English Adventure 4 Teacher’s Edition

José Luis Morales
Contributing Writers
Donna Schaffer Teresa Lintner
Teacher’s Edition
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English Adventure 4
TeacherÕs Edition
© 2006 Pearson Education, Inc.
Disney material © 2006 Disney Enterprises, Inc.
Material from A Bug’s Life (pp. T109, T110, T113, T114, T118, T121):
© 2006 Disney Enterprises, Inc. and Pixar Animation Studios.
All rights reserved.
No part of this publication may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the prior permission of the publisher.
Pearson Education, 10 Bank Street, White Plains, NY 10606
Staff credits: The people who made up the English Adventure 4 Teacher’s Edition team—representing
editorial, production, design, and manufacturing—are Rhea Banker, Elizabeth Carlson, Tracey Munz
Cataldo, Mindy DePalma, Gina DiLillo, Johnnie Farmer, Yoko Mia Hirano, Lucille M. Kennedy, Ed
Lamprich, Linda Moser, Diana Nam, Leslie Patterson, Edith Pullman, Susan Saslow, Donna Schaffer,
and Mairead Stack.
Text composition: TSI Graphics
Text font: ITC Stone Informal 9.5 pt.
Illustrators: Adrian Barclay, Luis Briseño, Francisco Javier Morales Carrillo, Yves Chagnaud, Comicup, Mario
Cortes, Valentin Domenech, Marino Gentile, Andrea Greppi, Daniel Howarth, Philippe Harchy Studio,
Kimera - Bachan, Francesco Legrammandi, Chris Lensch, Gustavo Mazali, Elisabetta Melaranci, Julie
Nash, Alex Pang, Helen Prole, Ferran Rodriguez, Hugo Miranda Ruiz, Simon Rumble, Roberto Sadí Centeno
Sánchez, Flavia Scuderi, Teddy Wong
Photo credits: (l = left, c = center, r = right, t = top, b = bottom) p. 14 (tl) Roger Ressmeyer/CORBIS,
(tc) CORBIS, (tr) CORBIS, (bl) Rudi Van Briel/PhotoEdit, (br) CORBIS; p. 18 (bc) John Boykin/Stock
Connection; p. 21 (t) unidentifi ed/Ndakinna Wilderness Project, (c) unidentifi ed/North Wind Picture Archives;

p. 33 (t) Iván Tejeda, (b) www.amazing-kids.org; p. 47 (t) unidentifi ed/Dorling Kindersley, (b) Gamma/
SuperStock; p. 56 (b) Richard and Amy Hutchings; p. 59 (t) Mike McGill/CORBIS, (b) David Young-Wolff/
PhotoEdit; p. 66 (plants) CORBIS, (vegetables) CORBIS, (berries) Eric Crichton/CORBIS, (seeds) CORBIS;
p. 76 (tl) Geostock/Getty Images, (tc) Harry Taylor/Natural History Museum, (tr) Frank Greenaway/Dorling
Kindersley, (bl)Leroy Simon/Visuals Unlimited/Getty Images, (bc) Frank Greenaway/Dorling Kindersley,
(br) Tim Ridley; p. 78 (butterfl y) CORBIS, (bee) CORBIS, (fl y) Clive Druett/Papilio/CORBIS, (mosquito)
Richard T. Nowitz/CORBIS; p. 82 (t) Colin Keates/Dorling Kindersley, Courtesy of the Natural History
Museum, London (cl) Pete Oxford/Nature Picture Library, (cr) J. E Lloyd/University of Florida; p. 84 (l) Chris
Mattison/Frank Lane Picture Agency/ CORBIS, (r) Laura Sivell/Papilio/ CORBIS; p. 85 (t) CORBIS, (c) Kim
Taylor/Dorling Kindersley, (b) Michael & Patricia Fogden/CORBIS; p. 99 (photos of Earth) Earth Imaging,
(children) Photodisc/Getty Images; p. 111 (map) Jennifer Thermes/Artville LLC/Getty Images
ISBN: 0-13-111050-0
Reviewers and Consultants
Adriana González (English Coordinator and Teacher piloting English Adventure), IDEO Comunidad
Educativa, Guadalajara, Jalisco; Sandra Lozano (English Coordinator and Reviewer), Colegio Matel,
Guadalajara, Jalisco; Rosa Vázquez (Principal), Patricia Hernández (English Coordinator and Teacher
piloting English Adventure), Colegio Medrano, Guadalajara, Jalisco; Susana Antiga Trujillo (Principal
and Reviewer), Janet Quezada Martínez (Teacher piloting English Adventure), Instituto Guillermo
Marconi, Mexico City; Guadalupe Blanco Mata (English Coordinator and Reviewer), María Aurelia
García Hernández (English Teacher piloting English Adventure), Escuela Metropolitana La Luz,
Mexico City; Virginia Cerón (English Coordinator and Teacher piloting English Adventure), Colegio
Hernán Cortés, Mexico City; Rosario Escalada, Colegio Motolinia, Mexico City; Ana Claudia
Quintana Lazcano (Reviewer), Escuela Mexicana Americana, Mexico City; Guadalupe Torres
(Reviewer), Colegio Cristóbal Colón, Mexico City; Yolanda Torres (English Coordinator and Reviewer),
Salime Piera Castañedo (Teacher piloting English Adventure), Agustín García Conde, Mexico City;
Patricia Cantú de Mendoza (Reviewer), Colegio Guadalupe, Nuevo León, Monterrey; Agustina
Jaime Díaz (Principal), San Juana Jaime Luna (English Coordinator and Teacher piloting English
Adventure), Escuela Industria del Vidrio, Nuevo León, Monterrey; Adelina Ordóñez (Principal), Edna
Ramón (Teacher piloting English Adventure), Escuela Antonio L. Rodríguez, Nuevo León, Monterrey;
Liliana Borbolla Romero, Colegio Americano de Cuernavaca, Cuernavaca, Morelos; Sofía D. Camino

Fernández, Colegio Mirafl ores de Cuernavaca, Cuernavaca, Morelos
Printed in the United States of America
1 2 3 4 5 6 7 8 9 10–QWD–10 09 08 07 06
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iii
English Adventure
Components iv
The
English Adventure
Approach viii
Using the Program x
Teaching Tips and Techniques xv
Scope and Sequence xviii
Time Guidelines xx
The
English Adventure
Theme Song xxiii

Hello! T2

Two Worlds T4

Run Fast, Jump High T24
Review Units 1 and 2 T44

Brave and Strong T46

I Like Swimming T66

Review Units 3 and 4 T86

Lions Eat Meat T88

Bugs T108
Review Units 5 and 6 T128

My Day T130

Then and Now T150
Review Units 7 and 8 T170
Activity Book Answers/Audioscript T172
Resource Bank of Games
and Activities
T180
Index T185
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Reading Practice

59
Listen and read.
27
Circle.
28
Skateboarding
1.
Skateboarding is
.
2.
Skateboarding is a little like

.
3.
The “ollie” is a special
.
Do you like skateboarding? Many
kids around the world do. It’s
exciting and fun. Skateboarding
is a little like surfi ng. You stand
on a board, and you go very
fast. But surfi ng is on water, and
skateboarding is on land.
Some kids are very good at
skateboarding. They can do special
tricks, like the trick you see in this
picture. This trick is called the "ollie." The
skateboarder is jumping into the air with
his board! Can you do this?
boring and slow
exciting and fun
surfi ng
swimming
trick
board
English Adventure SLAV_SB4_U4.indd 59 11/17/05 5:07:54 PM
Listen and say.
10
Look at
10
. Listen. Point and say.
11

Play.
12
Yes, she
does.
No, she
doesn’t.
Does she
like playing
tennis?
Does she
like playing
baseball?
52

Vocabulary / Structure
1.
play basketball
2.
play tennis
3.
play volleyball
4.
play chess
5.
play video games
Eng
lish A
dventure
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Vocabulary / Structure

49
Look at
4
. Talk about Lilo. Ask and answer.
5
Listen. Point and say.
4
Does he like
drawing?
Yes, he does.
English Adventure SLAV_SB4_U4.indd 49 11/22/05 6:04:56 PM
48

Introduction / Vocabulary
Listen.
1
Listen and say.
2
Listen. Point and say.
3
1.
She likes swimming.
2.

He likes diving.
3.
She likes surfi ng.
4.
He doesn’t like surfi ng.
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glish Adv
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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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32
I Like Swimming
4
© 2006 Pearson Education, Inc.
Look and write.
1
dancing diving reading singing surfi ng swimming
1.
2. 3.
4. 5. 6.
Look at 1. Find and circle. Then write.
2
1.

2.

3.

4.

5.

6.

surfing
swimmi ngad f
asur f i nghes
d i v i ngngua i
aimradinrwn
breadingf ig
aridinivisi
lunplodiogn
danc i ngdmfg
surfing
SLAV_AB4_U4.indd 32 1/3/06 2:56:55 PM
126
a quarter

past
p. 88
a quarter to
p. 88
ant
p. 74
antennae
p. 82
bad
p. 36
beautiful
p. 36
bee
p. 78
beetle
p. 74

behind
p. 75
berries
p. 66
between
p. 75
boring
p. 56
brave
p. 36
bravely
p. 22
bridge
p. 14
bugs
p. 62
buildings
p. 14
butterfl y
p. 78
canoe
p. 10
castle
p. 10
caterpillar
p. 74
centipede
p. 82
city
p. 10

clean
p. 40
country
p. 11
cute
p. 100
dancer
p. 26
dirty
p. 40
diving
p. 48
do homework
p. 96
farm
p. 14
fast
p. 22
fi r efl y
p. 82
fl y
p. 78
fruit
p. 62
fun
p. 56
get up
p. 89
go home
p. 96

go out
p. 89
go shopping
p. 89
go to bed
p. 89
go to school
p. 96
good
p. 36
grass
p. 62
grasshopper
p. 74
half past
p. 88
handsome
p. 36
hardworking
p. 100
have a snack
p. 96
have breakfast
p. 89
have dinner
p. 89
have lunch
p. 89
high
p. 22

houses
p. 10
hungry
p. 40
in front of
p. 75
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117
Places and Things
bridge
buildings
canoe
castle
city
country
farm
houses
mountains
river
streets
trees
waterfall
wigwams
Eng
l_Ad

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35
4
Unit
Look. Write the questions.
7
1.

Yes, she likes swimming.
2.

No, he doesn’t like surfi ng.
3.

Yes, he likes dancing.
4.

No, he doesn’t like reading.
Does she like swimming?
Check
(✓)

Yes
or
No
.
8
© Disney
1
2
3
4
Do you like . . . Yes No
diving
?
dancing?
surfi ng?
swimming?
singing?
reading?
drawing?
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v
Picture Dictionary
Handy and fun review of target

vocabulary
Word List
An alphabetical listing of all key
vocabulary with page references
Excellent student tool
Activity Book
Additional practice to reinforce new
language
Includes Student Cards and Disney
cartoon storylines to cut out, color, and
use for further practice
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Activity Sheet
26
30
Level 4, Unit 7, Activit y Sheet 26
Lisa’s Day
© 2006 Pearson Education
, Inc.
Hello. My nameÕs Lisa.
IÕm from New York.
HereÕs my day.
:
:
:
:
:
:
:
:

1
2
3
4
5
8
7
6
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Activity Sheet

30
34
Level 4, Unit 8, Activity Sheet 30
Storyline Cut-out
© D
isney
I was
handsome.
Yes, I was a
hero, just like
Hercules.
No, you
weren’t.
Aaah! Help!
What were
you like when
you were young,
Phil?
Wow, Phil! I didn’t
know that.
I wasn’t scared of
monsters or anything.
Yes, I was.
I was strong.
I was brave.
Really?
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Teacher’s Edition
Comprehensive Unit
Overviews
Step-by-step teaching notes
Games and Poster activities
Teacher’s Resource Book
Synopses and cartoon storylines
of featured Disney fi lms
Video program worksheets
Activity Sheets
Activity sheets for
each unit provide
practice and extend
language.
Assessment Program
Complete Assessment
Program, including
unit-by-unit tests
Lesson Objectives
• To learn more free-time activities
• To notice collocations

Target Vocabulary
play basketball/chess/tennis/
video games/volleyball
Recycled Structures
Does he/she like (playing tennis)?
Yes, he/she does.
No, he/she doesn’t.
Cross-Curricular Connection
language arts
Lesson 5
Page 52
Before the Page
• Write the following on the board: take
out the trash, read, dance, wash the
plates, watch TV, make the bed, swim,
play soccer, feed the cat, water the plants.
Have students draw the following
chart in their notebooks.
• Elicit from students something they do
in their free time and write it in the
free time column and something that
is work and write it in the chores
column. Pairs can classify the other
activities.
On the Page (page 52)
10
A70
Listen and say.
• Focus students’ attention on the five cartoon pictures. Ask, Do
you like (basketball)? Have students raise their hands to say yes.

Ask about each of the activities.
• Play the audio. Have students listen and then repeat.
Audioscript
1. play basketball, play basketball
She likes playing basketball.
2. play tennis, play tennis
He doesn’t like playing tennis.
3. play volleyball, play volleyball
She doesn’t like playing volleyball.
4. play chess, play chess
He likes playing chess.
5. play video games, play video games
She likes playing video games.
11
A71
Look at 10. Listen. Point and say.
• Have students listen to the audio, point to the correct picture in
Activity 10, and repeat the dialogues.
Audioscript
Does she like playing volleyball? Does she like playing basketball?
No, she doesn’t. Yes, she does.
Does she like playing video games? Does he like playing chess?
Yes, she does. Yes, he does.
Does he like playing tennis?
No, he doesn’t.
Listen and say.
10
Look at
10
. Listen. Point and say.

11
Play.
12
Yes, she
does.
No, she
doesn’t.
Does she
like playing
tennis?
Does she
like playing
baseball?
52

Vocabulary / Structure
1.
play basketball
2.
play tennis
3.
play volleyball
4.
play chess
5.
play video games
T74 •
Unit 4 I Like Swimming
free time chores
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© 2006 Pearson Education, Inc.
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Watch Part 5. Invite students to stand and sing the song with Ted
and Lucy. Encourage them to do the gestures and have fun.
Discuss with students what they have seen. Invite students to share

what they remember and what they liked about the video. Hand out
Video Worksheet 1 from Teacher’s Resource Book 4. Students
choose the correct word from the box to complete each sentence.
Part 1
LUCY: Hello.
I’m Lucy.And this is Ted.He’s a robot!
Hmmm. He isn’t moving.He’s standing still.
What’s this? He’s moving!
SONG:
LUCY: Can he move?
LUCY: Yes! He’s moving!
LUCY: Can he walk?
LUCY: Yes! He’s walking!
LUCY: Can he talk?
TED: Yes! I’m talking.Look at me!
LUCY: Move! Walk! Talk!
TED: OK!
LUCY: Move! Walk! Talk!
TED: OK!
LUCY: Move! Walk! T
alk!
LUCY: Can you jump?
TED: Yes! I’m jumping!
LUCY: Can
you dance?
TED: Yes! I’m dancing!
LUCY: Can you sing?
TED: Yes! I’m singing! Sing with me!
LUCY: Jump! Dance! Sing!
TED: OK!

LUCY: Jump! Dance! Sing!
TED: OK!
LUCY: Jump! Dance! Sing!
LUCY: Robot! You can talk!
TED: Yes! I can talk. I’m talking!
LUCY: Good robot! What’s your name?
TED: My name’s T
ed!
LUCY: Very good! What’s my name?
Script
After Watching
6
4
5
He’s a robot!
(Disney film: Pocahontas)
Objectives:
•To consolidate the language of Student Book Units 1 and 2
•To enjoy watching a video
Target Language: dance, jump, move, play, sing, talk, walk; Can h
e
move? Yes. No. He’s moving. There
are a lot of trees. Is she falling?
Receptive Language: Does he have long, blond hair? He has long,
blond hair
. They live i
n the city.
Extra Material: Picture Cards 1, 3, 5, 9, 14, 15 (trees, waterfall,
river, bridge, city, country); 16, 17, 18 (run fast, jump high, swim
well); Video Worksheet

1
Show students the following sets of Picture Cards: 1, 3, 5, 9, 14, 15
(tr
ees, waterfall, river, bridge, city, country); 16, 17, 18 (run fast, jump
high, swim well)
.
Have them say the words. Invite them to name any
other city and country words or action words they remember.
Explain to students that they will meet two new friends, Te d and
Lucy
.
Ask students if they kn
ow the story Pocahontas. Ask if they kn
ow
characters from the story and what th
e story is
about
.
Watch Part 1. You can stop several times to make sure that students
understand. Ask them to point
to an
d name Ted and Lucy
. Hav
e
students identify the movements. Use the context of the video to
present any words students don’t know. You may replay the song and
invite students to sing and move with Ted and Lucy
.
Watch Parts 2, 3, and 4. You can stop several times to make sure
that students understand. Present or practice key words by stopping

the video and pointing to the image on the screen. You may also
watch the video without soun
d and invite students to talk about
what they see. Ask questions, such as What’s this? What are
they
doing? Is she swimming? Can she jump high?
While Watching
Before Watching
Summary
Episode
1
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vii
Video Program
Videos recycle and
extend new language
in three episodes.
Each episode has a
different, exciting
Disney movie clip
and a real-life
connection.
The Video Guide
helps you creatively
use the Video for
more teaching

opportunities.
Picture Cards
108 full-color Picture Cards show target
vocabulary.
The Teacher’s
Edition uses the
Picture Cards
in a variety
of motivating
ways.
Posters
Four beautifully illustrated Posters
provide more practice of target
vocabulary and structures and look
great in your classroom.
Audio CDs /Cassettes
The Audio Program contains
listening activities, songs,
chants, and stories.
CD-ROM
Another fun
component for
language practice in
class and at home
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viii
Support for Primary Learners
The primary years are crucial in determining children’s
attitudes toward themselves as learners and toward the
school experience in general. In English, as in other

subjects, students need to feel confi dent and successful. Thus,
English Adventure focuses on these important characteristics of
primary learners of English:
1. These students need the teacher. They are not independent
learners. Instruction should be simple and clear. Activities should
be modeled before students do them.
2. They are inquisitive, receptive, and easily motivated, and they
readily participate in class activities.
3. They focus on the here and now, on the concrete, not the abstract.
4. Their periods of concentration are short, and they need frequent
changes in activity type, length, and content.
5. Their learning is intuitive rather than analytical. Repetition,
frequent recycling, and building on earlier acquisitions play a key role.
6. They need activities involving physical movement and coordination.
7. They respond to teachers who show patience, a sense of fairness, and fi rm affection.
Effective classroom management is very important.
8. Students need praise and recognition, but feedback must be genuine. They should be
measured against their own previous performance, and never publicly compared to
others.
Support for Diverse Types of Learners
Much has been written in recent years about the differences that
can exist among students in a single class: different language
levels, different ability levels, different ways of learning, different
attitudes, and different types of motivation.
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ix
English Adventure addresses this diversity by using a variety of ways to present new
material and a multitude of activity types to practice and reinforce. A glance at the
array of components shows that learners of virtually all learning styles and talents have

been carefully considered, using Howard Gardner’s Multiple Intelligences as a guide.
Multiple Intelligences
Verbal/Linguistic Intelligence
comic book stories Picture Cards dramatic reading
content posters game boards cooperative groups
created posters, collages Disney fi lms graphic organizers
Musical/Rhythmic Intelligence
content songs content chants choral reading
created songs created chants
Logical/Mathematical Intelligence
puzzles, mazes Venn diagrams categorizing
counting tasks sequencing CD-ROM
cooperative groups Disney fi lms graphic organizers
created posters, collages
Visual/Spatial Intelligence
comic book stories Picture Cards Disney fi lms
posters, collages game boards projects
Bodily/Kinesthetic Intelligence
role play mime dance and movement
chanting with movement manipulating cards racing games
Naturalist Intelligence
study of wild animals study of sea creatures describing the city
study of farm animals study of insects describing the country
describing weather healthful foods problem solving
self-refl ection visualization
Interpersonal Intelligence
video and fi lms CD-ROM pair work
group work class projects cooperative games
graphic organizers role play modeling tasks
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x
The Student Book
The Student Book is the central component of English Adventure. Each page of the Student
Book represents one lesson. The Student Book presents each new vocabulary item and
structure in a child-friendly context. With the other components, the Student Book provides
a visual foundation for chants, songs, games, stories, and varied learning activities.
The Student Book has the following features:
• A beautifully illustrated Guide to the Disney characters
• An introductory unit
• Eight core units centered around popular Disney fi lms
• Four review units
• A Picture Dictionary
• An alphabetical Word List
• The texts of the songs and chants
• A bound-in Music & Stories CD
The Student Book Unit
The Hello Unit is a two-page fun introduction to English Adventure.
Each of the Student Book’s eight core units consists of 12 one-page lessons, which have a
recurring pattern of presentation, practice, and expansion.
Lessons 1 and 2 These lessons present new vocabulary and structure embedded in a
well-known and loved Disney fi lm such as Hercules or Lilo & Stitch. Lesson 1 presents new
vocabulary items, and Lesson 2 presents a target structure and recycles the vocabulary
from Lesson 1. A colorful two-page illustration from a Disney fi lm provides a motivating
and meaningful context for presentation and practice.
Lessons 3 and 4 These “Take a Closer Look” lessons review and practice the target
language in Lessons 1 and 2. Lesson 3 focuses on vocabulary, and Lesson 4 focuses on
structure. Activities on these pages include an age-appropriate balance of listening,
speaking, reading, and writing.
Lesson 5 This lesson presents additional target
language in a context linked to students’ own

lives. Activities are communicative,
encouraging students to ask and answer
questions and gather information
about each other.
Lesson 6 This lesson presents a Disney story
in a child-friendly cartoon/comic book format.
The story includes some of the characters from the
featured fi lm and motivates students to read for
enjoyment. It also helps consolidate target language
in another context. Students use the story in a
variety of ways, including creating mini-books, story
expansion, and role play.
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xi
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
link
ed 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 Scope and Sequence
• Time Guidelines
• The Activity Book Answer Key and Audioscript
• A helpful Resource Bank of Games and Activities
• An Index
The Class Audio, in CD and cassette formats, contains all of the Student Book songs,
chants, stories, readings, and dialogues.
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xii

The Teacher’s Edition Unit
The Overview Each Teacher’s Edition unit begins with an
Overview, which shows at a glance the material
covered in the unit. The Overview clearly
identifi es the unit objectives, target
vocabulary and structure(s), recycled
vocabulary and structure(s), expansion
vocabulary, the Values Curriculum, and
Cross-Curricular Connections. It also
contains a summary of the unit Disney
fi lm and reviews the related Disney
characters.
Lesson-by-Lesson Teaching Notes
T
he Overview is followed by lesson-by-lesson
teaching notes covering all the sections of
the course material and providing exercise
answers at point of use, as well as references
to other components. Each Teacher’s Edition
lesson includes a reduced Student Book
page for easy reference. Each lesson plan
is designed for a class period of 45 to 55
minutes and includes Before the Page, On the
Page, and After the Page activities. These
activities provide the teacher with a wide
range of tasks that address children’s
interests, abilities, and learning styles.
Before the Page The purpose of these
activities is three-fold: (1) to help students transition from thinking and speaking in their
native language to thinking and speaking in English; (2) to review and recycle material;

and (3) to access students’ prior knowledge to link known material to new material.
Many of these optional activities involve simply writing on the board, and others use
the Picture Cards, Student Cards, real objects, pictures, or Posters. Some activities are
designed to be done individually, some in pairs, some in groups, and some as a class.
This variety will allow teachers fl exibility in meeting the needs of their particular classes.
On the Page These activities make up the core activities of the lesson. They are
explained step-by-step. Any materials needed are noted, and the audioscript is printed
at point of use. Models of language or simple explanations are often included. Some
activities are designed to be done individually, some in pairs,
some in groups, and some as a class; all are to be done in
class.
After the Page These optional activities reinforce,
recycle, and expand on the target teaching points. They
include games, worksheets, additional chants or songs, role
plays, and projects of different types, such as a class book or
a collage. Some of the activities are competitive, and others
cooperative. The variety of the tasks included ensures that
children’s learning styles (visual, auditory, tactile, kinesthetic)
and range of multiple intelligences are addressed. In this level
reading and writing activities offer more practice.
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xiii
Picture Cards
There is a set of attractive, full-color Picture Cards, designed to further promote and
encourage both vocabulary development and communication for each level. The Picture
Cards may be used to present or review target vocabulary and structures or as a stimulus
for telling or writing stories and playing games. The Teacher’s Edition uses the Picture
Cards in virtually every lesson. (Students have their own set of these cards—the “Student
Cards”—in black and white, reduced, to cut out of their Activity Books and color.)

1. trees
2. wigwams
3. waterfall
4. canoe
5. river
6. ship
7. ca s t le
8. houses
9. bridge
10. farm
11. buildings
12. streets
13. mountains
14. city
15. country
16. run fast
17. jump high
18. swim well
19. fi ght bravely
20. singer
21. dancer
22. painter
23. runner
24. swimmer
25. soccer player
26. quickly
27. slowly
28. loudly
29. softly
30. neatly

31. sloppily
32. brave
33. scared
34. good
35. bad
36. strong
37. weak
38. beautiful
39. handsome
40. clean
41. dirty
42. hungry
43. thirsty
44. swimming
45. diving
46. surfi ng
47. play basketball
48. play tennis
49. play volleyball
50. play chess
51. play video
games
52. drawing
53. meat
54. fruit
55. grass
56. leaves
57. bugs
58. plants
59. vegetables

60. berries
61. seeds
62. ant
63. beetle
64. caterpillar
65. grasshopper
66. ladybug
67. stick insect
68. butterfl y
69. bee
70. fl y
71. mosquito
72. wings
73. legs
74. stripes
75. spots
76. antennae
77. ten o’clock
78. half past ten
79. a quarter past
eleven
80. noon
81. one o’clock
82. four o’clock
83. a quarter past
eight
84. a quarter to
eleven
85. get up
86. take a bath

87. have breakfast
88. go out
89. have lunch
90. go shopping
91. have dinner
92. go to bed
93. go to school
94. go home
95. do homework
96. listen to music
97. play a game
98. have a snack
99. talk on the
phone
100. watch TV
101. old
102. young
103. cute
104. ugly
105. lazy
106. hardworking
107. nice
108. mean
The Teacher’s Resource Book
The Teacher’s Resource Book is another core component of the series. It contains Activity
Sheets, Video Worksheets, an Assessment Program, and synopses of all the Disney
stories featured in the Student Book. All materials in the Teacher’s Resource Book can be
photocopied for distribution.
Activity Sheets The 32 Activity Sheets can be photocopied and distributed to give
additional practice to your students. There are four Activity Sheets for each Student

Book unit. Some of the Activity Sheets are worksheets to be done individually in class,
some are activities for pairs or groups to complete, and some are to be cut apart for
manipulative activities or card games in pairs or groups.
Video Worksheets These Worksheets can be used in class or as homework to reinforce
material from the Videos.
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The Assessment Program The Assessment Program contains all of the
materials needed for student assessment as students progress through
English Adventure. Child-friendly tests mirror the activity types students work
with throughout the course. There is a one-page test for each of the eight
core units, a Mid-Book Test covering Units 1–4, and an End-of-Book
Test covering Units 5–8. A chart to evaluate oral performance is also
included, as well as suggestions for performance assessment.
The Posters
English Adventure Level 4 has four beautifully illustrated
Posters that provide additional opportunities for learning.
They may be used for preteaching, presentation, review,
or assessment activities. Suggestions for use of the
Posters are found on pages T183–T184.
The Video Program
The Videos for English Adventure entertain as they expose students to the target and
recycled language in real and fantastic contexts. Two engaging hosts guide students
through natural conversations, songs, clips from familiar Disney fi lms, and real-life
footage. There are three Video episodes, and each episode is divided into fi ve sections:
(1) Hosts Lucy and Ted provide a playful introduction with a theme-related song and
accompanying actions for children to follow; (2) Ted and Lucy apply target language in
a fun clip from a theme-related Disney fi lm; (3) Lucy and Ted follow up with a discussion
relating to the Disney fi lm and expanding to the real world; (4) Ted and Lucy provide
narrative context as students watch fi lm footage of familiar people and things; (5) Ted
and Lucy wrap up and sing part of the introductory song again.

The Video Guide contains an overview of language (target, recycled,
receptive), teaching notes divided into three easy parts as in the Teacher’s
Edition (Before Watching, While Watching, After Watching), and the video
script. It includes references to four photocopiable worksheets (in the
Teacher’s Resource Book), which give further practice of the language in
the Video episodes.
The CD-ROM
The interactive CD-ROM provides additional fun
opportunities for learning, practice, and review through
interactive games and activities designed to reinforce the key
language of each Student Book unit. The CD-ROM can be
used parallel with the Student Book, or as a tool for review
later in the school year.
xiv
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xix

Unit
Target Target Recycled
Pronunciation
Cross-Curricular Values
Vocabulary Structure Language Connections Curriculum
5
6
7
berries, bugs,
fruit, grass,
leaves, meat,
plants, seeds,

vegetables
What do (lions)
eat? They eat
(meat).
What do
you have for
(breakfast)? I
have (fruit) for
(breakfast).
animals; food and
drinks; breakfast,
dinner, lunch;
eat, have; I eat
(fruit). He/She has
(eggs). He/She is
eating (fruit). It’s
(breakfast) time.
(Birds) eat (seeds).
s as in cats
s as in dogs
art
language arts
music
social studies
friendship,
good versus
evil, loyalty
ant, bee, beetle,
butterfl y,
caterpillar,

centipede, fi refl y,
fl y, grasshopper,
ladybug,
mosquito, stick
insect; antennae,
stripes, wings
do homework, get
up, go (out), go to
(school), have a
snack/breakfast/
lunch/dinner,
listen to music,
play a game, talk
on the phone, take
a (bath), watch TV;
a quarter past/a
quarter to/half
past (ten)
It’s a quarter
past/to (ten).
What time does
he/she (go out)?
He/She (goes
out) at (7:30).
What time do
you (get up)?
I (get up) at
(7:00).
cute, hardworking,
lazy, mean, messy,

neat, nice, noisy,
old, quiet, ugly,
young
He/She was/
wasn’t (young).
They were/
weren’t (small).
Was he/she
(strong)? Yes,
he/she was. No,
he/she wasn’t.
Were they
(quiet)? Yes, they
were. No, they
weren’t.
body parts;
verbs; adjectives;
feelings; animals;
people; boy, color,
monsters, party,
ring, school, water;
He’s/She’s (mean).
He/She isn’t
(young). Is he/she
(sad)? Yes, he/she
is. No, he/she isn’t.
Are they (noisy)?
No, they aren’t.
Yes, they are. It’s
(10:45).

ng as in king
nk as in ink
art
language arts
music
social studies
friendship,
good versus
evil
daily activities;
noon, o’clock;
at night, in the
afternoon, in the
morning; What
time is it? It’s
(10:00).
oo as in spoon
oo as in cook
art
language arts
math
music
daily
responsibilities,
friendship,
thinking of
others
Where’s the
(beetle)? It’s (in
front of) the

(ant). Where are
the (ladybugs)?
They’re (behind)
the (beetle).
Do (fl ies) have
(wings)? Yes,
they do. No, they
don’t. They have
(lights).
nature words;
prepositions; small
items; balloon, hat,
ship, spaceship,
umbrella; It has
(wings). It doesn’t
have (spots).
Where is it? It’s
(behind) those
(leaves). There’s a
(bug) on my (bed).
I’m (scared). It’s
the (circus bugs).
ee as in bee
i as in big
art
health
language arts
music
courage,
helping others

8
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xv
Create and Sustain Motivation
As comprehensive and engaging as materials may be, it is the teacher who truly brings
the adventure of learning to life in the classroom. In fact, the decisions a teacher makes
regarding materials, procedures, rules, and use of time and space in class help facilitate
the teaching and learning objectives of a course.
In English Adventure, students are encouraged to be an important part of the learning
process. This fosters in them a sense of responsibility and cooperation, helps sustain
interest and motivation, promotes confi dence in their own learning capacity, and
provides them with needed skills.
Before Teaching
Make the classroom special. Start off by making the classroom, no matter how
small, as conducive to learning as possible. Surround your students with English. Make
the walls come alive with examples of their work and lively posters from English-
speaking countries. Display on your desk an interesting object or picture linked to the
topic of the lesson to spark interest.
Create and follow sound rules and agreements. It is a good idea to start off the
course by teaching students rules and norms for a positive classroom atmosphere. Talk
about polite behavior and interaction in the classroom. Discuss expected outcomes.
Create rituals and routines. Children thrive on fun rituals and routines that engage
their senses and support their performance. Set up a predictable environment, where
learners know what they are to do and when, how, and why they are to do it.
Be prepared and organized. Check that you have all the materials you need and
that any necessary equipment is available and in working order.
Sustain motivation. There is nothing more infectious than a teacher’s enthusiasm
and passion for the subject. Show optimism and confi dence that all of your students can
learn.

Plan how the lesson starts. Consider what time your class meets and where your
students were before your class. For example, if your class is the fi rst of the day, begin
energetically, with a movement chant or a mix-and-mingle activity. If your students
come to your class after lunch and time outside, you may want an activity that
will calm them down.
Make the most of taking attendance. Get the class focused
on English from the very start. Use taking
attendance to recycle previously
learned vocabulary by having
students call out a vocabulary
item instead of saying “present.”
For example, (Jorge), upon
hearing his name, would call out
(apple) if the vocabulary set were
food. You may want children to
add a rhythmic pattern by clapping,
snapping their fi ngers, or rapping their
knuckles on their desks.
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xvi
While Teaching
Vary interactional patterns. Make sure you have students work through activities in a
variety of ways: individually, in pairs, in small groups, and as a whole class.
Control the length and cognitive challenge of activities. Young children have short
a
ttention spans and require frequent changes in activities. Take care that activities are not
too long, and pay attention to their level of diffi culty as well. One way to do this is to associate
activities with movements: PUSH, PUNCH, and SNAP. Think of a long and challenging activity
as a PUSH, a short but challenging activity as a PUNCH, and a short, less challenging activity as
a SNAP. Put yourself in your learners’ shoes and decide whether your plan has the right sequence

of pushes, punches, and snaps for your teaching situation; adjust if necessary. You will want to
follow a challenging activity with a less lengthy, less challenging one, alternating duration and
diffi culty.
Include a WOW! activity in every lesson. Make sure to include an activity you know will
captivate your learners. Ritualize the activity as much as possible. For example, announce with a
fl ourish, And now, young ladies and gentlemen, the moment you are waiting for! Look in the Teacher’s
Edition teaching notes and in your lesson plan to identify what you believe to be the WOW piece.
It need not be something elaborate and completely new; it is fi ne if it’s an activity your students
have enjoyed greatly in the past. Just adjust the activity for the new content.
Share the plan for the day. Establish a routine in which you share a summary of the
activities for the day. This is a useful way of giving children early intuitions of structure and
organization, and of helping them concentrate as well as delay gratifi cation. Build expectations
and give the children a choice of activity at some point in the lesson. Remember to announce
what you expect will be the most enjoyable activity, the WOW piece. You may want to use a fl ip
chart or a decorated piece of poster paper entitled Today’s Menu, listing the different parts of
the lesson as if they were food courses. The WOW piece could be Today’s Special. Alternatively,
you may want to display the day’s activities as if they were a show or a play with Acts and
Intermission.
Gain students’ attention quickly and smoothly. Do not raise your voice. Instead, use one
of the following techniques with your class: (1) Stand where everyone can see you. Raise your
hand, and tell the group that when they see your hand raised, they should immediately stop
talking and raise their own hands. Practice it a few times so that everyone understands. At fi rst,
only one or two students might notice that your hand is raised, and feel hesitant about stopping
talking and raising their own hands. Encourage students to do so until the system is routine
for everyone. (2) Flash the classroom lights on and off a couple of times as a signal for quiet.
(3) Initiate a rhythmic clapping sequence that students begin doing as they notice. (4) Hold up a
large sign on a stick that you or students have made, perhaps a giant cut-out of the letter Q.
Organize the grouping of students for pair and group work. Many activities in English
Adventure are set up for pair work or group work. The keys to successful grouping are clarity
(learners should know exactly how they are to group themselves), simplicity (the criterion for

grouping should be simple), and speed (once the criterion has been given, learners should group
in one or two minutes).There are many ways to divide students up into pairs and groups. The
important thing is to train your students to do the grouping quickly and smoothly, whichever
system you use.
Give pair and group work instructions effectively. Once learners are grouped, it is
time for instructions. Key to the success of an activity, instructions should be clear, brief, and
unambiguous. Start by explaining what learners should do, using the board or the materials
students will work with. Give an example or model with a student what they have to do. Finally,
check that students understand by asking two or three questions or by having students repeat
back what they will do. Give out handouts or materials students will need at this point. By
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xvii
following this sequence, you are making sure that instructions have been processed
through all the senses, and you have greatly improved the likelihood of success. As
students do the pair and group work, walk around the classroom monitoring their
progress and helping those who need it.
Give timely and appropriate feedback. Focus on correcting errors that truly impair
communication. When possible, allow students to try self-correction, and then peer
correction, before you correct an error. When the student is intent on communicating
meaningful content, and trying to express thoughts and ideas, avoid on-the-spot
correction. In these instances, simply respond to the meaning of what the learner is
saying, rephrasing correctly what he or she means to say. (Ramon: I goed to a good movie
this weekend. You: Oh? You went to a good movie this weekend? What was it?) When you are
focusing on form and on accuracy, correction at the moment is appropriate. (You: Alicia,
number fi ve, please. Alicia: Pat goed to the park. You: Goed? Are you sure? Think. Alicia: Pat
went to the park.) For correction of students’ written work, concentrate most of it at the
editing stage, after content and organizational issues have been resolved. Then focus
on the word choice, grammar, and mechanics (spelling, capitalization, punctuation).
Throughout the course, remind students that errors are natural, normal (everyone makes

them), and necessary (they help us see how far we have come in the learning process
and what needs to be revisited).
End lessons smoothly. Each day’s lesson should refl ect basic organization: beginning,
middle, end. Bring your lesson to a positive close with one of the following techniques:
(1) Create a “class is over” gesture, such as having students “high-fi ve” each other
or shake hands or wave good-bye. (2) Have students choose a favorite song from the
course and sing it. (3) Have a different student lead a good-bye chant, written by all the
students. (4) Have students line up and “pay” to exit the classroom by saying a word or
sentence (the name of an animal, a piece of clothing, what the weather is like today, or
something relevant to your class).
After Teaching
Refl ect on your learners. Think back to the day’s lesson and identify learners who
may need special support or help. Plan what you can do to increase their understanding
in the next class. Rate the general level of motivation and involvement of the students
for the day: below average? average? above average? Note which activities and activity
types students responded to most and least. What were the problems with students?
What can you do better next time?
Refl ect on your class management. In a mental self-check, rate yourself from one to
fi ve for (1) start of the lesson (2) gaining attention (3) clarity of instructions (4) feedback
to learners (5) close of the lesson (6) general pacing and fl ow of the lesson.
Pat yourself on the back. Being a teacher is one of the most diffi cult, time-consuming,
important, challenging, and immensely satisfying professions! Congratulations for
taking on the task!
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xviii

Unit
Target Target Recycled
Pronunciation
Cross-Curricular Values

Vocabulary Structure Language Connections Curriculum
Hello!
1
2
3
bridge, buildings,
canoe, castle,
city, country,
farm, houses,
mountains; river,
ship, streets,
trees, waterfall,
wigwams
fi ght bravely,
jump high, run
fast, swim well;
loudly, neatly,
quickly, sloppily,
slowly, softly;
dancer, painter,
runner, singer,
soccer player,
swimmer
beautiful, brave,
clean, dirty,
handsome,
hungry, scared,
scared of, strong,
thirsty, weak
Are (they) (brave)?

Yes, they are.
No, they aren’t.
They’re (brave).
Are you scared of
(snakes)? Yes, I
am. No, I’m not.
diving, playing
basketball,
playing chess,
playing tennis,
playing video
games, playing
volleyball, surfi ng,
swimming; boring,
fun
I like (swimming).
Does he/she like
(surfi ng)? Yes,
he/she does. No,
he/she doesn’t.
He/She likes
(diving). He/
She doesn’t like
(dancing).
Do you like
(reading)? Yes, I
do. No, I don’t.
climb trees,
dance, draw, like,
play baseball,

play soccer, read,
ride a bike, ride
horses, sing,
swim, watch TV;
coat, cold, dog,
frogs, hot, snowy,
sock; That’s a
(surfboard). Let’s
(swim).
o as in bone
o as in dog
art
health
language arts
music
friendship,
helping others
emotions, clothes;
furniture; animals;
bad, car, cheese,
fast, feet, glass
of water, good,
head, princess,
test, under, want;
woman; He/She
is/isn’t (brave). Is
he/she (thirsty)?
Yes, he/she is.
No, he/she isn’t.
I’m (hungry).

o as in phone
a as in saw
art
language arts
music
social studies
helping others,
showing courage
Can (you) (run
fast)? Yes, (I) can.
No, (I) can’t.
I/He/She can (run
quickly). (They’re)
(talking softly).
actions; opposites;
fast; fi sh, shell;
happy, sad;
jacket, shoe,
summer, winter;
He/She’s a good
(singer). Can
he/she (dance)?
Yes he/she can.
He/She can
(run).
sh as in shell
j as in jet
art
language arts
music

showing
courage, telling
the truth
There is/isn’t a
(waterfall). There
are/aren’t (any
canoes). Is there
(a waterfall)? Yes,
there is. No, there
isn’t. Are there any
(waterfalls)? Yes,
there are. No, there
aren’t.
behind, in, next
to, on, under; car,
dog, fi sh, same,
school, trees; I
like (the city). I
live in (the city).
ch as in chip
sh as in ship
art
language arts
music
social studies
respecting
differences,
understanding
others
4

ordinal numbers:
1st – 30th; all
right, fi ne, great,
OK
How are you?
I’m (fi ne), thanks.
And you?
numbers;
colors;
Hi. Hello
fast, slow
stress, rhythm,
intonation
music polite behavior
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xix

Unit
Target Target Recycled
Pronunciation
Cross-Curricular Values
Vocabulary Structure Language Connections Curriculum
5
6
7
berries, bugs,
fruit, grass,
leaves, meat,
plants, seeds,

vegetables
What do (lions)
eat? They eat
(meat).
What do
you have for
(breakfast)? I
have (fruit) for
(breakfast).
animals; food and
drinks; breakfast,
dinner, lunch;
eat, have; I eat
(fruit). He/She has
(eggs). He/She is
eating (fruit). It’s
(breakfast) time.
(Birds) eat (seeds).
s as in cats
s as in dogs
art
language arts
music
social studies
friendship,
good versus
evil, loyalty
ant, bee, beetle,
butterfl y,
caterpillar,

centipede, fi refl y,
fl y, grasshopper,
ladybug,
mosquito, stick
insect; antennae,
stripes, wings
do homework, get
up, go (out), go to
(school), have a
snack/breakfast/
lunch/dinner,
listen to music,
play a game, talk
on the phone, take
a (bath), watch TV;
a quarter past/a
quarter to/half
past (ten)
It’s a quarter
past/to (ten).
What time does
he/she (go out)?
He/She (goes
out) at (7:30).
What time do
you (get up)?
I (get up) at
(7:00).
cute, hardworking,
lazy, mean, messy,

neat, nice, noisy,
old, quiet, ugly,
young
He/She was/
wasn’t (young).
They were/
weren’t (small).
Was he/she
(strong)? Yes,
he/she was. No,
he/she wasn’t.
Were they
(quiet)? Yes, they
were. No, they
weren’t.
body parts;
verbs; adjectives;
feelings; animals;
people; boy, color,
monsters, party,
ring, school, water;
He’s/She’s (mean).
He/She isn’t
(young). Is he/she
(sad)? Yes, he/she
is. No, he/she isn’t.
Are they (noisy)?
No, they aren’t.
Yes, they are. It’s
(10:45).

ng as in king
nk as in ink
art
language arts
music
social studies
friendship,
good versus
evil
daily activities;
noon, o’clock;
at night, in the
afternoon, in the
morning; What
time is it? It’s
(10:00).
oo as in spoon
oo as in cook
art
language arts
math
music
daily
responsibilities,
friendship,
thinking of
others
Where’s the
(beetle)? It’s (in
front of) the

(ant). Where are
the (ladybugs)?
They’re (behind)
the (beetle).
Do (fl ies) have
(wings)? Yes,
they do. No, they
don’t. They have
(lights).
nature words;
prepositions; small
items; balloon, hat,
ship, spaceship,
umbrella; It has
(wings). It doesn’t
have (spots).
Where is it? It’s
(behind) those
(leaves). There’s a
(bug) on my (bed).
I’m (scared). It’s
the (circus bugs).
ee as in bee
i as in big
art
health
language arts
music
courage,
helping others

8
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xx
2 sessions per week
(50 – 60 minutes)
3 sessions per week
(50 – 60 minutes)
Week 1
Session 1
Students Book (SB) Lessons 1 and 2
Before the Page and On the Page activities only
Corresponding Activity Book (AB) pages for
homework
Session 2
SB Lessons 3 and 4
Before the Page and On the Page activities only
Corresponding AB pages for homework
Session 1
SB Lesson 1 and 2
Corresponding AB pages for homework
Session 2
SB Lesson 3
Corresponding AB pages
Session 3
SB Lesson 4
Corresponding AB pages
• Video or Poster
• CD-ROM for lab or home
Week 2
Session 1

SB Lessons 5 and 6
Corresponding AB pages for homework
Session 2
SB Lessons 7 and 8
Before the Page and On the Page activities only
Corresponding AB pages for homework
Session 1
SB Lesson 5 and 6
Corresponding AB pages for homework
Session 2
SB Lesson 7
Corresponding AB pages
Session 3
SB Lesson 8
Corresponding AB pages
• Video or Poster
• CD-ROM for lab or home
Week 3
Session 1
SB Lessons 9 and 10
Before the Page and On the Page activities
Corresponding AB pages for homework
Session 2
SB Lessons 11 and 12
Before the Page and On the Page activities only
Corresponding AB pages for homework
Session 1
SB Lesson 9 and 10
Corresponding AB pages for homework
Session 2

SB Lesson 11
Corresponding AB pages
Session 3
SB Lesson 12
Corresponding AB pages
• Video or Poster
• CD-ROM for lab or home
Week 4
Session 1
SB Review activities for relevant unit
AB Review activities for relevant unit
Session 2
Assessment (Unit Test)
Session 1
SB Review activities for relevant unit
Teacher’s Resource Book (TRB) Activity Sheets
• Video or Poster for review
Session 2
AB Review activities for relevant unit
TRB Activity Sheets
• Video or Poster for review
Session 3
Assessment (Unit Test)
xx
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xxi
4 sessions per week
(50 – 60 minutes)
5 sessions per week

(45 – 60 minutes)
Week 1
Session 1 SB Lesson 1
Corresponding AB pages
Session 2 SB Lesson 2
Corresponding AB pages
Session 3 SB Lesson 3
Corresponding AB pages
Session 4 SB Lesson 4
Corresponding AB pages
• TRB Activity Sheets
• Video or Poster
Session 1 SB Lesson 1
Corresponding AB pages
Session 2 SB Lesson 2
Corresponding AB pages
Session 3 SB Lesson 3
Corresponding AB pages
Session 4 SB Lesson 4
Corresponding AB pages
Session 5
• TRB Activity Sheets
• Video or Poster
• CD-ROM for lab or home
Week 2
Session 1 SB Lesson 5
Corresponding AB pages
Session 2 SB Lesson 6
Corresponding AB pages
Session 3 SB Lesson 7

Corresponding AB pages
Session 4 SB Lesson 8
Corresponding AB pages
• TRB Activity Sheets
• Video or Poster
Session 1 SB Lesson 5
Corresponding AB pages
Session 2 SB Lesson 6
Corresponding AB pages
Session 3 SB Lesson 7
Corresponding AB pages
Session 4 SB Lesson 8
Corresponding AB pages
Session 5
• TRB Activity Sheets
• Video or Poster
• CD-ROM for lab or home
Week 3
Session 1 SB Lesson 9
Corresponding AB pages
Session 2 SB Lesson 10
Corresponding AB pages
Session 3 SB Lesson 11
Corresponding AB pages
Session 4 SB Lesson 12
Corresponding AB pages
• TRB Activity Sheets
• Video or Poster
Session 1 SB Lesson 9
Corresponding AB pages

Session 2 SB Lesson 10
Corresponding AB pages
Session 3 SB Lesson 11
Corresponding AB pages
Session 4 SB Lesson 12
Corresponding AB pages
Session 5
• TRB Activity Sheets
• Video or Poster
• CD-ROM for lab or home
Week 4
Session 1
SB Review activities for relevant unit and activities
from After the Page in Lessons 1–6
Session 2
AB Review pages for relevant unit and activities from
After the Page in Lessons 7–12
Session 3
Assessment (Unit Test or Mid-Book Test/End-of-
Book Test)
Session 4
Celebration!
Session 1
Activities from After the Page in Lessons 1–4 and
TRB Activity Sheets and Review Unit Activities
Session 2
Activities from After the Page in Lessons 5–8 and
TRB Activity Sheets and Review Unit Activities
Session 3
Activities from After the Page in Lessons 9–12 and

TRB Activity Sheets and Review Unit Activities
Session 4
Assessment (Unit Test or Mid-Book Test/
End-of-Book Test)
Session 5
Celebration!
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