Reading peak 3 teachers guide

Reading Peak 3
Teacher's Guide

Build your dreams, Grow as a global leader

www.ibuildandgrow.com


Unit 1 | A Fairy Tale
Reading Peak 3:Teacher’s Guide

Unit Objectives:
1. Students will learn about fairy tales written by the Brothers
Grimm.
2. Students will practice drawing conclusions.
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:
original, violent, scholar, folk, publish,
religious, scary, translate, nightmare, frightening

LESSON GUIDE
Before Reading

Have the students look at the picture. What do they see in the picture? (house,
forest, castle, rainbow, unicorn, etc.) Where do they think the scene is taking
place? (in a magical place, in a story, on a mountain) How does the picture make
them feel? (happy, curious, excited)
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. Ask the students
if they can think of any magical or imaginary beings from fairy tales.
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 3, 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.
 Origins of the Brothers Grimm fairy tales (two brothers were
German scholars, wanted to introduce German culture, fairy
tales based on German folk stories)
 Characteristics of the original stories (religious, included less
magic than other fairy tales, violent, scary)
 Characteristics of the modern versions (have been changed so

that children can enjoy them, less scary, always have a happy
ending)
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
Brothers Grimm Fairy Tales
Origins
- Two brothers were
German scholars
- Introduce German culture
- Based on German folk
stories.

Original Stories
- religious
- not very magical
- violent
- scary

Modern Versions
- Changed so that can be
told to children
- Not scary
- Have happy endings

Next, have the students read the passage out loud.
Drawing Conclusions
Teach the students about the unit’s reading strategy. Then ask the students what
conclusion they drew from the passage.

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.

Reading Peak 3, Unit 1

2


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.
Graphic Organizer
Refer the students back to the notes you made together on the board. Go over the
different parts of your diagram: Tibetan nomads’ home, shelter, clothes, food,
livelihood, etc.
Move on to the graphic organizer and have the students fill in the blanks. Check
the answers as a class.
Vocabulary Build-up
Go through the Vocabulary Build-up exercise with the students. Have them fill
in the blanks on their own.
Briefly go through the contents of 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): Describe It
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 pull out a word
from the hat or bowl. Then tell them to describe the meaning of the word (using
other words or actions) without saying the word that is written on their slip of
paper. For example, for the word “scholar” they could say “This person studies
a lot.” The rest of the class will try to guess what the word is.

Reading Peak 3, Unit 1

3


ANSWER KEY: STUDENT BOOK

What do you think?
1. What is a fairy tale?
- A fairy tale is a story for children.
- It’s a story about magical creatures.
2. What is your favorite fairy tale and why?
- My favorite fairy tale is Snow White and the Seven Dwarfs. I think the dwarfs
are very funny.
- I love Sleeping Beauty because the princess was kind and beautiful.
Drawing Conclusions
What conclusion did you draw from the story?
- The original versions of the Brothers Grimm fairy tales were very violent and
scary, but they have been changed so that they can be told to children.
Reading Comprehension
Choose the best answer.
1. b

2. d

3. b

4. b

5. c

Write the answers in full sentences.
1. When was “Little Red Riding Hood” first written?
- It was first written in the 1800s.
2. What did the Brothers Grimm want to introduce in their fairy tales?
- They wanted to introduce German culture through their stories.
3. What was the fairy Maleficent in the Brothers Grimm version of “Sleeping Beauty”?
- It was an ogre who wanted to eat Sleeping Beauty.
Graphic Organizer

Vocabulary Build-up
1. c
4. d

2.
5.

c
a

3.

d

Reading Peak 3, Unit 1

4


ANSWER KEY: WORKBOOK
Vocabulary Practice
A.
1. stomach
B.
1. b
C.
1. in fact

2.

introduce

3.

scary

4.

tale

5.

nightmare

2.

a

3.

d

4.

b

5.

c

2.

That’s why

3.

translate, into

Writing Practice
A.
1. I booked the ticket two weeks in advance so that I can get a discount.
2. Brandon sometimes listens to classical music so that he can broaden his views.
3. Please raise your hand first so that you can have a chance to answer the question.

B.

1. d

2. e

3. a

4. c

5. b

C.
1.
2.
3.
4.
5.

The original story was even more violent.
They wanted to introduce German culture through their stories.
Many children read these stories before going to sleep.
That’s why fairy tales are usually not too frightening.
It was written by two brothers, Jacob and Wilhelm Grimm.

Reading Peak 3, Unit 1

5

Unit 2 | Fair Trade
Reading Peak 3: Teacher’s Guide

Unit Objectives: Students will
1. Students will learn about what fair trade is and what
advantages and disadvantages it has.
2. Students will practice distinguishing fact from opinion.
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:
fair, opinion, average, afford, extra
involve, earn, additional, encourage, rare

LESSON GUIDE
Before Reading

Have the students look at the picture. What do they see? (children squatting and
kneeling) What do they think the children are doing? (playing, working,
gathering corn, helping parents/adults) What else do they see in the picture?
(adults, sacks, corn, containers)
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): 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 3, 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.
 Features of fair trade (alternative to regular trade, giving profit from
products to workers instead of companies or middlemen)
 Advantages of fair trade (helps poor workers earn more for their labor,
safer workplace)
 Disadvantages of fair trade (stores raise prices on fair trade items but
don’t give the extra money to the workers, oversupply/production, brings
prices down)
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

What is fair trade?

Advantages

Disadvantages

(Ashley’s Opinion)

(Sean’s Opinion)

- Different from
regular trade.

- More money for poor
workers

- Stores charge higher prices but don’t give
the extra money to workers

- Meant to help
poor workers

- Safer workplace

- Workers make too many products
- Prices go down

Next, have the students read the passage out loud.
Distinguishing Fact from Opinion
Teach the students about the unit’s reading strategy. Then ask them about
Ashley’s opinion about fair trade? If there’s time, ask about Sean’s opinion as

well.
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).

Reading Peak 3, Unit 2

2


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.
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: Features of fair trade (alternative to regular
trade, giving profit from products to workers instead of companies or
middlemen); Advantages of fair trade (helps poor workers earn more for their
labor, safer workplace); Disadvantages of fair trade (stores raise prices on fair

trade items but don’t give the extra money to the workers, oversupply/production,
brings prices down).
Move on to the graphic organizer in the book and have the students fill in the
blanks. Check the answers as a class.
Vocabulary Build-up
Go through the Vocabulary Build-up exercise with the students. Have them fill
in the blanks on their own.
Briefly go through the contents of the Power Vocabulary 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 3, Unit 2

3


ANSWER KEY: STUDENT BOOK

What do you think?
1. What is fair trade?
- Fair trade is different from regular trade.
- Fair trade means paying a fair price for products so poor workers earn more.
2. Do you think our economy is run fairly?
- Yes, I think our economy is run fairly. Anybody can become rich.
- - No, our economy is unfair. Poor workers get so little, while rich

businessmen and businesswomen earn a lot.
Distinguishing Fact From Opinion
What is Ashley’s opinion about fair trade?
She thinks fair trade is better than regular trade because it helps poor workers
earn a good salary in a safe workplace.
Reading Comprehension
Choose the best answer.
1. a
2. c

3. a

4. c

5. a

Write the answers in full sentences.
1. What does Ashley want to make a difference in?
She wants to make a difference in the lives of poor people.
2. Who does Sean think will make additional money from fair trade items?
He thinks stores will keep additional money from fair trade items instead of
giving it to the workers.
3. According to Sean, where does the money from fair trade go to?
According to Sean, the money from fair trade goes to stores.
Graphic Organizer

Vocabulary Build-up
1. c
2.

c

3.

b

4.

d

5.

a

Reading Peak 3, Unit 2

4


ANSWER KEY: WORKBOOK

Vocabulary Practice
A.
1. involved
2. extra
B.
1. a
2. b
C.
1. makes a difference

3.

purchased

4.

raise

5.

rare

3.

b

4.

d

5.

d

2.

makes sure

3.

in the long run

Writing Practice
A.
1. Amy bought not a green bicycle but a pink bicycle.
2. I took not a train but a bus.
3. I put not salt but sugar on my fried chicken.
B.
1. d
2. c
3. e
4. a
C.
1. I agree that workers should be paid a fair price.
2. This happens because the item isn’t rare anymore.
3. We can afford to pay workers with the extra money.
4. Stores know that people will pay more for fair trade items.
5. When trading goods, there are usually extra companies involved.

5.

b

Reading Peak 3, Unit 2

5


Unit 3 | Claude Monet

Reading Peak 3: Teacher’s Guide

Unit Objectives:
1. Students will learn about Claude Monet and the impressionist
style of painting.
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:
term, subject, exactly, capture,
significance,
appearance, emotion, pave, abstract, freedom

LESSON GUIDE
Before Reading

Have the students look at the picture. What do they see? (water lilies, flowers, water,
leaves) What kind of picture is it? (painting, photograph, poster) What
scenery/landscape is shown? (a lake, a pond, a garden) How does the picture make them
feel? (happy, inspired, sad, bored, 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): 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 3, Unit 3

1


During Reading

Have the students listen to the recording of the text and follow along in the student book.
Afterwards, ask the students what they remember about the text without looking at their
books.
 Monet’s early paintings (realistic, painted objects and people)
 Monet’s later paintings (impressionist, not realistic, focused on light and color,
captured mood and emotion)
 Monet’s influence (people were shocked at first but soon began to see how light
can be beautiful; Monet, Renoir, and Degas’ impressionist work paved the way
for other abstract paintings; modern painters have the freedom to paint what
they feel)
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

Early Paintings

- Realist style
- Focused on objects
and people

Claude Monet

Later Painting
- Impressionist style
- Focused on light and
color
- Captured mood and
emotion


Influence
- People shocked at
first, but soon saw
how light can be
beautiful
- Along will artists
like Renoir and
Degas, paved way for
abstract paintings
- Modern painters
now can paint what
they feel

Next, have the students read the passage out loud.
Understanding Sequences
Teach the students about the unit’s reading strategy. Then ask the students what style

Monet’s early paintings were. Help the students sequence the events that happened in
the story to show how Monet’s painting style changed over time.
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 3, Unit 3

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 number 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: Monet’s early paintings (realistic, painted objects
and people); Monet’s later paintings (impressionist, not realistic, focused on light and
color, captured mood and emotion); Monet’s influence (people were shocked at first but
soon began to see how light can be beautiful; Monet, Renoir, and Degas’ impressionist
work paved the way for other abstract paintings; modern painters have the freedom to

paint what they feel).
Move on to the graphic organizer and have the students fill in the blanks. Check the
answers as a class.
Vocabulary Build-up
Go through the Vocabulary Build-up exercise with the students. Have them 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 3, Unit 3

3


ANSWER KEY: STUDENT BOOK

What do you think?
1. Who is your favorite artist and why?
 My favorite artist is Leonardo da Vinci because he painted the Mona Lisa.
 Suh Yong-sun is my favorite artist. I like his modern style and colorful paintings.
2. Who was Claude Monet?
 Claude Monet was a French painter who started impressionism.
 Monet was a famous artist.
Understanding sequences

What style were Monet’s early paintings?
 Monet’s early paintings were in the realist style.
Reading Comprehension
Choose the best answer.
1. d
2. c
3. d
4. c
5. b
Write the answers in full sentences.
1. How did the term “impressionist” start?
A journalist first used the term as a joke.
2. Before impressionism, what did people think paintings should look like?
People thought paintings should look like reality.
3. Why were Monet’s paintings of the same objects not all the same?
That’s because he painted them in various colors and types of light.
Graphic Organizer

Vocabulary Build-up
1. c
4. d

2.
5.

d
d

3.

a

Reading Peak 3, Unit 3

4


ANSWER KEY: WORKBOOK

Vocabulary Practice
A.
1. focuses
2.
B.
1. a
2.
C.
1. over and over

term

3.

exactly

4.

positive

5.

captures

b

3.

a

4.

a

5.

c

2.

rather than

3.

Writing Practice
A.
1. I don’t know what I should do.
2. Tell me how you could make it.
3. I want to know when you will come back.
B.
1. b

2. a
3. e
4. c
C.
1. People thought paintings should look like reality.
2. A journalist used the term as a joke.
3. He painted them in various colors and types of light.
4. Modern painters have the freedom to paint what they feel.
5. Monet focused on emotion rather than realism.

laugh at

5.

d

Reading Peak 3, Unit 3

5


Unit 4 | Shark Fins
Reading Peak 3: Teacher’s Guide

Unit Objectives:
1. Students will learn about the role of sharks in the ecosystem
and the harmful effects of overfishing.
2. Students will practice recognizing cause and effect.
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:
terrify, practice, prey, demand,
official, enforce, monitor, ban,

extinction,
ingredient

LESSON GUIDE
Before Reading

Have the students look at the picture. What do they see in the picture? (bowl of soup,
spoon, plate, cup) Where do they think this picture is from? (house, restaurant) What
kind of soup do the students like to eat? (vegetable, chicken noodle, 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): 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 on the floor.

Reading Peak 3, Unit 4

1


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 can remember about the text without looking at
their books.
 Role of sharks in the ecosystem (limit the number of smaller fish, oxygenproducing plants will not all be eaten)
 Shark fishing (sharks tossed back in the water after fins are cut off, become
prey instead of predators)
 Harmful effects of shark fishing (sharks are increasingly in danger of
overfishing and even extinction, more small fish to eat all the oxygenproducing plants, less oxygen for humans, not good for the ecosystem of the
ocean)
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
Shark’s Role in the
Ecosystem
- Limit the number of
small fish
- Help maintain the
amount of oxygen
producing plants

Shark Fishing
- Sharks tossed back in
the water after their fins
are cut off
- Become prey instead of
predators

Harmful Effects of
Shark Fishing
- Sharks increasingly in danger of
overfishing and extinction
- More small fish to eat plants
- Less oxygen for humans
- Not good for the ecosystem of the
ocean

Understanding Sequences
Teach the students about the unit’s reading strategy. Give the students one or two
minutes to go through the text and then ask them why they think the ecosystem of the
ocean is being destroyed.
Next, have the students read the passage out loud.
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 3, Unit 4

2


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.
Point out that the answer to question number 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: Role of sharks in the ecosystem (limit the number
of smaller fish, oxygen-producing plants will not all be eaten); Shark fishing (sharks
tossed back in the water after fins are cut off, become prey instead of predators);
Harmful effects of shark fishing (sharks are increasingly in danger of overfishing and
even extinction, more small fish to eat all the oxygen-producing plants, less oxygen for
humans, not good for the ecosystem of the ocean).
Move on to the graphic organizer and have the students fill in the blanks. Check the
answers as a class.
Vocabulary Build-up
Go through the Vocabulary Build-up exercise with the students. Have them 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 3, Unit 4

3


ANSWER KEY: STUDENT BOOK

What do you think?
1. Have you ever heard of or eaten shark fin soup?
 Yes, I tried it once at a Chinese restaurant.
 I’ve heard of shark fin soup, but I’ve never eaten it.
2. Do you know how shark fin soup is made?
 No, I don’t know how it is made.
 It is made with fins from sharks.
Recognizing Cause and Effect
Why is the ecosystem of the ocean being destroyed?
- Because of the overfishing of sharks, the ecosystem of the ocean is being destroyed.
Reading Comprehension
Choose the best answer.
1. d
2.

d

3.

c

4.

d

5.

a

Write the answers in full sentences.
1. Why are sharks an important part of the ecosystem?
That’s because sharks are at the top of the food chain in the ocean.
2. Before impressionism, what did people think paintings should look like?
People thought paintings should look like reality.
3. Why should new international laws be created?
They should be created so that countries can work together to monitor shark
fishing.
Graphic Organizer

Vocabulary Build-up
1. b
4. d

2.
5.

c
a

3.

a

Reading Peak 3, Unit 4

4


ANSWER KEY: WORKBOOK

Vocabulary Practice
A.
1. cruel
2. threw
B.
1. d
2. d
C.
1. at least

3. official
3.
2.

4. prey
a

5. enforce
4.

not, but

c

5.
3.

b

in danger of

Writing Practice
A.
1. What a colorful and lively doll it was!
2. What a good sense of humor you have!
3. What a wonderful world we are living in!
B.
1. d
2. c
3. e
4.
C.
1. Sharks are very important to the ecosystem’s balance.
2. It may surprise you to know that some people eat them.
3. More and more people are eating it these days.
4. A ban on shark fin soup would decrease demand for sharks’ fins.
5. Without sharks, there would be too many smaller fish.

a

5.

b

Reading Peak 3, Unit 4

5


Unit 5 |Nomadic People
Reading Peak 3: Teacher’s Guide

Unit Objectives:
1. Students will learn about the lifestyle of Tibetan nomads and the
threats to their survival.
2. Students will practice drawing conclusions.
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:
shelter
consider
grassland
possession
boil
consist
crop
outdated respect

harsh

LESSON GUIDE
Before Reading

Have the students look at the picture. What do they see? (camels, desert, sand,
sky, etc.) Where do they think the people are? (the desert, Tibet, etc.) How
would they describe this landscape? (barren, hot, 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): Naming Examples
Have the students give examples for selected nouns and adjectives from the
Power Vocabulary section.
Reading Peak 3, Unit 5

1


Examples:
shelter = houses, cottages, caves, etc.
possession = clothes, cars, money, houses, etc.
grasslands = savannas, prairies, etc.
crop = wheat, rice, corn, potatoes

outdated = typewriters, bell-bottom pants, disco music

During Reading

Have the students listen to the recording of the text and follow along in the
student book. Afterwards, ask the students what they can remember about the
text without looking at their books.
 Tibetan nomads’ home (mountains and grasslands of the Tibetan plateau)
 Their shelter (tents made from yak wool)
 Their clothes (made from yak skin, good for cold weather)
 Their food (yak meat, cheese, yogurt, animals they hunt and fish, crops
they grow)
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:
Tibetan
plateau

Shelter:
tents made of
yak wool

Clothes:
made from yak skin,
good for cold weather

Food:
yak meat, cheese, yogurt,
animals they hunt/fish, crops
they grow

Next, have the students read the passage out loud.
Drawing Conclusions
Teach the students about the unit’s reading strategy. Then ask the students what
conclusion they drew from the story.
Extra Idea (optional): Coach and Player
Ask the students to work in pairs. Tell the students to take turns reading the
passage aloud to their partners. The students listening to the passage will give
their partners feedback about how to improve their reading, pronunciation, and
intonation.
Reading Peak 3, Unit 5

2


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.
Point out that the answer to question number 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: Tibetan nomads’ home (mountains and
grasslands of the Tibetan plateau);
Their shelter (tents made from yak wool); Their clothes (made from yak skin,
good for cold weather); Their food (yak meat, cheese, yogurt, animals they hunt
and fish, crops they grow).
Move on to the graphic organizer and have the students fill in the blanks. Check
the answers as a class.
Vocabulary Build-up
Go through the Vocabulary Build-up exercise with the students. Have them fill
in the blanks on their own.
Briefly go through the contents of 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): Around the World
Have a discussion about different lifestyles around the world. Ask the students to
tell you about the ways other cultures (nomadic and settled) live. You could also
have them talk about this in pairs or small groups.

Reading Peak 3, Unit 5

3


ANSWER KEY: STUDENT BOOK

What do you think?
1. What kind of shelter do you live in?
 My family has a house.
 I live in an apartment with my parents.

2. How many times have you moved in your lifetime?
 I’ve never moved.
 I’ve moved twice. I used to live in a different city, but now I live here.
Drawing Conclusions
What conclusion did you draw from the story?
- Even if the nomadic lifestyle seems to be outdated, it is important to respect
and maintain every way of life.
Reading Comprehension
Choose the best answer.
1. d
2. d

3.

c

4.

d

5.

a

Write the answers in full sentences.
1. Why are yaks the most important possession for Tibetan nomads?
They are important because they are used for shelter, clothes, and food.
2. What is the daily diet of Tibetan nomads?
The daily diet of Tibetan nomads consists of yak meat, cheese, yogurt, and
animals that can be hunted or fished for in local areas.

3. How can Tibetan nomads trade things?
They trade things at markets or festivals once or twice a year.
Graphic Organizer
Shelter: tents
Clothes: harsh
Food: local, crops
Vocabulary Build-up
1. c
1. b

2.
2.

c
a

3.

b

Reading Peak 3, Unit 5

4