Speak up 6

Wendy Williams

English as a Second Language Elementary Cycle Three, Grade 6

Learning and Activities INTENSIVE

Unit 1

Back in the Game 1

Wordplay A Get ready

page 14

• Find words for each category.

• Use yourself and your teammates as resources.

Things in my desk or backpack

Things in the classroom

Places inside and outside school

People in school

B More words

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• Note the difficult or new words you learned in this activity.

• Draw a picture or use other words to explain them.

School words

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Unit 1

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C It’s all behind me!

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Play this game to practise school vocabulary.

• Write more questions in the Info box.

• Practise the new expressions.

Useful questions Categories

Is it a person?

Adjectives: size, shape and colour

Is it round?

Uses

Places

Is it for drawing?

Is it for reading?

Can you see it in a pencil case?

Is it in a gym?

Your teacher will give everyone a word to stick on his or her back.

• Ask your classmates questions to help you discover the word you have on your back.

Is it a thing?

Yes, it is.

Is it in a classroom?

No, it isn’t.

Is it in a gym?

Yes, it is.

Ball

Is it round?

Yes, it is.

Is it a hoop?

No, it isn’t.

Is it a ball?

Yes, it is.

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Unit 1 five

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2 Spell it out A Think back

i A B C D E F G

Pronunciation day baby see lady me F bungee

H I J K L M N

How do you spell brother?

8ch eye blue jay OK L M N

O happy barbecue car S TV you

V W X Y Z - ’

heavy double you excellent why zed hyphen apostrophe

1. Which letters are pronounced the same way in French and English?

B-R-O-T-H-E-R.

O P Q R S T U

• Highlight these letters in the Info box.

2. Which letters are pronounced almost the same way?

• Use a different colour to highlight these letters.

3. Which letters are pronounced differently?

• Use another colour to highlight these letters.

B Body language • Work with your partner to make a list of words to spell.

• Spell the words with your bodies without saying the letters aloud.

• Take turns helping each other.

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six Unit 1

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C Silly beasts

page 15

An alliteration is when two or more words in a sentence begin with the same sound.

Animals appreciate apples.

A pig plays Ping-Pong in Paris.

• Create sentences about other silly beasts.

• Share your ideas with your classmates.

D Teacher texting • Share information to discover your teacher’s message.

• Write the characters in the correct boxes below.

What box do you have?

Number 17.

What’s in the box?

The letter M. Thanks.

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Unit 1 seven

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3 Count me in A Think back

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• Fill in the missing words.

• Check your spelling.

Numbers

1

11 eleven

30

12

40

13 thirteen

50

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60

15 fifteen

70

16

80

17 seventeen

90

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100

one hundred

9

19 nineteen

1000

one

10 ten

20

1 000 000 one million

2

two

3 4

four

5 6

six

7 8

eight

forty

sixty

eighty

Use a hyphen (-) to separate tens and units.

26 twenty-six 143 one hundred and forty-three 65 sixty-five 991 nine hundred and ninety-one I got 9 out of 10 on my quiz!

B Number language

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• Learn the mathematical expressions below.

Operations Addition

Subtraction

_ minus

+ plus

Multiplication

Division

Equation

× times

÷ divided by

= equals

• Say the equation aloud and write the answer in words.

8

eight

1. 34 x 2 =

5. 21 + 15 =

2. 84 – 11 =

6. 72 ÷ 36 =

3. 19 + 8 =

7. 33 + 25 =

4. 42 ÷ 3 =

8. 120 – 30 =

Unit 1

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C Pair practice

How do you spell sixty-four?

• Work with a partner to practise numbers, equations and spelling.

S-I-X-T-Y, hyphen, F-O-U-R. What is eight times nine?

Eight times nine equals seventy-two.

D Objective 100 To play this game you need a pair of dice, a pencil and a piece of paper.

The object of the game is to reach 100.

• Take turns throwing the dice.

• Add, subtract, multiply or divide the two numbers.

• Add the totals each time you play.

• You must get exactly 100 points to win.

• Look at the eight turns below to see how to win.

1.

2.

3.

4.

×

= 15

5.

+

= 7

15 + 7 = 22 ×

= 6

22 + 6 = 28 ×

6.

7.

= 20

28 + 20 = 48

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8.

×

= 30

30 + 48 = 78 ×

= 12

78 + 12 = 90 ÷

=1

90 + 1 = 91 ×

=9

91 + 9 = 100

Unit 1 nine

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4 Colour my world A Do you see what I see?

We don’t all see the same colours. Read the text to discover why.

In 1918, Dr. Ishihara, a Japanese ophthalmologist, created a series of 38 designs to find abnormalities in people’s vision. The inability to see certain colours or differences in colour is called colour blindness.

But this term is not really correct: people are not blind. They have a colour vision deficiency. There is a problem in the retina, the part of the eye that perceives colour. It is not a serious disability. Ten per cent of men and one per cent of women are affected.

• Try some Ishihara tests. What numbers do you see in the circles below?

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2

3 1.

2.

3.

B Over the rainbow There are hundreds of colours. Just ask an artist or an interior decorator.

• Read all the descriptions before you begin.

• Write the correct letter beside each description.

1. indigo: purplish blue 2. scarlet: brilliant red

A

3. salmon: pale pinkish orange 4. teal: dark greenish blue 5. khaki: brownish yellow 6. magenta: purplish red

H

B

G

C F

E

D

7. sienna: reddish brown 8. ivory: yellowish white 10

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Unit 1

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C Show me your colours • Choose three different coloured pencils.

• Ask some of your classmates to colour the boxes below.

Please colour a square in my book.

Sure! Which colour do you prefer?

Square seven.

No problem.

Hmm. I choose silver.

OK. Which square?

Thanks! Please sign my book.

Show me your colours.

Colours

Names

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• Ask five other students to colour these shapes.

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Unit 1 eleven

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5 Crazy Eights

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A Name the cards Playing cards There are four suits.

hearts

clubs

diamonds

There are four cards with names.

spades

jack

queen

king

ace

Give the name or number, and the suit to identify a card.

ace of clubs

five of hearts

ten of spades

B Practise • Take turns identifying cards with your team or partner.

• Play a matching game with your classmates.

C Deal me in!

Crazy Eights is a game for two or more players.

• Shuffle the cards.

• Deal eight cards to each player.

• Place the rest of the cards face down.

• Turn one card face up and place it beside the pack.

• Play a card that matches the number, name or suit.

• Name each card you play.

I change it to spades.

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Unit 1

Three of diamonds!

• Lose a turn if you forget to name your card.

• When you cannot play: – use an eight to change the suit – take a card (or cards!) from the pack • The first person to play all his or her cards wins the game.

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6 Hip-hopscotch A What do you know?

Hopscotch is an outdoor game that kids sometimes play at recess. First they draw shapes, usually squares, with chalk. To play, they jump from one square to another. You can see a traditional hopscotch pattern on the right. Hopscotch can be elaborate and colourful too. It is a popular game all over the world.

In France, children play a hopscotch game called Escargot because it is in the spiral shape of a snail. Players hop on one foot to the centre, then hop on the same foot to return to the outside. They can take a little break in the middle, but they cannot touch a line as they hop in and out.

B Get hopping!

Another variation of hopscotch has three rows of three squares, for a total of nine.

Players jump in the squares and say words for each category. You can play this game in your book using a small ruler or the eraser end of your pencil to “jump.”

• Look at the arrows to see the direction of the game.

• Think of words for each category.

• Watch and listen as your teacher explains how to play.

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colours

family

desserts

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body

sports

clothes

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school

fruit

animals

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Colours, colours! Red, red!

Yellow, yellow! Blue, blue! Green, green! Purple, purple! Orange, orange! Black, black! White, white! Out!

Unit 1 thirteen

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Nouns A Categories 1 For a person

2 For an animal

3 For a place

4 For an activity

5 For a thing

6 For an idea

my cousin

a cheetah

a school

dancing

an eraser

justice

• Highlight the nouns in the sentences below the chart.

• Classify each noun using the numbers 1 to 6.

1. Our secretary works in the office beside the front door.

2. We like skipping in the schoolyard with our friends.

3. Cooperation and respect are very important.

4. There are fish and turtles in the kindergarten classroom.

5. I enjoy drawing and working with my teammates.

B Singular and plural • Review how to form the plural on page 151.

• Write the plural for each word.

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1. chair

6. foot

2. shelf

7. lunch

3. party

8. key

4. class

9. person

5. child

10. box

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Unit 1

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The present A Word order Subject

Verb

Rest of sentence: what + where

Elephants A frog

eat finds

eggs in Egypt. flowers in France.

• Review the word order in an affirmative sentence.

• Unscramble the sentences below.

• Check your punctuation and spelling.

1. in Boston bread bakes a bear 2. put pizza peppers puppies on their 3. music a monkey makes in Mexico 4. cartoons in Canada crocodiles create 5. sells in Senegal a snake sandals

B Writing practice • Look at the verbs in Activity A above.

When do you put an s at the end of the verb?

• Highlight the first letter of each animal name.

• Complete these sentences with words that fit the alliteration.

1. Dogs

in Denmark.

2. A cobra

in Cuba.

3. A moose

in Manitoba.

4. Lizards

in Luxembourg.

5. A panther

in Panama.

6. Turtles

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in Toronto.

Unit 1 fifteen

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Unit 2

Get It Together!

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Classroom roles

page 26

Teachers and students work together.

• Name the qualities that you think are important for each role.

A good student asks questions.

What do you think?

Definitely. And a good student is attentive. Do you agree?

Yes, that’s first on my list.

A good student You have many years of experience in school.

• List the qualities that make a good student.

• Use one colour to highlight the qualities you possess.

• Use another colour for the qualities you can work on.

A good teacher You know many teachers.

• List the qualities that make a good teacher.

• Highlight the qualities you appreciate most.

What qualities do teachers and students share?

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Unit 2

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2 Classroom values Students in Saguenay prepared this shield of classroom values.

• List the values the students chose. a. b. c. d. e. f. g.

• Brainstorm values with your class.

What do you think?

Helping is important for me.

• List the values your team chose. a.

d.

b.

e.

c.

Values 1. solidarity

Let’s count the votes.

OK, time to vote.

Just write the number.

Two for helping, two for solidarity.

2. participation 3. sharing 4. helping 5. determination

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Let’s try again.

Unit 2 seventeen

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3 Solidarity in colour Read the article on page 19 about an event that started an avalanche of positive action.

A Get ready 1. Take a look

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• Find and highlight the elements below in the article.

Journalistic terms

caption the explanation or description of a photo headline the title of the article quotation a text that reports the exact words a person says. “Quotation marks” are used.

2. Discover new words

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• Find the words below in the story.

• Fill in the blanks that follow.

New words

beat up (verb) use physical force to hurt a person

bully (verb) intimidate; (noun) a person who does this

figured (verb) think and decide

Nova Scotia a Maritime province in Canada

sea (noun) an expanse of water

threaten (verb) express intention of violent action

travelled (verb) go from one place to another

weight (noun) measure of mass; also, stress

a. List three forms of bullying. b. Name two other Maritime provinces. c. Where have you travelled? d. Guess the weight of:

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a blue whale

a chihuahua

an adult male giraffe

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Unit 2

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B Reading: Bullied Student Inspires T-shirt Campaign • Listen and read along.

Two Nova Scotia students received congratulations from across North America because of their actions to stop bullies who picked on a fellow student for wearing pink.

The victim, a boy in Grade 9, wore a pink polo shirt on his first day of school.

Bullies harassed the boy and called him a homosexual for wearing pink. They threatened to beat him up, students said.

Two Grade 12 students, David Shepherd and Travis Price, heard the news and decided to take action.

“I just figured enough was enough,” said Shepherd.

They went shopping and bought 50 pink shirts to wear to school the next day. Then the two boys went online to email classmates to encourage them to participate in the anti-bullying cause.

They called their campaign a “Sea of Pink.”

A tsunami of support poured in the next day.

Dozens of students wore pink shirts and hundreds more were dressed in pink, some from head to toe.

When the bullied student walked into school to see his fellow students all dressed in pink, some of his classmates said it was a powerful moment for him.

The two Grade 12 students show off the pink shirts they wore to school.

The bullies? They haven’t said a word. The harassment has stopped.

The students’ “sea of pink” campaign has travelled outside the province and country. In fact, other schools are talking about holding their own “pink day.”

“It’s been totally overwhelming for us. I mean we’re just two local boys and I mean we’re getting calls from like Alaska and emails. It’s just phenomenal the support that we’ve gotten from across the globe,” said Price.

“Definitely it looked like there was a big weight lifted off his shoulders. He went from looking right depressed to being as happy as can be,” said Shepherd.

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Unit 2 nineteen

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nts Table of Conte

Resources Ref lection on learning

147

Adverbs

158

Adverbs of manner

158

Adverbs of frequency

158

Strategies

148

A Interaction B Reading C Think about it

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Prepositions

159

149

Position

159

Place

159

Strategy checklist

150

Time

159

Grammar

151

Nouns

151

Types of nouns

151

The plural

151

149

Articles

152

Capital letters

152

Pronouns

153

153

Subject and object pronouns

Question words

154

Possessives

155

The possessive with nouns and names

155

Possessive pronouns

155

Homophones

155

Adjectives

156

Adjective order

156

Comparing adjectives

156

Irregular adjectives

157

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one hundred and forty-six

Resources

The simple present

160

161

The verb to be

The present continuous

162

The simple past

163

Irregular verbs

164

The verb to be

166

The simple future

167

The conditional

168

Modal verbs

168

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Ref lection on learning A What is it?

When you reflect on learning, you evaluate what you learn and how you learn. You are responsible for your own evaluation. Your teacher will give you a form to fill out.

There are three steps in the reflection on learning.

1 Before: Get ready • Think about the activity you will do.

• Set your goals.

2 During: Make an effort • Remember your goals.

• Use strategies.

3 After: Reflect • Think about what you did.

• Think about what you will do differently next time.

B Setting goals • Choose your goals from these two lists.

Communication

Cooperation

1. I speak English at all times.

1. I look at the person who is speaking.

2. I ask questions.

2. I take turns: I let other people talk.

3. I answer questions.

3. I talk and move quietly.

4. I improvise if I don’t know a word.

4. I do my part.

5. I use resources before I ask for help.

5. I am polite, positive and patient.

6. I practise the correct pronunciation.

6. I am open to suggestions and ideas.

7. I practise new language.

7. I encourage others.

8. I try to think in English.

8. I share my ideas.

9. I pay attention.

9. I balance learning and fun.

10. I participate to the best of my ability.

10. I think before I speak.

C Self-evaluation • Complete the Student self-evaluation form. Your teacher will help you.

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Resources one hundred and forty-seven

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Strategies A Interaction These strategies help you communicate with each other.

1 Pay attention.

2 Use resources.

3 Help each other.

Cheetah has an h at the end.

5 Practise.

Hmm…pyramids, the Sphinx, the Nile

That’s great.

6 Take your time.

An apron… a colander…a grater.

8 Stay calm.

4 Use what you know.

7 Take chances.

Just a minute, I’m not sure.

I think I know the answer.

9 Take notes.

I don’t understand all the words, but that’s okay.

10 Use other words.

Can you please spell that?

It’s a bird that sleeps during the day.

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Resources

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B Reading These strategies help you understand and appreciate texts.

1 Take a guess.

2 Make a prediction.

3 Look over the text.

Maybe this magazine has the information I want.

I think he’s the new soccer star.

He plays for Spain.

position… injuries… defence

C Think about it These strategies help you think as you learn.

1 Plan your work.

First, we find the information.

2 Reflect on your progress.

I can tell this story just by looking at the pictures.

3 Check your work.

Oops, I think I have some spelling mistakes.

I agree. Next, we choose our pictures.

I’ll use the dictionary to correct my text.

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Resources one hundred and forty-nine 149