Professional Documents
Culture Documents
ing to Night
Topics and Themes Strategies and Skills
• daily routines • use prior knowledge
• leisure activities • recognize sequence of events
• times of day • make predictions
• telling time • summarize
Pronunciation Grammar
• syllable stress of numbers with • simple present
time • third person singular -s
• third person singular -s
• stress, rhythm, and intonation Overview •
•
questions with what
adverbs: before, after
• Sound and Spelling Handbook • Grammar and Writing
(optional) (optional)
Key Vocabulary
Daily Routines Actions Time
brush (your) teeth celebrate after
comb (your) hair feed the bird/cat before
do homework have a (tae-kwon-do) lesson in the afternoon
eat breakfast play soccer in the morning
get dressed play video games o’clock
get up ride a bike
take a shower walk
wash (your) face watch cartoons
Interactive Whiteboard
Content Reader 3
• Student Reader, Unit 1 Family Connection
• Teacher’s Manual, Unit 1: Leisure-time Report
pages 4–6 Encourage students to
discuss with their families
things they usually do as a
Teacher’s Resource Book
family on the weekends or in the evening.
Have students report back to the class and
DVD and Guide compare what their families do.
Assessment Package
• Placement test: pages 90–91
• Practice test: page 92
• Unit test: page 101
• Oral assessment: pages xiii–xv,
110–111
• Performance assessment: pages v–vi t1
• Backpack Second Edition Uni
ExamView® Assessment Suite From Morning to Night T1B
Teacher’s Edition
Page T3. Pronunciation: Syllable stress of numbers with time.
The text of the audio for this activity is found on page T3.
Page T5. Pronunciation: Third person singular -s.
The text of the audio for this activity is found on page T5.
PREPARATORY NOTES
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From Morning to Night T1D
Exactly Ed
Every day at exactly 6:45,
Ed gets out of bed.
Not 6:44, or 6:46,
because he’s Exactly Ed.
Every day at exactly 7:00,
Ed gets ready to go.
He washes his face, combs his hair,
and gets dressed—
never fast and never slow.
He does the same things
at the same time every day.
Because he’s Exactly Ed,
it just has to be that way.
Every day at exactly 7:15,
Ed eats his breakfast.
Then he brushes his teeth,
and he walks to school.
So at 8:00 he sits at his desk.
(Chorus)
What’s your
day like?
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1 Read. Listen and sing. attention to the pictures on page 2 and have
them say all they can about them. Then play
1. Before students open their books to page 2,
the song a second time. After listening, have
review morning activities by saying commands
students match the words in the song to the
such as Get up or Eat breakfast as you act them
pictures. Tell students to follow along in their
out for the class. Have students repeat each
books. The text of the song is on Student
action. Then show a clock. Move the hands
Book page 2.
around the clock, stopping at each hour. Say
It’s exactly 9:00. Tell students that they should 3. When students feel comfortable, invite them
stand and clap their hands when they see the to sing the song. You may want to have
clock is exactly on the hour. As you move the students act out the verses as they sing. Sing
clock hands to each hour, ask students Is it the song at various times throughout the unit.
exactly 6:00? Help them answer Yes, it is or No, Assign page 1 now. Audioscript is on
it isn’t. WB
Student Book page 2. Answers are on
2. With books closed, play the song once so page T127.
that students can listen. Then direct students’
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From Morning to Night T2
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2 Listen. Point and say. to the correct clock. The text of the audio for
this activity is on page T1C.
1. Have students read the directions. Then play
the audio. Ask students to listen and point 2. Check comprehension by randomly drawing
to the correct clock each time. To confirm one of the clocks shown on the page. Ask
their answers, you might want to point to the students what time it is. Then pair students
corresponding time on the board. Play the and have them take turns pointing to clocks on
audio two or more times and have students the page and asking and telling the time.
repeat the question and answer as they point
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of the Student Book. Explain that students will with time. Write the following numbers on the
listen to the audio and match the times on the board and say the numbers with students: 13,
stickers to the numbered clocks on the page. 30, 14, 40, 15, 50. Point out that in telling time:
Review the times on the stickers first. Then (1) in numbers ending in -teen, both syllables are
play the audio, and have students simply place stressed, however the second syllable is given
but not stick their stickers. The text of the dominant stress; (2) in numbers ending in -ty, the
audio for this activity is on page T1C. first syllable is stressed. Then play the audio or
2. Play the audio again. Have students stick and read the audioscript below. Have students repeat
repeat each correct time. each time.
Answers: 1. 9:00 2. 11:15 3. 12:30 4. 8:45
5. 5:10 6. 4:55
thirteen thirteen
3. Put students in pairs. Have them take turns What time is it? It’s seven thirteen.
pointing randomly to clocks on the page fourteen fourteen
and asking and telling the time. As pairs of What time is it? It’s seven fourteen.
students question one another, walk around fifteen fifteen
the room and monitor their use of the What time is it? It’s seven fifteen.
language. Review errors with students later. thirty thirty
What time is it? It’s seven thirty.
WB Assign page 2 now. Audioscript is on page
forty forty
T1D. Answers are on page T127. What time is it? It’s seven forty.
fifty fifty
What time is it? It’s seven fifty.
Excuse me.
What time is it?
It’s 6:40.
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1. 2. 3.
4. 5. 6. t1
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Telling time 3
Before school
Get Ready dressed), and then say Pass. Students pass their
cards to other students until you say Stop. They
Picture pass. Prepare pictures or Picture Cards
again describe the picture, and you say Pass again.
of daily routines from previous levels. Make
Continue until students have described each
sure everyone has a picture to start with. Have
picture a few times.
students describe what’s happening (He’s getting
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4 Listen. Look and read. slip and saying the word or words. Have the class
guess which verb on their word cards matches the
1. Play the audio and have students look at the
verb phrase. Students who have the verb on a card
pictures and listen. Then play the audio again
should then turn the card over. The first student
and have students read along. You may want to
to turn over all the cards wins.
follow up by having individual students read RA
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What time does she At 7:00. What does she She does her
take a shower? do after school? homework.
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Question formation; do/does; routine
actions 5
Get Ready Act out each activity with students. Then use
the pictures to illustrate sentences with the word
Before and after. Sing the song Exactly Ed to
before, working backwards. Say Before I go to
review the vocabulary. Then show Picture Cards
school, I comb my hair; Before I comb my hair, I brush
or pictures of daily activities in the order that you
my teeth, and so on. The text of the song is on
do them, such as get up, get dressed, eat breakfast,
Student Book page 2.
and so on. Then say sentences such as After I get
up, I get dressed; After I get dressed, I eat breakfast.
7 Look at the clocks. Read. Write statements about Ed on the board, read them
before or after. aloud, and have students respond that the
statement is true or false: Ed washes his face before
1. Direct students’ attention to the three sets
he combs his hair. (yes) Ed goes to school after he
of pictures. Help them identify the activities,
gets dressed. (yes) Ed brushes his teeth before he eats
point to the clocks and say the time, and tell
breakfast. (no) Then have students work with a
which activity happened first.
partner to write other true and false sentences
2. Have the students complete the activity and about Ed’s morning activities.
compare their answers in pairs.
Grammar Poster. The Units 1–3 Grammar
Answers: 1. after 2. before 3. before 4. before
Poster provides additional models for asking and
5. after 6. after
answering what questions about daily activities
Enrichment with before and after. You might keep the poster
displayed in your classroom for students’
Practice with before and after. Have students reference.
look at the pictures on page 2. Write the following
2. He after school.
3. I before school.
5. He before school.
What do you do
10 Ask three friends. after school? I ride my bike.
Tell the class.
2.
3.
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Routine actions; before/after; questions
with do; time 7
1. e
2.
3. b c
4.
a
5.
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After School
I work hard in school all day,
so after school it’s time to play.
I go and get my ball and bat,
and my favorite baseball hat.
I meet my friends at five o’clock sharp,
and then play baseball ’til it’s dark.
I go back home to watch TV,
and then eat dinner with my family.
I do my homework and help my mom,
and then it’s nine—the day is gone.
So as I go to bed I say,
tomorrow is another day!
See
Sound and Spelling
8 Listening for details; stress, rhythm, and Handbook p. 110
intonation
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12 Listen. Read and chant. and intonation. The text of the chant is on
Student Book page 8.
1. Direct students’ attention to the picture. Ask
them to say what they can about it. WB Assign Activity 12, page 6 now.
2. Ask students to think about the title of the Audioscript is on Student Book page 8.
chant, After School. Have students turn to a Answers are on page T128.
partner and tell each other one activity they
think they will hear about in the chant. Enrichment
3. Have students close their books. Play the
Sound and Spelling Handbook. For practice
audio or chant as the students listen. Then
with /u/ as in ruler, see Student Book page 110,
play the chant again and have students read as
Workbook page 91, and the teacher’s lesson on
they listen. Ask questions such as What does he
page T110.
do after school? (play baseball) What time does he
play baseball? (five o’clock) What does he do after Role play. Have students act out the activities
he plays baseball? (watches TV and eats dinner) described in the chant. You may want to provide
What time does he go to bed? (nine o’clock) props and let different students use them as they
Perform the chant at least twice to provide act out different activities. t1
the students with practice in stress, rhythm, Uni
From Morning to Night T8
Get Ready on the board: ksed, koob. Have students guess what
they are. Point out the title of the story, Betty
It’s all backwards. Create interest by choosing
Backwards. Tell students to look at the pictures of
four students. Begin to walk backwards and have
the story and guess what the story will be about.
them walk backwards with you across the room.
What do they think backwards means?
Write the names of classroom objects backwards
A13 During Reading a book from the end to the beginning, and
encourage students to copy you. Help students
1. Invite students to relax and listen as you play
to recognize the predictable patterns in the
the audio or read the story aloud to them.
story. (Betty does everything backwards. She isn’t
Use gestures and point to the pictures to
like you and me. Betty does things differently!)
help students understand the meaning of new
Cue them to join in on the repeated verse.
vocabulary. Remind them that they can ask
Have them track the print in their books as
questions and talk about the story when you
they read with you.
read it for the second time. The text of the
Little Book is on Student Book pages 9–10. If students interrupt frequently with questions
about meaning, help them realize it is not
2. Guide students through a “visual and physical”
necessary to know every single word in a story
reading of the story. Encourage students to
to get the main idea. Encourage them to seek
use gestures and point to the pictures with you
meaning from context, from accompanying
this time. You may wish to model some of the
pictures, and from each other.
things Betty does backwards, such as reading
M01_BP_TE_L03_1050_U01.indd
She reads from the end to the beginning. by Diane Pinkley
39
She goes to sleep after her mom does.
11/10/08
Copyright © by Pearson Education, Inc. All rights reserved.
4:33:13 PM
4:33:18 PM
11/10/08
Betty Backwards goes to school on weekends.
She plays soccer before she goes to school.
She walks her cat after school.
(Betty does everything backwards.
She isn’t like you and me.
Betty does things differently!)
Betty Backwards has breakfast before
she goes to bed. She eats her dessert
before her vegetables. She gets
dressed in a skirt and blouse before
40
she goes to sleep.
M01_BP_TE_L03_1050_U01.indd
(Betty does everything backwards. She
isn’t like you and me. Betty does things
2 differently!) 3
3. Check students’ earlier predictions about stress, rhythm, and intonation patterns of each
words they thought they might find in the sentence.
story. Reread the text so that students can find 5. Choral read. To help students develop
out whether their predictions were correct. fluency in their oral reading, have the
4. Echo read. To help students develop oral class read the story aloud with you. Read
reading skills, echo read the book with expressively as you emphasize key words. Keep
them. Play the audio or read aloud the first a pace that is comfortable for students. Have
sentence. Have students repeat after you as students track the print as they read and listen
they track the print in the story. Repeat for for words they don’t know. Above all, have
each sentence. Guide students to imitate the fun!
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From Morning to Night T10
Project: Twist and Talk 4. Have pairs of students take turns using their
Cut out the paper strips on page 127. twist-and-talk tubes to carry on question-and-
Make a talking tube. answer conversations. Walk around the room
and observe their use of key language.
1. Direct students’ attention to the project title,
Twist and Talk. Relate the project to the unit
by explaining that the game is a fun way to ask Enrichment
and answer questions about things they do at
Special times, special activities. You may want
different times of the day.
the students to make additional rings to include
2. Explain that each student will cut out the activities not listed on their strips. Brainstorm
word strips from page 127 at the back of their ideas for additional activities they might do, such
books. Then direct students’ attention to the as go swimming, have a picnic, go to the movies, go
photos. Explain that the photos show the steps hiking, and so on. Write these on the board. Point
needed to make the strips into a twist-and- out that students might choose weekend, holiday,
talk tube. If you do not have cardboard tubes, or summer activities. Then have pairs of students
roll construction paper to make a tube. Then interview each other about those special activities.
review the directions.
Interview Betty and Billy Backwards. Invite
3. Show students how to tape a strip into a ring partners to use their twist-and-talk tubes to decide
that is snug enough to stay in place, but loose on odd times that Betty (or Billy) Backwards
enough to turn. Have students cut out and might do each activity. Then have one student
tape the strips from Student Book page 127. act as the interviewer and ask questions of his or
Then have students slip the strips onto the her partner, who pretends to be Betty (or Billy)
tube in a logical order that will allow them Backwards. If you like, students may dress for the
to form sentences. Model how to twist the interview by wearing shirts or hats backwards, or
strips to form a question. Ask a volunteer the glasses on the backs of their heads.
question and have that student twist the strips
to form an answer. Then have the student read
the answer aloud.
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Cut out the paper strips on page 127. ro
P
Make a talking tube. jec
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Content connection: art; language arts 11
12 Character education
Values: Celebrate Special Days We give our mother (a card) and (a special gift).
Look and read. Talk. We help her (cook and clean) that day. Then we
take her to (her favorite movie). Students can
1. As you work through the page, encourage
conclude with We do (many things) for our
students to apply the language they’ve learned
mother on her special day. This is the perfect
in this unit. To begin, however, you might
opportunity for students to use the cumulative
want to have a discussion in your native
English they’ve acquired in a natural and
language. Ask students to name holidays and
meaningful context.
special days they celebrate. What do people do
on these days? The social-emotional intelligence connection.
Two elements of social-emotional intelligence can
2. Review with students language they know
be focused on in relation to celebrating special
that they can use during the discussion. Draw
days. (1) Other-awareness. Encourage students to
students’ attention to page 12. Ask them to
think of ways to show someone they care about
talk about the pictures. If necessary, provide
them on holidays like birthdays, Mother’s Day,
words they need in English. Then read the
and Father’s Day. Does mom still have to do
sentences aloud and have students repeat after
many of the chores on her special day? What can
you. Point to the pictures to clarify meaning
children do to help? What is the best “gift” you
or act out what happens on each day (giving
could give someone on a birthday? (2) Problem-
a gift, blowing out candles, planting a tree).
solve. Explain that sometimes you have to figure
Then encourage students to role-play what
out a way to celebrate a special day. What can
happens on these days.
children do on Earth Day to show that they care
What special days do you celebrate? about the Earth? Brainstorm some things children
What do you do on special days? can help do, such as clean up a beach or park,
Talk and write. or give out recyclable bags at stores. Encourage
students to come up with other ways to help.
3. Read aloud the questions at the bottom of
the page. If necessary, clarify meaning. You Family connection. Have students make a card
may want to extend your students’ writing for a friend or family member’s birthday. Have
practice in paragraph form. On paper, have them write a message that is special and illustrate
them indent and copy the sentence We their cards.
celebrate Mother’s Day. as the first sentence of
the paragraph. Then have them write detail
sentences: We (put flowers in the living room).
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From Morning to Night T12
Perfomance Assessment
Both activities on page 13 may be used for
performance assessment and review. See
pages v–vi of the Assessment Package for more
information on this type of informal assessment.
ca
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Thank you.
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Performance assessment
See Assessment Package pp. 87–89, 93, 101, and
110–111.
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