1. education
2. teaching and classroom resources
3. lesson plans

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
confident 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.
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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.
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4. Their periods of concentration are short, and they need frequent changes in activity
type, length, and content.
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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.
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7. They respond to teachers who show patience, a sense of fairness, and firm affection.
Effective classroom management is very important.
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8. Students need praise and recognition, but feedback must be genuine. They should be
measured against their own previous performance, and never publicly compared to
others.
Support for Diverse Types of Learners
Much has been written in recent years about the differences that can exist
among students in a single class: different language levels, different
ability levels, different ways of learning, different attitudes, and different
types of motivation.
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English Adventure addresses this diversity by using a variety of ways to present new
material and a multitude of activity types to practice and reinforce. A glance at the
array of components shows that learners of virtually all learning styles and talents have
been carefully considered, using Howard Gardner’s Multiple Intelligences as a guide.
Multiple Intelligences
Verbal/Linguistic Intelligence
picture cards
game boards
Disney films
dramatic reading
cooperative groups
graphic organizers
Musical/Rhythmic Intelligence
content songs
created songs
content chants
created chants
choral reading
categorizing
CD-ROM
graphic organizers
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Venn diagrams
sequencing
Disney films
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Logical/Mathematical Intelligence
puzzles, mazes
counting tasks
cooperative groups
created posters, collages
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comic book stories
content posters
created posters, collages
Visual/Spatial Intelligence
picture cards
game boards
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comic book stories
posters, collages
Disney films
projects
Bodily/Kinesthetic Intelligence
mime
manipulating cards
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role-play
chanting with movement
dance and movement
racing games
Naturalist Intelligence
study of wild animals
study of farm animals
describing weather
self-reflection
study of sea creatures
study of insects
healthful foods
visualization
describing the city
describing the country
problem solving
Interpersonal Intelligence
video and films
group work
graphic organizers
CD-ROM
class projects
role-play
pair work
cooperative games
modeling tasks
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The Student Book
The Student Book is the central component of English Adventure. Each page of the Student
Book represents one lesson. The Student Book presents each new vocabulary item and
structure in a child-friendly context. With the other components, the Student Book
provides a visual foundation for chants, songs, games, stories, and varied learning
activities.
The Student Book Unit
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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 films
• Four review units
• Stickers
• A Picture Dictionary
• An alphabetical Word List
• The texts of the songs and chants
• A bound-in Music & Stories CD
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The Hello Unit is a two-page fun introduction to English Adventure.
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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.
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Lessons 1 and 2 These lessons present new vocabulary and structure
embedded in a well-known and loved Disney film such as Cinderella
or Beauty and the Beast. 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 film 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 film and motivates students to
read for enjoyment. It also helps consolidate target language
in another context. Students use the story in a variety of ways,
including creating mini-books, story expansion, and role-play.
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Lessons 7 and 8 These “Take a Closer Look” lessons provide meaningful practice for
the target language from Lessons 5 and 6. In Lesson 8, students revisit the Disney story
in a narrative format.
Lesson 9 This lesson presents additional target vocabulary or structure in a context
linked to students’ own lives. Developmentally appropriate activities include a balance of
listening, speaking, reading, and writing activities.
Lesson 10 This lesson focuses on features of American English pronunciation.
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 lessons.
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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
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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.
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Students will be delighted to find 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.
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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 additional material for busy teachers. Teachers who aim to
create active and involved students will find 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, as well as the Activity Book audio.
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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 identifies 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 film and reviews the related Disney characters.
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Lesson-by-Lesson Teaching Notes The 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.
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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
flexibility in meeting the needs of their particular classes.
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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, roleplays, 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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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.)
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83. eating
84. drinking
85. sleeping
86. feeding my cat
87. 2:15
88. 2:30
89. 2:45
90. 3 o’clock
91. in the morning
92. noon
93. in the
afternoon
94. at night
95. midnight
96. jeans
97. boots
98. socks
99. shorts
100. sneakers
101. baseball cap
102. belt
103. scarf
104. jacket
105. sweatshirt
106. skirt
107. hat
108. dress
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55. May
56. June
57. July
58. August
59. September
60. October
61. November
62. December
63. walk
64. fly
65. hide
66. climb
67. crawl
68. swing
69. jump
70. swim
71. run
72. dance
73. ride a bike
74. play soccer
75. play baseball
76. dancing
77. jumping
78. singing
79. reading
80. juggling
81. riding
82. watching TV
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28. markers
29. paintbrushes
30. paint
31. colored paper
32. glue
33. scissors
34. tape
35. stapler
36. pencil
sharpener
37. sunny
38. cloudy
39. windy
40. stormy
41. rainy
42. snowy
43. spring
44. summer
45. fall (autumn)
46. winter
47. warm
48. hot
49. cool
50. cold
51. January
52. February
53. March
54. April
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1. plate
2. bowl
3. glass
4. cup
5. saucer
6. spoon
7. fork
8. knife
9. pick up
10. wash
11. dry
12. put away
13. take out the
trash
14. water the plants
15. feed the dog
16. make the bed
17. skin
18. fur
19. horns
20. teeth
21. spots
22. tail
23. claws
24. scary
25. funny
26. grumpy
27. friendly
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-term test covering Units 1–4, and an end-ofbook 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 3 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
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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 four Video episodes, and each episode is divided into five 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 film; (3) Lucy and Ted follow up with a discussion
relating to the Disney film and expanding to the real world; (4) Ted and Lucy provide
narrative context as students watch film footage of familiar people and things; (5) Ted
and Lucy wrap up and sing part of the introductory song again.
The CD-ROM
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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.
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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 in parallel with the Student Book, or
as a tool for review later in the school year.
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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 confidence in their own learning capacity, and
provides them with needed skills.
Before Teaching
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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 Englishspeaking countries. Display on your desk an interesting object or picture linked to the
topic of the lesson to spark interest.
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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.
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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.
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Be prepared and organized. Check that you have all the
materials you need and that any necessary equipment is available
and in working order.
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Sustain motivation. There is nothing more infectious than a
teacher’s enthusiasm and passion for the subject. Show optimism
and confidence 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 first 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 fingers, or rapping their knuckles on their
desks.
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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
attention spans and require frequent changes in activities. Take care that activities are not
too long, and pay attention to their level of difficulty 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
difficulty.
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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
flourish, 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 fine if it’s an activity your students
have enjoyed greatly in the past. Just adjust the activity for the new content.
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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 gratification. 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 flip
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.
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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 first,
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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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.
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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 five, 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).
After Teaching
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End lessons smoothly. Each day’s lesson should reflect 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-five” 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).
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Reflect 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?
Reflect on your class management. In a mental self-check, rate yourself from one to
five 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 flow of the lesson.
Pat yourself on the back. Being a teacher is one of the most difficult, time-consuming,
important, challenging, and immensely satisfying professions! Congratulations for
taking on the task!
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Unit Overview
Unit Objectives
To identify vocabulary for physical actions and abilities
To describe ability and lack of ability
To use can/can’t
To review animal names
To pronounce al as in call and aw as in draw
Unit Language
• Expansion Vocabulary
jungle
branch(es)
leaves
bush(es)
trunk
grass
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• Recycled Structures
What is it? Is it (a bird)?
Yes, it is.
No, it isn’t.
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• Target Structures
It can (climb).
But it can’t (jump).
Can you (swim)?
Yes, I can.
No, I can’t.
• Recycled Vocabulary
giraffe
bear
hippo
bird
horse
cat
iguana
cow
lion
crab
monkey
dog
snake
elephant
tiger
fish
turtle
frog
colors
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• Target Vocabulary
play soccer
climb
ride a bike
crawl
run
dance
swim
fly
swing
hide
walk
jump
play baseball
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•
•
•
•
•
• Pronunciation
the letters al as in call and
aw as in draw
Cross-C
urricular Connections
Values Cu
rriculum
art (drawing)
language arts (comic strip story, role play, video)
music (chant, song, dance)
science (abilities in species)
helping others
friendship
Unit Materials
Student Book 3 pages 62–73
Activity Book 3 pages 42–49
Audio CD/Cassette 3
T88 •
Unit 5
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Activity Sheets 17–20
Picture Cards 63–75
Student Cards 63–75
Posters: Character Guide, Sports
Video 3, Episode 3: “Can you dance?”
Unit 5 Test
Yes, I Can!
12/28/05 3:55:33 PM
King Louie
The monkeys
Shere Khan
Buzzie
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Baloo
Junior
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Mowgli
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Kaa
Storylin e (for the teacher)
The Jungle Book takes place in the wilds of India and tells the story of Mowgli, a young boy
raised by wolves. Mowgli has led a carefree life, but now under the threat of a fierce tiger
called Shere Khan, he has to be taken back to the ‘‘Man village.” Along the way, Mowgli
meets the fun-loving Baloo, a bear who enjoys singing and dancing. They form a tight bond
and become good friends. Later, they come across the kingdom of the monkeys, where King
Louie tries to capture Mowgli. On his journey, Mowgli meets many animals including Kaa the
snake, Junior the marching elephant, and a vulture named Buzzie. After many adventures,
the animals finally lead Mowgli to the ‘‘Man village” where he can start a new life with other
human beings.
Character Guide
Introduce students to The Jungle Book characters. Hold up the Character Guide at the beginning of the
Student Book or display the Character Guide poster. Say, Open your books to page 6. Play the audio.
A8
Audioscript
Buzzie, The monkeys, King Louie, Shere Khan, Baloo, Mowgli, Junior, Kaa
Yes, I Can!
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Unit
1
Listen.
4
Listen. Point and say.
It can run.
2
Listen and say.
5
3
3. hide
4. clim b
5. crawl
6. swing
Listen. Say That’s right or No, they don’t.
Introduction / Vocabulary
Disney Scene: In this scene, the tiger,
Lesson Objective
• To identify the names of six
physical actions
T
arget Vocabulary
climb, crawl, fly, hide, swing, walk
Recycled Vocabulary
look; bear, bird, elephant, monkey,
snake, tiger
Cross-Cur
ricularConnections
art, language arts
ValuesCur
riculum
helping others
3.
4.
Vocabulary / Structure
63
Before the Page
Materials: book of wild animals
• Show a book of wild animals to students and elicit related
vocabulary, especially animal names. (If available, you may want
to use the animal Picture Cards from Level 2 instead.)
• Ask simple questions, such as, Is the (tiger) big or small? What color
is the (monkey)? What sounds do the animals make? What is your
favorite animal? Encourage students to say all they can.
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M
Shere Khan, is approaching through the
jungle. All the animals are scared of the
tiger. Baloo the bear is trying to hide
behind a tree; the boy, Mowgli, and his
elephant friend, Junior, are about to run
away. Kaa the snake is worried too. Up
in the tree, Buzzie the bird doesn’t look
too worried. Why? Because he can fly!
2.
U
N
62
2. fly
Listen and say. Then point and say.
IT
1. walk
1.
PL
E
1
Lesson
Page 62
But it can t fly.
On the Page (page 62)
1
B39
Listen.
• Focus attention on the Disney scene. Elicit any vocabulary words
students know, especially animal names and colors.
• Point to the Disney characters from The Jungle Book. Ask if students
know them. If not, introduce them, saying, This is Shere Khan, the
tiger. Baloo is the bear. The boy is named Mowgli. The baby elephant is
Junior. The bird is Buzzie, and the snake is Kaa.
• If you wish, play audio track A8 again so that students can hear
the names of the Disney characters.
• Say, Open your books to page 62. Listen. Play the audio.
Audioscript
Look at the jungle. There are trees, bushes, and flowers. There are
animals too. Some are big, and some are small. Most of the animals
are looking at the tiger. Some of them are nervous!
T90 •
Unit 5
T88_T107_U5_12753_EA_TE3.indd T90
Yes, I Can!
• Ask, Where’s Baloo? (behind the tree). What are the animals doing?
(looking at the tiger).
12/28/05 6:28:27 PM
Mate ria ls
After the Page
Story Seq
uencing
Materials: Activity Sheet 18 (Teacher’s Resource Book page 22),
scissors
Have students form pairs. Give each pair a copy of Activity Sheet 18
(Storyline Cut-out) and ask students to cut out the story frames.
With books closed, have each pair put the frames in the correct
order. Encourage students to tell the story again, or to tell their new
story if they have ordered the frames differently.
Activity Sheet 18
Guess
the Picture
paper plates
IT
To provide opportunities for Expansion Vocabulary practice, do the
following pair or group activity. First, brainstorm with students
additional vocabulary from the Disney story and write it on the
board. Next, put students in pairs or groups. Model an example for
the class. Say, In this picture, four monkeys are angry. Baloo is on the
ground. He doesn’t have the coconut shell or the grass skirt. Mowgli looks
surprised. Which picture is it? Students will answer, Picture 5. Have
students continue describing and guessing pictures.
scissors
U
N
Mini-Book
Fr
om School to Home
PL
E
Materials: Activity Sheet 18 (Teacher’s Resource Book page 22),
scissors, colored pencils, glue, stapler, tape, thread
Duplicate Activity Sheet 18 (Storyline Cut-out) and give each
student a copy. Have students color and then cut out the story
frames and make their own mini-books. They can staple the pieces
of paper together, sew them, or use glue or tape.
glue
tape
SA
M
Encourage students to take their mini-books home and share them
with their family and friends.
thread
colored pencils
stapler
!CTIVITY"OOK
^ʈØiÞÉ*ˆÝ>À
?dh‚Aj^hBdgVaZh
Activity Book
Assign page 46. Answers
are on page T176.
Yes, I Can!
T88_T107_U5_12753_EA_TE3.indd T99
Unit 5
• T99
12/28/05 3:57:38 PM
Before the Page
Listen and read. Listen and circle. Role-play.
1
2
Im a big m onkey.
A m onkey
can dance.
Really?
Ican dance.
3
A m onkey can jum p.
Can you jum p?
4
A m onkey
can clim b.
Yes,I
can.
H e can t clim b!
H e s a bear!
5
6
1. A m onkey can t
Lesson
Page 67
Ican clim b!
.
2. A bear can t
3. Baloo is a
4. A bear can
.
.
.
6
fly
dance
walk
jum p
swing
clim b
m onkey
bear
hippo
run
swing
clim b
13
B47
Recycled Vocabulary
bear, big, monkey; climb, dance,
jump, run
Recycled Structur
es
I can (climb).
He can’t (climb). He’s (a bear).
Cross-Cur
ricularConnections
art, language arts
On the Page (page 67)
Listen and read. Listen and circle.
Role-play.
PL
E
• Focus attention on the Disney story. Ask, Who’s this? Is he (happy)?
for each character and story frame. Have students say what they
can about the story.
• Play the audio and encourage students to read the story as they
listen.
Audioscript
SA
M
Lesson Objectives
• To consolidate target language
• To understand a story
67
• Write these same words at random all
over the board. Have students match
the words on the board to the
expressions on the paper plate masks.
Challenge students to name Disney
characters from the units they have
seen and match them to the words.
For example, students could name
Cinderella and Mowgli as friendly,
and so on.
U
N
Story
Disney Story: In this story from The
Jungle Book, the boy Mowgli is captured
by King Louie and the monkeys. Baloo
the bear comes to rescue Mowgli. He
dresses up as a monkey to fool King
Louie. The King is suspicious, though,
and asks Baloo to prove he is a monkey
by doing things that monkeys do, such
as dance, jump, and climb. Baloo can’t
climb the tree because he is too big. The
monkeys realize Baloo is a bear, just as
he grabs Mowgli and they run away.
T98 •
Yes,Iam . A nd I
can run! Com e on!
Materials: paper plates
• Before class, prepare eight paper
plates. Draw a facial expression/
emotion on each one, using states and
emotions students have studied
previously: angry, friendly, funny,
grumpy, happy, sad, scary, surprised.
IT
13
(frame 1) Baloo:
King Louie:
(frame 2) King Louie:
Baloo:
(frame 3) King Louie:
Baloo:
(frame 4) King Louie:
Baloo:
(frame 5) Monkeys:
King Louie:
(frame 6) King Louie:
I’m a big monkey.
Really?
A monkey can dance.
I can dance.
A monkey can jump. Can you jump?
Yes, I can.
A monkey can climb.
I can climb!
He can’t climb!
He’s a bear!
Yes, I am. And I can run!
Come on!
• Play the story again. Have students circle the correct item for each
sentence below the story. (Answers: 1. fly, 2. climb, 3. bear, 4. run)
• Invite students to act out the story. You may want to provide
simple props for students to use as they role-play. Divide students
into groups of four and assign the character roles. As students
practice, encourage them to use appropriate gestures, intonation,
and tone of voice. Have the groups perform for the class.
Unit 5
T88_T107_U5_12753_EA_TE3.indd T98
Yes, I Can!
12/28/05 6:28:58 PM
2
B40
Mate ria ls
Listen and say.
• Play the audio and have students repeat as they look at
each picture.
Audioscript
1. walk walk
2. fly
fly
3. hide hide
3
B41
4. climb climb
5. crawl crawl
6. swing swing
drawing paper
Listen. Say That’s right or No, they don’t.
• Play the audio and have students listen to each short dialogue.
After the Page
T
riangles
U
N
IT
envelope(s)
PL
E
Audioscript
Look at the snake. Snakes crawl, right?
That’s right.
See the tiger? Tigers swing, don’t they?
No, they don’t.
Oh, look at the elephant. Elephants walk.
That’s right.
See the monkey? Monkeys fly.
No, they don’t.
There’s a bird. Birds climb, don’t they?
No, they don’t.
There’s a bear behind the tree. Bears hide.
That’s right.
SA
M
Materials: drawing paper, pencils
First, draw six triangles on the board. Write one of the following
verbs inside each one: climb, crawl, fly, hide, swing, walk. Put students
in pairs or small groups. First, explain that they should draw six
triangles and write one of the actions in each triangle. Then ask
students to think of three animals that do each action and write the
animal names at each point of the triangle. Model the activity
using the triangle with walk. At one point of the triangle, write horse;
at a second point, write giraffe; and at the third point, write duck.
Have students do the same for the other triangles.
pencils
book of animals
paper strips
Land,
Sea,
Air
Materials: envelopes, paper strips, pencils
Encourage students to classify animals according to habitats—land,
sea, or air. Prepare an envelope for each group. Inside each
envelope, put names or pictures of animals on a separate piece of
paper. Have students form groups and make three piles of papers—
the first for land, the second for sea, and the third for air.
!CTIVITY"OOK
^ʈØiÞÉ*ˆÝ>À
?dh‚Aj^hBdgVaZh
Activity Book
Stop!
Describe the Disney scene on pages 62 and 63, but with a few
mistakes. Have students call out, Stop! when they hear a wrong
word. For example, say, There’s an elephant behind the tree. Students
will call out, Stop! There isn’t an elephant behind the tree. It’s a bear.
T88_T107_U5_12753_EA_TE3.indd T91
Assign page 42. Answers and
audioscript are on page T176.
Yes, I Can!
Unit 5
• T91
12/28/05 6:28:47 PM
Before the Page
Materials: Picture Cards 63–68,
poster
• Display on the board Picture Cards 63–68 (walk, fly, hide, climb,
crawl, swing). Point to items at random and have students call out
the name of each action.
• Display the Sports poster and ask students to point to and name
the actions in the poster.
On the Page (page 63)
Materials: picture of crab
4
Lesson Objectives
IT
• Draw or show a picture of a crab. Ask, What’s this? Students say,
A crab. Say, A crab can crawl. A crab can’t fly. (Shake your finger to
mean “no.”) A crab can crawl, but it can’t fly. Have students repeat.
• Focus attention on the Disney scene. Say, The tiger can run. It can
run. Have students repeat. Say, The tiger can’t fly. It can’t fly. Have
students repeat.
• Have students listen to the dialogue on audio and repeat the
statements.
• To talk about abilities of animals
• To use can and can’t
It can (run).
But it can’t (fly).
Recycled Vocabulary
It can run.
But it can’t fly.
• Next, direct students to look at the large Disney scene. Say, Listen.
Then point and say. Continue playing the audio.
Audioscript
Look at the tiger. It can run.
But it can’t fly.
Look at the bird. It can fly.
But it can’t walk.
Look at the bear. It can climb.
But it can’t swing.
SA
M
climb, crawl, fly, hide, run, swing,
walk; bear, bird, elephant, monkey,
snake, tiger
Audioscript
PL
E
T
arget Structures
Listen. Point and say.
U
N
2
Lesson
Page 63
B42
E
xp ansion Vocabulary
branch(es), bush(es), grass, jungle,
leaves, trunk
Cross-Cur
ricularConnections
Look at the elephant. It can walk.
But it can’t climb.
Look at the monkey. It can swing.
But it can’t fly.
Look at the snake. It can crawl.
But it can’t walk.
art, language arts, science
5
B43
Listen and say. Then point and say.
• Have students look at the animals. Have them describe one thing
each animal can or can’t do. (1) It can run. (2) It can’t fly.
(3) It can’t wait. (4) It can climb.
• Play the audio. Have students listen and repeat.
Audioscript
T92 •
Unit 5
T88_T107_U5_12753_EA_TE3.indd T92
1. It can’t climb.
But it can run!
Yes, I Can!
12/28/05 3:56:25 PM
Mate ria ls
1
Listen.
Picture Cards 63Ð68
4
Listen. Point and say.
But it can t fly.
It can run.
2
Listen and say.
5
3
3. hide
4. clim b
5. crawl
6. swing
4.
3.
2.
Listen. Say That’s right or No, they don’t.
Introduction / Vocabulary
Vocabulary / Structure
63
U
N
62
2. fly
Listen and say. Then point and say.
IT
1. walk
1.
After the Page
Guess
the Animal
PL
E
• Have pairs of students look at the four pictures and form their own
sentences. For example, 1. Make sure they are using can’t in the
first sentence and can in the second one.
pictures of animals
SA
M
Materials: pictures of animals
Model the activity first. Hold up a picture of an animal students
know, such as an elephant, but turn it around so that students can’t
see what it is. Say, I have an animal. It can walk. It can’t climb. It can’t
crawl. What is it? Have students guess. After three guesses, turn the
picture around so that students see it. Do the same with pictures of
other animals.
Imaginary Animals
Have students draw and name new animals that can do things
existing animals can’t. As a model, show a drawing of a snake with
wings and feet. Say, It’s a snake. It can walk and it can fly. It has feet
and wings. (Recycle useful words such as tail, teeth, fur, skin, claws,
horns, wings, and so on.) After students finish their drawings, have
them show and talk about them in groups.
Sports poster
!CTIVITY"OOK
E
xp ansion Vocabulary
Tell students to look at the Disney scene on pages 62 and 63 again.
Explain that the characters are in the jungle. Use the Expansion
Vocabulary for this lesson (bush(es), branch(es), trunk, leaves, jungle,
grass) and point to these objects in the scene. Say the name of each
and write it on the board. Say the names again and have students
point to the objects in their books. Ask students to tell you the color
of some of the objects to check that they can identify them.
^ʈØiÞÉ*ˆÝ>À
?dh‚Aj^hBdgVaZh
Activity Book
Assign page 43. Answers
are on page T176.
Yes, I Can!
T88_T107_U5_12753_EA_TE3.indd T93
Unit 5
• T93
12/28/05 3:56:28 PM
Before the Page
6
Unscramble and write. Match.
• Have students stand. When you say,
Mowgli says, have students do what
you say. For example, say, Mowgli
says, ‘Walk.’ Students then act out
walking. When you do not say, Mowgli
says, students should not perform the
action. For example, say, Walk.
Students do not act out walking
because you did not say, Mowgli says.
Students who make a mistake must sit
down. The last student standing wins.
crawl
1.
wralc
2.
ylf
3.
blicm
4.
lawk
5.
gwins
6.
dehi
7
Read and check (✓) That’s right or No, they don’t.
That s right.
1. Birds fly.
N o,they don t.
On the Page (page 64)
✓
2. Monkeys swing.
6
3. Giraffes clim b.
4. Snakes hide.
3
6. Turtles crawl.
• Direct attention to the scrambled
words. Have students do the
unscrambling and writing first. Then
have them draw lines to match the
actions to the appropriate pictures.
IT
7. Tigers clim b.
8. Frogs fly.
64
Vocabulary Practice
Lesson Objective
• Check students’ work.
7
Read and check (✔ ) That’s right or No, they don’t.
PL
E
• To practice the language
presented on Student Book
page 62
Unscramble and write.
Match.
U
N
Lesson
Page 64
5. Fish walk.
• Quickly review the names of the animals by showing pictures.
• Have students check the appropriate column for each sentence.
Have pairs of students compare their answers.
Mate ria ls
SA
M
After the Page
LookandT
alk
Materials: Student Cards 63–68
Model the activity with a partner. Put the action Student Cards
facedown in a pile. Pick up the first card and make a sentence, such
as, Giraffes (walk). Your partner says, That’s right. Then demonstrate
making a negative, saying, Birds (crawl). Your partner says, No, they
don’t. Have pairs of students take turns choosing cards and
speaking.
Student Cards 63Ð68
Act It Out
Have students form small groups. One student acts out one of the
actions as the others guess. For example, the student pretends to
crawl, and another student then guesses, Crawl! That student then
takes the next turn.
T94 •
Unit 5
T88_T107_U5_12753_EA_TE3.indd T94
Yes, I Can!
12/28/05 3:56:49 PM
Before the Page
•
It can walk.
I
He
She
You
They
8
It canÕt fly.
I
He
She
You
They
can walk.
canÕt fly.
In the jungle, in the jungle
I see a bear, over there.
It can climb. It can run.
Let’s get out of here!
Write can or can’t.
1. Monkeys
can
walk. They
2. Turtles and crabs
3. Lions and tigers
4. Snakes
9
Teach students the following chant.
You may want to copy the words on
the board or have students copy them
in their notebooks.
fly.
crawl. They
swing.
swing. They
hide. They
walk.
In the jungle, in the jungle
I see a snake, over there.
It can hide. It can crawl.
Let’s get out of here!
walk.
Play.
She can walk.
Good. My turn.
On the Page (page 65)
4
Write can or can’t.
IT
8
Lesson
Page 65
•
First, focus students’ attention on the
grammar box at the top of the page.
Have students repeat the two
sentences with It. Remind students
that we use it to talk about one animal and they to talk about two
or more animals.
Lesson Objective
• Have students read the five sentences and write can or can’t. As
students read their answers aloud, check for mistakes.
PL
E
• To practice the language
presented on Student Book
page 63
65
U
N
Vocabulary / Structure Practice
9
Play.
• Direct students’ attention to the Explore Grammar box at the top
of the page again. Say and have students repeat the sentences with
the pronouns I, he, she, you, and they.
SA
M
Mate ria ls
drawing paper
• Have students look at the model dialogue, listen as you read it
aloud, and repeat. Explain that the children are talking about the
first picture in the game. Ask students why the boy uses she in his
sentence (because it’s a girl walking, not a boy, in the first picture).
• Put students in pairs to play the game.
pencils
After the Page
Write It Down
!CTIVITY"OOK
^ʈØiÞÉ*ˆÝ>À
Materials: drawing paper, pencils
Have students number a piece of paper from 1 to 8. Tell them to
write sentences about each of the eight pictures in the game. For
example, number 1 would be She can walk.
?dh‚Aj^hBdgVaZh
Activity Book
Assign page 44. Answers
are on page T176.
Robot
Have students work in small groups. In each group, one student is a
robot who cannot speak, only listen and follow orders. The other
students in each group give commands to the robot, such as Hide.
Yes, I Can!
T88_T107_U5_12753_EA_TE3.indd T95
Unit 5
• T95
12/28/05 3:56:56 PM
Before the Page
10
Materials: ball
• Hold up a ball. Model the activity with
a partner. Say, Snakes can crawl. Throw
the ball to your partner, who says,
(Birds can fly).
Listen and say.
1. jum p
11
2. swim
3. run
4. dance
0. Listen, point, and answer.
Look at 1
12
•
Listen and say. Play.
Practice once or twice throwing the
ball to different students. When
everyone understands, begin the ball
toss. Make sure each student
participates.
On the Page (page 66)
10
5
Lesson
Page 66
Guess again! It s
black and white.
It s a cow!
My turn.
Vocabulary / Structure
Audioscript
1. jump/jump
2. swim/swim
3. run/run
4. dance/dance
T
arget Vocabulary
11
B45
Recycled Vocabulary
bird, cow, elephant, fish, frog,
horse, iguana, monkey, snake;
I, he, she, it, you, they
The kangaroo can jump.
The duck can swim.
The tiger can run.
The dolphin can dance.
Look at 10. Listen, point, and answer.
• Have students look at the pictures in Activity 10. Have them listen
to the first part of each dialogue. Pause after each question so that
students have time to answer.
SA
M
dance, jump, run, swim
Hold up the book. Say, Open your books
to page 66. Ask students to look at the
four small pictures at the top of the
page. Play the audio. Have students
listen and repeat each item.
PL
E
Lesson Objectives
• To identify more actions and
abilities vocabulary
• To describe ability and lack of
ability
• To use can/can’t
Listen and say.
U
N
66
•
A horse?
IT
It can run. It can t fly.
W hat is it?
B44
Audioscript
Recycled Structur
es
(It) can (fly). (It) can’t (walk).
What is it? Is it a (bird)?
Yes, it is. No, it isn’t.
Cross-Cur
ricularConnections
language arts, science
12
B46
It can run. What is it?
It’s a tiger.
It can jump. What is it?
It’s a kangaroo.
It can dance. What is it?
It’s a dolphin.
It can swim. What is it?
It’s a duck.
Listen and say. Play.
• Focus students’ attention on the dialogue. Explain that it is a
model of language to use in the game. Have students listen as you
play the audio. Then have them repeat.
Audioscript
T96 •
Unit 5
T88_T107_U5_12753_EA_TE3.indd T96
Yes, I Can!
It can run. It can’t fly. What is it?
A horse?
Guess again! It’s black and white.
It’s a cow! My turn.
12/28/05 3:57:09 PM
• Have students look at the pictures in the game. Make sure they
understand that the small box in each space is a place to make a
checkmark when their guess is correct.
Mate ria ls
• Put students in pairs. Have them take turns asking and answering.
As students play, walk around the room to check their progress.
After the Page
Com
binations
Write a combination of three verbs on the board, such as walk, swim,
fly. Have students call out an animal that can do all three, such as
a duck. Next, put students into groups. Say another combination of
three verbs, and have groups try to be the first to give an example.
You may want to award points for the first answers. Continue with
various combinations of all the target vocabulary words.
Activity Sheet 17
What Am I?
Animal Crosswords
index cards
PL
E
U
N
IT
Materials: index cards
Before class, write one of the following words on each index card:
bird, cat, cow, dog, duck, elephant, fish, frog, giraffe, hippo, horse,
iguana, lion, monkey, rabbit, rhino, seahorse, shark, snake, starfish, tiger,
turtle, zebra. Tell students that they will each get a card with the
name of an animal, taped or pinned onto their back. They will then
ask other students questions to find out which animal they are as
they walk around the room. Explain that they can ask only three
kinds of questions: Can I (fly)? What color am I? Am I big or small?
Model the activity for students.
SA
M
Materials: Activity Sheet 17 (Teacher’s Resource Book page 21)
Give each student a copy of Activity Sheet 17. Explain that students
will think of an animal that can do the action in the puzzle and fill
in the animal name, one letter per square. Do the first puzzle as a
model on the board. Then draw students’ attention to the word box
on the Activity Sheet. Tell them they will use words from the box in
their puzzles. Walk around the room as students work.
ball
!CTIVITY"OOK
^ʈØiÞÉ*ˆÝ>À
?dh‚Aj^hBdgVaZh
Activity Book
Assign page 45. Answers
are on page T176.
Yes, I Can!
T88_T107_U5_12753_EA_TE3.indd T97
Unit 5
• T97
12/28/05 3:57:21 PM