English (US) 1 Teachers Guide-Rosetta Stone PDF

Teachers Guide
English US Level 1
Teachers 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 Teachers 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.
Teachers Guide T3
TEACHERS
Teachers
GUIDE
Guide TO
to Rosetta
ROSETTA
Stone
STONE
Welcome and Introduction
Welcome to the Rosetta Stone Teachers Guide. Were pleased to have this opportunity to work with you in achieving
your goals for the language classroom.
Over the past two decades, weve 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 valuableand
all the more demanding. From thousands of teachers like you, weve learned about the successes and challenges you
experience, and since 1994 weve been working to provide language-learning software that overcomes those classroom
challenges and multiplies your successes.
Our Goal
Thats 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 Stones 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 directlythat
means without native-language translations, explicit grammar instruction, or memorization drillsRosetta 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 feedbackfeatures 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.
T4 Teachers Guide
Scope Stone
and Sequence
Blended Learning: Rosetta
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
Novice
3
Intermediate
Language Learning Stages
8
Advanced
10
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 learners 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 Stones 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 Stones 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.
Teachers Guide T5
Rosetta Stone Teachers Guide Instructional Strategy

The Rosetta Stone Teachers 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 Gardners 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 doesnt 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
Teachers 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.
T6 Teachers Guide
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.
Users Guide: The Users 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
Curriculum Text
Workbook
+ Answer Key
Study Guide
Quizzes & Test

+ Answer Key
English US 1
English US 2
English US 3
German 1
German 2
Spanish 1 (Latin America)
Under Development
French 1
French 2
All other languages/levels
Language/Level
X
X
X
Teachers Guide T7
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 students 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 instructors 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.
T8 Teachers Guide
Scope
andOnline
Sequence
Rosetta
Stone
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.
Teachers Guide T9
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 110 .................................................................................................................................... 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 OpenClosed, TogetherApart, StraightBent .......................................................................................... 84
Lesson 4-03 Numbers 1100 .......................................................................................................................................... 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 Teachers 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 NeitherNor, 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

Teachers 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 110.................................................................................. 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 oclock.
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.
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.
1. Write the word culture on the board and ask students to
name some things that are popular in their culture (e.g.,
movies, sports, food, and clothing). Divide the class into
small groups and ask groups to pretend that they are
going to open fast-food restaurants in three different
countries. Have students use the Internet or the library to
research these countries cultures to find out what food
their restaurants should serve, what customs their
employees would be expected to observe, and how they
might want to decorate the restaurants. Ask them to
consider the things they would need to do to make sure
the restaurants were acceptable to the local culture. As
they conduct their research, have students take notes on
their ideas. Discuss as a class what people in the other
countries might think of their restaurants. Ask students to
think of any reasons why people in those countries might
not be happy with an American fast-food restaurant, even
if it were created to blend in with their culture. Ask
groups to compile their ideas into written plans for each
of the three restaurants. Each plan should include sections
on food, decor, and customs. Have students choose one of
the cultures they have studied and draw a picture of what
their restaurant would look like.
2. Tell each student they have an allotted amount of money
in a another countrys currency. Tell students they must
find at least five articles of clothing from a clothing
catalog website, magazine, or catalog that will fit within
their budget. Have students print out pictures of the
clothes they have chosen or cut them out of the magazine
or catalog and glue them on a piece of paper or poster
board. Have students label each item of clothing and the
price of the item in the countrys currency. If the item is
originally priced in their cultures currency, they must

find out the exchange rate and change the prices
accordingly. Have each student display their posters along
with a list of prices of the items and the amount of money
they spent. Display student posters in the classroom.
3. Divide the class into four groups. Four groups of four
work well for this activity. Ask students what they know
about talk shows and tell them that they will be putting
on a talk show in front of the class. Assign each group a
topic. Topics could include: health, diets, exercise, sports,
holidays, customs, culture, travel, and entertainment.
Each student will need a role to play. One student from
each group will be the talk show host. The other students
can choose roles according to their topic. Some
possibilities:
Sports: a soccer player, a baseball player, a sports agent,
a basketball player, a coach, a scout, a general manager, a
team owner, a referee, an Olympian, etc.
Food: a doctor, a personal trainer, a person who has tried
and failed many diets, etc.
Travel: a traveler, a travel agent, a flight attendant, a tour
guide, etc.
Entertainment: a singer, an actor/actress (TV/movies),
an agent, etc.
Holiday/culture: a sociologist, a wedding planner, a
historian, etc.
Give the students about an hour to plan a 10-minute show.
Ask students to write a few questions for their talk show
using the new grammar and vocabulary. Have students
perform their shows in front of the class. After each show,
allow students to ask questions from the audience.
Unit 1, Lesson 1
1-01
boat
boy
car
cat
dog
elephant
girl
horse
in
man
on
table
under
woman
Themes:
a girl
a boy
a dog
a cat
01
The boy is jumping.

The horse is jumping.
The girl is jumping.
The dog is jumping.
02
a man
a woman
a car
an airplane
02
The boy is running.

The woman is running.
The girl is running.
The horse is running.
03
a ball
a horse
an airplane
an elephant
03

The woman is jumping.
The girls are running.
The girls are jumping.
04
a cat and a car

a girl and a woman
a man and a woman
a man and a boy
04
The girls are walking.

The boy is jumping.
The boy is walking.
05
a boy and a dog

a boy and an airplane
a girl and a horse
a girl and a dog
05
The man and the woman are walking.

The man and the woman are dancing.
The woman is walking.
The woman is dancing.
06
a girl on a horse
a man on a horse
a ball on a boy
a boy on a horse
06
The man is reading.

The woman is reading.
The man is dancing.
07
a boy under an airplane

a boy under a ball
a boy under a table
a boy and a dog
07
The man is running after the boy.

The man is falling.
The boy is falling.
The girls are running after the boy.
08
a boy on an airplane
a boy on a table
a boy under a table
08
The airplane is flying.

The man is running.
The man is jumping.
The man is falling.
09
a girl in a car
a woman in a car
a boy in a car
a boy and a girl in a boat
09
The woman is swimming.

The man is falling.
The boy is falling.
The boy is swimming.
10
a boy and a dog

a boy in an airplane
10
The fish is swimming.

The bird is flying.
The bull is running.
The bird is swimming.
People, Animals, Transportation
Materials:
Index cards with vocabulary words from
Lesson 1-01
Y-chart graphic organizer
T-chart graphic organizer
Magazines
Scissors
Glue
Verbs: Present Progressive
01
New Vocabulary
a
an
and
airplane
ball
1-02
Introductory Nouns and Prepositions
After students complete Lesson 1-01 at the
computer, reinforce vocabulary by directing
them to answer Section I of Worksheet 1-01
in the Student Workbook. Encourage students
to read phrases aloud as they offer answers.
Worksheet 1-01
I. Match the words with the pictures.
____ 1. a girl
____ 2. a man
____ 3. a ball
Science/Language Arts: Discuss the modes of
travel found in Lesson 1-01. Using a Y-chart
with the headings Land/Sea/Air, categorize
appropriate items. Brainstorm additional modes
of travel to categorize. Instruct students to
choose one mode of transportation from the
Y-chart and research the origins of this particular
mode of transportation. Reports should include
information about the inventor of this mode of
transportation, the year it was created, and background information as to why and how this
mode of transportation was invented.
____ 5. a car
____ 6. a cat
____ 7. an airplane
____ 8. a boy
____ 9. a horse
____10. a woman
II. Match the words.

____11. man
a. airplane
____12. car
b. girl
____13. cat
c. woman
____14. boy
d. dog
III. Fill in the blank.

15. ____________________________ in a car
Language Arts: Draw a T-chart with the

headings Transportation and Animals. Instruct
students to make lists of at least 10 types of
transportation and 10 animals not listed in the
vocabulary. Using the lists the students just
brainstormed, ask them to create a comic strip
that tells a story or have students write a story
using personification.
____ 4. a dog
man
16. a boy and a girl ____________________________ a boat
a woman
17. a boy in an ____________________________
in
18. a girl ____________________________
under
19. a ____________________________ on a horse
on a horse
20. a boy ____________________ a ball
airplane
ENGLISH
Nouns and Prepositions

1-01

New Vocabulary
a
boat
elephant
on

an
boy
girl
table
and
car
horse
under
airplane
cat
in
woman
Bodily-Kinesthetic: Direct students to sit under

the desk, stand in the classroom, sit on the table,
put your book in your backpack.
ball
dog
man
Grammar: Nouns, Articles, and Prepositions
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

a song using the 19 vocabulary words from
Lesson 1-01, and a melody of their choice. Use
visual and auditory prompts as necessary.
Most of the words above are nouns. Can you tell which words are not nouns?
The word a is called an article. So is an. They are indefinite articles; they dont
refer to a specific thing, but an unspecific one.
The n on an is merely a link connecting a to a noun that begins with a vowel,
like an airplane, an elephant.
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?

on a horse
under an airplane, under a table
in a car, in a boat, in an airplane
Using vocabulary index cards and magazine

pictures, have students match words and
pictures.
The word and joins two or more elements in a sentence that are equal. For
example, in a boy and a dog, and simply signals that two things of equal
significance are talked about: a boy plus a dog.
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
The Rosetta Stone English I

Quiz Unit 1 Lessons 1 and 2
Challenge students to draw pictures comicstrip style and tell a story, using words and
actions.
I. Fill in the blank with the word or words that best describe the photograph.
1.
3.
2.
4.
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.
5.
Conversation:
In pairs, have students discuss and describe
people, animals, and transportation.
8.
7.
6.
1.
2.
9.
a. a woman
b. a ball
c. a man
d. a boat
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
airplane
c. a dog, a car
d. a dog, an
airplane
d. is
5. a boy
a table
a. under
b. in
c. on
6. a boy and a girl
a boat
a. under
b. in
c. on
d. 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
7. The woman is
Modifications:
Provide highlighters for students to mark
passages and key words.
Provide extended time for assignments.
Enlarge graphic organizers as needed.
II. Yes or No?
1.
1.
The airplane is falling.
2.
2.
3.
3.
The man and the woman

are reading.
2002 Fairfield Language Technologies
Unit 1, Lesson 2
1-01
fish
flying
girls
is
jumping
reading
running
swimming
the
walking
Themes:
Animals, Verbs
Materials:
a girl
a boy
a dog
a cat
01
The boy is jumping.

The dog is jumping.
02
a man
a woman
a car
an airplane
02
The boy is running.

03
a ball
a horse
an airplane
an elephant
03

The girls are jumping.
04
a cat and a car

a girl and a woman
a man and a woman
a man and a boy
04
The girls are walking.

The boy is jumping.
The boy is walking.
05
a boy and a dog

a boy and an airplane
a girl and a horse
a girl and a dog
05

The woman is walking.
The woman is dancing.
06
a girl on a horse
a man on a horse
a ball on a boy
a boy on a horse
06
The man is reading.

The man is dancing.
07

a boy under a ball
a boy under a table
a boy and a dog
07
The man is running after the boy.

The man is falling.
The boy is falling.
The girls are running after the boy.
08
a boy on a table
a boy under a table
08

The man is running.
The man is jumping.
The man is falling.
09
a girl in a car
a woman in a car
a boy in a car
a boy and a girl in a boat
09
The woman is swimming.

The man is falling.
The boy is falling.
10
a boy and a dog

a boy in an airplane
10
The fish is swimming.

The bird is flying.
Medium-sized box or container
Write the following sentences on the board:
01
New Vocabulary
after
are
bird
bull
dancing
falling
1-02
The boy is jumping. The boy is __________.

The girl is running. The girl is __________.
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
actions of people. Check for proper use of
articles and verb forms.
Worksheet 1-02
____ 1. The woman is swimming.

____ 2. The horse is jumping.
Language Arts: Have students make a list of at
least 10 action verbs. Instruct students to create
their own superhero using original names, super
powers, abilities, and appearances. Tell students
they must create this character and then use him
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
their story. Allow students to create a drawing
of their superhero for display in the classroom.
Choose students to present their stories to
the class.
Science and Mathematics: Take a survey of
the students favorite activities or sports. Ask
students to describe these actions for the class or
to demonstrate the actions for the class. List the
student responses on the board. Try and limit
the activities listed on the board to about six.
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.
____ 3. The woman is running.
____ 4. The girl is running.

____ 5. The girl is jumping.
____ 6. The man and the woman
are walking.
____ 7. The woman is reading.

____ 8. The man is running after the boy.
____ 9. The airplane is flying.
____10. The fish is swimming.
II. Possible (P) or Impossible (I)?

____11. The man and the woman are dancing.
____12. The fish is walking.
____13. The dog is flying.
____14. The bird is swimming.
____15. The ball is jumping.

16. The airplane is ____________________________.
man
17. The ____________________________ is swimming.
flying
18. The ____________________________ are reading.
jumping
19. The girls are running ____________________________.
girls
20. The horse is ____________________________.
after the boy
ENGLISH

1-02

New Vocabulary
after
falling
jumping
walking

are
fish
reading
bird
flying
running
bull
girls
swimming
dancing
is
the
Grammar: The Definite Article

English has only one definite article: the. In Lesson 1-01 you learned about
indefinite articles. A definite article, in contrast, refers to a specific noun or thing,
not just any noun or thing.
the boy
the horse
The man is running after the boy says something quite different from A man is
running after a boy. Can you explain the difference?
Grammar: Present Progressive
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
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
present progressive tense. This is the usual verb form we use.
Bodily-Kinesthetic: Write vocabulary words on

separate pieces of paper and place in a
container. Have each student select a piece of
paper from the container. Instruct students to
take turns acting out vocabulary words for
others to identify.
Verbal-Linguistic: Have students use target
words to create clues for a crossword puzzle.
Visual-Spatial: Instruct students to create a
layout for the crossword puzzle.
The present progressive tense is formed by is or are plus a verb ending in -ing:
Post-Lesson Activity:
is jumping
are running
What other examples can you find in this lesson? Practice them. If just one person
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.
Write the vocabulary words fish, bird, and

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.
Conversation:
Have students work with a partner and

describe the actions of different animals.
Modifications:
1.
3.
2.
4.
2.
5.
8.
7.
6.
1.
Provide students with graph paper for

crossword puzzles.
9.
a. a woman
b. a ball
c. a man
d. a boat
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
airplane
c. a dog, a car
d. a dog, an
airplane
d. is
5. a boy
a table
a. under
b. in
c. on
6. a boy and a girl
a boat
a. under
b. in
c. on
d. 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
7. The woman is
II. Yes or No?
1.
1.
The airplane is falling.
2.
2.
3.
3.
The man and the woman

are reading.
Unit 1, Lesson 3
1-03
1-04
Descriptive Adjectives
Cardinal Numbers and

Counting 110
01
The fish is white.

The car is white.
The car is red.
The bird is red.
01
three
two
six
five
02
The airplane is white.

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

The car is yellow.
The car is white.
The car is blue.
03
five and six

three and four
four and five
five and five
04
The car is blue.

The car is yellow.
The cat is black.
The car is black.
04
four and four

three, three, three
five and five
four, five, six
05
05
Colors, Descriptions
The yellow car is old.

The pink car is old.
The blue car is new.
The red car is new.
four, five, six

five, six, seven
six, seven, eight
one, two, three
06
an old car
a new car
an old house
a new house
06
one, two, three

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

one, two, three, four, five, six, seven
one, two, three, four, five, six, seven, eight
08
an old woman
a young woman
an old man
a young man
08
two
one, two, three, four, five, six, seven, eight,
nine, zero
three
five
09
The old woman has white hair.

The girl has black hair.
The man has blue hair.
The man has red hair.
09
nine
five
ten
three
10
ten
six
seven
one
New Vocabulary
black
blue
hair
has
house
long
new
old
pink
red
short
very
white
yellow
young
Themes:
Crayons
Pictures of various country flags
Direct students to complete Section II of the
Quiz page for Lessons 1-01 and 1-02 (Quizzes
& Tests packet), to review previous vocabulary.
(Quiz pages are reproducible.) Write the color
vocabulary words for Lesson 1-03 on easel
paper, using corresponding colored markers.
Ask students to take turns selecting classroom
items that represent these colors.
10
The woman has long hair.

The man has long hair.
The woman has short hair.
The man has very short hair.
Worksheet 1-03
____ 1. The old woman has white hair.
Science and Social Studies: Instruct students to

research health organizations in different countries
and ask them to describe the major heath issues
other countries are facing. Have students research
how these organizations are funded and ask
them to compare and contrast a health organization in one country to that of another country.
Social Studies: Display pictures of flags from
different countries and ask students to describe
them. List the properties on the board from
student responses. Instruct students to research
two flags from two countries of their choice.
Instruct students to draw pictures of the flags
and write a brief description that explains the
significance of the colors, designs, and basic
history of the flag. This information can be shared
with the class or displayed in the classroom.
____ 2. The fish is white.

____ 3. an old car
____ 5. The man has long hair.

____ 6. The cat is black.
____ 7. The woman has short hair.
____ 8. The man has very short hair.

____ 9. a new car
____10. The woman has long hair.

____11. The cat is pink.
____12. The dog is black.
____13. The airplane is yellow.
____14. The house is red.
____15. The horse is blue.

16. The girl has ____________________________ hair.
car
17. The old man has ____________________________ hair.
black
18. The ____________________________ is red.
white
19. The yellow airplane is ____________________________.
man
20. The ____________________________ has short hair.
new
ENGLISH
____ 4. The girl has black hair.
1-03
New Vocabulary
black
long
short

blue
new
very
hair
old
white
has
pink
yellow
house
red
young
Grammar: Adjectives
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
other languages, English adjectives do not change form to match the number or
gender of the noun. There is only one form.
Adjectives come before the noun they modify.
an old car
But there is another kind of sentence commonly used in English that uses is or are
followed by an adjective.
The car is old.
Old is an adjective that tells you something about the car; it modifies car. The car
is old means the same as the old car. It is just another way of saying the same
thing but in a complete sentence.
Visual-Spatial: Using lesson vocabulary, give

directions for students to draw a picture of:
a woman with long hair, a man with short hair,
etc. After students complete this, instruct them
to add to their picture using color words from
this lesson, for example: Color the womans
hair red. Color the mans hair black. Use visual
and verbal prompts as necessary, to reinforce
concepts.
Bodily-Kinesthetic: Instruct students to pick up
or point to classroom objects that are: white,
red, yellow, old, new, etc., using various lesson
vocabulary words.
In this lesson, you will also practice sentences using has. In these sentences the
person or subject possesses (has) something.
Have students take turns describing the colors
that another person is wearing.
3

Write lesson vocabulary color words on the

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
2. black
b. new
3. long
c. white
Ask students to discuss and describe the

different colors in the room.
Modifications:
II. Yes or No?
Make a color wheel for students to use, to

reinforce vocabulary words.
2.
1.
1.
The car is old.
2.
The woman is young.
3.
3.
III. Write the number that comes immediately after the given number.
Example: seven
eight
1. eight
2. one
3. three
4. four
5. nine
Display photographs or pictures of people

and objects, for students to use as guides
when creating drawings that use lesson
vocabulary words, specifically young, old,
man, woman, long hair, short hair, car,
airplane, house, red, blue, etc.
6. zero
Unit 1, Lesson 4
1-03
three
four
five
six
seven
eight
nine
ten
The fish is white.

The car is white.
The car is red.
The bird is red.
01
three
two
six
five
02
The airplane is white.

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

The car is yellow.
The car is white.
The car is blue.
03
five and six

three and four
four and five
five and five
04
The car is blue.

The car is yellow.
The cat is black.
The car is black.
04
four and four

three, three, three
five and five
four, five, six
05
The yellow car is old.

The pink car is old.
The blue car is new.
The red car is new.
05
four, five, six

five, six, seven
six, seven, eight
one, two, three
06
an old car
a new car
an old house
a new house
06
one, two, three

one, two, three, four
one, two, three, four, five, six
07
an old woman
a young woman
an old house
a new house
07
one, two, three

one, two, three, four, five, six, seven
one, two, three, four, five, six, seven, eight
08
an old woman
a young woman
an old man
a young man
08
two
one, two, three, four, five, six, seven, eight,
nine, zero
three
five
09
The old woman has white hair.

The girl has black hair.
The man has blue hair.
The man has red hair.
09
nine
five
ten
three
10
ten
six
seven
one
Themes:
Numbers
Materials:
Dice
Coordinate graph
Write the numerals one through 10 on the
board. Count aloud while pointing to numbers,
inviting students to recite along with you. Reinforce earlier vocabulary by asking students
to count, for example, the number of girls in
the classroom.
Cardinal Numbers and

Counting 110
01
New Vocabulary
zero
one
two
1-04
10

The woman has short hair.
The man has very short hair.
Language Arts: Before class, cut out several
slips of paper and write simple subject + verb
sentences; for example, The boy jumped. The
cat ran. This game is played similar to the
popular game of Taboo. Divide the class into
at least four equal teams. One member from a
group will choose a slip of paper with the
sentence written on it. He/she then gives up to
five adjectives to describe the subject written
on the slip of paper. The team then tries to guess
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
correctly, they earn three points. If the team
misses either the subject or verb, the next team
has an opportunity to steal the points by having
one of their members give one clue. The player
is disqualified if he/she gives a noun instead of
an adjective or a verb instead of an adverb or
gives more than a one-word description.
Mathematics: Have students work in pairs
and roll a die twice. The first number is the
x-coordinate and the second number is the
y-coordinate. Write down at least seven sets
of coordinates and have the students display
the coordinates on a graph.
10
Worksheet 1-04
____ 1. four and four

____ 2. five
____ 3. ten
____ 4. one, two, three

____ 5. nine
____ 6. four, five, six
____ 7. two
____ 8. three, three, three

____ 9. six, seven, eight
____10. three
II. Write the numbers in English.

11. 10 __________________________
12.
2 __________________________
13.
4 __________________________
14.
9 __________________________
15.
6 __________________________
16.
8 __________________________
17.
5 __________________________
18.
0 __________________________
19.
1 __________________________
20.
7 __________________________
Cardinal Numbers and Counting 110
ENGLISH
The Numbers 110

1-04
Cardinal Numbers and Counting 110
New Vocabulary
zero
one
two
three
four
five
six
seven
eight
nine
ten
Bodily-Kinesthetic: After writing the names

and symbols for the numbers 110 on the
board, ask students to arrange themselves
according to the numerals you select. Direct
students to announce the number of people in
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.
Modifications:

Display a number line; provide individual

number lines for students.

1. old
a. short
2. black
b. new
3. long
c. white
Post lesson vocabulary words for easy access

and reference.
II. Yes or No?
Encourage peer review and peer tutoring.

2.
1.
1.
The car is old.
2.
The woman is young.
3.
3.
Example: seven
eight
1. eight
2. one
3. three
4. four
5. nine
6. zero
11
Unit 1, Lesson 5
1-05
1-06
Singular and Plural: Nouns and

Present Indicative Verbs
Numbers and Clock Time
01
a girl
girls
a boy
boys
01
One girl is riding a horse.

Two men are riding horses.
One man is riding a motorcycle.
Two boys are jumping.
02
a flower
flowers
an eye
eyes
02
One girl is jumping.

Two girls are jumping.
four children
four balls
03
a woman
women
a man
men
03
The number is three.

The number is four.
The number is one.
The number is two.
04
a child
children
a dog
dogs
04
The number is two.

The number is four.
The number is five.
The number is six.
05
a baby
babies
an egg
eggs
05
The time is two oclock.

The time is four oclock.
The time is six oclock.
The time is three oclock.
06
A boy is jumping.
Boys are jumping.
A girl is running.
Girls are running.
06
one window
three windows
four windows
five windows
07
A man is dancing.
Men are dancing.
A woman is singing.
Women are singing.
07
Materials:
08
Magazines
Scissors
a boy on a bicycle
men on bicycles
A bird is flying.
Birds are flying.
one blue plate

one yellow plate
There are two plates. One plate is yellow and
one plate is blue.
There are three plates. One plate is orange, one
plate is blue and one plate is yellow.
08
09
The child is sitting.

The children are sitting.
a bicycle
bicycles
one plate
two plates
three plates
ten plates
09
10
The horse is walking.

The horses are walking.
The car is white.
The cars are white.
ten fingers
fifteen fingers
twenty fingers
thirty fingers
10

The time is five oclock.
The time is seven oclock.
New Vocabulary
babies
baby
bicycle
bicycles
birds
boys
cars
child
children
dogs
egg
eggs
eye
eyes
flower
flowers
horses
men
singing
sitting
women
Themes:
Singular and Plural
Have students complete Section I of
Worksheet 1-05 in the Student Workbook.
Ask for volunteers to read answers aloud.
Review current and previous vocabulary
by naming singular nouns; invite students
to supply plural forms.
Worksheet 1-05
____ 1. A girl is running.
Language Arts: Bring in newspapers that the

students can use to find articles. Have students
find an article of interest, and instruct them to
cut it out of the newspaper. Have the student
paste the article on a separate piece of paper
and instruct the students to underline each noun,
singular and plural, from the article. Have students
list the nouns from the article and write 10 of
their own sentences using the nouns.
Science: Explain to the class that classification
is a systematic method used to diversify, categorize, and organize animate and/or inanimate
objects. Ask students to brainstorm items that
are found in a grocery store. List 1015 of the
student responses on the board. Ask students
to provide different criteria to organize items.
Divide students into small groups, two to three
students per group. Give students the pictures
of the different animals. Each group should be
provided identical sets of six to 15 pictures for
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
____ 2. an eye
____ 3. The horses are walking.
____ 4. a baby
____ 5. A bird is flying.
____ 6. The car is white.
____ 7. girls
____ 8. Women are singing.

____ 9. eggs
____10. bicycles
II. Circle the correct word.

is / are
11. The horse

12. Birds
is / are
walking.
flying.
13. The car
is / are
white.
14. Women
is / are
singing.
15. The children
is / are
sitting.

16. The child _________________________________.
are blue
17. Women _________________________________.
is flying
18. The cars _________________________________.
is blue
19. The flower _________________________________.
is sitting
20. A bird _________________________________.
are singing
ENGLISH
Singular and Plural: Nouns and Present Indicative Verbs
1-05
Singular and Plural: Nouns and Present Indicative Verbs

New Vocabulary
babies
boys
egg
flowers
women
Content Integration (continued)

baby
cars
eggs
horses
bicycle
child
eye
men
bicycles
children
eyes
singing
birds
dogs
flower
sitting
Group B, each animal reflects the characteristic

of the group in which it is placed. Have
students explain their classification system to
the rest of the class.
Grammar: Forming Plurals
Singular means one. Plural means more than one. Whether a word is singular or
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
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
form by adding -s to make girls.
a bicycle
an egg
a car
bicycles
eggs
cars
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.
man (singular)
men (plural)
Can you find another noun that changes a vowel instead of adding -s?
The word child has a special plural form; it adds -ren to form its plural.
child (singular)
children (plural)
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.
baby (singular)
babies (plural)
Finally, remember to match the noun in number with the verb.

The boy is jumping.
The boys are jumping.
2.
1.
4.
3.
6.
5.
1.
a. an egg
2.
b. eggs
c. flowers
d. a flower
a. children
b. a child
c. a woman
d. women
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
5. The time is
a. two oclock
b. three oclock
c. five oclock
d. seven oclock
a. ten
b. fifteen
c. twenty
d. thirty
fingers
Bodily-Kinesthetic: Divide vocabulary index

cards into singular and plural stacks,
ensuring that each word corresponds to another.
Shuffle cards and place them face down on a
flat surface. Have students play the Memory
game and find matches of singular and
plural words.
Visual-Spatial: Have students divide a piece
of paper into two equal sections, with the
labels Singular and Plural at the top of the page.
Challenge them to illustrate lesson vocabulary
words, using the appropriate number of items
in each column. Instruct students to label
drawings using the correct spelling and form
of singular and plural words.

6.

Present Progressive Verbs
II. Yes or No?
1.
2.
4.
5.
3.
Direct students to write sentences using

lesson vocabulary words.
Conversation:
Have students work with a partner to take
turns sharing the sentences they wrote in the
Post-Lesson Activity. If a student uses a
sentence with a singular noun, the partner
must use a sentence with a plural noun.
Modifications:
Provide manipulatives to emphasize the idea
of plurals. Have students practice counting
items and using the correct singular or plural
word to describe them.
6.
1.
The women are singing.
4.
There are two plates.
2.
5.
The number is four.
3.
Boys are jumping.
6.
Mini-Assessment Unit 1, Lessons 15 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
1-06

Present Indicative Verbs
01
a girl
girls
a boy
boys
01
One girl is riding a horse.

Two men are riding horses.
One man is riding a motorcycle.
Two boys are jumping.
02
a flower
flowers
an eye
eyes
02
One girl is jumping.

Two girls are jumping.
four children
four balls
03
a woman
women
a man
men
03
The number is three.

The number is four.
The number is one.
The number is two.
04
a child
children
a dog
dogs
04
The number is two.

The number is four.
The number is five.
The number is six.
05
a baby
babies
an egg
eggs
05
The time is two oclock.

The time is three oclock.
06
A boy is jumping.
Boys are jumping.
A girl is running.
Girls are running.
06
one window
three windows
four windows
five windows
Numbers and Time
07
A man is dancing.
Men are dancing.
A woman is singing.
Women are singing.
07
Materials:
08
a boy on a bicycle
men on bicycles
A bird is flying.
Birds are flying.
one blue plate

one yellow plate
There are two plates. One plate is yellow and
one plate is blue.
There are three plates. One plate is orange, one
plate is blue and one plate is yellow.
08
09

The children are sitting.
a bicycle
bicycles
one plate
two plates
three plates
ten plates
09
10
The horse is walking.

The car is white.
The cars are white.
ten fingers
fifteen fingers
twenty fingers
thirty fingers
10

The time is five oclock.
New Vocabulary
balls
fifteen
fingers
motorcycle
number
oclock
orange
plate
plates
riding
there
thirty
time
twenty
window
windows
Themes:
Paper plates (plain white)

Crayons
Analog clock (one in which hands are easily moved)
Pre-Lesson Activities:
Write the following colors on the board:
yellow, orange, blue, black, pink, and red.
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

the corresponding time on the hour for
students. Reinforce current and previous
vocabulary in the following way:
Distribute lists with words from Lessons
1-01 to 1-06.
Instruct each student to select two words.
Have students write their words on the
board and pronounce them for the class.
Recite the completed list in unison.
____ 1. Two men are riding horses.

____ 2. One man is riding a motorcycle.
____ 3. Two girls are jumping.
____ 4. The number is two.

____ 5. The time is four oclock.
____ 6. five windows
____ 7. There are two plates.
____ 8. ten fingers

____ 9. thirty fingers
____10. The time is seven oclock.
II. Circle the bigger number.
Social Studies: Instruct students to research
time zones around the world and list ten cities
from all over the world that fall into different
time zones. Using the research from the time
zone activity, instruct students to record the
current time for each city.
Mathematics: Have students plan a vacation.
The trip should have at least five destinations
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 airport, eating out, sightseeing, and any incidentals
they might purchase on the trip.
14
11. eight / ten

12. nine / seven
13. fifteen / thirty
14. twenty / two
15. three / thirty

16. There are two ____________________________.
four oclock
17. The time is ____________________________.
blue
18. One girl is ____________________________.
plates
19. Two men ____________________________ riding horses.
jumping
20. One plate is ____________________________.
are
ENGLISH

1-06

New Vocabulary
balls
oclock
there
windows

fifteen
orange
thirty
fingers
plate
time
motorcycle
plates
twenty
number
riding
window
Grammar: There is and There are

There usually gives an answer to the question, where? There are two plates is a
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.
Usage: Telling Time
This lesson introduces how to say the time of day. You will often hear, It is two
oclock. It stands for the time, as in The time is two oclock.
Oclock is an old form for saying of the clock.
Bodily-Kinesthetic: Set the time to different

hours (1:00 through 7:00), using an analog
clock. Have students practice saying the correct
time. If there are not enough clocks for everyone to practice in pairs, let students take turns
setting 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.
number
color
Ask students to share their answers. Repeat

several times.
2.
1.
4.
3.
6.
5.
1.
a. an egg
2.
b. eggs
c. flowers
d. a flower
a. children
b. a child
c. a woman
d. women
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
5. The time is
a. two oclock
b. three oclock
c. five oclock
d. seven oclock
a. ten
b. fifteen
c. twenty
d. thirty
fingers
6.
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
and number of plates, using lesson vocabulary
as a guide.
Conversation:
Encourage students to:
Describe the colors of classroom items.
Count the number of people around them.
Count various classroom objects.
II. Yes or No?
Practice time on the hour from 1:00

through 7:00.
1.
3.
2.
Modifications:
4.
6.
5.
1.
The women are singing.
4.
There are two plates.
2.
5.
The number is four.
3.
Boys are jumping.
6.
Select two time zones in the United States for

students to compare and contrast.
Direct students to use flashcards with:
Numerals and number words.

Clock faces and time labels.
Color swatches and corresponding words.
15
Unit 1, Lesson 7
1-07
01
New Vocabulary
eating
green
he
isnt
it
its
no
not
she
they
this
yes
02
Themes:
Questions and Answers
03
Materials:
Paper plates used in Lesson 1-06
Poster board
Markers
White paper
Colored paper
Tape/tacks
Direct students to complete Section I of the
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.
Include words from earlier lessons for additional practice.
04
05
Questions and Answers; Personal

Pronouns; Present Indicative of To Be
Is the fish white?

Yes, it is white.
06
Is the car old?

Yes, it is old.
Is the car white?

Yes, it is white.
Is the car old?

No, the car isnt old.
Is the car red?

Yes, it is red.
Is there a man on this house?

Yes, there is.
Is the bird red?

Yes, it is red.
Is there a man on this house?

No, there is not.
Is the airplane white?

Yes, it is white.
07
Is the woman running?

Yes, she is running.
Is the airplane white?

No, it is yellow.
Is the woman running?

No, she is not.
Is the car yellow?

No, it is white.
Are the women running?

Yes, they are.
Is the car yellow?

Yes, it is yellow.
Are the women running?

No, they are not.
Is the car red?

Yes, its red.
08
Is the boy jumping?

Yes, he is.
Is the car red?

No, the car is not red. The car is yellow.
Is the car white?
Yes, it is.
Are the boys jumping?

Yes, they are.
Is the boy jumping?
No, he isnt.
Is the car white?

No, the car is not white. The car is blue.

No, they are not.
Is the car blue?

Yes, it is blue.
09
Is the woman sitting?

Yes, she is.
Is the car blue?

No, it isnt blue. It is yellow.
Are the women sitting?

No, they are not.
Is the cat white?

No, it isnt white. It is black.
Are the women sitting?

Yes, they are.
Is the car black?

No, the car is not black. The car is pink.
Is the woman sitting?

No, she is not.
Is the green car old?

Yes, the green car is old.
Is the pink car new?
No, it is not new.
Is the black car old?
No, it isnt old. It is new.
Is the red car old?
No, it is not.
10
Is he eating?
Yes, he is.
Is she eating?
Yes, she is.
Is he eating?
No, he isnt.
Is she eating?
No, she isnt.
Worksheet 1-07
____ 1. Are the women sitting?

____ 2. Is the woman running?
____ 3. Is the airplane white?
Language Arts: Ask students to write a
paragraph persuading people to buy something.
Before they write the paragraph, have students
pick out a product such as a car, a house, or a
boat. As a class, brainstorm potential products
and make a list of student responses on the
board. Then, have students write a paragraph
persuading someone to buy the product of his
or her choice. Have students exchange papers
with a partner and interview each other about
their different products.
Science: Have students work with a partner
and play a game of Twenty Questions. One
student will choose an object in the classroom.
The other student will ask questions about the
characteristics of the item. The questions can
only be answered with yes or no responses.
The winner guesses the object before asking
all twenty questions.
16
____ 4. Is the woman sitting?

____ 5. Are the women running?
____ 6. Is there a man on this house?
____ 7. Is the fish white?
____ 8. Is the car white?

____ 9. Is he eating?
____10. Is the car old?

11. Is the boy jumping? Yes, _________________________________.
it is not
12. Is the car white? Yes, _________________________________.
she is not
13. Is the woman sitting? No, _________________________________.
it is
14. Is the woman running? Yes, _________________________________.
he is
15. Is the red car old? No, _________________________________.
she is
III. Fill in the blank with the correct question.

16. _________________________________? Yes, its red.
17. _________________________________? No, the car is not black. The car is pink.
18. _________________________________? Yes, she is.
19. _________________________________? No, there is not.
20. _________________________________? No, the car isnt old.
ENGLISH
Questions and Answers; Personal Pronouns; Present Indicative of To Be
Questions and Answers; Personal Pronouns;

Present Indicative of To Be
New Vocabulary
eating
its
this
1-07
Questions and Answers;

verb to be
green
no
yes
he
not
isnt
she
Verbal-Linguistic: Develop a Twenty Questionstype game with students, to encourage mastery

of question and answer formats.
it
they
Usage: Forming a Question

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

perform a rap-style song using a question-andanswer format.
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.
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.
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
forming questions in this way.
Divide students into small groups. Pass out
paper plates to each group. Have students
take turns asking questions about the quantity
and color of the paper plates.
An answer to the question, Is the car red? must be yes or no, but single word
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,
or Yes, it is.
Is the car red?
Yes, it is.
On the other hand, if the car is white, not red, extend your no answer by adding
it is not: No, it is not red. To complete the correction, say, It is white.
Is the car red?
Direct students to create posters that illustrate

the correct format for asking questions.
Display posters for student use as references
and resources.
No, it is not red. It is white.
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
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
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.
Conversation:
7
Modifications:

Use three-dimensional objects for students to

identify, using a question-and-answer format.
I. Fill in the blank with the word that best describes the photograph.
1.
3.
2.
1.
a. fruit
b. milk
c. meat
2.
a. strawberries
b. apples
c. bananas
d. pears
a. walking
b. jumping
c. drinking
d. eating
3. The woman is
Ask students to prepare interview questions

for use with classmates.
d. bread
Allow students to tape-record conversation

sessions; replay for additional reinforcement
and practice.
II. Yes or No?
1.
1.
The boy is eating bread.
3.
2.
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 isnt. d. Yes, they are. e. Yes, it is. f. Yes, she is.
1.
2.
4.
5.
3.
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
01
fruit
milk
meat
bread
02
The man is eating.

The man is drinking.
The woman is eating.
03
The woman and girl are drinking milk.

The man is drinking water.
The girl is drinking milk.
The woman is drinking milk.
04

The horse is eating a carrot.
The man is eating.
05
The man is drinking orange juice.

The man is drinking milk.
The boy is eating bread and the girl is drinking
milk.
06
yellow bananas
green apples and red apples
red tomatoes
yellow cheese
07
red strawberries
red grapes
green pears
yellow apples
08
Strawberries are food.

Bread is food.
Balls are not food.
A hat is not food.
09
bananas in a basket
bread in bags
apples in boxes
tomatoes in a basket
10
a table with food

a table with no food
a plate with food
a plate with no food
New Vocabulary
apples
bags
bananas
basket
boxes
bread
carrot
cheese
drinking
food
fruit
grapes
hat
juice
meat
milk
pears
strawberries
tomatoes
water
with
Themes:
Food and Drink
Materials:
Lesson 1-08
Research materials
Paper for painting
Paints
Graph paper
Paper plates
Magazines
Scissors
1-09
Food, Eating and Drinking;

Direct Objects
Clothing and Dress; Affirmative and

Negative Verb Forms; Direct Objects
01
a white hat
a black hat
some black hats
some white hats
02
a black hat and a brown hat

some gray hats
a purple hat
a white hat
03
The girl is wearing a white shirt.

The woman is wearing a blue shirt.
The woman is wearing a white shirt.
The woman is wearing a black hat.
04
The boy is wearing white pants.

The men are wearing blue jeans.
The men are wearing dark shirts and dark pants.
The woman is wearing a white shirt and blue
jeans.
05
The woman is not wearing a coat.

One woman is wearing a red raincoat and one
woman is wearing a purple raincoat.
One woman is wearing a yellow raincoat and
one woman is wearing a blue raincoat.
The woman is wearing a black coat.
06
One boy is wearing a blue shirt and one boy is

wearing a red shirt.
Both women are wearing blue shirts.
The woman is wearing a white shirt and a black
skirt.
jeans.
07
The man and the woman are wearing bathing

suits.
The man and the woman are not wearing bathing
suits.
The woman is wearing glasses.
The woman is not wearing glasses.
The girl is wearing one shoe.
The girl is wearing two shoes.
The boy is wearing one hat.
The boy is wearing two hats.
The girls are wearing white shirts and black
skirts.
One girl is wearing a white dress and one is
wearing a red and white dress.
The girls are wearing dresses and hats.
The girls are wearing black pants.
The girl is not wearing socks.
The girl is wearing white socks.
The boy is not wearing shoes.
The boy is wearing shoes.
08
09
10
Worksheet 1-08
List food and beverage vocabulary on an

overhead projector. Ask students to tell you
which of these items they enjoy by naming
words on the list. Encourage review of
previous vocabulary by inviting students to
talk about enjoyable activities or their
favorite pets.
____ 1. bananas in a basket

____ 2. meat
____ 3. The man is eating.
____ 4. The man is drinking milk.

____ 5. apples in boxes
____ 6. a plate with food
____ 7. a table with no food
____ 8. The girl is drinking milk.

____ 9. bread
____10. cheese
Social Studies: Students will research the
prices of food and beverages in the United
States as well as two other countries. Have
students research the most popular food and
beverage choices in the United States and
another country. Have students compare the
prices of these particular products.
Language Arts: Collect different restaurant
menus for students to choose from. Students
may work in groups or individually. Have
students re-design a restaurant menu. Give
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

____11. pears
a. red
____12. strawberries
b. yellow
____13. cheese
c. green
____14. bananas
____15. tomatoes

16. The girl is drinking _________________________________.
are not food
17. The boy is eating _________________________________.
milk
18. Balls _________________________________.
is food
19. Strawberries _________________________________.
bread
20. Bread _________________________________.
are food
Food, Eating and Drinking; Direct Objects
ENGLISH
1-08
Food, Eating and Drinking; Direct Objects

New Vocabulary
apples
bread
fruit
milk
with
Food, Eating, and Drinking;

Direct Objects
bags
carrot
grapes
pears
bananas
cheese
hat
strawberries
basket
drinking
juice
tomatoes
sound more appetizing such as heavenly,

delightful, juicy, etc. Have students choose
five items from the menu and have them
change the original title of the item to one
they choose. Have the students underline the
adjectives they use.
boxes
food
meat
water
Vocabulary: With
A new preposition is introduced in this lesson: with. It doesnt tell where the action
occurs, as in and on do, but serves a more descriptive function. A table with food
is a table that has food on it.
Grammar: Direct Objects
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.
What is the boy eating? Bread. Bread is the object of his eating.

Verbal-Linguistic: Have students create a game
that uses the vocabulary words and their meanings.
What other objects can you find in this lesson?
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
students determine whether or not there is a
direct object in each sentence.

1.
3.
2.
1.
a. fruit
b. milk
c. meat
2.
a. strawberries
b. apples
c. bananas
d. pears
a. walking
b. jumping
c. drinking
d. eating
3. The woman is
d. bread
II. Yes or No?
1.
1.
Have students write down the food and

beverage items presented in this lesson. Ask
them to take their lists home and mark the
items they have in their houses.
3.
2.
2.
Ask students to describe various food items

on food photos.
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 isnt. d. Yes, they are. e. Yes, it is. f. Yes, she is.
Conversation:
Encourage students to discuss their favorite
foods and beverages with their peers.
Modifications:
1.
3.
2.
Use graphing software or websites to help

students create bar graphs.
4.
6.
5.
4. Is the car new?
5. Is the woman sitting?
3. Is the car old?
6. Is he eating?
19
Unit 1, Lesson 9
1-08
01
fruit
milk
meat
bread
02
The man is eating.

The woman is eating.
03
The woman and girl are drinking milk.

The woman is drinking milk.
04

The man is eating.
05
The man is drinking orange juice.

The man is drinking milk.
The boy is eating bread and the girl is drinking
milk.
06
yellow bananas
green apples and red apples
red tomatoes
yellow cheese
07
red strawberries
red grapes
green pears
yellow apples
08
Strawberries are food.

Bread is food.
Balls are not food.
A hat is not food.
09
bananas in a basket
bread in bags
apples in boxes
tomatoes in a basket
10
a table with food

a table with no food
a plate with food
a plate with no food
New Vocabulary
bathing
both
brown
coat
dark
dress
dresses
glasses
gray
hats
jeans
pants
purple
raincoat
shirt
shirts
shoe
shoes
skirt
skirts
socks
some
suits
wearing
Themes:
Clothing
Materials:
Clothing catalogs
Scissors
Card stock
Paper
1-09
Food, Eating and Drinking;

Direct Objects
01
a white hat
a black hat
some black hats
some white hats
02
a black hat and a brown hat

some gray hats
a purple hat
a white hat
03
The girl is wearing a white shirt.

The woman is wearing a blue shirt.
The woman is wearing a white shirt.
The woman is wearing a black hat.
04
The boy is wearing white pants.

The men are wearing blue jeans.
The men are wearing dark shirts and dark pants.
jeans.
05
The woman is not wearing a coat.

One woman is wearing a red raincoat and one
woman is wearing a purple raincoat.
One woman is wearing a yellow raincoat and
one woman is wearing a blue raincoat.
The woman is wearing a black coat.
06
One boy is wearing a blue shirt and one boy is

wearing a red shirt.
The woman is wearing a white shirt and a black
skirt.
jeans.
07
The man and the woman are wearing bathing

suits.
The man and the woman are not wearing bathing
suits.
The woman is wearing glasses.
The girl is wearing one shoe.
The girl is wearing two shoes.
The boy is wearing one hat.
The boy is wearing two hats.
The girls are wearing white shirts and black
skirts.
One girl is wearing a white dress and one is
wearing a red and white dress.
The girls are wearing dresses and hats.
The girls are wearing black pants.
The girl is wearing white socks.
The boy is not wearing shoes.
The boy is wearing shoes.
08
09
10
Direct students to complete Section I of
Worksheet 1-09 in the Student Workbook.
Review as a class and have students read
answers aloud. Reinforce current and
previous vocabulary by asking students to
describe their clothing.
Clothing and Dress; Affirmative and

Negative Verb Forms; Direct Objects
Worksheet 1-09
____ 1. a black hat

____ 2. The man and the woman are
wearing bathing suits.
Mathematics: Give each student $250 and a
catalog. Each student has to buy a complete
outfit with their money. Students need to list
each item, its cost, sales tax for that area, and a
grand total. Have students find pictures or draw
their outfits. Have each student label the
different articles of clothing.
Social Studies: Have students research a specific
culture and their style of dress. Have students
provide information about the traditional
clothing worn in that culture, its history, and
pictures of this particular type of clothing.
____ 3. The men are wearing

blue jeans.
____ 4. The girl is not wearing socks.

____ 5. The woman is wearing a white
shirt and blue jeans.
F
____ 6. The woman is wearing glasses.
____ 7. The boy is wearing white pants.
____ 8. The girls are wearing dresses
and hats.
____ 9. The boy is not wearing shoes.
____10. some white hats

____11. The girl is wearing pants.
____12. The horse is wearing a white skirt.
____13. The girls are wearing raincoats.
____14. The boy is wearing three shoes.
____15. The woman is not wearing jeans.

16. The girl _________________________________.
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
20
are wearing blue jeans
17. Both women are _________________________________.
Clothing and Dress; Affirmative and Negative Verb Forms; Direct Objects
Clothing and Dress; Direct Objects

1-09
Clothing and Dress; Affirmative and Negative Verb Forms; Direct Objects
New Vocabulary
bathing
dress
jeans
shirts
socks

both
dresses
pants
shoe
some
brown
glasses
purple
shoes
suits
coat
gray
raincoat
skirt
wearing
Bodily-Kinesthetic: Instruct students to

organize and conduct a fashion show with
peers volunteering as models and narrators.
dark
hats
shirt
skirts
Usage: Numbers of Things
Musical-Rhythmic: Have students write song

lyrics using vocabulary from this lesson and
previous lessons.
English uses a variety of words to indicate numbers of things. Some indicate a

definite number and others an indefinite number. Look for the following words in
this lesson.
some
a
the
one
both
two
-s
more than two; several (indefinite)

one, just any one (indefinite)
one, a certain one (definite)
just one, but not which one
two, a certain two
a certain number of items or people, but not which two
more than one
Display pictures of clothing items and have
students identify them.
Usage: Affirmatives and Negatives

Expressing contrasts is a useful method of making meaning clear. To do so, we
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

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 partners clothes.
Modifications:
a. a white shirt
b. dresses
1.
c. a white skirt
d. white socks
3.
2.
Reinforce vocabulary words in this lesson

using real clothing items whenever possible.
e. glasses
4.
1. The girl is wearing
3. 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
01
New Vocabulary
color
doing
here
these
what
where
which
who
02
Materials:
3. Where is the boy?
What color is this car?

This car is yellow.
Where is the blue car?
Here is the blue car.
Who is running?
Where is the white car?

Here is the white car.
Who is sitting?
07
Where is the cheese?

Which horse is running?
This horse is running.
Which horse is jumping?
This horse is jumping.
08
Which car is blue?

Which car is red?
Who is eating a carrot?

Which woman is wearing a blue shirt?

Which child is drinking milk?
09
What is flying?
A bird is flying.
04
Who has long hair?

What is the boy doing?
He is swimming.
What are the women wearing?

They are wearing blue shirts.
Where is the boy?

The boy is on a horse.

They are wearing white shirts.
Which child is eating bread?

What food is this?

These are strawberries.
10
What food is this?

This is bread.
05
What are the woman and the girl doing?

They are drinking milk.
Where are the children?
They are in a boat.
Which man has blue hair?
Who has red hair?
Where is the boy?

The boy is under the table.
Where is the boy?
The boy is on the table.
Where is the man?
The man is on the old house.
Where is the man?
The man is on the bicycle.
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,
a student may answer #4 as Nicole has long
hair. Direct students to write down their question
and answer, in preparation for presentation to
the class.
Where are the bananas?
Who is eating bread?

What is flying?
2. Who is sitting?
What color is this car?

This car is red.
Who is swimming?
Who is under the table?

03
1. Who is reading?
06
Who is dancing?
The man is dancing.
Who is drinking milk?

Questions
Write the following questions on the board:
Who is reading?
Who is eating?
The man is eating.
Themes:
Graph paper
White paper
Colored paper
Who, What, Where, Which;

Interrogative Pronouns and Adjectives
Worksheet 1-10
____ 1. Who is reading?

____ 2. Which horse is running?
____ 3. Who is under the table?
____ 4. Who is drinking milk?

____ 5. What is flying?
Language Arts: Instruct students to think about
a famous person they would like to interview.
Have students write 20 questions they would
like to ask this person. Have the students write
the questions using only the question words
from the lesson. Students should try and find
any answers for their famous persons questions
through Internet research.
Mathematics: Have students list the words:
Who? What? Where? Which? in columns.
Instruct them to keep track of the number of
each type of question they hear being asked for
one day. Instruct students to place tally marks
in the appropriate column each time they hear
that question asked. Use this information to
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
____ 6. Which horse is jumping?
____ 7. Who is eating?
____ 8. What are the women wearing?

They are wearing white shirts.
____ 9. Where are the bananas?
____10. What food is this?
This is bread.
II. Fill in the blank.

11. Who has long hair? ____________________________ long hair.
these
12. What food is this? ____________________________ are strawberries.
the boy
13. Where is the man? The man is ____________________________.
the man has
14. Which child is eating bread? ____________________________ is eating bread.
the airplane
15. What is flying? ____________________________ is flying.
on the old house

16. ____________________________ horse is running? This horse is running.
a. where
17. ____________________________ is the boy doing? He is swimming.
b. they
18. ____________________________ is reading? The girl is reading.
c. which
19. ____________________________ is the white car? Here is the white car.
d. who
20. What are the women wearing? ____________________________ are wearing shirts.
e. what
Who, What, Where, Which; Interrogative Pronouns and Adjectives
ENGLISH
1-10
Who, What, Where, Which; Interrogative Pronouns and Adjectives

New Vocabulary
color
where
Who, What, Where, Which;

Interrogatives
doing
which
here
who
these

clues in a question format for a crossword puzzle.
what
Usage: Forming Questions

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
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:
who?
what?
where?
which?
asks
asks
asks
asks
for
for
for
for
Visual-Spatial: Distribute graph paper for

students to use when they create their crossword
puzzle answer sheet.
the identity of a person or persons

the identity of an object
location
a distinction between choices
Sometimes these words function as pronouns and sometimes as adjectives.

Who? can only be a pronoun. It substitutes for the name of a person.
Who is reading?
Instruct students to list the words: Who?

What? Where? Which? in columns at the top
of a sheet of paper. Have students write at
least two of each type of question.
Tom is reading.
What? may be a pronoun or an adjective.

What is flying?
The bird is flying.
In the sentence, What is flying? what is a pronoun; it stands for the bird.
What food is this? This is bread.
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

and answer the Who? What? Where? Which?
questions that appear in these stories.
Where? is not a pronoun or an adjective. It simply refers to the location of

something. A common answer uses Here
Where is the boy? The boy is under the table.
or, Here he is.
Which? is normally an adjective. A noun follows it.
Which car is blue? The old car is blue.
Conversation:
Which car is blue? asks for a name or description of the car.
Instruct students to share their news articles

with each other. Encourage them to ask at
least two questions about the stories their
peers have chosen.
11
Modifications:

Provide graphic organizers to help students

answer Who? What? Where? Which?
questions about articles.
a. a white shirt
b. dresses
1.
c. a white skirt
d. white socks
e. glasses
3.
2.
Ask students to highlight answers in

news articles.
4.
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 15
Unit 1 Review
1. old
Review Activities:
Use index cards to review vocabulary.
a. man
2. black
b. girl
3. long
c. young
4. woman
d. white
5. boy
e. short
II. Fill in the blank with the word that best describes the photograph.
Review workbook pages.

Choose activities that target skills in need of
practice.
Encourage role-play of scenes that require
students to use language skills.
1.
2.
6.
7.
3.
8.
an airplane.
1. The boy is
Provide time for conversation practice with

peers; monitor conversational skills.
2. The car is
3. six,
Challenge students to create questions from

various lessons and seek answers as a class.
e. on
hair.
7. The woman is
the car.
9. The woman is
.
10. The girls are
Possible Assessments:
Observe students as they participate in

activities. Note areas of difficulty and provide
additional practice time in appropriate modes
of the software lessons.
Use rubrics to assess bar graphs, charts,
fashion shows, reports, and other projects.
III. Change the words below from singular to plural.

Example: flower
2. baby
3. man
4. is
5. woman
IV. Add or subtract.

Example: three + one
2. five + four
3. nine seven
4. ten four
Check accuracy of completed Workbook

pages, Quizzes, and Tests.
5. three zero
Keep portfolios of student work.
24
flowers
1. egg
1. two + six
Note the amount and quality of class

participation.
h. five
i. in
j. falling
Conduct Mini-Assessments in Lessons 1-05

and 1-10.
For Lesson 1-01, check Y-charts and T-charts
for accuracy.
f. new
g. walking
the boy.
8. The ball is
10.
d. under
6. The old woman has
Play question-and-answer games using

vocabulary words from past lessons.
9.
a. seven
c. old
and six
5. The man is
5.
b. white
, eight
4.
4.
four

I. Match the words.
Tests
1. ten
a. time
2. apples
b. old woman
3. red
c. number
4. white hair
d. food
5. six oclock
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.
3.
2.
5.
4.
1. Is the cat white?

2. Are the women sitting?
4. Is the car new?
5. Is he eating?
IV. Answer the question according to the models below.

Who is reading?
They are wearing blue shirts.
Where is the man?
He is on the old house.
1.
3.
2.
5.
4.
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.
3.
2.
1. The boy is eating
a. fruit, water
.
and the girl is drinking

2.
c. fruit, milk
5.
4.
b. bread, milk
d. bread, water
a. bananas in a basket
b. apples in bags
c. bananas in bags
d. apples in boxes
a. a white hat
b. a black hat
c. a white shirt
d. a black shirt
a. glasses
b. jeans
c. pants
d. shoes
a. one sock
b. jeans
c. one shoe
d. two shoes
25
Crossword 1: 1-5
Unit 1 Review
ENGLISH
Crossword 1: 6-10
Word Search 1: 1-5
AIRPLANE
BABY
BICYCLE
BIRD
BLACK
EGG
EIGHT
ELEPHANT
EYE
FISH
FLOWER
FLYING
GIRL
HAIR
HOUSE
READING
RUNNING
SITTING
UNDER
WALKING
WHITE
WOMAN
YELLOW
YOUNG
ZERO
J
I
A
W
A
L
K
I
N
G
O
P
B
D
C
U
N
V
S
I
T
T
I
N
G
A
R
U
N
N
I
N
G
Y
T
E
G
G
B
B
E
D
Q
Y
O
U
N
G
L
I
W
Y
L
B
E
L
E
V
B
A
E
E
R
F
D
A
I
R
P
L
A
N
E
I
P
L
B
B
C
C
S
F
L
Y
I
N
G
H
G
I
X
K
Y
O
L
O
E
V
F
H
A
H
R
F
F
C
R
O
W
O
W
S
T
N
O
D
I
E
L
Y
W
B
A
H
A
W
T
U
T
S
Y
E
R
E
A
D
I
N
G
N
S
Q
H
E
Z
E
R
O
V
T
R
B
E
E
J
Q
M
H
H
A
I
R
E
W
O
M
A
N
I
K
I
W
H
E
R
E
W
A
X
L
M
R
K
W
B
E
G
O
A
X
T
M
O
E
I
H
H
E
R
M
P
A
N
T
S
R
A
N
E
O
R
E
B
I
P
Q
W
H
N
T
K
R
A
R
M
T
H
E
S
E
I
W
Y
I
E
D
I
N
U
M
B
E
R
R
H
K
N
B
R
E
A
D
T
O
E
A
T
I
N
G
R
U
S
W
H
A
T
M
W
P
C
E
S
F
H
F
O
O
D
H
Q
N
P
H
I
A
Word Search 1: 6-10
BOTH
BREAD
COAT
COLOR
DARK
DRINKING
EATING
FOOD
GLASSES
HERE
MEAT
MOTORCYCLE
NUMBER
ENGLISH
26
PANTS
SHIRT
SHOES
STRAWBERRIES
THERE
THESE
THEY
WATER
WHAT
WHERE
WHICH
WHO
C
T
S
G
L
A
S
S
E
S
G
D
D
D
C
T
T
H
E
Y
Z
S
H
O
E
S
A
I
R
M
O
T
O
R
C
Y
C
L
E
R
W
A
T
E
R
E
Y
O
A
O
N
D
ENGLISH
Across
1
8
Word Searches and Crosswords
10
9
5
13
15
16
19
21
Down
10
12
14
11
6 3
17
18
20
ENGLISH
Across
10
12
17
20
22
23
21
Down
11
15
15
30
20
13
16
18
10
14
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

1. Lead students in a discussion of the human need for
exploration. In what ways has the human race been
affected by all forms of exploration and discovery?
Explorations can lead to more discoveries and to
more questions. What types of explorations are the
students most familiar with? Prompt the students by
asking questions such as:
What do you think of when you hear the word
explorer?
What makes an explorer different from other people?
What motivates him/her to explore?
What keeps people from being explorers? (i.e., fear,
doubt, money)
Ask students to brainstorm famous explorers from
the past and the present day. Make a list on the
blackboard.
Examine the explorers named by students. Ask the
students to think of people who are explorers in
fields other than geography, such as science, politics,
and the arts. Remind students that an intellectual
exploration can be like a journey even if it does not
include travel. Focus the classroom discussion on
explorers in the arts. Name artistic explorers in
each of the following genres of art: theatre, literature,
musical theatre, visual arts, music, and dance.
Introduce students to the concept of journey
mapping. Traditionally, journey maps show the
mapping of geographical explorations. Extending
this idea, explain to students that journey maps can
also be made to trace various forms of progress,
including in some cases the physical movement of
ideas, inventions, systems of government, art styles
or motifs, and social and religious movements. Tell
the students they will be making journey maps
focusing on the work of specific artistic explorers.
Students should research the influences that
prompted the artists to embark on their
exploration, particularly the childhood/adolescent

experience of the artists, their homelands and
hometowns, schooling, family life, and social
interests. Students may also research the ideas or
discoveries the artist developed, and the way those
ideas influenced other artists or changed the genre
in which they worked. Allow students to design
their journey maps in any creative manner they
choose. They can make traditional maps that show
geographic locations, a timeline-style map that
shows a chronological order of events, or a creative
method of their own design (subject to your approval).
Display the various journey maps around the room
and bind them all into a classroom atlas. Ask the
students what surprised them most about their
research and creation. Relate the work of this activity
to students studies of other cultures by comparing
and contrasting two artists of the same genre from
different countries and by looking for similarities and
differences in the journey maps of these two artists.
2. As a class, discuss at what age the students believe
a child becomes a part of the adult world. What
knowledge, skills, and cultural information do
children need before they become adults? How are
children taught their cultural heritage? Have students
brainstorm the differences between their culture and
another culture. Ask students to share their own
experiences with the class. Record student answers
on the board.
3. Instruct students to research a contemporary song.
Students will analyze the song to determine the
artists point-of-view regarding the subject matter.
Students will then design and create an original visual
aid that illustrates the central theme of the song and
identifies the issue, event, or person that is addressed.
Students will need to interpret song lyrics based on
contextual clues and research. They will present their
opinions and research orally and synthesize their
learning through a presentation that incorporates
music, visual arts, and oral speech.
29
Unit 2, Lesson 1
2-01
lying
pointing
rake
smiling
talking
telephone
throwing
writing
01
He is a boy.
She is a girl.
He is a man.
She is a woman.
02
The woman is catching the yellow ball.

The man is throwing the ball.
The woman is catching the white ball.
The boy is catching the rake.
02
The boy is a child.

The girl is a child.
The man is an adult.
The woman is an adult.
03
The boy is throwing the ball.

The boy is catching the ball.
The boy in white is kicking the ball.
The boy in red is kicking the ball.
03
two adults
one adult and one child
two children
three children
04
The girl is riding.

The boy is riding.
The boy is running.
04
one adult and two children

two adults
three adults
two children
05
The boy is smiling.

The boy is drinking.
The woman is sitting.
05
A dog is an animal.
A fish is an animal.
A girl is a person.
A woman is a person.
06
The woman is smiling.

The woman is pointing.
The woman is talking on the telephone.
06
A dog is not a person. A dog is an animal.

A fish is not a person. A fish is an animal.
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.

The man is laughing.
The girl is writing.
The man is riding.
07
one child and one animal

two adults and one child
two adults and two animals
one animal
08
The boy is kicking.

The bull is kicking.
The boy is smiling.
08
one person and one animal

three people
two people and two animals
one animal
09
The girl is lying down.

The girl is laughing.
The girl is smiling.
09
a person who is not a man

a person who is not a woman
an animal that is not a horse
an animal that is not an elephant
10
The birds are flying.

The birds are swimming.
The birds are walking.
The bird is flying.
10
a person who is not a child

a person who is not an adult
an animal that is not a cat
an animal that is not a dog
Themes:
People, Animals, Transportation
Materials:
Lesson 2-01
Small container
Small pieces of paper
Magazines
Diamond poem handout
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
the following on the board:
The bull is kicking. The bull is ________.
The bird is flying. The bird is ________.
Ask students: What other actions can these
animals perform? List terms on the board;
have volunteers read sentences aloud, filling in
the blanks with appropriate verbs.
Science: Instruct students to make and record
predictions of which of the following activities
burn the most calories: catching the ball, lying
down, throwing the ball, kicking the ball,
writing, smiling, talking, running, flying,
walking, reading, swimming, dancing, and
sitting. In small groups, have students research
the amount of calories that are burned when
each activity is done for one hour.
People and Animals; Relative

Pronouns: Who, That

The woman is throwing the ball.
The man is throwing the boy.
New Vocabulary
catching
down
kicking
laughing
little
2-02
More Verbs: Present Progressive
01
10
Worksheet 2-01
____ 1. The woman is sitting.

____ 2. The boy is drinking.
____ 3. The man is riding.
____ 4. The girl is writing.

____ 5. The birds are swimming.

____ 6. throwing
a. laughing
____ 7. reading
b. catching
____ 8. eating
c. writing
____ 9. smiling
d. running
____10. walking
e. drinking

11. The woman is ____________________________ on the telephone.
are swimming
12. The boy is _________________________________ the ball.
is flying
13. The birds _________________________________.
is smiling
14. The woman _________________________________.
talking
15. The bird _________________________________.
catching
IV. Describe each picture with a complete English sentence.
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
Mathematics: Direct students to create a chart

listing all the activities and the amount of
calories burned when doing that activity for an
hour. Instruct students to graph the information
using a bar graph or circle graph.
30
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH

2-01
New Vocabulary
catching
lying
telephone
down
pointing
throwing
kicking
rake
writing
laughing
smiling
little
talking
Grammar: Present Progressive

The present progressive verb tense is formed in English by adding -ing to the verb.
(See Lesson 1-02.)
The
The
The
The
woman is smiling.
bull is kicking.
boy is throwing the ball.
woman is catching the ball.
Grammar: Verb-Noun Agreement

When a noun changes to the plural, its verb must also change to the plural form.
Intrapersonal: Have the students choose two

activities from the following list: catching the
ball, lying down, throwing the ball, kicking the
ball, writing, smiling, talking, running, flying,
walking, reading, swimming, dancing, and
sitting. Instruct students to write a paragraph
explaining why they enjoy each activity.
Verbal-Linguistic: Instruct students to write a
diamond poem using present and past the
vocabulary words.
The bird is flying.

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
Conversation:

Have students describe the actions of people

and animals from the vocabulary list.
1.
3.
2.
1. The man is
the ball.
Tell students to look at pictures in magazines

and explain them to each other.
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
Modifications:
Ask students to write a three-sentence
paragraph using lesson vocabulary words.
II. Yes or No?
1.
2.
3.
4.
5.
1.
The girl is riding.
4.
A dog is a person.
2.
5.
A man is an adult.
3.
6.
6.
III. Fill in the blank with the word that best describes the photograph.
a. who
b. that
1.
2.
1. an animal
is not a horse.
2. a person
is not a child.
3. an animal
3.
is not a cat.
31
Unit 2, Lesson 2
2-01
animal
animals
people
person
that
Themes:
01
He is a boy.
She is a girl.
He is a man.
She is a woman.
02
The woman is catching the yellow ball.

The woman is catching the white ball.
The boy is catching the rake.
02
The boy is a child.

The girl is a child.
The man is an adult.
The woman is an adult.
03

The boy is catching the ball.
The boy in white is kicking the ball.
The boy in red is kicking the ball.
03
two adults
one adult and one child
two children
three children
04
The girl is riding.

The boy is riding.
The boy is running.
04
one adult and two children

two adults
three adults
two children
05
The boy is smiling.

The boy is drinking.
The woman is sitting.
05
A dog is an animal.
A fish is an animal.
A girl is a person.
A woman is a person.
06

06
A dog is not a person. A dog is an animal.

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.

The man is laughing.
The girl is writing.
The man is riding.
07
one child and one animal

two adults and one child
two adults and two animals
one animal
08
The boy is kicking.

The bull is kicking.
The boy is smiling.
08
one person and one animal

three people
two people and two animals
one animal
09
The girl is lying down.

The girl is smiling.
09
a person who is not a man

a person who is not a woman
an animal that is not a horse
an animal that is not an elephant
10

The birds are swimming.
The birds are walking.
The bird is flying.
10

People and Animals
Materials:
Magazine
Scissors
Glue
In order to reinforce current and previous
vocabulary, display the following on an
overhead projector:
________ is a person.
________ is an animal.
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.
Science: Discuss the types of people and
animals found in Lesson 2-02. Draw a Y-chart
with the headings Adult/Child/Animal. Ask
students to list at least ten examples of each
group. Then, tell students to use a magazine
to find and cutout pictures that match each
category. Students will then glue the pictures
in the appropriate place.

Pronouns: Who, That

The woman is throwing the ball.
The man is throwing the boy.
New Vocabulary
adult
adults
2-02
01
10
Worksheet 2-02
____ 1. one adult and one child

____ 2. one person and one animal
____ 3. two children
____ 4. three people

____ 5. The man is an adult.

____ 6. animal
a. child
____ 7. adults
b. person
____ 8. adult
c. people
____ 9. animals
d. children

10. An elephant _________________________________ an animal.
Language Arts: Explain to students they will

be creating characteristics for a person they
find in a magazine and will then write a short
story placing the character in a situation. Have
students choose a full body or close-up picture
of a person from a magazine. Students will
write a character sketch which describes the
person they have chosen. Have students write
a short story placing the character in a situation
of their choice. Each student should turn in a
picture of the character, the character sketch, a
rough draft of the story, and a final copy.
32
a man
11. A woman _________________________________.
is
12. A fish _________________________________ a person.
a girl
13. _________________________________ is an adult.
is not a child
14. She is _________________________________.
is not an adult
15. A boy _________________________________.
is not
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
People and Animals; Relative Pronouns: Who, That
ENGLISH
2-02
People and Animals; Relative Pronouns: Who, That

New Vocabulary
adult
person

Pronouns: Who, That
adults
that
animal
animals
people
Grammar: Relative Pronouns

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
that it describes.
If the noun being described is a human being, use who. If the noun is not a human
being, but is an animal or thing, use that.
Visual-Spatial: Ask students to create an art

project that features an adult, a child, and an
animal.
Naturalist: Using the Y-chart from the previous
activity, instruct students to label the different
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:
Have students discuss a trip to the zoo.
14
Modifications:
Enlarge graphic organizers as needed.
1.
3.
2.
a. riding
b. catching
c. throwing
d. kicking
1. The man is
the rake.
the ball.
a. catching
b. riding
c. kicking
d. jumping
3. The boy is
the ball.
a. throwing
b. riding
c. kicking
d. catching
Use poster board for a large Y-chart that

categorizes objects for adult, child, and
animal. Cut out and glue pictures in the
appropriate places. Post the complete list for
student reference.
II. Yes or No?
1.
2.
3.
4.
5.
1.
The girl is riding.
4.
A dog is a person.
2.
5.
A man is an adult.
3.
6.
6.
a. who
b. that
1.
2.
1. an animal
is not a horse.
2. a person
is not a child.
3. an animal
3.
is not a cat.
33
Unit 2, Lesson 3
2-03
sofa
television
tent
tool
truck
umbrella
wheel
Themes:
01
a big circle
a small circle
a big square
a small square
02
a small car
a small horse
a small tent
a big ball and a small ball
02
The red circle is bigger than the blue circle.

The blue circle is bigger than the red circle.
The square is bigger than the circle.
The circle is bigger than the square.
03
a big number two

a small number two
a big number one
a small number one
03
The blue circle is smaller than the red circle.

The red circle is smaller than the blue circle.
The circle is smaller than the square.
The square is smaller than the circle.
04
a big horse
a small horse
a big umbrella
a small umbrella
04
The biggest circle is red.

The biggest circle is blue.
The biggest circle is yellow.
The biggest circle is black.
05
a small animal
a big animal
a small person
a big person
05
The smallest square is red.

The smallest square is blue.
The smallest square is yellow.
The smallest square is white.
06
a big box
a big boat
a small box
a small boat
06
a blue rectangle
a red rectangle
a yellow rectangle
a white rectangle
07
a big television
a big truck
a small hat
a big hat
07
a big rectangle
a small rectangle
a red circle
a green circle
08
a big sofa
a small sofa
a small car
a big car
08
a long rectangle
a short rectangle
a woman with long hair
a woman with short hair
09
a big ball
a big wheel and a small wheel
a big wheel
a small ball
09
10
a big white wheel

a big black wheel
a big blue wheel
The green rectangle is longer than the yellow

rectangle.
The yellow rectangle is longer than the green
rectangle.
The red circle is bigger than the red square.
The red square is bigger than the red circle.
10
The yellow rectangle is shorter than the green

rectangle.
The green rectangle is shorter than the yellow
rectangle.
The yellow triangle is smaller than the green
triangle.
The green triangle is smaller than the yellow
triangle.
Sizes (Big and Small) and Colors
Materials:
Lesson 2-03
Items to categorize as big or small
Have students complete Section II of the
Quiz page for Lessons 2-01 and 2-02, to
review previous vocabulary. Reinforce the
concept of descriptive adjectives by writing
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:
a small car
a big airplane
a small flower
a big horse.
Shapes and Colors; Descriptive Adjectives: Comparative Nouns, Pronouns
a big car
a man with a big fish
a man with a big hat
a man with a big tool
New Vocabulary
big
box
small
2-04
Big and Small; Nouns, Descriptive

Adjectives
01
11
Worksheet 2-03
____ 1. a big animal

____ 2. a small car
____ 3. a small person
____ 4. a big wheel and a small wheel

____ 5. a man with a big hat
Science: As a class, list animals from the zoo
and have students classify them as big or small.
Write the list of animals on the board or chart
paper for student use. Ask students to write a
paragraph about an animal from the zoo
incorporating the lesson vocabulary words.
Language Arts: Have students write a
paragraph about a television show they would
like to star in. Have students write a second
paragraph describing the part they would play.
Have students exchange papers with a partner
for proofreading and editing.
____ 6. big
a. black
____ 7. old
b. two
____ 8. white
c. long
____ 9. short
d. small
____10. one
e. young

11. a big wheel and a _________________________________
a big fish
12. a small number ________________________________
two
13. a big ________________________________ wheel
umbrella
14. a man with ________________________________
small wheel
15. a small ________________________________
blue
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
34
Big and Small; Nouns, Descriptive Adjectives
2-03
Big and Small; Nouns, Descriptive Adjectives

New Vocabulary
big
tent
Big and Small; Nouns,

box
tool
small
truck
sofa
umbrella
television
wheel
Grammar: Adjectives
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.
a big white wheel
a small animal
In English, adjectives come before the noun they modify.
a small horse
a big blue wheel
Verbal-Linguistic: Instruct students to choose

three items from the list and write them at the
top of their paper, creating three columns.
Instruct students to write adjectives in the
columns that describe each noun.
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.
6.
5.
1. a
horse
4.
3.
7.
a. big
8.
b. small
2. a
person
a. big
b. small
3. a
hat
a. big
b. small
4. a
ball
5.
6. The
than the
7. The
a. big
b. small
a. a big circle
c. a big square
b. a small circle
d. a small square
is smaller
.
a. square, circle
c. circle, rectangle
b. circle, square
d. square, rectangle
is white.
a. biggest square
c. biggest circle
b. smallest square
d. smallest circle
a. white square, bigger

c. white square, smaller
b. white rectangle, shorter

d. white rectangle, longer
is
8. The
than the black rectangle.
II. Yes or No?
1.
2.
1.
2.
The black triangle is smaller than the white triangle.
3.
4.
The black rectangle is shorter than the white rectangle.
3.
4.
35
Unit 2, Lesson 4
2-03
longer
rectangle
shorter
smaller
smallest
square
than
triangle
01
a big circle
a small circle
a big square
a small square
02
a small car
a small horse
a small tent
a big ball and a small ball
02
The red circle is bigger than the blue circle.

The circle is bigger than the square.
03
a big number two

a small number two
a big number one
a small number one
03

04
a big horse
a small horse
a big umbrella
a small umbrella
04
The biggest circle is red.

The biggest circle is blue.
The biggest circle is yellow.
The biggest circle is black.
05
a small animal
a big animal
a small person
a big person
05
The smallest square is red.

The smallest square is blue.
The smallest square is yellow.
The smallest square is white.
06
a big box
a big boat
a small box
a small boat
06
a blue rectangle
a red rectangle
a yellow rectangle
a white rectangle
07
a big television
a big truck
a small hat
a big hat
07
a big rectangle
a small rectangle
a red circle
a green circle
08
a big sofa
a small sofa
a small car
a big car
08
a long rectangle
a short rectangle
a woman with long hair
a woman with short hair
09
a big ball
a big wheel
a small ball
09
10
a big white wheel

a big black wheel
a big blue wheel
The green rectangle is longer than the yellow

rectangle.
The yellow rectangle is longer than the green
rectangle.
The red circle is bigger than the red square.
The red square is bigger than the red circle.
10
The yellow rectangle is shorter than the green

rectangle.
The green rectangle is shorter than the yellow
rectangle.
The yellow triangle is smaller than the green
triangle.
The green triangle is smaller than the yellow
triangle.
Themes:
Shapes and Colors
Materials:
Compass
Protractor
Shapes (rectangles, circles, triangles, squares)
in various colors
Construction paper
Glue
While students are seated, ask them to write
down the number of circles, squares,
rectangles, and triangles they see in the
classroom. Have them talk about their
answers using number vocabulary from
previous lessons and shape names from
Lesson 2-04.
a big car
a man with a big fish
a man with a big hat
a man with a big tool
New Vocabulary
bigger
biggest
circle
2-04
Big and Small; Nouns, Descriptive

Adjectives
01
11
Worksheet 2-04
____ 1. a woman with short hair

____ 2. a woman with long hair
Math: Instruct students to use appropriate tools
to draw a circle, rectangle, square, and triangle.
____ 3. a small circle
____ 4. The circle is bigger than

the square.
____ 5. a small square
Science: Divide the chalkboard into four

columns, heading each column with a drawing
of a circle, rectangle, square, and triangle.
Include the words for these items under each
shape. Ask students to brainstorm everyday
items that match the shapes listed on the board.
Record student answers underneath the
corresponding shape.
____ 6. longer
a. smallest
____ 7. bigger
b. small
____ 8. biggest
c. smaller
____ 9. longest
d. shortest
____10. big
e. shorter

11. The red circle _________________________________ the red square.
is yellow
12. The biggest _________________________________ is blue.
biggest
13. The smallest square _________________________________.
is bigger than
14. The _________________________________ circle is red.
long
15. a woman with _________________________________ hair
circle

yellow
blue
red
yellow
yellow
yellow
16.
17.
green
18.
19.
green
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
36
ENGLISH
Shapes and Colors; Descriptive Adjectives:

Comparative Nouns, Pronouns
New Vocabulary
bigger
shorter
triangle
2-04
Shapes and Colors; Descriptive

Adjectives; Comparisons
biggest
smaller
circle
smallest
longer
square
rectangle
than
Usage: Comparison
Many adjectives can describe nouns in three gradations:
big
short
bigger
shorter
biggest
shortest
Big box simply describes the size of one box. We call it indicative.
Bigger box compares two boxes in size. We call this comparative.
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.
Bodily-Kinesthetic: Prepare a scavenger hunt.

After students have completed this activity,
divide them into small groups. Each group will
share objects they found by saying:
This is a __________ _____________.
color
name of object
Visual-Spatial: Have students use shapes to
create abstract art.
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.
Conversation:
16
Have students play the following guessing

game: One student describes an object in the
room using shape words and descriptive
adjectives, while the others guess based on
the given descriptions.

Modifications:
1.
2.
6.
5.
1. a
horse
4.
3.
7.
a. big
8.
b. small
2. a
person
a. big
b. small
3. a
hat
a. big
b. small
4. a
ball
5.
6. The
than the
7. The
a. big
b. small
a. a big circle
c. a big square
b. a small circle
d. a small square
is smaller
.
a. square, circle
c. circle, rectangle
b. circle, square
d. square, rectangle
is white.
a. biggest square
c. biggest circle
b. smallest square
d. smallest circle
a. white square, bigger

c. white square, smaller
b. white rectangle, shorter

d. white rectangle, longer
is
8. The
than the black rectangle.
Provide students with a list of items to

describe for the conversation activity.
II. Yes or No?
1.
2.
1.
2.
The black triangle is smaller than the white triangle.
3.
4.
The black rectangle is shorter than the white rectangle.
3.
4.
37
Unit 2, Lesson 5
2-05
01
New Vocabulary
02
clock
cows
cup
deer
guitar
hand
her
holding
kangaroos
left
microphone
neither
or
other
paper
parking
pen
playing
rectangular
right
round
sign
singers
something
turn
U-turn
warning
womans
03
04
05
06
Themes:
07
Left and Right

08
Materials:
Lesson 2-05
Traffic Signal Handout
09
10
2-06
Left and Right; His and Her;

Possessive Adjectives
Two yellow balls are in her right hand.

A yellow ball is in her left hand.
One yellow ball is in her right hand.
Two yellow balls are in her left hand.
The cup is in the womans right hand.
The pen is in the womans right hand. The paper
is in her left hand.
The woman has two balls in her left hand and
two balls in her right hand.
The ball is in the womans right hand.
Where is the ball? The ball is in her left hand.
Where is the ball? The ball is in her right hand.
Where is the hat? The girl is holding the hat in
her right hand.
Where is the hat? The girl is holding a hat in her
left hand.
The woman is holding the telephone in her left
hand.
The woman is holding the telephone in her right
hand.
The girl has something in her right hand.
The girl has something in her left hand.
One woman is pointing. She is pointing with her
right hand.
left hand.
Both women are pointing. One is pointing with
her right hand and the other one with her left
hand.
Neither woman is pointing.
The microphone is in the singers right hand.
The microphone is in the singers left hand.
The man has one guitar in the right hand and one
in the left hand.
The man is playing the guitar.
No left turn
No right turn
No parking
No U-turn
This clock is round.
This clock is square.
This window is square.
This window is round.
This sign is rectangular.
This sign is round.
This sign is square.
This sign is not rectangular, round or square.
Warning, kangaroos
Warning, cows
Warning, children
Warning, deer
01
02
03
04
05
06
07
08
09
10
Verbs: Negative Forms

The woman is not running.
This man has hair.
This man does not have hair.
The girl is drinking.
The girl is not drinking.
This man is wearing a hard hat.
This man is not wearing a hard hat.
This woman is wearing a white hat.
This woman is wearing a black hat.
The boy is wearing a white hat.
The boy is wearing a black hat.
This woman is not wearing a black hat. She is
wearing a white hat.
This woman is not wearing a white hat. She is
wearing a black hat.
The boy is not wearing a black hat. He is
The boy is not wearing a white hat. He is
This woman is not wearing a black hat.
This woman is not wearing a white hat.
The boy is not wearing a black hat.
The boy is not wearing a white hat.
This airplane is flying.
This airplane is not flying.
The boys are not jumping.
This boy is not swimming. He is sitting in the
airplane.
This boy is not sitting in the airplane. He is
swimming.
This girl is not walking. She is riding the horse.
This girl is not riding the horse. She is walking.
This boy is not swimming.
This boy is not sitting in the airplane.
This girl is not walking.
This girl is not riding the horse.
The woman is using the phone.
The girl is using the phone.
The woman is not using the phone and she is not
pointing.
The woman is not using the phone.
The woman is not pointing.
The man is riding the bike.
The man is not riding the bike.
12
Have students predict how many students in
the class are left-handed and how many are
right-handed. Take a quick survey and ask
them to compare their predictions.
Instruct students to complete Section II of
Worksheet 2-05 in the Student Workbook to
reinforce lesson vocabulary. To review
current and previous material, the following
is suggested:
Direct pairs of students to sit side-by-side,
facing the same direction.
Distribute classroom items that represent
lesson words a pen, paper, a hat, a coat, etc.
Have one partner place an item to his/her
left or right; instruct the other partner to
describe this event; for example, The pen is
on the left.
Suggest that students also describe the
location of people, The girl is on the right,
or the shapes of classroom fixtures,
The clock is round.
Worksheet 2-05
____ 1. She is pointing with her

right hand.
____ 2. The window is round.
____ 3. The girl is holding a hat in
her left hand.
____ 4. The cup is in the womans

right hand.
____ 5. This clock is square.

____ 6. left
a. her
____ 7. round
b. right
____ 8. his
c. short
____ 9. both
d. square
____10. long
e. neither

11. She is _________________________________ with her right hand.
holding
12. The girl is _________________________________ a hat in her left hand.
pointing
13. Two yellow balls are in her _________________________________ hand.
rectangular
14. No U-_________________________________.
right
15. This sign is _________________________________.
turn
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
38
Left and Right; His and Her; Possessive Adjectives
2-05
Left and Right; His and Her; Possessive Adjectives
Left and Right; Possessive

Adjectives
New Vocabulary
clock
hand
microphone
parking
round
U-turn
cows
her
neither
pen
sign
warning
cup
holding
or
playing
singers
womans
deer
kangaroos
other
rectangular
something
guitar
left
paper
right
turn
Grammar: Possessive Forms

The primary method of signaling that someone or something possesses something
is to add s.
Another way is to use a possessive pronoun. Remember, pronouns in English must
match the gender of the nouns they replace.
The ball is in her right hand.
Whose right hand? The womans.
The microphone is in his left hand. Whose left hand? The male singers.
Here is a list of possessive pronouns. We will introduce them to you now, but you
will practice them in later lessons.
Personal Pronoun
I
you
she
he
it
we
they
Possessive Pronoun
my
your
her
his
its
our
their
Language Arts: Ask students to research the

number of people throughout the world who are
left-handed, right-handed, or ambidextrous.
Instruct students to write a paragraph containing
interesting information about each category.
Mathematics: Using data from the above
research, have students convert the numbers to
percentages and create a circle graph to display
the data.
The woman is pointing. She is pointing with her right hand.

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
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 neighbors right arm. Point to your neighbors left ear.
Bodily-Kinesthetic: With a partner, have

students take turns holding objects in their
hands and asking: How many _____________
do I have in my right/left hand? In which
hand am I holding the __________?
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:
1.
2.
1. The woman is pointing with

.
a. her right hand
b. his right hand
c. his left hand
d. her left hand
2. Where is the hat? The girl is holding the hat in

a. her right hand
b. his right hand
c. his left hand
d. her left hand
Have students use possessive adjectives to

describe items they own.
Modifications:
Display vocabulary words that are colorcoded by parts of speech, to be used for
student reference.
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.
6.
3.
7.
1.
2.
One woman is pointing with her right hand.
3.
The clock is square.
4.
5.
4.
5.
9.
8.
6.

He is wearing a white hat.
7.
The airplane is not flying.
8.
The girl is not walking.

She is riding the horse.
9.

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
01
New Vocabulary
bike
does
hard
have
phone
using
02
03
Themes:
Using Not
Materials:
04
05
Magazines
Construction paper
Glue
06
07
Using materials that allow students to review

current and past vocabulary (word lists,
Workbook pages, Quizzes, etc.), ask students
to write two sentences; the first will express
an action or property a person/animal/object
is capable of (The plane is flying.). The
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
responses.
08
09
10
2-06
Left and Right; His and Her;

Possessive Adjectives
Two yellow balls are in her right hand.

A yellow ball is in her left hand.
One yellow ball is in her right hand.
Two yellow balls are in her left hand.
The cup is in the womans right hand.
The pen is in the womans right hand. The paper
is in her left hand.
The woman has two balls in her left hand and
two balls in her right hand.
Where is the ball? The ball is in her left hand.
Where is the ball? The ball is in her right hand.
Where is the hat? The girl is holding the hat in
her right hand.
Where is the hat? The girl is holding a hat in her
left hand.
The woman is holding the telephone in her left
hand.
The woman is holding the telephone in her right
hand.
The girl has something in her right hand.
The girl has something in her left hand.
right hand.
left hand.
hand.
The microphone is in the singers right hand.
The man has one guitar in the right hand and one
in the left hand.
No left turn
No right turn
No parking
No U-turn
This sign is rectangular.
This sign is round.
This sign is square.
This sign is not rectangular, round or square.
Warning, kangaroos
Warning, cows
Warning, children
Warning, deer
01

This man has hair.
This man does not have hair.
The girl is not drinking.
This man is wearing a hard hat.
This man is not wearing a hard hat.
This woman is wearing a white hat.
This woman is wearing a black hat.
The boy is wearing a white hat.
The boy is wearing a black hat.
This woman is not wearing a black hat. She is
This woman is not wearing a white hat. She is
The boy is not wearing a black hat. He is
The boy is not wearing a white hat. He is
This woman is not wearing a black hat.
This woman is not wearing a white hat.
The boy is not wearing a white hat.
This airplane is flying.
This airplane is not flying.
The boys are not jumping.
This boy is not swimming. He is sitting in the
airplane.
This boy is not sitting in the airplane. He is
swimming.
This girl is not walking. She is riding the horse.
This girl is not riding the horse. She is walking.
This boy is not swimming.
This boy is not sitting in the airplane.
This girl is not walking.
This girl is not riding the horse.
pointing.
The woman is not pointing.
The man is not riding the bike.
02
03
04
05
06
07
08
09
10
12
Worksheet 2-06
____ 1. This airplane is flying.
____ 2. This man does not have hair.

____ 3. The girl is drinking.
Science: Challenge students to create collages

using magazine pictures that illustrate types of
activities. Ask students to describe their choices
using sentences like, He is eating/not eating,
She is wearing/not wearing a hat, etc.
____ 4. The boys are not jumping.

____ 5. This man is wearing a hard hat.
II. Fill in the blank.

6. The woman is wearing _________________________________.
not flying
7. The man is riding _________________________________.
are not jumping
8. The airplane is _________________________________.
a black hat
9. The woman is using the _________________________________.
Social Studies: Have students research the

evolution of telephones and bicycles over the
last 50 years.
has hair
10. The boys _________________________________.
the bike
11. This man _________________________________.
phone

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. ______________________________.
15. This girl is not walking. _________________________________.
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
40
ENGLISH
Negation of Verbs
2-06
New Vocabulary
bike
using
does
hard
have
phone
Grammar: Use of Not

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
a verb (the verb stem plus -ing).
To make a contrast absolutely clear, follow it with a positive statement telling what
is indeed true.
The woman is not wearing a white hat. She is wearing a black hat.
The boy is not swimming. He is sitting in an airplane.
Verbal-Linguistic: Instruct students to use their

charts to write sentences using is and is
not.
Logical-Mathematical: Challenge students to
draw and describe their idea of the perfect
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.
Modifications:
18
Have students work with a peer to match

sentences and magazine pictures.
1.
2.
1. The woman is pointing with

.
a. her right hand
b. his right hand
c. his left hand
d. her left hand
2. Where is the hat? The girl is holding the hat in

a. her right hand
b. his right 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.
6.
3.
7.
1.
2.
One woman is pointing with her right hand.
3.
The clock is square.
4.
5.
4.
5.
9.
8.
6.

7.
The airplane is not flying.
8.
The girl is not walking.

9.
41
Unit 2, Lesson 7
2-07
01
New Vocabulary
but
chairs
fence
front
ground
heads
of
off
standing
their
tractor
wall
02
03
04
Themes:
Compound Subjects
Activities
05
06
Materials:
07
Index cards
08
As a class, read the vocabulary words aloud.
Have students complete Section I of the Quiz
page for Lessons 2-05 to 2-06 to reinforce
previously learned vocabulary. Offer practice
of compound subjects by displaying a list of
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
those who need help selecting verbs. Divide
students into small groups; have them read
sentences to each other. Monitor for correct
structure and pronunciation.
09
10
2-08
Compound Subjects

The men and the women are dancing.
The men are dancing.
The women are dancing.
The man is sitting on the bicycle and the boy is
sitting on the fence.
The man and the boy are sitting on the bicycle,
but they are not riding the bicycle.
The man and the boy are riding the bicycle.
The man and the woman are riding bicycles.
The boy is sitting on the ground.
The boy and the girl are sitting on the ground.
The boy is lying on the ground.
The woman is lying on the ground.
The girls and the boy are running.
The girls are standing on the table and the boys
are standing on the ground.
The boys and the girls are standing on the table.
A boy and a girl are on the ground and a girl is
standing on the table.
The woman and the dog are walking.
The man and the woman are sitting.
The man and the children are walking.
The man and the boy are in the airplane.
The woman is walking and the man is riding a
bike.
The boys and girls are jumping off the table.
The boys and girls are standing on the table.
The woman and the boy have balls on their
heads.
The man and the boy have balls on their heads.
The woman and the boy are sitting on chairs.
The man and the boy are sitting.
The men and the woman are sitting in the car.
The man and the woman are sitting in the car.
The man, the girl and the baby are sitting on the
tractor.
The man and the boy are sitting on the tractor.
The men and the women are standing.
The women are standing and the men are sitting.
The women and one man are standing and one
man is sitting.
The men and one woman are sitting and one
woman is standing.
The man and the woman are standing on the
wall.
The man and the women are standing in front of
the wall.
The women are standing on the wall.
The women are standing in front of the wall.
More Prepositions
01
The man is in the truck.

The bananas are in the basket.
The people are in the boat.
The people are not in the boat.
02
The boy is on the fence, and the man is on the

bicycle.
The hat is on the boy.
The children are on the table.
The ball is on the boy.
03
The boy is on the bicycle.

The boy is beside the bicycle.
This man is on a horse.
This man is beside a horse.
04
The donkey is under the man.

The donkey is not under the man.
The candy is under the shelf.
The candy is in the mans hand.
05
This boy is behind the tree.

This boy is in front of the tree.
This man is behind a car.
This man is in front of a car.
06
The two bowls are beside each other.

This cup is on the plate.
The number five is between the one and the
zero.
The medium-sized bowl is between the big bowl
and the small bowl.
07
The man is beside two women.

The man is between two women.
The dog is between two people.
The dog is beside two people.
08
two people with glasses

two people without glasses
a boy with a stick
a boy without a stick
09
The airplane is on the ground.

The airplane is above the ground.
The fish are around the diver.
The chairs are around the table.
10
The man is behind the bicycle.

The man is beside the bicycle.
The bicycle is beside the car.
The bicycle is behind the car.
13
Worksheet 2-07
____ 1. The boy and the girl are sitting

on the ground.
____ 2. The man and the boy have balls
on their heads.
____ 3. The boy is lying on the ground.
____ 4. The women are standing

on the wall.
Language Arts: Explain compound subjects
and compound sentences to the students. Write
on the board sentences you selected from
various reading material and ask students to
copy them on their own paper. Have students
copy five simple sentences and five compound
sentences. Ask students to identify both the
subject and verb in the simple sentences. Then,
ask students to identify the subjects, verbs, and
coordinating conjunctions in the compound
sentences. Instruct students to write a paragraph
about some of their favorite things. These
topics could include movies, music, sports,
food, etc. After the students have written their
paragraph, have them identify their sentences as
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
____ 5. The man and the children

are walking.

____ 6. the man and the woman
a. the bread and the cheese
____ 7. the dog and the cat
b. the boy and the girl
____ 8. the tomatoes and the bananas
c. the shoes and the socks
____ 9. red and blue
d. the fish and the bird
____10. the shirt and the pants
e. green and white

11. The woman and the dog are_________________________________.
airplane
12. The women are standing in front of _________________________________.
are red
13. The man and the woman _________________________________.
the wall
14. The car and the airplane _________________________________.
are dancing
15. The man and the boy are in the _________________________________.
walking
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
Compound Subjects
Compound Subjects
2-07
Compound Subjects
New Vocabulary
but
heads
tractor

chairs
of
wall
fence
off
front
standing
ground
their
Bodily-Kinesthetic: Prepare index cards with

subjects and verbs (one word per card). Arrange
cards in three columns according to Subject 1,
Subject 2, and Verb. Place cards face down and
ask students to select one card from each
column. Challenge students to create sentences
using their selected words.
Grammar: More Than One Subject

A complete sentence must have at least one subject and one verb.
The dog is walking.
A subject and a verb are the minimum requirements to make a sentence. But
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.
One variation is to use more than one subject.
If more than one subject is used (called a compound subject), then the verb must
be plural to match the subject in number.
A subject of a sentence may have even more elements.
The woman, her children and the dog are walking.
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
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.
Verbal-Linguistic: Instruct students to create

rebus sentence puzzles using the subjects in the
new vocabulary. Students can trade with one
another to solve each others sentence puzzles.
Can you find further variations of these forms in this lesson?
Ask students to write compound sentences

that reflect real-life situations.
Conversation:
19
Discuss weekend activities, using as many

compound subjects as possible.
Modifications:
Encourage students to write and role-play
three compund sentences.

1.
2.
5.
.
.
2. The girls and the boy
4.
4.
8.
7.
6.
1. The man and the woman
3.
3.
a. is sitting
b. are sitting
a. are jumping
b. is jumping
c. is dancing
d. are dancing
c. are running
d. is running
are walking.
a. The man and the woman

c. The boy and the girl
have balls on
a. The woman and the man

c. The woman and the boy
b. The boy
d. The woman
a. beside
c. in
their heads.
5. The boys and the girls are
the table.
6. This man is
a horse.
7. This boy is
a tree.
8. The dog is
two people.
b. on
b. The woman and the dog

d. The girl
d. under
a. beside
b. behind
c. on
d. between
a. in front of
b. in
c. beside
d. behind
a. under
b. on
c. in
d. between
II. Yes or No?
1.
2.
1.
2.
3.
The man and the women are standing in front of the wall.
4.
3.
4.
2000-2001 Fairfield Language Technologies
43
Unit 2, Lesson 8
2-07
01
New Vocabulary
above
around
behind
beside
between
bowl
bowls
candy
diver
donkey
each
mans
medium-sized
shelf
stick
tree
without
02
03
04
05
Themes:
06
Prepositions
07
Materials:
Lesson 2-08
08
09
Ask students to list the vocabulary words in
alphabetical order.
10
2-08
Compound Subjects

The men and the women are dancing.
The men are dancing.
The women are dancing.
The man is sitting on the bicycle and the boy is
sitting on the fence.
The man and the boy are sitting on the bicycle,
but they are not riding the bicycle.
The man and the boy are riding the bicycle.
The man and the woman are riding bicycles.
The boy is sitting on the ground.
The boy and the girl are sitting on the ground.
The woman is lying on the ground.
The girls and the boy are running.
The girls are standing on the table and the boys
are standing on the ground.
The boys and the girls are standing on the table.
A boy and a girl are on the ground and a girl is
standing on the table.
The man and the woman are sitting.
The man and the children are walking.
The man and the boy are in the airplane.
The woman is walking and the man is riding a
bike.
The boys and girls are jumping off the table.
The boys and girls are standing on the table.
The woman and the boy have balls on their
heads.
The man and the boy have balls on their heads.
The woman and the boy are sitting on chairs.
The men and the woman are sitting in the car.
The man and the woman are sitting in the car.
The man, the girl and the baby are sitting on the
tractor.
The man and the boy are sitting on the tractor.
man is sitting.
woman is standing.
The man and the woman are standing on the
wall.
The man and the women are standing in front of
the wall.
The women are standing on the wall.
The women are standing in front of the wall.

The bananas are in the basket.
The people are in the boat.
The people are not in the boat.
02
The boy is on the fence, and the man is on the

bicycle.
The hat is on the boy.
The ball is on the boy.
03
The boy is on the bicycle.

The boy is beside the bicycle.
This man is on a horse.
This man is beside a horse.
04
The donkey is under the man.

The candy is under the shelf.
The candy is in the mans hand.
05
This boy is behind the tree.

This boy is in front of the tree.
This man is behind a car.
This man is in front of a car.
06
The two bowls are beside each other.

This cup is on the plate.
The number five is between the one and the
zero.
The medium-sized bowl is between the big bowl
and the small bowl.
07

08
two people with glasses

two people without glasses
a boy with a stick
a boy without a stick
09

The airplane is above the ground.
The fish are around the diver.
10
The man is behind the bicycle.

The man is beside the bicycle.
The bicycle is beside the car.
The bicycle is behind the car.
13
Display the following sentences to review

previous vocabulary and reinforce Lesson 2-08
prepositions:
The boy is next to the girl.
The pen is under the table.
The paper is in front of the girl.
Ask volunteers to act out these sentences, using
the people and classroom items mentioned.
Check for understanding by asking students if
the volunteer followed directions accurately.
More Prepositions
01
Worksheet 2-08
____ 1. This man is in front of a car.

____ 2. The bananas are in the basket.
____ 3. two people without glasses
____ 4. The hat is on the boy.

____ 5. a boy with a stick

____ 6. The airplane is above the ground.
____ 7. The truck is in the man.
Science: Using prepositions, ask students to
describe the position of an object before and
after a force has been applied to the object.
Language Arts: Instruct students to use
prepositions when creating a short story about
an animal and its adventures. Ask students to
underline prepositions, and encourage them to
illustrate their stories before sharing them with
the class.
____ 8. The bicycle is behind the car.

____ 9. The fish are around the diver.
____10. The car is on the plate.

11. The _________________________________ are in the basket.
beside the car
12. The people _________________________________ the boat.
bananas
13. This boy _________________________________ the tree.
the bicycle
14. The bicycle is _________________________________.
are in
15. The boy is on _________________________________.
is behind
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
More Prepositions
44
ENGLISH
Prepositions
2-08
More Prepositions
New Vocabulary
above
bowl
each
tree

around
bowls
mans
without
behind
candy
medium-sized
beside
diver
shelf
between
donkey
stick
Grammar: More Prepositions

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
prepositional phrase.
in the basket
on the table
beside the bicycle
under the shelf
Practice the phrases in this lesson so that you become familiar with them. Here are
the prepositions used in this lesson. Later you will learn more.
in
on
beside
under
behind
in front
between
with
without
above
around
inside an enclosure
resting on top of something, usually horizontal
next to, to one side
below another object or place
in back of an object or place
placed before an object or place; note that it is a two-word term
placed with an object on either side
having, possessing, plus, together
the opposite of with; not having, not possessing
placed in relation to something below
on all sides, surrounding, encircling
Knowing which are opposites of each other may help to remember them. Here are
some opposites.
on
above
in front
with
under
below
behind
without
Naturalist: Take students on a nature walk and

have them record their observations. Instruct
students to describe, using prepositions, what
they observed.
Examples: The leaves are on the trees.
The clouds are over the trees.
The dog is sitting under the tree.
Instruct students to draw a comic strip that has
a person or an animal in different places. For
example, the first scene may include a bear
behind a tree, and in the second scene the
bear may be under a table.
Conversation:
Have students describe the location of
classroom objects using newly learned
prepositions.
20
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.
5.
.
.
2. The girls and the boy
4.
4.
8.
7.
6.
1. The man and the woman
3.
3.
a. is sitting
b. are sitting
a. are jumping
b. is jumping
c. is dancing
d. are dancing
c. are running
d. is running
are walking.
a. The man and the woman

c. The boy and the girl
have balls on
a. The woman and the man

c. The woman and the boy
b. The boy
d. The woman
a. beside
c. in
their heads.
5. The boys and the girls are
the table.
6. This man is
a horse.
7. This boy is
a tree.
8. The dog is
two people.
b. on
b. The woman and the dog

d. The girl
d. under
a. beside
b. behind
c. on
d. between
a. in front of
b. in
c. beside
d. behind
a. under
b. on
c. in
d. between
II. Yes or No?
1.
2.
1.
2.
3.
The man and the women are standing in front of the wall.
4.
3.
4.
45
Unit 2, Lesson 9
2-09
2-10
Head, Face, Hands and Feet;

Possessive Nouns and Pronouns
Present Progressive, Present Perfect

and Future with Going To
01
an eye
a nose
a mouth
a face
01

The woman has jumped.
The horse has jumped.
02
human feet
an ear
The man is touching the horses ear.
elephant feet
02
The boy is falling.

The boy has fallen.
The cowboy is falling.
The cowboy has fallen.
03
a womans head
a hand
a mans head
hands and feet
03
The girl is cutting the paper.

The girl has cut the paper.
The boy is jumping into the water.
The boy has jumped into the water.
04
three hands
four hands
four arms
three arms
04
The horse is going to jump.

The child is going to jump.
05
The mans hands are on his knees.

The mans head is in his hands.
The mans hands are on the table.
One hand is on the mans face and one is on his
elbow.
05
The girl is going to cut the paper.

This girl is jumping.
06
06
The womans arms are on her knees.

The mans hand is on his head.
The young mans elbows are on the table.
The boy is going to jump into the water.

These boys are jumping into the water.
07
07
two eyes and a nose

a nose and a mouth
a face
an ear
The rider is going to fall.

The rider is falling.
The rider has fallen.
The boy is falling.
Large sheets of paper
08
08
The child is holding a cup to her mouth.

The woman is holding a cup to her mouth.
This young man has food in his mouth.
This young man does not have food in his
mouth.
The girls are not going to jump. The boy is going

to jump.
The girls are not jumping. The boy is jumping.
The girls have not jumped. The boy has jumped.
The boy and the girls are jumping.
09
09
He is touching his nose.

He is touching his mouth.
She is touching her eye.
She is touching her chin.
The man is going to drink the milk.

The man is drinking the milk.
The man has drunk the milk.
The boy is going to eat the bread.
10
10
The woman is brushing her hair.

The woman is brushing the girls hair.
The woman is combing her hair.
The woman is combing the girls hair.

The boy is eating the bread.
The boy has eaten some bread.
The boy is wearing a hat.
New Vocabulary
arms
brushing
chin
combing
ear
elbow
elbows
face
feet
girls
hands
head
his
horses
human
knees
mouth
nose
to
touching
Themes:
Body Parts
Materials:

reinforce lesson vocabulary. Provide practice
of current and previously learned words in
the following way: Distribute index cards to
students with directions to draw a creature
that has features such as:
four arms and three eyes
five hands and six mouths
Ask students to share drawings and describe
features using accurate words and phrases.
14
Worksheet 2-09
____ 1. The mans hands are on his knees.

____ 2. He is touching his nose.
____ 3. a face
____ 4. four hands
Science: Have students research the skeletal
system. Provide students with a worksheet of
the skeletal system and ask them to label
prominent bones in the body.
Language Arts: Provide students with a list
of scientific words and terms related to the
human body and ask them to look up the
definition for each word. Then have students
use their definitions to create a personal
glossary. Encourage them to illustrate as
many of the words and terms as possible.
____ 5. He is touching his mouth.

____ 6. one hands fingers
a. 2
____ 7. two hands fingers
b. 4
____ 8. two peoples fingers
c. 5
____ 9. eyes
d. 10
____10. two peoples arms
e. 20

11. This young man has food in _________________________________.
a. nose
12. He is touching his __________________________________.
b. his mouth
13. The mans hands _________________________________.
c. on her knees
14. The woman is combing _________________________________.
d. are on his knees
15. The womans arms are _________________________________.
e. the girls hair
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
46
Head, Face, Hands and Feet; Possessive Nouns and Pronouns
2-09
Head, Face, Hands and Feet; Possessive Nouns and Pronouns
Head, Face, Hands, and Feet;

Possession
New Vocabulary
arms
elbow
hands
knees
brushing
elbows
head
mouth
chin
face
his
nose
combing
feet
horses
to
ear
girls
human
touching
Musical-Rhythmic: Ask students to create a

song using a familiar melody, and lyrics from
past and present vocabulary.
Grammar: Possessive Forms (Review)

Lesson 2-05 introduced possessive forms. Please review them now.
Remember that you show possession by adding s to the possessor.

Divide the class into groups. Have each

group chose a leader and play Simon Says.
You can also use a possessive pronoun.

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

c. has drunk the milk
b. is drinking the milk

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

d. is drinking
b. is going to fall
d. has fallen
II. Fill in the blank with one of the following body parts.
a. hands
b. arms
c. mouth
d. hair
1.
1. four
e. feet
3.
2.
.
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
2.
a. is going to eat
b. was eating
c. has eaten
3.
a. has fallen
b. was falling
c. is going to fall
c. is going to jump
47
Unit 2, Lesson 10
2-09
eat
eaten
fall
fallen
going
into
jump
jumped
rider
01

02
human feet
an ear
elephant feet
02
The boy is falling.

The boy has fallen.
The cowboy has fallen.
03
a womans head
a hand
a mans head
hands and feet
03

04
three hands
four hands
four arms
three arms
04
The horse is going to jump.

The child is going to jump.
05
The mans hands are on his knees.

The mans head is in his hands.
One hand is on the mans face and one is on his
elbow.
05
The girl is going to cut the paper.

This girl is jumping.
06
06

The mans hand is on his head.
The boy is going to jump into the water.

These boys are jumping into the water.
07
07
two eyes and a nose

a nose and a mouth
a face
an ear
The rider is going to fall.

The rider is falling.
The rider has fallen.
The boy is falling.
08
08
The child is holding a cup to her mouth.

The woman is holding a cup to her mouth.
This young man has food in his mouth.
This young man does not have food in his
mouth.

to jump.
09
09

The man is going to drink the milk.

The man is drinking the milk.
10
10
The woman is brushing her hair.

The woman is brushing the girls hair.
The woman is combing her hair.
The woman is combing the girls hair.

The boy has eaten some bread.
The boy is wearing a hat.
Themes:
Verb Tenses
Materials:
Research materials
Paper
Review current and previous vocabulary by
challenging students to write Subject-Verb
(S-V) and Subject-Verb-Object (S-V-O)
sentences. Use the following procedure:
Have students suggest nouns for you to
write on one side of the board.
Write students suggestions for verbs on
the other side of the board.
Divide students into groups of four; advise
them to work together as they develop four
sentences (two S-V and two S-V-O) from
the class list. Remind groups to check for
article, and number agreement.
Ask each student to read one sentence aloud.
Language Arts: Explain to the students the
difference between past, present, and future verb
tenses. Write the following sentences on the
board for the students to use as a reference:
When you want to talk about yesterday, use the
Past Tense.
When you want to talk about today, use the
Present Tense.
When you want to talk about tomorrow, use the
Future Tense.
Write a list of sentences on the board. Have the
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

an eye
a nose
a mouth
a face
New Vocabulary
cowboy
cut
cutting
drink
drunk
2-10
Head, Face, Hands and Feet;

01
14
Worksheet 2-10
____ 1. The boy and the girls are jumping.

____ 2. The girl has cut the paper.
____ 3. The man is drinking the milk.
____ 4. The horse has jumped.

____ 5. The man is going to drink
the milk.

____ 6. is eating
a. have eaten
____ 7. is falling
b. has fallen
____ 8. are eating
c. has drunk
____ 9. are drinking
d. has eaten
____10. is drinking
e. have drunk

11. The boy is going to jump ____________________________.
into the water
12. The horse is ____________________________.
are not jumping
13. The girls ____________________________.
has jumped
14. The woman ____________________________.
jumping
15. The girl is going to ____________________________.
cut the paper
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
Present Progressive, Present Perfect and Future with Going To
ENGLISH
2-10
Verbs: Present Perfect and

Future with going to
New Vocabulary
cowboy
eat
into
cut
eaten
jump
cutting
fall
jumped
drink
fallen
rider
drunk
going
Grammar: Verb Tenses

English uses different verb tenses to express different times when something
occurs: past, present and 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 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
present perfect, use the helping verb has (singular) or have (plural) with the past
participle of the main verb.
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
always. There are two classes of verbs, weak and strong. The -ed verbs are
weak. They are always formed in this way.
The girls have jumped into the water.
Social Studies: Have students research how

various cultures have used natural resources
in the past, how they are currently being used,
and how they might be used in the future.

comic strip that illustrates the before, during,
and after of an activity.
Ask students to share the comic strip they
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.
Conversation:
The boy has eaten.

Discuss past, present, and future tenses with

students by conversing about a variety of
events.
22
Modifications:
Encourage students to role-play sentences
from this lesson, to highlight the distinction
among past, present, and future tenses.

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

c. has drunk the milk
b. is drinking the milk

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

d. is drinking
b. is going to fall
d. has fallen
II. Fill in the blank with one of the following body parts.
a. hands
b. arms
c. mouth
d. hair
1.
1. four
e. feet
3.
2.
.
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
2.
a. is going to eat
b. was eating
c. has eaten
3.
a. has fallen
b. was falling
c. is going to fall
c. is going to jump

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
Review Activities:
a. big
2. person
b. short
3. child
c. animal
4. long
d. left
5. right
e. adult

practice.
1.
2.
6.
7.
1. The boy is
9.
4. A man is an
10.
b. adult
.
c. square
d. catching
5. The biggest
is white.
e. riding
6. The man is
the boy.
f. smaller
7. The circle is
than the square.
8. The smallest

8.
5.
a. circle
3. A woman is not a

4.
2. The woman is

3.
g. bigger
is white.

10. The circle is
h. child
the rake.
i. throwing
than the square.
j. smiling

and 2-10.
III. Circle the correct answer.
Use rubrics to assess graphs, charts, reports,

and projects.
1.
2.
3.
4.
5.
3.
4.
5.
1. The girl has something in his / her hand.

participation.
2. Two balls are in her left / right hand.

3. This window is round / square.
4. The boy is kicking / catching the ball.
5. This is an animal who / that is not a dog.
IV. Yes or no?

1.
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
2.

Tests
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
1. The mans head is in his
2. The donkey is
the man.
b. hair
3. The young man is touching his

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

Example: The woman is 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.
2.
1.
1. The woman
3.
4.
a. is jumping
b. is going to jump
c. has jumped
c. has cut
2. The girl
the paper.
a. is cutting
b. is going to 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.
1.
2.
The boy has jumped.
3.
The boy has fallen.
4.
The boy is not swimming.
3.
4.
51
Word Search 2: 1-5
Unit 2 Review
ADULT
ANIMAL
BIGGEST
CIRCLE
DOWN
LAUGHING
LEFT
LITTLE
NEITHER
OTHER
PERSON
RECTANGLE
RIGHT
ROUND
SIGN
SMALL
SMALLEST
SOMETHING
SQUARE
TALKING
TELEPHONE
THAN
THAT
TRUCK
TURN
T
Q
S
M
A
L
L
E
S
T
I
A
L
H
D
O
W
N
T
H
A
T
X
S
N
E
A
L
M
J
R
I
G
H
T
P
Q
I
F
N
T
E
L
E
P
H
O
N
E
U
M
T
E
T
T
P
C
Z
R
P
K
C
A
A
A
I
U
H
E
T
K
O
X
O
I
R
L
L
T
R
I
R
A
D
U
L
T
R
E
W
K
H
N
N
S
N
W
N
H
D
C
F
O
I
E
R
G
O
G
A
D
W
U
L
S
T
N
R
S
X
N
L
I
T
T
L
E
M
H
G
B
I
G
G
E
S
T
V
I
B
A
E
B
D
G
E
T
T
R
U
C
K
V
L
R
O
C
N
L
A
U
G
H
I
N
G
L
A
Y
H
A
R
U
V
M
G
A
A
N
V
A
I
F
R
O
N
T
B
E
T
W
E
E
N
S
E
O
X
D
R
I
N
K
H
E
A
D
U
N
K
H
B
U
N
M
O
R
S
Y
A
H
C
O
A
E
X
G
O
I
N
G
U
H
B
E
A
C
H
C
I
U
D
H
N
S
P
I
B
E
S
I
D
E
T
S
A
A
I
W
K
T
A
E
N
Q
P
H
A
U
R
K
Q
E
E
T
G
D
O
E
S
U
S
I
N
G
A
Word Search 2: 6-10
ABOVE
AROUND
BEHIND
BESIDE
BETWEEN
BIKE
CANDY
COMBING
DOES
DRINK
EACH
EAT
FENCE
ENGLISH
52
FRONT
GOING
HAVE
HEAD
HIS
HUMAN
INTO
KNEES
MOUTH
THEIR
USING
WITHOUT
W
I
T
H
O
U
T
K
C
N
I
N
B
F
N
H
A
V
E
J
U
M
O
A
H
U
V
T
E
R
K
C
A
N
D
Y
B
U
T
G
O
I
O
M
O
A
D
V
K
O
M
H
Crossword 2: 1-5
Across
Down
1. not this
5. No U-____
6. laughing and _______
7. She is _______ the ball.
9. not long
12. longer than a square
13. a green fruit
16. not a square
17. It is round; there are four on a car.
19. not big
20. eight, nine, ___
21. a color
1.
2.
3.
4.
8.
9.
10.
11.
13.
14.
15.
16.
18.
bigger than a car

writing with a ___
not smallest
He is playing the ______.
plate and ___
a No Parking ____
adults and children
four o_____
cup and ______
not left
not right
bulls and ____
not short
ENGLISH
Crossword 2: 6-10
Across
Down
2. The microphone is in the singers left ____.

5. The girl has ___ the paper.
6. not a brush
7. not a comb
8. The dog is ______ two people.
11. A ____ is on a leg above the foot.
13. eyes, nose and mouth are on a ____
15. ____, one, two, three
16. not in front
20. The airplane is above the ______.
21. She is wearing _____ on her feet.
1. People ____ food.

3. not under
4. not behind, but in _____
5. under the mouth, on a face
8. Two bowls are ____ each other.
9. The boy is behind the ____.
10. The man is touching the horses ___.
12. His ___ is on the table.
13. kicking balls with their ____
14. Some chairs are ______ a table.
16. The cat drinks milk from a ____ .
17. The mans 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. Childrens 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

1. Explain to the students that communication between
people is not limited to words. Ask students what
actions they would classify as non-verbal communication.
Write student responses on the board. Guide students
to answers such as facial expressions, gestures, the
way a person sits or stands, the way people touch,
use of personal space, or dress and appearance. Explain
that all these forms of non-verbal communication say
something to other people.
Ask students to name professions they feel are
important to the community. Make a list of student
responses on the board. Ask students to describe the
types of clothing worn by the people in these particular
professions. Explain to the students that style of dress
can make important statements about people. Ask
students to describe the type of clothing they wear
and what it might say about them. Make a list of
student responses on the board.
Write the following questions on the board and ask
students to answer them in an attempt to identify
cultural body language. Instruct students to copy
the questions and provide answers in complete
sentences. Then, ask students to place themselves in
another culture, and try to answer the same questions
from their cultural perspective. Allow students time
to research cultural aspects of different countries.
1. When you meet someone for the first time, how do
you greet him or her?
2. Do you use the same greeting for men as for
women?
3. How do you greet your friends?
4. How do you greet a friend of the opposite sex?
5. How do you greet the members of your family:
children, adults, and the elderly?
6. Describe three gestures you use frequently and

explain what they mean.
7. How would you expect the following people to
dress, or what types of uniforms might they wear?
(Ask students to refer to the list of professions
from vocabulary Lesson 3-08.)
After students have completed their research and
answered the questions, generate a class discussion
about their answers.
2. Have students research popular bilingual professions
in the United States. Ask students to provide a brief
description of each profession. Then, ask students to
suggest reasons why bilingualism in this specific
profession is important. Instruct students to make a
list of 10 professions and the average salary for each
profession in the United States. Then, challenge
students to convert the salary into the currency that
is used in another country. Have students write a
report that addresses the similarities and differences
that exist between three of these professions in the
separate cultures. Ask students to pick a profession
they would like to pursue in the future and provide
reasons why they chose this profession. They do not
have to choose a bilingual profession or one from
their list.
3. Invite a guest presenter who works in a bilingual
profession to discuss his or her particular profession
and the importance of being bilingual in this line of
work. Before the speaker arrives in the classroom,
have each student prepare at least three questions to
ask. Make sure that each student has an opportunity
to ask one question to the speaker in another language.
Generate a class discussion about the presentation
and have students write a brief paragraph describing
what they learned.
55
Unit 3, Lesson 1
2-11
01
New Vocabulary
bald
blond
clown
curly
dancers
fat
group
older
runners
straight
tall
thin
younger
02
03
04
05
Themes:
People
06
Materials:
07
Container
Index cards
08
09
Review vocabulary by directing students

to write three sentences about a fictional
character of their choice (person or animal),
using descriptive terms from the current and
previous lessons. Refer students to computer
lessons, study guides, word lists, worksheets,
etc. for guidance.
10
3-01
Unit Two Review

a big box
a big boat
a small box
a small boat
right hand.
left hand.
hand.
pointing.
man is sitting.
woman is standing.
to jump.
Descriptions of People: Descriptive

Adjectives
01
an older woman
a younger woman
a younger man
an older man
02
a group of dancers
two dancers
a group of runners
two runners
03
This young man has short hair.

This young man has long hair.
The two young women have long hair.
One young woman has long hair and one young
woman has short hair.
04
Who has short, black hair?

Who has long, blond hair?
Who has long, brown hair?
Who is bald?
05
This young woman has curly hair.

This young man has curly hair.
This young woman has straight hair.
This young man has straight hair.
06
Who has short, straight, black hair?

Who has long, curly, black hair?
Who has short, curly, black hair?
Who has long, straight, black hair?
07
The man on the right is fat. The man on the left

is thin.
The women are thin.
The women are very fat.
The man on the left is fat. The man on the right
is thin.
08
The clown on the left is short. The clown on the

right is tall.
The clown on the left is tall. The clown on the
right is short.
The woman in red is short.
The woman in red is tall.
09
Which tall man is wearing glasses?

Which tall man is not wearing glasses?
Which short person is not wearing glasses?
Which short person is wearing glasses?
10
The woman has black hair.

The woman has straight, blond hair.
The woman has curly, blond hair.
The woman has gray hair.
15
Worksheet 3-01
I. Match the words.
Language Arts: Ask students to describe a

family member by writing descriptive adjectives
on their paper. Then, have students describe their
best friend or what they look for in a best friend.
Encourage students to use personal description
vocabulary. Have students work with a partner
to describe their best friends and family members
to each other.
____ 1. tall
a. fat
____ 2. straight
b. younger
____ 3. thin
c. right
____ 4. left
d. short
____ 5. older
e. curly
II. Describe each picture with a complete English sentence.
6.
7.
8.
9.
10.
6. __________________________________________________________________________________________
7. __________________________________________________________________________________________
Language Arts: Discuss adjectives and their

purpose. Encourage students to respond with
answers like
8. __________________________________________________________________________________________
9. __________________________________________________________________________________________
10. __________________________________________________________________________________________
They tell what kind.

They tell how many.
They tell which one.
Have students read a teacher-selected passage
that shows an effective use of adjectives. (This
material might be a passage from a story the
class is reading, a newspaper article, a speech
from a social studies book, or several paragraphs
describing a work of art or musical composition.)
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
11. Who has short, ____________________________, black hair?
bald
12. Who has ____________________________, straight, black hair?
curly
13. This young man has ____________________________.
tall man
14. Who is ____________________________?
long
15. Which ____________________________ is wearing glasses?
short hair
IV. Yes or No?

____16. Fat people are thin.
____17. Bald people have curly hair.
____18. Babies are taller than men.
____19. Boys are shorter than men.
____20. Women are taller than girls.
ENGLISH
Descriptions of People: Descriptive Adjectives
3-01
Descriptions of People: Descriptive Adjectives

New Vocabulary
bald
fat
tall
Descriptions of People:
blond
group
thin
clown
older
younger
curly
runners
dancers
straight
Usage: Descriptive Adjectives

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
to communicate more precisely. Lets focus now on how to describe people.
The simplest construction places an adjective before the noun it describes.
the old woman
a young man
Have students write two paragraphs demonstrating

their ability to use adjectives effectively. Instruct
students to trade these student-generated writings
with another classmate who will review it. Have
the student reviewer circle all adjectives contained
in the writing.
As Lesson 2-04 showed, you can also express comparisons.
the older woman

a younger man
Further clarity can be expressed by indicating position, right or left.
the older woman on the right
the clown on the left
Note the differences between uses of has and is in these sentences:
The man on the left is fat.
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
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.
Logical-Mathematical: Have students to create

data tables with the following headings: short
hair, long hair, straight hair, curly hair, and
bald. Ask students to count the classmates who
fit into each category.
Visual-Spatial: Challenge students to make a
chart displaying the results of their data.
24

Distribute to each student index cards with

another classmates 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
different card and read descriptions aloud,
while peers guess whom they are describing.
Conversation:
1.
2.
4.
5.
3.
Have students describe their classmates using

vocabulary words.
6.
Modifications:
1. This young man has
a. long hair
b. curly hair
c. no hair
d. short hair
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
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
c. many
d. no
4. There are
marbles.
a. two
b. few
5. There are
chairs than tables.
a. more
b. fewer
6. There are
people than horses.
a. more
b. fewer
Display a list of descriptive words for student

reinforcement and reference.
II. Yes or No?
1.
2.
4.
5.
3.
6.
1.
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
few
fewer
how
loaf
loaves
many
marble
marbles
more
same
several
tables
umbrellas
many boys
one boy
many balloons
a few balloons
01
The man is wearing a blue sweater.

The girls are wearing dresses.
The boy is wearing a red sweater.
The woman is wearing a purple sweater.
02
many hats
one hat
many umbrellas
one umbrella
02
The woman is wearing a black shirt.

The woman is wearing black pants.
The boy is wearing a blue shirt.
The boy is wearing blue pants.
03
one loaf of bread

many loaves of bread
two loaves of bread
no bread
03
two shoes
one shoe
two socks
one sock
04
a cowboy with a horse

a cowboy with no horse
two cowboys with several horses
many cowboy hats and no cowboys
04
She is wearing a red and white sweater.

She is wearing a purple top.
He is wearing a sweater.
He is not wearing a sweater.
05
How many coins are there? There are many

coins.
How many marbles are there? There is one
marble.
How many marbles are there? There are a few
marbles.
How many marbles are there? There are many
marbles.
05
She is wearing a red and white sweater and

jeans.
The woman is wearing a red dress.
The woman is wearing a red coat.
She is wearing a red skirt.
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.
One woman is wearing a yellow dress and
another woman is wearing a red dress.
She is not wearing anything.
07
She is wearing a dress.

She is wearing pants.
She is wearing shorts.
She is wearing a skirt.
08
He is wearing a blue shirt.

He is wearing blue pants.
He is wearing a blue sweater.
He is wearing a blue coat.
09
He is putting on a sock.
He is putting on a shoe.
He is putting on a shirt.
He is putting on pants.
10
The clown is wearing pants.

The clown is putting on pants.
The man with glasses is wearing a sweater.
The man with glasses is putting on a sweater.
Themes:
Quantities
06
many tomatoes and a few bananas

many apples and no bananas
many tomatoes and no bananas
many bananas and no apples
07
There are more chairs than tables.

There are more buses than cars.
There are more tomatoes than bananas.
There are the same number of men as women.
08

There are more horses than people.
There are as many umbrellas as people.
There are more people than umbrellas.
09
There are fewer horses than people.

There are fewer people than horses.
There are fewer umbrellas than people.
There are as many horses as people.
10

There are fewer girls than boys.
There are more girls than boys.
There are no girls and no boys.
Materials:
Apples
Bananas
Tomatoes
Balloons
Marbles
Have students complete Section IV of
reinforce vocabulary. As a review of current
and previously learned terms, write the following
on the board:
How many ___ are there? There is one ____.
How many ___ are there? There are a few__.
How many ___ are there? There are many __.
Instruct students to write down sentences and
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
and number agreement.
More Clothing
01
New Vocabulary
as
balloons
buses
coins
cowboys
3-03
Quantities: Quantity Relationships
16
Worksheet 3-02
I. Match the words.
____ 1. many
a. fat
____ 2. thin
b. smallest
____ 3. in front of
c. few
____ 4. round
d. behind
____ 5. biggest
e. rectangular
II.Describe each picture with a complete English sentence.
6.
7.
8.
9.
10.
6. __________________________________________________________________________________________
7. __________________________________________________________________________________________
8. __________________________________________________________________________________________
9. __________________________________________________________________________________________
10. __________________________________________________________________________________________
Social Studies: Explain to the students that they

will be researching money and its historical origin.
In addition to computing quantities of money,
students will explore the cultural and historical
origin of money as well as its future implications.
Have students research the history of currency
in civilizations such as Egypt, China, Greece,
Rome, and Ethiopia. Students will create a
timeline, present their reports to the class, and
display the evolving stages of money.
(continued)
58

11. There are the same number of girls ____________________________.
than people
12. How many coins ____________________________?
more
13. There are fewer horses ____________________________.
as boys
14. There are ____________________________ people than umbrellas.
tables
15. There are more chairs than ____________________________.
are there
IV. Possible (P) or Impossible (I)?

____16. There are many balls on the ground.
____17. There are fewer apples than bananas in a basket.
____18. The cowboy is riding many horses.
____19. There are more adults than children in a car.
____20. The man has more hands than fingers.
ENGLISH
3-02
Quantities and Comparison

of Quantity
New Vocabulary
as
few
many
several
balloons
fewer
marble
tables
buses
how
marbles
umbrellas
coins
loaf
more
Science: Instruct students to choose three items

from the new vocabulary. For each item students
will list five properties.
cowboys
loaves
same
Usage: Quantity Comparisons

We classify nouns as countable and non-count nouns. Water, for example, cannot 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.
one boy
two loaves of bread
ten bananas

Visual-Spatial and Logical-Mathematical:
Invite students to write fractions that describe
individual groups of apples, tomatoes, bananas,
balloons, and marbles as compared to the total
number of these items. Ask students to convert
this data into chart and graph forms.
Many and a few may also be used if the exact number is not known. Perhaps
there are too many to count.
many boys
a few loaves of bread
many bananas
We can also express that there are none, using no.
no boys
no loaves of bread
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?

How many marbles are there?
Note the use of there are. In the questions above, the two words are inverted in
order: are there? The answers to the questions begin with There are or There is.
There are many coins.
There is one marble.
25
Group bananas, apples, and tomatoes

together, and challenge students to write a
descriptive paragraph about these items.
Conversation:
Have students discuss the quantities of
objects in the room.

Modifications:
1.
2.
4.
3.
6.
5.
1. This young man has
a. long hair
b. curly hair
c. no hair
d. short hair
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
.
.
a. short, tall
b. tall, short
c. short, short
d. tall, tall
a. two
b. few
c. many
d. no
chairs than tables.
a. more
b. fewer
people than horses.
a. more
b. fewer
3. The clown on the left is

The clown on the right is
4. There are
marbles.
5. There are
6. There are
Encourage students to write three sentences

using current and previous vocabulary words.
Ask students to read their entries aloud to you.
II. Yes or No?
1.
2.
4.
5.
3.
6.
1.
4.
There are many apples and no bananas.
2.
This woman has straight blond hair.
5.
3.
This short person is not wearing glasses.
6.

59
Unit 3, Lesson 3
3-02
putting
shorts
sock
sweater
Themes:
Clothing
many boys
one boy
many balloons
a few balloons
01
The man is wearing a blue sweater.

The girls are wearing dresses.
The boy is wearing a red sweater.
The woman is wearing a purple sweater.
02
many hats
one hat
many umbrellas
one umbrella
02
The woman is wearing a black shirt.

The woman is wearing black pants.
The boy is wearing a blue shirt.
The boy is wearing blue pants.
03
one loaf of bread

many loaves of bread
two loaves of bread
no bread
03
two shoes
one shoe
two socks
one sock
04
a cowboy with a horse

a cowboy with no horse
two cowboys with several horses
many cowboy hats and no cowboys
04
She is wearing a red and white sweater.

She is wearing a purple top.
He is wearing a sweater.
He is not wearing a sweater.
05
How many coins are there? There are many

coins.
How many marbles are there? There is one
marble.
How many marbles are there? There are a few
marbles.
How many marbles are there? There are many
marbles.
05
She is wearing a red and white sweater and

jeans.
The woman is wearing a red coat.
She is wearing a red skirt.
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.
One woman is wearing a yellow dress and
another woman is wearing a red dress.
She is not wearing anything.
07
She is wearing a dress.

She is wearing pants.
She is wearing shorts.
She is wearing a skirt.
08
He is wearing a blue shirt.

He is wearing blue pants.
He is wearing a blue sweater.
He is wearing a blue coat.
09
He is putting on a sock.
He is putting on a shoe.
He is putting on a shirt.
He is putting on pants.
10

Materials:
Various articles of clothing made from different
types of materials
06
many tomatoes and a few bananas

many apples and no bananas
many tomatoes and no bananas
many bananas and no apples
07

There are more buses than cars.
There are more tomatoes than bananas.
There are the same number of men as women.
08

09
There are fewer horses than people.

There are fewer people than horses.
There are fewer umbrellas than people.
There are as many horses as people.
10

There are fewer girls than boys.
There are more girls than boys.
There are no girls and no boys.
Reinforce current and previous vocabulary
by displaying the following sentences on an
overhead projector:
He is wearing ________.
He is not wearing ________.
She is wearing ________.
She is not wearing ________.
Break students in groups of two. Have each
student describe something the partner is and
is not wearing, using color nouns and clothing
vocabulary. Create two appropriate sentences
for the partners gender.
Social Studies: Have students research how
industrialization has changed the way clothing
is made. Ask students to research how clothing
is produced in other countries and which countries
are the largest purchasers of different types of
clothing.
More Clothing
01
New Vocabulary
another
anything
3-03
16
Worksheet 3-03
I. Match the words.
____ 1. socks
a. eyes
____ 2. shirt
b. feet
____ 3. glasses
c. legs
____ 4. pants
d. head
____ 5. hat
e. arms
6.
7.
8.
9.
10.
6. __________________________________________________________________________________________
7. __________________________________________________________________________________________
8. __________________________________________________________________________________________
9. __________________________________________________________________________________________
10. __________________________________________________________________________________________
Language Arts: As a class, describe the process

of doing laundry. Ask students to name the steps
taken to do laundry and list them on the board.
Encourage student responses such as (1) Sort,
(2) Repair, (3) Pre-treat, (4) Wash, (5) Care,
(6) Dry, and (7) Iron.
Have students write step-by-step directions
describing how to do laundry. Encourage students
to be as specific as possible. Have students trade
their directions with a partner to verify all the
steps are covered in their directions.
60

11. The man ____________________________ is wearing a sweater.
dress
12. She is wearing a red ____________________________ sweater.
blue pants
13. The woman is wearing a red ____________________________.
and white
14. He is ____________________________ pants.
with glasses
15. The boy is wearing ____________________________.
putting on

____16. The mans shorts are longer than his pants.
____17. The woman is putting on a dress.
____18. The dog is wearing pants.
____19. The woman is wearing a yellow top.
____20. The baby is not wearing anything.
ENGLISH
More Clothing
More Clothing
3-03
More Clothing
New Vocabulary
another
sweater

anything
putting
shorts
Visual-Spatial: Challenge students to design

an outfit and create an advertisement for it.
sock
Vocabulary: Clothing and Colors

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 partners 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:
27
When designing outfits, divide students into

groups of four. Each group must design an
outfit for each one of the seasons.

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

Three children are jumping.
a. how many
b. which
c. what
d. who
5.
The men are running.
6.
II. Yes or No?
1.
2.
4.
5.
3.
6.
1.
He is wearing a coat.
4.
This is the inside of a house.
2.
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
01
New Vocabulary
02
at
building
church
inside
outside
rope
turning
03
Themes:
Inside, Outside, Under, On
Materials:
Cardboard box
Step stool
Reinforce Lesson 3-04 vocabulary by
discussing the separate words for inside,
interior, outside and exterior. Have
students supply examples of the appropriate
use of inside, the inside, outside, and the
outside. Suggest computer lessons, study
guides, worksheets, and word lists for
guidance.
04
05
06
07
08
09
10
The boy is sitting at the table.

The children are standing on the table.
The children are playing jump rope.
Who is running? The men are running.
Who is sitting down? The boy is sitting down.
Who is running? The girls are running.
Who is jumping? The children are jumping.
How many children are jumping? Three children
are jumping.
How many children are standing? Three children
are standing.
How many children are jumping? Four children
are jumping.
How many children are standing on the table?
One girl is.
How many girls are wearing white shirts?
One is.
Two are.
How many boys are sitting down? One is.
How many boys are sitting down? Two are.
The girl is on the table. She is jumping rope.
Three children are playing. They are playing
jump rope.
The children are on the table. They are not
playing jump rope.
The boy is running. He is not jumping rope.
The girl on the table is jumping rope.
The boy is turning the rope and the girl is
jumping.
The boy who is not jumping rope is running.
The boy who is not running is jumping rope.
This cat is outside.
This cat is inside.
These flowers are outside.
These flowers are inside.
This is the outside of a house.
This is the outside of the church.
This is the inside of the church.
The boy is lying down outside.
The boy is lying down inside.
This is the outside of the building.
This is the inside of the building.
Which boy is inside?
Which boy is outside?
Which children are outside?
Which children are inside?
Social Studies: Instruct students to research five

buildings in the community, writing sentences
describing their purpose and location.
More Colors and Numbers
01
What color is the egg? It is blue.

What color is the egg? It is yellow.
What color is the egg? It is red.
What color is the egg? It is pink.
02
Which horse is the girl brushing? The brown

horse.
Which is the white horse?
Which horse is eating? The gray horse is eating.
Which is the black horse?
03
a black and white dog

a black and white cat
a brown dog
a brown and white cat
04
green grass and a green cap

yellow flowers
a red shirt
a white building
05
The horse is on yellow.

The horse is on purple.
The horse is on blue.
The horse is on red.
06
blue water
orange and yellow
yellow and black
green grass
07
two red flowers

two white and yellow flowers
a yellow, a red and a pink flower
pink flowers
08
three
seven
nine
four
09
ten
nine
five balls
six balls
10
one ball
two balls
eight fingers
five
17
Language Arts/Social Studies: Explain to the
students that they will be creating their own
maps. Discuss different types of maps and their
importance. Ask students to think about how
prepositions are used when giving directions.
Have students create a treasure map that provides
directions to an imaginary location and an
imaginary treasure. Students should write the
directions to the treasure on the back of their
map; for example, Start next to the tree, or
Walk over the stone bridge. The students
directions must have at least five steps and use
five different prepositions.
3-05
Inside, Outside; Prepositions
Worksheet 3-04
I. Match the words.
____ 1. jumping
a. on the telephone
____ 2. throwing
b. a ball
____ 3. talking
c. a skirt
____ 4. wearing
d. an apple
____ 5. eating
e. rope
6.
7.
8.
9.
10.
6. __________________________________________________________________________________________
7. __________________________________________________________________________________________
8. __________________________________________________________________________________________
9. __________________________________________________________________________________________
10. __________________________________________________________________________________________

11. This is the ____________________________ of a house.
the table
12. The children are ____________________________ the table.
are outside
13. The boy is sitting at ____________________________.
outside
14. Which children ____________________________?
are
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.
62
ENGLISH
Inside and Outside; Prepositions

3-04

New Vocabulary
at
rope

building
turning
church
inside
outside
Grammar: Inside and Outside

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
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....
Visual-Spatial: Challenge students to create a

comic strip that features at least one preposition
in each frame.
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.
Modifications:

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

Three children are jumping.
a. how many
b. which
c. what
d. who
5.
Provide local maps to help students locate

buildings in the community.

6.
II. Yes or No?
1.
2.
4.
5.
3.
6.
1.
He is wearing a coat.
4.
2.
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
01
New Vocabulary
02
cap
grass
03
Themes:
Colors and Numbers
04
Materials:
05
Number line
Quiz page for Lessons 3-03 to 3-04 for
vocabulary practice. Reinforce color words,
clothing terms, and the placement of
compound adjectives by having students
describe clothing that is dual-colored; for
example, She is wearing a red and white
sweater.
06
07
08
09
10
3-05
The boy is sitting at the table.

The children are standing on the table.
The children are playing jump rope.
Who is running? The men are running.
Who is sitting down? The boy is sitting down.
Who is running? The girls are running.
Who is jumping? The children are jumping.
How many children are jumping? Three children
are jumping.
How many children are standing? Three children
are standing.
How many children are jumping? Four children
are jumping.
How many children are standing on the table?
One girl is.
One is.
Two are.
How many boys are sitting down? One is.
How many boys are sitting down? Two are.
The girl is on the table. She is jumping rope.
Three children are playing. They are playing
jump rope.
The children are on the table. They are not
playing jump rope.
The boy is running. He is not jumping rope.
The girl on the table is jumping rope.
The boy is turning the rope and the girl is
jumping.
The boy who is not jumping rope is running.
The boy who is not running is jumping rope.
This cat is outside.
This cat is inside.
These flowers are outside.
These flowers are inside.
This is the outside of a house.
This is the inside of the church.
Which boy is inside?
Which boy is outside?
Which children are outside?
Which children are inside?
01
What color is the egg? It is blue.

What color is the egg? It is yellow.
What color is the egg? It is red.
What color is the egg? It is pink.
02
Which horse is the girl brushing? The brown

horse.
Which is the white horse?
Which horse is eating? The gray horse is eating.
Which is the black horse?
03
a black and white dog

a black and white cat
a brown dog
a brown and white cat
04
green grass and a green cap

yellow flowers
a red shirt
a white building
05
The horse is on yellow.

The horse is on purple.
The horse is on blue.
The horse is on red.
06
blue water
orange and yellow
yellow and black
green grass
07
two red flowers

pink flowers
08
three
seven
nine
four
09
ten
nine
five balls
six balls
10
one ball
two balls
eight fingers
five
17
Science: Instruct students to write a brief report
explaining light refraction and how it occurs.
Language Arts: Instruct students to write a story
that describes what their lives would be like if
they could see in shades of only one color.
Worksheet 3-05
I. Match the words.
____ 1. grass
a. white
____ 2. banana
b. red
____ 3. strawberries
c. yellow
____ 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
64

3-05
New Vocabulary
cap
Visual-Spatial: Help students devise color wheels

with primary, secondary, and tertiary colors.
grass
Vocabulary: Colors and Numbers

Practice asking questions and giving answers using colors and numbers.
Here is a list of colors you have learned so far.
red
pink
orange
yellow
green
blue
purple
brown
gray
black
white
Challenge students to list all the color words
they have learned so far. Ask them to name
classroom objects that match these colors.
Use a number line to review the numerals one
to 10.
Find each of these colors in the room you are in.
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.
3.
2.
6.
5.
4.
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
a. dogs
b. sheep
c. kangaroos
d. fish
are swimming.
6. Two
II. Yes or No?
1.
4.
2.
3.
6.
5.
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
herd
kangaroo
legs
lion
pigs
real
rocking
sheep
swan
tiger
turtle
Themes:
Animals
Materials:
Magazine with animal pictures
Construction paper
Glue
Internet access, if possible
Being Human: Descriptive Adjectives
01
Two gray fish are swimming.

One gray fish is swimming.
A white dog is walking.
A cat is walking.
01
The woman is hungry.

The man is hungry.
The woman is full.
The man is full.
02
a kangaroo
a herd of goats
a herd of cows
Two cows are running.
02
They are cold.

They are hot.
He is cold.
He is hot.
03
Many sheep are standing.

one turtle
a lion
a black swan
03
She is tired.
She is not tired.
They are tired.
They are not tired.
04
a white swan
The bird is sitting.
a giraffe
A bird is flying.
04
He is strong.
He is weak.
They are not tired.
They are hot and tired.
05
two pigs
one bear
two cows
one tiger
05
The man is sick.

The man is healthy.
The bird is beautiful.
The bird is ugly.
06
a sheep
an elephant
The camel is standing on three legs.
The camel is standing on four legs.
06
The man is not full.

The man is not hungry.
The woman is not full.
The woman is not hungry.
07

This horse is real.
This bird is not real.
This bird is real.
07
The boy and the dog are happy.

The boy and the dog are sad.
The man is happy.
The woman is sad.
08
These two cows are not real.

This horse is real.
A rocking horse is not a real horse.
08
They are tired.

She is tired. He is not tired.
He is tired. They are not tired.
He is tired. She is not tired.
09
Which cat is real?

Which cat is not real?
Which sheep is not real?
Which sheep is real?
09
He is sick.
He is thirsty.
He is cold.
He is rich.
10
The white tiger is walking.

The white tiger is lying down.
The white tiger is climbing.
a dragon
10
Someone is thirsty.
Someone is hungry.
The people are not hot.
The people are hot and tired.
New Vocabulary
bear
camel
climbing
dragon
giraffe
goats
3-07
Animals; Real, Not Real
Review terms for numbers, colors, animals,
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
read finished products to the class.
18
Worksheet 3-06
I. Match the words.
____ 1. two legs
a. two dogs
____ 2. no legs
b. a person
____ 3. four legs
c. a herd of goats
____ 4. many legs
d. a lion
Science: Discuss the life cycles of the various

animals. Ask students to classify animals according
to the following groups: herbivores, carnivores,
and omnivores.
____ 5. eight legs
e. a fish
6.
Mathematics: Use data from the above classification exercise to create a graph. Display the
graph in the classroom for student reference.
7.
8.
9.
10.
6. __________________________________________________________________________________________
7. __________________________________________________________________________________________
8. __________________________________________________________________________________________
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.
66
ENGLISH
Animals; Real and Not Real

3-06
New Vocabulary
bear
goats
pigs
tiger
camel
herd
real
turtle
climbing
kangaroo
rocking
dragon
legs
sheep
giraffe
lion
swan
Visual-Spatial: Instruct students to identify and

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
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.
a
a
a
a
a
a
a
a
a
herd of goats
herd of cows
herd of elephants
herd of horses
flock of birds
flock of sheep
pride of lions
school of fish
pack of dogs
Ask students to create an animal collage using
pictures from several magazines. Have them
take turns describing their choices to the class.
Conversation:
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.
3.
2.
6.
5.
4.
1. The number is
a. seven
b. three
c. four
d. nine
d. nine
2. There are
balls.
a. ten
b. six
c. five
3. There are
fingers.
a. five
b. eight
c. nine
d. ten
a. cows
b. goats
c. sheep
d. fish
a. tigers
b. cows
c. pigs
d. bears
a. dogs
b. sheep
c. kangaroos
d. fish
4. This is a herd of
5. There are two
6. Two
are swimming.
II. Yes or No?
1.
4.
2.
3.
6.
5.
1.
The horse is eating.
4.
2.
The cat is black and white.
5.
3.
This bird is real.
6.
This sheep is not real.
67
Unit 3, Lesson 7
3-06
healthy
hot
hungry
rich
sad
sick
someone
strong
thirsty
tired
ugly
weak
Themes:
People
Materials:
Two gray fish are swimming.

One gray fish is swimming.
A white dog is walking.
A cat is walking.
01

The man is hungry.
The woman is full.
The man is full.
02
a kangaroo
a herd of goats
a herd of cows
Two cows are running.
02
They are cold.

They are hot.
He is cold.
He is hot.
03
Many sheep are standing.

one turtle
a lion
a black swan
03
She is tired.
She is not tired.
They are tired.
They are not tired.
04
a white swan
The bird is sitting.
a giraffe
A bird is flying.
04
He is strong.
He is weak.
They are not tired.
05
two pigs
one bear
two cows
one tiger
05
The man is sick.

The man is healthy.
The bird is beautiful.
The bird is ugly.
06
a sheep
an elephant
The camel is standing on three legs.
The camel is standing on four legs.
06
The man is not full.

The man is not hungry.
The woman is not full.
The woman is not hungry.
07

This horse is real.
This bird is not real.
This bird is real.
07

The boy and the dog are sad.
The man is happy.
The woman is sad.
08
These two cows are not real.

This horse is real.
A rocking horse is not a real horse.
08
They are tired.

She is tired. He is not tired.
He is tired. They are not tired.
He is tired. She is not tired.
09
Which cat is real?

09
He is sick.
He is thirsty.
He is cold.
He is rich.
10
The white tiger is walking.

The white tiger is lying down.
The white tiger is climbing.
a dragon
10
Someone is thirsty.
Someone is hungry.
The people are not hot.
The people are hot and tired.
Magazines or picture books
Have students complete Section II of
Worksheet 3-07 in the Student Workbook
to reinforce vocabulary. Provide additional
practice by challenging students to see how
many descriptive terms for people they can
write in the span of five minutes. When time
is up, have students take turns calling out words
as you list them on the board. Read the list
in unison.
01
New Vocabulary
beautiful
cold
full
happy
3-07
18
Worksheet 3-07
Language Arts: Have students write name
poems by writing an adjective for each letter
of a persons name.
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
person on the board. Encourage students to
use adjectives that describe emotion. Have
students write two paragraphs about the person,
their traits, and why they are experiencing
those emotions in the pictures. Allow students
to present their paragraphs to the class.
I. Match the words.

____ 1. cold
a. weak
____ 2. strong
b. sad
____ 3. hungry
c. hot
____ 4. happy
d. healthy
____ 5. sick
e. full
6.
7.
8.
9.
10.
6. __________________________________________________________________________________________
7. __________________________________________________________________________________________
8. __________________________________________________________________________________________
9. __________________________________________________________________________________________
10. __________________________________________________________________________________________

11. She is tired. ____________________________ is not tired.
a. they
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
68
3-07

New Vocabulary
beautiful
hot
someone
weak
Being Human: Descriptive

Adjectives
cold
hungry
strong
full
rich
thirsty
happy
sad
tired
healthy
sick
ugly
Grammar: Predicate Adjectives

A predicate adjective is created by connecting a noun and an adjective with a to be
verb, like is or are.
Interpersonal: Ask students to design a people

collage using pictures from various magazines.
Invite students to describe the people they
chose to feature.
Verbal-Linguistic: Challenge students to write
about their favorite fictional character.

Usage: Opposites
Knowing the opposites of adjectives may help you to remember them.
hungry
cold
strong
sick
beautiful
happy
rich
full
hot
weak
healthy
ugly
sad
poor
Invite students to describe a superhero using
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:
31
Provide sentence starters for students to use

as they fill in the blanks with appropriate
adjectives.

3.
2.
1.
4.
6.
5.
1. The man is
.
and
.
2. They are
7.
a. sick
b. weak
c. rich
d. tired
a. happy, cold
b. cold, tired
c. hot, tired
d. strong,
happy
d. cold
3. These people are
a. hot
b. happy
c. hungry
4. This man is a
a. mechanic
b. secretary
c. doctor
d. cook
a. baker, baking
b. cook, cooking
c. teacher,
teaching
d. mechanic,
fixing
5. The
is
the students.
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
fixing
getting
mechanic
money
nurse
officer
pain
police
proud
scientist
secretary
son
station
student
students
taking
teacher
teaching
teeth
typing
waiter
working
Themes:
a doctor
a nurse
a mechanic
a student
01
one arm
two arms
three arms
four arms
02
a police officer
a dentist
a carpenter
a scientist
02
Are there six fingers? No, there are four fingers.

Are there three arms? No, there are four arms.
Are there four legs? Yes, there are.
Are there six fingers? No, there are five.
03
a secretary
a cook
a teacher
a waiter
03
a horses legs
a persons arms
an elephants legs
a persons legs
04
He is embarrassed.
He is in pain.
He is afraid.
He is sick.
04
His head is on his arms.

Her hands are on her knees.
His hand is on his arm.
Her hands are covering her eyes.
05
The man is not hot.

The man is not cold.
The man is afraid.
The man is a doctor.
05
The hat is on his head.

The hat is on his foot.
The hat is in his hand.
The hat is in his mouth.
06
The man is proud of his son.

The man is proud of his car.
The man is thin.
The man is fat.
06
These are real flowers.

This is a picture of flowers.
This is a real woman.
This is a picture of a woman.
07
a bank
a police station
This man is rich.
This man is getting money in a bank.
07
a real man
a picture of a man
a statue of a man
a real rabbit
08
He is in pain.
He is cooking.
She is cooking.
He is embarrassed.
08
The pictures are on the wall.

The pictures are on the floor.
The picture is on the wall.
One picture is on the floor.
09
The nurse is taking care of the man.

The doctor is taking care of the man.
The mechanic is fixing the car.
The dentist is working on the mans teeth.
09
There is a picture of cats on this shirt.

There is a picture of a bear on this shirt.
There is a picture of a smiling face on this shirt.
There is no picture on this shirt.
10
The baker is baking bread.

The secretary is typing.
The teacher is teaching the students.
The students are reading.
10
Which man on a horse is real?

Which man on a horse is a statue?
Which head is not real?
Which head is real?
Professions
Materials:
Body Parts and Pictures
01
New Vocabulary
afraid
baker
baking
bank
care
carpenter
cook
cooking
dentist
doctor
embarrassed
3-09
Professions and Conditions:

Research materials
19
Reinforce vocabulary with the following
assignment:
Worksheet 3-08
Distribute index cards (one per student)

with the name of a professional, the doctor,
the teacher, etc. to half the class.
The remaining students will each receive
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
sentence that correctly describes the role
of a professional by finding the peer with
the matching index card.
Have students stand together when a match
is made; call on pairs to read their combined
sentence.
Check for correct responses.
** If there are more students than professions,
repeat sentences on index cards until you have
enough for the class.
I. Match the words.

____ 1. dentist
a. car
____ 2. teacher
b. bread
____ 3. mechanic
c. sick person
____ 4. baker
d. teeth
____ 5. doctor
e. student
6.
7.
8.
9.
10.
6. __________________________________________________________________________________________
7. __________________________________________________________________________________________
8. __________________________________________________________________________________________
9. __________________________________________________________________________________________
10. __________________________________________________________________________________________

11. The mechanic is fixing the ____________________________.
of his son
12. The dentist is working on ____________________________.
in a bank
13. The man is proud ____________________________.
the mans teeth
14. This man is getting money ____________________________.
taking care
15. The doctor is ____________________________ of the man.
car

____16. The baby is fixing a car.
____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
70
ENGLISH
3-08
Professions and Conditions: Descriptive Adjectives

New Vocabulary
afraid
carpenter
embarrassed
nurse
scientist
students
typing
Professions and Human Conditions:

baker
cook
fixing
officer
secretary
taking
waiter
baking
cooking
getting
pain
son
teacher
working
bank
dentist
mechanic
police
station
teaching
care
doctor
money
proud
student
teeth
Usage: Professions
Which words above name a persons profession? Can you say what each one does?
Note that many names of professions have certain suffixes.
-ist
dentist
scientist
-er
baker (from to bake)

teacher (from to teach)
waiter (from to wait on tables or customers in a restaurant)
But be careful. Someone who cooks is not a cooker.

Usage: Idioms
Like other languages, English has many idioms. Idioms are phrases which mean
something different from their literal meaning or which have special meanings.
Here are some from this lesson.
to be in pain
to be proud of
He is in pain. (something hurts)

The man is proud of his car. (to admire, to think a lot
of something or someone)
The nurse is taking care of the man. (to treat, make
well; also to care for)
The dentist is working on the mans teeth. (to fix, repair
or manipulate)
to take care of
to work on
Each of these idioms uses a particular preposition. The prepositions cannot be

replaced with another or switched around.
32
Social Studies: Ask students to name some

popular jobs. Encourage students to include
some of the occupations from their vocabulary.
List the responses on the board. Have students
describe the jobs they recognize from the list.
Help them by describing the occupations no
one understands. You can use famous people
or companies to help introduce some of the
occupations. For instance, for writer you can
say Shakespeare. For flight attendant you
may say, could work for American Airlines or
British Airways. Have students copy the list of
occupations and descriptions from the board.
Language Arts: Ask students to name some
occupations they would like to have in the future.
Using present simple tense, have students write
at least two paragraphs describing their dream
job and what a typical day would include. Allow
time for students to research their dream jobs.

Verbal-Linguistic: Have students read about
the various professions presented in this lesson.

3.
2.
1.
Intrapersonal: Help students identify which

professions might be a match for their personalities and goals.
4.
6.
5.
1. The man is
2. They are
a. sick
b. weak
c. rich
d. tired
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
and
.
7.
a. baker, baking
b. cook, cooking
c. teacher,
teaching
d. mechanic,
fixing
6. The man is
is
the students.
.
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
Give students a Venn diagram to compare

professions from the student information.
Have students write one sentence describing
each job from this lesson.
After students have identified a job they would
like to have in the future, challenge them to
write a resume promoting themselves for that
profession.
Conversation:
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
elephants
floor
foot
persons
picture
pictures
rabbit
statue
a doctor
a nurse
a mechanic
a student
01
one arm
two arms
three arms
four arms
02
a police officer
a dentist
a carpenter
a scientist
02
Are there six fingers? No, there are four fingers.

Are there three arms? No, there are four arms.
Are there four legs? Yes, there are.
Are there six fingers? No, there are five.
03
a secretary
a cook
a teacher
a waiter
03
a horses legs
a persons arms
an elephants legs
a persons legs
04
He is embarrassed.
He is in pain.
He is afraid.
He is sick.
04
His head is on his arms.

Her hands are on her knees.
His hand is on his arm.
Her hands are covering her eyes.
05
The man is not hot.

The man is not cold.
The man is afraid.
The man is a doctor.
05
The hat is on his head.

The hat is on his foot.
The hat is in his hand.
The hat is in his mouth.
06
The man is proud of his son.

The man is proud of his car.
The man is thin.
The man is fat.
06

07
a bank
a police station
This man is rich.
This man is getting money in a bank.
07
a real man
a picture of a man
a statue of a man
a real rabbit
08
He is in pain.
He is cooking.
She is cooking.
He is embarrassed.
08
The pictures are on the wall.

The pictures are on the floor.
The picture is on the wall.
One picture is on the floor.
09
The nurse is taking care of the man.

The doctor is taking care of the man.
The mechanic is fixing the car.
The dentist is working on the mans teeth.
09

There is a picture of a bear on this shirt.
There is a picture of a smiling face on this shirt.
There is no picture on this shirt.
10

10
Which man on a horse is real?

Which man on a horse is a statue?
Which head is not real?
Which head is real?
Themes:
Body Parts and Numbers
Materials:
Books about body parts
Paper
Clay
Review vocabulary in the following way:
Instruct students to list two nouns and two
verbs from current/previous lessons on a
sheet of notebook paper.
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
words and resulting sentence.
Give extra credit to those who used all four
words in a sensible, grammatically correct way.
Mathematics: Instruct students to use logical
reasoning to identify the number of specific body
parts. For example, If there are five cows, two
humans, and four birds, how many legs are
there? Ask students to write the numbers in
standard and word forms.
01
New Vocabulary
arm
cats
covering
3-09
Professions and Conditions:

19
Worksheet 3-09
I. Match the words.
____ 1. a real man
a. a statue of a rabbit
____ 2. real flowers
b. a statue of a horse
____ 3. a group of people
c. a picture of people
____ 4. a real horse
d. a picture of a man
____ 5. a real rabbit
e. a picture of flowers
6.
7.
8.
9.
10.
6. __________________________________________________________________________________________
7. __________________________________________________________________________________________
8. __________________________________________________________________________________________
9. __________________________________________________________________________________________
10. __________________________________________________________________________________________
Science: Instruct students to list animal

vocabulary words. Have the student write three
sentences about one animal. These sentences
could include where the animal lives, what it
eats, and a physical description of the animal.

11. The hat is on his ____________________________.
a. hands
12. These are ____________________________ flowers.
b. head
13. Her ____________________________ are covering her eyes.
c. the wall
14. The pictures are on ____________________________.
d. is a statue
15. Which man on a horse ____________________________?
e. real
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
72

3-09

New Vocabulary
arm
foot
statue

cats
persons
covering
picture
elephants
pictures
Bodily-Kinesthetic and Musical-Rhythmic:

Play the Hokey Pokey with the class.
floor
rabbit
Grammar: There is and There are
Linguistic: Read information to the class about

the various body parts.
Practice the special English construction there is, there are These phrases
simply declare that something exists. The question form is Is there? or
Are there?
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

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.
This is singular and these is plural; they must match what they refer to in number.
Divide the class into pairs or groups of four

and have them play the game Operation and
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

2.
1.
1.
3.
a. a horses
legs
b. a persons
arms
c. a persons
legs
d. an elephants
legs
2. The hat is on his
a. head
b. foot
c. hand
d. mouth
3.
a. her hands,
her knees
b. her hands,
her eyes
c. her head,
her arms
d. her hands,
her head
are on
II. Yes or No?
1.
2.
4.
5.
3.
6.
1.
4.
It is six thirty.
2.
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.
1.
It is almost five oclock.
C.
B.
2.
It is a little past two oclock.
3.
It is seven forty-five.
73
Unit 3, Lesson 10
3-10
forty-five
just
morning
night
past
quarter
five
ten
fifteen
twenty
01
Which tall man is wearing glasses?

Which tall man is not wearing glasses?
Which short person is not wearing glasses?
Which short person is wearing glasses?
02
It is two oclock.
It is four oclock.
It is six oclock.
It is eight oclock.
02

03
It is three thirty.
It is five thirty.
It is seven thirty.
It is nine thirty.
03

04
It is six oclock.
It is six thirty.
It is seven oclock.
It is seven thirty.
04

05
It is two oclock.
It is two fifteen.
It is two thirty.
It is a quarter to three.
05
two red flowers

pink flowers
06
It is eight oclock.
It is a quarter after eight.
It is eight thirty.
06
Which cat is real?

07
It is five oclock.
It is just past five oclock.
It is five thirty.
07
He is strong.
He is weak.
They are not tired.
08
It is two oclock.
Its almost two oclock.
It is two thirty.
08

09
It is seven oclock.
It is a quarter past seven.
It is seven thirty.
09

10
It is almost ten thirty. It is morning.

It is almost eleven thirty in the morning.
It is a little past five oclock. It is afternoon.
It is a quarter to nine. It is night.
10
It is seven oclock.
It is seven thirty.
Themes:
Numbers and Time
Materials:
Analog clock
(one in which hands are easily moved)
Quiz page for Lessons 3-09 and 3-10 to
reinforce the concept of clock time. Reinforce
vocabulary by having students discuss
activities they might perform at the eight times
listed on this Quiz page using verbs learned
in current and previous lessons.
20
Mathematics: Explain to students the concept
of how military time uses a 24-hour clock
instead of a 12-hour clock. Explain that military
time numbers the 24 hours of the day from 1 to
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
convert these times to military time.
Unit Three Review
01
New Vocabulary
afternoon
almost
eleven
3-11
Clock Time, Time of Day
Worksheet 3-10
I. Match the words.
____ 1. four fifteen
a. 3:30
____ 2. two oclock
b. 7:45
____ 3. a quarter past seven
c. 4:15
____ 4. three thirty
d. 2:00
____ 5. a quarter to eight
e. 7:15
6.
7.
8.
9.
10.
6. __________________________________________________________________________________________
7. __________________________________________________________________________________________
Language Arts: Using the new vocabulary,

instruct students to write a short paragraph
describing their daily routine.
8. __________________________________________________________________________________________
9. __________________________________________________________________________________________
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.
oclock
15. It is ____________________________ five oclock.
five oclock
IV. Yes or No?

____16. Eleven oclock is after ten oclock.
____17. A quarter past seven is after eight oclock.
____18. Six thirty is after six oclock.
____19. Eight oclock is after nine thirty.
____20. A quarter to seven is after seven oclock.
74
ENGLISH

3-10

New Vocabulary
afternoon
morning

almost
night
eleven
past
forty-five
quarter
just
Usage: Telling Time

Remember, oclock 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.
There are a variety of ways to express time in English, which must be confusing to
the learner. Here are some tips.
To express the half hour, simply say thirty after the number of the hour. Always
think thirty minutes after the hour, not before.
It is three thirty.
It is five thirty.
3:30
5:30
You may also say, It is half past three, or It is half past five.
Minutes past an hour can be stated very precisely by giving the hour followed by
the minutes.
It is two fifteen.
It is seven forty-three.
2:15
7:43
To, past and after tell time on either side of the hour.
It is a quarter to nine.
It is ten past five.
It is twenty after nine.
Intrapersonal: Ask students to identify their

favorite time of day. Challenge students to draw
an illustration depicting their favorite part of the
day and then to write a paragraph describing it.
8:45
5:10
9:20
Times of fifteen minutes before or after the hour are usually expressed using
quarter.
7:45
7:15
But also:
It is seven fifteen.
Logical-Mathematical and Visual-Spatial:

Using the hands of an analog clock as an angle,
ask students to identify the angle as acute, obtuse,
or right. Then ask them to estimate and measure
the angles.
Instruct students to use the analog clock to

identify the correct time while you adjust the
clock to different time settings.
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
the board.
7:45
7:15
34
Conversation:
2.
1.
3.
1.
a. a horses
legs
b. a persons
arms
c. a persons
legs
d. an elephants
legs
2. The hat is on his
a. head
b. foot
c. hand
d. mouth
3.
a. her hands,
her knees
b. her hands,
her eyes
c. her head,
her arms
d. her hands,
her head
are on
Invite students to discuss their daily routines.

Example: I wake up at 7 oclock. I eat
breakfast at 8 oclock.
Modifications:
Use a map that illustrates time zones.
Display clocks and their times throughout
the classroom.
II. Yes or No?
1.
2.
4.
5.
3.
6.
1.
4.
It is six thirty.
2.
5.
It is two fifteen.
3.
This man on a horse is real.
6.
III. Match the time with the photograph.
A.
1.
C.
B.
2.
3.

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
Review Activities:
practice.
a. few
2. fat
b. more
3. tall
c. short
4. older
d. straight
5. many
e. inside
6. fewer
f. younger
7. outside
g. on
8. under
h. thin
II. Answer each question based on the following sentences.
There are three blue umbrellas.

There are five eggs.
The woman has four white horses.
There are nine red flowers.
There are ten runners.
1. There are more runners than eggs. Yes or no?
2. What color are the flowers?
3. There are as many horses as runners. Yes or no?
4. Who has white horses?
5. There are fewer umbrellas than flowers. Yes or no?

6. What color are the umbrellas?

7. How many horses does the woman have?

and 3-10.
activities. Note areas of difficulty and
provide additional practice time in
appropriate modes of the software lessons.
and projects.
participation.
III. Match the sentences with the photographs.
A.
C.
B.
D.
E.
1. Who has short straight black hair?

2. Who has curly blond hair?
3. Who is bald?
4. How many children are standing? Three children are standing.
5. The girl is on the table. She is jumping rope.
IV. Fill in the blank with the word or words that best describe the photograph.

1.
a sweater.
2. The man is
a sweater.
3. She is wearing a
4.
a. dress
b. putting on
c. wearing
4. She is wearing a
d. shorts
5. He is wearing
e. skirt
76
3.
2.
1. The man is
5.

1. healthy
a. beautiful
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
Tests
II. Match the sentences with the photographs.
A.
C.
B.
E.
D.
1. It is eight oclock.
2. It is seven thirty.
3. It is two fifteen.
4. It is a quarter to three.
5. It is almost ten thirty.
1.
3.
2.
1. Many
are standing.
2. These two
a. cows
are real.
b. horses
4.
c. camels
d. sheep
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
1.
5.
1. She is a
2. The
2.
3.
6.
7.
.
is fixing the car.
b. secretary
c. not real
4. These are an elephants
5. There are four
6. This horse is
8. He is a
.
.
.
8.
a. arms
3. This horse is
7. She is a
4.
d. nurse
e. legs
f.
mechanic
g. doctor
h. real
77
Word Search 3: 1-5
Unit 3 Review
ANOTHER
ANYTHING
BALD
BLOND
BUILDING
COINS
CURLY
FEWER
GRASS
GROUP
HOW
INSIDE
LOAF
LOAVES
MANY
MORE
OUTSIDE
PUTTING
SAME
SEVERAL
SHORTS
STRAIGHT
SWEATER
UMBRELLAS
YOUNGER
M
A
N
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T
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I
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Word Search 3: 6-10
AFRAID
AFTERNOON
ALMOST
BEAUTIFUL
COLD
DOCTOR
FIXING
HAPPY
HEALTHY
HUNGRY
MONEY
MORNING
NIGHT
ENGLISH
78
PAIN
POLICE
QUARTER
SICK
SOMEONE
STRONG
STUDENT
TEACHER
THIRSTY
TIRED
UGLY
WEAK
A
H
U
N
G
R
Y
Z
R
R
V
F
C
S
I
C
K
P
C
A
Q
D
S
J
I
O
B
E
A
U
T
I
F
U
L
T
A
X
L
M
Q
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G
H
T
A
F
R
A
I
D
Crossword 3: 1-5
Across
Down
2. a building
6. This is the outside of the _______.
8. She is wearing blue jeans, a purple ____,
and a hat.
10. not outside
11. The girl is jumping _____.
12. There are ____ horses than people.
17. not older
18. She is not wearing pants; she is
wearing ____.
20. no hair
21. not fat
22. they are dancing
1. not short
2. small, round money
3. rain ____
4. not curly
5. The boys are playing _____.
7. A _____ of runners.
9. A man is ____ than a boy.
13. ____ color is the egg?
14. not straight
15. pink flowers and green _____
16. There are _____ chairs than tables.
18. There are the ___ number of girls as boys.
19. Her _____ is long.
20. The woman has ______ hair.
ENGLISH
Crossword 3: 6-10
Across
Down
1. not cold
3. not happy
4. _____ is in a bank.
6. She is taking ______ of the man.
7. A dentist works on _____.
8. He has fallen; he is in _____.
11. not afternoon or night
12. The camel is standing on two ____.
14. The ____ is cooking.
16. a big cat
19. Money is in a _____.
20. He is _____ of his car.
1. He is wearing a ___ on his head.

2. not a student
3. There are the ___ number of boys as girls.
5. not weak
8. a pink animal
9. The ____ and doctor care for sick people.
10. The doctor cares for the ____ man.
13. The man is proud of his ____.
15. not new
16. He is running. He is hot and _____.
17. Outside there is green ____ on the ground.
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 OpenClosed, TogetherApart, StraightBent ............................ 84

Eight new words.
Presents antonyms in a variety of contexts; proximity.
Lesson 4-03 Numbers 1100 ................................................................................ 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

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

Yes, she is walking.
Is the boy smiling?
Yes, he is smiling.
Are the children playing?
Yes, they are playing.
Is the woman smiling?
Yes, she is smiling.
06

He is playing with his father.
He is walking.
He is lying down.
He is playing with his dog.
02
Are the children jumping?

Yes, they are jumping.
Are the children jumping?
No, they are sitting.
Is the man riding a horse?
Yes, he is riding a horse.
Is the man riding a horse?
No, he is walking.
07
What is the man doing?

He is drinking water.
He is playing his guitar.
He is putting on his sweater.
He is sitting with his son.
03
Is he playing the violin?

Yes, he is.
Is he playing the violin?
No, he is not.
Is the bike upside down?
No, it is right side up.
Is the bike upside down?
Yes, it is.
08
Is he falling?
He may be falling.
Is he falling?
Yes, he is falling.
Is the boy falling?
No, he is not falling.
Are they falling?
No, they are not falling.
04
Is the car yellow?

Yes, it is yellow.
Is the car yellow?
No, it is not yellow.
Yes, they are jumping.
No, they are not jumping.
09
Is the boy smiling?

Yes, he is smiling.
Is the man smiling?
No, he is not smiling.
Is she smiling?
Yes, she is smiling.
Is the dog smiling?
Can dogs smile?
05
What is she doing?

She is running.
What are they doing?
They are walking.
What is he doing?
He is riding a bike.
What are they doing?
They are riding horses.
10
Is it a pony?
Yes, it is a pony.
Is it a dog?
Yes, it is a dog.
Is it a dog?
No, it is a cat.
Is it a dog?
No, it is a fish.
New Vocabulary
can
father
may
pony
side
smile
up
upside
violin
Themes:
Questions and Answers
Materials:
Magazines
Newspapers
Direct students to complete Section II of
practice answering questions. To reinforce
vocabulary, distribute an index card to each
student that contains one verb; for example,
smiling, walking, sitting, reading, etc. Instruct
students to act out their word as you ask
questions such as, What is she doing? Is he
walking? Have volunteers respond to your
questions; be sure actions match words, and
that answers are phrased correctly.
Questions and Answers:

Interrogative Form of Verbs
21
Worksheet 4-01
I. Answer with Yes or No.
1. Is a pony bigger than a horse?__________________________________________________________________
2. Is a girl younger than a woman? ________________________________________________________________
Language Arts: Instruct students to read an
article from a newspaper. When they have
completed the article, ask the students to write
four questions, each one containing Who?,
What?, Where?, and Which?
Social Studies: Explain to students the
interview process, clearly identifying questionand-answer techniques. Instruct students to write
interview questions for a famous person. Have
students work with a partner, each one taking
turns being the interviewer and the famous
person. Instruct students to conduct an interview
of their partner and record their answers on
paper. Students will switch roles when all the
questions are asked and answered.
3. Is a violin playing a boy? ______________________________________________________________________

4. Is a dog playing the guitar? ____________________________________________________________________
5. Is a dog a fish? ______________________________________________________________________________
6. Is a fish drinking milk? ________________________________________________________________________
7. Is a statue playing with a dog?__________________________________________________________________
8. Is a fish riding a bicycle? ______________________________________________________________________
9. Is an adult taller than a child? __________________________________________________________________
10. Is a violin an animal?
________________________________________________________________________
11. Is a bear an animal?__________________________________________________________________________

12. Is a house a building? ________________________________________________________________________
13. Is a church a building? ________________________________________________________________________
14. Is a man sitting and running? __________________________________________________________________
15. Is an elephant putting on a sweater? ____________________________________________________________
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
82
Questions and Answers: Interrogative Form of Verbs
4-01
Questions and Answers: Interrogative Form of Verbs

New Vocabulary
can
smile
Questions and Answers: Questions

with to be and what
father
up
may
upside
pony
violin
Visual-Spatial: Have students make their own

crossword puzzle using a question-and-answer
format. Students can trade and solve each
others puzzles.
side
Usage: Questions and Answers

There are several ways to form questions.
The first way is to use the present progressive tense and invert the usual order of
the subject and verb.
The woman is walking. Is the woman walking?
The children are playing.
Are the children playing?
The answer to these questions is either yes or no. A short answer is acceptable.
Yes, she is. (Walking is understood to follow, but doesnt need to be stated.)
No, they arent. (Playing is understood.)
Verbal-Linguistic: Ask students questions about

the pictures from the magazines or newspapers.
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.
Instruct students to participate in a questionand-answer game in the style of Jeopardy.
What plus is/are doing? calls for an answer regarding someones activity.
Answer in the present progressive tense.
What is she doing? She is running.
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
somethings 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:
35
Allow students to use graph paper to construct

crossword puzzles.

1.
a. They are running.

c. They are jumping.
2.
3. His hands are

are
and his feet

.
5.
4.
3.
2.
1. What are they doing?
b. They are riding.

d. They are walking.
a. Who is the man?

c. What is the man doing?
b. Who is the boy?

d. What is the boy doing?
a. together, apart
c. together, together
b. apart, apart
d. apart, together
4. The womans eyes are
a. open
c. bent
b. closed
d. straight
5. His hands are ______
____.
a. open
c. bent
b. closed
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 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
boys
closed
door
open
toes
together
Themes:
The car door is open.

The car door is closed.
This womans eyes are open.
This womans eyes are closed.
01
one
two
three
four
02
The eyes are open.

The eyes are closed.
Her mouth is open.
Her mouth is closed.
02
five
six
seven
eight
03
The mans eyes are closed and his mouth is open.

The mans eyes are open and his mouth is closed.
The womans mouth is open and her eyes are
open.
The womans eyes are closed and her mouth is
closed.
03
nine
ten
eleven
twelve
04
04
His hands are closed.

His hands are open.
One hand is open and one hand is closed.
Her mouth is open.
thirteen
fourteen
fifteen
sixteen
05
05
four arms
many legs
four fingers
five toes
seventeen
eighteen
nineteen
twenty
06
06
The hands are together.

The hands are apart.
The feet are together.
The feet are apart.
twenty
thirty
forty
fifty
07
07
The mans legs are together.

The mans legs are apart.
The boys legs are together.
The boys legs are apart.
sixty
seventy
eighty
ninety
08
08
The hands are apart and the feet are apart.

The hands and feet are together.
The feet are apart and the hands are together.
The feet are together and the hands are apart.
seventy-five
eighty-five
ninety-five
one hundred
09
09
The man and woman are together.

The horses are together.
The man and woman are apart.
The horses are apart.
twenty-two
thirty-two
forty-two
fifty-two
10
10
The womans arms are straight.

The womans arms are bent.
The mans legs are bent.
The mans legs are straight.
forty-six
sixty-six
eighty-six
one hundred
OpenClosed, TogetherApart, StraightBent
Materials:
Various classroom objects
(some of these objects need to be able to bend)
Magazines
Use vocabulary from Lesson 4-02 and earlier
lessons to create an exercise routine for
students. Give directions (see below for
examples) and have students respond with
corresponding actions.
Numbers to One Hundred
01
New Vocabulary
apart
bent
4-03
OpenClosed, TogetherApart,
StraightBent
22
Hands are together.

Hands are apart.
Eyes are open.
Eyes are closed.
Worksheet 4-02
I. Answer the question with a complete English sentence.
Language Arts: Prepare word-cards by writing
a word on an index card and by writing its
opposite on another index card. Make sure
there is a card for each student and there is an
even amount of cards. Place a word-card face
down on each students desk. Tell the students
that each word-card has a partner word-card.
Have students move around the room and find
their partner word. Once their partners have
been located, the students will sit together and
write clues about their words. Have students
read their clues to the rest of the class and when
the class guesses the words, make a list of the
opposites on the board.
Science: Instruct students to divide a piece
of notebook paper into three columns. Have
the students label each column with opposites:
open/closed, together/apart, and straight/bent.
Ask students to create a list of things that fit
each category and write them in the columns.
84
Example: Are the womans feet apart? No, the womans feet are not apart.
1. Is the car door open? No,______________________________________________________________________
2. Are the womans eyes closed? Yes, ______________________________________________________________
3. Are the statues eyes closed? No,
______________________________________________________________
4. Is the window open? No, ______________________________________________________________________

5. Is the mans hand closed? Yes,
________________________________________________________________
6. Are the mans hands together? No, ______________________________________________________________

7. Are the boys legs together? Yes,
______________________________________________________________
8. Are the fish and the car together? No, ____________________________________________________________

9. Are the boys together? Yes, ____________________________________________________________________
10. Are the womans arms straight? Yes, ____________________________________________________________
11. Is the girls hand open? No, ____________________________________________________________________
12. How many toes does a baby have? ______________________________________________________________
13. How many legs does a lion have? ______________________________________________________________
14. How many eyes does a person have? ____________________________________________________________
15. How many arms does a person have?____________________________________________________________
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
4-02

New Vocabulary
apart
open
StraightBent
bent
toes
boys
together
closed
door
Usage: OpenClosed, TogetherApart, StraightBent

Opposites may help you to remember these adjectives.
open
together
straight
closed
apart
bent
These kinds of descriptions of people and objects in relation to each other or

to position use predicate adjectives. That is, they take the form: subject + is or
are + adjective.
The feet are apart.
Musical-Rhythmic: Instruct students to create

a song with their new vocabulary words:
opposites: open/closed, together/apart, and
straight/bent.
Verbal-Linguistic: Using the pairs of opposites
the students just learned, have the class brainstorm
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 classroom using new lesson vocabulary words.
36
Modifications:
Help students create an exercise routine that
uses lesson vocabulary words.

1.
a. They are running.

c. They are jumping.
2.
3. His hands are

are
and his feet

.
5.
4.
3.
2.
b. They are riding.

d. They are walking.
a. Who is the man?

c. What is the man doing?
b. Who is the boy?

d. What is the boy doing?
a. together, apart
c. together, together
b. apart, apart
d. apart, together
4. The womans eyes are
a. open
c. bent
b. closed
d. straight
5. His hands are ______
____.
a. open
c. bent
b. closed
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 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
thirty-two
forty
forty-two
forty-six
fifty
fifty-two
sixty
sixty-six
seventy
seventy-five
eighty
eighty-five
eighty-six
ninety
ninety-five
hundred
The car door is open.

The car door is closed.
This womans eyes are open.
This womans eyes are closed.
01
one
two
three
four
02
The eyes are open.

The eyes are closed.
Her mouth is open.
Her mouth is closed.
02
five
six
seven
eight
03
The mans eyes are closed and his mouth is open.

The mans eyes are open and his mouth is closed.
The womans mouth is open and her eyes are
open.
The womans eyes are closed and her mouth is
closed.
03
nine
ten
eleven
twelve
04
04
His hands are closed.

His hands are open.
One hand is open and one hand is closed.
Her mouth is open.
thirteen
fourteen
fifteen
sixteen
05
05
four arms
many legs
four fingers
five toes
seventeen
eighteen
nineteen
twenty
06
06
The hands are together.

The hands are apart.
The feet are together.
The feet are apart.
twenty
thirty
forty
fifty
07
07
The mans legs are together.

The mans legs are apart.
The boys legs are together.
The boys legs are apart.
sixty
seventy
eighty
ninety
08
08
The hands are apart and the feet are apart.

The hands and feet are together.
The feet are apart and the hands are together.
The feet are together and the hands are apart.
seventy-five
eighty-five
ninety-five
one hundred
09
09
The man and woman are together.

The horses are together.
The man and woman are apart.
The horses are apart.
twenty-two
thirty-two
forty-two
fifty-two
10
10

The womans arms are bent.
The mans legs are bent.
The mans legs are straight.
forty-six
sixty-six
eighty-six
one hundred
Themes:
Numbers to 100
Materials:
Pair of dice
Construction paper
Tape
Scissors
Number charts
01
New Vocabulary
twelve
thirteen
fourteen
sixteen
seventeen
eighteen
nineteen
twenty-two
4-03
StraightBent
22
Reinforce number vocabulary by asking
students to write their:
Age.
Phone number.
House number.
Add additional information for further practice.
Mathematics: Divide students into groups or
pairs. Have each group take turns rolling the
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
roll a five and a two, then they
2
solve 5 .
Social Studies: Instruct students to research
five dates in history they believe to be important.
Ask the students to provide reasons why they
chose these dates.
Worksheet 4-03
I. Write each number in English.
1.
8 ________________________________
6.
5 ________________________________
2. 11 ________________________________
7. 15 ________________________________
3. 20 ________________________________
8. 30 ________________________________
4.
4 ________________________________
9. 80 ________________________________
5. 13 ________________________________
10. 50 ________________________________
II. Write each number in English.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
86
Numbers 1100
4-03

New Vocabulary
twelve
thirteen
fourteen
sixteen
seventeen

eighteen
nineteen
twenty-two
thirty-two
forty
forty-two
forty-six
fifty
fifty-two
sixty
sixty-six
seventy
seventy-five
eighty
eighty-five
eighty-six
ninety
ninety-five
hundred
Verbal-Linguistic: On a blank piece of paper,

have students create a table with 10 squares
across and 10 squares down. Have them fill
in the table with the numbers from 1 to 100,
starting with 110 going in the first row across.
Then call out numbers and have students circle
the corresponding numerals on their table.
Usage: Numbers
The suffix -teen has the same root origin as ten. With the exception of eleven
and twelve, numbers between ten and twenty add -teen to a stem related to
their corresponding number between one and ten.
one
two
three
four
five
six
seven
eight
nine
1
2
3
4
5
6
7
8
9
eleven
twelve
thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
nineteen
11
12
13
14
15
16
17
18
19
Bodily-Kinesthetic: Connect pieces of

construction paper to form one long strip of
paper. Make a number line of 1 to 100 on the
construction paper. Display for the class.
All numbers that begin groupings of ten end in -ty:

twenty
thirty
forty
fifty
sixty
seventy
eighty
ninety
20
30
40
50
60
70
80
90
Give each student a number line to practice
counting by different multiples.
In former times, English speakers used to say numbers above the teens
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.
4.
5.
1.
These men are talking.
2.
3.
3.
6.
4.
This man is not on the phone.
The man is talking to the boy.
5.
These women cant talk.
This woman is not talking.
6.
This boy cant 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
cant
chess
mannequins
mobile
now
plant
underwater
walkie-talkie
Themes:
Gorbachev is talking.
Three men are talking.
The man in the yellow shirt is talking.
The woman is talking.
01
The women are coming.

The women are going.
The horses are coming.
The couple is going.
02
This man is talking.

This man is playing chess.
This boy is talking.
This boy is lying down.
02
He is going up the wall.

He is going up the stairs.
He is coming down the stairs.
He is going up the ladder.
03
The boy is talking to the man.

The woman in blue is talking to the woman
in red.
The woman is talking to the man.
03
The cat is sleeping.

The cat is not sleeping.
The baby is sleeping.
The baby is not sleeping.
04
04
The boy is talking to the man about the airplane.

The man is talking to the boy about the airplane.
The man is talking into the walkie-talkie.
The man is talking on the mobile phone.
The cat is asleep.

The cat is awake.
The baby is asleep.
The baby is awake.
05
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.
These two girls are not talking at all.
The couple is coming.

The couple is kissing.
The couple is not kissing.
06
06

These men are not talking.
This woman is talking.
The horse is going into the van.

The horse has come out of the van.
This boy is going into the water.
This boy is getting out of the water.
07
07
The man is on the phone.

The woman is on the phone.
The man is not on the phone.
The woman is not on the phone.
The woman is going up the escalator.

The woman is coming down the escalator.
The man is going up the steps.
The man is coming down the steps.
08
08
Which man can talk?

These women can talk.
Which man cant talk?
These women cant talk. They are mannequins.
These people are going up the escalator.

The people are going up the steps.
These people are going down the escalator.
The people are coming down the steps.
09
09
The man cant talk now because he is drinking.

The man can talk because he is not drinking.
The boy cant talk because he is underwater.
The boy can talk because he is not underwater.
The man is getting into the airplane.

The man is coming out of the airplane.
The man is getting out of the truck.
The man is getting into the truck.
10
10

Which man can talk?
Which boy can talk?
Which boy cant talk?
The couple is entering the building.

The couple is leaving the building.
The man is getting into the carriage.
The man is getting out of the carriage.
Communication
Materials:
Magazines
Construction paper
Glue
Sentences written on strips of paper and
cut into parts
Envelopes to store the sentence parts
Coming and Going, Asleep and

Awake
01
New Vocabulary
about
all
because
book
4-05
People and Talking
Instruct students to complete Section II of
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
notebooks:
23
Worksheet 4-04
Allow time for the review of computer

lessons and resource materials.
Ask students to write down words and phrases
that express likes, dislikes, favorite activities,
and other areas of personal interest.
Encourage students to share an entry with
a partner using a complete sentence to talk
about their choice.
1. Can a plant talk? ____________________________________________________________________________

2. Can a boy talk on a mobile phone? ______________________________________________________________
3. Can a man who is drinking talk? ________________________________________________________________
4. Can a woman who is underwater talk?
__________________________________________________________
5. Can a turtle talk? ____________________________________________________________________________

6. Can a mannequin talk on the phone? ____________________________________________________________
7. Can a boy talk to his dog? ____________________________________________________________________
8. Can a dog talk to a boy? ______________________________________________________________________
9. Is a walkie-talkie a motorcycle? ________________________________________________________________
10. Can a bird play chess? ________________________________________________________________________
11. Can a baby read a book? ______________________________________________________________________
12. Is a phone an animal? ________________________________________________________________________
Social Studies: Have students create a timeline
for the invention of different modes of
communication such as the Internet, e-mail,
cell phones, etc.
Language Arts: Instruct students to write
directions for another student on how to make
a phone call. Remind students to be descriptive
in their instructions.
13. Can some men wear yellow shirts? ______________________________________________________________

14. Can some girls wear bathing suits? ______________________________________________________________
15. Can older women talk to younger women? ________________________________________________________
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
People and Talking
88
ENGLISH
People and Talking

4-04
People and Talking

New Vocabulary
about
chess
underwater

all
mannequins
walkie-talkie
because
mobile
book
now
cant
plant
Vocabulary: Because
The term because has a special function in English. It sometimes serves as a
conjunction, as it does in this lesson, joining two sentences that could stand alone.
The man cant talk now. He is drinking.
Because gives the cause or reason for a situation.
Usage: Contractions
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
a verb plus not.
is not
can not
isnt
cant
It is done as a matter of convenience or ease of articulation.

Usage: On the Phone
Here is an idiom: to be on the phone. Phone is short for telephone. If you
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
by telephone, being occupied talking by telephone.
The woman is talking on the mobile phone.
Grammar: Complements
Note the possibilities for expression that the principle of building blocks allows.
The boy
is talking
to the man
about the airplane.
This is a complete sentence in normal word order: subject first, verb second,
followed by two complements. Complements are objects or phrases that complete
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
complements to add to this sentence like building blocks?
38
Visual-Spatial and Verbal-Linguistic: Have

students cut out magazine pictures of people
talking and glue them on construction paper.
Instruct students to write a sentence describing
each picture.
Bodily-Kinesthetic: Divide students into groups
and give each group a set of sentence parts you
created to make five or more sentences. These
sentence parts should be sentences you wrote
and cut into three parts: the first half of the
sentence, the word because, and the second half
of the sentence. For example, you might use
the sentence, The boy cant talk because he is
drinking. The boy cant talk is one sentence
part, because is the second part, and he is
drinking is the third part. You will want to leave
off capital letters and periods in your sentence
parts but allow students to add capital letters
and punctuation to their sentences to make them
grammatically correct. Have students put the
sentences together correctly in their groups.

With a partner, ask students to take turns

saying a sentence aloud while the other
person writes it down.
I. Yes or No?
1.
3.
2.
Conversation:
4.
6.
5.
1.
4.
This man is not on the phone.
2.
5.
These women cant talk.
3.
6.
This boy cant talk.
Modifications:
II. Write the number that comes immediately after the given number.
Example: seventeen
Invite students to role-play a telephone

conversation.
eighteen
1. eight
4. thirty-six
2. eleven
5. seventy-four
3. nineteen
6. ninety-nine
Have students work with a partner and describe

an action of a person. Students should include
in their conversation the term because.
89
Unit 4, Lesson 5
4-04
coming
couple
entering
escalator
kissing
ladder
leaving
sleeping
stairs
steps
van
Themes:
Going, Coming, Awake, Asleep
Materials:
Gorbachev is talking.
Three men are talking.
The man in the yellow shirt is talking.
The woman is talking.
01
The women are coming.

The women are going.
The horses are coming.
02
This man is talking.

This man is playing chess.
This boy is talking.
This boy is lying down.
02
He is going up the wall.

He is going up the ladder.
03
The boy is talking to the man.

The woman in blue is talking to the woman
in red.
The woman is talking to the man.
03
The cat is sleeping.

The cat is not sleeping.
The baby is sleeping.
The baby is not sleeping.
04
04
The boy is talking to the man about the airplane.

The man is talking to the boy about the airplane.
The man is talking into the walkie-talkie.
The man is talking on the mobile phone.
The cat is asleep.

The cat is awake.
The baby is asleep.
The baby is awake.
05
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.
These two girls are not talking at all.
The couple is coming.

The couple is kissing.
The couple is not kissing.
06
06

These men are not talking.
This woman is talking.
The horse is going into the van.

The horse has come out of the van.
This boy is going into the water.
07
07

The woman is on the phone.
The man is not on the phone.
The woman is not on the phone.
The woman is going up the escalator.

The woman is coming down the escalator.
The man is going up the steps.
The man is coming down the steps.
08
08
Which man can talk?

These women can talk.
These women cant talk. They are mannequins.
These people are going up the escalator.

These people are going down the escalator.
09
09

The man can talk because he is not drinking.
The boy cant talk because he is underwater.
The boy can talk because he is not underwater.

The man is coming out of the airplane.
The man is getting into the truck.
10
10

Which man can talk?
Which boy can talk?
Which boy cant talk?
The couple is entering the building.

The couple is leaving the building.
The man is getting out of the carriage.
Graph paper
Review lesson vocabulary through a class
discussion of the following:
Hours of the day that students are awake
and asleep.
Activities that students perform during
their waking hours.
Coming and Going, Asleep and

Awake
01
New Vocabulary
asleep
awake
carriage
come
4-05
People and Talking
23
Language Arts: Instruct students to use the
prepositions to write about people getting into
and out of vehicles or places.
Mathematics: Ask students to think about the
importance of getting enough sleep. Ask
students to write down the average time they go
to bed at night and the average time they wake
up in the morning. Have students use these two
figures to compute the average total number of
hours they sleep. Note by a show of hands how
many class members get seven or less hours of
sleep a night, how many get seven and a half,
and so on in increments of half an hour. Have a
student record this data on the board stopping at
nine hours of sleep. After all the data has been
recorded, ask students to estimate how many
average hours of sleep per night health professionals advise teenagers to get. Ask students
to make several guesses. Reveal to the class that
the correct answer is nine hours of sleep a night.
Refer to the data on the board showing how many
class members get adequate rest. Have students
create a graph or pie chart showing how much
sleep the class gets on average.
90
Worksheet 4-05
1. Can a horse come out of a van? ________________________________________________________________
2. Can dogs go up a wall? ______________________________________________________________________
3. Can airplanes go up a wall?____________________________________________________________________
4. Can babies sleep? __________________________________________________________________________
5. Can pictures sleep? __________________________________________________________________________
6. Can people go down an escalator? ______________________________________________________________
7. Can cars go down an escalator? ________________________________________________________________
8. Can people go up the stairs? __________________________________________________________________
9. Can airplanes go up the stairs? ________________________________________________________________
10. Can girls come out of the water? ________________________________________________________________
11. Can men go up a ladder?______________________________________________________________________
12. Can babies go up a ladder? ____________________________________________________________________
13. Can cats sleep?
____________________________________________________________________________
14. Can rectangles sleep? ________________________________________________________________________

15. Can flowers sleep? __________________________________________________________________________
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
Coming and Going, Asleep And Awake
4-05
Coming and Going, Asleep and Awake

New Vocabulary
asleep
couple
leaving
Coming and Going, Asleep

and Awake
awake
entering
sleeping
carriage
escalator
stairs
come
kissing
steps
Bodily-Kinesthetic: Play charades with the

class using the actions of going, coming, awake,
and asleep.
coming
ladder
van
Vocabulary: Asleep and Awake

English uses a few very old traditional expressions, some of which may be dying
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
marry a mouse. This a- prefix was once very common. In this lesson it makes
adverbs out of verbs, as in awake and asleep.
Usage: Coming and Going, Into and Out Of
Expressing direction of movement is a little complex. Coming expresses movement
toward you or toward the speaker, while going expresses movement away. One
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.
Intrapersonal and Visual-Spatial: Have students

write a story based on a dream they have had
using the lesson vocabulary. Instruct students
to illustrate the story.

He is going down the stairs.
He is coming up the stairs.

Ask students to create a collage of people and

animals who are awake and asleep.
Where is the speaker standing in relation to him in each of these sentences?

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
or vehicle.
Conversation:
Ask students to share their dreams, hopes,
and goals.
The boy is going into the water.

The people are coming into the house.
Modifications:
39
Invite students to role-play a visit to their

favorite places.

1.
3.
2.
6.
5.
4.
1. The baby is
2. The couple is
a. going
b. kissing
c. sleeping
d. sitting
a. walking
b. kissing
c. sleeping
d. smiling
the horses 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
a. reading
b. climbing
c. writing
d. drinking
3. The man is
6. The man is
a book.
II. Yes or No?
1.
2.
4.
5.
3.
6.
1.
4.
2.
The cat is awake.
5.
One girl is holding her hat while walking.
3.
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
01
The girl is smelling a flower.

The boy is watching television.
The boy is smelling a flower.
The girl is watching TV.
02
The woman is going to drive the car.

The woman is riding the horse.
The woman is kissing the horse.
The woman is driving the horse.
03
The boy is smelling the flower.

The boy is not smelling the flowers.
The girl is brushing her hair.
The girl is dancing.
04
The woman is wearing a hat.

The man is touching the horses hoof.
The man is putting on gloves.
05
The man is climbing onto the carriage.

The man is climbing into the truck.
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.
The girl is dancing while watching TV.
07
The woman is singing while playing the electric

piano.
The woman is drinking while playing the electric
piano.
The woman is brushing her hair while holding
her purse.
The woman is writing while holding her purse.
08
The man is reaching for a shovel while holding

a book.
The man is pointing while holding a shovel.
The man is reading a book while the dog is
standing between his legs.
The man is reading a book while the boy is
listening.
09

The man is drinking while sitting on the
carriage.
The man is sitting on the bicycle while the boy is
climbing the fence.
The children are watching while the man is
writing.
New Vocabulary
carrying
drive
driving
electric
for
gloves
guns
hoof
listening
marching
onto
parade
piano
purse
reaching
shovel
smelling
through
TV
watching
while
Themes:
What People Are Doing
Materials:
Construction paper
Colored pencils or crayons
Index cards
Multiple Verbs; While
Have students complete Section I of Worksheet

4-06 in the Student Workbook to reinforce
lesson vocabulary. Review complex sentences
with the suggested activity:
10
The boy is climbing the steps while the man is

watching.
The boy is climbing the steps while no one is
watching.
These men are carrying guns while they are
walking through the water.
These men are carrying guns while they are
marching in a parade.
24
Worksheet 4-06
Divide students into groups of three.

Have two members perform two different
actions (i.e., pointing, reading).
Ask the third member to describe the event;
for example, She is pointing while he is
reading.

1. Can men climb steps? ________________________________________________________________________
2. Can men climb steps while putting on their shoes?__________________________________________________
3. Can women point? __________________________________________________________________________
4. Can a hat smile? ____________________________________________________________________________
5. Can boys smell flowers? ______________________________________________________________________
6. Can glasses watch TV?
______________________________________________________________________
7. Can girls ride horses? ________________________________________________________________________
8. Can girls ride horses while watching TV?
________________________________________________________
9. Can people sing while playing the piano?
________________________________________________________
Language Arts: Ask students to write 10 compound sentences using the word while. Have
students write sentences about what they do in
a typical day or what their friends do in a
typical day.
10. Can some people play the guitar? ______________________________________________________________
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
used to perform these actions. Instruct students
to create their own sentences using the vocabulary.
For example:
smell: nose.
When you smell a flower, you use your nose.
92
11. Can people go up an escalator? ________________________________________________________________

12. Can some people march in a parade? ____________________________________________________________
13. Can boxes march in a parade?
________________________________________________________________
14. Can a baby drive a car? ______________________________________________________________________

15. Can a goat eat flowers while reading a book? ______________________________________________________
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH

4-06

New Vocabulary
carrying
gloves
onto
shovel
while

drive
guns
parade
smelling
driving
hoof
piano
through
electric
listening
purse
TV
for
marching
reaching
watching
Grammar: While
Precise action can be expressed using while plus a verb that ends in -ing.
While expresses time, duration or at the same time as.
The girl is wearing a hat while watching television.
The girl is wearing a hat and watching television at the same time.
What two actions do you find going on at the same time in the sentences in
this lesson?
Visual-Spatial: Have students illustrate the

compound sentences they have written.
Naturalist and Verbal-Linguistic: Many of the
lesson vocabulary words describe actions that
can be observed in animals. Using their lesson
vocabulary words, instruct students to write
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
include in their conversation the use of the
word while.
40
Modifications:

Ask students to write a three-sentence

paragraph about their favorite movie or
TV show.
1.
3.
2.
6.
5.
4.
1. The baby is
2. The couple is
a. going
b. kissing
c. sleeping
d. sitting
a. walking
b. kissing
c. sleeping
d. smiling
the horses 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
a. reading
b. climbing
c. writing
d. drinking
3. The man is
6. The man is
a book.
II. Yes or No?
1.
2.
4.
5.
3.
6.
1.
4.
2.
The cat is awake.
5.
3.
6.
The boy is smelling the flowers while

playing the piano.
93
Unit 4, Lesson 7
4-07
daughter
family
him
husband
mother
parents
sister
sisters
wife
a girl and her mother

a girl and her father
a boy and his mother
a boy and his father
01
Everybody is wearing a yellow hat.

Everybody is running.
Everybody is sitting down.
Everybody is dancing.
02

a girl and her brother
a girl and her family
02
Someone is behind the tree.

Someone is behind the man.
Someone is taking a picture.
Someone is wearing yellow.
03
the boy and his mother

the boy and his father
the boy and his sister
the boy and his family
03

Nobody is wearing a yellow hat.
Somebody is touching the cat.
Nobody is touching the cat.
04
The woman is sitting beside her husband on

a sofa.
The woman is standing with her husband and
children.
The woman is sitting on a chair beside her
husband.
The woman is sitting on her husband.
04
Everybody is wearing white.

Nobody is wearing white.
Somebody is wearing white and somebody is not
wearing white.
The cowboy is wearing white.
05
05
The man is sitting beside his wife on a sofa.

The man is standing with his wife and children.
The man is sitting on a chair beside his wife.
The mans wife is sitting on him.
Everybody is jumping into the water.

None of the three boys are jumping into the
water.
Someone is jumping into the water. Someone is
not jumping into the water.
Someone is swimming underwater.
06
a mother and her son

a father and his son
a father and his daughter
a mother and her daughter
06
07
a sister and brother and their mother

a husband and a wife and their daughter
a sister and brother with their parents
a sister and a brother without their parents
Somebody is kicking the ball.

Nobody is kicking the ball.
Is anybody in the airplane? No, the airplane
is empty.
Is anybody in the airplane? Yes, the boy is in
the airplane.
07
08
These four people are a family.

These four people are not a family.
These three people are in the same family.
These three people are not in the same family.
Is anybody kicking the ball? Yes, the boy is.

Is anybody kicking the ball? No, nobody is.
Nobody is in the airplane.
There is somebody in the airplane.
08
09
two parents with their children

two parents without their children
two brothers and their father
two brothers and their mother
The man in blue is carrying something.

The man in blue is not carrying anything.
They are pointing at something.
They are not pointing at anything.
09
Somebody is riding the horse.

Nobody is riding the horse.
Something is on the plate.
Nothing is on the plate.
10
Something is on the table.

Nothing is on any of the tables.
Someone is lying down in the tent.
No one is in the tent.
Themes:
Family
Materials:
Family pictures
Reinforce lesson vocabulary for family
relationships by asking students to write a
paragraph about their parents and siblings.
Have volunteers read their entries to the class.
Everybody, Somebody, Someone,

Nobody, Anybody
01
New Vocabulary
brother
brothers
chair
4-08
Family Relationships
10
two sisters and their father

a child with his parents
These people are not in the same family.
Mathematics: Write the following words in
columns on the board: mother, father, brother,
and sister. Have students write the total number
of each in their family. Convert each to
percentages.
25
Worksheet 4-07
Language Arts/Social Studies: Have students

choose a relative to learn about their familys
history. If possible, encourage students to use
an audio, videocassette, or digital camera to
record parts of the interview. Have students
write at least 10 questions they would like to
ask their relative. Students may want to ask
questions from the following categories: childhood,
family traditions, growing up, historical events,
occupation, religion, education, pets, traveling,
medical care, and ceremonies. After the students
have completed the interview, have them prepare
a presentation showing the information they have
gathered from their interview.
1. Are a brother and a sister in the same family?
____________________________________________________
2. Are a mother and a father parents? ______________________________________________________________

3. Are a husband and wife a couple? ______________________________________________________________
4. Is a mothers son her child? ____________________________________________________________________
5. Is a fathers daughter his son? __________________________________________________________________
6. Are two girls a brother and sister? ______________________________________________________________
7. Can parents have more than one child? __________________________________________________________
8. Is a father a girl? ____________________________________________________________________________
9. Is a father bigger than a baby?
________________________________________________________________
10. Is a father older than his daughter? ______________________________________________________________

11. Is a boy younger than his mother? ______________________________________________________________
12. Can a father talk to his child? __________________________________________________________________
13. Can a girl talk to her mother? __________________________________________________________________
14. Are there four people in some families? __________________________________________________________
15. Is a mother a boy? __________________________________________________________________________
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
94
4-07
New Vocabulary
brother
him
sisters

brothers
husband
wife
chair
mother
daughter
parents
Logical-Mathematical: Ask students to calculate

the average size of their classroom family,
including the number of brothers and sisters.
family
sister
Usage: Family Relationships

Family relationships are important in every culture. This lesson practices naming
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
child
= mother, father and their own children

= mother and father
= one daughter or one son; a young person
Divide students into small groups. Have them

share their pictures and descriptions of their
families with one another.
Here is a list of terms by gender.

Female
Male
woman
wife
girl
daughter
sister
man
husband
boy
son
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.
1. a
and their
3.
2.
and
.
a. husband, wife, daughter

c. husband, wife, son
b. sister, brother, mother

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.
1.
2.
3.
4.
5.
3.
4.
5.
95
Unit 4, Lesson 8
4-07
everybody
nobody
none
nothing
somebody

a boy and his mother
a boy and his father
01

Everybody is running.
Everybody is sitting down.
Everybody is dancing.
02

a girl and her brother
a girl and her family
02

Someone is behind the man.
Someone is taking a picture.
Someone is wearing yellow.
03
the boy and his mother

the boy and his sister
the boy and his family
03

Nobody is wearing a yellow hat.
Somebody is touching the cat.
Nobody is touching the cat.
04
The woman is sitting beside her husband on

a sofa.
The woman is standing with her husband and
children.
The woman is sitting on a chair beside her
husband.
The woman is sitting on her husband.
04
Everybody is wearing white.

Nobody is wearing white.
Somebody is wearing white and somebody is not
wearing white.
The cowboy is wearing white.
05
05
The man is sitting beside his wife on a sofa.

The man is standing with his wife and children.
The man is sitting on a chair beside his wife.
The mans wife is sitting on him.
Everybody is jumping into the water.

None of the three boys are jumping into the
water.
Someone is jumping into the water. Someone is
not jumping into the water.
Someone is swimming underwater.
06
a mother and her son

a father and his son
a father and his daughter
a mother and her daughter
06
07
a sister and brother and their mother

a husband and a wife and their daughter
a sister and brother with their parents
a sister and a brother without their parents
Somebody is kicking the ball.

Nobody is kicking the ball.
Is anybody in the airplane? No, the airplane
is empty.
Is anybody in the airplane? Yes, the boy is in
the airplane.
07
08
These four people are a family.

These four people are not a family.
These three people are in the same family.
These three people are not in the same family.
Is anybody kicking the ball? Yes, the boy is.

Is anybody kicking the ball? No, nobody is.
Nobody is in the airplane.
There is somebody in the airplane.
08
09
two parents with their children

two parents without their children
two brothers and their mother
The man in blue is carrying something.

The man in blue is not carrying anything.
They are not pointing at anything.
09
Somebody is riding the horse.

Something is on the plate.
Nothing is on the plate.
10
Something is on the table.

Someone is lying down in the tent.
No one is in the tent.
Themes:
How Many People?
Materials:
Newspaper
Highlighter
Review vocabulary from current and previous
lessons by instructing students to write two
sentences: one containing the word
everybody, and the other including the word
nobody. Have students take turns reading
sentences aloud to the class. Monitor for
correct grammar and pronunciation.
Everybody, Somebody, Someone,

Nobody, Anybody
01
New Vocabulary
any
anybody
empty
4-08
10
two sisters and their father

a child with his parents
25
Social Studies: Discuss world populations with
students. Ask students how many people they
think live in different parts of the world. Have
students research the continents and provide
recent population data for each continent. Instruct
students to research and determine the average
annual growth rate for the national population
of the United States for each 10-year period of
historical census data starting with 1900. Have
students identify factors that contribute to
population growth and an estimation of the
population of the United States in 10 years.
Have students organize their data in a
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,
and no, and are combined with one, body,
and thing.
Worksheet 4-08
1. Can anybody sleep?__________________________________________________________________________
2. Can everybody ride a horse? __________________________________________________________________
3. Can anybody talk on the phone? ________________________________________________________________
4. Can a fish talk on the phone? __________________________________________________________________
5. Can anybody take a picture? __________________________________________________________________
6. Can someone take a picture? __________________________________________________________________
7. Can everybody jump rope? ____________________________________________________________________
8. Can anybody jump rope? ______________________________________________________________________
9. Can somebody ride a horse? __________________________________________________________________
10. Can everything walk? ________________________________________________________________________
11. Can somebody run? __________________________________________________________________________
12. Can everybody swim underwater? ______________________________________________________________
13. Can a horse run while nobody is riding it? ________________________________________________________
14. Can cats sleep while nobody is watching? ________________________________________________________
15. Can children eat while nobody is watching?
______________________________________________________
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
Everybody, Somebody, Someone, Nobody, Anybody
96
ENGLISH
Everybody, Somebody, Nobody

4-08
Everybody, Somebody, Someone, Nobody, Anybody

New Vocabulary
any
none

anybody
nothing
empty
somebody
everybody
nobody
Vocabulary: Compound Words

Again we have building blocks. -One and -body can be combined with any of the
following words to form a compound word.
every
some
any
no
=
=
=
=
all, each, no exceptions

here meaning an unspecified single individual
an indefinite, unspecified individual; no criteria for selecting whom
a closed case, all possibilities excluded
everyone
someone
anyone
no one
everybody
somebody
anybody
nobody
These pairs of terms mean exactly the same and are completely interchangeable.
Similarly, -thing may be combined with each of the above terms to refer to
inanimate objects.
everything
something
anything
nothing
Verbal-Linguistic: Instruct students to read a

newspaper and highlight the following words:
everybody, some, somebody, and nobody. Have
students use context to make sure the word is
used correctly each time.
Intrapersonal: Instruct students to use each of
the following words in a sentence: everybody,
some, somebody, and nobody. Ask students to
reflect on time spent with others, as well as
time spent alone.
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:
Invite students to work with a partner to
create a conversation using the new
vocabulary words.
42

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.
1. a
and their
3.
2.
and
.
a. husband, wife, daughter

c. husband, wife, son
b. sister, brother, mother

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.
1.
2.
3.
4.
5.
3.
4.
5.
97
Unit 4, Lesson 9
4-09
01
a motorcycle
motorcycles
a yellow bus
two yellow buses
02
a little red car

a white limousine
a red boat
a big black truck
New Vocabulary
accident
antique
boats
bridge
bus
convertible
limousine
motorcycles
mountain
moving
parked
passing
pulling
river
sails
ship
snow
sports
submarine
tow
train
trolley
was
were
wrecked
03
04
The truck is on one bridge and under the other

bridge.
A truck and a car are under the bridge.
a big bridge
The car is parked in front of a house.
01
He is jumping with a pole.

She is singing with a microphone.
The boy in the red sweater is playing. He is
playing with his friends.
He is riding a bike using his hands.
02
He is jumping without a pole.

She is singing without a microphone.
He is playing without his friends.
He is riding without using his hands.
03

04
He is playing with his friends.

He is riding a bike without using his hands.
The bike is parked.

The man is putting a bike on a van.
The woman is getting into the van.
The boats are on the river.
05
The man is jumping without a parachute.

The man is jumping with a parachute.
He is climbing with a rope.
He is climbing without a rope.
06
The car is turning.

The cars are driving through snow.
The red cars are in a parade.
The car is passing a truck.
06
The man without a shirt is running.

The man with a shirt is running.
The woman with sunglasses is sitting down.
The woman without sunglasses is sitting down.
07
a black limousine
an antique car
a convertible with the top down
a red sports car
07
The people with umbrellas are walking.

The people without umbrellas are walking.
The person with a helmet is riding a bike.
The person without a helmet is riding a bike.
08
The train is on the mountain.

People are getting into the trolley.
This red car was in an accident.
The red car was not in an accident.
08
The woman with a hat is walking.

The woman without a hat is walking.
The man without a hat is sitting on a box.
The man with a hat is sitting on a box.
09
The red and gray cars were in an accident.

The submarine is in the water.
The ship has sails.
The red and white cars are parked.
09
The man with a cap is writing.

The man with a hat is pointing.
The man without a hat is pointing.
The man without a cap is writing.
10
The red car is wrecked.

The red car is not wrecked.
The big ship is moving through the water.
The tow truck is pulling the car.
10
The boy with a sweater is playing in the sand.

The boy without a sweater is playing in the sand.
The boy with a sweater is playing in the grass.
The boy without a sweater is on the grass.
Materials:
Newspaper
Magazines
Construction paper
Glue
The truck is pulling the car.

Someone is driving a car.
The red car is behind the truck.
The truck is pulling a boat.
Prepositions and Objects of

Prepositions: With and Without
05
Themes:
Vehicles
4-10
Vehicles; Related Verbs and

Prepositions
26
Reinforce lesson vocabulary through the
following activity:
Have students generate a class list of the
vehicles mentioned in Lesson 4-09. Display
these terms on the board.
Divide students into groups of four.
Challenge groups to develop a five-sentence
paragraph using as many of the vehicles
listed as possible.
Ask each group to read their adventure to
the class.
Worksheet 4-09
1. Is an antique car old? ________________________________________________________________________
2. Is a submarine a car? ________________________________________________________________________
3. Can everybody drive a limousine? ______________________________________________________________
4. Are submarines in buildings? __________________________________________________________________
5. Are trains going up steps? ____________________________________________________________________
6. Are some cars parked?
______________________________________________________________________
7. Are cars in accidents? ________________________________________________________________________

8. Are trains parked in front of a house? ____________________________________________________________
9. Are boats in the water?
______________________________________________________________________
10. Can anybody put a bike on a van? ______________________________________________________________

11. Can anybody get into a van? __________________________________________________________________
12. Are cars in the water? ________________________________________________________________________
13. Are boats on mountains? ______________________________________________________________________
Social Studies: Ask students to research and
compare the major types of transportation
throughout the world.
Science/Social Studies: Instruct students to
research the invention of a type of vehicle and
how it has changed over time. The research
should include information about when the
vehicle was invented and information about
the inventor.
98
14. Are cars on bridges?
________________________________________________________________________
15. Are elephants getting into a trolley? ______________________________________________________________
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
Vehicles; Related Verbs and Prepositions
4-09
Vehicles; Related Verbs and Prepositions

Prepositions
New Vocabulary
accident
convertible
parked
ship
train
antique
limousine
passing
snow
trolley
boats
motorcycles
pulling
sports
was
bridge
mountain
river
submarine
were
Visual-Spatial: Direct students to cut out pictures

of various vehicles and make a collage. Have
students label each vehicle.
bus
moving
sails
tow
wrecked
Usage: Terms Used with Vehicles
Interpersonal: Divide students into small groups.

Each group will work together to create a short
report about the invention of one of the vehicles
listed in the lesson vocabulary. These reports
should include the name of the person who
invented the vehicle, the date and location of its
first use, and the specific purpose of the vehicle.
When the report is complete, ask groups to
present their information to the class.
Note in this lesson the verbs used frequently with various vehicles.
park
pull
turn
drive
get (into)
pass
wreck
move
An important idiom used with the theme of travel is to be in an accident.
The red car was in an accident.
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
Conversation:

1.
2.
.
a. behind the boat

c. behind the truck
b. beside the boat

d. beside the truck
2. The woman is getting into the
a. truck
b. boat
c. limousine
d. van
a. passing
b. parking
c. driving
d. wrecking
the car.
II. Yes or No?
1.
1.
2.
This car was

not in an accident.
2.
Have students discuss different types of

vehicles and the actions associated with
these vehicles.
3.
1. The car is
3. Someone is
Instruct students to design a vehicle. Then have

students draw it and describe its purpose.
Someone is
driving these cars.
Modifications:
Allow students to use the Internet, in addition
to magazines and newspapers, to get pictures
of vehicles.
3.
3.
The boats
are on the river.
a. with
b. without
1.
2.
5.
4.
1. He is jumping
2. He is playing
3. The man
a pole.
his friends.
a shirt is running.
4. The people
5. The man
6. The boy
3.
6.
umbrellas are walking.
a hat is pointing.
a sweater is on the grass.
99
Unit 4, Lesson 10
4-09
01
a motorcycle
motorcycles
a yellow bus
two yellow buses
02
a little red car

a white limousine
a red boat
a big black truck
New Vocabulary
friends
helmet
parachute
pole
sand
sunglasses
03
Themes:
04
Activities and Prepositions
Direct students to complete Section II of
the Quiz page for Lessons 4-09 and 4-10 to
review vocabulary. Reinforce use of the words
with and without by directing students to
brain-storm, as a class, descriptions of
activities that occur with and without something.
The truck is pulling the car.

Someone is driving a car.
The red car is behind the truck.
The truck is pulling a boat.
The truck is on one bridge and under the other
bridge.
A truck and a car are under the bridge.
a big bridge
The car is parked in front of a house.

01

The boy in the red sweater is playing. He is
playing with his friends.
02

He is riding without using his hands.
03

04
He is playing with his friends.

He is riding a bike without using his hands.
05
The bike is parked.

The man is putting a bike on a van.
The woman is getting into the van.
The boats are on the river.
05
The man is jumping without a parachute.

The man is jumping with a parachute.
He is climbing with a rope.
He is climbing without a rope.
06
The car is turning.

The cars are driving through snow.
The red cars are in a parade.
The car is passing a truck.
06
The man without a shirt is running.

The man with a shirt is running.
The woman with sunglasses is sitting down.
The woman without sunglasses is sitting down.
07
a black limousine
an antique car
a convertible with the top down
a red sports car
07
The people with umbrellas are walking.

The people without umbrellas are walking.
The person with a helmet is riding a bike.
The person without a helmet is riding a bike.
08
The train is on the mountain.

People are getting into the trolley.
This red car was in an accident.
The red car was not in an accident.
08
The woman with a hat is walking.

The woman without a hat is walking.
The man without a hat is sitting on a box.
The man with a hat is sitting on a box.
09

The submarine is in the water.
The ship has sails.
The red and white cars are parked.
09
The man with a cap is writing.

The man with a hat is pointing.
The man without a hat is pointing.
The man without a cap is writing.
10
The red car is wrecked.

The red car is not wrecked.
The big ship is moving through the water.
The tow truck is pulling the car.
10
The boy with a sweater is playing in the sand.

The boy without a sweater is playing in the sand.
The boy with a sweater is playing in the grass.
The boy without a sweater is on the grass.
Materials:
Construction paper
Crayons or colored pencils
4-10

Prepositions
26
Language Arts: Discuss different aspects of an
autobiography with the class. Ask students to
name any autobiographies they have read. List
the student responses on the board. Explain that
an autobiography is a story that is written about
a particular person by that person. Have students
brainstorm qualities and experiences they find
interesting about themselves. After students
cluster their ideas, they should write a fiveparagraph autobiography. Paragraph one should
include their place of birth, names of their
parents or guardians, siblings, and pets. Paragraph
two should include their likes, and paragraph
three will include their dislikes. Paragraph four
should describe an event that is memorable, and
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
descriptive vocabulary, sentence structure
variation, and humor, their autobiography
will be more exciting to read.
(continued)
Worksheet 4-10
1. Can some singers use a microphone?____________________________________________________________
2. Can children play with their friends?
____________________________________________________________
3. Can some children play without their friends? ______________________________________________________

4. Can flowers play jump rope?
__________________________________________________________________
5. Can some people carry elephants? ______________________________________________________________

6. Can people with umbrellas walk?________________________________________________________________
7. Can apples run? ____________________________________________________________________________
8. Can some people eat shirts? __________________________________________________________________
9. Can people wear hats inside? __________________________________________________________________
10. Can dogs play in the grass?____________________________________________________________________
11. Can anybody play in the sand?
________________________________________________________________
12. Can anybody sit on a box? ____________________________________________________________________

13. Can anybody wear a bathing suit? ______________________________________________________________
14. Can someone talk on the telephone? ____________________________________________________________
15. Can somebody wear a hat inside? ______________________________________________________________
16.
17.
18.
20.
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
Prepositions and Objects of Prepositions: With and Without
100
19.
16. __________________________________________________________________________________________
ENGLISH
4-10
Prepositions and Objects of Prepositions: With and Without

New Vocabulary
friends
sunglasses
helmet
parachute
pole
sand
Usage: With and Without

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?)
Every preposition must have an object. Remember, it is pre-positioned before a
noun. The noun is the object of the preposition.
with a pole
in the red sweater
without his friends
without a parachute
Prepositional phrases serve an adverbial function; they express time, manner or
place of the action.
Mathematics: Write a list of shapes that the

students will be looking for on their shape
scavenger hunt. List the following shapes
on the board: circle, square, rectangle, triangle,
sphere, cone, pentagon, etc. Have students find
everyday objects that represent the geometric
figures. You may take students outside or have
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

1.
2.
3.
1. The car is
a. behind the boat

c. behind the truck
b. beside the boat

d. beside the truck
2. The woman is getting into the
a. truck
b. boat
c. limousine
d. van
a. passing
b. parking
c. driving
d. wrecking
the car.
3. Someone is
II. Yes or No?
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.
Conversation:
Using the new vocabulary, have students
create a conversation using the prepositions
with and without.
Modifications:
1.
1.
2.
This car was

not in an accident.
2.
3.
Someone is
driving these cars.
3.
The boats
are on the river.
a. with
b. without
1.
2.
2. He is playing
3. The man
3.
5.
4.
1. He is jumping
a pole.
his friends.
a shirt is running.
4. The people
6.
umbrellas are walking.
a hat is pointing.
5. The man
6. The boy
Have students use pictures from magazines,

newspapers, the Internet, or actual photos to
create the with and without poster.
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
Review Activities:
1. closed
a. coming
2. together
b. open
3. straight
c. bent
4. going
d. apart
5. asleep
e. awake
II. Write the number in English.

1. 16

practice.
2. 12
3. 50
4. 75
5. 86
III. Choose the correct answer to each question.
1.
3.
2.
5.
4.
a. They are smiling.
b. No, they are running. c. They are walking.
2. Is he playing the violin?
a. Yes, he is.
b. No, he is not.
a. No, they are standing.
b. They are pointing.
c. Yes, they are jumping.
4. What is the boy doing?
a. He is playing
with his dog.
b. He is walking
with his dog.
c. He is playing his guitar.
5. Is it a dog?
a. Yes, it is a fish.
b. No, it is a cat.
c. No, it is a fish.
c. No, he is riding a bike.

and 4-10.
and projects.
participation.
IV. Match the sentences with the photographs.
A.
C.
B.
E.
D.
1. Which man cant talk?

2. The woman is talking to the man.
3. This woman is not talking. She is laughing.
4. These women cant talk.
5. The man is talking on the mobile phone.

V. Fill in the blank with the word or words that best describe the photograph.

1.
1. The couple is
2. These people are
3. This man is
4. These people are
5. This man is
102
3.
2.
.
5.
4.
a. kissing
the steps.
the truck.
the steps.
the truck.
b. getting into
c. coming down
d. going up
e. getting out of

I. Connect the sentences below using while. The first sentence has been done
for you as an example.
Example.
2.
1.
Tests
4.
3.
Example: The woman is singing while playing the electric piano.

1. The woman is writing
2. The man is pointing
holding a shovel
holding her purse
3. The girl is holding her hat
the man is writing
4. The children are watching
walking
1.
3.
2.
5.
4.
7.
6.
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.
1.
2.
4.
3.
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.
3.
2.
6.
8.
7.
1. The woman is sitting beside her

2. This is a
4.
5.
10.
9.
.
a. father
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.
7. two
.
and their mother
8. These people are not in the same

9. two
and their father
10. two brothers and their
sisters
g. family
.
h. husband
i.
boat
j.
truck
103
Word Search 4: 1-5
Unit 4 Review
ABOUT
ALL
APART
ASLEEP
AWAKE
BECAUSE
BOOK
CLOSED
COME
COUPLE
DOOR
EIGHTEEN
ENTERING
FATHER
FOURTEEN
LEAVING
NOW
OPEN
PLANT
SLEEPING
SMILE
STAIRS
STEPS
TOGETHER
A
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R
K
S
A
N
D
E
V
E
R
Y
B
O
D
Y
B
B
D
M
Word Search 4: 6-10
ACCIDENT
ANY
BRIDGE
BROTHER
DAUGHTER
ELECTRIC
EVERYBODY
FAMILY
FRIENDS
HUSBAND
LISTENING
MOTHER
MOUNTAIN
ENGLISH
104
NOBODY
NONE
NOTHING
ONTO
PARENTS
PURSE
RIVER
SAND
THROUGH
WATCHING
WHILE
WIFE
O
N
O
N
W
T
A
F
C
N
P
T
W
N
O
N
E
I
L
D
A
Q
O
A
H
A
G
T
R
E
F
I
A
M
T
B
R
R
T
W
H
I
L
E
S
U
I
A
O
E
O
C
Crossword 4: 1-5
Across
Down
1. People are going up the ____.

4. two people
7. mother and _____
9. The couple is _____.
12. The girl is swimming _____.
16. not closed
17. The womans arms are ____.
20. These women cant _____.
They are mannequins
21. He is riding a _____.
22. The boy is cooking an ____.
23. sixty, seventy, ____
1. fourteen, fifteen, _____

2. forty, fifty, ____
3. The car ___ is open.
5. Her ___ are open.
6. a small horse
8. thirty, forty, _____
10. eight, nine, _____
11. not asleep
13. seventy, eighty, _____
14. a small animal with long ears
15. The man is talking on the ____ phone.
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 ____

6. bigger than a car, smaller than a truck
7. She is writing while holding her ___.
8. not no
9. There is ___ on the plate.
12. These men are carrying ___ while they are
walking through the water.
13. a piece of furniture to sit on
15. This man cant talk ___.
18. They are wearing helmets while riding
their ___________.
20. mother and father
22. twenty, thirty, _____
1. The car is ___ a truck on the road;

it is going to be in front of the truck.
2. She is playing the _____.
3. longer than a truck; has many cars
4. not strong
5. not full
9. ___ of the boys are jumping.
10. a horses foot
11. He is cold and is wearing ______.
14. The car is very old; it is an _____ car
16. This car has been in an accident.
It is _______.
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 womans or the womens.
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.
1. Have students find a song from their culture that is
important to them. Students will copy the lyrics to
the song and explain why they chose that song, the
mood of the song, and if there is a particular
significance to the song they chose. Instruct students
to find a song in another language. Have students
write the lyrics to the song and an explanation as to
why they chose that song, how it makes them feel,
and whether or not there is a particular significance
to the song they chose. Have students compare and
contrast the different songs. Encourage students to
play the songs for the class and provide lyrics for a
class presentation.
2. Provide students with magazines or newspaper
articles. Have students translate the articles into
another language and write a summary about
the article.
3. Divide the class into three groups and explain that
each group will be an extended family. Have the
students in each group decide which of them will
play the different family members, deciding on

personality, age, and other characteristics. Have
students look through magazines for photos that
represent their chosen characters and rooms in
their imaginary house. Students should glue these
pictures to a poster board for presentation. Have
students present their families to the class,
describing each character physically and talking
about their personalities and role in the family. Also,
they should talk about a room in the house that is
important to them.
Have students work with a partner and have each
person make a list of the rooms in the house. When
one partner names a piece of furniture, the other
person names the room where that piece of furniture
is found.
Instruct students to draw a floor plan of their house.
Instead of drawing the furniture, have students write
the name of each piece and where it belongs. Have
students write five sentences about the furniture that
is in their room.
107
Unit 5, Lesson 1
5-01
5-02
Addition, Subtraction, Multiplication

and Division
01
six
one
twenty
nine
01
a boy
the boy and his dog
the boys dog without the boy
02
two
five
eleven
eight
02
a blond-haired woman and her dog

a man and his dog
a dark-haired woman and her dog
a boy and his dog
03
three
four
seven
ten
03
The woman is walking her dog.

The boy is walking his dog.
Someone is walking three dogs.
The women are walking their dogs.
04
04
Math
One plus one equals two.

One plus two equals three.
One plus three equals four.
One plus four equals five.
The womans hat is black.

The mans hard hat is white.
The womans horse is jumping.
The mans horse is bucking.
05
Three plus four is seven.

Three plus five is eight.
Six minus two is four.
Six minus four is two.
05
The girls socks are white.

The girls shirt is white.
The mans dog is small.
The mans dog is reading.
Materials:
06
Six plus five is eleven.

Six plus six is twelve.
Four plus three equals seven.
Four plus five equals nine.
06
someone with her cat

someone with her horse
someone with his cat
someone with his horse
07
Eight minus two equals six.

Eight minus four equals four.
Seven minus three equals four.
Seven minus five equals two.
07
The man is wearing his own shirt.

This shirt is not the boys shirt. It is too big.
The mans shirt is on the table.
This shirt is not the mans shirt. It is too small.
08
Twelve minus five equals seven.

Twelve minus six equals six.
Twelve minus seven equals five.
Twelve minus eight equals four.
08
a womans hat
a mans hat
a mans hand
a womans hand
09
Twelve divided by two equals six.

Two times six equals twelve.
Six divided by three equals two.
Two times eight equals sixteen.
09
a childs car
an adults car
childrens clothing
adults clothing
10
Ten divided by five equals two.

Fifteen divided by five equals three.
Twenty divided by five equals four.
Four times five equals twenty.
10
a womans gloves
mens gloves
womens legs
a womans legs
New Vocabulary
by
divided
equals
minus
plus
times
Themes:
Dice (with numbers)

Dice or cube with x, /, +, , and = symbols.
Math book
Instruct students to complete Section III of
practice math vocabulary. Direct students to
bring math books from their math classes. Ask
them to write five problems from these books
in the target language. Encourage them to
share this information with math teachers.
28
Mathematics: Discuss with students how math
fits into the scheme of things in the real world.
Ask students if they have ever wondered when
math is actually used on the job. If so, how is it
used? What occupations require math courses as
background information? What occupations do
not require math? List the student responses on
the board. Have students name more specific
jobs and ask questions pertaining to a particular
occupation, such as, How do veterinarians use
math? How is math incorporated in the life of a
firefighter or police officer? Make a list of at
least 10 jobs on the board. Have students answer
the following questions about the jobs in complete sentences, and have students explain how
math is used in these jobs.
a. What types of jobs have we identified
within the class?
b.What level of education (on-the-job training,
vocational school, two-year college, fouryear college, etc.) do you think is required
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
Worksheet 5-01
I. Fill in the blank.
1. One plus three equals ____________________________.
two
2. Eight minus two equals ____________________________.
one
3. Ten divided by five equals ____________________________.
six
4. Two times six equals ____________________________.
five
5. Six minus five is ____________________________.
eight
6. Three plus four is ____________________________.
four
7. Four times ____________________________ equals twenty.
three
8. Two times ____________________________ equals sixteen.
eleven
9. Fifteen divided by ____________________________ equals five.

10. Six plus ____________________________ is seventeen.
twelve
seven
II. Match the word with its symbol.

____11. minus
____12. equals
a. =
b. +
____13. times
c.
____14. plus
d. / or
____15. divided by
e.
III. Write in English.

16. 20 ________________________________________________________________________________________
17. 4 + 5 = 9 __________________________________________________________________________________
18. 15 / 5 = 3 __________________________________________________________________________________
19. 12 7 = 5 __________________________________________________________________________________
20. 2 8 = 16 __________________________________________________________________________________
ENGLISH
Addition, Subtraction, Multiplication and Division
5-01
Addition, Subtraction, Multiplication and Division

New Vocabulary
by
times

divided
equals
minus
Bodily-Kinesthetic: Direct students to use the

dice to write number sentences. Students will
roll one die for single-digit number sentences
and two for double digits. Have students write
number sentences in standard and word form.
plus
Usage: Arithmetic
To indicate addition of numbers, use plus or and.
To indicate the result of adding, use equals or is.
1
One
One
+
1
plus one
and one
=
2
equals two.
is
two.
3
+
4
Three plus four
Three plus four
=
7
equals seven.
is
seven.
While the numbers being added represent more than one item, the set of numbers
being added together is considered to be just one set, and therefore the verbs
equals and is are singular.
To indicate subtraction of one number from another, use minus. It means take away.
Again, the result is expressed by equals or is.
8
Eight
minus
2
two
=
equals
6
six.
12
Twelve
minus
5
five
=
is
7
seven.
To indicate multiplication of one number by another, use times.

2
Two
x
times
8
=
eight equals
16
sixteen.
4
Four
x
times
5
five
20
twenty.
=
is
12
Twelve
2
divided by two
=
equals
6
six.
10
Ten
5
divided by five
=
is
2
two.
Logical-Mathematical: Instruct students to

write full-sentence math problems similar to the
examples in the student book, without including
the answer. Encourage students to use two- and
three-digit numbers. Then, ask students to trade
papers with each other to solve one anothers
mathematical problems. Have them write their
answers in word form.
To indicate division of one number by another, say divided by.
Instruct students to use a math book to

practice reading problems aloud.
45

With a partner, have students practice reading

and answering problems on flashcards with
addition, subtraction, multiplication, and
division facts.
Conversation:

1. Three plus four equals
a. six
b. seven
c. eight
d. one
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
Have students ask each other mathematical

questions using number sentences.
Modifications:
II. Yes or No?

1.
Eight minus four is two.
2.
Ten divided by five equals five.
3.
Two times six is twelve.
Students can use manipulatives to count and

create number sentences.
4.
4.
Addition, Subtraction,
Multiplication and Division
5.
5.
The boy is wearing his own shirt.
III. Form the possessive according to the model below:

Example: a woman, a hat
a womans hat
1. a woman, a hand
2. men, gloves
3. he, father
4. she, socks
109
Unit 5, Lesson 2
5-01
childs
childrens
clothing
haired
mens
own
too
womens
six
one
twenty
nine
01
a boy
the boy and his dog
the boys dog without the boy
02
two
five
eleven
eight
02
a blond-haired woman and her dog

a man and his dog
a dark-haired woman and her dog
a boy and his dog
03
three
four
seven
ten
03

The boy is walking his dog.
Someone is walking three dogs.
04
One plus one equals two.

One plus two equals three.
One plus three equals four.
One plus four equals five.
04
The womans hat is black.

The mans hard hat is white.
The womans horse is jumping.
The mans horse is bucking.
05
Three plus four is seven.

Three plus five is eight.
Six minus two is four.
Six minus four is two.
05

The girls shirt is white.
The mans dog is small.
The mans dog is reading.
06

06
someone with her cat

someone with her horse
someone with his cat
someone with his horse
07
Eight minus two equals six.

Eight minus four equals four.
Seven minus three equals four.
Seven minus five equals two.
07

This shirt is not the boys shirt. It is too big.
The mans shirt is on the table.
This shirt is not the mans shirt. It is too small.
08
Twelve minus five equals seven.

Twelve minus six equals six.
Twelve minus seven equals five.
Twelve minus eight equals four.
08
a womans hat
a mans hat
a mans hand
a womans hand
09
Twelve divided by two equals six.

Two times six equals twelve.
Six divided by three equals two.
Two times eight equals sixteen.
09
a childs car
an adults car
childrens clothing
adults clothing
10
Ten divided by five equals two.

Fifteen divided by five equals three.
Twenty divided by five equals four.
Four times five equals twenty.
10
a womans gloves
mens gloves
womens legs
a womans legs
Themes:
Possession
Materials:
Short story
Reinforce lesson vocabulary by asking students
to describe articles of clothing and classroom
items that belong to peers or the teacher: for
example, the girls hat, the teachers pen.
01
New Vocabulary
adults
adults
bucking
5-02
Addition, Subtraction, Multiplication

and Division
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 characters possessions. After that,
ask students to use their list to analyze the
character and to write three sentences
explaining what they believe these items tell
about the character.
Mathematics/Language Arts: Instruct students
to divide a piece of paper in half and make a
list of five peoples names on one side. Ask
students to walk around the room and ask each
of the five people they listed to name one item
they would like to own and to briefly describe
the item. After this exercise, have students write
sentences using the persons name, the item
they chose, and a description of the item: for
example, Gingers boat is blue and fast.
Jeffs car is new and black.
28
Worksheet 5-02
1. The woman is walking her ____________________________.
girls
2. The ____________________________ shirt is white.
too
3. ____________________________ is walking three dogs.
dog
4. This shirt ____________________________ the boys shirt. It is too big.
black
5. The womans horse is not jumping. It _____________________ standing.
someone
6. The womans hat is ____________________________.
is small
7. The man is wearing ____________________________ shirt.
his own
8. It is ____________________________ small.
table
9. The mans dog ____________________________.
is
10. The mans box is on the ____________________________.
is not
II. Write a complete English sentence using one or more words from the list.
dark haired
blond haired
own
too
childs
adults
childrens
adults
mens
womens
clothing
bucking
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________
III. Describe each picture with a complete English sentence.
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
110
ENGLISH

5-02

New Vocabulary
adults
clothing
womens

adults
haired
bucking
mens
childs
own
childrens
too
Usage: Possession
Lesson 2-09 introduced the notion of possession and presented ways to express it
in English. Lets practice them again and add a few clarifications.
Intrapersonal: Instruct students to make a list

of things they would like to own. The list should
contain a description of the item and a reason
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
The women are walking their dog.
Another possessive construction is the use of an apostrophe plus s (s) at the end
of a noun.
a mans hat
If the possessor is plural and already ends in s, add after the plural s, and dont
add another s.
adults
adults clothing
Plurals that are formed by a change to the word and that do not add s show
possession with s.
children
men
childrens clothing
mens gloves
Naturalist: Ask the class to name 10 different

animals. Write the names of the animals on the
board. Ask students to describe one aspect of
each animal. Using the notion of possession,
ask students to provide sentences about the
animals. Let them write their sentences on
the board.
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
correct written form of possession.
46
Conversation:
1. Three plus four equals
a. six
b. seven
c. eight
d. one
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
II. Yes or No?

1.
Eight minus four is two.
2.
Ten divided by five equals five.
3.
Two times six is twelve.
Modifications:
Students may draw the items they would
like to own and create short sentences
describing them.
4.
4.
Have students discuss the things they would

like to own, using the lists they created in
earlier activities.
5.
5.
The boy is wearing his own shirt.

a womans hat
1. a woman, a hand
2. men, gloves
3. he, father
4. she, socks
111
Unit 5, Lesson 3
5-03
flapping
frisbee
gone
hug
hugging
its
opened
pick
picked
pocket
ride
sleep
thrown
use
walked
will
wings
work
Themes:
Verb Tense
Materials:
Construction paper
Colored pencils
Newspaper

The girl is walking.
The girl is riding.
01
seventeen
twenty-seven
thirty-seven
thirty-eight
02
The boy is going to jump.

The boy is going to fall.
The boy is going to eat.
The boy is going to ride.
02
forty-three
thirty-four
sixty-three
thirty-six
03

The woman has opened the drawer.
The woman has thrown the ball.
The woman has gone to sleep.
03
seventy-eight
eighty-seven
ninety-five
fifty-nine
04
The man and the woman are going to hug.

The man and the woman are hugging.
This work was done by Picasso.
This work was not done by Picasso.
04
one hundred and forty-five

one hundred and fifty-four
two hundred and seventy-eight
two hundred and eighty-seven
05

The bird is flying.
The bird is walking.
The bird is flapping its wings, but it is not flying.
05
three hundred and twenty-five

three hundred and fifty-two
four hundred and twenty-five
four hundred and fifty-two
06
The dog is going to catch the frisbee.

The dog has caught the frisbee.
The dog is going to pick up the hat.
The dog has picked up the hat.
06
five hundred and forty-nine

five hundred and fifty-nine
six hundred and sixty-nine
six hundred and ninety-six
07

The horse has thrown the cowboy off its back.
The horse has walked up.
The horse has walked down.
07
seven hundred and thirty-four

seven hundred and forty-three
eight hundred and thirty-four
eight hundred and forty-three
08
The children are going to jump off the table.

The children are jumping off the table.
The children have jumped off the table.
The children are walking around the table.
08
nine hundred and twenty-six

nine hundred and sixty-two
one thousand and eighty-seven
one thousand and seventy-eight
09
The man in the white shirt is going to climb

the wall.
The man in the white shirt is climbing the wall.
The camel will open its mouth.
The camel has opened its mouth.
09
one thousand eight hundred and fifty-seven

two thousand eight hundred and fifty-seven
one thousand eight hundred and seventy-five
two thousand eight hundred and seventy-five
10
10
The man is going to use the mobile phone. He is

taking it out of his pocket.
The man is using the mobile phone.
The man is holding the mobile phone, but he is
not using it.
The man is using a red phone.
three thousand one hundred and twenty-five

seven thousand one hundred and twenty-five
nine thousand one hundred and twenty-five
ten thousand one hundred and twenty-five
Ask students to discuss something that

happened to them in the past. Encourage
students to discuss how that event has
influenced them.
Remind students about the Word Journal they
began in Lesson 4-04. Provide time for
students to add words and phrases to their
journal using computer lessons and resource
materials as needed. After students finish their
entries, direct them to write a five-sentence
adventure and read the final product to a peer.
Social Studies: As a class, ask students to
describe how events from the past influence
present and possibly future decisions. Possible
topics: elections, school board decisions, and
college.
Science: Direct students to divide a piece of
paper into three equal sections, labeling each
Past, Present, and Future. Ask students to draw
a picture of an invention that has evolved over
time, and to consider what they think it will
look like in the future. For example, a student
might draw a picture of an early telephone for
Past, a cell phone for Present, and an ultramodern invention for Future.
112
More Numbers
01
New Vocabulary
back
catch
caught
climb
done
drawer
5-04

29
Worksheet 5-03
1. The man is going to _________________________ the mobile phone.
airplane
2. The dog is ____________________________ catch the frisbee.
thrown
3. The ____________________________ is flying.
flapping
4. The children are going to _________________________ off the table.
opened
5. The woman has ____________________________ the ball.
use
6. The woman has ____________________________ to sleep.
climbing
7. The bird is ____________________________ its wings.
going to
8. The camel has ____________________________ its mouth.
hat
9. The dog has picked up the ____________________________.
jump
10. The man in the white shirt is ___________________________ the wall.
gone
ride
drawer
opened
thrown
gone
sleep
hug
hugging
done
work
flapping
its
wings
catch
caught
frisbee
pick
picked
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
5-03

New Vocabulary
back
drawer
hugging
pocket
walked
Present Progressive, Present Perfect,

and Future with going to
catch
flapping
its
ride
will
caught
frisbee
opened
sleep
wings
climb
gone
pick
thrown
work
Intrapersonal: Direct students to divide a piece

of paper into three columns, labeling the columns
past, present, and future. Tell students to make
lists of things they have done, are doing, or
would like to do in the future.
done
hug
picked
use
Grammar: Verb Tenses (Review)

This lesson reviews the tenses that were introduced in Lesson 2-10 and enlarges
on them.
Present progressive is used to indicate something that is happening right now.
It uses a to be verb and a present participle.
The bird is flying.
Present perfect is used to indicate something that happened previously and whose
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 future tense indicates something that has not yet happened but will. A common
future construction uses a form of to be plus going plus an infinitive (to plus a verb).
The man is going to use the mobile phone.
47
Write a verb on the board. Then, have each

student write a sentence using the verb in its
past, present, and future tenses. Repeat the
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
in the past or present, or if it will occur in
the future.
Conversation:

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
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
II. Change the words in italics from present progressive to future.

1. The cowboy is riding.
a. is going to ride
b. has ridden
2. The boy is jumping.
a. was jumping
b. has jumped
c. is going to jump
3. The bird is flying.
a. has flown
b. is going to fly
c. was flying
c. was riding
Have students share their lists that describe

what they want to do in the future.
Modifications:
Allow students to work in small groups to
create a poster illustrating how an invention
has developed over the years.
Provide graph paper for students to use when
they are creating their word searches.
Example: sixty-three

create a word search for another student using
the lesson vocabulary words.
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
113
Unit 5, Lesson 4
5-03
forty-three
forty-seven
forty-nine
fifty-four
fifty-seven
fifty-nine
sixty-two
sixty-three
sixty-nine
seventy-eight
eighty-seven
ninety-six
thousand

The girl is walking.
The girl is riding.
01
seventeen
twenty-seven
thirty-seven
thirty-eight
02

The boy is going to eat.
The boy is going to ride.
02
forty-three
thirty-four
sixty-three
thirty-six
03

The woman has opened the drawer.
The woman has gone to sleep.
03
seventy-eight
eighty-seven
ninety-five
fifty-nine
04
The man and the woman are going to hug.

The man and the woman are hugging.
This work was done by Picasso.
This work was not done by Picasso.
04
one hundred and forty-five

one hundred and fifty-four
two hundred and seventy-eight
two hundred and eighty-seven
05

The bird is flying.
The bird is walking.
The bird is flapping its wings, but it is not flying.
05
three hundred and twenty-five

three hundred and fifty-two
four hundred and twenty-five
four hundred and fifty-two
06
The dog is going to catch the frisbee.

The dog is going to pick up the hat.
06
five hundred and forty-nine

five hundred and fifty-nine
six hundred and sixty-nine
six hundred and ninety-six
07

The horse has walked up.
The horse has walked down.
07

08

The children are jumping off the table.
08
nine hundred and twenty-six

nine hundred and sixty-two
one thousand and eighty-seven
one thousand and seventy-eight
09
The man in the white shirt is going to climb

the wall.
The man in the white shirt is climbing the wall.
The camel has opened its mouth.
09
one thousand eight hundred and fifty-seven

two thousand eight hundred and fifty-seven
one thousand eight hundred and seventy-five
two thousand eight hundred and seventy-five
10
10

not using it.

seven thousand one hundred and twenty-five
nine thousand one hundred and twenty-five
ten thousand one hundred and twenty-five
Themes:
Numbers
Materials:
Paper
More Numbers
01
New Vocabulary
twenty-five
twenty-six
twenty-seven
thirty-four
thirty-six
thirty-seven
thirty-eight
5-04

Ask students to bring the following to class:

textbooks, homework, worksheets, or quizzes
from math or science class. Have students
practice number vocabulary from Lesson 5-04
by writing 20 terms from the materials listed
above.
29
Worksheet 5-04
Mathematics: Write the lesson vocabulary
words on the board. Ask the class specific
questions that have to be answered by one of
the lesson vocabulary words.
Example: Which numbers have a square root?
Which numbers are divisible by two? By three?
Science: Write five numbers from the vocabulary
lesson on the board. Ask students to copy the
number words on a piece of paper and to think
of classroom items that would logically fit into
that number category. Instruct students to create
sentences from their observations.
For example:
Number: thirty-four
Classroom item: paper clips on the desk
Sentence: Ms. Jones has thirty-four paper clips
on her desk.
I. Write the numbers in English.

1.
16
2.
38 ____________________________________________________________________________________
__________________________________________________________________________________
3.
43 ____________________________________________________________________________________
4.
154 ____________________________________________________________________________________
5.
352 ____________________________________________________________________________________
6.
425 ____________________________________________________________________________________
7.
696 ____________________________________________________________________________________
8.
281 ____________________________________________________________________________________
9.
926 ____________________________________________________________________________________
10.
1,078
__________________________________________________________________________________
11.
2,857
__________________________________________________________________________________
12.
1,875
__________________________________________________________________________________
13.
3,123
__________________________________________________________________________________
14.
7,154
__________________________________________________________________________________
15.
9,239 ____________________________________________________________________________________
16.
59 ____________________________________________________________________________________
17.
549 ____________________________________________________________________________________
18.
734 ____________________________________________________________________________________
19.
1,087 ____________________________________________________________________________________
20. 10,125 ____________________________________________________________________________________
More Numbers
114
ENGLISH
More Numbers
5-04
More Numbers
New Vocabulary
twenty-five
twenty-six
twenty-seven
thirty-four

thirty-six
thirty-seven
thirty-eight
forty-three
forty-seven
forty-nine
fifty-four
fifty-seven
fifty-nine
sixty-two
sixty-three
sixty-nine
seventy-eight
eighty-seven
ninety-six
thousand

poem about numbers.
Interpersonal: Invite students to present their
word poems to the class.
Usage: Numbers
Numbers above twenty are hyphenated:
twenty-one
forty-three
eighty-seven
Numbers of hundreds and thousands are not:

two hundred
nine thousand
Numbers are stated beginning with the largest unit (e.g. thousands) and ending with
the lowest unit.
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.
Instruct students to create a number line.

Have them use it to count by multiples of
two, three, and five.
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.
Modifications:
48
Use cards and/or pictures as extra prompts

and reinforcements while working with
students.
Invite students to use a calculator.
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
2. The boy is throwing the ball.
a. was going to throw
c. has thrown
3. The woman is going to sleep.
a. has gone
b. is gone
c. was gone
Display the written and standard form of

numbers in the classroom.
II. Change the words in italics from present progressive to future.

1. The cowboy is riding.
a. is going to ride
b. has ridden
2. The boy is jumping.
a. was jumping
b. has jumped
c. is going to jump
3. The bird is flying.
a. has flown
b. is going to fly
c. was flying
c. was riding
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
gave
giving
glass
mat
medicine
pushing
Themes:
Activities
Materials:
Paper
Biographies of people in the field of medicine
Direct students to complete Sections I and III
of Worksheet 5-05 in the Student Workbook,
to reinforce vocabulary and provide writing
practice. Ask students to find a partner; have
each pair check answers and read worksheet
sentences to one another.
Hot and Cold
01
The man is pushing the bicycle.

The man is pushing the cart.
The woman is pushing the boxes.
The men are pushing the mat.
01
fire
the sun
snow
ice
02
The man is pulling the cart.

The pony is pulling the cart.
They are pulling the mat.
They are pushing the mat.
02
Fire is hot.
The sun is hot.
Snow is cold.
Ice is cold.
03
He is pulling the cart.

He is pushing the cart.
03
a tree and purple flowers

a candle
Snow is covering the trees.
Snow is covering the mountains.
04
The man is fixing the bike.

The woman is playing with her dog.
04
Fire is burning the trees.

Fire is burning the candle.
The sun is behind the tree.
The sun is behind the clouds.
05
The girl is wearing a hat.

The girl is holding the hat.
The man is holding the glass of water. He is not
drinking.
The man is drinking the glass of water.
05
The fire is making black smoke.

The fire is making white smoke.
The small stove makes a blue fire.
The match makes a yellow fire.
06
06
The woman is climbing the stairs.

The man is carrying the child.
It is hot in the summer.

It is cold in the winter.
The bread is hot.
The bread is not hot.
07
07
The woman is giving the boy money.

The man is giving the woman medicine.
The woman is giving the boy the guitar.
The man is giving the girl the guitar.
It is cold and these people are wearing hats and

scarves.
It is hot and these people are sitting in the sun.
People play in the water when it is hot.
People play in the snow when it is cold.
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.
The woman is getting medicine from the man.
08
a hot day
a cold day
cold food
hot food
09
The girl is taking a plate.

Someone is giving the man a plate of food.
Someone is giving the woman a plate of food.
The man is giving the guitar to the girl.
09
It is hot.
It is cold.
a cold drink
a hot drink
10
The woman is giving money to the boy.

Someone is giving something to the woman.
The man is taking a glass of milk.
The man gave a glass of milk to the woman.
10
He is hot.
He is cold.
The sun is shining on the woman.
The sun is shining on the grass.
New Vocabulary
cart
from
5-06
Direct and Indirect Objects
30
Science: Ask students to identify types of forces.
List the answers on the board or a large sheet of
paper. Ask students to describe what can cause
an object in motion to change direction or stop
moving.
Language Arts: Ask students to think of a time
when they have had to take medicine or a time
when they have been sick. Instruct students to
write at least 10 sentences incorporating as
many vocabulary words as possible into their
sentences. Ask students to underline the direct
object once and the indirect object twice.
Worksheet 5-05
1. The woman is giving the boy ____________________________.
from
2. The woman is giving money ____________________________.
with her dog
3. The man is giving ____________________________ medicine.
of water
4. The woman is getting medicine ____________________________ the man.
taking
5. The woman is playing ____________________________.
to the boy
6. The woman is climbing ____________________________.
hat
7. The man is drinking the glass ____________________________.
money
8. The girl is wearing a ____________________________.
the woman
9. The girl is ____________________________ a plate.
gave
10. The man ____________________________ a glass of milk to the woman.
the stairs
pushing
cart
mat
glass
giving
medicine
from
gave
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15 __________________________________________________________________________________________
15.
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
116

5-05

New Vocabulary
cart
mat

from
medicine
gave
pushing
giving
Interpersonal: Instruct students to make a list

of chores that need to be done around the house.
Classify chores by the person who performs
each task. Identify why each person is
responsible for a particular activity.
glass
Grammar: Objects
Earlier we discussed objects of prepositions. In this lesson we talk about objects
of verbs.
A direct object is the person or thing that receives the action of a verb. It tells you
whom or what.
The man is pushing the bicycle. (What is he pushing? The bicycle.)
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.)
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
at the following example.
At first glance it appears that the man is giving the woman (as a direct object).
But the man is giving medicine to the woman. What is really the direct object?
Medicine. So we call the woman an indirect object.
The recipient of the medicine becomes very clear if we put woman in a
prepositional phrase:
Verbal-Linguistic: Research a famous person in

the medical profession and list his/her
accomplishments on the chalkboard. Ask
students to write a summary based on this
information. Invite students to share finished
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.

Which words are direct objects and which are indirect objects in these sentences?
49

Discuss direct and indirect objects. Using the

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
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
2. hot
b. pull
3. take
c. cold
II. Fill in the blank with the word or words that best describe the photograph.
1.
2.
3.
4.
5.
6.
Working in pairs, ask students to use the

curriculum text to create sentences using
indirect and direct objects. Have students
practice asking each other questions, with
one student reading the question and the
other student identifying the direct and
indirect objects.
Modifications:
1. The man is
a. pushing the boxes

c. pulling the boxes
2. The man is
a. pushing the cart

c. pulling the mat
b. pushing the mat

d. pulling the cart
a. giving
b. fixing
c. holding
a. giving
b. pushing
c. climbing
d. taking
a. sun, fire
b. fire, snow
b. sun, snow
d. fire, smoke
a. fire
b. snow
c. sun
d. ice
3. The woman is
the boy the guitar.
a plate.
4. The girl is
5. The
is making black
.
6. The
is behind the clouds.
b. pulling the bicycle

d. pushing the bicycle
Invite students to share their work with a peer

from another class.
d. wearing
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
making
match
mountains
play
scarves
shining
smoke
stove
summer
sun
trees
when
winter

The men are pushing the mat.
01
fire
the sun
snow
ice
02
The man is pulling the cart.

The pony is pulling the cart.
02
Fire is hot.
The sun is hot.
Snow is cold.
Ice is cold.
03
He is pulling the cart.

He is pushing the cart.
03
a tree and purple flowers

a candle
Snow is covering the trees.
Snow is covering the mountains.
04
The man is fixing the bike.

The woman is playing with her dog.
04
Fire is burning the trees.

Fire is burning the candle.
The sun is behind the tree.
The sun is behind the clouds.
05
The girl is wearing a hat.

The girl is holding the hat.
The man is holding the glass of water. He is not
drinking.
The man is drinking the glass of water.
05
The fire is making black smoke.

The fire is making white smoke.
The small stove makes a blue fire.
The match makes a yellow fire.
06
06
The woman is climbing the stairs.

The man is carrying the child.

The bread is hot.
The bread is not hot.
07
07

It is cold and these people are wearing hats and

scarves.
It is hot and these people are sitting in the sun.
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.
The woman is getting medicine from the man.
08
a hot day
a cold day
cold food
hot food
09
The girl is taking a plate.

Someone is giving the woman a plate of food.
The man is giving the guitar to the girl.
09
It is hot.
It is cold.
a cold drink
a hot drink
10
The woman is giving money to the boy.

Someone is giving something to the woman.
The man is taking a glass of milk.
The man gave a glass of milk to the woman.
10
He is hot.
He is cold.
The sun is shining on the woman.
The sun is shining on the grass.
Themes:
Temperature
Materials:
Art prints
Crayons or paint
Color wheel
Thermometer
Reinforce temperature and season vocabulary
by helping students brainstorm sentences for
a class weather report. Invite students to take
turns role-playing news correspondents as they
read from the script on the board.
Hot and Cold
01
New Vocabulary
burning
candle
clouds
day
fire
ice
makes
5-06
30
Worksheet 5-06
1. The sun is ____________________________ on the woman.
it is hot
2. Snow ____________________________ the mountains.
the summer
3. The match ____________________________ a yellow fire.
sun
4. People play in the water when ____________________________.
is covering
Science: Have students research the temperature

extremes on each continent. Have students
create a chart showing their findings.
5. People play in the snow when ____________________________.
ice
6. The sun is ____________________________ the clouds.
shining
7. The ____________________________ is hot.
smoke
8. ____________________________ is cold.
behind
9. The fire is making black ____________________________.
Mathematics: From the research over temperature

extremes, have students convert the temperatures
into both Fahrenheit and Celsius degrees. Have
students list their findings and add to the chart
they made previously.
it is cold
10. It is hot in ____________________________.
makes
fire
sun
ice
candle
trees
mountains
burning
clouds
smoke
making
makes
stove
match
summer
winter
scarves
play
when
day
shining
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15 __________________________________________________________________________________________
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
Hot and Cold
118
ENGLISH
Hot and Cold

5-06
Hot and Cold

New Vocabulary
burning
ice
play
summer

candle
makes
scarves
sun
clouds
making
shining
trees
day
match
smoke
when
fire
mountains
stove
winter
Grammar: It as an Indefinite Pronoun Subject

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
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.
Intrapersonal: Using a color wheel, identify

and discuss warm and cool colors. Use art prints
to identify the feelings associated with each
print. Have each student draw a picture using
either warm or cool colors.
Visual-Spatial: As a class, keep track of the
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
the cold and activities they can do in the heat.
50
Instruct students to divide a piece of paper

into two equal sections. Have students label
one section Things that are cold and the other
Things that are hot. Ask students to brainstorm and list objects that would go in each
section.

1. push
a. give
2. hot
b. pull
3. take
c. cold
1.
2.
3.
Conversation:
Have students use lesson vocabulary
words to discuss the current condition of
the weather.
Modifications:
5.
4.
6.
1. The man is
a. pushing the boxes

c. pulling the boxes
b. pulling the bicycle

d. pushing the bicycle
2. The man is
a. pushing the cart

c. pulling the mat
b. pushing the mat

d. pulling the cart
a. giving
b. fixing
c. holding
a. giving
b. pushing
c. climbing
d. taking
a. sun, fire
b. fire, snow
b. sun, snow
d. fire, smoke
a. fire
b. snow
c. sun
d. ice
3. The woman is
the boy the guitar.
a plate.
4. The girl is
5. The
is making black
.
6. The
is behind the clouds.
d. wearing
Allow students to use a Venn diagram for the

activities for cold and hot. Use the section
where the two circles overlap to write activities
that can be done in both the cold and hot
temperatures.
III. Yes or No?

1.
Fire is cold.
2.
The sun is hot.
3.
Ice is hot.
119
Unit 5, Lesson 7
5-07
cream
duck
ducks
kind
kinds
plants
Themes:
Plants, Food, and Animals
Materials:
A flower is a kind of plant.

Grass is a kind of plant.
Trees are a kind of plant.
Bushes and flowers are kinds of plants.
01
A table is a piece of furniture.

A chair is a piece of furniture.
A bed is a piece of furniture.
A sofa is a piece of furniture.
02
two kinds of flowers

one kind of flower
several kinds of fruit
one kind of fruit
02
A table and chairs are furniture.

A desk and chair are furniture.
A bed is a piece of furniture to sleep on.
A sofa is furniture to sit on.
03
Grapes are a kind of fruit.

Bananas are a kind of fruit.
Apples are a kind of fruit.
Pears are a kind of fruit.
03
Tables are furniture.

Chairs are furniture.
A bench is a piece of furniture to sit on.
A dresser is a piece of furniture that holds
clothes.
04
Dogs are a kind of animal.

Cats are a kind of animal.
Sheep are a kind of animal.
Ducks are a kind of animal.
04
A dress is a piece of clothing.

A jacket is a piece of clothing.
A shirt and tie are clothing.
childrens clothing
two kinds of ducks

one kind of duck
two kinds of dogs
one kind of dog
05
The clown is getting dressed.

The clown is dressed.
The woman is getting dressed.
The woman is dressed.
Meat is a kind of food.

Fruit is a kind of food.
Bread is a kind of food.
Ice cream is a kind of food.
06
These people are dressed in formal clothing.

These people are dressed as cowboys.
These people are dressed for swimming.
These people are dressed as clowns.
07
The man is playing music on the piano, while

holding a saxophone.
Guitars are musical instruments.
Violins are musical instruments.
Flutes are musical instruments.
08
Someone is playing an electric bass guitar.

Someone is playing a flute.
Someone is playing an electric piano.
Someone is playing drums.
09
The man with the flute is playing and the

drummer is listening.
The man is holding two guitars.
Someone is playing a guitar.
Children are playing the piano.
10
pieces of furniture
clothing
musical instruments
one piece of furniture
05
06
Construction paper
07
Review lesson vocabulary by drawing three
columns on the board with these headings:
Plants, Animals, and Food. Ask students to
generate lists for these categories using current
and previously learned terms. Provide number
practice by having students count the words
in each column. Offer pronunciation practice
with choral readings of the completed lists.
Furniture, Clothing and Instruments
01
New Vocabulary
bushes
cattle
5-08
Kinds of Things
Grapes are food.

Bananas are food.
Apples are food.
Pears are food.
08
two kinds of animals

one kind of animal
one kind of plant
several kinds of plants
09
Dogs are animals.

Flowers are plants.
Horses and cattle are animals.
Ducks are animals.
10
many kinds of food

many kinds of plants
a plant and an animal
31
Science: Write the following headings on the
board: Plants, Food, and Animals. As a class,
list the objects that fit in each category. Using
the lists, have students further break down the
objects into more specific categorizations; for
example, food could be divided into sub-groups
meat, fruit, and vegetables.
Social Studies: Discuss the roles the government
has in regulating plants, food, and animals.
Worksheet 5-07
1. Trees are a kind of ____________________________.
apples
2. Bread is a kind of ____________________________.
animal
3. Sheep are a kind of ____________________________.
a flower
4. Horses and cats are ____________________________.
ducks
5. ____________________________ are animals.
plant
6. ____________________________ are a kind of fruit.
cheese
7. ____________________________ is a kind of plant.
food
8. ____________________________ is a kind of food.
is a kind of plant
9. Bushes and flowers ____________________________.
animals
10. Grass ____________________________.
are kinds of plants
kind
kinds
plants
duck
ducks
bushes
ice cream
cattle
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15 __________________________________________________________________________________________
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
120
Kinds of Things
Kinds of Things
5-07
Kinds of Things
New Vocabulary
bushes
kind

cattle
kinds
cream
plants
duck
ducks
Usage: Kinds of Things

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 such as plants, animals, flowers, etc. Each item within a group may be called
a kind of its group.
Be sure to match singular constructions with single items and plural constructions
with more than one item.
one kind of flower
two kinds of dogs
one kind of dog
Some categories are named with non-count nouns, like food and fruit. They remain
singular.
Grapes are fruit, but dogs are animals.
Bananas are food, and flowers are plants.
Why is fruit not plural if animals is? The answer lies in whether you refer to a noncount group, like fruit or food, or to a countable group, like animals or plants.
Musical-Rhythmic: Ask students to revise the

song Old MacDonald to include different
types of plants, food, and animals.
Intrapersonal: Instruct students to make a list
of their favorite plants, food, and animals. Have
students write a paragraph explaining why these
items are their favorites.
Instruct students to plan a meal using items
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
2. Someone is playing
a. clothing
b. a musical instrument
c. furniture
d. food
d. food
3. A shirt and tie are
a. clothing
c. furniture
d. food
II. Yes or No?

1.
6.
2.
Ducks are a kind of fruit.
7.
Tomatoes are a kind of food.
3.
Trees are a kind of animal.
8.
4.
9.
A jacket is a piece of furniture.
5.
121
Unit 5, Lesson 8
5-07
drums
flute
flutes
formal
furniture
guitars
holds
instruments
jacket
music
musical
piece
pieces
saxophone
sit
tie
violins

Grass is a kind of plant.
Trees are a kind of plant.
Bushes and flowers are kinds of plants.
01
A table is a piece of furniture.

A bed is a piece of furniture.
A sofa is a piece of furniture.
02
two kinds of flowers

one kind of flower
several kinds of fruit
one kind of fruit
02

A desk and chair are furniture.
A bed is a piece of furniture to sleep on.
A sofa is furniture to sit on.
03
Grapes are a kind of fruit.

Bananas are a kind of fruit.
Pears are a kind of fruit.
03

Chairs are furniture.
A bench is a piece of furniture to sit on.
A dresser is a piece of furniture that holds
clothes.
04
Dogs are a kind of animal.

Sheep are a kind of animal.
Ducks are a kind of animal.
04
A dress is a piece of clothing.

childrens clothing
two kinds of ducks

one kind of duck
two kinds of dogs
one kind of dog
05

Meat is a kind of food.

Fruit is a kind of food.
Ice cream is a kind of food.
06
These people are dressed in formal clothing.

These people are dressed as cowboys.
These people are dressed for swimming.
These people are dressed as clowns.
07
The man is playing music on the piano, while

holding a saxophone.
Flutes are musical instruments.
08
Someone is playing an electric bass guitar.

Someone is playing a flute.
Someone is playing an electric piano.
Someone is playing drums.
09
The man with the flute is playing and the

drummer is listening.
The man is holding two guitars.
Someone is playing a guitar.
Children are playing the piano.
10
pieces of furniture
clothing
musical instruments
one piece of furniture
05
06
07
Themes:
Music played with various types of instruments

Furniture catalogs
Grapes are food.

Bananas are food.
Apples are food.
Pears are food.
08

one kind of animal
one kind of plant
09
Dogs are animals.

Flowers are plants.
Horses and cattle are animals.
Ducks are animals.
10
many kinds of food

Furniture, Clothing, and Instruments
Materials:
01
New Vocabulary
bass
bed
bench
clothes
clowns
desk
dressed
dresser
drummer
5-08
Kinds of Things
31

by instructing students to write a short story
(five to eight sentences) about a party in
someones home. Challenge students to be
as creative as possible with food, clothing,
furniture, and musical instrument vocabulary.
Invite each student to present to the class.
Worksheet 5-08
1. A chair is a piece of ____________________________.
musical instruments
2. A jacket is a piece of ____________________________.
dress
3. Guitars are ____________________________.
electric piano
4. A ____________________________ is a piece of furniture to sit on.
clothing
5. A ____________________________ is a piece of clothing.
tables
6. ____________________________ are musical instruments.
furniture
7. A ____________________________ is a piece of furniture to sleep on.
getting dressed
Social Studies: Ask students to describe their

favorite types of music. Make a list of student
responses on the board. After talking about their
favorite types of music, ask students to name
the musical instruments that are used in their
favorite types of music. Explain to the students
that there are a variety of musical instruments
and that music represents different cultures and
environments throughout the world. Ask students
to name any instruments they can think of from
other cultures. Have students research two
instruments from their native culture and two
instruments from another culture. These
instruments should be somewhat similar to the
instruments they chose from their own culture.
Have students explain the similarities and
differences of the two instruments and background
information about each instrument.
8. Someone is playing an ____________________________.
bed
9. The clown is ____________________________.
sofa
(continued)
122
10. ____________________________ are furniture.
flutes
furniture
piece
pieces
bed
desk
sit
bench
clothes
dresser
holds
jacket
tie
dressed
formal
music
musical
instruments
saxophone
violins
flute
flutes
bass
drums
drummer
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15 __________________________________________________________________________________________
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
5-08

New Vocabulary
bass
desk
flute
holds
piece
violins
Furniture, Clothing, and

Instruments
bed
dressed
flutes
instruments
pieces
bench
dresser
formal
jacket
saxophone
clothes
drummer
furniture
music
sit
clowns
drums
guitars
musical
tie
Usage
Like Lesson 5-07, this one uses vocabulary that pertains to certain groups and
categories. The categories used here are furniture, clothing and musical
instruments.
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
categories as a piece.
If the items are plural, a piece of is dropped.
childrens clothing
Language Arts: Ask students to list five different

countries they would like to visit and in what
season they would like to visit. Have students
research the different types of weather they
would experience on their travels to these other
countries. Have students make a list of 10 items
of clothing they would need during their
travels. Have students write a few paragraphs
using the sentences they have already written.
Interestingly, a dress is a piece of clothing, while the verb for putting on clothing
is to dress.
The woman is dressed in white.
One cannot say, A guitar is a piece of musical instrument, but one may say,
A guitar is a kind of musical instrument.
What makes the difference? Furniture and clothing are non-count nouns, or
collective singulars, whereas instruments is a count noun. That is the difference.
Musical-Rhythmic: Invite students to bring

instruments and play them for the class.
Bodily-Kinesthetic: Use the furniture catalogs
to identify pieces of furniture. Instruct students
to cut out and glue the pictures of furniture on
a piece of paper and label each item.
52
Listen to music and identify what type of

instrument is being played.
Conversation:
1.
2.
3.
1. Tables are
a. clothing
c. furniture
2. Someone is playing
a. clothing
b. a musical instrument
c. furniture
d. food
d. food
3. A shirt and tie are
a. clothing
c. furniture
d. food
II. Yes or No?

1.
6.
2.
Ducks are a kind of fruit.
7.
Tomatoes are a kind of food.
3.
Trees are a kind of animal.
8.
4.
9.
A jacket is a piece of furniture.
5.
Have students discuss their favorite types of

music, or if they have ever played an
instrument. Students may also discuss the
types of furniture in their home.
Modifications:
Invite students from the high school band
or orchestra to play their instruments for
the class.
123
Unit 5, Lesson 9
5-09
01
Two people are on one bicycle.

One person is standing between two people on
bicycles.
One person is on a bicycle and two people are
walking.
Many people are on many bicycles.
02

There are more green apples than red apples.
There is the same amount of milk in the
womans glass as in the girls glass.
There is more candy in the mans left hand than
in his right hand.
There are fewer tables than chairs.
There are fewer red apples than green apples.
Both glasses have the same amount of milk.
There is less candy in the mans right hand than
in his left hand.
There is a little food on this tray.
There is a lot of food on this tray.
There is less water than land in this picture.
There is more water than land in this picture.
There is more sand than grass in this picture.
There is less sand than grass in this picture.
There is more milk in the girls glass than in the
womans glass.
There is less milk in the girls glass than in the
womans glass.
We can count the boys: one, two, three.
We can count the boys: one, two, three, four.
We can count the boys: one, two, three, four,
five, six.
We can count the candles: one, two, three,
four, five.
There are too many coins to count.
There are too many birds to count.
There are too many flowers to count.
There are too many balloons to count.
a few balloons
too many balloons to count
a few people
too many people to count
There are too many people to count.
There are not too many people to count.
There are too many hats to count.
There are not too many hats to count.
There are many, many flowers.
There are only a few flowers.
There are too many animals to count.
There are only a couple of animals.
New Vocabulary
amount candles
boys
count
land
less
lot
only
tray
we
03
Themes:
How Many?
04
05
Materials:
World map
Clear container
1 large bag of M&Ms
2 drinking glasses that are different sizes
and shapes
Water
2 liquid measuring cups
Have students complete Section II of
review lesson vocabulary. Direct students to
write a sentence using at least one term from
this workbook exercise. As you circulate the
room to monitor progress, invite students to
read their sentences to you.
Social Studies/Mathematics: Display a world
map and ask students to compare the area of
various bodies of water. Have students record
the amounts of estimated water in each body of
water. Have students graph their information
accordingly.
5-10
Few, Many, More, Less
06
07
08
09
10
01
02
03
04
05
06
07
08
09
10
More Verbs; Human Gestures
The children are waving.

The girl is waving.
The man is waving.
The woman is waving.
One of the clowns is waving.
One of the clowns has his hands in his pockets.
The clowns are waving.
The clown who is sitting down is waving.
The woman is coughing.
The man is sneezing.
This boy is holding the kite string in his mouth.
This boy is sticking out his tongue.
The boys arms are folded.
The boy is yawning.
The man is blowing his nose.
This man is tying his shoe.
This man is scratching his neck.
The clown is pointing to his nose.
The clown is scratching his head.
The woman on the bench is tired.
The man is tired.
The boy is yawning because he is tired.
The boy is crying.
The woman is very sad.
The man is thinking.
These men are not tired.
These men are tired.
The woman is sad. She is at a funeral.
The man is very happy.
These men have run in a race. They are very
tired.
This man is going to run in a race. He is
stretching.
Two runners are finishing a race. The one in the
red shirt will win.
The man is very happy. He has won two medals.
This woman is happy to be singing.
The boy is crying because he is sad.
The man is scratching his forehead.
The child is picking up something off the
ground.
The woman is picking up something off the
ground.
32
Worksheet 5-09
1. There are ____________________________ tables than chairs.
only
2. There is ____________________________ of food on this tray.
too many
3. There are ____________________________ birds to count.
count
4. There are ____________________________ a few flowers.
two people
5. We can ____________________________ the boys: one, two, three.
a lot
6. There is ____________________________ water than land in this picture.
there are
7. ____________________________ are on one bicycle.
fewer
8. There are only a ____________________________ of animals.
the same
9. ____________________________ too many hats to count.
less
10. There is ____________________________ amount of milk in the glasses.
couple
amount
less
tray
lot
land
boys
count
we
candles
only
11. __________________________________________________________________________________________
Language Arts: Using the vocabulary relating

to amounts, write the following words on the
board: many, few, more, less, and too much. Ask
students to write sentences and make number
designations using the vocabulary.
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15 __________________________________________________________________________________________
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
124

5-09

New Vocabulary
amount
less

boys
lot
candles
only
count
tray
land
we
Usage: Amounts
Number designations are needed every day in English speech, especially relative
numbers and comparatives. Note the following expressions and try to use them today.
many
a few
a lot of
a little
more than
sameas
fewerthan
lessthan
too many
a couple
Visual-Spatial: Place M&Ms in a clear container.

Ask students to predict whether there are more
or less of a particular color. Sort and count the
M&Ms by individual colors. Make a circle
graph to illustrate the data.
Logical-Mathematical: Group the M&Ms
in various amounts to practice the concept of
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
many birds
a few balloons
a few apples
More and less are used with non-count nouns, collective singulars and things
measured in volume rather than numbers.
more sand
less sand
more milk
less milk
More also works with countable nouns.

more people
more balloons
53
Pour the same amount of water into each of

the drinking glasses. Label the glasses A and
B. Let each student determine whether they
think one glass has more liquid than the other
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
glass had equal amounts. Discuss why some
students thought one glass contained more or
less water than the other.

Conversation:
Have students discuss the amounts of

different objects in the classroom. Students
should use words from the vocabulary list
such as many, few, more, less, and too much.
2.
1.
3.
1. The children are
a. waving
b. coughing
4.
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
4. The man is
a. waving
b. yawning
c. sneezing
d. pointing
II. Yes or No?
1.
2.
3.
5.
6.
7.
1.
2.
There is more candy in the left hand than in the right hand.
3.
There are too many boys to count.
4.
5.
6.
7.
This woman is very happy.
8.
This man is very sad.
4.
Modifications:
Use a map of the United States to compare
the area of various bodies of water.
When predicting the amounts of M&Ms,
allow each student to use an individual bag.
Compare and discuss the results from the
students data.
8.
125
Unit 5, Lesson 10
5-09
01
Two people are on one bicycle.

One person is standing between two people on
bicycles.
One person is on a bicycle and two people are
walking.
Many people are on many bicycles.
02

There are more green apples than red apples.
There is the same amount of milk in the
womans glass as in the girls glass.
There is more candy in the mans left hand than
in his right hand.
There are fewer tables than chairs.
There are fewer red apples than green apples.
Both glasses have the same amount of milk.
There is less candy in the mans right hand than
in his left hand.
There is a little food on this tray.
There is less water than land in this picture.
There is more water than land in this picture.
womans glass.
womans glass.
We can count the boys: one, two, three.
We can count the boys: one, two, three, four.
We can count the boys: one, two, three, four,
five, six.
We can count the candles: one, two, three,
four, five.
There are too many coins to count.
There are too many birds to count.
There are too many flowers to count.
a few balloons
too many balloons to count
a few people
too many people to count
There are too many people to count.
There are not too many people to count.
There are too many hats to count.
There are not too many hats to count.
There are many, many flowers.
There are too many animals to count.
There are only a couple of animals.
New Vocabulary
blowing
coughing
crying
finishing
folded
forehead
funeral
kite
medals
neck
picking
pockets
race
run
scratching
sneezing
sticking
stretching
string
thinking
tongue
tying
waving
win
won
yawning
03
04
05
Themes:
06
Gestures and Feelings

07
Materials:
08
Comics
09
Reinforce vocabulary for gestures and emotions
in the following way: Have students select a
concept learned in Lesson 5-10 and write a
sentence with the word because connecting
gesture or emotion with reason.
5-10
10
01
02
03
04
05
06
07
08
09
10
The children are waving.

The girl is waving.
The man is waving.
The woman is waving.
One of the clowns is waving.
One of the clowns has his hands in his pockets.
The clowns are waving.
The clown who is sitting down is waving.
The woman is coughing.
This boy is holding the kite string in his mouth.
This boy is sticking out his tongue.
The boys arms are folded.
The boy is yawning.
The man is blowing his nose.
The woman on the bench is tired.
The man is tired.
The boy is yawning because he is tired.
The boy is crying.
The woman is very sad.
These men are not tired.
These men are tired.
The woman is sad. She is at a funeral.
The man is very happy.
These men have run in a race. They are very
tired.
This man is going to run in a race. He is
stretching.
Two runners are finishing a race. The one in the
red shirt will win.
The man is very happy. He has won two medals.
This woman is happy to be singing.
The boy is crying because he is sad.
The man is scratching his forehead.
The child is picking up something off the
ground.
The woman is picking up something off the
ground.
32
Worksheet 5-10
Social Studies: Explain to students that they

will be writing out biographical poems. Write
the template for the poem on the board and have
the students fill in the blanks accordingly.
Students can also write a biographical poem
about a famous individual from another culture.
1. This man is scratching ____________________________.
is crying
2. The boy ____________________________ because he is sad.
tongue
3. The woman is ____________________________. She is at a funeral.
nose
4. This man is ____________________________ his shoe.
off the ground
5. This boy is sticking out his ____________________________.
his neck
6. The boys arms ____________________________.
is tired
7. The man is blowing his ____________________________.
sad
8. The boy is yawning because he ____________________________.
are folded
9. The child is picking up something ____________________________.
in a race
10. This man is going to run ____________________________.
Sample Template:
First Name
3 adjectives that describe themselves
Lover of __________
Who fears _________
Who would like to ____________
Son/Daughter of ______________
Resident of ______________
Last Name
waving
coughing
sneezing
sticking
yawning
blowing
tying
scratching
crying
thinking
stretching
finishing
picking
funeral
race
win
won
medals
neck
forehead
kite
string
tongue
folded
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15 __________________________________________________________________________________________
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
Language Arts: Ask students to make a list of

different emotions. List the responses on the
board. Ask students to describe how people
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
tying
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
More Verbs: Human Gestures

5-10

New Vocabulary
blowing
forehead
picking
sneezing
tongue
yawning
Content Integration: (continued)

coughing
funeral
pockets
sticking
tying
crying
kite
race
stretching
waving
finishing
medals
run
string
win
folded
neck
scratching
thinking
won
Usage: Human Gestures

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,
being tired, being happy or sad, etc. Enjoy practicing them.
Grammar: Future Tense
One new grammatical construction occurs in this lesson: will win.
The one in the red shirt will win.
This is the true future tense in which will plus an infinitive is used.
The true future tense has the same meaning as is going plus an infinitive, which
we have seen before.
The one in the red shirt will win.
The one in the red shirt is going to win.
emotions, cut slips of paper and write one of

the emotions on each piece of paper. Bring in
music that exemplifies these emotions. Hand
out slips of paper with an emotion on each slip.
Play an excerpt from music piece #1. Do the
same for pieces #2, #3, and #4. Ask students to
identify the emotion on their slip of paper with
the song number that best fits by raising their
hand when their specific emotional music is
played. Play excerpts again to give students the
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 groups assigned
emotion.
54

Bodily-Kinesthetic: Play Charades with the
class to act out gestures and feelings from
the lesson.

2.
1.
3.
1. The children are
a. waving
b. coughing
4.
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
4. The man is
a. waving
b. yawning
c. sneezing
d. pointing
Distribute comic strips and have students

identify the gestures and feelings of the
characters.
II. Yes or No?
1.
Ask students to give verbal clues to their peers

describing gestures and feelings. Their peers
should then guess what feelings or gestures the
student is describing.
2.
3.
4.
Conversation:
5.
6.
1.
2.
There is more candy in the left hand than in the right hand.
3.
There are too many boys to count.
4.
5.
6.
7.
This woman is very happy.
8.
This man is very sad.
7.
8.
Ask students to look through magazines to

find different pictures of people making the
gestures described in the new vocabulary.
Students can take turns describing the
pictures to each other.
Modifications:
Invite students to role-play a variety of

emotions.
127
Unit 5, Lesson 11
5-11
unhappy
you
I have red hair.

I am wearing a hat.
I have black hair.
I am bald.
01

02
We are cold.
We are hot.
I am cold.
I am hot.
02
a womans gloves
mens gloves
womens legs
a womans legs
03
I am tired.
I am not tired. I am jumping.
We are tired.
We are not tired.
03
04
I am strong.
I am weak.
We are running and we are not tired.
We are running and we are tired.

not using it.
04

05

06
many kinds of food

07

08

womans glass.
womans glass.
09

10
We are tired.
I am tired. He is not tired.
We are not tired. He is tired.
I am tired. She is not tired.
Themes:
Describing people
05
I am sick.
I am healthy.
I am a blue bird.
I am a bird with a red head.
06
I am the man who is hungry.

I am the man who is full.
I am the woman who is hungry.
I am the woman who is full.
Materials:
Comics
07
We are happy.
We are unhappy.
I am happy.
I am unhappy.
08
We are tired.
I am tired. He is not tired.
We are not tired. He is tired.
I am tired. She is not tired.
09
I am sick.
I am thirsty.
I am cold.
I am rich.
10
I am not drinking. You are drinking.

I am hungry.
We are cold.
We are hot and tired.
Review vocabulary by directing students to
write a self-description using concepts learned
in Lesson 5-11 and previous lessons.
Language Arts: Have students compare and
contrast the main characters from two different
books.
Language Arts: Using the lesson vocabulary,
write five adjectives on the board describing
mood or physical states. Instruct students to
write sentences using the predicate adjectives
in the first, second, and third person.
Unit Five Review
01
New Vocabulary
am
5-12
Human Conditions
33
Worksheet 5-11
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
you
am
hungry
full
tired
unhappy
who
cold
thirsty
we
not
healthy
weak
sick
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15 __________________________________________________________________________________________
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
128
Human Conditions
Human Conditions
5-11
Human Conditions
New Vocabulary
am
unhappy
you
Grammar: Predicate Adjectives

This lesson uses mostly predicate adjectives, that is, a linking verb (to be) connects
a subject with a descriptive adjective.
I am tired.
We are happy.
Grammar: Personal Pronouns
Personal pronouns are grouped into first, second and third persons in both singular
and plural. Learn the forms of to be that go with each personal pronoun.
First person
Second person
Third person
I am
you are
he is
she is
it is
we are
you are
they are
Note how useful these structures are in talking about human conditions.
Visual-Spatial: Have students use comic strips

to describe how the people are feeling. Instruct
students to write sentences about the people in
the comic strip.
Intrapersonal and Interpersonal: Ask students
to describe how they are feeling today. Instruct
students to write how they are feeling in the
first person. Then have students ask someone
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
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.

Quiz Unit 5 Lesson 11, Unit 6 Lesson 1
1.
3.
2.
1.
a. I am cold.
c. We are cold.
b. I am not cold.
d. We are not cold.
2.
a. I am bald.
c. We are bald.
b. I have black hair.

d. We have black hair.
a. We are the man

c. I am the woman
b. We are the woman

d. I am the man
who is hungry.
3.
Modifications:
Record the description of the person on tape
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
2. The children
3.
5.
4.
3. The boy on the left
g. had
2.
1.
1. The children
f. has
in the park.
on the table.
a rake in his hands.
6.
4. This man
5. The clown
in a bike race.
a hat on his head.
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
7. seventy-eight times one hundred

8. ten thousand divided by two hundred
9. one hundred times one hundred

10. six hundred and eighty-six plus one hundred and eleven
Choose activities that target skills in need

of practice.
II. Fill in the blank with the words that best describe the photograph.

1.

3.
2.
.
a. is riding
b. is going to ride
c. has ridden
2. The dog
the frisbee.
a. is catching
b. is going to catch
c. has caught
a. is going
b. is going to go
c. has gone
a. is jumping
b. is going to jump
c. has jumped
a. is flying
b. is going to fly
c. has flown
3. The woman
to sleep.
4. The horse

5.
4.
1. The man
5. The bird
a womans hat

1. a child, a car
2. adults, clothing
3. women, legs
4. he, horse
5. she, cat

and 5-11.

and projects.
1.
1.

participation.
3.
2.
is burning the candle.
2. It is a
4.
5.
a. smoke
day.
b. cold
3. The fire is making white
c. fire
4. It is
in the winter.
d. hot
5. The
is hot.
e. sun
V. Unscramble the words to make a sentence.

Example: man bicycle the pushing the is
Example.
1.
3.
4.
5.
.
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
2.
1. cart the the is man pulling

I. Match the words.
1. trees
Tests
a. plant
2. a dress
b. animal
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.
3.
2.
5.
4.
1. There are
6.
chairs than tables.
2. There are too many coins to

3. There is
a. count
b. few
sand than grass in this picture.
4. There are
c. more
tables than chairs.
5. There are only a
d. less
flowers.
6. There are
e. fewer
flowers.
f. many
1.
3.
2.
6.
2. The boy is
3.
4. I am
5.
8.
7.
1. One of the clowns is
9.
a. I
because he is tired.
b. sad
are cold.
c. sick
d. sneezing
am hungry.
e. you
6. The boy is crying because he is

7. The man is
8. I am not drinking.
9. We are
5.
4.
g. we
are drinking.
f. happy
h. yawning
i. waving
131
Word Search 5: 1-5
Unit 5 Review
BACK
CATCH
CAUGHT
CLOTHING
DIVIDED
DONE
DRAWER
EQUALS
FROM
GAVE
GIVING
GLASS
GONE
MEDICINE
MINUS
OWN
PLUS
POCKET
RIDE
SLEEP
TIMES
USE
WALKED
WINGS
WORK
P
V
Q
Y
U
Q
I
G
C
K
G
H
Y
L
C
M
I
N
U
S
A
Q
E
T
X
B
U
S
E
D
T
F
L
V
P
Q
X
H
J
S
H
D
O
W
N
E
E
O
U
L
V
Q
L
W
I
N
G
S
E
L
C
A
T
C
H
M
Y
C
E
D
E
P
R
K
L
D
G
P
S
G
I
V
I
N
G
K
E
S
M
O
J
J
L
N
L
V
C
L
O
T
H
I
N
G
F
Y
E
V
I
C
A
U
G
H
T
E
R
O
B
A
J
D
N
S
J
O
W
I
H
I
W
A
L
K
E
D
S
F
R
O
M
Y
D
B
C
Z
F
D
R
A
W
E
R
E
Q
E
L
K
U
X
P
I
N
P
H
K
S
S
Z
U
S
C
R
A
T
C
H
I
N
G
E
W
S
C
O
U
G
H
I
N
G
I
U
T
N
I
S
U
M
T
I
E
K
W
T
E
G
I
C
U
N
E
N
N
J
H
H
U
O
A
N
P
M
T
N
Y
K
M
T
E
R
N
M
G
I
M
X
T
O
I
C
E
N
E
L
O
O
E
E
Y
S
U
N
H
A
P
P
Y
U
B
C
R
A
D
I
G
F
A
E
L
A
N
D
E
F
O
R
E
H
E
A
D
T
D
T
D
Word Search 5: 6-11
AMOUNT
COUGHING
COUNT
DRESSED
FINISHING
FOREHEAD
FUNERAL
FURNITURE
ICE
INSTRUMENTS
JACKET
LAND
MUSIC
ONLY
PIECE
SCRATCHING
SUMMER
THINKING
TIE
TONGUE
UNHAPPY
WHEN
WINTER
YAWNING
YOU
N
O
F
I
N
I
S
H
I
N
G
J
W
W
F
U
N
E
R
A
L
U
F
T
A
O
D
R
E
S
S
E
D
D
S
U
O
C
Y
M
G
D
T
W
I
N
T
E
R
N
K
A
ENGLISH
132
Crossword 5: 1-5
Across
Down
2. Three ____ five is eight.

6. not thin
7. Two ___ six equals twelve.
9. The doctor gave him ____.
11. The man ___ a glass of milk to the woman.
12. He will ___ the food.
14. not a man
16. a ___ haired woman
21. It has ______ its mouth.
22. He will ___ the phone.
23. Nine plus seven _______ sixteen.
24. The bird is flapping its _____.
1. He will ___ the ladder.

3. there are ___ fingers on a hand
4. The dog is going to _____ the frisbee.
5. six times two
7. ___ are climbing.
8. They are sitting on a ____.
10. Eight _______ by two is four.
13. one, two, ___
15. Six ____ two is four.
17. He will ___ the bicycle.
18. one, two, three, ____
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 ____.

4. They go in the water ____ it is hot.
6. There are ___ a few flowers.
9. coat
12. Guitars are musical _____.
14. ___ is cold.
15. not hot
17. a piece of furniture to sleep on
20. The fire is making black ____.
21. They ran in a ____.
22. The boy is holding the kite ____
in his mouth.
1. She was running, but ___ she isnt.

2. Grass is a ____ of plant.
3. a long, thin musical instrument
5. A dresser is a piece of furniture that
___ clothes.
7. table, bed, and chair
8. A match ____ fire.
10. a ____ of furniture
11. The ___ is hot.
13. The ___ is around his neck.
16. a kind of bird
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 NeitherNor, 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.
1. Establish pen pals for your class from another
culture. Ask the pen pals to discuss various topics of
interest among teenagers. Encourage students to
share their letters and compare the lives of teenagers
from both cultures. Have the students write brief
notes or keep a journal that compares the lives of
teenagers from both cultures as they receive their
letters.
2. Have students research the educational system of
another culture and the educational system in their
own culture. Have students compare and contrast the
two educational systems and write an opinion paper
explaining which system they believe is better.
Students must provide valid reasons for their
opinions. Allow time for research. Encourage a class
discussion about different educational systems after
students have completed their papers.
3. Have students use the Internet to research the

tourism departments of several countries. Use the
information from these websites to plan a trip to one
of the countries. Have students create an itinerary for
their trip and give them a budget for their trip. Instruct
students to research a five-day trip choosing six
places of interest to visit while they are in that country.
Tell students they must stay within their budget. They
will need to find information about how much it will
cost to travel to these places. The student itinerary
must include a daily plan that will also include how
much money they intend to spend that particular day.
Students must also include a section that tells at least
five phrases that would be helpful to a traveler in
that country. Have students create a poster describing
their trip, including itinerary, telling how they spent
their money, the sites they visited within that country,
and any helpful phrases. Display student work in the
classroom.
135
Unit 6, Lesson 1
6-01
notebook
park
01
The man is going to get into the car.

The man is getting into the car.
The man is going to get into the carriage.
02
These are the children who were in the park.

The boy was in an airplane.
The dog had a frisbee in its mouth.
The cup was full.
02

The boy is jumping.
The boy has jumped.
The boy is going to throw the ball.
03
The boys mouth is open.

The boys mouth was open.
The children were on the table.
03
The woman is going to write.

The woman is writing.
The boy is falling.
The boy has fallen.
04
The woman has the box.

This is the woman who had the box.
The girls have a rope.
These are the girls who had a rope.
04
The boy is going to climb out of the water.

The boy is going to slide.
The boy is sliding.
The boy has slid into the water.
05
The man has a hat on his head.

This is the man who had the hat on his head.
The boy in blue has a rake in his hands.
The boy in blue had a rake in his hands.
05

The boy is jumping.
The people are going to cross the street.
The people are crossing the street.
06
These people are in a bike race.

These people were in a bike race.
This man is in a bike race.
This man was in a bike race.
06
The boy is looking at the ball.

The man is going to throw the boy.
The man has thrown the boy.
07

The boy was on the table.
The woman is holding a notebook.
The woman was holding a notebook.
07
The woman is going to put something into

the bag.
The woman has put something into the bag.
The woman is going to kiss the man.
08
This person is in the water.

This person was in the water.
The boy is on the wall. He is climbing the wall.
The boy was on the wall. He has fallen off
the wall.
08
The woman is going to enter the store.

The woman is entering the store.
The man is going to close the trunk of the car.
The man has closed the trunk of the car.
Themes:
Verb Tenses
Materials:
Pictures of people from a newspaper,
magazine, or book
Graphic organizer
Handout of Activities (Past and Present)
Have students complete Sections II and III of
reinforce vocabulary and provide writing
practice. Ask students to find a partner; have
each pair check answers and read worksheet
sentences to one another.

The children are in the park.

The boy is in the airplane.
The dog has a frisbee in its mouth.
The cup is full.
New Vocabulary
had
6-02
To Be and To Have: Present and

Past Tenses
01
09
These people are in a parade.

These people were in a parade.
The man was in the truck.
09
The people are going to go up the steps.

The people have gone up the steps.
10
The boy is inside.

The boy was inside. Now he is outside.
The clown has a hat on his head.
The clown had a hat on his head.
10
The people are going to come down the steps.

The people have come down the steps.
34
Social Studies: Allow students to select a
historical event from another country and have
students create a timeline of the event. Instruct
students to write a paragraph about the event
using verbs in the past tense. Have students
underline all the past tense verbs used.
Language Arts: Using all the vocabulary words
from the lesson, instruct students to create a short
story using the past and present tenses and to
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.
Worksheet 6-01
1. This man is in a bike ____________________________.
hat
2. The boy is on ____________________________.
mouth is
3. The man has a ____________________________ on his head.
people
4. He is ____________________________ the wall.
race
5. The boys ____________________________ open.
clown
6. The cup is ____________________________.
a frisbee
7. The ____________________________ has a hat on his head.
the table
8. The boy is in ____________________________.
full
9. The ____________________________ were in a parade.
the airplane
10. The dog has ____________________________ in its mouth.
climbing
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
136
To Be and To Have: Present and Past Tenses
6-01
To Be and To Have: Present and Past Tenses

New Vocabulary
had

Past Tenses
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
are the most frequently used verbs in the English language. Both are irregular.
Present
Past
Singular
Plural
The cup is cold.

The cup was cold.

Singular
Plural
The man has a hat.

The man had a hat.

The girls had a rope.

story about a person doing various activities. On
one page of the book make the activity current
and on the opposite page write about the same
activity in past tense.
Bodily-Kinesthetic: Divide students into pairs
and give each pair a copy of the handout for
this memory game. Direct students to cut out
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.
Another past tense is past progressive:

And yet another past tense is present perfect:
He has fallen off the wall.
Display pictures of various people. Have
students write a sentence to go with each
picture using either present or past tense verbs.
56
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
of verb? Make a graph to compare the results.
Display this graph in the classroom.

Conversation:
1.
3.
2.
1.
a. I am cold.
c. We are cold.
b. I am not cold.
d. We are not cold.
2.
a. I am bald.
c. We are bald.
b. I have black hair.

d. We have black hair.
a. We are the man

c. I am the woman
b. We are the woman

d. I am the man
3.
who is hungry.
Have students discuss an activity in the

present and past tenses. Students can also
interview each other, with one asking
questions in the present tense and the other
answering questions in the past tense.
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
Modifications:
2.
1.
5.
4.
1. The children
2. The children
3. The boy on the left
in the park.
on the table.
a rake in his hands.
Encourage students to write a three-sentence

paragraph about a historical event that is
meaningful to them.
3.
6.
4. This man
5. The clown
in a bike race.
a hat on his head.
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
get
go
kiss
looking
put
slid
slide
sliding
store
street
throw
trunk
write
Themes:
01
The man is going to get into the car.

The man is getting into the car.
The man is going to get into the carriage.
02
These are the children who were in the park.

The boy was in an airplane.
The dog had a frisbee in its mouth.
The cup was full.
02

The boy is jumping.
The boy has jumped.
03
The boys mouth is open.

The boys mouth was open.
03

The boy is falling.
The boy has fallen.
04
The woman has the box.

This is the woman who had the box.
These are the girls who had a rope.
04
The boy is going to climb out of the water.

The boy is going to slide.
The boy is sliding.
The boy has slid into the water.
05
The man has a hat on his head.

This is the man who had the hat on his head.
The boy in blue has a rake in his hands.
The boy in blue had a rake in his hands.
05

The boy is jumping.
The people are going to cross the street.
The people are crossing the street.
06

This man is in a bike race.
This man was in a bike race.
06

The man is going to throw the boy.
The man has thrown the boy.
07

The boy was on the table.
The woman is holding a notebook.
07
The woman is going to put something into

the bag.
The woman is going to kiss the man.
08
This person is in the water.

This person was in the water.
The boy is on the wall. He is climbing the wall.
The boy was on the wall. He has fallen off
the wall.
08

Verb Tenses
Materials:
Plot Analysis Handout 6-02
Sequencing Handout 6-02
Construction paper
Reinforce present progressive, present
perfect, and future tenses by asking students
to write a paragraph about things they want to
do later today, during the weekend, and over
summer vacation.
09

09

10
The boy is inside.

The boy was inside. Now he is outside.
10
The people are going to come down the steps.

The people have come down the steps.
34
Worksheet 6-02
Language Arts: Direct students to analyze
the plot of a story by listing things that have
happened to the character, what is currently
happening to the character, and what they
predict might happen to the character.
Social Studies: Ask students to make a list
of the streets they must take in order to get
to school. Instruct students to give verbal
directions including the names of the streets.

The children are in the park.

The boy is in the airplane.
The cup is full.
New Vocabulary
bag
close
cross
crossing
enter
6-02

Past Tenses
01

1. The boy is going to ____________________________ the ball.
looking
2. The woman ____________________________ the man.
put
3. The boy is ____________________________ at the ball.
the steps
4. The boy ____________________________ into the water.
enter
5. The woman has ____________________________ something into the bag.
is kissing
6. The woman is going to ____________________________ the store.
trunk
7. The man has closed the ____________________________ of the car.
has slid
8. The people are going up ____________________________.
throw
9. The boy has ____________________________.
the carriage
10. The man is getting into _____________________________.
fallen
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
138
ENGLISH
6-02

New Vocabulary
bag
get
slid
throw
close
go
slide
trunk
cross
kiss
sliding
write
crossing
looking
store

Bodily-Kinesthetic: Demonstrate the various
verb tenses by performing an activity listed in
the vocabulary. Ask students to perform these
activities for the class.
enter
put
street

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
expanded sentence forms.
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.
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
perfect expresses a past event that is still true in the present.
Visual-Spatial: Using street names and directions,

have students draw a map of the route they
must take to get to school including different
landmarks: post office, supermarket, etc.
Cut out pictures from the sequencing
handout. Pass out pictures to each student or
a group of students. Have students sequence
pictures and write a sentence using the
correct verb tenses for each picture.

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
will happen in the future.
She is going to put something into the bag.
Divide a large sheet of construction paper

into three equal sections. Draw a picture in
each section to illustrate the verb tenses.
In rapid speech you will hear people run going to together so that it sounds
like gonna.
She is gonna put something into the bag.
57
Conversation:
Have students interview each other about
what they are going to do after school.

Modifications:
2.
1.
1. This person has
Use the graphic organizer handout to help

students analyze plots of stories.
3.
a. a moustache, but no beard

c. a moustache and a beard
2. This girl has
a. light skin
3. This person has
a. light skin and short hair

c. dark skin and short hair
b. a moustache
b. a beard, but no moustache

d. no moustache and no beard
c. dark skin
d. a beard
b. light skin and long 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

into the bag.
a. has put
b. is put
c. was putting
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
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.
1.
This couple is dressed up.
2.
This person is wearing a uniform.
3.
The man is bald.
2.
3.
139
Unit 6, Lesson 3
6-03
moustache
rug
skin
uniform
uniforms
Themes:
01
a bag of fish
a bag of grapes
bags of bread
an empty paper bag
02
The man has a beard.

The man is bald.
The man does not have a beard.
The woman does not have a beard.
02
a roll of paper towels

a paper towel
a bag of potato chips
a plastic bag of grapes
03
These people are wearing uniforms.

These people are not wearing uniforms.
This man is wearing a uniform.
This man is not wearing a uniform.
03
a full bottle of juice

half a bottle of juice
an empty glass bottle
a roll of toilet paper
04
This person has a moustache, but no beard.

This person has a beard, but no moustache.
This person has a moustache and a beard.
The person does not have a moustache or a beard.
04
two rolls of paper towels

a full paper bag
an empty plastic bag
an empty paper bag
05
This statue has a moustache.

This statue has a beard.
The woman with long hair has an earring.
The woman with short hair is wearing an earring.
05

a full bottle
lots of bread
six loaves of bread
06

This couple is not dressed up.
These men are dressed up.
These men are not dressed up.
06

a full paper bag
an empty paper bag
07
This girl has black hair and dark skin.

The boy in the red sweater has dark skin.
The girl with red hair has light skin.
The boy with a black shirt has light skin.
07
a tomato
lots of tomatoes
many boxes of apples
slices of watermelon
08
Which young woman has dark skin?

Which young woman has light skin?
Which young man has dark skin?
Which young man has light skin?
08
a pair of boots
a pair of sunglasses
baskets of apples
boxes of apples
09
The woman has light skin and short hair.

The woman has light skin and long, blond hair.
This person has dark skin and short hair.
This person has dark skin and long hair.
09
a pair of gloves and a pair of shoes
a pair of boots
a pair of dice
10
This man has dark skin and a moustache.

This man has light skin and a beard.
This man has light skin and no beard or
moustache.
This man has dark skin and no beard or
moustache.
10
a bouquet of flowers
three bouquets of flowers
a banana
bunches of bananas
People
Materials:
Pictures of people
Review lesson vocabulary by instructing
students to write three sentences. Each
sentence will describe one of the following:
A family member.
A peer.
A famous person (past or present).
Units of Things
The old man has a white beard.

The bald man is looking at a rug.
The bald man has a beard.
The man with a red tie has a beard.
New Vocabulary
beard
earring
light
6-04
More Descriptions of People;

Demonstrative Adjectives
01
35
Language Arts: Provide students with a short
story that is well-known in another culture.
Instruct students to choose a character in a story
and write a description of the character.
Social Studies: Explain to the students that
different professions wear specific uniforms.
Have students identify professions that have to
wear a uniform. List the student responses on
the board. Ask students to research five professions that require uniforms. Instruct students
to research these jobs and write a brief
paragraph describing the reasons people wear
uniforms at their job and a description of the
uniform.
Worksheet 6-03
1. The woman with ____________________________ has an earring.
is bald
2. The girl has black hair and dark ____________________________.
long hair
3. This person has a beard, but no ____________________________.
statue
4. The old man has a ____________________________ beard.
skin
5. These people are wearing ____________________________.
dressed
6. The man ____________________________.
does not
7. These men are ____________________________ up.
white
8. The woman ____________________________ have a beard.
bald
9. The ____________________________ man has a beard.
moustache
10. The ____________________________ has a moustache.
uniforms
11.
12.
13.
14.
15.
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________

____16. short
b. long
____18. is bald
c. has hair
____19. a beard
d. a person
____20. a statue
e. a moustache
ENGLISH
140
a. dark
____17. light
More Descriptions of People; Demonstrative Adjectives
6-03
More Descriptions of People; Demonstrative Adjectives

New Vocabulary
beard
skin

earring
uniform
light
uniforms
moustache
rug
Grammar: Demonstrative Adjectives

This and these are demonstrative adjectives. They are often used in contrast to
that and those.
this and that
these and those
These people are wearing uniforms. (Those people are not.)
This person has a beard. (That person does not.)
These men are dressed up. (Those men are not.)
This girl has black hair. (That girl does not. She has blond hair.)
The demonstrative adjective must agree in number with its noun.
Bodily-Kinesthetic: Have students sort pictures

of people into different categories and then
share the criteria they used to create these
categories.
Interpersonal: Invite students to share their
research about professions and uniforms with
the class.
this couple
these people
While couple refers to two people, it is just one couple, so it is singular.
Prepositional phrases can help point out which one.
58
Conversation:

2.
1.
1. This person has
Cut out pictures of 25 men from magazines.
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
marks to record data. Convert data to
percentages and make a circle graph to
display the data.

3.
a. a moustache, but no beard

c. a moustache and a beard
2. This girl has
a. light skin
3. This person has
a. light skin and short hair

c. dark skin and short hair
b. a moustache
Have students describe other classmates

using prepositional phrases. One student will
describe a classmate and his or her partner
will guess who they are describing.
b. a beard, but no moustache

d. no moustache and no beard
c. dark skin
d. a beard
b. light skin and long hair

d. dark skin and long hair
1. The people are going up the steps.
a. are gone
b. have gone
c. were gone
a. is going to throw
b. is thrown
c. has thrown
3. The woman is putting something

into the bag.
a. has put
b. is put
c. was putting
Modifications:
Encourage students to talk about a family
member they are fond of.

1. The woman is writing.
a. is going to write
b. was writing
c. has written
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.
1.
2.
This person is wearing a uniform.
3.
The man is bald.
2.
3.
141
Unit 6, Lesson 4
6-03
dice
half
lots
pair
plastic
potato
roll
rolls
slices
toilet
tomato
towel
towels
watermelon
The old man has a white beard.

The bald man is looking at a rug.
The bald man has a beard.
The man with a red tie has a beard.
01
a bag of fish
a bag of grapes
bags of bread
an empty paper bag
02
The man has a beard.

The man is bald.
The man does not have a beard.
The woman does not have a beard.
02

a paper towel
a bag of potato chips
a plastic bag of grapes
03
These people are wearing uniforms.

These people are not wearing uniforms.
This man is not wearing a uniform.
03
a full bottle of juice

half a bottle of juice
04
This person has a moustache, but no beard.

This person has a beard, but no moustache.
This person has a moustache and a beard.
The person does not have a moustache or a beard.
04

a full paper bag
an empty paper bag
05
This statue has a moustache.

This statue has a beard.
The woman with short hair is wearing an earring.
05

a full bottle
lots of bread
six loaves of bread
06

06

a full paper bag
an empty paper bag
07
This girl has black hair and dark skin.

The girl with red hair has light skin.
The boy with a black shirt has light skin.
07
a tomato
lots of tomatoes
many boxes of apples
slices of watermelon
08
Which young woman has dark skin?

Which young woman has light skin?
Which young man has dark skin?
Which young man has light skin?
08
a pair of boots
baskets of apples
boxes of apples
09
The woman has light skin and short hair.

The woman has light skin and long, blond hair.
This person has dark skin and short hair.
This person has dark skin and long hair.
09
a pair of gloves and a pair of shoes
a pair of boots
a pair of dice
10
This man has dark skin and a moustache.

This man has light skin and a beard.
This man has light skin and no beard or
moustache.
This man has dark skin and no beard or
moustache.
10
three bouquets of flowers
a banana
bunches of bananas
Themes:
Units of Things
Materials:
Research materials
Reinforce lesson vocabulary with the
following activity:
Divide the class in half.
Direct one group to develop a shopping
list for a party.
The other group will develop a shopping
list for a vacation.
Have students share list items as you write
them on the board. Discuss similarities and
differences among necessary items for the
two events.
Language Arts: Instruct students to research
the following words: herd, flock, colony, and
pack. How do these words relate to this lesson?
Have students write a sentence using each word
in the context of this lesson.
Science: Instruct students to find out what
types of animals are in a herd, flock, colony,
and pack. After giving students time to
research, ask students to share their information
with the class and record student answers on
the board.
35
Worksheet 6-04
1. an empty paper ____________________________
bouquet
2. many ____________________________ of apples
empty
3. a ____________________________ of paper towels
bag
4. _____________________________ of watermelon
bottle
5. a _____________________________ of flowers
gloves
6. a ____________________________ of boots
roll
7. a full ____________________________ of juice
potato chips
8. a pair of ____________________________ and a pair of shoes
slices
9. a bag of _______________________________
boxes
10. an ____________________________ glass bottle
pair
11.
12.
13.
14.
15.
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________

____16. loaves
a. toilet paper
____17. roll
b. flowers
____18. bottle
c. boots
____19. bouquet
d. juice
____20. pair
e. bread
Units of Things
142
Units of Things
01
New Vocabulary
banana
baskets
boots
bottle
bouquet
bouquets
bunches
chips
6-04

ENGLISH
Units of Things
6-04
Units of Things
New Vocabulary
banana
bouquets
lots
rolls
towels

baskets
bunches
pair
slices
watermelon
boots
chips
plastic
toilet
bottle
dice
potato
tomato
bouquet
half
roll
towel

a poem using the vocabulary words from
this lesson.
Usage: Units of Things
Naturalist: Allow students to work in groups

and prepare a short presentation about animals
that live in a pack, a herd, a colony, or a flock.
Encourage students to share their reports with
the class.
In English we often refer to units of things by stating the quantity or container

plus of.
a bag of fish
a bottle of juice
lots of bread
The contents are always stated in a prepositional phrase using of.
Fractions of a quantity may be similarly expressed.
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.
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:
2.
1.
3.
5.
4.
1. a
of fish
b. bag
c. pair
a. an empty plastic bag

c. a full plastic bag
d. roll
b. an empty paper bag

d. a full paper bag
a. an empty glass bottle

c. an empty box
b. a full glass bottle

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
of apples
a. boxes
b. bags
c. pairs
d. baskets
3.
6.
Back to School
A Birthday Party
Valentines Day
6.
a. bottle
2.
Ask students to list or name five items they

would purchase for a specific event. Possible
event choices:
II. Fill in the blank with the letter matching the correct word.
a. anymore
b. only
c. both
d. neither
f. nor
g. all
2.
1.
3.
5.
4.
1.
people are singing.
2.
four of these people are walking.
3. The men are not running
e. none
6.
4. This man is
nor eating.
talking on the phone
5. The clown is not dressing

6.
of these three people are walking.
143
Unit 6, Lesson 5
6-05
01
New Vocabulary
02
anymore
dressing
nor
sidewalk
them
03
04
Themes:
What Am I Doing?
Materials:
05
06
Magazine or newspaper pictures

07
reinforce vocabulary. Review Lesson 6-05
terms in the following way:
08
09
10
Divide students into groups of three.

Instruct groups to observe others in the
classroom and write three sentences. Each
sentence will contain one of these terms:
Neithernor, both, none.
Ask each group member to select a
sentence to read aloud to the class.
6-06
NeitherNor, BothAnd

The woman is not riding the horse anymore.
The men are riding bicycles.
The men are not riding anymore.
The men are not running anymore.
The young men are singing.
The young men are not singing anymore.
The man and woman are singing.
The man and woman are not singing anymore.
The clown is dressing.
The clown is not dressing anymore.
This woman is eating.
This woman is talking on the phone.
This woman is neither talking on the phone nor
eating.
This man is neither talking on the phone nor
eating.
This woman is singing and playing the piano.
This woman is neither singing nor playing the
piano.
These women are playing drums and smiling.
These women are neither playing drums nor
smiling.
Both people are singing.
Neither of these people is singing.
Only one of these people is singing.
All six of these people are singing.
The man in white is standing on the sidewalk.
The man in white is not standing on the sidewalk
anymore.
The bus is up on the sidewalk.
The bus is not on the sidewalk anymore.
All four of these people are walking.
None of these four people are walking.
All three of these people are walking.
None of these three people are walking.
Both the young men are singing. Neither of them
is kissing a woman.
Neither the man nor the woman is talking.
Neither the man nor the woman is kissing.
The man in the black shirt is standing. None of
his friends are.
Both the man and the woman are carrying
umbrellas.
Neither the man nor the woman is carrying an
umbrella.
Both the man and the boy are wearing hats.
Neither the man nor the boy is wearing a hat.
Verbs: Present and Past Tenses;

Relative Pronouns
01

02
The young woman is reading.

The young woman was reading.
The boy is fishing.
The boy was fishing.
03
The girl is jumping rope.

The girls were jumping rope.
The woman was drinking.
04
The father and his sons are digging.

The father and his sons were digging.
The dog is looking at the book.
The dog was looking at the book.
05
The man is wearing a shirt that is too small.

The man was wearing a shirt that was too small.
The man was wearing this shirt, but now the
boy is.
06

The man was playing the guitar.
The woman is holding the guitar.
The woman was holding the guitar, but now the
boy has it.
07
The traffic light is red.

The traffic light was red.
The man is climbing the ladder.
The man has climbed the ladder.
08
Some people are driving.

Some people were driving, but not anymore.
Someone is going to drive.
car keys
09
This dog is yawning.

This dog is carrying the frisbee.
This young man is yawning.
This young man is eating.
10
This is the dog that was yawning.

This is the dog that was carrying the frisbee.
This is the young man who was yawning.
This is the young man who was eating.
36
Worksheet 6-05
Social Studies: Use the vocabulary neithernor,
both, and none to describe historical things or
events that involved well-known people. Ask
students to write sentences describing these
events. For example, if the students wanted to
write about explorers, they could say, Both
Columbus and Magellan were explorers. Write
some of the student sentences on the board or
large sheet of paper.
Language Arts: Instruct students to write five
sentences using the following words: none, not
anymore, neithernor, and both. Invite students
to share their sentences with the class.
1. The bus is up on the _____________________________.
anymore
2. The woman is singing and ____________________________ the piano.
drums
3. The woman ____________________________ the horse.
sidewalk
4. The woman is ____________________________ on the phone.
both
5. _____________________________ the man and boy are wearing hats.
bicycles
6. These women are playing ____________________________ and smiling.
are singing
7. The men are riding _____________________________.
playing
8. ____________________________ of these people is singing.
talking
9. The clown is not dressing ______________________________.
is riding
10. All six of these people _____________________________.
neither
11.
12.
13.
14.
15.
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
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
144
NeitherNor, BothAnd
6-05
NeitherNor, BothAnd
NeitherNor, Both, None,

No One, Neither
New Vocabulary
anymore
dressing
nor
sidewalk
them
Bodily-Kinesthetic: Act out an activity and

have one student say what is happening and
another student say what is not happening.
Usage: NotAnymore, NeitherNor, and Both

Notanymore expresses the discontinuance of an action. The action was once
occurring, but now it has stopped.
The men are running. The men are not running anymore.
The woman is riding the horse. The woman is not riding the horse anymore.
Neithernor is a useful expression indicating negation of two things. Neither
sometimes appears without nor. They have various grammatical functions,
sometimes adverbial, sometimes adjectival and sometimes as the subject.
As a subject, neither is singular (neither is).
Adverbial
As subject
Adjectival
This woman is neither singing nor playing the piano.

Neither of these people is singing. (Neither is singing.)
Neither the man nor the woman is talking. (Neither is talking.)
Both means the two together. Often neither is its opposite. Their grammatical
functions are parallel: adverbial, adjectival and as a subject. As a subject, of course,
both is plural (Both are).
Adverbial
As subject
Adjectival

create riddles to share with a partner using
the following words: none, not anymore,
neithernor, and both. Have students take
turns solving their partners riddle.
The woman is both singing and playing the piano.

Direct students to use pictures from newspapers

or magazines to write sentences describing
what the people are and are not doing. Use
the vocabulary none, neithernor, and both.
Where more than two items are involved, use all. None negates all.
None of these people are walking.
Conversation:
After students finish working through this
lesson, ask them to describe two to three
scenes that were memorable.
60
Modifications:
Invite students to describe the actions
from several magazine photographs and
advertisements.

2.
1.
5.
4.
1. a
3.
of fish
6.
a. bottle
b. bag
c. pair
a. an empty plastic bag

c. a full plastic bag
2.
d. roll
b. an empty paper bag

d. a full paper bag
a. an empty glass bottle

c. an empty box
b. a full glass bottle

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
of apples
a. boxes
b. bags
c. pairs
d. baskets
3.
6.
II. Fill in the blank with the letter matching the correct word.
a. anymore
b. only
c. both
d. neither
f. nor
g. all
2.
1.
3.
5.
4.
1.
people are singing.
2.
four of these people are walking.
e. none
6.
4. This man is
nor eating.
talking on the phone
5. The clown is not dressing

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
01
New Vocabulary
02
climbed
digging
fishing
keys
sons
traffic
03
04
Themes:
Verb Tenses
05
Materials:
06
Graph paper
07
entries, encourage them to write a paragraph
describing a person they admire.
08
09
10
6-06
NeitherNor, BothAnd
Verbs: Present and Past Tenses;

Relative Pronouns

The woman is not riding the horse anymore.
The men are riding bicycles.
The men are not riding anymore.
The men are not running anymore.
The young men are singing.
The young men are not singing anymore.
The man and woman are singing.
The man and woman are not singing anymore.
The clown is dressing.
The clown is not dressing anymore.
This woman is eating.
This woman is talking on the phone.
This woman is neither talking on the phone nor
eating.
This man is neither talking on the phone nor
eating.
This woman is singing and playing the piano.
This woman is neither singing nor playing the
piano.
These women are playing drums and smiling.
These women are neither playing drums nor
smiling.
The man in white is standing on the sidewalk.
The man in white is not standing on the sidewalk
anymore.
The bus is up on the sidewalk.
The bus is not on the sidewalk anymore.
01

02
The young woman is reading.

The young woman was reading.
The boy is fishing.
The boy was fishing.
03

The girls were jumping rope.
The woman was drinking.
04

05
The man is wearing a shirt that is too small.

The man was wearing this shirt, but now the
boy is.
06

The man was playing the guitar.
The woman is holding the guitar.
The woman was holding the guitar, but now the
boy has it.
07
The traffic light is red.

The traffic light was red.

None of these four people are walking.
All three of these people are walking.
None of these three people are walking.
Both the young men are singing. Neither of them
is kissing a woman.
Neither the man nor the woman is talking.
Neither the man nor the woman is kissing.
The man in the black shirt is standing. None of
his friends are.
Both the man and the woman are carrying
umbrellas.
Neither the man nor the woman is carrying an
umbrella.
Neither the man nor the boy is wearing a hat.
08

Someone is going to drive.
car keys
09
This dog is yawning.

This dog is carrying the frisbee.
This young man is yawning.
This young man is eating.
10

This is the dog that was carrying the frisbee.
This is the young man who was yawning.
36
Language Arts: Instruct students to write a
paragraph about what they do in a typical day
only using present tense.
Worksheet 6-06
Social Studies: Allow students time to research

and instruct them to demonstrate their knowledge
of the causes of the American Revolution by
writing a paragraph using past tense verbs.
1. The man is playing the _____________________________.
traffic
2. The man is wearing a shirt that is too ____________________________.
yawning
3. The ____________________________ light is red.
wearing
4. The man has ____________________________ the ladder.
frisbee
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
146
ENGLISH
6-06
Verbs: Present and Past Tenses; Relative Pronouns

New Vocabulary
climbed
traffic

and Imperfect
digging
fishing
keys
sons
Grammar: Present and Past Progressive

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.
Verbal-Linguistic: Direct students to create two

word searches, one with past tense verbs and
one with present tense verbs.
Interpersonal: Invite students to read the story
written in the present tense aloud to the class.
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,
but no longer is.
The girl was jumping rope.
Grammar: Relative Pronouns

A relative pronoun begins a dependent clause in which more information is given
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.
That and who are relative pronouns in the following examples.
that was yawning.
who was eating.
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?
Put students in small groups and instruct

them to discuss something that is happening
to them now and something that previously
happened to them.
Conversation:
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.
a. who is
b. who was
c. that is
1.
1. The man is wearing a shirt
too small.
d. that was
3.
2.
2. This is the dog
yawning.
3. This is the young man

eating.
III. Yes or No?
1.
2.
4.
5.
3.
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
prince
says
shaking
singers
speaking
stepping
touched
twenty-three
walk
years
01
The man is going to kiss his wife.

The man is kissing his wife.
The woman is going to throw the ball.
02
The man on the left is Prince Charles.

The man speaking is Mikhail Gorbachev.
The woman with the singers is Nancy Reagan.
02
03
The man on the left is named Charles.

The name of the man on the left is Ronald.
The mans name is Mikhail.
The woman in front of the singers is named
Nancy.
The girl is talking to the man.

The woman is not talking to anyone. She is
preparing food.
The woman is sitting on the man.
The woman is sitting on the rocking chair.
03

No one is riding the horse.
No one is riding the bicycle.
Someone is riding the bicycle.
04
The horse is kissing the woman.

No one is being kissed by the horse.
The ball is being kicked by the boy.
No one is kicking the ball.
04
Prince Charles is shaking hands with Ronald

Reagan.
Ronald Reagan is standing with three other men.
Nancy Reagan is smiling at the singers.
05
This is Sandra. She is a girl.

This is Jake. He is a boy.
This is Melissa. She is a woman.
This is Pranav. He is a man.
05
The woman is being kissed by the horse.

No one is kissing the woman.
The boy is kicking the ball.
The boy is not kicking anything.
06
The girl says, My name is Sandra and I am four

years old.
The boy says, My name is Jake and I am ten
years old.
The woman says, My name is Melissa and I am
twenty-two years old.
The man says, My name is Pranav and I am
twenty-three years old.
06
The boy is falling.

The boy has fallen.
07
The men are going to run.

The men have run.
The women are going to run.
08
The woman is going to pick up the cat.

The woman is picking up the cat.
The woman has picked up the cat and is holding
it in her arms.
The woman is reading the newspaper.
09
The woman is going to put on the dress.

The woman is putting on the dress.
The woman has put on the dress.
The man is putting on a shirt.
10
The girl is going to pour water on her head.

The girl is pouring water on her head.
The woman is going to read the book.
The woman is reading the book.
Themes:
Names
Materials:
07
Construction paper
Social studies book with pictures
Melissa is going to walk up the steps.

Melissa is walking up the steps.
Melissa is walking down the steps.
Melissa has walked down the steps.
08
Sandra is holding a balloon.

Jake is holding a balloon.
Pranav is standing in a tree.
Melissa is standing in a tree.
09
Sandra says, Look at my balloon!

Jake says, Look at my balloon!
Pranav says, Look, I am standing in a tree!
Melissa says, Look, I am standing in a tree!
10
Melissa and Pranav are stepping onto the wall.

Melissa and Pranav have just jumped off the
wall. Their feet have not touched the ground.
Melissa and Pranav have jumped off the wall.
Their feet have touched the ground.
to circulate the room and practice introducing
themselves to others. Remind students to
include their ages and one activity they enjoy.

two men and one woman

four men
one man
three men and a woman
New Vocabulary
balloon
look
my
name
named
6-08
Names
01
37
Mathematics: Instruct students to write their full
formal name. Have students count the number
of vowels and the number of consonants in
their name. Students can identify whether the
numbers are prime or composite. Tell students
to use the divisibility rules to determine if one
of the numbers is divisible by the other. Then,
have students find the greatest common factor
and the least common multiple of the two
numbers.
Social Studies: Ask students to identify historical
figures by saying their name and something the
person is remembered for. Make a list of student
answers and display for the class.
Worksheet 6-07
1. Jake is _____________________________ a balloon.
in a tree
2. The man on the left is ____________________________ Charles.
the wall
3. Nancy Reagan is ____________________________ at the singers.
holding
4. Melissa is going to ____________________________ up the steps.
girl
5. She is a ____________________________.
touched
6. Pranav is standing ________________________________.
named
7. Prince Charles ____________________________ with Ronald Reagan.
Mikhail
8. Their feet have not ____________________________ the ground.
smiling
9. The mans name is _____________________________.
is shaking hands
10. Melissa and Pranav are stepping onto ____________________________.
walk
11.
12.
13.
14.
15.
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________

____16. womans name
a. Charles
____17. mans name
b. Melissa
____18. stepping
c. talking
____19. speaking
d. bicycle
____20. bike
e. walking
ENGLISH
148
Names
Names
6-07
Names
New Vocabulary
balloon
prince
stepping

look
says
touched
my
shaking
twenty-three
name
singers
walk
named
speaking
years

work of art using their first name.
Usage: Look
We often want to call someones attention to ourselves or to something of interest
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.
Look at my balloon!
Look, I am standing in a tree!
Usage: Names
This lesson practices the use of names of people in English. Everyone has a name.
If we know a persons name, we should use it. A name is much more interesting
than the boy or that woman.
Notice how direct quotations are written in English.
The girl says, My name is Sandra and I am four years old.
A comma follows says, and a quotation mark signals the beginning of the exact,
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
or exclamation point) marks the end of the sentence, and a closed quotation mark
signals the end of the exact quotation.
Intrapersonal: Instruct students to create an

acrostic poem using their name. Have students
write their first name vertically on a piece of
paper. Beside each letter have students write
an adjective that begins with that letter. The
adjectives should describe them.
Interpersonal: Students can write another
acrostic poem using the name of someone
they know or someone in the class. Direct
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
in the classroom.

I. Change the words in italics from present to past tense.
1. The people are in a bike race.
Conversation:
2. The young woman is reading.

practice using the names of people in the
room by describing what they are doing.
3. The father and his sons are digging.
a. who is
b. who was
c. that is
1.
1. The man is wearing a shirt
too small.
d. that was
3.
2.
2. This is the dog
yawning.
3. This is the young man

eating.
III. Yes or No?
1.
2.
4.
5.
Modifications:
Give students a list of everyone in the class
for the acrostic name poems.
3.
6.
1.
4.
Pranav is holding a balloon.
2.
5.
3.
She is a woman.
6.
The two men are shaking hands.
149
Unit 6, Lesson 8
6-07
kissed
newspaper
pour
pouring
preparing
read
01
The man is going to kiss his wife.

The woman is going to throw the ball.
02
The man on the left is Prince Charles.

The man speaking is Mikhail Gorbachev.
The woman with the singers is Nancy Reagan.
02
03
The man on the left is named Charles.

The name of the man on the left is Ronald.
The mans name is Mikhail.
The woman in front of the singers is named
Nancy.
The girl is talking to the man.

The woman is not talking to anyone. She is
preparing food.
The woman is sitting on the man.
The woman is sitting on the rocking chair.
03

No one is riding the horse.
No one is riding the bicycle.
Someone is riding the bicycle.
04
The horse is kissing the woman.

No one is being kissed by the horse.
The ball is being kicked by the boy.
No one is kicking the ball.
04
Prince Charles is shaking hands with Ronald

Reagan.
Ronald Reagan is standing with three other men.
Nancy Reagan is smiling at the singers.
05
This is Sandra. She is a girl.

This is Jake. He is a boy.
This is Melissa. She is a woman.
This is Pranav. He is a man.
05
The woman is being kissed by the horse.

No one is kissing the woman.
The boy is kicking the ball.
The boy is not kicking anything.
06
The girl says, My name is Sandra and I am four

years old.
The boy says, My name is Jake and I am ten
years old.
The woman says, My name is Melissa and I am
twenty-two years old.
The man says, My name is Pranav and I am
twenty-three years old.
06
The boy is falling.

The boy has fallen.
07
The men are going to run.

The men have run.
The women are going to run.
08

it in her arms.
09
The woman is going to put on the dress.

The woman is putting on the dress.
The man is putting on a shirt.
10

The girl is pouring water on her head.
The woman is reading the book.
Themes:
Verb Tenses
Materials:
Handout of Verb Tenses for Lesson 6-08
Scissors
Roll of calculator paper or paper cut in long,
thin strips
Shoebox
Review present progressive, present perfect,
and future tenses by instructing students to
develop a play-by-play report describing
the action of an event. For example: The
woman is going to pick up the cat. The
woman is picking up the cat. The woman
has picked up the cat and is holding it in
her arms. Review Curriculum Text for
additional examples.
Language Arts: Find a popular movie that is
appropriate for the class. Have students write a
synopsis and a review of the movie.
Language Arts: Provide newspapers for the
students. Instruct students to find an article that
is interesting to them. Have the students write
three or more sentences giving the main idea of
the article. Instruct students to highlight or
underline the different verb tenses: present
progressive, present perfect, and future with
going to.
07
Melissa is going to walk up the steps.

Melissa is walking up the steps.
Melissa is walking down the steps.
Melissa has walked down the steps.
08
Sandra is holding a balloon.

Jake is holding a balloon.
Pranav is standing in a tree.
Melissa is standing in a tree.
09

Jake says, Look at my balloon!
Pranav says, Look, I am standing in a tree!
Melissa says, Look, I am standing in a tree!
10
Melissa and Pranav are stepping onto the wall.

Melissa and Pranav have just jumped off the
wall. Their feet have not touched the ground.
Melissa and Pranav have jumped off the wall.
Their feet have touched the ground.
37
Worksheet 6-08
1. The man _____________________________ a shirt.
thrown
2. The girl is _____________________________ water on her head.
kiss
3. The boy is _____________________________ the ball.
talking
4. The woman is reading the _____________________________.
pouring
5. The man is going to ____________________________ his wife.
falling
6. The woman ____________________________ the horse.
kicking
7. The boy is ______________________________.
read
8. The woman has ____________________________ the ball.
is putting on
9. The woman is going to ____________________________ the book.
newspaper
10. The girl is _____________________________ to the man.
is riding
11.
12.
13.
14.
15.
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________

____16. preparing
a. a newspaper
____17. reading
b. water
____18. pouring
c. a ball
____19. climbing
d. food
____20. kicking
e. a ladder
150

two men and one woman

four men
one man
three men and a woman
New Vocabulary
anyone
being
kicked
6-08
Names
01
ENGLISH
6-08

New Vocabulary
anyone
pour
being
pouring
kicked
preparing
kissed
read
newspaper

Present progressive

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
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.
Present perfect
The woman has picked up the cat.

The boy has fallen.

Bodily-Kinesthetic: Give the handout for Verb

Tenses Lesson 6-08 to each student. Have them
cut out each picture. Instruct students to sort
pictures into categories and then sequence them.
Students can either recite or write a sentence to
go with each picture and identify the verb tense
for each.
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.
63
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
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.

Conversation:
2.
1.
3.
Show film clips of comedy routines and ask

students to describe actions in a beforeduring-after sequence.
Modifications:
4.
6.
5.
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
4. a
of knives
a. pair
b. single
c. group
d. bouquet
a. set
b. bouquet
c. pair
d. bunch
of dolls
a. single
b. bunch
c. group
d. couple
balloons
a. single
b. few
c. many
d. a couple
5. a
6.
Using flashcards with the words first,

second, and third, ask students to
describe the sequence of an action.
1. The men are running.
a. have run
b. were running
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
c. are going to run

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
01
many bunches of bananas

a bunch of bananas
many bunches of grapes
a bunch of grapes
01
02
a bunch of bananas
a single banana
a bunch of grapes
a single grape
02
03
a couple of dolls
a group of dolls
a few flowers
many bunches of flowers
New Vocabulary
biker
bikers
bunch
candles
couples
dining
doll
dolls
flags
grape
knives
luggage
pairs
room
runner
Russian
set
silverware
single
tools
twins
Themes:
Vocabulary Chart Lesson 6-09

Dictionary
Thesaurus
03
04
a pair of candles
many pairs of candles
a pair of gloves
many pairs of gloves
05
a single flower
a couple of flags
lots of flags
06
many balloons
a few balloons
a single biker
a group of bikers
06
a pair of dice
two pairs of dice
a single runner
a group of runners
07
07
Units of Things
Materials:
6-10
More Units of Things
04
05
08
a set of tools
a set of dining room furniture
a set of luggage
a set of knives
09
a set of silverware
a pair of twins
a chess set
a set of plates
10
08
09
a couple going down an escalator

two couples
a doll couple
a set of Russian dolls
10
by asking students to develop lists for the
following:
Items found in a grocery store.
Necessities for a new house.
Gifts one might receive for a birthday.
Have students take turns reading lists aloud as
they compare and contrast their work with others.
Language Arts: Discuss the meanings of the
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.
Worksheet 6-09
1. a ____________________________ of bananas
escalator
2. a set of Russian ____________________________
pair
3. a couple going down an _____________________________
few
4. a set of ____________________________ room furniture
single
5. a ____________________________ grape
bouquet
6. a ____________________________ balloons
chess
7. a ____________________________ of flowers
dining
8. a ____________________________ set
of gloves
9. a pair ____________________________
dolls
10. a ____________________________ of dice
bunch
12.
13.
14.
15.
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________

____16. single
a. two
____17. none
b. three or more
____18. couple
c. one
____19. lots
d. zero
____20. a few
e. many
ENGLISH
152
The girl is alone.

The girl is with her friends.
The girl is with her mother and father.
The girl is with her puppy.
The singer with the red microphone is singing
alone.
The singer is singing with a friend.
The woman is singing with the choir.
The woman is singing alone while playing the
piano.
Flowers surround the woman.
Bushes surround the woman.
Books surround the woman.
People surround the woman.
The woman is surrounded by flowers.
The woman is surrounded by bushes.
The woman is surrounded by books.
The woman is surrounded by people.
The castle stands alone on a hill, away from
other buildings.
The fort stands alone in the desert, away from
other buildings.
The castle is surrounded by other buildings.
The church is surrounded by other buildings.
The woman is alone.
The woman is with another person.
The table is surrounded by chairs.
one person alone
a couple of people
several people
a crowd of people
The girl is reading alone.
The girl is playing with a friend.
The girl is playing with her teacher.
The girl is walking with her teacher and her
friend.
Someone is walking alone down the steps.
Several people are walking down the steps.
A whole crowd of people are standing on the
steps.
A whole crowd of people are walking on the
sidewalk.
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
racing.
38
11.
Social Studies: As a class, discuss the meaning

of each word, writing student responses on the
board. Ask students to brainstorm occasions
when these words are used and in what context.
This may be done as a group or individually;
for example, a bouquet is a bunch of flowers.
Alone, Crowd, Friend; Passive Voice

of Verbs

6-09
New Vocabulary
biker
dining
knives
Russian
twins
bikers
doll
luggage
set
bunch
dolls
pairs
silverware
candles
flags
room
single
couples
grape
runner
tools
Usage: Units of Things

Lets review groupings and add some new types of groupings to your vocabulary.
a
a
a
a
a
bunch of
couple of
pair of
bouquet of
set of
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.
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.
Visual-Spatial: Have students draw a picture

to illustrate the meaning of each of these words:
many, groups, couple, pair, bunch, and game.
Logical-Mathematical: Have students write
questions using the vocabulary word as the
answer. The question should describe the
vocabulary word without directly stating the
name of the item. Students should take turns
guessing the answer to each others 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.

Modifications:
Using flashcards or photos of everyday

items and situations, encourage students to
converse about these events using lesson
vocabulary.
2.
1.
4.
1. a
6.
5.
of bananas
2. a
grape
3. a
of runners
4. a
of knives
5. a
of dolls
balloons
6.
3.
a. set
b. bouquet
c. pair
d. bunch
a. set
b. single
c. group
d. bunch
a. pair
b. single
c. group
d. bouquet
a. set
b. bouquet
c. pair
d. bunch
a. single
b. bunch
c. group
d. couple
a. single
b. few
c. many
d. a couple
a. have run
b. were running
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
c. was putting on
c. are going to run

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
many bunches of bananas

a bunch of bananas
many bunches of grapes
a bunch of grapes
01
02
a bunch of bananas
a single banana
a bunch of grapes
a single grape
02
03
a couple of dolls
a group of dolls
a few flowers
many bunches of flowers
New Vocabulary
against
alone
away
books
buildings
castle
choir
crowd
desert
friend
hill
huge
puppy
racing
singer
stands
surround
surrounded
whole
Themes:
a pair of candles
many pairs of candles
a pair of gloves
many pairs of gloves
05
a single flower
a couple of flags
lots of flags
06
many balloons
a few balloons
a single biker
a group of bikers
06
07
a pair of dice
two pairs of dice
a single runner
a group of runners
07
04
05
08
a set of tools
a set of dining room furniture
a set of luggage
a set of knives
09
a set of silverware
a pair of twins
a chess set
a set of plates
Materials:
10
03
04
Who or What Am I With?
Magazines
6-10
01
08
09
a couple going down an escalator

two couples
a doll couple
a set of Russian dolls
10
Encourage students to write a journal-style

entry about activities they prefer to do alone
and those they enjoy with others. Remind
students of the available resources (computer
lessons, worksheets, quizzes, and word
journals) as they use vocabulary from current
and previous lessons.
Alone, Crowd, Friend; Passive Voice

of Verbs
The girl is alone.

The girl is with her friends.
The girl is with her mother and father.
The girl is with her puppy.
alone.
piano.
Bushes surround the woman.
Books surround the woman.
People surround the woman.
The woman is surrounded by bushes.
The woman is surrounded by books.
The castle stands alone on a hill, away from
other buildings.
The fort stands alone in the desert, away from
other buildings.
The castle is surrounded by other buildings.
The woman is alone.
The woman is with another person.
The table is surrounded by chairs.
one person alone
a couple of people
several people
a crowd of people
The girl is playing with a friend.
The girl is playing with her teacher.
The girl is walking with her teacher and her
friend.
Several people are walking down the steps.
A whole crowd of people are standing on the
steps.
A whole crowd of people are walking on the
sidewalk.
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
racing.
38
Worksheet 6-10
Science: Discuss the desert as an ecosystem.
Ask what types of animals or plants live in the
desert and how people have interacted with the
desert ecosystem.
Language Arts: Instruct students to think about
the things that surround a castle, choir, books,
buildings, and singer. Record student answers
on the board in sentence form.
1. The woman is _____________________________ by flowers.
singer
2. The girl ____________________________.
singing alone
3. The woman is _____________________________ with the choir.
surrounded
4. Someone is walking alone down the ____________________________.
crowd
5. The woman is ____________________________ while playing the piano.
singing
6. The _____________________________ is singing with a friend.
buildings
7. Several people are ____________________________ against each other.
is alone
8. The church is surrounded by other _____________________________.
puppy
9. The girl is with her ____________________________.
racing
10. A huge _____________________________ of people is racing.
steps
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
154
ENGLISH
6-10
Alone, Crowd, Friend; Passive Voice of Verbs

New Vocabulary
against
castle
hill
stands
Alone, Crowd, Friend,

Surrounded
alone
choir
huge
surround
away
crowd
puppy
surrounded
books
desert
racing
whole
buildings
friend
singer
Vocabulary: Alone and A Crowd Of

Alone is an adverb. It follows the verb and modifies it; it indicates how it is (manner).
The girl is alone.
The castle stands alone on a hill.
Verbal-Linguistic and Visual-Spatial: Using

the sentences on the board, ask students to copy
two of the sentences and illustrate them.
A crowd of is another grouping. It only applies to people. A crowd of people

Grammar: Passive Voice
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
performs the action. Most sentences are in active voice.
Other buildings surround the church.
Intrapersonal: Write the words: alone, crowd,

surrounded, and friend on the board. Discuss
the meaning of these words with the students.
Ask them how they feel when they are in these
situations.
(Buildings do the surrounding.)

(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
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.
The agent or performer of the action is stated in the prepositional phrase by.
Divide the students into groups of two. Give
each group a magazine. Using the learned
vocabulary, students should identify pictures
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.

Modifications:
1.
2.
6.
3.
4.
7.
5.
9.
8.
a. friends
b. family
1. The girl is with her
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

c. inside the police station
b. outside the bank

d. outside the police station
8. I am
a. embarrassed b. sick
c. afraid
d. rich
9. I am
the students.
a. baking
c. teaching
d. reading
b. typing
Use photos of people who are alone and in

groups as conversation starters, to reinforce
newly learned vocabulary.
c. puppies
d. flowers
II. Yes or No?
1.
1.
The girl is alone.
3.
2.
2.
3.
The woman is alone.
155
Unit 6, Lesson 11
1
6-11
6-12
Professions and Conditions,

Activities
Unit Six Review
01
I am a doctor.
I am a nurse.
I am a mechanic.
I am a student.
01

02
I am a policeman.
I am a dentist.
I am a carpenter.
I am a scientist.
02

03
I am a secretary.
I am a cook.
I am a teacher.
I am a waiter.
03

04
I am embarrassed.
My foot hurts.
I am not afraid. He is afraid.
I am sick.
04

a full paper bag
an empty paper bag
05
I am cold.
I am hot and thirsty.
I am afraid.
I am a doctor. I am with a sick man.
05

Materials:
06
06
Books about various jobs

Index cards
I am proud of my son.
I am proud of my car.
I am thin.
I am heavy.

07
I am outside the bank.

I am at the police station.
I am rich.
I am inside the bank.
07

it in her arms.
08
Ouch! That hurt my foot.

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
09

alone.
piano.
10
I am a policeman.
I am a dentist.
I am a carpenter.
I am a scientist.
New Vocabulary
heavy
hurt
hurts
ouch
policeman
repairing
someones
typewriter
Themes:
Jobs and Activities
Instruct students to select a profession from
Lesson 6-11 or previous lessons, and discuss
why they might want to pursue this as a career.
09
10
I am sick. You are not sick. You are a nurse.

I am a doctor. I am not sick. You are sick.
I am repairing a car.
I am working on someones teeth.
I am baking bread.
I am typing on the typewriter.
I am teaching the students.
We are reading.
Language Arts: Invite a guest speaker to tell the
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
hobbies or sports of teenagers in another country.
Have students compare and contrast these hobbies
to the popular hobbies or sports from their own
culture.
39
Worksheet 6-11
1. I am ____________________________ the bank.
typewriter
2. I am wearing a _____________________________.
foot
3. I am ____________________________ on someones teeth.
cook
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
156
Professions and Conditions, Activities
6-11
Professions and Conditions, Activities

New Vocabulary
heavy
repairing
Professions and Human

Conditions, Activities
hurt
someones
hurts
typewriter
ouch
policeman
Vocabulary: Ouch
Ouch! is a common expression of sudden pain in English. It cannot be used as a
building block to create other words.
Usage: Conditions
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,
My head hurts, My back hurts, etc., until you have named all the parts that
you know.
Verbal-Linguistic: Have students read about

various types of jobs. Direct students to write
a few sentences about the different jobs they
researched.
Interpersonal: Invite students to share the
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
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)
on the index cards.
66

Conversation:
1.
2.
6.
3.
4.
7.
5.
9.
8.
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

c. inside the police station
b. outside the bank

d. outside the police station
8. I am
a. embarrassed b. sick
c. afraid
d. rich
9. I am
the students.
a. baking
c. teaching
d. reading
b. typing
Divide the students into small groups and

have them discuss the job(s) they might have
in the future.
Modifications:
Have students work in pairs or small groups
to develop a report about jobs.
II. Yes or No?
1.
1.
The girl is alone.
3.
2.
2.
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
Review Activities:
a. roll
2. paper towels
b. bouquet
3. sunglasses
c. pair
4. bananas
d. bunch
5. shoes

of practice.
1.
the car.
2. The woman

3. The boy
at the ball.
4. The man
of the car.
the trunk
5. The people
the steps.

3.
4.
5.
a. is getting into
b. is going to get into
c. has gotten into
a. is writing
b. is going to write
c. has written
a. is looking
b. is going to look
c. has looked
a. is closing
b. is going to close
c. has closed
a. are going
b. are going to go
c. have gone
2.
1. The man
up

1.

3.
2.
5.
4.
1. The children are / were in the park.

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.
5. The boy is / was inside.

and 6-11.
and projects.
participation.
6.
8.
7.
10.
9.
6. These people are / were in a bike race.

7. The woman is / was drinking.
8. The man is climbing / has climbed the ladder.
9. The young man is / was yawning.
10. The man is / was playing the guitar.
(One word will be used twice.)

1.
3.
2.

2.
a. neither
people are singing.
3. Neither the man
5.
4.
b. both
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.
3.
4.
5.
This man has a beard but no moustache.
4.
2.
This person has light skin and long hair.
5.
This girl has dark skin.
3.
158
2.
1.

I. Who am I?
Tests
1. I have many tools. I am repairing some cars. Some of the cars are wrecked; they were in accidents.
.
I am a
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 someones mouth. I am working on the mans teeth. I am a
1.
2.
1. The woman
the dress.
2. The men
3. The woman
at the ball.
4. The women
5. The woman
by the horse.
3.
4.
a. is putting on
c. has put on
a. are running
b. are going to run
c. have run
a. is throwing
c. has thrown
a. are running
b. are going to run
c. have run
a. is being kissed
b. is going to be
kissed
c. has been
kissed
5.

1. grapes
a. set
2. flowers
b. bouquet
3. gloves
c. pair
4. tools
d. bunch
5. silverware
1.
2.
6.
7.
1. The woman is
3.
4.
8.
9.
; nobody is with her.
2. The woman is
4. The woman is
another person.
5. The mans
is Mikhail.
6. This is a
7. The
grape.
is going down the escalator.
8. I am a
9.
10. I am
10.
a. surrounded
by people.
3. The fort stands alone in the desert,
5.
b. with
from other buildings.
c. alone
d. policeman
e. afraid
f. away
g. my
h. single
foot hurts.
i. couple
j. name
159
Word Search 6: 1-5
Unit 6 Review
ANYMORE
BEARD
BOOTS
BOTTLE
BOUQUET
CHIPS
EARRING
ENTER
HALF
LIGHT
MOUSTACHE
PAIR
PLASTIC
POTATO
PUT
ROLLS
SIDEWALK
SKIN
STORE
STREET
THEM
TOILET
TOWEL
UNIFORM
WRITE
C
E
P
U
T
H
B
E
A
R
D
U
W
M
A
M
G
P
A
W
F
N
O
T
L
M
F
R
O
E
A
L
A
F
Y
L
J
I
N
J
R
U
N
I
F
O
R
M
L
B
G
W
R
I
S
T
R
E
E
T
O
S
B
H
R
A
N
T
E
M
J
O
O
R
S
O
T
I
G
G
A
R
T
T
D
I
E
I
U
G
T
B
X
C
H
I
P
S
L
M
D
Q
R
E
O
N
H
X
J
O
Y
E
B
E
U
P
S
T
H
E
M
J
T
S
T
O
W
E
L
T
T
B
X
S
I
A
V
U
O
A
T
O
O
L
P
L
A
S
T
I
C
T
L
R
D
R
E
T
D
H
X
O
V
W
S
K
I
N
E
S
E
L
T
R
M
N
Y
E
A
R
S
K
P
P
O
L
I
C
E
M
A
N
O
A
B
A
A
N
F
E
H
W
X
G
Y
W
Y
E
I
I
E
M
N
G
S
L
A
O
D
S
I
R
R
S
N
D
S
P
B
I
N
Z
K
N
S
I
N
G
L
E
A
K
N
E
F
T
G
B
N
A
M
E
D
P
B
S
L
Q
G
W
P
G
I
G
V
B
E
N
T
O
O
L
S
U
L
V
S
U
R
R
O
U
N
D
E
B
Word Search 6: 6-11
AGAINST
ALONE
ANYONE
AWAY
BEING
CROWD
FRIEND
HEAVY
HUGE
HURTS
KEYS
NAMED
NEWSPAPER
PAIRS
POLICEMAN
POUR
PUPPY
REPAIRING
SAYS
SINGLE
SURROUND
TOOLS
TRAFFIC
WHOLE
YEARS
H
E
A
V
Y
U
W
A
W
A
Y
K
F
U
Z
H
E
S
L
J
Z
H
U
G
E
B
R
E
P
U
P
P
Y
P
O
U
R
Y
N
T
R
A
F
F
I
C
H
L
R
C
S
O
ENGLISH
160
Crossword 6: 1-5
Across
1. loaves of _____
4. The boy ___ jumped.
6. a kind of fruit
7. The man is closing the ____ of the car.
10. not dark
13. He has a beard but no _____.
15. The woman is going to ____ the man.
18. hair on a mans chin
21. She is going to _____ the store.
22. potato ____
Down
1. The apples are in a ___.
2. not full
3. Children play in the _____.
4. The man has a hat on his ____.
5. The woman is entering a clothing ____.
8. He is wearing a _____.
9. She is ____ at him with her eyes.
11. He is climbing the ____.
12. not more
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.

4. She is going to read some _____.
9. very big
10. a ____ is using a microphone
11. There are more birds ____ tigers.
14. Flowers ________ the woman.
17. husband and ____
19. My ____ is Sandra.
20. a set of ____
22. The runners are ______ against
each other.
23. She is going to ____ up the cat.
2. She is not with other people. She is _____.

3. The man is closing the ___ of the car.
5. a father and several of his ____
6. Ouch! That ____ my foot!
7. a ____ in a race
8. She is reading the _________.
10. Jake ___, Look at my balloon!
12. a _____ of grapes
13. There is only one grape; it is a _____ grape.
14. a ___ of tools
15. She will ___ the newspaper.
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.
1. Create a list of organizations or people in a business
setting that the class could contact to inquire about
possible job opportunities. Instruct students to create
a resume as if they were applying for a job they
inquired about.
2. Have students watch a video about a prominent
artist. Allow students time to research this artist and
create a timeline of the artists life, noting important
dates in this persons life. Instruct students to
compare and contrast this artist with another
prominent artist of their choice from their own
culture. Have students find copies of pictures of each

artists work. Ask students to explain in their report
whether or not these artists styles are alike or
different. Have students present their pictures,
timeline, and a brief report about the artists life to
the class.
3. Research different forms of government. Compare
them to the form of government in the United States.
How have the cultures interacted over time? Have
students write a research report about a specific time
period and compare the relationship between other
countries and the United States.
163
Unit 7, Lesson 1
7-01
The girl is getting into the boat.

The boy is getting out of the water.
The boy has gotten out of the water.
The boy is going to get out of the water.
02
The man and woman are pointing.

Both women are pointing.
The boy on the left is pointing.
One woman is pointing and one woman is not
pointing.
03
The man is flying a kite.

The man is trying to fly a kite.
There are three kites on the ground.
The boy is flying a kite.
04
04
The boy is looking down.

The boy is looking up.
The clown is looking down.
The clown is looking up.
05
05
The boy in the red shirt is flying a kite.

The boy is drinking from a cup and flying a kite.
The man is trying to open the cows mouth.
A man is trying to fly a kite.
06
The boy in blue is going to be hit by dirt.

The boy has been hit by dirt.
The man is working.
The man is not working.
07
The father is reading to his sons.

The father is working with his sons.
The father has a shovel in one hand and a book
in the other.
The father is reading to the dog.
08
09
New Vocabulary
been
cow
cows
dirt
fly
give
given
gotten
hay
hit
kites
trying
Themes:
01
08
The horses are working.

The horses are not working.
The father is pointing.
The father and the boys are working.
09
The boys are pulling on the rake.

The boy is digging.
The boy wearing white is catching the rake.
The boy wearing blue is catching the rake.
10
The girl is going to give hay to the horses.

The girl is giving hay to the horses.
The girl has given hay to the horses.
The cowboy is going to give hay to the cow.
Science/Social Studies: Challenge students to

research how kites have played an important
role in science and history. After giving a short
amount of time for research, ask students to
share their findings and responses with the class.
Record student answers on the board or a large
sheet of paper.
10
More Verbs; Interrogative Adjectives

and Pronouns; Usually
The swan is flapping its wings.

These birds have spread their wings.
The bird on the mans hands has its wings
spread.
This bird does not have its wings spread.
Camels have four legs.
People have two legs.
Ducks have two legs.
Elephants have four legs.
Astronauts wear space suits.
Sometimes, girls wear dresses.
Airplanes have wings.
Birds have wings.
Clocks have hands.
Bicycles have wheels.
Sailors live on ships.
Soldiers carry guns.
Who wears space suits?
Who wears dresses?
Who carries guns?
Who lives on a ship?
Which animal has only two legs?
Which animal has four legs on the ground?
Which animal has two legs on the ground and
two legs off the ground?
Which animal has all four legs off the ground?
This person sells bread.
This person sells sunglasses.
This person sells tomatoes.
This person sells plants.
Horses carry people, but this horse is not
carrying anyone.
This horse is carrying someone.
Airplanes fly, but this airplane is not flying.
Airplanes fly and this airplane is flying.
The workman is wearing a hard hat.
The workman usually wears a hard hat, but he is
not wearing a hard hat now.
Soldiers carry guns, but these soldiers are not
carrying guns.
Soldiers carry guns and these soldiers are
carrying guns.
The young men in the blue suits are singing.
The young men in the blue suits sing, but they
arent singing now.
Dogs dont usually wear clothing and this dog is
not wearing clothing.
Dogs dont usually wear clothing, but this one is
wearing clothing.
40
Worksheet 7-01
Social Studies: Have students research the voting
process in their country and another country.
Instruct students to write a report discussing
voting age, women and voting, and the importance of voting in each culture.
06
07
Illustrated books
Index cards

to draft four sentences as the text for a comic
strip. If possible, collaborate with art teachers
to have students illustrate panels according to
the actions of their script. Invite students to
share completed comic strips with peers from
their Language and Art classes.
02
03
Verbs
Materials:
7-02
More Verbs
01

1. The father is reading to his ____________________________.
by dirt
2. The boy is flying a ____________________________.
ground
3. The man is trying to ____________________________.
the boat
4. The boy has been hit ____________________________.
sons
5. The father has a shovel in one hand and a book _______________________.
down
6. The girl is going to give hay ____________________________.
working
7. The girl is getting into ____________________________.
fly a kite
8. The boy is looking ____________________________.
kite
9. There are three kites on the ____________________________.
in the other
10. The man is not ____________________________.
to the horses
II. Answer the question with Yes or No.

11. Do people read newspapers? __________________________________________________________________
12. Do birds fly kites? ____________________________________________________________________________
13. Can a clown fly a kite? ________________________________________________________________________
14. Can an elephant drive a car? __________________________________________________________________
15. Can horses work?
__________________________________________________________________________
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
164
More Verbs
More Verbs
7-01
More Verbs
New Vocabulary
been
give
kites
cow
given
trying
cows
gotten
dirt
hay
fly
hit
Bodily-Kinesthetic: Write the following verbs

on index cards: leaving, pointing, flying, trying,
looking, drinking, working, reading, pulling,
digging, taking out, running, walking, jumping,
eating, kicking, smiling, swimming, dancing,
moving, smelling, and fishing. Pass out one
index card per student. Students may either
draw or act out the verb so that other students
can guess it.
Grammar: Complex Verbs

English sometimes uses multiple verbs to express some of the more complex
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.
Note the building blocks in the following examples.
The man
is trying
to fly
a kite.
The girl
is going
to give
hay
to the horses.
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).
Other multiple-part verbs are found in the following examples.
The
The
The
The
man is trying to open the cows mouth.

boy in blue is going to be hit by dirt.
boy in blue has been hit by dirt.
cowboy is going to give hay to the cow.
Visual-Spatial: Instruct students to choose seven

of the verbs from the above list and draw a
person doing that activity. Ask students to write
a sentence describing the activity underneath
the picture.
Make up some sentences of your own that use multiple-part verbs.
67
Divide the students into pairs. Give each pair

an illustrated book and have them look at the
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
words from Lesson 7-01.

Conversation:
2.
1.
4.
6.
5.
1. The girl is
the boat.
2. The boy is
3. The man is
3.
a. getting into
b. getting out of
c. flying
a kite.
a. working
b. catching
c. flying
d. trying
to fly a kite.
a. working
b. catching
c. flying
d. trying
d. dresses
d. trying
4. Sometimes, girls wear
a. wings
b. legs
c. wheels
5. This animal has
a. two legs
b. two arms
c. four legs d. four arms
a. sometimes
b. usually
c. only
wear clothing,
6. Dogs dont
but this dog is wearing clothing.
2.
4.
5.
2.
3.
Work one-on-one with students as they are

writing the compound and complex sentences.
Allow students to work with a partner when
creating their sentences.
1.
Modifications:
d. some
II. Yes or No?
1.
Have students create sentences that use

multi-part verbs as described in the student
text. Students can trade sentences and ask
each other questions about the sentences.
3.
6.
4.
The man is working.
5.
6.

165
Unit 7, Lesson 2
7-01
01

02
The man and woman are pointing.

Both women are pointing.
The boy on the left is pointing.
One woman is pointing and one woman is not
pointing.
03
The man is flying a kite.

There are three kites on the ground.
The boy is flying a kite.
04
04
The boy is looking down.

The boy is looking up.
The clown is looking up.
05
05
The boy in the red shirt is flying a kite.

The boy is drinking from a cup and flying a kite.
The man is trying to open the cows mouth.
A man is trying to fly a kite.
06
The boy in blue is going to be hit by dirt.

The boy has been hit by dirt.
The man is working.
The man is not working.
07
The father is reading to his sons.

The father has a shovel in one hand and a book
in the other.
The father is reading to the dog.
08
09
New Vocabulary
airplanes
arent
astronauts
camels
carries
carry
clocks
dont
elephants
live
lives
sailors
sells
ships
sing
soldiers
sometimes
space
spread
usually
wear
wears
wheels
workman
7-02
More Verbs
01
03
Themes:
08
Materials:
The horses are working.

The horses are not working.
The father is pointing.
The father and the boys are working.
09
The boys are pulling on the rake.

The boy is digging.
The boy wearing white is catching the rake.
The boy wearing blue is catching the rake.
10
The girl is going to give hay to the horses.

The girl is giving hay to the horses.
The girl has given hay to the horses.
The cowboy is going to give hay to the cow.
Index cards
Review question-and-answer vocabulary by

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.
See Curriculum Text for examples.
Language Arts: Write 15 sentences using verbs
from the curriculum text on the board. Ask for
volunteers to read each sentence aloud. Have
students identify the verbs in each sentence.
Instruct students to rewrite the sentences changing
the verbs into past, present, and future tenses.
Social Studies: Ask students to name three
famous astronauts from their country and three
astronauts from another country. Allow students
time to research astronauts. Direct students to
prepare a short report about their astronauts
including the dates they went into space; the
cities, states, and countries they are from; the
name of the space shuttles they flew; and the
reason the student chose these astronauts to
research.
06
07
Animals and People
02
10
More Verbs; Interrogative Adjectives

and Pronouns; Usually
The swan is flapping its wings.

These birds have spread their wings.
The bird on the mans hands has its wings
spread.
This bird does not have its wings spread.
People have two legs.
Ducks have two legs.
Astronauts wear space suits.
Sometimes, girls wear dresses.
Airplanes have wings.
Birds have wings.
Clocks have hands.
Bicycles have wheels.
Who wears dresses?
Who carries guns?
Which animal has only two legs?
Which animal has four legs on the ground?
Which animal has two legs on the ground and
two legs off the ground?
Which animal has all four legs off the ground?
This person sells sunglasses.
This person sells tomatoes.
This person sells plants.
carrying anyone.
The workman is wearing a hard hat.
The workman usually wears a hard hat, but he is
not wearing a hard hat now.
Soldiers carry guns, but these soldiers are not
carrying guns.
Soldiers carry guns and these soldiers are
carrying guns.
The young men in the blue suits are singing.
The young men in the blue suits sing, but they
arent singing now.
Dogs dont usually wear clothing and this dog is
not wearing clothing.
Dogs dont usually wear clothing, but this one is
wearing clothing.
40
Worksheet 7-02
1. These birds have ____________________________.
hands
2. The swan is flapping ____________________________.
four
3. Clocks have ____________________________.
spread their wings
4. The workman is wearing ____________________________.
carrying someone
5. Camels have ____________________________ legs.
space suits
6. Bicycles have ____________________________.
sells sunglasses
7. This horse is ____________________________.
ships
8. Astronauts wear ____________________________.
its wings
9. Sailors live on ____________________________.
a hard hat
10. This person ____________________________.
wheels

11. Do clocks have hands?
______________________________________________________________________
12. Do camels have four legs? ____________________________________________________________________

13. Do dogs usually wear clothing? ________________________________________________________________
14. Do birds have wings? ________________________________________________________________________
15. Do bicycles wear sunglasses?__________________________________________________________________
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
More Verbs; Interrogative Adjectives and Pronouns; Usually
166
ENGLISH
7-02
More Verbs; Interrogative Adjectives and Pronouns; Usually

New Vocabulary
airplanes
carry
lives
soldiers
wear
More Verbs; Interrogative

Adjectives and Pronouns; Usually
arent
clocks
sailors
sometimes
wears
astronauts
dont
sells
space
wheels
camels
elephants
ships
spread
workman
carries
live
sing
usually
Grammar: Simple Present

So far we have emphasized the present progressive form to express what is
happening now. The simple present tense is also frequently used. It is simple
because it consists of only one part.
Note that the verb stays the same except in the third person singular, which adds -s
to the base verb (he wears, astronauts wear).
Who wears dresses?
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 store is closed now. This person is selling bread states that she is selling it
right now and you can buy some.
Grammar: Adverbs
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.
The workman usually wears a hard hat, but he is not wearing one now.
Usage: Who and Which
The interrogative pronoun who? is always singular; use a singular verb with it, even
if the expected answer is plural.
Bodily-Kinesthetic: Divide the class into

partners. Pass out 24 index cards to each pair.
Have the partners write the lesson vocabulary
words on their index cards. Put the index cards
in a stack. Have each student draw five cards
and read the words aloud. Then, each student
should write a sentence trying to incorporate as
many of the words they drew as possible. The
students should then set aside the index cards of
the words they were able to use correctly. On
their next turn, students should draw the
number of cards equal to the number of words
correctly used.
Interpersonal: Invite students to share their
astronaut report with the class.
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:
1.
2.
3.
4.
5.
6.
1. The girl is
the boat.
a. getting into
b. getting out of
c. flying
2. The boy is
a kite.
a. working
b. catching
c. flying
d. trying
to fly a kite.
a. working
b. catching
c. flying
d. trying
d. dresses
3. The man is
d. trying
4. Sometimes, girls wear
a. wings
b. legs
c. wheels
5. This animal has
a. two legs
b. two arms
c. four legs d. four arms
a. sometimes
b. usually
c. only
wear clothing,
6. Dogs dont
but this dog is wearing clothing.
2.
4.
5.
2.
3.
Direct students to work with a partner and

create questions for each other using the
new vocabulary.
Example: Q: Who lives on ships?
A: Sailors live on ships.
Modifications:
1.
Conversation:
d. some
II. Yes or No?
1.
Ask Who? questions about people. Ask

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.
3.
Use photographs or illustrations of shopping

activities and encourage students to converse
about the interactions they see.
6.
4.
The man is working.
5.
6.

167
Unit 7, Lesson 3
7-03
01
The woman is running fast.

The men are riding fast.
The boy is skiing fast.
The horse is running fast.
02
The horse is not running fast. It is walking

slowly.
The car is going slowly.
The car is going fast.
The woman is riding fast.
03
The horse is going fast.

The horse is going slowly.
The horse is not going at all.
The bull is going fast.
New Vocabulary
across
downhill
fast
moves
quickly
skater
skates
skating
skier
skiing
slowly
still
swimmer
7-04
Fast and Slow
01
02
03
04
The woman is swimming fast.

The swimmer is in the water, but he is not
swimming now.
The skier is skiing very fast.
The skier is skiing very slowly.
04
05
The girl is putting on her skates.

The girl is skating.
The skier is skiing downhill.
The skier has jumped.
05
Activities and Speed
06
an ice skater
a skier
a swimmer
a runner
Materials:
07
The biker is riding slowly.

The swimmer is moving through the water.
The statue is not moving.
Someone is moving quickly across the street.
08
The soldiers in red are standing still.

The soldiers in black are holding still.
The astronauts are standing still.
The skater is holding still.
08
09
The bikers are moving fast.

The bikers are moving slowly.
The airplane is moving fast.
The airplane is moving slowly.
09
10
This is not an animal and it moves slowly.

This is not an animal and it moves fast.
This is an animal that moves slowly.
This is an animal that moves fast.
Themes:
Magazines
Newspapers
Construction paper
Glue
Scissors
Venn diagram handout Lesson 7-03
Sentences written on strips of paper and cut
into parts
Envelopes to place the sentence parts
06
07
10
Seasons
The house is in front of many green trees.

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.
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 white building.
It is warm. There is one pink tree and one white
tree.
There is snow on the mountain behind the red
airplane.
There is no snow on the mountain where the
man in the red shirt is standing.
There is snow on the mountain behind the man
with the red shirt.
There is no snow on the mountain and no man
on the mountain.
It is wintertime. Snow is on the mountain.
It is wintertime. Snow is on the trees.
It is fall. The trees are yellow.
It is springtime. The trees are pink and white.
It is summer. The trees are green.
It is summertime. The people are in the
swimming pool.
It is fall. The trees are yellow and the leaves are
on the ground.
winter
summer
spring
fall
summer
fall
winter
spring
The sun is going down. We call this sunset.
a bridge at night
daytime
a city at night
The sun is coming up. We call this sunrise.
We see the moon at night.
a building at night
a building in the daytime
It is winter. It is day.
It is winter. It is night.
It is summer. It is day.
It is summer. It is night.
41
Have students complete Sections I and II of
reinforce lesson vocabulary. Generate a class
list of animals that move fast and slowly,
reminding students to use terms from previous
as well as current lessons.
Worksheet 7-03
1. The ____________________________ is skiing very slowly.
walking slowly
2. ____________________________ moving quickly across the street.
is not moving
3. This is an ____________________________ moves fast.
skier
4. The horse is not running fast. It is ____________________________.
someone is
5. The swimmer is in the water, but he is not ____________________________.
swimmer
6. The biker is ____________________________ slowly.
the woman
7. The statue ____________________________.
boy is
8. ____________________________ is running fast.
swimming now
9. The ____________________________ skiing fast.
riding
Science: Have students demonstrate or describe

the transfer of energy in an activity such as
riding a bicycle.
10. The ____________________________ is moving through the water.
animal that
Language Arts: Using the words quickly and

slowly, instruct students to write five sentences
using these words as adverbs. Using a topic
from nature, science, or technology, have
students write a short paragraph that uses these
adverbs in context.
13. Can a horse put on skates? ____________________________________________________________________

11. Can a dog run fast? __________________________________________________________________________
12. Can a skater hold still? ________________________________________________________________________
14. Can a lion ski? ______________________________________________________________________________

15. Can a bird fly fast? __________________________________________________________________________
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
168
Fast and Slow
Fast and Slow

7-03
Fast and Slow
New Vocabulary
across
skater
slowly
downhill
skates
still
fast
skating
swimmer
moves
skier
quickly
skiing
Grammar: Adverbs
Adverbs modify verbs; they tell about the time, manner or place of the action
expressed in the verb. Many adverbs do not vary in form. They do not show plurality
or gender. Fast is one of these adverbs.
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.
The slow horse is walking. (adjective)
The horse is walking slowly. (adverb)
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.
The fast horse is running. (adjective)
The horse is running fast. (adverb)
Here are some other adverbs in this lesson.
now
downhill
quickly
still
(time)
(place)
(manner)
(manner)
Remember that all prepositional phrases serve adverbial functions as well. In this
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
adverbs.
70

Verbal-Linguistic and Interpersonal: Pair

students and direct them to divide a piece of
paper into three columns, one wide and two
narrow. Label the wide column Action. Label
the narrow columns fast and slow. Then, in the
wide column, think of an action such as running
a mile. In the fast column, ask students to write
a time that would be considered fast for that
action, and in the slow column, they should
write a time that would be considered slow.
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.
1.
Visual-Spatial and Bodily-Kinesthetic: Have

each student divide a piece of construction
paper into two equal sections. One side should
be labeled slow and the other side labeled fast.
Students should look through a newspaper or
magazine and cut out pictures that would go in
each category. Glue the pictures in the appropriate
places and then share in small groups.
Have students use the handout of the Venn

diagram to classify activities that can be done
quickly, slowly, or both ways.
3.
2.
Conversation:
5.
4.
1. It is
Snow is on the trees.
a. springtime
b. summertime
c. fall
d. wintertime
.
2. It is
The leaves are on the ground.
a. springtime
b. summertime
c. fall
d. wintertime
. The people
3. It is
are in the swimming pool.
d. wintertime
a. springtime
b. summertime
c. fall
4. It is
Snow is on the mountain.
a. springtime
b. summertime
c. fall
d. wintertime
5. It is
a. winter, day
b. winter, night
c. summer, day
d. summer, night
. It is
Have students describe the actions of people

by using adverbs. Students can take turns
creating sentences from the vocabulary.
The man is running quickly.
The skater is skating slowly.
II. Yes or No?
Modifications:
1.
3.
2.
5.
6.
4.
Invite students to write five sentences using

new vocabulary words.
7.
1.
5.
2.
6.
3.
7.
4.
The soldiers are standing still.

169
Unit 7, Lesson 4
7-03

The men are riding fast.
The boy is skiing fast.
02
The horse is not running fast. It is walking

slowly.
The car is going fast.
The woman is riding fast.
03

The horse is going slowly.
The horse is not going at all.
The bull is going fast.
New Vocabulary
call
city
covered
daytime
leaves
moon
pool
road
see
spring
springtime
summertime
sunrise
sunset
warm
wintertime
Themes:
Review lesson vocabulary by instructing

students to record their observations about
each of the four seasons. Invite students to
also describe their favorite season and the
reasons for this preference.
Social Studies/Language Arts: Have students

research the importance of the sundial and its
relation to seasons and time. Instruct students
the research the history of the sundial and its
importance to different cultures.
03
04
05
The girl is putting on her skates.

The girl is skating.
The skier is skiing downhill.
The skier has jumped.
05
06
an ice skater
a skier
a swimmer
a runner
07
The biker is riding slowly.

The swimmer is moving through the water.
The statue is not moving.
Someone is moving quickly across the street.
08
The soldiers in red are standing still.

The soldiers in black are holding still.
The astronauts are standing still.
The skater is holding still.
08
09

09
10
This is not an animal and it moves slowly.

This is not an animal and it moves fast.
This is an animal that moves slowly.
06
07
10
Seasons
The house is in front of many green trees.

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.
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 white building.
It is warm. There is one pink tree and one white
tree.
There is snow on the mountain behind the red
airplane.
There is no snow on the mountain where the
man in the red shirt is standing.
There is snow on the mountain behind the man
with the red shirt.
There is no snow on the mountain and no man
on the mountain.
It is wintertime. Snow is on the mountain.
It is fall. The trees are yellow.
It is springtime. The trees are pink and white.
swimming pool.
on the ground.
winter
summer
spring
fall
summer
fall
winter
spring
The sun is going down. We call this sunset.
a bridge at night
daytime
a city at night
The sun is coming up. We call this sunrise.
a building at night
a building in the daytime
It is winter. It is day.
It is winter. It is night.
It is summer. It is day.
It is summer. It is night.
41
Worksheet 7-04
Science: Have students research how the
distance from the earth to the sun affects the
seasons. Instruct students to also identify what
occurs during the winter and summer solstices
in relation to Earthsun distance and have
students provide measurements of the distances.
02
The woman is swimming fast.

The swimmer is in the water, but he is not
swimming now.
Materials:
01
04
Seasons and Time of Day
Construction paper
Art prints or pictures of landscapes
7-04
Fast and Slow
01

1. It is _____________. The trees are yellow and the leaves are on the ground.
green
2. It is ____________________________. Snow is on the trees.
sunrise
3. It is ____________________________. The people are in the swimming pool.
fall
4. It is ____________________________. The trees are pink and white.
moon
5. It is not cold. The trees are ____________________________.
wintertime
6. It is cold. The trees are ____________________________.
a road
7. The sun is coming up. We call this ____________________________.
summertime
8. The sun is going down. We call this ____________________________.
sunset
9. We see the ____________________________ at night.
springtime
10. The car is on ____________________________ between the green trees.
covered with snow

11. Is there snow on the trees in the summer? ________________________________________________________
12. Do we see the moon at night?__________________________________________________________________
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
170
ENGLISH
Seasons
7-04
Seasons
New Vocabulary
call
moon
springtime
wintertime
city
pool
summertime
covered
road
sunrise
daytime
see
sunset
leaves
spring
warm
Visual-Spatial: Have students choose a season

and draw a picture to represent that season.
Have students describe their drawings.
Usage: Seasons
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
conditions. Practice the vocabulary specific to the seasons and times of day.
Naturalist: Ask students what it means when

an animal is nocturnal. Then, ask students to
make a list of animals that are nocturnal.
Note that the addition of -time is often arbitrary and optional:

winter
spring
summer
day
night
wintertime
springtime
summertime
daytime
nighttime
But -time is never added to certain terms:

fall
morning
evening
Hold up pictures of landscapes one at a time

and have students identify the season and
time of day. Ask students to explain why
they think it is that season.
(but not falltime)

(but not morningtime)
(but not eveningtime)
Have students brainstorm activities that can

be done in each of the seasons. Can some
activities be done in more than one season?
Why?
71

Divide students into groups of four. Assign

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.
5.
4.
1. It is
Snow is on the trees.
Divide students into small groups and have

them talk about their favorite season. Ask
them to explain why it is their favorite season.
3.
2.
a. springtime
b. summertime
c. fall
d. wintertime
2. It is
.
The leaves are on the ground.
a. springtime
b. summertime
c. fall
d. wintertime
. The people
3. It is
are in the swimming pool.
a. springtime
b. summertime
c. fall
d. wintertime
4. It is
Snow is on the mountain.
. It is
5. It is
a. springtime
b. summertime
c. fall
d. wintertime
a. winter, day
b. winter, night
c. summer, day
d. summer, night
Modifications:
Have an assortment of calendars for students
to look at for ideas.
II. Yes or No?
1.
3.
2.
5.
6.
4.
7.
1.
5.
2.
6.
3.
7.
4.
The soldiers are standing still.

171
Unit 7, Lesson 5
7-05
01
New Vocabulary
02
dishes
most
others
part
03
Themes:
04
How Many?
Materials:
Pictures (Have students bring pictures of
people or animals)
Flowers of various colors
to bring resources from their science teachers
(textbooks, worksheets, quizzes, etc.) to this
class. Have students research the colors of
different types of plants and flowers and list
this information. Encourage students to use as
many vocabulary terms as possible in their
document. Advise students to share the final
products with their science teachers.
05
06
07
08
09
10
7-06
All, None, Some, Most, Both, Neither,

Other
The flowers are white.

The flowers are red.
The flowers are yellow.
The flowers are blue.
All of the flowers are white.
All of the flowers are red.
All of the flowers are yellow.
All of the flowers are blue.
Some of the flowers are white.
Some of the flowers are blue.
Some of the dishes are yellow.
Some of the people are wearing hats.
Some of the flowers are yellow and some are
white.
blue.
Some of the apples are red and some are green.
Some of the people are women and some are
men.
Most of the people are wearing yellow hats, but
one is not.
Most of the flowers are white, but some are
yellow.
Most of the flower is red, but part of it is black.
Most of the flower is red, but part of it is yellow.
Both animals are horses.
Both flowers are white and yellow.
Both children are girls.
Both birds are ducks.
Neither animal is a horse.
Neither child is a girl.
Some of the flowers are red.
None of the flowers are red.
One of the ducks is white.
None of the ducks are white.
Some of these flowers are yellow and the others
are blue.
All of these flowers are yellow.
One of these ducks has a white head and the
other has a green head.
All of these ducks have black heads.
Both people are pointing.
Neither person is pointing.
One person is pointing, but the other is not.
One of these animals is a bird, but the other
is not.
None and Both; Demonstrative

Adjectives
01
This person is a woman.

This animal is a dog.
This person is a girl.
This animal is a horse.
02
This person is not a child.

This animal is not a horse.
This child is not a boy.
This animal is not a dog.
03
These people are men.

These people are women.
These animals are fish.
These animals are horses.
04
None of these people are women.

None of these people are men.
None of these animals are horses.
None of these animals are fish.
05
All of these children are boys.

None of these children are boys.
All of these animals are cows.
None of these animals are cows.
06
None of these children are girls.

All of these children are girls.
All of these animals are fish.
07
These two people are drinking milk.

These two people are pointing to the milk.
One of these people is pointing to the other
person.
These two people are riding horses.
08
Both of these people are drinking milk.

Both of these people are pointing to the milk.
Only one of these people is pointing.
Both of these people are riding horses.
09
Neither of these people is drinking milk.

One of these people is drinking milk.
Both people are drinking milk.
One person is drinking orange juice.
10
The woman is drinking milk, but the girl is not.

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.
42
Worksheet 7-05
Social Studies/Science: Instruct students to

research flowers that are indigenous to five
different countries, their significance to that
country, and the importance of the flower
industry in different countries.
Science: Draw a Venn diagram on the board.
Ask students to think of two different animals
to compare. Record the responses on the Venn
diagram. Instruct students to write sentences
using the words all, none, some, most, both, and
other when comparing the subjects from the
diagram.
1. ____________________________ animals are horses.
of these ducks
2. Neither child is a ____________________________.
most of
3. One of these ____________________________ is a bird, but the other is not.
both
4. All of the ____________________________ yellow.
girl
5. ____________________________ the people are wearing yellow hats.
are white
6. All ____________________________ have black heads.
neither
7. One ____________________________ pointing, but the other is not.
animals
8. ____________________________ are ducks.
flowers are
9. ____________________________ child is a girl.
both birds
10. Some of these flowers are yellow and the others _______________________.
person is

11. Are all flowers blue? __________________________________________________________________________
12. Are some flowers yellow? ______________________________________________________________________
13. Are most flowers black? ______________________________________________________________________
14. Are some apples green? ______________________________________________________________________
15. Is a horse an animal? ________________________________________________________________________
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
172
All, None, Some, Most, Both, Neither, Other
7-05
All, None, Some, Most, Both, Neither, Other

New Vocabulary
dishes
All, Some, Most, Both, Neither,

and None
most
others
part
Usage: Quantifiers
The terms in this lesson are all quantifiers. They help us sort and organize
information that we want to communicate. They tell how many or how much.
all
both
most
neither
none
some
each one, no exceptions

exactly two, no exceptions; only two are being discussed
more than half, nearly all
the opposite of both; negates exactly two, no exceptions
the opposite of all; not one, no exceptions
more than two but less than half
With most of these terms you have the choice whether to use them with a
prepositional phrase, of the or not. Used with the prepositional phrase, more
specificity is gained. Compare the meanings of the following phrases.
All flowers are white.
(This is not true, is it?)
Both of the animals are horses.

(No change in meaning.)
Neither of the children is a girl.

(No change in meaning.)

Some flowers are blue.
(Some specific flowers.)

(Flowers in general.)
Most of the people are wearing hats.

Most people are wearing hats.
(Most of a specific group.)

(People in general.)
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.
One of these ducks has a white head and the other has a green head.
Visual-Spatial: Divide students into small groups

and have them describe their pictures by using
the words all, none, some, most, both, and other.
For example: All of the animals have four
legs.
Logical-Mathematical: Play a guessing game as
a class, asking the students questions about an
animal, a person, and an item in the room using
quantifying words. Call on students to guess
what you are describing.
Have students write the words all, none,
some, most, both, and other on a piece of
paper. Beside each word, have the students
write a sentence to describe to the class what
begins with that word.
Conversation:
72
Have students create sentences using quantifiers

from the lesson. Ask students to use the words
from the lesson vocabulary to ask each other
questions about the quantity of different objects.

Modifications:
3.
2.
1.
4.
6.
5.
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

white hats, but one is not.
a. none
b. both
c. all
d. most
4.
animal is a horse.
a. most
b. both
c. neither
d. none
5.
people are pointing.
6.
person is pointing,
is not.
but the
Encourage students to create a word search

using lesson vocabulary words.
a. most
b. both
c. neither
d. none
a. no, neither
b. no, other
c. one, neither
d. one, other
II. Yes or No?
1.
2.
4.
5.
3.
6.
1.
4.
Both of these people are pointing.
2.
5.
3.
6.


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
01
New Vocabulary
There is no new vocabulary for this lesson.
02
03
Themes:
04
How many?
Materials:
05
Magazines or newspapers
Properties of Animals Handout Lesson 7-06
06
07
Remind students about the Word Journal
they began in Lesson 4-04. Provide time for
entries, encourage them to write a paragraph
describing a time in their life when they
felt proud.
08
09
10
7-06
All, None, Some, Most, Both, Neither,

Other
The flowers are white.

The flowers are red.
The flowers are yellow.
The flowers are blue.
All of the flowers are red.
All of the flowers are yellow.
All of the flowers are blue.
Some of the flowers are white.
Some of the dishes are yellow.
Some of the people are wearing hats.
white.
blue.
Some of the apples are red and some are green.
Some of the people are women and some are
men.
Most of the people are wearing yellow hats, but
one is not.
Most of the flowers are white, but some are
yellow.
Most of the flower is red, but part of it is black.
Most of the flower is red, but part of it is yellow.
Both flowers are white and yellow.
Both birds are ducks.
Neither animal is a horse.
Some of the flowers are red.
None of the flowers are red.
One of the ducks is white.
None of the ducks are white.
are blue.
Both people are pointing.
Neither person is pointing.
One of these animals is a bird, but the other
is not.
None and Both; Demonstrative

Adjectives
01

This animal is a dog.
This animal is a horse.
02
This person is not a child.

This animal is not a horse.
This child is not a boy.
This animal is not a dog.
03

These animals are fish.
These animals are horses.
04
None of these people are women.

05

None of these children are boys.
None of these animals are cows.
06
None of these children are girls.

All of these children are girls.
All of these animals are fish.
07
These two people are drinking milk.

These two people are pointing to the milk.
One of these people is pointing to the other
person.
These two people are riding horses.
08
Both of these people are drinking milk.

Both of these people are pointing to the milk.
Only one of these people is pointing.
Both of these people are riding horses.
09

10
The woman is drinking milk, but the girl is not.

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.
42
Science: Ask the class to name different types
of ecosystems in the world. Record student
responses on the board. Divide the students into
groups of four. When the students are in their
groups, ask students to choose an environment
from the following choices:
a. desert
b. tropical rain forest
c. fresh water ponds
d. deep ocean
1. All of ____________________________ are boys.
is not
2. One person is drinking ____________________________.
orange juice
3. This ____________________________ is a dog.
these children
4 ____________________________ is not a child.
this person
5. One of these people ____________________________.
of these people
6. The woman is drinking milk, but the girl ____________________________.
riding horses
7. All of these animals ____________________________.
animal
8. ____________________________ of these people are women.
is drinking milk
9. Both ____________________________ are drinking milk.
none
10. These two people are ____________________________.
are cows
Explain to students that they will be inventing

their own animal that will live in this environment. They will decide on a name for the
animal and make sketches of their animal.
Instruct the groups to come up with ideas that
determine the characteristics that an animal
will need to survive in the environment they
selected and list them on a sheet of paper as
a group. Students will need to record the
following points in their report/data:
11. Are all animals fish?
________________________________________________________________________
12. Are all people women?
______________________________________________________________________
13. Are all boys children? ________________________________________________________________________

14. Can some people ride horses? ________________________________________________________________
15. Are both men and women people? ______________________________________________________________
16.
17.
18.
19.
20.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
a. environment
b. animals name
c. animals adaptations
d. animals behavior
20. __________________________________________________________________________________________
None and Both; Demonstrative Adjectives
(continued)
174
Worksheet 7-06
ENGLISH
7-06
None and Both: Demonstrative Adjectives
None, Both and All:

New Vocabulary
There is no new vocabulary in this lesson.
Have the groups prepare a brief report that

combines all their data into paragraph form.
Usage
This lesson practices the same structures as those we learned in Lesson 7-05.
Look for new variations for using quantifiers.
Have students read their presentations to the

class and allow other students to ask questions
about their animals and environments.
Remember to match the demonstratives this (singular) and these (plural) with
their verbs (is or are) in number.
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.

3.
2.
1.
4.
6.
5.
Visual-Spatial: Ask students to find pictures of

people and animals in magazines that correspond
with each of the above sentences. Students must
fill in the blanks to make the sentences match
the pictures.
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

white hats, but one is not.
a. none
b. both
c. all
d. most
4.
animal is a horse.
a. most
b. both
c. neither
d. none
Divide the students into small groups. Have

students write the words: all, none, some,
most, and both on a piece of paper. Instruct
the students to write sentences that would
describe their group using two of the words
in each sentence. For example: Both Lori
and Kim are wearing a dress, but neither
Luke nor Matt is wearing a dress.
5.
people are pointing.
6.
person is pointing,
is not.
but the
a. most
b. both
c. neither
d. none
a. no, neither
b. no, other
c. one, neither
d. one, other
II. Yes or No?
1.
2.
4.
5.
3.
6.
1.
4.
Both of these people are pointing.
2.
5.
3.
6.

Conversation:
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
circles
squares
triangles
a green circle
a green rectangle
a blue square
a blue rectangle
01
The man is pointing with his right hand.

The man is pointing with his left hand.
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.

The square is in front of the triangle.
The circle is behind the rectangle.
The square is behind the triangle.
02
The man has candy in his left hand.

The man has candy in his right hand.
The glass on the left has milk in it.
The glass on the right has milk in it.
03
The boy is behind the tree.

The boy is in front of the tree.
The water is behind the milk.
The water is in front of the milk.
03
The mans left hand is full of candy.

The mans right hand is full of candy.
The glass on the left is full of milk.
The glass on the right is full of milk.
04
A circle is round.
A ball is round.
A square is not round.
This building is not round.
04
05

The mans left hand is full of candy, but his right

hand is empty.
The mans right hand is full of candy, but his left
hand is empty.
The glass on the left is full of milk, but the glass
on the right is empty.
The glass on the right is full of milk, but the
glass on the left is empty.
05
06
There is a circle around this rectangle.

There is a square around this rectangle.
There are yellow flowers around the blue
flowers.
The glass is empty.

The glass is full of milk.
The glass is full of water.
The glass is full of orange juice.
06
07
Most of the squares are beside the circle.

The circle is above most of the squares.
Most of the triangles are above the rectangle.
Most of the triangles are inside the rectangle.
08
Most of the circles are around the rectangle, but

not all of them.
All of the circles are around the rectangle.
Most of the circles are in front of the rectangle,
but not all of them.
All of the circles are in front of the rectangle.
The glass on the left is full of milk and the glass

on the right is full of water.
The glass on the right is full of milk and the
glass on the left is full of milk.
The glass on the left is full of water, but the
glass on the right is empty.
The glass on the right is full of water, but the
07
On which side of the doors is the man? He is on

the left side.
the right side.
On which side of the number is the man? He is
on the right side.
on the left side.
08
The tree on the right has many white flowers.

The tree on the left has many white flowers.
There are many people on the left, but only a
few on the right.
There are many people on the right, but only a
few on the left.
Themes:
Shapes and Locations
Materials:
Construction paper (white, red, green,
blue, and yellow)
Crayons
Glue
In their journals, have students draw a house
that contains at least three different shapes.
Direct students to complete Sections I and II
of the Quiz page for Lessons 7-05 to 7-07 to
reinforce vocabulary. Have students work in
pairs to describe the shapes and locations of
classroom items using current and previously
learned terms.
Left and Right, Full and Empty
01
New Vocabulary
below
7-08
Shapes and Locations; Prepositions;

All, Most
09
All of the people are wearing yellow hats.

Most of the people are wearing yellow hats.
All of the people are wearing white.
Most of the people are wearing white.
10
The circle is in front of the square.

The circle is behind the square.
The circle is above the square.
The circle is below the square.
43
Worksheet 7-07
Mathematics: Introduce students to the art of
paper folding also known as origami. Provide
students with square paper to fold and provide
directions. Have students follow the directions
to make the item that is described.
Language Arts: Cut out triangles, squares,
rectangles, and circles from red, green, yellow,
and blue construction paper. Divide the students
into small groups. Give each group some of the
shapes that have been cut out. Write instructions
on the board for students to follow for creating
a collage. The following is an example:
1. The blue circle is in front of the red triangle.
2. The green square is above the yellow
triangle.

1. There is a circle around ____________________________.
are wearing yellow hats
2. All of the people ____________________________.
not round
3. Most of the people ____________________________ white.
are around
4. The chairs are around the ____________________________.
is round
5. This building is not ____________________________.
are wearing
6. The boy is ____________________________.
beside the circle
7. Most of the squares are ____________________________.
table
8. All of the circles ____________________________ the rectangle.
behind the tree
9. A square is ____________________________.
this rectangle
10. A ball ____________________________.
round

11. Is a ball square? ____________________________________________________________________________
12. Is a rectangle round? ________________________________________________________________________
13. Are all buildings round?
______________________________________________________________________
14. Are some clocks square? ______________________________________________________________________

15. Are some windows round? ____________________________________________________________________
16.
17.
18.
19.
20.
3. The red rectangle is below the green square.
16. __________________________________________________________________________________________
4. The yellow circle is inside the blue triangle.
18. __________________________________________________________________________________________
17. __________________________________________________________________________________________
19. __________________________________________________________________________________________
5. The blue square is behind the green

rectangle.
6. The red, blue, yellow, and green triangles
are around the yellow circle.
176
20. __________________________________________________________________________________________
ENGLISH
Shapes and Locations; Prepositions; All, Most
7-07
Shapes and Locations; Prepositions; All, Most

New Vocabulary
below
Shapes and Locations;

Prepositions; All and Most
circles
squares
triangles
Usage: Shapes and Locations

Practice the terms that apply to the different shapes in this lesson. Naming shapes
of things we talk about helps us to communicate more precisely and vividly what
we mean.
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.
Use prepositional phrases to indicate place. Remember, prepositional phrases
indicate time, manner or place of the action. This lesson practices those prepositions
that indicate location (place), always in relation to another item.
in front of
behind
around
beside
above
inside
below
Look around you now. Describe the location of several items in relation to another
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
rectangle, a triangle?
Visual-Spatial/Logical-Mathematical: Instruct
students to divide their paper into four columns,
labeling each column with the name of forms:
circle, triangle, square, and rectangle. Ask
students to list as many things as they can in
three minutes of each shape. The student who
lists the largest amount of correct items in this
time period is the winner.
Visual-Spatial: Instruct students to draw a
simple picture using only shapes. The picture
must include 10 of each of the four shapes in
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.
Have the students describe the locations of the
shapes using the words in front of, behind,
around, next to, above, inside, and under.
74
Conversation:

Have students get with a partner and discuss

where circles, triangles, squares, and rectangles
can be seen in the world.

1. none
a. all
2. both
b. neither
3. left
c. empty
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.
5.
1.
3.
2.
1.
4.
7.
6.
5.
2.
6.
The glass is empty.
3.
7.
The glass on the right is full of water,

but the glass on the left is empty.
4.
177
Unit 7, Lesson 8
7-07
7-08
Shapes and Locations; Prepositions;

All, Most
01
a green circle
a green rectangle
a blue square
a blue rectangle
01
The man is pointing with his right hand.

The man is pointing with his left hand.
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.

The square is in front of the triangle.
The circle is behind the rectangle.
The square is behind the triangle.
02
The man has candy in his left hand.

The man has candy in his right hand.
The glass on the left has milk in it.
The glass on the right has milk in it.
03

03
The mans left hand is full of candy.

The mans right hand is full of candy.
The glass on the right is full of milk.
04
A circle is round.
A ball is round.
A square is not round.
This building is not round.
04
05

The mans left hand is full of candy, but his right

hand is empty.
The mans right hand is full of candy, but his left
hand is empty.
The glass on the left is full of milk, but the glass
on the right is empty.
The glass on the right is full of milk, but the
05
06
There is a circle around this rectangle.

There is a square around this rectangle.
There are yellow flowers around the blue
flowers.
The glass is empty.

The glass is full of milk.
The glass is full of water.
The glass is full of orange juice.
06
07
Most of the squares are beside the circle.

The circle is above most of the squares.
Most of the triangles are above the rectangle.
Most of the triangles are inside the rectangle.
Have students identify objects that can be full

or empty.
08
Most of the circles are around the rectangle, but

not all of them.
Most of the circles are in front of the rectangle,
but not all of them.
All of the circles are in front of the rectangle.
The glass on the left is full of milk and the glass

on the right is full of water.
The glass on the right is full of milk and the
glass on the left is full of milk.
The glass on the left is full of water, but the
glass on the right is empty.
The glass on the right is full of water, but the
07
Review lesson vocabulary with the following

activity: While students remain seated (all
facing the same direction), move to the left
and right sides of the classroom and door;
ask volunteers to describe your location.
09
All of the people are wearing yellow hats.

Most of the people are wearing yellow hats.
All of the people are wearing white.
Most of the people are wearing white.

the left side.
the right side.
on the right side.
on the left side.
08
10

The circle is behind the square.
The circle is below the square.
The tree on the right has many white flowers.

The tree on the left has many white flowers.
There are many people on the left, but only a
few on the right.
There are many people on the right, but only a
few on the left.
New Vocabulary
doors
middle
Themes:
Left and Right, and Full and Empty
Materials:
Magazines
Pictures of constellations
43
Science: Have students describe how to find
constellations in a picture or the night sky by
using the words right and left. Instruct students
to research one constellation and write a brief
report about the constellation.
Language Arts: Using opposites, instruct
students to write five sentences using right, left,
full, and empty to describe items in the room.
Have students choose an item in the room and
write directions to the item using the above
words. Students should work with a partner to
describe where the item is while the other
person guesses what item his or her partner is
giving directions to.
Worksheet 7-08
1. The boy is kicking with his ____________________________.
the left
2. The man is ____________________________ with his right hand.
the middle
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
5. Someone is walking in front of the doors in ___________________________.
left foot
6. The mans left hand is full ____________________________.
orange juice
7. The glass on ____________________________ has milk in it.
right
8. The glass is full of ____________________________.
pointing
9. The glass is ____________________________.
full of milk
10. The glass on the right ____________________________.
of candy

11. Do many people write with their right hands? ______________________________________________________
12. Are all glasses empty?
______________________________________________________________________
13. Are all glasses full of orange juice? ______________________________________________________________

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. __________________________________________________________________________________________
178
ENGLISH

7-08

New Vocabulary
doors

middle
Bodily-Kinesthetic: To practice the concept

of right and left, have the class play the
Hokey Pokey.
Usage: Full and Empty

Full and empty are opposites. Both may be used as predicate adjectives or
as adjectives.
The glass is empty.
The glass is full.
the empty glass

the full glass
Visual-Spatial: Have students break into pairs

and describe an object to his or her partner
while the partner tries to draw the description.
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.
Note that when we know what the glass contains, a prepositional phrase of
follows full, whereas nothing follows empty.
The glass on the right is empty.
The mans left hand is full of candy, but his right hand is empty.
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?

Conversation:

1. none
a. all
2. both
b. neither
3. left
c. empty
4. full
d. in front of
5. behind
e. right
Have students work with a partner and give

each other directions to somewhere in the
school or classroom using the words right
and left.
II. Yes or No?
Modifications:
3.
2.
1.
4.
Give students fewer sentences to write.

Label a picture with right and left and have
students orally describe directions.
5.
1.
7.
6.
5.
2.
6.
The glass is empty.
3.
7.
The glass on the right is full of water,

but the glass on the left is empty.
4.
179
Unit 7, Lesson 9
7-08
09
New Vocabulary
leaning
setting
sky
taken
telephones
used
written
Themes:
10
7-09
Continued
Is the woman writing with her right hand?

Yes, she is.
Is the woman writing with her left hand?
Yes, she is.
Which woman is pointing with her right hand?
The one on the left.
Which woman is pointing with her left hand?
The one on the right.
Someone is walking in front of the doors on
the right.
Someone is walking in front of the doors on
the left.
Someone is walking in front of the doors on the
left and someone is walking in front of the
doors on the right.
Someone is walking in front of the doors in the
middle.
01
The bridge is above the road.

The woman is holding a ball above her head.
A statue of a lion is above the man.
Above the door is written the number three
hundred and three.
02
The road is below the bridge.

The woman is below the ball.
The man is below a statue of a lion.
The door is below the number three hundred
and three.
03
The young man is reaching for a hat that is

above his head.
The young man is holding a hat below his head.
We see the train below.
We see the train above.
04
The airplane is flying above the clouds.

The airplane is flying below the clouds.
The airplane is flying in front of the
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
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
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
lying down.
Most of these people are children, but a few are
adults.
Most of the chairs are taken. Only a few are
empty.
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.
There are many balloons in the sky.
There are only a few balloons in the sky.
08
Many people are sitting on chairs.

Only two people are sitting on chairs.
Only one person is sitting in a chair.
Nobody is sitting in a chair.
Prepositions
Materials:
Paper
In their journals, have students list the lesson
vocabulary words in alphabetical order.
Reinforce lesson vocabulary by borrowing
prints from the art department of scenes that
allow students to describe objects that are
above and below in relation to other items
depicted. Encourage students to describe
different pieces of work to their teachers
during art classes.
Prepositions: Above and Below, etc.
44
Worksheet 7-09
Social Studies: Ask students to choose three
famous aviators from their country or another
country. Have students create a report and
timeline about one aviator from each country.
Have students display timelines and reports on
poster board.
Language Arts: Write 10 sentences in the
passive voice. Ask students to change the
sentences into the active voice.

1. The airplane is flying in front of ____________________________.
are adults
2. ____________________________ is riding a bicycle.
the setting sun
3. Many people are ________________________, but only a few are going up.
is being used
4. The airplane is flying ____________________________.
taken
5. The bridge is above the ____________________________.
nobody
6. Nobody is sitting ____________________________.
only a few
7. Only one of these telephones ____________________________.
coming down
8. Most of these people are children, but a few __________________________.
in a chair
9. Most of the chairs are __________________________. Only a few are empty.

10. There are ____________________________ balloons in the sky.
road
above the clouds

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
180
7-09

New Vocabulary
leaning
used
Prepositions: Above and Below,

Coming Down, and Going up
setting
written
sky
taken
telephones
Grammar: Passive and Active Voice (Review)
Passive voice describes the structure of a sentence in which the subject receives
the action rather than performing it.
Above the door is written the number three hundred and three.
Put into normal word order, this sentence would be:
The number three hundred and three is written above the door.
(subject)
(verb)
(adverbial complement)
In this example, the word order changes the emphasis, but not the meaning, of
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
of to be with a past participle.
Another example in this lesson is:
Only one of these telephones is being used.
Usage: Above and Below, Up and Down
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.

book with the concepts above, below, up, down,
coming down, and going up. Each page should
have a sentence like the example below:
Example: This bird is flying above the tree and
this bird is standing below the tree.
Naturalist/Verbal-Linguistic: Using different
animals or plants as the subject, write five
sentences using above, below, up, down, coming
down, and going up.
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:
2.
1.
4.
3.
6.
5.
1. The boy is
Display a map of constellations in the classroom

for student reference and discussion. Encourage
students to describe the features of this map.
a. swimming
b. lifting
c. jumping
d. using
2. The workmen is
up the ladder.
a. catching
b. trying
c. jumping
d. climbing
3. The cowboy is
to ride the bull.
a. trying
b. swimming
c. lifting
d. using
4. The dogs mouth is

and
a. open, full
b. open, empty
c. closed, full
d. closed,
empty
a. swimming
b. running
c. using
d. lifting
a. jumping down
b. jumping up
c. looking up
d. looking down
.
a rope.
5. The man is
6. They are
a. above
b. below
c. most
d. in front of
f. few
3.
2.
1.
4.
6.
5.
the womans head.
1. The ball is
2.
e. against
of the people are sitting down.
3. There are only a
balloons in the sky.
4. The airplane is flying

5. None of these guns are leaning
6. The woman is
the sun.
a wall.
the ball.
181
Unit 7, Lesson 10
7-10
Many people are riding bicycles.
Only a few people are riding bicycles.
Only one person is riding a bicycle.
Nobody is riding a bicycle.
01

The boy is jumping.
The boy has jumped.
10
Only one of these telephones is red.

Only one of these telephones is being used.
Most of these guns are leaning against a wall.
None of these guns are leaning against a wall.
02
The boy is going to jump over the sticks.

The boy is jumping over the sticks.
The boy has jumped over the sticks.
The boy is swimming underwater.
03
The children are climbing up the tree.

The children are sliding down.
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.
He is looking at the window.
05
The cowboy is trying to ride the bull.

The cowboy cannot ride the bull.
The boy is trying to jump over the horse jump.
The boy fell.
06

The dog has a hat in its mouth.
The dogs mouth is open and empty.
The dogs mouth is closed and empty.
07
The dog is trying to catch the frisbee.

The cowboy is trying to catch the calf.
The cowboy has caught the calf.
08
The man is using a rope.

The woman is using a camera.
The man is using a pen.
The people are using a boat.
09
He is using a rope to climb the mountain.

She is using a camera to take a picture.
He is using a pen to write.
They are using a boat to cross the water.
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
a rope.
The cowboy is lifting the calf.
New Vocabulary
calf
camera
cannot
dogs
fell
lifting
over
sticks
take
More Verbs
09
Themes:
Verbs
Materials:
Fiction book
Instruct students to complete Section III of
practice writing lesson vocabulary. Have
students select a photo from this Workbook
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
10 years. Encourage students to describe how
they think things will have changed from the
present day.
Social Studies: Instruct students to work with
a partner and research the invention of the
camera. This report should include who invented
the camera, when it was invented, and how it
has changed throughout the years. Instruct
students to underline the different verb tenses
in their report using different colors for each
verb tense.
Worksheet 7-10
1. The boy is ____________________________ a mountain.
to jump over
2. The boy is ____________________________ underwater.
climb
3. The cowboy is ____________________________ the calf.
catch
4. She is using a ____________________________ to take a picture.
up the tree
5. The boy is going ____________________________ the sticks.
swimming
6. The cowboy is ____________________________ to catch the calf.
lifting
7. He is using a rope to ____________________________ the mountain.
pen
8. The dog is trying to ____________________________ the frisbee.
climbing
9. He is using a ____________________________ to write.
trying
10. The children are climbing ____________________________.
camera

11. Can you look through a window?
______________________________________________________________
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
182
ENGLISH
More Verbs
7-10
More Verbs
New Vocabulary
calf
lifting

camera
over
cannot
sticks
dogs
take
fell
Musical-Rhythmic: Divide the students into

small groups and have each group create a rap
or song using the various verb tenses.
Grammar: Verb Tenses (Review)

Here are sentences using different verb tenses. Do you remember which ones
they are?
The
The
The
The
cowboy is lifting the calf.

dog has caught the frisbee.
boy is going to jump over the sticks.
boy fell.
Interpersonal: Invite student groups to share

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.

2.
1.
4.
3.
6.
5.
1. The boy is
a. swimming
b. lifting
c. jumping
d. using
2. The workmen is
up the ladder.
a. catching
b. trying
c. jumping
d. climbing
3. The cowboy is
to ride the bull.
a. trying
b. swimming
c. lifting
d. using
4. The dogs mouth is

and
a. open, full
b. open, empty
c. closed, full
d. closed,
empty
a. swimming
b. running
c. using
d. lifting
a. jumping down
b. jumping up
c. looking up
d. looking down
.
a rope.
5. The man is
6. They are
a. above
b. below
c. most
d. in front of
f. few
3.
2.
1.
4.
6.
5.
1. The ball is
2.
e. against
the womans head.

of the people are sitting down.
3. There are only a

5. None of these guns are leaning
6. The woman is
the sun.
a wall.
the ball.
183
Unit 7, Lesson 11
7-11
01
I am jumping.
I am drinking milk.
I am falling.
I am cutting the paper.
01
02
I am jumping.
I have jumped.
I am drinking milk.
I have drunk milk.
02
03
I am falling.
I have fallen.
I am cutting the paper.
I have cut the paper.
03
04
I am going to jump.
I am going to drink milk.
I am going to fall.
I am going to cut the paper.
04
05
I am going to jump into the water.

I am jumping into the water.
I have jumped into the water.
We are jumping into the water.
New Vocabulary
Themes:
Verbs
Materials:
Index cards
Divide students into groups of four.

Instruct students to take turns acting out, in
the style of the game Charades, an action
from start to finish (before-during-after).
See Curriculum Text for examples.
The other three group members will describe
the scene using correct verb forms.
Circulate the room and monitor groups for
appropriate vocabulary use.
05
06
We are not going to jump. He is going to jump.

We are not jumping. He is jumping.
We have not jumped. He has jumped.
We are all jumping together.
07
I am going to jump. They are not going to jump.

I am jumping. They are not jumping.
I have jumped. They have not jumped.
07
I am going to fall.
I am falling.
I have fallen.
I am going to jump.
08
I am going to drink the milk.

I am drinking the milk.
I have drunk the milk.
I am going to eat the bread.
09
Review verb conjugations with the following
activity:
7-12
Verb Conjugation
08
09
10
06
I am going to eat the bread.

I am eating the bread.
I have eaten some of the bread.
I am wearing a hat.
10
Unit Seven Review

carrying anyone.
swimming pool.
on the ground.
are blue.
The airplane is flying above the clouds.
The airplane is flying below the clouds.
The airplane is flying in front of the
snow-covered mountain.
The airplane is flying in front of the setting sun.
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
a rope.
The cowboy is lifting the calf.
We are not going to jump. He is going to jump.
We are not jumping. He is jumping.
We have not jumped. He has jumped.
46
Worksheet 7-11
Language Arts: Provide students with a
newspaper article from another country. Have
students underline past, present, and future
verbs in different colors. Have students make
a chart placing the verbs they underlined in
the proper categories: past, present, or future.

1. I am ____________________________ the bread.
together
2. We are all jumping ____________________________.
we have
3. I am cutting ____________________________.
the milk
4. I am going to ____________________________.
am eating
5. ____________________________ eaten some of the bread.
going to eat
6. I am going to drink ____________________________.
they
7. I ____________________________ the bread.
falling
8. I have ____________________________.
jumped
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
184
Verb Conjugation
Verb Conjugation
7-11
Verb Conjugation
New Vocabulary
Grammar: Personal Pronouns (Review)
Practice the personal pronouns with the verb tenses you know. Remember, the
personal pronouns are in first, second or third person, singular and plural.
First person
Second person
Third person
I
you
he
she
it
we
you
they
Usage: Contractions Using Personal Pronouns

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
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.
This is common, especially with personal pronouns.
I am
I have
you are
he is
he has
she is
it is
Im
Ive
youre
hes
hes
shes
its
Im going to fall.
Ive drunk the milk.
Youre sick.
Hes going to jump.
Hes jumped!
Shes using a camera to take a picture.
Its summer.
we are
we have
you are
they are
they have
were
weve
youre
theyre
theyve
Were not going to jump.

Weve not jumped.
Youre all hungry.
Theyre not jumping.
Theyve not jumped.
In the case of negatives using not, the contraction may shift from the pronoun to
the verb with not. The choice is yours depending on where you want to place the
emphasis. Compare the following sentences.
We arent going to jump.
We havent jumped.
They arent jumping.
They havent jumped.
Were not going to jump.

Weve not jumped.
Theyre not jumping.
Theyve not jumped.
Bodily-Kinesthetic: Divide students into small

groups. Give each group 20 index cards. Have
students write the types of verb tenses
on individual index cards and place on a flat
surface. Divide the rest of the cards among the
students in each group. Instruct the students to
write sentences with different verb tenses on
each index card, mix the index cards together,
and place them face down. Tell the students to
take turns drawing an index card, reading the
sentence aloud, and then placing it with the
index card that has the correct verb tense.
Verbal-Linguistic: Provide students with a
short paragraph from a book. Ask students to
copy the paragraph and to change it by using
contractions and negatives.
Instruct students to write sentences using all
forms of verb tenses.
78
Conversation:

3.
2.
1.
4.
Modifications:
6.
5.
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
into the water.
jumping
not jumped.
jumped.
5. We
He
some of the bread.
6. I
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
practice saying both sentences to each other.
a. am
b. were
c. are
d. was
a. is, are
b. are, is
c. has, have
d. have, has
a. have eaten
b. have drunk
c. am jumping
d. am drinking
Create a poster that lists contractions using

personal pronouns.
a. first
b. second
c. third
1.
d. fourth
e. last
3.
2.
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.
Review Activities:
practice.
B.
C.
D.
E.
3.
4.
5.
1. The father and the boys are working.

2. The boy is looking up.
3. The boy is looking down.
4. Which animal has only two legs?
5. Which animal has four legs on the ground?
II. Circle the correct answer.
1.
2.
1. The airplane is moving fast / slowly.

2. The horse is going fast / slowly.
3. Someone is moving quickly / slowly across the street.
4. The horse is running fast / slowly.
5. This is an animal that moves fast / slowly.

1. soldiers
a. wheels
2. bicycles
b. four legs
3. birds
c. guns
4. sailors
d. ships
5. elephants
e. wings
and 7-11.
and projects.
participation.
1.
6.
2.
3.
4.
7.
8.
9.
5.
10.
1.
of the people are wearing white hats.
a. all
2.
birds are ducks.
b. none
3.
person is pointing.
c. both
4.
of these animals is a bird.
d. most
5.
of the astronauts are standing still.
6. One person is pointing, but the
is not.
e. neither
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.
7.
8.
9.
10.
6.
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.
3.
2.
5.
4.
1. The boy is kicking with his right / left foot.

2. The glass is full / empty.
3. The mans right / left hand is full of candy.
4. Which woman is pointing? The woman on the right / left.
5. The dogs mouth is open and full / empty.
1.
2.
6.
7.
1. The boy is
3.
4.
8.
9.
the tree.
2. A ball is
b. in front of
the clouds.
4.
of the circles are around the rectangle, but not all of them.
5.
of the circles are around the rectangle.
7.
8. The square is
9. There are
10. The window is
10.
a. all
6. The woman is
5.
the ball.
of the circles are in front of the rectangle, but not all of them.
c. square
d. most
e. behind
f. a few
g. above
the triangle.
h. below
i. round
187
Word Search 7: 1-5
Unit 7 Review
ACROSS
BEEN
CARRY
COVERED
DIRT
DOWNHILL
FAST
GIVE
HIT
MOON
MOST
MOVES
OTHERS
PART
QUICKLY
ROAD
SLOWLY
SOLDIERS
SOMETIMES
SPRING
STILL
SUNRISE
USUALLY
WARM
WEAR
J
B
G
I
S
H
I
T
G
M
O
O
N
W
E
K
D
O
W
N
H
I
L
L
B
C
A
E
V
I
M
Y
M
W
V
D
P
N
A
R
N
M
R
E
X
G
E
E
C
D
O
R
M
O
S
T
T
O
D
A
K
O
X
T
R
E
S
P
R
I
N
G
R
D
V
V
H
Y
D
U
A
V
M
S
P
O
Q
E
A
E
E
N
N
R
P
E
L
F
A
U
R
C
R
S
S
R
T
M
S
O
L
D
I
E
R
S
T
F
I
O
O
L
W
E
S
C
D
O
Z
I
A
S
O
V
L
L
I
Q
K
Y
S
I
L
S
E
S
E
O
Y
N
G
L
B
S
V
L
T
F
U
S
U
A
L
L
Y
N
F
W
T
N
C
O
F
N
S
T
A
K
E
N
V
T
I
K
T
D
D
C
I
R
C
L
E
S
H
N
B
E
L
O
W
S
E
F
E
L
L
L
G
R
N
U
C
R
E
S
H
P
T
Z
I
O
R
U
Y
A
I
T
S
L
H
J
O
F
C
I
O
W
M
T
T
A
B
O
V
E
T
L
G
V
O
E
T
I
D
X
N
Z
U
I
X
H
E
I
R
E
N
U
S
E
D
B
N
C
T
R
I
A
N
G
L
E
S
H
E
G
Word Search 7: 6-11
ABOVE
ACROSS
BELOW
BOTH
CALF
CAMERA
CANNOT
CIRCLES
DOORS
FELL
LEANING
LIFTING
MIDDLE
OVER
RIGHT
ROUND
SETTING
SKY
SQUARES
STICKS
TAKEN
TELEPHONES
TRIANGLES
USED
WRITTEN
E
C
C
M
I
D
D
L
E
S
N
S
V
L
M
A
C
R
O
S
S
T
I
C
K
S
E
Y
N
A
O
O
N
Q
Y
U
J
Y
B
A
P
N
L
U
R
K
U
N
T
E
K
O
ENGLISH
188
Crossword 7: 1-5
Across
Down
2. A bicycle has two ______.

4. We ___ this a sunset.
7. The bird has its wings ______.
9. She will ____ hay to the cow.
10. She is ______ downhill.
11. It is not cold in the springtime; it is ______.
14. In the __________ it is hot.
17. not fast
18. The young men in the blue suits ___,
but they arent singing now.
19. They are trying to fly _____.
21. He has ____ out of the water.
22. _________ can fly.
1. a color
3. a person in the water
4. an animal
5. ___ the door.
6. An astronaut _____ a space suit.
8. He is skiing _______ very fast.
12. Most of the flower is red,
but _____ of it is yellow.
13. He is ______ to fly a kite.
14. the sun going down
15. We see the ____ at night.
16. Birds can ___.
17. The _____ is skiing downhill.
20. almost all
ENGLISH
Crossword 7: 6-11
Across
Down
3. not above
6. ____ live in the water.
7. The cat is going to ___ its food.
8. The horse is running ____.
9. not squares
10. Three is a ____.
12. On which ___ of the doors is the man.
15. People are talking on _____.
17. A ___ of milk.
19. It is almost night. The sun is _______.
20. The woman is using a pen to ____.
21. The time is two o_____.
22. not circles
23. There are a few balloons in the ___.
1. The strong man is ____ the big box.

2. This is not a real person; it is a ___
of a person.
4. not under
5. She is using a camera to ___ a picture.
9. The cowboy ____ ride the bull;
he has fallen.
11. He is throwing the ____.
13. The car ___ are open.
14. The boy ___ off the horse.
15. She has ____ a picture.
16. He is between the dogs. He is in the ____.
18. The boy is jumping over 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.
1. Ask students to identify idioms that are present in
their culture. Discuss how idioms impact communication. Have students identify at least 10 idiomatic
phrases found in English. Have students create a
book of idioms in both languages that explains and
illustrates these idioms. Display student books in the
classroom.
2. Instruct students to identify and research the major
languages, other than the national language, that are
used in their country. Have the students color-code a
national map to illustrate where these other languages
are commonly used.
3. Explore culinary traditions from other countries and
cultures. Have each student write a recipe common to
another culture and bring it to class to share. Discuss
culinary traditions of other countries and how they
are similar to or different from the culinary tradition
in the United States.
4. Explain to the students that it is very important to
be able to ask, understand, and give directions when
theyre in a foreign country and unfamiliar with their
surroundings. To help students feel comfortable
asking questions to native speakers, the students will

role-play tourist and native speaker conversations.
With the class, review phrases and vocabulary related
to location and direction. Encourage students to take
notes to use during the conversations. Count the class
off into pairs. Have each pair role-play, one student
as a tourist and the other as a native speaker. After
students are through with their conversation, they will
switch roles. Explain to the students that they should
prepare to stand up in front of the class and have a
conversation with their partner. Allow students to
write a few phrases or reminders down on a sheet of
paper if necessary.
5. Start off the lesson by asking students to suggest
what type of problems teenagers may typically have.
Have students get into small groups and discuss
various real-life teen problems and write these topics
on the board. Assign one or two situations to each
group. Have the students answer the questions as a
group. One student in the group will take notes for a
presentation after the discussion. Have students
present their advice for each teen problem/situation
to the class. Encourage students to ask questions and
have a class discussion about the topics.
191
Unit 8, Lesson 1
8-01
The first number is two.

The first number is one.
The first number is four.
The first number is nine.
02
The second number is nine.

The second number is eight.
The second number is five.
The second number is six.
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.

The last number is three.
The last number is one.
The last number is seven.
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
is zero.
06
The last two numbers are three.

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.
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.
08
The first two numbers are two and the last

number is six.
The first two numbers are two and the last
number is eight.
The first number is two, the second number is
five, the third number is zero, and the last
number is nine.
The first number is two, the second number is
five, the third number is zero, and the last
number is seven.
09
The second person and the last person are sitting.

The second person and the third person are
sitting.
The first person and the fourth person are sitting.
The first person and the second person are
sitting.
New Vocabulary
first
third
last
second
fourth
numbers
Themes:
Numbers
Materials:
Small pieces of paper
Reinforce vocabulary by asking students to
bring math worksheets or textbooks to class.
Have students select four-digit numbers and
describe them using ordinal terms learned in
Lesson 8-01. Invite students to share this
information with their math teachers.
Ordinal Numbers
01
10
Mathematics: Ask students to list all the members
in their immediate family along with their ages.
Have students add all the ages together. Ask
students to interview each other to find out the
ages of the other students immediate family
members. After the students have collected the
information, have them create graphs or charts
that identify the average age of mothers, fathers,
sisters, brothers, etc. in the class. Display graphs
in the class.
Language Arts: Instruct students to write a
childrens story about numbers. Have students
personify numbers One to Ten in their story.
The first person and the third person are

standing.
The first person and the last person are standing.
The second person and the third person are
standing.
The third person and the fourth person are
standing.
47
Worksheet 8-01
I. Describe each picture with a complete English sentence.
1.
2.
3.
4.
5.
1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
3. __________________________________________________________________________________________
4. __________________________________________________________________________________________
5. __________________________________________________________________________________________
II. Yes or No?

____ 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
second
third
fourth
last
numbers
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
192
Ordinal Numbers
Ordinal and Cardinal Numbers

8-01
Ordinal Numbers
New Vocabulary
first
second
third
fourth
last
numbers
Usage: Ordinal Numbers

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
in a sequence.
The
The
The
The
first two numbers are two and the last number is six.
second person and the last person are sitting.
first number is zero.
third number is three.
Logical-Mathematical: Write 10 random

numbers on the board. Ask students to write
sentences using the numbers from the board
in an ordinal-number sense.
Last is not one of the ordinal numbers, but an adjective describing the item at the
very end of a sequence, regardless of the number of items in it.
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.
Cardinal
Bodily-Kinesthetic: Instruct the students to

get into groups of 10 and form a line. Have
students identify their position in line using
ordinal numbers.
Ordinal
one
two
three
four
five
six
seven
eight
nine
ten
eleven
twelve
first
second
third
fourth
fifth
sixth
seventh
eighth
ninth
tenth
eleventh
twelfth
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th
11th
12th
Write ordinal numbers on small pieces of
paper and place them in a container. Have
10 students draw a number and then ask them
to line up correctly based on the numbers
they drew.
Five changes the v to an f and drops the e to become fifth. Twelve follows the
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

have them identify what place they finished.
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
ordinal number.
79
Conversation:
Ask students to discuss when to use ordinal
numbers and when to use cardinal numbers.

Modifications:
3.
2.
1.
4.
6.
5.
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.
4. We
into the water.
not jumped.
jumped.
5. We
He
6. I
jumping
some of the bread.
Encourage students to use lesson vocabulary

to identify the placement of items in the
classroom.
a. was going to
b. am going to
c. have
d. has
a. am
b. were
c. are
d. was
a. is, are
b. are, is
c. has, have
d. have, has
a. have eaten
b. have drunk
c. am jumping
d. am drinking
a. first
b. second
c. third
1.
d. fourth
e. last
3.
2.
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
I am riding a horse.
I am not riding a horse anymore.
We are riding bicycles.
We are not riding anymore.
01
02
We are running.
We are not running anymore.
We are singing.
We are not singing anymore.
02
03
We are singing.
I am dressing.
I am not dressing anymore.
03
04
I am eating.
I am talking on the phone.
I am the woman who is neither talking on the
phone nor eating.
I am a man who is neither talking on the phone
nor eating.
05
I am singing and playing the piano.

I am neither singing nor playing the piano.
We are playing drums and smiling.
We are neither playing drums nor smiling.
06
We are both singing.

Neither of us is singing.
Only one of us is singing.
All six of us are singing.
07
I am standing on the sidewalk.

I am not standing on the sidewalk anymore.
We are carrying umbrellas.
None of us are standing.
08
All four of us are walking.

There are four of us. None of us is walking.
All three of us are walking.
There are three of us. None of us is walking.
09
Both of us are singing.

We are kissing.
Neither of us is kissing and neither of us is
singing.
I am standing. None of my friends are.
10
Both the man and I are carrying umbrellas.

Neither I nor the man is carrying an umbrella.
Both my son and I are wearing hats.
My son and I are not wearing hats.
New Vocabulary
Themes:
Present Tense
Materials:
Fictional story
Direct students to complete Sections II and III
of Worksheet 8-02 in the Student Workbook
to review lesson vocabulary. Ask students to
use a word or phrase from these exercises as a
story starter for a paragraph about a real-life
or fictional adventure. Have students take
turns reading final products to the class.
Social Studies: Have students list the day and

year they were born on their paper. Allow
students time to research what occurred on that
day in their own culture and in another culture.
04
05
06
07
08
09
Language Arts: Provide students with a story
in another language that is in the present tense.
Have students underline all the present tense
verbs. Instruct students to rewrite the story in
past or future tense.
8-03
Am and Am Not: More Present

Conditions
01
10
Looks Like, Almost All, One, Others,

Most, All; Demonstrative Pronouns
This is a square.
This looks like a square, but it is not.
This is a triangle.
This looks like a triangle, but it is not.
These people look like women, but they are
not. They are mannequins.
These people are astronauts.
These people look like astronauts, but they are not.
All these shapes are circles.
All these shapes are triangles.
Three of these shapes are circles and one is a
triangle.
Two of these shapes are red and two are blue.
The black circle is in the upper right.
The black circle is in the upper left.
The black triangle is in the lower right.
The black triangle is in the lower left.
Several of the circles are black.
Almost all the circles are yellow, but one is
black.
Several triangles are black.
Almost all the triangles are yellow, but one is
black.
Almost all the circles are yellow.
Almost all the circles are black.
All the triangles are yellow.
Almost all the triangles are yellow.
One circle is blue, and the others are red.
Only one circle is red.
Almost all the circles are yellow and two are
blue.
One circle is black and the others are yellow.
Most of the circles are black and one is green.
Most of the circles are red, and some are green.
The blue circles are big and the red ones are
small.
The red circles are big and the blue ones are
small.
The triangles are on top of the circles.
The circles are in front of the triangles.
Most of the black squares are big, and all the
white ones are small.
All of the black squares are big, and most of the
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.
48
Worksheet 8-02
1.
2.
3.
4.
5.
1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
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
running
singing
dressing
eating
talking
playing
standing
carrying
walking
kissing
wearing
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
Am and Am Not: More Present Conditions
194
ENGLISH
8-02
Am and Am Not: More Present Conditions

Conditions
New Vocabulary
Usage: Not Anymore, NeitherNor, None (Review)
Anymore is an adverb that means no longer. Usually it is used with not, indicating
that an activity that was once in progress is no longer going on.
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.
I am a man who is neither talking on the phone nor eating.
Note that the singular verb is is used in the sentences below.
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?
None of us is walking.
Visual-Spatial: Have students write a sentence

beginning with I am and one beginning with
I am not. Students should then illustrate the
sentences and share them with a partner.
Intrapersonal/Interpersonal: Using the future
tense, ask students to write a short paragraph
describing where they see themselves in 20
years. Invite students to share their paragraphs
with the class.
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:
81
Have students discuss different actions.

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
of actions.

1.
3.
2.
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,

of the white ones are small.
a. several, most
b. most, all
c. all, most
d. several, all
and
II. Yes or No?
1.
3.
2.
6.
7.
1.
2.
We are running.
3.
4.
5.
6.
7.
8.
9.
Three of these shapes are triangles and one is a circle.
4.
8.
5.
9.
195
Unit 8, Lesson 3
8-02
I am riding a horse.
I am not riding a horse anymore.
We are riding bicycles.
01
02
We are running.
We are not running anymore.
We are singing.
02
03
We are singing.
I am dressing.
I am not dressing anymore.
03
04
I am eating.
I am talking on the phone.
I am the woman who is neither talking on the
phone nor eating.
I am a man who is neither talking on the phone
nor eating.
05
I am singing and playing the piano.

We are playing drums and smiling.
06

Only one of us is singing.
All six of us are singing.
07
I am standing on the sidewalk.

We are carrying umbrellas.
08
All four of us are walking.

There are four of us. None of us is walking.
All three of us are walking.
There are three of us. None of us is walking.
09
Both of us are singing.

We are kissing.
Neither of us is kissing and neither of us is
singing.
10
Both the man and I are carrying umbrellas.

My son and I are not wearing hats.
New Vocabulary
like
looks
lower
ones
shapes
upper
Themes:
Shapes and Colors
Materials:
Index cards or construction paper
materials as needed. After students finish
their entries, encourage them to write about
a favorite weekend activity.
8-03

Conditions
01
04
05
06
07
08
09
10
Looks Like, Almost All, One, Others,

Most, All; Demonstrative Pronouns
This is a square.
This is a triangle.
These people look like women, but they are
not. They are mannequins.
These people are astronauts.
These people look like astronauts, but they are not.
All these shapes are circles.
All these shapes are triangles.
Three of these shapes are circles and one is a
triangle.
Two of these shapes are red and two are blue.
The black circle is in the upper right.
The black circle is in the upper left.
The black triangle is in the lower right.
The black triangle is in the lower left.
Almost all the circles are yellow, but one is
black.
Almost all the triangles are yellow, but one is
black.
All the triangles are yellow.
Almost all the triangles are yellow.
One circle is blue, and the others are red.
Only one circle is red.
Almost all the circles are yellow and two are
blue.
One circle is black and the others are yellow.
Most of the circles are black and one is green.
Most of the circles are red, and some are green.
The blue circles are big and the red ones are
small.
The red circles are big and the blue ones are
small.
The triangles are on top of the circles.
The circles are in front of the triangles.
Most of the black squares are big, and all the
All of the black squares are big, and most of the
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.
48
Mathematics: Have students identify the colors
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
graphs or charts showing their data.
Language Arts: Find a video or article about
a famous modern artist from a another culture
and a famous modern artist from American
culture whose art uses geometric shapes. Have
students write a compare/contrast paper about
each artists style and instruct students to
create their own piece of artwork using only
geometric shapes.
Worksheet 8-03
1.
2.
3.
4.
5.
1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
3. __________________________________________________________________________________________
4. __________________________________________________________________________________________
5. __________________________________________________________________________________________
II. Yes or No?

____ 6. All triangles are shapes.
____11. All birds are pink.
____ 7. Mannequins are not real women.
____12. All shapes are circles.
____ 8. Astronauts are mannequins.
____13. All squares look like triangles.
____ 9. A triangle is a shape.
____14. Almost all astronauts have blue hair.
____10. Red, blue, and green are colors.
____15. All shapes are squares.
like
looks
shapes
upper
lower
ones
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
196
Looks Like, Almost All, One, Others, Most, All; Demonstrative Pronouns
8-03
Looks Like, Almost All, One, Others, Most, All; Demonstrative Pronouns
Looks Like; Almost All, One,

Several, Most, All
New Vocabulary
like
upper
looks
lower
ones
shapes
Verbal-Linguistic: Let each student give oral

clues about an object in the room for the others
to identify. The clues must include colors and
shapes as well as the phrase looks like.
Usage: Demonstrative Pronouns, Several, Almost All

The demonstrative pronouns are:
this
these
that
those
Several is a quantifier meaning more than two, but probably not more than five. It is
indefinite.
Note that of the can often be omitted without changing the meaning.
Almost all of the circles are black.
Almost all is a degree greater than most, which is also indefinite.
Naturalist: Ask students to use five sentences

to describe their favorite animal. Then ask
students to draw this animal using square,
rectangle, triangle, and circle.
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
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.
82

Conversation:
Encourage students to describe various pieces

of artwork using lesson vocabulary words.
1.
3.
2.
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,

of the white ones are small.
a. several, most
b. most, all
c. all, most
d. several, all
and
II. Yes or No?
1.
3.
2.
6.
7.
1.
2.
We are running.
3.
4.
5.
6.
7.
8.
9.
Three of these shapes are triangles and one is a circle.
4.
8.
Modifications:
Invite students to describe the colors and
shapes of classroom items.
5.
9.
197
Unit 8, Lesson 4
8-04
country
Egypt
Europe
European
Germany
India
Italy
Japan
Korea
map
Mexico
Nigeria
North America
planet
Russia
Saturn
South America
Spain
Tanzania
United
Kingdom
United States
Venezuela
Vietnam
01
The cars are driving on the street.

The cars are parked on the street.
People are standing on the sidewalk.
People are walking on the sidewalk.
02
This planet is called Saturn.

This country is called China.
This continent is called Africa.
02
The car is on the street.

The car is on the highway.
The bridge crosses the highway.
The bridge crosses the water.
03
a planet
a person
a country
a continent
03
Two bridges cross over the road.

There is a car on the road that goes between the
trees.
The road goes toward the house.
The road goes toward the mountain.
04
This planet is Saturn.

The country colored red is the United Kingdom.
This continent is North America.
04
The people are crossing the railroad track.

The people are standing beside the railroad track.
The man is crossing the street.
The man is standing in the street.
This continent is Asia.

This continent is Africa.
This continent is South America.
This continent is Europe.
05
Which people are riding on the sidewalk?

Which people are riding on the road?
Some people are riding. They are not riding on
the sidewalk and they are not riding on the road.
Which people are on the sidewalk and not riding
at all?
05
06
Brazil is the country colored red on this map.

Argentina is the country colored red on this map.
Chile is the country colored red on this map.
Venezuela is the country colored red on this map.
06
07
The United States is colored red on this map.

Canada is colored red on this map.
Mexico is colored red on this map.
Japan is colored red on this map.
The birds are crossing the sidewalk.

The sidewalk is empty.
The man is crossing the street on a bicycle.
The man is crossing the street in a wheelchair.
07
08
Nigeria is the country colored red on this map.

Egypt is the country colored red on this map.
Algeria is the country colored red on this map.
Tanzania is the country colored red on this map.
The birds are walking across the sidewalk.

He is running across the street.
He is riding his bicycle across the street.
He is going across the street in a wheelchair.
08
09
Germany is in Europe. It is colored red on this

map.
Italy is in Europe. It is colored red on this map.
India is in Asia. It is colored red on this map.
Vietnam is in Asia. It is colored red on this map.
There is an alley between the two buildings.

The train track crosses over the street.
The bus is driving on the sidewalk.
The bus is driving over the bridge.
09
10
China is the Asian country colored red on this

map.
Korea is the Asian country colored red on this
map.
Spain is the European country colored red on
this map.
Russia is colored red on this map. Russia is in
Europe and Asia.
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.
The machine is digging a hole in the street.
10
The road is full of people riding bicycles.

The street is full of people running.
The street is almost empty.
The sidewalk is full of people.
Themes:
Continents and Countries
Materials:
Streets and Sidewalks
Saturn
Africa
a woman
China
New Vocabulary
Africa
Algeria
Argentina
Asia
Asian
Brazil
called
Canada
Chile
China
colored
continent
8-05
Space and Geography, Countries
01
World map
Card stock
Crayons
Scissors
Glue
49
Worksheet 8-04
students to write a travelogue about a place
they hope to visit in the future.
1.
2.
3.
4.
5.
1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
3. __________________________________________________________________________________________
Social Studies: Provide each student with a map
of the world. Assign a different color to each
continent. Have students shade each continent
its specific color and ask students to find
information about the number of countries and
general population in each continent.
Language Arts: Have students choose one
country. Allow students time to research the
culture and lifestyle of the average teenager
in that culture. Have students provide information about popular foods, popular music, sports,
and one celebrity from that country. Instruct
students to prepare a poster that displays
this information.
198
4. __________________________________________________________________________________________
5. __________________________________________________________________________________________
II. Yes or No?

____ 6. Asia is a continent.
____11. The United States is a country.
____ 7. Nigeria is a continent.
____12. Germany is in Asia.
____ 8. Saturn is a planet.
____13. India is in Europe.
____ 9. China is a planet.
____14. Vietnam is a person.
____10. Africa is a country.
____15. Egypt is on Saturn.
called
planet
country
continent
colored
map
Saturn
Africa
China
Asia
Asian
Europe
European
Brazil
Argentina
Chile
Venezuela
Canada
Mexico
Japan
Nigeria
Egypt
Algeria
Tanzania
Germany
Italy
India
Vietnam
Korea
Spain
Russia
United Kingdom
North America
South America
United States
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH

8-04
New Vocabulary
Africa
Brazil
colored
European
Korea
planet
Tanzania
Algeria
called
continent
Germany
map
Russia
United Kingdom
Argentina
Canada
country
India
Mexico
Saturn
United States
Asia
Chile
Egypt
Italy
Nigeria
South America
Venezuela
Asian
China
Europe
Japan
North America
Spain
Vietnam
Usage: Place Names

The names of countries are usually similar in all languages, at least in Western
languages. Which country names do you recognize from your own language?
How are they spelled differently in English?
What is a continent? How many continents are there? Two are not named in this
lesson. Do you know which two they are? What is a country? On which continent
does your native country lie?
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
capitalized.
Europe
Asia
European
Asian
Adjectives can be made from most geographic names. These adjectives may refer
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.
+ -ese
+ -n
irregular
Japanese
Vietnamese
Venezuelan
African
American
Russian
Nigerian
Algerian
Tanzanian
Indian
Korean
Canadian
Egyptian
German
Italian
Spanish
Mexican
Brazilian
Chinese
Visual-Spatial: Provide each student with a

world map of his or her own to color. Have the
students color and label the continents as well
as some of the countries. Glue the map on card
stock. When it is dry, have the students cut it
into at least 1215 pieces like a puzzle.
Students can then trade puzzles with other
students.
Bodily-Kinesthetic/Musical-Rhythmic: In
addition to the report, ask students to research
a traditional dance or song from their chosen
country. Invite students to perform and teach
their dance or song to the class.
83
Give each student a world map. Give students

directions on how to color the map. For
example, find the continent Asia and color
the country, Japan, red.
Conversation:
discuss places where they might want to take
a trip. Have students use the adjectives listed
in the student book to discuss the people they
would meet in these different countries.

1.
3.
2.
Modifications:
4.
5.
1. This
is called Saturn.
a. person
6.
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
a. road
b. sidewalk
c. tractor
d. bridge
a. railroad track
b. sidewalk
c. street
d. bridge
5. There is a car on the

between the trees.
that goes
6. The man is crossing the
Use individual world desk maps and work

one-on-one with students as they complete
lesson activities.
II. Yes or No?
1.
1.
2.
3.
4.
This continent is called Europe.
2.
3.
4.
The street is full of people riding bicycles.
199
Unit 8, Lesson 5
8-04
highway
hole
machine
railroad
sweeping
track
toward
wheelchair
01
The cars are driving on the street.

The cars are parked on the street.
People are standing on the sidewalk.
02
This planet is called Saturn.

This country is called China.
This continent is called Africa.
02
The car is on the street.

The car is on the highway.
The bridge crosses the highway.
The bridge crosses the water.
03
a planet
a person
a country
a continent
03
Two bridges cross over the road.

There is a car on the road that goes between the
trees.
The road goes toward the mountain.
04
This planet is Saturn.

The country colored red is the United Kingdom.
This continent is North America.
04
The people are crossing the railroad track.

The people are standing beside the railroad track.
The man is crossing the street.
The man is standing in the street.
This continent is Asia.

This continent is Africa.
This continent is South America.
This continent is Europe.
05
Which people are riding on the sidewalk?

Which people are riding on the road?
Some people are riding. They are not riding on
the sidewalk and they are not riding on the road.
Which people are on the sidewalk and not riding
at all?
05
Themes:
06
Brazil is the country colored red on this map.

Argentina is the country colored red on this map.
Chile is the country colored red on this map.
Venezuela is the country colored red on this map.
06
07
The United States is colored red on this map.

Canada is colored red on this map.
Mexico is colored red on this map.
Japan is colored red on this map.
The birds are crossing the sidewalk.

The sidewalk is empty.
The man is crossing the street on a bicycle.
The man is crossing the street in a wheelchair.
07
08
Nigeria is the country colored red on this map.

Egypt is the country colored red on this map.
Algeria is the country colored red on this map.
Tanzania is the country colored red on this map.

He is running across the street.
He is going across the street in a wheelchair.
08
09
Germany is in Europe. It is colored red on this

map.
Italy is in Europe. It is colored red on this map.
India is in Asia. It is colored red on this map.
Vietnam is in Asia. It is colored red on this map.
There is an alley between the two buildings.

The train track crosses over the street.
The bus is driving on the sidewalk.
09
10
China is the Asian country colored red on this

map.
Korea is the Asian country colored red on this
map.
Spain is the European country colored red on
this map.
Russia is colored red on this map. Russia is in
Europe and Asia.
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.
The machine is digging a hole in the street.
10
The road is full of people riding bicycles.

The street is full of people running.
The street is almost empty.
The sidewalk is full of people.
Materials:
Index cards
Review vocabulary by directing students to
use Lesson 8-05 terms in describing their
round-trip route between home and school to
a peer.
Saturn
Africa
a woman
China
New Vocabulary
alley
bridges
broom
crosses
goes
8-05
01
49
Social Studies: Instruct students to make a map
of the route they take to get from their house to
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
directional words.
Language Arts: Provide each student with a
map of the city. Give oral directions to the
students one time only. See how many students
can follow directions and name the location that
you gave directions to.
Worksheet 8-05
1.
2.
3.
4.
5.
1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
3. __________________________________________________________________________________________
4. __________________________________________________________________________________________
5. __________________________________________________________________________________________
II. Yes or No?

____ 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
crosses
bridges
goes
toward
railroad
track
wheelchair
alley
broom
sweeping
hole
machine
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
200

8-05
New Vocabulary
alley
highway
track
bridges
hole
toward
broom
machine
wheelchair
crosses
railroad
goes
sweeping
Usage: Streets and Sidewalks

The term sidewalk refers to a path to the side of a street which is for walking. It is
for people, not cars.
English has names for different types of roads.
street
highway
road
alley
a
a
a
a
road within a town or city

road for higher speeds that passes through the countryside
general term for a path for vehicular traffic
short and narrow street or passageway in a town or city
The U.S.A. has many highways with two or more lanes for each direction of traffic.
These have a variety of names: freeway; interstate; turnpike; toll road; or expressway.
Roads are said to go and to cross. So are people.
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.
Visual-Spatial: Display a road map of the state

for the students to view. Explain the differences
among streets, roads, highways, and railroads.
Explain how students should use the map key
and find corresponding symbols.
Intrapersonal: Ask students to write a short
paragraph about what it might be like to travel
across the country by train and the specific
places they would like to visit. If students are
unfamiliar with trains, allow time for research.
One rides a bicycle, but drives a car. One may ride in a car.
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:
Have students discuss a time when they went
on a road trip with their family. Encourage
students to include words from the new
vocabulary.
84

Modifications:
1.
3.
2.
4.
5.
1. This
is called Saturn.
a. person
Invite students to make flashcards of lesson

vocabulary to promote review and retention of
new terms.
6.
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
a. road
b. sidewalk
c. tractor
d. bridge
a. railroad track
b. sidewalk
c. street
d. bridge
5. There is a car on the

between the trees.
that goes
6. The man is crossing the
II. Yes or No?
1.
1.
2.
3.
4.
This continent is called Europe.
2.
3.
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
farmer
farmers
girls
pet
petting
Themes:
Pets and Clothes
01
The woman is older than the man.

The man is older than the woman.
The boy is taller than the girl.
The girl is taller than the boy.
02
Someones sweater is gray.

Someones shirt is blue.
The girls skirts are black.
The boys dog is black.
02
a young woman
an older woman, but not the oldest
the oldest woman
a young boy
03
This shirt belongs to the man.

This shirt does not belong to the man.
The drums belong to the man.
The dog belongs to the boy.
03
the oldest boy

a younger boy, but not the youngest
the youngest boy
He is older than all the boys. He is a man.
04
This hat belongs to the woman.

This hat does not belong to the woman.
This shirt does not belong to the boy.
This shirt belongs to a boy.
04
This airplane is flying the highest.

This airplane is flying low, near the ground.
This airplane is flying low, but it is not flying
the lowest.
This airplane is not flying. It is on the ground.
05
The dog belongs to the boy. It is the boys pet.

The dog belongs to the woman. It is the
womans pet.
The bear does not belong to anyone. It is not
a pet.
The cow belongs to a farmer, but it is not the
farmers pet.
05
Which dog has the darkest color?

Which dog has the shortest nose?
Which dog has the lightest color?
Which dog is going the fastest?
06
Which child looks the happiest?

Which child looks the most unhappy?
Which child is running the fastest?
Which child has the longest hair?
07
This dog has fewer spots than the other dog.

This dog has more spots than the other dog.
This leopard has more spots than either dog.
This tiger has stripes, but no spots.
08
This animal has the fewest number of spots.

This animal is more spotted, but not the most
spotted.
This is the most spotted animal of all.
This animal is striped rather than spotted.
Materials:
Paper
06
This animal is a big pet.

This animal is a little pet.
This animal is not a pet, but it is a real, live
animal.
This animal is not real.
07
a womans hat
a mans hat
This jacket belongs to the boy.
This jacket does not belong to the boy.
Provide vocabulary practice by allowing

students to divide into groups of three, to
describe their pets or a favorite animal to
each other.
Mathematics: Ask students to identify one
country other than the United States and ask
them to research the number of people in that
population who are pet owners. Have students
make a graph that compares that number with
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.
Language Arts: Direct students to create a
short story, using personification of what life
might be like if they were a cat, dog, fish, bird,
or any other pet for a day.
Comparative and Superlative

Adjectives
Someone is wearing a gray sweater.

Someone is wearing a blue shirt.
The girls are wearing black skirts.
The boy has a black dog.
New Vocabulary
belong
belongs
8-07
Pets and Clothes; Possessive

Adjectives and Pronouns
01
08
The woman is petting her dog.

The girl is petting her dog.
The man is petting the cat.
The man is petting his dog.
09
09
The mans umbrella is black.

The mens umbrellas are black.
The womans dress is blue.
The womens dresses are blue.
It is dangerous to jump off a horse onto a calf.

Soldiers fight and that is dangerous.
Riding a horse is not very dangerous.
Sitting on a chair at home is not dangerous at all.
10
10
the boys dog

the boys father
the girls father
the girls mother
Who is flying the highest?

Who is running the fastest?
Who is getting the wettest?
Who is getting the coldest?
50
Worksheet 8-06
1.
2.
3.
4.
5.
1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
3. __________________________________________________________________________________________
4. __________________________________________________________________________________________
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 womens dresses are blue.
____ 8. All dogs are black.
____13. All birds are pets.
____ 9. A womans pet belongs to the woman.
____14. Almost all umbrellas are green.
____10. A boys dog belongs to the boy.
____15. All animals are pets.
belong
belongs
pet
petting
farmer
farmers
girls
girls
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
Pets and Clothes; Possessive Adjectives and Pronouns
202
ENGLISH
8-06
Pets and Clothes; Possessive Adjectives and Pronouns
Pets and Clothes; Belongs to;

Possessive Adjectives and Pronouns
New Vocabulary
belong
pet
belongs
petting
farmer
farmers
girls
Visual-Spatial: Instruct students to illustrate an

adventure from the short story they created.
Usage: Possession (Review)

Remember to show possession by adding s to the owner, and just to plurals that
already end in -s.
The verb to belong means possessed or owned by, to be the property of someone.
Verbal-Linguistic/Interpersonal: Invite students

to create a short poem about their pet. Have
students share their poems with the class.
The dog belongs to the woman. It is the womans dog.

The cow belongs to a farmer, but it is not the farmers 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.
1. The girls are wearing black
3.
2.
.
a. pants
b. sweaters
c. shirts
d. skirts
2. The dog belongs to the woman. It is the

.
womans
a. boy
b. hat
c. pet
d. cat
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.
2.
3.
4.
5.
1.
2.
3.
III. Yes or No?
6.
1.
2.
5.
Sitting on a chair at home is not dangerous.
3.
6.
4.
203
Unit 8, Lesson 7
8-06
home
leopard
lightest
longest
low
lowest
near
oldest
rather
shortest
spots
spotted
striped
stripes
taller
wettest
youngest
Materials:
World record books

Adjectives
Someone is wearing a gray sweater.

Someone is wearing a blue shirt.
The girls are wearing black skirts.
The boy has a black dog.
01

The girl is taller than the boy.
02

Someones shirt is blue.
The boys dog is black.
02
a young woman
an older woman, but not the oldest
the oldest woman
a young boy
03
This shirt belongs to the man.

The drums belong to the man.
The dog belongs to the boy.
03
the oldest boy

a younger boy, but not the youngest
the youngest boy
He is older than all the boys. He is a man.
04
This hat belongs to the woman.

This hat does not belong to the woman.
This shirt does not belong to the boy.
This shirt belongs to a boy.
04
This airplane is flying the highest.

This airplane is flying low, near the ground.
This airplane is flying low, but it is not flying
the lowest.
This airplane is not flying. It is on the ground.
05
The dog belongs to the boy. It is the boys pet.

The dog belongs to the woman. It is the
womans pet.
The bear does not belong to anyone. It is not
a pet.
The cow belongs to a farmer, but it is not the
farmers pet.
05

Which dog has the lightest color?
06

Which child looks the most unhappy?
07
This dog has fewer spots than the other dog.

This dog has more spots than the other dog.
This leopard has more spots than either dog.
08
This animal has the fewest number of spots.

This animal is more spotted, but not the most
spotted.
This is the most spotted animal of all.
This animal is striped rather than spotted.
New Vocabulary
coldest
dangerous
darkest
either
fastest
fewest
fight
happiest
highest
8-07
Pets and Clothes; Possessive

Adjectives and Pronouns
01
06
This animal is a big pet.

This animal is a little pet.
This animal is not a pet, but it is a real, live
animal.
This animal is not real.
07
a womans hat
a mans hat
This jacket does not belong to the boy.
08
The woman is petting her dog.

The girl is petting her dog.
The man is petting his dog.
09
09
It is dangerous to jump off a horse onto a calf.

Soldiers fight and that is dangerous.
Riding a horse is not very dangerous.
Sitting on a chair at home is not dangerous at all.
Have students choose two items in the room

and compare them.
The mans umbrella is black.

The mens umbrellas are black.
The womans dress is blue.
The womens dresses are blue.
10
10
the boys dog

the boys father
the girls father
the girls mother
Who is flying the highest?

Encourage students to practice vocabulary

terms by writing a journal-style entry about a
time they consider the happiest of their lives.
50
Language Arts: Using the vocabulary, write the
word dangerous. Ask students to give you
their definition of the word. Ask students to list
activities that they consider dangerous. Instruct
students to write sentences about five activities
from the list and have them explain why or why
not they would do that activity.
Language Arts: Write the following words on
the board and instruct students to make a list
on their own paper: coldest, smallest, oldest,
happiest, tallest, shortest, fastest, and slowest.
Have students walk around the room and
interview each other by asking questions that
fall into any of the categories. When the students
have finished interviewing each other, instruct
students to write at least 10 sentences using
student names and responses in their sentences.
Have students illustrate at least five of the
sentences.
Worksheet 8-07
1.
2.
3.
4.
5.
1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
3. __________________________________________________________________________________________
4. __________________________________________________________________________________________
5. __________________________________________________________________________________________
II. Yes or No?

____ 6. A woman is older than a girl.
____11. Sitting on a chair at home is dangerous.
____ 7. A boy is older than a man.
____12. Bald people have more hair than

other people.
____ 8. A baby is older than an adult.
____13. A dog can run faster than a cow.
____ 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.
____15. Motorcycles have fewer wheels than trucks.
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
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
204
Comparative and Superlative Adjectives
8-07
Comparative and Superlative Adjectives

Adjectives; Interrogative Words
New Vocabulary
coldest
fewest
leopard
near
spotted
youngest
dangerous
fight
lightest
oldest
striped
darkest
happiest
longest
rather
stripes
either
highest
low
shortest
taller
fastest
home
lowest
spots
wettest
Bodily-Kinesthetic: Ask students to line

themselves up from smallest to tallest, and
oldest to youngest.
Usage: Comparisons (Review)

Comparison ranks two items against each other according to a particular criterion.
(woman vs. man; criterion: age)

(boy vs. girl; criterion: height)
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.
(among many dogs; criterion: speed)
This airplane is flying low, but it is
(of several airplanes;
not flying the lowest.
criterion: altitude)
Which dog has the shortest nose? (among several dogs noses;
criterion: length)
Superlative is expressed by the plus an adverb or adjective with -est.
the youngest boy
Some comparisons are created by more plus a past participle.
This animal is more spotted.

a short story about themselves using as many
vocabulary words as possible.
Using a world record book, students may
research who is the fastest runner, fastest
animal, the coldest place in the world, the
oldest person in the world, etc.
(One cannot say spotteder.)
Another form uses has more. with a direct object plus than.
Conversation:
This animal has more spots than either dog.
Invite students to talk about family members

using the comparative and superlative
adjectives learned in this lesson.
Modifications:
86
Ask students to compare and contrast items

using lesson vocabulary words.
1.
1. The girls are wearing black
3.
2.
.
a. pants
b. sweaters
c. shirts
d. skirts
2. The dog belongs to the woman. It is the

.
womans
a. boy
b. hat
c. pet
d. cat
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.
2.
3.
4.
5.
1.
2.
3.
III. Yes or No?
6.
1.
2.
5.
Sitting on a chair at home is not dangerous.
3.
6.
4.
205
Unit 8, Lesson 8
8-08
far
farther
houses
01
a bank
a restaurant
an airport
a playground
02
The runners are standing close together.

The runners are standing far apart.
The airplanes are flying close together.
The airplanes are flying far apart.
02
The library is beside the bank.

The church is beside the bank.
The hospital is beside the playground.
The gas station is beside the playground.
03
The sheep are close together.

The sheep is alone.
The cows are close together.
The cows are far apart.
03
04
The people are walking close to each other.

The people are walking apart from each other.
The people are sitting close to each other.
The people are sitting apart from each other.
The synagogue is across the street from the

restaurant.
The shoe store is across the street from the
restaurant.
The pharmacy is across the street from the gas
station.
The supermarket is across the street from the gas
station.
04
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 kite is close to the man.
The kite is far away from the man.
The hotel is beside the hospital.

The hotel is across the street from the hospital.
The playground is beside the hospital.
The playground is across the street from the
hospital.
06
The fire is close.

The fire is far away.
The horse is close.
The horse is far away.
05
07
The castle is near the houses.

The fort is far away from all houses.
The man is near water.
The man is far from water.
The bakery is around the corner from the bank.

The movie theater is around the corner from
the bank.
The bakery is a block down the street from
the bank.
The movie theater is a block down the street
from the bank.
06
08
In this picture there are two cowboys who are

close together.
far apart.
a face that is near
a face that is far away
The subway stop is across the street from

the bank.
The subway stop is beside the bank.
The subway stop is around the corner from
the bank.
The subway stop is a block down the street from
the bank.
07
09
The car is closer than the man.

The man is closer than the car.
The red car is closer than the yellow car.
The red car is farther away than the yellow car.
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.
The yellow car is closer than the red car.
The church is around the corner from the

playground.
The synagogue is beside the playground.
The mosque is across the street from the
playground.
The Hindu temple is down the street from the
playground.
08
The bakery is beside the bank.

The prison is beside the bank.
The police station is around the corner from
the bank.
The police station is beside the bank.
Themes:
Distance, Near and Far
Materials:
Map
Ruler
students to talk about a place that is near by
and one that is far away.
Mathematics/Language Arts: Ask students to
name places in the country or world they have
traveled to. List the student responses on the
board. Have students find the distance between
the school and each students listed destination.
Have students write sentences describing their
class-mate, the place they visited, and the
number of miles the student traveled. Have
students list their sentences from nearest to
farthest travels.
Language Arts: Provide students with directions
to a specific place. The directions should be
written in another language. Have students
underline all verbs, nouns, and prepositions in
a specific color.
Locations; Prepositions

The airplane is near the ground.
The airplane is far from the ground.
The ship is in the water.
New Vocabulary
closer
8-09
Near and Far; Comparative Forms

of Adjectives
01
51
Worksheet 8-08
1.
2.
3.
4.
5.
1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
3. __________________________________________________________________________________________
4. __________________________________________________________________________________________
5. __________________________________________________________________________________________
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
farther
houses
close
closer
apart
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
Near and Far; Comparative Forms of Adjectives
206
ENGLISH
8-08
Near and Far; Comparative Forms of Adjectives
Near and Far; Comparative

Forms of Adjectives
New Vocabulary
closer
far
farther
houses
Bodily-Kinesthetic: Create a scavenger hunt

for the students in the classroom. Instruct
students to find certain objects based on
descriptions only.
Usage: Close, Far

Note the following word combinations; they are often used together.
close together
far apart
far away
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:
87
Have students work with a partner and discuss

distances. Have the students describe locations
in reference to their house or school and
identify whether they are near, far from, or
nearest to their chosen destinations.
Modifications:

Invite students to discuss people and places

that are near them in the classroom, and those
that are far away.
I. Yes or No?
1.
2.
4.
5.
3.
6.
1.
4.
2.
5.
3.
6.

The horse is close.
The two cowboys are far apart.
1.
2.
5.
4.
1. The church is
2. The hotel is
3.
6.
the bank.
a. across the street from

c. beside
b. around the corner from

d. a block down the street from
the hospital.

c. beside

3. The bakery is
the bank.

c. beside

4. The bakery is
the bank.

c. beside

5. The mosque is
the playground.

c. beside

6. The synagogue is
the playground.

c. beside

207
Unit 8, Lesson 9
8-08
hotel
library
mosque
movie
pharmacy
playground
prison
restaurant
stop
subway
supermarket
synagogue
temple
theater
university
01
a bank
a restaurant
an airport
a playground
02

The runners are standing far apart.
The airplanes are flying close together.
The airplanes are flying far apart.
02
The library is beside the bank.

The church is beside the bank.
The gas station is beside the playground.
03
The sheep are close together.

The sheep is alone.
The cows are close together.
03
04
The people are walking close to each other.

The people are walking apart from each other.
The people are sitting close to each other.
The people are sitting apart from each other.
The synagogue is across the street from the

restaurant.
The shoe store is across the street from the
restaurant.
The pharmacy is across the street from the gas
station.
The supermarket is across the street from the gas
station.
04
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 kite is close to the man.
The kite is far away from the man.
The hotel is beside the hospital.

The hotel is across the street from the hospital.
The playground is beside the hospital.
The playground is across the street from the
hospital.
06
The fire is close.

The fire is far away.
The horse is close.
05
07
The castle is near the houses.

The fort is far away from all houses.
The man is near water.
The man is far from water.
The bakery is around the corner from the bank.

The movie theater is around the corner from
the bank.
The bakery is a block down the street from
the bank.
The movie theater is a block down the street
from the bank.
06
08

close together.
far apart.
a face that is near
a face that is far away
The subway stop is across the street from

the bank.
The subway stop is beside the bank.
The subway stop is around the corner from
the bank.
The subway stop is a block down the street from
the bank.
07
09
The car is closer than the man.

The man is closer than the car.
The red car is closer than the yellow car.
The red car is farther away than the yellow car.
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.
The yellow car is closer than the red car.
The church is around the corner from the

playground.
The synagogue is beside the playground.
The mosque is across the street from the
playground.
The Hindu temple is down the street from the
playground.
08
The bakery is beside the bank.

The prison is beside the bank.
The police station is around the corner from
the bank.
The police station is beside the bank.
Themes:
Locations
Materials:
City map
Paper

The airplane is far from the ground.
The ship is in the water.
New Vocabulary
airport
bakery
block
corner
factory
gas
Hindu
hospital
8-09
Near and Far; Comparative Forms

of Adjectives
01
Use a local map as the basis for vocabulary
practice as you encourage students to locate
landmarks and describe them with terms from
Lesson 8-09.
51
Worksheet 8-09
Social Studies: Ask students to think about
current world issues. Discuss the importance of
the United Nations and have students provide
information about what they already know
about the United Nations. Have each student
choose a country. Instruct students to research
important issues that are being addressed in
their specific country. Have students research
how the United Nations is playing a part in this
countrys current issues and create a report on
their findings.
Language Arts: Ask the students to choose
15 locations from the vocabulary list. Instruct
students to write a description of the location,
name a similar location in their city, and
describe the different types of people that may
be at this location.
1.
2.
3.
4.
5.
1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
3. __________________________________________________________________________________________
4. __________________________________________________________________________________________
5. __________________________________________________________________________________________
II. Yes or No?
____ 6. The mosque is beside the hospital.

____ 7. The bakery is around the corner from the bank.
____ 8. The bank is beside the mosque.
bakery
____ 9. The hospital is down the street from the church.
mosque
____10. The bakery is beside the hospital.

____11. The factory is around the corner from the church.
bank
____12. The bank is beside the bakery.
factory
hospital
church
____13. The bakery is a block down the street from the bank.
____14. The church is across the street from the hospital.
____15. The bakery is across the street from the mosque.
restaurant
airport
playground
library
hospital
gas
synagogue
pharmacy
supermarket
hotel
bakery
corner
movie
theater
block
stop
subway
mosque
Hindu
temple
prison
factory
university
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
208
8-09
New Vocabulary
airport
gas
mosque
restaurant
temple
bakery
Hindu
movie
stop
theater
block
hospital
pharmacy
subway
university
corner
hotel
playground
supermarket
factory
library
prison
synagogue
Usage: Giving Directions

This lesson adds many useful words to your vocabulary. Giving and receiving
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,
not to mention knowing the names of buildings and city services. Practice using the
following terms and phrases.
beside the
across the street from
around the corner from
down the street from
Visual-Spatial: Instruct students to create their

own city map and include lesson vocabulary.
Logical-Mathematical: Direct students to
make a word search. Instead of listing the
words, students should provide descriptions
of the location. Students must use at least
18 words.
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
student with the most points at the end of
the game is the winner.
88
Conversation:
Ask students to describe a time they visited the

locations listed in the vocabulary.
I. Yes or No?
Modifications:
1.
2.
4.
5.
3.
6.
1.
4.
2.
5.
3.
6.
Encourage students to describe their

locations in the classroom using lesson
vocabulary words.

The horse is close.
The two cowboys are far apart.
1.
2.
5.
4.
1. The church is
2. The hotel is
3.
6.
the bank.

c. beside

the hospital.

c. beside

3. The bakery is
the bank.

c. beside

4. The bakery is
the bank.

c. beside

5. The mosque is
the playground.

c. beside

6. The synagogue is
the playground.

c. beside

209
Unit 8, Lesson 10
1
8-09
The factory is beside the train station.

The university is beside the playground.
The restaurant is beside the train station.
10
The airport is beside the factory.

The bakery is across the street from the hotel.
The bakery is across the street from the movie
theater.
The university is across the street from the hotel.
New Vocabulary
ahead
blocks
do
ends
forks
school
until
your
8-10
Continued
09
How do I get to the train station?

Go to the bank and turn right. Go one block.
Go to the bank and turn left. Go one block.
Go to the library and turn left. Go two blocks.
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.
Go to the church and turn left. Go four blocks.
Go to the church and turn right. Go two blocks.
Go to the church and turn left. Go two blocks.
03
How do I get to the hospital?

Go two blocks to a restaurant. Turn right and go
three blocks. There is the hospital.
Go four blocks to a restaurant. Turn right and go
a block. There is the hospital.
Go three blocks to a restaurant. Turn left and go
three blocks. There is the hospital.
Go four blocks to a restaurant. Turn left and go a
block. There is the hospital.
Themes:
Directions
Materials:
City map
Secure additional maps similar to the one
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
Text as a guide.
Circulate the room and monitor students
progress as you listen for correct
vocabulary use.
Directions: How Do I Get To
01
52
Worksheet 8-10
Language Arts: Have students watch a video
about a famous traveler or explorer from
another country. Have students write a synopsis
of the video and that persons importance to
their culture.
Mathematics: Write four locations on the
board. Ask students to find the distance to that
specific location from the school. Write the
number of miles on the board. Instruct students
to choose three of their own locations and
measure the distance from the school. Have
students create a chart that shows the number of
miles and approximate time it would take to
reach these locations from the school if they
left on that day at a specific time. Make sure
the student charts include time changes when
calculating arrivals to the other countries.
1.
2.
4.
5.
2. __________________________________________________________________________________________
3. __________________________________________________________________________________________
4. __________________________________________________________________________________________
5. __________________________________________________________________________________________
II. Yes or No?

____ 6. Streets can end.
____11. Going around the corner is farther than going

five blocks.
____ 7. Streets can fork.

____ 8. Two blocks is more than three blocks.
____ 9. A hospital is bigger than a house.
____10. When a street forks, you do not go
straight ahead.
____12. Going three blocks is farther than going

one block.
____13. Going across the street is farther than going
four blocks.
____14. A gas station is bigger than a hospital.
____15. All subway stops are four blocks away from
each other.
do
blocks
your
ahead
school
forks
until
ends
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
210
3.
1. __________________________________________________________________________________________
ENGLISH
Directions: How Do I Get to

8-10
New Vocabulary
ahead
school
blocks
until
do
your
ends
forks
Usage: Giving Directions

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
asks for directions is:
How do I get to?
How can I get to?
The answer will always use some form of the following:
Go
Go
Go
Go
Go
Go
Bodily-Kinesthetic: Working in pairs, one

student will be blindfolded and receive verbal
directions to a specific place in the room. After
one student has finished giving directions, the
pairs will switch roles.
Intrapersonal: Instruct students to write a
paragraph about a place they would like to
visit and why. Tell students that they are only
allowed to bring three items. They must name
the items and give reasons why they are
bringing them.
to the
four blocks to the
straight ahead
down the street to the
down the street past the
up the street to the
Other frequently used phrases include:

on your right, on your left
turn right, turn left
turn around
go back
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?
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

Modifications:
I. Fill in the blank with the word that best describes the photographs.
a. left
b. right
c. blocks
Ask students to give each other directions

from different locations in the school or in
their community.
Invite students to give directions to a peer for

different locations within the school.
d. straight
How do I get to the playground?

Go three (1) from the mosque and turn (2) .
Go two (3) . The playground is there on your (4)

Go (5) ahead four blocks.
There on your (6) is the playground.
1.
5.
2.
6.
3.
4.
1.
3.
2.
4.
6.
5.
1. I
reading.
2. I
a hat on my head.
a. had
b. have
c. was
d. am
digging.
a. was
b. were
c. am
d. are
a. had, was
b. had, am
c. have, was
d. have, am
a. am going to
b. was going to
c. were going to
d. is going to
a. had
b. have
c. are going to
d. am
3. My sons and I
4. I
I
5. I
6. We
picked up the cat and

holding it in my arms.
read the book.
run.
a. was
b. were
c. am
d. are
211
Unit 8, Lesson 11
8-10
09
New Vocabulary
How can I get to the gas station?

The street to the gas station is closed off. Turn
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 right is
the gas station.
around, go back and turn right. Go a block and
turn right. Go four blocks and take a right. Go
one block and take a left and there is the gas
station.
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
the gas station.
Themes:
Activities
Materials:
Research materials
Celebrate students completion of the Level 1
program by generating a class newsletter. Ask
your reporters to create a story of their
choice using vocabulary learned throughout
the semester. Publish all entries and circulate
throughout the school.
8-11
Continued

around, go back and turn right. Go a block and
turn right. Go four blocks and take a right. Go
one block and take a right and there is the gas
station.
10

Go down the street until it forks. Take a right.
Go down the street until it forks. Take a left.
Go down the street until it ends. Turn left. Go
four blocks and there on your left is the
hospital.
Go down the street until it ends. Turn right. Go
four blocks and there on your right is the
hospital.
Activities; More Verbs
01
We are in a bike race.

We were in a bike race.
I have a hat on my head.
I had a hat on my head.
02
I am reading.
I was reading.
I am fishing.
I was fishing.
03
I am jumping rope. The boys are holding the

rope.
We were jumping rope.
I am drinking.
I was drinking.
04
My sons and I are digging.

My sons and I were digging.
I am climbing the ladder.
I have climbed the ladder.
05
I am wearing a shirt that is too small.

I was wearing a shirt that was too small.
I am wearing my own shirt.
I am wearing the shirt my father was wearing.
06
I am playing the guitar.

I was playing the guitar.
I am holding the guitar.
I was holding the guitar, but now the boy has it.
07
I am going to pick up the cat.

I am picking up the cat.
I have picked up the cat and I am holding it in
my arms.
I am reading the newspaper.
08
I am going to put on the dress.

I am putting on the dress.
I have put on the dress.
I am putting on a shirt.
09
I am going to pour water on my head.

I am pouring water on my head.
I am going to read the book.
I am reading the book.
10
We are going to run.

We are running.
We have run.
I am running.
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
with a copy of the story. Collect student papers
to check listening comprehension. Next, provide
students with a copy of the passage and have
them check to see if they remembered the story
correctly. Ask students what they left out in
their summaries. Instruct students to identify all
the different verb tenses by underlining present,
past, and future tenses in separate colors.
Math: Instruct students to interview each other
by asking what month and year they were born.
Have students record all other student responses
from their interviews. Instruct students to create
charts showing how many students were born
in each month. Have students also create a chart
or graph that shows how many students were
born in a specific year and showing the month.
Display graphs in the classroom.
54
Worksheet 8-11
1.
2.
3.
4.
5.
1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
3. __________________________________________________________________________________________
4. __________________________________________________________________________________________
5. __________________________________________________________________________________________
II. Yes or No?

____ 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.
____ 8. Playing the guitar is very dangerous.
____13. Some children play the guitar.
____ 9. Putting on a shirt is dangerous.
____14. Babies can read books.
____10. Wearing a hat is dangerous.
____15. Nobody can climb a ladder.
reading
fishing
jumping
drinking
digging
climbing
wearing
playing
holding
picking
putting
running
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH
212

8-11
New Vocabulary
Logical/Mathematical: Instruct students to add

up the ages of everyone in their immediate
family. Ask students to share the results with the
class, and, as a class, determine which family
has the fewest number of years and which
family has the most.
Grammar: Tenses (Review)

Now you know these verb tenses. Lets go over them one more time.
Present tense
We are in a bike race.
We run.
Present progressive tense
I am reading.
We are running.
Past tense
I had a hat on my head.
We were in a bike race.
Past progressive tense
Ask students to research holiday customs in

various other countries.
We were jumping rope.

I was drinking.
Present perfect tense
I have picked up the cat.
We have run.
Conversation:

We are going to run.
I am going to put on the dress.
Encourage students to discuss topics of

interest using current and previously learned
vocabulary.
True future
The runner in the red shirt will win.
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
from Level 1. Ask students to share and
compare their entries with one another.
90

I. Fill in the blank with the word that best describes the photographs.
a. left
b. right
c. blocks
d. straight

Go three (1) from the mosque and turn (2) .
Go two (3) . The playground is there on your (4)

Go (5) ahead four blocks.
There on your (6) is the playground.
1.
5.
2.
6.
3.
4.
1.
3.
2.
4.
6.
5.
1. I
reading.
2. I
a hat on my head.
a. had
b. have
c. was
d. am
digging.
a. was
b. were
c. am
d. are
a. had, was
b. had, am
c. have, was
d. have, am
a. am going to
b. was going to
c. were going to
d. is going to
a. had
b. have
c. are going to
d. am
3. My sons and I
4. I
I
5. I
6. We
picked up the cat and

holding it in my arms.
read the book.
run.
a. was
b. were
c. am
d. are

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.
Review Activities:
3.
2.
5.
4.
1. We are / I am singing.
2. We are not running above / anymore.
3. We are / are not smiling.

4. All of us / Only one of us is singing.
5. Both of us / Neither of us are singing.

of practice.

1. China

a. planet
2. Europe
b. continent
3. Saturn
c. country
4. The United States

5. Asia


1.
3.
2.
1.
a. girls
mother.
b. looks
2. This is the

3. This
like a square, but it is not.
4.
of the white squares are small.
5. The
skirts are black.
5.
4.
of the white squares are small.
c. all
d. most
e. girls

and 8-11.
and projects.
participation.
1.
1.
3.
2.
5.
4.
the circles are white.
2. The dog
a. almost all
to the boy.
3. This animal is a big
b. lower
.
4. The black circle is in the
c. belongs
right.
5. The black triangle is in the
d. pet
right.
e. upper
V. Fill in the blank with the word that best describes the photograph.

1.
2.
3.
5.
number is nine.
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
a. first
b. second
c. third
d. last
5. The
number is zero and
the fourth number is zero.
a. first
4.
1. The
b. second
c. third
d. fourth
VI. Match the sentences with the photographs.
A.
B.
D.
E.
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
C.
1. The man is crossing the street.

Tests
I. Circle the correct answer.
1.
2.
3.
6.
7.
8.
4.
5.
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
Go to the gas station and turn

(4)
Go two
1.
a. left
2.
b. right
3.
c. blocks
4.
d. past
(3)
and there on your
(2)
.
(5)
is the university.
5.
1.
3.
2.
1. The playground is
the hospital.
2. The subway stop is

3. The church is
the bank.
the bank.
4. The police station is
4.
a. beside
b. across the street from
c. around the corner from
the bank.
IV. Match the questions with the pictures.
A.
1.
2.
3.
B.
C.
B.
C.
V. Match the questions with the pictures.
A.
1.
2.
3.
215
Word Search 8: 1-5
Unit 8 Review
ALLEY
BRIDGES
BROOM
CALLED
COLORED
CONTINENT
COUNTRY
FIRST
FOURTH
GOES
HIGHWAY
HOLE
LAST
LIKE
LOWER
MACHINE
MAP
PLANET
RAILROAD
SECOND
SHAPES
SWEEPING
THIRD
TOWARD
UPPER
A
E
H
D
X
R
G
M
Z
L
I
K
E
F
I
R
S
T
D
O
A
C
O
L
B
M
S
H
A
P
E
S
E
T
O
W
A
R
D
E
C
I
I
E
W
S
M
N
E
S
O
N
C
O
L
O
R
E
D
T
T
R
T
O
S
O
U
R
I
B
E
T
H
I
R
D
M
R
N
N
O
L
M
P
N
I
N
A
H
S
C
D
T
A
B
R
I
D
G
E
S
O
P
A
U
R
D
D
W
N
I
H
N
F
L
L
L
P
Y
F
A
F
G
N
W
T
N
E
A
L
P
Z
P
M
Z
I
M
A
C
H
I
N
E
E
U
O
A
L
L
E
Y
N
R
X
E
D
R
Q
J
P
C
S
V
F
O
U
R
T
H
U
F
A
H
O
R
E
H
E
D
I
O
T
P
A
H
O
R
M
R
E
F
A
L
R
H
H
R
E
S
T
A
U
R
A
N
T
Y
I
A
M
A
P
S
R
S
A
R
G
A
S
G
R
E
D
I
U
K
B
T
V
E
Q
Z
H
M
R
F
T
B
E
H
H
Z
R
H
E
E
A
D
P
A
W
T
B
E
L
O
N
G
S
C
V
P
L
A
Y
G
R
O
U
N
D
T
Y
W
L
T
Y
O
U
R
F
S
H
V
G
Word Search 8: 6-11
AHEAD
AIRPORT
BELONGS
CORNER
DANGEROUS
EITHER
FACTORY
FAR
FARMER
FIGHT
GAS
HIGHEST
HOME
HOSPITAL
LOW
PHARMACY
PLAYGROUND
PRISON
RATHER
RESTAURANT
SCHOOL
SUBWAY
SUPERMARKET
UNTIL
YOUR
R
Q
G
Q
A
S
C
H
O
O
L
F
F
H
O
M
E
I
U
O
E
F
L
U
A
I
S
C
S
T
R
P
R
I
S
O
N
C
G
Y
I
V
V
P
E
N
T
H
W
T
T
H
ENGLISH
216
Crossword 8: 1-5
Across
Down
1. It looks ___ a triangle.

5. not sunset
7. Most of the flower is red, but ___
of it is white.
10. a musical instrument
11. Beside the street is the ________.
12. The road ___ toward the house.
14. not that
17. She is neither talking ___ eating.
20. She was wearing a sweater, but she is
not wearing it ___.
22. Saturn is a ______.
24. She is _______ talking nor eating.
1. not first
2. ___ of the singers are girls, but some
are women.
3. She is ________ the sidewalk with
a broom.
4. This planet is ______ Saturn.
6. Cars drive on a ____.
8. not above
9. The _____ number in 503 is a five.
13. second, third, _____
15. digging a ____
16. father and ___
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.

8. an animal
9. The dog is white with black ____.
10. The church is ___ the street from the bank.
14. It is _________ to jump off a horse.
15. Go down the street _____ it forks.
16. This dog is her ___.
19. ___ makes smoke.
21. The hotel is around the ______.
22. not closer
23. not longest
1. Go straight _____.
3. Go down the street until it ____.
4. Turn left at the ____ station.
5. fast, faster, ____
6. do not go
7. cold, colder, ____
11. not shorter
12. not the most but the ____
13. The airplane is flying ___, near the ground.
17. ____ animal has stripes?
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

Lettuce, Tomato, and Cheese
Water . . . . . . . . . . . . . . . . . . . . . . . Free
Chef Salad . . . . . . . . . . . . . . . . . . . $4.00

Lettuce, Tomato, Ham, and Cheese
Tea . . . . . . . . . . . . . . . . . . . . . . . . . . $1.25
Fruit Salad . . . . . . . . . . . . . . . . . . . $3.25

Apples, Grapes, Bananas,
Strawberries, and Pears
Soft Drinks . . . . . . . . . . . . . . . . . . . $1.75

Coke, Dr Pepper, Pepsi, Sprite
Milk . . . . . . . . . . . . . . . . . . . . . . . . . $1.00
Orange Juice . . . . . . . . . . . . . . . . . $1.00
Coffee . . . . . . . . . . . . . . . . . . . . . . . $1.00
Main Courses and Desserts

Sandwiches and Burgers
Steaks, Chicken, and Shrimp
All sandwiches are served with a choice

of chips or french fries.
All of these meals are served with a

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

dinner salad and bread.
These items can be purchased a la carte or

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
Ice Cream . . . . . . . . . . . . . . . . . . . . $1.25
Parties of six or more will be charged a

15% gratuity.
Teachers 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 Teachers Guide
Lesson 2-02
People
Animals
Teachers Guide 221
Traffic Signs Lesson 2-05

Identify the meaning of each sign.
222 Teachers Guide
Lesson 5-06
Activities for
Cold Temperatures
Activities for
Hot Temperatures
Teachers Guide 223
Activities (Past and Present) Lesson 6-01
224 Teachers Guide
Teachers Guide 225
226 Teachers Guide
Lesson 6-01
Present Tense Verbs
Past Tense Verbs
Teachers Guide 227
Sequencing Handout Lesson 6-02
228 Teachers Guide
Teachers Guide 229
230 Teachers Guide
Plot Analysis Lesson 6-02

What has happened?
What is happening?
What will happen?
Teachers Guide 231
Verb Tenses Lesson 6-08
232 Teachers Guide
Teachers Guide 233
234 Teachers Guide
Lesson 7-03
Activities that can be done

Fast
Activities that can be done

Slowly
Both
Teachers Guide 235
Properties of Animals Lesson 7-06
236 Teachers Guide

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Teachers Guide

How We Teach: Dynamic Immersion

Language Learning Stages

Unique Strengths: Novice and Native Stages

Combined Strengths: Intermediate and Advanced Stages

Rosetta Stone Teachers Guide Instructional Strategy

Using Multiple Intelligence Strategies:

Supplementary Material Descriptions

Administrator and Instructor Resources

Quizzes & Test

Spanish 1 (Latin America)

Spanish 2 (Latin America)

Spanish 3 (Latin America)

All other languages/levels

Student Management System

Unit Two Overview .................................................................................................................................. 28

Unit Three Overview................................................................................................................................ 54

Unit Four Overview ................................................................................................................................ 80

Unit Five Overview ................................................................................................................................ 106

TII Teachers Guide

Unit Six Overview .................................................................................................................................. 134

Unit Seven Overview.............................................................................................................................. 162

Unit 8 Overview...................................................................................................................................... 190

Handouts ................................................................................................................................................ 219

Lesson 1-02 Verbs: Present Progressive ...................................................................... 6

Introduction of the definite article.

Lesson 1-03 Descriptive Adjectives .............................................................................. 8

Lesson 1-04 The Numbers 110.................................................................................. 10

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

Scope and Sequence

Lesson 1-10 Who, What, Where, Which; Interrogatives ..........................................22

Lesson 1-11 Review of Unit One ................................................................................ 24

originally priced in their cultures currency, they must

The boy is jumping.

The boy is running.

The woman is running.

a cat and a car

The girls are walking.

a boy and a dog

The man and the woman are walking.

The man is reading.

a boy under an airplane

The man is running after the boy.

The airplane is flying.

The woman is swimming.

a boy and a dog

The fish is swimming.

People, Animals, Transportation

Verbs: Present Progressive

Introductory Nouns and Prepositions

II. Match the words.

III. Fill in the blank.

Language Arts: Draw a T-chart with the

16. a boy and a girl ____________________________ a boat

17. a boy in an ____________________________

18. a girl ____________________________

19. a ____________________________ on a horse

20. a boy ____________________ a ball

Introductory Nouns and Prepositions

Nouns and Prepositions