a notebook. The woman is going to kiss the man.
The woman is kissing the man.
08 This person is in the water.
Plot Analysis Handout 6-02 This person was in the water.
The boy is on the wall. He is climbing the wall.
08 The woman is going to enter the store.
The woman is entering the store.
The boy was on the wall. He has fallen off The man is going to close the trunk of the car.
Sequencing Handout 6-02 the wall. The man has closed the trunk of the car.
09 These people are in a parade. 09 The people are going to go up the steps.
Construction paper These people were in a parade.
The man was in the truck. The people are coming down the steps.
10 The boy is inside. 10 The people are going to come down the steps.
Pre-Lesson Activity: The boy was inside. Now he is outside.
The clown has a hat on his head.
The people have come down the steps.
The clown had a hat on his head. The people are going up the steps.
• Reinforce present progressive, present
perfect, and future tenses by asking students
to write a paragraph about things they want to 34
do later today, during the weekend, and over

summer vacation.
Worksheet 6-02
Language Arts: Direct students to analyze 1. The boy is going to ____________________________ the ball. looking
the plot of a story by listing things that have 2. The woman ____________________________ the man. put
happened to the character, what is currently 3. The boy is ____________________________ at the ball.
4. The boy ____________________________ into the water.

the steps
enter
happening to the character, and what they 5. The woman has ____________________________ something into the bag. is kissing
predict might happen to the character. 6. The woman is going to ____________________________ the store. trunk
7. The man has closed the ____________________________ of the car. has slid
Social Studies: Ask students to make a list 8. The people are going up ____________________________. throw
of the streets they must take in order to get 9. The boy has ____________________________. the carriage
10. The man is getting into _____________________________. fallen

to school. Instruct students to give verbal
directions including the names of the streets.
11. 12. 13. 14. 15.

11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________

____16. throw a. the street
____17. cross b. a person
____18. come down c. the steps
____19. kiss d. the trunk of a car
____20. close e. a ball
Present Progressive, Present Perfect and Future with “Going To” ENGLISH
138
New Vocabulary
Bodily-Kinesthetic: Demonstrate the various
bag close cross crossing enter verb tenses by performing an activity listed in
get go kiss looking put
slid slide sliding store street the vocabulary. Ask students to perform these
throw trunk write
Grammar: Verb Tenses
activities for the class.
Lessons 2-10 and 5-03 present the same tenses as this lesson. Do you remember
them? Perhaps it is time to review them, this time with some new vocabulary and Visual-Spatial: Using street names and directions,
expanded sentence forms.
have students draw a map of the route they
Present progressive is a two-part verb tense that uses a form of to be with a verb
ending in -ing, or the present participle. It expresses an action that is going on now. must take to get to school including different
The woman is writing.
The boy is looking at the ball. landmarks: post office, supermarket, etc.
Present perfect is also a two-part verb tense that uses the present tense of have
as a helping verb with a past participle. Only the forms of have change to match
the number of the subject; the past participle never changes its form. Present Post-Lesson Activities:
perfect expresses a past event that is still true in the present.
The man has closed the trunk of the car. • Cut out pictures from the sequencing
The woman has put something into the bag. handout. Pass out pictures to each student or
You can express the future using a three-part verb that consists first of a form of
to be, then going, and then an infinitive (to plus a verb). It predicts an event that
a group of students. Have students sequence
will happen in the future. pictures and write a sentence using the
The woman is going to write.
She is going to put something into the bag. correct verb tenses for each picture.
The people are going to go up the steps.
In rapid speech you will hear people run “going to” together so that it sounds • Divide a large sheet of construction paper
like “gonna”.
She is gonna put something into the bag. into three equal sections. Draw a picture in
each section to illustrate the verb tenses.
57
Conversation:
• Have students interview each other about
what they are going to do after school.
Modifications:
• Use the graphic organizer handout to help
students analyze plots of stories.
1. 2. 3.
1. This person has . a. a moustache, but no beard b. a beard, but no moustache
c. a moustache and a beard d. no moustache and no beard
2. This girl has . a. light skin b. a moustache c. dark skin d. a beard
3. This person has . a. light skin and short hair b. light skin and long hair
c. dark skin and short hair d. dark skin and long hair
II. Change the words in italics from present progressive to present perfect.
1. The people are going up the steps. a. are gone b. have gone c. were gone
2. The man is throwing the boy. a. is going to throw b. is thrown c. has thrown
3. The woman is putting something a. has put b. is put c. was putting

into the bag.
III. Change the words in italics from present progressive to future.

1. The woman is writing. a. is going to write b. was writing c. has written
2. The man is throwing the boy. a. is thrown b. has thrown c. is going to throw
3. The people are coming down the steps. a. have come b. are going to come c. were coming
IV. Yes or No?
1. 2. 3.
1. This couple is dressed up.
2. This person is wearing a uniform.
3. The man is bald.
139
Unit 6, Lesson 3
6-03 More Descriptions of People; 6-04 Units of Things
Demonstrative Adjectives
01 The old man has a white beard. 01 a bag of fish
The bald man is looking at a rug. a bag of grapes
New Vocabulary The bald man has a beard.
The man with a red tie has a beard.
bags of bread
an empty paper bag
02 The man has a beard. 02 a roll of paper towels
beard moustache uniform The man is bald.
The man does not have a beard.
a paper towel
a bag of potato chips
The woman does not have a beard. a plastic bag of grapes
earring rug uniforms 03 These people are wearing uniforms. 03 a full bottle of juice
These people are not wearing uniforms. half a bottle of juice
light skin This man is wearing a uniform.
This man is not wearing a uniform.
an empty glass bottle
a roll of toilet paper
04 This person has a moustache, but no beard. 04 two rolls of paper towels
This person has a beard, but no moustache. a full paper bag
This person has a moustache and a beard. an empty plastic bag
The person does not have a moustache or a beard. an empty paper bag
Themes: 05 This statue has a moustache. 05 an empty glass bottle
This statue has a beard. a full bottle
People The woman with long hair has an earring.
The woman with short hair is wearing an earring.
lots of bread
six loaves of bread
06 This couple is dressed up. 06 a roll of paper towels
This couple is not dressed up. a roll of toilet paper
Materials: These men are dressed up.
These men are not dressed up.
a full paper bag
an empty paper bag
07 This girl has black hair and dark skin. 07 a tomato

Pictures of people The boy in the red sweater has dark skin.
The girl with red hair has light skin.
lots of tomatoes
many boxes of apples
The boy with a black shirt has light skin. slices of watermelon
08 Which young woman has dark skin? 08 a pair of boots
Pre-Lesson Activity: Which young woman has light skin?
Which young man has dark skin?
Which young man has light skin?
a pair of sunglasses
baskets of apples
boxes of apples
• Review lesson vocabulary by instructing 09 The woman has light skin and short hair.
The woman has light skin and long, blond hair.
09 a pair of sunglasses
a pair of gloves and a pair of shoes
students to write three sentences. Each This person has dark skin and short hair.
This person has dark skin and long hair.
a pair of boots
a pair of dice
sentence will describe one of the following: 10 This man has dark skin and a moustache.
This man has light skin and a beard.
10 a bouquet of flowers
three bouquets of flowers
This man has light skin and no beard or a banana
moustache. bunches of bananas
– A family member. This man has dark skin and no beard or
moustache.
– A peer.
– A famous person (past or present). 35
Language Arts: Provide students with a short
Worksheet 6-03
story that is well-known in another culture.
Instruct students to choose a character in a story I. Fill in the blank.
1. The woman with ____________________________ has an earring. is bald
and write a description of the character. 2. The girl has black hair and dark ____________________________. long hair
3. This person has a beard, but no ____________________________. statue

Social Studies: Explain to the students that 4. The old man has a ____________________________ beard. skin
different professions wear specific uniforms. 5. These people are wearing ____________________________. dressed
Have students identify professions that have to 6. The man ____________________________. does not
7. These men are ____________________________ up. white

wear a uniform. List the student responses on 8. The woman ____________________________ have a beard. bald
the board. Ask students to research five pro- 9. The ____________________________ man has a beard. moustache
fessions that require uniforms. Instruct students 10. The ____________________________ has a moustache. uniforms
to research these jobs and write a brief II. Describe each picture with a complete English sentence.
paragraph describing the reasons people wear

uniforms at their job and a description of the
11. 12. 13. 14. 15.
uniform. 11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________

____16. short a. dark
____17. light b. long
____18. is bald c. has hair
____19. a beard d. a person
____20. a statue e. a moustache
ENGLISH More Descriptions of People; Demonstrative Adjectives
140
More Descriptions of People;
More Descriptions of People; Demonstrative Adjectives 6-03 Demonstrative Adjectives
beard earring light moustache rug
skin uniform uniforms Bodily-Kinesthetic: Have students sort pictures
Grammar: Demonstrative Adjectives of people into different categories and then
This and these are demonstrative adjectives. They are often used in contrast to
that and those. share the criteria they used to create these
this and that
these and those
categories.
These people are wearing uniforms. (Those people are not.)
This person has a beard. (That person does not.)
Interpersonal: Invite students to share their
These men are dressed up. (Those men are not.)
This girl has black hair. (That girl does not. She has blond hair.)
research about professions and uniforms with
The demonstrative adjective must agree in number with its noun. the class.
this couple
these people
While couple refers to two people, it is just one couple, so it is singular. Post-Lesson Activity:
Prepositional phrases can help point out which one.
The boy in the red sweater has dark skin. • Cut out pictures of 25 men from magazines.
The woman with long hair has an earring.
Put these pictures on display for the class. On
a large sheet of paper or the board, write
down the following categories: he does not
have a beard or a moustache, he does not
have a mustache, he does not have a beard,
he has a beard and a moustache. Ask
students to help match the pictures to the
proper categories. Instruct them to use tally
58 marks to record data. Convert data to
percentages and make a circle graph to
display the data.

I. Fill in the blank with the words that best describe the photograph. • Have students describe other classmates
using prepositional phrases. One student will
describe a classmate and his or her partner
1. 2. 3. will guess who they are describing.
1. This person has . a. a moustache, but no beard b. a beard, but no moustache
c. a moustache and a beard d. no moustache and no beard
2. This girl has
3. This person has

.
.
a. light skin b. a moustache
a. light skin and short hair

c. dark skin d. a beard
b. light skin and long hair

Modifications:
c. dark skin and short hair d. dark skin and long hair
• Encourage students to talk about a family
1. The people are going up the steps. a. are gone b. have gone c. were gone
member they are fond of.
2. The man is throwing the boy. a. is going to throw b. is thrown c. has thrown
3. The woman is putting something a. has put b. is put c. was putting

into the bag.

1. The woman is writing. a. is going to write b. was writing c. has written
2. The man is throwing the boy. a. is thrown b. has thrown c. is going to throw
3. The people are coming down the steps. a. have come b. are going to come c. were coming
IV. Yes or No?
1. 2. 3.
1. This couple is dressed up.
2. This person is wearing a uniform.
3. The man is bald.
141
Unit 6, Lesson 4 6-03 More Descriptions of People; 6-04 Units of Things
Demonstrative Adjectives
01 The old man has a white beard. 01 a bag of fish
The bald man is looking at a rug. a bag of grapes
The bald man has a beard. bags of bread
New Vocabulary The man with a red tie has a beard. an empty paper bag
02 The man has a beard. 02 a roll of paper towels
The man is bald. a paper towel
banana dice slices The man does not have a beard.
The woman does not have a beard.
a bag of potato chips
a plastic bag of grapes
baskets half toilet 03 These people are wearing uniforms. 03 a full bottle of juice
These people are not wearing uniforms. half a bottle of juice
boots lots tomato This man is wearing a uniform.
This man is not wearing a uniform.
an empty glass bottle
bottle pair towel 04 This person has a moustache, but no beard.

This person has a beard, but no moustache.
04 two rolls of paper towels
a full paper bag
bouquet plastic towels This person has a moustache and a beard.
The person does not have a moustache or a beard.
an empty plastic bag
an empty paper bag
bouquets potato watermelon 05 This statue has a moustache.

This statue has a beard.
05 an empty glass bottle
a full bottle
The woman with long hair has an earring. lots of bread
bunches roll The woman with short hair is wearing an earring. six loaves of bread
06 This couple is dressed up. 06 a roll of paper towels
chips rolls This couple is not dressed up.
These men are dressed up.
a full paper bag
These men are not dressed up. an empty paper bag
07 This girl has black hair and dark skin. 07 a tomato
The boy in the red sweater has dark skin. lots of tomatoes
Themes: The girl with red hair has light skin.
The boy with a black shirt has light skin.
many boxes of apples
slices of watermelon
08 Which young woman has dark skin? 08 a pair of boots
Units of Things Which young woman has light skin?
Which young man has dark skin?
a pair of sunglasses
baskets of apples
Which young man has light skin? boxes of apples
09 The woman has light skin and short hair. 09 a pair of sunglasses
Materials: The woman has light skin and long, blond hair.
This person has dark skin and short hair.
a pair of gloves and a pair of shoes
a pair of boots
This person has dark skin and long hair. a pair of dice
Research materials 10 This man has dark skin and a moustache. 10 a bouquet of flowers
This man has light skin and a beard. three bouquets of flowers
This man has light skin and no beard or a banana
moustache. bunches of bananas
This man has dark skin and no beard or
Pre-Lesson Activity: moustache.
• Reinforce lesson vocabulary with the

following activity: 35
– Divide the class in half.

– Direct one group to develop a shopping
list for a party. Worksheet 6-04
– The other group will develop a shopping I. Fill in the blank.
list for a vacation. 1. an empty paper ____________________________ bouquet
2. many ____________________________ of apples empty
Have students share list items as you write 3. a ____________________________ of paper towels bag
them on the board. Discuss similarities and 4. _____________________________ of watermelon bottle
5. a _____________________________ of flowers gloves

differences among necessary items for the 6. a ____________________________ of boots roll
two events. 7. a full ____________________________ of juice potato chips
8. a pair of ____________________________ and a pair of shoes slices
9. a bag of _______________________________ boxes
Content Integration: 10. an ____________________________ glass bottle pair
Language Arts: Instruct students to research II. Describe each picture with a complete English sentence.
the following words: herd, flock, colony, and

pack. How do these words relate to this lesson?
Have students write a sentence using each word 11. 12. 13. 14. 15.
11. __________________________________________________________________________________________
in the context of this lesson. 12. __________________________________________________________________________________________
Science: Instruct students to find out what 13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
types of animals are in a herd, flock, colony, 15. __________________________________________________________________________________________
and pack. After giving students time to III. Match the words.
research, ask students to share their information ____16. loaves a. toilet paper
with the class and record student answers on ____17. roll b. flowers
____18. bottle c. boots

the board. ____19. bouquet d. juice
____20. pair e. bread
Units of Things ENGLISH
142
Units of Things
Units of Things 6-04

banana baskets boots bottle bouquet
bouquets bunches chips dice half Verbal-Linguistic: Instruct students to write
lots pair plastic potato roll
rolls slices toilet tomato towel a poem using the vocabulary words from
towels watermelon
this lesson.
Usage: Units of Things
In English we often refer to units of things by stating the quantity or container
plus of.
Naturalist: Allow students to work in groups
a bag of fish and prepare a short presentation about animals
a roll of paper towels
a bottle of juice that live in a pack, a herd, a colony, or a flock.
lots of bread
The contents are always stated in a prepositional phrase using of.
Encourage students to share their reports with
Fractions of a quantity may be similarly expressed. the class.
a third of a bottle of juice
half (of) a bottle of juice (For ease of articulation “of” is normally omitted.)
Note which things come in pairs, slices, bunches, bouquets, boxes or baskets. Post-Lesson Activities:
• Write the following words on the board: bag,
pairs, couples, pieces, bunches, a lot,
bouquets, boxes, rolls, and baskets. Ask
students to brainstorm and list items that fit in
these categories.
• Direct students to make a shopping list.
59
Conversation:
• Have students describe a trip to the grocery
store, making sure they use their shopping list
and other new vocabulary words.
Modifications:
• Ask students to list or name five items they
would purchase for a specific event. Possible
1. 2. 3.
event choices:
– Back to School
– A Birthday Party
4. 5. 6.
1. a of fish a. bottle b. bag c. pair d. roll – Valentine’s Day
2. a. an empty plastic bag b. an empty paper bag
c. a full plastic bag d. a full paper bag
3. a. an empty glass bottle b. a full glass bottle

c. an empty box d. half a bottle of juice
4. a of sunglasses a. bottle b. bag c. pair d. roll
5. a of toilet paper a. bottle b. bag c. pair d. roll
6. of apples a. boxes b. bags c. pairs d. baskets
II. Fill in the blank with the letter matching the correct word.
a. anymore b. only c. both d. neither e. none f. nor g. all
1. 2. 3.
4. 5. 6.
1. people are singing. 4. This man is talking on the phone
nor eating.
2. four of these people are walking.
5. The clown is not dressing .
3. The men are not running .
6. of these three people are walking.
143
Unit 6, Lesson 5 6-05 Neither–Nor, Both–And 6-06 Verbs: Present and Past Tenses;
Relative Pronouns
01 The woman is riding the horse. 01 These people are in a bike race.
The woman is not riding the horse anymore. These people were in a bike race.
The men are riding bicycles. The clown has a hat on his head.
New Vocabulary The men are not riding anymore. The clown had a hat on his head.
02 The men are running. 02 The young woman is reading.
The men are not running anymore. The young woman was reading.
anymore nor them The young men are singing.
The young men are not singing anymore. The boy is fishing.
The boy was fishing.
dressing sidewalk 03 The man and woman are singing.
The man and woman are not singing anymore. 03 The girl is jumping rope.
The clown is dressing. The girls were jumping rope.
The clown is not dressing anymore. The woman is drinking.
04 This woman is eating. The woman was drinking.
This woman is talking on the phone. 04 The father and his sons are digging.
This woman is neither talking on the phone nor
Themes: eating.
This man is neither talking on the phone nor
The father and his sons were digging.
The dog is looking at the book.
The dog was looking at the book.
eating.
What Am I Doing? 05 This woman is singing and playing the piano.
This woman is neither singing nor playing the
05 The man is wearing a shirt that is too small.
The man was wearing a shirt that was too small.
piano. The man is wearing his own shirt.
These women are playing drums and smiling. The man was wearing this shirt, but now the
These women are neither playing drums nor boy is.
Materials: 06
smiling.
Both people are singing. 06 The man is playing the guitar.
Neither of these people is singing. The man was playing the guitar.
The woman is holding the guitar.
Magazine or newspaper pictures Only one of these people is singing.
All six of these people are singing.
The woman was holding the guitar, but now the
boy has it.
07 The man in white is standing on the sidewalk.
The man in white is not standing on the sidewalk 07 The traffic light is red.
anymore. The traffic light was red.
Pre-Lesson Activity: The bus is up on the sidewalk.
The bus is not on the sidewalk anymore.
The man is climbing the ladder.
The man has climbed the ladder.
08 All four of these people are walking.
08 Some people are driving.
• Direct students to complete Section I of None of these four people are walking.
All three of these people are walking.
Some people were driving, but not anymore.
Someone is going to drive.
None of these three people are walking.
Worksheet 6-05 in the Student Workbook to 09 Both the young men are singing. Neither of them
car keys
is kissing a woman. 09 This dog is yawning.
reinforce vocabulary. Review Lesson 6-05 Neither the man nor the woman is talking.
Neither the man nor the woman is kissing.
This dog is carrying the frisbee.
This young man is yawning.
The man in the black shirt is standing. None of This young man is eating.
terms in the following way: his friends are.
10 This is the dog that was yawning.
10 Both the man and the woman are carrying
This is the dog that was carrying the frisbee.
umbrellas.
– Divide students into groups of three. Neither the man nor the woman is carrying an
umbrella.
This is the young man who was yawning.
This is the young man who was eating.
Both the man and the boy are wearing hats.
– Instruct groups to observe others in the Neither the man nor the boy is wearing a hat.
classroom and write three sentences. Each 36
sentence will contain one of these terms:

Neither–nor, both, none.
– Ask each group member to select a
sentence to read aloud to the class. Worksheet 6-05
Content Integration: 1. The bus is up on the _____________________________. anymore
2. The woman is singing and ____________________________ the piano. drums

Social Studies: Use the vocabulary neither–nor, 3. The woman ____________________________ the horse. sidewalk
both, and none to describe historical things or 4. The woman is ____________________________ on the phone. both
5. _____________________________ the man and boy are wearing hats. bicycles

events that involved well-known people. Ask 6. These women are playing ____________________________ and smiling. are singing
students to write sentences describing these 7. The men are riding _____________________________. playing
events. For example, if the students wanted to 8. ____________________________ of these people is singing. talking
9. The clown is not dressing ______________________________. is riding

write about explorers, they could say, “Both 10. All six of these people _____________________________. neither
Columbus and Magellan were explorers.” Write II. Describe each picture with a complete English sentence.
some of the student sentences on the board or
large sheet of paper.
Language Arts: Instruct students to write five 11. 12. 13. 14. 15.
11. __________________________________________________________________________________________
sentences using the following words: none, not 12. __________________________________________________________________________________________
anymore, neither–nor, and both. Invite students 13. __________________________________________________________________________________________
to share their sentences with the class. 14. __________________________________________________________________________________________
15. __________________________________________________________________________________________

____16. talking a. the piano
____17. riding b. on the phone
____18. playing c. food
____19. eating d. hats
____20. wearing e. a motorcycle
ENGLISH Neither–Nor, Both–And
144
Neither–Nor, Both, None,
Neither–Nor, Both–And 6-05 No One, Neither
anymore dressing nor sidewalk them
Bodily-Kinesthetic: Act out an activity and
Usage: Not…Anymore, Neither…Nor, and Both
Not…anymore expresses the discontinuance of an action. The action was once have one student say what is happening and
occurring, but now it has stopped.
The men are running. The men are not running anymore.
another student say what is not happening.
The woman is riding the horse. The woman is not riding the horse anymore.
Neither…nor is a useful expression indicating negation of two things. “Neither”
Logical-Mathematical: Instruct students to
sometimes appears without “nor.” They have various grammatical functions,
sometimes adverbial, sometimes adjectival and sometimes as the subject.
create riddles to share with a partner using
As a subject, “neither” is singular (“neither is…”).
the following words: none, not anymore,
Adverbial This woman is neither singing nor playing the piano.
As subject
Adjectival
Neither of these people is singing. (Neither is singing.)
Neither the man nor the woman is talking. (Neither is talking.)
neither–nor, and both. Have students take
Both means “the two together.” Often neither is its opposite. Their grammatical turns solving their partner’s riddle.
functions are parallel: adverbial, adjectival and as a subject. As a subject, of course,
both is plural (“Both are…”).
Adverbial
As subject
The woman is both singing and playing the piano.
Both the man and the boy are wearing hats. Post-Lesson Activity:
Adjectival Both people are singing.
Where more than two items are involved, use all. “None” negates “all.” • Direct students to use pictures from newspapers
All four of these people are walking.
None of these people are walking.
or magazines to write sentences describing
what the people are and are not doing. Use
the vocabulary none, neither–nor, and both.
Conversation:
• After students finish working through this
lesson, ask them to describe two to three
60
scenes that were memorable.
Modifications:
• Invite students to describe the actions
from several magazine photographs and
advertisements.
1. 2. 3.
4. 5. 6.
1. a of fish a. bottle b. bag c. pair d. roll
2. a. an empty plastic bag b. an empty paper bag

c. a full plastic bag d. a full paper bag
3. a. an empty glass bottle b. a full glass bottle

c. an empty box d. half a bottle of juice
4. a of sunglasses a. bottle b. bag c. pair d. roll
5. a of toilet paper a. bottle b. bag c. pair d. roll
6. of apples a. boxes b. bags c. pairs d. baskets
II. Fill in the blank with the letter matching the correct word.
a. anymore b. only c. both d. neither e. none f. nor g. all
1. 2. 3.
4. 5. 6.
1. people are singing. 4. This man is talking on the phone
nor eating.
2. four of these people are walking.
5. The clown is not dressing .
3. The men are not running .
6. of these three people are walking.

1. What do you call the hair that a man grows above his lip?
2. A nurse and a soldier both wear a __________ when they are working.
3. Name an object you can buy in a bunch.
4. What is another word you could use that means the same as everyone?
145
Unit 6, Lesson 6
6-05 Neither–Nor, Both–And 6-06 Verbs: Present and Past Tenses;
Relative Pronouns
01 The woman is riding the horse. 01 These people are in a bike race.
The woman is not riding the horse anymore. These people were in a bike race.
New Vocabulary The men are riding bicycles.
The men are not riding anymore.
The clown has a hat on his head.
The clown had a hat on his head.
02 The men are running. 02 The young woman is reading.
The men are not running anymore.
climbed fishing sons The young men are singing.
The young men are not singing anymore.
The young woman was reading.
The boy is fishing.
The boy was fishing.
digging keys traffic 03 The man and woman are singing.
The man and woman are not singing anymore. 03 The girl is jumping rope.
The clown is dressing. The girls were jumping rope.
The clown is not dressing anymore. The woman is drinking.
04 This woman is eating. The woman was drinking.
This woman is talking on the phone. 04 The father and his sons are digging.
Themes: This woman is neither talking on the phone nor
eating.
This man is neither talking on the phone nor
The dog is looking at the book.
eating. The dog was looking at the book.
Verb Tenses 05 This woman is singing and playing the piano. 05 The man is wearing a shirt that is too small.
This woman is neither singing nor playing the The man was wearing a shirt that was too small.
piano. The man is wearing his own shirt.
These women are playing drums and smiling. The man was wearing this shirt, but now the
These women are neither playing drums nor boy is.
Materials: smiling.
06 The man is playing the guitar.
06 Both people are singing.
Neither of these people is singing. The man was playing the guitar.
Graph paper Only one of these people is singing.
All six of these people are singing.
The woman is holding the guitar.
The woman was holding the guitar, but now the
boy has it.
07 The man in white is standing on the sidewalk.
The man in white is not standing on the sidewalk 07 The traffic light is red.
anymore. The traffic light was red.
Pre-Lesson Activity: The bus is up on the sidewalk.
The bus is not on the sidewalk anymore.
• Remind students about the Word Journal they 08 All four of these people are walking.
None of these four people are walking.
All three of these people are walking.
08 Some people are driving.
Some people were driving, but not anymore.
Someone is going to drive.
began in Lesson 4-04. Provide time for 09
None of these three people are walking.
Both the young men are singing. Neither of them
car keys
students to add words and phrases to their is kissing a woman.

Neither the man nor the woman is talking.
09 This dog is yawning.
This dog is carrying the frisbee.
Neither the man nor the woman is kissing. This young man is yawning.
journal using computer lessons and resource The man in the black shirt is standing. None of
his friends are.
This young man is eating.
10 This is the dog that was yawning.

materials as needed. After students finish their 10 Both the man and the woman are carrying
umbrellas.
This is the dog that was carrying the frisbee.
This is the young man who was yawning.
Neither the man nor the woman is carrying an
This is the young man who was eating.
entries, encourage them to write a paragraph umbrella.
Both the man and the boy are wearing hats.
Neither the man nor the boy is wearing a hat.
describing a person they admire.
36
Language Arts: Instruct students to write a
paragraph about what they do in a typical day Worksheet 6-06
only using present tense.
Social Studies: Allow students time to research 1. The man is playing the _____________________________. traffic
2. The man is wearing a shirt that is too ____________________________. yawning

and instruct them to demonstrate their knowledge 3. The ____________________________ light is red. wearing
of the causes of the American Revolution by 4. The man has ____________________________ the ladder. frisbee
writing a paragraph using past tense verbs. 5. These people are in a bike ____________________________. climbed
6. The man is ____________________________ his own shirt. is fishing
7. The boy _______________________________. race
8. The dog is carrying the ____________________________. small
9. The dog is _____________________________. are digging
10. The father and his sons ______________________________. guitar
11. 12. 13. 14. 15.

11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________

____16. drive a. light
____17. traffic b. keys
____18. car c. a ladder
____19. bike d. race
____20. climb e. a truck
Verbs: Present and Past Tenses; Relative Pronouns ENGLISH
146
Verbs: Present Progressive
Verbs: Present and Past Tenses; Relative Pronouns 6-06 and Imperfect
New Vocabulary
climbed digging fishing keys sons
traffic
Verbal-Linguistic: Direct students to create two
Grammar: Present and Past Progressive word searches, one with past tense verbs and
The present progressive uses the present tense of the helping verb to be (is or are)
with a verb ending in -ing. It indicates something happening now.
one with present tense verbs.
The girl is jumping rope.
Some people are driving. Interpersonal: Invite students to read the story
The past progressive uses the past tense of the helping verb to be (was or were)
with a verb ending in -ing. It indicates something that was in progress in the past,
written in the present tense aloud to the class.
but no longer is.
The girl was jumping rope.
Some people were driving, but not anymore. Post-Lesson Activity:
Grammar: Relative Pronouns
A relative pronoun begins a dependent clause in which more information is given
• Put students in small groups and instruct
about its antecedent. What is a dependent clause? It is like a sentence in that it has
a subject and a verb, but it cannot stand alone. It is dependent on a main clause.
them to discuss something that is happening
That and who are relative pronouns in the following examples.
to them now and something that previously
…that was yawning.
…who was eating. happened to them.
What is an antecedent? “Antecedent” means “comes before”. An antecedent is the
term that comes before the relative clause, that the clause refers back to. What is
the antecedent in the following examples?
The man was wearing a shirt that was too small.
Conversation:
This is the dog that was yawning.
This is the young man who was eating. • Have students discuss activities they or
someone else is doing (present progressive)
and activities they or someone else have done
(present perfect).
61
Modifications:
• Use graph paper to organize the word search.

I. Change the words in italics from present to past tense.

1. The people are in a bike race.
2. The young woman is reading.
3. The father and his sons are digging.
II. Fill in the blank with the words that best describe the photograph.
a. who is b. who was c. that is d. that was
1. 2. 3.
1. The man is wearing a shirt 2. This is the dog yawning. 3. This is the young man
too small. eating.
III. Yes or No?
1. 2. 3.
4. 5. 6.
1. The man on the left is Ronald Reagan. 4. Pranav is holding a balloon.
2. Mikhail Gorbachev is talking. 5. Melissa and Pranav are standing on the wall.
3. She is a woman. 6. The two men are shaking hands.
147
Unit 6, Lesson 7
6-07 Names 6-08 Present Progressive, Present Perfect
01 two men and one woman 01 The man is going to kiss his wife.
four men The man is kissing his wife.
New Vocabulary one man
three men and a woman
The woman is going to throw the ball.
02 The man on the left is Prince Charles. 02 The girl is talking to the man.
balloon prince stepping The man on the left is Ronald Reagan.
The man speaking is Mikhail Gorbachev.
The woman is not talking to anyone. She is
preparing food.
The woman with the singers is Nancy Reagan. The woman is sitting on the man.
look says touched 03 The man on the left is named Charles.
The woman is sitting on the rocking chair.
The name of the man on the left is Ronald. 03 The woman is riding the horse.
my shaking twenty-three The man’s name is Mikhail.
The woman in front of the singers is named
No one is riding the horse.
No one is riding the bicycle.
Nancy.
name singers walk 04 Prince Charles is shaking hands with Ronald
Someone is riding the bicycle.
Reagan. 04 The horse is kissing the woman.

named speaking years Ronald Reagan is standing with three other men.
Mikhail Gorbachev is talking.
No one is being kissed by the horse.
The ball is being kicked by the boy.
Nancy Reagan is smiling at the singers. No one is kicking the ball.
05 This is Sandra. She is a girl. 05 The woman is being kissed by the horse.
This is Jake. He is a boy. No one is kissing the woman.
This is Melissa. She is a woman. The boy is kicking the ball.
Themes: This is Pranav. He is a man. The boy is not kicking anything.
06 The girl says, “My name is Sandra and I am four 06 The boy is falling.
Names years old.”
The boy says, “My name is Jake and I am ten
The boy has fallen.
years old.” The man has climbed the ladder.
The woman says, “My name is Melissa and I am
twenty-two years old.” 07 The men are going to run.
The man says, “My name is Pranav and I am The men are running.
Materials: twenty-three years old.” The men have run.
The women are going to run.
07 Melissa is going to walk up the steps.
Construction paper Melissa is walking up the steps.
Melissa is walking down the steps.
08 The woman is going to pick up the cat.
The woman is picking up the cat.
Melissa has walked down the steps. The woman has picked up the cat and is holding
Crayons or colored pencils 08 Sandra is holding a balloon.
it in her arms.
The woman is reading the newspaper.
Jake is holding a balloon.
Social studies book with pictures Pranav is standing in a tree.
Melissa is standing in a tree.
09 The woman is going to put on the dress.
The woman is putting on the dress.
09 Sandra says, “Look at my balloon!” The woman has put on the dress.
Jake says, “Look at my balloon!” The man is putting on a shirt.
Pranav says, “Look, I am standing in a tree!”
Pre-Lesson Activity: Melissa says, “Look, I am standing in a tree!” 10 The girl is going to pour water on her head.
The girl is pouring water on her head.
10 Melissa and Pranav are stepping onto the wall. The woman is going to read the book.
• Reinforce lesson vocabulary by asking students Melissa and Pranav are standing on the wall.
Melissa and Pranav have just jumped off the
The woman is reading the book.
wall. Their feet have not touched the ground.

to circulate the room and practice introducing Melissa and Pranav have jumped off the wall.
Their feet have touched the ground.
themselves to others. Remind students to 37
include their ages and one activity they enjoy.
Worksheet 6-07
Mathematics: Instruct students to write their full
formal name. Have students count the number 1. Jake is _____________________________ a balloon. in a tree
of vowels and the number of consonants in 2. The man on the left is ____________________________ Charles. the wall
3. Nancy Reagan is ____________________________ at the singers. holding

their name. Students can identify whether the 4. Melissa is going to ____________________________ up the steps. girl
numbers are prime or composite. Tell students 5. She is a ____________________________. touched
to use the divisibility rules to determine if one 6. Pranav is standing ________________________________. named
7. Prince Charles ____________________________ with Ronald Reagan. Mikhail

of the numbers is divisible by the other. Then, 8. Their feet have not ____________________________ the ground. smiling
have students find the greatest common factor 9. The man’s name is _____________________________. is shaking hands
and the least common multiple of the two 10. Melissa and Pranav are stepping onto ____________________________. walk
numbers. II. Describe each picture with a complete English sentence.
Social Studies: Ask students to identify historical

figures by saying their name and something the 11. 12. 13. 14. 15.
person is remembered for. Make a list of student 11. __________________________________________________________________________________________
answers and display for the class. 12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________

____16. woman’s name a. Charles
____17. man’s name b. Melissa
____18. stepping c. talking
____19. speaking d. bicycle
____20. bike e. walking
ENGLISH Names
148
Names
Names 6-07

balloon look my name named
prince says shaking singers speaking Visual-Spatial: Instruct students to create a
stepping touched twenty-three walk years
work of art using their first name.
Usage: Look
We often want to call someone’s attention to ourselves or to something of interest Intrapersonal: Instruct students to create an
to us. A common expression for doing so is “Look!” It is an attention-getter. It
expresses excitement, and it is in command form; therefore an exclamation point
is used as end punctuation.
acrostic poem using their name. Have students
Look at my balloon! write their first name vertically on a piece of
Look, I am standing in a tree!
Usage: Names
paper. Beside each letter have students write
This lesson practices the use of names of people in English. Everyone has a name. an adjective that begins with that letter. The
If we know a person’s name, we should use it. A name is much more interesting
than “the boy” or “that woman.” adjectives should describe them.
Notice how direct quotations are written in English.
The girl says, “My name is Sandra and I am four years old.” Interpersonal: Students can write another
Sandra says, “Look at my balloon!”
A comma follows says, and a quotation mark signals the beginning of the exact,
acrostic poem using the name of someone
word-for-word statement that the girl or Sandra makes. The statement is a new
sentence, so the first word is capitalized (My or Look). An end punctuation (period
they know or someone in the class. Direct
or exclamation point) marks the end of the sentence, and a closed quotation mark
signals the end of the exact quotation.
students to write the first name of someone
they know vertically on a piece of paper.
Beside each letter, write an adjective that
begins with that letter. The adjectives should
describe the person.
62
• Provide students with extra time to research
the history of their family name as well as
their first name. Allow students to design a
coat of arms for their family name. Display
Quiz Unit 6 Lessons 6 and 7 in the classroom.
I. Change the words in italics from present to past tense.
1. The people are in a bike race.
2. The young woman is reading.

Conversation:
3. The father and his sons are digging.
II. Fill in the blank with the words that best describe the photograph. practice using the names of people in the
a. who is b. who was c. that is d. that was
room by describing what they are doing.
1. 2. 3.
Modifications:
1. The man is wearing a shirt
too small.
2. This is the dog yawning. 3. This is the young man
eating. • Give students a list of everyone in the class
III. Yes or No? for the acrostic name poems.
1. 2. 3.
4. 5. 6.
1. The man on the left is Ronald Reagan. 4. Pranav is holding a balloon.
2. Mikhail Gorbachev is talking. 5. Melissa and Pranav are standing on the wall.
3. She is a woman. 6. The two men are shaking hands.
149
Unit 6, Lesson 8
6-07 Names 6-08 Present Progressive, Present Perfect
01 two men and one woman 01 The man is going to kiss his wife.
four men The man is kissing his wife.
New Vocabulary one man
three men and a woman
The woman is going to throw the ball.
02 The man on the left is Prince Charles. 02 The girl is talking to the man.
anyone kissed pouring The man on the left is Ronald Reagan.
The man speaking is Mikhail Gorbachev.
The woman is not talking to anyone. She is
preparing food.
The woman with the singers is Nancy Reagan. The woman is sitting on the man.
being newspaper preparing 03 The man on the left is named Charles.
The woman is sitting on the rocking chair.
The name of the man on the left is Ronald. 03 The woman is riding the horse.
kicked pour read The man’s name is Mikhail.
The woman in front of the singers is named
No one is riding the horse.
No one is riding the bicycle.
Nancy. Someone is riding the bicycle.
04 Prince Charles is shaking hands with Ronald
Reagan. 04 The horse is kissing the woman.
Ronald Reagan is standing with three other men. No one is being kissed by the horse.
The ball is being kicked by the boy.
Themes: Mikhail Gorbachev is talking.
Nancy Reagan is smiling at the singers. No one is kicking the ball.
05 This is Sandra. She is a girl. 05 The woman is being kissed by the horse.
Verb Tenses This is Jake. He is a boy.
This is Melissa. She is a woman.
No one is kissing the woman.
The boy is kicking the ball.
This is Pranav. He is a man. The boy is not kicking anything.
06 The girl says, “My name is Sandra and I am four 06 The boy is falling.
Materials: years old.”
The boy says, “My name is Jake and I am ten
years old.”
The boy has fallen.
The woman says, “My name is Melissa and I am
Handout of Verb Tenses for Lesson 6-08 twenty-two years old.”
The man says, “My name is Pranav and I am
07 The men are going to run.
twenty-three years old.” The men have run.
Scissors 07 Melissa is going to walk up the steps.
The women are going to run.
Melissa is walking up the steps.
Roll of calculator paper or paper cut in long, Melissa is walking down the steps.
Melissa has walked down the steps.
08 The woman is going to pick up the cat.
The woman has picked up the cat and is holding
thin strips 08 Sandra is holding a balloon.
it in her arms.
Jake is holding a balloon.
Crayons or colored pencils Pranav is standing in a tree.
Melissa is standing in a tree.
09 The woman is going to put on the dress.
The woman is putting on the dress.
Shoebox 09 Sandra says, “Look at my balloon!”
Jake says, “Look at my balloon!”
The woman has put on the dress.
The man is putting on a shirt.
Pranav says, “Look, I am standing in a tree!”
Melissa says, “Look, I am standing in a tree!” 10 The girl is going to pour water on her head.
The girl is pouring water on her head.
10 Melissa and Pranav are stepping onto the wall. The woman is going to read the book.
Pre-Lesson Activity: Melissa and Pranav are standing on the wall.
Melissa and Pranav have just jumped off the
The woman is reading the book.
wall. Their feet have not touched the ground.

• Review present progressive, present perfect, Melissa and Pranav have jumped off the wall.
Their feet have touched the ground.
and future tenses by instructing students to 37
develop a “play-by-play” report describing

the action of an event. For example: The
woman is going to pick up the cat. The
Worksheet 6-08
woman is picking up the cat. The woman
has picked up the cat and is holding it in I. Fill in the blank.
1. The man _____________________________ a shirt. thrown
her arms. Review Curriculum Text for 2. The girl is _____________________________ water on her head. kiss
additional examples. 3. The boy is _____________________________ the ball. talking
4. The woman is reading the _____________________________. pouring
5. The man is going to ____________________________ his wife. falling
Content Integration: 6. The woman ____________________________ the horse. kicking
7. The boy is ______________________________. read

Language Arts: Find a popular movie that is 8. The woman has ____________________________ the ball. is putting on
appropriate for the class. Have students write a 9. The woman is going to ____________________________ the book. newspaper
synopsis and a review of the movie. 10. The girl is _____________________________ to the man. is riding

Language Arts: Provide newspapers for the
students. Instruct students to find an article that
is interesting to them. Have the students write 11. 12. 13. 14. 15.
three or more sentences giving the main idea of 11. __________________________________________________________________________________________
the article. Instruct students to highlight or 12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
underline the different verb tenses: present 14. __________________________________________________________________________________________
progressive, present perfect, and future with 15. __________________________________________________________________________________________
“going to.” III. Match the words.

____16. preparing a. a newspaper
____17. reading b. water
____18. pouring c. a ball
____19. climbing d. food
____20. kicking e. a ladder
Present Progressive, Present Perfect and Future with “Going To” ENGLISH
150
anyone being kicked kissed newspaper
pour pouring preparing read Bodily-Kinesthetic: Give the handout for Verb
Grammar: Verb Tenses Tenses Lesson 6-08 to each student. Have them
Present progressive The woman is picking up the cat.
The man is kissing his wife. cut out each picture. Instruct students to sort
The woman is putting on a dress.
Note that up and on in the phrases is picking up and is putting on do not function
pictures into categories and then sequence them.
as prepositions, as they might at first appear to do. They are part of the verb as
adverbial particles. To pick up and to put on have special meanings as verbs.
Students can either recite or write a sentence to
Present perfect The woman has picked up the cat. go with each picture and identify the verb tense
The boy has fallen.
The woman has put on the dress. for each.
Future with “going to” The woman is going to pick up the cat.
The woman is going to read the book.
The girl is going to pour water on her head.
Visual-Spatial: Instruct students to create a
film strip with three to six panels. The film
strip must emphasize the verb tenses from this
lesson. Display completed film strips in the
classroom.
• Divide students into pairs. Give the handout
for Verb Tenses Lesson 6-08 to each group.
Have them cut each picture out, mix the
pictures up, and place them face down in one
63 stack. Partners will take turns drawing one
picture at a time from the stack. The student
will then say a sentence to go with the picture
and identify the verb tense.
I. Fill in the blank with the word that best describes the photograph. Conversation:
• Show film clips of comedy routines and ask
students to describe actions in a “before-
1. 2. 3. during-after” sequence.
Modifications:
4. 5. 6.
1. a of bananas a. set b. bouquet c. pair d. bunch
• Using flashcards with the words “first,”
2. a grape a. set b. single c. group d. bunch “second,” and “third,” ask students to
3. a
4. a
of runners
of knives
a. pair
a. set
b. single
b. bouquet
c. group
c. pair
d. bouquet
d. bunch
describe the sequence of an action.
5. a of dolls a. single b. bunch c. group d. couple
6. balloons a. single b. few c. many d. a couple
1. The men are running. a. have run b. were running c. are going to run
2. The boy is falling. a. was falling b. is going to fall c. has fallen
3. The woman is putting on the dress. a. has put on b. is going to put on c. was putting on

1. The men are running. a. are going to run b. were running c. have run
2. The man is kissing his wife. a. is kissed b. was going to kiss c. is going to kiss
3. The woman is reading the book. a. has read b. is going to read c. was reading
151
Unit 6, Lesson 9 6-09 More Units of Things 6-10 Alone, Crowd, Friend; Passive Voice
of Verbs
01 many bunches of bananas 01 The girl is alone.
a bunch of bananas The girl is with her friends.
many bunches of grapes The girl is with her mother and father.
New Vocabulary a bunch of grapes The girl is with her puppy.
02 a bunch of bananas 02 The singer with the red microphone is singing
a single banana alone.
biker dolls runner a bunch of grapes
a single grape
The singer is singing with a friend.
The woman is singing with the choir.
The woman is singing alone while playing the
bikers flags Russian 03 a couple of dolls piano.
a group of dolls 03 Flowers surround the woman.
bunch grape set a few flowers
many bunches of flowers
Bushes surround the woman.
Books surround the woman.
People surround the woman.
candles knives silverware 04 a pair of candles
many pairs of candles 04 The woman is surrounded by flowers.
The woman is surrounded by bushes.
couples luggage single a pair of gloves
many pairs of gloves The woman is surrounded by books.
The woman is surrounded by people.
dining pairs tools 05 a bouquet of flowers

a single flower
05 The castle stands alone on a hill, away from
other buildings.
a couple of flags The fort stands alone in the desert, away from
doll room twins lots of flags other buildings.
The castle is surrounded by other buildings.
06 many balloons The church is surrounded by other buildings.
a few balloons 06 The woman is alone.
a single biker The woman is with another person.
a group of bikers The woman is surrounded by people.
Themes: 07 a pair of dice
two pairs of dice 07
The table is surrounded by chairs.
one person alone
a single runner a couple of people
Units of Things a group of runners several people
a crowd of people
08 a set of tools
a set of dining room furniture 08 The girl is reading alone.
The girl is playing with a friend.
a set of luggage The girl is playing with her teacher.
Materials: 09
a set of knives
a set of silverware
The girl is walking with her teacher and her
friend.
a pair of twins 09 Someone is walking alone down the steps.
Vocabulary Chart Lesson 6-09 a chess set
a set of plates
Several people are walking down the steps.
A whole crowd of people are standing on the
steps.
Dictionary 10 a couple going down an escalator
two couples
A whole crowd of people are walking on the
sidewalk.
Thesaurus a doll couple
a set of Russian dolls
10 A huge crowd of people is racing.
Several people are racing against each other.
These two people are racing, but not against
each other.
This person is running alone, but he is not
Pre-Lesson Activity: racing.
• Reinforce current and previous vocabulary 38
by asking students to develop lists for the

following:
– Items found in a grocery store. Worksheet 6-09
– Necessities for a new house. I. Fill in the blank.

1. a ____________________________ of bananas escalator
– Gifts one might receive for a birthday. 2. a set of Russian ____________________________ pair
Have students take turns reading lists aloud as 3. a couple going down an _____________________________ few
4. a set of ____________________________ room furniture single

they compare and contrast their work with others. 5. a ____________________________ grape bouquet
6. a ____________________________ balloons chess
7. a ____________________________ of flowers dining

Content Integration: 8. a ____________________________ set of gloves
Language Arts: Discuss the meanings of the 9. a pair ____________________________ dolls
10. a ____________________________ of dice bunch

words: many, groups, couple, pair, bunch, and
game. Instruct students to write a sentence
using each word. Ask students to share their
sentences with the class.
11. 12. 13. 14. 15.
Social Studies: As a class, discuss the meaning 11. __________________________________________________________________________________________
of each word, writing student responses on the 12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
board. Ask students to brainstorm occasions 14. __________________________________________________________________________________________
when these words are used and in what context. 15. __________________________________________________________________________________________
This may be done as a group or individually; III. Match the words.
for example, a bouquet is a bunch of flowers. ____16. single a. two
____17. none b. three or more
____18. couple c. one
____19. lots d. zero
____20. a few e. many
ENGLISH More Units of Things
152
More Units of Things
More Units of Things 6-09
New Vocabulary
biker bikers bunch candles couples
dining doll dolls flags grape
Visual-Spatial: Have students draw a picture
knives
Russian
luggage
set
pairs
silverware
room
single
runner
tools
to illustrate the meaning of each of these words:
twins many, groups, couple, pair, bunch, and game.
Usage: Units of Things
Let’s review groupings and add some new types of groupings to your vocabulary. Logical-Mathematical: Have students write
a
a
bunch of
couple of
questions using the vocabulary word as the
a
a
pair of
bouquet of
answer. The question should describe the
a set of
vocabulary word without directly stating the
Note what kinds of things come in which groupings. “A pair” usually refers to
two matched items, such as a pair of gloves or a pair of twins. “A bouquet of…”
can only be of flowers, but the flowers can be named, like “a bouquet of roses.”
name of the item. Students should take turns
“A set” is a group of matched items belonging together to make a complete
group, like “a set of luggage.” Grapes and bananas normally come in “bunches.”
guessing the answer to each other’s questions.
• Write the lesson vocabulary on the board.
Give each student a Vocabulary Chart Handout.
Ask each student to choose two words from
the lesson vocabulary to use to complete
the chart.
Conversation:
64
• Ask students to use vocabulary words as a
basis for discussion about items they would
like to buy.
Quiz Unit 6 Lessons 8 and 9 Modifications:
• Using flashcards or photos of everyday
items and situations, encourage students to
converse about these events using lesson
1. 2. 3. vocabulary.
4. 5. 6.
1. a of bananas a. set b. bouquet c. pair d. bunch
2. a grape a. set b. single c. group d. bunch
3. a of runners a. pair b. single c. group d. bouquet
4. a of knives a. set b. bouquet c. pair d. bunch
5. a of dolls a. single b. bunch c. group d. couple
6. balloons a. single b. few c. many d. a couple
1. The men are running. a. have run b. were running c. are going to run
2. The boy is falling. a. was falling b. is going to fall c. has fallen
3. The woman is putting on the dress. a. has put on b. is going to put on c. was putting on

1. The men are running. a. are going to run b. were running c. have run
2. The man is kissing his wife. a. is kissed b. was going to kiss c. is going to kiss
3. The woman is reading the book. a. has read b. is going to read c. was reading
153
Unit 6, Lesson 10
1
6-09 More Units of Things 6-10 Alone, Crowd, Friend; Passive Voice
of Verbs
01 many bunches of bananas 01 The girl is alone.
a bunch of bananas The girl is with her friends.
New Vocabulary many bunches of grapes
a bunch of grapes
The girl is with her mother and father.
The girl is with her puppy.
02 a bunch of bananas 02 The singer with the red microphone is singing
alone.
against crowd singer a single banana
a bunch of grapes The singer is singing with a friend.
a single grape
alone desert stands 03 a couple of dolls
piano.
a group of dolls 03 Flowers surround the woman.
away friend surround a few flowers
many bunches of flowers
Bushes surround the woman.
Books surround the woman.
books hill surrounded 04 a pair of candles
04
People surround the woman.
The woman is surrounded by flowers.
many pairs of candles The woman is surrounded by bushes.
buildings huge whole a pair of gloves
many pairs of gloves The woman is surrounded by books.
castle puppy 05 a bouquet of flowers
a single flower
05 The castle stands alone on a hill, away from
other buildings.
choir racing a couple of flags
lots of flags
The fort stands alone in the desert, away from
other buildings.
The castle is surrounded by other buildings.
06 many balloons The church is surrounded by other buildings.
a few balloons 06 The woman is alone.
a single biker The woman is with another person.
a group of bikers
Themes: 07 a pair of dice
The table is surrounded by chairs.
two pairs of dice 07 one person alone
Who or What Am I With? a single runner
a group of runners
a couple of people
several people
a crowd of people
08 a set of tools
a set of dining room furniture 08 The girl is reading alone.
The girl is playing with a friend.
a set of luggage
Materials: a set of knives The girl is playing with her teacher.
The girl is walking with her teacher and her
friend.
09 a set of silverware
Magazines a pair of twins
a chess set
09 Someone is walking alone down the steps.
Several people are walking down the steps.
a set of plates A whole crowd of people are standing on the
steps.
10 a couple going down an escalator A whole crowd of people are walking on the
two couples sidewalk.
Pre-Lesson Activity: a doll couple
a set of Russian dolls
10 A huge crowd of people is racing.
Several people are racing against each other.
These two people are racing, but not against
• Encourage students to write a journal-style each other.
This person is running alone, but he is not
entry about activities they prefer to do alone racing.
and those they enjoy with others. Remind 38
students of the available resources (computer

lessons, worksheets, quizzes, and word
journals) as they use vocabulary from current
and previous lessons. Worksheet 6-10

1. The woman is _____________________________ by flowers. singer
Content Integration: 2. The girl ____________________________. singing alone
Science: Discuss the desert as an ecosystem. 3. The woman is _____________________________ with the choir. surrounded
4. Someone is walking alone down the ____________________________. crowd

Ask what types of animals or plants live in the 5. The woman is ____________________________ while playing the piano. singing
desert and how people have interacted with the 6. The _____________________________ is singing with a friend. buildings
desert ecosystem. 7. Several people are ____________________________ against each other.
8. The church is surrounded by other _____________________________.

is alone
puppy
Language Arts: Instruct students to think about 9. The girl is with her ____________________________. racing
10. A huge _____________________________ of people is racing. steps

the things that surround a castle, choir, books,
buildings, and singer. Record student answers
on the board in sentence form.
11. 12. 13. 14. 15.
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________

____16. reading a. books
____17. singing b. not surrounded
____18. many people c. baby dog
____19. alone d. crowd
____20. puppy e. choir
Alone, Crowd, Friend; Passive Voice of Verbs ENGLISH
154
Alone, Crowd, Friend,
Alone, Crowd, Friend; Passive Voice of Verbs 6-10 Surrounded
New Vocabulary
against
castle
alone
choir
away
crowd
books
desert
buildings
friend
Intrapersonal: Write the words: alone, crowd,
hill
stands
huge
surround
puppy
surrounded
racing
whole
singer surrounded, and friend on the board. Discuss
Vocabulary: Alone and A Crowd Of the meaning of these words with the students.
Alone is an adverb. It follows the verb and modifies it; it indicates “how” it is (manner). Ask them how they feel when they are in these
The girl is alone.
The castle stands alone on a hill. situations.
Someone is walking alone down the steps.
A crowd of is another grouping. It only applies to people. “A crowd of people…” Verbal-Linguistic and Visual-Spatial: Using
Grammar: Passive Voice
the sentences on the board, ask students to copy
A sentence is in the active or passive voice depending on whether its subject
performs or receives the action. If the sentence is in the active voice, its subject two of the sentences and illustrate them.
performs the action. Most sentences are in active voice.
Other buildings surround the church. (Buildings do the surrounding.)
Flowers surround the woman. (Flowers perform the surrounding.)
But sometimes we want to focus on the recipient of the action. In this case we use
passive voice, in which the subject receives the action. To do so, change the word
order, moving “woman” from its position as the last word in the sentence, where • Divide the students into groups of two. Give
it is an object, to the first position in the sentence, to serve as the subject. Second,
change the verb by using a form of to be with the past participle of the verb surround. each group a magazine. Using the learned
The woman is surrounded by flowers.
The church is surrounded by other buildings.
vocabulary, students should identify pictures
The agent or performer of the action is stated in the prepositional phrase “by…”. of objects or people. They should then state
whether the object or person is alone, or in
a crowd.
Conversation:
65
• Write vocabulary words on the board and
divide the class into groups of two. Tell
students they must use each lesson vocabulary
word in a conversation with their partner.
I. Fill in the blank with the word or words that best describe the photograph. Modifications:
• Use photos of people who are alone and in
groups as conversation starters, to reinforce
1. 2. 3. 4. 5.
newly learned vocabulary.
6. 7. 8. 9.
1. The girl is with her . a. friends b. family c. puppies d. flowers
2. The woman is surrounded by . a. flowers b. bushes c. books d. people
3. The girl is playing with . a. her flowers b. her friend c. her books d. her teacher
4. I am a . a. doctor b. nurse c. mechanic d. student
5. I am a . a. policeman b. dentist c. carpenter d. scientist
6. I am . a. cold b. thirsty c. afraid d. sick
7. I am . a. inside the bank b. outside the bank

c. inside the police station d. outside the police station
8. I am . a. embarrassed b. sick c. afraid d. rich
9. I am the students. a. baking b. typing c. teaching d. reading
II. Yes or No?
1. 2. 3.
1. The girl is alone. 2. The girl is reading alone. 3. The woman is alone.
155
Unit 6, Lesson 11
1
6-11 Professions and Conditions, 6-12 Unit Six Review
Activities
01 I am a doctor. 01 These people are in a parade.
I am a nurse. These people were in a parade.
New Vocabulary I am a mechanic.
I am a student.
The man was in the truck.
02 I am a policeman. 02 The woman is going to enter the store.
heavy hurts policeman someone’s I am a dentist.
I am a carpenter.
The woman is entering the store.
The man is going to close the trunk of the car.
I am a scientist. The man has closed the trunk of the car.
hurt ouch repairing typewriter 03 I am a secretary. 03 This couple is dressed up.
I am a cook. This couple is not dressed up.
I am a teacher. These men are dressed up.
I am a waiter. These men are not dressed up.
04 I am embarrassed. 04 two rolls of paper towels
Themes: My foot hurts.
I am not afraid. He is afraid.
a full paper bag
an empty plastic bag
I am sick. an empty paper bag
Jobs and Activities 05 I am cold. 05 Both people are singing.
I am hot and thirsty. Neither of these people is singing.
I am afraid. Only one of these people is singing.
I am a doctor. I am with a sick man. All six of these people are singing.
Materials: 06 I am proud of my son.

I am proud of my car.
06 The father and his sons are digging.
I am thin. The dog is looking at the book.
Books about various jobs I am heavy. The dog was looking at the book.
07 I am outside the bank. 07 The woman is going to pick up the cat.
Index cards I am at the police station.
I am rich.
The woman has picked up the cat and is holding
I am inside the bank. it in her arms.
08 Ouch! That hurt my foot.
Pre-Lesson Activity: I am wearing a hat.

I am wearing a blue skirt.
I am embarrassed.
08 a set of silverware
a pair of twins
a chess set
a set of plates
• Instruct students to select a profession from 09 I am sick. You are not sick. You are a nurse.
I am a doctor. I am not sick. You are sick. 09 The singer with the red microphone is singing
Lesson 6-11 or previous lessons, and discuss I am repairing a car.
I am working on someone’s teeth.
alone.
The singer is singing with a friend.
why they might want to pursue this as a career. 10 I am baking bread.
I am typing on the typewriter.
piano.
I am teaching the students.
We are reading. 10 I am a policeman.
I am a dentist.
I am a carpenter.
Content Integration: I am a scientist.
Language Arts: Invite a guest speaker to tell the

39
class about his or her job. Have students write
questions for the speaker and a description of
what that person does after the presentation.
Social Studies: Ask students to research popular Worksheet 6-11
hobbies or sports of teenagers in another country. I. Fill in the blank.
Have students compare and contrast these hobbies 1. I am ____________________________ the bank. typewriter
2. I am wearing a _____________________________. foot

to the popular hobbies or sports from their own 3. I am ____________________________ on someone’s teeth. cook
culture. 4. My ____________________________ hurts. police
5. I am hot and ____________________________. proud
6. I am typing on the ______________________________. hat
7. I am _____________________________ the students. working
8. I am a _____________________________. thirsty
9. I am ____________________________ of my son. teaching
10. I am at the ____________________________ station. outside
11. 12. 13. 14. 15.

11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________

____16. ouch a. doctor
____17. nurse b. bread
____18. baking c. car
____19. repairing d. students
____20. teaching e. hurt
ENGLISH Professions and Conditions, Activities
156
Professions and Human
Professions and Conditions, Activities 6-11 Conditions, Activities
New Vocabulary
heavy
repairing
hurt
someone’s
hurts
typewriter
ouch policeman Verbal-Linguistic: Have students read about
Vocabulary: Ouch various types of jobs. Direct students to write
“Ouch!” is a common expression of sudden pain in English. It cannot be used as a
building block to create other words.
a few sentences about the different jobs they
Usage: Conditions researched.
This lesson reviews human conditions, like sick, proud, embarrassed and afraid.
The phrase “My foot hurts” locates the pain. Practice the body parts by saying,
Interpersonal: Invite students to share the
“My head hurts,” “My back hurts,” etc., until you have named all the parts that
you know.
research they conducted about a specific job.
• List these words on the board: ashamed, hurt,
I am afraid, sick, I am cold, I am hot, I am
thirsty, and I am proud. Ask students to name
an activity that would make them feel like
one of the words.
• Divide students into groups of four. Give each
group eight index cards. Instruct students to
write one of the following: ashamed, hurt,
I am afraid, sick, I am cold, I am hot, I am
thirsty, and I am proud on an index card. Mix
66
up the cards and pass out two cards to each
person. Students will take turns identifying the
words and then telling about a time they
__________. Fill in the blank with the word(s)
Quiz Unit 6 Lessons 10 and 11 on the index cards.
Conversation:
• Divide the students into small groups and
1. 2. 3. 4. 5.
have them discuss the job(s) they might have
in the future.
6.
1. The girl is with her
7.
. a. friends b. family
8.
c. puppies
9.
d. flowers
Modifications:
2. The woman is surrounded by . a. flowers b. bushes c. books d. people • Have students work in pairs or small groups
3. The girl is playing with . a. her flowers b. her friend c. her books d. her teacher
4. I am a . a. doctor b. nurse c. mechanic d. student

to develop a report about jobs.
5. I am a . a. policeman b. dentist c. carpenter d. scientist
6. I am . a. cold b. thirsty c. afraid d. sick
7. I am . a. inside the bank b. outside the bank

c. inside the police station d. outside the police station
8. I am . a. embarrassed b. sick c. afraid d. rich
9. I am the students. a. baking b. typing c. teaching d. reading
II. Yes or No?
1. 2. 3.
1. The girl is alone. 2. The girl is reading alone. 3. The woman is alone.

1. Write a sentence using the present tense.
2. What type of ecosystem is hot and dry?
3. If you are ____________, you would go to the doctor.
157
I. Match the words.
Unit 6 Review 1. flowers
2. paper towels
a. roll
b. bouquet
3. sunglasses c. pair
4. bananas d. bunch
Review Activities: 5. shoes
• Use index cards to review vocabulary. II. Fill in the blank with the words that best describe the photograph.

• Choose activities that target skills in need 1. 2. 3. 4. 5.
of practice. 1. The man the car. a. is getting into b. is going to get into c. has gotten into
2. The woman . a. is writing b. is going to write c. has written
• Encourage role-play of scenes that require 3. The boy at the ball. a. is looking b. is going to look c. has looked
students to use language skills. 4. The man

of the car.
the trunk a. is closing b. is going to close c. has closed
5. The people up a. are going b. are going to go c. have gone

• Provide time for conversation practice with the steps.
peers; monitor conversational skills. III. Circle the correct answer.
• Challenge students to create questions from

various lessons and seek answers as a class.
1. 2. 3. 4. 5.
• Play question-and-answer games using 1. The children are / were in the park.
vocabulary words from past lessons. 2. The woman has / had the box.
3. The man is / was in the truck.
4. The man has / had the hat on his head.
Possible Assessments: 5. The boy is / was inside.
and 6-11.
additional practice time in appropriate modes

6. 7. 8. 9. 10.
and projects. 6. These people are / were in a bike race.
7. The woman is / was drinking.

• Note the amount and quality of class 8. The man is climbing / has climbed the ladder.
participation. 9. The young man is / was yawning.
10. The man is / was playing the guitar.

• Check accuracy of completed Workbook
pages, Quizzes, and Tests. (One word will be used twice.)

1. 2. 3. 4. 5.
1. The men are not running . a. neither

2. people are singing. b. both
3. Neither the man the woman is talking. c. anymore

4. the man and the boy are wearing hats. d. nor
5. of these people is singing. e. only
V. Yes or no?
1. 2. 3. 4. 5.
1. This man has a beard but no moustache. 4. This man is wearing a uniform.
2. This person has light skin and long hair. 5. This girl has dark skin.
3. These men are dressed up.
158
I. Who am I?
1. I have many tools. I am repairing some cars. Some of the cars are wrecked; they were in accidents.
I am a .
Tests
2. I am with a sick man. I am wearing white. I am talking to the nurse. I am a .
3. I am teaching the students. They are reading and writing. I am very proud of them. I am a .
4. I am talking to the man and the woman about many kinds of food. I am giving some water to the woman.
I am taking a plate from the man. I am a .
5. I am looking at someone’s mouth. I am working on the man’s teeth. I am a .
II. Fill in the blank with the words that best describe the photograph.
1. 2. 3. 4. 5.
1. The woman the dress. a. is putting on b. is going to put on c. has put on
2. The men . a. are running b. are going to run c. have run
3. The woman at the ball. a. is throwing b. is going to throw c. has thrown
4. The women . a. are running b. are going to run c. have run
5. The woman by the horse. a. is being kissed b. is going to be c. has been

kissed kissed

1. grapes a. set
2. flowers b. bouquet
3. gloves c. pair
4. tools d. bunch
5. silverware
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
1. The woman is ; nobody is with her. a. surrounded
2. The woman is by people. b. with
3. The fort stands alone in the desert, from other buildings. c. alone
4. The woman is another person. d. policeman
5. The man’s is Mikhail. e. afraid
6. This is a grape. f. away
7. The is going down the escalator. g. my
8. I am a . h. single
9. foot hurts. i. couple
10. I am . j. name
159
Word Search 6: 1-5
Unit 6 Review ANYMORE POTATO

C
E
M
A
F
R
J
R
R
I
A
N
G
G
B
X
O
N
T
H
T
B
L
P
E
T
BEARD PUT
BOOTS ROLLS
P M O U S T A C H E X L D
BOTTLE SIDEWALK U G E N T E R H X M S A H
BOUQUET SKIN
CHIPS STORE T P A I R M T I J J I S X
EARRING STREET
ENTER THEM
H A L F E J T P O T A T O
HALF TOILET B W A O E O D S Y S V I V
LIGHT TOWEL
MOUSTACHE UNIFORM E F F R T O I L E T U C W
PAIR WRITE
PLASTIC
A N Y M O R E M B O O T S
R O L L S S I D E W A L K
D T J B B O U Q U E T R I
U L I G H T G R P L O D N
W M N W R I T E S T O R E
Word Search 6: 6-11
H U R T S P A I R S B P U
AGAINST PAIRS E Z E R E P A I R I N G L
ALONE POLICEMAN
ANYONE POUR
A H P A L O N E S N A I V
AWAY PUPPY V E U F T L F M N G M G S
BEING REPAIRING
CROWD SAYS Y S P F R I E N D L E V U
FRIEND SINGLE
HEAVY SURROUND
U L P I M C H G S E D B R
HUGE TOOLS W J Y C N E W S P A P E R
HURTS TRAFFIC
KEYS WHOLE A Z P H Y M X L B K B N O
NAMED YEARS
NEWSPAPER
W H O L E A G A I N S T U
A U U R A N Y O N E L O N
Y G R C R O W D Z F Q O D
K E Y S S A Y S K T G L E
F B N O K B E I N G W S B
ENGLISH
160
Crossword 6: 1-5
Across Down
1. loaves of _____ 1. The apples are in a ___.
4. The boy ___ jumped. 2. not full
6. a kind of fruit 3. Children play in the _____.
7. The man is closing the ____ of the car. 4. The man has a hat on his ____.
10. not dark 5. The woman is entering a clothing ____.
13. He has a beard but no _____. 8. He is wearing a _____.
15. The woman is going to ____ the man. 9. She is ____ at him with her eyes.
18. hair on a man’s chin 11. He is climbing the ____.
21. She is going to _____ the store. 12. not more
22. potato ____ 14. They are going to ____ into the water.
16. The people are crossing the ___.
17. People will ___ the street.
18. A person with no hair is ____.
19. a pair of ____
20. The sun makes her ____ dark.
ENGLISH
Crossword 6: 6-11
Across Down
1. The _______ light is red. 2. She is not with other people. She is _____.
4. She is going to read some _____. 3. The man is closing the ___ of the car.
9. very big 5. a father and several of his ____
10. a ____ is using a microphone 6. “Ouch! That ____ my foot!”
11. There are more birds ____ tigers. 7. a ____ in a race
14. Flowers ________ the woman. 8. She is reading the _________.
17. husband and ____ 10. Jake ___, “Look at my balloon!”
19. My ____ is Sandra. 12. a _____ of grapes
20. a set of ____ 13. There is only one grape; it is a _____ grape.
22. The runners are ______ against 14. a ___ of tools
each other. 15. She will ___ the newspaper.
23. She is going to ____ up the cat. 16. ___ room furniture
18. There are many singers; it is a _____
of singers
21. The girl is lying on her ____.
ENGLISH
161
Unit 7 Overview
Lesson 7-01 More Verbs .................................................................................... 164

12 new words.
To try, verbs with prepositions, participles.
Lesson 7-02 More Verbs; Interrogative Adjectives and Pronouns;

Usually ................................................................................................................ 166
24 new words.
The simple present as an expression of permanent or continuing conditions.
The simple present and the present progressive both in the same sentence to contrast the typical
with the currently observed.
Lesson 7-03 Fast and Slow ................................................................................ 168

13 new words.
Fast, slow, moving, standing, moving through, and moving across.
Lesson 7-04 Seasons .......................................................................................... 170

16 new words.
Temperatures, the four seasons and their characteristic scenes. Times of day, night.
Sun and moon.
Lesson 7-05 All, Some, Most, Both, Neither, and None .................................. 172
Four new words.
Generalizations, strong generalizations, weak generalizations. Contrasts and similarities.
Lesson 7-06 None, Both, All: Demonstrative Adjectives ................................ 174

No new words.
Categories: belonging and not belonging in categories. Presence and absence of category elements.
Lesson 7-07 Shapes and Locations; Prepositions; All and Most .................. 176
Four new words.
Relative positions.
Strong and weak generalizations. Most but not all.
Four geometric shapes.
The geometry of structures and objects.
Lesson 7-08 Left and Right, Full and Empty .................................................. 178
Two new words.
And contrasted with but. Interrogative pronouns.
Two patterns of questions and answers.
Right and left from the stance of the person on screen and from the stance of the viewer.
Lesson 7-09 Prepositions: Above and Below, Coming Down,

and Going up ...................................................................................................... 180
Seven new words.
Above and below presented with identical pictures described twice in alternative fashions.
Climbing.
Most and some contrasted.
162
Scope and Sequence
Lesson 7-10 More Verbs .................................................................................... 182

Nine new words.
Looking up, looking down, looking at, and looking through.
Using articles.
Verbs with related prepositions. Use of the infinitive.
Lesson 7-11 Verb Conjugation .......................................................................... 184

No new words.
First and third persons, singular and plural, progressive, present perfect, and “going to” future.
Lesson 7-12 Review of Unit Seven .................................................................... 186

Tests and Worksheets from Unit 7 Lessons.
Enrichment/Unit Projects: culture. Have students find copies of pictures of each

artist’s work. Ask students to explain in their report
1. Create a list of organizations or people in a business
whether or not these artists’ styles are alike or
setting that the class could contact to inquire about
different. Have students present their pictures,
possible job opportunities. Instruct students to create
timeline, and a brief report about the artist’s life to
a resume as if they were applying for a job they
the class.
inquired about.
2. Have students watch a video about a prominent 3. Research different forms of government. Compare
artist. Allow students time to research this artist and them to the form of government in the United States.
create a timeline of the artist’s life, noting important How have the cultures interacted over time? Have
dates in this person’s life. Instruct students to students write a research report about a specific time
compare and contrast this artist with another period and compare the relationship between other
prominent artist of their choice from their own countries and the United States.
163
Unit 7, Lesson 1
7-01 More Verbs 7-02 More Verbs; Interrogative Adjectives
and Pronouns; Usually
01 The girl is getting into the boat. 01 The swan is flapping its wings.
The boy is getting out of the water. These birds have spread their wings.
New Vocabulary The boy has gotten out of the water.
The boy is going to get out of the water.
The bird on the man’s hands has its wings
spread.
This bird does not have its wings spread.
02 The man and woman are pointing.
been fly hay Both women are pointing.
The boy on the left is pointing.
02 Camels have four legs.
People have two legs.
Ducks have two legs.
One woman is pointing and one woman is not
cow give hit pointing.
03
Elephants have four legs.
Astronauts wear space suits.
cow’s given kites 03 The man is flying a kite.
The man is trying to fly a kite.
Sometimes, girls wear dresses.
Airplanes have wings.
There are three kites on the ground. Birds have wings.
dirt gotten trying The boy is flying a kite. 04 Clocks have hands.
Bicycles have wheels.
04 The boy is looking down. Sailors live on ships.
The boy is looking up. Soldiers carry guns.
The clown is looking down.
The clown is looking up. 05 Who wears space suits?
Who wears dresses?
Themes: 05 The boy in the red shirt is flying a kite.
The boy is drinking from a cup and flying a kite.
Who carries guns?
Who lives on a ship?
The man is trying to open the cow’s mouth. 06 Which animal has only two legs?
Verbs A man is trying to fly a kite. Which animal has four legs on the ground?
Which animal has two legs on the ground and
06 The boy in blue is going to be hit by dirt. two legs off the ground?
The boy has been hit by dirt. Which animal has all four legs off the ground?
The man is working.
The man is not working. 07 This person sells bread.
Materials: 07 The father is reading to his sons.
This person sells sunglasses.
This person sells tomatoes.
The father is working with his sons. This person sells plants.
Illustrated books The father has a shovel in one hand and a book
in the other.
08 Horses carry people, but this horse is not
carrying anyone.
The father is reading to the dog.
Index cards 08 The horses are working.
This horse is carrying someone.
Airplanes fly, but this airplane is not flying.
The horses are not working. Airplanes fly and this airplane is flying.
The father is pointing. 09 The workman is wearing a hard hat.
The father and the boys are working. The workman usually wears a hard hat, but he is
Pre-Lesson Activity: 09 The boys are pulling on the rake.
The boy is digging.
not wearing a hard hat now.
Soldiers carry guns, but these soldiers are not
carrying guns.
The boy wearing white is catching the rake. Soldiers carry guns and these soldiers are
• Reinforce lesson vocabulary by asking students The boy wearing blue is catching the rake. carrying guns.
10 The young men in the blue suits are singing.
to draft four sentences as the text for a comic 10 The girl is going to give hay to the horses.
The girl is giving hay to the horses.
The young men in the blue suits sing, but they
aren’t singing now.
The girl has given hay to the horses.
Dogs don’t usually wear clothing and this dog is
strip. If possible, collaborate with art teachers The cowboy is going to give hay to the cow. not wearing clothing.
Dogs don’t usually wear clothing, but this one is
to have students illustrate panels according to wearing clothing.
the actions of their script. Invite students to 40
share completed comic strips with peers from

their Language and Art classes.
Worksheet 7-01
Social Studies: Have students research the voting 1. The father is reading to his ____________________________. by dirt
process in their country and another country. 2. The boy is flying a ____________________________. ground
3. The man is trying to ____________________________. the boat

Instruct students to write a report discussing 4. The boy has been hit ____________________________. sons
voting age, women and voting, and the impor- 5. The father has a shovel in one hand and a book _______________________. down
tance of voting in each culture. 6. The girl is going to give hay ____________________________. working
7. The girl is getting into ____________________________. fly a kite
Science/Social Studies: Challenge students to 8. The boy is looking ____________________________. kite
9. There are three kites on the ____________________________. in the other

research how kites have played an important 10. The man is not ____________________________. to the horses
role in science and history. After giving a short II. Answer the question with Yes or No.
amount of time for research, ask students to 11. Do people read newspapers? __________________________________________________________________
share their findings and responses with the class. 12. Do birds fly kites? ____________________________________________________________________________
13. Can a clown fly a kite? ________________________________________________________________________

Record student answers on the board or a large 14. Can an elephant drive a car? __________________________________________________________________
sheet of paper. 15. Can horses work? __________________________________________________________________________
16. 17. 18. 19. 20.

16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH More Verbs
164
More Verbs
More Verbs 7-01

been cow cow’s dirt fly
give given gotten hay hit Bodily-Kinesthetic: Write the following verbs
kites trying
on index cards: leaving, pointing, flying, trying,
Grammar: Complex Verbs
English sometimes uses multiple verbs to express some of the more complex
looking, drinking, working, reading, pulling,
actions that people do. One such structure uses present progressive plus an
infinitive. Remember that an infinitive consists of to plus the base form of a verb.
digging, taking out, running, walking, jumping,
The man is trying to fly a kite. eating, kicking, smiling, swimming, dancing,
Note the building blocks in the following examples.
The man is trying to fly a kite.
moving, smelling, and fishing. Pass out one
The girl is going to give hay to the horses. index card per student. Students may either
To has two functions in the last sentence: one as part of the infinitive to give;
and one as a preposition indicating place (to the horses).
draw or act out the verb so that other students
Other multiple-part verbs are found in the following examples. can guess it.
The man is trying to open the cow’s mouth.
The boy in blue is going to be hit by dirt. Visual-Spatial: Instruct students to choose seven
The boy in blue has been hit by dirt.
The cowboy is going to give hay to the cow. of the verbs from the above list and draw a
Make up some sentences of your own that use multiple-part verbs.
person doing that activity. Ask students to write
a sentence describing the activity underneath
the picture.
• Divide the students into pairs. Give each pair
an illustrated book and have them look at the
67 pictures and describe what is happening.
• Write some of the sentences from the curriculum
text on the board. Ask for volunteers to read
each sentence aloud. Identify new vocabulary
Quiz Unit 7 Lessons 1 and 2 words from Lesson 7-01.
Conversation:
• Have students create sentences that use
1. 2. 3.
multi-part verbs as described in the student
text. Students can trade sentences and ask
each other questions about the sentences.
4. 5. 6.
1. The girl is the boat. a. getting into b. getting out of c. flying d. trying
2. The boy is
3. The man is
a kite.
to fly a kite.
a. working
a. working
b. catching
b. catching
c. flying
c. flying
d. trying
d. trying
Modifications:
4. Sometimes, girls wear . a. wings b. legs c. wheels d. dresses • Work one-on-one with students as they are
5. This animal has . a. two legs b. two arms c. four legs d. four arms
writing the compound and complex sentences.
6. Dogs don’t wear clothing, a. sometimes b. usually c. only d. some
but this dog is wearing clothing.
• Allow students to work with a partner when
II. Yes or No?
creating their sentences.
1. 2. 3.
4. 5. 6.
1. The clown is looking down. 4. Elephants have four legs.
2. The man is working. 5. This horse is carrying someone.
3. The father is working with his sons. 6. This person sells bread.
165
Unit 7, Lesson 2 7-01 More Verbs 7-02 More Verbs; Interrogative Adjectives
and Pronouns; Usually
01 The girl is getting into the boat. 01 The swan is flapping its wings.
The boy is getting out of the water. These birds have spread their wings.
The boy has gotten out of the water. The bird on the man’s hands has its wings
New Vocabulary The boy is going to get out of the water. spread.
This bird does not have its wings spread.
02 The man and woman are pointing.
Both women are pointing. 02 Camels have four legs.
airplanes elephants sometimes The boy on the left is pointing.
One woman is pointing and one woman is not
People have two legs.
Ducks have two legs.
Elephants have four legs.
aren’t live space pointing.
03 Astronauts wear space suits.
03 The man is flying a kite. Sometimes, girls wear dresses.
astronauts lives spread The man is trying to fly a kite.
There are three kites on the ground.
Airplanes have wings.
Birds have wings.
The boy is flying a kite.
camels sailors usually 04 The boy is looking down.
04 Clocks have hands.
Bicycles have wheels.
Sailors live on ships.
carries sells wear The boy is looking up.
The clown is looking down. Soldiers carry guns.
The clown is looking up. 05 Who wears space suits?
carry ships wears 05 The boy in the red shirt is flying a kite.
Who wears dresses?
Who carries guns?
The boy is drinking from a cup and flying a kite. Who lives on a ship?
clocks sing wheels The man is trying to open the cow’s mouth.
A man is trying to fly a kite.
06 Which animal has only two legs?
Which animal has four legs on the ground?
don’t soldiers workman 06 The boy in blue is going to be hit by dirt.
The boy has been hit by dirt.
Which animal has two legs on the ground and
two legs off the ground?
Which animal has all four legs off the ground?
The man is working.
The man is not working. 07 This person sells bread.
This person sells sunglasses.
07 The father is reading to his sons. This person sells tomatoes.
The father is working with his sons. This person sells plants.
Themes: The father has a shovel in one hand and a book
in the other.
08 Horses carry people, but this horse is not
The father is reading to the dog. carrying anyone.
Animals and People 08 The horses are working.
The horses are not working. Airplanes fly and this airplane is flying.
The father is pointing. 09 The workman is wearing a hard hat.
The father and the boys are working. The workman usually wears a hard hat, but he is
Materials: 09 The boys are pulling on the rake.
The boy is digging.
not wearing a hard hat now.
Soldiers carry guns, but these soldiers are not
carrying guns.
The boy wearing white is catching the rake. Soldiers carry guns and these soldiers are
Index cards The boy wearing blue is catching the rake. carrying guns.
10 The young men in the blue suits are singing.
10 The girl is going to give hay to the horses. The young men in the blue suits sing, but they
The girl is giving hay to the horses.
The girl has given hay to the horses. aren’t singing now.
Dogs don’t usually wear clothing and this dog is
Pre-Lesson Activity: The cowboy is going to give hay to the cow. not wearing clothing.
Dogs don’t usually wear clothing, but this one is
wearing clothing.
• Review question-and-answer vocabulary by
40
directing each student to develop a question
for a class guessing game. Have students take
turns as the “teacher” as they lead peers in
generating lists of answers to their questions. Worksheet 7-02
See Curriculum Text for examples. I. Fill in the blank.

1. These birds have ____________________________. hands
2. The swan is flapping ____________________________. four

Content Integration: 3. Clocks have ____________________________. spread their wings
Language Arts: Write 15 sentences using verbs 4. The workman is wearing ____________________________. carrying someone
5. Camels have ____________________________ legs. space suits

from the curriculum text on the board. Ask for 6. Bicycles have ____________________________. sells sunglasses
volunteers to read each sentence aloud. Have 7. This horse is ____________________________. ships
students identify the verbs in each sentence. 8. Astronauts wear ____________________________. its wings
9. Sailors live on ____________________________. a hard hat

Instruct students to rewrite the sentences changing 10. This person ____________________________. wheels
the verbs into past, present, and future tenses. II. Answer the question with Yes or No.
11. Do clocks have hands? ______________________________________________________________________
Social Studies: Ask students to name three 12. Do camels have four legs? ____________________________________________________________________
famous astronauts from their country and three 13. Do dogs usually wear clothing? ________________________________________________________________
astronauts from another country. Allow students 14. Do birds have wings? ________________________________________________________________________
time to research astronauts. Direct students to 15. Do bicycles wear sunglasses?__________________________________________________________________

prepare a short report about their astronauts
including the dates they went into space; the
cities, states, and countries they are from; the
16. 17. 18. 19. 20.
name of the space shuttles they flew; and the 16. __________________________________________________________________________________________
reason the student chose these astronauts to 17. __________________________________________________________________________________________
research. 18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
More Verbs; Interrogative Adjectives and Pronouns; Usually ENGLISH
166
More Verbs; Interrogative
More Verbs; Interrogative Adjectives and Pronouns; Usually 7-02 Adjectives and Pronouns; Usually
airplanes aren’t astronauts camels carries
carry clocks don’t elephants live Bodily-Kinesthetic: Divide the class into
lives sailors sells ships sing
soldiers sometimes space spread usually partners. Pass out 24 index cards to each pair.
wear wears wheels workman
Grammar: Simple Present
Have the partners write the lesson vocabulary
So far we have emphasized the present progressive form to express what is words on their index cards. Put the index cards
happening now. The simple present tense is also frequently used. It is “simple”
because it consists of only one part. in a stack. Have each student draw five cards
Note that the verb stays the same except in the third person singular, which adds -s
to the base verb (he wears, astronauts wear).
and read the words aloud. Then, each student
Camels have four legs. should write a sentence trying to incorporate as
Sailors live on ships.
Soldiers carry guns. many of the words they drew as possible. The
Who wears dresses?
This person sells bread. students should then set aside the index cards of
Note that the simple present tense carries a meaning that is generally true but
might not be true at the moment. “This person sells bread” for a living, but perhaps the words they were able to use correctly. On
the store is closed now. “This person is selling bread” states that she is selling it
right now and you can buy some. their next turn, students should draw the
Grammar: Adverbs number of cards equal to the number of words
Adverbs are often formed from adjectives by adding the suffix -ly. Usually is such
an adverb. Something that is “usual” happens most of the time, but not always. correctly used.
The workman usually wears a hard hat, but he is not wearing one now.
Usage: Who and Which
Interpersonal: Invite students to share their
The interrogative pronoun who? is always singular; use a singular verb with it, even astronaut report with the class.
if the expected answer is plural.
Who wears space suits?
Who lives on a ship?
Intrapersonal: Instruct students to write a
paragraph about what they think it would be
like to be an astronaut and travel into space.
68
Post-Lesson Activitiy:
• Ask Who? questions about people. Ask
The Rosetta Stone English I Which? questions about animals. Write the
questions on the board or a large sheet of
paper. Have students copy the sentences
and provide answers to the questions.
1. 2. 3.
Conversation:
• Direct students to work with a partner and
4. 5. 6. create questions for each other using the
1. The girl is the boat. a. getting into b. getting out of c. flying d. trying
new vocabulary.
2. The boy is a kite. a. working b. catching c. flying d. trying
3. The man is to fly a kite. a. working b. catching c. flying d. trying Example: Q: Who lives on ships?
4. Sometimes, girls wear . a. wings b. legs c. wheels d. dresses
5. This animal has . a. two legs b. two arms c. four legs d. four arms
A: Sailors live on ships.
6. Dogs don’t wear clothing, a. sometimes b. usually c. only d. some
but this dog is wearing clothing.
II. Yes or No?

Modifications:
• Use photographs or illustrations of shopping
activities and encourage students to converse
1. 2. 3.
about the interactions they see.
4. 5. 6.
1. The clown is looking down. 4. Elephants have four legs.
2. The man is working. 5. This horse is carrying someone.
3. The father is working with his sons. 6. This person sells bread.
167
Unit 7, Lesson 3
7-03 Fast and Slow 7-04 Seasons
01 The woman is running fast. 01 The house is in front of many green trees.
New Vocabulary The men are riding fast.
The boy is skiing fast.
The horse is running fast.
The car is on a road between the green trees.
The cars are in a parking lot between the white
and pink trees.
A green tree is in front of the white building.
02 The horse is not running fast. It is walking
across skater slowly slowly.
The car is going slowly.
02 It is not cold. The trees are green.
It is cold. The trees are covered with snow.
It is not cold. There is one pink tree in front of
downhill skates still The car is going fast.
The woman is riding fast. the white building.
It is warm. There is one pink tree and one white
fast skating swimmer 03 The horse is going fast.
The horse is going slowly. 03
tree.
There is snow on the mountain behind the red
The horse is not going at all. airplane.
moves skier The bull is going fast. There is no snow on the mountain where the
man in the red shirt is standing.
quickly skiing 04 The woman is swimming fast.
The swimmer is in the water, but he is not
There is snow on the mountain behind the man
with the red shirt.
swimming now. There is no snow on the mountain and no man
The skier is skiing very fast. on the mountain.
The skier is skiing very slowly. 04 It is wintertime. Snow is on the mountain.
05 The girl is putting on her skates. It is wintertime. Snow is on the trees.
It is fall. The trees are yellow.
Themes: The girl is skating.
The skier is skiing downhill.
The skier has jumped. 05
It is springtime. The trees are pink and white.
It is wintertime. Snow is on the trees.
It is summer. The trees are green.
Activities and Speed 06 an ice skater
a skier
It is summertime. The people are in the
swimming pool.
a swimmer It is fall. The trees are yellow and the leaves are
a runner on the ground.
06 winter
Materials: 07 The biker is riding slowly.
The swimmer is moving through the water.
The statue is not moving.
summer
spring
Someone is moving quickly across the street. fall
Magazines 08 The soldiers in red are standing still.
07 summer
fall
The soldiers in black are holding still. winter
Newspapers The astronauts are standing still.
The skater is holding still.
spring
08 The sun is going down. We call this sunset.
Construction paper 09 The bikers are moving fast. a bridge at night
daytime
The bikers are moving slowly.
Glue The airplane is moving fast.
The airplane is moving slowly. 09
a city at night
The sun is coming up. We call this sunrise.
We see the moon at night.
Scissors 10 This is not an animal and it moves slowly.
This is not an animal and it moves fast.
a building at night
a building in the daytime
Venn diagram handout Lesson 7-03 This is an animal that moves slowly.
This is an animal that moves fast.
10 It is winter. It is day.
It is winter. It is night.
It is summer. It is day.
Sentences written on strips of paper and cut It is summer. It is night.
into parts 41
Envelopes to place the sentence parts
Worksheet 7-03
• Have students complete Sections I and II of
Worksheet 7-03 in the Student Workbook to 1. The ____________________________ is skiing very slowly. walking slowly
reinforce lesson vocabulary. Generate a class 2. ____________________________ moving quickly across the street. is not moving
list of animals that move fast and slowly, 3. This is an ____________________________ moves fast. skier
4. The horse is not running fast. It is ____________________________. someone is

reminding students to use terms from previous 5. The swimmer is in the water, but he is not ____________________________. swimmer
as well as current lessons. 6. The biker is ____________________________ slowly. the woman
7. The statue ____________________________. boy is
8. ____________________________ is running fast. swimming now
Content Integration: 9. The ____________________________ skiing fast. riding
10. The ____________________________ is moving through the water. animal that

Science: Have students demonstrate or describe
II. Answer the question with Yes or No.
the transfer of energy in an activity such as 11. Can a dog run fast? __________________________________________________________________________
riding a bicycle. 12. Can a skater hold still? ________________________________________________________________________
13. Can a horse put on skates? ____________________________________________________________________

Language Arts: Using the words quickly and 14. Can a lion ski? ______________________________________________________________________________
slowly, instruct students to write five sentences 15. Can a bird fly fast? __________________________________________________________________________
using these words as adverbs. Using a topic III. Describe each picture with a complete English sentence.
from nature, science, or technology, have

students write a short paragraph that uses these
adverbs in context. 16. 17. 18. 19. 20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH Fast and Slow
168
Fast and Slow
Fast and Slow 7-03
New Vocabulary
across downhill fast moves quickly
skater skates skating skier skiing
Visual-Spatial and Bodily-Kinesthetic: Have
slowly still swimmer each student divide a piece of construction
Grammar: Adverbs
Adverbs modify verbs; they tell about the time, manner or place of the action
paper into two equal sections. One side should
expressed in the verb. Many adverbs do not vary in form. They do not show plurality
or gender. Fast is one of these adverbs.
be labeled slow and the other side labeled fast.
The woman is running fast. Students should look through a newspaper or
The horse is going fast.
The skier is skiing very fast. magazine and cut out pictures that would go in
Other adverbs are formed from adjectives by adding -ly, as in slowly and quickly.
These adverbs are formed from their adjective counterparts, slow and quick. each category. Glue the pictures in the appropriate
The slow horse is walking. (adjective)
The horse is walking slowly. (adverb)
places and then share in small groups.
Which adverbs require -ly and which do not must simply be memorized. Those
without -ly can be used as adjectives, too, with no change in form.
Verbal-Linguistic and Interpersonal: Pair
The fast horse is running. (adjective) students and direct them to divide a piece of
The horse is running fast. (adverb)
Here are some other adverbs in this lesson. paper into three columns, one wide and two
now
downhill
(time)
(place)
narrow. Label the wide column Action. Label
quickly
still
(manner)
(manner)
the narrow columns fast and slow. Then, in the
Remember that all prepositional phrases serve adverbial functions as well. In this wide column, think of an action such as “running
lesson, they include at all, through the water, and across the street.
Words that modify adverbs are also adverbs. Very is an intensifier that modifies
a mile.” In the fast column, ask students to write
adverbs.
a time that would be considered fast for that
The skier is skiing very fast.
action, and in the slow column, they should
write a time that would be considered slow.
70
When running a mile, four minutes is fast and
15 minutes is slow. The pairs of students will
discuss each action and agree on the fast and
slow times.
• Have students use the handout of the Venn
diagram to classify activities that can be done
1. 2. 3. quickly, slowly, or both ways.
Conversation:
5.
1. It is .
4.
a. springtime b. summertime c. fall d. wintertime • Have students describe the actions of people
Snow is on the trees.
2. It is . a. springtime b. summertime c. fall d. wintertime by using adverbs. Students can take turns
The leaves are on the ground.
3. It is . The people a. springtime b. summertime c. fall d. wintertime creating sentences from the vocabulary.
are in the swimming pool.
4. It is
Snow is on the mountain.
. a. springtime b. summertime c. fall d. wintertime
The man is running quickly.
5. It is . It is . a. winter, day b. winter, night c. summer, day d. summer, night
The skater is skating slowly.
II. Yes or No?
Modifications:
• Invite students to write five sentences using
1. 2. 3. 4.
new vocabulary words.
5. 6. 7.
1. The horse is running fast. 5. The airplane is moving fast.
2. The car is going slowly. 6. This is an animal that moves fast.
3. The skier is skiing very slowly. 7. We see the moon at night.
4. The soldiers are standing still.

169
Unit 7, Lesson 4
7-03 Fast and Slow 7-04 Seasons
01 The woman is running fast. 01 The house is in front of many green trees.
The men are riding fast. The car is on a road between the green trees.
New Vocabulary The boy is skiing fast.
The horse is running fast.
The cars are in a parking lot between the white
and pink trees.
A green tree is in front of the white building.
02 The horse is not running fast. It is walking
call pool sunrise slowly.
The car is going slowly.
02 It is not cold. The trees are green.
It is cold. The trees are covered with snow.
It is not cold. There is one pink tree in front of
The car is going fast.
city road sunset The woman is riding fast. the white building.
It is warm. There is one pink tree and one white
tree.
covered see warm 03 The horse is going fast.
The horse is going slowly. 03 There is snow on the mountain behind the red
The horse is not going at all. airplane.
daytime spring wintertime The bull is going fast. There is no snow on the mountain where the
man in the red shirt is standing.
04 The woman is swimming fast. There is snow on the mountain behind the man
leaves springtime The swimmer is in the water, but he is not
swimming now.
with the red shirt.
There is no snow on the mountain and no man
moon summertime The skier is skiing very fast.
The skier is skiing very slowly. 04
on the mountain.
It is wintertime. Snow is on the mountain.
05 The girl is putting on her skates. It is wintertime. Snow is on the trees.
The girl is skating. It is fall. The trees are yellow.
It is springtime. The trees are pink and white.
The skier is skiing downhill.
The skier has jumped. 05 It is wintertime. Snow is on the trees.
Themes: 06 an ice skater
a skier
It is summer. The trees are green.
swimming pool.
a swimmer It is fall. The trees are yellow and the leaves are
Seasons and Time of Day a runner on the ground.
07 The biker is riding slowly. 06 winter
summer
The swimmer is moving through the water. spring
The statue is not moving. fall
Materials: Someone is moving quickly across the street.
07 summer
08 The soldiers in red are standing still. fall
The soldiers in black are holding still. winter
Construction paper The astronauts are standing still.
The skater is holding still.
spring
08 The sun is going down. We call this sunset.
Art prints or pictures of landscapes 09 The bikers are moving fast. a bridge at night
daytime
The bikers are moving slowly. a city at night
The airplane is moving fast.
The airplane is moving slowly. 09 The sun is coming up. We call this sunrise.
We see the moon at night.
Pre-Lesson Activity: 10 This is not an animal and it moves slowly.
This is not an animal and it moves fast.
a building at night
a building in the daytime
This is an animal that moves slowly.
10 It is winter. It is day.
• Review lesson vocabulary by instructing This is an animal that moves fast. It is winter. It is night.
It is summer. It is day.
students to record their observations about It is summer. It is night.
each of the four seasons. Invite students to 41
also describe their favorite season and the

reasons for this preference.
Worksheet 7-04
Science: Have students research how the 1. It is _____________. The trees are yellow and the leaves are on the ground. green
distance from the earth to the sun affects the 2. It is ____________________________. Snow is on the trees. sunrise
3. It is ____________________________. The people are in the swimming pool. fall

seasons. Instruct students to also identify what 4. It is ____________________________. The trees are pink and white. moon
occurs during the winter and summer solstices 5. It is not cold. The trees are ____________________________. wintertime
in relation to Earth–sun distance and have 6. It is cold. The trees are ____________________________. a road
7. The sun is coming up. We call this ____________________________. summertime

students provide measurements of the distances. 8. The sun is going down. We call this ____________________________. sunset
Social Studies/Language Arts: Have students 9. We see the ____________________________ at night. springtime
10. The car is on ____________________________ between the green trees. covered with snow
research the importance of the sundial and its
relation to seasons and time. Instruct students 11. Is there snow on the trees in the summer? ________________________________________________________
the research the history of the sundial and its 12. Do we see the moon at night?__________________________________________________________________
importance to different cultures. 13. Are leaves yellow in the spring? ________________________________________________________________
14. Are the trees green in the summer? ____________________________________________________________
15. Is it cold in the winter? ________________________________________________________________________
16. 17. 18. 19. 20.

16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
Seasons ENGLISH
170
Seasons
Seasons 7-04

call city covered daytime leaves
moon pool road see spring Visual-Spatial: Have students choose a season
springtime
wintertime
summertime sunrise sunset warm
and draw a picture to represent that season.
Usage: Seasons Have students describe their drawings.
In most English-speaking countries there are four distinct seasons: summer, fall
(or autumn), winter and spring. Therefore we talk about the weather and climate Naturalist: Ask students what it means when
conditions. Practice the vocabulary specific to the seasons and times of day.
Note that the addition of -time is often arbitrary and optional: an animal is “nocturnal.” Then, ask students to
winter
spring
wintertime
springtime
make a list of animals that are nocturnal.
summer summertime
day daytime
night
But -time is never added to certain terms:
nighttime
fall (but not “falltime”) • Hold up pictures of landscapes one at a time
morning (but not “morningtime”)
evening (but not “eveningtime”) and have students identify the season and
time of day. Ask students to explain why
they think it is that season.
• Have students brainstorm activities that can
be done in each of the seasons. Can some
activities be done in more than one season?
Why?
• Divide students into groups of four. Assign
71
each student in the group a different season,
and have them write clues about the season.
Put the clues in a container and mix them up.
Draw out one at a time, read the clues to the
class, and choose someone to tell you the
season.
Conversation:
1. 2. 3. • Divide students into small groups and have
them talk about their favorite season. Ask
them to explain why it is their favorite season.
4. 5.
1. It is . a. springtime b. summertime c. fall d. wintertime
Snow is on the trees.

Modifications:
The leaves are on the ground.
3. It is . The people a. springtime b. summertime c. fall d. wintertime

• Have an assortment of calendars for students
are in the swimming pool.

to look at for ideas.
Snow is on the mountain.
5. It is . It is . a. winter, day b. winter, night c. summer, day d. summer, night
II. Yes or No?
1. 2. 3. 4.
5. 6. 7.
1. The horse is running fast. 5. The airplane is moving fast.
2. The car is going slowly. 6. This is an animal that moves fast.
3. The skier is skiing very slowly. 7. We see the moon at night.
4. The soldiers are standing still.

171
Unit 7, Lesson 5
7-05 All, None, Some, Most, Both, Neither, 7-06 None and Both; Demonstrative
Other Adjectives
01 The flowers are white. 01 This person is a woman.
The flowers are red. This animal is a dog.
New Vocabulary The flowers are yellow.
The flowers are blue.
This person is a girl.
This animal is a horse.
02 All of the flowers are white. 02 This person is not a child.
All of the flowers are red.
dishes most others part All of the flowers are yellow.
All of the flowers are blue.
This animal is not a horse.
This child is not a boy.
This animal is not a dog.
03 Some of the flowers are white.
Some of the flowers are blue. 03 These people are men.
Some of the dishes are yellow. These people are women.
Some of the people are wearing hats. These animals are fish.
Themes: 04 Some of the flowers are yellow and some are
white.
These animals are horses.
04 None of these people are women.
Some of the flowers are yellow and some are
How Many? blue.
Some of the apples are red and some are green.
None of these people are men.
None of these animals are horses.
Some of the people are women and some are None of these animals are fish.
men. 05 All of these children are boys.
05 Most of the people are wearing yellow hats, but None of these children are boys.
Materials: one is not.
Most of the flowers are white, but some are
All of these animals are cows.
None of these animals are cows.
yellow.
Most of the flower is red, but part of it is black. 06 None of these children are girls.
Pictures (Have students bring pictures of Most of the flower is red, but part of it is yellow. All of these children are girls.
None of these animals are fish.
06 Both animals are horses.
people or animals) Both flowers are white and yellow.
Both children are girls.
All of these animals are fish.
07 These two people are drinking milk.

Flowers of various colors 07
Both birds are ducks.
Both animals are horses.
These two people are pointing to the milk.
One of these people is pointing to the other
Neither animal is a horse. person.
Both children are girls. These two people are riding horses.
Neither child is a girl.
08 Both of these people are drinking milk.
Pre-Lesson Activity: 08 Some of the flowers are red.
None of the flowers are red. Both of these people are pointing to the milk.
Only one of these people is pointing.
One of the ducks is white. Both of these people are riding horses.
• Reinforce lesson vocabulary by asking students 09
None of the ducks are white.
Some of these flowers are yellow and the others 09 Neither of these people is drinking milk.
are blue. One of these people is drinking milk.
to bring resources from their science teachers All of these flowers are yellow.
One of these ducks has a white head and the
Both people are drinking milk.
One person is drinking orange juice.
(textbooks, worksheets, quizzes, etc.) to this other has a green head.
All of these ducks have black heads. 10 The woman is drinking milk, but the girl is not.
10 Both people are pointing. The girl is drinking milk, but the woman is not.
class. Have students research the colors of Neither person is pointing.
One person is pointing, but the other is not.
The woman and girl are both drinking milk.
Someone is drinking, but he is not drinking milk.
different types of plants and flowers and list One of these animals is a bird, but the other
is not.
this information. Encourage students to use as

many vocabulary terms as possible in their 42
document. Advise students to share the final

products with their science teachers.
Worksheet 7-05
Social Studies/Science: Instruct students to 1. ____________________________ animals are horses. of these ducks
research flowers that are indigenous to five 2. Neither child is a ____________________________.
3. One of these ____________________________ is a bird, but the other is not.

most of
both
different countries, their significance to that 4. All of the ____________________________ yellow. girl
country, and the importance of the flower 5. ____________________________ the people are wearing yellow hats. are white
6. All ____________________________ have black heads. neither

industry in different countries. 7. One ____________________________ pointing, but the other is not. animals
Science: Draw a Venn diagram on the board. 8. ____________________________ are ducks. flowers are
9. ____________________________ child is a girl. both birds

Ask students to think of two different animals 10. Some of these flowers are yellow and the others _______________________. person is
to compare. Record the responses on the Venn II. Answer the question with Yes or No.
diagram. Instruct students to write sentences 11. Are all flowers blue? __________________________________________________________________________
using the words all, none, some, most, both, and 12. Are some flowers yellow? ______________________________________________________________________
13. Are most flowers black? ______________________________________________________________________

other when comparing the subjects from the 14. Are some apples green? ______________________________________________________________________
diagram. 15. Is a horse an animal? ________________________________________________________________________
16. 17. 18. 19. 20.

16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH All, None, Some, Most, Both, Neither, Other
172
All, Some, Most, Both, Neither,
All, None, Some, Most, Both, Neither, Other 7-05 and None
dishes most others part
Visual-Spatial: Divide students into small groups
Usage: Quantifiers
The terms in this lesson are all quantifiers. They help us sort and organize and have them describe their pictures by using
information that we want to communicate. They tell how many or how much.
all each one, no exceptions
the words all, none, some, most, both, and other.
both
most
exactly two, no exceptions; only two are being discussed
more than half, nearly all
For example: “All of the animals have four
neither
none
the opposite of both; negates exactly two, no exceptions
the opposite of all; not one, no exceptions
legs.”
some more than two but less than half
With most of these terms you have the choice whether to use them with a Logical-Mathematical: Play a guessing game as
prepositional phrase, of the… or not. Used with the prepositional phrase, more
specificity is gained. Compare the meanings of the following phrases. a class, asking the students questions about an
All of the flowers are white.
All flowers are white. (This is not true, is it?)
animal, a person, and an item in the room using
Both of the animals are horses. quantifying words. Call on students to guess
Both animals are horses. (No change in meaning.)
Neither of the children is a girl.
what you are describing.
Neither child is a girl. (No change in meaning.)
Some of the flowers are blue. (Some specific flowers.)
Some flowers are blue. (Flowers in general.) Post-Lesson Activity:
Most of the people are wearing hats. (Most of a specific group.)
Most people are wearing hats. (People in general.) • Have students write the words all, none,
The other is similar to the terms above. Used with one of…, it expresses a
contrast between two items. Like “both” and “neither,” only two are being discussed. some, most, both, and other on a piece of
One of these ducks has a white head and the other has a green head.
paper. Beside each word, have the students
write a sentence to describe to the class what
begins with that word.
72 Conversation:
• Have students create sentences using quantifiers
from the lesson. Ask students to use the words
from the lesson vocabulary to ask each other
Quiz Unit 7 Lessons 5 and 6 questions about the quantity of different objects.
Modifications:
• Encourage students to create a word search
1. 2. 3.
using lesson vocabulary words.
4. 5. 6.
1. of these children are boys. a. none b. some c. all d. most
2. of these people are men. a. none b. some c. all d. most
3. of the people are wearing a. none b. both c. all d. most

white hats, but one is not.
4. animal is a horse. a. most b. both c. neither d. none
5. people are pointing. a. most b. both c. neither d. none
6. person is pointing, a. no, neither b. no, other c. one, neither d. one, other
but the is not.
II. Yes or No?
1. 2. 3.
4. 5. 6.
1. None of these people are men. 4. Both of these people are pointing.
2. All of these children are boys. 5. Neither of these people is drinking milk.
3. All of these animals are cows. 6. None of these animals are horses.

1. Name the toy that flies in the air while you hold onto it with a string.
2. What do you call a person who travels in space?
3. What word means “moving quickly?”
4. In what season do leaves change colors and fall off trees?
173
Unit 7, Lesson 6
7-05 All, None, Some, Most, Both, Neither, 7-06 None and Both; Demonstrative
Other Adjectives
01 The flowers are white. 01 This person is a woman.
New Vocabulary The flowers are red.

The flowers are yellow.
The flowers are blue.
This animal is a dog.
This person is a girl.
This animal is a horse.
02 All of the flowers are white. 02 This person is not a child.
There is no new vocabulary for this lesson. All of the flowers are red.
All of the flowers are yellow.
This animal is not a horse.
This child is not a boy.
All of the flowers are blue.
This animal is not a dog.
03 Some of the flowers are white.
Some of the flowers are blue. 03 These people are men.
Some of the dishes are yellow. These people are women.
Some of the people are wearing hats. These animals are fish.
Themes: 04 Some of the flowers are yellow and some are These animals are horses.
white. 04 None of these people are women.
Some of the flowers are yellow and some are
How many? blue.
Some of the apples are red and some are green.
None of these people are men.
None of these animals are horses.
Some of the people are women and some are
men.
05 All of these children are boys.
Materials: 05 Most of the people are wearing yellow hats, but
one is not.
Most of the flowers are white, but some are
None of these children are boys.
All of these animals are cows.
None of these animals are cows.
yellow.
Magazines or newspapers Most of the flower is red, but part of it is black.
Most of the flower is red, but part of it is yellow.
06 None of these children are girls.
All of these children are girls.
Properties of Animals Handout Lesson 7-06 06 Both animals are horses.
Both flowers are white and yellow. All of these animals are fish.
Both children are girls. 07 These two people are drinking milk.
Both birds are ducks.
These two people are pointing to the milk.
07 Both animals are horses. One of these people is pointing to the other
Pre-Lesson Activity: Neither animal is a horse.
Both children are girls.
Neither child is a girl.
person.
These two people are riding horses.
08 Both of these people are drinking milk.
• Remind students about the Word Journal 08 Some of the flowers are red.
None of the flowers are red. Both of these people are pointing to the milk.
Only one of these people is pointing.
One of the ducks is white.
they began in Lesson 4-04. Provide time for None of the ducks are white. Both of these people are riding horses.
09 Some of these flowers are yellow and the others 09 Neither of these people is drinking milk.
students to add words and phrases to their are blue.
All of these flowers are yellow.
One of these people is drinking milk.
Both people are drinking milk.
One of these ducks has a white head and the One person is drinking orange juice.
journal using computer lessons and resource other has a green head.
All of these ducks have black heads. 10 The woman is drinking milk, but the girl is not.
materials as needed. After students finish their 10 Both people are pointing.
Neither person is pointing.
The girl is drinking milk, but the woman is not.
The woman and girl are both drinking milk.
Someone is drinking, but he is not drinking milk.
entries, encourage them to write a paragraph One of these animals is a bird, but the other
is not.
describing a time in their life when they
felt proud. 42
Science: Ask the class to name different types Worksheet 7-06
of ecosystems in the world. Record student
responses on the board. Divide the students into 1. All of ____________________________ are boys. is not
groups of four. When the students are in their 2. One person is drinking ____________________________. orange juice
3. This ____________________________ is a dog. these children

groups, ask students to choose an environment 4 ____________________________ is not a child. this person
from the following choices: 5. One of these people ____________________________. of these people
6. The woman is drinking milk, but the girl ____________________________. riding horses
a. desert 7. All of these animals ____________________________. animal
b. tropical rain forest 8. ____________________________ of these people are women. is drinking milk
9. Both ____________________________ are drinking milk. none

c. fresh water ponds 10. These two people are ____________________________. are cows
d. deep ocean II. Answer the question with Yes or No.
Explain to students that they will be inventing 11. Are all animals fish? ________________________________________________________________________
12. Are all people women? ______________________________________________________________________

their own animal that will live in this environ- 13. Are all boys children? ________________________________________________________________________
ment. They will decide on a name for the 14. Can some people ride horses? ________________________________________________________________
animal and make sketches of their animal. 15. Are both men and women people? ______________________________________________________________
Instruct the groups to come up with ideas that III. Describe each picture with a complete English sentence.
determine the characteristics that an animal

will need to survive in the environment they
16. 17. 18. 19. 20.
selected and list them on a sheet of paper as 16. __________________________________________________________________________________________
a group. Students will need to record the 17. __________________________________________________________________________________________
following points in their report/data: 18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
a. environment 20. __________________________________________________________________________________________
b. animal’s name None and Both; Demonstrative Adjectives ENGLISH
c. animal’s adaptations
d. animal’s behavior
(continued)
174
None, Both and All:
None and Both: Demonstrative Adjectives 7-06 Demonstrative Adjectives
New Vocabulary
There is no new vocabulary in this lesson.
Have the groups prepare a brief report that
Usage
This lesson practices the same structures as those we learned in Lesson 7-05.
combines all their data into paragraph form.
Look for new variations for using quantifiers.
Remember to match the demonstratives this (singular) and these (plural) with Have students read their presentations to the
their verbs (is or are) in number.
This person is a woman.
class and allow other students to ask questions
These people are men. about their animals and environments.
Language Arts: Have students write these
sentence starters on a piece of construction paper.
This person is _________________.
This animal is __________________.
These people are ____________.
These animals are __________.
None of these people are_______.
None of these animals are _______.
All of these people are_________.
All of these animals are _________.
Both of these people are_______.
Both of these animals are ________.
73

Verbal-Linguistic/Naturalist: Using the properties
of animals, instruct students to write five
sentences using the quantifying words. Call on
students to write their sentences on the board.
Visual-Spatial: Ask students to find pictures of
1. 2. 3. people and animals in magazines that correspond
with each of the above sentences. Students must
fill in the blanks to make the sentences match
1.
4.
of these children are boys. a. none
5.
b. some c. all
6.
d. most
the pictures.
2. of these people are men. a. none b. some c. all d. most
3. of the people are wearing

white hats, but one is not.
a. none b. both c. all d. most
4.
5.
animal is a horse.
people are pointing.

a. most
a. most
b. both
b. both
c. neither
c. neither
d. none
d. none
• Divide the students into small groups. Have
6. person is pointing, a. no, neither b. no, other c. one, neither d. one, other students write the words: all, none, some,
but the is not.
most, and both on a piece of paper. Instruct
II. Yes or No?
the students to write sentences that would
describe their group using two of the words
in each sentence. For example: “Both Lori
1. 2. 3.
and Kim are wearing a dress, but neither
Luke nor Matt is wearing a dress.”
4. 5. 6.
1. None of these people are men. 4. Both of these people are pointing. Conversation:
2. All of these children are boys. 5. Neither of these people is drinking milk.
3. All of these animals are cows. 6. None of these animals are horses.
• Ask students to discuss pictures using the
words all, none, some, most, and both on a
piece of paper.
175
Unit 7, Lesson 7
7-07 Shapes and Locations; Prepositions; 7-08 Left and Right, Full and Empty
All, Most
01 a green circle 01 The man is pointing with his right hand.
a green rectangle The man is pointing with his left hand.
New Vocabulary a blue square
a blue rectangle
The boy is kicking with his right foot.
The boy is kicking with his left foot.
02 The circle is in front of the rectangle. 02 The man has candy in his left hand.
below circles squares triangles The square is in front of the triangle.
The circle is behind the rectangle.
The man has candy in his right hand.
The glass on the left has milk in it.
The square is behind the triangle. The glass on the right has milk in it.
03 The boy is behind the tree. 03 The man’s left hand is full of candy.
The boy is in front of the tree. The man’s right hand is full of candy.
The water is behind the milk. The glass on the left is full of milk.
Themes: The water is in front of the milk. The glass on the right is full of milk.
04 A circle is round. 04 The man’s left hand is full of candy, but his right
Shapes and Locations A ball is round.
A square is not round.
hand is empty.
The man’s right hand is full of candy, but his left
This building is not round. hand is empty.
The glass on the left is full of milk, but the glass
05 This window is round. on the right is empty.
This window is square. The glass on the right is full of milk, but the
Materials: This clock is round.
glass on the left is empty.
05 The glass is empty.

06 There is a circle around this rectangle. The glass is full of milk.
Construction paper (white, red, green, There is a square around this rectangle.
There are yellow flowers around the blue
The glass is full of water.
The glass is full of orange juice.
blue, and yellow) flowers.
The chairs are around the table. 06 The glass on the left is full of milk and the glass
on the right is full of water.
Crayons 07 Most of the squares are beside the circle.
The circle is above most of the squares.
The glass on the right is full of milk and the
glass on the left is full of milk.
Most of the triangles are above the rectangle. The glass on the left is full of water, but the
Glue Most of the triangles are inside the rectangle. glass on the right is empty.
The glass on the right is full of water, but the
08 Most of the circles are around the rectangle, but glass on the left is empty.
not all of them.
All of the circles are around the rectangle. 07 On which side of the doors is the man? He is on
Pre-Lesson Activities: Most of the circles are in front of the rectangle,
but not all of them.
the left side.
On which side of the doors is the man? He is on
All of the circles are in front of the rectangle. the right side.
• In their journals, have students draw a house 09 All of the people are wearing yellow hats.
On which side of the number is the man? He is
on the right side.
Most of the people are wearing yellow hats. On which side of the number is the man? He is
that contains at least three different shapes. All of the people are wearing white.
Most of the people are wearing white.
on the left side.
08 The tree on the right has many white flowers.

10 The circle is in front of the square. The tree on the left has many white flowers.
• Direct students to complete Sections I and II The circle is behind the square.
The circle is above the square.
There are many people on the left, but only a
few on the right.
of the Quiz page for Lessons 7-05 to 7-07 to The circle is below the square. There are many people on the right, but only a
few on the left.
reinforce vocabulary. Have students work in

43
pairs to describe the shapes and locations of
classroom items using current and previously
learned terms.
Worksheet 7-07
Mathematics: Introduce students to the art of 1. There is a circle around ____________________________. are wearing yellow hats
2. All of the people ____________________________. not round

paper folding also known as origami. Provide 3. Most of the people ____________________________ white. are around
students with square paper to fold and provide 4. The chairs are around the ____________________________. is round
directions. Have students follow the directions 5. This building is not ____________________________. are wearing
6. The boy is ____________________________. beside the circle

to make the item that is described. 7. Most of the squares are ____________________________. table
8. All of the circles ____________________________ the rectangle. behind the tree

Language Arts: Cut out triangles, squares, 9. A square is ____________________________. this rectangle
rectangles, and circles from red, green, yellow, 10. A ball ____________________________. round
and blue construction paper. Divide the students II. Answer the question with Yes or No.
into small groups. Give each group some of the 11. Is a ball square? ____________________________________________________________________________
12. Is a rectangle round? ________________________________________________________________________

shapes that have been cut out. Write instructions 13. Are all buildings round? ______________________________________________________________________
on the board for students to follow for creating 14. Are some clocks square? ______________________________________________________________________
a collage. The following is an example: 15. Are some windows round? ____________________________________________________________________

1. The blue circle is in front of the red triangle.
2. The green square is above the yellow
triangle. 16. 17. 18. 19. 20.
16. __________________________________________________________________________________________
3. The red rectangle is below the green square. 17. __________________________________________________________________________________________
4. The yellow circle is inside the blue triangle. 18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
5. The blue square is behind the green 20. __________________________________________________________________________________________
rectangle. ENGLISH Shapes and Locations; Prepositions; All, Most
6. The red, blue, yellow, and green triangles

are around the yellow circle.
176
Shapes and Locations;
Shapes and Locations; Prepositions; All, Most 7-07 Prepositions; All and Most
New Vocabulary
below circles squares triangles
Visual-Spatial/Logical-Mathematical: Instruct
Usage: Shapes and Locations
Practice the terms that apply to the different shapes in this lesson. Naming shapes
students to divide their paper into four columns,
of things we talk about helps us to communicate more precisely and vividly what
we mean. labeling each column with the name of forms:
Note that square is both a noun and an adjective: a circle is round, while a square
is square, a rectangle is rectangular, and a triangle is triangular.
circle, triangle, square, and rectangle. Ask
Use prepositional phrases to indicate place. Remember, prepositional phrases students to list as many things as they can in
indicate time, manner or place of the action. This lesson practices those prepositions
that indicate location (place), always in relation to another item. three minutes of each shape. The student who
in front of
behind
lists the largest amount of correct items in this
around
beside
time period is the winner.
above
inside
below
Visual-Spatial: Instruct students to draw a
Look around you now. Describe the location of several items in relation to another simple picture using only shapes. The picture
item. For example, “The picture is beside the window.”
What shapes do you see around you? What is round? What is square? What is a
must include 10 of each of the four shapes in
rectangle, a triangle? any of the colors, patterns, and designs. Instruct
students to outline the shapes with a black marker.
• Instruct the students to draw a picture using a
circle, triangle, square, and rectangle, and to
color the shapes yellow, red, blue, and green.
74 Have the students describe the locations of the
shapes using the words in front of, behind,
around, next to, above, inside, and under.

I. Match each word with its opposite. • Have students get with a partner and discuss
1. none
2. both
a. all
b. neither
where circles, triangles, squares, and rectangles
3. left c. empty can be seen in the world.
4. full d. in front of
5. behind e. right
Modifications:
II. Yes or No?
• Instead of drawing, allow students to cut out
shapes and glue them on their paper.
1. 2. 3. 4.
5. 6. 7.
1. This window is round. 5. The glass on the left is full of milk.
2. All of the circles are around the rectangle. 6. The glass is empty.
3. The circle is in front of the square. 7. The glass on the right is full of water,
but the glass on the left is empty.
4. The circle is above the square.
177
Unit 7, Lesson 8
7-07 Shapes and Locations; Prepositions; 7-08 Left and Right, Full and Empty
All, Most
01 a green circle 01 The man is pointing with his right hand.
a green rectangle The man is pointing with his left hand.
New Vocabulary a blue square
a blue rectangle
The boy is kicking with his right foot.
The boy is kicking with his left foot.
02 The circle is in front of the rectangle. 02 The man has candy in his left hand.
doors middle The square is in front of the triangle.
The circle is behind the rectangle.
The man has candy in his right hand.
The glass on the left has milk in it.
The square is behind the triangle. The glass on the right has milk in it.
03 The boy is behind the tree. 03 The man’s left hand is full of candy.
The boy is in front of the tree. The man’s right hand is full of candy.
The water is behind the milk. The glass on the left is full of milk.
Themes: The water is in front of the milk. The glass on the right is full of milk.
04 A circle is round. 04 The man’s left hand is full of candy, but his right
Left and Right, and Full and Empty A ball is round.
A square is not round.
hand is empty.
The man’s right hand is full of candy, but his left
This building is not round. hand is empty.
The glass on the left is full of milk, but the glass
05 This window is round. on the right is empty.
This window is square. The glass on the right is full of milk, but the
Materials: This clock is round.
glass on the left is empty.
05 The glass is empty.

Magazines 06 There is a circle around this rectangle.
There is a square around this rectangle.
The glass is full of milk.
The glass is full of water.
There are yellow flowers around the blue The glass is full of orange juice.
Pictures of constellations flowers.
The chairs are around the table. 06 The glass on the left is full of milk and the glass
on the right is full of water.
07 Most of the squares are beside the circle. The glass on the right is full of milk and the
The circle is above most of the squares. glass on the left is full of milk.
Most of the triangles are above the rectangle. The glass on the left is full of water, but the
Pre-Lesson Activities: Most of the triangles are inside the rectangle. glass on the right is empty.
The glass on the right is full of water, but the
08 Most of the circles are around the rectangle, but glass on the left is empty.
• Have students identify objects that can be full not all of them.
All of the circles are around the rectangle. 07 On which side of the doors is the man? He is on
Most of the circles are in front of the rectangle, the left side.
or empty. but not all of them.
All of the circles are in front of the rectangle.
On which side of the doors is the man? He is on
the right side.
• Review lesson vocabulary with the following 09 All of the people are wearing yellow hats.
Most of the people are wearing yellow hats.
on the right side.
All of the people are wearing white. on the left side.
activity: While students remain seated (all Most of the people are wearing white.
08 The tree on the right has many white flowers.
facing the same direction), move to the left 10 The circle is in front of the square.
The circle is behind the square.
The tree on the left has many white flowers.
There are many people on the left, but only a
The circle is above the square. few on the right.
and right sides of the classroom and door; The circle is below the square. There are many people on the right, but only a
few on the left.
ask volunteers to describe your location.

43
Science: Have students describe how to find
constellations in a picture or the night sky by Worksheet 7-08
using the words right and left. Instruct students I. Fill in the blank.
to research one constellation and write a brief 1. The boy is kicking with his ____________________________. the left
2. The man is ____________________________ with his right hand. the middle

report about the constellation. 3. There are many people on the left, but only a few on the _________________. is empty
4. The tree on the right has ____________________________. many white flowers

Language Arts: Using opposites, instruct 5. Someone is walking in front of the doors in ___________________________. left foot
students to write five sentences using right, left, 6. The man’s left hand is full ____________________________. orange juice
full, and empty to describe items in the room. 7. The glass on ____________________________ has milk in it. right
8. The glass is full of ____________________________. pointing

Have students choose an item in the room and 9. The glass is ____________________________. full of milk
write directions to the item using the above 10. The glass on the right ____________________________. of candy
words. Students should work with a partner to II. Answer the question with Yes or No.
describe where the item is while the other 11. Do many people write with their right hands? ______________________________________________________
12. Are all glasses empty? ______________________________________________________________________

person guesses what item his or her partner is 13. Are all glasses full of orange juice? ______________________________________________________________
giving directions to. 14. Do most people kick with their hands? __________________________________________________________
15. Do some people point with their left hands? ______________________________________________________
16. 17. 18. 19. 20.

16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
Left and Right, Full and Empty ENGLISH
178
Left and Right, Full and Empty
Left and Right, Full and Empty 7-08

doors middle
Bodily-Kinesthetic: To practice the concept
Usage: Full and Empty
Full and empty are opposites. Both may be used as predicate adjectives or of right and left, have the class play the
as adjectives.
The glass is empty. the empty glass
“Hokey Pokey.”
The glass is full. the full glass
Note that when we know what the glass contains, a prepositional phrase of…
Visual-Spatial: Have students break into pairs
follows full, whereas nothing follows empty.
and describe an object to his or her partner
The glass on the left is full of milk.
The glass on the right is empty. while the partner tries to draw the description.
The man’s left hand is full of candy, but his right hand is empty.
The partner must keep his or her eyes closed
and not lift his or her pencil off the paper while
he or she is drawing. When one partner is done
with his or her drawing, the students switch,
and the other person gives directions. Students
compare pictures when done.
• Give each student a piece a paper and instruct
them to draw a bird and a tree on the right
side of the paper and a flower on the left side
of the paper.
75
• Draw a drinking glass on the board. Ask
the students if it is full or empty. What type
of drink could you pour in the cup to make
it full?
I. Match each word with its opposite. Conversation:

1. none a. all
2. both b. neither • Have students work with a partner and give

3. left c. empty
each other directions to somewhere in the
4. full d. in front of
5. behind e. right
school or classroom using the words right
II. Yes or No?
and left.
Modifications:
1. 2. 3. 4. • Give students fewer sentences to write.
• Label a picture with right and left and have
students orally describe directions.
5. 6. 7.
1. This window is round. 5. The glass on the left is full of milk.
2. All of the circles are around the rectangle. 6. The glass is empty.
3. The circle is in front of the square. 7. The glass on the right is full of water,
but the glass on the left is empty.
4. The circle is above the square.
179
Unit 7, Lesson 9
7-08 Continued 7-09 Prepositions: Above and Below, etc.
09 Is the woman writing with her right hand? 01 The bridge is above the road.
Yes, she is. The woman is holding a ball above her head.
New Vocabulary Is the woman writing with her left hand?
Yes, she is.
A statue of a lion is above the man.
Above the door is written the number “three
Which woman is pointing with her right hand? hundred and three.”
The one on the left.
leaning taken written Which woman is pointing with her left hand?
The one on the right.
02 The road is below the bridge.
The woman is below the ball.
setting telephones 10 Someone is walking in front of the doors on
The man is below a statue of a lion.
The door is below the number “three hundred
the right. and three.”
sky used Someone is walking in front of the doors on
the left. 03 The young man is reaching for a hat that is
Someone is walking in front of the doors on the above his head.
left and someone is walking in front of the The young man is holding a hat below his head.
doors on the right. We see the train below.
Someone is walking in front of the doors in the We see the train above.
middle.
Themes: 04 The airplane is flying above the clouds.
The airplane is flying below the clouds.
The airplane is flying in front of the
Prepositions snow-covered mountain.
The airplane is flying in front of the setting sun.
05 Most of the people are sitting down, but one is

standing.
Most of the people are standing, but one is
Materials: sitting down.
Most of the people are going up, but a few are
coming down.
Most of the people are coming down. Only a few
Paper are going up.
06 Most of the cows are lying down, but a few are
standing.
Most of the cows are standing, but a few are
Pre-Lesson Activities: lying down.
Most of these people are children, but a few are
adults.
• In their journals, have students list the lesson Most of the chairs are taken. Only a few are
empty.
vocabulary words in alphabetical order. 07 Many people are coming down, but only a few
are going up.
Only a few people are coming down, but many
are going up.
• Reinforce lesson vocabulary by borrowing There are many balloons in the sky.
There are only a few balloons in the sky.
prints from the art department of scenes that 08 Many people are sitting on chairs.
Only two people are sitting on chairs.
allow students to describe objects that are Only one person is sitting in a chair.
Nobody is sitting in a chair.
above and below in relation to other items

depicted. Encourage students to describe 44
different pieces of work to their teachers

during art classes.
Worksheet 7-09
Social Studies: Ask students to choose three 1. The airplane is flying in front of ____________________________. are adults
2. ____________________________ is riding a bicycle. the setting sun

famous aviators from their country or another 3. Many people are ________________________, but only a few are going up. is being used
country. Have students create a report and 4. The airplane is flying ____________________________. taken
timeline about one aviator from each country. 5. The bridge is above the ____________________________. nobody
6. Nobody is sitting ____________________________. only a few

Have students display timelines and reports on 7. Only one of these telephones ____________________________. coming down
poster board. 8. Most of these people are children, but a few __________________________. in a chair
9. Most of the chairs are __________________________. Only a few are empty. road
Language Arts: Write 10 sentences in the 10. There are ____________________________ balloons in the sky. above the clouds
passive voice. Ask students to change the II. Answer the question with Yes or No.
sentences into the active voice. 11. Are all telephones being used? ________________________________________________________________
12. Can airplanes fly above the clouds? ____________________________________________________________
13. Do some birds fly below the clouds? ____________________________________________________________
14. Are some people sitting down? ________________________________________________________________
15. Can an airplane fly behind the sun? ____________________________________________________________
16. 17. 18. 19. 20.

16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH Prepositions: Above and Below, etc.
180
Prepositions: Above and Below,
Prepositions: Above and Below, etc. 7-09 Coming Down, and Going up
New Vocabulary
leaning
used
setting
written
sky taken telephones
Visual-Spatial: Instruct students to create a
Grammar: Passive and Active Voice (Review) book with the concepts above, below, up, down,
Passive voice describes the structure of a sentence in which the subject receives
the action rather than performing it.
coming down, and going up. Each page should
Above the door is written the number “three hundred and three.” have a sentence like the example below:
Put into normal word order, this sentence would be:
The number “three hundred and three” is written above the door. Example: “This bird is flying above the tree and
(subject) (verb) (adverbial complement)
In this example, the word order changes the emphasis, but not the meaning, of
this bird is standing below the tree.”
the sentence. The writer (agent or performer of the action) is not named. Number
(the subject) receives the action. This is passive voice. The verb consists of a form Naturalist/Verbal-Linguistic: Using different
of to be with a past participle.
Another example in this lesson is: animals or plants as the subject, write five
Only one of these telephones is being used. sentences using above, below, up, down, coming
Usage: Above and Below, Up and Down
down, and going up.
Below and above are opposites used as prepositions.
Up and down are opposites used as adverbs of direction (place). Note “sitting down,”
“going up,” “going down,” “coming up,” etc.
Which quantifiers are practiced in this lesson? Make a list of them.
• Have the students use the words above, below,
up, down, coming down, and going up to
describe the locations of various objects in
the classroom.
Conversation:
76
• Divide students into pairs to describe the sky.
Students should try to use the words above,
below, up, down, coming down, and going up.
Modifications:
• Display a map of constellations in the classroom
for student reference and discussion. Encourage
1. 2. 3.
students to describe the features of this map.
4. 5. 6.
1. The boy is . a. swimming b. lifting c. jumping d. using
2. The workmen is a. catching b. trying c. jumping d. climbing

up the ladder.
3. The cowboy is a. trying b. swimming c. lifting d. using

to ride the bull.
4. The dog’s mouth is a. open, full b. open, empty c. closed, full d. closed,
and . empty
5. The man is a rope. a. swimming b. running c. using d. lifting
6. They are . a. jumping down b. jumping up c. looking up d. looking down
II. Fill in the blank with the word or words that best describe the photograph.
a. above b. below c. most d. in front of e. against f. few
1. 2. 3.
4. 5. 6.
1. The ball is the woman’s head. 4. The airplane is flying the sun.
2. of the people are sitting down. 5. None of these guns are leaning a wall.
3. There are only a balloons in the sky. 6. The woman is the ball.
181
Unit 7, Lesson 10
7-10 More Verbs
09 Many people are riding bicycles. 01 The boy is going to jump.

Only a few people are riding bicycles. The boy is jumping.
New Vocabulary Only one person is riding a bicycle.
Nobody is riding a bicycle.
The boy has jumped.
The boy is swimming.
10 Only one of these telephones is red. 02 The boy is going to jump over the sticks.
calf dog’s over Only one of these telephones is being used.
Most of these guns are leaning against a wall.
The boy is jumping over the sticks.
The boy has jumped over the sticks.
None of these guns are leaning against a wall. The boy is swimming underwater.
camera fell sticks 03 The children are climbing up the tree.
The children are sliding down.
cannot lifting take The workman is climbing up the ladder.
The boy is climbing a mountain.
04 They are looking up.
They are looking down.
He is looking through the window.
Themes: 05
He is looking at the window.
The cowboy is trying to ride the bull.

The cowboy cannot ride the bull.
Verbs The boy is trying to jump over the horse jump.
The boy fell.
06 The dog has a frisbee in its mouth.
The dog has a hat in its mouth.
Materials: The dog’s mouth is open and empty.
The dog’s mouth is closed and empty.
07 The dog is trying to catch the frisbee.
Fiction book The dog has caught the frisbee.
The cowboy is trying to catch the calf.
The cowboy has caught the calf.
08 The man is using a rope.
Pre-Lesson Activity: The woman is using a camera.
The man is using a pen.
The people are using a boat.
• Instruct students to complete Section III of 09 He is using a rope to climb the mountain.
She is using a camera to take a picture.
Worksheet 7-10 in the Student Workbook to He is using a pen to write.
They are using a boat to cross the water.
practice writing lesson vocabulary. Have 10 The cowboy is using a rope to catch the calf.
The cowboy is using a rope to tie up the calf.
The cowboy is catching the calf without using
students select a photo from this Workbook a rope.
The cowboy is lifting the calf.
section and create a five-sentence adventure
about the scene.
45
Language Arts: Ask students to write a short
paragraph about where they see themselves in Worksheet 7-10
10 years. Encourage students to describe how
they think things will have changed from the 1. The boy is ____________________________ a mountain. to jump over
present day. 2. The boy is ____________________________ underwater. climb
3. The cowboy is ____________________________ the calf. catch
Social Studies: Instruct students to work with 4. She is using a ____________________________ to take a picture. up the tree
a partner and research the invention of the 5. The boy is going ____________________________ the sticks. swimming
6. The cowboy is ____________________________ to catch the calf. lifting

camera. This report should include who invented 7. He is using a rope to ____________________________ the mountain. pen
the camera, when it was invented, and how it 8. The dog is trying to ____________________________ the frisbee. climbing
has changed throughout the years. Instruct 9. He is using a ____________________________ to write.
10. The children are climbing ____________________________.

trying
camera
students to underline the different verb tenses II. Answer the question with Yes or No.
in their report using different colors for each 11. Can you look through a window? ______________________________________________________________
verb tense. 12. Can you look through a person? ________________________________________________________________
13. Can a cow climb a tree? ______________________________________________________________________
14. Do you use a pen to take a picture? ____________________________________________________________
15. Can a dog sing? ____________________________________________________________________________
16. 17. 18. 19. 20.

16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
More Verbs ENGLISH
182
More Verbs
More Verbs 7-10

calf camera cannot dog’s fell
lifting over sticks take Musical-Rhythmic: Divide the students into
Grammar: Verb Tenses (Review) small groups and have each group create a rap
Here are sentences using different verb tenses. Do you remember which ones
they are? or song using the various verb tenses.
The cowboy is lifting the calf.
The dog has caught the frisbee. Interpersonal: Invite student groups to share
The boy is going to jump over the sticks.
The boy fell. their reports with the class.
• Instruct the students to write sentences
using the new lesson vocabulary words as
well as verbs from previous lessons. Read
the sentences aloud and ask students to
identify the verb tense in each sentence.
Conversation:
• Have students ask each other questions,
using the different verb tenses that have
been introduced in previous lessons.
77
Modifications:
• Display a poster that lists different verb
tenses and sentences that exemplify how
tenses are used.
1. 2. 3.
4. 5. 6.
1. The boy is . a. swimming b. lifting c. jumping d. using
2. The workmen is a. catching b. trying c. jumping d. climbing

up the ladder.
3. The cowboy is a. trying b. swimming c. lifting d. using

to ride the bull.
4. The dog’s mouth is a. open, full b. open, empty c. closed, full d. closed,
and . empty
5. The man is a rope. a. swimming b. running c. using d. lifting
6. They are . a. jumping down b. jumping up c. looking up d. looking down
a. above b. below c. most d. in front of e. against f. few
1. 2. 3.
4. 5. 6.
1. The ball is the woman’s head. 4. The airplane is flying the sun.
2. of the people are sitting down. 5. None of these guns are leaning a wall.
3. There are only a balloons in the sky. 6. The woman is the ball.
183
Unit 7, Lesson 11 7-11 Verb Conjugation 7-12 Unit Seven Review
01 I am jumping. 01 The girl is getting into the boat.

I am drinking milk. The boy is getting out of the water.
I am falling. The boy has gotten out of the water.
New Vocabulary I am cutting the paper. The boy is going to get out of the water.
02 I am jumping. 02 Horses carry people, but this horse is not
I have jumped. carrying anyone.
There is no new vocabulary in this lesson. I am drinking milk.
I have drunk milk.
Airplanes fly and this airplane is flying.
03 I am falling. 03 The bikers are moving fast.
I have fallen. The bikers are moving slowly.
I am cutting the paper. The airplane is moving fast.
I have cut the paper. The airplane is moving slowly.
Themes: 04 I am going to jump. 04 It is wintertime. Snow is on the trees.
I am going to drink milk. It is summer. The trees are green.
Verbs I am going to fall.
I am going to cut the paper.
swimming pool.
It is fall. The trees are yellow and the leaves are
on the ground.
05 I am going to jump into the water.
I am jumping into the water. 05 Some of these flowers are yellow and the others
Materials: I have jumped into the water.
We are jumping into the water.
are blue.
All of these flowers are yellow.
One of these ducks has a white head and the
06 We are not going to jump. He is going to jump. other has a green head.
Index cards We are not jumping. He is jumping.
We have not jumped. He has jumped. 06
All of these ducks have black heads.
Neither of these people is drinking milk.
We are all jumping together. One of these people is drinking milk.
07 I am going to jump. They are not going to jump. Both people are drinking milk.
One person is drinking orange juice.
Pre-Lesson Activity: I am jumping. They are not jumping.
I have jumped. They have not jumped.
We are all jumping together.
07 The boy is behind the tree.
The boy is in front of the tree.
The water is behind the milk.
• Review verb conjugations with the following 08 I am going to fall.
I am falling.
The water is in front of the milk.
08 The airplane is flying above the clouds.
activity: I have fallen.
I am going to jump. The airplane is flying below the clouds.
The airplane is flying in front of the
snow-covered mountain.
09 I am going to drink the milk. The airplane is flying in front of the setting sun.
– Divide students into groups of four. I am drinking the milk.
I have drunk the milk. 09 The cowboy is using a rope to catch the calf.
I am going to eat the bread. The cowboy is using a rope to tie up the calf.
– Instruct students to take turns acting out, in 10 I am going to eat the bread.
The cowboy is catching the calf without using
a rope.
I am eating the bread. The cowboy is lifting the calf.
the style of the game Charades, an action I have eaten some of the bread.
I am wearing a hat.
10 We are not going to jump. He is going to jump.
We are not jumping. He is jumping.
from start to finish (before-during-after). We have not jumped. He has jumped.
We are all jumping together.
See Curriculum Text for examples.

– The other three group members will describe 46
the scene using correct verb forms.

– Circulate the room and monitor groups for
appropriate vocabulary use.
Worksheet 7-11

1. I am ____________________________ the bread. together
Language Arts: Provide students with a 2. We are all jumping ____________________________. we have
3. I am cutting ____________________________. the milk

newspaper article from another country. Have 4. I am going to ____________________________. am eating
students underline past, present, and future 5. ____________________________ eaten some of the bread. going to eat
verbs in different colors. Have students make 6. I am going to drink ____________________________. they
7. I ____________________________ the bread. falling

a chart placing the verbs they underlined in 8. I have ____________________________. jumped
the proper categories: past, present, or future. 9. I am ____________________________. the paper
10. I have jumped. ____________________________ have not jumped. fall

11. Do you cut milk? ____________________________________________________________________________
12. Do you drink paper? __________________________________________________________________________
13. Can people eat bananas? ____________________________________________________________________
14. Can people jump over sticks? __________________________________________________________________
15. Can bananas jump over sticks? ________________________________________________________________
16. 17. 18. 19. 20.

16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH Verb Conjugation
184
Verb Conjugation
Verb Conjugation 7-11
New Vocabulary
Bodily-Kinesthetic: Divide students into small
Grammar: Personal Pronouns (Review)
Practice the personal pronouns with the verb tenses you know. Remember, the
groups. Give each group 20 index cards. Have
personal pronouns are in first, second or third person, singular and plural.
students write the types of verb tenses
First person I we
Second person you you on individual index cards and place on a flat
Third person he they
she
it
surface. Divide the rest of the cards among the
Usage: Contractions Using Personal Pronouns students in each group. Instruct the students to
At this point, we want to speak clearly and formally. However, in rapid, normal
speech you may hear words differently, and you will want to speak them as you
write sentences with different verb tenses on
hear them. One major difference is the use of contractions. Contractions are a
kind of abbreviation or shortening of words by combining them and dropping parts.
each index card, mix the index cards together,
This is common, especially with personal pronouns. and place them face down. Tell the students to
I am I’m I’m going to fall.
I have I’ve I’ve drunk the milk. take turns drawing an index card, reading the
you are you’re You’re sick.
he is he’s He’s going to jump. sentence aloud, and then placing it with the
he has he’s He’s jumped!
she is
it is
she’s
it’s
She’s using a camera to take a picture.
It’s summer.
index card that has the correct verb tense.
we are
we have
we’re
we’ve
We’re not going to jump.
We’ve not jumped.
Verbal-Linguistic: Provide students with a
you are you’re You’re all hungry.
they are they’re They’re not jumping. short paragraph from a book. Ask students to
they have they’ve They’ve not jumped.
In the case of negatives using not, the contraction may shift from the pronoun to
copy the paragraph and to change it by using
the verb with not. The choice is yours depending on where you want to place the
emphasis. Compare the following sentences.
contractions and negatives.
We aren’t going to jump. We’re not going to jump.
We haven’t jumped. We’ve not jumped.
They aren’t jumping.
They haven’t jumped.
They’re not jumping.
They’ve not jumped.
78 • Instruct students to write sentences using all
forms of verb tenses.

Conversation:
• Have students create a list of sentences. One
list of sentences will not have contractions,
whereas the other list will use the same
sentence but with contractions. Students can
1. 2. 3.
practice saying both sentences to each other.
4. 5. 6.
Modifications:
1. I falling. a. was b. were c. am d. are
2. I drunk milk. a. has b. have c. was d. am

• Create a poster that lists contractions using
3. I cut the paper. a. was going to b. am going to c. have d. has personal pronouns.
4. We jumping a. am b. were c. are d. was
into the water.
5. We not jumped. a. is, are b. are, is c. has, have d. have, has

He jumped.
6. I some of the bread. a. have eaten b. have drunk c. am jumping d. am drinking
a. first b. second c. third d. fourth e. last
1. 2. 3.
4. 5. 6.
1. The number is five. 4. The number is six.
2. The number is zero. 5. The three numbers are one.
3. The number is two. 6. The number is eight.

1. What shape has three sides and three angles?
2. If you drink all of the milk in the glass, then the glass is ____________.
3. When an airplane is flying, it is ____________ you.
4. Write a sentence and identify its verb tense.
185
I. Match the photograph with the sentence.
Unit 7 Review
A. B. C. D. E.
Review Activities: 1. The father and the boys are working.
2. The boy is looking up.
• Use index cards to review vocabulary. 3. The boy is looking down.
4. Which animal has only two legs?

• Review workbook pages. 5. Which animal has four legs on the ground?
• Choose activities that target skills in need of II. Circle the correct answer.
practice.
students to use language skills. 1. 2. 3. 4. 5.
1. The airplane is moving fast / slowly.
• Provide time for conversation practice with 2. The horse is going fast / slowly.
peers; monitor conversational skills. 3. Someone is moving quickly / slowly across the street.
4. The horse is running fast / slowly.
• Challenge students to create questions from 5. This is an animal that moves fast / slowly.
various lessons and seek answers as a class. III. Match the words.
1. soldiers a. wheels
• Play question-and-answer games using 2. bicycles b. four legs
vocabulary words from past lessons. 3. birds c. guns
4. sailors d. ships
5. elephants e. wings
and 7-11.
additional practice time in appropriate modes

and projects. 1. 2. 3. 4. 5.
• Note the amount and quality of class

participation.
• Check accuracy of completed Workbook 6. 7. 8. 9. 10.
1. of the people are wearing white hats. a. all
pages, Quizzes, and Tests. 2. birds are ducks. b. none
• Keep portfolios of student work. 3. person is pointing. c. both
4. of these animals is a bird. d. most
5. of the astronauts are standing still. e. neither
6. One person is pointing, but the is not. f. other
7. of the animals are fish. g. some
8. of these fruits are grapes. h. one
9. of these people are drinking milk.
10. of these people are women.
V. Write the season.
1. It is hot, and people are very thirsty.
2. Some trees are pink and others are white; there are many flowers, and the birds are singing.
3. It is cold, and there is snow on the trees and the mountains.
4. The trees are yellow, red, and orange; some leaves are on the ground.
5. People are wearing coats, hats and scarves.
186
I. Write a verb to complete each sentence.
Tests
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
1. He is through the window.
2. The boy has .
3. The boy is a mountain.
4. I am .
5. I am going to the bread.
6. I am the milk.
7. I am the paper.
8. The boy is .
9. The dog a hat in its mouth.
10. Only one person is a bicycle.
II. Circle the correct answer.
1. 2. 3. 4. 5.
1. The boy is kicking with his right / left foot.
2. The glass is full / empty.
3. The man’s right / left hand is full of candy.
4. Which woman is pointing? The woman on the right / left.
5. The dog’s mouth is open and full / empty.

1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
1. The boy is the tree. a. all
2. A ball is . b. in front of
3. The airplane is flying the clouds. c. square
4. of the circles are around the rectangle, but not all of them. d. most
5. of the circles are around the rectangle. e. behind
6. The woman is the ball. f. a few
7. of the circles are in front of the rectangle, but not all of them. g. above
8. The square is the triangle. h. below
9. There are balloons in the sky. i. round
10. The window is .
187
Word Search 7: 1-5
Unit 7 Review ACROSS PART

J
B
W
E
A
E
R
N
M
O
E
S
D
U
N
N
S
R
F
I
A
S
S
E
T
F
BEEN QUICKLY
CARRY ROAD
G K V M S P A R T O O S U
COVERED SLOWLY I D I R T R V P M O V E S
DIRT SOLDIERS
DOWNHILL SOMETIMES S O M E T I M E S L L O U
FAST SPRING
GIVE STILL
H W Y X O N S L O W L Y A
HIT SUNRISE I N M G D G P F L E I N L
MOON USUALLY
MOST WARM T H W E A R O A D S Q G L
MOVES WEAR
OTHERS
G I V E K D Q U I C K L Y
M L D C O V E R E D Y B N
O L P D X V A C R O S S F
O B N O T H E R S Z I V W
N C A R R Y E S T I L L T
Word Search 7: 6-11
E L E A N I N G O C L X C
ABOVE OVER C M Y P C K B R R I G H T
ACROSS RIGHT
BELOW ROUND
C A N N O T E N U O V E R
BOTH SETTING M C A L F D L U Y W O I I
CALF SKY
CAMERA SQUARES I R O U N D O C A M E R A
CANNOT STICKS
CIRCLES TAKEN
D O O R S C W R I T T E N
DOORS TELEPHONES D S N K T I S E T T I N G
FELL TRIANGLES
LEANING USED L S Q U A R E S S A D U L
LIFTING WRITTEN
MIDDLE
E T Y N K C F H L B X S E
S I U T E L E P H O N E S
N C J E N E L T J V Z D H
S K Y K V S L Z O E U B E
V S B O T H L I F T I N G
ENGLISH
188
Crossword 7: 1-5
Across Down
2. A bicycle has two ______. 1. a color

4. We ___ this a sunset. 3. a person in the water
7. The bird has its wings ______. 4. an animal
9. She will ____ hay to the cow. 5. ___ the door.
10. She is ______ downhill. 6. An astronaut _____ a space suit.
11. It is not cold in the springtime; it is ______. 8. He is skiing _______ very fast.
14. In the __________ it is hot. 12. Most of the flower is red,
17. not fast but _____ of it is yellow.
18. The young men in the blue suits ___, 13. He is ______ to fly a kite.
but they aren’t singing now. 14. the sun going down
19. They are trying to fly _____. 15. We see the ____ at night.
21. He has ____ out of the water. 16. Birds can ___.
22. _________ can fly. 17. The _____ is skiing downhill.
20. almost all
ENGLISH
Crossword 7: 6-11
Across Down
3. not above 1. The strong man is ____ the big box.

6. ____ live in the water. 2. This is not a real person; it is a ___
7. The cat is going to ___ its food. of a person.
8. The horse is running ____. 4. not under
9. not squares 5. She is using a camera to ___ a picture.
10. Three is a ____. 9. The cowboy ____ ride the bull;
12. On which ___ of the doors is the man. he has fallen.
15. People are talking on _____. 11. He is throwing the ____.
17. A ___ of milk. 13. The car ___ are open.
19. It is almost night. The sun is _______. 14. The boy ___ off the horse.
20. The woman is using a pen to ____. 15. She has ____ a picture.
21. The time is two o’_____. 16. He is between the dogs. He is in the ____.
22. not circles 18. The boy is jumping over the ____.
23. There are a few balloons in the ___.
ENGLISH
189
Unit 8 Overview
Lesson 8-01 Ordinal and Cardinal Numbers .................................................. 192

Six new words.
First, second, third, fourth, and last.
Orderings of numbers and of persons identified by activity.
Lesson 8-02 Am and Am Not: More Present Conditions .............................. 194

No new words.
More first person material. Activities and activities completed.
Lesson 8-03 Looks Like, Almost All, One, Several, Most, All........................ 196
Six new words.
Appearances contrary to reality.
Locations right, left, up, and down from the point of view of the student.
Weak and strong generalizations.
Lesson 8-04 Space and Geography, Countries ................................................ 198

36 new words.
Five continents. Twenty-one countries. Planet.
Lesson 8-05 Streets and Sidewalks .................................................................. 200

13 new words.
Describing automobile and pedestrian traffic. Sidewalk, street, and highway.
Street upkeep activities.
Lesson 8-06 Pets and Clothes; Belongs to; Possessive Adjectives

and Pronouns ...................................................................................................... 202
Seven new words.
Belongs to.
Ownership of animate beings and inanimate objects.
Lesson 8-07 Comparative and Superlative Adjectives;

Interrogative Words .......................................................................................... 204
26 new words.
10 comparisons of age.
Comparisons of size, elevation, color, speed, length, temperature, mood, appearance, etc.
Lesson 8-08 Near and Far; Comparative Forms of Adjectives .................... 206
Four new words.
Objects near and far from each other. Objects near and far from the student.
Lesson 8-09 Locations; Prepositions ................................................................ 208

23 new words.
Around the city.
Houses of worship: church, mosque, synagogue, and temple.
Seven different business places.
Five different public facilities.
Next to, in front of, around the corner, and down the street.
190
Scope and Sequence
Lesson 8-10 Directions: How Do I Get to… .................................................... 210

Eight new words.
Asking directions.
Giving directions for distances, turning, going past, and reversing direction.
Lesson 8-11 Activities; More Verbs .................................................................. 212

No new words.
First person focus.
Verb tenses: present progressive, present perfect, “going to” future.
Lesson 8-12 Review of Unit Eight .................................................................... 214

Tests and Worksheets from Unit Eight lessons.
Enrichment/Unit Projects: asking questions to native speakers, the students will

1. Ask students to identify idioms that are present in role-play tourist and native speaker conversations.
their culture. Discuss how idioms impact commun- With the class, review phrases and vocabulary related
ication. Have students identify at least 10 idiomatic to location and direction. Encourage students to take
phrases found in English. Have students create a notes to use during the conversations. Count the class
book of idioms in both languages that explains and off into pairs. Have each pair role-play, one student
illustrates these idioms. Display student books in the as a tourist and the other as a native speaker. After
classroom. students are through with their conversation, they will
switch roles. Explain to the students that they should
2. Instruct students to identify and research the major prepare to stand up in front of the class and have a
languages, other than the national language, that are conversation with their partner. Allow students to
used in their country. Have the students color-code a write a few phrases or reminders down on a sheet of
national map to illustrate where these other languages paper if necessary.
are commonly used.
5. Start off the lesson by asking students to suggest
3. Explore culinary traditions from other countries and what type of problems teenagers may typically have.
cultures. Have each student write a recipe common to Have students get into small groups and discuss
another culture and bring it to class to share. Discuss various real-life teen problems and write these topics
culinary traditions of other countries and how they on the board. Assign one or two situations to each
are similar to or different from the culinary tradition group. Have the students answer the questions as a
in the United States. group. One student in the group will take notes for a
4. Explain to the students that it is very important to presentation after the discussion. Have students
be able to ask, understand, and give directions when present their advice for each teen problem/situation
they’re in a foreign country and unfamiliar with their to the class. Encourage students to ask questions and
surroundings. To help students feel comfortable have a class discussion about the topics.
191
Unit 8, Lesson 1
8-01 Ordinal Numbers
01 The first number is two. 10 The first person and the third person are
The first number is one. standing.
New Vocabulary The first number is four.
The first number is nine.
The first person and the last person are standing.
The second person and the third person are
standing.
02 The second number is nine. The third person and the fourth person are
first last fourth The second number is eight.
The second number is five.
standing.
The second number is six.

third second numbers 03 The third number is three.
The fourth number is seven.
The fourth number is nine.
The third number is zero.
04 The last number is nine.
Themes: The last number is three.
The last number is one.
The last number is seven.
Numbers 05 The first number is zero.
The second number is zero.
The third number is zero and the fourth number
is not zero.
The third number is zero and the fourth number
Materials: is zero.
06 The last two numbers are three.

Small pieces of paper The first two numbers are two.
The last two numbers are zero.
The last three numbers are one.
07 The second number and the fourth number
are three.
Pre-Lesson Activity: The first number and the last number are three.
The third number and the last number are one.
The first number and the last number are one.
• Reinforce vocabulary by asking students to 08 The first two numbers are two and the last
number is six.
bring math worksheets or textbooks to class. The first two numbers are two and the last
number is eight.
Have students select four-digit numbers and The first number is two, the second number is
five, the third number is zero, and the last
number is nine.
describe them using ordinal terms learned in The first number is two, the second number is
five, the third number is zero, and the last
number is seven.
Lesson 8-01. Invite students to share this 09 The second person and the last person are sitting.
The second person and the third person are
information with their math teachers. sitting.
The first person and the fourth person are sitting.
The first person and the second person are
sitting.
Content Integration: 47
Mathematics: Ask students to list all the members

in their immediate family along with their ages.
Have students add all the ages together. Ask Worksheet 8-01
students to interview each other to find out the I. Describe each picture with a complete English sentence.
ages of the other student’s immediate family
members. After the students have collected the
information, have them create graphs or charts 1. 2. 3. 4. 5.
that identify the average age of mothers, fathers, 1. __________________________________________________________________________________________
sisters, brothers, etc. in the class. Display graphs 2. __________________________________________________________________________________________
3. __________________________________________________________________________________________
in the class. 4. __________________________________________________________________________________________
Language Arts: Instruct students to write a 5. __________________________________________________________________________________________
children’s story about numbers. Have students

II. Yes or No?
personify numbers One to Ten in their story. ____ 6. Three and four are numbers. ____11. Seven is the first and last number in 707.
____ 7. Five and elephant are numbers. ____12. We count: one, two, three, four, five, six.
____ 8. Five is the third number in 115. ____13. We count: five, six, eight, nine, ten.
____ 9. Four is the second number in 404. ____14. Zero is a number.
____10. Six is the first number in 674. ____15. A cat is not a number.
III. Write a complete English sentence using one or more words from the list.
first third last

second fourth numbers
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH Ordinal Numbers
192
Ordinal and Cardinal Numbers
Ordinal Numbers 8-01

first third last
second fourth numbers
Bodily-Kinesthetic: Instruct the students to
Usage: Ordinal Numbers get into groups of 10 and form a line. Have
One, two, three, four, five, etc., are cardinal numbers, or counting numbers. First,
second, third, fourth, fifth, etc., are ordinal numbers. They name the “order” of things
students identify their position in line using
in a sequence.
ordinal numbers.
The first two numbers are two and the last number is six.
The second person and the last person are sitting.
The first number is zero. Logical-Mathematical: Write 10 random
The third number is three.
Last is not one of the ordinal numbers, but an adjective describing the item at the
numbers on the board. Ask students to write
very end of a sequence, regardless of the number of items in it.
sentences using the numbers from the board
All ordinal numbers end in -th except for first, second, and third. Note the
relationship of the first twelve ordinal numbers with their cardinal numbers. in an ordinal-number sense.
Cardinal Ordinal
one first 1st
two
three
second
third
2nd
3rd
four fourth 4th
five fifth 5th • Write ordinal numbers on small pieces of
six sixth 6th
seven seventh 7th paper and place them in a container. Have
eight eighth 8th
nine ninth 9th 10 students draw a number and then ask them
ten tenth 10th
eleven eleventh 11th to line up correctly based on the numbers
twelve twelfth 12th
Five changes the v to an f and drops the e to become fifth. Twelve follows the they drew.
sample pattern to become twelfth. Eight only adds an h because it already ends
in t. Nine drops the e to become ninth. • Have students participate in a race and then
The ordinal numbers are commonly abbreviated as shown in the column on the
right. Note that they consist of the arabic numeral followed by the ending on that have them identify what place they finished.
ordinal number.
79
Conversation:
• Ask students to discuss when to use ordinal
numbers and when to use cardinal numbers.
Modifications:
• Encourage students to use lesson vocabulary
to identify the placement of items in the
1. 2. 3.
classroom.
4. 5. 6.
1. I falling. a. was b. were c. am d. are
2. I drunk milk. a. has b. have c. was d. am
3. I cut the paper. a. was going to b. am going to c. have d. has
4. We jumping a. am b. were c. are d. was

into the water.
5. We not jumped. a. is, are b. are, is c. has, have d. have, has

He jumped.
6. I some of the bread. a. have eaten b. have drunk c. am jumping d. am drinking
a. first b. second c. third d. fourth e. last
1. 2. 3.
4. 5. 6.
1. The number is five. 4. The number is six.
2. The number is zero. 5. The three numbers are one.
3. The number is two. 6. The number is eight.
193
Unit 8, Lesson 2
8-02 Am and Am Not: More Present 8-03 Looks Like, Almost All, One, Others,
Conditions Most, All; Demonstrative Pronouns
01 I am riding a horse. 01 This is a square.
I am not riding a horse anymore. This looks like a square, but it is not.
New Vocabulary We are riding bicycles.
We are not riding anymore.
This is a triangle.
This looks like a triangle, but it is not.
02 We are running. 02 These people are women.
These people look like women, but they are
There is no new vocabulary in this lesson. We are not running anymore.
We are singing. not. They are mannequins.
These people are astronauts.
We are not singing anymore. These people look like astronauts, but they are not.
03 We are singing. 03 All these shapes are circles.
We are not singing anymore. All these shapes are triangles.
I am dressing. Three of these shapes are circles and one is a
Themes: I am not dressing anymore. triangle.
Two of these shapes are red and two are blue.
04 I am eating.
04 The black circle is in the upper right.
Present Tense I am talking on the phone.
I am the woman who is neither talking on the
The black circle is in the upper left.
The black triangle is in the lower right.
phone nor eating.
I am a man who is neither talking on the phone The black triangle is in the lower left.
nor eating. 05 Several of the circles are black.
Almost all the circles are yellow, but one is
Materials: 05 I am singing and playing the piano.
I am neither singing nor playing the piano.
black.
Several triangles are black.
We are playing drums and smiling. Almost all the triangles are yellow, but one is
Fictional story We are neither playing drums nor smiling.
06
black.
Almost all the circles are yellow.
06 We are both singing. Almost all the circles are black.
Neither of us is singing. All the triangles are yellow.
Only one of us is singing.
All six of us are singing. Almost all the triangles are yellow.
Pre-Lesson Activity: 07 I am standing on the sidewalk.
07 Almost all the circles are black.
I am not standing on the sidewalk anymore. One circle is blue, and the others are red.
• Direct students to complete Sections II and III We are carrying umbrellas.
None of us are standing.
Only one circle is red.
08 Almost all the circles are yellow and two are
of Worksheet 8-02 in the Student Workbook 08 All four of us are walking.
There are four of us. None of us is walking.
blue.
One circle is black and the others are yellow.
Most of the circles are black and one is green.
to review lesson vocabulary. Ask students to All three of us are walking.
There are three of us. None of us is walking.
Most of the circles are red, and some are green.
09 The blue circles are big and the red ones are
use a word or phrase from these exercises as a 09 Both of us are singing.
We are kissing.
small.
The red circles are big and the blue ones are
Neither of us is kissing and neither of us is small.
story starter for a paragraph about a real-life singing.
I am standing. None of my friends are.
The triangles are on top of the circles.
The circles are in front of the triangles.
or fictional adventure. Have students take 10 Both the man and I are carrying umbrellas.
10 Most of the black squares are big, and all the
white ones are small.
Neither I nor the man is carrying an umbrella.
All of the black squares are big, and most of the
turns reading final products to the class. Both my son and I are wearing hats.
My son and I are not wearing hats.
Some of the big triangles are green, and all the
small triangles are gray.
All of the big triangles are green, and some of
the small triangles are gray.
Content Integration: 48
Language Arts: Provide students with a story

in another language that is in the present tense.
Have students underline all the present tense Worksheet 8-02
verbs. Instruct students to rewrite the story in
I. Describe each picture with a complete English sentence.
past or future tense.
Social Studies: Have students list the day and
year they were born on their paper. Allow 1. 2. 3. 4. 5.
students time to research what occurred on that 1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
day in their own culture and in another culture. 3. __________________________________________________________________________________________
4. __________________________________________________________________________________________
5. __________________________________________________________________________________________
II. Yes or No?

____ 6. Loaves of bread carry umbrellas. ____11. Some people can play the piano.
____ 7. Some people can ride horses. ____12. Nobody can sit.
____ 8. Some people can sing. ____13. All statues are smiling.
____ 9. Animals can play drums. ____14. Nobody can ride a bicycle.
____10. Hats can talk on the phone. ____15. Everybody has a moustache.
riding singing eating playing carrying kissing

running dressing talking standing walking wearing
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
Am and Am Not: More Present Conditions ENGLISH
194
Am and Am Not: More Present
Am and Am Not: More Present Conditions 8-02 Conditions
Visual-Spatial: Have students write a sentence
Usage: Not Anymore, Neither…Nor, None (Review)
Anymore is an adverb that means “no longer.” Usually it is used with not, indicating beginning with I am and one beginning with
that an activity that was once in progress is no longer going on.
We are not singing anymore.
I am not. Students should then illustrate the
I am not standing on the sidewalk anymore. sentences and share them with a partner.
Neither can be used alone as a pronoun, as the negative of two items or persons,
or as an adverb with nor, indicating the negative of two activities. Intrapersonal/Interpersonal: Using the future
I am neither singing nor playing the piano.
I am a man who is neither talking on the phone nor eating. tense, ask students to write a short paragraph
Note that the singular verb is is used in the sentences below.
describing where they see themselves in 20
Neither of us is singing.
Neither I nor the man is carrying an umbrella. years. Invite students to share their paragraphs
Note that English speakers are in confusion as to how to regard none. Is it plural
or singular? Can it be singular one time and plural another? with the class.
None of us is walking.
While neither is consistently singular, none remains ambiguous. Until usage
clarifies whether it is singular or plural, you can use either none is or none are.
• Write I am and I am not on the board.
Ask the students to say a sentence for each.
Then have students write the sentences on
the board.
Conversation:
• Have students discuss different actions.
81
Practice using the words I am and I am not.
Modifications:
• Encourage students to use the game Charades
as a means for practicing the description
I. Fill in the blank with the word or words that best describe the photograph. of actions.
1. 2. 3.
1. of the circles are black. a. several b. all c. one d. none
2. of the circles are white. a. one b. a few c. some d. almost all
3. of the black squares are big, a. several, most b. most, all c. all, most d. several, all
and of the white ones are small.
II. Yes or No?
1. 2. 3. 4. 5.
6. 7. 8. 9.
1. We are not riding anymore.
2. We are running.
3. We are neither playing drums nor smiling.
4. We are both singing.
5. I am not standing on the sidewalk anymore.
6. Both my son and I are wearing hats.
7. This looks like a square, but it is not.
8. This looks like a triangle, but it is not.
9. Three of these shapes are triangles and one is a circle.
195
Unit 8, Lesson 3
8-02 Am and Am Not: More Present 8-03 Looks Like, Almost All, One, Others,
Conditions Most, All; Demonstrative Pronouns
01 I am riding a horse. 01 This is a square.
I am not riding a horse anymore. This looks like a square, but it is not.
New Vocabulary We are riding bicycles.
We are not riding anymore.
This is a triangle.
This looks like a triangle, but it is not.
02 We are running. 02 These people are women.
These people look like women, but they are
like lower shapes We are not running anymore.
We are singing. not. They are mannequins.
These people are astronauts.
We are not singing anymore.
looks ones upper 03 We are singing. 03
These people look like astronauts, but they are not.
All these shapes are circles.
We are not singing anymore. All these shapes are triangles.
I am dressing. Three of these shapes are circles and one is a
I am not dressing anymore. triangle.
Two of these shapes are red and two are blue.
04 I am eating.
Themes: I am talking on the phone.
I am the woman who is neither talking on the
04 The black circle is in the upper right.
The black circle is in the upper left.
phone nor eating. The black triangle is in the lower right.
Shapes and Colors I am a man who is neither talking on the phone
nor eating. 05
The black triangle is in the lower left.
Several of the circles are black.
Almost all the circles are yellow, but one is
05 I am singing and playing the piano. black.
I am neither singing nor playing the piano. Several triangles are black.
Materials: We are playing drums and smiling.
We are neither playing drums nor smiling.
Almost all the triangles are yellow, but one is
black.
06 Almost all the circles are yellow.
06 We are both singing.
Index cards or construction paper Neither of us is singing.
Only one of us is singing.
Almost all the circles are black.
All the triangles are yellow.
All six of us are singing. Almost all the triangles are yellow.
Crayons or colored pencils 07 I am standing on the sidewalk.
07 Almost all the circles are black.
I am not standing on the sidewalk anymore. One circle is blue, and the others are red.
We are carrying umbrellas. Only one circle is red.
08 Almost all the circles are yellow and two are
Pre-Lesson Activity: 08 All four of us are walking.
There are four of us. None of us is walking.
blue.
One circle is black and the others are yellow.
All three of us are walking. Most of the circles are black and one is green.
• Remind students about the Word Journal they There are three of us. None of us is walking.
09
Most of the circles are red, and some are green.
The blue circles are big and the red ones are
began in Lesson 4-04. Provide time for 09 Both of us are singing.
We are kissing.
small.
The red circles are big and the blue ones are
Neither of us is kissing and neither of us is small.
students to add words and phrases to their singing.
The triangles are on top of the circles.
The circles are in front of the triangles.
journal using computer lessons and resource 10 Both the man and I are carrying umbrellas.
Neither I nor the man is carrying an umbrella.
10 Most of the black squares are big, and all the
All of the black squares are big, and most of the
materials as needed. After students finish Both my son and I are wearing hats.
My son and I are not wearing hats.
Some of the big triangles are green, and all the
small triangles are gray.
their entries, encourage them to write about All of the big triangles are green, and some of
the small triangles are gray.
a favorite weekend activity. 48
Mathematics: Have students identify the colors Worksheet 8-03
of clothing that the other students are wearing.
Have students create a chart with six colors and
ask them to list what item of clothing correlates
with that color. Have students create their own 1. 2. 3. 4. 5.
graphs or charts showing their data. 1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
Language Arts: Find a video or article about 3. __________________________________________________________________________________________
a famous modern artist from a another culture 4. __________________________________________________________________________________________
and a famous modern artist from American 5. __________________________________________________________________________________________
culture whose art uses geometric shapes. Have

students write a compare/contrast paper about II. Yes or No?
____ 6. All triangles are shapes. ____11. All birds are pink.
each artist’s style and instruct students to ____ 7. Mannequins are not real women. ____12. All shapes are circles.
create their own piece of artwork using only ____ 8. Astronauts are mannequins. ____13. All squares look like triangles.
____ 9. A triangle is a shape. ____14. Almost all astronauts have blue hair.
geometric shapes. ____10. Red, blue, and green are colors. ____15. All shapes are squares.
like shapes lower

looks upper ones
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH Looks Like, Almost All, One, Others, Most, All; Demonstrative Pronouns
196
Looks Like; Almost All, One,
Looks Like, Almost All, One, Others, Most, All; Demonstrative Pronouns 8-03 Several, Most, All
like looks lower ones shapes
upper
Verbal-Linguistic: Let each student give oral
Usage: Demonstrative Pronouns, Several, Almost All clues about an object in the room for the others
The demonstrative pronouns are:
to identify. The clues must include colors and
this
these shapes as well as the phrase “looks like.”
that
those
Several is a quantifier meaning more than two, but probably not more than five. It is
Naturalist: Ask students to use five sentences
indefinite. to describe their favorite animal. Then ask
Several of the circles are black.
Several triangles are black. students to draw this animal using square,
Note that “of the” can often be omitted without changing the meaning.
rectangle, triangle, and circle.
Almost all of the circles are black.
Almost all the circles are black.
Almost all is a degree greater than most, which is also indefinite.
Most of the circles are red.
Almost all of the circles are red.
• Review the words looks like, almost all, one,
several, most and all by making flashcards
with index cards or construction paper. Have
each student draw a picture to illustrate the
meaning of each word.
• Give each student a piece of construction
paper. Have them divide the paper into four
equal pieces. Read four sentences that give
82
directions about colors, shapes, and locations
for the students to draw in each section of the
paper. Either create new directions or choose
four sentences from the curriculum text.
I. Fill in the blank with the word or words that best describe the photograph. Conversation:
• Encourage students to describe various pieces
of artwork using lesson vocabulary words.
1. 2. 3.
1. of the circles are black. a. several b. all c. one d. none
2. of the circles are white. a. one b. a few c. some d. almost all Modifications:
3.
and
of the black squares are big,
of the white ones are small.
a. several, most b. most, all c. all, most d. several, all
• Invite students to describe the colors and
II. Yes or No? shapes of classroom items.
1. 2. 3. 4. 5.
6. 7. 8. 9.
1. We are not riding anymore.
2. We are running.
3. We are neither playing drums nor smiling.
4. We are both singing.
5. I am not standing on the sidewalk anymore.
6. Both my son and I are wearing hats.
7. This looks like a square, but it is not.
8. This looks like a triangle, but it is not.
9. Three of these shapes are triangles and one is a circle.
197
Unit 8, Lesson 4
8-04 Space and Geography, Countries 8-05 Streets and Sidewalks
01 Saturn 01 The cars are driving on the street.

Africa The cars are parked on the street.
New Vocabulary a woman
China
People are standing on the sidewalk.
People are walking on the sidewalk.
02 This planet is called Saturn. 02 The car is on the street.
Africa country North America This person is a woman.
This country is called China.
The car is on the highway.
The bridge crosses the highway.
This continent is called Africa. The bridge crosses the water.
Algeria Egypt planet 03 a planet 03 Two bridges cross over the road.
a person There is a car on the road that goes between the
Argentina Europe Russia a country
a continent
trees.
The road goes toward the house.
Asia European Saturn 04 This planet is Saturn.
The road goes toward the mountain.
This person is a girl. 04 The people are crossing the railroad track.
Asian Germany South America The country colored red is the United Kingdom.
This continent is North America.
The people are standing beside the railroad track.
The man is crossing the street.
The man is standing in the street.
Brazil India Spain 05 This continent is Asia.
This continent is Africa. 05 Which people are riding on the sidewalk?
This continent is South America. Which people are riding on the road?
called Italy Tanzania This continent is Europe. Some people are riding. They are not riding on
the sidewalk and they are not riding on the road.
Canada Japan United 06 Brazil is the country colored red on this map.
Argentina is the country colored red on this map.
Which people are on the sidewalk and not riding
at all?
Chile is the country colored red on this map.
Chile Korea Kingdom Venezuela is the country colored red on this map. 06 The birds are crossing the sidewalk.
The sidewalk is empty.
07 The United States is colored red on this map. The man is crossing the street on a bicycle.
China map United States Canada is colored red on this map.
Mexico is colored red on this map.
The man is crossing the street in a wheelchair.
colored Mexico Venezuela Japan is colored red on this map. 07 The birds are walking across the sidewalk.
He is running across the street.
08 Nigeria is the country colored red on this map. He is riding his bicycle across the street.
continent Nigeria Vietnam Egypt is the country colored red on this map.
Algeria is the country colored red on this map.
He is going across the street in a wheelchair.
Tanzania is the country colored red on this map. 08 There is an alley between the two buildings.
The train track crosses over the street.
09 Germany is in Europe. It is colored red on this The bus is driving on the sidewalk.
map. The bus is driving over the bridge.
Italy is in Europe. It is colored red on this map.
Themes: India is in Asia. It is colored red on this map.
Vietnam is in Asia. It is colored red on this map.
09 The man is sweeping the street with a broom.
The tractor is sweeping the road.
The man is digging in the hole in the street.
Continents and Countries 10 China is the Asian country colored red on this
map.
The machine is digging a hole in the street.
Korea is the Asian country colored red on this 10 The road is full of people riding bicycles.
map. The street is full of people running.
Spain is the European country colored red on The street is almost empty.
this map. The sidewalk is full of people.
Materials: Russia is colored red on this map. Russia is in
Europe and Asia.
World map 49
Card stock
Crayons
Scissors
Worksheet 8-04
Glue
• Reinforce lesson vocabulary by asking 1. 2. 3. 4. 5.
students to write a travelogue about a place 1. __________________________________________________________________________________________
they hope to visit in the future. 2. __________________________________________________________________________________________
3. __________________________________________________________________________________________
4. __________________________________________________________________________________________
Content Integration: 5. __________________________________________________________________________________________
Social Studies: Provide each student with a map II. Yes or No?
of the world. Assign a different color to each ____ 6. Asia is a continent. ____11. The United States is a country.
____ 7. Nigeria is a continent. ____12. Germany is in Asia.

continent. Have students shade each continent ____ 8. Saturn is a planet. ____13. India is in Europe.
its specific color and ask students to find ____ 9. China is a planet. ____14. Vietnam is a person.
information about the number of countries and ____10. Africa is a country. ____15. Egypt is on Saturn.
general population in each continent. III. Write a complete English sentence using one or more words from the list.
Language Arts: Have students choose one called

planet
map
Saturn
Asian
Europe
Chile
Venezuela
Nigeria
Egypt
Italy
India
Russia
United Kingdom
country Africa European Canada Algeria Vietnam North America
country. Allow students time to research the continent
colored
China
Asia
Brazil
Argentina
Mexico
Japan
Tanzania
Germany
Korea
Spain
South America
United States
culture and lifestyle of the average teenager 16. __________________________________________________________________________________________
in that culture. Have students provide informa- 17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
tion about popular foods, popular music, sports, 19. __________________________________________________________________________________________
and one celebrity from that country. Instruct 20. __________________________________________________________________________________________
students to prepare a poster that displays

this information. Space and Geography, Countries ENGLISH
198
Space and Geography, Countries
Space and Geography, Countries 8-04

Africa Algeria Argentina Asia Asian
Brazil called Canada Chile China
Visual-Spatial: Provide each student with a
colored
European
continent
Germany
country
India
Egypt
Italy
Europe
Japan
world map of his or her own to color. Have the
Korea
planet
map
Russia
Mexico
Saturn
Nigeria
South America
North America
Spain
students color and label the continents as well
Tanzania United Kingdom United States Venezuela Vietnam as some of the countries. Glue the map on card
Usage: Place Names
The names of countries are usually similar in all languages, at least in Western
stock. When it is dry, have the students cut it
languages. Which country names do you recognize from your own language?
How are they spelled differently in English?
into at least 12–15 pieces like a puzzle.
What is a “continent?” How many continents are there? Two are not named in this Students can then trade puzzles with other
lesson. Do you know which two they are? What is a “country?” On which continent
does your native country lie? students.
Note that all country names are proper nouns; they must be capitalized. Unlike
many languages close to English, the adjective forms of country names are also Bodily-Kinesthetic/Musical-Rhythmic: In
capitalized.
Europe European addition to the report, ask students to research
Asia Asian
Adjectives can be made from most geographic names. These adjectives may refer
a traditional dance or song from their chosen
either to the people in those countries or to the language they speak. They usually
end in -an or -ese. If the name already ends in -a, add only -n.
country. Invite students to perform and teach
+ -ese + -n irregular their dance or song to the class.
Japanese Venezuelan Canadian
Vietnamese African Egyptian
American German
Russian Italian Post-Lesson Activity:
Nigerian Spanish
Algerian
Tanzanian
Mexican
Brazilian
• Give each student a world map. Give students
Indian
Korean
Chinese directions on how to color the map. For
example, find the continent Asia and color
83 the country, Japan, red.
Conversation:
Quiz Unit 8 Lessons 4 and 5 discuss places where they might want to take
I. Fill in the blank with the word or words that best describe the photograph. a trip. Have students use the adjectives listed
in the student book to discuss the people they
would meet in these different countries.
1. 2. 3.
Modifications:
• Use individual world desk maps and work
4. 5. 6.
1. This is called Saturn. a. person b. planet c. country d. continent one-on-one with students as they complete
2. This is called China. a. person b. planet c. country d. continent lesson activities.
3. This is called Africa. a. person b. planet c. country d. continent
4. The crosses the highway. a. road b. sidewalk c. street d. bridge
5. There is a car on the that goes a. road b. sidewalk c. tractor d. bridge

between the trees.
6. The man is crossing the . a. railroad track b. sidewalk c. street d. bridge
II. Yes or No?
1. 2. 3. 4.
1. This continent is called Europe.
2. People are walking on the sidewalk.
3. The bus is driving over the bridge.
4. The street is full of people riding bicycles.
199
Unit 8, Lesson 5
8-04 Space and Geography, Countries 8-05 Streets and Sidewalks
01 Saturn 01 The cars are driving on the street.

Africa The cars are parked on the street.
New Vocabulary a woman
China
People are standing on the sidewalk.
People are walking on the sidewalk.
02 This planet is called Saturn. 02 The car is on the street.
alley highway sweeping This person is a woman.
This country is called China.
The car is on the highway.
The bridge crosses the highway.
This continent is called Africa. The bridge crosses the water.
bridges hole track 03 a planet 03 Two bridges cross over the road.
broom machine toward a person
a country
There is a car on the road that goes between the
trees.
a continent The road goes toward the house.
crosses railroad wheelchair 04 This planet is Saturn.
The road goes toward the mountain.
This person is a girl. 04 The people are crossing the railroad track.
goes The country colored red is the United Kingdom.
This continent is North America.
The people are standing beside the railroad track.
The man is crossing the street.
The man is standing in the street.
05 This continent is Asia.
This continent is Africa. 05 Which people are riding on the sidewalk?
This continent is South America. Which people are riding on the road?
This continent is Europe. Some people are riding. They are not riding on
Themes: 06 Brazil is the country colored red on this map.
the sidewalk and they are not riding on the road.
Which people are on the sidewalk and not riding
Argentina is the country colored red on this map. at all?
Streets and Sidewalks Chile is the country colored red on this map.
Venezuela is the country colored red on this map. 06 The birds are crossing the sidewalk.
The sidewalk is empty.
07 The United States is colored red on this map. The man is crossing the street on a bicycle.
Canada is colored red on this map. The man is crossing the street in a wheelchair.
Mexico is colored red on this map.
Materials: Japan is colored red on this map. 07 The birds are walking across the sidewalk.
He is running across the street.
08 Nigeria is the country colored red on this map. He is riding his bicycle across the street.
Index cards Egypt is the country colored red on this map.
Algeria is the country colored red on this map.
He is going across the street in a wheelchair.
Tanzania is the country colored red on this map. 08 There is an alley between the two buildings.
The train track crosses over the street.
09 Germany is in Europe. It is colored red on this The bus is driving on the sidewalk.
map. The bus is driving over the bridge.
Pre-Lesson Activity: Italy is in Europe. It is colored red on this map.
India is in Asia. It is colored red on this map. 09 The man is sweeping the street with a broom.
Vietnam is in Asia. It is colored red on this map. The tractor is sweeping the road.
• Review vocabulary by directing students to 10 China is the Asian country colored red on this
The man is digging in the hole in the street.
The machine is digging a hole in the street.
map.
use Lesson 8-05 terms in describing their Korea is the Asian country colored red on this
map.
10 The road is full of people riding bicycles.
The street is full of people running.
round-trip route between home and school to Spain is the European country colored red on
this map.
The street is almost empty.
The sidewalk is full of people.
Russia is colored red on this map. Russia is in
a peer. Europe and Asia.
49
Social Studies: Instruct students to make a map
of the route they take to get from their house to Worksheet 8-05
school. Have students list streets, highways, etc.
that they must travel to get to school. After the
map is drawn, have students provide written
directions from their house to school using 1. 2. 3. 4. 5.
directional words. 1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
Language Arts: Provide each student with a 3. __________________________________________________________________________________________
map of the city. Give oral directions to the 4. __________________________________________________________________________________________
students one time only. See how many students 5. __________________________________________________________________________________________
can follow directions and name the location that II. Yes or No?
you gave directions to. ____ 6. Most cars drive on the sidewalk. ____11. A wheelchair can fly.
____ 7. Some bridges cross over roads. ____12. People walk on the sidewalk.
____ 8. People can cross railroad tracks. ____13. Some cars are parked on the street.
____ 9. Birds can cross sidewalks. ____14. All streets are empty.
____10. A cow can cross a street on a bicycle. ____15. All sidewalks are full of people.
highway railroad sweeping
crosses track hole
bridges wheelchair machine
goes alley
toward broom
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH Streets and Sidewalks
200
Streets and Sidewalks
Streets and Sidewalks 8-05

alley bridges broom crosses goes
highway hole machine railroad sweeping
Visual-Spatial: Display a road map of the state
track toward wheelchair
for the students to view. Explain the differences
Usage: Streets and Sidewalks
The term “sidewalk” refers to a path to the side of a street which is for walking. It is
among streets, roads, highways, and railroads.
for people, not cars.
Explain how students should use the map key
English has names for different types of roads.
street a road within a town or city and find corresponding symbols.
highway a road for higher speeds that passes through the countryside
road
alley
a
a
general term for a path for vehicular traffic
short and narrow street or passageway in a town or city
Intrapersonal: Ask students to write a short
The U.S.A. has many highways with two or more lanes for each direction of traffic. paragraph about what it might be like to travel
These have a variety of names: freeway; interstate; turnpike; toll road; or expressway.
Roads are said to “go” and to “cross.” So are people.
across the country by train and the specific
The road goes toward the house. places they would like to visit. If students are
The bridge crosses the water. The man is crossing the street.
The adverbial form of “to cross” is across. It is often used as a preposition. unfamiliar with trains, allow time for research.
He is riding his bicycle across the street.
The birds are walking across the sidewalk.
One rides a bicycle, but drives a car. One may ride in a car. Post-Lesson Activity:
• Instruct students to create their own city map
by making sure to identify roads, highways,
and railroad crossings. Have students create
their own map key to identify each.
Conversation:
84
• Have students discuss a time when they went
on a road trip with their family. Encourage
students to include words from the new
vocabulary.
I. Fill in the blank with the word or words that best describe the photograph. Modifications:
• Invite students to make flashcards of lesson
vocabulary to promote review and retention of
1. 2. 3.
new terms.
4. 5. 6.
1. This is called Saturn. a. person b. planet c. country d. continent
2. This is called China. a. person b. planet c. country d. continent
3. This is called Africa. a. person b. planet c. country d. continent
4. The crosses the highway. a. road b. sidewalk c. street d. bridge
5. There is a car on the that goes a. road b. sidewalk c. tractor d. bridge

between the trees.
6. The man is crossing the . a. railroad track b. sidewalk c. street d. bridge
II. Yes or No?
1. 2. 3. 4.
1. This continent is called Europe.
2. People are walking on the sidewalk.
3. The bus is driving over the bridge.
4. The street is full of people riding bicycles.

1. Write two ordinal numbers.
2. What do you drive on to go over a river or canyon?
201
Unit 8, Lesson 6
8-06 Pets and Clothes; Possessive 8-07 Comparative and Superlative
Adjectives and Pronouns Adjectives
01 Someone is wearing a gray sweater. 01 The woman is older than the man.
Someone is wearing a blue shirt. The man is older than the woman.
New Vocabulary The girls are wearing black skirts.
The boy has a black dog.
The boy is taller than the girl.
The girl is taller than the boy.
02 Someone’s sweater is gray. 02 a young woman
belong farmer girl’s petting Someone’s shirt is blue.
The girls’ skirts are black.
an older woman, but not the oldest
the oldest woman
The boy’s dog is black. a young boy
belongs farmer’s pet 03 This shirt belongs to the man. 03 the oldest boy
This shirt does not belong to the man. a younger boy, but not the youngest
The drums belong to the man. the youngest boy
The dog belongs to the boy. He is older than all the boys. He is a man.
04 This hat belongs to the woman. 04 This airplane is flying the highest.
Themes: This hat does not belong to the woman.
This shirt does not belong to the boy.
This airplane is flying low, near the ground.
This airplane is flying low, but it is not flying
This shirt belongs to a boy. the lowest.
Pets and Clothes 05 The dog belongs to the boy. It is the boy’s pet.
This airplane is not flying. It is on the ground.
The dog belongs to the woman. It is the 05 Which dog has the darkest color?
woman’s pet. Which dog has the shortest nose?
The bear does not belong to anyone. It is not Which dog has the lightest color?
Materials: a pet.
The cow belongs to a farmer, but it is not the
farmer’s pet. 06
Which dog is going the fastest?
Which child looks the happiest?
Which child looks the most unhappy?
Paper 06 This animal is a big pet.
This animal is a little pet.
Which child is running the fastest?
Which child has the longest hair?
This animal is not a pet, but it is a real, live
animal. 07 This dog has fewer spots than the other dog.
This animal is not real. This dog has more spots than the other dog.
Pre-Lesson Activity: 07 a woman’s hat

a man’s hat
This leopard has more spots than either dog.
This tiger has stripes, but no spots.
This jacket belongs to the boy. 08 This animal has the fewest number of spots.
• Provide vocabulary practice by allowing This jacket does not belong to the boy. This animal is more spotted, but not the most
spotted.
students to divide into groups of three, to 08 The woman is petting her dog.
The girl is petting her dog.
This is the most spotted animal of all.
This animal is striped rather than spotted.
The man is petting the cat.
describe their pets or a favorite animal to The man is petting his dog. 09 It is dangerous to jump off a horse onto a calf.
Soldiers fight and that is dangerous.
09 The man’s umbrella is black. Riding a horse is not very dangerous.
each other. The men’s umbrellas are black.
The woman’s dress is blue.
Sitting on a chair at home is not dangerous at all.
The women’s dresses are blue. 10 Who is flying the highest?

Who is running the fastest?
10 the boy’s dog Who is getting the wettest?
Content Integration: the boy’s father
the girl’s father
the girl’s mother
Who is getting the coldest?
Mathematics: Ask students to identify one

country other than the United States and ask 50
them to research the number of people in that

population who are pet owners. Have students
make a graph that compares that number with Worksheet 8-06
the number in their own culture. Have students
find information about pet services that are
available in those countries or information
about interesting pets people have in that culture. 1. 2. 3. 4. 5.
Language Arts: Direct students to create a 1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
short story, using personification of what life 3. __________________________________________________________________________________________
might be like if they were a cat, dog, fish, bird, 4. __________________________________________________________________________________________
or any other pet for a day. 5. __________________________________________________________________________________________
II. Yes or No?

____ 6. A cow is a pet. ____11. Some girls’ skirts are black.
____ 7. A bear does not belong to anyone. ____12. Some women’s dresses are blue.
____ 8. All dogs are black. ____13. All birds are pets.
____ 9. A woman’s pet belongs to the woman. ____14. Almost all umbrellas are green.
____10. A boy’s dog belongs to the boy. ____15. All animals are pets.
belong petting girl’s
belongs farmer girls’
pet farmer’s
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
Pets and Clothes; Possessive Adjectives and Pronouns ENGLISH
202
Pets and Clothes; Belongs to;
Pets and Clothes; Possessive Adjectives and Pronouns 8-06 Possessive Adjectives and Pronouns
belong belongs farmer farmer’s girl’s
pet petting
Visual-Spatial: Instruct students to illustrate an
Usage: Possession (Review) adventure from the short story they created.
Remember to show possession by adding ’s to the owner, and just ’ to plurals that
already end in -s. Verbal-Linguistic/Interpersonal: Invite students
Someone’s sweater is gray.
The girls’ skirts are black. to create a short poem about their pet. Have
The verb to belong means possessed or owned by, to be the property of someone. students share their poems with the class.
The dog belongs to the woman. It is the woman’s dog.
The cow belongs to a farmer, but it is not the farmer’s pet.
• Ask students to read a short story about
animals and write a one-paragraph summary.
Conversation:
• Encourage students to share their experiences
with pets, farm animals, or zoo animals.
Modifications:
• Invite students to describe the features of
animals depicted in books or magazines.
85

1. 2. 3.
1. The girls are wearing black . a. pants b. sweaters c. shirts d. skirts
2. The dog belongs to the woman. It is the a. boy b. hat c. pet d. cat
woman’s .
3. The men are holding . a. hats b. dresses c. umbrellas d. animals
II. Match the questions below with the appropriate picture.
A. B. C.
1. Which dog has the darkest color?
2. Which dog has the shortest nose?
3. Which dog is going the fastest?
III. Yes or No?
1. 2. 3.
4. 5. 6.
1. The man is petting the cat. 4. The man is older than the woman.
2. This jacket belongs to the boy. 5. Sitting on a chair at home is not dangerous.
3. This shirt does not belong to the man. 6. This tiger has stripes, but no spots.
203
Unit 8, Lesson 7
8-06 Pets and Clothes; Possessive 8-07 Comparative and Superlative
Adjectives and Pronouns Adjectives
01 Someone is wearing a gray sweater. 01 The woman is older than the man.
Someone is wearing a blue shirt. The man is older than the woman.
New Vocabulary The girls are wearing black skirts.
The boy has a black dog.
The boy is taller than the girl.
The girl is taller than the boy.
02 Someone’s sweater is gray. 02 a young woman
coldest home shortest Someone’s shirt is blue.
The girls’ skirts are black.
an older woman, but not the oldest
the oldest woman
The boy’s dog is black. a young boy
dangerous leopard spots 03 This shirt belongs to the man. 03 the oldest boy
darkest lightest spotted This shirt does not belong to the man.
The drums belong to the man.
a younger boy, but not the youngest
the youngest boy
The dog belongs to the boy. He is older than all the boys. He is a man.
either longest striped 04 This hat belongs to the woman. 04 This airplane is flying the highest.
This hat does not belong to the woman. This airplane is flying low, near the ground.
fastest low stripes This shirt does not belong to the boy.
This shirt belongs to a boy.
This airplane is flying low, but it is not flying
the lowest.
This airplane is not flying. It is on the ground.
fewest lowest taller 05 The dog belongs to the boy. It is the boy’s pet.
The dog belongs to the woman. It is the 05 Which dog has the darkest color?
fight near wettest woman’s pet.
The bear does not belong to anyone. It is not
Which dog has the shortest nose?
Which dog has the lightest color?
a pet. Which dog is going the fastest?
happiest oldest youngest The cow belongs to a farmer, but it is not the
farmer’s pet. 06 Which child looks the happiest?
Which child looks the most unhappy?
highest rather 06 This animal is a big pet.
This animal is a little pet.
Which child is running the fastest?
Which child has the longest hair?
This animal is not a pet, but it is a real, live
animal. 07 This dog has fewer spots than the other dog.
This animal is not real. This dog has more spots than the other dog.
This leopard has more spots than either dog.
07 a woman’s hat This tiger has stripes, but no spots.
Materials: a man’s hat
This jacket belongs to the boy. 08 This animal has the fewest number of spots.
This jacket does not belong to the boy. This animal is more spotted, but not the most
World record books 08 The woman is petting her dog.
spotted.
This is the most spotted animal of all.
The girl is petting her dog. This animal is striped rather than spotted.
The man is petting the cat.
The man is petting his dog. 09 It is dangerous to jump off a horse onto a calf.
Soldiers fight and that is dangerous.
Pre-Lesson Activities: 09 The man’s umbrella is black.
The men’s umbrellas are black.
Riding a horse is not very dangerous.
Sitting on a chair at home is not dangerous at all.
The woman’s dress is blue.
• Have students choose two items in the room The women’s dresses are blue. 10 Who is flying the highest?
Who is running the fastest?
10 the boy’s dog Who is getting the wettest?
and compare them. the boy’s father
the girl’s father
Who is getting the coldest?
the girl’s mother
• Encourage students to practice vocabulary
terms by writing a journal-style entry about a 50
time they consider the happiest of their lives.
Language Arts: Using the vocabulary, write the I. Describe each picture with a complete English sentence.
word “dangerous.” Ask students to give you
their definition of the word. Ask students to list
activities that they consider dangerous. Instruct 1. 2. 3. 4. 5.
students to write sentences about five activities 1. __________________________________________________________________________________________
from the list and have them explain why or why 2. __________________________________________________________________________________________
3. __________________________________________________________________________________________
not they would do that activity. 4. __________________________________________________________________________________________
Language Arts: Write the following words on 5. __________________________________________________________________________________________
the board and instruct students to make a list II. Yes or No?
on their own paper: coldest, smallest, oldest, ____ 6. A woman is older than a girl.
____ 7. A boy is older than a man.

____11. Sitting on a chair at home is dangerous.
____12. Bald people have more hair than
happiest, tallest, shortest, fastest, and slowest. ____ 8. A baby is older than an adult.
other people.
____13. A dog can run faster than a cow.
Have students walk around the room and ____ 9. A tiger can run faster than a turtle.
____14. Most men are taller than trees.
____10. A tiger has more spots than a leopard.
interview each other by asking questions that ____15. Motorcycles have fewer wheels than trucks.
fall into any of the categories. When the students III. Write a complete English sentence using one or more words from the list.
have finished interviewing each other, instruct either

leopard
taller
shortest
highest
oldest
youngest
low
lowest
near
darkest
lightest
fastest
happiest
longest
fewest
wettest
coldest
spots
stripes
spotted
striped
rather
dangerous
fight
home
students to write at least 10 sentences using

16. __________________________________________________________________________________________
student names and responses in their sentences. 17. __________________________________________________________________________________________
Have students illustrate at least five of the 18. __________________________________________________________________________________________
sentences. 19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH Comparative and Superlative Adjectives
204
Comparative and Superlative
Comparative and Superlative Adjectives 8-07 Adjectives; Interrogative Words
coldest dangerous darkest either fastest
fewest fight happiest highest home
Bodily-Kinesthetic: Ask students to line
leopard
near
lightest
oldest
longest
rather
low
shortest
lowest
spots
themselves up from smallest to tallest, and
spotted
youngest
striped stripes taller wettest oldest to youngest.
Usage: Comparisons (Review) Verbal-Linguistic: Instruct students to write
Comparison ranks two items against each other according to a particular criterion.
The woman is older than the man. (woman vs. man; criterion: age)
a short story about themselves using as many
The boy is taller than the girl. (boy vs. girl; criterion: height)
vocabulary words as possible.
Comparison is expressed by adding -er to the adjective plus than.
Superlative is the highest rank among more than two items or persons according to
a particular criterion.
Which dog is going the fastest? (among many dogs; criterion: speed)
This airplane is flying low, but it is (of several airplanes;
not flying the lowest. criterion: altitude) • Using a world record book, students may
Which dog has the shortest nose? (among several dog’s noses;
criterion: length) research who is the fastest runner, fastest
Superlative is expressed by the plus an adverb or adjective with -est. animal, the coldest place in the world, the
the youngest boy
Some comparisons are created by more plus a past participle.
oldest person in the world, etc.
This animal is more spotted. (One cannot say “spotteder.”)
Another form uses has more…. with a direct object plus than.
This animal has more spots than either dog.
Conversation:
• Invite students to talk about family members
using the comparative and superlative
adjectives learned in this lesson.
86
Modifications:
• Ask students to compare and contrast items
using lesson vocabulary words.
1. 2. 3.
1. The girls are wearing black . a. pants b. sweaters c. shirts d. skirts
2. The dog belongs to the woman. It is the a. boy b. hat c. pet d. cat
woman’s .
3. The men are holding . a. hats b. dresses c. umbrellas d. animals
II. Match the questions below with the appropriate picture.
A. B. C.
1. Which dog has the darkest color?
2. Which dog has the shortest nose?
3. Which dog is going the fastest?
III. Yes or No?
1. 2. 3.
4. 5. 6.
1. The man is petting the cat. 4. The man is older than the woman.
2. This jacket belongs to the boy. 5. Sitting on a chair at home is not dangerous.
3. This shirt does not belong to the man. 6. This tiger has stripes, but no spots.
205
Unit 8, Lesson 8
8-08 Near and Far; Comparative Forms 8-09 Locations; Prepositions
of Adjectives
01 The airplane is on the ground. 01 a bank
The airplane is near the ground. a restaurant
New Vocabulary The airplane is far from the ground.
The ship is in the water.
an airport
a playground
02 The runners are standing close together. 02 The library is beside the bank.
closer far farther houses The runners are standing far apart.
The airplanes are flying close together.
The church is beside the bank.
The hospital is beside the playground.
The airplanes are flying far apart. The gas station is beside the playground.
03 The sheep are close together. 03 The synagogue is across the street from the
The sheep is alone. restaurant.
The cows are close together. The shoe store is across the street from the
Themes: The cows are far apart. restaurant.
The pharmacy is across the street from the gas
04 The people are walking close to each other. station.
Distance, Near and Far The people are walking apart from each other.
The people are sitting close to each other.
The supermarket is across the street from the gas
station.
The people are sitting apart from each other.
04 The hotel is beside the hospital.
05 The boy in white is close to the boy in blue. The hotel is across the street from the hospital.
Materials: The boy in white is not close to the boy in blue.

The kite is close to the man.
The kite is far away from the man.
The playground is beside the hospital.
The playground is across the street from the
hospital.
Map 06 The fire is close.

The fire is far away.
05 The bakery is around the corner from the bank.
The movie theater is around the corner from
The horse is close. the bank.
Ruler The horse is far away. The bakery is a block down the street from
the bank.
07 The castle is near the houses. The movie theater is a block down the street
The fort is far away from all houses. from the bank.
The man is near water.
The man is far from water.
In this picture there are two cowboys who are
06 The subway stop is across the street from
the bank.
The subway stop is beside the bank.
close together. The subway stop is around the corner from
• Reinforce lesson vocabulary by asking In this picture there are two cowboys who are
far apart.
the bank.
The subway stop is a block down the street from
students to talk about a place that is near by a face that is near
a face that is far away
the bank.
07 The church is around the corner from the
and one that is far away. 09 The car is closer than the man.
The man is closer than the car.
playground.
The synagogue is beside the playground.
The red car is closer than the yellow car. The mosque is across the street from the
The red car is farther away than the yellow car. playground.
The Hindu temple is down the street from the
Content Integration: 10 The man is farther away than the car.

The car is farther away than the man.
The yellow car is farther away than the red car. 08
playground.
The bakery is beside the bank.
The yellow car is closer than the red car. The prison is beside the bank.
Mathematics/Language Arts: Ask students to The police station is around the corner from
the bank.
name places in the country or world they have The police station is beside the bank.
traveled to. List the student responses on the 51
board. Have students find the distance between

the school and each student’s listed destination.
Have students write sentences describing their
Worksheet 8-08
class-mate, the place they visited, and the
number of miles the student traveled. Have
students list their sentences from nearest to
farthest travels. 1. 2. 3. 4. 5.
Language Arts: Provide students with directions 1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
to a specific place. The directions should be 3. __________________________________________________________________________________________
written in another language. Have students 4. __________________________________________________________________________________________
underline all verbs, nouns, and prepositions in 5. __________________________________________________________________________________________
a specific color. II. Yes or No?

____ 6. An airplane can fly far from the ground. ____11. Most airplanes fly near the ground.
____ 7. An airplane can fly on the ground. ____12. It is dangerous to get too close to a lion.
____ 8. People can stand close together. ____13. It is dangerous to get too close to a sofa.
____ 9. A girl can have a pet. ____14. A bird can fly near the ground.
____10. It is dangerous to walk too close to a fire. ____15. A couple can sit close to each other.
far houses closer
farther close apart
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
Near and Far; Comparative Forms of Adjectives ENGLISH
206
Near and Far; Comparative
Near and Far; Comparative Forms of Adjectives 8-08 Forms of Adjectives
closer far farther houses
Bodily-Kinesthetic: Create a scavenger hunt
Usage: Close, Far
Note the following word combinations; they are often used together. for the students in the classroom. Instruct
close together
far apart
students to find certain objects based on
far away descriptions only.
The comparative form of far is farther; farther apart, farther away. You will also hear
“further,” which is completely interchangeable with “farther.” Logical-Mathematical/Verbal-Linguistic:
Instruct students to create a scavenger hunt
for another student in the class using only
descriptions. Students can trade their clues
and find the items on the list.
• Using the words near, far, and farther ask
students to write sentences on the board.
Conversation:
• Have students work with a partner and discuss
distances. Have the students describe locations
in reference to their house or school and
87
identify whether they are near, far from, or
nearest to their chosen destinations.

Modifications:
• Invite students to discuss people and places
I. Yes or No?
that are near them in the classroom, and those
that are far away.
1. 2. 3.
4. 5. 6.
1. The airplane is near the ground. 4. The horse is far away.
2. The runners are standing close together. 5. The horse is close.
3. The cows are far apart. 6. The two cowboys are far apart.
1. 2. 3.
4. 5. 6.
1. The church is the bank. a. across the street from b. around the corner from
c. beside d. a block down the street from
2. The hotel is the hospital. a. across the street from b. around the corner from
3. The bakery is the bank. a. across the street from b. around the corner from
5. The mosque is a. across the street from b. around the corner from
the playground. c. beside d. a block down the street from
6. The synagogue is a. across the street from b. around the corner from
207
Unit 8, Lesson 9
8-08 Near and Far; Comparative Forms 8-09 Locations; Prepositions
of Adjectives
01 The airplane is on the ground. 01 a bank
The airplane is near the ground. a restaurant
New Vocabulary The airplane is far from the ground.
The ship is in the water.
an airport
a playground
02 The runners are standing close together. 02 The library is beside the bank.
airport hotel stop The runners are standing far apart.
The airplanes are flying close together.
The church is beside the bank.
The hospital is beside the playground.
The airplanes are flying far apart. The gas station is beside the playground.
bakery library subway 03 The sheep are close together. 03 The synagogue is across the street from the
block mosque supermarket The sheep is alone.
The cows are close together.
restaurant.
The shoe store is across the street from the
The cows are far apart. restaurant.
corner movie synagogue 04 The people are walking close to each other.
The pharmacy is across the street from the gas
station.
The people are walking apart from each other. The supermarket is across the street from the gas
factory pharmacy temple The people are sitting close to each other.
The people are sitting apart from each other.
station.
04 The hotel is beside the hospital.
gas playground theater 05 The boy in white is close to the boy in blue.
The boy in white is not close to the boy in blue.
The hotel is across the street from the hospital.
The playground is beside the hospital.
Hindu prison university The kite is close to the man.
The kite is far away from the man.
The playground is across the street from the
hospital.
hospital restaurant 06 The fire is close.

The fire is far away.
05 The bakery is around the corner from the bank.
The movie theater is around the corner from
The horse is close. the bank.
The horse is far away. The bakery is a block down the street from
the bank.
07 The castle is near the houses. The movie theater is a block down the street
The fort is far away from all houses. from the bank.
Themes: The man is near water.
The man is far from water. 06 The subway stop is across the street from
the bank.
Locations 08 In this picture there are two cowboys who are
close together.
The subway stop is beside the bank.
The subway stop is around the corner from
In this picture there are two cowboys who are the bank.
far apart. The subway stop is a block down the street from
a face that is near the bank.
a face that is far away
Materials: 09 The car is closer than the man.
07 The church is around the corner from the
playground.
The man is closer than the car. The synagogue is beside the playground.
City map The red car is closer than the yellow car.
The red car is farther away than the yellow car.
The mosque is across the street from the
playground.
The Hindu temple is down the street from the
Paper 10 The man is farther away than the car.
The car is farther away than the man.
playground.
The yellow car is farther away than the red car. 08 The bakery is beside the bank.
The yellow car is closer than the red car. The prison is beside the bank.
The police station is around the corner from
the bank.
Pre-Lesson Activity: The police station is beside the bank.
• Use a local map as the basis for vocabulary 51
practice as you encourage students to locate

landmarks and describe them with terms from
Lesson 8-09.
Worksheet 8-09

Social Studies: Ask students to think about
current world issues. Discuss the importance of 1. 2. 3. 4. 5.
the United Nations and have students provide 1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
information about what they already know 3. __________________________________________________________________________________________
about the United Nations. Have each student 4. __________________________________________________________________________________________
choose a country. Instruct students to research 5. __________________________________________________________________________________________
important issues that are being addressed in II. Yes or No? ____ 6. The mosque is beside the hospital.
their specific country. Have students research ____ 7. The bakery is around the corner from the bank.
____ 8. The bank is beside the mosque.
how the United Nations is playing a part in this bakery

____ 9. The hospital is down the street from the church.
mosque ____10. The bakery is beside the hospital.
country’s current issues and create a report on ____11. The factory is around the corner from the church.
bank
their findings. factory
____12. The bank is beside the bakery.
____13. The bakery is a block down the street from the bank.
hospital church
Language Arts: Ask the students to choose ____14. The church is across the street from the hospital.
____15. The bakery is across the street from the mosque.

15 locations from the vocabulary list. Instruct
students to write a description of the location, restaurant library synagogue hotel movie stop Hindu factory
airport hospital pharmacy bakery theater subway temple university
name a similar location in their city, and playground gas supermarket corner block mosque prison
16. __________________________________________________________________________________________
describe the different types of people that may 17. __________________________________________________________________________________________
be at this location. 18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH Locations; Prepositions
208
Locations; Prepositions
Locations; Prepositions 8-09

airport bakery block corner factory
gas Hindu hospital hotel library
Visual-Spatial: Instruct students to create their
mosque
restaurant
movie
stop
pharmacy
subway
playground
supermarket
prison
synagogue
own city map and include lesson vocabulary.
temple theater university
Usage: Giving Directions
Logical-Mathematical: Direct students to
This lesson adds many useful words to your vocabulary. Giving and receiving make a word search. Instead of listing the
directions for how to find places in a city are skills that require practice and precise
use of terms. Adverbs and prepositions that indicate place are especially helpful, words, students should provide descriptions
not to mention knowing the names of buildings and city services. Practice using the
following terms and phrases. of the location. Students must use at least
beside the…
across the street from… 18 words.
around the corner from…
down the street from…
• Instruct students to make a list of every
location listed in the vocabulary. Give the
students about three or four minutes to list
as many specific locations in or outside their
city. Ask students to name their locations. If
students have the same location listed they
will not receive a point. If their location is
different from those listed by the other
students, they will receive a point. The
88 student with the most points at the end of
the game is the winner.
Conversation:
Quiz Unit 8 Lessons 8 and 9 • Ask students to describe a time they visited the
I. Yes or No? locations listed in the vocabulary.
Modifications:
1. 2. 3.
• Encourage students to describe their
locations in the classroom using lesson
5. 6.
vocabulary words.
4.
1. The airplane is near the ground. 4. The horse is far away.
2. The runners are standing close together. 5. The horse is close.
3. The cows are far apart. 6. The two cowboys are far apart.
1. 2. 3.
4. 5. 6.
1. The church is the bank. a. across the street from b. around the corner from
2. The hotel is the hospital. a. across the street from b. around the corner from
5. The mosque is a. across the street from b. around the corner from
6. The synagogue is a. across the street from b. around the corner from
209
Unit 8, Lesson 10
1
8-09 Continued 8-10 Directions: How Do I Get To…
09 The factory is beside the train station. 01 How do I get to the train station?
The university is beside the playground. Go to the bank and turn right. Go one block.
New Vocabulary The restaurant is beside the train station.
The hospital is beside the playground. How do I get to the train station?
Go to the bank and turn left. Go one block.
10 The airport is beside the factory. How do I get to the train station?
ahead do forks until The bakery is across the street from the hotel.
The bakery is across the street from the movie
Go to the library and turn left. Go two blocks.
How do I get to the train station?
theater.
blocks ends school your The university is across the street from the hotel. Go to the library and turn right. Go one block.
02 How do I get to the police station?

Go to the church and turn right. Go four blocks.
There is the police station.
How do I get to the police station?
Themes: Go to the church and turn left. Go four blocks.
Directions Go to the church and turn right. Go two blocks.
Go to the church and turn left. Go two blocks.
Materials: 03 How do I get to the hospital?
Go two blocks to a restaurant. Turn right and go
City map three blocks. There is the hospital.
How do I get to the hospital?
Go four blocks to a restaurant. Turn right and go
a block. There is the hospital.
Pre-Lesson Activity: Go three blocks to a restaurant. Turn left and go
three blocks. There is the hospital.
• Secure additional maps similar to the one Go four blocks to a restaurant. Turn left and go a
block. There is the hospital.
used in Lesson 8-09 for the following

activity:
– Divide the class into groups of three.
– Supply each group with a map and instruct
them to discuss directions to various
locales. Use examples from the Curriculum 52
Text as a guide.
– Circulate the room and monitor students’
progress as you listen for correct
Worksheet 8-10
vocabulary use.
Language Arts: Have students watch a video 1. 2. 3. 4. 5.
about a famous traveler or explorer from 1. __________________________________________________________________________________________
another country. Have students write a synopsis 2. __________________________________________________________________________________________
3. __________________________________________________________________________________________
of the video and that person’s importance to 4. __________________________________________________________________________________________
their culture. 5. __________________________________________________________________________________________
Mathematics: Write four locations on the II. Yes or No?
board. Ask students to find the distance to that ____ 6. Streets can end. ____11. Going around the corner is farther than going
five blocks.
____ 7. Streets can fork.
specific location from the school. Write the ____ 8. Two blocks is more than three blocks.
____12. Going three blocks is farther than going
one block.
number of miles on the board. Instruct students ____ 9. A hospital is bigger than a house.
____13. Going across the street is farther than going
four blocks.
____10. When a street forks, you do not go ____14. A gas station is bigger than a hospital.
to choose three of their own locations and straight ahead.
____15. All subway stops are four blocks away from
measure the distance from the school. Have each other.
students create a chart that shows the number of III. Write a complete English sentence using one or more words from the list.
miles and approximate time it would take to do

blocks
your
ahead
school
forks
until
ends
reach these locations from the school if they 16. __________________________________________________________________________________________
left on that day at a specific time. Make sure 17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
the student charts include time changes when 19. __________________________________________________________________________________________
calculating arrivals to the other countries. 20. __________________________________________________________________________________________
Directions: How Do I Get To… ENGLISH
210
Directions: How Do I Get to…
Directions: How Do I Get To… 8-10

ahead blocks do ends forks
school until your
Bodily-Kinesthetic: Working in pairs, one
Usage: Giving Directions student will be blindfolded and receive verbal
Practice giving and receiving directions. How? belongs to the group of interrogative
words that ask for information, not yes and no answers. A standard question that
directions to a specific place in the room. After
asks for directions is:
one student has finished giving directions, the
How do I get to…?
How can I get to…? pairs will switch roles.
The answer will always use some form of the following:
Go to the… Intrapersonal: Instruct students to write a
Go four blocks to the…
Go straight ahead… paragraph about a place they would like to
Go down the street to the…
Go down the street past the… visit and why. Tell students that they are only
Go up the street to the…
Other frequently used phrases include: allowed to bring three items. They must name
on your right, on your left
turn right, turn left
the items and give reasons why they are
turn around
go back
bringing them.
take a right, take a left
until it forks
Now tell me how to get from here to your house. How do I get to your house? Post-Lesson Activity:
• Have students plan a trip to a specific location
and estimate how much their trip will cost
and how long it will take to get there.
Conversation:
89
• Ask students to give each other directions
from different locations in the school or in
their community.
Modifications:
I. Fill in the blank with the word that best describes the photographs.
a. left b. right c. blocks d. straight
• Invite students to give directions to a peer for
different locations within the school.
How do I get to the playground? How do I get to the playground?

Go three (1) from the mosque and turn (2) . Go (5) ahead four blocks.
Go two (3) . The playground is there on your (4) . There on your (6) is the playground.
1. 5.
2. 6.
3.
4.
1. 2. 3.
4. 5. 6.
1. I reading. a. was b. were c. am d. are
2. I a hat on my head. a. had b. have c. was d. am
3. My sons and I digging. a. was b. were c. am d. are
4. I picked up the cat and a. had, was b. had, am c. have, was d. have, am
I holding it in my arms.
5. I read the book. a. am going to b. was going to c. were going to d. is going to
6. We run. a. had b. have c. are going to d. am
211
Unit 8, Lesson 11
8-10 Continued 8-11 Activities; More Verbs
09 How can I get to the gas station? 01 We are in a bike race.

The street to the gas station is closed off. Turn We were in a bike race.
New Vocabulary around, go back and turn right. Go a block and
turn right. Go four blocks and take a right. Go
I have a hat on my head.
I had a hat on my head.
one block and take a right and there is the gas
station. 02 I am reading.
There is no new vocabulary in this lesson. How can I get to the gas station?
The street to the gas station is closed off. Turn
I was reading.
I am fishing.
around, go back and turn left. Go a block and I was fishing.
turn left. Go four blocks and take a left. Go one 03 I am jumping rope. The boys are holding the
block and take a left and there on your right is
the gas station. rope.
We were jumping rope.
Themes: How can I get to the gas station?
I am drinking.
I was drinking.
around, go back and turn right. Go a block and
Activities turn right. Go four blocks and take a right. Go
one block and take a left and there is the gas
04 My sons and I are digging.
My sons and I were digging.
station. I am climbing the ladder.
How can I get to the gas station? I have climbed the ladder.
05 I am wearing a shirt that is too small.
Materials: around, go back and turn left. Go a block and
turn left. Go four blocks and take a left. Go one
block and take a left and there on your left is
I was wearing a shirt that was too small.
I am wearing my own shirt.
the gas station. I am wearing the shirt my father was wearing.
Research materials 06 I am playing the guitar.
10 How do I get to the hospital? I was playing the guitar.
Go down the street until it forks. Take a right. I am holding the guitar.
I was holding the guitar, but now the boy has it.
Go down the street until it forks. Take a left.
Pre-Lesson Activity: How do I get to the hospital?
07 I am going to pick up the cat.
I am picking up the cat.
Go down the street until it ends. Turn left. Go I have picked up the cat and I am holding it in
• Celebrate students’ completion of the Level 1 four blocks and there on your left is the
hospital.
my arms.
I am reading the newspaper.
program by generating a class newsletter. Ask Go down the street until it ends. Turn right. Go
four blocks and there on your right is the
08 I am going to put on the dress.
I am putting on the dress.
I have put on the dress.
your “reporters” to create a story of their hospital.
I am putting on a shirt.
choice using vocabulary learned throughout 09 I am going to pour water on my head.

I am pouring water on my head.
I am going to read the book.
the semester. Publish all entries and circulate I am reading the book.
10 We are going to run.

throughout the school. We are running.
We have run.
I am running.
54
Language Arts: Read a short story (written in
the target language) aloud to students. Have
students write a summary of the story describing
the main character. Do not provide students Worksheet 8-11
with a copy of the story. Collect student papers I. Describe each picture with a complete English sentence.
to check listening comprehension. Next, provide
students with a copy of the passage and have
them check to see if they remembered the story 1. 2. 3. 4. 5.
correctly. Ask students what they left out in 1. __________________________________________________________________________________________
their summaries. Instruct students to identify all 2. __________________________________________________________________________________________
3. __________________________________________________________________________________________
the different verb tenses by underlining present, 4. __________________________________________________________________________________________
past, and future tenses in separate colors. 5. __________________________________________________________________________________________
Math: Instruct students to interview each other II. Yes or No?
by asking what month and year they were born. ____ 6. Climbing a ladder is not dangerous at all. ____11. Most people wear a shirt that is too small.
____ 7. Riding a bicycle is not dangerous at all. ____12. Some children can jump rope.
Have students record all other student responses ____ 8. Playing the guitar is very dangerous. ____13. Some children play the guitar.
from their interviews. Instruct students to create ____ 9. Putting on a shirt is dangerous. ____14. Babies can read books.
charts showing how many students were born ____10. Wearing a hat is dangerous. ____15. Nobody can climb a ladder.
in each month. Have students also create a chart

or graph that shows how many students were III. Write a complete English sentence using one or more words from the list.
reading jumping digging wearing holding putting

born in a specific year and showing the month. fishing drinking climbing playing picking running
Display graphs in the classroom. 16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH Activities; More Verbs
212
Activities; More Verbs
Activities; More Verbs 8-11

Logical/Mathematical: Instruct students to add
Grammar: Tenses (Review)
Now you know these verb tenses. Let’s go over them one more time. up the ages of everyone in their immediate
Present tense family. Ask students to share the results with the
We are in a bike race.
We run. class, and, as a class, determine which family
Present progressive tense has the fewest number of years and which
I am reading.
We are running. family has the most.
Past tense
I had a hat on my head.
We were in a bike race. Post-Lesson Activity:
Past progressive tense
We were jumping rope. • Ask students to research holiday customs in
I was drinking.
Present perfect tense
various other countries.
I have picked up the cat.
We have run.
Future with “going to” Conversation:
We are going to run.
I am going to put on the dress. • Encourage students to discuss topics of
True future interest using current and previously learned
The camel will open its mouth.
The runner in the red shirt will win. vocabulary.
Once you master all of these forms, you will have a wide-ranging ability to express
yourself and tell others the timing of events and experiences.
Modifications:
• Invite students to list their favorite words
90
from Level 1. Ask students to share and
compare their entries with one another.

I. Fill in the blank with the word that best describes the photographs.
a. left b. right c. blocks d. straight
How do I get to the playground? How do I get to the playground?

Go three (1) from the mosque and turn (2) . Go (5) ahead four blocks.
Go two (3) . The playground is there on your (4) . There on your (6) is the playground.
1. 5.
2. 6.
3.
4.
1. 2. 3.
4. 5. 6.
1. I reading. a. was b. were c. am d. are
2. I a hat on my head. a. had b. have c. was d. am
3. My sons and I digging. a. was b. were c. am d. are
4. I picked up the cat and a. had, was b. had, am c. have, was d. have, am
I holding it in my arms.
5. I read the book. a. am going to b. was going to c. were going to d. is going to
6. We run. a. had b. have c. are going to d. am

1. Write a sentence that shows possession.
2. What animals are commonly owned as pets?
3. I am the __________________ person in our family.
4. If you wanted to borrow a book, you would go to a ___________________.
213
I. Circle the correct answer.
Unit 8 Review
1. 2. 3. 4. 5.
Review Activities: 1. We are / I am singing.
2. We are not running above / anymore.
• Use index cards to review vocabulary. 3. We are / are not smiling.
4. All of us / Only one of us is singing.
• Review workbook pages. 5. Both of us / Neither of us are singing.
• Choose activities that target skills in need II. Match the words.
1. China a. planet
of practice. 2. Europe b. continent
3. Saturn c. country
• Encourage role-play of scenes that require 4. The United States
students to use language skills. 5. Asia
• Provide time for conversation practice with III. Fill in the blank with the word that best describes the photograph.
peers; monitor conversational skills.

• Challenge students to create questions from
1. 2. 3. 4. 5.
various lessons and seek answers as a class. 1. of the white squares are small. a. girl’s
2. This is the mother. b. looks

• Play question-and-answer games using 3. This like a square, but it is not. c. all
vocabulary words from past lessons. 4. of the white squares are small. d. most
5. The skirts are black. e. girls’

and 8-11.
additional practice time in appropriate modes IV. Fill in the blank with the word or words that best describe the photograph.

and projects. 1.
1. 2.
the circles are white.
3. 4.
a. almost all
5.
• Note the amount and quality of class 2. The dog to the boy. b. lower
3. This animal is a big . c. belongs

participation. 4. The black circle is in the right. d. pet
• Check accuracy of completed Workbook 5. The black triangle is in the right. e. upper
V. Fill in the blank with the word that best describes the photograph.
1. 2. 3. 4. 5.
1. The number is nine. a. first b. second c. third d. fourth
2. The number is five. a. first b. second c. third d. fourth
3. The number is six. a. first b. second c. third d. last
4. The number is eight. a. first b. second c. third d. last
5. The number is zero and a. first b. second c. third d. last

the fourth number is zero.
VI. Match the sentences with the photographs.
A. B. C. D. E.
1. The man is crossing the street. 4. The sidewalk is empty.
2. Which people are riding on the sidewalk? 5. Which people are riding on the road?
3. The road goes toward the house.
214
I. Circle the correct answer.

Tests
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
1. The airplane is near / far from the ground. 6. I am / was reading.
2. The horse is close / far away. 7. I am / was fishing.
3. The car is closer / farther away than the man. 8. We are running / have run.
4. The car is closer / farther away than the man. 9. I am reading / am going to read the book.
5. The face is near / far away. 10. I am / was drinking.
II. Fill in the blanks with the words that best describe the photograph.
How do I get to the university?
Go down the street (1) the church on your (2) .
Go to the gas station and turn (3) .
Go two (4) and there on your (5) is the university.
1. a. left
2. b. right
3. c. blocks
4. d. past
5.
1. 2. 3. 4.
1. The playground is the hospital. a. beside
2. The subway stop is the bank. b. across the street from
3. The church is the bank. c. around the corner from
4. The police station is the bank. d. a block down the street from
IV. Match the questions with the pictures.
A. B. C.
1. Who is getting the coldest?
2. Who is getting the wettest?
3. Who is running the fastest?
V. Match the questions with the pictures.
A. B. C.
1. Which child looks the happiest?
2. Which child has the longest hair?
3. Which child is running the fastest?
215
Word Search 8: 1-5
Unit 8 Review ALLEY LIKE

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F
I
S
H
E
C
C
O
O
U
N
N
D
T
U
R
P
Y
P
Z
E
U
R
Q
BRIDGES LOWER
BROOM MACHINE
H R A I L R O A D F P O J
CALLED MAP D S P I O I L B D A M A P
COLORED PLANET
CONTINENT RAILROAD X T E E R B M R W F Z L C
COUNTRY SECOND
FIRST SHAPES
R D S W E E P I N G I L S
FOURTH SWEEPING G O E S D T N D I N M E V
GOES THIRD
HIGHWAY TOWARD M A T M T H I G H W A Y F
HOLE UPPER
LAST
Z C O N T I N E N T C N O
L O W E R R A S F N H R U
I L A S T D H O L E I X R
K B R O O M S P L A N E T
E M D N S R C A L L E D H
Word Search 8: 6-11
R H S Y U P H A R M A C Y
AHEAD HOSPITAL Q O C I F A R M E R D V W
AIRPORT LOW
BELONGS PHARMACY
G M S V A H E A D F P P L
CORNER PLAYGROUND Q E T V H O S P I T A L T
DANGEROUS PRISON
EITHER RATHER A I R P O R T S U B W A Y
FACTORY RESTAURANT
FAR SCHOOL
S U P E R M A R K E T Y O
FARMER SUBWAY C O R N E R U S B H B G U
FIGHT SUPERMARKET
GAS UNTIL H E I T H E R A T H E R R
HIGHEST YOUR
HOME
O F S H E F A R V Z L O F
O L O W D A N G E R O U S
L U N T I L T A Q H N N H
F A C T O R Y S Z E G D V
F I G H T H I G H E S T G
ENGLISH
216
Crossword 8: 1-5
Across Down
1. It looks ___ a triangle. 1. not first
5. not sunset 2. ___ of the singers are girls, but some
7. Most of the flower is red, but ___ are women.
of it is white. 3. She is ________ the sidewalk with
10. a musical instrument a broom.
11. Beside the street is the ________. 4. This planet is ______ Saturn.
12. The road ___ toward the house. 6. Cars drive on a ____.
14. not that 8. not above
17. She is neither talking ___ eating. 9. The _____ number in 503 is a five.
20. She was wearing a sweater, but she is 13. second, third, _____
not wearing it ___. 15. digging a ____
22. Saturn is a ______. 16. father and ___
24. She is _______ talking nor eating. 18. ___ one of us is singing.
19. first, second, ____
21. __, two, three
23. It looks like a square, but it is ___.
ENGLISH
Crossword 8: 6-11
Across Down
2. This cat _______ to a little girl. 1. Go straight _____.

8. an animal 3. Go down the street until it ____.
9. The dog is white with black ____. 4. Turn left at the ____ station.
10. The church is ___ the street from the bank. 5. fast, faster, ____
14. It is _________ to jump off a horse. 6. do not go
15. Go down the street _____ it forks. 7. cold, colder, ____
16. This dog is her ___. 11. not shorter
19. ___ makes smoke. 12. not the most but the ____
21. The hotel is around the ______. 13. The airplane is flying ___, near the ground.
22. not closer 17. ____ animal has stripes?
23. not longest 18. not far
19. When the street _____, turn right.
20. not together
21. Someone is driving the ___
ENGLISH
217
Lesson 1-08
Menu
Salads Beverages
Dinner Salad . . . . . . . . . . . . . . . . . $2.00 Water . . . . . . . . . . . . . . . . . . . . . . . Free
Lettuce, Tomato, and Cheese Milk . . . . . . . . . . . . . . . . . . . . . . . . . $1.00
Chef Salad . . . . . . . . . . . . . . . . . . . $4.00 Tea . . . . . . . . . . . . . . . . . . . . . . . . . . $1.25
Lettuce, Tomato, Ham, and Cheese
Orange Juice . . . . . . . . . . . . . . . . . $1.00
Fruit Salad . . . . . . . . . . . . . . . . . . . $3.25
Apples, Grapes, Bananas, Soft Drinks . . . . . . . . . . . . . . . . . . . $1.75
Strawberries, and Pears Coke, Dr Pepper, Pepsi, Sprite
Coffee . . . . . . . . . . . . . . . . . . . . . . . $1.00
Main Courses and Desserts
Sandwiches and Burgers Steaks, Chicken, and Shrimp

All sandwiches are served with a choice All of these meals are served with a
of chips or french fries. choice of vegetables, potato, and bread.
Turkey and Cheese . . . . . . . . . . . . $4.25 Rib-Eye . . . . . . . . . . . . . . . . . . . . . $12.95
Grilled Cheese . . . . . . . . . . . . . . . . $2.25 Prime Rib . . . . . . . . . . . . . . . . . . . $15.95
Cheeseburger . . . . . . . . . . . . . . . . . $4.75 Fillet . . . . . . . . . . . . . . . . . . . . . . . $14.95
Hamburger . . . . . . . . . . . . . . . . . . . $4.00 Grilled Shrimp . . . . . . . . . . . . . . . $12.95
Steak . . . . . . . . . . . . . . . . . . . . . . . . $5.25 Fried Shrimp . . . . . . . . . . . . . . . . $12.95
Chicken . . . . . . . . . . . . . . . . . . . . . . $4.25 Grilled Chicken . . . . . . . . . . . . . . $ 9.95
Fried Chicken . . . . . . . . . . . . . . . $ 9.95
Pasta Vegetables and Potatoes

All of these meals are served with a These items can be purchased a la carte or
dinner salad and bread. with a meal as one of the choices.
Spaghetti . . . . . . . . . . . . . . . . . . . $ 7.95 Corn . . . . . . . . . . . . . . . . . . . . . . . . $1.95
Lasagna . . . . . . . . . . . . . . . . . . . . $ 8.95 Green Beans . . . . . . . . . . . . . . . . . . $1.95
Shrimp Alfredo . . . . . . . . . . . . . . $11.95 Cooked Carrots . . . . . . . . . . . . . . $1.95
Shrimp Scampi . . . . . . . . . . . . . . $12.95 Mashed Potatoes . . . . . . . . . . . . . . $2.25
Baked Potatoes . . . . . . . . . . . . . . . $2.50
French Fries . . . . . . . . . . . . . . . . . . $1.95
Desserts
Apple Pie . . . . . . . . . . . . . . . . . . . . $2.00
Strawberry Shortcake . . . . . . . . . . $2.25
Brownie Sundae . . . . . . . . . . . . . . . $3.50 Parties of six or more will be charged a
Ice Cream . . . . . . . . . . . . . . . . . . . . $1.25 15% gratuity.
Teacher’s Guide 219

Lesson 2-01
Diamond Poem Handout
__________________
Subject #1
_________________________, _________________________
Two adjectives describing subject #1
_______________________, ________________________, ______________________

Three words that end in –ing that describe subject #1
__________________, _________________, _________________, _________________

Four nouns: first two relating to subject #1, second two relating to subject #2
_______________________, ________________________, ______________________

Three words that end in –ing that describe subject #2
_________________________, _________________________
Two adjectives describing subject #2
__________________
Subject #2
220 Teacher’s Guide

Lesson 2-02
People Animals

Traffic Signs – Lesson 2-05
Identify the meaning of each sign.

Lesson 5-06
Activities for Activities for

Cold Temperatures Hot Temperatures

Activities (Past and Present) – Lesson 6-01



Lesson 6-01
Present Tense Verbs Past Tense Verbs

Sequencing Handout – Lesson 6-02



Plot Analysis – Lesson 6-02
What has happened? What is happening? What will happen?

Verb Tenses – Lesson 6-08



Lesson 7-03
Activities that can be done Activities that can be done

Fast Slowly
Both

Properties of Animals – Lesson 7-06

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Teacher’s Guide

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Welcome and Introduction

How We Teach: Dynamic Immersion™

Learning in Context: The Language Classroom

Learning on Computer: Rosetta Stone

Unique Strengths: Novice and Native Stages

Administrator and Instructor Resources

Table 1: Available Supplementary Materials

Unit One Overview .................................................................................................................................... 2

TII Teacher’s Guide

Teacher’s Guide TIII

Lesson 1-01 Nouns and Prepositions............................................................................ 4

Lesson 1-09 Clothing and Dress; Direct Objects ............................................ 20

Enrichment/Unit Projects: originally priced in their culture’s currency, they must

01 a girl 01 The boy is jumping.

a boat elephant on 02 a man

03 a ball 03 The woman is running.

07 a boy under an airplane 07 The man is running after the boy.

08 a boy on an airplane 08 The airplane is flying.

Science/Language Arts: Discuss the modes of ____ 6. a cat

with the headings Land/Sea/Air, categorize ____ 9. a horse

appropriate items. Brainstorm additional modes ____10. a woman

of travel to categorize. Instruct students to

mode of transportation. Reports should include ____11. man a. airplane

____12. car b. girl

ground information as to why and how this

17. a boy in an ____________________________ in

students to make lists of at least 10 types of 19. a ____________________________ on a horse on a horse

brainstormed, ask them to create a comic strip

2. a. a boy b. a ball c. a girl d. a boat Modifications:

8. The girls are . a. falling b. running c. walking d. jumping

II. Yes or No?

©2002 Fairfield Language Technologies

01 a girl 01 The boy is jumping.

after fish running 02 a man

03 a ball 03 The woman is running.

06 a girl on a horse 06 The man is reading.

Materials: 08 a boy on an airplane

The boy is jumping. The boy is __________.

Use the first sentence in each set as an example,

____ 1. The woman is swimming.

____ 2. The horse is jumping.

Content Integration: ____ 3. The woman is running.

____ 9. The airplane is flying.

or her in a story. In the story, the superhero will

____13. The dog is flying.

the class. ____15. The ball is jumping.

Science and Mathematics: Take a survey of III. Fill in the blank.

16. The airplane is ____________________________. man

20. The horse is ____________________________. after the boy

Instruct students to find the percentage of

2. a. a boy b. a ball c. a girl d. a boat

3. a and a a. boy, horse b. girl, horse c. boy, dog d. girl, dog

4. under a. a boy, a car b. a boy, an c. a dog, a car d. a dog, an

5. a boy a table a. under b. in c. on d. is

6. a boy and a girl a boat a. under b. in c. on d. is

7. The woman is . a. falling b. running c. walking d. jumping

8. The girls are . a. falling b. running c. walking d. jumping

II. Yes or No?

©2002 Fairfield Language Technologies

black house pink white 02 The airplane is white.

03 The car is red. 03 five and six