New Adventures 4 2nd Ed by Les Éditions CEC

• A useful Pre-unit to review briefly Cycle One outcomes

• Many oral interaction activities, including fun games • A wide variety of engaging texts for reading comprehension • Practical vocabulary and grammar activities within the units • Various writing activities within the units and in the final projects • A Vocabulary and Grammar Review section that allows students to work autonomously and to consolidate their learning • Self-monitoring rubrics to monitor their progress • An All Year Round section to highlight holidays • A Wrap-up section to help students consolidate their learnings in Cycle 2 • A Resources section that includes grammar notions, vocabulary, functional language, conjugation tables and strategies

The Grade 4 Teacher’s Copy includes: • Pedagogical notes for each unit • The Learning and Activities Book Answer Key • Reproducible sheets, teacher’s evaluation sheets, teacher’s observation sheets and evaluation situations, all in PDF and modifiable Word formats • A DVD containing audio tracks and videos • The audio transcripts

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 – save voice recordings in an audio player • More than 100 free online interactive activities FOR TEACHERS • A digital version for in-class use and correcting that allows teachers to – project, add notes and flip through the various resource components

Argiro Fintikakis • Tara Stainforth

– show answer keys question by question – access reproducible material – access evaluation situations – access audio tracks and videos – access the online interactive activities – save voice recordings in an audio player – share teacher notes and documents with students

New to New Adventures ! 2nd Edition! • New texts and activities

• Animated videos

• A Vocabulary and Grammar Review • Evaluation situations in the section at the end of the units Teacher’s Copy • A Resources section

Learning and Activities

• Animated videos that will catch students’ attention

Argiro Fintikakis Tara Stainforth

• Six motivating and visually appealing units

Learning and Activities 2nd Edition

Digital versions, accessible with or without an Internet connection

The Grade 4 Learning and Activities Book includes:

2nd Edition

English as a Second Language • Elementary Cycle Two

New Adventures! is a complete resource designed for teaching English as a Second Language to elementary students in Cycle Two. With its engaging and motivating themes, New Adventures! develops all three ESL competencies and follows the Progression of Learning. The material not only provides fun, teacher-coached English opportunities but also allows students to work autonomously and take ownership of their learning.

English as a Second Language • Elementary Cycle Two

• More free online interactive activities

CONFORMS TO THE PROGRESSION OF LEARNING

MathMatie1(unite36-38)_4.qxp: G-6 Mention ÂŠ

25/03/10

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Page 82

s t n e t n o Table of C HELP STATION....................................... 4 PRE-

UNIT

This Is Me 1. Welcome back..................................... 5 2. My body............................................. 6 3. Getting dressed..................................... 8 4. My preferences................................... 10 5. Capabilities........................................ 12 UNIT

School Life 1. People at school.................................. 15 2. All around the school............................ 20 3. Reading time...................................... 23 4. Project: Getting to know the school staff... 26 Vocabulary and Grammar Review.............. 29 UNIT

Home Sweet Home 1. All about the house.............................. 31 2. In the house........................................ 34 3. Putting it all together............................. 37 4. Reading time...................................... 39 5. Let’s play!........................................... 42 6. Project: The class house........................ 43 Vocabulary and Grammar Review.............. 45 UNIT

My Family 1. The family.......................................... 47 2. My family and me............................... 49 3. Describing family................................. 52 4. Reading time...................................... 54 5. Our things.......................................... 57 6. Putting it all together............................. 58 7. Project: My family tree.......................... 59 Vocabulary and Grammar Review.............. 61 UNIT

Feelings 1. How I feel ......................................... 63 2. This is how I feel when... ..................... 64 3. Sharing our feelings............................. 67 4. The world of emojis.............................. 71 © 2018, Les Éditions CEC inc. • Reproduction prohibited

5. Reading time...................................... 73 6. Project: Creating a rebus...................... 75 Vocabulary and Grammar Review.............. 77

UNIT

At a Restaurant 1. Food from all around............................ 79 2. Reading time...................................... 85 3. Going to a restaurant........................... 88 4. Project: Role-play................................. 90 Vocabulary and Grammar Review.............. 93 Animals of Canada 1. Canadian wildlife................................ 95 2. Totem poles...................................... 100 3. Animal facts..................................... 104 4. Project: A new Canadian animal ......... 106 Vocabulary and Grammar Review............ 109 ALL YEAR ROUND

Holidays 1. Talking about holidays........................ 111 2. Thanksgiving .................................... 112 3. Remembrance Day............................ 113 4. Ramadan and Eid al-Fitr ..................... 114 5. Hanukkah........................................ 115 6. New Year’s Day................................ 116 7. Passover.......................................... 117 8. Easter.............................................. 118 WRAP-UP

Wrap up the Cycle!...................................... 119

RESOURCES

Table of Contents Grammar Stop!...................................... 124 Conjugation.......................................... 126 Vocabulary............................................ 129 Useful Expressions.................................. 132 Strategies.............................................. 134 Sources................................................ 136 TABLE OF CONTENTS • three

n o i t a t S Help look

listen

read

write Apple. Apple. Apple.

speak/talk/tell/say

sing

play

repeat

complete

colour

draw

cut

find

match

glue

circle

in pairs

in small groups

as a class

audio tracks

videos

Working Modes

Multimedia Contents HOW AM I DOING? Oops, I can do better.

four • HELP STATION

I’m doing an okay job.

I’m doing a super job.

UNIT

y l i m a F y M 1 The family

A A family day • Read the comic strip. • Tell the class what you would like to do on a family day. My cousins are coming to visit this weekend. It’s a family day!

To find out and celebrate, we can do a project about our families!

What’s a family day like at your house?

B Max’s family members • Repeat after your teacher. • Listen to your teacher and find the family relation. maternal grandparents

paternal grandparents

grandmother grandfather (grandma)

aunt

uncle

(grandpa)

mother

grandmother grandfather parents

(mom, mommy)

(granny)

father

(dad, daddy)

(pop)

uncle

aunt

cousin

Max

cousin

brother UNIT 3 • forty-seven

C Meet Beth’s family • Beth’s parents are divorced. Read about her family.

These are my family members!

This is my mother. Her name is Alice.

This is my stepfather. His name is Mark.

This is my father. His name is Ron.

This is my stepsister. She is older than me. Her name is Emma.

This is my little brother. His name is Andy.

This is my new half-brother. His name is Paul.

D Talking about my family • Ask a partner about his or her family. Who is in your family?

E Who is who?

I have a mother, a father, a brother and a baby sister. Who is in your family? I have a mother, a father and a little brother. Now, I also have a stepfather, a stepsister and a new half-brother.

• Read the questions and write the family relations. Ex.

Who is your mother’s mother? It’s my grandmother.

Who is your mother’s sister?

Who is your father’s father?

Who is your mother’s brother?

Who is your aunt and uncle’s child?

Who is your uncle’s mother?

F Cootie catcher game • Prepare the cootie catcher you received. • Play the game with a partner.

forty-eight • UNIT 3

2 My family and me

A Family activities • Repeat after your teacher.

VOCABULARY

go to the movies

go on vacation

play outside

clean the house

eat supper

watch television

play board games

visit family

go shopping

go to the library

visit museums

go to a restaurant

• Write and draw three more activities you do with your family. 1

B Discussing family activities • Discuss the activities you do with your family. What activities do you do with your family?

We go skiing on Saturdays. On Sundays, we clean the house. What do you do with your family? We go hiking and

UNIT 3 • forty-nine

GRAMMAR

STOP!

Personal pronouns

Singular

Plural He (3rd person)

I (1st person)

She (3rd person)

You (2nd person)

It (3rd person)

We (1st person) You (2nd person) They (3rd person)

C Writing about activities my family members do • Write about the different activities your family members do. • Write four more sentences about other family members of your choice. Ex.

brother and mother: They go to the movies.

1 me:

2 mother: 3 father:

4 grandparents and me: 5 mother and father: 6 family and me: 7 8 9 10

HOW AM I DOING? I use resources.

fifty • UNIT 3

I speak in English.

I take risks.

D LET’S LISTEN: Max’s family activities • Listen and write the correct numbers. 1

E SONG: Family Day • Listen and sing along. • Highlight the activities.

We go out on the weeke nd with the family, Watch a movie like a co medy, Eat in restaurants and pl ay games. Quality time with my fa mily!

CHORUS

ever y day! Family Day should be So many things to do ur crew. When you hang with yo

We love to visit Grandm a and Pop’s place, Go on vacation with ou r big suitcase. Go bowling and read bo oks. Quality time with my fa mily!

We all pitch in like a sports team, Making sure our home is sparkling clean. Rake the leaves and mop the floor. Quality time with my family!

UNIT 3 • fifty-one

3 Describing family

A Qualities • Repeat after your teacher. • With your group members, discuss which students have these qualities.

VOCABULARY

funny

patient

athletic

intelligent

playful

responsible

strong

creative

caring

helpful

enthusiastic

nice

B Charades • Look at your teacher and name the quality. • Play with your group members.

GRAMMAR

STOP!

The simple present with the verb to be

Singular

Plural

I am You are He / She / It is

We are You are They are

C Writing about my family members • Describe your family members using qualities. Ex.

sister: She is funny.

father:

mother:

grandparents:

fifty-two • UNIT 3

me:

my family and me:

GRAMMAR

STOP!

Questions with the verb to be

To form a question with the verb to be, invert the position of the personal pronoun and verb. We are playful.

Are we playful?

To answer these questions, invert the position of the personal pronoun and verb. Change “I” to “you”, or “you” to “I”, and adjust the verb accordingly. Questions

Short answers

Am I strong?

Yes, you are.

No, you are not.

Are you intelligent?

Yes, I am.

No, I am not.

Is he funny?

Yes, he is.

No, he is not.

D Family fun • Listen to your teacher. • Play the game with your group members. 1

No, he is not.

Strong. Brother. Is your brother strong?

HOW AM I DOING? I pay attention.

I cooperate.

I speak in English.

UNIT 3 • fifty-three

4 Reading time A Preparing to read • Scan the texts. • Write the answers. 1 What are Max and his mother opening? 2 What is a time capsule? a. It’s a container with objects from the past. b. It’s medication. c. It’s information about a subject. 3 Name three things they discover in the time capsule.

4 Have you ever prepared a time capsule?

B READING: Max’s Grandparents’ Time Capsule • Listen and read along. Max, we have a surprise for you!

A long time ago, my parents prepared a time capsule for us to open one day. They chose different objects and information to include so we could know about their life.

Oh, wow! I’m so excited to see what is in the time capsule!

fifty-four • UNIT 3

MENT BIRTH ANNOUNCE Gabriela Popovic Adelina and Boris Popovic l, welcome their lit tle gir a Gabriela Popovic. Gabriel on ar rived at 2:37 a.m. , Wednesday, May 15, 1940 l. at the General Hospita , ds un She weig hed 7 po ed 6 ou nces and measur ka r brot hers are Lu , 21 inches in lengt h. He age 10, and Taylor, age 8.

Marriage announc ement Gabriela P opovic an d Adrian were mar Kujovic ried on J uly 19, 1 St. Georg 9 58 e’s Churc h. They w , at in Podgor il l live ica big family City and plan to h ave a .

HE AR DEPARTMENT OF T

PPRECIATION

CERTIFICATE OF A

tive service of

In recognition of the ac

BORIS POPOVIC

certificate nal Army presents this io at N in gr ne te on M e Th for his great courage. SEPTEMBER 22, 1995 DATE

FILIP MARKOVIĆ MY EGRIN NATIONAL AR GENERAL, MONTEN CHIEF OF STAFF

UNIT 3 • fifty-five

Y OBITUAR arch 22, died on M , 6 9 e g a rson. She Kujovic, caring pe d n a Valentina l fu lp Leo, was a he husband, 1996. She loved her na and ildren, Iva and her ch lila an and Da Ismar. Adri other m d ir gran e th s is m l wil to . She liked very much family e with her spend tim always vities and ti c a g in o d y a big famil prepared . Sundays supper on

C Showing you understand • Find the answers. 1 Who is the birth announcement for? 2 When was she born? 3 Where will Gabriela and Adrian live? 4 Why did Boris receive the certificate? 5 What is the family relationship between these people? a. Gabriela Popovic is the

of Adelina and Boris Popovic.

b. Luka and Taylor are the

of Gabriela Popovic.

c. Ivana is Ismar’s

d. Valentina Kujovic is the e. Leo is the

of Adrian. of Valentina.

6 What would you put in your time capsule? Name three things.

HOW AM I DOING? I scan.

fifty-six • UNIT 3

I pay attention.

I infer.

5 Our things

GRAMMAR

STOP!

Possessive adjectives

Singular

Plural

My favourite sport is football.

Our favourite sport is football.

Your favourite sport is figure skating.

Your favourite sport is hockey.

Her favourite sport is skiing. His favourite sport is basketball.

Their favourite sport is soccer.

Its favourite sport is running.

A Guess who it is • Describe a classmate to your group members and use possessive adjectives. • Find who your group members are describing. Her eyes are blue. Her shirt is orange.

Is it Myriam?

Yes, it is. Your turn!

B Writing possessive adjectives • Complete the sentences with a possessive adjective. Ex.

Their

car is blue.

ears are long.

cap is yellow.

favourite restaurant is Milano.

pants are pink.

school is near. UNIT 3 • fifty-seven

6 Putting it all together The family tree • Form a group. • Roll the die and move your token. • Choose a game card and follow the instructions.

Go back six spaces.

Miss a turn.

Go forward four spaces. Go forward three spaces.

START

fifty-eight • UNIT 3

7 Project: My family tree

A The model • Look at the model.

This is my stepfather. His name is Mark. He is very funny. His favourite sport is tennis.

This is my stepsister. Her name is Emma. She is sixteen years old. She is patient. Her favourite colour is pink.

This is my mom. Her name is Alice. She is nice and loving. Her favourite family activity is going to the movies.

My name is Beth. I am nine years old. My favourite dessert is cherry pie. I am helpful.

This is my new half-brother. His name is Paul. He is six months old. He is funny. His favourite toy is his teddy bear.

B The plan • Choose four family members. • Write your family’s information in the chart.

First names Ex.

Timmy

Family relations

Ages

Favourite activities

Qualities

brother

skateboarding

playful

1 2 3 4

UNIT 3 • fifty-nine

C The rough draft • Look at the model and at your plan on page 59. • Write about your family members.

Ex.

This is my brother. His name is Timmy. He is thirteen years old. His favourite activity is skateboarding. He is playful.

CHECKLIST spelling (waht what)

adjectives (responsible, nice)

punctuation (.)

personal pronouns (he, she, they)

verbs (is, are)

possessive adjectives (his, her, their)

D The final version • Write the final version of your text on the sheet you received.

sixty • UNIT 3

VOCABULARY

w e i v e R RAMMAR

and G p.47

A Max’s family • Write Max’s relation to each family member.

FEMALE

MALE Ex.

p.49

grandfather

B Family activities • Write the family activities. Ex.

visit museums 3

UNIT 3 • sixty-one

p.50 p.52

C Let’s write • Look at the illustrations. • Write sentences with the correct personal pronoun, the verb to be and the quality. I am helpful.

Ex.

p.52 p.53

D Are you? • Answer the questions with complete sentences. Ex.

Are you intelligent? Yes, I am intelligent.

1 Are you strong? 2 Are you creative? 3 Are you athletic? 4 Are you funny? p.57

E Possessive adjectives • Complete the sentences with the correct possessive adjective. Ex.

His

t-shirt is green.

teacher is Mrs. Smith.

favourite food is pizza.

tail is long.

school is brown.

sixty-two • UNIT 3

UNIT

Feelings

1 How I feel A Beth’s bad day • Read the comic strip. Beth, what’s the matter? You look sad.

I’m so embarrassed. Today in physical education, I tripped on my laces. Everyone laughed at me.

Don’t worry, we all have bad days.

B Different feelings • Repeat after your teacher.

VOCABULARY happy

disappointed

frustrated

sad

excited

jealous

angry / mad

proud

confused

embarrassed

guilty

shy

scared / afraid

bored

lonely

UNIT 4 • sixty-three

C Charades • Take turns and mime a feeling to your group members. • Guess the feelings they mime.

USEFUL EXPRESSIONS • Are you

Yes, I am.

No, I am not.

2 This is how I feel when…

GRAMMAR

STOP!

The simple present

Use the simple present to describe your feelings about different situations. I feel You feel He / She feels We feel You feel They feel How do you feel when your pet dies? How does he feel when he loses a game?

I feel sad when my pet dies. He feels disappointed when he loses a game.

A Different situations • Repeat after your teacher.

VOCABULARY

I get a good mark.

My pet dies.

B Class bank • Share your ideas of situations with the class.

sixty-four • UNIT 4

I lose my agenda.

I go to a game.

I go to the amusement park.

C Think-pair-discuss • Choose two situations and write them in the table. Add feelings. • Share them with your partner and write his or her situations and feelings. • Discuss them with him or her. IONS MY PARTNER’S SITUAT

MY SITUATIONS 1

Feeling:

D LET’S LISTEN: Feelings • Listen and write the correct numbers. a

E When something breaks • Answer the questions. 1

Has somebody ever broken one of your things?

How would you feel if this happened to you?

HOW AM I DOING? I pay attention.

I speak in English.

I cooperate.

UNIT 4 • sixty-five

F SONG: So Grey, So Blue • Listen and sing along. • Highlight the situations that make the student feel bad.

I wake up late and miss my bus. My mother is yelling an d making a fuss. No time to eat, I’m in a rush. I can’t even use my own toothbrush. Oh no, I miss period on e. It was all games and so much fun.

S CHORU

k I’ll make it through. Ohhhhhhh, I don’t thin so blue. I’m feeling so grey and bad, so terribly mad. Ohhhhhhh, so sad, so

The bell rings, it’s time for snack. I look in my bag, my banana is all black. Next is period three, science class. While I present, I accidentally pass gas. The day goes by and it’s time for lunch. I trip and fall down and there goes my fruit punch. The afternoon drags on, boring as can be. And to finish my day, I get a big red C. I’m on the school bus, up in the front t. The bully pushes me, and calls me a run . And finally the day has come to an end My dog greets me, a kid’s best friend!

Chorus

sixty-six • UNIT 4

3 Sharing our feelings

A The survey • Write a question about a situation. • Ask five classmates how they feel about the situation. • Write a sentence about how they feel. Ex.

Question: How do you feel when you go on a roller coaster

Answer: Argiro feels scared when she goes on a roller coaster.

Question: How do you feel when

Answers: Student

Student

B The results • Share your results with the class.

UNIT 4 • sixty-seven

D Writing about my feelings • Write a situation for each feeling. I feel happy when my cousins come to my house

Ex.

1 I feel angry when

. .

2 I feel lonely when

3 I feel frustrated when

4 I feel proud when

E I feel

when…

• Draw a situation that affects you. • Write how you feel.

sixty-eight • UNIT 4

F Getting ready to play • Read the comic strip. Spell the word “shy.”

Yes! S-H-Y.

I think it’s S-H-Y.

Our team can colour a heart!

G Test your knowledge • Find a partner and join another pair of students. • Choose a game card and read the instructions to the other pair. • Colour a heart if your answer is correct. INS!

UR ALL THE HEARTS W

LO THE FIRST PAIR TO CO

UNIT 4 • sixty-nine

H How do you feel? • Read the texts and write how you feel. My friends are at my house playing a video game. It is a very difficult game. I finish the video game first. I feel very proud and I congratulate my friends for the great game.

Ex.

1 It is summer vacation. I have no friends to play with because they are at camp. I cannot go outside because it is raining.

2 I have a big class presentation. When I am presenting to the class, I accidentally spit on the teacher. Everybody laughs.

3 It is January. We are back at school. Everyone is talking about the great presents they got for Christmas. I only got a book and a T-shirt.

4 It is my birthday and I received tickets to go to a concert by my favourite singer.

5 My father found a new job in another town. It is the job of his dreams. We will have to move and I will change schools.

HOW AM I DOING? I cooperate.

seventy • UNIT 4

I take risks.

I use resources.

I pay attention.

4 The world of emojis A Guess what Ling did • Read the comic strip. 1

Ling just sent us a message. We must guess what she did.

Oh, she loves emojis! I think she went camping!

Guess what I did.

I agree!

B Emoji dictionary • Repeat after your teacher.

VOCABULARY happy

sad

embarrassed

cool

angry

excited

funny

surprised

disappointed scared

good

bad

in love

high five

C Emojis Bingo • Draw nine emojis. • Listen to your teacher to play.

UNIT 4 • seventy-one

GRAMMAR

STOP!

The simple past

The simple past is used to express something that happened in the past. To form the simple past, add ed to the regular verb. I walked You talked He played We listened There are exceptions with irregular verbs. To To To To

be do make eat

I was / They were You did He made We ate

To To To To

say have feel know

We said He had You felt They knew

To To To To

see think go get

We saw I thought She went I got

D Let’s practise with regular verbs • Write the regular verbs in the simple past. I (to play)

Ex.

played

bingo with my class. to school yesterday.

1 The kids (to walk) 2 We (to like)

the activities in English class.

3 Yesterday, they (to talk)

on the phone.

4 On Monday, you (to listen) 5 I (to wait)

to the band practise. for you for 30 minutes.

E Let’s practise with irregular verbs • Write the irregular verbs in the simple past. Yesterday, my mother (to make)

Ex.

1 Last weekend, I (to go) 2 In grade 3, my teacher (to be) 3 For breakfast, you (to eat) 4 Last night, Tom (to do) 5 When you pushed me, I (to feel)

seventy-two • UNIT 4

made

my favourite cookies.

5 Reading time A Preparing to read • Skim the texts and answer the questions. 1 Which form of texts can you find below?

2 a. Do you sometimes text with your family or friends? b. If you do, do you use emojis?

B READING: Texting about the Weekend • Listen and read the texts.

March 4th 4:28 pm

Hey, Sasha! How are you? Super!

What did you do last weekend, Kim?

Saturday, I went to the amusement park with my family! I had so much fun! What did you do this weekend? I went to the movies. I ate so much . Did you go to Kate’s birthday party on Sunday? Yes! It was a lot of fun! It’s sad you were not there. I know. I had a hockey tournament. We won! Congratulations, Kim! I’m proud of you! Thanks!

UNIT 4 • seventy-three

C Showing you understand • Write the answers. 1 Who is texting? 2 What are they texting about? 3 Where did Kim go on Saturday? 4 When was Kate’s birthday party? 5 Why was Kim not at the party?

D Texting about my weekend • Complete the text messages about your weekend. Use text and emojis. • Write the verbs in the simple past.

Hi! How are you?

What did you do last weekend?

Who was there?

Did you have fun?

Ok, bye!

seventy-four • UNIT 4

6 Project: Creating a rebus A The model • Read the model.

Beth’s bad day When Beth woke up this morning, she saw the late! She ran outside to catch the She was so

, but it was too late. Beth missed it.

She got on her

and rode to

. She didn’t want to be late for her

class. Unfortunately, she missed her Then, at

and realized she was

, she started to eat her

class. Beth was very

. She spilled some on her

and had a stain for the rest of the day. Beth was

What a bad day!

B The plan • Plan a story with three situations. • Write a feeling for each situation. • Draw the emoji that matches the feeling. Situations Ex.

She missed the bus.

Feelings

Emojis

angry

UNIT 4 • seventy-five

C The rough draft • Write your story and include the three situations from your plan. • Highlight the words you will replace with an emoji. FIRST SITUATION:

SECOND SITUATION:

THIRD SITUATION:

CHECKLIST

spelling (funy / funny)

punctuation (, .)

verbs in the simple past (wanted, was, went)

D The final version • Write your final copy. • Replace the highlighted words with emojis.

seventy-six • UNIT 4

VOCABULARY

w e i v e R RAMMAR

and G p.63

A Feeling search • Find the sixteen feelings hidden in the grid. • Write them on the lines.

frightened

Ex.

UNIT 4 • seventy-seven

p.64 p.72

B The simple present and the simple past • Complete the table below. Simple present Ex.

She buys

I participate

We make

He likes I was

You have I ate

7 8

We play

You did

We were

They know He saw

12 13

You complete I felt

14 15

They get

We say She listened

17 18

You repeat He looked

19 20

She bought

She went

Simple past

They think

seventy-eight • UNIT 4

RESOURCES

s t n e t n o Table of C

GRAMMAR STOP! Sentences: word order Personal pronouns Possessive adjectives Specific and non-specific articles Countable and non-countable nouns Describing with There is and There are Questions with the verb to be Prepositions

p.124 p.124 p.124 p.124 p.125 p.125 p.125 p.125

CONJUGATION The verb to be The verb to have The verb to play

p.126 p.127 p.128

VOCABULARY School staff p.129 Rooms and places in the house p.130 Family members p.130

Qualities Feelings Mealtimes Tableware

p.130 p.131 p.131 p.131

USEFUL EXPRESSIONS Greetings and introductions p.132 Asking for permission p.132 Asking for help or clarification p.132 Working with a partner or group members p.132 Identifying p.132 Capabilities p.133 Feelings, interests, tastes, preferences p.133 Delaying speaking p.133 Agreement, disagreement, opinion p.133 Warnings p.133

STRATEGIES Strategies

p.134

SOURCES Sources

p.136

RESOURCES • one hundred and twenty-three

123

GRAMMAR

STOP!

Sentences: word order noun or pronoun

verb

(subject)

adjectives

noun

(quantity, type, size, colour)

(object)

The pencil They

is are wearing

long. large purple

t-shirts.

Beth

sees

two funny little brown

monkeys.

Personal pronouns Singular

Plural

I (1st person) You (2nd person)

He (3rd person)

We (1st person) You (2nd person)

She (3rd person)

They (3rd person)

It (3rd person)

Possessive adjectives Singular

Plural My favourite sport is football.

Your favourite sport is figure skating.

Her favourite sport is skiing.

His favourite sport is basketball.

Its favourite sport is running.

Our favourite sport is football.

Your favourite sport is hockey.

Their favourite sport is soccer.

Specific and non-specific articles The specific article the is used with specific nouns referring to a particular person or thing. The principal at Merry Point School is Ms. Fujimoto. Specific articles a and an are used with non-specific nouns referring to a group of persons or things in general. A principal manages the school. An aide helps students with disabilities.

124

one hundred and twenty-four • RESOURCES

Countable and uncountable nouns When you are talking about nouns that you can count with numbers, you make it plural. I love apples. I like spring rolls. I detest mushrooms. When you are talking about nouns that you cannot count with numbers, you keep it singular. I like water. I like chicken. There is cheese on the plate.

Describing with There is and There are Singular

Plural There are There are two bedrooms.

There is There is one bathroom.

Questions with the verb to be To form a question with the verb to be, invert the position of the personal pronoun and verb. We are playful.

Are we playful?

To answer these questions, invert the position of the personal pronoun and verb. Change “I” to “you”, or “you” to “I”, and adjust the verb accordingly. Questions

Short answers

Am I strong?

Yes, you are. No, you are not.

Are you intelligent?

Yes, I am. No, I am not.

Is he funny?

Yes, he is. No, he is not.

Prepositions

under

between

behind

over

in front of

beside / next to

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CONJUGATION The verb to be Negative

Simple present

I’m You’re He’s / She’s / It’s We’re You’re They’re

I am not You are not He / She / It is not We are not You are not They are not

I’m not You’re not He’s / She’s / It’s not We’re not You’re not They’re not

Present continuous

I am being You are being He / She / It is being We are being You are being They are being

I’m being You’re being He’s / She’s / It’s being We’re being You’re being They’re being

I am not being You are not being He / She / It is not being We are not being You are not being They are not being

I’m not being You’re not being He’s / She’s / It’s not being We’re not being You’re not being They’re not being

Simple future

I will be You will be He / She / It will be We will be You will be They will be

I’ll be You’ll be He’ll / She’ll / It’ll be We’ll be You’ll be They’ll be

I will not be You will not be He / She / It will not be We will not be You will not be They will not be

I won’t be You won’t be He / She / It won’t be We won’t be You won’t be They won’t be

I was You were He / She / It was We were You were They were

I was not You were not He / She / It was not We were not You were not They were not

I wasn’t You weren’t He / She / It wasn’t We weren’t You weren’t They weren’t

Imperative

I am You are He / She / It is We are You are They are

Simple past

Affirmative

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Do not be

Don’t be

VOCABULARY School staff

A principal runs a school, manages many tasks and meets with different people.

A secretary organizes a school office, works on the computer and answers the phone.

A librarian takes care of a library, orders and repairs books.

An aide helps students with disabilities.

A janitor cleans a school, repairs school furniture and ensures that a school is a safe and healthy place.

Educators organize activities for students outside school hours.

A homeroom teacher teaches most subjects to a class.

A music teacher teaches students how to play instruments and how to sing.

A resource teacher helps students with learning difficulties.

A physical education teacher teaches games, skills and sports.

An art teacher teaches students how to create different works of art.

A drama teacher teaches students acting skills.

A nurse takes care of sick students, gives vaccinations and teaches about healthy habits.

A lunch monitor supervises students at lunchtime.

An English teacher teaches students how to speak English.

A dance teacher teaches students different dances.

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USEFUL EXPRESSIONS GREETINGS AND INTRODUCTIONS • Hi! Hello! Good morning! Good afternoon! Good evening! • How are you? • My name is . • I’m fine / okay / not feeling well. • What’s your name? • Goodbye! Bye! See you later! Have a nice day! • Nice to meet you.

ASKING FOR PERMISSION • May I go sharpen • May I go to the washroom, please? my pencil, please? • May I go drink water, please? • May I eat my snack, please? • May I borrow your ?

ASKING FOR HELP OR CLARIFICATION • I don’t understand. • How do you say • I don’t know. in English? • I have a problem. • How do you write • Can you help me, please? • Can you repeat, please?

WORKING WITH A PARTNER OR GROUP MEMBERS • That’s a good idea. • Do you want to work with me? • That’s right! • Do you want to be my partner? • Do you want to be in our group? • That’s not right. • What do you think? • It’s my turn. • It’s your turn.

IDENTIFYING • What’s this? • This is a / an • It’s a / an

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• Where is • Who is

? ?

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CAPABILITIES • I’m not good at skating. • I can climb a tree. • I know how to ride a bike. • I can’t run very fast. • Can you play hockey? • I don’t know how to drive a car. • I’m good at swimming.

FEELINGS, INTERESTS, TASTES, PREFERENCES • I’m happy / sad / angry. • What’s your favourite sport? • Do you like broccoli? • My favourite sport is running. • I like / love / dislike / don’t • I prefer team sports. like peas.

DELAYING SPEAKING • Just a minute. • Wait a minute. • I’m not sure, let me think.

• I’m not ready. • Hold on.

AGREEMENT, DISAGREEMENT, OPINION • Do you agree? • That’s right! • I think so. • I agree. • In my opinion, • Maybe. it’s not right. • I disagree.

WARNINGS • Watch out! • Careful! • Look out!

• Stop! • Stay away / back! • Don’t touch that!

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STRATEGIES I PAY ATTENTION.

I PREDICT.

I TAKE NOTES.

I USE RESOURCES.

G ABLE I ACCEPT NOT BEIN ERYTHING. EV ND TA TO UNDERS

I INFER.

What is your name? What school do you go to?

It’s okay. I will do my best and not get stressed out.

I SCAN.

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I SKIM.

MathMatie1(unite36-38)_4.qxp: G-6 Mention ÂŠ

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• A useful Pre-unit to review briefly Cycle One outcomes

Argiro Fintikakis • Tara Stainforth

New to New Adventures ! 2nd Edition! • New texts and activities

• Animated videos

• A Vocabulary and Grammar Review • Evaluation situations in the section at the end of the units Teacher’s Copy • A Resources section

Learning and Activities

• Animated videos that will catch students’ attention

Argiro Fintikakis Tara Stainforth

• Six motivating and visually appealing units

Learning and Activities 2nd Edition

Digital versions, accessible with or without an Internet connection

The Grade 4 Learning and Activities Book includes:

2nd Edition

English as a Second Language • Elementary Cycle Two

• More free online interactive activities

CONFORMS TO THE PROGRESSION OF LEARNING