THE BIG PICTURE Montana

THE BIG PICTURE:

Montana

A
• Discuss the answers to the three
questions with the class.
• Encourage students to ask questions
and ­comment on any other aspects
of the map.
• Ask if any students have been to
Montana and what they thought
about it.

B 18

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• Check that students understand the
meaning of the words in the word

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box. Model the pronunciation if
needed.

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• Play the audio and ask students to
listen and point to the features on A

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CIVICS Discuss the map of Montana.
the map in Exercise A that the audio
1. What are Montana’s borders?
describes. north - Canada; east - North Dakota and South Dakota; south - Wyoming; west - Idaho
2. What is the capital? Helena
• Then, play the audio again and invite
c
3. What geographical features do you see on this map?
hi
students to take notes to help them mountains, rivers, lakes, plains, glaciers
­construct their statements about GENERAL AND SPECIFIC STATEMENTS
B ACADEMIC Look at the map and listen.
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Montana.
As you listen, point to each location General statements:
• Ask students to write a mix of general on the map. Then, make statements. There is a large national park in Montana.
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and ­specific statements about Use the words in the box. 18 Specific statements:
Montana using the words in the box. Glacier National Park is in Montana.
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Do not say: There is Glacier National Park in Montana.

• Call on volunteers to take turns
reading their statements.
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Canada Helena national park rain the Missouri River

Fort Peck Lake horse ranches Native American rivers the Rocky
Glacier National Park lakes reservations snow Mountains
ACADEMIC
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Native Americans tourism

As they move through their academic
58 Unit 4
careers, students will be expected to
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digest various information graphics,

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including maps. An information

graphic requires students to do more TEACHING TIP
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than read words to understand it.

Encourage them to take time to You may want to use this opportunity
to review note-taking skills and give
evaluate both the visuals and the
examples of how to take notes from
words as they look at these graphics the audio. Students should try to
(and/or numbers, if applicable). focus on key words and not write full
sentences.

58 Unit 4

SAMPLE COPY, NOT FOR DISTRIBUTION

 C Circle the letter of the correct answer.
1. What is to the north of Montana? C
a. Wyoming b. Canada c. Glacier National Park • Have students answer the questions
2. What is the weather like in the western part of Montana?
from memory.
a. It’s cold and wet. b. It’s cold and dry. c. It’s hot and wet. • Then, play the audio from Exercise B
3. What is the weather like in the eastern part of Montana? again so they can check their
a. It’s cold and wet. b. It’s cold and dry. c. It’s hot and dry. answers.
4. Why is the eastern part of Montana dry?
a. Because it is so far north. b. Because the mountains D
stop the clouds. • Ask students to ­complete the
5. Where are there many horse ranches? sentences independently.
a. in the eastern part of the state b. in the western part of the state
• Then, call on ­volunteers to read their
6. What is one of Montana’s major industries? answers.
a. fishing b. manufacturing c. tourism

D Complete the sentences. Use the correct form of the verb. E 19

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begins • Play the first item of the audio
1. The Missouri River (begin) in Montana.
only and go over the answer with
2. The western part of Montana (receive) receives a lot of snow. the class.

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3. Montana (have) has very cold winters.
visit • Then, play the rest of the audio,

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4. Thousands of tourists (visit) Montana each year.
pausing after each question so
5. The Rocky Mountains (stop) stop the rain clouds.
students have time to write in their

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6. Many Native Americans (live) live on reservations. notebooks.
7. Snow (cover) covers the mountains.
• Have students work in pairs asking
E Listen and write the questions you hear. Then, ask and answer the questions with
c and answering the questions.
hi
a partner. 19
Have each pair present an answer
to the class.
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1. How many rivers are there in Montana?

2. How many Native American reservations are there?
CIVICS
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3. How much snow is there in the Rocky Mountains?

Remind students that some
4. How much industry is there in Montana?
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knowledge of US geography,
5. How much tourism is there? including naming bordering countries
or giving an example of a river or
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6. How much traffic is there in Montana?

mountain range, may be included in
the citizenship interview.
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The States 59
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MORE ACTION
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Have students work with a ­partner to research

­information about a state that ­interests them. Then, have
them write and ask each other ­questions about that
state. Ask ­volunteers to present their ­conversation to
the class.

The States 59

SAMPLE COPY, NOT FOR DISTRIBUTION

 VIDEO AND READING Informational Text

VIDEO AND READING:

Informational Text

A
DEATH
Death Valley National Park is the largest national park in
the continental United States. This 3.4-million-acre park in
• Have students look at the picture on southern California is the lowest, hottest, and driest place
pages 60 and 61 that go with the
reading. Ask: What do you see in the
picture? (hills, the sky, bare ground)
VALLEY in North America. The lowest point is 282 feet (86 meters)
below sea level. In the summer, the average temperature
is often higher than 120° (49° Celsius), and the highest
temperature ever recorded there was 134° (56.6° Celsius).
What do you NOT see? (plants, water, life) There are some summers when Death Valley receives no rain,
• Ask them what facts they already and the average yearly precipitation is less than two inches.
know about deserts.
• Discuss the statements, but don’t give
the answers. Have students answer A What do you know about deserts? Circle True or False.
the statements after reading the 1. A desert receives very little rain. True False
passage.

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2. The only plants in the desert are different kinds of cactuses. True False
3. Animals cannot live in the desert. True False
B WATCH

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4. Summer is the best time to visit the desert. True False
• Play the video one time with the

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sound off. Have students take notes B WATCH Watch the video. Check your answers in Exercise A.
on things they see.

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• Play it again with the sound on.
C Match.
Then move through the activities f 1. sea level a. a show or display of art, plants, or animals
c
in the video worksheet at the back
of this book. g
c
2. precipitation b. to change or adjust to new conditions
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3. varieties c. rain or snow
d 4. roots d. the parts of the plant that grow into the earth
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and brings in water

C b
e
5. adapt
e. to stay away from
• Have students complete this exercise 6. avoid
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a 7. exhibit f. at the same height as the sea or ocean

after reading the passage and
viewing the video. g. kinds or types
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• Point out that these ­vocabulary items READING NOTE

are the bold words in the passage. If Supporting Details
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students are still unclear about any When an article makes a statement, it usually gives specific information to support the statement.
definitions after reading the passage,
have them work on the exercise with
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60 Unit 4
a partner.
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60 Unit 4

SAMPLE COPY, NOT FOR DISTRIBUTION