Reading works!6 tm_unit1-watermark


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Reading works!6 tm_unit1-watermark

  1. 1. Unit I Knowing Myself Chapter 1 What’s in a Name? Lesson 1 Giving NamesI. Hits At the end of this lesson, the pupils should be able to 1. use context clues to get the meanings of words; 2. use ideas and information gained from previous readings and personal experiences to better understand a text; 3. note significant details in the selection; 4. state ways on how to show appreciation for their names; 5. spot the differences between two pictures that are almost the same; 6. listen carefully to a classmate’s sharing of how he or she got his or her name; 7. express their opinion on the importance of name choice; 8. take notes and then recount how a classmate got his or her name; and 9. follow instructions correctly.II. RSS Feed A. Title of the Selection: How My Sister Andy Rose Got Her Name B. Values Integration: 1. dignity, integrity (pride in one’s name and uniqueness) 2. respect, courtesy (listening during a paired activity) C. Materials: pen and paperIII. Live Streaming 1. Ask some of the pupils to recite their names. Ask them if they know how they got their names. Call on one or two pupils to share in class how they got their names.
  2. 2. 2. Ask the pupils how they think Filipino parents choose names for their children. 3. Write on the board the five words in Search. Call on five pupils to answer the items. Ask five others to use each word in a meaningful sentence. 4. Have a pupil read the introduction to the selection. Then remind the pupils to carefully note important details while recording the selection. 5. Make sure everyone has finished reading the selection before beginning the discussion. 6. Facilitate a short discussion on pregnancy and giving birth. Since pregnancy is a delicate topic, make sure you clarify any misconceptions the pupils may have about it. 7. Facilitate the following class activity: Search the Internet for personalities who have the same first name as five of your pupils. Let the class read the profile of these people. Make sure, though, to choose only personalities who have made positive contributions to society. 8. Discuss the things that one has to keep in mind when noting important details. Then ask the pupils to cite real-life instances when correct note- taking can help a person. 9. Remind the pupils to listen carefully and to write down the important details they have heard. Then give more pointers on how to take notes effectively. Afterward, facilitate a sharing on the importance of effective note-taking. Have the pupils answer the exercises before moving on to Upload. 10. Facilitate the activity in Upload. Supervise the pupils and make sure they correctly follow the given instructions. 11. As a wrap-up activity, call on pupils to answer the following questions: a. Did you realize anything important about your name or about names in general? b. It is usual to ask new acquaintances their names in order to start a conversation. How else could you start and sustain conversations?IV. Update Reading Works! 6
  3. 3. Lesson 2 Understanding the Meanings of NamesI. Hits At the end of this lesson, the pupils should be able to 1. express their opinion about their names; 2. supply the missing letters in a word using the given meaning as clue; 3. define affix, prefix, and suffix; 4. identify affixes, prefixes, and suffixes; 5. differentiate a prefix from a suffix; 6. combine root words and affixes to form new words; 7. decode the meaning of unfamiliar words by analyzing their affixes; 8. do research to complete an assignment; and 9. use words with affixes to describe themselves.II. RSS Feed A. Title of the Selection: Names, Names, Names B. Values Integration: 1. self-esteem (describing oneself positively) 2. perseverance (in doing research work) C. Materials: illustration board and markerIII. Live Streaming 1. Ask the pupils if they know the meaning(s) of their names and if they think their names suit them or their personality. Then ask them what they think the selection will be about. 2. Tell the pupils that there are words in the selection that they first need to be familiar with. Then do the activity in Search as a class. 3. Before letting them read the selection, tell the pupils to take note of and remember the listed names and their corresponding meanings. 4. Give the pupils ample time to read the selection. Once they are finished, ask them to work on Click. Discuss their answers afterward. 5. Share in class what your name means. Then facilitate a short discussion on the importance of names. Teacher’s Manual 3
  4. 4. 6. Call on pupils and have them take turns in reading aloud the prefixes and suffixes listed in Link. Then ask them to add more prefixes and suffixes to the list. 7. Let the pupils do the exercises in Link. Check their answers through a graded recitation. 8. For the activity in Upload, divide the class into two groups and give each a set of names to research. Then facilitate the guessing game on the next meeting. 9. End the lesson by asking the class to reflect on this question: Why should parents choose the names of their children carefully?IV. Update • • • Lesson 3 Talking about Vital RecordsI. Hits At the end of this lesson, the pupils should be able to 1. tell what a birth certificate is; 2. determine the correct word to complete a sentence; 3. note important details in the selection; 4. infer important details from a selection they have read; 5. distinguish between correct and incorrect inferences; 6. infer correctly based on given situations; 7. answer inferential questions based on a text; and 8. follow instructions correctly.II. RSS Feed A. Title of the Selection: Proof of Birth B. Values Integration: 1. vigilance (checking first if something is true) 2. concern for others (campaigning for the registration of all children) C. Materials: baby pictures of the pupils, art materials4 Reading Works! 6
  5. 5. III. Live Streaming 1. Facilitate the guessing game for the Upload activity in the previous lesson. 2. Ask the pupils how they can prove their identity, particularly their name and age. Lead the pupils to the conclusion that showing one’s birth certificate is the best way for a person to prove his or her identity. 3. Ask the pupils if they have seen their birth certificates. Ask them what information can be seen in it. Then discuss why a birth certificate is important. 4. Let the pupils answer the exercise in Search. Then facilitate a recitation for the checking of answers. Discuss each word briefly. 5. Tell the pupils to write on a sheet of paper the information which they think are written on their birth certificate. 6. Let the pupils read the selection silently. Afterward, have them work on Click. Discuss the pupils’ answers by calling on volunteers to share their answers. 7. Discuss briefly what a birth certificate is and why it is important. Then have a rundown of the pieces of information included in a birth certificate. Show the class an actual birth certificate during the discussion. 8. Have a brief discussion on what may happen to unregistered individuals, or those who have no birth certificates. 9. Introduce reading between the lines as a reading skill. Explain that reading between the lines is an idiom that means the same as inferring. Be prepared to show the relationship between the words imply and infer. 10. Let the pupils answer the given exercises in Link. Facilitate a graded recitation afterward for the checking of answers. 11. For Upload, have the pupils create a campaign poster encouraging parents to register their children. You may assign this as homework if there is no more time. 12. End the lesson with a generalization. Then call on pupils to answer the following: a. Why do you think inferring is important? Do you think you can use this skill in real-life situations? If yes, give at least three situations when you can use it. If no, explain why. b. Have you learned anything new about yourself? c. What three things have you realized about yourself? Teacher’s Manual 5
  6. 6. IV. Update Chapter 2 Head to Toe Lesson 1 Comparing TraitsI. Hits At the end of this lesson, the pupils should be able to 1. solve a word puzzle; 2. show respect to people with physical deformities and disabilities; 3. express appreciation for nonmaterial inheritance; 4. define cause and effect; 5. differentiate cause from effect; 6. identify the cause and the effect in a statement; 7. note signal words in a cause-and-effect relationship; 8. give possible causes and effects; 9. write a paragraph showing a cause-and-effect relationship; and 10. use words that will signal a cause-and-effect relationship in a paragraph.II. RSS Feed A. Title of the Selection: Understanding Heredity B. Values Integration: 1. respect (for people with physical deformities) 2. appreciation (for inherited traits) C. Materials: pen and paper, pictures of animals and their young, pictures of trees and their fruits6 Reading Works! 6
  7. 7. III. Live Streaming 1. Show the class pictures of some animals and their babies and of trees and their fruits. Then ask the pupils if it is possible for a cow to deliver a puppy or for a mango tree to bear an apple. Discuss the pupils’ answers. 2. Guide the pupils in answering Search. Facilitate a graded recitation for the checking of answers. 3. Introduce the topic of the selection (heredity). Remind the pupils that science concepts will be discussed, so they will likely encounter unfamiliar terms. Tell them to use context clues to discover the meaning of these words. 4. Give the pupils enough time to read the selection. Preferably, give the class at least 15 minutes so they can comprehend the text better. Afterward, work on Click as a class. 5. Discuss the selection briefly. Focus only on the most important concepts. (To better discuss the concepts presented, research more about heredity, genes, and inheritance. Doing so will allow you to explain important concepts and terms that will be easily understood by the class. Also, exercise extreme sensitivity in discussing concepts on inheritance and gene-related diseases and abnormalities.) 6. Introduce cause-and-effect relationship. Show corresponding examples and discuss them one at a time. Then emphasize the importance of distinguishing correctly between the cause and the effect. Discuss also the most common words used to signal cause-and-effect relationships. 7. Let the pupils answer the activities in Link. Guide the pupils, if necessary. Facilitate a class discussion for the checking of answers. 8. Guide the class in doing the activity in Upload. Give the pupils ample time to think about the causes and effects of their chosen topic. Encourage them to make a cause-and-effect chart first before writing their paragraphs. 9. End the lesson with generalizations. Then let the pupils answer the following: a. Does everything have a cause? Why or why not? b. Will all your actions have an effect? Why should you be careful of the things that you do?IV. Update • • Teacher’s Manual 7
  8. 8. Lesson 2 Describing OneselfI. Hits At the end of this lesson, the pupils should be able to 1. match given expressions with their meaning; 2. define riddle; 3. infer and conclude correctly to answer riddles; 4. come up with original riddles; 5. answer questions about a given riddle poem; 6. define conclusion; 7. draw logical conclusions from a given paragraph; and 8. make riddles about given items.II. RSS Feed A. Title of the Selection: What Am I? B. Values Integration: 1. confidence (in making their own riddles) 2. patience (in answering riddles) C. Materials: pen and paperIII. Live Streaming 1. Review the class on what a riddle is and then refer the pupils to a sample riddle in Connect. Call on pupils to answer the riddle. Let them explain how they came up with their answers. 2. Work on Search as a class. Discuss the answers briefly. 3. Tell the pupils that the selection they will read is a collection of riddles. Tell them to answer each one as they read. 4. After the pupils have finished reading the selection, read each riddle aloud. Call on a pupil to answer each riddle. Give additional recitation points to those who are able to answer correctly. 5. Work on Click as a class through a graded recitation.8 Reading Works! 6
  9. 9. 6. Tell the pupils more about riddles. Explain why riddles are important and then tell how they can be used to “sharpen” or improve one’s thinking ability. In addition, emphasize the values of patience and confidence in answering riddles. Afterward, call on volunteers to share their own riddles in class. 7. Explain, through an equation [what you know (prior knowledge) + what the text says (clues) = conclusions], the process of forming a conclusion. Give the pupils activities that will help them practice the skill of forming conclusions. 8. Let the pupils work on the given activities in Link. Facilitate a graded recitation for the checking of answers. 9. Give the pupils ample time to do the activity in Upload. Then allot sufficient time for the presentation of riddles. 10. Call on pupils to answer the following: a. What reading skills do you need to answer riddles and similar questions correctly? b. What should you remember in making your own riddles?IV. Update • • Lesson 3 Taking Care of My BodyI. Hits At the end of this lesson, the pupils should be able to 1. tell the meaning of a given word using context clues; 2. answer questions about the selection they have read; 3. express appreciation for people who give them advice; 4. identify the headings and subheadings in a given selection; 5. complete a given outline by supplying the missing headings and subheadings; and 6. write a letter of advice. Teacher’s Manual 9
  10. 10. II. RSS Feed A. Title of the Selection: Home Doctor: Advice from Gwen B. Values Integration: 1. openness (to accepting advice) 2. generosity (in giving advice) C. Materials: pen and paperIII. Live Streaming 1. Start a brainstorming activity on what kind of help people most often need. Evaluate with the pupils what kind of help is the easiest to give. Help them realize that giving advice to someone who asks for it is the easiest way to help a person. 2. Ask the pupils if they have ever read an advice column. Let those who have read one share with the class what they have read. Then ask, “How helpful do you think are advice columns?” Discuss the pupils’ answers. 3. Let the pupils answer Search. Check their answers through a graded recitation in which you will randomly call pupils to define each word. Then call on other pupils to use each word in a meaningful sentence. 4. Before letting the pupils read the selection, tell them to imagine that they are the ones who wrote the letter asking for advice. Have them read the letter asking for advice first. After they are done reading it, ask, “What advice do you want?” Discuss the pupils’ answers briefly. 5. Let the pupils continue reading the selection by letting them read Gwen’s response. Once the pupils are done reading, ask, “What pieces of advice did Gwen give to you?” Discuss each piece of advice briefly. Then ask the pupils what they think about each piece of advice given. Ask, “Will you follow the pieces of advice given? Why or why not?” 6. Emphasize the importance of asking the right person for advice. Tell the pupils that they should ask advice only from people who are knowledgeable about the problem they have. For them to understand this better, tell them that they will likely not get good advice on how to use a Bunsen burner if they ask an English teacher. Similarly, they will not get good advice on how to use prepositions and interjections if they ask a science teacher.10 Reading Works! 6
  11. 11. 7. Work on Click as a class. 8. Discuss the concept of organizing ideas or putting similar ideas together. Connect this skill to outlining. Then give the pupils ample time to work on the activities in Link. Check their answers through a graded recitation. 9. Give the activities in Upload as an assignment. Remind the pupils to organize their ideas first by making an outline. 10. End the lesson by asking the following: a. Why do you think it is important to give clear pieces of advice? b. How does using headings and subheadings in organizing ideas help you give clear advice?IV. Update • • Chapter 3 Heart to Heart Lesson 1 Expressing How I FeelI. Hits At the end of this lesson, the pupils should be able to 1. recall different events in their lives that made them feel different emotions; 2. choose the correct adjective that will complete a given sentence; 3. show respect to others by not passing judgment on their family situations; 4. show consideration to people who have difficulty expressing themselves; 5. form conclusions based on a selection read; 6. analyze conclusions and tell if they are justifiable or not; 7. interview children of Overseas Filipino Workers; and 8. form conclusions based on information obtained from an interview. Teacher’s Manual 11
  12. 12. II. RSS Feed A. Title of the Selection: How Do You Feel Today, Simon? B. Values Integration: 1. respect (for people with different family situations) 2. encouragement (for people to open up) C. Materials: pen and paper, strips of paper with different life events and occasions (e.g., birthday, death in a family, graduation)III. Live Streaming 1. Place strips of paper on the board with different life events and occasions on each one. Ask the pupils how they felt during each life event or situation. Then ask “Which family events often make you sad. Why?” Process the pupils’ answers. 2. Let the pupils answer Search. Tell them to use context clues to decide which adjective would complete each sentence. 3. Call on a pupil to read aloud the introduction to the selection. 4. Give the pupils ample time to read the selection. 5. Let the pupils work on Click. Have a class discussion to check their answers. 6. Discuss the story briefly. Explain important points such as the need for people to express themselves properly and sensitive topics such as a parent having to work abroad to provide for his or her family. 7. Review with the class the previous discussion on drawing conclusions. Emphasize that not all conclusions are correct. 8. Discuss the points raised in Link. Then facilitate a graded recitation to answer the exercises provided. 9. Give the activity in Upload as an individual project. Provide the pupils a workable timeframe to finish it. Below is an example. Days 1–3: Choosing of interviewee, scheduling of interview, and preparation and approval of interview questions Day 4: Actual interview Days 5–6: Transcription and processing of interview, analysis of information obtained, making of documentary Day 7: Presentation of documentary12 Reading Works! 6
  13. 13. 10. End the lesson by asking the following reflection question: Why should we not make conclusions about other people?IV. Update • • Lesson 2 Telling How a Person FeelsI. Hits At the end of this lesson, the pupils should be able to 1. explain how chatting online is done; 2. match symbols with their names; 3. differentiate linear text from nonlinear text; 4. recognize emoticons and give their meanings; 5. use correct emoticons in communicating online or through text messaging; 6. write appropriate responses to given chat messages; and 7. accomplish a “family feelings chart.”II. RSS Feed A. Title of the Selection: Bad Day  Good Day  B. Values Integration: 1. responsibility (in using time) 2. tact (in responding to online or text messages) C. Materials: pen and paper, emoticons chartIII. Live Streaming 1. Let the pupils talk to one another for a minute. Then ask them how they feel when they talk to their friends. Also, ask them how they communicate with one another when they are not together. Process the pupils’ answers. If necessary, lead the pupils to include online chatting in their answers. 2. Call on a pupil to explain how one can chat online. If possible, demonstrate this to the class. Teacher’s Manual 13
  14. 14. 3. Let the pupils answer Search. Check their answers afterward through a game or a graded recitation. If possible, bring a keyboard and have the pupils locate each given symbol. 4. Call on two volunteers to read the selection aloud. Assign a character to each volunteer. Tell the rest of the class to read silently as the volunteers read aloud. 5. Give the pupils ample time to work on Click. Discuss their answers afterward. 6. Discuss the selection. In your discussion, make sure you do the following: Survey the pupils as to how much time they spend chatting. Then emphasize that there are other important things to do aside from chatting online. 7. Define linear text and nonlinear text. Give examples for each and then differentiate the two. Afterward, discuss the differences in reading linear text and nonlinear text. 8. Discuss what emoticons are and then draw several examples on the board. Then let the pupils answer the given exercises. Guide them, if necessary. Facilitate a graded recitation for the checking of answers. 9. Assign the activity in Upload as a week-long assignment. Tell the pupils that you will collect their charts next week. 10. Administer the unit test to the class. Check for concepts that the pupils have not fully understood. Give a brief review to emphasize important points. Make sure that these concepts are clear to the pupils before moving on to the next unit.IV. Update • electronic/rt/2-03_Column/index.html • electronic/rt/2-03_Column/index.html • Reading Works! 6
  15. 15. ANSWER KEY Unit 1 Chapter 1Lesson 1: Giving NamesSearch1. e2. b3. c4. d5. aClick1. November 272. nine months3. He had long been an only child. (Check other possible answers.)4. Gelo got his first name, Nino, from Ninoy Aquino Jr., whose birthday is also November 27. He got his second name, Angelo, from “angel” because his grandmother said that he looked like an angel. His parents wanted him to be like an angel and to be like Ninoy.5. It is important because names have meanings and there is a belief that children would grow up to be like the person they were named after. (Check other possible answers.)6. (Check the pupils’ answers.)LinkActivity 11. March Teacher’s Manual 15
  16. 16. 2. 10 years 3. sad 4. Jason 5. J 6. angel 7. Ninoy Aquino Jr. 8. 3 days 9. red10. November 30Activity 21. rainy2. touch3. The foster family did not want to get attached to Snowy at first.4. mother5. catLesson 2: Understanding the Meanings of NamesSearch1. unique2. origin3. martial4. lively5. venerableClick 1. The article is about the meanings of some names. 2. Parents usually give their children their names.16 Reading Works! 6
  17. 17. 3. Benigno Simeon Aquino III is the 15th president of the Philippines.4–6. (Check the pupils’ answers.)LinkActivity 11. glorious2. incomparable3. protector 4. victorious 5. motherly 6. tasteless 7. playable 8. anti-asthma 9. fatherly10. solvable11. disregard12. anti-smoking13. colorful14. peerless15. doableActivity 2 1. two 2. It has gone around the world. 3. dis (disrespectful) 4. They are from outside Earth. 5. reliable 6. ecstasy Teacher’s Manual 17
  18. 18. 7. No, because it will be dangerous. 8. physics 9. homeless10. penalize11. no12. no13. adventurous14. heavenly15. artLesson 3: Talking about Vital RecordsSearch1. registration2. identity3. proof4. documents5. legalClick1. pretend2. A person would not want to tell people who he or she really is because he or she may have bad intentions. A person may also want to hide his or her identity because he or she does not want to be recognized. (Check other possible answers.)3. The National Statistics Office, together with the local Civil Registry Office, is in charge of processing birth certificates.4. A birth certificate also has the following other information: the parents’ names, address, citizenship, religion, and occupation; the baby’s date of birth, gender,18 Reading Works! 6
  19. 19. weight, type of birth, and order of birth, and the name of the physician or person who helped the mother give birth. The birth; certificate also includes the names and signatures of representatives from the civil registry and the hospital where the birth took place. A birth certificate is needed in enrolling at a school, in applying for government benefits and documents, and sometimes, in applying for jobs.5. Registering all births in the country can help the government distribute services correctly and appropriately. It is also a way of making sure that every citizen’s rights are respected.6. In very remote places, women give birth at home and they do not consider it important to have these births registered. There are also those that do not have their children registered due to the lack of financial resources. (Check other possible answers.)7. (Check the pupils’ answers.)LinkActivity 1 1. × 2. × 3. × 4.  5.  6. × 7. × 8. × 9. ×10.  Teacher’s Manual 19
  20. 20. Activity 2 1. b 2. b 3. b 4. d 5. a 6. a 7. a 8. b 9. c10. cChapter 2Lesson 1: Comparing TraitsSearch A Y E I H A I B R A N D O M S E S H T K O O X I E R N S L P H R W E E U O S I H T Y T S S T S T V E E N T A I L1. inherit2. absolute3. random4. exposeClick1. Heredity is the process by which parents pass on physical and mental characteristics, also called traits, to their children.20 Reading Works! 6
  21. 21. 2. Some of the qualities that a child gets from his or her parents are eye color, height, skin color, and hair color and texture.3. The environment can sometimes change the traits that a person has.4. Like blueprints, genes serve as a “design template” on how a person will look like and be like.5. The environment can either help or hinder a child’s development. In a good environment, for instance, a child can grow big and strong and healthy while in a poor environment, the child might not get enough and becomes malnourished and unhealthy. (Check other possible answers.)6. Since chromosomes are assigned randomly, there is a possibility that a child might look different from his or her parents. Also, since genes are passed on from one generation to the next, it is possible that a child looks more like his or her ancestors or great grandparents.7. (Check the pupils’ answers.)LinkActivity 1 1. Children look like their parents because they got their genes from them. 2. Since they are not likely to be blood-related, a child’s parents seldom look alike. 3. People say he looks so much like his father because they have the same eye color and shape of nose. 4. Each child receives a random set of chromosomes from his parents; thus siblings may not look alike. 5. Because some diseases are hereditary, you cannot really avoid them. 6. If your parents have asthma, then you are also likely to have asthma. 7. A person’s natural tendencies may still be altered because of some conditions and other factors such as environment and lifestyle. 8. That young athlete’s skin darkened because of his frequent exposure to the sun. Teacher’s Manual 21
  22. 22. 9. The children’s father is Chinese. As a result, they all have small eyes.10. She exercises regularly and watches her diet to make sure she does not become diabetic.Activity 2(Check the pupils’ answers.)Lesson 2: Describing OneselfSearch1. e2. d3. f4. bClick1–7. (Check the pupils’ answers.)LinkActivity 11–6. (Check the pupils’ answers.)Activity 2The following are some possible conclusions:1. Mario is the eldest child in the family.2. Mario is a loving big brother.3. Mario and his family are not rich.4. Mario sells hot pandesal early in the morning.5. Mario does not have his own bicycle.(Check other possible answers.)22 Reading Works! 6
  23. 23. Lesson 3: Taking Care of My BodySearch1. c2. a3. b4. d5. eClick 1. Ms. Soon-to-be Teenager wants to look beautiful, but her mother does not want her to use beauty products because she is still too young. 2. Gwen is the author of an advice column that appears in Modern Pinay Magazine. Gwen gave Ms. Soon-to-be Teenager advice on how to use natural and homemade beauty products. 3. Some of the tips Gwen gave to Ms. Soon-to-be Teenager include the following: use calamansi for your face; use aloe vera for your hair; brush your teeth regularly, and go to the dentist. (Check other possible answers.)4–5. (Check the pupils’ answers.)LinkActivity 1(Check the pupils’ answers.)Possible answer:Heading 1: Healthy Hair Subheading 1: Gentle shampoo and conditioner Subheading 2: Coconut milk Subheading 3: Aloe vera Teacher’s Manual 23
  24. 24. Heading 2: Glowing Skin Subheading 1: Water Subheading 2: Fruits and vegetables Subheading 3: CalamansiHeading 3: Stronger and Whiter Teeth Subheading 1: Regular brushing Subheading 2: Going to the dentistActivity 2(Check the pupils’ answers.)Possible answer:Heading 1: Physical Appearance Subheading 1: Pimples Subheading 2: Obesity Subheading 3: Dark skinHeading 2: Peer Pressure Subheading 4: Drinking liquor Subheading 5: Smoking Subheading 6: Boy-girl relationshipHeading 3: Family Relationship Subheading 7: Being treated like a child Subheading 8: Being misunderstood24 Reading Works! 6
  25. 25. Chapter 3Lesson 1: Expressing How I FeelSearch1. complicated2. agonizingly3. lethargic4. resolve5. gloomyClick 1. Simon’s relatives were worried because he was always gloomy and because he never told them what he really thought or felt. He simply said “I’m okay all the time.” 2. Simon’s grandmother compared him to the baby because like the baby, Simon cannot express what he was feeling. 3. (Check the pupils’ answers.) 4. When Simon was still unable to express himself well, his loved ones were always worried about him. When he was finally able to express himself well, his loved ones became very happy.5–6. (Check the pupils’ answers.)LinkActivity 11.  6. 2.  7. 3.  8. 4.  9. 5.  10.  Teacher’s Manual 25
  26. 26. Activity 21. b2. a3. a4. b5. bLesson 2: Telling How a Person FeelsSearch1. j 6. e2. d 7. f3. a 8. g4. b 9. c5. i 10. hClick 1. Cindy told Kim she had a fever. 2. Kim realized that Cindy was absent not because she was sick but because she did not want to sing in class. 3. It possibly means “surprised” or “shocked.”4–6. (Check the pupils’ answers.)LinkActivity Reading Works! 6
  27. 27. 4. 5. 6. 7. 8. 9.10.(Check other possible answers.) Unit TestActivity 2(Check the pupils’ answers.)A. 1. b 2. d 3. c 4. a 5. dB. 1. a 2. c 3. c 4. b 5. b Teacher’s Manual 27
  28. 28. C. 1. d E. 1. d 6. j 2. c 2. f 7. e 3. b 3. b 8. a 4. b 4. i 9. g 5. a 5. c 10. hD. 1. B 2. A 3. B 4. B 5. AE. This Is Me What I Know I Am (1) I am Irving. (2) I am hardworking. What Other People Say I am (3) They say I am a good kid. (4) They say I am shy. (5) What I Like I like physical activities. (6) I like going outdoors. (7) What I Hate I hate making mistakes. (8) I hate making my parents sad. What I Want to Become (9) I want to be a good person. (10) I want to be a successful businessman.28 Reading Works! 6