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Table of Contents

How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Unit 1 A Birthday Party Diary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Unit 2 A Shopping List List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Unit 3 A Busy Morning Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Unit 4 Let’s Help Out! Nonfi ction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Tracking Station 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Unit 5 A Fun Show Diary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Unit 6 An Interesting Planet Nonfi ction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Unit 7 Ways to Travel Nonfi ction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Unit 8 A Special Holiday Nonfi ction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37


Unit 9 Animals with Eggs Nonfi ction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Unit 10 Be Good, Kids! Announcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Unit 1 1 What’s on TV? Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Unit 12 The Best Rides Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55


Unit 13 Making the Team Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Unit 14 An Amazing Person Nonfi ction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Unit 15 A Funny Story Short Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Unit 16 It’s Basketball Season! Sports Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73


Useful Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

For teachers'

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How to Use This BookEach unit in the Reading Starter Third Edition series consists of eight parts plus additional

review activities in the workbook. These parts work together to get students thinking about

the unit’s topic, lead students through a reading passage, check students’ comprehension

of the reading passage, and then have students practice basic listening, speaking, and

writing skills. A summary of each part is provided here.

This part introduces the topic

of the unit. The visual support

enables students to create a

mental picture of the topic.

The questions are designed to

stimulate students’ interest in

the topic.

This part introduces the target

words for each unit. Sentences

are used to provide context.

Students confi rm understanding

by matching the sentences

with the meanings or pictures

of the target words.

VVVVVVVVooooooooccccccccaaaaaaaabbbbbbbbuuuuuuuullllllllaaaaaaaarrrrrrrryyyyyyyy BBBBBBBBllllllllaaaaaaaasssssssstttttttt---OOOOOOOOffffffffffffffff

Students can practice the target

grammar in an exercise using

sentences from the reading

passage. The last question gets

students to practice using the

target grammar while also

personalizing their answers.

This section includes questions

to test students’ reading

comprehension. The question

types include main idea, detail,

reference, and inference.

Here students can review target

vocabulary to stimulate recall of

key information from the reading.

The repetition of words and

structures helps students to

develop reading fluency.

SSSSSSeeeeeennnnnntttttteeeeeennnnnncccccceeeeee KKKKKKiiiiiicccccckkkkkk---OOOOOOffffffffffff

RRRRRRReeeeeeeaaaaaaadddddddiiiiiiinnnnnnnggggggg RRRRRRRaaaaaaadddddddaaaaaaarrrrrrr

Readings vary in type and

topic with carefully controlled

vocabulary and sentence

structures. Audio recordings of

each passage are provided on

the audio CD and as mp3 files

that are available for download.

Students can track the words

as native speakers read the

passages.

Reading

SSSSSSuuuuummmmmmmmmmmmaaaaaarrrrrryyyyySSSSSS yyyyy

Prepare for Takeoff

4

For teachers'

inspection ONLY

Workbook activities include various exercises to review the vocabulary and grammar focus of the

units. These additional exercises can be completed either in class or as homework.

This section provides additional

exposure to the target vocabulary,

phrases, and grammar in a new

context. Students listen to a

dialog between two native

speakers based on the unit’s

topics.

Types of comprehension

questions include main idea,

detail, and inference.

A fill-in-the-blank dialog is

provided for students to

practice using the unit’s target

vocabulary, expressions, and

grammar point in a short

conversation.

Useful words are provided to

encourage students to talk

about a variety of scenarios.

Review exercises are provided after every

four units. Each review contains a short

reading passage and comprehension

questions related to the corresponding

units’ topics.

This part gives students an opportunity

to practice an additional language skill.

In part A, students answer questions

based on their own experiences and

knowledge. In part B, they then use the

answers from part A to not just write,

but write creatively.

LLLLLLLLLLLLLiiiiiiiiiiiiisssssssssssssttttttttttttteeeeeeeeeeeeennnnnnnnnnnnniiiiiiiiiiiiinnnnnnnnnnnnnggggggggggggg LLLLLLLLLLLLLaaaaaaaaaaaaauuuuuuuuuuuuunnnnnnnnnnnnnccccccccccccchhhhhhhhhhhhh SSSSSSSpppppppeeeeeeeaaaaaaakkkkkkkiiiiiiinnnnnnnggggggg LLLLLLLaaaaaaauuuuuuunnnnnnnccccccchhhhhhh

WWWWWWWrrrrrrriiiiiiitttttttiiiiiiinnnnnnnggggggg BBBBBBBoooooooooooooosssssssttttttteeeeeeerrrrrrr

Tracking Station

+ Workbook

5

For teachers'

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Prepare for Takeoff

Talk together.

a. hit something to make a noise

b.

c. loud sounds

d. had a party or special event for

e.

f. having a lot of color

7

1. _______ It’s 8:55! School starts in five minutes.

2. _______ They celebrated Tommy’s birthday.

3. _______ She put the food on the plate.

4. _______ I knocked on the door, but no one

opened it.

5. _______ Jane has a bright bag. It is pink and

yellow.

6. _______ The girls made a lot of noise at the party.

Match the word with its meaning.

1. What things do you see in the picture?

2. How do you celebrate your birthday?

U N I T A Birthday PartyFor teachers'

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8

Choose the best answer to complete the sentence.

1. My mom said I (would / could) invite my friend Jimmy.

2. I (would / could) like to play with Jimmy, but I can’t.

3. My mom (would / could) like us to be fi nished before noon.

4. I (would / could) ___________________________________________. se your own words.

Diary

Saturday, May 7th

Today is my sister’s party. We

are celebrating her 10th birthday.

She invited girls from her class.

They are going to make a lot

of noise! My mom said I could

invite my friend Jimmy. She said

he could come over this morning.

He should be knocking on the door in

ten minutes. I would like to play with Jimmy, but I can’t.

My mom needs our help. We have to get things ready for the

party. We are going to blow up several bright balloons. Then we

will put them around the living room. After that, we will set the

table with cups and plates. One yellow party hat goes on each

plate. My mom would like us to be finished before noon. That’s

when the party starts.

Track 1

Diary

or in

Track 1

WC 132 words

Jimmy will help get things ready for the party. T / F

Checkpoint!Checkpoint!

For teachers'

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9

Answer the questions.

RRRRReeeeeeaaaaaaddddddiiiiiinnnnngggggg CCCCCCoooooommmmmpppppprrrrreeeeeehhhhhheeeeeennnnnssssssiiiiiioooooonnnnn

Fill in the blanks with the correct words. There is one extra word.

invited minutes knock bright plates celebrate

The boy’s family is going to 1____________________ his sister’s

birthday. She 2____________________ girls from her class. The

boy invited his friend Jimmy. Jimmy will 3____________________

on the door soon. His mom needs help getting things ready. The boys

will blow up 4____________________ balloons. They will set the table with

5____________________ and cups. The party starts at noon.

SSSSSSuuuuuummmmmmmmmmaaaaaarrrrryyyyyy

1. What is this reading about?

a. Going to a friend’s party b. Having a surprise party

c. Getting ready for a birthday party d. Playing with a friend before a party

2. What will the boys do right after they blow up the balloons?

a. Set the table b. Put party hats on the plates

c. Play with the girls d. Put the balloons in the living room

3. What does us mean in the reading?

a. The boy and his mom b. The boy and his sister

c. The boy’s mom and sister d. The boy and his friend

4. Which is NOT true?

a. Jimmy is coming over to play before the party.

b. The party starts at noon.

c. There will be boys and girls at the party.

d. It is the boy’s sister’s 10th birthday.

5. What does the boy think the girls are going to do?

He thinks they are going to ____________________________________________________________.

U N I T

For teachers'

inspection ONLY

AA Listen to the dialog and choose the best answer.

BB Listen again and check your answers.

10

UUUUUUUUUssssssseeeeeeeeeffffffffffuuuuuuuuuulllllllll WWWWWWWWWWoooooooorrrrddddddsparty

cupcakes

shopping

ice cream

blow up

cups

snacks

presents

AA Practice the sample dialog with a partner using your own words.

BB Change partners and practice the dialog using new words.

Would you help me get things ready for _____________________?A

OK. When you finish,

could you _____________________?

A

That would be great. Could you

also _____________________, please?

A

Wait a minute. I need to _____________________. B

Sure. I could _____________________, too.B

Sure. I could ____________________, too.B

1. What are they doing?

a. Cleaning up after a party b. Talking about having a party

c. Getting ready for a party d. Buying things for a party

2. How is the boy going to help fi rst?

a. Make a cake b. Blow up balloons

c. Put out the party hats d. Put plates on the table

3. How many people will be at the party?

a. Five b. Seven

c. Eight d. Ten

Track 2

Patty’s Party

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Documents

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