Unit 3

In This Unit
Theme This unit is about the history
of chocolate and traditions
involving chocolate.
Chocolate!
Content Objective In this unit, I will . . .
Students will • describe types of chocolate.
• talk about the uses of chocolate.
• describe how chocolate is made and • discuss the history of chocolate.
used around the world. • write a unified paragraph.

Language Objectives Look and answer.

Students will 1. What are these statues made of?
• describe types of chocolate. 2. Are all the statues different or
• talk about the uses of chocolate. the same?

• discuss the history of chocolate. 3. Where were the original statues found?

• write a unified paragraph.

4. How many were found?
Vocabulary
Vocabulary 1 candy bar, caramel,
cinnamon, filling, hot chocolate,
liquid, milk shake, an occasion, origin,
a pod, powder, solid, a spice, type,
vanilla
Vocabulary 2 a gram, an ingredient,
mix, pour, a recipe, a teaspoon
Grammar
Grammar 1 talk about activities using
the past progressive
Grammar 2 connect causes and effects
using so that and would/could

外 传
严禁
Pacing Guides L6U3
Writing Paragraph Unity
Mission Learn about your food.

料，
发资
Project Make a collection of 36

内 部研
chocolate recipes.

Introduce
• Activate prior knowledge Say The name of this unit is
Unit Opener “Chocolate!” Show students a picture of a chocolate bar or
chocolate candy. Ask Who likes chocolate? Say Let’s talk about
Objectives how chocolate looks, feels, and tastes. Draw a word web on the
Students will board with chocolate in the center.
• analyze a photo.
• answer questions about a photo. delicious

Resources Video: Sc. 1—Introduction;

Classroom Presentation Tool: chocolate
Unit Opener; Teacher’s Resource
CD-ROM: Graphic Organizers (Word
web); Unit Opener Poster; Teacher’s
brown
Resource CD-ROM: Home-School
Connection Letter Connection
Letter, World Map Poster • Ask Is chocolate hard or soft? What color is it? Write students’
Materials picture of a chocolate bar answers in the word web. Then ask What words tell how
or chocolate candy chocolate tastes? Write students’ suggestions in the word web.

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 Be the Expert

About the Photo

The photo was taken at World
Chocolate Wonderland. World
Chocolate Wonderland shows
sculptures and other items made
entirely from chocolate. In 2010,
the exhibition visited a museum and
education center in Taipei.
One of the exhibits included chocolate
terra-cotta warriors, shown here.
The original terra-cotta warriors are
life-sized statues over 2,000 years
old. They were found buried in China.
So far, more than 6,000 figures have
been found.

Teaching Tip
Classroom Management Be sure
all students have the opportunity to
speak during discussion so that the
most confident students don’t take
over the conversation. One way to
do this is by using a “talking stick,”
a ruler or other object that can be
passed from one student to another.
The student with the talking stick has
the chance to speak, and the other

传
students listen.

严禁 外
Related Vocabulary
exhibit, warrior, wonderland

料， World Chocolate Wonderland exhibition,

Taipei

发资
37

内 部研
• Say Now look at the photo on pages 36 and 37. Ask questions to
encourage discussion of the photo.
What do you see in the photo? (statues)
What is the boy is doing? (looking at statues)
What do you think the statues are made of? (chocolate)

• Then ask Have you seen statues like these before? If necessary,
review and discuss the terra-cotta warriors students learned
about in Unit 2. Ask Who remembers where those statues are
located? (China) Hold up p. 22 and ask What are these statues
made of? (terra-cotta) How are the chocolate statues like these
statues? (They are statues of Chinese soldiers, and there are
many of them.)

• Guide students through the activity on p. 36. Read each question

aloud. Tell students to use the information in the photo and
what they have learned to answer the questions. Discuss each
question.
Unit Opener 95

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 Vocabulary 1 1 Listen and read. TR: A19

2 Listen and repeat. TR: A20

pods
Objectives One thousand years ago, chocolate was so valuable
Students will that it was used as money! Now we use chocolate
• identify and use words related to every day and on special occasions, such as
types of chocolate. International Chocolate Day on September 13.

• identify and use words related to Chocolate comes from the cacao tree that grows
making chocolate. near the equator. After four years, the trees start vanilla
to produce pods. Farmers open the pods and
Vocabulary a pod, vanilla,
take out the seeds. Vanilla, sugar, cinnamon, and
cinnamon, a spice, origin, hot
other spices are added to the ground up seeds.
chocolate, liquid, solid, candy bar,
type, filling, caramel, milk shake,
The origin of chocolate is interesting. As early
powder, an occasion as 2,000 years ago, people of the Americas were cinnamon
Content Vocabulary valuable, mixing cacao beans, water, and spices to make
international, cacao, equator, a drink. In 1502, Christopher Columbus brought
seeds, ground cacao beans back to Spain. People later learned spices
how to change chocolate from liquid to solid.
Resources Workbook pp. 26–27; And by 1847 they were enjoying chocolate
Audio CD TR: A19–20; Video: candy bars!
Sc. 2—Vocabulary 1a; Sc. 3—
Vocabulary 1b; Classroom Today there are thousands of types of chocolate
Presentation Tool: Vocabulary 1; candy bars. We have milk and dark chocolate
Teacher’s Resource CD-ROM: in fun shapes, some with delicious fillings like
Graphic Organizers (Two-column caramel. We have hot chocolate, chocolate
chart, Three-column chart) ice cream, cereal, cookies, milk shakes, cocoa
powder, and even chocolate sculptures!

powder

外 传
严禁
solid

料， liquid

发资
38

内 部研 Warm Up
• Set the stage Say In my family, we celebrate lots of special
times. My birthday is a special time. Every year, my mom bakes
a chocolate cake for me. This is because chocolate is my favorite
type of cake. Ask Do you have a favorite type of birthday cake?
What’s your favorite?

• Activate prior knowledge Discuss how foods such as

chocolate are often part of special occasions and celebrations.
Ask What special times does your family celebrate? What kinds of
food do you eat during these times? Do you eat chocolate? What
types of chocolate do you eat? What are your favorite types of
chocolate? Write students’ answers on the board.

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 Be the Expert

Vocabulary Strategy
Categorizing Categorizing involves
caramel grouping words or things according to
their features. Categories can be used
to group things according to what
they have in common, or according to
hot chocolate what distinguishes them.
Sorting is an excellent way to help
a milk
shake students develop categorization skills.
Words such as solid and liquid can be
used as categories into which students
can sort other words, including
target vocabulary.

Sounds of English
Comparing Sounds: /ʃ/ and /ʒ/
It may be difficult for students to
distinguish between the sounds /ʃ/
( shake) and /ʒ/ (occasion).
To have students pronounce the /ʃ/
3 Work with a partner. What did you
sound, have them pronounce the /s/
learn? Ask and answer. sound for several seconds and then
move their tongue further back away
How many types of chocolate from their teeth. Similarly, to help
bars are there? Thousands!
students pronounce the /ʒ/ sound,
have them begin by pronouncing /z/
for several seconds and then move

外 传
their tongue back away from their
top teeth.

严禁
Use Sound Cards 12 ( shark) and

，
13 (treasure). /ʒ/ is a rare sound

料
in English, so there are not many

发资
minimal pairs.
39
Example words: crash, ocean,

内 部研
Present
imagination, chef; camouflage,
occasion, usually

Teaching Tip
• Say Open your books to pages 38 and 39. Look at the photos. Whenever possible, provide hands-on
They all show types of chocolate or things used to make chocolate. experiences for students so that they
can actually touch and see examples
Point to each picture and read the label. Have students repeat of the words they are learning about.
each word. For example, when you are teaching
the words solid and liquid, you might
• Prompt students to use target words. Ask questions such as display several different solids and
Which of these foods have you eaten before? Which food or liquids and allow students to handle
them. Even if you are reasonably sure
spice is your favorite? that students understand the concepts
in their native languages, hands-on
• Ask What do you see that you can drink? (hot chocolate, a milk experience will make it easier for them
shake) Ask Can you drink a solid, a liquid, or a powder? (a liquid) to associate the English terms with
these ideas.
• Think Aloud Say The words in the three circles at the bottom
of page 38 are solid, liquid, and powder. Let’s see how these
things are alike and different. They are the same color. But the
liquid looks like something you can pour or drink. The powder
looks like sand. The solid looks hard. Point to foods and spices on
the page and ask Is this a solid, liquid, or powder?

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 1 Listen and read. TR: A19

2 Listen and repeat. TR: A20

One thousand years ago, chocolate was so valuable

pods • Write the following on the board.
that it was used as money! Now we use chocolate
every day and on special occasions, such as caramel
International Chocolate Day on September 13.

You can drink (hot chocolate, powder, occasions).

Chocolate comes from the cacao tree that grows
near the equator. After four years, the trees start vanilla
hot chocolate
to produce pods. Farmers open the pods and
take out the seeds. Vanilla, sugar, cinnamon, and
a milk
other spices are added to the ground up seeds. shake

The origin of chocolate is interesting. As early

as 2,000 years ago, people of the Americas were cinnamon Chocolate sometimes has (origin, milk shakes,
fillings) inside it.
mixing cacao beans, water, and spices to make
a drink. In 1502, Christopher Columbus brought
cacao beans back to Spain. People later learned spices
how to change chocolate from liquid to solid.
And by 1847 they were enjoying chocolate
candy bars!

Today there are thousands of types of chocolate

candy bars. We have milk and dark chocolate
There are seeds inside cacao (caramel, pods,
cinnamon).
in fun shapes, some with delicious fillings like 3 Work with a partner. What did you
caramel. We have hot chocolate, chocolate
learn? Ask and answer.
ice cream, cereal, cookies, milk shakes, cocoa
powder, and even chocolate sculptures!
How many types of chocolate

Chocolate can be solid or (liquid, spices, origin).

bars are there? Thousands!

powder

solid

liquid

38 39 • Read aloud each sentence and the three choices for

completing the sentence. Have students choose the
Practice 1 2 correct word. (hot chocolate, fillings, pods, liquid)

• 1 Say Now we’ll read and listen to some

information about chocolate. We’ll learn about
Wrap Up
types of chocolate, where chocolate comes from, • Say Now you will work with a partner. You and
and what things are used to make chocolate. your partner will role play a conversation. One of
Read the information and look at the photos you will be Christopher Columbus. That partner will
on page 38 as you listen. Play TR: A19. explain what you know about chocolate and what
is used to make it. Tell who first made chocolate
• Discuss the information on page 38. Ask questions
and when. The other partner is a person living in
such as:
Spain. You will ask questions about this interesting
What things are used to make chocolate? (pods,
new food. Have pairs perform their role play for
cinnamon, vanilla, spices)
another pair of students.
What special occasion does the article talk

外 传
严禁
about? (International Chocolate Day)
Where do the seeds used to make chocolate come
Recap
from? (pods on the cacao tree)

料， • Ask students questions that they answer with

发资
What are some types of chocolate? (milk sentences that include vocabulary words. Tell

研
chocolate and dark chocolate) students to look at pp. 38–39 if they need help.

内 部
• 2 Say Now we’re going to hear some words.
Then we’ll listen to sentences with those words.
Repeat each word and sentence after you
Ask questions such as What things are used to
make chocolate? (pods, vanilla, cinnamon, spices)
What is cinnamon? (a spice) Was the first chocolate
solid or liquid? (liquid)
hear it. Play TR: A20. Have students repeat each
word and sentence.
Apply 3
• Put students in pairs. Have partners make a
• 3 Direct students’ attention to the model
two-column chart with the headings Things Used
dialogue at the bottom of p. 39. Ask two students
to Make Chocolate and Foods and Drinks Made
to read the dialogue aloud while the rest of the
with Chocolate. Students should work together
class follows along.
to list words from pp. 38–39 that belong in each
category. Then have students check their work • Say Now it’s your turn. First, choose three or four
with another student pair.  Ask Are spices new words to ask questions about. Write these
something you drink? If necessary, redirect words down. Think of some questions you can ask
students to the sentence in the second paragraph about these words. Be sure you know the answers
of the reading to see that spices are used to to your questions! Remind students to look in their
make chocolate. books and reread the text and labels to help them
come up with questions.

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 Be the Expert
• If students need help with forming questions, review proper word
order for questions. Write these words on the board: Do, Can,
What, When, How, and Why. Offer further examples of questions Teaching Tip
as needed. Examples might include What spices can you add to Grouping When students work with
partners, it can often be useful to
chocolate? and Where does the cacao tree grow? Pair students pair a stronger student with a weaker
and have the partners ask and answer the questions. student. This allows less able students
to learn from a classmate and allows
more able students to reinforce what
Extend they have learned by explaining it to
a partner.
• Draw a three-column chart on the board with the headings Solid,
Liquid, and Powder. Give out copies of the three-column graphic
organizer to students. Say Think about the words you learned.
Which words name solids? (vanilla, cinnamon, candy bars, pods,
caramel) Which words name liquids? (hot chocolate, milk shake,
caramel) Which words name powders? (cocoa powder, spices)
Write these words under each category on the board. Explain
that a caramel can be either a solid or a liquid.

• Say Now think of other foods that belong in each category. What
other foods are solids? What other foods are liquids or powders?
Put students in pairs and have them brainstorm as many words
as they can for each category.
Solid Liquid Powder
candy bars hot chocolate cocoa powder

pods milk shake salt

外 传
nuts

料，
• Have one student from each pair come to the board to add 严禁
研
placed in the correct categories.

部 发资
to the list. As a class, check the list to see that all items are

内
Wrap Up
• Have students draw a picture of either a type of chocolate or
Formative Assessment
a food that people use to make chocolate. Say Let’s celebrate
Can students
International Chocolate Day. You will bring your picture to • identify and use words related to types
this event. Have students stand in a circle. Begin by saying of chocolate?
I’m bringing cinnamon. Have the student next to you repeat Point to the pictures on pp. 38–39 and
what you’re bringing, hold up her drawing, and say what she have students tell you about them.
Ask students questions such as Does
is bringing. Continue around the circle. The last student should this picture show (powder), (solid), or
list everyone’s food or spice. (liquid)?
• identify and use words related to
making chocolate?
Ask What is added to ground up cacao
seed to make chocolate? (vanilla,
sugar, cinnamon, other spices)

Review For additional practice, direct

students to Activity Worksheet 3.1.

Vocabulary 1 99

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 Song 4 Listen, read, and sing. TR: A21

Hot Chocolate
Vocabulary in the song
Hey! Do you like hot chocolate?
Vocabulary 1 hot chocolate,
vanilla, a spice, cinnamon Put some chocolate in a cup.
Get some milk and heat it up.
Vocabulary 2 pour
Stir in some vanilla. Add some spice.
Grammar in the song Sprinkle on some cinnamon.

Grammar 1 talk about activities It’ll taste right!

using the past progressive I was making hot chocolate
in the kitchen one night.
Content Vocabulary cup My grandma was telling me
Resources Workbook p. 28; Audio I wasn’t doing it right.
CD TR: A21; Video: Sc. 7—Song; She was telling me about her mother.
Classroom Presentation Tool: Song About how she made cocoa when she was young.
She was telling me to sit down,
Materials pot; cup or mug; spoon; when she said, “I’m going to show you how it’s done.”
vanilla and cinnamon (optional )
CHORUS

Hot chocolate in a cup.

Hot chocolate! Pour it to the top.
Hot chocolate tastes so good.
I learned to make it like Grandma said I should.

I love hot chocolate!

CHORUS

Hot chocolate in a cup.

Hot chocolate! Pour it to the top.
Hot chocolate tastes so good.
I learned to make it like Grandma said I should!

Hot chocolate!

5 Answer the questions.

外 传
严禁
1. Who taught her to make hot chocolate?

料， 2. Circle five ingredients she puts in it.

发资
3. Do you know how to make hot chocolate?
40

内 部研
Use the Song 4 5
• Say We’re going to listen to a song about making • 4 Play the song TR: A21. Tell students to listen
hot chocolate. Imagine that you’re going to make for the ingredients used in making hot chocolate.
hot chocolate. What ingredients do you think you’ll Have them raise their hands when they hear the
need? (chocolate, milk, water) name of one of these ingredients. (chocolate,
milk, vanilla, spice, cinnamon) You may wish to
• Act it out Hold up a small pot and a spoon.
bring in vanilla and cinnamon for students to see
Say I’ll put the ingredients into the pot. What do
and smell.
I do next? (mix it) Act out mixing the ingredients
together. Hold up a mug. Say It’s ready! What do • 5 Put students in pairs. Read the questions on
I do now? (pour it into the cup) Act out pouring it the bottom of p. 40 with students. Have partners
into the mug. Say Mmmm, it tastes so good. Act work together to answer the questions. When they
out sipping the hot liquid. finish, call on students to read their answers aloud
to the class.

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 Be the Expert

Teaching Tip
When students sing songs, make sure
they use correct pronunciation. Before
students sing along, have them say
or chant the words. Check students’
pronunciation and model any difficult
words. Once students have practiced
the correct pronunciation, have them
sing the song.

外 传
料， 严禁
发资
41

内 部研
Use It Again
• Vocabulary 1 Have students list the ingredients Then sing or say the verse again, leaving out the
used to make hot chocolate. Have them use the words was making and was telling. Have the class
song’s chorus to help them remember and name supply these words and sing along.
the ingredients. Call on a student to read his list
• End of unit Have students use the song to write
aloud. Check to make sure that students included
a recipe for hot chocolate. Have them make sure to
vanilla, spice, and cinnamon.
list all the ingredients, as well as the steps in order.
• Vocabulary 2 Play the chorus of the song. When Tell students that they can call for the amounts
you hear stir, model how to stir the hot chocolate. of each ingredient that they think should be used.
Ask What word did you learn that is a different Write mix, pour, grams, and teaspoon on the
word for stir? (mix) Have students sing the chorus board, and encourage students to use these words
again, substituting mix for stir. in their recipes.

• Grammar 1 Sing the verse beginning with I was

making hot chocolate. Have students sing along.

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 Grammar 1 Gr AmmAr TR: A22

By 250 ce people were drinking hot chocolate.

We were still talking about chocolate when the bell rang.
Was the cacao tree growing in Africa by then?
Objectives No, it wasn’t. But it was growing in Africa by the late 1800s.
Students will
• talk about activities using the
past progressive.
6 read. What were the people in the photos doing on
International Chocolate Day? Use these phrases.
• ask and answer questions using
the past progressive.
paint a picture design a poster present a report
Grammar talk about activities using
make a milk shake do research eat candy bars
the past progressive
Content Vocabulary cocoa, Africa,
international, phrases, design
Academic Language research
Resources Workbook p. 29; Audio
CD TR: A22; Video: Sc. 5—
Grammar 1; Classroom Presentation
Tool: Grammar 1

外 传
料， 严禁
发资
42

内 部研
Warm Up
• Set the stage On the board write the sentence milk when I remembered something. I needed
frame I was . Act out walking and say cinnamon, too! Ask What was I doing when I
Yesterday, I was walking home after school. Pause, remembered? Write was buying on the board. Add
then ask What was I doing? Have students use the the phrases was drinking hot chocolate and was
frame to form the answer. Write was walking on eating a candy bar to those listed on the board.
the board. Act out thinking and say I was thinking Call on a student to act out drinking hot chocolate.
about what to make for a snack. Ask What was I Then write the sentence frame (Pablo) a
doing? (I was thinking.) Write was thinking on the candy bar. Ask the class What was (Pablo) doing?
board. Say I decided to make hot chocolate. Act and have students use the sentence frame to form
out paying for something and say I was buying the answer. Have the class repeat the sentence.

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 7 Write. What were you doing yesterday? Write true sentences. Be the Expert
1. At 7 a.m. I was taking the school bus .

2. At 9 a.m. . Grammar in Depth

3. At lunchtime The past progressive is a common
form in English and some other
when .
languages. However, it does not
4. At 4:30 p.m. . appear in all languages. In these
languages, there is no difference
5. At 7 p.m.
between I wrote a letter and I was
when . writing a letter. If your students come
from language backgrounds that do
6. At 8:30 p.m. .
not have the past progressive, they
7. At 10 p.m. may need extra time and practice to
understand when to use this tense.
when .

8 Work in a group. Guess what everyone was doing yesterday.

Take turns.

Yes, I was.
Were you doing
homework at 7 p.m.?

外 传
料， 严禁
发资
43

内 部研
Present
• Act out drinking hot chocolate. Say I am drinking • Say Listen to these sentences about chocolate
hot chocolate right now. Say Yesterday, I was and cocoa. Play TR: A22. Have students repeat
drinking hot chocolate after school. Write on the each sentence.
board the following:
• Say The sentences tell about what was happening
Right Now Yesterday at a certain point in the past. Show me something
that you were doing yesterday afternoon. Then
I am drinking à I was drinking
tell me what you were doing yesterday afternoon.
Call on individual students do simple actions, such
• Read the sentences aloud. Then write on the
as eating, walking, or playing video games. Guide
board: was/were + action word + ing. Explain that
students to identify each action using the sentence
these words are used to talk about something that
frame Yesterday afternoon I was (walking, eating,
happened for some amount of time in the past.
playing). Have the class repeat each sentence.
As you talk, point to was, then underline drink in
drinking as you say action word, and then circle ing.

Grammar 1 103

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 Gr AmmAr TR: A22 7 Write. What were you doing yesterday? Write true sentences.

students act it out. Ask Which photo goes with

By 250 ce people were drinking hot chocolate.
We were still talking about chocolate when the bell rang.
1. At 7 a.m. I was taking the school bus .
Was the cacao tree growing in Africa by then? 2. At 9 a.m. .
No, it wasn’t. But it was growing in Africa by the late 1800s.

paint a picture? Then read the directions aloud.

3. At lunchtime

6 read. What were the people in the photos doing on when .

International Chocolate Day? Use these phrases. 4. At 4:30 p.m. .

paint a picture
make a milk shake
design a poster
do research
present a report
eat candy bars
5. At 7 p.m.

when .
Say What was (he/she) doing on International
Chocolate Day? (He/she) was painting a picture.
6. At 8:30 p.m. .

7. At 10 p.m.

when .

8 Work in a group. Guess what everyone was doing yesterday. • Put students in pairs and have them complete the
Take turns.

activity. Have one student ask What was (she/he)

doing on International Chocolate Day? The other
student should respond (She/he) was
(designing a poster/presenting a report).  Point
to a photo and ask students What was he doing
42 43

on International Chocolate Day? If students have

Practice 6 difficulty, point to He was on the board.
• Explain Play TR: A22 again. Have students open
their books to pp. 42–43. Say Look at the second Wrap Up
sentence and point to the word when. Read the
• Ask a student What were you doing on your last
sentence aloud with students. Explain that this
birthday? Ask another student What were you
sentence describes two different actions. Say First,
and your friends doing on your birthday? Call on
the students were talking, and then the bell rang.
more students to answer the question. Write these
Point out that the action word in the second part
sentence starters on the board if needed: I was
of the sentence is in a different form. Say We
. We were .
were talking for some amount of time. So, we use
were + action word + ing. The bell rang quickly. It
happened once. Make a quick chopping motion
Recap
with your hand. Say So, we use the form rang.

外 传
• Say When you say I was drinking hot chocolate

严禁
or I was eating a candy bar, you tell about things
• Write the following sentence starters on the board:

料， that you were doing at some time in the past.

Ask students questions such as Were you drinking a

发资
I was You were
He was She was
chocolate milk shake yesterday? Guide students to

内 部研
• Model talking about activities using the past
We were They were
respond Yes, I was drinking a chocolate milk shake
or No, I was not drinking a chocolate milk shake.

progressive by adding a verb ending in –ing to Apply 7 8

one of the sentence starters. Pull up a chair, sit in
• 7 Read the directions aloud for Activity 7. Ask
it for a few seconds, then get up and say I was
What were you doing at 7 a.m. yesterday? Read
sitting. Then point to a student, ask him to run to
aloud the example answer on p. 43.
the door and then return to his desk. Ask What
was he doing? (He was running.) Guide students to • Point out item 3 and say You have to fill in two
complete the other sentence starters in the same parts this time. Review the second sentence in the
way. grammar box, where this format is used. Point out
that after when, students should use the simple
• Say To form questions, we need to switch these
past tense, for example, At lunchtime I was eating
words. Point to You were on the board. Switch the
a sandwich when my friend sat down with me.
words to say Were you and point to each word as
you say it. Continue with Was he, was she, and • Have students complete the activity. Then check
so on. answers as a class.

• 6 Point out the first phrase, paint a picture, in the • 8 Read aloud the directions and dialogue in
box. Read the phrase aloud with students and have Activity 8. Then have a student come to the front of

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 Be the Expert
the room with her book. Say to the class I wonder what (Chen)
was doing at 8:30 p.m. Turn to the student and ask Were you
studying at 8:30 p.m.? Guide the student to say either Yes, I was Teaching Tip
studying or No, I was not studying. Be careful not to jump in too early
or provide an answer if a student
struggles with an activity. It’s a
• Divide the class into groups of three or four. Have group
natural response to want to help, but
members do the activity, guessing what other group members a challenge is sometimes necessary
wrote for each of the times in Activity 7. Remind them to follow for learning something new.
the pattern of the sentences in the dialogue. Be sure each Adults and students alike often try
harder when they are faced with
student has a chance to ask and answer.
something that is not easy. Students
also gain confidence when they
• Expand After each group member has taken a turn, have group succeed at a challenging task.
members ask about others in the group. For example, What was
(Ariana) doing at 4:30 p.m.? She was doing homework.

Extend
• Have students write two sentences about what they were doing
yesterday at 5:00 p.m. One sentence should be true and the other
should be false. Then call on students to read their sentences
aloud and have the class guess which sentence is true. After the
student confirms the correct answer, ask What was (Tatiana)
doing at 5:00 p.m. yesterday? Have the class use a complete
sentence to respond.

Wrap Up
外 传
• Provide the sentence frame I was

料，
. Have students
stand in a circle. Ask the student next to you (Mari) What were 严禁
发资
you doing yesterday morning? (I was eating breakfast). Ask

内 部研
the next student What was (Mari) doing yesterday morning?
He answers “She was eating breakfast” and then asks the next
student a question “What were you doing last night?” She
answers, then asks the next student “What was I doing last
night?” Continue around the circle with students asking and
answering about different times of day.

Formative Assessment
Can students
• talk about activities using the past
progressive?
Say to a student Tell me what you were
you doing yesterday afternoon.
• ask and answer questions using the
past progressive?
Have students use the past progressive
form to ask you questions about the
previous weekend. Then ask students
questions about the previous weekend.

Grammar 1 105

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 Vocabulary 2 9 Listen and repeat. Then read and write. TR: A23

Objective
Students will
• identify and use words related to grams mix pour
making something with chocolate.
Vocabulary a gram, mix, pour, a
recipe, an ingredient, a teaspoon
Content Vocabulary delicious, a teaspoon
blender, decorate a recipe ingredients

Academic Language activity, order, 1. Learn how to make a delicious chocolate milk shake with this
review
!
Resources Workbook pp. 30–31;
Audio TR: A23–24; Video: Sc. 2. First, make sure you have all the : vanilla ice cream,
4—Vocabulary 2; Classroom
milk, cocoa powder, and little pieces of dark chocolate.
Presentation Tool: Vocabulary 2;
Teacher’s Resource CD-ROM: 3. Put 2 cups of vanilla ice cream, 1 cup of milk, and 6 of
Graphic Organizers (Flow chart)
cocoa powder into a blender. the ingredients well.
Materials a recipe (from a cookbook
or an online source) 4. When the liquid is ready, the milk shake into two

glasses. Decorate them with 30 of dark chocolate. Enjoy!

10 Work with a partner. Stick the recipe in the correct order.

Then listen to check your answers. TR: A24
I think “find the ingredients”
is the first step.

传
I agree.

1 2 3 禁4
严 外 5
料，
发资
44

内 部研
Warm Up
• Activate prior knowledge Ask Has anyone repeat after you. Act out mix by pretending to stir
ever made a milk shake? Raise your hand. Display ingredients in a bowl. Have students copy your actions.
the photo of a chocolate milk shake on p. 39 as a Act out pour by pretending to pour liquid into a cup.
reference. Ask What things do you use to make a milk
• Show a simple recipe for something simple like
shake? How do you make a milk shake? Is a milk shake
chocolate chip cookies. Say This is a recipe. It tells
liquid or solid? What words tell how a milk shake
how to make (chocolate chip cookies). First, there is
tastes? Say My favorite is a vanilla milk shake. What is
a list of ingredients. These are the foods and spices
your favorite type of milk shake?
I’ll need. The recipe tells the amount, or how much,
• Direct students’ attention to pp. 38–39. Ask them to of each ingredient I need. For this recipe, I need two
point out foods that could be used to make a milk grams of chocolate and one teaspoon of vanilla. Then,
shake. (cocoa powder, vanilla, spices, candy bar, the recipe tells how to make the cookies. I mix the
caramel) ingredients and put the cookies in the oven.

Present • Ask Which word tells me foods and spices I need for
a recipe? (ingredients) Which words tell how much of
• Say Open your books to page 44. Let’s look at the an ingredient I need? (grams, teaspoon) Which word
pictures. Say each word aloud and have students tells me what to do with the ingredients? (mix, recipe)
106 Unit 3

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 Be the Expert
Practice 9
• 9 Play TR: A23. Then say the words and have students repeat.
Our World in Context
Measurement systems have an
• Have students work in pairs to determine which words are ancient history. The earliest systems
used parts of the body and everyday
action words (mix, pour) and which are things (grams, recipe, objects such as rocks and seeds to
ingredients, teaspoon).  Ask Is grams a word for something measure and weigh things. The two
you do? If students are confused, explain that grams is a word systems used today are the customary
system and the metric system.
that tells an amount, or how much something weighs.
The customary system, which the
British spread throughout their
• Read aloud item 1. Ask Which word tells about something you
empire, is based on ancient customs.
use to make a chocolate milk shake? (recipe) Have students For example, the pound was originally
write the word recipe on the line. based on the weight of 7,000 grains.
However, most countries have
• Have students complete the activity individually. Then call on moved to the scientifically developed
students to share their answers. metric system. Even in the United
States, where the customary system
is commonly used, the scientific
Apply 10 community uses the metric system.

• 10 Say Let’s do a sticker activity. Assign partners. Say The

stickers show how to make a banana milk shake. Each sticker
shows a different part of the recipe. When you put the stickers
in order, you will have a recipe for making a banana milk shake.

• Read the directions and speech bubbles. Have students work in

pairs. As you move around the room, ask students what each
picture shows. If possible, encourage them to use time order
外 传
words such as first, next, and last.

料，
• Play TR: A24. Have students check their answers. 严禁
研
Extend
部 发资
内
• Distribute copies of the flow chart to students. Have them write
the steps for making a food they like. Challenge students to use
all of the vocabulary words.

get ingredients: milk, mix ingredients

sugar, eggs, flour together

• Have students share their recipes with a partner. Formative Assessment

Can students

Wrap Up • identify and use words related to

making something with chocolate?
• Write the following on the board. Ask students to name the pictures on
p. 44 in their student books and use
mix the ingredients enjoy the food each word in a sentence.

read the recipe get the ingredients

cook the ingredients Review For additional practice, direct
students to Activity Worksheet 3.2.

• Have the class decide the correct order for making food. Call on
students to write a number 1–5 to show correct order. Vocabulary 2 107

05_OW_TELP_L6_U3_Voc2_FP.indd 107 7/13/13 3:27 PM

 Grammar 2 Gr AmmAr TR: A25

CAUSE EFFECT
The boy printed out the recipe so that he could read it while he was cooking.
We put all the ingredients on the table so that it would be easy to find them later.
Objective
Students will
• connect causes and effects using 11 read and write. Connect the cause and the effect.
so that and would/could.
1. Joseph Fry added new ingredients . . . (→ make a solid chocolate bar.)
Grammar connect causes and effects
so that he could make a solid chocolate bar .
using so that and would/could
Content Vocabulary ground, variety 2. Sugar was mixed with chocolate . . . (→ taste sweeter.)

Academic Language cause, effect .

Resources Workbook pp. 32–33; 3. Chocolate companies put caramel in chocolate . . . (→ have more variety.)
Audio CD TR: A25; Video: .
Sc. 6—Grammar 2; Classroom
Presentation Tool: Grammar 2; 4. A U.S. company printed a recipe . . . (→ people make chocolate at home.)
Teacher’s Resource CD- .
ROM: Graphic Organizers
(Two-column chart) 5. Chocolate was ground and heated . . . (→ be smooth and melt.)

12 Play a game. Cut out the cards on page 161. Play with a partner.
Ask and answer. Take turns.

Start

外 传
严禁
Finish

5
料，
发资
45

内 部研
Warm Up
• Say We’ve been talking and reading about Write effect above this part of the sentence.
chocolate. Ask What can you do with chocolate? Ask Why did Kim bake a chocolate cake? (Her
(eat it, drink it, make candy/milk shakes/ grandparents came to visit.) Write cause above this
cookies with it) Say Imagine you want to make part of the sentence.
a recipe. What things does a recipe tell you • Have students look at the grammar box at the top
to do? (get ingredients, mix ingredients, measure of p. 45. Play TR: A25. Have students repeat.
ingredients) Say We (get ingredients) so that we
can follow a recipe. Have students repeat. • Write these phrases on the board:

I bought so that she

Present ingredients could drink it.
She poured hot so that he wouldn’t
• Build background Write cause and effect chocolate into a cup miss any steps.
on the board. Say An effect is what happens.
He read the so that I could
The cause is why it happens. Write on the board recipe carefully make a cake.
Kim’s grandparents came to visit, so Kim baked a
chocolate cake. Ask What happened? (Kim baked • Call on students to match causes with effects to
a chocolate cake.) Kim baked a cake is the effect. form correct sentences. Then have the class say
them aloud.
108 Unit 3

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 Be the Expert
Practice 11
• 11 Play TR: A25 again. Point out the words printed and put
Grammar in Depth
The helping verbs could and would
could, and would in the grammar box. Say These words tell
can be used in sentences that show
about the past. cause and effect. These helping verbs
are used before the verb that tells
• Explain that the cause is listed first in items 1–5. The effect is in the effect. Could and would are used
parentheses. Then write the following on the board. with the simple form of a verb. For
example, I brought the recipe with
me so that I could buy the correct
make à could make have à would have ingredients at the store.
taste à would taste be à would be Though the first part of the sentence
discusses the past, because the second
verb follows could, it is written in its
• Have students follow along as you read aloud item 1. Say Joseph simple form (buy).
Fry is a “he.” Tell students to write so that he on the line. Say The word not may appear between
Make becomes could make. Have students write could make. could/would and the verb. For
Then have students write a solid chocolate bar to complete the example, We left home early so that
we would not be late.
sentence. Ask What is the effect? What is the cause?
Teaching Tip
• Have students complete items 2–5 on their own.  Say I left my
When students play a game, make
house at 5 p.m. I wanted to see a movie at 6 p.m. Why did I leave sure that they practice target as
my house at 5 p.m.? Have students answer using so that. (You well as familiar language in order to
develop fluency. Have students read
left your house at 5 p.m. so that you could see a movie at 6 p.m.)
aloud the instructions and the words
written on the cards they pick up. You
Apply 12 might also provide phrases on the

• 12 Read aloud the directions. Have pairs of students cut out

外 传
board to encourage students to use
only English, such as Now it’s your

严禁
turn; Where do I move? and What do
the cards on p. 161 and mix them together. Each student should we do next?

，
set a coin on Start. Say One student picks a card. Show a card

料
发资
with a question. Read the question aloud. Use the information
in the book to answer it. If your partner agrees with your

内 部研
answer, move two spaces ahead. Show a card with a direction.
Some cards have a direction. Follow the direction. Show a card
with a question and so that. Some cards have a question and
the words so that. Use so that in your answer. Take turns.

Extend
• Draw a two-column chart on the board with the headings
Cause and Effect. Say I took the bus. Write I took the bus under
Cause and get to school early under Effect. Say I took the bus Formative Assessment
so that I could get to school early. Give students two-column Can students
charts, have them list causes and effects, and combine them to • connect causes and effects using so
make sentences with so that I could. that and would/could?
Have students use so that and would/
Wrap Up could to link the following two ideas:
My friends woke up at six o’clock and
• Say Think about a recipe and its ingredients. Write on the board get to school early.
I bought so that I could make . Have
students stand in a circle. Begin by saying I bought vanilla and
Review For additional practice, direct
cinnamon so that I could make chocolate. Have the student next students to Activity Worksheet 3.3.
to you say what she bought, and continue around the circle.

Grammar 2 109

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 Reading 13 Listen and read. TR: A26

The Story
Gulf of Mexico

Objectives
Students will of Chocolate A
• describe how chocolate changed
over time. The story of chocolate starts with the Olmecs
and the Mayan people, who lived in the Americas Pacific Ocean
• identify causes and effects. more than 1,000 years ago. The Mayas have been
• retell the story of chocolate. growing cacao trees and using the seeds to make
chocolate drinks for 2,000 years or more. In fact, scientists have analyzed chocolate
Reading Strategy Use Visuals to residue from a ceramic “teapot.” The results suggest that the Mayas were drinking
Support Comprehension chocolate as early as 2,600 years ago! Some artifacts show people pouring the liquid
Academic Language analyze, retell into cups. The Mayas also used the seeds as currency. With ten seeds they could buy
a rabbit at the market.
Content Vocabulary Olmecs, The story continues with the Aztecs, who also loved chocolate and prepared
Mayan, Americas, residue, ceramic, it hot like the Mayas. But the Aztecs added spices so that it would taste better. Some
currency, buried, bitter, worth rich people drank chocolate for breakfast, lunch, and dinner. Some were even buried
with chocolate so that they could take it with them to the next world. Between
Resources Workbook pp. 34–35; 1200 and 1500 ce, the Aztecs also used chocolate as currency. In fact, by 1500,
Audio CD TR: A26; Classroom people were paying thirty seeds for a rabbit.
Presentation Tool: Reading; World Let’s continue our journey. When the Spanish arrived in the Aztec capital in
Map Poster 1519 ce, they tried chocolate and hated it. Without sugar it was extremely bitter,
so the Spanish mixed it with sugar. In 1528 ce the Spanish took the
Aztec seeds and recipe back to Spain so that they could drink chocolate there.
Before this, no one in Europe knew about chocolate!
People say that the Aztec
ruler Moctezuma II drank
50 cups of chocolate a day.

外 传
料， 严禁
发资
46

内 部研
Warm Up
• Build background Say People in one part of the students to look for information about the worth
world discovered and used chocolate hundreds of of cacao seeds in the reading.
years ago. These people lived in Central America.
Point out Central America on the world map. Say Present 13
Where is Central America located? Which countries
• 13 Have students open their books to p. 46. Show
are located in Central America?
them the photo at the bottom of the page. Say
• Then point out Spain on the world map. Spain is This photo shows part of an old city in Central
a country in Europe. How do you think chocolate America. The people who built the city knew about
traveled from Central America to Spain and other chocolate. Ask students to describe what they see
countries in Europe? Have students suggest ways, in the photo. Read aloud the caption. What was
such as being brought on boats. the name of the city? (Tikal) In what country was
it located? (Guatemala)
• Say In this unit, you learned that people once used
chocolate for money. How many cacao seeds do • Have students read the title and make a prediction.
you think it took to buy a piece of fruit? A hat? A Ask What do you think you will learn in this
rabbit? Write students’ ideas on the board. Tell reading?

110 Unit 3

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 14 Complete the chart. Write the cause or effect of each action. Be the Expert
Cause Effect

1. The Aztecs added another About the Photo

ingredient This photo shows a famous temple
in the ancient Mayan city of Tikal in
2. so that they could enjoy present-day Guatemala. The Mayas
chocolate in their next life. lived in what is now Mexico and
Guatemala from about 100 to 900.
They built several large cities, such as
3. The Spanish added sugar
this one. Tikal included some large
and important plazas, palaces, and
ceremonial centers.
4. so that they could enjoy
Among these were five temples in the
it in their own country.
shape of pyramids, one of which—
the Temple of the Great Jaguar—is
pictured here. The Tikal ruins are
15 read the text again. Write how chocolate changed over time in
part of Tikal National Park, and the
these ways. ruins are recognized as being of great
historic and cultural importance.
1. People: The Olmecs and Mayas used it first. Then the Aztecs
used it. Finally, the Spanish began to use chocolate. Our World in Context
2. Ingredients: Some people believe that eating
chocolate can make you smarter.
3. Chocolate as currency:
Studies have found that elderly
patients, rats, and even snails have all
shown improved brain power when
16 Work in a group of three. Retell the story of chocolate. Take turns. chocolate is part of their diet.
Franz Messerli of Columbia University
found that the Swiss ate the most

外 传 chocolate and that Switzerland had

the most Nobel Prize winners. This

严禁
connection, however, may not be an
Temple of the Great Jaguar, example of cause and effect. When

料， Tikal, Guatemala
two things go together, he explained,
it is not necessarily the case that one

发资
47 caused the other.

内 部研
• Graphic literacy Point to the map on p. 46. • Play TR: A26 a second time. Pause at the end of
Say This map shows the places where chocolate each paragraph to check for comprehension. Ask
was first made and used in Central America. Help questions such as:
students read the names on the labels and connect Paragraph 1: How much did it cost to buy a rabbit
them with the colored areas of the map. Say These at a Mayan market?
are names of groups of people who lived in Central Paragraph 2: How did the Aztecs change
America. They were important in the history of chocolate?
chocolate. When you read about these people, you Paragraph 3: What did the Spanish think about
can look at the map to see where they lived. chocolate at first? How did they change
chocolate?
• Read together Have students read the first
 Ask What was one way that ancient people
sentence to themselves. Then read it chorally. used chocolate? If students are uncertain, have
• Play TR: A26 and have students read along. After them reread the first paragraph to look for that
they finish, have them go back to the reading. Ask information.
Where do you find information about cacao seeds
being used as money? What could you buy with
cacao seeds?
Reading 111

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 13 Listen and read. TR: A26 14 Complete the chart. Write the cause or effect of each action.

The Story
Gulf of Mexico Cause

1. The Aztecs added another

Effect
• Point to items 2 and 3. Say How did the ingredients
of Chocolate ingredient

The story of chocolate starts

and the Mayan people, who Pacific Ocean
2. so that they could enjoy
chocolate in their next life.
in chocolate change? How did the worth of cacao
seeds change? Find at least two things that changed
more than 1,000 years ago.
growing cacao trees and using
chocolate drinks for 2,000 years 3. The Spanish added sugar
residue from a ceramic “teapot.”
chocolate as early as 2,600 years
into cups. The Mayas also used
a rabbit at the market.
The story continues with the Aztecs, who also loved chocolate and prepared
4. so that they could enjoy
it in their own country.
for each topic. If you don’t remember, look back at
it hot like the Mayas. But the Aztecs added spices so that it would taste better. Some
rich people drank chocolate for breakfast, lunch, and dinner. Some were even buried
with chocolate so that they could take it with them to the next world. Between
1200 and 1500 ce, the Aztecs also used chocolate as currency. In fact, by 1500,
15 read the text again. Write how chocolate changed over time in
these ways.
the information in the reading. Ask students to check
people were paying thirty seeds for a rabbit.

their answers with a partner after they are finished

Let’s continue our journey. When the Spanish arrived in the Aztec capital in 1. People: The Olmecs and Mayas used it first. Then the Aztecs
1519 ce, they tried chocolate and hated it. Without sugar it was extremely bitter,
so the Spanish mixed it with sugar. In 1528 ce the Spanish took the used it. Finally, the Spanish began to use chocolate.
Aztec seeds and recipe back to Spain so that they could drink chocolate there.
2. Ingredients:

and change any incorrect information.

Before this, no one in Europe knew about chocolate!
People say that the Aztec 3. Chocolate as currency:
ruler Moctezuma II drank
50 cups of chocolate a day.

16 Work in a group of three. Retell the story of chocolate. Take turns.

Temple of the Great Jaguar,

Tikal, Guatemala
Wrap Up
• Put students in pairs. Have them role play being
46 47

buyers and sellers in a Mayan or Aztec market.

Practice 14 15 One student takes the role of a seller and the other
• 14 Briefly review what students have learned takes the role of a buyer. The buyer uses cacao
about cause and effect. Say An effect is what seeds to pay for his or her purchases. Tell students
happens. A cause is why it happens. We often use to make up prices for items using cacao seeds.
the words so that and could or would to connect
causes and effects. Provide sentence starters for Recap
students to complete with so that and would/
• Say Now it’s time to review what you learned
could, such as the following: We read “The Story of
about the history of chocolate. Say one thing you
Chocolate” (so that we could learn the
remember about chocolate and how it changed.
history of chocolate.) and My friend bought milk
Go around the room, having students recall one
and ice cream (so that he could make a
fact from the reading.
milk shake.)

Apply
外 传
严禁
• Say Look at item 1. Let’s read it aloud together. 16
Read the cause aloud. Say We have to find the
effect. What happened because the Aztecs added

料， • 16 Read the directions with students. Divide

students into groups of three. Say Your group will

发资
another ingredient? If students don’t remember,
write a short summary of the history of chocolate.

研
have them reread the beginning of the second
Remember, when you summarize, you tell just the

内 部
paragraph. Then model writing the effect, using so
that and would/could.

• Say Now look at item 2. This item gives the effect.

most important ideas from the passage you read.
Find the three or four most important events. Tell
what happened in your own words. Write the
We know what happened, but we need to tell the events in order.
cause. We need to tell why it happened. Let’s read
• Move through the room listening to discussions.
the effect together. Point out the words so that
Make sure students are using target vocabulary
and could. Then guide students to recall the cause
and including only the important ideas. You might
or find it in the text and write it in the box. Have
ask guiding questions such as What happened
students complete items 3 and 4 on their own. They
after that? or What did the Spanish do with
can check their answers with a partner and correct
chocolate? If time permits after the activity, ask
any errors.
What do you think is the most important part in
• 15 Read the directions with students. Ask Who the story of chocolate? Why? Call on students to
used chocolate first? (Olmecs and Mayans) Who share their ideas.
used it next? (Aztecs) Who used it after that?
(the Spanish)

112 Unit 3

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 Be the Expert
Extend
• Point out the map on p. 46. Say This map shows where the Reading Strategy
different groups of people in Central America who used Use Visuals to Support
chocolate lived. Pair students. Assign each pair one of the Comprehension Looking at photos
and maps can help students put what
following groups of people: Aztec, Olmec, Maya. Ask each they read into context. These pages
pair to write three facts about their group of people using provide several visuals that students
information from the reading. Say Use the map on page 46 to can use to further their understanding
of chocolate and its history. By looking
help you write one of the facts. at the photograph of the Mayan
temple and describing what they see,
• After students have written their facts, call on students to read students can get a sense of the city
one of their facts to the group. where the people who discovered
chocolate lived.
Similarly, the map shows the location
Wrap Up of the peoples who were involved
in the early days of chocolate use.
• Say We’re going to play a short game to review what you Students can use the map to see, for
learned about the story of chocolate. I will say some sentences. example, that use of chocolate spread
Some of them are true. Some of them are not true—they are west from the lands of the Olmecs
and Mayas to the lands of the Aztecs.
false. If I say something that is true about chocolate keep your Have students tell you what they
hand down. If I say something that is false, raise your hand. learned by using the photograph and
Use the following sentences: the map.

The Spanish discovered chocolate. (false)

The Mayans liked chocolate when it was hot. (true)
It cost 30 cacao seeds to buy a rabbit in an Aztec market. (true)
Chocolate first grew only in the Americas. (true)
The Mayans ate chocolate bars every day. (false)
外 传
料， 严禁
部研 发资
内
Formative Assessment
Can students
• describe how chocolate changed
over time?
Ask Tell me one way that chocolate
changed over time.
• identify causes and effects?
Say The Mayas planted cacao trees
so that they could drink chocolate.
Ask Which is the cause? Which is
the effect?
• retell the story of chocolate?
Say Tell me three important things
about the story of chocolate in the
order that they happened.

Reading 113

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 Paragraph Unity
Writing A good paragraph has unity—all the sentences in the paragraph refer
to and explain the main idea. The topic sentence expresses the main
idea, and the supporting sentences give related details that extend the main
Writing Type Paragraph Unity idea. When you write your paragraph, check to make sure all the sentences
are closely related to the topic.
Objectives
Students will 17 read. There are three sentences in each blog response that do not
• analyze a writing model. belong. Find and cross out the sentences.
• express the main idea in a topic
sentence.
Chocolate Customs
• include sentences with details
that relate to the main idea. Keiko, Osaka In my country, Japan, chocolate is important in

• evaluate classmates’ writing. some celebrations. The origin of chocolate is interesting. My favorite

celebration is Valentine’s Day in February, when women usually give

Academic Language subject, verb, chocolate to men to show their appreciation or love. International
main idea, topic sentence
Chocolate Day is in September. One month later, on March 14th—or
Content Vocabulary unity, related, “White Day”—men give chocolate to women. In South Korea people
details, blog, custom, connected celebrate Valentine’s Day with chocolate, too. South Korea is across

Resources Workbook pp. 36–37; the sea from Japan.

Classroom Presentation Tool:

Pablo, Mexico City In my family we use chocolate on “Day of
Writing; Teacher’s Resource
the Dead,” a Mexican holiday that takes place in early November. The
CD-ROM: Graphic Organizers
(Word web) capital of Mexico is Mexico City. This is a time when we remember our
friends and family who have died. Today there are more than 40,000

types of chocolate candy bars. My family uses chocolate in two ways.

First, my mom cooks a meal with chocolate sauce. (It’s her own recipe,

and it’s delicious!) Second, we buy skulls that are made of milk or dark

chocolate. I don’t like chocolate milk shakes.

18 Write. Write about a custom in your family or a special occasion when

传
people use chocolate. Make sure all the sentences are closely related

外
严禁
to the topic.

料， 19 Work in a small group. Share your writing.

发资
48

内 部研
Warm Up Present
• Preteach Write on the board: Making Chocolate. • Say Some ideas go together. They’re connected.
Underneath, write vanilla, origin, spices, and Other ideas do not go together and are not
powder. Tell students that one of the words does connected. They don’t belong. Then say Listen
not belong in the list of things needed to make carefully. I’m going to tell you about chocolate.
chocolate. Ask students to tell you the word One sentence doesn’t belong. Your job is to say
(origin). Say Vanilla, spices, and powder are all what sentence doesn’t belong.
ingredients used in making chocolate. These
• Say Chocolate began in the Americas 1,000 years
words belong together. The word origin is not an
ago. When the Spanish came to America, they
ingredient. It doesn’t belong with the other words.
tasted chocolate. The Spanish brought many
• Say Now write a list of words about vegetables. horses. The Spanish brought the recipe for
Write three words that belong together. Then write chocolate from the Americas to Europe.
another word that doesn’t belong. Have students
• Ask students which sentence doesn’t belong.
exchange their lists with a partner. The partner
(The Spanish brought many horses.) Retell the facts
should point out the word that does not belong.
and have students raise their hands when you get
to the sentence that doesn’t belong.

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 Be the Expert
Read the model 17
• 17 Have students open their books to p. 48. Read the title
Our World in Context
Chocolate is a part of many different
aloud. Tell students that the word unity means belonging
types of holiday celebrations around
together. Read the directions aloud. the world. In some countries, for
instance, children eat chocolate
• Say A blog is a page on the Internet. People write what they eggs at Easter. Many Jewish families
think about things and post it on the blog for others to read. celebrate the holiday of Hanukkah
Have students read the blog posts twice, the first time to with chocolate gelt, chocolate coins
wrapped in gold-colored foil. And
understand the ideas and the second to find sentences that the Mexican Day of the Dead is often
don’t belong. Confirm answers as a class. marked by making and eating mole,
a sauce that combines chocolate with
spicy chilies.
Plan 18
• 18 Have students come up with times when people eat or Writing Support Usage
Subject-Verb Agreement In the
drink chocolate. Ask them to think about their own families.
present tense, singular subjects are
Students might mention a snowy day or celebrations. Call on a followed by a verb ending in s. Plural
few students to name ideas and write these on the board. subjects are followed by a verb in its
regular form. Sentences with he, she,
• Draw a word web on the board and give a Word web graphic and they are formed the same way
organizer to each student. Say Write an occasion in the center as sentences with nouns as subjects.
Sentences with I and you as subjects
of a word web. Answer these questions to fill in the other are exceptions. In sentences with I and
circles of the web. you, verbs do not include a final s.
(I drink milk shakes. You eat chocolate.)

What food do you make What are the steps

with chocolate?
What are the
for making it?
Who makes it?
外 传
严禁
ingredients?

料，
发资
• Model. Say My friend likes to drink hot chocolate after we play

研
in the snow. My friend makes hot chocolate. She uses cocoa

内 部 powder, milk, and cinnamon. It’s delicious! Fill out a word web
on the board as shown below.

cocoa powder,
milk, and
cinnamon

play in the
snow or special
occasion

my friend
makes it

Write
• 18 Have students write a topic sentence that introduces the
main idea. Model by writing on the board After I play in the
snow with my friends, I like to drink hot chocolate. Point out
that the topic sentence should mention the occasion and the
connection to chocolate.
Writing 115

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 Paragraph Unity • Have students revise their paragraph to make
A good paragraph has unity—all the sentences in the paragraph refer
to and explain the main idea. The topic sentence expresses the main improvements. Review rules for subject-verb
idea, and the supporting sentences give related details that extend the main
idea. When you write your paragraph, check to make sure all the sentences
are closely related to the topic.
agreement (see Writing Support). Then have
17 read. There are three sentences in each blog response that do not students check their writing for proper agreement
belong. Find and cross out the sentences.
of subjects and verbs.
Chocolate Customs

Share 19
Keiko, Osaka In my country, Japan, chocolate is important in

some celebrations. The origin of chocolate is interesting. My favorite

celebration is Valentine’s Day in February, when women usually give

chocolate to men to show their appreciation or love. International

Chocolate Day is in September. One month later, on March 14th—or • 19 Put students in small groups. Have students
“White Day”—men give chocolate to women. In South Korea people

celebrate Valentine’s Day with chocolate, too. South Korea is across

the sea from Japan.

take turns reading their paragraphs aloud to
Pablo, Mexico City In my family we use chocolate on “Day of the rest of the group. Say After you read the
paragraph, your group members will tell you what
the Dead,” a Mexican holiday that takes place in early November. The

capital of Mexico is Mexico City. This is a time when we remember our

friends and family who have died. Today there are more than 40,000

types of chocolate candy bars. My family uses chocolate in two ways. they liked and what they think you can make
First, my mom cooks a meal with chocolate sauce. (It’s her own recipe,

and it’s delicious!) Second, we buy skulls that are made of milk or dark better. Write the following sentence frames on the
chocolate. I don’t like chocolate milk shakes.

board for students to use in giving feedback:

18 Write. Write about a custom in your family or a special occasion when
people use chocolate. Make sure all the sentences are closely related
to the topic.
Maybe you could say more about …
19 Work in a small group. Share your writing.
I was interested when you said …
48

• Remind students that when they give feedback

Edit they should try to be as positive as possible.

• Say Read your writing. Direct students to check • While group members give feedback, the writer
their writing for the following: should take notes. The writer should then use these
 Does the paragraph include a topic sentence

外 传
notes to revise his or her paragraph.

严禁
with a main idea?
 Does the paragraph include details that support
and expand the main idea?

料，
发资
 Does the paragraph have unity? Do all the

研
sentences refer to the main idea?

内 部 Writing Rubric Use this rubric to assess students’ writing. You can add other aspects of their
writing you’d like to assess at the bottom of the rubric.

4 3 2 1
4 = Excellent
Organization
3 = Good
Ideas are clear and well-organized.
2 = Needs improvement
1 = Redo Grammar
Student uses correct grammar.

Vocabulary Student uses a variety of word choices,

including words learned in this unit.

Writing type Student expresses the main idea in a

paragraph’s topic sentence and includes only details
that relate to the main idea.

Usage
Subjects and verbs are in agreement in all sentences.

116 Unit 3

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 Mission

Mission Mission Learn about your food.

Objectives
Learn about your food. “save
We all have a chance to
the earth, through our
Students will
• share ideas.
• Why is it important to learn about the fork, through our plates.”
ingredients in your food? • evaluate ideas.
Barton Seaver
• Find some candy wrappers and look at the labels. Chef/Conservationist
Content Vocabulary wrappers, labels
What can you and other kids learn about the chocolate
National Geographic Fellow
from these labels? Work in a small group. Think of Resources Video: Sc. 10—Meet the
ideas. Talk about and write the best ones in the box. Explorer: Barton Seaver; Classroom
Presentation Tool: Mission; Mission
Poster
Materials a chocolate candy-bar
wrapper that lists ingredients

• Work with another group. Share your ideas.

Are they the same or different? Which ideas
Be the Expert
does everyone like best?

Meet the Explorer

Barton Seaver is a chef with a special
interest in the environment. He
believes that the food choices people

外 传
make often have a harmful impact
on the environment, especially the

严禁
oceans. Seaver lived and worked for

，
a time in a seaside fishing village in

料
Morocco. There, he learned about

发资
ways of fishing that don’t harm fish
49
populations.

内 部研
Mission
Later, he became a chef at various
restaurants in Washington, DC. He
works closely with organizations that
try to help end hunger and to protect
the oceans from overfishing.
Say Many of the foods we make and buy have different
ingredients. You know some of the ingredients in chocolate. But About the Photo
some types of chocolate may have ingredients you don’t know The photo shows the inside of a
very much about. Hold up a chocolate candy-bar wrapper. Write chocolate shop in Brugge (also called
some of the ingredients on the board. Encourage a discussion of Bruges), a city in Belgium. Brugge
has often been called the chocolate
ingredients in chocolate with questions like: capital of the world.
What are some of the ingredients in a chocolate candy-bar?
Are all the ingredients in candy bars good for you? Teaching Tip
When students are sharing their work
• Point out the term labels. Say The label on a candy-bar wrapper with a group, you might have them sit
gives information about the candy bar. It lists the ingredients. in a special seat. This can help other
students focus on the speaker.
Some ingredients are natural. Those are usually good for us.
Instead of having students remain in
Others are man-made. Do you think man-made ingredients are the same positions around the table
good for you, too? Why, or why not? when reading their writing aloud to
group members, mark one chair as
the “presenter’s chair” and have each
student sit in that chair when reading
her work aloud.

Mission 117

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 Project 20 make a collection of chocolate recipes.
1. Research recipes that include chocolate.

2. Choose one that you like and bring the recipe to class.
Objectives (If possible, try the recipe at home first!)
Students will
3. Work in small groups. Make a collection of
• research recipes that use chocolate recipes.
chocolate.
a. Write the recipes in your own words on cards.
• work with a group.
b. Add photos and pictures.
• create a collection of recipes.
c. Fasten the recipe cards together.
• complete the Unit 3 quiz.
Content Vocabulary amount,
collection, flour
Resources Assessment: Unit 3 Quiz
Materials cookbook or printed recipes;
food magazines; food-related
pictures from the Internet; markers;
large index cards; glue or tape;
hole puncher; fasteners

外 传
料， 严禁
发资
50

内 部研
Prepare
• A day or two ahead of the lesson, remind students • Read aloud the directions on p. 50 with students.
to research a recipe to bring to class. When you Put students into small groups. Say Take out the
begin the lesson, ask What are some ingredients recipe you brought.
people use to make chocolate? List words students
• Say Next, write your recipe on an index card. Write
learned in this unit, such as vanilla, cinnamon,
the name of the food. Next, list the ingredients.
spices, and pods, on the board. Say Chocolate can
Then list the steps that tell how to make the food.
be an ingredient, too! Chocolate is an ingredient
Write on the board what to include in a recipe:
in many types of foods. Ask Who can tell me one
food that has chocolate in it? (hot chocolate,
 list of ingredients
milk shakes, many types of cookies, some kinds of
ice cream)  amount, or how much, of each ingredient

 steps that tell how to make the food

• Say We’re going to make a collection of chocolate
recipes. Show students a recipe and read aloud
• Provide time for students to write their recipes.
the first few steps. Pass around the recipe to help
When students are finished writing, encourage
remind students of what a recipe looks like.
them to check their recipes to make sure they
haven’t left anything out.
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 Be the Expert

Teaching Tip
When making presentations to
the class, some students may need
encouragement. For example, when
sharing their work with the class,
some students may want to say
just one sentence. Encourage these
students by asking specific questions,
or asking Can you tell us more?

Project Rubric
 Did students research recipes that
use chocolate as an ingredient?
 Did students use their own words
to write the recipe?
I brought a recipe for chocolate ice
cream bread! My mom and I made it
 Did students draw a picture of
last weekend. It was really good!
their food?
 Did students collaborate to make
a collection of recipes?
 Did students use unit vocabulary
in their collection of recipes?
Now I can . . .
describe types
of chocolate.
talk about the uses
of chocolate.
discuss the history

外 传
严禁
of chocolate.

，
write a unified paragraph.

发资 料 51

内 部研 Unit Assessment
Now I Can Ask questions such as the
• Next, say Find or draw a picture of your recipe. If you don’t have following:
enough space on your recipe card, you can use a new card. • What types of chocolate have you
Provide old magazines and food cookbooks, and markers for eaten?
drawing. When students are finished, have them use fasteners to • What are some different ways you can
use chocolate?
put all the recipe cards together as a collection.
• How was chocolate different long ago?
• What special occasion or family time
Share did you write about?

• Have groups come to the front of the room to present their

collection of recipes. Each student should give the name of the Review For additional practice, direct
food the recipe is for and say something about the ingredients or students to Activity Worksheet 3.4.
how to make it. Encourage other students to ask questions about
the food or recipe.
Unit Assessment
• Modify You can simplify the project by giving groups chocolate Give the Unit 3 Quiz. Hand out
the quiz and go over the instructions
recipes to choose from, instead of having students find the
with the students. The quiz should
recipes themselves. Have each student choose a recipe to write in take 15–20 minutes.
her own words.
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 Video

Vocabulary 1a a candy bar, caramel, a filling, hot

chocolate, cinnamon, a liquid, a milk shake, an
occasion
Vocabulary 1b type, origin, pods, powder, spices,
vanilla, solid
Vocabulary 2 a recipe, ingredients, mix, pour, a gram,
a teaspoon
Grammar 1 talk about activities using the past
progressive
Zoom In
Grammar 2 connect causes and effects using so that
and would/could Vocabulary
Song Hot Chocolate • Have students repeat the target words after they
Viewing different ways to make chocolate into hear them.
tasty foods
Meet the Explorer Barton Seaver Pause on frames that show chocolate. Ask What
type of chocolate is this? Pause on frames that
Story Time How Quetzalcoatl Brought Chocolate
to the People show mix and pour and ask students to say and
Resources Student Book Unit 3, pp. 36–45, p. 49; act out the terms.
Teacher’s Resource CD-ROM: Graphic Organizer
(T-chart) Grammar
• Play Scene 5. Say Raise your hand when you hear
the phrases was walking and were making.

• Play Scene 6. Say Listen for the words so that. Have

Before You Watch students identify the cause and the effect in each
• Play Scene 1. Say This video is all about chocolate.

外 传
sentence with so that.

严禁
What are some of the things you learned about
Song
chocolate?

料， • Divide the class in half. Have one group play the

发资
grandchild and the other play the grandmother.
While You Watch Say We’re going to sing and act out the song. Play

内 部研
• Give out T-chart graphic organizers. Have students
label the columns Type of Chocolate and Words
about That Type. Say As you watch the video,
Hot Chocolate once so students can plan their
movements. Play it again and have students sing
and act out their parts.
write the names of types of chocolate in the left Viewing
side. Write words you hear about the types of • Play a few seconds of Scene 8. Ask students to
chocolate in the right side. predict what the segment will be about. After
viewing, ask What was your prediction? How was
• Pause the video as necessary to allow students to
or wasn’t it correct?
copy important words into the chart.
Meet the Explorer
After You Watch • Ask What are some of the things Barton Seaver is
interested in? (food, the environment) How do you
• Place students in pairs. Say Imagine you made
help the environment?
one of the types of chocolate in your chart. What
ingredients did you use? What can you tell about Story Time
it? Have students use their charts to tell their • Play Scene 9 and pause from time to time to have
partners about types of chocolate. students predict what will happen next.

• Have students retell the story in small groups. Ask

What happens first? What happens next? Does
Quetzalcoatl make a good decision?
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 How Quetzalcoatl Brought Unit 3 Reader
How Quetzalcoatl Brought
Chocolate to the People Chocolate
The Aztec god Quetzalcoatl gave to the People
An Aztec Legend Text Type legend
chocolate to the people. This made the Retold by Lynn Mesh
Reading Strategy Understand
LeveL 6 ReadeRs

people very happy, and they began

Young Cú Chulainn: Odon and the Tiny Creatures
Athlete and Future Warrior Based on a Folktale from the Philippines
Based on a Folktale from Ireland
Advertising Techniques: Do You Buy It?

Sequence of Events
King Midas and His Golden Touch
The Shark King’s Cave

to do great things. But the other gods

A Myth from Greece
A Folktale from Hawaii
How Quetzalcoatl Brought Chocolate
to the People Better Lives with Bionics
An Aztec Legend
The Flying Dutchman

wanted to keep all the chocolate for Vocabulary chocolate, pods,

The River Dragons Based on a Legend from Europe
A Folktale from China

themselves. They became very angry powder, mixed, poured, liquid,

with Quetzalcoatl. What happened to hot chocolate, a spice, cinnamon,
Quetzalcoatl and the people? origin, a gram, candy bar
Grammar talk about activities using
Before You Read past progressive
Resources Video: Sc. 9: Story
• Activate prior knowledge Ask students questions to get them Time: How Quetzalcoatl Brought
thinking about the main idea in the story. Ask What do you know about Chocolate to the People; Classroom
Presentation Tool: Story Time:
the origin of chocolate? Where did it come from? How did people use it? Teacher’s Resource CD-ROM:
Graphic Organizers (Storyboard)
• Introduce the strategy Model sequence of events by doing three
actions. First, pick up a marker or piece of chalk. Then, use it to write
your name on the board. Finally, put the marker or chalk down. Say
First, I picked up the (marker). Then I wrote my name. Last, I put the
(marker) down. I told the things in the order they happened.

• Give students Storyboard graphic organizers. Draw a Storyboard on the Be the Expert
board to help students determine the sequence of events. Number and
label the boxes. Our World in Context
• Say We can show the sequence of events, or the order in which things The traditional Aztec homeland is in

happen in the story, by writing what happens first, next, and so on.

外 传
Mexico. Find Mexico on a world map
and point it out to students. Explain

严禁
that the center of Aztec culture was
While You Read
，
Mexico City; find this city as well and

料
point it out to the class.

发资
• Stop every few pages to discuss the sequence of events with students.
Reading Strategy

研
Have students use the discussion to write in their graphic organizers. Ask
Understand Sequence of Events

内 部What happens first? (only the gods have chocolate)

p. 3: What does Quetzalcoatl do after the people built temples to him?
(He decided to share chocolate with the people.)
Good readers pay attention to the
order of events in a story. Identifying
the order of events can help students
better understand and recall what
they read. Help students understand
p. 5: What does Quetzalcoatl teach the people? (how to grow cacao
the events of this story in sequence
and how to make chocolate)
by pausing to ask questions about
p. 7: Once the people were filled with chocolate, they are able to do time order and by using a graphic
things. What are they able to do? (math, study the stars, create organizer such as the storyboard to
list the important events in order.
art and music, build cities)
p. 9: What happens after Quetzalcoatl’s bad dream? ( The god of Text Background
night comes dressed as an old woman and gives him a poison This reader is an adaptation of an
Aztec legend. Legends are a type of
that set his body on fire.) folktale. They are passed down from
one generation to the next. Legends
After You Read often tell important information about
the culture they come from. Usually,
• Point to the first box in the storyboard on the board. Ask What legends are told orally, instead of being
written down. Over the years, a legend
happened first? Call on students to read from their organizers. Decide may change as different storytellers
on the first event as a class. Repeat for the rest of the boxes. Then put add and take out parts.
students in groups. Have them use words such as first, then, and finally
to retell the story’s events in order.

Video and Reader 121

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 Audio Script Workbook
TR: 14 6 Listen to the song. As you listen,
number the order (1–6) that you hear the actions in
Student Book
Activity 5. (See p. 100.)
TR: A19 1 Listen and read. (See p. 96.)
TR: 15 7 Listen and write. Listen to the song.
TR: A20 2 Listen and repeat. Answer the questions. (See p. 100.)
an occasion We eat birthday cake on special TR: 16 9 Complete the sentences. Then listen
occasions.
and check your answers.
a pod Pods have seeds.
vanilla Many types of chocolate S1: Where were you doing last night, Sarah?
have vanilla. S2: What do you mean, mom? I was sleeping!
cinnamon Do you put cinnamon in S3: No, you weren’t. I heard you. You were walking
hot chocolate? around the house at 3 a.m.
a spice Cinnamon is my favorite spice. S4: I heard her, too, dad. She was making a noise in
origin What’s the origin of coffee?
the kitchen.
hot chocolate I drink hot chocolate in
the morning. S1: I don’t understand. Why were you making a noise
liquid Water is liquid. downstairs, Sarah?
solid Ice is solid. S2: I was making a … cake! Happy birthday, mom!
candy bar Can I have a that candy bar?
type What type of chocolate do you like? TR: 17 11 Listen. Listen to the story. Number the
filling I like candy bars with fruit filling. words in the order you hear them.
caramel Caramel is too sweet! S1: Oh, I can’t wait to have a chocolate milk shake!
milk shake I’d like a strawberry milk shake, please. Where’s the recipe, Jun-Uh?
powder We need to buy cocoa powder!

传
S2: Here. I put it in front of us so we can see it.

外
严禁
TR: A21 4 Listen, read, and sing. (See p. 100.) S1: Good idea! Now, do we have all the ingredients?

TR: A22 Grammar. (See p. 102.)

料， S2: Yes, I think so.

发资
S1: Great. Put them in the blender… that’s two cups
TR: A23 9 Listen and repeat. of vanilla ice cream, 6 teaspoons of milk, and six

内
mix
部
pour
研
a gram How many grams of sugar do I need?
You have to mix carefully.
Pour it in your favorite cup.
grams of cocoa powder…
S2: OK, I’ve done that. I’ll mix them now.

a recipe Do you have a good recipe for TR: 18 12 Listen to the rest of the story. Circle the
chocolate cake?
correct answers.
an ingredient This recipe has 25 ingredients!
S1: This is going to be delicious! I love chocolate milk
a teaspoon Add two teaspoons of cocoa powder.
shakes.
TR: A24 10 Work with a partner. Stick the recipe in S2: I do, too. I’ll pour it into the glasses! (pause)
the correct order. Then listen to check your answers. Wait. There’s something wrong.
First, find the ingredients from the recipe. S1: Oh, Jun-Uh. What have you done? It’s almost solid!
Second, put them in the blender. Add a teaspoon S2: It isn’t pouring… Maybe I didn’t mix it enough.
of sugar.
S1: You did. I think you made a mistake with the
Third, mix the ingredients together for one minute.
ingredients.
Fourth, pour the milkshakes into two glasses.
S2: But I did what you said… Two cups of vanilla
Finally, decorate them with a little chocolate syrup.
ice cream, 6 teaspoons of milk, and 6 grams of
TR: A25 Grammar. (See p. 108.) cocoa powder.
S1: Oh no. I didn’t say that. I said 6 cups of milk, not
TR: A26 13 Listen and read. (See p. 110.)
6 teaspoons…

122 Unit 3

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 S2: I was taking a chocolate class!
TR: 19 21 Listen and write. Listen. Complete
S1: You’re kidding! You were studying on vacation?!
the chart.
S2: Yes. We were staying in the jungle where they grow
S1: Wow, these are awesome photos. Did you have a
cacao pods. We were making chocolate so that we
good vacation?
could learn how it is made. It was awesome.
S2: Yes. It was great.
S1: Wow, that’s really cool.
S1: Why were you wearing that huge hat on
S1: Why was this woman holding an umbrella? Was it
vacation? It’s so funny!
raining?
S2: I bought it so that I wouldn’t get sunburned.
S2: No, it wasn’t. It was really sunny. She was
I forgot my cap, you see.
showing us the way.
S1: I like this photo.
S1: With an umbrella?
S2: Thanks.
S2: She was holding the umbrella above her head so
S1: Why were you carrying such a big map?
that everyone could see her.
S2: So that I wouldn’t get lost. It was a really big city,
you know. TR: 20 23 Listen and read. (See p. 327.)
S1: What were you doing in this photo?

Answer Key 14 SB p. 47. Suggested answers:

Student Book 1. The Aztecs added another ingredient … so that

chocolate would taste better. 2. Some people were
Unit Opener SB p. 36 even buried with chocolate … so that they could enjoy
1. chocolate, 2. different, 3. China, 4. 7,000

传
chocolate in their next life. 3. The Spanish added

外
严禁
sugar … so that chocolate would taste less bitter.
6 SB p. 42 4. The Spanish took the chocolate recipe back to

料，
First row: He was painting a picture. They were Spain … so that they could enjoy it in their own country.

发资
making a milk shake. She was designing a poster.
15 SB p. 47 Suggested answers:

研
Second row: She was doing research. He was

部
1. The Olmecs discovered it. Then the Mayas used it,
presenting a report. She was eating candy bars.

内 9 SB p. 44
1. recipe 3. teaspoons; Mix 2. ingredients 4. pour; grams
followed by the Aztecs. Finally, the Spanish began to
use chocolate. 2. The Mayans used cacao seeds to
make chocolate. Then the Aztecs added spices and,
finally, the Spanish added sugar. 3. The Mayas and
10 SB p. 44 then the Aztecs used cacao seeds as currency.
1. third sticker: ingredients 17 SB p. 48
2. first sticker: putting ingredients into blender The origin of chocolate is interesting.
3. fifth sticker: mixing in blender World Chocolate Day is in September.
4. second sticker: pouring into glasses South Korea is across the sea from Japan.
5. fourth sticker: decorating with chocolate syrup The capital of Mexico is Mexico City.

11 SB p. 45 Today there are more than 40,000 types of chocolate

candy bars.
1. so that he could make a solid chocolate bar
I don’t like chocolate milk shakes.
2. so that it would taste sweeter
3. so that they could have more variety Workbook
4. so that people could make chocolate at home Go to pp. 325–328 for the Workbook Answer Key for
5. so that it would be smooth and melt this unit.

Audio Script and Answer Key 123

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