English Catalog Adventure
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Teacher’s Edition
José Luis Morales Contributing Contr ibuting Writer Writerss Donna Donn a Schaffer Teresa Lintner
English Adventure 4 TeacherÕs Edition © 2006 Pearson E ducation, Inc. Disney material © 2006 Disney Enterprises, Inc. Bug’s Life (pp. T109, T110, T113, T114, T118, T121): Material from A Bug’s © 2006 Disney Enterprises, Inc. and Pixar Animation Studios.
All rights reserved. No part of this publicatio publication n may be reproduced, stored in a ret rieval system, or transmitted i n any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior perm ission of the publisher. Pearson Education, 10 Bank Street, White Plains, NY 10606 Staff credits: The people who made up the English Ad venture 4 Teac Teacher’ her’ss Edition tea m—representing editorial, production, design, and manufacturing—are Rhea Banker, Elizabeth Carlson, Tracey Munz Cataldo, Mindy DePalma, Gina DiLillo, Johnnie Far mer, Yoko Yoko Mia Hirano, Lucille M. Kennedy Kennedy,, Ed Lamprich, Linda Moser, Diana Nam, Leslie Patterson, E dith Pullman, Susan Saslow, Saslow, Donna Schaffer, and Mairead Stack. Text composition: TSI Graphics Text font: ITC Stone Informa l 9.5 pt. Illustrators: Adrian Barclay, Luis Briseño, Francisco Javier Morales Carr illo, Yves 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 Rodr iguez, Hugo Miranda Ruiz, Simon Rumble, Roberto Sadí Centeno Sánchez, Flavia Scuderi, Teddy Wong Photo credits: (l = left, c = center, r = r ight, t = top, b = bottom) p. 14 (tl) Roger Ressmeyer/CORBIS, Ressmeyer/CORBIS, (tc) CORBIS, (tr) CORBIS, (bl) Rudi Van Briel/PhotoEdit, (br) CORBIS; p. 18 (bc) John Boykin/ Stock Connection; p. 21 (t) unidentified/Ndakinna Wilderness Project, (c) unidentified/North Wind Picture Archives; p. 33 (t) Iván Tejeda, Tejeda, (b) www.amazing-kids.org; p. 47 (t) unidentified/Dorling Kindersley, (b) Gamma / SuperStock; p. 56 (b) R ichard and A my Hutchings; p. 59 (t) Mi ke McGill/ CORBIS, (b) David YoungYoung-W Wolff/ PhotoEdit; p. 66 (plants) CORBIS, (vegetables) (vegetables) CORBIS, (berries) Er ic Crichton/CORBIS, (seeds) CORBIS; p. 76 (tl) Geostock/Getty Images, (tc) Har ry Taylor/Natural Taylor/Natural Histor y Museum, (tr) Frank Greenaway/Dorling Kindersley,, (bl)Leroy Simon/ Visuals Unlimited/ Getty Images, (bc) Frank Greenaway/Dorling Kindersley, Kindersley Kindersley, (br) Tim Ridley; p. 78 (butterfly) CORBIS, (bee) CORBIS, (fly) Clive Clive Druett /Papilio/CORBIS, (mosquito) Richard T. Nowitz/CORBIS; Nowitz/CORBIS; p. 82 (t) Colin Keates/ Dorling Kindersley, Kindersley, Courtesy of the Natura l History Museum, London (cl) Pete Oxford/Nature Picture Librar y, (cr) J. J. E Lloyd/University of Florida; p. 84 (l) Chris Mattison/Fran k Lane Picture Agency/ CORBIS, CORBIS, (r) Laura Sivell/Papilio/ CORBIS; p. 85 (t) CORBIS, (c) Kim Taylor/Dorling Ta ylor/Dorling Kindersley, Kindersley, (b) Michael & Patricia Fogden/CORBIS; p. 99 (photos of Ea rth) Ea rth I maging, (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 a nd Teacher piloting English Adventure), IDEO Comunidad Educativa, Guadalajara, Jalisco; Sandra Lozano (English Coordinator and Reviewer), Reviewer), Colegio Matel, Guadalajara, Jalisco; Rosa Vázquez (Principal), Patricia Hernández (English Coordinator a nd 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), Reviewer), María Aurelia García Hernández (English Teacher piloting English Adventure), Escuela Metropolitana La Luz, Mexico City; Virginia Cerón (English Coordinator a nd Teacher piloting English Adventure), Colegio Escalada, Colegio Motolinia, Mexico City; Ana Claudia Hernán Cortés, Mexico City; Rosario Escalada, Quintana Lazcano (Review (Reviewer), er), Escuela Mexicana A mericana, Mexico City; Guadalupe Torres (Reviewer), Colegio Cristóbal Colón, Mexico City; Yolanda Torre s (English Coordinator and Reviewer), Reviewer), Salime Piera Castañedo (Teacher piloting English Adventure), Agustín Ga rcía Conde, Mexico City; Patricia Cantú de Mendoza (Reviewer), Colegio Guadalupe, Nuevo León, Monterrey; Agustina Jaime Díaz (Principal), San Juana Jaime Luna (English Coordinator a nd Teacher piloting English Adventure), Escuela Industria del Vidrio, Nuevo Nuevo León, Monterrey; Adelina Ordóñez (Principal), Edna Ramón (Teacher piloting English Adventure), Escuela Antonio L. Rodr íguez, Nuevo Nuevo León, Monterrey; Liliana Borbolla Romero, Romero, Colegio Americano de Cuer navaca, Cuernavaca, Morelos; Sofía D. Camino Fernández,, Colegio Miraflores de Cuernavaca, Cuernavaca, Morelos Fernández Printed in the United States of America 1 2 3 4 5 6 7 8 9 10–QWD–10 09 08 07 06
English Adventure Components The English Adventure Approach Using the Program Teaching Tips and Techniques Scope and Sequence Time Guidelines The English Adventure Theme Song
iv viii x xv xviii xx xxiii
Hello!
T2
Two Worlds
T4
Run Fast, Jump High Review Units 1 and 2
T24 T44
Brave and Strong
T46
I Like Swimming
T66
Review Units 3 and 4
T86
Lions Eat Meat
T88
Bugs Review Units 5 and 6
T108 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 iii
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.)
K N T " O O 3 T U D E
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Student Book Exciting Disney characters and stories tap into children’s prior knowledge. New language is presented in a motivating, child-friendly format.
E I D R
a Z h ^ h B d g V ? d h A j a a V d g g 6 c c Z L
4
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Listen. Point and say. 27
Does he like drawing?
Includes Music & Stories CD for children to take home to share with their families.
Listen and read.
Skateboarding
Yes, he does.
Do you like skateboarding? Many kids around the world do. It’s exciting and fun. Skateboarding is a little like surfing. You stand on a board, and you go very fast. But surfing is on water, and skateboarding is on land.
5
Look at 4. Talk about Lilo. Ask and answer.
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?
Vocabulary/ Structure 49
Lis ten.
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List en and say .
28
1.
play bask et bal l
Circle. 1.
Skateboarding is
2.
Skateboarding is a little like
3.
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boring and slow
.
exciting and fun 2. pl ay te n
nis
3. pl ay v ol le
yb all
.
surfing swimming
.
trick board
4 . pl ay c h e ss
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11
1. S he li kes
s w imm ing.
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He l ikes d iv ing.
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sur fing.
and Lis ten. Poin t
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He doesn ’t like
sur fing.
say.
No, she d oe sn’t .
sa y. D oe s she li k e pl ay in g base ball ?
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Reading Practice 59
Activity Book
Picture Dictionary Handy and fun review of target vocabulary
Additional practice to reinforce new language Includes Student Cards and Disney cartoon storylines to cut out, color, and use for further practice
h i ng s P lace s a n d T h ou s e s b r id g e m oun t a in s bu i ld in g s r iv e r c an o e s t r e e t s c a s t le t r e e s c i t y a l l w a t e r f c oun t r y
" O O K ! C T I V I T Y
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Word List An alphabetical listing of all key vocabulary with page references Excellent student tool
4
I Like Swimming
1
Look and write.
dancing
diving
reading
1.
a quar te r past a quar te r t o ant ant en nae
bad be aut if u l be e be et l e be hi nd be r r ie s be t we e n bor in g br av e br av el y br id g e bugs bui ld i n gs but te r fly
p. 88 p. 88 p. 7 4 p. 82
c anoe c ast le c at er p il la r c en t ip e de c it y c le a n c ount r y c ut e
p. 36 p. 36 p. 7 8 p. 7 4 p. 7 5 d anc er p. 66 d ir t y p. 7 5 d iv in g p. 56 d o home wo r k p. 36 p. 22 p. 14 p. 62 f ar m p. 14 f ast p. 7 8 fi re
fly
fl y f r ui t f un
p. 10 p. 10 p. 7 4 p. 82 p. 10 p. 40 p. 11 p. 10 0
p. 26 p. 40 p. 48 p. 96
p. 14 p. 22 p. 82 p. 7 8 p. 62 p. 56
ge t up go home go out go shopping go t o be d go t o sc hool good gr ass gr asshoppe r
p. 89 p. 96 p. 89 p. 89 p. 89 p. 96 p. 36 p. 62 p. 7 4
singing
surfing
swimming
2.
3.
5.
6.
surfing 4.
7
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Look at
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1. Find and circle. Then write. m f n a d i l i
i i g d i n o n
n n n i n i d g
g g g n g v i d
a h u r f i o m
d e a w i s g f
f s i n g i n g
surfing
1.
1.
3. 4.
2.
5. 6.
3.
40
32
Doe s she lik e
sw imming?
Y es , she l ik e s sw i mmi ng. . c n I , n o i t a c u d E n o s r a e P
No, he d oe sn’ t l i ke sur fin g. 6 0 0 2 ©
Y es , he li ke s d a nc i ng. No, he d oe sn’t l ik e r ea d i ng.
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hal f past p. 88 hand some p. 36 har dw o r ki n g p. 10 0 hav e a snac k p. 96 hav e br ea k fa st p. 89 hav e d in ne r p. 89 hav e l unc h p. 89 high p. 22 house s p. 10 hungr y p.
i n f ro nt of
Look . W ri t e t he quest ions .
d i vi ng? d anc ing? sur fin g? sw imming? singi ng? r e ad i ng? d ra w i ng?
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Teacher’s Edition Comprehensive Unit Overviews Step-by-step teaching notes Games and Poster activities
I T I O N E R S % D 4 E A C H Before the Page 10
Listen and say.
1. playbasketball
•
2. playtennis
3. playvolleyball
Write thefollowin gontheboard:take out the trash, read, dance, washthe plates, watchTV, makethe bed, swim, playsoccer,feed thecat,water theplants . Havestudents draw thefollowing chart intheirnotebooks. free time
4. playchess
11
Play. Doesshe likeplaying tennis?
^ Ã i Þ É * Ý > À
5
Yes, she does.
Elicit from students somethingtheydo intheirfreetimeandwrite it inthe freetime columnandsomethingthat isworkandwriteitin thechore s column.Pairs canclassify theother activities.
On the Page (page 52)
52 Vocabulary/Structure
10
A70
Listen and say.
• Focus students’attentiononthe fivecartoonpictures.Ask, Do you like (basketball)? Havestudents raisetheir hands to say yes. Askabout eachofthe activities.
Lesson Objectives • To learnmore free-time activities • To noticecollocations
• Playtheaudio.Havestudentslistenandthenrepeat.
Target Vocabulary playbasketball/chess/tennis/ videogames/volleyball
a Z h ^ h B d g V ? d h A j
•
No, she doesn’t.
Doesshe likeplaying baseball?
Lesson Page 52
chores
5. playvideogames
Lookat 10. Listen. Point and say.
12
Audioscript 1. play basketball, play basketball Shelikesplaying basketball. 2. play tennis, play tennis Hedoesn’t likeplayingtennis. 3. play volleyball, play volleyball Shedoesn’t likeplayingvolleyball. 4. play chess, play chess Helikesplaying chess. 5. play videogames, play videogames Shelikesplaying videogames.
Recycled Structures Does he/she like (playingtennis)? Yes,he/she does. No,he/she doesn’t.
Cross-Curricular Connection languagearts
11
A71
Look at 10. Listen. Point and say.
• Havestudents listento the audio,point tothecorrect picturein Activity10,and repeat the dialogues. Audioscript Doesshelikeplayingvolle yball? No, shedoesn’t. Doesshelikeplayingvideogames? Yes, shedoes. Doeshe likeplayingtennis? No, he doesn’t.
Doesshelikepla yingbasketball? Yes, shedoes. Doeshelikeplayingchess? Yes, hedoes.
T74 • Unit 4 I LikeSwimming
Teacher’s Resource Book Synopses and cartoon storylines of featured Disney films Video program worksheets
Activity Sheets Activity sheets for each unit provide practice and extend language.
t Ac t i v it y S hee
L i sa ’ s Da y
26
Õs Lisa. Hello. My name ork. I Õm from Ne w Y . Here Õs my day
4
3
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.
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c n I , n o i t a c u d E n o s r a e P 6 0 0 2 ©
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Assessment Program Complete Assessment Program, including unit-by-unit tests
t Ac t iv i t y S hee
30
u t r y l ine C u t -o S to W ha t were you l ike w hen you were young, P h i l?
I was handsome. Rea l ly ?
Yes, I was a hero, just like Hercu les.
Yes, I was. I was s trong. I was bra ve.
No, you weren ’t. ’t Wo w, P h i l! I d idn kno w t ha t.
o f I wasn ’t scared y th ing. mons ters or an
Aaa h! He lp!
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1 /5 / 06
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: 58
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. 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 firm 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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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 content posters created posters, collages
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
Logical/Mathematical Intelligence puzzles, mazes counting tasks cooperative groups created posters, collages
Venn diagrams sequencing Disney films
categorizing CD-ROM graphic organizers
Visual/Spatial Intelligence comic book stories posters, collages
Picture Cards game boards
Disney films projects
Bodily/Kinesthetic Intelligence role play chanting with movement
mime manipulating cards
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 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 • 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 f un 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 film 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 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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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. Lessons 7 and 8
This lesson presents additional target vocabulary or structures in a context linked to students’ own lives. Developmentally appropriate activities include a balance of listening, speaking, reading, and writing activities. Lesson 9
This lesson focuses on features of American English pronunciation. Practice in stress, rhythm, and intonation is provided in songs, chants, and dialogues. Lesson 10
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. Lessons 11 and 12
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 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.
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 cre ate 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.
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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 str ucture(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. 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. 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. 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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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. castle 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. fight 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. surfing 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. butterfly 69. bee 70. fly 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 films, and real-life footage. There are three 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 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 t he 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.
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Unit
5
6
7
8
Target Vocabulary
Target Structure
Recycled Language 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).
Pronunciation
Cross-Curricular Connections
Values Curriculum
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).
s as in cat s s as in dog s
art language arts music social studies
friendship, good versus evil, loyalty
ant, bee, beetle, butterfly, caterpillar, centipede, firefly, fly, grasshopper, ladybug, mosquito, stick insect; antennae, stripes, wings
nature words; Where’s the ee as in bee prepositions; small i as in bi g (beetle)? It’s (in items; balloon, hat, front of) the (ant). Where are ship, spaceship, the (ladybugs)? umbrella; It has They’re (behind) (wings). It doesn’t the (beetle). have (spots). Do (flies) have Where is it? It’s (wings)? Yes, (behind) those they do. No, they (leaves). There’s a don’t. They have (bug) on my (bed). (lights). I’m (scared). It’s the (circus bugs).
art health language arts music
courage, helping others
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).
art language arts math music
daily responsibilities, friendship, thinking of others
cute, hardworking, lazy, mean, mess y, neat, nice, noisy, old, quiet, ugly, young
body parts; He/She was/ ng as in king verbs; adjectives; wasn’t (young). nk as in ink feelings; animals; They were/ weren’t (small). people; boy, color, Was he/she monsters, party, (strong)? Yes, ring, school, water; he/she was. No, He’s/She’s (mean). he/she wasn’t. He/She isn’t Were they (young). Is he/she (quiet)? Yes, they (sad)? Yes, he/she were. No, they is. No, he/she isn’t. weren’t. Are they (noisy)? No, they aren’t. Yes, they are. It’s (10:45).
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 c ook
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Create and Sustain Motivation As comprehensive and engaging as materials may be, it is the teacher who tr uly 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 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. 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 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 necessar y. You will want to follow a challenging activity with a less lengthy, less challenging one, alternating duration and difficulty. 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 identif y what you believe to be the WOW piece. It need not be something elaborate and completely new; it is fine if it’s an ac tivity 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 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 a s 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 first, only one or two st udents might notice that your hand is raise d, 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 t he 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 effect ively. 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.
Give timely and appropriate feedback. Focus on correcting errors that tru ly 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? W hat 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). 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).
After Teaching 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
Target Vocabulary
How are you? I’m (fine), thanks. And you?
numbers; colors; Hi. Hello fast, slow
stress, rhythm, intonation
music
polite behavior
Hello!
ordinal numbers: 1st – 30th; all right, fine, great, OK
bridge, buildings, canoe, castle, city, country, farm, houses, mountains; river, ship, streets, trees, waterfall, wigwams
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, fish, 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
fight bravely, jump high, run fast, swim well; loudly, neatly, quickly, sloppily, slowly, softly; dancer, painter, runner, singer, soccer player, swimmer
Can (you) (run fast)? Yes, (I) can. No, (I) can’t. I/He/She can (run quickly). (They’re) (talking softly).
actions; opposites; sh as in shell fast; fish, shell; j as in jet happy, sad; jacket, shoe, summer, winter; He/She’s a good (singer). Can he/she (dance)? Yes he/she can. He/She can (run).
art language arts music
showing courage, telling the truth
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.
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 s aw
art language arts music social studies
helping others, showing courage
diving, playing basketball, playing chess, playing tennis, playing video games, playing volleyball, surfing, swimming; boring, fun
I like (swimming). Does he/she like (surfing)? 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 d o g
art health language arts music
friendship, helping others
1
2
3
4
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Target Structure
Recycled Language
Pronunciation
Cross-Curricular Connections
Values Curriculum
Unit
5
6
7
8
Target Vocabulary
Target Structure
Recycled Language 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).
Pronunciation
Cross-Curricular Connections
Values Curriculum
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).
s as in cat s s as in dog s
art language arts music social studies
friendship, good versus evil, loyalty
ant, bee, beetle, butterfly, caterpillar, centipede, firefly, fly, grasshopper, ladybug, mosquito, stick insect; antennae, stripes, wings
nature words; Where’s the ee as in bee prepositions; small i as in bi g (beetle)? It’s (in items; balloon, hat, front of) the (ant). Where are ship, spaceship, the (ladybugs)? umbrella; It has They’re (behind) (wings). It doesn’t the (beetle). have (spots). Do (flies) have Where is it? It’s (wings)? Yes, (behind) those they do. No, they (leaves). There’s a don’t. They have (bug) on my (bed). (lights). I’m (scared). It’s the (circus bugs).
art health language arts music
courage, helping others
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).
art language arts math music
daily responsibilities, friendship, thinking of others
cute, hardworking, lazy, mean, mess y, neat, nice, noisy, old, quiet, ugly, young
body parts; He/She was/ ng as in king verbs; adjectives; wasn’t (young). nk as in ink feelings; animals; They were/ weren’t (small). people; boy, color, Was he/she monsters, party, (strong)? Yes, ring, school, water; he/she was. No, He’s/She’s (mean). he/she wasn’t. He/She isn’t Were they (young). Is he/she (quiet)? Yes, they (sad)? Yes, he/she were. No, they is. No, he/she isn’t. weren’t. Are they (noisy)? No, they aren’t. Yes, they are. It’s (10:45).
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 c ook
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2 sessions per week (50 – 60 minutes) 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 Week 1
Session 2
SB Lessons 3 and 4 Before the Page and On the Page activities only Corresponding AB pages for homework
3 sessions per week (50 – 60 minutes) 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
Session 1
Session 1
SB Lessons 5 and 6 Corresponding AB pages for homework
SB Lesson 5 and 6 Corresponding AB pages for homework Session 2
Session 2
Week 2
SB Lessons 7 and 8 Before the Page and On the Page activities only Corresponding AB pages for homework
Session 1
SB Lessons 9 a nd 10 Before the Page and On the Page activities Corresponding AB pages for homework Week 3
Session 2
SB Lessons 11 and 12 Before the Page and On the Page activities only Corresponding AB pages for homework
SB Lesson 7 Corresponding AB pages Session 3
SB Lesson 8 Corresponding AB pages • Video or Poster • CD-ROM for lab or home 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
Session 1
Session 1
SB Review activities for relevant unit AB Review activities for relevant unit
SB Review activities for relevant unit Teacher’s Resource Book (TRB) Activity Sheets • Video or Poster for review Session 2
Session 2
Week 4
Assessment (Unit Test)
AB Review activities for relevant unit TRB Activity Sheets • Video or Poster for review Session 3
Assessment (Unit Test)
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4 sessions per week (50 – 60 minutes) Session 1
Week 1
Week 2
Week 3
5 sessions per week (45 – 60 minutes)
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
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
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
Session 1
Session 1
SB Review activities for relevant unit and activities from After the Page in Lessons 1–6
Activities from After the Page in Lessons 1–4 and TRB Activity Sheets and Review Unit Activities
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 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 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
Session 2 Session 2
AB Review pages for relevant unit and activities from After the Page in Lessons 7–12 Week 4 Session 3
Assessment (Unit Test or Mid-Book Test/End-ofBook Test)
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
Session 4
Assessment (Unit Test or Mid-Book Test/ End-of-Book Test)
Celebration!
Session 5
Celebration!
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