Reading Train 1 Teachers Manual

An Introduction
to This Book
Reading Train is the intermediate level in the

reading series for elementary school

students. This series focuses on the development of reading skills and vocabulary. A major
feature of this series is the idea of teaching reading in English. This means that reading
becomes a thinking process instead of a translation task. Thus, it is the intention of the
authors that the teacher uses as little translation as possible in the classroom.
However, it must be remembered that effective teaching requires understanding. Making
students understand is the teacher's role. Therefore, the authors are not supporters of a
strict “English only” environment in the classroom. We believe that the teacher should feel
free to use the student's first language as and when required. Nonetheless, use of the first
language should not be a substitute for good lesson planning and a sound teaching strategy.
Text Selection
When preparing for any reading class, it is the teacher's responsibility to assess their student's
English ability and choose the reading text which best fits their student's needs. If the text
requires a lot of translation to be understood, it is probably too difficult. The teacher should
replace it with an easier text in this or another series.

Independent Reading
While teaching reading, it is important that students have a chance to read the passage
independently, at their own pace. By becoming an independent reader, students can begin
to enjoy reading for pleasure. Reading for pleasure is a very effective way of becoming
fluent in a language.
Independent reading puts great demands on lesson planning because of the differing
abilities of students. Some students will finish reading before others. Therefore, supplementary
activities should be prepared that allow the teacher to occupy fast finishers. One possible
method is to use the During Reading exercises in the Reading Train student book as

supplementary material. Let the fast finishers work through the exercises independently,
while the less able students catch up. The slower students could do the exerises for homework.


During the Lesson
It is a good idea to teach the students some basic strategies that will reduce their
dependence on the teacher while they read independently.
These could include:
1) Phonics: Decoding an unfamiliar word phonetically could help students to recognize its
meaning.
2) Using a Dictionary: Make electronic or paper dictionaries available in the classroom. This
will allow students to investigate the meaning of words they don't know.
3) Peer questioning: If a student doesn't understand a word or phrase, they should ask their
friend first. This reduces dependence on the teacher and creates a
learning opportunity for both students.
It is worthwhile reviewing these strategies regularly. During independent reading, monitor
the students and use appropriate prompts to encourage their use. Praise the correct use of
these strategies.
Throughout the Reading Rocket series, the following reading skills are practiced to help
students understand the passage better:
Skill 0

Scanning for information

Skill 1

Identifying main ideas

Skill 2

Identifying feelings and attitudes

Skill 3

Identifying details

Skill 4

Identifying cohesion - pronouns

Skill 5

Making inferences

Skill 6

Identifying cause and effect

Skill 7

Understanding the order of events (sequencing)

Skill 8

Identifying facts

Skill 9

Compare and contrast

Skill 10

Problem and solution

Help students to make these reading skills part of their reading strategies too. Encourage
students to use them regularly when they read something new.




Time to Sing

Warm up
In this section, students should predict and imagine
what they are going to read about by looking at the
illustration which accompanies the passage.

I can see some students and a teacher.
Jay is singing.
Because Jay is singing badly/loudly.

Review related vocabulary and help students to express
what is happening in the illustration.
Guide students through the warm-up questions, and
have students answer in English.
sing
0

loudly
0

science
0

quietly
0

Learn the New Words
Have students think about the answers.
Ask students to choose the correct answers and write
them in the blanks.
Check to see if students have fully understood the
meaning of the words they learned.

Find the Main Idea
Ask students to read the passage. Check their
understanding.
Have students circle the main idea of the story.

Practice the Reading Skills
In this section, students will improve their reading
proficiency and thinking ability by studying the specific
READING SKILLS that are listed below.
While doing the activity, encourage students to refer
back to the passage as many times as they need to.
Give students time to do the exercises. Assist them as
required.
1. Read the story again and complete the chart.
1 Reading Skill -> Organizing information
2. Circle the correct answer.

1 Reading Skill -> Identifying cohesion: pronouns
2 Reading Skill -> Identifying cohesion: pronouns
3 Reading Skill -> Identifying feelings and attitudes
4 Reading Skill -> Identifying details
5 Reading Skill -> Identifying details

Book 1

6

hurt
0


Check Your Understanding
Ask students to open their textbooks to page 12.
school

English

math

science

music

Have students read the sentences and check True or
False based on the passage.
Check the answers individually or as a group.

Practice the New Words and Grammar
1. Choose and write.
Ask students to choose the correct words from the
word bank and fill in the blanks.
Check if students have understood the meaning of the
words and are able to use them in different contexts.
2. Find the mistake and correct it.
Have students understand the GRAMMAR RULES
used in the passage.
1 Present simple tense
He sleeps in a bed.
2 Present simple tense: negation

She doesn't know the answer.
3 Adverb

Run quickly! He laughed happily.
4 Past progressive tense

She was reading a book.

Write about Yourself
This section is designed to help students extend the
ideas in the passage by drawing on their own
experiences and knowledge. Help them to express their
opinion naturally in complete sentences, using the
words they learned.

sing
science

loudly
hurt

If students have difficulty writing sentences in English,
the teacher should have them discuss the questions
orally before they begin writing.

quietly

doesn’t
loudly
singing

Yes, I do. / No I don’t.
Yes, I am. / No I’m not.

Workbook 1: pages 6~7
The answer key to the homework is found on page 46 in
the Teacher's Manual.

I like science.

Reading Train 1

Book 1

7


Insects in the Classroom

Ask the students to open their workbooks to pages 6~7.
Check the homework by having students take turns
calling out the answers.
I can see some ants, some crickets and a beetle.
They are studying science/insects.
She likes them.

Warm up
In this section, students should predict and imagine
what they are going to read about by looking at the
illustration which accompanies the passage.
Review related vocabulary and help students to express
what is happening in the illustration.

kid

scared

last

insect

Guide students through the warm-up questions, and
have students answer in English.

Learn the New Words
Have students think about the answers.
Ask students to choose the correct answers and write
them in the blanks.
Check to see if students have fully understood the

meaning of the words they learned.

Find the Main Idea
Ask students to read the passage. Check their
understanding.
Have students circle the main idea of the story.

Practice the Reading Skills
In this section, students will improve their reading
proficiency and thinking ability by studying the specific
READING SKILLS that are listed below.
While doing the activity, encourage students to refer
back to the passage as many times as they need to.
Give students time to do the exercises. Assist them as
required.
1. Read the story again and complete the chart.
1 Reading Skill -> Organizing information
2. Circle the correct answer.
1 Reading Skill -> Identifying cohesion: pronouns
2 Reading Skill -> Identifying cohesion: pronouns
3 Reading Skill -> Identifying feelings and attitudes
4 Reading Skill -> Identifying details
5 Reading Skill -> Identifying details
Book 1

8

tank

Check Your Understanding
crickets

beetle

ants

Ask students to open their textbooks to page 16.
Have students read the sentences and check True or
False based on the passage.
Check the answers individually or as a group.

Practice the New Words and Grammar
1. Choose and write.
Ask students to choose the correct words from the
word bank and fill in the blanks.
Check if students have understood the meaning of the
words and are able to use them in different contexts.
2. Find the mistake and correct it.
Have students understand the GRAMMAR RULES
used in the passage.
1 Present progressive tense: question
What are you doing now?
2 Noun: plural count

I have five pencils.
3 Noun: plural count

Some flowers are on the table.
4 To-infinitive with a transitive verb

I want to eat a strawberry cake.

Write about Yourself
This section is designed to help students extend the
ideas in the passage by drawing on their own
experiences and knowledge. Help them to express their
opinion naturally in complete sentences, using the
words they learned.

kid
insect
scared
tank

If students have difficulty writing sentences in English,
the teacher should have them discuss the questions
orally before they begin writing.

last

tanks
are
learn

My favorite insect is the ant.
They eat apples.

Workbook 1: pages 8~9
The answer key to the homework is found on page 46 in

the Teacher's Manual.

Yes, I do. / No, I don’t.

Reading Train 1

Book 1

9


BMX!
Ask the students to open their workbooks to pages 8~9.
Check the homework by having students take turns
calling out the answers.
Anna is in the garden.
Anna is riding a bicycle. / Anna is talking to Uncle Ted.
Anna is happy.

Warm up
In this section, students should predict and imagine
what they are going to read about by looking at the
illustration which accompanies the passage.
Review related vocabulary and help students to express
what is happening in the illustration.

scratch

yesterday

tire

daughter

Guide students through the warm-up questions, and
have students answer in English.

Learn the New Words
Have students think about the answers.
Ask students to choose the correct answers and write
them in the blanks.
Check to see if students have fully understood the
meaning of the words they learned.

Find the Main Idea
Ask students to read the passage. Check their
understanding.
Have students circle the main idea of the story.

Practice the Reading Skills
In this section, students will improve their reading
proficiency and thinking ability by studying the specific
READING SKILLS that are listed below.
While doing the activity, encourage students to refer
back to the passage as many times as they need to.
Give students time to do the exercises. Assist them as
required.
1. Read the story again and complete the chart.
1 Reading Skill -> Organizing information
2. Circle the correct answer.

1 Reading Skill -> Identifying cohesion: pronouns
2 Reading Skill -> Identifying cohesion: pronouns
3 Reading Skill -> Identifying feelings and attitudes
4 Reading Skill -> Identifying details
5 Reading Skill -> Identifying details
Book 1

10

uncle


Check Your Understanding
Ask students to open their textbooks to page 20.
Have students read the sentences and check True or
False based on the passage.
Check the answers individually or as a group.

Practice the New Words and Grammar
1. Choose and write.
Ask students to choose the correct words from the
word bank and fill in the blanks.
Check if students have understood the meaning of the
words and are able to use them in different contexts.
2. Find the mistake and correct it.
Have students understand the GRAMMAR RULES
used in the passage.
1 Past simple tense
I was sick yesterday.
2 Future simple tense: be going to

We are going to have dinner.
3 Adverb

slow - slowly simple - simply beautiful - beautifully
4 Noun: plural count

The students were very excited.

Write about Yourself
This section is designed to help students extend the
ideas in the passage by drawing on their own
experiences and knowledge. Help them to express their
opinion naturally in complete sentences, using the words
they learned.

tire
uncle
scratch
yesterday

If students have difficulty writing sentences in English,
the teacher should have them discuss the questions
orally before they begin writing.

daughter

was
ride
happily

were

Yes, I can. / No, I can’t.
Yes, I do. / No, I don’t.

Workbook 1: pages 10~11
The answer key to the homework is found on page 47 in
the Teacher's Manual.

I want to go to the park.

Reading Train 1

Book 1

11


The Picky Eater
Ask the students to open their workbooks to pages 10~11.
Check the homework by having students take turns
calling out the answers.
I like fruit but I dislike onions.
A picky eater is someone who doesn’t like many foods.
The panda is eating bamboo.

Warm up
In this section, students should predict and imagine
what they are going to read about by looking at the
illustration which accompanies the passage.

Review related vocabulary and help students to express
what is happening in the illustration.

peach

egg

pear

panda

Guide students through the warm-up questions, and
have students answer in English.

Learn the New Words
Have students think about the answers.
Ask students to choose the correct answers and write
them in the blanks.
Check to see if students have fully understood the
meaning of the words they learned.

Find the Main Idea
Ask students to read the passage. Check their
understanding.
Have students circle the main idea of the story.

Practice the Reading Skills
In this section, students will improve their reading
proficiency and thinking ability by studying the specific
READING SKILLS that are listed below.

While doing the activity, encourage students to refer
back to the passage as many times as they need to.
Give students time to do the exercises. Assist them as
required.
1. Read the story again and complete the chart.
1 Reading Skill -> Organizing information
2. Circle the correct answer.
1 Reading Skill -> Identifying cohesion: pronouns
2 Reading Skill -> Identifying cohesion: pronouns
3 Reading Skill -> Identifying feelings and attitudes
4 Reading Skill -> Identifying details
5 Reading Skill -> Making inferences
Book 1

12

bamboo


Check Your Understanding
No

No

Ask students to open their textbooks to page 24.

No

No

No

No

No

Yes

Have students read the sentences and check True or
False based on the passage.
Check the answers individually or as a group.

Practice the New Words and Grammar
1. Look and match.
Ask students to choose the correct words from the
word bank and fill in the blanks.
Check if students have understood the meaning of the
words and are able to use them in different contexts.
2. Find the mistake and correct it.
Have students understand the GRAMMAR RULES
used in the passage.
1 Present simple tense: negation
He doesn't have the book.
2 Present simple tense

He drinks milk every day.
3 Noun: plural count

baby - babies

city - cities

story - stories

4 Helping verb: negation

She will not watch TV.

Write about Yourself
This section is designed to help students extend the
ideas in the passage by drawing on their own
experiences and knowledge. Help them to express their
opinion naturally in complete sentences, using the
words they learned.
If students have difficulty writing sentences in English,
the teacher should have them discuss the questions
orally before they begin writing.
doesn’t
eats
Strawberries
look

Yes, I have. / No, I haven’t.

Workbook 1: pages 12~13
The answer key to the homework is found on page 47 in
the Teacher's Manual.

Yes, I am. / No, I’m not.
My favorite food is pizza.

Reading Train 1

Book 1

13


My Silly New Dog
Ask the students to open their workbooks to pages 12~13.
Check the homework by having students take turns
calling out the answers.
The dog is singing a song, wagging its tail, running, and sleeping.
The boy is not happy with the dog.
The dog is sleeping on the boy’s feet.

Warm up
In this section, students should predict and imagine
what they are going to read about by looking at the
illustration which accompanies the passage.
Review related vocabulary and help students to express
what is happening in the illustration.

funny

find

silly

proud

Guide students through the warm-up questions, and
have students answer in English.

Learn the New Words
Have students think about the answers.
Ask students to choose the correct answers and write
them in the blanks.
Check to see if students have fully understood the
meaning of the words they learned.

Find the Main Idea
Ask students to read the passage. Check their
understanding.
Have students circle the main idea of the story.

Practice the Reading Skills
In this section, students will improve their reading
proficiency and thinking ability by studying the specific
READING SKILLS that are listed below.
While doing the activity, encourage students to refer
back to the passage as many times as they need to.
Give students time to do the exercises. Assist them as
required.
1. Read the story again and complete the chart.
1 Reading Skill -> Organizing information
2. Circle the correct answer.
1 Reading Skill -> Identifying cohesion: pronouns
2 Reading Skill -> Identifying cohesion: pronouns
3 Reading Skill -> Identifying feelings and attitudes

4 Reading Skill -> Identifying details
5 Reading Skill -> Identifying details
Book 1

14

chase


Check Your Understanding
Ask students to open their textbooks to page 28.
Have students read the sentences and check True or
False based on the passage.
Check the answers individually or as a group.

Practice the New Words and Grammar
1. Choose and write.
Ask students to choose the correct words from the
word bank and fill in the blanks.
Check if students have understood the meaning of the
words and are able to use them in different contexts.
2. Find the mistake and correct it.
Have students understand the GRAMMAR RULES
used in the passage.
1 Present simple tense
She works at a bank.
2 Past simple tense: irregular verb

bring - brought

have - had

think - thought

3 To-infinitive with a transitive verb

John likes to play the piano.
4 Present simple tense

He plays baseball every Sunday.

Write about Yourself
This section is designed to help students extend the
ideas in the passage by drawing on their own
experiences and knowledge. Help them to express their
opinion naturally in complete sentences, using the
words they learned.

find
silly
chase
funny

If students have difficulty writing sentences in English,
the teacher should have them discuss the questions
orally before they begin writing.

proud

likes

brought
likes to
smiles

Yes, I do. / No, I don’t.

Workbook 1: pages 14~15
The answer key to the homework is found on page 48 in
the Teacher's Manual.

Yes, I do. / No, I don’t.
I jump on the sofa. I swim in the bath.
I make ice-cream sandwiches.

Reading Train 1

Book 1

15


The Moon Gets a Friend
Ask the students to open their workbooks to pages 14~15.
Check the homework by having students take turns
calling out the answers.
I can see an owl.
The moon feels lonely and happy.
The owl is looking at the moon.

Warm up

In this section, students should predict and imagine
what they are going to read about by looking at the
illustration which accompanies the passage.
Review related vocabulary and help students to express
what is happening in the illustration.

together

awake

alone

far

Guide students through the warm-up questions, and
have students answer in English.

Learn the New Words
Have students think about the answers.
Ask students to choose the correct answers and write
them in the blanks.
Check to see if students have fully understood the
meaning of the words they learned.

Find the Main Idea
Ask students to read the passage. Check their
understanding.
Have students circle the main idea of the story.

Practice the Reading Skills

In this section, students will improve their reading
proficiency and thinking ability by studying the specific
READING SKILLS that are listed below.
While doing the activity, encourage students to refer
back to the passage as many times as they need to.
Give students time to do the exercises. Assist them as
required.
1. Read the story again and complete the chart.
1 Reading Skill -> Organizing information
2. Circle the correct answer.
1 Reading Skill -> Identifying cohesion: pronouns
2 Reading Skill -> Identifying cohesion: pronouns
3 Reading Skill -> Identifying details
4 Reading Skill -> Identifying feelings and attitudes
5 Reading Skill -> Making inferences
Book 1

16

voice


Check Your Understanding
Ask students to open their textbooks to page 32.
Have students read the sentences and check True or
False based on the passage.
sad

lonely

happy

Check the answers individually or as a group.

Practice the New Words and Grammar
1. Choose and write.
Ask students to choose the correct words from the
word bank and fill in the blanks.
Check if students have understood the meaning of the
words and are able to use them in different contexts.
2. Choose and write.
Have students understand the GRAMMAR RULES
used in the passage.
1 Present simple tense
They are my friends.
2 Future simple tense: will

She will go to school.
3 “Every~” with singular verb

Everybody likes the actor.
4 Present simple tense

I am a student.

Write about Yourself

far
awake
alone

together
voice

This section is designed to help students extend the
ideas in the passage by drawing on their own
experiences and knowledge. Help them to express their
opinion naturally in complete sentences, using the
words they learned.
If students have difficulty writing sentences in English,
the teacher should have them discuss the questions
orally before they begin writing.

are
be
is
am

Workbook 1: pages 18~19
Yes, I do. / No, I don’t.

The answer key to the homework is found on page 48 in
the Teacher's Manual.

My best friend is George.
Yes, I do. / No, I don’t.

Reading Train 1

Book 1

17


Sleepy Jay
Ask the students to open their workbooks to pages 18~19.
Check the homework by having students take turns
calling out the answers.
Jay is at the crosswalk, in bed and at school.
Jay is sleeping, walking and sitting in bed.
No, he is not sleeping in bed.

Warm up
In this section, students should predict and imagine
what they are going to read about by looking at the
illustration which accompanies the passage.
Review related vocabulary and help students to express
what is happening in the illustration.

breakfast

bookshop

restaurant

sleepy

Guide students through the warm-up questions, and
have students answer in English.

Learn the New Words

Have students think about the answers.
Ask students to choose the correct answers and write
them in the blanks.
Check to see if students have fully understood the
meaning of the words they learned.

Find the Main Idea
Ask students to read the passage. Check their
understanding.
Have students circle the main idea of the story.

Practice the Reading Skills
In this section, students will improve their reading
proficiency and thinking ability by studying the specific
READING SKILLS that are listed below.
While doing the activity, encourage students to refer
back to the passage as many times as they need to.
Give students time to do the exercises. Assist them as
required.
1. Read the story again and complete the chart.
1 Reading Skill -> Organizing information
2. Circle the correct answer.
1 Reading Skill -> Identifying cohesion: pronouns
2 Reading Skill -> Identifying cohesion: pronouns
3 Reading Skill -> Identifying feelings and attitudes
4 Reading Skill -> Identifying details
5 Reading Skill -> Identifying details
Book 1

18

textbook


Check Your Understanding
Ask students to open their textbooks to page 36.
textbook

blackboard

crosswalk

restaurant

bookshop

church

Have students read the sentences and check True or
False based on the passage.
Check the answers individually or as a group.

Practice the New Words and Grammar
1. Choose and write.
Ask students to choose the correct words from the
word bank and fill in the blanks.
Check if students have understood the meaning of the
words and are able to use them in different contexts.
2. Find the mistake and correct it.
Have students understand the GRAMMAR RULES

used in the passage.
1 Present simple tense
I am happy now.
2 Past simple tense: irregular verb

fall - fell

buy - bought

feel - felt

3 Past simple tense

She was sick yesterday.
4 Past simple tense: irregular verb

sleep - slept

lose - lost

make - made

Write about Yourself
This section is designed to help students extend the
ideas in the passage by drawing on their own
experiences and knowledge. Help them to express their
opinion naturally in complete sentences, using the
words they learned.

breakfast

bookshop
textbook

If students have difficulty writing sentences in English,
the teacher should have them discuss the questions
orally before they begin writing.

restaurant
sleepy

am
fell
was
slept

Yes, I am. / No, I’m not.

Workbook 1: pages 20~21
The answer key to the homework is found on page 49 in
the Teacher's Manual.

I usually go to bed at 9:00 p.m.
Yes, I did. / No, I didn’t.

Reading Train 1

Book 1

19

Vacation
Ask the students to open their workbooks to pages 20~21.
Check the homework by having students take turns
calling out the answers.
The family is in a garden and on a plane.
They are talking.
Anna is holding a book.

Warm up
In this section, students should predict and imagine
what they are going to read about by looking at the
illustration which accompanies the passage.
Review related vocabulary and help students to express
what is happening in the illustration.

library

hotel

family

vacation

Guide students through the warm-up questions, and
have students answer in English.

Learn the New Words
Have students think about the answers.
Ask students to choose the correct answers and write

them in the blanks.
Check to see if students have fully understood the
meaning of the words they learned.

Find the Main Idea
Ask students to read the passage. Check their
understanding.
Have students circle the main idea of the story.

Practice the Reading Skills
In this section, students will improve their reading
proficiency and thinking ability by studying the specific
READING SKILLS that are listed below.
While doing the activity, encourage students to refer
back to the passage as many times as they need to.
Give students time to do the exercises. Assist them as
required.
1. Read the story again and complete the chart.
1 Reading Skill -> Organizing information
2. Circle the correct answer.
1 Reading Skill -> Identifying cohesion: pronouns
2 Reading Skill -> Identifying cohesion: pronouns
3 Reading Skill -> Identifying details
4 Reading Skill -> Identifying details
5 Reading Skill -> Identifying details
Book 1

20

garden

Check Your Understanding
library

Ask students to open their textbooks to page 40.

museum

Have students read the sentences and check True or
False based on the passage.

garden

Check the answers individually or as a group.

hotel

Practice the New Words and Grammar
1. Choose and write.
Ask students to choose the correct words from the
word bank and fill in the blanks.
Check if students have understood the meaning of the
words and are able to use them in different contexts.
2. Find the mistake and correct it.
Have students understand the GRAMMAR RULES
used in the passage.
1 Past progressive tense
They were swimming in the pool.
2 Future simple tense: be ~ing

He's arriving tomorrow.
3 Gerund used as an object

We stopped talking.
4 To-infinitive with a transitive verb

I want to play soccer.

Write about Yourself
This section is designed to help students extend the
ideas in the passage by drawing on their own
experiences and knowledge. Help them to express their
opinion naturally in complete sentences, using the
words they learned.

vacation
library
hotel
garden

If students have difficulty writing sentences in English,
the teacher should have them discuss the questions
orally before they begin writing.

family

were
going
reading

want to

Yes, I do. / No, I don’t.

Workbook 1: pages 22~23
The answer key to the homework is found on page 49 in
the Teacher's Manual.

I usually read in my room.
I read many comic books.

Reading Train 1

Book 1

21


E-mails
Ask the students to open their workbooks to pages 22~23.
Check the homework by having students take turns
calling out the answers.
Anna is using a computer.
The woman is sending an e-mail.
They feel happy.

Warm up
In this section, students should predict and imagine
what they are going to read about by looking at the
illustration which accompanies the passage.

Review related vocabulary and help students to express
what is happening in the illustration.

computer

letter

e-mail

easy

Guide students through the warm-up questions, and
have students answer in English.

Learn the New Words
Have students think about the answers.
Ask students to choose the correct answers and write
them in the blanks.
Check to see if students have fully understood the
meaning of the words they learned.

Find the Main Idea
Ask students to read the passage. Check their
understanding.
Have students circle the main idea of the story.

Practice the Reading Skills
In this section, students will improve their reading
proficiency and thinking ability by studying the specific
READING SKILLS that are listed below.

While doing the activity, encourage students to refer
back to the passage as many times as they need to.
Give students time to do the exercises. Assist them as
required.
1. Read the story again and complete the chart.
1 Reading Skill -> Organizing information
2. Circle the correct answer.
1 Reading Skill -> Identifying cohesion: pronouns
2 Reading Skill -> Identifying cohesion: pronouns
3 Reading Skill -> Identifying details
4 Reading Skill -> Identifying details
5 Reading Skill -> Identifying feelings and attitudes
Book 1

22

send


Check Your Understanding
Ask students to open their textbooks to page 44.
Have students read the sentences and check True or
False based on the passage.

X
O

Check the answers individually or as a group.

Practice the New Words and Grammar

1. Choose and write.
Ask students to choose the correct words from the
word bank and fill in the blanks.
Check if students have understood the meaning of the
words and are able to use them in different contexts.
2. Find the mistake and correct it.
Have students understand the GRAMMAR RULES
used in the passage.
1 Past simple tense: irregular verb
hear - heard know - knew go - went
2 Gerund used as a subject

Playing soccer is interesting.
3 To-infinitive with a transitive verb

I always try to be a good friend.
4 Past simple tense: negation

I didn't hear that news.

Write about Yourself
This section is designed to help students extend the
ideas in the passage by drawing on their own
experiences and knowledge. Help them to express their
opinion naturally in complete sentences, using the
words they learned.

send
letter
computer

If students have difficulty writing sentences in English,
the teacher should have them discuss the questions
orally before they begin writing.

e-mail
easy

heard
Using
like to
get

Yes, I do. / No, I don’t.

Workbook 1: pages 24~25
The answer key to the homework is found on page 50 in
the Teacher's Manual.

Yes, I do. / No, I don’t.
I think the best way is to phone her.

Reading Train 1

Book 1

23


The Busy Firefighters

Ask the students to open their workbooks to pages 24~25.
Check the homework by having students take turns
calling out the answers.
The building is on fire. The firefighters are
fighting the fire.
They are putting out / fighting the fire.

Warm up
In this section, students should predict and imagine
what they are going to read about by looking at the
illustration which accompanies the passage.
Review related vocabulary and help students to express
what is happening in the illustration.

ring(rang)

fire

spray

brave

Guide students through the warm-up questions, and
have students answer in English.

Learn the New Words
Have students think about the answers.
Ask students to choose the correct answers and write
them in the blanks.
Check to see if students have fully understood the

meaning of the words they learned.

Find the Main Idea
Ask students to read the passage. Check their
understanding.
Have students circle the main idea of the story.

Practice the Reading Skills
In this section, students will improve their reading
proficiency and thinking ability by studying the specific
READING SKILLS that are listed below.
While doing the activity, encourage students to refer
back to the passage as many times as they need to.
Give students time to do the exercises. Assist them as
required.
1. Read the story again and complete the chart.
1 Reading Skill -> Organizing information
2. Circle the correct answer.
1 Reading Skill -> Identifying cohesion: pronouns
2 Reading Skill -> Identifying cohesion: pronouns
3 Reading Skill -> Identifying details
4 Reading Skill -> Identifying details

Book 1

24

firefighter

Check Your Understanding
Ask students to open their textbooks to page 48.
Have students read the sentences and check True or
False based on the passage.

woke
slid
rushed

Check the answers individually or as a group.

helped
sprayed

Practice the New Words and Grammar
1. Choose and write.
Ask students to choose the correct words from the
word bank and fill in the blanks.
Check if students have understood the meaning of the
words and are able to use them in different contexts.
2. Find the mistake and correct it.
Have students understand the GRAMMAR RULES
used in the passage.
1 Past simple tense: irregular verb
ring - rang give - gave have - had
2 Past simple tense: irregular verb

wake - woke

run - ran

ride - rode

3 Past progressive tense

She was reading a newspaper.
4 Gerund used as a subject

Keeping your promise is important.

Write about Yourself
This section is designed to help students extend the
ideas in the passage by drawing on their own
experiences and knowledge. Help them to express their
opinion naturally in complete sentences, using the
words they learned.

ringing
sprayed
Firefighters

If students have difficulty writing sentences in English,
the teacher should have them discuss the questions
orally before they begin writing.

brave
fire

rang
woke

burning
Putting

Yes, I do. / No, I don’t.

Workbook 1: pages 26~27
The answer key to the homework is found on page 50 in
the Teacher's Manual.

Yes, I am. / No, I’m not.
I should call _________.

Reading Train 1

Book 1

25