1
From Morn
ing to Night
Topics and Themes
•
•
•
•
Strategies and Skills
•
•
•
•
daily routines
leisure activities
times of day
telling time
use prior knowledge
recognize sequence of events
make predictions
summarize
Pronunciation
• syllable stress of numbers with
time
• third person singular -s
• stress, rhythm, and intonation
• Sound and Spelling Handbook
(optional)
Grammar
Overview
Reading and Writing
• Reading: Betty Backwards
• Content Reader 3: 100 Kids,
100 Answers (optional)
• Writing: spelling, words,
phrases, full sentences
•
•
•
•
•
simple present
third person singular -s
questions with what
adverbs: before, after
Grammar and Writing
(optional)
Content Connections
•
•
•
•
•
Art: talking tube
Language Arts: fiction
Music: song, chant
Social Studies: game
Values: observe special days
Key Vocabulary
Daily Routines
brush (your) teeth
comb (your) hair
do homework
eat breakfast
get dressed
get up
take a shower
wash (your) face
T1A
Actions
celebrate
feed the bird/cat
have a (tae-kwon-do) lesson
play soccer
play video games
ride a bike
walk
watch cartoons
Time
after
before
in the afternoon
in the morning
o’clock
From Morning to Night
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Plan Ahead
Teaching Resources
Class Audio CD
Student Book, Unit 1
• Sound and Spelling Handbook
• Grammar and Writing
• CD-ROM
Workbook, Unit 1
• Sound and Spelling Practice
• Grammar and Writing Practice
• Audio CD
Picture Cards
• Images
• Images and words
Posters
• Unit 1 Teaching Poster
• Units 1–3 Grammar Poster
Classroom Display
Bulletin Board
Title the bulletin board display What
Do You Do . . . ? In two columns write
the phrases Before School and After
School. Have students cut out pictures
from magazines or draw pictures of
people doing the same activities they
do before or after school. Have them
write a sentence about each picture
and place it in the appropriate column.
For another display, reserve part of the
board for artwork. Draw four clocks.
Have students choose four times
throughout the day—for example,
7:45, 12:00, 4:00, and 8:00. Put
students in pairs and have them ask
each other what they do at those times.
Then have students choose a time and
draw a picture of their partner doing
the activity and then write a sentence
about their pictures. Have students put
their pictures on the display under the
matching time.
Interactive Whiteboard
Content Reader 3
• Student Reader, Unit 1
• Teacher’s Manual, Unit 1:
pages 4–6
Teacher’s Resource Book
DVD and Guide
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
• Backpack Second Edition
ExamView® Assessment Suite
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Family Connection
Leisure-time Report
Encourage students to
discuss with their families
things they usually do as a
family on the weekends or in the evening.
Have students report back to the class and
compare what their families do.
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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.
B: It’s nine o’clock.
2.
A: What time is it?
5.
B: It’s eleven fifteen.
3.
A: What time is it?
6.
B: It’s twelve thirty.
A: What time is it?
B: It’s eight forty-five.
A: What time is it?
B: It’s five ten.
A: What time is it?
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
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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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T
1
From Morn
C K A3
RA
1
ing to Night
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
leisure activities
• to talk about time
• to sing a song
• to use stress, rhythm, and
intonation
nouns: breakfast, desk, face, hair,
school, teeth
verbs: brush, comb, eat, get dressed,
get (out of bed), get (ready), sit, walk,
wash
adverbs: exactly, fast, slow
• CD player
• Class Audio CD
Creating Interest
T
Do one or more of the following to build
students’ curiosity about the unit.
It’s about time. Draw three clocks on the board,
each one showing a different time of day, such as
7:00, 12:00 (noon), and 4:00. Under each clock,
place pictures of two activities that students might
do at those times. Then call on volunteers to act
out each activity. Invite students to name the time
and the activities if they can. See if students can
guess what the unit might be about. Help them
understand that they will learn how to talk about
activities they do every day.
What time is it? Draw a word map on the board
with the heading Morning to Night. Have three
large circles with the words morning, afternoon,
and night. Draw, or have a student draw, small
pictures to illustrate morning and afternoon and
place them appropriately on the word map. Have
students work in pairs and take turns telling or
acting out something they do at each time of day.
Encourage students to ask you for the names of
activities they don’t know. Then call on volunteers
to tell the class about activities they do at different
times during the day. Write the words on the
word map. Have students copy the map in their
notebooks.
Poster talk. Display the Unit 1 Poster. Invite
students to name as many pictured activities as
they can. Encourage them to ask you for the
names of things they don’t know.
C K A3
RA
1
Read. Listen and sing.
1. Before students open their books to page 2,
review morning activities by saying commands
such as Get up or Eat breakfast as you act them
out for the class. Have students repeat each
action. Then show a clock. Move the hands
around the clock, stopping at each hour. Say
It’s exactly 9:00. Tell students that they should
stand and clap their hands when they see the
clock is exactly on the hour. As you move the
clock hands to each hour, ask students Is it
exactly 6:00? Help them answer Yes, it is or No,
it isn’t.
2. With books closed, play the song once so
that students can listen. Then direct students’
attention to the pictures on page 2 and have
them say all they can about them. Then play
the song a second time. After listening, have
students match the words in the song to the
pictures. Tell students to follow along in their
books. The text of the song is on Student
Book page 2.
3. When students feel comfortable, invite them
to sing the song. You may want to have
students act out the verses as they sing. Sing
the song at various times throughout the unit.
WB
Assign page 1 now. Audioscript is on
Student Book page 2. Answers are on
page T127.
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Presentation
Objectives
Vocabulary
Materials
• to tell time
• to ask questions with what time
noun: time
verbs: be, excuse
• CD player
• Class Audio CD
• Unit 1 Stickers
Get Ready
T
Times of the day chant. Say the following chant
and encourage individual students to join in,
substituting their favorite times of day and what
they like to do then:
C K A4
RA
2
Listen. Point and say.
1. Have students read the directions. Then play
the audio. Ask students to listen and point
to the correct clock each time. To confirm
their answers, you might want to point to the
corresponding time on the board. Play the
audio two or more times and have students
repeat the question and answer as they point
T
One o’clock, two o’clock, three fifteen—
All times of the day.
(Three fifteen’s) my favorite.
That’s when I go out to (play)!
C K A5
RA
3
Listen and stick.
1. Stickers for this activity are found at the back
of the Student Book. Explain that students will
listen to the audio and match the times on the
stickers to the numbered clocks on the page.
Review the times on the stickers first. Then
play the audio, and have students simply place
but not stick their stickers. The text of the
audio for this activity is on page T1C.
2. Play the audio again. Have students stick and
repeat each correct time.
Answers: 1. 9:00 2. 11:15 3. 12:30 4. 8:45
5. 5:10 6. 4:55
3. Put students in pairs. Have them take turns
pointing randomly to clocks on the page
and asking and telling the time. As pairs of
students question one another, walk around
the room and monitor their use of the
language. Review errors with students later.
WB
Assign page 2 now. Audioscript is on page
T1D. Answers are on page T127.
to the correct clock. The text of the audio for
this activity is on page T1C.
2. Check comprehension by randomly drawing
one of the clocks shown on the page. Ask
students what time it is. Then pair students
and have them take turns pointing to clocks on
the page and asking and telling the time.
Enrichment
A6 Pronunciation: Syllable stress of numbers
with time. Write the following numbers on the
board and say the numbers with students: 13,
30, 14, 40, 15, 50. Point out that in telling time:
(1) in numbers ending in -teen, both syllables are
stressed, however the second syllable is given
dominant stress; (2) in numbers ending in -ty, the
first syllable is stressed. Then play the audio or
read the audioscript below. Have students repeat
each time.
thirteen
thirteen
What time is it? It’s seven thirteen.
fourteen
fourteen
What time is it? It’s seven fourteen.
fifteen
fifteen
What time is it? It’s seven fifteen.
thirty
thirty
What time is it? It’s seven thirty.
forty
forty
What time is it? It’s seven forty.
fifty
fifty
What time is it? It’s seven fifty.
T3
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T
C K A4
RA
2
Listen. Point and say.
Excuse me.
What time is it?
T
It’s 6:40.
C K A5
RA
3
Listen and stick.
1.
2.
3.
4.
5.
6.
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3
Telling time
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T
Language in the Real World
C K A7
RA
4
Listen. Look and read.
Before school
1. She takes a shower at 7:00 in
the morning.
2. He gets dressed at 7:25 in
the morning.
3. She eats breakfast at
7:30 in the morning.
4. He feeds his bird at 7:45 in
the morning.
4
Reading: social studies; vocabulary and
grammar in context
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Presentation/Practice
Objectives
Vocabulary
Materials
• to read about daily activities
• to identify daily activities
• to talk about times of day (in the
morning and in the afternoon)
• to use the simple present
nouns: afternoon, bird, breakfast,
cartoons, homework, morning,
shower, tae-kwon-do lesson, video
games
verbs: do, eat, feed, get dressed, have,
play, take, watch
• CD player
• Class Audio CD
Get Ready
C K A7
RA
4
Listen. Look and read.
1. Play the audio and have students look at the
pictures and listen. Then play the audio again
and have students read along. You may want to
follow up by having individual students read
sections aloud. The text of the audio for this
activity is on Student Book pages 4–5.
2. To check comprehension, point to pictures
and ask questions such as When does he get
dressed? or What does she do at 7:30 in the
morning?
Enrichment
Guess the activity. Have students work in pairs.
Tell each pair to take turns acting out one of the
activities. One student in each pair then guesses
the activity by pointing to the corresponding
picture and naming it. Model this activity with
students first.
Grab bag. Write the following verbs from the
list of activity words on the board: takes, gets, eats,
feeds, does, plays, has, watches. Have students fold a
piece of paper in half twice and then unfold it to
show four squares. Tell students to choose four
verbs from the list on the board and write one in
each square. Then have them cut out the squares
and place them on their desks.
Write the second part of each verb phrase, such
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
slip and saying the word or words. Have the class
guess which verb on their word cards matches the
verb phrase. Students who have the verb on a card
should then turn the card over. The first student
to turn over all the cards wins.
T
T
Picture pass. Prepare pictures or Picture Cards
of daily routines from previous levels. Make
sure everyone has a picture to start with. Have
students describe what’s happening (He’s getting
dressed), and then say Pass. Students pass their
cards to other students until you say Stop. They
again describe the picture, and you say Pass again.
Continue until students have described each
picture a few times.
C K A8
RA
5
Point. Ask and answer.
1. Direct students’ attention to the dialogue.
Have them listen as you play the audio. Then
choose two students to model the exchange
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
for this dialogue is on Student Book page 5.
2. Divide the class into pairs. Have students take
turns asking and answering questions about
the pictures, following the model on page 5.
3. Students should produce the following
sentences:
1. What time does she take a shower?
At 7:00.
2. What time does he get dressed?
At 7:25.
3. What time does she eat breakfast?
At 7:30.
4. What time does he feed his bird?
At 7:45.
5. What time does she do her homework?
At 3:30.
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As students work in pairs, walk around the
room to check their use of the language. Take
note of any errors and review them after
students have finished the activity.
T
6. What time does she play video games?
At 4:15.
7. What time does she have a tae-kwon-do
lesson?
At 5:10.
8. What time does he watch cartoons on TV?
At 5:30.
C K A9
RA
6
Point. Ask and answer.
1. Direct students’ attention to the dialogue.
Have them listen as you play the audio. Then
choose two students to model the exchange for
the class. Make sure that they are pointing to
the picture that matches the dialogue as they
speak. The text of the audio for this dialogue
is on Student Book page 5.
2. Divide the class into pairs. Have the students
ask and answer questions about the pictures,
following the model on page 5.
3. Students should produce sentences such as the
following:
1. What does she do before school?
She takes a shower.
2. What does he do before school?
He gets dressed.
3. What does she do before school?
She eats breakfast.
4. What does he do before school?
He feeds his bird.
5. What does she do after school?
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.
Enrichment
Pronunciation: Third person singular -s.
Write the target vocabulary from the audioscript
below on the board and say the words with
students. Point out or elicit the letters which make
the target sound. Play the audio or say the text.
Have students repeat. Repeat as necessary.
A10
/s/
gets dressed
/s/
gets dressed
takes
takes
/z/
does
/z/
does
plays
plays
/əz/
brushes
/əz/
brushes
watches
watches
/s/
She gets dressed at
seven o’clock.
She takes a bath at
seven fifteen.
/z/
He does his
homework at
five o’clock.
He plays video
games at six thirty.
/əz/
She brushes her
hair in the morning.
He watches TV
in the afternoon.
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 afterschool 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
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5. She does her homework at
3:30 in the afternoon.
6. She plays video games at
4:15 in the afternoon.
7. She has a tae-kwon-do
lesson at 5:10 in the afternoon.
8. He watches cartoons on TV
at 5:30 in the afternoon.
C K A8
RA
5
T
T
After school
Point. Ask and answer.
What time does she
take a shower?
At 7:00.
C K A9
RA
6
Point. Ask and answer.
What does she
do after school?
She does her
homework.
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actions
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What does he do before school?
she
What do you do after school?
7
He eats breakfast before school.
She
I watch TV after school.
Look at the clocks. Read. Write before or after.
David
1. David brushes his teeth
Sun-mi
after
2. Sun-mi watches TV
3. Tim gets dressed
Tim
he eats breakfast.
she does her homework.
he combs his hair.
4. David eats breakfast
he brushes his teeth.
5. Sun-mi does her homework
6. Tim combs his hair
8
she watches TV.
he gets dressed.
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.
6
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;
before/after
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Language Practice
Objectives
Vocabulary
• to tell time
• to use before and after to tell about daily
activities
• to use third person singular -s; -es
• to ask questions with what
nouns: breakfast, hair, homework, school, shower,
soccer, teeth, TV
verbs: brush, comb, do, dress, eat, get (up), play,
take, watch
Get Ready
Act out each activity with students. Then use
the pictures to illustrate sentences with the word
before, working backwards. Say Before I go to
school, I comb my hair; Before I comb my hair, I brush
my teeth, and so on. The text of the song is on
Student Book page 2.
Before and after. Sing the song Exactly Ed to
review the vocabulary. Then show Picture Cards
or pictures of daily activities in the order that you
do them, such as get up, get dressed, eat breakfast,
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
before or after.
1. Direct students’ attention to the three sets
of pictures. Help them identify the activities,
point to the clocks and say the time, and tell
which activity happened first.
2. Have the students complete the activity and
compare their answers in pairs.
Answers: 1. after 2. before 3. before 4. before
5. after 6. after
Enrichment
Practice with before and after. Have students
look at the pictures on page 2. Write the following
8
Read and circle.
1. Have students read the directions. You may
want to read the paragraph aloud before
students read it silently.
2. Check comprehension by asking questions
such as: Who are David and Tim? (brothers)
Who gets up at 7:00? (Tim) When does David do
his homework? (at 6:30)
3. Go through item 1 with students. Make sure
they understand that if the sentence is true,
they will circle yes. If false, they will circle no.
Have students circle their answers. They can
compare them in pairs.
statements about Ed on the board, read them
aloud, and have students respond that the
statement is true or false: Ed washes his face before
he combs his hair. (yes) Ed goes to school after he
gets dressed. (yes) Ed brushes his teeth before he eats
breakfast. (no) Then have students work with a
partner to write other true and false sentences
about Ed’s morning activities.
Grammar Poster. The Units 1–3 Grammar
Poster provides additional models for asking and
answering what questions about daily activities
with before and after. You might keep the poster
displayed in your classroom for students’
reference.
Enrichment
Questions with what time and what. Provide
partners with practice forming questions with
what. Ask them questions about the reading in
Activity 8. Write the following questions on the
board to help students form their own questions
using what: What does David do at 6:45? What
time does Tim get up? Then have students write
questions based on the reading. When they have
finished, have them exchange questions with a
partner and answer them.
WB
Assign pages 3– 4 now. Answers are on
page T127.
Answers: 1. yes 2. no 3. no 4. yes
From Morning to Night
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Get Ready
Before or after? Arrange students in small
groups. Provide pictures and Picture Cards
of daily activities (get dressed, brush teeth, do
homework, etc.) and place them in large bags.
Have students take turns drawing out a card,
9
Look and write.
1. Draw students’ attention to the pictures at
the top of the page. Have them identify the
activities and talk about whether they would
do them before or after school. Then ask
students to examine the sentences carefully
and tell you how sentence 3 is different from
the others. (Sentence 3 starts with I, not He
or She.)
2. Have the students complete the sentences.
You may want them to compare their answers
in pairs. Then call on students to read their
answers.
naming the activity, and then drawing out another
card and naming it. Then have them say which
they do first—for example, I go to school after I
brush my teeth or I brush my teeth before I go to school.
Continue until all students have had a few turns.
Enrichment
Ask questions with before and after. Put
students in groups of three. Student 1 asks
student 2 what student 3 does before school: What
does he/she do before school? Student 3 whispers the
answer to student 2: I (eat breakfast) before school.
Student 2 answers: He/She (eats breakfast) before
school. Continue the activity until all three students
have made sentences and asked and answered
questions. Then repeat the activity with the
question: What does he/she do after school?
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.
1. Have students look at the information in the
chart. Explain that they will ask three of their
classmates what they do after school and what
time they do the activity. Review the example.
Then have students write the names of three
classmates on the chart.
2. Next, have students look at the model dialogue
provided in the speech balloons. Ask one student
to read aloud the questions while another
student reads the answers. Remind students to
use this language with their classmates. Then
have them complete the chart.
3. When all students have completed their charts,
have them report back to the class or in small
groups, using sentences such as Lily plays soccer
at 4:00 or Rafael plays the piano at 5:15.
WB
T7
Enrichment
Talk about family interviews. Brainstorm
with students any activities they enjoy, such as go
to swim class, play with a friend, go to the park, go
shopping, and so on. Put students in pairs. Have
them ask and answer questions about their family
members’ daily routines and leisure activities:
What does your mother do in the afternoon? What does
your brother do after school?
Favorite after-school activities. Help students
tabulate the data from their charts by creating
a large chart with the activities listed and the
number of students who listed each as an afterschool activity. Which activity is most popular?
Which is the least popular? Discuss with students.
Assign page 5 now. Answers are on
page T128.
From Morning to Night
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4:33:05 PM
9
Look and write.
1. She watches TV
2. He
after school.
after school.
3. I
before school.
4. She
after school.
5. He
before school.
10
Ask three friends.
Tell the class.
What do you do
after school?
I ride my bike.
What time do you
ride your bike?
Name
Katia
At 3:30.
After School
Time
rides her bike
3:30
1.
2.
3.
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Routine actions; before/after; questions
with do; time
M01_BP_TE_L03_1050_U01.indd
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7
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4:33:07 PM
T
CK A11
RA
11
Listen. Write the letter.
e
1.
2.
3.
b
c
4.
a
5.
e
T
d
CK A12
RA
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!
8
Listening for details; stress, rhythm, and
intonation
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See
Sound and Spelling
Handbook
p. 110
11/10/08
4:33:07 PM
Application
Objectives
•
•
•
•
to listen for the main idea
to listen for details
to perform a chant
to use stress, rhythm, and
intonation
Vocabulary
Materials
nouns: ball, baseball, bat, bed, day,
dinner, family, friends, hat, home,
homework, mom, school, tomorrow,
TV
verbs: be, eat, do, get, go, help, meet,
play, put, say, watch, work
• CD player
• Class Audio CD
Get Ready
T
Poster talk. Display the Unit 1 Poster and have
students name the activities. Then ask them when
they do these activities—in the morning, in the
CK A11
RA
11
Listen. Write the letter.
1. Draw students’ attention to the pictures at
the top of the page. As a class or in pairs, have
students identify the activity in each picture
and the time in pictures b, d, and e.
2. Play the audio or read the audioscript for
item 1. Make sure students understand
they are to listen and then write the letter
of the corresponding picture, based on the
conversation they hear. The text of the audio
for this activity is on page T1C.
3. Play the audio or read the audioscript at least
twice. Have students write the correct letter
for each picture.
T
afternoon, or at night. Encourage students who do
these activities about the same time every day to
name the time of day they do each.
Answers: 1. e 2. d 3. b 4. c 5. a
WB
Assign Activity 11, page 6 now. Audioscript
is on page T1D. Answers are on page T128.
Enrichment
Ask and answer questions. Invite students to ask
and answer questions about details in the pictures
in Activity 11. Model the following questions:
What is the girl feeding? What color is her (shirt)?
After a few questions, you may want students to
continue in small groups. Walk around the room
and monitor students’ use of the language. Review
errors with students later.
CK A12
RA
12
Listen. Read and chant.
1. Direct students’ attention to the picture. Ask
them to say what they can about it.
2. Ask students to think about the title of the
chant, After School. Have students turn to a
partner and tell each other one activity they
think they will hear about in the chant.
3. Have students close their books. Play the
audio or chant as the students listen. Then
play the chant again and have students read as
they listen. Ask questions such as What does he
do after school? (play baseball) What time does he
play baseball? (five o’clock) What does he do after
he plays baseball? (watches TV and eats dinner)
What time does he go to bed? (nine o’clock)
Perform the chant at least twice to provide
the students with practice in stress, rhythm,
and intonation. The text of the chant is on
Student Book page 8.
WB
Assign Activity 12, page 6 now.
Audioscript is on Student Book page 8.
Answers are on page T128.
Enrichment
Sound and Spelling Handbook. For practice
with /u/ as in ruler, see Student Book page 110,
Workbook page 91, and the teacher’s lesson on
page T110.
Role play. Have students act out the activities
described in the chant. You may want to provide
props and let different students use them as they
act out different activities.
From Morning to Night
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T8
11/10/08
4:33:10 PM
Application
Objectives
Vocabulary
Summary
Materials
• to read for the main
idea
• to read for details
• to recognize
predictable patterns
• to recognize
sequence of events
• to predict content
• to relate the story to
students’ own lives
nouns: bed, blouse,
breakfast, cat, dessert,
dinner, night, pajamas,
school, skirt, soccer,
story, teeth, vegetables,
weekends
verbs: be, brush, do,
eat, get dressed, get
up, go, have, play, read,
sleep, walk
Betty Backwards:
Betty does everything
backwards. She gets
up when other people
go to bed. She gets
dressed in her pajamas
before she goes out to
play; and she goes to
school on weekends.
That’s why people call
her Betty Backwards!
• CD player
• Class Audio CD
Get Ready
It’s all backwards. Create interest by choosing
four students. Begin to walk backwards and have
them walk backwards with you across the room.
Write the names of classroom objects backwards
Before Reading
1. Have students take out pages 9–10 from their
books. Model how to make a Little Book by
folding the pages in half. Make sure all the
books are ready before going on.
A13
During Reading
1. Invite students to relax and listen as you play
the audio or read the story aloud to them.
Use gestures and point to the pictures to
help students understand the meaning of new
vocabulary. Remind them that they can ask
questions and talk about the story when you
read it for the second time. The text of the
Little Book is on Student Book pages 9–10.
2. Guide students through a “visual and physical”
reading of the story. Encourage students to
use gestures and point to the pictures with you
this time. You may wish to model some of the
things Betty does backwards, such as reading
T9
on the board: ksed, koob. Have students guess what
they are. Point out the title of the story, Betty
Backwards. Tell students to look at the pictures of
the story and guess what the story will be about.
What do they think backwards means?
2. Reading strategy awareness: Make
predictions. Encourage students to look at
the pictures and name a few words they think
they will find in the story. Write the words
on the board so that students can check their
predictions later.
a book from the end to the beginning, and
encourage students to copy you. Help students
to recognize the predictable patterns in the
story. (Betty does everything backwards. She isn’t
like you and me. Betty does things differently!)
Cue them to join in on the repeated verse.
Have them track the print in their books as
they read with you.
If students interrupt frequently with questions
about meaning, help them realize it is not
necessary to know every single word in a story
to get the main idea. Encourage them to seek
meaning from context, from accompanying
pictures, and from each other.
From Morning to Night
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4:33:13 PM
M01_BP_TE_L03_1050_U01.indd
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4
(Betty does everything backwards.
She isn’t like you and me.
Betty does things differently!)
Betty Backwards reads her mom a story.
She reads from the end to the beginning.
She goes to sleep after her mom does.
Copyright © by Pearson Education, Inc. All rights reserved.
11/10/08
4:33:13 PM
(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.
by Diane Pinkley
TRACK A13
Betty Backwards
1
2
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
she goes to sleep.
(Betty does everything backwards. She
isn’t like you and me. Betty does things
differently!)
3
4:33:18 PM
11/10/08
40
M01_BP_TE_L03_1050_U01.indd
3. Check students’ earlier predictions about
words they thought they might find in the
story. Reread the text so that students can find
out whether their predictions were correct.
4. Echo read. To help students develop oral
reading skills, echo read the book with
them. Play the audio or read aloud the first
sentence. Have students repeat after you as
they track the print in the story. Repeat for
each sentence. Guide students to imitate the
After Reading
Check comprehension. Ask questions such as
the following about Betty’s activities:
What does Betty do at ten o’clock at night?
When does she get dressed in her pajamas?
When does Betty go to school?
What does she do before she goes to school?
What does Betty do before she goes to sleep?
Reading strategy awareness: Sequence of
events. Assign small groups of students to
sequence the events on one page of the story.
Model this with the class for the first page. Draw
a long line on the board. On the top left-hand
side of the line, draw a moon and a clock that
shows 10:00 (She gets up at 10:00 at night). Then
draw a toothbrush (She brushes her teeth), a plate
of food (She eats dinner), and pajamas (She gets
dressed in pajamas). Last, draw a ball and trees (She
goes outside to play). Ask students to read the page
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
share them with the class. Allow students to say
whatever words they can as they explain their
pictures. It is not important that they speak in
complete sentences.
Summarize the story. Arrange students in pairs.
Tell them that they can use their timelines to
help them summarize the story. Have them take
turns using their timelines, as well as the pictures
and the text, to retell in their own words what
Betty Backwards does each day. Model this with a
student first.
stress, rhythm, and intonation patterns of each
sentence.
5. Choral read. To help students develop
fluency in their oral reading, have the
class read the story aloud with you. Read
expressively as you emphasize key words. Keep
a pace that is comfortable for students. Have
students track the print as they read and listen
for words they don’t know. Above all, have
fun!
Reading strategy awareness: Relate the story
to students’ own lives. Have students relate
Betty Backwards to their own lives. Ask students
to tell you what they would like to do backwards.
Give students some examples such as: Do you
want to eat dessert before you eat your vegetables? Do
you want to go to school only on the weekends? Put
students in pairs and have them share their ideas
with each other.
Family connection. Encourage students to take
their Little Books home and read Betty Backwards
with their families and friends.
To ensure success reading aloud for those students
who need more support, provide rehearsal time.
Play the audio of the text (1) sentence by sentence,
pausing for students to repeat each sentence;
(2) one page at a time, pausing for students to
repeat each page; (3) entirely without pausing.
WB
Assign page 7 now. Answers are
on page T128.
Enrichment
Content Reader 3. Have students read the
selection 100 Kids, 100 Answers on pages 4–5.
Assign the worksheet for the selection, page 22.
See the Teacher’s Manual for the step-by-step
lesson and additional ideas.
The backwards game. Write words from the
story backwards; for example, desserd teg. Tell
students that the words you wrote are in the story,
but that you wrote them backwards. Tell them
to guess the words. Allow them to look in their
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
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T10
11/10/08
4:33:22 PM
Application
Objectives
•
•
•
•
to talk about daily activities
to use time and times of day
to use what in questions
to make a twist-and-talk tube
Vocabulary
Materials
Students now should be
comfortable using the Key
Vocabulary listed on page T1A
to talk about their project.
•
•
•
•
Get Ready
My day chant. Tell students they will contribute
to a chant about daily activities. Say the lines,
encouraging students to join in with you and then,
when prompted, to say some things they do at the
different times:
What do you do in the morning?
What do you do at seven?
I (get dressed).
What do you do at eight?
Project: Twist and Talk
Cut out the paper strips on page 127.
Make a talking tube.
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
and answer questions about things they do at
different times of the day.
2. Explain that each student will cut out the
word strips from page 127 at the back of their
books. Then direct students’ attention to the
photos. Explain that the photos show the steps
needed to make the strips into a twist-andtalk tube. If you do not have cardboard tubes,
roll construction paper to make a tube. Then
review the directions.
3. Show students how to tape a strip into a ring
that is snug enough to stay in place, but loose
enough to turn. Have students cut out and
tape the strips from Student Book page 127.
Then have students slip the strips onto the
tube in a logical order that will allow them
to form sentences. Model how to twist the
strips to form a question. Ask a volunteer the
question and have that student twist the strips
to form an answer. Then have the student read
the answer aloud.
T11
tape
scissors
cardboard tubes
cutout strips from page 127
I (go to school).
That’s what we do in the morning.
We start our day out great!
Follow a similar procedure for the afternoon and
night. For the afternoon, use two and three in place
of seven and eight and replace the last two lines
with: That’s what we do in the afternoon./We have
fun, you see! For the night, use six and nine and
replace the last two lines with: That’s what we do at
night./We end our day feeling fine!
4. Have pairs of students take turns using their
twist-and-talk tubes to carry on question-andanswer conversations. Walk around the room
and observe their use of key language.
Enrichment
Special times, special activities. You may want
the students to make additional rings to include
activities not listed on their strips. Brainstorm
ideas for additional activities they might do, such
as go swimming, have a picnic, go to the movies, go
hiking, and so on. Write these on the board. Point
out that students might choose weekend, holiday,
or summer activities. Then have pairs of students
interview each other about those special activities.
Interview Betty and Billy Backwards. Invite
partners to use their twist-and-talk tubes to decide
on odd times that Betty (or Billy) Backwards
might do each activity. Then have one student
act as the interviewer and ask questions of his or
her partner, who pretends to be Betty (or Billy)
Backwards. If you like, students may dress for the
interview by wearing shirts or hats backwards, or
glasses on the backs of their heads.
From Morning to Night
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11/10/08
4:33:23 PM
Twist and Talk
t
Ar
What time do you
get dressed?
ro
jec
P
Cut out the paper strips on page 127.
Make a talking tube.
t
I get dressed
at 7:00.
t1
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11
Content connection: art; language arts
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4:33:27 PM
Celebrate Special Days
s
e
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.
We always plant trees on Earth Day.
Our family always
celebrates birthdays.
What special days do you celebrate? What do you do
on special days? Talk and write.
12
Character education
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Application
Objectives
Vocabulary
• to talk about observing special days
• to write sentences about observing
special days
nouns: birthdays, Earth Day, gift,
Mother’s Day, trees
verbs: celebrates, get, plant
adjective: special
adverb: always
Get Ready
Special-days chant. You may want your students
to learn this chant about celebrating special days.
What’s one day you celebrate?
(Valentine’s Day)—it’s great!
Values: Celebrate Special Days
Look and read. Talk.
1. As you work through the page, encourage
students to apply the language they’ve learned
in this unit. To begin, however, you might
want to have a discussion in your native
language. Ask students to name holidays and
special days they celebrate. What do people do
on these days?
2. Review with students language they know
that they can use during the discussion. Draw
students’ attention to page 12. Ask them to
talk about the pictures. 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
or act out what happens on each day (giving
a gift, blowing out candles, planting a tree).
Then encourage students to role-play what
happens on these days.
What special days do you celebrate?
What do you do on special days?
Talk and write.
3. Read aloud the questions at the bottom of
the page. If necessary, clarify meaning. You
may want to extend your students’ writing
practice in paragraph form. On paper, have
them indent and copy the sentence We
celebrate Mother’s Day. as the first sentence of
the paragraph. Then have them write detail
sentences: We (put flowers in the living room).
What is one thing that you do?
We (send cards with “I love you”)!
Students can add other special days and repeat.
For ideas, display Picture Cards and pictures
showing holidays and special days.
We give our mother (a card) and (a special gift).
We help her (cook and clean) that day. Then we
take her to (her favorite movie). Students can
conclude with We do (many things) for our
mother on her special day. This is the perfect
opportunity for students to use the cumulative
English they’ve acquired in a natural and
meaningful context.
The social-emotional intelligence connection.
Two elements of social-emotional intelligence can
be focused on in relation to celebrating special
days. (1) Other-awareness. Encourage students to
think of ways to show someone they care about
them on holidays like birthdays, Mother’s Day,
and Father’s Day. Does mom still have to do
many of the chores on her special day? What can
children do to help? What is the best “gift” you
could give someone on a birthday? (2) Problemsolve. Explain that sometimes you have to figure
out a way to celebrate a special day. What can
children do on Earth Day to show that they care
about the Earth? Brainstorm some things children
can help do, such as clean up a beach or park,
or give out recyclable bags at stores. Encourage
students to come up with other ways to help.
Family connection. Have students make a card
for a friend or family member’s birthday. Have
them write a message that is special and illustrate
their cards.
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T12
11/10/08
4:33:29 PM
Review
Outcomes
Vocabulary
Materials
• can talk about before-school
and after-school activities
• can read and tell time
• can use the simple present
• can use what in questions
nouns: bed, bike, breakfast, cat,
hair, homework, shower, soccer
player, TV, video game
verbs: be (is), comb, do
(homework), feed, get up, play,
ride, take (a shower), watch
• bingo chips or other place
markers
• number spinner, number
cards, or dice
• cards with clock faces
• 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!
Spin. Ask and answer.
Ask people what time it is.
1. Direct students’ attention to the game board.
on) for students to dress up as passersby on the
street. Have each student make a simple watch
with paper and draw a time on the clock face.
Help students attach their watches with tape.
Allow students to walk around and periodically
stop each other and ask for the time.
2. Pair students. Have each pair role-play a
conversation like the one modeled in the
picture. Have partners exchange roles and
recite the dialogue again.
Distribute bingo chips in different colors,
coins, or other place markers, one per student.
Model how the game works.
• Students play in pairs. The student playing
first spins, picks a card, or throws a die to
determine how many spaces to move.
• The second student looks at the picture and
asks a question: What does she do before school?
• The first student answers She eats breakfast.
• The partners then reverse their roles as the
second student moves his or her marker on
the board.
• Allow pairs of students to go around the
board several times, until they have landed
on most or all of the squares.
• You may want to assign one point for each
correct question and answer. The student
with the most points wins the game.
2. As pairs of students play the game, walk
around the room and monitor their use of the
simple present and vocabulary pictured on
the game board. You may want to take note of
errors to address after the game is finished.
3. You may want to use an Oral Assessment
Checklist from the Assessment Package,
pages xiii–xv.
T13
1. Bring in props (hats, jackets, purses, bags, and so
WB
Assign pages 8–9 now. Answers are on
pages T128–129.
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 Certificate
Students have now completed Unit 1. After
formal assessment (see Assessment Package
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.
From Morning to Night
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4:33:31 PM
Know It? Show It!
Re
vie
w
Spin. Ask and answer.
What does she do
before school?
She eats
breakfast.
Unit 1
Ask people what time it is.
It’s 4:50, ma’am.
I
ca
Thank you.
t!
Excuse me.
What time is it, please?
n do i
t1
Uni
Performance assessment
See Assessment Package pp. 87–89, 93, 101, and
110–111.
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13
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