Reading peak 2 teachers guide

Reading Peak 2
Teacher's Guide

Build your dreams, Grow as a global leader

www.ibuildandgrow.com


Unit 1 | Lie Detectors
Reading Peak 2: Teacher’s Guide

Unit Objectives:
1. Students will learn about polygraphs and lie detectors.
2. Students will practice finding main ideas.
3. Students will understand the meanings of new words and be able to use the words
in sentences.
4. Students will practice summarizing passages and giving opinions.
Power Vocabulary:
expression, invent, measure, response,
innocent
guilty, permit, evidence,
reject, department

LESSON GUIDE
Before Reading

Have the students look at the picture. What do they think the machine in the
picture is? (lie detector, polygraph, pulse monitor) Why do they think it is
connected to the person’s wrist? (to see if they’re lying, to check their pulse, to
measure their heart rate) Do they know of any other ways to tell if a person is
lying? (look at their eyes, check if they’re sweating, etc.)

What do you think?
Have the students answer the pre-reading questions as a class or in pairs.
Encourage them to answer in complete sentences.
Background Knowledge
Introduce the topic and then read the Background Knowledge text aloud for the
students. Tell them to follow along in their books as you read.
Power Vocabulary
Introduce all the words in the Power Vocabulary section to the students and go
through their meanings.
Extra Idea (optional): Whispering Game
Divide the class into two teams and have each team form a line. If there are an
odd number of students, one student can be the teacher’s “helper.” Whisper the
meaning of one of the Power Vocabulary words into the ear of the first student in
line for each team. Tell the students to “pass the message” down the line until it
gets to the last student for each team. That student must then write the correct
word on the blackboard.
Reading Peak 2, Unit 1

1


During Reading

Have the students listen to the passage (recording) and follow along in the
student book. Afterwards, ask the students what they can remember about the
text without looking at their books.
 How polygraphs work (measures heartbeat, breathing, and sweating)
 Disadvantages of polygraphs (innocent people can also get nervous and
show a different physical response)
 Acceptance of polygraph tests in the modern world (rejected by most

countries, still used in some places by certain agencies)
As the students answer, take notes on the board. Show the students different
ways to take notes (use different colors and/or shapes to separate the different
categories):
Example
Tibetan Nomads
Home

Shelter

Clothes

Food

Tibetan plateau

Tents made of
yak skin

Yak skin (good against
cold weather)

Yak meat, cheese, yogurt,
animals that they hunt/fish

Next, have the students read the passage out loud.
Finding Main Ideas
Teach the students about the unit’s reading strategy. Tell them that the main idea
of a passage tells what the passage is mostly about. Then ask the students to tell
you what they think the main idea of the passage is.

Extra Idea (optional): The Secret Word
Scan the passage before the class starts and pick out a frequently-used function
word (article, pronoun, preposition, etc.). Have the students stand up and read
the passage as a group, but tell them they are not allowed to say your chosen
word. Whenever a student is caught saying the word, have them sit down.
Continue until the passage is finished or until there is only one student left
standing. Have that student finish reading the passage normally and give him/her
a small prize.

After Reading

Reading Comprehension
Have the students complete both activities on their own. If you feel that the
students are not at the level to answer the questions on their own yet, you can go
Reading Peak 2, Unit 1

2


through the activities as a class. Remind them that they need to answer in
complete sentences for the second activity.
Graphic Organizer
Refer the students back to the notes you made together on the board. Go over the
different parts of your table/diagram: How polygraphs work (measures heartbeat,
breathing, and sweating); Disadvantages of polygraphs (innocent people can also
get nervous and show a different physical response); Acceptance of polygraph
tests in the modern world (rejected by most countries, still used in some places
by certain agencies).
Move on to the graphic organizer and have the students fill in the blanks. Check
the answers as a class.

Vocabulary Build-up
Do the exercise with the students. Try to make sure they fill in the blanks on their
own.
Briefly go through the Word Power box. Have the students read the sample
sentences and then point out the words in focus.
Extra Idea (optional): Draw Something, Too
Prepare small slips of paper with the Power Vocabulary words written on them.
Put all the slips in a hat or bowl. Divide the class into two teams and ask one
member from each team to come up to the front. Pick a word from the hat/bowl
and whisper it to the two students. Split the board into two halves and have the
students try to draw something that will help their team guess the word (no letters
or numbers allowed). The team that guesses the word first gets a point.

Reading Peak 2, Unit 1

3


ANSWER KEY: STUDENT BOOK

What do you think?
1. How can you tell if someone is lying?
 I usually think someone is lying if they can’t look me in the eyes.
 People often look up at the sky or the ceiling before telling a lie.
2. Do you believe a machine can tell if people are lying?
 No, because I think people can find ways to trick the machine.
 Yes, because machines can track how a person’s body reacts to certain questions.
Finding Main Ideas
What is the main idea of this article?
- The main idea of this article is how lie detectors work and are used.

Reading Comprehension
Choose the best answer.
1. c
2. d

3. b

4. d

5. a

Write the answers in full sentences.
1. What happens when people are telling a lie?
Their body response will change because they feel nervous or worried.
2. Why do most countries not permit the results of polygraphs in court?
It’s because most innocent people also get nervous when they have to
take a lie detector test and the test might show that someone is guilty
just because of signs of stress. How can Tibetan nomads trade things?
3. Where are lie detectors used these days?
American police departments and government agencies, like the FBI or
the CIA, still use polygraphs to question suspects.
Graphic Organizer

Vocabulary Build-up
1. b
1. b

2.
2.

c
a

3.

c

Reading Peak 2, Unit 1

4


ANSWER KEY: WORKBOOK

Vocabulary Practice
A.
1. suspect
2. permits 3. heartbeat
B.
1. b
2. c
3. d
C.
1. tell a lie
2. am able to

4.

sweat

4.

a

5.

response
5.

3.

d

Whether, or not

Writing Practice
A.
1. Even though I told the truth, Isaac wouldn’t believe me.
2. Even though I heard the news, I hid it from my friends.
3. Even though I practiced the violin very hard, I couldn’t do well at the concert.
B.
1. d
2. b
3. e
4. a
5. c
C.
1. A machine can tell if someone is lying.
2. This is why most countries don’t permit lie detector results.
3. When people are telling a lie, their body response will change.

4. The interviewer asks questions about a crime.
5. Innocent people get nervous when they have to take a lie detector test.

Reading Peak 2, Unit 1

5


Unit 2 | Ancient Greece
Reading Peak 2: Teacher’s Guide

Unit Objectives:
1. Students will learn about life in ancient Greece.
2. Students will practice recalling facts and details.
3. Students will understand the meanings of new words and be able to use the words
in sentences.
4. Students will practice summarizing passages and giving opinions.
Power Vocabulary:
state, constant, gain, bear, courage, loyalty, brutal,
advantage, enemy, envy

LESSON GUIDE
Before Reading

Have the students look at the picture. Where do they think the two men are from?
(ancient Greece, ancient Rome, Sparta) Have they seen people dressed like this
before? (Yes, in movies like 300 and Troy; Yes, in books about ancient
Greece/Rome) Why do they think the people are wearing metal on their bodies?
(to protect them while fighting)
What do you think?

Have the students answer the pre-reading questions as a class or in pairs.
Encourage them to answer in complete sentences.
Background Knowledge
Introduce the topic and then read the Background Knowledge text aloud for the
students. Tell them to follow along in their books as you read.
Power Vocabulary
Introduce all the words in the Power Vocabulary section to the students and go
through their meanings.
Extra Idea (optional): Verb or Noun?
Tell the students that you are going to start reading the Power Vocabulary words
out loud. Ask them to look up at the ceiling if the word you read is a noun, and
down at their desk if the word is a verb. If the word you read isn’t a noun or a
verb tell them to look straight ahead.

Reading Peak 2, Unit 2

1


During Reading

Have the students listen to the passage (recording) and follow along in the
student book. Afterwards, ask the students what they can remember about the
text without looking at their books.
 Strong Babies (physically fit, left to die if too weak)
 Training (boys and girls started at the age of seven, strong women bear
strong babies, harder for boys, boys joined “The Agoge”)
 Men and Women Fought (men went to war, women protected their
homes and land)
 Strong and Powerful Sparta (best warriors in ancient Greece, enemies

envied Sparta’s power
As the students answer, take notes on the board. Show the students different
ways to take notes (use different colors and/or shapes to separate the different
categories):
Example
Strong Babies
Training
Men and Women Fought
Strong and Powerful
Sparta

Ancient Greece
- Babies checked to see if physically fit
- If baby was too weak, it was left to die
- Boys and girls started at 7
- Believed that strong women would bear strong babies
- Harder for boys
- Boys joined “The Agoge”
- Men went to war
- Women protected their homes and land

Next, have the students read the passage out loud.
Recalling Facts and Details
Teach the students about the unit’s reading strategy. Then ask the students to
describe the training that Spartan boys went through. See if they can also
remember the reasons behind each method of training.
Extra Idea (optional): And Now the News
Ask the students to pretend they are TV newscasters. Have each student read one
paragraph from the passage. Encourage them to use expressive voices and
gestures when reading. Afterwards, take a vote to see who the students thought

the best newscaster was.

After Reading
Reading Comprehension
Have the students complete both activities on their own. If you feel that the
students are not at the level to answer the questions on their own yet, you can go
through the activities as a class. Remind them that they need to answer in
complete sentences for the second activity.

Reading Peak 2, Unit 2

2


Graphic Organizer
Refer the students back to the notes you made together on the board. Go over the
different parts of your table/diagram: Strong babies (physically fit, left to die if
too weak); Training (boys and girls started at the age of seven, strong women
bear strong babies, harder for boys, boys joined “The Agoge”); Men and Women
Fought (men went to war, women protected their homes and land); Strong and
Powerful Sparta (best warriors in ancient Greece, enemies envied Sparta’s
power).
Move on to the graphic organizer and have the students fill in the blanks. Check
the answers as a class.
Vocabulary Build-up
Do the exercise with the students. Try to make sure they fill in the blanks on their
own.
Briefly go through the Word Power box. Have the students read the sample
sentences and then point out the words in focus.
Extra Idea (optional): Missing Words

Prepare sample sentences containing the words in the Power Vocabulary and
write them on slips of paper with the actual Power Vocabulary words blanked out.
Put all the slips of paper in a hat or bowl. Have each student come up to the front
and pull one piece of paper out. Tell them to read the sentence out loud and then
guess what the correct word for the blank is.

Reading Peak 2, Unit 2

3


ANSWER KEY: STUDENT BOOK

What do you think?
1. What was life like in ancient Greece?
- There were many wars and battles.
- People had to spend a lot of time learning how to fight.
2. What would life be like for a Spartan child?
- It would be difficult because they had to start training at a young age.
Recalling Facts and Details
How were Spartan boys taught?
- Spartan boys joined the “Agoge,” an educational system which taught them war
songs, hunting, history, and sports.
Reading Comprehension
Choose the best answer.
1. b
2. a

3. a

4. c

5. b

Write the answers in full sentences.
1. What happened to Spartan babies who were NOT physically fit to become
warriors?
They were left to die.
2. Why did Spartan girls go through physical training?
Spartan girls went through physical training because Spartans believed
that strong women would bear strong babies. Also, women had to
protect their homes and land during war.
3. Why did enemies envy the power and strength of Sparta?
Enemies envied the power and strength of Sparta because Sparta
produced the best warriors among the 20 polises in ancient Greece.
Graphic Organizer

Vocabulary Build-up
1. b
1. a

2.
2.

d
b

3.

c

Reading Peak 2, Unit 2

4


ANSWER KEY: WORKBOOK
Vocabulary Practice
A.
1. advantage
2. government
3. fit
B.
1. c
2. a
3. c
C.
1. get used to
2. the moment

4.
4.

state

5.

b

courage

5.
3.

d

go through

Writing Practice
A.
1. Hawaii is more beautiful than the Mediterranean.
2. The movie is more interesting than this book.
3. The Christmas tree is taller than my sister.
B.
1. b
2. c
3. a
4. e
C.
1. Spartans believed that strong women would bear strong babies.
2. There were constant battles to gain land.
3. If they thought a baby was too weak, it was left to die.
4. Girls and women had to protect their homes.
5. Their tough education was an advantage during times of war.

5.

d

Reading Peak 2, Unit 2

5


Unit 3 | Beavers
Reading Peak 2: Teacher’s Guide

Unit Objectives:
1. Students will learn about beavers.
2. Students will learn to recognize causes and effects.
3. Students will understand the meanings of new words and be
able to use the words in sentences.
4. Students will practice summarizing passages and giving opinions.
Power Vocabulary:
glance, vital, maintain, construct, pile,
gap, steady, flood, entrance, endanger

LESSON GUIDE
Before Reading

Have the students look at the picture. Have they seen a beaver before? (yes, at the
zoo; no) What does a beaver look like? (mouse, rat) What do they think the
beaver is carrying? (branch, stick) Why do they think beavers gather
branches/sticks? (to build homes, to make dams)
What do you think?
Have the students answer the pre-reading questions as a class, in pairs or
individually. Encourage them to answer in complete sentences.
Background Knowledge
Introduce the topic and then read the Background Knowledge text aloud for the
students. Tell them to follow along in their books as you read.

Power Vocabulary
Introduce the unit’s key words and go through the word meanings.
Extra Idea (optional): Quiz Show
Write all the Power Vocabulary words on the board. Split the students into three
teams. Have a student from each team come to the front of the class. Tell them
that you’re going to read a word definition out loud, and if they know the answer,
they should ring a bell/buzzer (if you have props) or raise their hand. Ask the
student who rings the bell/buzzer or raises their hand first what the answer is. If
their answer is correct, they get a point for their team.

Reading Peak 2, Unit 3

1


During Reading

Have the students listen to the passage (recording) and follow along in the
student book. Afterwards, ask the students what they remember about the text
without looking at their books.
 How beavers build (cut trees down with teeth; pileup logs, branches, and
leaves; fill in gaps with mud)
 What beavers can build (dams when the water is low, lodges when the
water is high)
 Benefits of beavers’ construction (maintain water systems’ health,
provide safe homes for beavers, help other animals survive)
As the students answer, take notes on the board. Show the students different
ways to take notes (use different colors and/or shapes to separate the different
categories):
Example

How They Build
- Cut down trees with teeth
- Pile up logs, branches, and leaves
- Fill in gaps with mud

Beavers
What They Build
- Dams when water is low
- Lodges when water is high

Benefits of Their Construction
- Maintain water systems’ health
- Provide safe homes for beavers
- Help other animals survive

Next, have the students read the passage out loud.
Recognizing cause and effect
Teach the students about the unit’s reading strategy. Then ask the students why
it is safe for beavers to live in lodges. If they have trouble thinking of the answer,
ask them where the entrances for lodges are (underneath the water) and then ask
them if all animals can swim.
Extra Idea (optional): Word Scavenger Hunt
Make a list of all the Power Vocabulary words (in the same order they appear in
the passage) on the board. Tell your students to start reading the passage quietly
in their seats and to raise their hand when they find one of the words on the list.
Ask the student who finds the word first to read the sentence that contains the
word out loud. Ask them if they also remember the meaning of the word (they
can check the definition in the Power Vocabulary section if they can’t remember
it).

After Reading

Reading Comprehension
Have the students complete both activities on their own. If you feel that the
students are not at the level to answer the exercises on their own yet, you can go
through the activities as a class. Remind them that they need to answer in
complete sentences for the second activity.
Reading Peak 2, Unit 3

2


Point out that the answer to question one in the first activity is the main idea of
the unit’s text.
Graphic Organizer
Refer the students back to the notes you made together on the board. Go over the
different parts of your table/diagram: How beavers build (cut down trees using
teeth; pile up logs, branches, and leaves; fill in gaps with mud); What beavers
can build (dams when the water is low, lodges when the water is high); Benefits
of beavers’ construction (maintain water systems’ health, provide safe homes for
beavers, help other animals survive).
Move on to the graphic organizer and have the students fill in the blanks. Check
the answers as a class.
Vocabulary Build-up
Do the exercise with the students. Try to make sure they fill in the blanks on their
own.
Briefly go through the Word Power box. Ask the students to read the sample
sentences (individually or as a group) and then point out the words in focus.
Extra Idea (optional): Sum it Up
Ask the students to work in groups of four. Tell them to read the passage again,

and then to work together to write their own summary of the passage. Have all
the groups present their summaries to the class. Take a vote to see which group
created the best summary and give the winning group a small prize.

Reading Peak 2, Unit 3

3


ANSWER KEY: STUDENT BOOK
What do you think?
1. What do beavers look like?
- They look like big, furry rats.
- They have feet like ducks and a big tail.
2. What is an important feature of beavers?
- They can swim.
- They have large, powerful front teeth.
Recalling Facts and Details
Why is it safe for beavers to live in lodges?
- Since it is difficult for other animals to swim underwater, the homes are safe
places for beavers to live in.
Reading Comprehension
Choose the best answer.
1. d
2. b

3. b

4. b

5. d

Write the answers in full sentences.
1. What do beavers’ dams attract?
 They attract other animals that live in or near water.
2. Why do beavers need dams?
 Beavers need dams because dams maintain a steady water level and stop
floods from destroying their homes.
3. When do beavers build dams?
 When the water levels are low in wetlands, beavers build dams.
Graphic Organizer

Vocabulary Build-up
1. b
1. c

2.
2.

c
b

3.

d

Reading Peak 2, Unit 3

4

ANSWER KEY: WORKBOOK

Vocabulary Practice
A.
1. attracted

2.

leave

3.

flood

4.

gap

5.

constructing

B.
1.

d

2.

1.

played a role in

d

3.

d

4.

a

5.

d

C.
2.

such as

3.

stop, from

Writing Practice
A.
1. It is difficult for me to fully understand my parents.

2. It is not hard for me to read John’s feelings.
3. It is easy for Emma to wake up early in the morning.
B.
1. e
2. d
3. a
4. c
5.
C.
1. Beavers use mud to fill in the gaps.
2. These homes have entrances underneath the water.
3. When the water level is high enough, beavers build lodges.
4. The construction of dams and lodges provides safe homes for beavers.
5. Dams stop floods from destroying their homes.

b

Reading Peak 2, Unit 3

5


Unit 4 | Ultraviolet Light
Reading Peak 2: Teacher’s Guide

Unit Objectives:
1. Students will learn about ultraviolet light and how it affects us.
2. Students will practice scanning through a text.
3. Students will understand the meanings of new words and be able to use the words
in sentences.

4. Students will practice summarizing passages and giving opinions.
Power Vocabulary:
ray, visible, cause, cell, responsible,
surface, capable, severely, shield, block

LESSON GUIDE
Before Reading

Have the students look at the picture. What do they see? (bright light, shining
light) What differences do they notice between the picture and the sunlight they
see every day? (color is blue/violet, sky is dark around it instead of bright)
What do you think?
Have the students answer the pre-reading questions as a class, in pairs or
individually. Encourage them to answer in complete sentences.
Background Knowledge
Introduce the topic and then read the Background Knowledge text aloud for the
students. Tell them to follow along in their books as you read.
Power Vocabulary
Introduce all the words in the Power Vocabulary section to the students and go
through their meanings.
Extra Idea (optional): Time is Ticking
Have the students work in pairs. Tell each pair that they have one minute (you
can extend the time limit if you’d like) to make as many sentences as possible
using the different words from the Power Vocabulary section. Each correct
sentence (spelling and grammar count) they make is worth one point. The team
with the most points will be the winner.

Reading Peak 2, Unit 4

1

During Reading

Have the students listen to the passage (recording) and follow along in the
student book. Afterwards, ask the students what they remember about the text
without looking at their books.


Different kinds of light (visible, UV)



Kinds of UV light (UVA, UVB, UVC)



How far UV rays travel (some don’t reach the Earth, some only reach
your skin’s surface, some penetrate the skin)

As the students answer, take notes on the board. Show the students different
ways to take notes (use different colors and/or shapes to separate the different
categories):

Example
Light


Visible


Ultraviolet


Other Kinds







UVA

UVB

UVC







Pass into skin

Only reach the surface of skin

Do not reach Earth

Next, have the students read the passage out loud.
Scanning
Teach the students about the unit’s reading strategy. Then ask the students to
briefly look through the text and tell you which type of UV rays cause the aging
and wrinkling of the skin.
Extra Idea (optional): Word Mix-up
Prepare copies of the passage for the students. On the copies, switch all of the
Power Vocabulary words around with each other. Ask the students to read the
text as a group normally and then tell them to stop after each sentence with a
Power Vocabulary word is read. Ask the students which word in the sentence
should not be there and what word it should be replaced with.

Reading Peak 2, Unit 4

2


After Reading

Reading Comprehension
Have the students complete both exercises on their own. If you feel that the
students are not at the level to answer the questions on their own yet, you can go
through the activities as a class. Remind them that they need to answer in
complete sentences for the second activity.
Point out that the answer to question one in the first activity is the main idea of
the unit’s text.
Graphic Organizer
Refer the students back to the notes you made together on the board. Go over the
different parts of your table/diagram: Different kinds of light (visible, UV);
Kinds of UV light (UVA, UVB, UVC); How far UV rays travel (some don’t

reach the Earth, some only reach your skin’s surface, some penetrate the skin).
Move on to the graphic organizer and have the students fill in the blanks. Check
the answers as a class.
Vocabulary Build-up
Do the exercise with the students. Try to make sure they fill in the blanks on their
own.
Briefly go through the Word Power box. Ask the students to read the sample
sentences (individually or as a group) and then point out the words in focus.
Extra Idea (optional): Guess the Word
Have the students work in groups of four. Write all the Power Vocabulary words
on the board. Give the students one minute to read the meanings of the words
from the Power Vocabulary section. Ask the students to close their books and
then read the different definitions from the Power Vocabulary aloud. Have each
group write down what they think each word is. Correct the answers together as
a class.

Reading Peak 2, Unit 4

3


ANSWER KEY: STUDENT BOOK
What do you think?
1. What color is light?
 It’s white/yellow/orange.
 There are many different colors of light.
2. Why do we need sunscreen when we go out on sunny days?
 We need it so we don’t get a sunburn.
 If we don’t use sunscreen, we may get skin cancer.
Scanning

Which UV rays cause the aging and wrinkling of the skin?
- UVA rays cause the aging and wrinkling of the skin.
Reading Comprehension
Choose the best answer.
1. a
2. d

3. d

4. b

5. a

Write the answers in full sentences.
1. How is UV light different from normal light?
UV light has shorter wavelengths than visible light and it has more
energy, so it can pass through objects.
2. Which UV rays can pass deeper into the skin?
UVA rays can pass deeper into the skin.
3. What are the two benefits of sunscreen?
Sunscreen can protect you from sunburns and lowers the risk of skin
cancer.
Graphic Organizer

Vocabulary Build-up
1. a
4. c

2.
5.

d
d

3.

c

Reading Peak 2, Unit 4

4


ANSWER KEY: WORKBOOK

Vocabulary Practice
A.
1. capable

2.

surface

3.

cell

4.

cause

5.

shield

2.

a

3.

b

4.

d

5.

c

B.
1.

d

1.

pass through

C.
2.

is responsible for

3.

are capable of

Writing Practice
A.
1. I’m reading a book that was written by a famous novelist.
2. Sean joined the club that is one of the most popular in his school.
3. I wore my new hat that was given to me by my friend Julie.
B.
1. c
2. d
3. a
4. e
C.
1. UVB rays reach the surface of the skin.
2. This doesn’t mean we’re safe from UVA and UVB rays.
3. It can protect your skin cells from the greater danger of skin cancer.
4. UVA rays are capable of passing into the skin.
5. It is harmful because it can cause changes in the cells.

5.

b

Reading Peak 2, Unit 4

5


Unit 5 | Greek Mythology
Reading Peak 2: Teacher’s Guide

Unit Objectives:
1. Students will learn about Greek mythology and the story of
Apollo, Daphne and laurel crowns.
2. Students will learn to understand sequences.
3. Students will understand the meanings of new words and be able to use the words
in sentences.
4. Students will practice summarizing passages and giving opinions.
Power Vocabulary:
present, influence, connect, stem, command,
plead, chase, eternity,
honor, athlete

LESSON GUIDE
Before Reading

Have the students look at the picture. Who do they think the statues in the
picture are? (characters from Greek mythology, Greek gods and goddesses)
Where do they usually see statues like these? (museums, theaters) Why did the
ancient Greeks have so many gods? (represented different things, some were
good/bad)
What do you think?
Have the students answer the pre-reading questions as a class or in pairs.

Encourage them to answer in complete sentences.
Background Knowledge
Introduce the topic and then read the Background Knowledge text aloud for the
students. Tell them to follow along in their books as you read.
Power Vocabulary
Introduce all the words in the Power Vocabulary section to the students and go
through their meanings.
Extra Idea (optional): Scramble for Words
Prepare small cardboard cards with 5-10 words from the unit’s Power Vocabulary
and their meanings. Half of the cards should have vocabulary words written on
them and half should have word meanings (or synonyms) written on them. Spread
all the cards out on the floor and have the students come over and pick out two cards
that match. After picking their cards, each student goes up to the board and sticks
the two cards next to each other. Continue the activity until there are no cards left
Reading Peak 2, Unit 5

1


on the floor. Review the vocabulary words and their meanings (or synonyms) with
the students after the activity is finished.

During Reading

Have the students listen to the passage (recording) and follow along in the
student book. Afterwards, ask the students what they remember about the text
without looking at their books.
 Aphrodite (goddess of beauty, falls in love with Apollo, gets angry and
tells her son to make Apollo fall in love)
 Apollo (known for his charm, did not love any girls, is made to fall in

love with Daphne)
 Eros (son of Aphrodite, god of love, makes Apollo fall in love with
Daphne)
 Daphne (a beautiful fairy, did not love Apollo, father turned her into a
laurel tree to save her)
As the students answer, take notes on the board. Show the students different
ways to take notes (use different colors and/or shapes to separate the different
categories):
Example
Aphrodite
- Goddess of Beauty
- Falls in love with Apollo
- Gets angry, tells her son
to make Apollo fall in love
with someone

Apollo
- Known for his
charm
- Did not love any
girls
- Is made to fall in
love with Daphne

Eros
- Son of Aphrodite
- God of love
- Makes Apollo fall
in love with Daphne

Daphne
- A beautiful fairy
- Did not love
Apollo
- Father tuned her
into a laurel tree to
save her

Next, have the students read the passage out loud.
Understanding Sequences
Teach the students about the unit’s reading strategy. Ask the students what
happened when Eros used his power on Apollo. Also ask them about the most
important events in the story and discuss each one.
Extra Idea (optional): Forward and Backward
Tell the students that they will take turns reading one sentence each from the
passage. After each student finishes reading their sentence, they will point either
left or right. If they point right, then the next student has to read the sentence
AFTER the one that was just read. If they point left, then the next student has to
read the sentence BEFORE the one that was just read.

Reading Peak 2, Unit 5

2


After Reading

Reading Comprehension
Have the students complete both exercises on their own. If you feel that the students
are not at the level to answer the questions on their own yet, you can go through the

activities as a class. Remind them that they need to answer in complete sentences
for the second activity.
Point out that the answer to question one in the first activity is the main idea of
the unit’s text.
Graphic Organizer
Refer the students back to the notes you made together on the board. Go over the
different part of your table/diagram: Aphrodite (goddess of beauty, falls in love
with Apollo, gets angry and tells her son to make Apollo fall in love); Apollo
(known for his charm, did not love any girls, is made to fall in love with Daphne);
Eros (son of Aphrodite, god of love, makes Apollo fall in love with
Daphne);Daphne (a beautiful fairy, did not love Apollo, father turned her into a
laurel tree to save her).
Move on to the graphic organizer and have the students fill in the blanks. Check
the answers as a class.
Vocabulary Build-up
Do the exercise with the students. Try to make sure they fill in the blanks on their
own.
Briefly go through the Word Power box. Ask the students to read the sample
sentences (individually or as a group) and then point out the words in focus.
Extra Idea (optional): Word Lottery
Prepare small slips of paper with the Power Vocabulary words written on them. Put
all of the slips of paper in a hat or bowl. Have each student come to the front and
pull out a word. Tell the student to read the word out loud for the class and then to
use that word in a sentence.

Reading Peak 2, Unit 5

3

ANSWER KEY: STUDENT BOOK
What do you think?
1. Do you know any Greek myths?
- I know the story of Ulysses and the sphinx.
- I heard that Zeus was the father of the gods and could throw thunderbolts.
2. Who is your favorite god from Greek mythology?
- I like Hermes because he could run very fast.
- My favorite is Athena because she was strong and smart.
Understanding Sequences
What happened when Eros used his powers on Apollo?
- Apollo fell in love with Daphne, a beautiful fairy.
Reading Comprehension
Choose the best answer.
1. d
2. b

3. c

4. c

5. a

Write the answers in full sentences.
1. In Greek mythology, who could make anyone fall in love?
 Eros could make anyone fall in love with one pull of his bow and
arrow?
2. What did Daphne’s father do to help her?
 He turned his daughter into a laurel tree.
3. Who did Apollo give laurel crowns to?
 He gave laurel crowns to great athletes and poets.

Graphic Organizer

Vocabulary Build-up
1. a
4. c

2.
5.

d
a

3.

d

Reading Peak 2, Unit 5

4