English as a Second Language • Elementary Cycle Three
English as a Second Language to elementary students in
Digital versions, accessed with or without an Internet connection
Cycle Three. With its engaging and motivating themes, develops all three ESL competencies and follows the Progression of Learning. This well-established of the English language in a fun environment.
The Grade 6 Learning and Activities Book includes:
FOR STUDENTS
• A digital Learning and Activities book that allows students to: – flip through the book, take notes, highlight important content and write their answers
• A useful Pre-unit to review Cycle Two outcomes • Six rich and visually appealing units • A wide variety of activities for oral interaction and written production • Engaging texts for reading comprehension • Practical vocabulary and grammar activities within the units
– save voice recordings in an audio player • 100 free online interactive activities FOR TEACHERS
• A digital version for in-class use and correcting that allows teachers to:
• Extra vocabulary and grammar activities for autonomous work at the end of the units
– project, add notes and flip through the various resource components
• Self-monitoring rubrics to support strategies and content
– show answer keys
• A Resources section with grammar charts and strategies
– access reproducible material
• 100 free online interactive activities
– access audio tracks and videos
The Grade 6 Teacher’s Copy includes:
– access the activities for interactive whiteboards – save voice recordings in an audio player
• The Learning and Activities book Answer Key
– share teacher notes and documents with students using the digital version
• Audio transcripts • A DVD containing audio tracks and videos
New to
Connected Classroom
Jean-François Brochet Kyna Duquet
– access the online interactive activities
• Pedagogical notes for each unit • Reproducible Sheets, Teacher’s Observation Sheets and Teacher’s Evaluation Sheets, in PDF and Word formats
Learning and Activities
Learning and Activities
and valued resource helps students take ownership
English as a Second Language • Elementary Cycle Three
is a complete resource designed for teaching
J.-F. Brochet • K. Duquet
Connected Classroom
, 2nd Edition!
• Updated texts and activities to better reflect today’s realities • More examples to encourage autonomous work
• New evaluation situations • A supplementary listening activity in each unit • Four pages of vocabulary and grammar practice at the end of each unit
• New videos to serve as conversation models • Free online interactive activities to review vocabulary and grammar
CODE DE PRODUIT : 216997
Conforms to the Progression of Learning
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Table of Contents PRE-UNIT What's New? 1. Back to school . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2. What do you like? . . . . . . . . . . . . . . . . . . . . . . . . 6 3. Meet the characters . . . . . . . . . . . . . . . . . . . . . . 7 4. Describing what you like . . . . . . . . . . . . . . . . . . 8
UNIT
1
Getting to Know You
1. Web pals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 2. Origins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 3. Thanks for asking! . . . . . . . . . . . . . . . . . . . . . . . 12 4. Nice to hear from you! . . . . . . . . . . . . . . . . . . . 14 5. Frequency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 6. Reading time: Being Me. . . . . . . . . . . . . . . . . . 17 7. Amazing landscapes. . . . . . . . . . . . . . . . . . . . . 21 8. Project: Write to a web pal . . . . . . . . . . . . . . . 23
Vocabulary and Grammar Practice . . . . . . . . . . 25
© 2017, Les Éditions CEC inc. • Reproduction prohibited
UNIT
2
Real-life Heroes
1. Outstanding people . . . . . . . . . . . . . . . . . . . . . 29 2. Using the past . . . . . . . . . . . . . . . . . . . . . . . . . . 31 3. Reading time: Incredible Acts . . . . . . . . . . . . 35 4. We are all heroes! . . . . . . . . . . . . . . . . . . . . . . . 37 5. Heroes in action. . . . . . . . . . . . . . . . . . . . . . . . . 39 6. Project: Write a biography about
your real-life hero . . . . . . . . . . . . . . . . . . . . . . . 42 Vocabulary and Grammar Practice . . . . . . . . . . 44
UNIT
3
Amazing Inventions
1. Inventions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 2. Let’s compare . . . . . . . . . . . . . . . . . . . . . . . . . . .50 3. Reading time: Unplanned Discoveries . . . . . 52 4. Giving instructions . . . . . . . . . . . . . . . . . . . . . . 55 5. A source of inspiration . . . . . . . . . . . . . . . . . . . 58 6. Project: My invention . . . . . . . . . . . . . . . . . . . . 61
UNIT
4
Great Teams
1. Working together . . . . . . . . . . . . . . . . . . . . . . . 67 2. Teamwork in sports . . . . . . . . . . . . . . . . . . . . . 71 3. Reading time: Nathan’s Team . . . . . . . . . . . . 74 4. Planning ahead . . . . . . . . . . . . . . . . . . . . . . . . . 76 5. Planning a team activity . . . . . . . . . . . . . . . . . 77 6. Reading time: Mrs Kyna’s Blog . . . . . . . . . . . . 78 7. Project: Plan your own classroom blog
challenges. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80 Vocabulary and Grammar Practice . . . . . . . . . . 82
UNIT
5
It's a Flea Market!
1. Buying and selling. . . . . . . . . . . . . . . . . . . . . . .86 2. Money-wise . . . . . . . . . . . . . . . . . . . . . . . . . . . .88 3. Reading time: Shopping for a Gift . . . . . . . . 92 4. Demonstratives. . . . . . . . . . . . . . . . . . . . . . . . . 95 5. Shopping basics . . . . . . . . . . . . . . . . . . . . . . . . 97 6. Project: A classroom flea market. . . . . . . . . .99
Vocabulary and Grammar Practice . . . . . . . . . 101
UNIT
6
Unforgettable
1. Years to remember . . . . . . . . . . . . . . . . . . . . .105 2. We are who we are. . . . . . . . . . . . . . . . . . . . . .108 3. And the winner is. . . . . . . . . . . . . . . . . . . . . . . 111 4. Reading time: Derek’s Notes. . . . . . . . . . . . . 112 5. A bright future . . . . . . . . . . . . . . . . . . . . . . . . . 114 6. Making memories . . . . . . . . . . . . . . . . . . . . . . 116 7. Project: The yearbook. . . . . . . . . . . . . . . . . . . 117
Vocabulary and Grammar Practice . . . . . . . . . 119 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Vocabulary and Grammar Practice . . . . . . . . . . 63
Table of Contents
three
3
PRE-UNIT
What's New?
1. Back to school A. New this, new that! • Read the dialogue. • Th ink about what is new in your life. Hi, Ana, it’s good to see you again! Hello, Miguel, it’s good to see you, too! What’s new? Well, I have a new friend, a new hat, new activities, a new house, and a new favourite book!
That’s almost a new life, Miguel!
B. Last-summer survey • Read the Key Language box. • Find someone in your class who has something new from the list below. • Fill in the chart.
Key Language Questions
Answers
Do you have a new friend? Do you have a new activity? Do you have a new pet?
Yes, I have a new friend. Her name is Sarah. Yes, I am now taking singing lessons. No, I have the same old dog, Sammy.
Find someone who... has a new book. has a new friend. has a new activity. has a new pet. has a new favourite song. has a new favourite movie. 4
Names Ex. Stacey
Details Welcome to Wonderland, by Chris Grabenstein
Grammar
Singular
Plural
PERSONAL PRONOUNS AND POSSESSIVE ADJECTIVES Personal pronouns come before a verb.
Possessive adjectives come before a noun.
1st person
I have a new jacket.
My friend has new clothes.
2nd person
You are at school.
Your teacher is funny.
3rd person
He / She / It is fun.
His / Her / Its hair is brown.
1st person
We are back together.
Our teacher is great this year.
2nd person
You have a lot of books.
Your desks are messy.
3rd person
They are in English class.
Their classroom is small.
C. Personal pronouns • Rewrite the sentences by replacing the subjects with personal pronouns. Ex. Josh is wearing new running shoes. He is wearing new running shoes. 1. Katy and Luke are new friends.
2. Raphael and I have new bicycles.
3. Our school has two new teachers.
4. Emmy has a new sweater.
D. Survey report • Write complete sentences using the information in the chart in Activity 1B. • Use possessive adjectives. Ex. Stacey has a new book. Its title is Welcome to Wonderland. 1. 2. 3. 4. 5. 5
2. What do you like? A. Let’s listen: Welcome to the class • Listen to the teacher interview two new students. • Record the information in the chart below. Information age
Daria
Andrew
town or street
lives with
additional information
B. Preferences
Key Language
• Talk about the activities you like to do: - by yourself; - with your friends; - with your family. What activities do you like to • Use the Key Language do by yourself? and Vocabulary boxes to help you.
I like to read and Phoebe likes to design clothes. What about you?
I like to listen to music.
Vocabulary 1
2
design clothes 6
3
listen to music
4
play hockey
play video games
5
read books
3. Meet the characters Grammar
The simple present
The verb to like I like You like He / She / It likes We like You like They like
In general, add –s or –es in the 3rd person singular.
The verb to go I go You go He / She / It goes We go You go They go
Some verbs are irregular and do not follow the same rule. See pages 127 to 130 for examples of such verbs.
A. Ana and friends • Read the text. • Highlight all the verbs in the simple present. Ex.
Hello! My name is Ana and I am 11 years old. I like to watch movies. I am proud of my new glasses.
B. Show you
This is Miguel. He lives on Brian Street and he really likes Do you know Mila? to listen to music. He has a new She is very active and favourite singer and he listens loves to play sports. She also to him all the time! watches sports on TV. Her new favourite sport is basketball. understand
This is Derek. He is 12 years old and he plays an instrument. His new guitar is amazing!
• Answer the questions about the text. • Use the simple present and replace the names with personal pronouns. • Use the Grammar box above to help you. Ex. Who are Miguel, Mila and Derek? They are Ana’s three friends. 1. What does Derek do?
2. What does Miguel like?
3. What does Mila like to do?
4. How old is Ana? 7
4. Describing what you like A. Adjectives • Look at the adjectives in the Vocabulary box below. • Find activities that can be described by these adjectives.
Vocabulary 1
2
exciting
3
fascinating
4
fun
5
interesting
6
relaxing
stimulating
B. Why do you like it? • Fill the table below and talk about the reasons why you like your favourite activities. • Use the Key Language box and the Vocabulary box above to help you.
Key Language What activity do you like? I like to skateboard. Why? Because it is so much fun and I get to spend time with my friends.
Activities I like 1. 2. 3. 4. 5. 8
Reasons why
C. Category race • Choose four adjectives from the Vocabulary box on page 8 and write them at the top of each chart below. • Race to complete the charts for each adjective.
Ex.
Adjective:
fascinating
Person: Laurie Place: museum Activity: reading Object: computer School subject: science
1. Adjective:
2. Adjective:
Person:
Person:
Place:
Place:
Activity:
Activity:
Object:
Object:
School subject:
School subject:
3. Adjective:
4. Adjective:
Person:
Person:
Place:
Place:
Activity:
Activity:
Object:
Object:
School subject:
School subject:
Keeping Track I practise. +
++
+++
I take risks. +
++
+++
I speak English in class. +
++
+++
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UNIT
4 Great Teams
1. Working together A. Planning a class talent show • Read the dialogue. • Th ink about your actions when you work as a team.
You’re not alone, Miguel! Let’s work together. We can share the responsibilities.
This is too much work! I can’t prepare this talent show all by myself.
Yes, we’ll make a great team.
We can do so much more when we cooperate!
© 2017, Les Éditions CEC inc. • Reproduction prohibited
B. Teamwork actions • Match the teamwork actions in the Vocabulary box with the correct picture. • With your class, create a word bank with other teamwork actions you think of. 1
Ex. 5
2
3
4
share 6
7
8
Vocabulary communicate cooperate encourage help listen participate plan share
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C. Put it together • Complete the sentences using the Vocabulary box from page 67. help
Ex. Max and Lya
their band prepare for the show. They carry
all the instruments to the stage. 1. Florencia and her friends like to
events. They will organize
a car wash. 2. Sammy’s parents always They are very positive.
her at soccer games.
3. My friend and I
books because we like the same authors.
4. I will to the party.
with my cousins to let them know what to bring
5. Let’s 5 minutes left.
to finish this science project. We only have
6. Everybody should welcome! 7. We are important.
in the brainstorming. All ideas are to our partners’ ideas. We think everyone’s ideas
D. What makes a team great?
Key Language I know what makes a team great: good planning, cooperation and communication.
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I agree, but what about positive feedback, common goals and encouragement?
Let’s not forget dividing tasks fairly!
Those are all great elements to consider. Let’s choose the three most important.
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• With your team, discuss what makes a team great. • Agree on three essential elements to make a good team and share them with the class. • Use the Key Language box below and the Vocabulary box on page 67 to help you.
E. Qualities of a good team member • Read the descriptions below. • Describe each person using the Vocabulary box. Ex. Ezra does his part in a group project.
Vocabulary good listener hardworking helpful
positive respectful responsible
He really takes his responsibilities seriously. Ezra is responsible. 1. Lucas always encourages his teammates. When he plays basketball, he says, “We can do it!”
2. Eden never gives up. She works hard at school and during her violin lessons.
3. Alicia and Alex always take the time to help their teacher. They take out the recycling bins after school.
4. Jian always asks for the opinions of others. He listens to his friends.
5. We make sure everyone in our family feels respected and important.
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F. The perfect mix • Discuss the team member qualities that are important to you. • Write down the perfect mix of qualities for a dream team of five team members. • Use the Vocabulary box above to help you.
Team member #1:
(quality)
Team member #2:
(quality)
Team member #3:
(quality)
Team member #4:
(quality)
Team member #5:
(quality)
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G. Teamwork quotes • Read the quotes on the left side of the page. • Match each quote with the proper sentence. 1.
There’s no “ ” in team.
2.
It’s not how big you are, it’s how big you play.
A. It’s easier to find a solution to a problem when we cooperate. B. The effort you put in is more important than your size.
3. Two heads are better than one. 4.
C. When we work together, we can share the work and get better results.
Teamwork divides the tasks and multiplies the success.
D. In a team, we have to think about others and not only ourselves.
H. Quote skits • Choose one of the quotes above. • Create a short skit that illustrates the idea of the quote. • Present your skit. I can’t play basketball.
Why not?
It’s okay, you’re hardworking. It’s not how big you are, it’s how big you play!
Keeping Track I use what I know. +
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++
+++
seventy Unit 4
I cooperate. +
++
+++
I take risks. +
++
+++
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Because I’m too short.
2. Teamwork in sports Grammar
The Simple present (affirmative and negative) Affirmative
Negative
Place the verb after the subject.
Add do not / don’t before the verb.
• You do your job on team projects. • Karl and I make a great team.
• I do not / don’t play volleyball. • You do not / don’t like sports.
For the 3rd person singular, add –s or –es.
For the 3rd person singular, use does not / doesn’t.
• Jacob encourages his teammates. • She does a lot of sports.
• She does not / doesn’t ski. • Ryan does not / doesn’t stop when it gets difficult. With the verb to be, add not after the verb. • We are not on the same team.
A. Writing in the simple present • Write the sentences in the simple present. • Use the Grammar box above to help you. Ex. Michael often (to score, affirmative) goals when he plays hockey. Michael often scores goals when he plays hockey. © 2017, Les Éditions CEC inc. • Reproduction prohibited
1. Fatima (to skate, negative) very fast.
2. Karim (to pass, affirmative) the ball to Emmanuelle during the game.
3. Ian and Elise (to practise, negative) often.
4. I (to be, negative) good at dribbling the ball.
5. We (to think, negative) figure skating is a fun sport.
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B. What do they do? • Look at the sports actions in the Vocabulary box. • For each sport shown below, write three actions players do and don’t do.
Vocabulary 2
1
catch 6
3
dribble 7
pass
hit
jump 9
8
run
5
4
score
kick 10
serve
skate
He dribbles. He runs. He catches the ball.
Ex.
He doesn’t hit the ball. He doesn’t skate. He doesn’t kick.
© 2017, Les Éditions CEC inc. • Reproduction prohibited
1.
2.
3.
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C. Talking about capabilities
Key Language
• Ask your classmates what sports actions they are good at and not good at. • Use the Vocabulary box on page 72 and the Key Language box to the right to help you. • Fill in the chart by finding a classmate for each sentence.
What sports actions are you good at? What are you not good at?
I’m good at swimming but I’m not good at running. What about you?
I’m good at scoring goals but I’m not good at dribbling the ball.
is not good at skating.
is good at skating.
is not good at dribbling the ball.
is good at dribbling the ball.
is not good at running fast.
is good at running fast.
© 2017, Les Éditions CEC inc. • Reproduction prohibited
is good at serving the ball.
is not good at serving the ball.
is good at scoring goals.
is not good at scoring goals.
D. It’s your turn • Write about the sports actions you are good at and not good at. • Use the Key Language box above to help you.
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3. Reading time A. Get ready • Answer the following questions. 1. a. Do you play a team sport? b. If so, what makes your team great?
2. What is the best example of a team that works well together in professional sports? Why?
B. Nathan’s Team • Read the text. • Circle the verbs in the simple present.
Justin is the captain of the team. He is not good at scoring goals but he is great at passing the puck. He thinks communication is the key to a good team. Tom is not a player. He is our coach. He knows a lot of tricks and he encourages us at every game. He is the most positive coach I know! Lisa is our goalie. She is very good at protecting the goal. She helps us a lot, especially during tournaments when we don’t want to lose.
What I like most about team sports is that we always help each other. We have good and bad moments, but we don’t give up. I love my hockey team!
My teammates say I am very respectful and I’m a good listener. I also skate very fast. When I have the puck, I am not easy to catch!
Glossary the key: something very important tournaments: competitions give up: stop trying
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Hi, I’m Nathan and I love to play hockey! The name of our team is the Comets and we work very hard together. These are some members of my team.
C. Show you understand • Answer the questions. 1. What is the name of the hockey team?
2. Who is Tom?
3. a. Why is Nathan not easy to catch on the ice?
b. What makes him a good teammate?
4. a. What is Lisa’s position on the team?
b. What is the difference between her role and Justin’s role on the team?
D. read between the lines • Choose the correct meaning for each expression and word from the story. • Refer to the text on page 74 to help you infer. 2. “tricks”
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1. “protecting the goal”
magic tricks
L isa protects the goal because someone wants to break it.
jokes
Lisa protects the goal by stopping the puck.
reading strategies
L isa protects the goalie from players who want to fight him.
hockey strategies
Lisa wants to score a goal.
Keeping Track I infer.
I use what I know. +
++
+++
+
++
+++
I accept that I don’t understand everything. +
++
+++
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4. Planning ahead Grammar
The simple future
The simple future tense is used to express: I will organize a picnic. Kiara needs help. I will help her. We will win this game.
• a simple action in the future • something spontaneous, not planned • a prediction Affirmative Use will + the main verb
Negative Use will not / won’t + the main verb
• She will share her tablet with her sister. • Dawa will not / won’t score a goal. • Thomas will practise piano next weekend. • We will not / won’t plan a party.
A. The simple future • Write the sentences in the future tense. • Use the Grammar box to help you. Ex. Myriam (to encourage, affirmative) her brother at his competition. Myriam will encourage her brother at his competition. 1. Valérie (to be, affirmative) at the park.
3. Kayya and her friends (to plan, affirmative) a great birthday party.
4. Jordan (to listen, negative) to his cousin.
B. In the future • Take turns rolling the die. • For each number in the legend, make a sentence and use the simple future. 76
Legend = tonight = tomorrow = next weekend = next year = in 10 minutes = in two hours
Key Language What will you do next weekend?
I will go to my dance class.
© 2017, Les Éditions CEC inc. • Reproduction prohibited
2. Davi and Félix (to go, negative) to the movies tonight.
5. Planning a team activity A. Things you can do as a team • Look at the different types of team activities. • Discuss which ones interest you. 1
2
3
karaoke
rafting
scavenger hunt
4
tug-of-war
B. Planning the tasks
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• Choose an activity from the examples above. • Write four tasks you must do to organize the activity. • Use the tasks in the box and the example to help you.
ask for permission collect the money collect the registrations find a location find volunteers get equipment make a poster plan a time send an invitation
Ex. Activity: karaoke Tasks: • find 4 volunteers • find a location • borrow a karaoke machine • make a poster Activity: Tasks: • • • •
C. Let’s brainstorm! • Choose another activity from Activity 5A or think of a fun team activity of your choice. • Discuss four tasks you need to do to organize it.
Key Language Do you know other fun team activities?
Sure. Singing by the fire and eating marshmallows with my friends is always fun.
So we would need a location, the material to prepare the fire, music and marshmallows. Unit 4 seventy-seven
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6. Reading time A. Get ready • Look at the pictures below. • Predict the topic of the blog.
B. Mrs. Kyna’s Blog • Listen to Mrs. Kyna and read along. Home
Mrs. Kyna
My English class
Resources
Planning
Mrs. Kyna’s Blog Other blogs to see!
Sunday, February 19
Hello, everyone! This week, I want to see how well you work as a team. Teamwork takes patience, respect, dedication and hard work! Are you ready to prove that you work well as a team? Great! I have prepared challenges for the next class!
Lya’s Creations
1. Speak English at all times: Each player who gets caught speaking
2. Make the funniest picture: Team members
work together to find the most creative way to make me laugh with their picture.
3. Recite the alphabet backwards: Each team member must say a letter
until the alphabet is completed backwards. If you make a mistake, your team has to start over!
ZYX 4. Mime for your team: Each team member
must choose a piece of paper from the bowl I have prepared and have their team guess the word they picked.
5. Defy gravity: Each team must keep two balloons up in the air for one minute without them touching the ground and using only one hand.
6. Word search mania: Team members work together to find the hidden word as fast as possible.
Let’s see who will be the team of the day! Good luck to all participants!
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Mr. Lapointe’s
Ideas Interesting Online Resources
Mrs.
Brunet’s Class Glossary dedication: strong commitment challenges: activities to complete within a competition backwards: starting from the end
© 2017, Les Éditions CEC inc. • Reproduction prohibited
another language gets a one-minute penalty for their team, delaying when they can begin the next challenge.
C. Show you understand • Use complete sentences to answer the questions. 1. What does Mrs. Kyna propose to the students?
2. Why does Mrs. Kyna propose these challenges?
3. What is your favourite challenge and why?
4. What makes these challenges team activities?
D. Let’s listen: The rally • Listen to the advertisement on the school intercom. • Take notes and fill in the poster below.
Really? Type of activity
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Date
Time
At the elementary school École du Plateau in the Outaouais region, 430 students participated in a rally last year. The goal was for the younger students to be paired up with older students to answer questions and discover interesting facts about their school. The purpose of this team activity was to help create a bond between younger and older students. It was a great success!
Place
Purpose of the activity
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7. Project: Plan your own classroom blog challenges • As a team, plan 3 fun challenges for your classmates. 1. Team members:
2. Three challenges selected:
3. Brief description of each challenge (use the model on page 78 to help you): challenge 1:
challenge 2:
challenge 3:
4. The tasks
Tasks
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Ex. Victoria will make the list of the material needed for the challenges because she is very organized.
© 2017, Les Éditions CEC inc. • Reproduction prohibited
• Write what each team member will do to organize these challenges. • Give reasons mentioning the qualities of your team members.
5. • Give two reasons why you and your team members make a great team. a. Ex. My team members and I make a great team because we are good at helping each other. We are also good at b. dividing tasks fairly. Before we start, we make sure everyone knows what to do. 6. • Fill in the blog with your three challenges and the description for each challenge. • Use your plan on the previous page. Home
Mrs. Kyna
My English class
Resources
Planning
My class blog 1.
OThEr BlOGS TO SEE!
Lya’s Creations 2.
Mr. Lapointe’s © 2017, Les Éditions CEC inc. • Reproduction prohibited
Ideas 3. interesting Online resources
Checklist We planned 3 challenges for our classroom blog. We gave each team member tasks. We wrote about our qualities as team members. We described the challenges using the simple present. Unit 4
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Vocabulary
and
Grammar Practice V
p. 67 p. 69 p. 72
A. Vocabulary score! • Use the words from the hockey pucks to complete the text. encourage
give up
play
positive
Hello! My name is Laurie and I love to Ex. hockey! The players on my Many of them a
skate
team
play are all excellent.
very fast and everyone keeps attitude even when we lose. We never and we always work together on the ice.
Our parents
us at every game and prepare
drinks and snacks for us after the game. G
p. 71
B. The simple present
Ex. Ken (to love, affirmative) to skate with his friend Veronica. Ken loves to skate with his friend Veronica. 1. Sharing the effort (to be, affirmative) an advantage of teamwork.
2. I (to score, negative) goals in every game.
3. Justin (to like, negative) to jump high when he (to play, affirmative) volleyball.
4. Basketball players always (to dribble, affirmative) when they (to move, affirmative) with the ball.
82
eighty-two Unit 4
© 2017, Les Éditions CEC inc. • Reproduction prohibited
• Rewrite the sentences in the simple present. • Use the verbs and the forms suggested.
C. Be creative G
p. 71
• Write sentences in the simple present. • Use the verbs and the forms suggested. Ex. to communicate, affirmative: The students from my team communicate well to prepare the play. 1. to share, negative:
2. to help, affirmative:
3. to encourage, negative:
4. to plan, affirmative:
5. to participate, negative:
G
p. 76
D. The simple future • Rewrite the sentences in the simple future.
© 2017, Les Éditions CEC inc. • Reproduction prohibited
Ex. Yesterday I played basketball. Tomorrow I will play basketball. 1. This year, I am in Grade 6.
2. Matt and I encourage our partners during our school project.
3. Dan plays in an important baseball tournament.
4. This event is so exciting!
5. My sister runs twice a week.
Unit 4 eighty-three
83
G
p. 76
E. What will you do? • Write sentences in the simple future using the words below. Ex. Tonight: Alyson will go to a party tonight. 1. Tomorrow:
2. Next weekend:
3. Next year:
4. In an hour:
p. 71 p. 76
F. Simple present and simple future • Use the simple present (s.p.) and simple future (s.f.) to write complete sentences. • Use the pronouns and verbs provided. Ex. I (to jump)
s.p. I jump very high.
s.f. I will jump very high.
1. They (to score) s.p.
s.f.
2. We (to play)
s.p.
s.f.
3. You (to dribble) s.p.
84
s.f.
4. He (to cheer)
s.p.
s.f.
5. I (to kick)
s.p.
s.f.
eighty-four Unit 4
© 2017, Les Éditions CEC inc. • Reproduction prohibited
G
G
© 2017, Les Éditions CEC inc. • Reproduction prohibited
p. 71 p. 76
G. More practice! • Complete the table below. • Connect each action to the appropriate picture.
Simple future
Simple present
Ex.
She will buy
She buys
1.
He will participate
2.
I jump
3.
He scores
4.
You will plan
5.
They will encourage
6.
7.
8.
She runs
I will help
We communicate
Unit 4 eighty-five
85
Resources
© 2017, Les Éditions CEC inc. • Reproduction prohibited
Table of Contents Word order
124
Personal pronouns
124
Possessive adjectives
124
Verbs expressing capability, permission and obligation
124
There is / There are
125
Articles
125
Adjectives
125
Adverbs
125
Prepositions of location
126
Prepositions with expressions of time
126
Plural nouns
126
The verb to be
127
The verb to have
128
Regular verbs
129
Irregular verbs in the simple past
130
Functional language
131
Asking questions
132
Strategies
133
Sources
136 Resources
one hundred and twenty-three
123
MathMatie1(unite36-38)_4.qxp: G-6 Mention Š
25/03/10
11:18
Page 82
English as a Second Language • Elementary Cycle Three
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