How to Teach This Book4
Unit 1 A Bug with a Big Mouth9
Unit 2 Visiting Eden15
Unit 3 The Real Robin Hood?21
Unit 4 Looks Good Enough to Eat!27
Unit 5 An Ancient Game33
Unit 6 What’s That Noise?39
Unit 7 Doctor Fish45
Unit 8 The Height of Children51
Unit 9 The First Animal in Orbit57
Unit 10 Computers63
Vocabulary Review 1(Units 1–10) 69
Unit 11 The Benefits of Trees73
Unit 12 Ice in Africa79
Unit 13 The World’s Worst Job?85
Unit 14 A “ Must See” of India91
Unit 15 Catching Men’s Eyes97
Unit 16 Seeing Red103
Unit 17 People with Super Taste109
Unit 18 Faster than . . . ?115
Unit 19 Thanks to . . .121
Unit 20 Free Programs?127
Vocabulary Review 2(Units 11–20) 133
Each unit in the Reading Discovery series is divided into nine parts. The following lesson plan is designed for a one-hour class period. For teachers with less available class time per unit, certain parts of the sample lesson plan may be omitted or shortened as necessary.
Pre-Reading (5 minutes)
Have students read the questions and write short answers. Writing the answers in complete sentences is not necessary. Next, divide the class into small groups of 3-5 students per group. Students share their answers in their groups. A group agreement is not required for the answers, as these answers are designed to activate the student’s background knowledge of the given topic. If time
allows, have some of the groups share answers to specific questions. Record useful related vocabulary on the board and discuss how the vocabulary may be related to the reading.
Vocabulary Preview (10 minutes)
Have students complete the exercise by reading the sample sentences silently to themselves and then matching each underlined vocabulary word with the correct definition or picture directly across from the sentences. Check the answers together as a class by asking one student to read the sentence and then give her/his answer.
While checking the answers, spend a few
minutes reviewing and extending students’ understanding of the words. Ask the class to brainstorm alternative definitions of words or additional forms of the word. Have the class generate new sentences for words or predict how the word might be used in the reading passage. This activity will help students recall the target vocabulary as they continue throughout the unit.
Reading (10 minutes)
Set a time limit for students to complete the reading and work through the Reading Comprehension and Language Practice activities. At the end of the allotted time, have students work together in pairs to check their answers to both of the activities. In cases where students do not agree on an answer, have the pairs
refer back to the reading to show support for their answers. In this way, students help each other to clarify certain points about the reading. When the majority of students have finished checking their answers, check the answers together as a class. Encourage students to refer back to the reading to point out correct information for any incorrect answers.
Listening (5 minutes)
Have students read the questions for the listening exercise. After listening to the recording, students should choose the best answer based on what they hear. Play the recording a second time, and have students complete the note-taking activity in part B. While the answers for part A and B are being
checked, students can also refer to the transcripts at the back of the book. This is useful for highlighting key vocabulary items and idiomatic expressions.
Using the written transcripts, students may also practice fluency and pronunciation by reading aloud in pairs.
Summarizing (5 minutes)
Have students complete the Summarizing activity presented in the book. Students will need to synthesize information from both the reading and listening content of the unit in this activity. They may check their answers together in pairs before reviewing the answers together as a whole class.
Integrated Practice (10 minutes)
The Integrated Practice section includes a variety of activities for students to express their opinions and experiences. This section also provides students with additional practice for synthesizing information from different sources.
Students can then write their responses in short written paragraphs. Each Integrated Practice page is divided into three parts. Parts A and B should be completed as a class. The writing activity for part C may be completed in class as time allows or completed as homework.
Vocabulary and Idiom Review (5 minutes)
Set a time limit of 2 or 3 minutes for students to work through the Vocabulary and Idiom Review exercise on their own. At the end of the allotted time, have students work together in pairs to check their answers. When they do not agree on an answer, have the pairs highlight key words or grammatical structures that bring them closer to the correct answer. In this way, students help each other to clarify confusing points about vocabulary and grammar. Check the answers as a whole to make sure everyone has the correct answer for
If time allows, focus students on the word form exercise “B.” After determining the correct form of the word to fill in the blank, ask students to brainstorm original sentences using the other word forms. For example, in Unit 1 of Reading Discovery 1, students read the sentence, “The scorpion has a lot of _____ on its legs.” The correct answer choice is “hair.” The other answer choices for this question are “hairy,” “hairless,” and
“haired.” From these words, students might come up with sentences like, “My dog is very hairy.” or
“A Manx cat is a hairless species of cat.”
General Teaching Strategies
Building Reading Fluency
The Reading Discovery series aims to increase students’ reading fluency while building on their accuracy in reading comprehension. Fluent readers may be defined as those with adequate comprehension (at least 70% accuracy) at an adequate reading rate (200+ words per minute). Having well-developed reading fluency is essential for good performance on reading-based exams as well as for enjoyable outside reading. Below are some suggested activities for developing reading fluency:
Have students read the passage silently all at the same time. Using a watch or clock, keep track of the time elapsed by writing it on the whiteboard or by using time cards. Teachers may want to keep track of the elapsed time in 5-10 second intervals.
When the students finish their reading, they look at the board or time card and record their personal reading time next to the passage. Teachers can use the reading time of earlier readings to rate progress through the duration of the reading course.
Reading fluency can also be developed by repeated reading of the same text.
Teachers may want to have the students re-read the previous day’s reading as both a review of the vocabulary presented and a further practice of their reading skills. A timed reading of this previously covered reading is also recommended.
Alternatively, setting a time limit (e.g. 4-5 minutes at first) on the reading is also possible. By having the students mark the place in the text that they reach in the given time, the students themselves can be made aware of their reading rate. Setting a time limit works particularly well when students are assigned texts to re-read multiple times (3-4 times for the same reading). In this way, they can see the improvement that they make with each reading.
As a component of re-reading passages, students can focus on developing their fluency with two versions of assisted reading. After the text has been listened to, a more proficient student is paired with a less fluent reader in a paired reading activity.
An overall time (usually 10-15 minutes) is allotted for the activity. Each student reads for a limited time, while the other listens. If a student reaches a difficult passage, the other student can take over reading. Students can also assist each other if they have difficulty with pronouncing words.
Choral readings provide an opportunity for students to read aloud in a non-stressful setting. A limited section of a reading text (usually a short paragraph) is used for students to practice stress and intonation of a previously read passage. With limited use, students can progress from recognizing words in short phrases, to increasing their awareness of the relationships of these words in a complete reading.
Match each word with the correct meaning or picture.
1. A snake senses with its tongue. • • a. a sudden ache caused by the pointed part of an insect 2. A spider bit my finger. It was painful! • • b. to have inside
3. A gun is a weapon. • • c. a feeling of hurt
4. I think a snake’s bite would hurt a lot • • d. to feel through sight, hearing, more than a bee’s sting. smell, taste, and/or touch 5. Most candy contains sugar. • • e. an object used when fighting 6. Oh no! I crushed my cookie. • • f.
It’s in small pieces now.
A Bug with
a Big Mouth
Look at the pictures and answer the questions.
1. What kinds of bugs do you see?
2. Name the parts of the bugs that y ou
3. Which bug has the biggest mouth?
What does it eat?
A Bug with a Big Mouth
2 giant very big
14 poison the liquid in an animal that is used to kill or weaken other animals
16 mild not strong
18 claw the part of some animals’ bodies that picks up or grabs things
20 tear to pull apart; to rip
One of the biggest bugs in the world is the giant hairy scorpion of North America. It can grow over six inches (fifteen centimeters) long! No wonder this scorpion is called
“giant.” It also has brown hairs all over its body. It uses these hairs to sense the world around it.
However, most people do not get close enough to the giant hairy scorpion to see its hair. This is because they are scared of its tail.
A scorpion sting can be painful because all scorpions have poison.
Although the giant hairy scorpion's
tail, like all scorpions, contains a mild poison, the poison will not kill a person. This scorpion’s sting is similar to a bee sting.
However, if you are another bug, you know the scorpion’s claws are scarier than its tail. These are, in fact, the scorpion’s main weapons. The scorpion uses its claws to first crush and tear its prey, which are other bugs. Then the scorpion eats them.
The giant hairy scorpion may look like a lobster or crab, but it is more closely related to another animal. Its closest cousin is the spider! Many people also think that the scorpion’s claws are its front legs, just like crabs. In fact, the scorpion’s claws are part of its mouth. This is a bug with a big mouth!
Reading Time _______ minutes _______ seconds 222 words
Choose the best answer.
1. What is the main idea of this reading?
a. Foods that scorpions love b. Bugs that are similar to lobsters c. Facts about a large scorpion d. Bugs that have big front legs 2. What are giant hairy scorpions related to?
a. Lobsters b. Crabs
c. Spiders d. Bees
3. What does the word “prey” in line 20 of the reading refer to?
a. To attack and kill b. An animal caught for food c. A kind of scorpion d. To eat completely
4. What can be said about this scorpion’s sting?
a. It isn't very painful. b. It is not very dangerous.
c. It is very dangerous to people. d. It is the scorpion’s main weapon.
A. Fill in the blanks with the correct expressions. Then, go back and underline the expressions in the reading passage.
1. A lobster _______________ a crab.
2. Your teeth _______________ your mouth.
3. It is 40ɠC in here. _______________ I feel hot!
B. Fill in the blanks with the correct words or phrases.
1. Scorpions have big claws. _______________, the claws are part of the scorpion’s mouth.
2. _______________ the scorpion’s tail contains poison, it will not kill a person.
3. Scorpions look like lobsters. _______________, they are not the same class of animals.
4. “Why are you on that chair?” “_______________ I saw a scorpion on the floor!”
In fact However Because Although are part of no wonder is similar to
A. Listen and choose the correct answer.
What does the speaker talk about first?
a. How spiders and scorpions are different b. That scorpions use webs c. That spiders and scorpions are related d. How spiders eat scorpions
First sentence: The giant hairy scorpion is big and hairy, and it also has a big mouth!
_______________ _______________ _______________
a. Like other scorpions, it has eight legs, a small head, and a poisonous sting.
b. Other than its size and hair, the giant hairy scorpion is like other scorpions and spiders.
c. The giant hairy scorpion mainly uses its tail to catch food.
d. It has a big mouth because its claws are actually part of its mouth.
e. This bug is in the same family as crabs and lobsters.
B. Listen again and fill in the blanks with the missing information.
How are spiders and scorpions similar? How are they different?
_______ or _______
have _______ and _______
have _______ _______
have _______ _______
have _______ _______
eat _______ _______
Read the first sentence. Based on the previous reading passage and listening section,
choose three more sentences to make a summary. Some sentences are NOT true.
A. Read the following passage about spiders and write T for true or F for false.
C. Write your own short paragraph by filling in the blanks. Use the information from parts A and B.
parts A and B.
The writer believes that _____________________________________________, but the speaker believes that ______________________________________________.
The writer feels that ______________________________________________ because ________________________________________________________________________.
However, the speaker feels that ____________________________________________
I agree with ___________________________________________. I think that spiders ________________________________________________________________________.
A. Read the following passage about spiders and writeT for true or F for false.
Many people don't like spiders. Some think that spiders look scary.
They have so many legs and move quickly. Some of them even jump! But mostly, people think that spiders are dangerous. They are afraid that spiders will bite them and inject poison into them. Some spiders can seriously hurt people with their poison. The black widow spider is one of these.
1. ______ Almost everyone finds spiders scary.
2. ______ Some spiders can bite people.
3. ______ The black widow spider is poisonous.
B. Listen to the information about spiders. Fill in the blanks with the missing information.
The speaker talks about his opinion of 1_______________. He thinks they are good to have around. For example, the goldenrod spider lives in people's
2_______________ and eats bad bugs like mosquitoes and 3_______________. He thinks 4_______________ are much worse than spiders.
A. Choose the best words or phrases to fill in the blanks.
1. Birds use their claws as ____________ when they fight.
a. sting b. inches c. weapons d. tails
2. Put your hand in the box and try to ____________ what is in it with your fingers.
a. sense b. contain c. grow d. look like
3. A grasshopper is a goldenrod spider’s ____________.
a. poison b. prey c. mouth d. weapon
4. That cup ____________ ice water.
a. crushes b. uses c. contains d. bites
5. My father’s brother has two children. They are my ____________.
a. cousins b. relative c. aunts d. uncles
6. She took the wrong bag because her bag was ____________ that one.
a. all over b. similar to c. part of d. related to
7. ____________ the things that spiders can do is make webs.
a. No wonder b. More closely c. One of d. In fact
B. Choose the correct word forms.
1. The scorpion has a lot of ____________ on its legs.
a. hairy b. hair c. hairless d. haired
2. A bee’s sting can be very ____________.
a. painless b. pain c. painful d. pains
3. The size of a basketball is ____________ to that of a soccer ball.
a. similarly b. similar c. similarity d. simile