bl br gl gr ti Overview - Pearson...

Friends Old and New

Key Vocabulary

T1A

Relationshipsbest friendclassmatesdadsisterteam true friendtwins

differentfastfriendlyfunfunnyimpatientnewniceoldshortshy

sillyslowsmallsmartstrongtallyoung

Feelingsangryexcitedimpatientmadsadscaredupset

blue eyesbrown eyesgreen eyeseyeglassesblond hairbrown haircurly hairdark hairlong hairred hairshort hair

straight hair

Physical Descriptions Descriptive Adjectives

Content Connections

• Art: project• Language Arts: letters• Music: song, chant• Math: comparisons• Values: be friendly

Reading and Writing

• Reading: Friends Forever• Content Reader 4: Making

Friends (optional)• Writing: descriptive sentences

(Workbook)• Writing Handbook (optional)

Grammar

• comparisons with -er• get + adjective (get excited)• questions with when• when clauses• Grammar Handbook

(optional)Overview

Pronunciation

• /bl/ and /br/ as in blond and brown; /gl/ and /gr/ as in glasses and gray

• /�/ as in impatient• stress, rhythm, and intonation

Strategies and Skills

• use prior knowledge• identify main idea and details• recognize key words• compare and contrast• make predictions

Topics and Themes

• describing people• describing emotions• friendships

Friends Old and New1

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33Friends Old and New

Unit 1

Plan Ahead

T1B

Class Audio CD

Student Book, Unit 1• Grammar Handbook• Writing Handbook• CD-ROM

Workbook, Unit 1• Grammar Handbook Practice• Writing Handbook Practice• Audio CD

Picture Cards

Posters• Unit 1 Teaching Poster• Units 1–3 Grammar Poster

Interactive Whiteboard

Content Reader 4• Student Reader, Unit 1• Teacher’s Manual, Unit 1: pages 4–6

Teacher’s Resource Book

DVD and Guide

Assessment Package• Placement test: pages 5–6• Practice test: page 7• Unit test: page 16• Oral assessment: pages xiii-xv, 25–26• Performance assessment: pages v–vi• Backpack Second Edition

ExamView® Assessment Suite

Teaching Resources

Family Connection

Old Friends, New FriendsInvite students to ask family members about their friends. Brainstorm questions students might ask, such as Who are your old friends? Who are your new friends? Where do they live? What is special about them? Have students report to the class on what they learned.

Bulletin Board

Title the bulletin board display Our

Classmates, Our Friends. Invite students to bring in photos of themselves with friends or family members. Have students write a short introduction of themselves and a description of the photo. Instead of students introducing themselves, have a classmate do it. Then display the photos and introductions on the bulletin board.For another display, have students cut out pictures of faces from magazines and newspapers that display strong emotions, and categorize them by emotion. Talk about the pictures and have students speculate why each person feels as he or she does. Encourage students to refer to the display each morning as you invite them to talk about how they feel that day. Title the display How Do You Feel Today?

Classroom Display

d

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Friends Old and New

Audioscripts

T1C

Workbook

Page 1. Exercise 1. Listen. Write the missing words.Unit 1 Song. The text of the audio for the song is found on Student Book page 2.

Page 7. Exercise 12. Listen and write.1. A: Who’s that? B: The older boy with the blue cap? A: Yes. Who is he? B: He

,s a new student. His name is Brad.

2. A: My brother is taller than your brother. B: Don’t be silly. My brother is a professional basketball player!

Student Book

Page 2. Activity 1. Read. Listen and sing.Unit 1 Song. The text of the audio for the song is found on Student Book page 2.

. Activity 2. Listen. Point and say.The text of the audio for this activity is found on Student Book page 3.

Page 3. Activity 3. Listen and stick. Young Mi has short, dark hair and dark eyes. She wears glasses. Juan has short, brown hair and green eyes. Jennifer has long, curly blond hair and brown eyes. Helmut has straight blond hair and blue eyes.

Pages 4–5. Activity 4. Listen. Look and read.The text of the audio for this activity is found on Student Book pages 4-5.

Page 5. Activity 5. Point. Ask and answer.The text of the audio for this activity is found on Student Book page 5.

Page 5. Activity 6. Ask and answer.The text of the audio for this activity is found on Student Book page 5.

Page 10. Activity 11. Listen. Write the letter. 1. A: Which girl is your new friend? B: The younger girl in the red jacket.2. A: Who is taller—your brother or your sister? B: My sister is taller than my brother.3. A: That is a really big cat! B: I know. My cat is bigger than my dog!4. A: Why is she upset? B: Her friend is late for the movie. She always gets upset when her friend is late.5. A: When do you get excited? B: When my favorite team wins, of course!

Page 10. Activity 12. Listen. Read and chant.Unit 1 Chant. The text of the audio for the chant is found on Student Book page 10.

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Friends Old and New

Unit 1

Preparatory Notes

T1D

Workbook (continued)

3. A: Wow. Your math book is bigger than my math book. B: Of course, little brother. I’m in eighth grade now!4. A: When do you get impatient? B: When I’m hungry and dinner isn’t ready!5. A: When do you get scared? B: Are you kidding? You know I’m really scared of spiders!

Page 7. Exercise 13. Complete the chant. Use words from the box. Listen to check.Unit 1 Chant. The text of the audio for the chant is found on Student Book page 10.

Teacher’s Edition

Page T3. Pronunciation: Blends with l and r: /bl/ as in blond and /br/ as in brown; /gl/ as in glasses and /gr/ as in gray.The text of the audio for this activity is found on page T3.

Page T5. Pronunciation: /�/ as in impatient. The text of the audio for this activity is found on page T5.

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1

2

Friends Old and New

Physical appearance

TRACK A3

1 Read. Listen and sing.

Is That You?Is that you?

I think that you were in my class last year.

You were sitting there; I was sitting here.

But you don’t look the same.

Your hair was shorter then,

and it was straight and brown.

Now your hair is longer,

and curly all around!

Didn’t you wear glasses?

And weren’t your eyes blue?

Now you’re so much taller,

I can’t believe it’s you.

(Chorus)

Wow, you’re really different,

but I’m glad to see you, Millie.

What? That’s not your name?

Now I feel really silly!

(Chorus)

Good to see you!

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Friends Old and New

Unit Warm Up

Unit 1

T2

TRACK A3

1 Read. Listen and sing.

1. Before students open their books, write the title of the song, Is That You?, on the board. Remind them that the title of the unit is Friends Old and New. Ask students to predict what they think the song will be about. List their predictions on the board.

2. Direct students’ attention to the pictures on page 2. Have them say all they can about them before listening to the song. Play the song once so that students can listen and check their predictions. Afterwards, have students match words from the song to the pictures. Introduce new words as students request them. Explain to students that they do not have to understand every word in the song to understand its meaning. Play the song again if necessary.

3. When students feel comfortable, invite them to sing the song. You may assign different groups to sing different verses. You may also decide on gestures to do for each line. Sing the song at various times throughout the unit. The text of the song is on Student Book page 2.

EnrichmentVocabulary time. Have two or three students stand at the front of the room. Use some of the new vocabulary to describe one student without using his or her name. Have the class guess who it is. Encourage students to provide clues about other groups of students. Repeat the game later in the unit to give students a chance to use new descriptive words they have learned.Rhyme race. Put students in pairs. Explain that, at your signal, they will read the song text to find pairs of rhyming words. The pair that finishes first with the following pairs is the winner: year/here; brown/around; blue/you; Millie/silly.

WB Assign page 1 now. Audioscript is on Student Book page 2. Answers are on page T122.

Creating InterestDo one or more of the following to build students’ curiosity about the unit.Family and friends. Bring in photographs of good friends or close family members. Talk about each person and tell why he or she is special to you. Then put students into groups and invite them to talk about people who are special to them.

Word map. Write the word Friends on the board. Invite students to call out words they know related to the concept. Build a word map on the board with the words they provide. Encourage them to add the word map to their notebooks. Poster. Display the Unit 1 Poster. Invite students to name as many pictured items as they can. Encourage students to ask for the names of any items or actions that they don’t know.

Objectives• to describe classmates• to sing a song• to use stress, rhythm,

and intonation

Vocabularynouns: class, friend, glasses, hair, name verbs: be, feel, look, wearadjectives: curly, different, glad, light, long, short, silly, straight, tall

Materials• CD player• Class Audio CD

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Friends Old and NewT3

PresentationTR

ACK A5

3 Listen and stick.

1. Have students work with a partner. Give them time to look at the picture and talk about what they see. Explain that they will listen carefully to the descriptions and match the name of the student to his or her picture based on the descriptions they hear.

2. Play the audio or read the audioscript on page T1C at least two times. As students work, walk around the room to monitor their understanding. You may want to have students place, but not stick, their stickers until they have checked their work with you or a partner. Then have students stick the stickers.

WB Assign page 2 now. Answers are on page T122.

EnrichmentA6 Pronunciation: Blends with l and r: /bl/

as in blond and /br/ as in brown; /gl/ as in glasses and /gr/ as in gray. First, say the target vocabulary from the audioscript below and have students repeat. Point out the target sounds. Then play the audio or read the audioscript below. Have students repeat. Repeat as necessary. Afterwards, you may want to write the words on the board so that students can focus on the spelling of the sounds in the words.

/bl/ /bl/ /bl/blond blond blue blueShe has long blond hair and blue eyes./br/ /br/ /br/ brother brother brown brownHer brother has brown hair and brown eyes./gl/ /gl/ /gl/glasses glasses gloves glovesShe wears glasses and sometimes she wears gloves./gr/ /gr/ /gr/gray gray green greenShe has curly gray hair and green eyes.

TRACK A4

2 Listen. Point and say.

1. Ask students to look at the pictures and text at the top of the page and say whatever they can about the children.

2. Play the audio. Have students listen and point to the physical traits (hair, eyes, glasses) being described. Play the audio again and have students repeat the sentences as they point again. The text of the audio for this activity is on Student Book page 3.

3. Check comprehension by asking questions, such as Who has curly brown hair? Who wears glasses? Does Hiro have blond hair? Does Amanda have brown eyes? You may want to put the questions on the board and have students answer them in pairs or small groups. Encourage students to think of additional questions to ask.

Objectives• to use adjectives to describe people• to use the simple present

Vocabularynouns: eyes, glasses, hairverbs: have, wearadjectives: blond, blue, brown, curly, dark, green, long, red, short, straight

Materials• CD player• Class Audio CD• Unit 1 stickers

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3Unit 1

Physical appearance

TRACK A4

2 Listen. Point and say.TRACK A5

3 Listen and stick.

1. Amanda has long, straight blond hair. She has blue eyes.

2. Carmen has short, curly brown hair. She has brown eyes.

3. Harry has short, straight red hair. He has green eyes.

4. Hiro has straight dark hair and dark eyes. He wears glasses.

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Hi! I’m Lydia. This is a picture of me

with my sister. I’m older than Darlene.

She’s only in second grade. I like to

help her with her homework because

I’m smarter. Sometimes I get impatient

because she doesn’t understand! My name is Luis. Here I am at a

soccer game with my dad. I love to

watch soccer and play soccer, too.

When I sit on my dad’s shoulders, I’m

taller than the other boys. I get excited

when my team wins the game!

Our New Classmates

4 Physical appearance; comparative adjectives; get + adjectives

TRACK A7

4 Listen. Look and read.

Language in the Real World

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Friends Old and New

Unit 1

T4

Note: The Language in the Real World text is rich with language practice opportunities. After you have completed the specific language practice for Activities 5 and 6, you may want to use the text from Activity 4 for additional practice with what and when questions and target vocabulary.

TRACK A7

4 Listen. Look and read.

1. Draw students’ attention to the pictures on pages 4–5. Ask students what the pictures are attached to (a bulletin board) and where the board is (in a school). Divide the students into pairs. Have one student in each pair choose one of the four pictures to describe to his or her partner so that the partner can guess which picture is being described. Encourage students to give a physical description and also a feeling word. Do not preteach new vocabulary. As students work with the pictures, help them with words they need when they genuinely need them.

2. Remind students that Friends Old and New is the name of the unit and the title here is Our New Classmates. Have them predict what they will be reading about. Play the audio or read each paragraph. The text of the audio for this activity is on pages 4-5. You may want students to read all four items together, or you may have the students read one item, stop for discussion and comprehension questions, and then go through the other items in the same way.

3. Write on the board new words such as smarter. Direct students’ attention to the sentence containing the word and model guessing meaning from context: I don’t know what smarter means, but the words homework, help, and sister are in the sentence. When you help your brother and sister with their homework, it’s because you know more. Maybe smarter means to know more. You may want students to choose other words, guess their meaning through the context, check their guesses with a partner, and then confirm their guesses with you. Remind students that they do not have to understand every word in the text to understand its meaning.

4. To guide comprehension, ask questions, such as Who has two puppies? Who helps someone with homework? Where does Luis go with his dad? Why does Pam get angry? What are the twins’ names? You may want to write the questions on the board and have a different group answer the questions about each of the four texts.

EnrichmentComparisons. Elicit from students all the comparison words in the text with -er (older, smarter, taller, shorter, faster, younger, smaller). Put students in pairs and have them take turns using each word in a sentence comparing themselves to a friend or family member. (I’m older than my brother. I’m smarter than my baby sister.)

Presentation/Practice

Get ReadyDo you have red hair? Review Key Vocabulary with pictures or Picture Cards. Model the activity. Say Do you have brown eyes? Stand up! Prompt students who have brown eyes to stand up and

say Yes, I do! Continue asking questions about students’ hair and eyes and having students stand up. Invite student volunteers to come to the front and ask the questions. Be sure to involve the entire class.

Objectives• to use comparisons with -er

• to describe emotions• to use the simple present • to ask questions with when

• to use when in clauses

Vocabularynouns: animals, bikes, puppies, race, second grade, shoulders, soccer, team, twinsverbs: get, have, help, leave, play (with), ride, sit, watch, winadjectives: angry, excited, fast, friendly, impatient, old, short, slow, small, smart, strong, tall, upset, young


BPK_TE4_UN1.indd 11 2/18/09 9:39:02 AM


TRACK A9

6 Ask and answer.

1. Direct students’ attention to the dialogue at the bottom of page 5. Play the audio. Explain that students will use the model to create questions about the pictures. The text of the audio for this dialogue is on Student Book page 5.

2. Divide the class into pairs. Have one partner ask about all four pictures and the other answer; then have them exchange roles. Alternatively, you may want the students to take turns asking questions.

3. Students should produce the following (or similar) questions and answers:

As students work, walk around the room to check their use of the language. Note errors to review later.

EnrichmentA10 Pronunciation: /�/ as in impatient. First,

say the target vocabulary from the audioscript below and have students repeat. Point out the target sound. Play the audio or read the text below. Have students repeat. Repeat as necessary. Afterwards, you may want to write the words on the board so that students can focus on the spelling of the sound in the words.

1. When does Lydia get impatient?When her sister doesn’t understand her homework.

2. When is Luis taller than the other boys?When he sits on his dad’s shoulders.

3. When does Luis get excited?When his team wins the game.

4. When does Pam get angry at Dan?When he wins every race.

5. When do Mikey and Ikey get upset?When Charlie leaves for school.

TRACK A8

5 Point. Ask and answer.

1. Direct students’ attention to the dialogue. Play the audio or read the sentences. Make up a few examples of questions with the class before students work in pairs. The text of the audio for this dialogue is on Student Book page 5.

2. Divide the class into pairs. You may want one partner to ask questions and the other to answer; then have them exchange roles. Alternatively, you may want the students to take turns asking questions. Remind students to point to the picture they are referring to.

3. Students should produce the following (or similar) questions and answers:

As students work, walk around the room to check their use of the language. Note errors to review later.

1. Who is older, Lydia or Darlene?Lydia is older than Darlene.

2. Who is younger, Lydia or Darlene?Darlene is younger than Lydia.

3. Who is smarter, Lydia or Darlene?Lydia is smarter than Darlene.

4. Who is taller, Luis or the other boys?Luis is taller when he sits on his dad’s shoulders.

5. Who is stronger, Dan or Pam?Dan is stronger than Pam.

6. Who is shorter, Dan or Pam?Dan is shorter than Pam.

7. Who is faster, Dan or Pam?Dan is faster than Pam.

8. Who is younger, Mikey or Ikey?Mikey is younger than Ikey.

9. Who is smaller, Mikey or Ikey?Mikey is smaller than Ikey.

/�/ /�/ /�/impatient impatientShe gets impatient with her sister.shoulders shouldersHe likes to sit on his dad’s shoulders.shorter shorterHe’s shorter than his sister.Tongue twister: She is shorter so she sits on her sister’s shoulders so that she can see the show.

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Hi! We’re twins. My sister’s

name is Pam, and my name is Dan.

I’m a little shorter than my sister,

but I am stronger. When we ride our

bikes, I am always faster than Pam.

Sometimes she gets angry because

I win every race. But she’s slow! Do

you like to ride bikes, too?

I’m Charlie. I love animals. Right

now I have two puppies. Mikey is

smaller and younger than Ikey. They

are friendly and fun to play with. Mikey

and Ikey get upset when I have to

leave for school.

5Unit 1

Question formation; comparative adjectives; get + adjectives

TRACK A8

5 Point. Ask and answer.TRACK A9

6 Ask and answer.

When her sister doesn’t understand

her homework.

When does Lydia get impatient?

Lydia is older than Darlene.

Who is older? Lydia or Darlene?

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p. 116SeeGrammar Handbook

6 Comparative adjectives; get + adjectives See Grammar Handbook page 116.

7 Look and write.

8 Write questions or answers.

When do the puppies get upset? They get upset when Charlie leaves for school.

he

she

1. Fluffy is than Whiskers. Whiskers is than Fluffy.

2. Tony is than Jane. Jane is than Tony.

3. Timmy is than Mary. Mary is than Timmy.

big small old young short tall

bigger smaller

Lucy

Darlene

Satomi

1. When does Bob get angry?

2.

She gets excited when her team wins the game.

3.

She gets impatient when Darlene doesn’t understand.

Who is bigger? Ikey is bigger than Mikey. big → bigger

Who is smaller? Mikey is smaller than Ikey. small → smaller

When does get sad? gets sad when team loses.He

She

his

her

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Friends Old and New

Unit 1

T6

7 Look and write.

1. Direct students’ attention to the grammar box at the top of the page. Have them study the sentences for a minute. Ask students who is being compared (Mikey and Ikey) and what is being compared (size: bigger and smaller). Elicit from students how -er is added when comparing two things. Make sure students know that we use than after the adjective. Point out that sometimes the final consonant is doubled before adding -er, as in big.

2. Have students look at the first picture with you. Ask Who is bigger, Fluffy or Whiskers? Point to

the example in item 1 and have students read the answer.

3. Have students complete the other sentences using the pictures. You may want them to compare their sentences in pairs.Answers: 1. bigger; smaller 2. older; younger 3. shorter; taller

EnrichmentGrammar Handbook. Refer your students to the Grammar Handbook on Student Book page 116 for additional information on the unit grammar. Related grammar practice is on Workbook page 109.

8 Write questions or answers.

1. Pantomime the following emotions: upset, sad, impatient, and angry. Have students call out the emotion. Confirm their guesses each time by saying Yes, I’m (upset). I get (upset) when (students don’t do their homework). Ask students When do you get (upset)? Elicit responses.

2. Direct students’ attention to the second grammar box. Have them study the sentences

for a minute. Point out do/does in the question and get/gets in the answer. Have students look at the picture cues and then write either a question or an answer using the models in the grammar box as examples. You may want them to compare their sentences in pairs.Answers: 1. He gets angry when Lucy draws on his homework. 2. When does Satomi get excited? 3. When does Lydia get impatient?

Get ReadyAdjectives. Display some common classroom objects. Hold up an object such as a pencil and say to students This pencil is long. (Demonstrate long.) Hold up a ruler and say This ruler is long. Hold the two together and say This ruler is longer than the pencil. Elicit from students that you are comparing two things: the pencil and the ruler. Write on the

board long/longer. Ask students what is different about those two words (-er). Write some of the adjectives from this unit on the board. (Be sure to write the base and comparative form.) Have students point out objects in the classroom, such as desks, windows, and shelves, and small objects. Encourage students to compare objects. Write some of the sentences on the board.

Objectives• to describe physical characteristics• to make comparisons using -er

• to use when in questions and clauses• to talk about emotions • to use get + adjective

Vocabularynouns: arm, feet, game, hair, neck, puppies, teamverbs: be, get, leave, lose, winadjectives: angry, big, excited, impatient, long, old, sad, scared, short, small, tall, upset, young

Language Practice

BPK_TE4_UN1.indd 15 2/18/09 9:39:08 AM


10 Compare yourself to a friend.

1. Draw students’ attention to the model dialogue. Explain that they will compare themselves as indicated in the chart. Have students read the questions. Make sure students understand that they will compare each part of the body, check off the correct box, and then ask and answer questions using the dialogue as a model.

2. Put students in pairs to make comparisons and complete their charts. As students work, walk around the room and monitor their understanding and use of comparative adjectives. Note errors to review later.


EnrichmentMore comparisons. Have students brainstorm other ways to compare each other (heavier backpack, longer coat, shorter pencil, smaller eraser, shorter brother, taller mother, bigger bike, smaller pet, larger apartment, and so on). Then put students in pairs and have them choose four of the items and make comparisons about each other. Have them write their sentences down. Then invite pairs to share their sentences with the class.

9 Complete the chart. Ask a classmate.

1. Draw students’ attention to the model dialogue at the top of the page. Explain that they will write specific information about themselves and then interview a classmate. Model additional examples if necessary.

2. Have students complete the first column individually. Then put students in pairs and have them interview each other and write down the answers. As students work, walk around the room and monitor their understanding and use of the language. Note errors to review later.

3. You may wish to have students share their answers with the whole class.

EnrichmentWho said it? As students do Activity 9, walk around and write down one answer from each student (Jean, excited when her cousins visit her). After the activity, ask questions such as Who gets excited when cousins visit? Have students guess the student who gave that example. Tell the partner with the answer not to tell the name of the student!

WB Assign pages 3–4 now. Answers are on page T122.

EnrichmentVocabulary time. Write the feeling words from the text on the board (impatient, excited, angry, upset). Elicit their meanings from students. Put students in groups and assign a word to each one.

Have them brainstorm within a specific period of time all the situations when they feel that emotion. Award groups with the most situations a prize, for example, as many candies or stickers as they have situations. Afterwards, invite the groups to read their ideas to the class. (Lucia gets impatient when she has to wait for her mother to pick her up after soccer practice.)

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7Unit 1

get + adjectives; comparative adjectives

10 Compare yourself to a friend.

9 Complete the chart. Ask a classmate.

1. scared

2. sad

3. excited

4. upset

5. impatient

When do you get ?

Me My Friend

1. Who has longer arms?

2. Who has a longer neck?

3. Who has smaller feet?

4. Who has shorter hair?

5. Who is taller??

???

Me My Classmates

When do you get scared?

When I walk in the dark.

Your arm is longer.

Whose arm is longer?

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Are You a Good Friend?Check the boxes.

❑ I get excited when good things happen to my friends.

❑ I listen to my friends when they have problems.

❑ I often do things my friends like to do.

❑ I keep my friends’ secrets.

❑ I say I’m sorry if I get impatient or angry.

A Magazine for Kids

Friends Forever

Our Readers’ LettersDear Friends Forever,

Here is a photo of my best friend, Mariko, and me. Can you guess who is who? Mariko is taller than I am, and her hair is shorter than my hair is. She is stronger than I am, and she can run faster than I can. She is very friendly and nice. I help her with her homework sometimes, because I am better at math and science than she is. On weekends, we love to ride our bikes in the park, and sometimes we go shopping together. We talk on the phone every day. I am so happy Mariko is my best friend! I want to surprise her with our picture in your magazine!

Your reader, Ayumi Otaka

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Friends Old and New

Unit 1

T8

Objectives• to use prior knowledge• to read for main idea and

details• to figure out meaning from

context • to experience target language and

structure in new contexts

Vocabularynouns: advice, club, friend, listener, magazine, problems, reader, secrets, sports team, tongue twisters, town, weekendsverbs: be, do, get, go shopping, guess, have, help, introduce, join, keep, know, listen, play, smile, surprise, tripadjectives: angry, best, better, excited, fast, friendly, fun, hard, impatient, patient, shy, strong, tall, terribleexpression: best friends

SummaryFriends Forever magazine: The theme of this issue is friendship. Readers write letters about their friends and ask advice. A quiz helps decide if you’re a good friend. Try some tongue twisters and word fun.

Before Reading1. Display some popular magazines and ask

students how many of them read magazines. Elicit from students the names and topics of magazines they like. Explain that each unit in the book has two pages of a magazine that they will be reading.

2. Reading strategy awareness: Use prior knowledge. Have students turn topages 8–9 in their books. Direct their attention to the title of the magazine, Friends Forever. Elicit from students what that means (remaining friends for a long time). Have students relate Friends Forever to their own lives. Ask them to tell about their friends: Who is an old friend? (known for a long time) Who is a new friend? What do you like to do together? Describe your friends. Ask students what they think the

magazine will be about. They should be able to predict that it will be about friendship.

3. Allow students to look over both pages of the magazine briefly to decide what section they want to read first. (Reading a magazine is different from reading an academic text, and the students should have a certain amount of choice in what they read first. The magazine is meant to be informative but also enjoyable for the students.) You may want to group students who have chosen the same text together so that they can help each other with comprehension. There may be several different groups reading different texts.

4. Make sure students understand that tongue twisters are silly sentences that are supposed to be difficult to repeat quickly, even for a native speaker.

During Reading1. Reading strategy awareness: Guess

meaning from context. As students read their chosen texts, walk around the room to check their understanding. Encourage students to try to figure out the meaning of words from context, from accompanying pictures, and from each other. After students have checked their guesses with a partner, they may ask you to

confirm or correct their guesses. Help them become aware that it is not necessary to know all the vocabulary to understand the general meaning of each selection.

2. You may decide to work through all the magazine items one at a time, or you may want to address only one or two items in class and assign the others as reading homework.

Application

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3. To guide comprehension during reading, write the following questions on index cards and hand them out to the groups reading those items. Have students ask and answer the questions in their groups. These activities will provide students practice with reading strategies such as evaluating, comparing, giving opinions, and making connections.

“Are You a Good Friend?”1. Choose two items in the list that you think you

do really well and tell your group why.2. As a group, choose two items that you all agree

are the most important. 3. What are some other ways to be a good friend?

Add one more item to the list. “Our Readers’ Letters”

1. What does Mariko look like?2. What is Ayumi better at doing than Mariko?

3. What do Mariko and Ayumi do together? 4. Circle all the comparison words with -er.

Compare yourself to a classmate using the words.

“Dear Friends Forever” 1. What is “All Alone’s” problem? 2. What are three ideas for “All Alone” to make

new friends? 3. Which two ideas do you think are the best? 4. Were you ever new at a school? How did you

meet friends? “Word Fun” 1. What are the scrambled words? (dishes, pencil,

and fries) 2. What is the word that completes the sentence?

(friendship) 3. What is a “good listener”?

After Reading1. Reading strategy awareness: Retell main

ideas. Ask pairs of students to retell one article to each other. Explain that they only need to tell the most important ideas, not the details.

2. Have students write their own letters to “All Alone” and share them with the class.

3. Put students in small groups. Have them discuss and rank from 1 to 5 the items in Are You a Good Friend? 1 = the most important quality of a friend, 5 = the least important quality of a friend.

4. Family connection. Encourage students to take their magazines home and read Friends Forever to their families and friends.


EnrichmentContent Reader 4. Have students read the selection Making Friends on pages 4-5. Assign the worksheet for the selection on page 22. See the Teacher’s Manual for the step-by-step lesson and additional ideas.Group discussions. Write the following questions on the board for students to discuss in groups: What classmates are new to you this year? Do you have friends in other classes? Who? What is a good friend? After the groups have finished, invite them to share their answers with the class.Advice letters. Brainstorm other problems students have in school, such as getting bad grades, fighting with a friend, doing homework, and so on. Assign individual students one of the topics and have them write letters using the letter by “All Alone” as a model. You may assign this for homework. Then have students exchange their letters with each other and write advice letters. Return the advice letters to their owners for them to read. Invite students to read their letters aloud.

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(1) Unscramble each of the words. Write the letters of each word in the squares.

s e d h i s c e n l i p s i f e r

(You put food on these.) (You write with this.) (You eat these with a hamburger.)

(2) Use the letters in the blue squares above to make a word that

completes the sentence below.

The secret of is being a good listener.

★ Five friends flee from five fat flies fast.

★ Doug’s double bubble gum double bubbles.

★ Someone sold Sheila six silver sandals. ★ Two terrible teams tripped on their toes.

Fun with Friends!Try to say these tongue twisters fast!

Dear Friends Forever,

I am a new student at

a new school in a new

town. I miss my old friends.

I don’t know anybody here!

How can I make some

new friends?

All Alone

Dear All Alone, It’s hard to be the new kid, but be patient. You will make new friends. Smile, be friendly, and don’t be shy. Go up to other kids and introduce yourself. Join a sports team, play in the school band, or join a club. Soon you will begin to know people. And don’t forget your old friends! Write them and call them once in a while. Keep pictures of your old friends in an album. That way, you can remember old times while you make new friends.

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1.

2.

3.

4.

5.

c

10 Listening for main ideas and details; description; stress, rhythm, and intonation

TRACK A11

11 Listen. Write the letter.

TRACK A12

12 Listen. Read and chant.

A True Friend A true friend is funny

and makes you laugh.

A true friend shows you

how to do math.

A true friend remembers

your birthday.

A true friend helps you

in every way.

A true friend is kind

and doesn’t get mad.

A true friend listens

when you feel sad.

What I’m saying

is really true.

And there isn’t a friend

truer than you!

a b c

d e

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Friends Old and New

Unit 1

T10

TRACK A11

11 Listen. Write the letter.

1. Direct students’ attention to the pictures at the top of the page. Have partners take turns describing each picture. As students work, walk around the room to check their use of vocabulary. To prepare students to do the activity, have them predict words they will hear for each picture, such as upset, late (for the movie), and younger.

2. Play the audio or read the audioscript on page T1C two or more times. Make sure students understand that they are to match the conversation they hear to the picture that goes with it and write the letter on the line. Point out that the first one is completed.

3. Play the audio or read the audioscript two more times so that students can re-check their choices.Answers: 1. c 2. d 3. e 4. a 5. b

EnrichmentComparison spelling bee. Use base forms of adjectives as the starting point for a spelling bee. For example, write long on the board. Have students in turn say and spell the comparative form longer. For additional spelling rules for the comparative form, see the Teacher’s Resource Book.

TRACK A12

12 Listen. Read and chant.

1. Ask students to use the picture and the title to predict what the chant is about. Elicit the concept of what makes a true or good friend. Remind students about what they read on the magazine pages. List students’ ideas on the board.

2. Play the audio as students listen with their books closed. The text of the chant is on Student Book page 10. Then have the students open their books and read along as they chant. Perform the chant at least twice to provide practice with stress, rhythm, and intonation. Ask students to underline any words they don’t know that they think are important to understand the chant. After guessing meaning from context and sharing their guesses with a partner, allow them to ask you to confirm or correct their guesses.

WB Assign Exercise 13, page 7 now. Audioscript is on Student Book page 10. Answers are on page T123.

EnrichmentAdd a verse. Pair students and have them write another verse to the chant. Each verse should include two lines beginning with A true friend. Have groups chant their verse for the class.Family appreciation. Encourage students to think about the members of their families: mother, father, brother, sister, grandmother, grandfather, aunt, uncle, cousin. Encourage students to write verses of a chant similar to A True Friend on page 10. You may want students to form small groups to show and talk about their verses.

Objectives• to listen for the main idea• to listen for details• to perform a chant• to use stress, rhythm, and

intonation

Vocabularynouns: friend, jacket, movie, teamverbs: be, get, help, laugh, remember, winadjectives: big, excited, funny, late, mad, sad, tall, upset, youngexpression: true friend


Application

WB Assign Exercise 12, page 7 now. Audioscript is on pages T1C–T1D. Answers are on page T123.

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Get ReadyFeelings. Write these Key Vocabulary words on the board in one column: angry, excited, impatient, mad, sad, scared, upset. In a second column, write situations such as when I see a sick kitten, when I watch a scary movie, when my brother eats the last

cookie, when I wait in line, when a holiday is coming. Read the situations with students and help with vocabulary. Model the activity. Point to a vocabulary word and draw a line to a situation and say I get (sad) when (I see a sick kitten). Then invite student volunteers to come to the front and make new sentences.


Objectives• to talk about family and

friends• to gather information

and pictures• to use comparative forms of

adjectives• to make a conversation cube

VocabularyStudents now should be comfortable using the Key Vocabulary listed on page T1A to talk about their project.

Materials• conversation cube cut out

from page 131; enlarge the cube enough to hold the students’ photos

• scissors• glue• strong colorful paper• magazines• photos• markers• other art supplies

Project: Conversation CubeCut out the cube on page 131. Talk about family and friends.

1. Explain that students will make a conversation cube with six drawings or photos of people that are important to them. Relate the project to the rest of the unit by pointing out that the class has talked about friends and other people.

2. Have students do drawings or gather photos of friends and family members. If students bring in photos, be sure to enlarge the cube template on page 131 to the appropriate size. Then have students use their drawings or photos to help them talk about these people.

3. Draw students’ attention to the pictures to give them an overview of the steps in the process. Point out the dialogue. Encourage students to talk about what the girl is doing in the photos. Point out the materials she is using.

4. Have students work on their conversation cubes in class or at home. Set aside time for them to present their cubes in front of the class.

WB Assign pages 8–9 now. Answers are on pages T123–T124.

EnrichmentSchool connection. You may want to have selected students visit other classrooms to share their cubes. Students can pair up with students from the other class and tell about their conversation cube. They can describe the person on the cube using comparative adjectives and talk about the person as in the model dialogue on page 11 of the Student Book. Students in the other classrooms can also ask their partner questions about each photo on the cube. Pet connection. Have students talk about their pets or pets they would like to have. What special things do they do or would like to do with them? How is a pet a “good friend”? If you wish, you may have students write about their pets for homework. Have them describe their pets, tell what they like to do with their pets, and say why their pet is a good friend.Writing Handbook. For step-by-step instructions on implementing the writing process in your classroom, see the Writing Handbook on pages 125-130. Related writing practice is on Workbook pages 118-122. After you have reviewed the writing process with your students, focus on the specific genre presented in Workbook Unit 1.

Application

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Conversation CubeCut out the cube on page 131.Talk about family and friends.

11Unit 1

Content connection: art

Project

Art

Why?

She’s a good player, and she’s taller than I am.

This is my friend Sonia. We play basketball

together. I like to play with her.

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Values

1. Is it easy or hard for you to make friends?

2. How do you make new friends?

3. Do you like to have friends that are more like you or different from you? Why?

Character education12

Hi, I’m Mark, and I’m a new

student at this school. It’s hard

to be a new student, because

you don’t know anybody and you

have to make new friends. How?

Be friendly.

Hi, I’m Lucy. I live here in

this apartment building. I have

a new friend now! Her name is

Noelia, and her family is moving

into my building today. I like to

meet new people.

Be FriendlyRead and discuss.

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Review

13Unit 1

Performance assessmentSee Assessment Package pp. 1–4, 7, 16, and 25–26.

Know It? Show It!Cut out the pictures on page 133. Place them in the 9 squares.

Choose a name. Compare your classmate to you.

Sandra is younger than I am.

Do you have three in a row?

Unit 1

I can do it!

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Friends Old and New

Unit 1

T12

Application

Values: Be FriendlyRead and discuss.

1. As you work through the page, encourage students to apply the language they’ve learned in this and previous units. To begin, however, you might want to have a discussion in your native language. Ask students what be friendly means. Is it important to be friendly? Why or why not?

2. Draw students’ attention to page 12. Ask them to talk about the pictures using any English they know. If necessary, provide words they need in English. Then read the sentences aloud and have students repeat after you. Point to the pictures to clarify meaning if necessary.

3. Have students work in pairs and take turns reading the texts aloud. The first partner reads aloud one as the other listens. Next, the listener summarizes the text. Then students switch positions, and the first partner listens as the second reads the second text, and then summarizes what was heard.

4. In small groups, have students read and discuss the questions at the bottom of the page. This is the perfect opportunity for students to use the cumulative English they’ve acquired in a natural and meaningful context. Review with students language they know that they can use during the discussion.

5. You may want to extend your students’ writing practice in paragraph form. On paper, have them choose the top five qualities a good friend should have and write about why these qualities are so important. Refer students to the Writing Handbook at the back of their Student Books and Workbooks for help as needed.

The social-emotional intelligence connection. Two elements of social-emotional intelligence can be focused on in relation to being friendly. (1) Self-awareness. Encourage students to think about the kind of friend they are. Do they listen patiently? Do they help their friends? How? How often? What do they expect in return? (2) Other-awareness. Encourage students to think of ways they could make a new student in their school feel welcome. How could they show friendliness?Family connection. Have students ask members of their families how they make friends and how many good friends they have. Students report back to the class.

Objectives• to talk about making friends• to become aware of criteria for choosing

one’s friends

Vocabularynouns: apartment building, family, friends, people, school, student, todaypronouns: anybody, I, youverbs: be, know, have, like, make (friends), meet, moveadjectives: friendly, hard, new, this adverbs: how, nowconjunction: becauseSee also the Key Vocabulary on page T1A.

Get ReadyChant. Play the audio of the Unit 1 chant A True Friend (Class CD track A12) and invite students to chant. The text of the chant is on Student Book page 10. As a follow-up, challenge students to list

as many other qualities and behaviors of good friends as they can. Set a time limit. Have students share their ideas in groups.

BPK_TE4_UN1.indd 27 2/18/09 9:39:19 AM


Review

Note: You may want to use the Student Oral Assessment Checklist in the Assessment Package to record the students’ performances for the activities on this page.

Know It? Show It!Cut out the pictures on page 133. Place them in the 9 squares.

1. Direct students’ attention to the game board and the language on the page. Show them the cutout cards. Model how the game works.

• Students cut out the cards on page 133 and glue the nine faces in any order on their game board, being careful to conceal their board.

• Put students in pairs. The first player names physical features unique to one face, such as She has long, blond hair and glasses, and both students draw an X through that face. Make students aware that some of the faces are very similar. As a result, they must be very specific in their descriptions.

• The second player names physical features unique to another face, and both students draw an X through that face. The game continues with each player taking a turn until one player has three Xs in a row (horizontal, vertical, or diagonal) calls out Three in a row!, and wins the game.

2. As students play the game, monitor their use of the vocabulary.

Note: Students may place but not glue the pictures and use game markers so that the game can be played again.

Choose a name. Compare your classmate to you.

1. On slips of paper, put the names of every student in a bowl or grab bag. Tell students they will each pick a classmate’s name and make a sentence comparing themselves to him or her.

2. Direct students’ attention to the picture and speech bubble to use as a model. Have students take turns selecting a name and making a sentence of comparison. Check for correct usage of the language and appropriate vocabulary.

WB Assign pages 10–12 now. Answers are on page T124.

I can do it! Once students have demonstrated success through the activities on this page, discuss with them how much they’ve learned and what they can do now that they’re finishing the unit. (See the Assessment Package, pages vii-viii. ) Invite students to mark their growth by checking the I can do it! star.

Completion CertificateStudents have now completed Unit 1. After formal assessment (see Assessment Book pages listed on page T1B), have students use the Completion Certificate sticker in the back of the Student Book to celebrate the successful completion of the unit.

Performance AssessmentBoth activities on page 13 may be used as opportunities for performance assessment and

review. See pages v-vi, xiii-xv of the Assessment Package for more information on this type of informal assessment.

Outcomes• can play a game• can use comparative forms of

adjectives• can listen and identify people

through a physical description of them

VocabularyStudents can use the Key Vocabulary on page T1A.

Materials• picture cards on

page 133• scissors• glue• pencils• bowl or grab bag with

slips of paper with students’ names

BPK_TE4_UN1.indd 28 2/18/09 9:39:20 AM

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