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1 From Morn

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)

Reading and Writing Content Connections


• Reading: Betty Backwards • Art: talking tube
• Content Reader 3: 100 Kids, • Language Arts: fiction
100 Answers (optional) • Music: song, chant
• Writing: spelling, words, • Social Studies: game
phrases, full sentences • Values: observe special days

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

T1A From Morning to Night

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Plan Ahead
Teaching Resources Classroom Display
Class Audio CD Bulletin Board
Title the bulletin board display What
Student Book, Unit 1 Do You Do . . . ? In two columns write
the phrases Before School and After
• Sound and Spelling Handbook
School. Have students cut out pictures
• Grammar and Writing from magazines or draw pictures of
• CD-ROM people doing the same activities they
do before or after school. Have them
Workbook, Unit 1 write a sentence about each picture
and place it in the appropriate column.
• Sound and Spelling Practice
For another display, reserve part of the
• Grammar and Writing Practice board for artwork. Draw four clocks.
• Audio CD Have students choose four times
throughout the day—for example,
Picture Cards 7:45, 12:00, 4:00, and 8:00. Put
• Images students in pairs and have them ask
each other what they do at those times.
• Images and words Then have students choose a time and
draw a picture of their partner doing
Posters the activity and then write a sentence
• Unit 1 Teaching Poster about their pictures. Have students put
• Units 1–3 Grammar Poster their pictures on the display under the
matching time.

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

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Audioscripts
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.
Page 3. Activity 2. Listen. Point and say.
1. A: Excuse me. What time is it?
B: It’s six forty.
It’s ten o’clock.
It’s eleven five.
It’s twelve ten.
It’s one fifteen.
It’s two twenty.
It’s three twenty-five.
It’s four thirty.
It’s five thirty-five.
It’s eight fifty.
It’s seven forty-five.
Page 3. Activity 3. Listen and stick.
1. A: What time is it? 4. A: What time is it?
B: It’s nine o’clock. B: It’s eight forty-five.
2. A: What time is it? 5. A: What time is it?
B: It’s eleven fifteen. B: It’s five ten.
3. A: What time is it? 6. A: What time is it?
B: It’s twelve thirty. B: It’s four fifty-five.
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 dialogue is found on Student Book page 5.
Page 5. Activity 6. Point. Ask and answer.
The text of the audio for this dialogue is found on Student Book page 5.
Page 8. Activity 11. Listen. Write the letter.
1. A: What time is it, please?
B: It’s three fifteen.
2. A: What time does she eat breakfast?
B: She eats breakfast at seven thirty.
3. A: What time do you get up?
B: I get up at nine o’clock.
4. A: What does she do before school?
B: She feeds her cat.
5. A: What does he do after school?
B: He plays soccer.
Page 8. Activity 12. Listen. Read and chant.
Unit 1 Chant. The text of the audio for the chant is found on Student Book page 8.
Pages 9–10. Little Book.
The text of the audio for the Little Book is found on Student Book pages 9–10.

T1C From Morning to Night

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Workbook
Page 1. Exercise 1. Listen and write. Draw lines to match.
Unit 1 Song. The complete text of the audio for the song is found on Student Book page 2.
Page 6. Exercise 11. Listen and circle.
1. A: Is it 3:30?
B: No, it’s just 3:15.
2. A: When do you watch TV?
B: I usually watch TV at 7:30, after dinner.
3. A: Excuse me. What time is it?
B: It’s 8:00.
A: Thank you.
4. A: What does Sherry do before school?
B: She brushes her teeth.
5. A: What does Tim do after school?
B: He rides his bike with his friends.
Page 6. Exercise 12. Listen and write. Use words from the box.
Unit 1 Chant. The complete text of the audio for the chant is found on Student Book page 8.

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 Morn
1 ing to Night
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1 Read. Listen and sing.

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?

2 Routine actions; telling time

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Unit Warm Up
Objectives Vocabulary Materials
• to talk about daily routines and nouns: breakfast, desk, face, hair, • CD player
leisure activities school, teeth • Class Audio CD
• to talk about time verbs: brush, comb, eat, get dressed,
• to sing a song get (out of bed), get (ready), sit, walk,
• to use stress, rhythm, and wash
intonation adverbs: exactly, fast, slow

Creating Interest large circles with the words morning, afternoon,


and night. Draw, or have a student draw, small
Do one or more of the following to build
pictures to illustrate morning and afternoon and
students’ curiosity about the unit.
place them appropriately on the word map. Have
It’s about time. Draw three clocks on the board, students work in pairs and take turns telling or
each one showing a different time of day, such as acting out something they do at each time of day.
7:00, 12:00 (noon), and 4:00. Under each clock, Encourage students to ask you for the names of
place pictures of two activities that students might activities they don’t know. Then call on volunteers
do at those times. Then call on volunteers to act to tell the class about activities they do at different
out each activity. Invite students to name the time times during the day. Write the words on the
and the activities if they can. See if students can word map. Have students copy the map in their
guess what the unit might be about. Help them notebooks.
understand that they will learn how to talk about
Poster talk. Display the Unit 1 Poster. Invite
activities they do every day.
students to name as many pictured activities as
What time is it? Draw a word map on the board they can. Encourage them to ask you for the
with the heading Morning to Night. Have three names of things they don’t know.

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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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Presentation
Objectives Vocabulary Materials
• to tell time noun: time • CD player
• to ask questions with what time verbs: be, excuse • Class Audio CD
• Unit 1 Stickers

Get Ready One o’clock, two o’clock, three fifteen—


All times of the day.
Times of the day chant. Say the following chant
(Three fifteen’s) my favorite.
and encourage individual students to join in,
That’s when I go out to (play)!
substituting their favorite times of day and what
they like to do then:

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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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3 Listen and stick. Enrichment


1. Stickers for this activity are found at the back A6 Pronunciation: Syllable stress of numbers

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.

T3 From Morning to Night

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2 Listen. Point and say.

Excuse me.
What time is it?

It’s 6:40.

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3 Listen and stick.

1. 2. 3.

4. 5. 6. t1
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Telling time 3

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Language in the Real World
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4 Listen. Look and read.

Before school

1. She takes a shower at 7:00 in 2. He gets dressed at 7:25 in


the morning. the morning.

3. She eats breakfast at


7:30 in the morning.

4. He feeds his bird at 7:45 in


the morning.

Reading: social studies; vocabulary and


4 grammar in context

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Presentation/Practice
Objectives Vocabulary Materials
• to read about daily activities nouns: afternoon, bird, breakfast, • CD player
• to identify daily activities cartoons, homework, morning, • Class Audio CD
• to talk about times of day (in the shower, tae-kwon-do lesson, video
morning and in the afternoon) games
• to use the simple present verbs: do, eat, feed, get dressed, have,
play, take, watch

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
C K A8

sections aloud. The text of the audio for this


T

activity is on Student Book pages 4–5.


5 Point. Ask and answer.

2. To check comprehension, point to pictures 1. Direct students’ attention to the dialogue.


and ask questions such as When does he get Have them listen as you play the audio. Then
dressed? or What does she do at 7:30 in the choose two students to model the exchange
morning? again for the class. Make sure that they are
pointing to the picture that matches the
dialogue as they speak. The text of the audio
Enrichment for this dialogue is on Student Book page 5.
Guess the activity. Have students work in pairs. 2. Divide the class into pairs. Have students take
Tell each pair to take turns acting out one of the turns asking and answering questions about
activities. One student in each pair then guesses the pictures, following the model on page 5.
the activity by pointing to the corresponding 3. Students should produce the following
picture and naming it. Model this activity with sentences:
students first.
1. What time does she take a shower?
Grab bag. Write the following verbs from the At 7:00.
list of activity words on the board: takes, gets, eats,
2. What time does he get dressed?
feeds, does, plays, has, watches. Have students fold a
At 7:25.
piece of paper in half twice and then unfold it to
show four squares. Tell students to choose four 3. What time does she eat breakfast?
At 7:30.
verbs from the list on the board and write one in
each square. Then have them cut out the squares 4. What time does he feed his bird?
and place them on their desks. At 7:45.
5. What time does she do her homework?
Write the second part of each verb phrase, such
At 3:30.
as: a shower, dressed, breakfast, his bird, and so on,
on individual slips of paper. Place the slips in a
bag and have students take turns pulling out a t1
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6. What time does she play video games? As students work in pairs, walk around the
At 4:15. room to check their use of the language. Take
7. What time does she have a tae-kwon-do
note of any errors and review them after
lesson? students have finished the activity.
At 5:10.
8. What time does he watch cartoons on TV?
At 5:30.

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6 Point. Ask and answer. Enrichment


1. Direct students’ attention to the dialogue. A10 Pronunciation: Third person singular -s.
Have them listen as you play the audio. Then Write the target vocabulary from the audioscript
choose two students to model the exchange for below on the board and say the words with
the class. Make sure that they are pointing to students. Point out or elicit the letters which make
the picture that matches the dialogue as they the target sound. Play the audio or say the text.
speak. The text of the audio for this dialogue Have students repeat. Repeat as necessary.
is on Student Book page 5.
2. Divide the class into pairs. Have the students
/s/ /s/ /s/
ask and answer questions about the pictures,
gets dressed gets dressed She gets dressed at
following the model on page 5. seven o’clock.
3. Students should produce sentences such as the takes takes She takes a bath at
following: seven fifteen.
/z/ /z/ /z/
1. What does she do before school? does does He does his
She takes a shower. homework at
2. What does he do before school? five o’clock.
He gets dressed. plays plays He plays video
games at six thirty.
3. What does she do before school?
/əz/ /əz/ /əz/
She eats breakfast.
brushes brushes She brushes her
4. What does he do before school? hair in the morning.
He feeds his bird. watches watches He watches TV
5. What does she do after school? in the afternoon.
She does her homework.
6. What does she do after school?
She plays video games.
7. What does she do after school?
She has a tae-kwon-do lesson.
8. What does he do after school?
He watches cartoons.

After students practice with each of the


eight pictures, invite them to ask and answer
questions about their own before- and after-
school activities: What do you do before school?
I (take my dog for a walk). What do you do after
school? I (play video games).

T5 From Morning to Night

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After school

5. She does her homework at 6. She plays video games at


3:30 in the afternoon. 4:15 in the afternoon.

7. She has a tae-kwon-do 8. He watches cartoons on TV


lesson at 5:10 in the afternoon. at 5:30 in the afternoon.

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5 Point. Ask and answer. 6 Point. Ask and answer.

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

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What does he do before school? He eats breakfast before school.
she She
What do you do after school? I watch TV after school.

7 Look at the clocks. Read. Write before or after.

David Sun-mi Tim

1. David brushes his teeth after he eats breakfast.


2. Sun-mi watches TV she does her homework.
3. Tim gets dressed he combs his hair.
4. David eats breakfast he brushes his teeth.
5. Sun-mi does her homework she watches TV.
6. Tim combs his hair he gets dressed.

8 Read and circle.

Hi! I’m David, and my brother’s name is Tim. I get up


at 6:45. Tim gets up at 7:00. I take a shower at 7:10, but
Tim doesn’t. He takes a shower at 7:25. I play soccer
at 4:30. Tim plays soccer at 4:45. I do my homework at
6:30, but Tim doesn’t. He does his homework at 8:00.

1. David gets up before Tim. yes no


2. Tim takes a shower before David. yes no
3. David plays soccer after Tim. yes no
4. Tim does his homework after David. yes no

Questions with do/does; simple present;


6 before/after

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Language Practice
Objectives Vocabulary
• to tell time nouns: breakfast, hair, homework, school, shower,
• to use before and after to tell about daily soccer, teeth, TV
activities verbs: brush, comb, do, dress, eat, get (up), play,
• to use third person singular -s; -es take, watch
• to ask questions with what

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

8 Read and circle. Enrichment


1. Have students read the directions. You may Questions with what time and what. Provide
want to read the paragraph aloud before partners with practice forming questions with
students read it silently. what. Ask them questions about the reading in
2. Check comprehension by asking questions Activity 8. Write the following questions on the
such as: Who are David and Tim? (brothers) board to help students form their own questions
Who gets up at 7:00? (Tim) When does David do using what: What does David do at 6:45? What
his homework? (at 6:30) time does Tim get up? Then have students write
questions based on the reading. When they have
3. Go through item 1 with students. Make sure
finished, have them exchange questions with a
they understand that if the sentence is true,
partner and answer them.
they will circle yes. If false, they will circle no.
Have students circle their answers. They can WB Assign pages 3– 4 now. Answers are on
compare them in pairs. page T127.
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Get Ready naming the activity, and then drawing out another
card and naming it. Then have them say which
Before or after? Arrange students in small
they do first—for example, I go to school after I
groups. Provide pictures and Picture Cards
brush my teeth or I brush my teeth before I go to school.
of daily activities (get dressed, brush teeth, do
Continue until all students have had a few turns.
homework, etc.) and place them in large bags.
Have students take turns drawing out a card,

9 Look and write. Enrichment


1. Draw students’ attention to the pictures at Ask questions with before and after. Put
the top of the page. Have them identify the students in groups of three. Student 1 asks
activities and talk about whether they would student 2 what student 3 does before school: What
do them before or after school. Then ask does he/she do before school? Student 3 whispers the
students to examine the sentences carefully answer to student 2: I (eat breakfast) before school.
and tell you how sentence 3 is different from Student 2 answers: He/She (eats breakfast) before
the others. (Sentence 3 starts with I, not He school. Continue the activity until all three students
or She.) have made sentences and asked and answered
2. Have the students complete the sentences. questions. Then repeat the activity with the
You may want them to compare their answers question: What does he/she do after school?
in pairs. Then call on students to read their
answers.
Answers: 1. watches TV 2. has a tae-kwon-do
lesson 3. brush my teeth 4. feeds her bird
5. takes a shower

10 Ask three friends. Tell the class. Enrichment


1. Have students look at the information in the Talk about family interviews. Brainstorm
chart. Explain that they will ask three of their with students any activities they enjoy, such as go
classmates what they do after school and what to swim class, play with a friend, go to the park, go
time they do the activity. Review the example. shopping, and so on. Put students in pairs. Have
Then have students write the names of three them ask and answer questions about their family
classmates on the chart. members’ daily routines and leisure activities:
2. Next, have students look at the model dialogue What does your mother do in the afternoon? What does
provided in the speech balloons. Ask one student your brother do after school?
to read aloud the questions while another Favorite after-school activities. Help students
student reads the answers. Remind students to tabulate the data from their charts by creating
use this language with their classmates. Then a large chart with the activities listed and the
have them complete the chart. number of students who listed each as an after-
3. When all students have completed their charts, school activity. Which activity is most popular?
have them report back to the class or in small Which is the least popular? Discuss with students.
groups, using sentences such as Lily plays soccer
at 4:00 or Rafael plays the piano at 5:15.

WB Assign page 5 now. Answers are on


page T128.

T7 From Morning to Night

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9 Look and write.

1. She watches TV after school.

2. He after school.

3. I before school.

4. She after school.

5. He before school.

What do you do
10 Ask three friends. after school? I ride my bike.
Tell the class.

What time do you


ride your bike? At 3:30.

Name After School Time

Katia rides her bike 3:30


1.

2.

3.

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CK A11
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11 Listen. Write the letter.

1. e

2.

3. b c

4.
a
5.

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12 Listen. Read and chant.

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

M01_BP_TE_L03_1050_U01.indd 36 11/10/08 4:33:07 PM


Application
Objectives Vocabulary Materials
• to listen for the main idea nouns: ball, baseball, bat, bed, day, • CD player
• to listen for details dinner, family, friends, hat, home, • Class Audio CD
• to perform a chant homework, mom, school, tomorrow,
• to use stress, rhythm, and TV
intonation verbs: be, eat, do, get, go, help, meet,
play, put, say, watch, work

Get Ready afternoon, or at night. Encourage students who do


these activities about the same time every day to
Poster talk. Display the Unit 1 Poster and have
name the time of day they do each.
students name the activities. Then ask them when
they do these activities—in the morning, in the

CK A11
RA
T

11 Listen. Write the letter. Answers: 1. e 2. d 3. b 4. c 5. a


1. Draw students’ attention to the pictures at WB Assign Activity 11, page 6 now. Audioscript
the top of the page. As a class or in pairs, have is on page T1D. Answers are on page T128.
students identify the activity in each picture
and the time in pictures b, d, and e.
Enrichment
2. Play the audio or read the audioscript for
item 1. Make sure students understand Ask and answer questions. Invite students to ask
they are to listen and then write the letter and answer questions about details in the pictures
of the corresponding picture, based on the in Activity 11. Model the following questions:
conversation they hear. The text of the audio What is the girl feeding? What color is her (shirt)?
for this activity is on page T1C. After a few questions, you may want students to
3. Play the audio or read the audioscript at least continue in small groups. Walk around the room
twice. Have students write the correct letter and monitor students’ use of the language. Review
for each picture. errors with students later.

CK A12
RA
T

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

M01_BP_TE_L03_1050_U01.indd 37 11/10/08 4:33:10 PM


Application
Objectives Vocabulary Summary Materials
• to read for the main nouns: bed, blouse, Betty Backwards: • CD player
idea breakfast, cat, dessert, Betty does everything • Class Audio CD
• to read for details dinner, night, pajamas, backwards. She gets
• to recognize school, skirt, soccer, up when other people
predictable patterns story, teeth, vegetables, go to bed. She gets
• to recognize weekends dressed in her pajamas
sequence of events verbs: be, brush, do, before she goes out to
• to predict content eat, get dressed, get play; and she goes to
• to relate the story to up, go, have, play, read, school on weekends.
students’ own lives sleep, walk That’s why people call
her Betty Backwards!

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

Before Reading 2. Reading strategy awareness: Make


predictions. Encourage students to look at
1. Have students take out pages 9–10 from their
the pictures and name a few words they think
books. Model how to make a Little Book by
they will find in the story. Write the words
folding the pages in half. Make sure all the
on the board so that students can check their
books are ready before going on.
predictions later.

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

T9 From Morning to Night

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Betty Backwards reads her mom a story. Betty Backwards

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.

(Betty does everything backwards.


She isn’t like you and me.
Betty does things differently!)

Betty Backwards gets up at ten o’clock at


night. She eats dinner after she brushes her
teeth. She gets dressed in her
pajamas before she goes out to play.

(Betty does everything backwards.


She isn’t like you and me.
Betty does things differently!) TRACK A13 1
4

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!

After Reading Reading strategy awareness: Relate the story


to students’ own lives. Have students relate
Check comprehension. Ask questions such as
Betty Backwards to their own lives. Ask students
the following about Betty’s activities:
to tell you what they would like to do backwards.
What does Betty do at ten o’clock at night? Give students some examples such as: Do you
When does she get dressed in her pajamas? want to eat dessert before you eat your vegetables? Do
When does Betty go to school? you want to go to school only on the weekends? Put
What does she do before she goes to school? students in pairs and have them share their ideas
with each other.
What does Betty do before she goes to sleep?
Family connection. Encourage students to take
Reading strategy awareness: Sequence of their Little Books home and read Betty Backwards
events. Assign small groups of students to with their families and friends.
sequence the events on one page of the story.
Model this with the class for the first page. Draw To ensure success reading aloud for those students
a long line on the board. On the top left-hand who need more support, provide rehearsal time.
side of the line, draw a moon and a clock that Play the audio of the text (1) sentence by sentence,
shows 10:00 (She gets up at 10:00 at night). Then pausing for students to repeat each sentence;
draw a toothbrush (She brushes her teeth), a plate (2) one page at a time, pausing for students to
of food (She eats dinner), and pajamas (She gets repeat each page; (3) entirely without pausing.
dressed in pajamas). Last, draw a ball and trees (She WB Assign page 7 now. Answers are
goes outside to play). Ask students to read the page on page T128.
once more to make sure you recorded Betty’s
activities in the correct order. Then have students
draw their own “timelines” for their pages and Enrichment
share them with the class. Allow students to say Content Reader 3. Have students read the
whatever words they can as they explain their selection 100 Kids, 100 Answers on pages 4–5.
pictures. It is not important that they speak in Assign the worksheet for the selection, page 22.
complete sentences. See the Teacher’s Manual for the step-by-step
Summarize the story. Arrange students in pairs. lesson and additional ideas.
Tell them that they can use their timelines to The backwards game. Write words from the
help them summarize the story. Have them take story backwards; for example, desserd teg. Tell
turns using their timelines, as well as the pictures students that the words you wrote are in the story,
and the text, to retell in their own words what but that you wrote them backwards. Tell them
Betty Backwards does each day. Model this with a to guess the words. Allow them to look in their
student first. books for help. Repeat this activity a few times
with other words or phrases. Then have students
continue the activity in pairs.

t1
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From Morning to Night T10

M01_BP_TE_L03_1050_U01.indd 41 11/10/08 4:33:22 PM


Application
Objectives Vocabulary Materials
• to talk about daily activities Students now should be • tape
• to use time and times of day comfortable using the Key • scissors
• to use what in questions Vocabulary listed on page T1A • cardboard tubes
• to make a twist-and-talk tube to talk about their project. • cutout strips from page 127

Get Ready I (go to school).


That’s what we do in the morning.
My day chant. Tell students they will contribute
We start our day out great!
to a chant about daily activities. Say the lines,
encouraging students to join in with you and then, Follow a similar procedure for the afternoon and
when prompted, to say some things they do at the night. For the afternoon, use two and three in place
different times: of seven and eight and replace the last two lines
with: That’s what we do in the afternoon./We have
What do you do in the morning?
fun, you see! For the night, use six and nine and
What do you do at seven?
replace the last two lines with: That’s what we do at
I (get dressed).
night./We end our day feeling fine!
What do you do at eight?

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.

T11 From Morning to Night

M01_BP_TE_L03_1050_U01.indd 42 11/10/08 4:33:23 PM


Twist and Talk Ar

t
Cut out the paper strips on page 127. ro

P
Make a talking tube. jec
t

What time do you


get dressed? I get dressed
at 7:00.

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Content connection: art; language arts 11

M01_BP_TE_L03_1050_U01.indd 43 11/10/08 4:33:27 PM


Celebrate Special Days
e s
u
Val
Look and read. Talk.

Celebrate Mother’s Day. Celebrate your birthday.

We always get a special gift for


our mother on Mother’s Day.

Celebrate Earth Day.

Our family always


We always plant trees on Earth Day. celebrates birthdays.

What special days do you celebrate? What do you do


on special days? Talk and write.

12 Character education

M01_BP_TE_L03_1050_U01.indd 44 11/10/08 4:33:28 PM


Application
Objectives Vocabulary
• to talk about observing special days nouns: birthdays, Earth Day, gift,
• to write sentences about observing Mother’s Day, trees
special days verbs: celebrates, get, plant
adjective: special
adverb: always

Get Ready What is one thing that you do?


We (send cards with “I love you”)!
Special-days chant. You may want your students
to learn this chant about celebrating special days. Students can add other special days and repeat.
For ideas, display Picture Cards and pictures
What’s one day you celebrate?
showing holidays and special days.
(Valentine’s Day)—it’s great!

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).
t1
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From Morning to Night T12

M01_BP_TE_L03_1050_U01.indd 45 11/10/08 4:33:29 PM


Review
Outcomes Vocabulary Materials
• can talk about before-school nouns: bed, bike, breakfast, cat, • bingo chips or other place
and after-school activities hair, homework, shower, soccer markers
• can read and tell time player, TV, video game • number spinner, number
• can use the simple present verbs: be (is), comb, do cards, or dice
• can use what in questions (homework), feed, get up, play, • cards with clock faces
ride, take (a shower), watch • props and simple costumes
(optional)

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.

Know It? Show It! Ask people what time it is.


Spin. Ask and answer.
1. Bring in props (hats, jackets, purses, bags, and so
1. Direct students’ attention to the game board. on) for students to dress up as passersby on the
Distribute bingo chips in different colors, street. Have each student make a simple watch
coins, or other place markers, one per student. with paper and draw a time on the clock face.
Model how the game works. Help students attach their watches with tape.
• Students play in pairs. The student playing Allow students to walk around and periodically
first spins, picks a card, or throws a die to stop each other and ask for the time.
determine how many spaces to move. 2. Pair students. Have each pair role-play a
• The second student looks at the picture and conversation like the one modeled in the
asks a question: What does she do before school? picture. Have partners exchange roles and
recite the dialogue again.
• The first student answers She eats breakfast.
• The partners then reverse their roles as the WB Assign pages 8–9 now. Answers are on
second student moves his or her marker on pages T128–129.
the board.
• Allow pairs of students to go around the I can do it! Once students have demonstrated
board several times, until they have landed success through the activities on this page, discuss
on most or all of the squares. with them how much they’ve learned and what
they can do now that they’re finishing the unit.
• You may want to assign one point for each
(See the Assessment Package, pages vii–viii.) Invite
correct question and answer. The student
students to mark their growth by checking the
with the most points wins the game.
I can do it! star.
2. As pairs of students play the game, walk
around the room and monitor their use of the
simple present and vocabulary pictured on Completion Certificate
the game board. You may want to take note of Students have now completed Unit 1. After
errors to address after the game is finished. formal assessment (see Assessment Package
3. You may want to use an Oral Assessment pages listed on page T1B), have students use
Checklist from the Assessment Package, the Completion Certificate sticker in the back
pages xiii–xv. of the Student Book to celebrate the successful
completion of the unit.

T13 From Morning to Night

M01_BP_TE_L03_1050_U01.indd 46 11/10/08 4:33:31 PM


Know It? Show It! Re
Spin. Ask and answer. vie
w
What does she do She eats
before school? breakfast.

Ask people what time it is. Unit 1

Excuse me. It’s 4:50, ma’am.


What time is it, please?

ca
I

t!

Thank you.
n do i

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Performance assessment
See Assessment Package pp. 87–89, 93, 101, and
110–111.
13

M01_BP_TE_L03_1050_U01.indd 47 11/10/08 4:33:32 PM

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