English Adventure 4 Teacher’s Edition

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José Luis Morales Contributing Writers Donna Schaffer Teresa Lintner

Teacher’s Edition

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English Adventure 4

TeacherÕs Edition

Material from A Bug’s Life (pp T109, T110, T113, T114, T118, T121):

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

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

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Resource Bank of Games

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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 surﬁ ng swimming trick board

Listen and say.

No, she Does she

like playing tennis?

Does she like playing baseball?

52 Vocabulary / Struc ture

1 play basketball

2 play tennis

3 play volleyball

4 play chess

5 play video games

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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

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I Like Swimming

4

Look and write.

1 dancing diving reading singing surﬁ ng swimming

p 78

beetle p 74behind

p 75

berries

p 66

between p 75boring p 56 brave p 36bravely p 22bridge

dancer p 26dirty p 40diving

p 48

do homework p 96

farm p 14fast p 22

have dinner p 89have lunch p 89high

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4

No, he doesn’t like reading.

Does she like swimming?

Check (✓) Yes or No.

8

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An alphabetical listing of all key

vocabulary with page references

Excellent student tool

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Hello My nameÕs Lisa.

IÕm from New York.

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.

Step-by-step teaching notes

Games and Poster activities

Teacher’s Resource Book

Synopses and cartoon storylines

Assessment Program

Complete Assessment Program, including unit-by-unit tests

Lesson Objectives

• To learn more free-time activities

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

Lesson 5

Page 52

Before the Page

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.

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?

Does she like playing video games? Does he like playing chess?

Does he like playing tennis?

No, she 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

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6IDEO

¥ ISNEY0I XAR

Watch Part 5 Invite students to stand and sing the song with T

ed

and Lucy Encourage them to do the gestures and have fun.

Discuss with students what they have seen Invite students to sharewhat they remember and what they liked about the video Hand out Video Worksheet 1 from Teacher’s Resource Book 4 Studentschoose 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 mo ve?

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: Can you jump?

TED: Yes! I’m j umping!

LUCY: Can you dance?

TED: Yes! I’m danc ing!

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 talk ing!

LUCY: Good robot! What’s your name?

TED: My name ’s Ted!

LUCY: Very good! What’s my name?

Script After Watching

• To consolidat e the language of Student Book Units 1 and 2

• To enjoy watch ing a video

Target Language: dance, jump, move, play, sing, talk, wa

lk; Can he move? Yes No He’ s moving Ther e are a lot of trees Is she fallin

g?

Receptive Language: Does he have lon g, blond hair? He has long,

blond hair They live in the city.

Extra Materia l: Picture Cards 1, 3, 5, 9, 14, 15 (trees, wat

erfall, river, bridge, ci ty, country); 16 , 17, 18 (run fast , jump high, swim

well); Video Worksheet 1

Show students the fo

llowing sets of Picture Cards: 1, 3, 5, 9, 14, 1 5

(trees, waterfall , river, bridge, city, country); 1 6, 17, 18 (run fast, jump

high, swim well) Have them sa y the words Invite them to name any

other city and country word s or action words they remember.

Explain to students that they will meet two new

friends, Ted a nd Lucy.

Ask students if they know the story Pocahontas Ask if they know

characters from the sto

ry and what the story is about

Watch Part 1 You can stop se veral times to m ake sure that stud ents

understand A sk them to point to and name Ted and Lucy.

Have students identify the movements Use the conte

xt of the video to present any wo rds students don’t know You may replay the s

ong 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 u nderstand Presen t or practice key wo rds by stoppin g

the video and pointing to the im age on the screen You may also

watch the video without sound and invite studen

ts to talk about what they see Ask questions, such as What’s this? W

hat are they doing? Is she swimm ing? Can she ju mp high?

Videos recycle and

extend new language

The Video Guide

helps you creatively

use the Video for

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

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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

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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

Musical/Rhythmic Intelligence

Logical/Mathematical Intelligence

created posters, collages

Visual/Spatial Intelligence

Bodily/Kinesthetic Intelligence

Naturalist Intelligence

study of wild animals study of sea creatures describing the city

Interpersonal Intelligence

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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

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Lessons 7 and 8 These “Take a Closer Look” lessons provide meaningful practice for

the target language from Lessons 5 and 6 In Lesson 7 students focus on the grammar in the unit In Lesson 8 students revisit the Disney story in a narrative format and answer comprehension questions

Lesson 9 This lesson presents additional target vocabulary or structures in a context

linked to students’ own lives Developmentally appropriate activities include a balance of listening, speaking, reading, and writing activities

Lesson 10 This lesson focuses on features of American English pronunciation Practice

in stress, rhythm, and intonation is provided in songs, chants, and dialogues

Lessons 11 and 12 These “Take a Closer Look” lessons again provide practice of target

language from Lessons 9 and 10 In Lesson 12 students extend their reading practice with a fun theme-related Reading Adventure that ties into their lives

In addition to the eight core units, there are four review units, one after every two

core units The review units are a student-friendly way to recycle and review material presented earlier in the course

The Activity Book

The Activity Book can be used both in class and at home It provides systematic recycling and consolidation of newly introduced and other language Exercises, grammar charts, games, puzzles, and additional listening practice utilize the four skills—listening, speaking, reading, and writing—and address new structures and vocabulary development

Students will be delighted to fi nd a set of 108 Student Cards, which are reductions of the Picture Cards, at the back of the Activity Book The Student Cards are black and white, and can be colored (See Resource Bank of Games and Activities on pages T180–T184.) 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 Teachers who aim to create active and involved students will fi nd 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 Activity Book Answer Key and Audioscript

• A helpful Resource Bank of Games and Activities

The Class Audio, in CD and cassette formats, contains all of the Student Book songs, chants, stories, readings, and dialogues

students to learn English (My First English

Adventure, a three-level preprimary

EFL course, can be used before English

Adventure. )

Student... pages T180–T1 84. ) There are also several pages of storyline cut-outs, which teachers can use for various activities

The Teacher’s Edition< /h3>

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