YA 3 TB Unit 3 - richmondelt.es · interrogative Possessive pronouns: interrogative ... You should do exercise. ... Lesson 4 Test Unit 3, pages 118-121: Unit 3 Review t Flashcards

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Young Achievers 3Contents

Unit Vocabulary Grammar

0Welcome!

Physical descriptions ClothesAnimal Rooms and furnitureSeasons

Questions: when, whathave gotAbility: can/can’tPrepositions of place: in, on, under, behind, in front of, next to

1Verbs: drink, drop, eat, feed, jump, run, scare, skip, take, touch, useEntertainment places: aquarium, art gallery, gift shop, library, planetarium, science museum, theatre, theme park, zoo

ImperativesCan for permission: interrogativePossessive pronouns: interrogativePresent continuous: interrogative

2Farmers’ market

Food: mushroom, peanut butter, popcorn, potato, raspberry, sweet corn, sugar, tomato, yoghurt

Countable and uncountable nounsThere is/are:

some, a lot, a few, isn’t/aren’t any, a little How many/much...?

page 34 Language fun! Units 0-2

3My time

Hobbies and activities: cook, chat online, do gymnastics, go to ballet class, go roller skating, have singing lessons, have swimming lessons, have violin lessons, learn karate, listen to music, play computer games, play football, play in the school band, take picturesFeelings: angry, bored, calm, confused, excited, happy, nervous, sad

like / love / don’t like / hate + gerund: negative and interrogativeHow often...? and adverbial phrases: every day, every week, every month, every yearDescribing abilities: good at, not good at

4A healthy body

Symptoms and illnesses: headache, insect bite, runny nose, something in eye, stomach ache, sunburn, toothachePrevention and treatment: blow your nose, call the doctor, drink some water, drink tea and honey, have a nap, have a snack, sit in the shade, wear a warm coatAdjectives: cold, hot, hungry, thirsty, tiredPeriods of time: day, month, week, year

have got: should for advice:How often...? and adverbial phrases: once a week, twice a month, three times a year

5Project Earth

Environment: air, bears, bridges, deer, factories, noise, park, pollution, railway,

Verbs: die, clean up, pollute, produce, protect, recycle, save, waste

Past simple be: Past simple: regular verbs

Language fun! Units 0-5

6Prehistoric times

Verbs: burn, carve, cook, crash, eat, erupt, have, hunt, live, make, measure, paint, shake, sleep, swim, walk, wearParts of animals: wing

Past simple: regular and irregular verbsPast simple questions

7Ancient China

Personality: honest, independent, kind, lazy, loyal, lucky, organised, popular, sensitive, shy, sociable, stubborn, vainInventions: blue jeans, chess, chopsticks, compass, electric guitar, fortune cookie, glasses, gum, metric system, noodles, paper, pencil, screwdriver, telescope

be and adjectivesPast simple subject and object questionsPast simple: Past abilities: could, couldn’t

8Ocean adventure

Activities: shop, sleep, swim, take painting lessons, travel, visit a water park, walk, watch

countries, nationalities and languages: Argentina, Australia, Brazil, Canada, Egypt, Ireland, Japan, Switzerland, Arabic, English, French, German, Irish, Italian, Japanese, Portuguese, Romansh, Spanish

Future with going to: interrogativeQuestions: Countries, nationalities, languages

Language fun! Units 0-8

Achieve more! Units 1-8

Listening Speaking Reading Writing

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Contents

Functions Phonics for pronunciation

Achieve!

Culture

Describing people: physique, age, family, likes and dislikesDescribing animals: body parts, abilitiesLocating people and objects: The hat is on the table. The boy is climbing a tree.

Following instructions: Asking and giving permission: Can we take pictures? Yes, you can.Asking about and expressing possession: Whose backpacks are they? They’re ours.Asking about what someone is doing: Is she looking for souvenirs? No, she isn’t.

-ng or -nk CLIL: Insect museum

The London Eye: Describing places to visit

Asking about and stating quantities: Is there any meat? Yes, there is.How many bananas are there? There are a lot. How much sweet corn is there? There is a little.

Third person ‘s’: /s/, /z/, /ız/

CLIL: Comparing city and country living

Arcimboldo: Describing a painting

Asking about likes and dislikes: Do you like doing gymnastics? No, I don’t. I hate doing gymnastics.Asking how often something is done: How often do you take a test? I take a test every week.Talking about abilities:

Hard and soft -g CLIL: Describing feelings in art

School in Britain: A typical school day

Asking about illnesses: Have you got a toothache? Yes, I have.Giving advice: You should do exercise. He should have a snack.Asking how often something is done: How often do you go on a plane? Twice a year.

st- CLIL: Healthy and unhealthy habits

Flying doctors: The Royal Flying Doctor Service in Australia

Describing places in the past: There was rubbish. There wasn’t any pollution.

Describing situations in the past: The animals died. They saved water.Asking about places in the past: Was there a park? Yes, there was.

Past simple –ed endings: /d/, /t/, /ıd/

CLIL: The water cycle

Let’s recycle: recycling rubbish at home

Describing situations in the past: They made tools.Describing prehistoric animals: It lived in rivers and lakes.Asking about prehistoric animals: Did it eat plants? Yes, It did. How long was it? It was 26 metres long.

-nch or -tch CLIL: Plate tectonics

Dinosaurs:

Describing personality traits: He’s intelligent. She’s sensitive.Asking about past inventions: Who invented paper? The Chinese.Asking about the past: Where was it? How many were there? How tall were they?Talking about past abilities: He could speak English. He couldn’t write Chinese.

-gh CLIL: The Great Wall of China

About China:

Talking about future plan: I’m going to play all day. She isn’t going to go scuba diving.Asking and answer questions about future plans: What is he going to do?

Talking about countries, nationalities and languages: He’s from Argentina. He speaks Spanish.

Silent letters CLIL: Coral reefs

A seaside holiday: A traditional British seaside holiday.

Interactive practice Grammar presentation

Audiovisual material

Skills objectivesSpeaking Reading

To ask and answer questions about likes

To ask and answer questions using How often…?

To play a guessing game using leisure activities

To use the text to act out dialogues in stories

To identify and produce consonant sounds

To discuss strengths and weaknesses

To read and follow a narrative of a story

To demonstrate comprehension

To use reading strategies, such as prediction

To give a personal response to a text

To classify activities according to one’s habits

Listening Writing

To follow a narrative of a story

To listen in order to check collocations

To reproduce target sounds in a song

To identify sounds in isolated words

To write about one’s abilities

To write a profile

Grammar Functions

To use the present form of likeTo practise questions using How often…?To use the Present simple: I’m good at + verb with –ing

To express likes/dislikesTo ask and answer questions about likesTo talk about how often you do somethingTo describe abilitiesTo describe and share feelings

Vocabulary Pronunciation

To use leisure activities to talk about likes/dislikesTo use time expressionsTo understand common nouns related to schoolTo understand incidental vocabulary in storiesTo use items to describe and interpret feelings

To highlight and differentiate between the hard and soft g

Language objectives

Grammar Vocabulary Pronunciation Recycled languagelike/love/don’t like/hate + gerund: affirmative, negative, interrogativeHow often…? and adverbial phrases: every day, every week, every month, every yearDescribing abilities: good at, not good at

Hobbies and activities: cook, chat online, do gymnastics , go roller skating, go to ballet class, have singing lessons, have violin lessons, learn karate, listen to music, play computer games, play football, play in the school band, take picturesFeelings: angry, bored, calm, confused, excited, happy, nervous, sad

Phonics: hard and soft g FoodEntertainment places

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Overview3Unit

Key competences

Assessment criteriaCheck children can identify, understand and produce like/love/don’t like/hate + gerund, How often...? and adverbial phrases, and abilities.

Check children can identify, understand and produce hobbies, activities and feelings vocabulary.

Check children can ask about likes and dislikes, how often something is done and talk about abilities.

Linguistic competence Children develop listening, speaking, reading and writing skills. Children learn grammar, vocabulary and phonics for pronunciation.

Social and civic competenceChildren learn basic social interaction patterns and social conventions by working in pairs and playing games.

Cultural awareness and expressionChildren develop drawing, colouring skills and creativity and participate in chants, songs and poems. Children appreciate cultural and artistic expressions.

Competence in learning to learnChildren develop strategies to improve the learning process and to assume control over their own learning.

Sense of initiative and entrepreneurship Children develop abilities like critical re!ection, decision-making, and independent action.

Mathematical competence and basic competences in Science and TechnologyChildren develop and apply mathematical thinking and explain the natural world. Children learn to express frequency.

Digital competence Children become familiar with the use of technology as a tool to reinforce language acquisition and use the video, the interactive whiteboard material and ICT to obtain and research information.

SCCLC

MST

DC

CAE

LL

IE

Teacher’s i-book i-book

Use the Richmond i-tools

to complete the activities with the children on the IWB.

Activities in Lead-in

Speaking

and i-book provide a digital alternative to introduce the children to lessons. See lesson 4 and Review of this unit.

Activities with + beside the rubric offer an additional interactive activity to reinforce the activity content. See lessons 2, 7 and 8 of this unit.

Provides a visual grammar presentation. See lessons 2, 3, 4 and 7 of this unit.

Provides extra interactive practice which can be used for Fast finishers or as a Wrap up activity. Alternatively, it can be used as homework. See lessons 1, 2, 3, 4, 6, 7 and 8 of this unit.

Audiovisual material is provided in lessons 9 and 10 of this unit.

The unit review pages also include additional Speaking activities to reinforce the unit content. See Review of this unit.

Use the Vocabulary Game Generator to create your own interactive games to review the key vocabulary from the unit at any time.

Use the Interactive Routines Poster at the beginning of each lesson.

Go digital!

Materials

Teacher’s i-book

Student’s Book 3 CD 1

Teacher’s Resource Book 3 Grammar worksheet Unit 3, pages 8-9: Lesson 7Vocabulary worksheet Unit 3, pages 30-31: Lesson 7Reading worksheet Unit 3, page 50: Lesson 6Writing worksheet Unit 3, page 62: Lesson 4Speaking worksheet Unit 3, page 74: Lesson 8Listening worksheet Unit 3, page 84: Lesson 4Test Unit 3, pages 118-121: Unit 3 Review

Flashcards Unit 3

Poster Unit 3

ExtraStopwatch/TimerStrips of paperSheets of paperA calendar for the classroom

A soft ballWord cards with hard ‘g’ and soft ‘g’. Ten per pair.Word cards with the words from Lesson 8

For suggestions on how to exploit the course

resources see the Activity Bank, pages 17-23

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DC

Stories provide children with a variety of themes and topics useful to raise awareness of values and basic concepts relating to society and culture. In this case you can talk about friendship and the importance of playing and participation in our lives.

Continuous assessment

Reflect with the children about this subject.

Key competence

SCC

1 2 3

45 6

7

36

My time3Unit

Lesson 1

1 1.25 Read and listen.

practiceMorepracticeMore

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SCC

116

Lesson 1Unit 3

MaterialsTeacher’s i-book


Poster Unit 3

Strips of paper

Initial evaluation

Give three statements with three options and children choose the correct answer:1. Toby is… a. happy b. bored c. sad. 2. Toby is with… a. his friends b. his brother c. his cousins.3. They go… a. ice skating b. roller skating c. swimming.

WarmerDistribute strips of paper. Write I love… on the board and children copy and complete the sentence frame with their own ideas. Take the papers in. Hand them, put again and each child guesses who wrote it. E.g. Pablo loves football.

Lead-inDisplay the unit 3 Poster (or open the i-poster on the Teacher’s i-book). Children write down as many words as they know from previous lessons. Write free time in the middle of the board and create a mind map. Invite children to call out their brainstormed words.

Skills objectives

ListeningListen and follow the narrative of the story

Reading Read and follow a simple story

1 1.25 Children read and listen.

Values: SharingDiscuss the importance of sharing. Ask children to brainstorm a list of ways they can share with others: I can share my toys when I play. I can share my pencil in class. I can share my books if someone forgets theirs. I can share my lunch when someone is hungry. Children refer back to the story and discuss the ways in which the children in the Gang were sharing with one another. Remind children that sharing is an important part of being a kind person. Have them think about ways in which they can share more with their friends.

Optional extra: Drill the following phrases from the story strip stressing the underlined words and exaggerating pronunciation:There’s nothing to do.I’m so bored.I love roller skating. Split the class into three groups: Toby, Boy 1, Boy 2. Repeat the story with children saying their corresponding part aloud, stressing where necessary.

i-book Open the i-story by touching the first picture. Read and listen to the story with the children.

Fast finishersChildren quietly mumble the story to themselves, practising the stress.

Wrap upWrite the dialogue from the story on the board in a jumbled order. In pairs, children race to put it in the correct order.

Children look at the pictures and drag the letters to form the correct words. Ask volunteers to come to the IWB. Cover the letters with the spotlight in the Richmond i-tools. One of the children has to guess the word and spell it to his/her classmate, who has to write it correctly on the IWB. Give a point for each correct answer.

At home

Activity Book 3 page 36

Optional extra: Children choose five new words from the story and write them in their notebooks with a picture.

Vocabularybored, fun, helmet, roller skating

Language objectives

Attention to diversity

Some items in the story might make it difficult for children to follow the story. Pre-teach and use concept check questions to ensure complete understanding.

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Learning words in categories makes them easier to assimilate and retain, especially if the words are associated with pictures.

Guided dialogues help children to internalize grammar and vocabulary. This knowledge will also help them to speak and write fluently so that they can communicate their ideas and emotions to others.


Encourage children to write a notebook with the vocabulary.

Monitor the activity and ask some more questions to practise the grammar points.

Key competence

LC

LC

LL

LL

DC

1 1.26 Look, listen and write.

2 Ask and answer questions with a classmate.

I learning

karate.

I going

roller skating.

I playing

computer games.

I having

violin lessons.

I playing

in the school band.

I chatting

online with friends.

I going

to ballet lessons.

I having

swimming lessons.

I doing

gymnastics.

love = like = don’t like = hate =

37

1

4

7

2

5

8

3

6

9

Lesson 2

I love chatting online.

I don’t like playing football.

Do you like doing gymnastics.

Yes, I do. / No, I don’t.

Grammar

Unit 3


118

Lesson 2Unit 3

WarmerMime some of the activities from Lesson 2: karate, roller skating, violin lessons, playing in a band, ballet, gymnastics. Try and elicit some of the words from the children. Children make a thumbs up gesture if they like these activities.

Lead-inDraw happy faces on the board for the following words: love: / like: / don’t like: / hate: . Elicit the verb from the children and give them first letters if they struggle. Use the unit 2 Flashcards (print or interactive) to practise. For example, hold up the flashcard with bacon and a child says I like bacon.

1 1.26 Children look, listen and write.

Answers1 like 2 love 3 love 4 hate 5 don’t like 6 like 7 don’t like 8 love 9 don’t like

Optional extra: In their notebooks, children draw a table with four columns with the following words in each column: love: / like: / don’t like: / hate: . Children then write the activities from activity 1 under the headings according to how they feel about the activities.

i-book Touch + to open the activity. Children listen to the sentences and choose the correct picture. Open the Richmond i-tools. Children read the sentence and draw the correct symbol (a heart = love / happy face = like / sad face = don’t like / red cross = hate) beside the sentence. For further practice, ask the children to write or say a similar sentence but expressing their own opinion.

Visual grammar presentation

2 Children ask and answer questions with a classmate.

AnswersChild’s own answers

Optional extra: Describe a child in the class without saying their name. Continue describing until someone guesses who it is.

Fast finishersChildren complete more questions with the structure Do you like…?

Wrap upWrite the following frames on the board I love… / like…/ I don’t like… / I hate…. Children complete the sentences with their own ideas. In pairs children read their sentences out to compare.

Children find six hobbies in the word search.



Flashcards Unit 2

Skills objectives

Speaking Ask and answer questions using Do you like…?

ListeningListen in order to check collocations from the listening task

Grammarlike / don’t like / do you like + -ing: short answers

Vocabularychat online, do gymnastics, go roller skating, have swimming lessons, have violin lessons, learn karate, play computer games, play in a band

FunctionsExpress likes/dislikes

Language objectives

Continuous assessmentChildren write down the activities from Lesson 2 in their notebooks in order of preference. Next to the activities, they write the translation.

At home


1.26


1 I like learning karate.

2 I love going roller skating.

3 I love playing computer games.

4 I hate having violin lessons.

5 I don’t like playing in the school band.

6 I like chatting online with friends.

7 I don’t like going to ballet lessons.

8 I love having swimming lessons.

9 I don’t like doing gymnastics.

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Children acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions.


Check the answers carefully.

Monitor children while they do the task and check participation.

Key competence

LC

LC

LC

SCC

LC

Pairwork activities help children to work appropriately together, as they gain understanding of the codes of conduct and manners in the classroom.

SCC

DC

1 Look, read and match.

2 Read and circle the answers.

3 Complete the questions with the correct form of the verbs.

4 Ask and answer with a classmate.

1. Do Amy and Jen like doing ballet? Yes, they do. / No, they don’t.

2. Does Sarah like swimming? Yes, she does. / No, she doesn’t.

3. Does John like singing?

4. Do Mark and James like playing football?

1.

love doing ballet.

2.

doesn’t like swimming.

3.

likes singing.

4.

hate playing football.

1. computer games?

2. online with friends?

3. pictures?

4. English?

5. to music?

Do you like...Do you like...

practiceMorepracticeMore38

Lesson 3Unit 3

Does she like doing ballet?

Yes, she does.

Do you like taking photos?

No, I don’t.

Grammar

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Lesson 3

WarmerExplain that you are going to choose a secret letter of the alphabet and children should ask you questions to find out what it is, e.g. if you choose ‘a’: C1: Do you like cake?T: Yes, I do.C1: Do you like biscuits?T: No, I don’t.C1: Do you like apples?T: Yes, I do.C1: Do you like coffee?T: No, I don’t. (You only like the things that have an ‘a’.)The child who finds out the secret letter comes to the front of the class and has the next turn.

Lead-inChildren copy the alphabet in their notebooks. Give a few words for some of the words, e.g. k-karate. In pairs, children write a leisure word/activity next to each letter of the alphabet.

1 Children look, read and match.

Answers1 Amy and Jen 2 Sarah 3 John 4 Mark and James

Optional extra: Hands up if you… love ballet, don’t like swimming, like singing, hate playing football. Give the above instructions and children put their hands up accordingly.

2 Children read and circle the answers.

Answers1 Yes, they do. 2 No, she doesn’t. 3 Yes, he does. 4 No, they don’t.

Optional extra: Children write three questions about their partners’ likes, e.g. Does he/she like ballet? Children read them out and the class has to respond with Yes, he/she does or No, he/she doesn’t.

3 Children complete the questions with the correct form of the verbs.

Answers1 playing 2 chatting 3 taking 4 learning 5 listening

Optional extra: Invite a ‘grammar assistant’ to the board. Write some examples of like in the affirmative, negative and interrogative. Ask your ‘assistant’ to highlight the auxiliary verb do, the -ing form and the difference in word order for the class.


4 Children ask and answer questions with a classmate.


Optional extra: Have the children change pairs and tell their new partner about their previous partner’s likes/dislikes.

Fast finishers Children can write sentences about what their partner likes/dislikes.

Wrap upChildren work with their partners from activity 4. Distribute paper and children draw two overlapping circles, each with one of their names in it. Children then complete the Venn diagram with sentences from activity 4. We both like playing computer games. Maria likes chatting online, but I don’t, etc.

Children read and choose the correct answer. Then ask

the children to answer questions for them.


Sheets of paper

Skills objectives

Speaking Ask and answer questions using Do you like…?

ReadingShow understanding of key vocabulary by matching it with pictures

Writing Complete questions using the target grammar

Grammarlike in the interrogative in the third person and short answers

Vocabularyballet, chat, singing, swimming, take photos

FunctionsAsk and answer questions about likes

Language objectives

Continuous assessmentDictate the following sentences to the class:1. I like watch TV.2. Does you like ballet? 3. No, I don’t.

4. Are you like singing? 5. Do you like having photos?6. I love chatting online.

The children write the sentences in their notebooks and correct the sentences which are formed incorrectly.

Unit 3

At home


121

Children develop confidence and mental fluency with numbers and also recognise and use language relating to dates.

Learning strategies help children to comprehend, learn and retain new information.


Ask children questions about different dates.

Ask children to read the activities in each box.

Monitor the game and see if they use the grammar points appropriately.

Key competence

LL

LL

MST

IE

MST

Playing games helps children learn to be independent, to choose appropriately and to take initiative.

IE

DC

1 Read, look and number.

2 Classify the activities.

3 Play How often do you...? with a classmate.

How often

do you...?How often

do you...?

er.

1. every day

2. every week

3. every month

4. every year

every day every week every month every year never

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Lesson 4Unit 3

How often do you take a test?

I take a test every week.

Grammar

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Lesson 4

WarmerRevise the days of weeks by eliciting today’s date and ask children to write the other days of the week in the correct order in their notebooks.

Lead-inAsk children What do you on Mondays? Call on volunteers to answer the question, I ride my bike on Mondays. Repeat the activity with other days of the week/months.

i-book Open the lead-in activity. Focus the children’s attention on the photos and say: I celebrate my birthday every year. I go to the park every week. I eat every day. I never fly. Make sure they get it right by giving them more examples: I brush my hair every day. I never drive a bus. Ask them to say sentences that are true for them. Open the Richmond i-tools and write one complete sentence on the IWB. Then ask the children to do the same.

1 Children read, look and number.

Answers2; 3; 4; 1

Optional extra: Post a calendar on one of the walls in the classrooom. Children tell you their birthdays and mark their names on the corresponding day.

2 Children classify the activities.


Optional extra: Children add three of their own activities to the table.


3 Children play How often do you…? with a classmate.


Optional extra: In front of the group, children race to ask and answer as many questions as possible from memory in one minute. The winning pair is the pair to ask the most questions. C1: How often do you make your bed?C2: Every day. How often do you open presents?C1: Every year. How often do you…? etc.

Fast finishersChildren can write sentences about how often their partner does the activities from activity 3.

Wrap upElicit the activities from the lesson and write them on the board. Choose an activity from the list, toss a ball to a child and ask the question: How often do you (go swimming)? The child answers the question and asks another child a different question. Continue until everyone has a turn.

Children play a fun game dragging the words to form

correct sentences.


Teacher’s Resource Book 3

Stopwatch/Timer

A calendar for the classroom

A soft ball


Some children might quickly lose interest in the game from activity 3 How often do you…? Monitor carefully to ensure all children are on task and participating.

Skills objectives

Speaking Ask and answer questions using How often…?

with activities

Reading Classify activities according to one’s habits

GrammarPresent simple with How often…?

Vocabularybrush your teeth, celebrate Christmas, eat breakfast, feed your pet, go swimming, go to a museum, go to the park, make your bed, open birthday present, ride an elephant, take a test, every day, week, month, year, never

FunctionsTalk about how often you do something

Language objectives

Unit 3

At homeActivity Book 3 page 39

Optional extra: Children use the following frame to complete with own ideas: I love XX because XX. I do it every XX with my XX.

Continuous assessmentTeacher’s Resource Book 3: Writing worksheet Unit 3, Listening worksheet Unit 3

123

Stories, tales and fables are a good way to learn and discuss social and civic values. The story shows how liars are rewarded: even if they tell the truth, no one believes them.

Reading and listening comprehension activities help children develop accurate reading or listening because they look for individual words or sentences which might be key to the meaning of the questions.

Continuous ass essment

Encourage them to express their opinions about it.

Discuss their understanding of what they have read.

Key competence

LC

LC

SCC

This is a story about a young boy called Peter. He

lives in a small village in the mountains with his

family. Everyone in the village works hard to help

each other and they all take turns to do the jobs.

This summer it is Peter’s turn to take the sheep

to the mountains and watch over them. All day

long he sits and watches the sheep. The sheep eat

and eat and there’s never anything exciting to do.

Peter likes having fun and he loves playing

with his friends. He likes excitement and

adventure. He doesn’t like looking after the

sheep all by himself. He thinks it’s very boring.

Peter tries to think of fun things to do to make

the day more interesting but he can’t.

All day he watches the sheep as they eat and eat.

One afternoon, Peter has an idea. He runs all the

way back to the village and shouts as loud as he

can, ‘Help, there’s a wolf, help!’ All the people

in the village come running out of their houses.

They all run up to the �eld in the mountain

where the sheep are. Peter runs up with them.

When he sees that the people look confused he

laughs and laughs. ‘Oh what a funny joke!’ He

shouts. ‘Look at your faces! There isn’t a wolf!’

The people are angry with Peter. ‘Don’t play

silly jokes, Peter’ they say.

1 1.27 Read and listen to the story.

2 Read and complete the sentences.

40

Lesson 5

1. Peter lives in a small .

2. This summer it is his to look after the sheep.

3. Peter thinks that looking after the sheep is .

4. Peter thinks his joke is very .

5. The people are with Peter.

Unit 3

Peterand the wolf

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124

Lesson 5

WarmerUse the unit 3 Flashcards (print or interactive) to preteach the words from the story: angry, bored and confused. To reinforce meaning, ask children to write the words down with something that provokes these sentiments, e.g. angry – when my sister takes my things without asking.

Lead-inWrite ten key words from the story, e.g. mountains, sheep, watch over, boring, idea, wolf, help, laugh, joke, angry. Encourage them to predict what the story is about. Share ideas as a group.

1 1.27 Children read and listen to the story.

Optional extra: Ask children to tell you which of their predictions were accurate.

2 Children read and complete the sentences.

Answers1 village 2 turn 3 very boring 4 funny 5 angry

Optional extra: Retell the story but instead of saying key vocabulary, hum and children must supply the missing items. Repeat and omit longer chunks of the story.

i-book Touch the Reading text to open the i-story in a new window. Read and listen to the story with the children.Hot spots: look after - joke - huge. Use the Hot spots to highlight this potentially difficult vocabulary before the reading activities.

Fast finishersChildren can write what they think the moral of the story is.

Wrap upIn pairs, children retell the story using the prompts from the lead-in to help them.



Flashcards Unit 3


Children read at different speeds. Put the children into pairs or small groups to read together. Let stronger readers help weaker ones.

Skills objectivesListening

Follow the narrative of a story

Reading Understand and follow a narrative

Demonstrate comprehension by completing sentences

Vocabularyangry, boring, exciting, field, funny, interesting, joke, laugh, mountain, sheep, shout, silly, take turns, village, wolf

Language objectives

Continuous assessmentRetell the story but include errors, e.g. Peter lives in a city but at the weekend he looks after wolves in the mountains. It’s very exciting and he loves it. Children must stop you and correct the mistake. Children write the correct version in their notebooks.

At home


Optional extra: Children write a short sentence as the next instalment of the story.

Unit 3

125

Use the interactive version of the story to show children the variety of information media available to us. This activity gives them the opportunity to process information and build their knowledge while enjoying and learning English.

Explain to the children that stories are fun to listen to but that they are also very good for developing other skills like language comprehension and communication.


Allow children to use the interactive material to gain familiarity with new technologies.

Check understanding of the story.

Key competence

DC

DC

LC

After another week in the �elds looking after

sheep and feeling extremely bored, Peter

remembers his funny joke. He remembers how

exciting it was to run into town and then watch

all the villagers come running. Peter decides

he wants to trick them all again. So he runs

into the village shouting ‘Wolf, help, wolf!’ The

villagers run out of their houses and look at

Peter. He shouts ‘Wolf, there’s a big wolf, please

come and help!’ So the people run up the

mountain again, only to �nd the sheep are all

�ne, eating grass and there isn’t a wolf. Peter

laughs and laughs, he can’t believe how funny

they all look. The villagers are very angry with

Peter for wasting their time. ‘What a funny

joke!’ Peter shouts as he falls on the �oor

laughing so hard.

A few days later, Peter is falling asleep

because he is so bored, when suddenly the

sheep all start making a noise and running

around the �eld. Peter opens his eyes and

sees three huge wolves at the side of the �eld.

He runs as fast as he can into the village

and shouts ‘WOLF!!! Help, please there are

three wolves!’ The villagers come out of their

houses and say, ‘Oh Peter this is another one

of your silly jokes again. It isn’t funny.’ Peter

shouts and starts to cry, ‘No, please really,

there are three wolves.’ The villagers turn

away and go back into their houses. Peter

continues to shout and cry but nobody comes

out. They don’t believe him.

Peter goes back up to the �eld in the mountain

but there are no sheep left.

1 1.28 Read and listen to the story.

2 Read and answer the questions.

practiceMorepracticeMore 41

Lesson 6

1. What does Peter decide to do?

2. What do the people !nd when they run up the mountain?

3. How do the people feel about Peter?

4. Why do the villagers not run to the sheep the third time?

5. Is Peter happy or sad at the end?

6. What is this traditional story teaching us?

Unit 3

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LC

126

Lesson 6

WarmerIndividually children write five facts they remember from the last installment of the story. Children then compare in pairs. Conduct plenary feedback on the key points.

Lead-inAsk children to predict what will happen in the next part of the story. Provide the model sentence on the board for children to complete: I think Peter wil… Go round the class asking children to read out their prediction.

1 1.28 Children read and listen to the story.

Optional extra: Read and listen to the story to check their predictions.

i-book Touch the Reading text to open the i-story in a new window. Read and listen to the story with the children again.Hot spots: look after - joke - huge. Use the Hot spots to highlight this potentially difficult vocabulary before the reading activities.

2 Children read and answer the questions.

Answers

1 He decides he wants to trick the villagers again. 2 The people find the sheep are all fine. 3 They are very angry with Peter for wasting their time. 4 They don’t believe Peter. 5 Peter is sad. 6 We mustn’t tell lies. If we tell lies then people won’t believe us even when we are telling the truth.

Optional extra: Children use the answers from activity 2 to summarise the story in pairs.

Fast finishersChildren can read the story to themselves quietly.

Wrap upTake out actions from the story and write them on strips of paper: 1. He runs into the village shouting ‘wolf’ ‘wolf’. 2. The villagers run up the mountain again. 3. The sheep are eating grass.4. Peter falls on the floor laughing. 5. Peter falls asleep. 6. Peter shouts and cries. 7. Peter goes back to the mountains but there are no sheep.

Children read and order the sentences to sequence the

events of the story correctly. Once the activity is completed, open the Richmond i-tools and ask the children to underline specific vocabulary from the story: village - mountains - people - sheep…




Strips of paper with actions from the story

Some children may be shy to mime parts of the story. Some children may have more fluency when retelling the story. Monitor and assist carefully during these stages of pair work.


Skills objectives

ListeningFollow a narrative of a story

ReadingUse predictive skills to facilitate reading tasks

Understand and follow a narrative

Demonstrate comprehension by answering questions

Vocabularybelieve, cry, fall asleep, fast, fine, grass, hard, huge, make a noise, suddenly, trick, turn away

Language objectives


Teacher’s Resource Book 3: Reading worksheet Unit 3Optional extra: Response to the story. Provide the following prompts for children to complete:Title of the story:The story is about: Peter is a boy who:I like the part when:I don’t like the part when:The morale of the story is:

At home


Optional extra: Children write 50 words about the following headings:

My favourite character is X because…

My favourite scene is X because…

Unit 3

127

To complete this activity children need to apply cognitive strategies like observation, deduction and inference that will help them in the learning process.


Ask them to explain their deductions.

Key competence

LL

LL

LL

LL

DC

1 Look and complete.

2 1.29 Listen and circle.

4 Complete the chart for you.

I’m good at / not good at…

.


.


.


.


.


.

good at not good at

3 Look at the Jackson sisters and play a guessing game.


1

4

2

5

3

6

42

Lesson 9Lesson 3Lesson 7Unit 3

I’m good at playing the "ute.

I’m not good at cooking.

Grammar

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Lesson 7

WarmerIn their notebooks children draw a table with Me and Not me in either column. Dictate the following items and children write them in the corresponding column according to likes/abilities: fish, popcorn, sugar, yoghurt, aquarium, art gallery, science museum, theatre, theme park, karate, roller skating, computer games.

Lead-inWhat am I doing? Mime the action words from activity 1 and children tell you what you’re doing.

1Children look and complete.

Answers1 cooking 2 playing the trumpet 3 playing basketball 4 reading 5 bowling 6 running

Optional extra: Children make their own sentence in the positive and negative about themselves.

2 1.29 Children listen and circle.

Answers

1 not good at 2 not good at 3 good at 4 good at 5 not good at 6 good at

Optional extra: Dictate five sentences about your abilities, including one false one. Children write and decide which is false.


i-book Touch + to open the extra Grammar activity. Children look at the pictures, read the sentences and choose the correct symbol ( or ). Repeat the activity orally so the children say tick! or cross!

3 Children look at the Jackson sisters and play a guessing game.


Optional extra: Children repeat the guessing game in pairs but this time, they make sentences about their classmates.

4 Children complete the chart for themselves.


Optional extra: In pairs, children find one similarity and difference in their abilities.

Children listen to the sentences and choose the correct

answer. Open the Richmond i-tools and write one complete sentence on the IWB. Then ask the children to do the same.




In the communicative task in activity 4 some children might be slower to formulate sentences than others. Pair strong learners with weaker ones in order to ensure the task is successful.


Skills objectives

SpeakingPlay a guessing game using the target grammar

and vocabulary

ListeningShow understanding of key vocabulary

WritingWrite the target vocabulary in order to describe your own abilities

GrammarPresent simple: I’m good at + verb with -ing

Vocabularybowling, cooking, play the trumpet

FunctionsDescribe abilities

Language objectives

Unit 3

At home


Continuous assessmentTeacher’s Resource Book 3: Grammar worksheet Unit 3, Vocabulary worksheet Unit 3

1.29


1 I’m not good at cooking.

2 I’m not good at playing the trumpet.

3 I’m good at playing basketball.

4 I’m good at reading.

5 I’m not good at bowling.

6 I’m good at running.

129

Children make links between the name and sound of letters.

Children explore the patterns and sounds of language through songs, and link the spelling, sound and meaning of words.


Ask them to repeat the words they hear and check pronunciation.

Ask children to repeat words with the hard and soft g sounds.

Key competence

LL

LL

LC

LC

DC

DC

1 1.30 Listen and write.

2 1.31 Listen and underline six soft g sounds.

3 1.32 Listen and sing.

4 1.33 Listen and colour.

six soft g sounds.g

Hard g as in gorilla = Soft g as in giraffe =

phonicsMorephonicsMore

Geraldine Jacobs

Geraldine Jacobs loves green grapes,

Giraffes and grapefruit jam.

She eats a giant breakfast every day,

While she rubs her giraffe’s big belly.

honicsP Lesson 10Lesson 4

43

Lesson 8Unit 3

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130

Lesson 8

WarmerWrite g at the top of the board. Model the sounds (hard and soft) and children write down as many words containing the sound as possible in one minute.

Lead-inWrite get/jet on the board and elicit the difference between the hard and soft g sound.

1 1.30 Children listen and write.

AnswersHard g sound: gas, girl, glove, goat, grass, green, grow, guitar; Soft g sound: generous, germ, giant, gym, jam, jet, joke, jungle

Optional extra: Children add one more word of their own to the list.

2 1.31 Children listen and underline six soft g sounds.

Answers

Geraldine, Jacobs, Giraffes, jam, giant, giraffe’s

Optional extra: In pairs, children take turns to say one of the words from activity 1 and their partner must say ‘hard’ or ‘soft’ according to the sounds.

3 1.32 Children listen and sing.

Optional extra: Give out ten cards with hard g and soft g to each pair of children. Play the song again. In pairs, children, race to grab the sound as and when they hear it. The child with the most sound cards wins.

i-book Touch + to open the karaoke activity. Play the complete song to demonstrate the activity. Then play the activity song. Children sing and say the missing words as they are highlighted. Encourage children to pronounce the sound g correctly.

4 1.33 Children listen and colour.

AnswersColoured in blue: frog, grandpa, great, tiger, gameColoured in yellow: orange, page, vegetable, magic, large

Optional extra: Write on the board Gerry Giraffe is large and loves his vegetables. Children count the number of soft g sounds that appear (4). In pairs, children make a new sentence containing as many soft g sounds as possible. Repeat with the hard g sound. The sentences must make sense to count.

Wrap upBingo! Children draw a grid of six squares in their notebooks and write in six items from page 43. Say each of the words and children tick them off. The first to get a ‘house’ shouts Bingo! and reads out the words.

Children listen and choose the correct sound: hard g /

soft g. Encourage them to repeat the words they hear correctly.




Stopwatch/Timer

Word cards with hard g and soft g

Though this is a review of consonant sounds, some children may have difficulty producing the hard and soft g sound. Give them plenty of practice with these sounds. A physical demonstration will be necessary for children to imitate and produce these sounds.


Skills objectives

SpeakingIdentify and distinguish between the hard and

soft g sound

ListeningReproduce target sounds in a song

Identify the sounds in isolated words

Vocabularyfrog, game, gas, generous, germ, giant, glove, goat, great, grow, gym, jam, jet, jungle

PronunciationPhonics: review of the hard and soft g

Language objectives

Continuous assessmentTeacher’s Resource Book 3: Speaking worksheet Unit 3Optional extra: Matching GameYou need some hard g and soft g word cards (1 set per pair). Divide the class into pairs. Distribute one set of hard g and soft g word cards to each pair. Children mix up their cards and place them face down on a desk. They take turns choosing two cards and reading the words. If both words contain the same g sound, they keep the cards and take another turn. If not, they replace the cards and the next child takes a turn. Repeat until all of the cards have been taken. The player with the most cards wins the game.

At home


Unit 3

131

Drawing allows young children to express emotions, experience autonomy and build confidence.


Ask them to tell you about their drawings and feelings.

Admire and praise the children’s work and encourage the other classmates to do the same.

Key competence

CAE

CAE

IE

1 Read and draw.

2 Look and describe your feelings to a classmate.

3 Choose a feeling and make a painting to represent it.

angry sad happy confused

calm nervous bored excited

1

2

3

4

5

Lesson 9

44

Lesson 9Unit 3

Achieve! ICL LICL L

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CAE

This creative activity will improve children’s ability to turn ideas into actions and show initiative and personal criteria to make choices, reinforcing self-esteem and personal identity.

IE

132

Lesson 9

WarmerTell children how you are feeling today: bored, tired, etc. Children draw a picture to represent how they are feeling. Use the unit 3 Flashcards (print or interactive) to elicit the words for each feeling. Teach unknown items and drill. Display the flashcards and children write down the adjective which best describes their mood today.

i-book Open the i-poster. Listen to the words so the children can identify the mood adjectives. Mime the adjectives for the children to guess the meaning. Children drag the words to the correct person in the poster. Open the Richmond i-tools and ask the children to circle a specific person who is angry/bored/calm…

Lead-inChildren complete the sentence I feel happy when… Give an example: I feel happy when I’m swimming in the sea. Elicit more ideas before children write their own sentence.

1Children read and draw.

AnswersChild’s own drawing

Optional extra: In pairs, children pull a face showing one of the feelings from activity 1. Their partner must guess the feeling by saying You’re angry, bored, calm, confused, excited, happy, nervous, sad, etc.

2 Children look and describe their feelings to a classmate.

Answers

Child’s own answers

Optional extra: Children choose one of the pictures and write a sentence about how the picture makes them feel. In pairs, they take turns to read out their sentences in order to guess the picture.

3 Children choose a feeling and make a painting to represent it.

Answers

Child’s own drawing

Optional extra: Post the paintings up around the room and children walk around the classroom and say how the painting makes them feel. Provide the structure: It make me feel…

Wrap upFeelings poemIn groups of four children write a poem. Give the starter line: I feel happy when… Each child in the group is given a strip of paper on which they write the starter line and complete it with something true for them. Children read their sentences in their groups and order the lines in order to make a poem. Children can add lines to improve the poem. Invite groups to read out their poems.

i-book Watch the video The joy of sculpting. Complete the

comprehension activity with the children.Use the Vocabulary Game Generator to review the key vocabulary in the lesson. See page 22 for interactive games description and ideas.


Flashcards Unit 3

Strips of paper (one per child)

Some children may be more open than others when sharing their feelings. Be sensitive to shyer learners who might be more reserved in this respect.


Skills objectives

SpeakingShare feelings in response to a painting

ReadingUnderstand words in order to draw a picture

Vocabularyangry, bored, calm, confused, excited, happy, nervous, sad

FunctionsDescribe and share feelings

Language objectives

Continuous assessmentWrite the target language in L1 and children copy into their notebooks with the English translation. They should write the words alphabetically (angry, bored, calm, confused, excited, happy, nervous, sad).

At home


Optional extra: Children write each feeling with a sentence as in the lead-in.

I feel angry, bored, calm, confused, excited, happy, nervous, sad when…

Unit 3

133

When the children learn about the school timetable in Britain it gives them the opportunity to revise the time. Talking about time involves basic but essential mathematical skills.

The children learn about a typical day at school in Manchester, and are able to compare this with their own school routines, gaining cultural knowledge and also reflecting on and respecting diversity.


Use the times given in the text to get the children to calculate how long each activity lasts in hours and minutes.

Ask the children to find three things that are the same and three differences between Lily’s school day and theirs.

Key competence

MST

CAE

1 Read and answer true (T) or false (F).

2 Complete with three activities or subjects.

Lily loves Lily likes Lily doesn’t like

Hi my name’s Lily. I’m nine. I live near Manchester

and I go to my local primary school.

We wear a uniform to school and we all have to

wear a tie. In summer the girls can wear a dress

and the boys can wear shorts.

We �nish school at

half past 3. My mum

and dad work and so

they can’t collect me

until 5 o’clock so I go to

after-school club. We can do

lots of different things there.

I like cooking, reading and

playing games. I don’t do

Drama because I don’t like it. On

Wednesdays I go to gardening

club. I really like gardening.

I love my school!

Lesson 10

45

Lesson 10

1. All children wear shorts. T / F

2. School starts at 9 o’clock. T / F

3. Everyone eats the school food. T / F

4. Mr Johnson teaches all the subjects. T / F

5. They have a different teacher for French. T / F

6. Lily doesn’t like school. T / F

BritainSchool in BritainSchool inUnit 3

I start school at

nine o’clock and �rst

we have registration

where our teacher,

Mr Johnson, checks

who is there and

then talks to us about

different things. Then

he teaches us Maths

and English. I love

Maths!

We have lunch at half past twelve until half past one.

Some people bring a packed lunch from home, but I eat

school meals. My favourite lunch is pasta and salad.

We have play time at eleven

o’clock for half an hour. I like

playing with my friends.

In the afternoon we do other subjects. I

love History, Music and Science. I like PE,

French and Design & Technology but I

don’t like Art. I’m not very good at it and

I don’t like Music. Mr Johnson teaches

us everything except French. We have a

special teacher for that.

rue (T)

Hi

an

rst

on

r,

ecks

about

CultureCulture

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CAE

MST

134

Lesson 10

WarmerChildren write all the school subjects they remember from the mindmap in unit 1. They then put the subjects in order of preference; 1 their most favourite and 10 their least favourite.

Lead-inOn the board write School in Britain. Ask children if they think school is different in the UK. Invite suggestions.

1Children read and answer true (T) or false (F).

Answers1 F 2 T 3 F 4 F 5 T 6 F

Optional extra: Children find three similarities and differences in their country’s school system and that of the UK. E.g. Children can eat at school / children wear a uniform, etc.

2 Children complete the table with three activities or subjects.

AnswersLily loves: Maths: History, Music, Science; Lily likes: playing with her friends, PE, French, Design & Technology, cooking, reading, playing games, gardening; Lily doesn’t like: Art, Music, Drama

Optional extra: Children copy the table from Lesson 10 into their notebooks but write their name in place of Lily. They then complete the table according to their likes/dislikes. They then compare with their partner.

Fast finishersChildren can write the first stage of their school routine using the text about Lily as a model.

Wrap upQuiz: School in BritainDivide the class into teams of four. Ask the questions below and children have one minute to consult their team members. Take an answer from each team before moving onto the next question. For each round of questions, start with a different team.1. What time does school start? (9 o’clock)2. What is the first thing children have to do when they arrive at school? (register)3. What do boys and girls have to wear? (tie)4. What do the children have at 11.00? (play time)5. What time is lunch? (12.30)6. What time does school finish? (15.30)

i-book Watch the video How often do you have P.E.?

Complete the comprehension activity with the children.


Stopwatch/Timer

Skills objectives

ReadingDemonstrate comprehension by answering true or false

Vocabularyafter-shool club, collect, dress, gardening, meals, packed lunch, play time, primary school, registration, shorts, subject, tie, uniform

Language objectives


Read definitions of the items from the text and children write down the word:1. Something children wear to school. (uniform)2. A period of time in the morning when children relax. (play time)3. ‘History’ is an example of a…? (subject)4. Food you take to school in a tupper ware. (packed lunch)5. A place you can go to do extra activities. (after-school club)

At home


Optional extra: Children write 100 words about their school using similar information found in Lesson 10. Provide the following prompts:Start time?Subjects (that you like/don’t like)UniformBreaks/lunchtime/finish timeAfter-school clubs

Unit 3

135

The review lesson provides a comprehensive review of all four language skills and also vocabulary and grammar, allowing the teacher to continuously assess the children’s progress.


Check whether some children are making more progress in one skill than in the others.

Key competence

LL

LL

1 1.34 Listen and complete.

2 Complete the sentences about you. Tell a classmate.

After-school clubs

4646

4

53

1

6

2

1. Ben cookery club.

2. Sarah music club.

3. John photography club.

4. Matt crafts club.

5. Susie outdoor club.

6. Jane art club.

Unit 3 Review

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LL

136

Review

WarmerDisplay the unit 3 Flashcards (or open the i-flashcards on the Teacher’s i-book) of feelings and elicit the words. Divide the class into two teams. Have a volunteer from each team come to the front of the room. Quietly tell the volunteers the name of one of the feelings, and have them act it for their team. The first team to correctly guess the activity wins a point.

i-book Open the i-poster. Ask a child to choose an audio to listen. Then he/she circles the correct person in the poster using the Richmond i-tools. Alternatively, ask the children to identify people doing different things in the poster and write sentences, on the IWB for example, The boy is learning karate. For further practice, use the spotlight to focus on one person and ask the

children What is he/she doing? so they answer correctly. Point a person in the poster and ask children questions with Are you good at…? so that they answer Yes, I’m good at…/ No, I’m not good at…

Lead-inUse the unit 3 Poster (print or interactive) and in pairs, children play I spy with my little eye with items they can see in the poster.

i-book Open the lead-in activity. Children take turns to play Simon says on the IWB.

1 1.34 Children listen and complete.

Answers1 likes 2 loves 3 loves 4 doesn’t like 5 hates 6 doesn’t like

Optional extra: Guess the clubIn pairs, children take turns to secretly choose a club. They then describe the activities you do there for their partner to answer. E.g. In this club you can go walking… (outdoor club).

2 Children complete the sentences about themselves. They tell a classmate.

Answers

Child’s own answers

Optional extra: In pairs, children compose five new sentences based on what they have written in activity 2. E.g. Lucas likes running but I like swimming.

i-book Open the Speaking activity. Focus the children’s attention on the pictures: heart, happy face, sad face, red cross. Point to the heart and say things you love: I love teaching. I love English… and ask them What do you love? Repeat with the rest of the pictures. Then, in pairs, ask children come to the front of the classroom and point a picture. They have to ask a question and answer correctly using love / like / don’t like / hate.




Flashcards Unit 3

Poster Unit 3

There are a lot of collocations for children to assimilate. Recycling items sporadically will reinforce vocabulary and grammatical structures.


Skills objectives

SpeakingTell each other about likes/dislikes, strengths/

weaknesses

ListeningReview the target vocabulary and grammar

Demonstrate comprehension

ReadingDemonstrate comprehension

WritingReview the target vocabulary and grammar by composing a profile

GrammarStructures with I’m good at, I like / don’t like / love

VocabularyAfter-school activities

FunctionsDescribe likes/dislikes

Describe strengths/weaknesses

Language objectives

Unit 3

137

Learning to review and check what they have learnt, children act as active participants in their language learning. They become independent, aware of their own capacities, strengths and weaknesses.


Check and correct their work.

Key competence

IE

IE

3 Read and draw.

4 Write your pro�le.

My name’s Amy. I’m from

Liverpool. I’m eight years old. I

like reading and roller skating. I

don’t like having violin lessons

and doing my homework. I love

going to ballet lessons! I’m good

at ballet. I go to ballet lessons

every week. I hate tidying up my

room!

Amy’s Profile

My name is .

I’m from

.

love like don’t like hate

4747

Unit 3 Review

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IE

138

Review

3 Children read and draw.

Answers(homework) ; (reading) ; (tidying up) ; (skating) ; (violin) ; (ballet)

Optional extra: Children cover up the text about Amy. In pairs and referring to the pictures and emoticons they tell each other about Amy.

4 Children write their own pro!le.


Optional extra: Read a learner’s profile, without saying the name. Ask the class to guess whose profile it is. Repeat with the rest of children’s profiles. Ask children if they were surprised by any of the information in the profiles, or if they learnt anything new about any of their classmates.

Wrap upAsk children to think about what they have learnt in this unit. In their notebooks, they copy the following questions:1. What did you learn about your classmates?2. What did you enjoy learning?3. What was difficult for you to learn?4. What was easy for you to learn?

Unit 3

At home

Activity Book 3 pages 46-47

Final evaluation

Teacher’s Resource Book 3: Test Unit 3

139

Documents

YA 3 TB Unit 3 - richmondelt.es · interrogative Possessive pronouns: interrogative ... You should do exercise. ... Lesson 4 Test Unit 3, pages 118-121: Unit 3 Review t Flashcards