Reading peak 3 teachers guide

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Reading Peak Teacher's Guide Build your dreams, Grow as a global leader www.ibuildandgrow.com Unit | A Fairy Tale Reading Peak 3:Teacher’s Guide Unit Objectives: Students will learn about fairy tales written by the Brothers Grimm Students will practice drawing conclusions Students will understand the meanings of new words and be able to use the words in sentences 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 they see in the picture? (house, forest, castle, rainbow, unicorn, etc.) Where 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 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 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 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 ANSWER KEY: STUDENT BOOK What you think? What is a fairy tale? - A fairy tale is a story for children - It’s a story about magical creatures 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 b d b b c Write the answers in full sentences When was “Little Red Riding Hood” first written? - It was first written in the 1800s What did the Brothers Grimm want to introduce in their fairy tales? - They wanted to introduce German culture through their stories 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 c d c a d Reading Peak 3, Unit ANSWER KEY: WORKBOOK Vocabulary Practice A stomach B b C in fact introduce scary tale nightmare a d b c That’s why translate, into Writing Practice A I booked the ticket two weeks in advance so that I can get a discount Brandon sometimes listens to classical music so that he can broaden his views Please raise your hand first so that you can have a chance to answer the question B d e a c b C 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 Unit | Fair Trade Reading Peak 3: Teacher’s Guide Unit Objectives: Students will Students will learn about what fair trade is and what advantages and disadvantages it has Students will practice distinguishing fact from opinion Students will understand the meanings of new words and be able to use the words in sentences 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 they see? (children squatting and kneeling) What they think the children are doing? (playing, working, gathering corn, helping parents/adults) What else they see in the picture? (adults, sacks, corn, containers) What 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 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 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 ANSWER KEY: STUDENT BOOK What you think? 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 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 a c a c a Write the answers in full sentences What does Ashley want to make a difference in? She wants to make a difference in the lives of poor people 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 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 c c b d a Reading Peak 3, Unit Unit 14 |Science Fiction Reading Peak 3:Teacher’s Guide Unit Objectives: Students will learn more about science fiction and why it appeals to many people Students will practice finding main ideas Students will understand the meanings of new words and be able to use the words in sentences Students will practice summarizing passages and giving opinions Power Vocabulary: kidnap reality distant stimulate force major fancy raise humanity universe LESSON GUIDE Before Reading Have the students look at the picture What they see? (symbols, numbers) What does the picture remind them of? (the movie The Matrix, computers) What 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): Finding words within words Go through the words in the Power Vocabulary section and have students extract the smaller/root/base words (for example, the word “kidnap” contains the words “kid” and “nap”) If possible, have the students identify prefixes and suffixes found in the key words (uni-, -ate) Ask them to think of other words containing these prefixes and suffixes Reading Peak 3, Unit 14 Examples: kidnap = kid, nap distant = ant reality = real humanity = human universe = verse Prefixes and Suffixes universe = uni- = uniform, unison, stimulate = -ate =duplicate, appreciate 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  Examples of sci-fi movies (The Matrix, Wall-E)  Why people enjoy science fiction (it allows us to imagine a different world, features amazing machines or inventions, stimulates us to think about the world and machines that don't exist yet) 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 Science Fiction Examples of popular sci-fi movies - The Matrix - Wall-E Why people like science fiction: - imagine different worlds - amazing machines, inventions - makes us think about our world, the future, humanity’s relationship to the universe Next, have the students read the passage out loud Finding Main Ideas Teach the student’s about the unit’s reading strategy Then ask them what they think the main idea of the passage is 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 Reading Peak 3, Unit 14 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 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: Examples of sci-fi movies (The Matrix, Wall-E); Why people enjoy science fiction (it allows us to imagine a different world, features amazing machines or inventions, stimulates us to think about the world and machines that don't exist yet) 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 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): 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 3, Unit 14 ANSWER KEY: STUDENT BOOK What you think? What does “science fiction” mean?  Science fiction is a fantasy story mixed with science  Science fiction is a story about technology What is your favorite science fiction movie?  I like Avatar because the characters are unique and interesting  I like Transformers because the special effects are very good Finding main ideas What is the main idea of the passage? - Science fiction appeals to people because it makes them think about our world and allows them to imagine life in a different world too Reading Comprehension Choose the best answer c b a b d Write the answers in full sentences What are some examples of science fiction movies? The Matrix and Wall-E are some examples of science fiction movies In The Matrix, what happened when Neo took the red pill? He discovers that the world he knows is just images created by computers What have humans done in the movie Wall-E? They have destroyed the Earth Graphic Organizer imagine / machines / inventions / world / humanity’s / universe Vocabulary Build-up a b 2 c b d Reading Peak 3, Unit 14 ANSWER KEY: WORKBOOK Vocabulary Practice A distant B a C even if humanity b 3 d appeal to features 4 c major kidnapped c went through Writing Practice A how that machine works in this severe weather when the train is going to depart Central Station for Chicago why the man hid the truth B e d b c a C Science fiction stimulates us to think about our world The stories are about changes that our world is going through The frightening reality is that humans are controlled by machines It’s exciting to imagine what our lives would be like They raise basic questions about humanity’s relationship to the universe Reading Peak 3, Unit 14 Unit 15 |Animal Defenses Reading Peak 3:Teacher’s Guide Unit Objectives: Students will learn about different types of animal defenses Students will practice classifying information Students will understand the meanings of new words and be able to use the words in sentences Students will practice summarizing passages and giving opinions Power Vocabulary: predator defend scatter direction evolve spray individual pack adapt involve LESSON GUIDE Before Reading Have the students look at the picture What they see? (an iguana, a lizard) How would they describe the animal? (green, red spikes/hair, four legs, scaly skin, ) How would they feel if they saw one in real life? (excited, interested, scared) What 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 Reading Peak 3, Unit 15 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 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  Animal defenses (evolved over centuries, necessary to survive, help to escape predators)  Types of animal defenses (staying in a group, camouflage, chemicals)  Examples of animal defenses: o Staying in a group (deer) o Camouflage (snow hares are white to blend with the snow, some insects look like twigs) o Chemicals (monarch butterflies taste bad, skunks spray smelly chemicals) 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 - evolved over centuries - necessary to survive - help to escape from predators Animal Defenses Making a group -Travel in packs -Scatter in different directions when attacked deer Camouflage Blend in with surroundings - Look like other things - Change color snow hares, insects Using chemicals -Taste bad to predators -Spray smelly chemicals skunks, monarch butterflies Reading Peak 3, Unit 15 Next, have the students read the passage out loud Classifying information Teach the students about the unit’s reading strategy Then ask them to classify the types of animal defenses If they were an animal, which type of defense would they like to have? Extra Idea (optional): Reading Orchestra Divide the class into three groups Ask one group to read the passage in a high voice, tell the second group to read in a normal voice, and have the third group read with a low, deep voice Tell each group that they should read only when you gesture to them As the conductor, you can have the groups reading individually, two at a time, or all at once 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 table/diagram: Animal defenses (evolved over centuries, necessary to survive, help to escape predators); Types of animal defenses (staying in a group, camouflage, chemicals); Examples of animal defenses: (staying in a group – deer, camouflage – snow hares are white to blend with the snow and some insects look like twigs, chemicals – monarch butterflies taste bad and skunks spray smelly chemicals) 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 Word Power box Ask the students to read the sample sentences (individually or as a group) and then point out the words in focus Reading Peak 3, Unit 15 Extra Idea (optional): That’s not Right! Read the passage to the students Make some small mistakes while you are reading The students should follow along in their student books and correct you when you read something incorrectly ANSWER KEY: STUDENT BOOK What you think? How can animals survive in the wild?  They must be careful to avoid predators  They eat other animals to survive in the wild How can animals survive from their predators?  They have to be careful when looking for food or shelter  They hide in many different ways to stay away from predators Classifying information Classify the types of animal defenses - Making a group, camouflage, and using chemicals are three types of animal defenses Reading Comprehension Choose the best answer D b a c b Write the answers in full sentences How deer act when being attacked? They scatter and run in different directions What is helps animals blend with their surroundings? Camouflage helps animals blend in with their surroundings How have monarch butterflies evolved? They have evolved to taste bad so that predators won’t eat them Graphic Organizer Making a Group: packs / scatter / deer Camouflage: surroundings / insects Using chemicals: bad / chemicals / skunks Reading Peak 3, Unit 15 Vocabulary Build-up b c 2 d a d ANSWER KEY: WORKBOOK Vocabulary Practice A involve B b C blend in sprayed d 3 b in packs smelly 4 c confuse 5 Predators b is likely to Writing Practice A Brad Pitt starred in the film Interview with a Vampire, which was made in 1994 We train workers to be skillful, which is essential to our company The liquid soap is made of natural ingredients, which appeals to many people B c d e a b C Many animals have unique ways to defend themselves The easiest way to be safe is to stay in a group A predator is more likely to attack an animal that’s alone If a predator attacks the group, each individual is less likely to be caught One of the most amazing types of defense involves chemicals Reading Peak 3, Unit 15 Unit 16 | The Galápagos Islands Reading Peak 3: Teacher’s Guide Unit Objectives: Students will learn about the Galápagos Islands, the threats they face, and what people are doing to preserve the islands Students will practice recognizing cause and effect Students will understand the meanings of new words and be able to use the words in sentences Students will practice summarizing passages and giving opinions Power Vocabulary: wildlife theory evolution native attack habitat disturb pollute restriction remove LESSON GUIDE Before Reading Have the students look at the picture What they see? (an island, the sky, a hill, a beach, the ocean) How would they describe the place? (beautiful, peaceful, lonely) Do they know any places that look like the one in the picture? What 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 Reading Peak 3, Unit 16 Extra Idea (optional): Fill in the blanks Prepare sentences that contain words from the Power Vocabulary section Write the sentences on the board and substitute blanks for the Power Vocabulary words Have the students try to guess which word is needed to complete each sentence Examples: You can see a lot of _ in forests and jungles Einstein discovered the of relativity _ explains how plants and animals changed over time Polar bears are _ to the North Pole 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  Basic facts about the Galápagos Islands (incredibly beautiful, home to many rare plants and animals, research Charles Darwin did there was central to his theory of evolution)  Threats to the island (non-native species, fishing, illegal hunting, tourism, islands were on a list of endangered places)  Solutions (restrictions for tourists, removed some of the non-native species, islands were removed from the list of endangered places in 2010) 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 The Galápagos Islands Basic facts Threats - incredibly beautiful - many rare plant and animal species - Darwin’s research there was central to his theory of evolution - non-native species - fishing - illegal hunting - tourism - islands were on a list of endangered places Solutions - restrictions on tourists - gotten rid of some non-native species -removed from endangered places list in 2010 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 what put the Galápagos Islands in danger Have them explain what specific effect each individual threat (cause) had on the islands Reading Peak 3, Unit 16 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 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: Basic facts about the Galápagos Islands (incredibly beautiful, home to many rare plants and animals, research Charles Darwin did there was central to his theory of evolution); Threats to the island (non-native species, fishing, illegal hunting, tourism, islands were on a list of endangered places); Solutions (restrictions for tourists, removed some of the nonnative species, islands were removed from the list of endangered places in 2010) 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 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): Cause and Effect Prepare sentences before class Write them on the board and choose students to come to the front Ask the students to read the sentence out load and then to underline the cause and double underline the effect For example: Fewer plants and animals grew after people started coming to the islands Reading Peak 3, Unit 16 ANSWER KEY: STUDENT BOOK What you think? Have you ever heard of the Galápagos Islands?  Yes, I have heard that they are a group of islands that belong to Ecuador  No, I haven't heard of them What can we to preserve the Galápagos Islands?  The people on the islands and tourists must be careful not to disturb the plants and wildlife on the islands  We can stop people from hunting or fishing on the islands Recognizing cause and effect What put the Galápagos Islands in danger? - The introduction of non-native species, fishing, illegal hunting, and tourism put the Galápagos Islands in danger Reading Comprehension Choose the best answer d c d b b Write the answers in full sentences How the non-native species threaten the native species? They can attack the native species or destroy their habitats Why can tourism be dangerous to the Galápagos? It can be dangerous because big groups of people disturb the plants and animals, and cruise ships pollute the water What steps were taken to protect the Galápagos Islands? Scientists and government workers have created restrictions for tourists and have gotten rid of some of the non-native species Graphic Organizer Threats: native / habitats / plants / water Solutions: restrictions / non-native Vocabulary Build-up a d 2 c b b Reading Peak 3, Unit 16 ANSWER KEY: WORKBOOK Vocabulary Practice A illegal a brought in central restriction pollute native B c c b c C get rid of Thanks to Writing Practice A If you were a teacher, you might worry about various teaching methods If you were a singer, you might have to spend lots of time singing and dancing If you were a politician, you might study how to get people’s attention B d e c b a C Pirates have brought in many non-native species You will be able to see unique plants and animals These animals can be a big threat to the native species Tourism can be dangerous because people disturb the plants and animals There are also other dangers to the islands Reading Peak 3, Unit 16 ... frightening It was written by two brothers, Jacob and Wilhelm Grimm Reading Peak 3, Unit Unit | Fair Trade Reading Peak 3: Teacher’s Guide Unit Objectives: Students will Students will learn about... When trading goods, there are usually extra companies involved b Reading Peak 3, Unit Unit | Claude Monet Reading Peak 3: Teacher’s Guide Unit Objectives: Students will learn about Claude Monet... they feel Monet focused on emotion rather than realism laugh at d Reading Peak 3, Unit Unit | Shark Fins Reading Peak 3: Teacher’s Guide Unit Objectives: Students will learn about the role of sharks
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