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English Adventure 4 Teacher’s Edition
José Luis Morales Contributing Writers Donna Schaffer Teresa Lintner Teacher’s Edition SLAV_TE4_FM.indd iSLAV_TE4_FM.indd i 1/6/06 9:25:52 AM1/6/06 9:25:52 AM English Adventure 4 TeacherÕs Edition © 2006 Pearson Education, Inc. Disney material © 2006 Disney Enterprises, Inc. Material from A Bug’s Life (pp. T109, T110, T113, T114, T118, T121): © 2006 Disney Enterprises, Inc. and Pixar Animation Studios. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. Pearson Education, 10 Bank Street, White Plains, NY 10606 Staff credits: The people who made up the English Adventure 4 Teacher’s Edition team—representing editorial, production, design, and manufacturing—are Rhea Banker, Elizabeth Carlson, Tracey Munz Cataldo, Mindy DePalma, Gina DiLillo, Johnnie Farmer, Yoko Mia Hirano, Lucille M. Kennedy, Ed Lamprich, Linda Moser, Diana Nam, Leslie Patterson, Edith Pullman, Susan Saslow, Donna Schaffer, and Mairead Stack. Text composition: TSI Graphics Text font: ITC Stone Informal 9.5 pt. Illustrators: Adrian Barclay, Luis Briseño, Francisco Javier Morales Carrillo, Yves Chagnaud, Comicup, Mario Cortes, Valentin Domenech, Marino Gentile, Andrea Greppi, Daniel Howarth, Philippe Harchy Studio, Kimera - Bachan, Francesco Legrammandi, Chris Lensch, Gustavo Mazali, Elisabetta Melaranci, Julie Nash, Alex Pang, Helen Prole, Ferran Rodriguez, Hugo Miranda Ruiz, Simon Rumble, Roberto Sadí Centeno Sánchez, Flavia Scuderi, Teddy Wong Photo credits: (l = left, c = center, r = right, t = top, b = bottom) p. 14 (tl) Roger Ressmeyer/CORBIS, (tc) CORBIS, (tr) CORBIS, (bl) Rudi Van Briel/PhotoEdit, (br) CORBIS; p. 18 (bc) John Boykin/Stock Connection; p. 21 (t) unidentifi ed/Ndakinna Wilderness Project, (c) unidentifi ed/North Wind Picture Archives; p. 33 (t) Iván Tejeda, (b) www.amazing-kids.org; p. 47 (t) unidentifi ed/Dorling Kindersley, (b) Gamma/ SuperStock; p. 56 (b) Richard and Amy Hutchings; p. 59 (t) Mike McGill/CORBIS, (b) David Young-Wolff/ PhotoEdit; p. 66 (plants) CORBIS, (vegetables) CORBIS, (berries) Eric Crichton/CORBIS, (seeds) CORBIS; p. 76 (tl) Geostock/Getty Images, (tc) Harry Taylor/Natural History Museum, (tr) Frank Greenaway/Dorling Kindersley, (bl)Leroy Simon/Visuals Unlimited/Getty Images, (bc) Frank Greenaway/Dorling Kindersley, (br) Tim Ridley; p. 78 (butterfl y) CORBIS, (bee) CORBIS, (fl y) Clive Druett/Papilio/CORBIS, (mosquito) Richard T. Nowitz/CORBIS; p. 82 (t) Colin Keates/Dorling Kindersley, Courtesy of the Natural History Museum, London (cl) Pete Oxford/Nature Picture Library, (cr) J. E Lloyd/University of Florida; p. 84 (l) Chris Mattison/Frank Lane Picture Agency/ CORBIS, (r) Laura Sivell/Papilio/ CORBIS; p. 85 (t) CORBIS, (c) Kim Taylor/Dorling Kindersley, (b) Michael & Patricia Fogden/CORBIS; p. 99 (photos of Earth) Earth Imaging, (children) Photodisc/Getty Images; p. 111 (map) Jennifer Thermes/Artville LLC/Getty Images ISBN: 0-13-111050-0 Reviewers and Consultants Adriana González (English Coordinator and Teacher piloting English Adventure), IDEO Comunidad Educativa, Guadalajara, Jalisco; Sandra Lozano (English Coordinator and Reviewer), Colegio Matel, Guadalajara, Jalisco; Rosa Vázquez (Principal), Patricia Hernández (English Coordinator and Teacher piloting English Adventure), Colegio Medrano, Guadalajara, Jalisco; Susana Antiga Trujillo (Principal and Reviewer), Janet Quezada Martínez (Teacher piloting English Adventure), Instituto Guillermo Marconi, Mexico City; Guadalupe Blanco Mata (English Coordinator and Reviewer), María Aurelia García Hernández (English Teacher piloting English Adventure), Escuela Metropolitana La Luz, Mexico City; Virginia Cerón (English Coordinator and Teacher piloting English Adventure), Colegio Hernán Cortés, Mexico City; Rosario Escalada, Colegio Motolinia, Mexico City; Ana Claudia Quintana Lazcano (Reviewer), Escuela Mexicana Americana, Mexico City; Guadalupe Torres (Reviewer), Colegio Cristóbal Colón, Mexico City; Yolanda Torres (English Coordinator and Reviewer), Salime Piera Castañedo (Teacher piloting English Adventure), Agustín García Conde, Mexico City; Patricia Cantú de Mendoza (Reviewer), Colegio Guadalupe, Nuevo León, Monterrey; Agustina Jaime Díaz (Principal), San Juana Jaime Luna (English Coordinator and Teacher piloting English Adventure), Escuela Industria del Vidrio, Nuevo León, Monterrey; Adelina Ordóñez (Principal), Edna Ramón (Teacher piloting English Adventure), Escuela Antonio L. Rodríguez, Nuevo León, Monterrey; Liliana Borbolla Romero, Colegio Americano de Cuernavaca, Cuernavaca, Morelos; Sofía D. Camino Fernández, Colegio Mirafl ores de Cuernavaca, Cuernavaca, Morelos Printed in the United States of America 1 2 3 4 5 6 7 8 9 10–QWD–10 09 08 07 06 i-xxiii_SLAV_TE4_FM.indd iii-xxiii_SLAV_TE4_FM.indd ii 1/10/06 5:21:29 PM1/10/06 5:21:29 PM iii English Adventure Components iv The English Adventure Approach viii Using the Program x Teaching Tips and Techniques xv Scope and Sequence xviii Time Guidelines xx The English Adventure Theme Song xxiii Hello! T2 Two Worlds T4 Run Fast, Jump High T24 Review Units 1 and 2 T44 Brave and Strong T46 I Like Swimming T66 Review Units 3 and 4 T86 Lions Eat Meat T88 Bugs T108 Review Units 5 and 6 T128 My Day T130 Then and Now T150 Review Units 7 and 8 T170 Activity Book Answers/Audioscript T172 Resource Bank of Games and Activities T180 Index T185 SLAV_TE4_FM.indd iiiSLAV_TE4_FM.indd iii 1/6/06 9:25:55 AM1/6/06 9:25:55 AM Reading Practice 59 Listen and read. 27 Circle. 28 Skateboarding 1. Skateboarding is . 2. Skateboarding is a little like . 3. The “ollie” is a special . Do you like skateboarding? Many kids around the world do. It’s exciting and fun. Skateboarding is a little like surfi ng. You stand on a board, and you go very fast. But surfi ng is on water, and skateboarding is on land. Some kids are very good at skateboarding. They can do special tricks, like the trick you see in this picture. This trick is called the "ollie." The skateboarder is jumping into the air with his board! Can you do this? boring and slow exciting and fun surfi ng swimming trick board English Adventure SLAV_SB4_U4.indd 59 11/17/05 5:07:54 PM Listen and say. 10 Look at 10 . Listen. Point and say. 11 Play. 12 Yes, she does. No, she doesn’t. Does she like playing tennis? Does she like playing baseball? 52 Vocabulary / Structure 1. play basketball 2. play tennis 3. play volleyball 4. play chess 5. play video games Eng lish A dventure SLAV _SB4 _U4. indd 52English Adventure SLAV SB4 U 11/1 7/05 5:06 :43 P M Vocabulary / Structure 49 Look at 4 . Talk about Lilo. Ask and answer. 5 Listen. Point and say. 4 Does he like drawing? Yes, he does. English Adventure SLAV_SB4_U4.indd 49 11/22/05 6:04:56 PM 48 Introduction / Vocabulary Listen. 1 Listen and say. 2 Listen. Point and say. 3 1. She likes swimming. 2. He likes diving. 3. She likes surfi ng. 4. He doesn’t like surfi ng. En glish Adv enture SLA V_SB 4_U4.indd 48 11 /17/05 5:06:01 PM11/17/05 5:06:01 P ^ÊÃiÞÉ*Ý>À 3TUDENT"OOK ?dhAj^hBdgVaZh 6ccZL dggVaa ) N C L U D E S - U S I C 3 T O R I E S # $ %NGLISH!DVENTURE3TUDENT"OOK -ORALESs7ORRALL iv English Adventure is a six-level EFL primary course offering a wide range of motivating materials and using proven classroom techniques. Familiar, well-loved Disney characters inspire students to learn English. (My First English Adventure, a three-level preprimary EFL course, can be used before English Adventure.) Student Book Exciting Disney characters and stories tap into children’s prior knowledge. New language is presented in a motivating, child-friendly format. Includes Music & Stories CD for children to take home to share with their families. SLAV_TE4_FM.indd ivSLAV_TE4_FM.indd iv 1/6/06 9:25:59 AM1/6/06 9:25:59 AM 32 I Like Swimming 4 © 2006 Pearson Education, Inc. Look and write. 1 dancing diving reading singing surfi ng swimming 1. 2. 3. 4. 5. 6. Look at 1. Find and circle. Then write. 2 1. 2. 3. 4. 5. 6. surfing swimmi ngad f asur f i nghes d i v i ngngua i aimradinrwn breadingf ig aridinivisi lunplodiogn danc i ngdmfg surfing SLAV_AB4_U4.indd 32 1/3/06 2:56:55 PM 126 a quarter past p. 88 a quarter to p. 88 ant p. 74 antennae p. 82 bad p. 36 beautiful p. 36 bee p. 78 beetle p. 74 behind p. 75 berries p. 66 between p. 75 boring p. 56 brave p. 36 bravely p. 22 bridge p. 14 bugs p. 62 buildings p. 14 butterfl y p. 78 canoe p. 10 castle p. 10 caterpillar p. 74 centipede p. 82 city p. 10 clean p. 40 country p. 11 cute p. 100 dancer p. 26 dirty p. 40 diving p. 48 do homework p. 96 farm p. 14 fast p. 22 fi r efl y p. 82 fl y p. 78 fruit p. 62 fun p. 56 get up p. 89 go home p. 96 go out p. 89 go shopping p. 89 go to bed p. 89 go to school p. 96 good p. 36 grass p. 62 grasshopper p. 74 half past p. 88 handsome p. 36 hardworking p. 100 have a snack p. 96 have breakfast p. 89 have dinner p. 89 have lunch p. 89 high p. 22 houses p. 10 hungry p. 40 in front of p. 75 Engl_Adv_SLAV_SB 4_ B M.indd 126Engl_Adv_SLAV_SB4_BM.indd 126 11/17/05 6:30 :22 PM 117 Places and Things bridge buildings canoe castle city country farm houses mountains river streets trees waterfall wigwams Eng l_Ad v_SL AV_SB4_Pi ctDict.in dd117 1 1/1 7/05 5 :24:1 0 PM 11/17/05 5 :24:10 PM 35 4 Unit Look. Write the questions. 7 1. Yes, she likes swimming. 2. No, he doesn’t like surfi ng. 3. Yes, he likes dancing. 4. No, he doesn’t like reading. Does she like swimming? Check (✓) Yes or No . 8 © Disney 1 2 3 4 Do you like . . . Yes No diving ? dancing? surfi ng? swimming? singing? reading? drawing? SLAV_AB 4 _U4.indd 35SLAV_AB 4_U4.indd 35 1/3/06 2:56:57 PM !CTIVITY"OOK %NGLISH!DVENTURE!CTIVITY"OOK -ORALES v Picture Dictionary Handy and fun review of target vocabulary Word List An alphabetical listing of all key vocabulary with page references Excellent student tool Activity Book Additional practice to reinforce new language Includes Student Cards and Disney cartoon storylines to cut out, color, and use for further practice SLAV_TE4_FM.indd vSLAV_TE4_FM.indd v 1/6/06 9:26:23 AM1/6/06 9:26:23 AM Activity Sheet 26 30 Level 4, Unit 7, Activit y Sheet 26 Lisa’s Day © 2006 Pearson Education , Inc. Hello. My nameÕs Lisa. IÕm from New York. HereÕs my day. : : : : : : : : 1 2 3 4 5 8 7 6 EA_S LAV_ T RB4 _Act S hts .indd 30 1 / 5 / 06 4: 5 8: 5 1 PM 1/5/06 4:58:5 Activity Sheet 30 34 Level 4, Unit 8, Activity Sheet 30 Storyline Cut-out © D isney I was handsome. Yes, I was a hero, just like Hercules. No, you weren’t. Aaah! Help! What were you like when you were young, Phil? Wow, Phil! I didn’t know that. I wasn’t scared of monsters or anything. Yes, I was. I was strong. I was brave. Really? EA_ SLAV _TR B 4_ActShts. in dd34 1/5/06 4:58:52 PM 1/5/06 4:58 ^ÊÃiÞÉ*Ý>À 4EACHERS%DITION ?dhAj^hBdgVa Zh vi Teacher’s Edition Comprehensive Unit Overviews Step-by-step teaching notes Games and Poster activities Teacher’s Resource Book Synopses and cartoon storylines of featured Disney fi lms Video program worksheets Activity Sheets Activity sheets for each unit provide practice and extend language. Assessment Program Complete Assessment Program, including unit-by-unit tests Lesson Objectives • To learn more free-time activities • To notice collocations Target Vocabulary play basketball/chess/tennis/ video games/volleyball Recycled Structures Does he/she like (playing tennis)? Yes, he/she does. No, he/she doesn’t. Cross-Curricular Connection language arts Lesson 5 Page 52 Before the Page • Write the following on the board: take out the trash, read, dance, wash the plates, watch TV, make the bed, swim, play soccer, feed the cat, water the plants. Have students draw the following chart in their notebooks. • Elicit from students something they do in their free time and write it in the free time column and something that is work and write it in the chores column. Pairs can classify the other activities. On the Page (page 52) 10 A70 Listen and say. • Focus students’ attention on the five cartoon pictures. Ask, Do you like (basketball)? Have students raise their hands to say yes. Ask about each of the activities. • Play the audio. Have students listen and then repeat. Audioscript 1. play basketball, play basketball She likes playing basketball. 2. play tennis, play tennis He doesn’t like playing tennis. 3. play volleyball, play volleyball She doesn’t like playing volleyball. 4. play chess, play chess He likes playing chess. 5. play video games, play video games She likes playing video games. 11 A71 Look at 10. Listen. Point and say. • Have students listen to the audio, point to the correct picture in Activity 10, and repeat the dialogues. Audioscript Does she like playing volleyball? Does she like playing basketball? No, she doesn’t. Yes, she does. Does she like playing video games? Does he like playing chess? Yes, she does. Yes, he does. Does he like playing tennis? No, he doesn’t. Listen and say. 10 Look at 10 . Listen. Point and say. 11 Play. 12 Yes, she does. No, she doesn’t. Does she like playing tennis? Does she like playing baseball? 52 Vocabulary / Structure 1. play basketball 2. play tennis 3. play volleyball 4. play chess 5. play video games T74 • Unit 4 I Like Swimming free time chores T66_T87_U4_12754_EA_TE4.indd T74 1/4/06 2:50:05 PM SLAV_TE4_FM.indd viSLAV_TE4_FM.indd vi 1/6/06 9:26:33 AM1/6/06 9:26:33 AM #LASS#$S %NGLISH!DVENTURE #LASS#$S 20 © 2006 Pearson Education, Inc. English Adventure 4 Ui E A _L4 _P C_ U2. ind d 2 0 EA 11/ 7/05 5: 1 9: 35 P M #LASS#$S 6IDEO6(3 ¥$ISNEY0IXAR Watch Part 5. Invite students to stand and sing the song with Ted and Lucy. Encourage them to do the gestures and have fun. Discuss with students what they have seen. Invite students to share what they remember and what they liked about the video. Hand out Video Worksheet 1 from Teacher’s Resource Book 4. Students choose the correct word from the box to complete each sentence. Part 1 LUCY: Hello. I’m Lucy.And this is Ted.He’s a robot! Hmmm. He isn’t moving.He’s standing still. What’s this? He’s moving! SONG: LUCY: Can he move? LUCY: Yes! He’s moving! LUCY: Can he walk? LUCY: Yes! He’s walking! LUCY: Can he talk? TED: Yes! I’m talking.Look at me! LUCY: Move! Walk! Talk! TED: OK! LUCY: Move! Walk! Talk! TED: OK! LUCY: Move! Walk! T alk! LUCY: Can you jump? TED: Yes! I’m jumping! LUCY: Can you dance? TED: Yes! I’m dancing! LUCY: Can you sing? TED: Yes! I’m singing! Sing with me! LUCY: Jump! Dance! Sing! TED: OK! LUCY: Jump! Dance! Sing! TED: OK! LUCY: Jump! Dance! Sing! LUCY: Robot! You can talk! TED: Yes! I can talk. I’m talking! LUCY: Good robot! What’s your name? TED: My name’s T ed! LUCY: Very good! What’s my name? Script After Watching 6 4 5 He’s a robot! (Disney film: Pocahontas) Objectives: •To consolidate the language of Student Book Units 1 and 2 •To enjoy watching a video Target Language: dance, jump, move, play, sing, talk, walk; Can h e move? Yes. No. He’s moving. There are a lot of trees. Is she falling? Receptive Language: Does he have long, blond hair? He has long, blond hair . They live i n the city. Extra Material: Picture Cards 1, 3, 5, 9, 14, 15 (trees, waterfall, river, bridge, city, country); 16, 17, 18 (run fast, jump high, swim well); Video Worksheet 1 Show students the following sets of Picture Cards: 1, 3, 5, 9, 14, 15 (tr ees, waterfall, river, bridge, city, country); 16, 17, 18 (run fast, jump high, swim well) . Have them say the words. Invite them to name any other city and country words or action words they remember. Explain to students that they will meet two new friends, Te d and Lucy . Ask students if they kn ow the story Pocahontas. Ask if they kn ow characters from the story and what th e story is about . Watch Part 1. You can stop several times to make sure that students understand. Ask them to point to an d name Ted and Lucy . Hav e students identify the movements. Use the context of the video to present any words students don’t know. You may replay the song and invite students to sing and move with Ted and Lucy . Watch Parts 2, 3, and 4. You can stop several times to make sure that students understand. Present or practice key words by stopping the video and pointing to the image on the screen. You may also watch the video without soun d and invite students to talk about what they see. Ask questions, such as What’s this? What are they doing? Is she swimming? Can she jump high? While Watching Before Watching Summary Episode 1 #LASS#ASSETTES #LASS# ¥$ISNEY0IXAR 6IDEO$6$ vii Video Program Videos recycle and extend new language in three episodes. Each episode has a different, exciting Disney movie clip and a real-life connection. The Video Guide helps you creatively use the Video for more teaching opportunities. Picture Cards 108 full-color Picture Cards show target vocabulary. The Teacher’s Edition uses the Picture Cards in a variety of motivating ways. Posters Four beautifully illustrated Posters provide more practice of target vocabulary and structures and look great in your classroom. Audio CDs /Cassettes The Audio Program contains listening activities, songs, chants, and stories. CD-ROM Another fun component for language practice in class and at home SLAV_TE4_FM.indd viiSLAV_TE4_FM.indd vii 1/6/06 9:26:41 AM1/6/06 9:26:41 AM viii Support for Primary Learners The primary years are crucial in determining children’s attitudes toward themselves as learners and toward the school experience in general. In English, as in other subjects, students need to feel confi dent and successful. Thus, English Adventure focuses on these important characteristics of primary learners of English: 1. These students need the teacher. They are not independent learners. Instruction should be simple and clear. Activities should be modeled before students do them. 2. They are inquisitive, receptive, and easily motivated, and they readily participate in class activities. 3. They focus on the here and now, on the concrete, not the abstract. 4. Their periods of concentration are short, and they need frequent changes in activity type, length, and content. 5. Their learning is intuitive rather than analytical. Repetition, frequent recycling, and building on earlier acquisitions play a key role. 6. They need activities involving physical movement and coordination. 7. They respond to teachers who show patience, a sense of fairness, and fi rm affection. Effective classroom management is very important. 8. Students need praise and recognition, but feedback must be genuine. They should be measured against their own previous performance, and never publicly compared to others. Support for Diverse Types of Learners Much has been written in recent years about the differences that can exist among students in a single class: different language levels, different ability levels, different ways of learning, different attitudes, and different types of motivation. i-xxiii_SLAV_TE4_FM.indd viiii-xxiii_SLAV_TE4_FM.indd viii 1/10/06 6:31:41 PM1/10/06 6:31:41 PM ix English Adventure addresses this diversity by using a variety of ways to present new material and a multitude of activity types to practice and reinforce. A glance at the array of components shows that learners of virtually all learning styles and talents have been carefully considered, using Howard Gardner’s Multiple Intelligences as a guide. Multiple Intelligences Verbal/Linguistic Intelligence comic book stories Picture Cards dramatic reading content posters game boards cooperative groups created posters, collages Disney fi lms graphic organizers Musical/Rhythmic Intelligence content songs content chants choral reading created songs created chants Logical/Mathematical Intelligence puzzles, mazes Venn diagrams categorizing counting tasks sequencing CD-ROM cooperative groups Disney fi lms graphic organizers created posters, collages Visual/Spatial Intelligence comic book stories Picture Cards Disney fi lms posters, collages game boards projects Bodily/Kinesthetic Intelligence role play mime dance and movement chanting with movement manipulating cards racing games Naturalist Intelligence study of wild animals study of sea creatures describing the city study of farm animals study of insects describing the country describing weather healthful foods problem solving self-refl ection visualization Interpersonal Intelligence video and fi lms CD-ROM pair work group work class projects cooperative games graphic organizers role play modeling tasks SLAV_TE4_FM.indd ixSLAV_TE4_FM.indd ix 1/6/06 9:27:08 AM1/6/06 9:27:08 AM x The Student Book The Student Book is the central component of English Adventure. Each page of the Student Book represents one lesson. The Student Book presents each new vocabulary item and structure in a child-friendly context. With the other components, the Student Book provides a visual foundation for chants, songs, games, stories, and varied learning activities. The Student Book has the following features: • A beautifully illustrated Guide to the Disney characters • An introductory unit • Eight core units centered around popular Disney fi lms • Four review units • A Picture Dictionary • An alphabetical Word List • The texts of the songs and chants • A bound-in Music & Stories CD The Student Book Unit The Hello Unit is a two-page fun introduction to English Adventure. Each of the Student Book’s eight core units consists of 12 one-page lessons, which have a recurring pattern of presentation, practice, and expansion. Lessons 1 and 2 These lessons present new vocabulary and structure embedded in a well-known and loved Disney fi lm such as Hercules or Lilo & Stitch. Lesson 1 presents new vocabulary items, and Lesson 2 presents a target structure and recycles the vocabulary from Lesson 1. A colorful two-page illustration from a Disney fi lm provides a motivating and meaningful context for presentation and practice. Lessons 3 and 4 These “Take a Closer Look” lessons review and practice the target language in Lessons 1 and 2. Lesson 3 focuses on vocabulary, and Lesson 4 focuses on structure. Activities on these pages include an age-appropriate balance of listening, speaking, reading, and writing. Lesson 5 This lesson presents additional target language in a context linked to students’ own lives. Activities are communicative, encouraging students to ask and answer questions and gather information about each other. Lesson 6 This lesson presents a Disney story in a child-friendly cartoon/comic book format. The story includes some of the characters from the featured fi lm and motivates students to read for enjoyment. It also helps consolidate target language in another context. Students use the story in a variety of ways, including creating mini-books, story expansion, and role play. SLAV_TE4_FM.indd xSLAV_TE4_FM.indd x 1/6/06 9:27:08 AM1/6/06 9:27:08 AM [...]... clean 41 dirty 42 hungry 43 thirsty 44 swimming 45 diving 46 surfing 47 play basketball 48 play tennis 49 play volleyball 50 play chess 51 play video games 52 drawing 53 meat 54 fruit 55 grass 56 leaves 57 bugs 58 plants 59 vegetables 60 berries 61 seeds 62 ant 63 beetle 64 caterpillar 65 grasshopper 66 ladybug 67 stick insect 68 butterfly 69 bee 70 fly 71 mosquito 72 wings 73 legs 74 stripes 75 spots 76... Resource Bank of Games and Activities on pages T180–T1 84. ) There are also several pages of storyline cut-outs, which teachers can use for various activities The Teacher’s Edition The Teacher’s Edition is a core component of English Adventure In addition to the teaching suggestions that help guide teachers through each Student Book unit, the Teacher’s Edition contains a wealth of material for busy teachers... waterfall 4 canoe 5 river 6 ship 7 castle 8 houses 9 bridge 10 farm 11 buildings 12 streets 13 mountains 14 city 15 country 16 run fast 17 jump high 18 swim well 19 fight bravely 20 singer 21 dancer 22 painter 23 runner 24 swimmer 25 soccer player 26 quickly 27 slowly 28 loudly 29 softly 30 neatly 31 sloppily 32 brave 33 scared 34 good 35 bad 36 strong 37 weak 38 beautiful 39 handsome 40 clean 41 dirty 42 ... suggestions for performance assessment The Posters English Adventure Level 4 has four beautifully illustrated Posters that provide additional opportunities for learning They may be used for preteaching, presentation, review, or assessment activities Suggestions for use of the Posters are found on pages T183–T1 84 The Video Program The Videos for English Adventure entertain as they expose students to the... quarter past eight 84 a quarter to eleven 85 get up 86 take a bath 87 have breakfast 88 go out 89 have lunch 90 go shopping 91 have dinner 92 go to bed 93 go to school 94 go home 95 do homework 96 listen to music 97 play a game 98 have a snack 99 talk on the phone 100 watch TV 101 old 102 young 103 cute 1 04 ugly 105 lazy 106 hardworking 107 nice 108 mean The Teacher’s Resource Book The Teacher’s Resource... and Activities • An Index The Class Audio, in CD and cassette formats, contains all of the Student Book songs, chants, stories, readings, and dialogues SLAV_TE4_FM.indd xi xi 1/6/06 9:27:10 AM The Teacher’s Edition Unit The Overview Each Teacher’s Edition unit begins with an Overview, which shows at a glance the material covered in the unit The Overview clearly identifies the unit objectives, target vocabulary... Videos xiii SLAV_TE4_FM.indd xiii 1/6/06 9:27:13 AM The Assessment Program The Assessment Program contains all of the materials needed for student assessment as students progress through English Adventure Child-friendly tests mirror the activity types students work with throughout the course There is a one-page test for each of the eight core units, a Mid-Book Test covering Units 1 4, and an End-of-Book... teachers Teachers who aim to create active and involved students will find a treasure trove of ideas to help children respond, communicate, and work together The Teacher’s Edition includes the following features: • Suggestions on implementing the English Adventure Approach • Teaching Tips and Techniques • The Scope and Sequence • Time Guidelines • The Activity Book Answer Key and Audioscript • A helpful Resource... Session 1 SB Review activities for relevant unit Teacher’s Resource Book (TRB) Activity Sheets • Video or Poster for review Session 2 AB Review activities for relevant unit TRB Activity Sheets • Video or Poster for review Session 3 Assessment (Unit Test) xx SLAV_TE4_FM.indd xx 1/6/06 9:27:20 AM 4 sessions per week (50 – 60 minutes) 5 sessions per week (45 – 60 minutes) Week 2 Week 3 Session 1 SB Lesson... all the sections of the course material and providing exercise answers at point of use, as well as references to other components Each Teacher’s Edition lesson includes a reduced Student Book page for easy reference Each lesson plan is designed for a class period of 45 to 55 minutes and includes Before the Page, On the Page, and After the Page activities These activities provide the teacher with a wide . clean 41 . dirty 42 . hungry 43 . thirsty 44 . swimming 45 . diving 46 . surfi ng 47 . play basketball 48 . play tennis 49 . play volleyball 50. play chess 51. play video games 52. drawing 53. meat 54. . play volleyball 4. play chess 5. play video games T 74 • Unit 4 I Like Swimming free time chores T66_T87_U4_127 54_ EA_TE4.indd T 74 1 /4/ 06 2:50:05 PM SLAV_TE4_FM.indd viSLAV_TE4_FM.indd vi 1/6/06. play volleyball 4. play chess 5. play video games Eng lish A dventure SLAV _SB4 _U4. indd 5 2English Adventure SLAV SB4 U 11/1 7/05 5:06 :43 P M Vocabulary / Structure 49 Look at 4 . Talk about