Unit Objectives

Unit 2 By the end of the unit, students can:

• Identify types of transportation and places in town. Teacher Workshop
• Ask and answer questions about how people plan to travel.
• Talk about future plans.
A+

Student Book
Teaching with Happy Teacher
Vocabulary Grammar Technology
Visualization helps students develop their
Transportation: car, taxi, bus, subway, How are you going to go? Use the Presentation Kit to project the Student creativity and original ideas. Tell students to close
train, airplane, boat, helicopter I’m (not) going to go by car. Book pages as a warm-up for the lesson. their eyes and picture what you are saying. For
Review vocabulary by using the tools to zoom a writing prompt about a day at the mall, say
Places in Town: hair salon, pet store, Are you going to go to the pet store? in or gradually reveal the image. Choose an You’re at the mall. You go inside. You see a lot of
mall, arcade, bookstore, food court Yes, I am. activity from the previous lesson and have stores. What stores do you see? You go in a store
the class do it together. Using these tools not you like. What do you see? What do you do?
Skills Creative, Collaborative, and only engages your students, but also helps When you have finished, tell students to open
Critical Thinking Competencies you do an informal assessment. You can see their eyes. Have them write their ideas in their
Listening: Listen for specific details and if students need more practice, or if they have notebooks or share them with a partner. Remind
identify types of transportation and Town Map mastered the material and it’s time to move on students to look at these ideas and use the ones
places in town. to something else. they like best as they write.
Creative: Develop self-expression
Speaking: Ask and answer questions and innovation.
about where and how people plan
to travel. Collaborative: Use communication and Teaching Happy Class
problem-solving skills to complete the task. with Games
Talk about future plans.
Determine how each team member will Time limits can make any activity more fun
Reading: Read a nonfiction text contribute to the project. Chain Games and challenging. Tell students they have
(social studies): At the Mall. Materials: a soft ball two minutes to work with a partner to write
Compare and contrast information. Critical Thinking: Analyze and organize
Play Chain Games around the class to practice as many transportation words as they can
Identify details. information.
new vocabulary within a sentence. Explain to instead of telling them to write 10 words
Writing: Write about a visit to a mall. the class that you will give an example. The next about transportation. The time limit makes the
person will say what you said and add to it. The activity seem more like a game and allows for
third person repeats what the people before said collaboration with a partner. The time limit also
and then adds to the chain with a new word or helps you keep your lesson on track and the
sentence. Do the chain in the order students sit class focused.
in the class, or have them stand in a circle and
have the chain go around the circle to the left
Skills Book or right. For more of a challenge and to keep
Reader Picture Talk
Extra Skills Practice students alert, have students pass around a ball
Picture

Happy Writer
Picture
Writer Work
Happy Reader

Writer Word Work

Happy Reader

WriterHappy Picture
Talk
Picture Work

Talk

as they speak
Picture
Word Word Work

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Angela Llanas Happy
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Happy
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Writer
Libby Williams
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Sing Reader
Happy Writer

Talk Talk
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Speaking and Listening: Ask and

and and play
Word Work
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learn Happy Word Work

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together.
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Talk Picture Talk

Campers, Happy Word Work

Happy Reader Talk

Happy Writer
Talk

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Happy Campers 5

s forever! Picture

answer questions about a picture.

friend Happy Reader Picture Talk
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Happy Campers
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Skills Book

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Happy Campers is a seven-level

S
B o o k re
Writer k i l l sPictu Reader
Work Talk
Work
Happy Writer

Picture
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primary series in American English.

The course methodology is centered on
For Students
Picture Happy
Flipbook
Work Happy
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front-loading language presentations

• Student Book Writer
Word
Writer

Reader
Word

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Happy Reader

and using musical imagery repetition t

Picture Writer Writer

• The Language Lodge

Happy Reader

Reader
Word Work

Reading and Writing: Identify the sequence of events in a fiction text.

tly,
Angela Llanas

help students learn and, most importan Skills Book

Picture Picture
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Happy Campers app

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remember new language. Vocabulary

Reader
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echoes, grammar cheers, pronunciatio

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sound-outs, and songs are all part of t For Teachers Reader
Happy Reader Happy Writer

course’s unique class-building musical Teacher’s Edition
program. To support the language Class Audio CD
Word Work
Talk Picture Talk Work

Draw conclusions. Identify one- and multi-syllable words.

Teacher’s Resource Center
Writer

s
Talk

program, Happy Campers also offer

Talk

Writer
Picture

• Presentation Kit
Word Work

Talk
a complete, introductory skills syllabus
Happy Reader

• Assessment Pack and Test Generator

for Grades 1–6. • Methodology Handbook Writer Happy
Reader
Happy

Writer
Reader

Picture
Happy

Word Work
Picture
Word Work

• Visuals Pack
• Happy Actors Pack Happy
Writer Writer Reader
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• Planners
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Write clues to describe words.

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C O D E B A R

T 34 By Sue Clarke T 35

9780230473638_TE5_U2.indd 34-35 1/27/15 2:41 PM

Lesson 1 Vocabulary
Unit 2
6
UNIT 2 Lesson 1 Lesson 2
GRAMMAR PASS
Lesson Objective: Identify types of transportation.
New Vocabulary: car, taxi, bus, subway, train, airplane, boat, helicopter
Materials: Audio Tracks 10 and 11
How are you going to go?
1 10 2 11 Listen and complete. 1 11 Sing: On the Go! I’m going to go by car.
Listen. Then echo. I’m not going to go by bus.

car

On the Go! Start the Class

5
  The Language Lodge
15
One, two, three, four,
2 Look at the Grammar Pass.
Circle Yes or No.
min 3  Page 5 min
taxi How are you going to go to the store?

I’m not going to go by bus ,

1. The sentences talk about plans. Yes No Play a drawing game to introduce or elicit the words Have students flip to The Language Lodge Page 5.
airplane
2. The sentences talk about bus and car. Slowly draw a bus on the board and
I’m not going to go by , the future. Yes No
bus
subway
have students guess what it is. Then repeat with car.
I’m not going to go by , 1 Write the transportation words in the
train 3 Look and write. Ask students Do you go to school by bus? Have them
I’m not going to go by ,
raise their hands if they do. Then ask other questions,
correct category.
subway 1.
The store’s not very far,
such as Do you go by car? Do you walk to school? Have students look at the transportation words
The store’s not very far,
The store’s not very far. in the box and select the ones that are road
So I’m going to go by car ! I’m going to go by train . transportation. Elicit car, bus, taxi. Tell students
train 10

2.
1  10   Listen. Then echo. min
to write these words in the correct part of the
Have students look at the pictures and identify the chart and then complete the activity. Have
airplane
. words in L1. Tell students to listen and read the words volunteers read the words for each category.
as they hear them. Play Track 10. Then tell students that My Dictionary
3.
boat they will echo the new words when they hear them.
Have students write the new words in the
Play Track 10 again.
. dictionary section of their notebooks. Tell them
helicopter to draw a small picture for each item to illustrate
10
  Listen and complete.
3 4
Page 5 The Language Lodge Page 6 The Language Lodge
2  11 min the meaning. When they are finished, have them
16 17 learn the new spellings. Then have volunteers
Have students look at the photos and predict how the write the new words on the board.
9780230470736_HappyCamper_SB5.indd 16-17

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2014-10-09 3:36 PM
girl is going to go to the store.
Sign-off Corrections 2 Sign-off Corrections 2
October 8, 2014 October 8, 2014
Tell students that they will listen to the song and
complete each blank with the transportation words

2
5
Finish the Class min
UNIT Lesson 1 they hear. Play Track 11 twice and have students
ASS complete the sentences. Have them compare their Play the Shark Game. Draw the following on the
rs. answers with a partner. board: steps leading to water, a stick figure on
1 Write the transportation words in the correct category.
/yours. Review the answers by playing Track 11 again. the top step, and a shark in the water. Think of a
helicopter car bus boat airplane train taxi subway Pause the audio for students to check their answers. transportation word. Write blanks on the board for
Then have volunteers read the completed sentences each letter in that word. Explain to the class that
for the class. they will guess letters of the transportation word you
Road Water thought of. If the guess is correct, you will fill in the
car boat 5 blank. If it isn’t correct, the figure on the board moves

Lesson 1
min
bus Try down a step. The object is to correctly guess the word
This! Mime a simple action, such as driving before the stick figure gets to the shark. Repeat as
taxi a car. Have students guess the type time allows.
of transportation. Then tell students to
think of a mime for one of the other vocabulary
Air Tracks words. Have volunteers act out the word for the
his.
class to guess. You may choose to allow students
airplane train to include sound effects as they act out the word.
helicopter subway
hers

. My Dictionary Use the Presentation Kit Have students use the The Language Lodge
Add the new words to your dictionary. This may also be for interactive activities Happy Campers app Page 5 may also be
completed for homework. in this lesson. for additional practice completed for homework.
Student Book Page 11 Student Book Page 16 5 with the new vocabulary.

14-08-20 4:06 PM T 37

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August 20, 2014

9780230473638_TE5_U2.indd 36-37 1/27/15 2:41 PM

Lesson 2  Grammar
Lesson Objective: Ask and answer questions about how people plan to travel.
New Grammar: How are you going to go? I’m (not) going to go by car.
Vocabulary Review: car, taxi, bus, subway, train, airplane, boat, helicopter
UNIT 2 Lesson 1 Lesson 2
GRAMMAR PASS

How are you going to go?

1 2 1 On the Go!
Materials: Audio Track 11 10 11 Listen and complete. 11 Sing: I’m going to go by car.
Listen. Then echo. I’m not going to go by bus.

car

On the Go! 2 Look at the Grammar Pass.

One, two, three, four,
5 5 Circle Yes or No.
Start the Class min
Try min taxi How are you going to go to the store?
1. The sentences talk about plans. Yes No
I’m not going to go by bus ,
This! T ell students to draw a picture of a type 2. The sentences talk about
Have the class stand up. Tell them that you will say a I’m not going to go by , the future. Yes No
of transportation and write an affirmative bus
type of transportation and they will mime an action I’m not going to go by ,
and a negative sentence about it. Have
for each type of transportation. 3 Look and write.
volunteers share their sentences with I’m not going to go by ,

subway 1.
the class. The store’s not very far,
5
  Sing: On the Go!
The store’s not very far,
1  11 min The store’s not very far.
So I’m going to go by ! I’m going to go by train
train .
Play Track 11 and have students read along as they 15
listen. Then tell students to sing along. Play Track 11 4  Page 6   The Language Lodge min 2.

again. You may choose to play the audio once more airplane

for additional pronunciation practice. Have students flip to The Language Lodge Page 6. I’m not going to go by helicopter .
Have volunteers read the Grammar Pass aloud.
3.
boat

2 Look at the Grammar Pass. 10 1  Unscramble the sentences. I’m going to go by boat .
Circle Yes or No. min
Tell students to look at the scrambled sentences helicopter
3 Page 5 The Language Lodge 4 Page 6 The Language Lodge
Tell students to look at the words of the song again and put the words in the correct order. Remind
and find five types of transportation. Ask students if students that the punctuation at the end is a 16 17
these words are in affirmative or negative sentences. clue to help them with the word order. Have 9780230470736_HappyCamper_SB5.indd 16-17 2014-10-09 3:36 PM

volunteers write their sentences on the board

Have students look at the Grammar Pass and identify
RedNova Learning Happy Campers 2015 SB5 RedNova Learning Happy Campers 2015 SB5
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for the class to confirm their answers.
October 8, 2014 October 8, 2014

which answer is affirmative and which is negative.

Tell students to underline the verbs in each sentence in 2  Write sentences. Lesson 2 Lesson 3
different colors. Point out that a form of the verb go is Tell students to study the pictures and words GRAMMAR PASS
used twice in each sentence. carefully. Have a volunteer read the example. How are you going to go?
1 Write.

Tell the class to circle the correct choice for each As students complete the activity, walk around I’m going to go by car.
I’m not going to go by bus.
sentence. Remind them to refer to the Grammar Pass the classroom and check they are using going
1 Unscramble the sentences.
for help. Have volunteers share their answers with the to go correctly. Have volunteers share their
class. Help the class to summarize the rule: We use answers with the class. 1. go / not / car / going / by / I’m / to

going to for future plans. I’m not going to go by car .

1.

2. going / I’m / bus / to / by / go

Lesson 2
5 I’m going to go by bus
3 Look and write. min Finish the Class
5
min
3. are / How / the / going / you / to / store / go / to
.

Have a volunteer read the example. Explain to the Choose a familiar place and ask a volunteer How are you going to go to the store ? 3.

class that they will look at the pictures and affirmative How are you going to go to (place)? Elicit an
2 Write sentences.
and negative clues to help them write sentences about answer such as I’m going to go by bus. Ask several 2 Write the word
future plans. Then tell them to compare their answers students the question. Encourage them to think of a restaurant, bus
ice cream bo
with a partner. Have volunteers share their answers different type of transportation. Then ask the class movies, train
hamster m

with the class. to remember how each person who answered the
Pet Store
question is going to go. Elicit answers using by and a school, taxi

type of transportation. library, subway

1. I’m going to go to the restaurant by bus .

2. I’m not going to go to the movies by train .

Use the Presentation Kit The Language Lodge For additional class time, use Pages 10 and
for interactive activities Page 6 may also 11 of the Skills Book. Go to Page 163 in the 3. I’m not going to go to school by taxi . My Dictiona
in this lesson. be completed for Happy Campers Teacher’s Edition for teacher
This may also be 4. I’m going to go to the library by subway .
Add the new

homework. notes for this lesson. You may also choose to assign completed for homework.
these pages as homework. 6 Student Book Page 17 Student Book Page 18

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9780230473638_TE5_U2.indd 38-39 1/27/15 2:41 PM

Lesson 3  Vocabulary in Context
Lesson Objective: Identify places in town.
Lesson 3 Lesson 4 New Vocabulary: hair salon, pet store, mall, arcade, bookstore, food court
You’re all here at the
1 Is it a school day? 1 12 Listen again to The Happy Campers.
food court! We need
to talk. There’s a talent
Materials: Audio Tracks 12 and 13, flashcards of types of transportation
show at school!
Hello, Sue! Are Are you going to go to 5
2 12 Read and listen.
you going to go the mall today, Patty?
Hello? Jason? Are you going 3 4
to band practice?
Hi, Adam! Are you going 2 to go to band practice?
Yes, I am. No
1 to go to band practice? practice today, so
5 10
I’m going to go
play at the arcade. Start the Class min 3  13   Dictation!
Listen and min

write. Then say.

Cover the images on the types of transportation
flashcards with a sheet of paper. Tell the class to Tell students to write the sentences they hear. Play
I can’t. I have
an appointment guess how you are going to go on vacation. Track 13. Play Track 13 again for students to
at the hair salon. Slowly reveal the picture to the class and tell them complete their sentences. Then tell students to repeat
2 Grammar Pass! Circle.
to keep guessing until they are correct. Repeat with the sentences they hear. Play Track 13 again. Have
No, I’m not.
1. Are you going to go to the mall? Yes, I am. No, I’m not.
other images. volunteers write the sentences on the board and then
I’m going to go
No, I’m not. I’m
going to buy dog to the bookstore. have the class chorally read them.
food at the pet store. 2. Are you going to go to the hair salon? Yes, I am. No, I’m not.
Audio script Track 13
3 13 Dictation! Listen and write. Then say. 3. Are you going to go to the pet store? Yes, I am. No, I’m not. 1. I’m not going to go to the bookstore.
1. I’m not going to go to the bookstore . 2. I’m going to go to the arcade in the mall.
2. I’m going to go to the arcade in the mall . 5 3. The hair salon is next to the pet store.
3. The hair salon is next to the pet store .
3 14 Listen and cheer!

Are you going to go to the pet store? Yes, I am! Yes, I am!
1 Is it a school day? min 4. Are you going to go to the food court?
4. Are you going to go to the food court ? Are you going to go by train? No, I’m not! No, I’m not! Have students look at the pictures and then raise their
15
hands if they think it is a school day. Confirm the 4  Page 7   The Language Lodge min
4 Page 7 The Language Lodge 4 Page 8 The Language Lodge
answer: It isn’t a school day. Have volunteers explain
which clues help them understand that it isn’t a Have students flip to The Language Lodge Page 7.
18 19 school day.
1 Write.
9780230470736_HappyCamper_SB5.indd 18-19 2014-10-09 3:36 PM

10
  Read and listen.
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2  12 min Tell students to write the word for the place
under the picture. Have volunteers write their
Tell students to read the text as they listen to the
Lesson 3 answers on the board.
AR PASS
audio. Play Track 12. Then have students listen for the
ing to go?
1 Write. different places where The Happy Campers are going 2  Write the words in the correct category.
by car. to go. Play Track 12 again. Have students underline Tell students to write the items in the box under
go by bus. the places mentioned in the comic strip. Then have the place where they can find them. Have
students take turns reading the text to a partner. volunteers share their answers with the class.

.
1. bookstore 2. food court My Dictionary
5
min Tell students to write the new words in their
Try
dictionary pages with a short definition for

Lesson 3
. This! Organize students in pairs. Assign one
o of the first four frames of the comic strip each one. Have volunteers read their definitions
to each pair. Give the class two minutes to the class.
? 3. pet store 4. hair salon
to practice reading their parts aloud. Then
choose a pair to read each frame of the comic 5
2 Write the words in the correct category.
strip. Have a volunteer read the text in the fifth Finish the Class min
ice cream book hairbrush lizard comics shampoo
hamster magazine lemonade chips fish comb frame. Repeat with other pairs as time allows. Explain that you will talk about plans for the weekend
and the class will guess the place. Say I’m going to
Pet Store Hair Salon Bookstore Food Court
go to many stores. Elicit mall. Then have volunteers
fish comb book chips talk about their plans for the class to guess the place.
hamster hairbrush comics ice cream
. lizard shampoo magazine lemonade
.

. My Dictionary Use the Presentation Kit Have students use the The Language Lodge
.
Add the new words to your dictionary. This may also be for interactive activities Happy Campers app Page 7 may also be
completed for homework. in this lesson. for additional practice completed for homework.
Student Book Page 17 Student Book Page 18 7 with the new vocabulary.

14-08-20 4:06 PM T 41

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9780230473638_TE5_U2.indd 40-41 1/27/15 2:41 PM

Lesson 4  Grammar in Context
Lesson Objective: Ask and answer questions about future plans.
New Grammar: Are you going to go to the pet store? Yes, I am.
Lesson 3 Lesson 4
You’re all here at the
Vocabulary Review: hair salon, pet store, mall, arcade, bookstore, food court 1 Is it a school day? 1 12 Listen again to The Happy Campers.
food court! We need
to talk. There’s a talent
Materials: Audio Tracks 12 and 14 show at school!
5
Hello, Sue! Are Are you going to go to
2 12 Read and listen.
you going to go the mall today, Patty?
Hello? Jason? Are you going 3 4
to band practice?
Hi, Adam! Are you going 2 to go to band practice?
Yes, I am. No
1 to go to band practice? practice today, so
I’m going to go
play at the arcade.
5
Start the Class min

Start the class by reviewing vocabulary from the Divide the class into two groups. Assign the questions
I can’t. I have
previous lesson. Write the first letters of compound from the cheer to one group and the answers to the an appointment
words on the board and have the class say the words. other group. Play Track 14 again and have each at the hair salon.

group say their part. Then switch roles. 2 Grammar Pass! Circle.

 Listen again to
No, I’m not.
1  12 5
10 No, I’m not. I’m I’m going to go
1. Are you going to go to the mall? Yes, I am. No, I’m not.

The Happy Campers. min

4  Page 8   The Language Lodge min going to buy dog
food at the pet store.
to the bookstore.
2. Are you going to go to the hair salon? Yes, I am. No, I’m not.

Tell the class to read along as they listen to the Have students flip to The Language Lodge Page 8. 3 13 Dictation! Listen and write. Then say. 3. Are you going to go to the pet store? Yes, I am. No, I’m not.

comic strip again. Play Track 12. Then ask students Have a volunteer read the Grammar Pass. 1. .

questions such as Where is Adam going to go? 2. .

3 14 Listen and cheer!
Where is Sue going to go? 1 Complete. 3. .
Are you going to go to the pet store? Yes, I am! Yes, I am!

10 Remind students to use the Grammar Pass 4. ? Are you going to go by train? No, I’m not! No, I’m not!

2 Grammar Pass! Circle. min to help them complete the first question and
answer. Check the answer with the class. 4 Page 7 The Language Lodge 4 Page 8 The Language Lodge
Have students underline what each character is going Tell students to complete the activity and then
to do. Then tell students to read the questions, look at compare their answers with a partner. Then
18 19
the pictures of the characters, and circle the correct have volunteers share their answers with the 9780230470736_HappyCamper_SB5.indd 18-19 2014-10-09 3:36 PM

answers. Remind them to refer back to the sentences class.

RedNova Learning Happy Campers 2015 SB5
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they underlined in the comic strip.

October 8, 2014 October 8, 2014

3
Have volunteers read the questions and the class 2  Write questions and answers.
answer chorally. Tell the class that they will use the clues to Lesson 4 UNIT
GRAMMAR PASS
write questions and answers. Walk around the 1 Complete.
Are you going to
10 classroom and provide help as needed. Then 1. Are you going to go to the bookstore? go to the pet store? 1 Write.
min have volunteers write the answers on the board
Try Yes, I am . Yes, I am. 1.

Tell students to include themselves in for the rest of the class to confirm theirs.
This! 2. Are you going to go by car? No, I’m not.
the story by writing two new speech No , I’m not .
bubbles: one for Patty and one for
5 Are you going to go
themselves. Have them practice their new Finish the Class min
3. to the mall?
Yes , I am.
dialogues with a partner. Then have volunteers

Lesson 4
share their dialogues with the class. Have students think of a place in a mall and things 4. Are you going to go to the hair salon? 4.

they do there. Tell students to work with a partner. No, I’m not .
They will ask a partner questions about a future trip
to the mall to determine where the partner is going 2 Write questions and answers.
5
  Listen and cheer!
3  14 min and what he or she is going to do. Walk around the 1. mall
classroom and provide help as needed. Then have
Tell students to listen to the cheer and read along. volunteers answer questions from the class. 7.

Play Track 14. Then have students say the cheer with Are you going to go to the mall by airplane ? No, I’m not .

the audio. Play Track 14 again. 2. arcade

Are you going to go to the arcade by bus ? Yes, I am .

3. pet store

Use the Presentation Kit The Language Lodge My Dictio

for interactive activities Page 8 may also be This may also be Are you going to go to the pet store by car ? No, I’m not .
Add the ne
in this lesson. completed for homework. completed for homework.
8 Student Book Page 19 Student Book Page 24

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9780230473638_TE5_U2.indd 42-43 1/27/15 2:41 PM

Lesson 5  Nonfiction Reading
Lesson 5 Lesson Objective: Read a nonfiction text to practice unit language.
Vocabulary Review: hair salon, pet store, mall, arcade, bookstore, food court
Grammar Review: Are you going to go to the pet store? Yes, I am.
Materials: Audio Track 15

Lesson 5 Lesson 6
5
Start the Class min
1 What do you like to do at the mall? 1 15 Listen again to At the Mall.
Review vocabulary from Lesson 3. Tell students Write words on the board that are difficult for
they have two minutes to list places in town in their students to pronounce. Point to the words, say them,
2 Answer thenotebooks.
questions.After two minutes, have volunteers share and have the class repeat them after you. Do this
2 15 Read and listen. their ideas with the class. List students’ responses on several times. Then have individual students say
1. Is a shopping center the same as a mall?
the board. the words. .
At the Mall 2. Are malls a new invention? 5 .
1 What do you like to do at the mall? min 10
min
Are you and your friends going to go to the 3. Can you ice skate at the Dubai Mall? Try .
To prepare students for the reading activity, point to This! Have students look at the first
mall this weekend? Many people are. Most 4. Where isthe
thephotos
GrandandBazaar?
ask What kind of place is this? Elicit paragraph. and identify the topic of
cities in the world have big shopping malls, a mall. Then have a volunteer read the question and the paragraph: shopping malls. Have
also called shopping centers. elicit responses from the class. Ask students to give them write Malls as a heading above the first
examples of malls they go to and their favorite stores. paragraph. Tell students to read the other
3 Writing Time! Complete the chart. paragraphs and underline keywords.
20 Organize students into pairs. Explain that they
2  15   Read and listen. min
will discuss and decide on the best heading
My Mall Visit to identify the topic of each paragraph. Have
Ask the class Is this a fiction or nonfiction text? Elicit
nonfiction. volunteers share their ideas about each heading
Activity Have students work with a partner to list Place
There is a mall in Dubai that has 1,200 stores. ideas that explain what a nonfiction text is and give and the words that helped them choose
There is a fish tank that you can swim in with examples of these texts. Elicit A nonfiction text is
buy new books the headings.
about real information or true information. Then have
real sharks. You can even ice skate there, too!
eat pizza students identify the clues that tell them “At the Mall”
is nonfiction. 10
play videoTell
games
students to read along with the text as they Finish the Class min

listen. Play Track 15. Then ask questions to check Have students write about a shopping mall. Explain
buy a toy understanding,
for my pet such as How many stores are there
Malls are not a new invention. For example, Trajan’s that it can be a real or imaginary mall. Provide
in the Dubai mall? What year is the Grand Bazaar prompts on the board: In my mall there are ____
Market is from Ancient Rome! And, there is a very get a hair cut
from? Tell the class to read and listen for information stores. You can ____. There is ____ and there are
old mall where people can shop called the Grand about things people can do at a mall in Dubai. ____. Have volunteers share their sentences with
Bazaar in Istanbul, Turkey. It’s from the year 1461. Then play Track 15 again. Elicit responses such as the class.
play winter sports, see fish, swim with sharks, or buy
4 Write about your visit to the mall.
things.
I’m going toHave
go tostudents takeFirst,
the mall. turnsI’m
reading
goingthe
to text to a partner.
Check pronunciation and provide help as needed.

Today, families go to malls because they can

do all their shopping in one place. There are
all kinds of stores in a mall: supermarkets, hair
salons, pet stores, bookstores, food courts,
and even arcades for children to play. .
Use the Presentation Kit

20 for interactive activities

in this lesson. 21
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Lesson 6  Reading Comprehension / Writing
Lesson Objectives: Identify details in a nonfiction text. Write about a visit to a mall.
Vocabulary Review: hair salon, pet store, mall, arcade, bookstore, food court
Grammar Review: Are you going to go to the pet store? Yes, I am.
Lesson 6
Materials: Audio Track 15

Lesson 5 Lesson 6
5 10
Start the Class min 4 Write about your visit to the mall. min
1 What do you like to do at the mall? 1 15 Listen again to At the Mall.
Review the previous lesson by having students Tell the class they are going to write about a visit to
say what they remember from “At the Mall.” Give the mall. Do a visualization activity, as suggested
students three minutes to brainstorm with a partner. in the Happy Teacher section on Page T 35, to help 2 Answer the questions.
Then have pairs share their ideas2with the class.15 Read andstudents
listen.with ideas for their work. Have students look
at the sentence and sentence starter in Activity 4 and 1. Is a shopping center the same as a mall? Yes, it is .
1  15   Listen again to
10
min
elicit some examples of what they’re going to do at
At the Mall
the mall. Explain to students that they will write three 2. Are malls a new invention? No, they aren’t .
At the Mall. more sentences about their visits to the mall. Remind
Arechart
you inand your3friends 3. Can you ice skate at the Dubai Mall? Yes, you can .
them to refer back to the Activity or the going to go to the
Tell students to listen for how many types of stores are
mentioned in the final paragraph (six). Remind students
visualization activity they did. Walk around Many
mall this weekend? people are. Most
the class 4. Where is the Grand Bazaar? It is in Istanbul, Turkey .
to monitor students’ work and
cities in provide help.
the world have big shopping malls,
to read along as they listen to “At the Mall” again.
Play Track 15, then have volunteers list the stores also called shopping centers.
mentioned. 10
min
Try 3 Writing Time! Complete the chart.
5 Encourage self-checking and peer
This!
2  Answer the questions. min
correction in writing activities. Have
students read their work or their My Mall Visit
Read the first question and have the class think about
partners’ work. Tell them to check all the verb
whether a mall and a shopping center are the same Activity Place
Therethem
is afind
mall structures with going to and be sure the infinitive
thing. Discuss with the class and have thein Dubai that has 1,200 stores.
verb is there. Then have students check spelling
answer in the text. Have students There
completeis athefish
activity.
tank that you and
can punctuation.
swim in withAllow time for students to buy new books (Students’ own answers.)
Remind them to refer to the text toreal
helpsharks.
them with their
You can even icecorrect
skate errors.
there, Then
too! have volunteers share their
answers. Walk around the classroom and provide help eat pizza
writing with the class.
as needed. Then have volunteers read the questions
and their answers to the class. Have students locate the play video games
answer in the text. 5
Finish the Class min buy a toy for my pet
5 Malls are not a new invention. For example, Trajan’s
3 Writing Time! Complete the chart. min Play a Chain Game about going to the mall. Start
Market is from Ancient Rome! And, there is a very get a hair cut
the game with the sentence I’m going to go to the
Tell students to look at the chart and the different old mall
bookstore. Choose where
a student andpeople
have himcanor shop
her called the Grand
activities they can do in the mall. Have them identify Bazaar
repeat the sentence andin Istanbul,
add an extraTurkey.
item, forIt’s from the year 1461.
example,
the place where they buy new books. Elicit bookstore. I’m going to go to the bookstore and the pet store. I’m 4 Write about your visit to the mall.
Have students discuss where they can do each going to buy food for my cat. Continue with the rest of
activity with a partner and then complete the chart. the class. If students forget or repeat a vocabulary item, I’m going to go to the mall. First, I’m going to (Students’ own answers)
they are out.

Today, families go to malls because they can

do all their shopping in one place. There are
all kinds of stores in a mall: supermarkets, hair
salons, pet stores, bookstores, food courts,
and even arcades for children to play. .
Use the Presentation Kit For additional class time, use Pages 12 and 13 of the

in this lesson. 20
for interactive activities Skills Book. Go to Page 164 in the Happy Campers
Teacher’s Edition for teacher notes for this lesson.
21
You may also choose to assign these pages as homework.

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Lesson 7 Creative, Collaborative, and Critical
Lesson 7 Thinking Activity
Lesson Objective: Describe and identify places in town.
Vocabulary Review: car, taxi, bus, subway, train, airplane, boat, helicopter, hair salon, pet store, mall,
arcade, bookstore, food court

Lesson 7 Lesson 8 Grammar Review: I’m going to go to the arcade by car.

Materials: large sheets of paper for posters, markers, colored pencils, glue, scissors, rulers
PROJECT:
Town Map 1 Spelling! Complete the puzzle and write the
mystery place.
10 15
Start the Class min 2 P repare your Town Map. min

1 Plan your Town Map. Make a list of three places in your f

Review places in town vocabulary by brainstorming
Give the places names.
town and how to travel there. with the class. Draw an1oval on the board and write Have students look at the map the students in the
in the town inside it. Tell students that they have three photo are holding. Talk about what makes a good
2 minutes to work with a partner to brainstorm words map. Elicit ideas such as clear writing, colorful
Place Transportation that relate to in the town. Tell them to write the words in pictures, and organized information. Explain to
their3notebooks. Remind students to refer to their students that they will make a map of the places
1. (Students’ own answers.) (Students’ own answers.) My Dictionary pages in their notebooks for ideas. Then they chose in Activity 1, but first they need to think
have volunteers write their ideas on the mind map on of a name for each place. Say Animal World is the
the board. name of a pet store. Explain that the names are clues
2.
4 to help the class guess the places when the groups
5 present their maps.
3. 1 Plan your Town Map. min

Make a list of three oplaces Distribute all necessary materials. Tell the class the
groups must decide who is going to draw the map,
in your town and how to travel there.
5 color it, label it, and write clues for the class to guess
Organize the class into groups. Explain to students the places. Walk around the classroom to be sure
each group member is participating and to provide
2 Prepare your Town Map. Give the places names. that each group 6will prepare a Town Map. Tell
help as needed.
students to think about three places in a town and
how to travel there.
7 Explain that they will write their
10
ideas in the chart in Activity 1. Then have them share
n Stage! Talk about your
3 O min
3 On Stage! Talk about your Town Map. Guess the stores. their ideas with their groups. Explain that the groups
Town Map. Guess the stores.
will decide on six places to include on their Town
Mystery word: students to work together to choose
Maps. Encourage Have students look at the photo of the girl and boy
I’m going to go to six places to include on the map. Walk around the presenting their Town Map to their class. Have two
Great Games. I’m classroom and provide help as needed. students read the example dialogue. Remind the
going to go by car. You’re going 2 Look at the pictures. Write about them. groups that they will say the name they have given
to go to the
5
the place and how they are going to travel there.
arcade! I’m going to go tominthe mall
Thenbythe bus
class will identify the type of place. Be sure
1. Try .
This! During project lessons, set aside a each group presents their map to the class.
special table or area of the classroom
where students can get any extra 5
2. materials they need: extra paper, colored Finish the Class
. min

pencils, rulers, etc. This keeps all the materials

Display all the finished maps on the classroom wall.
together in an organized way and allows
Give time for the class to look at them. Then have
students to progress with their projects instead
students vote for the best Town Map.
3. of waiting for something they need. .

3 Word Play! Find and circle the words from Unit 2 on Page 72.
Use the Presentation Kit

22 for interactive activities

in this lesson. 23
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Lesson 8  Review
Lesson Objective: Review language from Unit 2.
Vocabulary Review: car, taxi, bus, subway, train, airplane, boat, helicopter, hair salon,
pet store, mall, arcade, bookstore, food court
Lesson 8
Grammar Review: I’m going to go to the mall by bus.
Materials: prepared grid for Tic-Tac-Toe
Lesson 7 Lesson 8
PROJECT:
10 Town
5 Map 1 Spelling! Complete the puzzle and write the
Start the Class min min
mystery place.
Try
Divide the board into two and organize the class into Play a rhythm game. Clap a steady
This!
two groups. Give a board marker or Plan your Town Map.beat
1 piece of chalk As
and have the class clap with you.
Make
you a list of
continue three the
clapping places in your
rhythm,
f
to the first student in each group. Explain that the
1
first students will run to the board, correctly writetown
a and howexplain
to travel there.
that you will ask a question and choose b o a t
transportation word, and pass the marker or chalk to the someone to answer it. Ask Are you going to go
to the arcade? The student who answers will ask 2
next students. They have two minutes to write as many
Place another student a question without Transportation
breaking the
h e l i c o p t e r
transportation words as they can remember. Repeat the
rhythm. If the rhythm breaks, start again. Have 3
game with places in town and start off with different
1. students sit or stand in a circle and ask questions a r c a d e
students.
to the person next to them. As a challenge, have
students say the name of the person they want
Spelling! Complete the puzzle2.
10
1  min to answer the question. 4
and write the mystery place. c a r
3.
Tell students to look at the picture clues and complete
Word Play! Find and circle the
10 o
the puzzle. Have volunteers write the words on the 3  min

words from Unit 2 on Page 72. 5

board and elicit the mystery place from the class. You s u b w a y
may also choose to use the Presentation Kit to project
2
and review the answers with the class. Prepare yourHave
Townstudents
Map.turn to Page
Give 72 and names.
the places tell them to find 6
a i r p l a n e
and circle the transportation and places in town
vocabulary words from Unit 2. Then have students 7
2  Look at the pictures. Write
5
min check the words they found with a partner. p e t s t o r e
about them. 3 On Stage! Talk about your Town Map. Guess the stores.
10
Tell students to look at the pictures in Activity 2 and
Finish the Class min Mystery word: food court
write a sentence about them. Have a volunteer read I’m going to go to
Before the lesson, prepare your own Tic-Tac-Toe
the example. When students have finished, have them Great Games. I’m
grid with a place in town written in each square.
compare their answers with a partner. Then have going to gointo
Divide your class car.teams (X and O). Draw a You’re going
by two 2 Look at the pictures. Write about them.
volunteers write their sentences on the board. to go to the
Tic-Tac-Toe grid on the board and number the spaces
1 to 9. arcade! I’m going to go to the mall by bus
1. .
Have one team choose a number. Explain that the
team earns a square when they correctly identify the
word from a clue. Say, for example, I’m going to
buy a new book here. Elicit bookstore. If the team 2. I’m going to go to the bookstore by train .
answers correctly, mark the team’s sign, X or O, in
the square. The first team to make a row, vertically,
horizontally or diagonally wins.
3. I’m going to go to the hair salon by car .

3 Word Play! Find and circle the words from Unit 2 on Page 72.
Use the Presentation Kit For additional class time, use Pages 14 and 15 of the

22
for interactive activities
in this lesson.
Skills Book. Go to Page 165 in the Happy Campers
Teacher’s Edition for teacher notes for this lesson. 23
You may also choose to assign these pages as homework.

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