TPRS 5 - Student

Story A Confusing Experience

Vocabulary Homophones Suffixed Words I Sight Words

Pop-Up Grammar Noun Review Singular - Plural Common - Proper Possessive Appositive

Structures going to + verb cannot + verb have - doesn’t have have - don’t have + verb want - wants to + verb 1

CHAPTER

Vocabulary Homophones A homophone word is one that is pronounced like another word but is different in meaning, origin, and spelling.

I. Write the meanings of these words on the lines as required.

Meaning

Homophone Words

sun male

eight our peace week aunt for too two son mail

bare

bear

ate hour piece weak ant four to

Meaning

II. Illustrate the following homophones and write sentences with each word.

_____________________________ _____________________________ _____________________________ bear

_____________________________ 2

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Vocabulary - Homophones

_____________________________ _____________________________ _____________________________

bare _____________________________ _____________________________ _____________________________

eight _____________________________ _____________________________ _____________________________

ate _____________________________ _____________________________ _____________________________

weak _____________________________ _____________________________ _____________________________

week 3

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Vocabulary - Homophones

_____________________________ _____________________________ _____________________________

ant _____________________________ _____________________________ _____________________________

aunt _____________________________ _____________________________ _____________________________

sun _____________________________ _____________________________ _____________________________

son

III. Why should we learn about homophones? _____________________________ _____________________________ _____________________________ 4

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Vocabulary - Homophones

Homophone Words IV. Look for six new homophones on line.

V. Illustrate and share with the class.

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Vocabulary Suffixed Words I A suffix is found at the end of a word. Understanding the meaning of suffixes can help you to determine the meaning of several unknown words. The suffix “able” can be added to nouns or verbs to change them to adjectives.

I. Read the words and look them up in the dictionary. Then add the suffix and look for the new meaning.

Note: If the word ends in “e”, cross out the last letter, then add the suffix.

Word believe adjust adore comfort depend prevent solve

Suffix

Suffixed Words

+ able (capable of being)

believable adjustable adorable comfortable dependable preventable solvable

Definition

II. Use the appropriate suffixed words to complete the sentences.

1. The chair is very ______________________________.

2. The new seatbelt is _________________________________.

3. My new pet is _________________________________.

4. This story is ______________________________.

5. This problem isn’t difficult. It’s ______________________________.

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Vocabulary - Suffixed Words I

Remember: A suffix is a letter or a group of letters that added to the end of a word change its meaning to form a different word.

The suffix ”ment” changes verbs into nouns.

III. Read the words and look them up in the dictionary. Then add the suffix and look for the new meaning.

Note: If the word ends in “e”, just add the suffix.

Word

announce replace engage excite adjust adore

Suffix

Suffixed Words

Definition

announcement replacement + ment (action or process)

engagement excitement adjustment adorement

IV. Draw a line to match the words with their meanings.

announcement

•

•

meeting

adornment

•

•

adaptation

adjustment

•

•

decoration

engagement

•

•

substitute

excitement

•

•

arose emotion

replacement

•

•

make public

7

CHAPTER

A Confusing Experience Vocabulary

NOUNS

people trip man son town both abuse experience VERBS

VERBS

going on cannot decide ride on hear walk change

pass let do carry throw laughing at walk

8

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Vocabulary - A Confusing Experience

I. Illustrate the vocabulary words that are new to you with pictures or drawings, and write sentences with them.

9

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Story A Confusing Experience There are two people going on a trip from one town to another. These people are a man and his young son. The man and his son have a donkey. They cannot decide who should ride on the donkey. First, they decide that the boy should ride on the donkey. As they pass an old lady they hear her saying, “What a lazy boy; he should walk and let his father ride.” The father and the boy change places, and they continue their trip. They pass another group of people. They hear them saying, “What a terrible man, he is big and strong. He should walk and let his little son ride.”

The man and the boy feel confused, so they both decide to ride on the donkey. As they pass another group of people they hear a man saying, “What an abuse, two people on one little donkey.” They don’t know what to do, so they both decide to carry the donkey. As they pass another group of people, they hear the people laughing at them and saying, “They are carrying the donkey when the donkey should carry them.” Totally confused, they both decide at the same time that they should tie the donkey to a post and leave it at home. Now, they are happy because they can both walk in peace.

I. After reading the story, underline the nouns. List them and write their singular and plural forms.

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Practice Exercises - A Confusing Experience

II. Answer “True” or “False.” Make the false statements true.

1. ________ The man and his son are going to the supermarket_________________________ 2. ________ The father is very young __________________________________________________ 3. ________ The boy decides to ride the donkey first___________________________________ 4. ________The boy decides to throw the donkey in the river___________________________ ____________________________________________________________________________________ 5. ________The people are clapping for the man and his son. __________________________ ____________________________________________________________________________________ 6. ________ The man and the son don’t care about what people say.

7. ________ Both, father and son, continue to ride on the donkey. _____________________ ____________________________________________________________________________________ 8. ________ Peoples’ opinions are necessary for you to make a decision. _______________ ____________________________________________________________________________________ III. Number the sentences from one to six according to the sequence of the story.

1. __________ The man and his son tie the donkey to a post and leave it at home.

2. __________ The boy rides the donkey.

3. __________ They both ride on the donkey.

4. __________ The father rides on the donkey.

5. __________ The people laugh at them.

6. __________ The man and the boy are going on a trip.

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Practice Exercises - A Confusing Experience

IV. Use the illustrations to retell the story in written form. Change the final scene. Share orally.

5

1 4

2 3

12

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Practice Exercises - A Confusing Experience

New Title

INTRODUCTION

1.____________________________________________________ ____________________________________________________.

2.____________________________________________________ ____________________________________________________.

3.____________________________________________________ ____________________________________________________.

4.____________________________________________________ ____________________________________________________.

5.____________________________________________________ ____________________________________________________.

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CHAPTER

Practice Exercises - A Confusing Experience

V. Reread the story and identify the sentences that best describe these scenes. Write the first sentence in present tense, underline the verbs, and change the sentences to the tenses indicated below.

1. Present: _____________________________________________________________ Past: _________________________________________________________________ Future: _______________________________________________________________

2. Present: _____________________________________________________________ Past: _________________________________________________________________ Future: _______________________________________________________________ 14

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Practice Exercises - A Confusing Experience

3. Present: _____________________________________________________________ Past: _________________________________________________________________ Future: _______________________________________________________________ VI. Work with a partner and divide the structures (five structures each).

Each uses the structures assigned to write sentences. Read aloud to correct and verify. Share with the class.

1. go on a trip: ___________________________________________________________.

2. should ride on:__________________________________________________________.

3. from one place to another:_____________________________________________.

4. laugh at: _______________________________________________________________.

5. walk in peace: __________________________________________________________.

6. cannot decide: ________________________________________________________.

7. both: ___________________________________________________________________.

8. change position: ________________________________________________________.

9. should walk: _____________________________________________________________.

10. let them do: ____________________________________________________________.

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Practice Exercises - A Confusing Experience

VII. Research about attitudes. List three attitudes that can be applied to this story, and two attitudes you need to develop. Compare your work with a partner.

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________.

TIME FOR REFLECTION VIII. Write three lines to express what you learned from this story.

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Pop-Up Grammar Nouns Review A noun names a person, place, thing, or idea.

I. Make a list of the nouns from the story and classify them.

Person

Place

Thing

____________________________________

____________________________________

________________________________________________________________________

____________________________________

____________________________________

________________________________________________________________________

____________________________________

____________________________________

________________________________________________________________________

____________________________________

____________________________________

________________________________________________________________________

____________________________________.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . ________________________________________________________________________.

The abstract nouns are those that thing represent concepts, qualities, A noun names a person, place, or idea. feelings, or emotions. They do not exist as a material object: An abstract noun is a non-count noun. Example: love, faith, courage, etc.

II. Think of five abstract nouns, list them, and define them.

1. ________________________: ________________________________________ 2. ________________________: ________________________________________ 3. ________________________: ________________________________________ 4. ________________________: ________________________________________ 5. ________________________: ________________________________________ 17

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Pop-Up Grammar - Nouns Review

Singular and Plural Nouns A singular noun refers to a single object, person, animal, idea, event or feeling. A plural noun refers to more than one or to a group.

I. Make a list of all the nouns in the story.

II. Change the singular nouns to plural. If the noun is plural, change it to singular. Apply the following rules:

Rules for pluralizing

• Add “s” after most nouns.

• Add “es” to nouns that end in “s”, “x”, “ch”, and “sh”.

•Nouns ending in “y”, change the “y” to “i” and add “es”.

•Nouns ending in “f”, change the “f” to “v” and add “es”.

Plural Nouns

Singular Nouns

_________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________

_________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ Singular Nouns

Plural Nouns

_________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________

_________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ 18

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Pop-Up Grammar - Nouns Review

Common nouns are the names of persons, places or things, but is not the name of a particular person, place, or thing.

III. Change the common nouns to proper nouns by giving them appropriate names.

Remember proper nouns are always capitalized.

Common nouns

Proper Nouns

lady

_________________

man

_________________

boy

_________________

town donkey father street avenue

_________________ _________________ _________________ _________________

city

_________________

mall

_________________

girl

_________________

automobile

_________________

gas station country island store supermarket

_________________ _________________ _________________ _________________

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CHAPTER

Pop-Up Grammar - Nouns Review

Possessive nouns: They show who owns something. Singular nouns show ownership by adding an apostrophe and an s (’s). Plural nouns that end in “s” show ownership by adding an apostrophe after it (s’).

The special plurals show ownership by adding apostrophe (’s).

• Example:

Men – men’s clothing Children- children’s books

IV. Rewrite each phrase using the possessive form.

1. The donkey of the man _________________________________________________________________ 2. The shoe of the boy _________________________________________________________________ 3. The dresses of the women _________________________________________________________________ 4. The cell phone of the girl __________________________________________________________________ 5. The food of the dog __________________________________________________________________ 6. The father of the boy _________________________________________________________________ 20

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Pop-Up Grammar Appositives An appositive is a single word or a phrase that gives more information about the nouns or pronouns it follows. The appositive is usually separated by commas.

• Example: Mary, the teacher, is happy.

The book, the one with a red cover, is mine.

(appositive)

(appositive)

I .Read the incomplete sentences carefully, and match them with the appropriate appositives.

Margarito ___________has a donkey.

•

• our Principal

The boy _____________is hungry.

•

• Teresa Contreras

The lady _____________was not happy. •

• Carlitos

Mrs. Jones ___________is early today.

•

• the countryman

The donkey __________cannot move.

•

• itself

II. Work in a group of three. Write the sentences above on cardboard strips.

Use a black marker to write subjects and predicates, and the appositives with a red one. Then, cut the sentences into the three parts mentioned.

21

CHAPTER

Sight Words - Appositives

IV. Write an oppositive for the following nouns. Punctuate correctly.

1. The new girl,_______________,is from Europe.

2. My new friend,_______________, is in my class.

3. _______________, the Pharaoh, lived in Egypt.

4. Albert Einstein, _______________, was a genius.

5. My mother,_______________, likes to cook.

V. Separate the appositive with commas.

1 The book on the table New English Adventures is very heavy.

2 Susana Hoyos the lady in the crowd is angry.

3 Our teacher Mrs. Johnson likes to play football.

4 The dog at the door belongs to Tom the janitor.

5 The Nelsons are from another country.

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Sight Words

food add every give country own few high

I. Write a short paragraph including as many sight words as possible. Illustrate your paragraph. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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Sight Words

English done near ten half feed fly wait

I. Classify the words into a group of nouns and a group of verbs.

Explain the tenses of the verbs.

Nouns ______________________ ______________________ ______________________ ______________________

Verbs ______________________ ______________________ ______________________ ______________________

Verb Tenses _____________________ _____________________ _____________________ _____________________

Crossword II. Fill in the spaces with the sight words suggested by the synonyms.

Horizontal 1. Language from Britain 3. move with wings 5. complete totally - 7. expect Upright 2. moiety 6. close to

4. nourish 8. nine plus one (9+1) 24

CHAPTER

Sight Words

III. Complete the sentences with the appropriate words from the sight words.

1. _______________is a very important language.

2. The man walks_______________ to the wall.

3. He has _______________ this several times.

4. He learned to count from one to _______________ very fast.

5. She gave him one _______________ of her apples.

6. Whenever he goes to Colombia, he likes to _______________ his jet.

7. You need to _______________ a baby every three hours.

8. When the light is red, all cars should_____________ for the green light.

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CHAPTER

Ready to...

Take an Interview I. Choose a partner to work with. Decide who will ask questions and who will answer.

II. Follow the steps to take an interview, and practice the structures.

Greeting model: . ______________________ Hello! My name is ______ _. ______________________ I work at ______________ estions?

May I ask you some qu ble. your trip more pleasura We would like to make

Model questions: 1. When will you be traveling?

2. Where are you going to go?

3. What is the purpose of your trip?

4. What do you have to do there?

5. Can’t you go somewhere else?

6. Are you traveling alone or with your family?

7. What places would you like to visit there?

8. Do you have the necessary reservations?

9. How can I help you?

Values in Action!

Courtesy: Be kind to all. Treat others as you would like them to treat you.

26

Story Jack’s Secret Clue

Vocabulary Opposites Time Order Words Transitional Words

Pop-Up Grammar Complete Subject and Complete Predicate Interjections Sentence Patterns Negative Words Compound Sentences

Structures like - likes to + verb prefer - prefers to + verb need - needs to + verb want – wants to + verb 187

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Pop-Up Grammar Complete Subject and Predicate A complete subject includes all the words which tell who or what a subject is or does.

The complete predicate includes all words which give the action the subject is doing.

I. Identify and underline the complete subject and the complete predicate in the sentences given.

II. Write CS for complete subject and CP for complete predicate above.

1. Holly and her family went to the pet shop in the mall.

2. The girl doesn’t have all the money that she needs.

3. Holly, the girl from the story, loves Dalmatian dogs.

4. Holly and her grandmother went to the pet shop to buy her new pet.

5. A pet shop is very attractive to children.

6. The man in the window is the owner of the store.

7. All of the animals in the pet shop are happy to see visitors.

8. The girl named Holly loves dogs.

9. The story is about buying pets.

10. The boy in the basketball story was looking for someone to play with.

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Tony’s Secret Clue Vocabulary

NOUNS

clue guessing games girlfriend books magazines floor finger rows choice friends

ADVERBS

VERBS

guess observe try to decides does not understand arrange turn cover invite point amaze

everywhere next around finally

I. Match the words with their meanings. information that helps you to find the answer to a problem. weekly or monthly publication to plan, prepare for, or organize something to have the same opinion

agree amaze magazine arrange

an act or the possibility of choosing some; an amount that is not exact but is fewer than many to cause someone to be extremely surprised

clue choice several

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Vocabulary - Tony’s Secret Clue

II. Label the illustrations with the vocabulary words that correspond.

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Story Tony´s Secret Clue Jack and Tony are close friends. They go everywhere together.

One of the boys, Tony, likes to play lots of guessing games.

The other boy, Jack, does not understand Tony’s games because Jack doesn’t know the clues for playing the games. Tony decides to play one of his games, and asks Jack to observe. Then, he asks Jack to play and try to guess the clue to find the object. Tony wants Jack to learn the game. To play this game, there has to be three players: two who know the clue, and one who has to guess the answer. Tony invites a girlfriend named Amy to be a third partner, and they both agree on the clues they will use. To begin the game, Tony puts nine magazines on the floor and arranges them in three rows of three. Next, Amy covers Tony’s eyes, and Jack chooses the magazines that Tony should identify. Following that, Tony turns around and looks at the magazines. Amy points at several books and magazines with her finger, as she asks “Is it this one?,” Is it that one?” And so on. Tony answers “No” to those questions. Finally, Amy puts the clue into action by pointing to it before she signals the magazines that Jack had chosen.

Then, Amy points to the magazine that Jack had chosen and asks “Is it this one?” and Tony says “Yes, that’s the one.” Jack is amazed that Tony guesses the one he had chosen. Can you guess what was the clue Tony and Amy had agreed on?

I. After reading the story, circle the adverbs.

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Practice Exercises - Tony’s Secret Clue

I. Answer “True” or “False”. Make the false statements true on the lines provided.

1.

2.

3.

4.

5.

6.

7.

_________ Jack wants to guess his friend’s secret game . __________________________________________________________ _________ Tony invites Jack to play a mind reading game. __________________________________________________________ _________ Tony arranges the magazines in rows of two. __________________________________________________________ _________ Amy chose the books. __________________________________________________________ _________ Amy points at the books with a pointer. __________________________________________________________ _________ Jack guesses the book Amy indicates. __________________________________________________________ _________ The trick is to identify the middle book. __________________________________________________________

II. Identify who the pronoun refers to according to their actions.

Choose a name from the rectangle.

Tony

Jack

Amy

1. His eyes are covered while the book is chosen.

_________________

2. She points to the magazines.

_________________

3. He chooses the magazines.

_________________

4. She knows the trick.

_________________

5. He answers “No”, to Amy’s questions.

_________________ 192

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Practice Exercises - Tony’s Secret Clue

III. Number the statements according to the sequence of the story.

1. _________ Amy covers Tony’s eyes while Jack chooses.

2. _________ Tony puts nine magazines on the floor arranged in groups of three.

3. _________ Jack was amazed at Tony´s choice.

4. _________ Amy points at several magazines, asking “Is it this one?”

5. _________ Tony invites Jack to play a game named Mind Reading.

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Practice Exercises - Tony’s Secret Clue

IV. Identify the problem in the story. Explain in written form.

Describe each illustration with one or two sentences. Change the beginning of the story. Share orally.

1. ____________________________________________________________________________ ____________________________________________________________________________ 2. ____________________________________________________________________________ ____________________________________________________________________________ 3. ____________________________________________________________________________ ____________________________________________________________________________ 4. ____________________________________________________________________________ ____________________________________________________________________________ 5. ____________________________________________________________________________ ____________________________________________________________________________ 194

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Practice Exercises - Tony’s Secret Clue

V. Change the sentences to the forms indicated in parentheses.

1. Jack wants to guess his friend’s secret trick. (negative) __________________________________________________________________________ 2. Tony puts nine magazines on the floor. (interrogative) __________________________________________________________________________ 3. Amy covers Tony’s eyes. (command) __________________________________________________________________________ 4. Tony turns around and looks at the magazines. (exclamation) __________________________________________________________________________ 5. Is it this one? (declarative) __________________________________________________________________________ VI. Make “wh” written questions for the following statements.

1. ____________________________ Tony guesses the one he chooses.

2. ____________________________ Jack is amazed.

3. ____________________________ Tony puts nine magazines on the floor.

4. ____________________________ Jack wants to guess his friend’s trick.

5. ____________________________ Amy points at several books.

VII. Are magic tricks real? Defend your answer in written form. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ VIII. What abilities do magic tricks develop? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 195

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Pop-Up Grammar Transition Words and Phrases These words or phrases help you to clarify what you want to say. Transition words are used in several different situations to tell different things: 1. They tell when, where, and how something occurred.

2. They describe things.

3. They compare things.

Examples: To give an example To compare and contrast Sequence

Transition Words and Phrases

for example, to illustrate, the following example in comparison, however, again, also, still again, also, and, and then, finally, first, second, third, next, still, too

To show a cause or reason

because, as a result, then

Summary or conclusion

as result, in conclusion, in other words, therefore, to summarize above, adjacent to, below, beyond, closer to,

To show order

far, further on, here, near, opposite to, there, to the left, to the right after a few days, after a while, as long as, as soon

Time

as, at last, at that time, before, earlier, immediately, in the past, late, now, soon, then, until, when 196

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Pop-Up Grammar - Transition Words and Phrases

Transition Words and Phrases

I. Use a transitional word or phrase to add to an explanation of the sentence.

1. Tony asked Jack: “Why do you like that game?” Jack answered: “_________________________________________it is fun.” (reason)

2. Jack knows how to play the game ___________________________________ , (comparision)

Tony didn’t know how to play the game.

3. Jack wanted to explain to Tony how to play the game, so he said: “ _________________________________________you have to do this.” (give example)

4. He gave him some information. Then he said: “ __________________________ (give information)

you have to do this and that.”

5. Jack’s explanations were not clear _____________________________________ (consequence)

the trick didn’t work.

II. Use the transition words from the word bank to complete the paragraph.

Word Bank

Tony wants to share his game with his friends. _______________ he goes to a boy named Jack. Jack does

first

not want to play.

second

______________________he goes to his girlfriend.

finally

She is willing to play. ________________ he explains the game. _________________ they play and have a lot of fun.

197

next

CHAPTER

Pop-Up Grammar - Transition Words and Phrases

III. Use the indicated transition words in sentences: Show a cause or reason (because, then, etc.)

1. ______________________________________________________________________ 2. ______________________________________________________________________ 3. ______________________________________________________________________ Summarize or to conclude.

1. ______________________________________________________________________ 2. ______________________________________________________________________ 3. ______________________________________________________________________ Show a sequence (again, also, and, and then, finally, etc.)

1. ______________________________________________________________________ 2. ______________________________________________________________________ 3. ______________________________________________________________________ Give examples (for example, to illustrate, etc.)

1. ______________________________________________________________________ 2. ______________________________________________________________________ 3. ______________________________________________________________________ 198

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Pop-Up Grammar Interjections An interjection is a word or a group of words that express a strong feeling.

Interjections can be used alone or before or after a sentence.

Interjections are followed by an exclamatory mark (!).

I. Research in your favorite source, and look for the common expletives. Label the pictures with the appropriate interjection.

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Pop-Up Grammar Sentence Patterns Most sentences in the English language have basic patterns in their structures. These patterns establish a specific positioning for words. The most important aspect of every English sentence is the subject - verb relationship. Sentence patterns can help us to write better sentences.

SENTENCE PATTERNS Pattern initials

N-V

Pattern denomination

subject

Noun Verb

Tony noun

predicate

plays. verb

subject

N-V-N N-V-Adj

Noun/Verb/Noun Noun/Verb/Adjective

predicate

Amy noun

covers verb

subject

predicate

Jack noun

N-V-Adv

Noun/Verb/Adverb

is

amazed.

verb

adjective

subject

Jack and Tonny noun

her eyes. noun

predicate

play

here.

verb

adverb

I. Read the following sentences carefully. Identify the subject and predicate correctly.

Then, identify the patterns and write the appropriate pattern initials given above.

1. Tony knows a secret clue.

2. This clue is a secret.

3. Jack laughs.

4. Jack chooses the magazine.

5. Amy is pretty.

6. Tony selects this book.

7. The game looks interesting.

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CHAPTER

Pop-Up Grammar - Sentence Patterns

Sentence Patterns

II. Write sentences with the indicated sentence patterns.

N-V-N

_____________________________________________________________________________ _____________________________________________________________________________

N-V-Adj

_____________________________________________________________________________ _____________________________________________________________________________

NOUN-VERB-NOUN

NOUN-VERB-ADJECTIVE

N-V-Adv

NOUN-VERB-ADVERB

N-V

NOUN-VERB

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

III. Look for nouns, verbs, adjectives and adverbs, in Tony’s Secret Clue story (page 191) . Classify in the required spaces.

Nouns

Verbs

Adjectives

201

Adverbs

CHAPTER

Pop-Up Grammar Changing to Negative The negative words change the meaning of the sentences.

Practice reading the positive words versus their negative counterparts. Use your dictionary if you need to.

POSITIVE WORDS

NEGATIVE WORDS

is someone somebody some – anything everywhere somewhere almost – ever everything one all

no - not is not nobody nothing nowhere never no one nothing none not one

I. Change the sentences to negative. Observe the underlined words.

1. The boy always prepares tricks. _______________________________________________________________________ 2. Jack and Tony go everywhere together. _______________________________________________________________________ 3. Jack wanted someone to play with him. _______________________________________________________________________ 4. Jack’s clue was almost perfect. _______________________________________________________________________ 5. The clue is good. _______________________________________________________________________ 6. Everyone wanted to guess the clue. _______________________________________________________________________ 7. All of the boys tried to guess the clue. _______________________________________________________________________ 202

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Sight Words

pair inside beautiful able among dark

Complete the statements with the appropriate sight words.

You have to wear a ______________ of shoes.

The party was _____________ the gym.

Mike was selected ________________ the best students of the class.

If you break your arm, you won’t be __________________ to work.

The picture in the living room is ______________________.

At seven o’clock the house is _________________ inside, we have to turn the lights on.

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Sight Words Word Search s p e c i a l f l t e k s s d

n f l m m x r e c j k w h p h

c u ñ u ñ b z t l x h e h b u

r h b e h e e d e n d h t x y

pm x b d d s s ñ h a u y ñ u v a r m r u w k q h o x l l l

i v ñ g e t f i n e a z u ñ u

i y l ñ a i i d m f g s g x f

e v n p t f p e f v n e h e e

h x b y a e h q o mm o a i r s v t u f u l a ñ y e j t w g j x ñ k k x n c b w om a p d i s n e q a w j s l g r a c h

h r c n n y j u d z d i g o f

q a p c m n w h t v v w e ñ n

Word Bank pair inside beautiful among

special heavy fine heat 204

carefully common though clear

CHAPTER

Pop-Up Grammar

Simple and Compound Sentences

A sentence that expresses one complete thought is a simple sentence.

Two or more simple sentences can be combined to make a compound sentence.

The words and, but, and or are usually used to combine the sentences.

Joined by conjunctions, your sentences are more interesting. A compound sentence gives more information and sounds better.

Remember to use a comma (,) before the conjunction and between the combining words.

Example Simple sentences.

• Jack worked with the secret clue.

• Tony observed what Jack did.

• Amy and Mary are observing, too.

Use and to create a compound sentence.

• Jack worked with the secret clue, and Tony, Amy, and Mary observed him.

I. Identify the following sentences as a simple sentence or a compound sentence. Write SS or CS beside the sentences.

1. The students are playing.

2. Jack had a secret clue, and Tony had a secret magic trick.

3. The story is very long, but the students still like to read it.

4. The story is about secret clues.

5. The children like to play with secret clues.

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Pop-Up Grammar - Simple and Compound Sentences

Using conjunctions, you can join two simple sentences to express the same idea in a compound sentence. You can join two opposites, or contrary ideas to represent a choice also.

I. Use the correct conjunction to make a compound sentence.

Rewrite the compound sentence.

1. Pictures can be black and white. Pictures may be in colors. __________________________________________________________________ 2. Some of the children were happy. Some looked sad. __________________________________________________________________ 3. Jack told Tony about the secret clue. He shared it with him. __________________________________________________________________ 4. Would you prefer Jack’s secret clues? Would you choose Tony’s secret clues? __________________________________________________________________ 5. I like to read stories. The stories are too long. __________________________________________________________________

II. Write a compound sentence with each conjunction. and __________________________________________________________________ __________________________________________________________________ but __________________________________________________________________ or 206

CHAPTER

like - likes to + verb prefer - prefers to +verb need - needs to + verb want - wants to + verb

Structures Review

I. Use the indicated structures in sentences.

1. like to + verb: _____________________________________________________________________.

2. likes to + verb: _____________________________________________________________________.

3. prefer to + verb: _____________________________________________________________________.

4. prefers to + verb: _____________________________________________________________________.

5. need to + verb: _____________________________________________________________________.

6. needs to + verb: _____________________________________________________________________.

7. want to + verb: ______________________________________________________________________.

8. wants to + verb: ______________________________________________________________________.

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Ready to...

Use Compound Sentences

I. Work in a group of four to write eight simple sentences.

II. Write the sentences on different color cardboard strips.

Write the conjuctions “and”, “but”, and “or” on white strips of paper.

III. Read the sentences separately, and join two of them with the appropriate conjuction.

IV. Play combining the simple sentences to form compound sentences.

Values in Action!

Creativity: Exploring new ideas to improve your abilities.

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Story Holly’s Pet

Vocabulary Abbreviations Using the Dictionary Sight Words

Pop-Up Grammar Adverbs Simple Subject - Predicate Compound Subject - Predicate Conjunctions

Structures would like to + verb want-wants to + verb doesn’t have can + verb 161

CHAPTER

Pop-Up Grammar Adverbs An adverb is a word that modifies, or tells more about a verb, adjective, or another adverb. An adverb can tell how, when or where the action takes place. Adverbs can be moved around in the sentence. It is put where it sounds best. Many adverbs are formed by adding the - ly suffix to an adjective.

Use adverbs in your writing to give the reader more details.

The girl runs. _________________ The girl runs slowly. _________________ The girl always runs. _________________ The girl runs under the tree.

This sentence doesn’t give much detail. _________________ This sentence shows you how the girl runs. _________________ This sentence shows you when the girl runs. _________________ This sentence shows you where the girl runs.

I. Here are some adverb examples. Locate them in the corresponding circle: Early, quickly, here, there, now, suddenly, up, patiently, really, immediately, always, simply, below, neatly, down, yearly.

Adverb that tell

Adverb that tell

Adverb that tell

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

How?

When?

162

Where?

Pop-Up Grammar - Abbreviations

REGULAR FORMS hard fast late Adverbs ending in -ly quietly slowly seriously IRREGULAR FORMS badly far little well

Adverbs

CHAPTER

COMPARATIVE

SUPERLATIVE -est to one - syllable, twoAdd -er to one - syllable adverbs. Add or multiple - syllable adverbs. hardest harder fastest faster latest later Add more to two syllable adverbs.

Add most to two - or multiple syllable adverbs . more quietly most quietly more slowly most seriously more seriously COMPARATIVE worse farther / further less better

SUPERLATIVE worst farthest / furthest least the best

• Comparative adjectives and adverbs compare two things or more than two persons.

• Superlative means to the highest degree or the most. Superlative adjectives and adverbs compare three or more things or persons.

• With short adverbs that do not end in -ly comparative and superlative forms are identical to adjectives: add -er to form the comparative and -est to form the superlative. If the adverb ends in e, remove the “e” before adding the ending.

• With adverbs ending in -ly, you must use more to form the comparative, and most to form the superlative.

II. Work in pairs. Use the comparative and superlative forms of the adverbs in the word bank to write sentences.

1. _____________________________________________________________ _____________________________________________________________ Word Bank 2. _____________________________________________________________ soft _____________________________________________________________ 3. _____________________________________________________________ loud _____________________________________________________________ regularly 4. _____________________________________________________________ carefully _____________________________________________________________ 5. _____________________________________________________________ early _____________________________________________________________ easy 6. _____________________________________________________________ _____________________________________________________________ 163

CHAPTER

Pop-Up Grammar - Adverbs

III. Complete the statements with the adverbs that tell about things you can do.

1. I understand my lesson _______________________________________________.

2. I read ________________than last year.

3. I get __________________________grades than before.

4. I can speak English ___________________________________________________.

5. I come to school ____________________________everyday.

6. This is the ____________________ school year I have had.

IV. Use an adverb to inform about the verb.

1. She walks __________________________________________ (how?)

2. Mary dances _____________________________________ (where?)

3. The dog eats ________________________________________ (how?)

4. Uncle Thomas sleeps _________________________________ (where?)

5. My brother studies __________________________________ (when?)

V. Use an adverb in parentheses to give information about the adjective or adverb (very, really, extremely).

1. The lady is ______________________________________ fat.

2. The boy walks ___________________________________slow.

3. The girl is ________________________________________beautiful.

4. I am ____________________________________________hungry.

5. The picture was _________________________________ interesting.

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Pop-Up Grammar - Adverbs

Abbreviations for International Organizations I. Investigate the complete names of the following abbreviations.

INTERNATIONAL ORGANIZATIONS AND COUNTRIES

Abbreviation

Full Name

NASA OAS SSR UNICEF U.S.A. USSR WHO

II. Look through newspaper articles and magazines in English, and cut out the abbreviations found. Paste in the spaces below.

165

CHAPTER

Holly’s Pet Vocabulary

NOUNS

dog pet shop money sale Dalmatian cost piggy bank birthday shopping center tail price responsibilities

VERBS

buy walk discover sell give visit wag does not have find cost falls in love take care of bath feed clean assume

ADVERBS usually all every day only next luckily ready first sight

ADJECTIVES empty any low fifty aware sad willing

I. List the words that are new to you.

1. ________________________________________________________ 2. ________________________________________________________ 3. ________________________________________________________ 4. ________________________________________________________ 5. ________________________________________________________ 6. ________________________________________________________ 166

CHAPTER

Vocabulary - Holly’s Pet

II. Label the illustrations with the vocabulary words.

$

167

CHAPTER

Story Holly’s Pet There is a girl whose name is Holly. Holly wants a pet, but Holly does not have any money to buy one. One day as Holly walks into a shopping center, she sees a pet shop named “Mr. Flees”. She goes into the pet shop, and discovers that the shop has a special sale on all of the pets. As she looks at the pets, she finds the pet she wants, a dog. The dog is a Dalmatian. She sees him sitting in the window wagging his tail, and she falls in love with him at first sight. Dalmatians are easy dogs to take care of. The price of the dog is one hundred dollars. Usually, these dogs cost one hundred and fifty dollars to two hundred dollars. But, now, the pet shop has special low prices. Holly’s problem is that she doesn’t have any money. First, she goes to her piggy bank, but the piggy bank is empty. Next, she goes to her mother to ask her for the dog as a birthday gift. Her mother asks her if she is aware of all of the responsibilities she will have in order to take care of a dog; such as bathing him, feeding him, cleaning his house, and walking him every day. Then she also asks “Are you willing to do all of that?”

Holly answers “Yes”. Holly is very happy. Her mom believes in her, and she is going to give her the money. But her mother says: “I can only give you fifty dollars.” That makes Holly a little sad. Luckily, her grandparents came to visit and they give her the other fifty dollars.

Holly buys her dog and she is ready to assume the responsibilities of taking care of the new member of the family.

I. After reading the story, circle the words from the vocabulary.

168

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Practice Exercises - Holly’s Pet

I. Make the statements true.

1. Holly has money to buy a pet. _______________________________________________ ______________________________________________________________________.

2. Holly discovers that pets are not expensive. ___________________________________ _______________________________________________________________________.

3. The dog is a poodle. _____________________________________________________ _______________________________________________________________________.

4. The dog’s price is $200.00 that day. ___________________________________________ _______________________________________________________________________.

5. Holly goes to her brother first. ________________________________________________ _______________________________________________________________________.

6. Holly’s mother gives her $100.00. _____________________________________ _______________________________________________________________________.

7. Holly’s brother is going to celebrate his birthday soon. _________________________ _______________________________________________________________________.

8. The dog falls in love with Holly at first sight. ___________________________________ _______________________________________________________________________.

9.The name of the story is Holly’s Favorite Dog. ___________________________________ _______________________________________________________________________.

10. The main idea of the story is about Holly’s money. ____________________________ _______________________________________________________________________.

II. Make a list of five pets you can buy in a pet shop and illustrate them with drawings or pictures.

1. _____________________________ 2. _____________________________ 3. _____________________________ 4. _____________________________ 5. _____________________________

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Practice Exercises - Holly’s Pet

III. Choose one of the two questions. Answer in written form. Then share the answers orally.

A. From the list you made, choose a pet you would buy. (Describe it including name, kind of pet, things it does, why you would choose it, etc.) ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ B. Do you have a pet? (Describe it, name, kind of pet, things, it does, why did you choose it, etc.) ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ IV. Take a picture of your pet, if you have one, and paste it on the frame.

If you don’t have a pet, paste a picture of one you would like to have .

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Practice Exercises - Holly’s Pet

V. In the story, the main character visits a pet shop. Have you visited a pet shop? Write a paragraph describing your visit. If you have not visited a pet shop, imagine one and describe it.

VI. What kind of items do you find in a pet shop? List five items and explain how they are used.

1. ___________________________________________________________________________ 2. ___________________________________________________________________________ 3. ___________________________________________________________________________ 4. __________________________________________________________________________ 5. ___________________________________________________________________________

VII. How can you use the items listed? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ VIII. Share with a partner. ___________________________________________________________________________ ___________________________________________________________________________ 171

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Practice Exercises - Holly’s Pet

IX. Write a statement under each illustration. Change the names of persons, places, and things to create your version. Change the title and the ending of the story.

1 2

172

CHAPTER

Practice Exercises - Holly’s Pet

3

3

4

173

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Practice Exercises - Holly’s Pet

X. Change the sentences to the kind of sentences indicated.

1. She goes to her piggy bank. ____________________________________________ (negative) 2. She asks her mother for money._______________________________________ (interrogative) 3. Her grandparents came to visit._______________________________________ (interrogative) 4. Holly takes care of her pet. ____________________________________________ (imperative) 5. She has B/.100.00 dollars to buy her Dalmatian. ________________________ (exclamation) XI. Number the scenes in sequential order. Describe in your own words what happened in each scene. ______________________________________ ______________________________________ ______________________________________

______________________________________ ______________________________________ ______________________________________

______________________________________ ______________________________________ ______________________________________

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Practice Exercises - Holly’s Pet

XII. List the responsibilities Holly’s mother tells her about. Add two other responsibilities and illustrate. Use the structure “will have to” + verb.

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Practice Exercises - Holly’s Pet

XIII. Write a question with the Wh word in parentheses for the following statements.

1. __________________________ Holly wants a pet. (what) _______________________________________________________________________________.

2. __________________________ Holly sees a pet shop in the mall.

(where)

_______________________________________________________________________________.

3. __________________________ Holly finds the pet she wants, a dog.

(who)

_______________________________________________________________________________.

4. __________________________ The dog is a Dalmatian.

(what)

_______________________________________________________________________________.

5. __________________________ Holly falls in love with him at first sight.

(who)

_______________________________________________________________________________.

6. __________________________ Holly’s problem is that she doesn’t have any money. _______________________________________________________________________________.

7. __________________________ Her mother gives her fifty dollars.

(who)

_______________________________________________________________________________.

176

(what)

CHAPTER

Pop-Up Grammar Adverbs empty – friendly – directly – luckily – now – first I. Complete the sentences by using the adverbs in the box which answer to the questions in parentheses.

1. Holly wants a pet _________________________________________________ . (When?)

2. The girl walks _________________________ to a pet shop named Mr. Flees. (Where?)

3. She goes to her piggy bank, but it was ______________________________. (How?) 4. The little Dalmatian dog is wagging his tail_____________________________. (How?) 5. ___________________________ she asks her mother to buy her the dog. (When?)

6. The grandparents come to visit her, ___________________________________.(How?) II. Choose the correct comparative or superlative form of the adverbs.

1. Holly takes care of her new pet_____________________________ than anyone else. best

better

2. The special prices on pets are ___________________________ than the regular one. best

better

3. Holly doesn’t have any money, so she feels __________________________than ever. worse

the worst

4. She had ____________________________________________ money than she needs. less

least

5. Taking care of a pet is ____________________________________________ than it looks. serious more serious 177

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Vocabulary Using the Dictionary What can you find in a dictionary?

You can find the following: Spelling of the word, the meaning of the word, the correct pronunciation of the word, and the part of speech of the word. Dictionaries are organized alphabetically. Some dictionaries include illustrations and grammar sections to help you to write correctly, and give you a better knowledge of the language. Dictionaries are very important, and it is very necessary to learn to use them correctly.

I. List the words of the vocabulary from Holly’s Pet story alphabetically and look them up in your dictionary.

II. Write the pronunciations and the parts of speech of these words too.

III. Write the meanings of the words that are new to you.

Holly’s Pet Vocabulary __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

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Pop-Up Grammar Simple Subject and Simple Predicate The simple subject is the main word in the subject. “Who” or “what”can be simple subjects.

The simple predicate is also the main word in the predicate. It is usually the main action, verb, but if there is no action verb, it is the “state of being” verb, or the linking verb.

I. Underline the main words in the subjects and the predicates.

1. The name of the story is Holly’s Pet. 2. One day, Holly walked into a pet shop.

3. A beautiful Dalmatian became her favorite pet.

4. Money was Holly’s problem.

5. The grandparents came to visit Holly and gave her the money.

6. The piggy bank was totally empty.

7. She wants the pet as a birthday gift.

8. Her mother talks about all the responsibilities of having a pet.

9. Holly is a little sad, because she doesn’t have enough money.

10.The pet shop is offering special prices for animals.

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Pop-Up Grammar Compound Subject and Compound Predicates Compound subjects are those that have two or more words joined by the conjunctions and, or, or but. Compound predicates contain two or more verbs or verb phrases.

I. Circle the compound subject and underline the compound predicates in the sentences.

1. Holly and Helen want a pet.

2. The visitors looked at dogs, but bought birds.

3. The dogs and cats cost one thousand and two thousand dollars each.

4. Girls and boys like to visit pet shops and to spend time at game shops.

5. Holly and her mom will have to bathe and feed the puppy.

6. Pets need much care and require responsibility.

7. Bulldogs, Dalmatians, and Boxers are very popular pets.

8. Holly’s grandmother and the grandfather gave her the money.

9. The pet shop has animals, food, accessories, and many products for pets.

10. In the shopping center, Holly visits a shoe store, walks through a supermarket, and buys at a pet shop.

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Sight Words

strong round finally quickly less warm carefully front

I. Identify the adjectives and circle in red. Look for the adverbs and circle in blue.

II. Complete the chart as indicated.

Adjectives

Adverbs

1

_________________

_________________

2

_________________

_________________

3

_________________

_________________

4

_________________

_________________

_________________

_________________

5

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CHAPTER

Sight Words

heat full special hot heavy five

I. Underline the adjectives with a red pencil, and the nouns that they describe in blue.

1. The box is full of paper.

2. Holly wants a special dog for a pet.

3. We have five fingers on each hand.

4. Jack has to lift the heavy bags.

5. We should not eat hot food.

6. I bought a heat pad for the table.

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CHAPTER

Pop-Up Grammar Conjunctions Conjunctions are those words which connect two parts of a sentence to join ideas, nouns, or verbs together.

Read the following examples:

The Most Used Conjunctions Conjunction

Case

and

Joins two equal parts of speech (two nouns, verbs, adverbs, etc).

but

Is used to express contrast.

or

Is used to express choices.

so

Is used to show a result.

because

Is used to state the reason for a specific action.

It answers the question why?

I. Circle the conjunction in each sentence.

II. Write the function of the conjunctions on the lines provided.

1.

2.

3.

4.

Holly is looking for a dog or a cat to be her pet. ______________________ Does she have or hasn’t the money to buy it? _________________________ She gets the money, so she goes to the pet shop. ______________________ She is ready to assume all the responsibilities of having a pet, because she really likes it. _______________________________ 5. Her mother gives her fifty dollars only, but her grandparents give her a hundred dollars. ________________________________ 183

CHAPTER

Structure

can + verb like to + verb want to + verb

I. Answer the following questions to use the structures.

1. What can you do to improve your grades? Write three ideas. a.

______________________________________________________

b.

______________________________________________________

c.

______________________________________________________

2. What things you like to do for your birthday? a.______________________________________________________ b.______________________________________________________ c.______________________________________________________ 3.What do you want to do for the weekend? a.______________________________________________________ b.______________________________________________________ c.______________________________________________________ 184

CHAPTER

Ready to...

Play Charade with Adverbs I. Work in a team of six.

II. Divide your team into three pairs. Each one has to represent “when”, “where”, and “how”. Label a wall in the classroom to establish the three sections.

III.Each pair reads the adverbs from the chart, and prepares their gestures to represent their chosen words in ten seconds. Props can be used.

Verbs

When?

Where?

How?

IV. The teams take turns to present their dramatizations.

V. The rest of the class tries to guess the adverbs represented, by saying the word, and locating actors at the corresponding sections on the wall. Team wins one point when they place one of their players in the correct section.

VI. The team that achieves more words guessed will be the winner.

Values in Action!

Organization:

Following instructions, using time appropriately, helps you to achieve goals.

185

186

Story Darcy’s Math Problem

Vocabulary Numbers Review Solving Math Problems Sight Words

Pop-Up Grammar Adjectives III Comparatives and Superlatives Prepositions I Prepositional Phrases Good and Well Say/Tell

Structures have to + verb doesn’t have to + verb 139

CHAPTER

Pop-Up Grammar Using Good and Well These are two words that frequently cause confusion when they are used. Their meanings are similar, but they are not used as synonyms.

Good is used as an adjective to describe something positive about a noun. For example: You did a good job!

Well is used as an adverb which gives information about how an action was performed. For example: The twins worked well together.

I. Use good to describe nouns.

1. I have a _________________video game.

2. We watched a __________________movie last night.

3. John does a ___________________work.

4. These are __________________exercises to lose weight.

5. Exercise is _____________________for the human body.

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Pop-Up Grammar - Using Good and Well

II. Use well to explain how the actions are done.

1. Mike dances _______________________.

2. Helen talks French ____________________________.

3. The lady cleans the house ____________________________.

4. The teacher explains the lesson_______________________.

5. My computer works________________________________.

III. Reflect on the lesson.

We use good to describe _________________________________.

Good is placed before the ____________________________________.

We use well to modify a ______________________________.

Well is placed often after the _____________________________.

IV. Complete the statements with good or well.

1. Do you like to read _____________________books?

2. Sharon is a __________________student.

3. The teacher explained the homework ___________________________.

4. The students worked _________________on the math problem.

5. I want to buy a _________________video game.

6. My computer works ___________________as always.

7. Help me to do a _______________ presentation of my homework assignments.

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Vocabulary

Numbers Review Solving Math Problems

I. Read and solve the following math problems: 1. Ron and his twin neighbors, each have seventy-two basketball trading cards. How many cards do they have in all?

Answer: _________________________________________________________

2. Mike collects nine quarters. How much money does he have?

Answer: _________________________________________________________

3. Sharon wrote fifteen pages for each of the three assignments.

How many pages does she have written in all?

Answer: _________________________________________________________ II. Write the names of these symbols and numbers. + _____________________________

= _____________________________

X _____________________________

% _____________________________

_____________________________

.5 _____________________________

-- _____________________________

¼ _____________________________ 142

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Pop-Up Grammar - Numbers Review Solving Math Problems

III. Work in a group of four. Ask each participant for his/her birth date (month/day/year). Complete the following chart.

BIRTH DATE

NAME

MONTH

DAY

YEAR

1.

2.

3.

4.

IV. Use the information from the chart to complete the form and report to the group. Report all the information provided. __________________________________ said, that (his/her) birth date name

is: ___________________ ____________________ , ______________________. month

day

143

year

CHAPTER

Pop-Up Grammar Adjectives III

Comparative Superlative

We use the comparative and superlative forms to compare and contrast different objects, or to show the difference between them.

Adjective One-syllable adjectives

Comparative

Superlative

old long big hot

older longer bigger hotter

the oldest the longest the biggest the hottest

thin

thinner

the thinnest

Adjectives ending in - y

dirty noisy funny happy

dirtier noisier funnier happier

the dirtiest the noisiest the funniest the happiest

Adjectives with two or more syllables

beautiful interesting

more beautiful more interesting

the most beautiful the most interesting

Irregular adjectives

good bad far

better worse further

the best the worst the furthest

To use adjectives successfully, remember these basic rules: 1. Adjectives that end in one vowel and one consonant double the consonant endings.

• Look! This is the biggest baseball field of the neighborhood!

• My copybook is thinner than yours.

• This water is hotter than the other.

2. Adjectives ending in - y change the - y to - i.

• This movie is funnier than the one we saw yesterday.

3. Than is always used with comparatives to introduce the second element in a comparison.

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Pop-Up Grammar - Adjectives III / Comparative – Superlative

Adjectives III / Comparative – Superlative I. Search for comparative and superlative adjectives to complete the chart.

Use your source of preference.

Adjective

Comparative

Superlative

busy dangerous light boring high long fat little much modern

II. Choose an adjective and illustrate it. Then show the comparative and superlative forms with drawings. Write a sentence for each form.

Adjective

Comparative

Superlative

1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________ 145

Pop-Up Grammar - Adjectives III / Comparative – Superlative

CHAPTER

Adjectives III /Comparative – Superlative

III. Use comparative adjectives in sentences.

Example: Panamá City / David City (big).

The city of Panamá is bigger than the city of David.

1) Buses / taxis (cheap). _________________________________________________________________ 2) The lake’s water/ the river’s water (clear). _________________________________________________________________ 3) Sharon / Wendy (pretty). __________________________________________________________________ 4) My car / yours (dirty). __________________________________________________________________ 5) This chair / that chair (comfortable). _________________________________________________________________ 6) My Spanish / your Spanish (bad). __________________________________________________________________ 7) Today / yesterday (cold). __________________________________________________________________ 8) My brother / me (young). __________________________________________________________________ 146

CHAPTER

Darcy’s Math Problem Vocabulary

VERBS

NOUNS problem brother steps math math book

correct solve help go understand show find

PREPOSITIONS above beneath ADVERBS first second third

I. Choose five words that are new to you and look for the definition in the dictionary.

New Words

Definition

1.________________________________

1.________________________________

2.________________________________

2.________________________________

3.________________________________

3.________________________________

4.________________________________

4.________________________________

5.________________________________

5.________________________________ 147

CHAPTER

Story Darcy’s Math Problem There is a girl named Darcy who is always worried when she has to work with math problems. For homework, she has to do three problems in her math book. Darcy does the three problems, but she is not sure if the answers are correct. First, she goes to her father to ask for help. Her father helps her to solve the first problem, but he does not understand the second and third problems. So, Darcy goes to her mother for help. Her mother understands the third problem, so she helps Darcy to solve it. But her mother cannot help her with the second problem. So, Darcy goes to her brother. Her brother is one grade above Darcy, and he loves to do math problems. He helps her to solve the second problem, and also shows her where she can find the steps for solving problems, in her book. Darcy is very happy because her homework is done and her problems are correct.

I. After reading the story, circle the cardinal and ordinal numbers.

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Practice Exercises - Darcy’s Math Problem

II. Number the sentences according to the sequence of the story. ______ Darcy’s brother helps her to solve problem number two. ______ Darcy asks her father for help. He helps her with problem number one. ______ Darcy asks her mother for help. She helps her with problem number three. ______ Darcy has math homework. ______ Darcy’s brother shows her the steps for problem solving in the book.

III. Complete the sentences with words from the story, and then add another word to change the meaning of the story.

Examples: (Darcy) Amelia is doing (Math) Geography homework.

(Names)

(Kind of subject)

She has to solve ( three ) ______________ problems. (number)

To solve the problems she goes first to her (

) _______________. Then she (persons)

goes to her ( _____________ ) _____________. Finally her (

) ___________

(persons)

(persons)

shows her the ( __________) to follow and ( __________ ) _________completes her work. word

(names)

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CHAPTER

Practice Exercises - Darcy’s Math Problem

IV. Work in pairs to rewrite the story including the alternative words chosen on page 149. Share it with the class orally.

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Practice Exercises - Darcy’s Math Problem

V. Write a “wh” question for each statement.

1. Darcy is doing her math homework. ________________________________________ 2. Darcy is not sure if the answers are correct. _________________________________ 3. First, she goes to her father for help. ________________________________________ 4. Second, she goes to her mother for help. ___________________________________ 5. Her brother helps her to solve the second problem. _________________________ VI. Write the reasons of the actions.

1. Darcy had to ask for help because ________________________________________ ___________________________________________________________________________ 2. If Darcy practices, she______________________________________________________ _____________________________________________________________________________ 3. Her brother explained the problem because ________________________________ _____________________________________________________________________________ 4. Her mother didn’t explain the problem because_____________________________ _____________________________________________________________________________ VII. List the positive attitudes you observe in Darcy and the persons who helped her.

Explain and share with the class.

Positive Attitudes Darcy’s helpers

Darcy

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Pop-Up Grammar Prepositions I A preposition is a small word that connects sentences, phrases, or other words and can be located at the beginning, in the middle, or at the end of a sentence. Prepositions usually answer the questions where? or when?

Preposition

Meaning

Examples

behind

at the back of

- Sharon sits behind the school bus driver.

beneath

under

- The homework’s folder was beneath the books.

beside

next to

- The basketball court is beside the park.

in front of

directly before

- Mike collects the cans in front of the door.

inside

on the inner part of

- The copybook isn’t inside the backpack.

on

in a position touching a surface

- The copybook is on the teacher’s desk.

over

above/across on the surface of

- The ball bounced over the court.

- She put her homework over the desk.

to

in the direct of / towards - He went to the recycling exchange office.

next to

beside

- Sharon’s house is next to Ron’s.

out of

move from a closed space out

- She got out of the school bus.

- He's out of the recycling business - You get up at six o’clock every day.

- He is at the park.

at

used for location, time

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CHAPTER

Pop-Up Grammar - Prepositions I

Prepositions I I. Observe the illustration and use prepositions to complete the statements describing the exact position of objects.

II.Refer to the prepositions chart on page 152.

1. The girl is _____________________________ the desk.

2. The pencil is __________________________ her hand.

3. The calculator is ______________________ the copybook.

4. The lamp is ___________________________her left hand.

5. The math book is ______________________ the copybook.

6. The pencil container is ________________________the lamp.

7. The ruler and the eraser are ___________________the copybook.

8. The math copybook is _________________________the opened copybook.

9. All the school’s stuff is _________________________ the desk.

10. Darcy’s glasses are _____________________________her face.

11. Darcy’s desk is__________________ her.

12. There are many pencils ________________the pencil container.

13. The compass is __________________________ the pencil container.

14. She is studying __________________7:00 o’clock.

15. The papers are ___________________ the math book.

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Vocabulary

Days of the Week Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Sun. Mon. Tues.

Wed. Thurs.

Fri. Sat.

COMMON ABBREVIATIONS Months Places apartment building hospital South/southern East/eastern West/western North/northern district

People Mister Mistress Miss Senior Junior Doctor President Governor Manager Reverend Monsignor Doctor of Medicine

Mr. Mrs. Ms. Sr. Jr. Dr. Pres.

Gov. Mgr. Rev. Msgr.

Apt. Bldg.

Hosp.

S.O. E W N disc.

Streets Avenue Boulevard Drive Freeway Highway Lane Parkway Road Street

January February March April May June July August September October November December

Jan. Feb. Mar. Apr. May June July Aug. Sept.

Oct. Nov. Dec.

Time Ave. Blvd.

Dr. Fwy. Hwy. La. Pkwy.

Rd. St.

M.D.

154

before noon (ante meridiem) after noon (post meridiem) hour minute month week year century Before Christ After Christ

a.m. p.m. hr. min. mo. wk. yr. cent.

B.C. A.C.

CHAPTER

Pop-Up Grammar

Prepositional Phrases

Prepositional phrases are groups of words containing prepositions and other words. Remember that prepositions are words that indicate the relationship between various elements within a sentence.

Observe

the following examples.

at home in time with me for me to me for you in a few days

at = preposition; home = noun. in = preposition; time = noun. with = preposition; me = pronoun. for = preposition; me = pronoun to = preposition; me = pronoun for = preposition; you = pronoun in = preposition; a = article few = adjective; days = noun

I. Underline the prepositions and the prepositional phrases in the following sentences.

1.

2.

3.

4.

5.

6.

Darcy has to do three problems in her math book.

Darcy goes to her mother for help.

Her mother cannot help her with the second problem.

Darcy goes to her brother.

He is one grade above Darcy.

She finds the steps for solving problems in her book.

155

CHAPTER

Ready to...

Locate Places on a Map

I. Work in a group of three.

II. Observe the location of your school and its surroundings. Trace a map to locate your school. Include streets, avenues, buildings, facilities, etc.

III. Show on your map the exact position of the school, in relation to areas mentioned previously.

IV. Be creative to color, decorate, and write the names of the places on their locations. Use abbreviations correctly. See page 154.

V. Use prepositions and prepositional phrases to describe all of the places included in your map.

VI. A representative of the group will describe the map orally.

Values in Action!

Teamwork Workings as a group will usually generate more ideas to solve a problem.

156

CHAPTER

Structure

has- have to doesn’t have to

Remember the structure “have to”, indicates obligation or duty. “doesn’t have to” is its negative form.

I. Use the structures to answer the following questions.

1. Think of three things Darcy has to do to solve her math problems. a)

______________________________________________________________

b)

______________________________________________________________

c)

______________________________________________________________

2. Think of three things she doesn’t have to do. a)

______________________________________________________________

b)

______________________________________________________________

c)

______________________________________________________________

3. List three things you have to do every day. a)

______________________________________________________________

b)

______________________________________________________________

c)

______________________________________________________________

4. List three thinks you don’t have to do at school. a)

______________________________________________________________

b)

______________________________________________________________

c)

______________________________________________________________ 157

CHAPTER

Sight Words

game shape thousand goverment language deep equations object

I. Complete the statements with the appropriate sight words.

1. The basketball players have a ________________ every week.

2. Panamá has the ______________ of an S lying down.

3. About five _____________ people went to the parade.

4. The ____________ of Panamá is democratic.

5. Every country has an official _________________________.

6. The ocean is very ____________________________.

7. In mathematics we are learning to solve_______________________.

8. A bicycle is a large _____________________.

II. Illustrate three of the sentences. Write the numbers below.

158

CHAPTER

Sight Words

rule noun power six size ball material circle

Look for two definitions of the following words in the dictionary.

Write a sentence for each meaning.

1.

2.

3.

4.

rule

power

circle

material

* Meaning 1: ___________________________________ Sentence: ____________________________________ * Meaning 2: ___________________________________ Sentence: ____________________________________ * Meaning 1: ___________________________________ Sentence: ____________________________________ * Meaning 2: ___________________________________ Sentence: ____________________________________ * Meaning 1: ___________________________________ Sentence: ____________________________________ * Meaning 2: ___________________________________ Sentence: ____________________________________ * Meaning 1: ___________________________________ Sentence: ____________________________________ * Meaning 2: ___________________________________ Sentence: ____________________________________ 159

CHAPTER

Pop-Up Grammar

Say and Tell Say / Tell

We use said (past tense of the verb say) when we are repeating what someone said. We use a pronoun to refer to the person. Example: Tom says: “I like fish.”

We use the word said (past tense) and refer to the person who spoke with a pronoun. Example: Tom said he liked fish.

A noun or pronoun follows the verb tell. Examples: She tells Mary about the picture.

His mom tells him not to run. The past of tell is told Fill in the blanks with the correct form of say or tell .

1. The teacher ___________________us a story. says

tells

2. The girl ___________________ “I am happy.” says

tells

3. Holly _____________________her mother about the she saw. told

said

4. He mother _________________ her “Are you prepared to take care of a pet.” said

told

5. Holly ________________________, “yes”. said

tell

6. The man at the pet shop ________________ “This is a Dalmatian dog.” said

told

7. We should not ________________ bad words. say

tell

8. Holly _____________________to herself : “I will buy that dog.” said

told

160

Story Sharon’s Homework Experience

Vocabulary Root Words Families II Sight Words

Pop-Up Grammar Adjectives II Proper Adjectives Pronouns Pronoun - Verb Agreement Subject - Object Pronouns

Structures don’t - doesn’t have don’t - doesn’t do

109

CHAPTER

Pop-Up Grammar Adjectives II I. An adjective describes a noun. The description can be done in different ways. Following are some of these cases: To point out or indicate a particular noun. They are called Demonstrative Adjectives. Example: “this”, “that”, “these”, and “those”.

Examples: -Those bags are for Mike.

- Try using this wagon for the newspapers.

- These cans are recyclable.

To ask questions about nouns use the Interrogative Adjectives. Example: “where”, “what”, “which” and “whose”.

Examples: Where did he go to recycle?

What kind of materials are recyclable?

Which is your favorite game?

Whose bag is it?

Determiners are used to specify which

Examples: The newspapers are in the bag.

A magazine to recycle.

An important amount of money.

There are adjectives to express observations, quantity, and opinion.

Examples: The beautiful girl.

We bought a few apples.

To tell about the size, age, shape, color, or material, we use the Descriptive Adjectives.

Example: huge, little, bulky, thin, vast, tiny, lean, square, round, teenage, old, silky, shine, wooden, plastic, reddish, blue, dark, light, etc.

Examples: The beautiful house.

The wooden house.

The old house.

The square house.

noun is referred to.

The articles are very popular determiners. “the”, “a”, “an”.

110

CHAPTER

Pop-Up Grammar - Adjectives II

II. Underline the adjectives in the following paragraphs. List them and indicate their categories.

1. The father had a very young boy riding on a gray donkey. It was a sunny day and it was hot.

They stopped to drink fresh water. The donkey was thirsty too! So they gave it a lot of water to drink.

Adjectives

Categories

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

2. Shanka, the beautiful exchange student, was wearing her country’s traditional dress. It was made of a silky, shiny, and colorful fabric that was very bright. She wore a special accessory with yellow and orange flowers on her head. The pretty girl also wore a delicate pair of golden sandals with colored crystal beads.

Adjectives

Categories

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

111

CHAPTER

Pop-Up Grammar - Adjectives II

III. Use the descriptive adjectives to talk about your best friend.

t s e B My

d n e i r F

Name:_________________________________________________________ Age:___________________________________________________________ Height:_________________________________________________________ Weight:________________________________________________________ Complexion:___________________________________________________ Eye color:______________________________________________________ Hair color:_____________________________________________________ Personality, likes, and dislikes: ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ 112

CHAPTER

Pop-Up Grammar

Proper Adjectives

There are adjectives that show the different geographical locations associated with a noun. They are capitalized when they refer to countries or continents. They are also called proper adjectives.

Examples: Southern, Northern, Lunar, Mexican, French, etc.

Example: I like Chinese food. (I like the food from China).

I. Change these proper nouns to proper adjectives. Use in a sentence.

Research the original adjectives for the following countries or continents.

1. Italy: ___________________________________________________________ Proper Adjective

Sentence: ______________________________________________________ 2. Panamá: ______________________________________________________ Proper Adjective

Sentence: _____________________________________________________ 3. China: ______________________________________________________ Proper Adjective

Sentence: _____________________________________________________ 4. India: __________________________________________________________ Proper Adjective

Sentence:_____________________________________________________ 5. Africa: ________________________________________________________ Proper Adjective

Sentence:_____________________________________________________ 113

CHAPTER

Ready to...

Talk About Different Kinds of Food

I. Research about food around the world.

II. Illustrate some international meals; write their names and country of origin.

Remember to capitalize the proper adjectives.

III. Pair Work: Ask and answer questions about international food.

1. What is your favorite international food?

2. What kind of food you don’t like?

3. Have you ever prepared an international meal? Which one? List the ingredients you used:_______________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Values in Action!

Cooperation: I share experiences with others to widen my horizons.

114

CHAPTER

Pop-Up Grammar- Root Words and Word Families

Root Words and Word Families Many root words in English come from Latin and Greek words and they go back to the origins of the English Language. In order to use roots to uncover a word's meaning, you need to know a few things about root words. Observe the following: - Some roots form whole words by themselves.

- Some roots must be combined with other word elements to form words.

-Prefixes and suffixes alter or define a word's meaning.

Root words

zoo loc audio phono cent circum tele anti aqu pict sat-satis spect vid-vis

Meaning

animal place to hear sound, voice one hundred around far away against water paint, make a picture enough to see-observe to see

Derivative word families

zoologist, zoological location, located, locate audiology, audible, audition earphone, cell phone, telephone, phonograph centimeter, centigrade, cent, centipede circumference, circle, circular, circus, circulatory telegraph, television, telescope antibiotic, antidote, antisocial aquarium, aqueduct, aquatic, aquarius picture, pictorial, pictograph, picturesque satisfaction, saturate, satisfy, satiate spectator, spectate, spectacular, spectrum video, visible, visual, visit, invisible.

115

CHAPTER

Pop-Up Grammar- Root Words and Word Families

I. Research and place five root words in the circles to diagram their word families.

II. Choose five derivate words to write sentences.

1.__________________________________________________________________ 2.__________________________________________________________________ 3.__________________________________________________________________ 4.__________________________________________________________________ 5.__________________________________________________________________ 116

CHAPTER

Sharon’s Homework Experience Vocabulary

NOUNS rush breakfast bus stuff papers schoolbag homework lights truth table power morning copybook

VERBS destroy eat stand tell hug picks realize bring begin thanks take think leave get stand arrives cannot find took it out

ADJECTIVES whose any anything ADVERBS before after several suddenly first very

I. Choose five new words from the list and write a sentence for each word on the lines below.

1.

__________________________________________________________

2.

__________________________________________________________

3.

__________________________________________________________

4.

__________________________________________________________

5.

__________________________________________________________ 117

CHAPTER

Story Sharon’s Homework Experience There is a girl whose name is Sharon. She is rushing to eat breakfast before her school bus arrives. Suddenly her Mom says, “The bus is here.” On the bus Sharon realizes that her homework is not in her bag. She cannot find her homework.

Sharon begins to think of what she will tell the teacher. First, she thinks, I will tell the teacher: “The power went out at my house and I couldn’t do any work.” Then she thinks “No, I will tell her I did my homework but my brother took it out of my bag and destroyed my books.” Finally, she thinks, I will tell the teacher the truth: “I was rushing this morning, so I left my homework on the table.” When Sharon gets off the bus, her Mom is standing at the door of the school with her homework copybook. Sharon is very happy that she doesn’t have to tell the teacher anything. She hugs her mother and thanks her for bringing her copybook.

I. After reading the story, circle the pronouns.

118

CHAPTER

Practice Exercises - Sharon’s Homework Experience

II. Choose the answer by using the correct letter.

1. Before her bus comes Sharon is:

a) Preparing her books. b) Eating breakfast. ____________________________________________ c) Talking to her mother.

2. Her mother tells her:

a) “Go to the bus.” b) “The bus is coming.” ____________________________________________ c) “The bus is here.”

3. Sharon goes to the bus and:

a) she takes all of her books. b) she takes all of her bags. _____________________________________________ c) she leaves her homework.

4. She realizes that she left her homework while:

a) outside of the house. b) at school. _____________________________________________ c) in the bus.

5. The first thing she thinks of saying is: ____________________________________________

a) the computer went down . b) the lights went out. c) I couldn’t find it.

6. The second thing she thinks of saying is:

a) “My father took it out of my bag.” b) “My mother took it out of my bag.” ____________________________________________ c) “My brother took it out of my bag.”

7. Finally, she decides to say:

a) “I left my homework on my desk.” b) “I didn’t bring my homework.” ____________________________________________ c) “I was rushing and left it on the table.”

8. Sharon was surprised when she saw: ____________________________________________

a) her father is standing at the school door. b) her mother is standing at the school door. c) her brother is standing at the school door.

119

CHAPTER

Practice Exercises - Sharon’s Homework Experience

III. Number the pictures in chronological order according to the story.

Describe each picture in one sentence.

120

CHAPTER

Practice Exercises - Sharon’s Homework Experience

IV. Answer “True” or “False”. Make the false statement true.

1.________ Sharon realizes at school that she forgot her homework at home. _________________________________________________________________________________ 2.________ She couldn’t do her homework because the lights went out. _________________________________________________________________________________ 3.________ Sharon’s brother took her homework out of her bag. _________________________________________________________________________________ 4.________ Sharon forgot her homework because she was rushing. _________________________________________________________________________________ 5.________ Sharon knows she should prepare her school bag the night before. _________________________________________________________________________________ 121

Practice Exercises - Sharon’s Homework Experience

V. Explain the ideas Sharon has on the lines under the pictures.

122

CHAPTER

CHAPTER

Practice Exercises - Sharon’s Homework Experience

Add your own idea in the blank spaces.

Illustrate and share orally with the class.

______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________

List benefits you can achieve from telling the truth. ______________________________________________________ ______________________________________________________ List five consequences you may have to face for not telling the truth. ______________________________________________________ ______________________________________________________ 123

CHAPTER

Practice Exercises - Sharon’s Homework Experience

VI. Read the sentences and underline the verbs. Identify the verb tense used and write in the parentheses “present”, “past”, or “future”, as appropriate.

1. Sharon rushed to get ready for her school bus.

(

)

2. She remembers her homework on the bus.

(

)

3. Sharon will say the lights went out at her house.

(

)

4. Her mother took the homework to school.

(

)

5. She sees her mother at the school door.

(

)

VII. Write questions for the following statements. Use appropriate “wh” words according to the words underlined and read the questions aloud.

1. ____________________ Sharon is rushing to eat breakfast.

2. _____________________ Her mom says “The bus is here.”

3. _____________________ On the bus, Sharon realizes her homework is not in her bag.

4. _____________________ Her brother took it out of the bag.

5. _____________________ Her mother is standing at the door of the school.

VIII. What life values can you identify in this story? List at least two values and explain how you can apply them to your life. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ IX. What excuses have you made when you have forgotten to bring or do your homework? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

124

CHAPTER

Pop-Up Grammar Possessive Pronouns Possessive adjectives and Possessive pronouns Possessive adjectives come directly before a noun. They show who owns something (my - your - his - her - your - ours - theirs) Possessive pronouns also show who owns something, but they replace a noun in the sentence (mine - yours - theirs - your - ours - theirs)

Subject Pronouns Adjectives

Possessive pronouns

I

you

he

she

it

we

they

my

your

his

her

its

our

their

his

hers

its

ours

theirs

mine yours

I. Circle the correct possessive pronoun.

1. She left the homework on ________________desk. (her - hers)

2. This book is _________________, to do homeworks. (my - mine)

3. You should always check to see if _________________ homework (your-yours)

is in _______________ school bag. (your-yours)

125

CHAPTER

Vocabulary Subject and Object Pronouns Pronouns are words that subtitute proper and common nouns.

Subject Pronouns or Personal Pronouns replace the subject of the verb action. A subject pronoun indicates number (singular or plural) and gender (male or female).

Object Pronouns replace the object of the verb or prepositions.

They also indicate the object´s number and gender.

PRONOUNS Singular

Subject Pronoun Object Pronoun

I you he / she / it me you him / her / it

Plural

we you they us you them

I. Rewrite each sentence using a pronoun for the underlined word(s).

Write SP above if it is a subject pronoun and OP if it is an object pronoun.

1. Sharon is running to eat breakfast before the bus arrives. ________________________________________________________________________ 2. On the bus, Sharon realizes that the homework is not there. ________________________________________________________________________ 3. Sharon said, “My brother took the homework.” ________________________________________________________________________ 4. Her mom had the homework at the school door. ________________________________________________________________________ 5. Sharon tells her mom “thanks.” ________________________________________________________________________ 126

CHAPTER

Vocabulary - Subject and Object Pronouns

Pronouns are words that replace a noun or several nouns.

II. Look at the pictures and use the approppriate subject and object pronouns.

1

2

3

4

5

Subject Object Pronoun Pronoun

Subject Object Pronoun Pronoun

6

_______________

_______________

Subject Object Pronoun Pronoun

Subject Object Pronoun Pronoun

7

_______________

_______________

Subject Object Pronoun Pronoun

Subject Object Pronoun Pronoun

8

_______________

_______________

Subject Object Pronoun Pronoun

Subject Object Pronoun Pronoun

9

_______________

_______________

Subject Object Pronoun Pronoun

Subject Object Pronoun Pronoun

10

_______________

_______________ 127

CHAPTER

Vocabulary - Subject and Object Pronouns

III. Complete the sentences correctly. Using the appropriate pronouns.

1. _______________________ book is on the table. mine - my

2. _______________________ friends came on the bus. our - we

3. ________________________homework was on the table. hers -her

4. This is ______________________ homework. he -his

5. We have to go to _________________ class. ours- our

6. The teacher looks for ____________________ glasses. hers -his

7. This homework is _______________________. your-yours

8. My mom came to the school with __________________ copybook. mine-my

128

CHAPTER

nothing explain

Sight Words

scientist dry wheels fill check island

1. Take turns to play word charade.

2. Complete the crossword puzzle.

2

Crossword Fill in the spaces with the sight words suggested by the synonyms or meanings.

1 6

5

Horizontal 1. Any, none 3. land surrounded by water 5. tires 7. stuff Upright

4

3

8

7

2. Who studies science 4. barren, rainless 6. account for, interpret 8. revise, inspect 129

CHAPTER

Sight Words

cannot week include built base plane system boat

1. Classify the sight words into groups of Nouns and Verbs.

Nouns

Verbs

________________________ ________________________ ________________________ ________________________ ________________________

________________________ ________________________ ________________________ ________________________ ________________________

2. Write sentences with the sight words on the lines below.

1.______________________________________________________________________ 2.______________________________________________________________________ 3.______________________________________________________________________ 4.______________________________________________________________________ 5.______________________________________________________________________ 6.______________________________________________________________________ 7.______________________________________________________________________ 130

CHAPTER

Pop-Up Grammar Reflexive Pronouns Reflexive pronouns are pronouns that refer to the subject of the sentence.

They either end in - self, as in the singular form, or - selves as in the plural form.

Reflexive pronouns are used to rename the subjects of action verbs and function as different types of objects. If the reflexive pronoun is taken out of the sentence, it won’t make sense.

REFLEXIVE PRONOUNS myself yourself himself herself itself

SINGULAR

ourselves yourselves themselves

PLURAL

Examples: Incorrect

• The little brother spilled the milk on him accidentally.

Correct

•The little brother spilled the milk on himself accidentally.

Incorrect

•Sharon feels ashamed of her for leaving her homework.

Correct Incorrect Correct

•Sharon feels ashamed of herself for leaving her homework at home.

•The boys lost the bus and they felt worried about them.

•The boys lost the bus and they felt worried about themselves.

131

CHAPTER

Pop-Up Grammar - Reflexive Pronouns

I. Fill in the blanks with reflexive pronouns.

1. Sharon spoke to _____________________ about her homework.

2. Sharon’s brother explained the problem to _____________________ before he tried to help his sister.

3. The children felt worried about _________________ as they walked in the woods.

4. I am looking at _________________________ in the mirror.

5. The parrot sings to ______________________ in the tree.

6. Sharon thought “You have to be true to _______________________.”

II. Reflect on five things you can do by yourself.

Things I can do by myself: 1._______________________________

me

2._______________________________ 3._______________________________ 4._______________________________ 5._______________________________

132

CHAPTER

Pop-Up Grammar - Pronouns Review

Pronouns Review COMPLETE PRONOUN CHART Subject Pronouns

Possessive Adjectives

I

my

you

Possessive Pronouns

Reflexive Pronouns

Object Pronouns

mine

myself

me

your

yours

yourself

you

he

his

his

himself

him

she

her

hers

herself

her

it

its

its

itself

it

we

our

ours

ourselves

us

you

your

yours

yourselves

you

they

their

theirs

themselves

them

I. Read the paragraph. Fill in the blanks with the appropriate pronouns.

Sharon is the girl who forgot ____________ homework at home. _____________________ was worried about what _______________would have to tell ____________teacher, so _______________ began to think. _________will say that __________________________ little brother took out ____________copybook. That wouldn’t be too convincing to_____________________ teacher. Sharon thought again. __________________________ will say that the lights went out, and _____________house was so dark, that __________ couldn’t do ____________homework. _____ though that wasn’t convincing either.

Finally, _____thought, “______ will tell the truth!” That way ____ felt better with _______.

133

CHAPTER

Pop-Up Grammar Indefinite Pronouns Some pronouns are definite in that they replace a specific noun or another pronoun. But sometimes we don’t need to refer to anything or anyone definite.

In those cases we use indefinite pronouns to replace a subject in the sentence.

As the name suggests, indefinite pronouns are pronouns that are not definite in meaning. In other words, they are not specific about which noun they replace.

They may be singular or plural, and must match the verb.

INDEFINITE PRONOUNS

SINGULAR

Another, everybody, everything, nothing, everywhere, someone, anything, anyone, each, nobody, no one, another, something, etc.

PLURAL

few, many, several, both.

They are used to refer to people in a general way. Also they allow us to refer to large groups of people, places, or things without having to mention exact names.

Fill in the blanks with the appropriate indefinite pronouns. _____________________ saw Sharon’s notebook on the table. _____________________ wants to help her. _____________________ looks she sees papers. _____________________ is calling Sharon on the cell phone. _____________________ was fine when she went to school.

134

CHAPTER

Pop-Up Grammar Relative Pronouns We use the relative pronouns to give extra information about a noun.

Who is used for persons, which/that are used for things, and where for places.

I. Match the parts of the sentences.

Sharon is a girl• She wants to blame her brother• It was on the bus• The homework contained practices• It was on the table• The copybook•

•where she remembered her homework.

•where she left the homework.

•who is four years only.

•who forgot her homework at home.

•which the teacher left last class.

•that Sharon left, had her homework.

II.Complete the sentences with the correct relative pronoun from the word bank. who - where - which - that 1. Shanka is the girl ____________________________comes from Asia.

2. Mike is the boy ____________________had the recycling business.

3. The gym is the place ________________________you do exercises.

4. The book ___________________you gave me was very interesting.

5. New York is a place _____________________you can practice English.

6. Sharon is the girl _____________________ forgot her homework at home.

7. The library is a place _____________________ you can barrow books.

8. Ron is the boy ____________________needed to find someone to play.

9. Sharon’s mom was the lady ____________was standing at school.

10.Sharon learned __________________she should always tell the truth.

135

CHAPTER

Pop-Up Grammar - Relative Pronouns

Pronoun Subject-Verb Agreement Pronouns as subjects must agree with the verb. A singular pronoun requires a singular verb.

I. Circle the correct verb form.

1. She _______________________ at the hospital. (work – works)

2. He __________________________ the homework to school. (take – takes)

3. Everyone __________________________ to get a new copybook. (have – has)

4. Somebody _____________________________ the pictures down. (take-takes)

5. We ___________________________ to pay attention. (needs-need)

6. Pronouns ___________________________ words that replace nouns. (is – are)

7. The bus driver ___________________the copybook on the bus. (see - sees)

136

CHAPTER

Structures don’t have - don’t do doesn’t have - doesn’t do I. Fill in the blanks with the correct structures.

1. Sharon realizes on the bus that she___________________________ her homework.

2. Tom_______________________________ exercise every day.

3. The girl says she___________________________ her homework.

4. He __________________________ to do homeworks every day.

5. The children __________________________ their homework every day.

II. Use the indicated structure in a sentence.

1. Don’t have ___________________________________________________ 2. Doesn’t have _________________________________________________ 3. Don’t do _____________________________________________________ 4. Doesn’t do ___________________________________________________

137

CHAPTER

Ready to...

Use words that replace names

I. Work in groups of six.

II. Look at the pronouns charts on pages 125 and 133.

III.Each student chooses one type of pronoun to work with doing the following: a. Write two sentences one with a singular noun and the other with a plural noun. b.Rewrite the sentences with their appropriate pronouns. c. Write the sentences on a large cardboard and illustrate them highlighting the pronouns. d. Exchange the cardboard in the group to read and make the necessary corrections. e. As a group share the illustrated cardboard orally with the class.

Values in Action!

Teamwork Working together we apply our knowledge.

138

Story Mike the Paper Boy

Vocabulary Negative Contractions Antonyms Sight Words

Pop-Up Grammar Adjectives Comparative - Superlative Past Perfect Present and Past Continuous Tense

Structures would like to + verb need - needs to + verb doesn’t have to + verb

81

CHAPTER

Pop-Up Grammar

Past Perfect Tense

The past perfect tense tells about a past action that happened before another past action. It is formed with the helping verb had + a regular past or irregular past participle form.

Example: •Ron had visited some neighbors, before he met the friendly twins. past perfect

•They had talked about basketball when they played on the court. past perfect

•All the neighbors he had seen past perfect

were doing housework.

I. Read each sentence carefully. Underline the past perfect tenses.

Write the past perfect verb phrase and the verb, according to the past action that happened before, on the provided lines.

1. The boys had been very kind to Ron before they played basketball.

Past Perfect ________________________________ ________________________________ past action 2. Ron had spoken to several neighbors before he met the twins. ________________________________ Past Perfect ________________________________ past action 3. He had gone to several houses, but later he discovered someone to play with him.

Past Perfect ________________________________ ________________________________ past action

82

CHAPTER

Pop-Up Grammar- Past Perfect Tense

4. Shanka had visited two classrooms, then she found the friendly students.

Past Perfect ____________________________________________________ ____________________________________________________ past action 5. The teacher had introduced her to the class, before they said welcome.

Past Perfect _______________________________ _______________________________ past action 6. The neighbor had given Mike all of the newspapers, before he went to recycle them.

Past Perfect _______________________________ _______________________________ past action 7. Mike had sold all of the newspapers, when he decided to buy his game.

Past Perfect _______________________________ _______________________________ past action 8. The students had fixed the classroom, before the teacher went to the Principal’s office. _______________________________ Past Perfect _______________________________ past action 9. Mike had collected cans, before he picked up the newspapers.

Past Perfect _______________________________ _______________________________ past action 10. He had counted the money, before he saved it in his bank account. _______________________________ Past Perfect _______________________________ past action

83

CHAPTER

Pop-Up Grammar- Past Perfect Tense

II. Underline the verb phrases in each sentence. Identify the verb tense by circling the correct form.

1. He had scored many goals, before he missed one.

•Present perfect

•Past perfect

2. She has gone to a new school.

•Present perfect

•Past perfect

3. The boys had washed their father’s car, before they went to play.

•Present perfect

•Past perfect

4. The man and his son had talked about their trip, before they tied the donkey.

•Present perfect

•Past perfect

5. Ron has seen the neighbors over and over.

•Present perfect

•Past perfect

84

CHAPTER

Pop-Up Grammar Present Continuous Tense The present continuous tense is used to talk about an action that is happening at the moment. To use the present continuous tense, use the present form of the verb “be”: is, am, are (according to the subject) + an ing ending verb form.

I. Use the correct form of the verb to indicate the present continuous.

I. Ron______________________walking down the neighborhood. is

am are

2. He ______________________ talking to the twins. is

am are

3. They______________________trying to help him. is

am are

4. The neighbors ______________________ playing with Ron. is

am are

5. The neighbor ______________________ playing with Ron. is

am are

6. The twins ______________________ helping Ron. is

am are 85

CHAPTER

Pop-Up Grammar -Past Continuous Tense

Past Continuous Tense The past continuous tense is used to talk about actions that were happening in the past. To form the past continuous, use the past forms of the verb “be”: was, were (according to the subject) + an ing ending verb form).

I. Use the correct form of the verb to indicate the past continuous tense.

1. Ron _________________walking down the road, while the boys was were

washed the car.

2. He _______________ talking to the first boy, and his mother called him. was were

3. The twins _______________ cleaning their garden, when Ron introduced himself.

was were

4. The neighbors _________________ doing different chores to help in their homes.

was were

5. You ______________ studying the verb tenses, while the teacher was were

read the sentence.

86

CHAPTER

Pop-Up Grammar- Past Continuous Tense

II. Change the sentences to past progressive form. Circle the verb phrases.

1. The man is walking. ________________________________________________________________________.

2. The boy is sitting on the donkey. He wears a yellow hat. ________________________________________________________________________.

3. The boy is riding the donkey. The father is walking. ________________________________________________________________________.

4. Then, the father is riding the donkey. The boy is walking. ________________________________________________________________________.

5. The father and the son are walking. The people are laughing. ________________________________________________________________________.

III. Change the sentences to the present progressive form. Circle the verb phrases.

1. The lady works. ________________________________________________________________________.

2. The dog barks. ________________________________________________________________________.

3. The students read the lesson. ________________________________________________________________________.

4. Ron talks to his mother. ________________________________________________________________________.

5. My grandmother cleans the garden. ________________________________________________________________________.

6. My brother and I put out the garbage. ________________________________________________________________________.

7. The entire family collaborates to clean the house. ________________________________________________________________________.

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CHAPTER

Vocabulary Negative Contractions Contractions are used to shorten words. They can be used to shorten the expression of negative forms.

NEGATIVE CONTRACTIONS REGULAR FORMS Affirmative

do does did is are was were

Negative

CONTRACTED FORM

do not does not did not is not are not was not were not

don’t doesn’t didn’t isn’t aren’t wasn’t weren’t

REGULAR FORMS Affirmative

can could have has had will must

Negative

CONTRACTED FORM

cannot could not have not has not had not will not must not

can’t couldn’t haven’t hasn’t hadn’t won’t mustn’t

Examples: • Ron was walking down the road.

• Ron was not walking down the road.

• Ron wasn’t walking down the road.

• Shanka is speaking a different language.

• Shanka is not speaking a different language.

• Shanka isn’t speaking a different language.

• The boys are doing house work.

• The boys are not doing house work.

• The boys aren’t doing house work.

88

CHAPTER

Vocabulary- Negative Contractions

I. Read the following sentences and circle the verb phrases.

II. Change the verb phrases to the negative forms. Then, rewrite the sentences using the contracted forms.

1. They were riding the donkey. ______________________________________________________________ ______________________________________________________________ 2. He is playing basketball on the court. ______________________________________________________________ ______________________________________________________________ 3. The students are saying “Welcome!” to her. ______________________________________________________________ ______________________________________________________________ III. Work in pairs to ask and answer questions. Use the negative contracted forms.

Switch places to ask and answer.

STUDENT 1 Q: Isn’t this your copybook?

Q: Don’t you hav e food for recess?

Q: Aren’t they going to the patio?

Q: Isn’t the pen on the desk?

Q: Can’t we go to the gym?

STUDENT 2 A:____________________________________ A:____________________________________ A:____________________________________ A:____________________________________ A:____________________________________

89

CHAPTER

Mike the Paper Boy Vocabulary

NOUNS

newspaper neighborhood job Saturday Sunday money ring weekend doorbell owner car garage stacks junk

ADJECTIVES

VERBS deliver pay like get up collect tell says give clean continue pay talk walk think

buy offer pick sell reach

new several every many more each

I. List the words that are new to you. Circle them in the story.

90

CHAPTER

Vocabulary - Mike the Paper Boy

II. Illustrate eight of the new words.

91

CHAPTER

Story Mike the Paper Boy This story is about a boy named Mike who wants to buy a video game, but he doesn’t have the money to buy it. He sits and thinks and thinks of how to get the money. Mike decides that he will get a job, so he gets a job at a recycling company. He is happy because he knows that his neighbor has stacks of newspapers in her garage. The first thing he does, is go to her and offers to help her get rid of her newspapers; because, that is his job now. She gives the newspapers to him. After that, Mike decides to walk through the neighborhood, and offers to help several persons to get rid of the junk they had in their garages and around the house.

Each time he picks up the papers, the cans, or the plastic bottles, he goes to the recycling center and sells them. Every time he collects the money, he counts it and saves it in his bank at home.

Mike is happy because he sees that he is reaching his goal. Mike is determined to continue working, until he gets the amount he needs to purchase this video game and many more things.

I. After reading the story, underline the verb phrases.

92

CHAPTER

Practice Exercises - Mike the Paper Boy

II. Reread the story and underline the following verb phrases in the story.

Write a sentence with each verb phrase.

1. wants to____________________________________________________________________ 2. to help_____________________________________________________________________ 3. get rid of ___________________________________________________________________ 4. walk through________________________________________________________________ 5. picks up____________________________________________________________________ 6. goes to ____________________________________________________________________ 7. is reaching _________________________________________________________________ 8. doesn’t have _____________________________________________________________ III. Fill in the blanks with the appropriate words in the blanks. recycling company

around the neighborhood

money

goal

collects

Mike ___________________and saves his money.

Mike is happy because he is reaching his _______________________________ Mike picks up newspapers and other things _______________________________ Mike gets a job at a ___________________________________ Mike doesn’t have the ___________________to buy the video game.

IV. List three values you found in the story. Explain how they apply to the story and to your life. Share orally. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 93

CHAPTER

Practice Exercise - Mike the Paper Boy

V. Describe the illustrations on the lines provided. Create a new ending to the story.

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________ 94

CHAPTER

Practice Exercise - Mike the Paper Boy

_____________________________________________________________________________________________ _____________________________________________________________________________________________

ending _____________________________________________________________________________________________

_____________________________________________________________________________________________ 95

CHAPTER

Practice Exercise - Mike the Paper Boy

VI. Underline the verbs in the sentences. Identify the tenses as present, past, or future.

1. Mike collects newspapers around the neighborhood.

2. Mike will soon reach his goal.

3. The neighbor gave the newspapers to Mike.

4. Mike counted the money every day.

5. Mike sells the things every time he collects them.

( ( ( ( (

) ) ) ) )

VII. Choose one of the questions. Explain briefly.

1. Do you know someone who recycles? Why is it an important job? Share orally. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 2. Do you think recycling is important? Why or why not? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 3. Research on how to organize recycling recipients. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 4. What articles do you recycle? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 96

CHAPTER

Vocabulary Antonyms Antonyms are words with the opposite or nearly opposite meanings of words. They help you to enrich your vocabulary

and to express yourself better.

I. Illustrate the antonyms.

large

small

hot

cold

__________________________________________________________________________ __________________________________________________________________________

long

short

__________________________________________________________________________ __________________________________________________________________________

beautiful

ugly

__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 97

CHAPTER

Vocabulary -Antonyms

Antonyms search

II. Look for three examples in the following places, write the antonyms and illustrate them in the spaces above.

Classroom

Home

Neighborhood

98

CHAPTER

Structures

“would like to” + verb “need to” “needs to” + verb “doesn´t have to” + verb

I. Use the structures to complete the lines, in reference to “Mike the Paper Boy” story: 1. Mike ______________________buy a video game.

2. He _______________________ find a way to get some money.

3. He _______________________ pay for the game today, but he has the money.

II. Use the structure in a sentence.

1. “would like to” + verb: ________________________________________________________________.

2. “need to” + verb: ________________________________________________________________.

3. “doesn’t have to” + verb: ________________________________________________________________.

III. List five things you need to buy: 1.___________________________________ 2.___________________________________ 3.___________________________________ 4.___________________________________ 5.___________________________________ 99

CHAPTER

Sight Words

stood ran building understand brought class note ocean

I. Label the illustrations with the sight words.

II. Classify the sight words into two groups.

Nouns

100

Verbs

CHAPTER

Sight Words

Tic Tac Toe

1

2

3

brought

course

inches

surface

know

street

produce

check

building

stood

ran

ocean

brought

understand

note

produce

check

building

nothing

explain

scientist

wheels

filled

dry

class

check

island

I. Group work 1. Form groups of four or five students.

2. Put all of the words in a bag or a basket.

3. Take a word from the bag or basket and make a sentence with it.

4. If the sentence is correct, draw an X or an O. First one to cross out a group of words in sequence wins.

101

CHAPTER

Sight Words - Tic Tac Toe

II. Complete the sentences with an appropriate word in the word bank.

1. We _______________ our gas tank.

Word Bank

2. The Atlantic _______________ is very rough.

3. I said ________________ about the incident.

4. She _________________ many books back to the library.

5. He puts some new _________________ on the car.

6. You have to study for that new ___________________.

brought course surface buildings understand check ocean nothing wheels filled dry class

7. We are constructing five new __________________.

8. Please _________________ your money before you leave.

9. The paint must ____________________ before you put on a new coat.

10. You have to pay attention to ________________the new lesson.

102

CHAPTER

Pop-Up Grammar Adjectives I Adjectives are words that are used to describe (what kind?) nouns and pronouns and to quantify (how much?) and identify (which one?).

Adjectives are what define nouns and give them characteristics to differentiate them from other nouns. Adjectives can help you describe accurately and precisely when speaking or writing.

There are different types of adjectives based upon their effect on a noun and what they tell about the noun. There are many categories of adjectives.

Such as the following:

Adjectives I

Adjectives of Quality

Adjectives of Quantity

These adjectives are used to describe the nature of a noun. They give an idea about the characteristics of the noun by answering the question “what kind?”

They can be tangible or intangible qualities.

Examples: honest, kind, large, beautiful, ugly, big, bad, huge, tiny, comfortable

These adjectives help to show the amount or the approximate amount of the noun or pronoun.

These adjectives do not provide exact numbers; rather, they tell us the amount of the noun in relative or whole terms.

Examples: all, half, many, few, little, none, enough, great, etc.

103

CHAPTER

Pop-Up Grammar- Adjectives I

Adjectives I Definite Numeral Adjective - Those which clearly denote an exact number of nouns or their order.

Adjectives of Number

These adjectives are used to show the number of nouns and their places in an order. There are three different sections within adjectives of numbers; they are :

Examples: one, two, twenty, thirty-three, etc. Also known as Cardinals.

Examples: first, second, third, seventh, etc. Also known as Ordinals.

Indefinite Numeral Adjective Those adjectives that do not give an exact numerical amount but just give a general idea of the amount.

Examples: some, many, few, any, several, all, etc.

Distributive numeral adjective -those adjectives that are used to refer to individual nouns within the whole amount.

Examples: either, neither, each, another, other, etc.

I. Read the following paragraph, and observe all adjectives and how they describe the nouns.

Ron’s new neighborhood is in a large city. Many honest and laborious families live there. Ron’s family moved recently to the second street, on the fifth block, to be more exact. A few round green trees are near to his beautiful big house.

Ron expects to find many new friendly neighbors to play with and have fun.

104

CHAPTER

Pop-Up Grammar- Adjectives I

II. Complete your own adjective chart, using the given list of adjectives from page 104.

Adjective Chart Adjectives of Quality

Adjectives of Quantity

Adjectives of Number

III. Write sentences using adjectives from your chart to describe the following nouns:

NOUN

SENTENCES

1. dog 2. car 3. sport 4. garden 5. box 6. food 7. teacher 8. chair 9. pants 10. rock 105

CHAPTER

Pop-Up Grammar- Adjectives I

IV. Add adjectives to the following sentences to improve the descriptions of the nouns. Rewrite the sentences correctly on the lines below.

1. Mike wants to buy a video game. _____________________________________________________________________ 2. Mike gets a job at the recycling company. _____________________________________________________________________ 3. The lady is Mike’s neighbor. _____________________________________________________________________ 4. The newspapers are in the garage. _____________________________________________________________________ 5. Mike needs money. _____________________________________________________________________ 6. He had gone to find a job. _____________________________________________________________________ 7. The man at the office bought the magazines, too. _____________________________________________________________________

106

CHAPTER

Ready to...

Describe What You See Use the structures “prefer-prefers to” + verb, “like-likes to” + verb or “want/wants to” + verb, to talk about the food you like to eat at a restaurant.

I. Work in a team of three.

Assign one of the groups of adjectives to each person. (See pages 103-104).

II. Take turns to present an illustration or an object, and describe it according to the adjective.

III. Prepare your presentation on the chart below.

Object 1

Object 2

Object 3

Values in Action!

Effort: Things are not easy all the time.

Sometimes it is necessary to work harder to get what you want.

107

CHAPTER

108

Story Ron’s New Friends

Vocabulary Root Words and Word Families I Numbers Review Synonyms Sight Words

Pop-Up Grammar Helping Verbs Irregular Verbs Present and Past Perfect Tenses

Structures prefer - prefers to + verb want - wants to + verb like - likes to + verb going to + verb 53

CHAPTER

Vocabulary

Numbers Review

I. Read the following numbers aloud. Use the lines to express the quantities in written form. Check the spelling on the board.

350,000 _____________________________________ 104 _____________________________________ 100,000 _____________________________________ 442,000 _____________________________________ 303,590 _____________________________________ 20,000 _____________________________________ 100,304,002 _____________________________________ 79,000 _____________________________________ 184 _____________________________________ 68 _____________________________________ II. Write the following math problems in words.

40 + 60 = 100 305 - 28 = 277 400 10 = 40 320 x 10 = 3200 4 + 60 = 64

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ 54

CHAPTER

Vocabulary - Numbers Review

III. Cut items of your choice from newspapers or catalogues, and paste to make a collage. Highlight the prices in numbers and represent in written form.

55

CHAPTER

Vocabulary Synonyms Synonyms are words that mean the same or nearly the same.

•Example: The words happy / jovial / joyful / cheerful /merry are synonyms, but they can change the sentence sense: ʕ7KH JLUO LV YHU\ happy with her new friends. ʕ7KH JLUO LV PRUH content or satisfied with her new friends.

Cheerful isn’t the synonym that fits better in this sentence. Joyful fits better. ʕ7KH JLUO LV joyful with her new friends.

I. Look for the definition of these words in the dictionary and match the words with their synonyms.

_____________________ big _____________________ happy

ill_____________________ strange_____________________

_____________________ fun _____________________ quickly

large_____________________ gigantic_____________________

_____________________ huge

beautiful_____________________

_____________________ weird

exciting_____________________

_____________________ pretty _____________________ sick

swift_____________________ glad_____________________

II. Make illustrated flashcards with the words from page 61. Work in pairs and take turns to identify orally using synonyms.

56

CHAPTER

Vocabulary - Synonyms

III. Rewrite the sentences with the appropriate synonym on the line below.

1. The party was fun. _________________________________________________________________ 2. Bob was happy, because he made new friends. _________________________________________________________________ 3. The train moves quickly. __________________________________________________________________ 4. The new building is going to be huge! __________________________________________________________________ 5. My aunt is sick, she is in the hospital. ___________________________________________________________________ 6. The new girl is very pretty. __________________________________________________________________ 7. Last night movie was weird! __________________________________________________________________

57

CHAPTER

Pop-Up Grammar

Helping Verbs Verb Phrases

Helping verbs are the verbs that accompany a main verb. The main verb shows what the subject does or is. The helping verb helps the main verb to show the action more accurately. Helping verbs with main verbs, together, are called a verb phrase.

COMMON HELPING VERBS Past

Present

_________________ am – is – are _________________ have - has do_________________ - does _________________ will _________________ may-must can

was – were had did would might could Helping Verb

• Examples: The teacher and the Principal

are

Main Verb

visiting

the classrooms.

Verb Phrase Helping Verb

Shanka

would

Main Verb

feel

Verb Phrase

They

Helping Verb

Main Verb

can

sing

Verb Phrase 58

nervous in front of the students.

the national anthem together.

CHAPTER

Pop-Up Grammar - Helping Verbs/Verb Phrases

I. Read the following sentences.

Draw one line under the helping verbs and two lines under the main verbs.

Circle all the verb phrases.

1. The boy says he can shout twenty hoops.

2. He asked Ron if he could wash the car.

3. Ron is happy because he can play with someone.

4. The new neighbor is walking down the road.

5. They are talking about playing.

6. Some children were talking with the teacher.

7. She will go to her new school.

8. The teacher can help Shanka in class.

9. The man was sitting on the donkey.

10. The man and the boy were walking on the road.

59

Pop-Up Grammar - Helping Verbs/Verb Phrases

CHAPTER

II. Look around the classroom and respond to these questions.

The helping verbs from the word bank will assist you to give a correct answer.

1. What are you doing? _______________________________________ 2. What is the classmate behind you doing? ________________________________________ 3. What are your classmates doing? ________________________________________ 4.

What are you doing along with your classmates? ________________________________________

5. What can you do to help them? ___________________________________________

Word Bank am is are can will

6. What will you do for recess? ____________________________________________ III. Change your answers to the past tense forms.

1. ___________________________________________________________________ 2. ___________________________________________________________________ 3. ___________________________________________________________________ 4. ___________________________________________________________________ 5. ___________________________________________________________________ 6. ___________________________________________________________________

60

CHAPTER

Ron’s New Friends Vocabulary

NOUNS

road neighborhood garden basketball player row journey yard shoot football block expert way goal twins expert chores place

VERBS make learn find introduce wash present ask answer throw meet learn continue score intimate finished agree clean

ADJECTIVES another new best five

ADVERBS also later farther down either after probably usually

I. List the words that are new to you. Circle them in the story.

61

CHAPTER

Vocabulary - Ron’s New Friends

II. Label the illustrations with the vocabulary words.

62

CHAPTER

Story Ron’s New Friends There is a boy. His name is Ron. Ron is new in the neighborhood, and he wants to meet new friends to play with. He walks down the road to introduce himself. He also asks the boy if he likes to play basketball.

The boy answers “Yes”, and adds that he is the best player on his team. He also says that he can shoot twenty hoops in a row. Then, he asks Ron if he would like to play. What the boy says intimidates Ron, so Ron answers “Yes, but probably later.” And he continues on his way down the road. As he walks, he sees another boy cleaning the yard. He goes to him and introduces himself. He also asks him if he would like to play basketball. The boy also says, “No”, because he prefers to play football. He tells him that he scored five goals in a game. Then the boy asks Ron if he would like to play football. Ron feels intimidated, so he says “Yes” but, probably later and he continues on his way. Further down the road Ron meets a set of twins who are cleaning their garden. Ron introduces himself and asks the boys if they would like to play basketball. The boys say, “Yes”. But, they are not experts at playing the game. Then they ask Ron if he plays basketball.

Ron says “Yes, but, I am not an expert either.” Then one of the twins shows him the basketball court where they usually practice. Ron feels at ease, so he and the boys agree to play after the twins are finished doing their chores. Ron is happy because at last he finds someone he can play with in this town that is a new place for him.

I. After reading the story, underline the verb phrases. List them and compare with your classmates.

63

CHAPTER

Practice Exercises - Ron’s New Friends

I. Answer “True” or “False.” Make the false statements true. Read the answers aloud.

1.__________ Ron lives in the town. ______________________________________________________________________ 2.__________ Ron wants to make new friends to play with. _______________________________________________________________________ 3.__________ He walks down the road and sees a girl washing the car. _______________________________________________________________________ 4.__________ He asks a boy if he likes to play basketball. _______________________________________________________________________ 5.__________ The boy says he is a basketball expert. _______________________________________________________________________ 6.__________ Ron decides to play basketball with the boy. _______________________________________________________________________ 7.__________ He meets a second boy who is a football expert. _______________________________________________________________________ 8.__________ Ron decides to play with the football expert. _______________________________________________________________________ 9.__________ The football expert can score five goals in a game. _______________________________________________________________________ 10._________ The football expert invites Ron to play. _______________________________________________________________________ 11._________ Ron meets a third boy who is a basketball expert. _______________________________________________________________________ 12._________ Ron decides to play with the twins. _______________________________________________________________________ 13._________ Ron is happy because he finds a new friend. _______________________________________________________________________ 14._________ The town is a new place to Ron. _______________________________________________________________________ 15._________ Ron is a basketball expert. _______________________________________________________________________ 64

CHAPTER

Practice Exercises - Ron’s New Friends

II. Identify the sequence of the story by numbering the pictures from one to four.

Describe each picture in written form. Share the sentences orally with the class.

65

CHAPTER

Practice Exercises - Ron’s New Friends

66

CHAPTER

Practice Exercises - Ron’s New Friends

III. Give a short answer. First orally, then in written form.

1. Why does Ron want to make new friends? ______________________________________ 2. Where does Ron go to meet new friends? ______________________________________ 3. Who does he meet first? _______________________________________________________ 4. Why does Ron walk away from the first boy? ____________________________________ 5. Who does Ron meet second? __________________________________________________ 6. Why does he walk away from the second boy? _________________________________ 7. Who does Ron meet third? _____________________________________________________ 8. Why does he decide to play with them? ________________________________________ 9. With which of the three would you decide to play with? Why? ___________________ IV. Look at the pictures and describe the chores Ron’s new friends performed. Explain how these chores are helpful to a family.

67

CHAPTER

Practice Exercises - Ron’s New Friends

V. Work in a group of three to describe the main action of the story. Give your personal opinion about each action. Share them with your teammates.

Each student explains the problem of the story. ____________________________________ Action ____________________________________ ____________________________________ ____________________________________ Personal opinion ____________________________________ ____________________________________ ____________________________________ Action ____________________________________ ____________________________________ ____________________________________ Personal opinion ____________________________________ ____________________________________ ____________________________________

Action ____________________________________ ____________________________________ ____________________________________ Personal opinion ____________________________________ ____________________________________ ____________________________________ 68

CHAPTER

Practice Exercises - Ron’s New Friends

VI. List five things you should do to make new friends. Share orally.

1. ______________________________________________________________ 2. ______________________________________________________________ 3. ______________________________________________________________ 4. ______________________________________________________________ 5. ______________________________________________________________ VII. Choose five verbs from the vocabulary to write sentences in the present, past, and future tenses. Indicate the verb tense chosen for each sentence in the parentheses beside it.

Tense 1. ____________________________________________ (

)

2. ____________________________________________ (

)

3. ____________________________________________ (

)

4. ____________________________________________ (

)

5. ____________________________________________ (

)

VIII. Use the following structures from the story in sentences.

1. goes to _______________________________________________________ 2. likes to ________________________________________________________ 3. wants to______________________________________________________ 4. prefers to_____________________________________________________ 5. would like to __________________________________________________ 69

CHAPTER

Practice Exercises - Ron’s New Friends

IX. Work in pairs to discuss the attitudes of the new persons Ron met.

List their negative and positive attitudes.

NEGATIVES

POSITIVES

_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

X. How can negative or positive attitudes affect people? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

70

CHAPTER

Pop-Up Grammar

Irregular Verb

There are some verbs that change completely to form the past and past participle forms. They are called irregular verbs. They need to be understood and memorized to use them correctly.

I. Complete the chart with the past and the past participle forms.

IRREGULAR VERBS Present catch is can feel do find go have drive draw know swim take write see fly speak

Past

PastPresent Participle

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

71

CHAPTER

Pop-Up Grammar - Irregular Verb

I.Circle the verb or verb phrase in each sentence. Classify them and rewrite them in the corresponding column. You may refer to the irregular verbs chart on page 71.

VERB TENSES CHART SENTENCES

PAST

Ron couldn’t play basketball.

The man and the boy feel confused.

The boy can play with Ron. This neighbor took time to help him.

The boy spoke to many new friends.

The teacher introduces Shanka.

The man and his son have a donkey.

She comes from a country in Asia.

You wrote a few sentences.

The neighbors will help Ron. Ron asks the question many times.

They can teach her many things.

He should ride the donkey.

He will play basketball tomorrow.

Shanka visits three classrooms We are prepared to receive her.

The family is cleaning the yard.

72

PRESENT

FUTURE

CHAPTER

Pop-Up Grammar Present Perfect Tense The present perfect tense tells about an action that happened in the past and continues to the present. It is formed with have or has + past participle form of the verb.

Example: • He has visited many neighbors.

• Ron has spoken to the twins.

• They have played in the basketball court.

I. Underline the present perfect tenses. Write the verb phrases on the lines provided.

Verb Phrases Shanka has spoken to many new friends.

The boys have been very kind with him.

The neighbors have done housework this week.

She has felt very confused and sad.

Have you seen a new student?

The donkey has been tied to a tree.

73

____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

CHAPTER

Pop-Up Grammar - Present Perfect Tense

II. Read the example. Observe how the actions develop and how the present perfect tense is used.

Action: to study

Action performed: study

Began in the past….

I studied English in first grade.

Continue doing…

I am studying English.

_________________

Present perfect tense

I have studied English for many years.

III. Use the pattern presented in the example to write present perfect sentences.

Action: to read

Began in the past….

Continue doing…

Action performed: read

_________________

Present perfect tense

Action: to speak

Began in the past….

Continue doing…

Action performed: speak

_________________

Present perfect tense

Action: to look at

Began in the past….

Action performed: look at

Continue doing…

_________________

Present perfect tense

74

CHAPTER

Structures I. Work in pairs. Write the questions and answers that Ron and his neighbors exchange in each situation.

Use the structures “prefers to” + verb, “likes to” + verb, “wants to” + verb, or “going to” + verb.

75

CHAPTER

Sight Words

stars decide fact contain inch stay street rest

I. Match the sight words with their definitions.

Luminous celestial objects seen as • points of light in the sky To serve as a vessel or holder for something •

• decide

• rest

Small measurement •

• stars

Road •

• fact

To conclude, settle or make a choice • Something true or that actually • happened To relax, sleep or the feeling brought • on by enough sleep 76

• street • inch

• contain

CHAPTER

Sight Words I. Label the illustrations with the sight words.

rules factory restaurant fabric course know surface produce

77

CHAPTER

Ready to...

Order Your Favorite Food

Use the structures “prefer-prefers to” + verb, “like-likes to” + verb or “want/wants to” + verb, to talk about the food you like to eat at a restaurant.

I. Bring large illustrations of some of your favorite foods, and paste each one on a sheet of construction paper. Write prices and names for the food on the illustrations. Give a name to the restaurant. You may create paper bills and coins to pay, too.

II.Display the illustrations on a wall, and set a table or a desk in front, to create a setting of a fast food restaurant.

III.Take turns to play as a vendor, or costumers ready to order.

IV.Review the following pattern to take the orders and to order the food.

Attendant Good morning!

Welcome to ___________ restaurant. I am ready to take your order. What would you like to eat?

(The food may be available or not. If not, the customer can order something else. When the customer finishes his/her order, the vendor repeats to confirm and says the total amount for the order).

•Your order is: _______________________.

•Your bill is: ________________________.

•Thank you, and enjoy your meal!

• Have a good day!

Costumer Organize in groups as families, friends, or couples to participate in the role play.

Good morning!

(Use one of these structures to order) •We like to order __________________, __________________ and _____________.

•We prefer________________________ instead of__________________________ or _______________.

•We want to order _________________ instead of __________________________.

•You’re welcome.

(When the order is finished, the customer will pay).

Values in Action!

Patience: You must patiently wait your turn anywhere and appreciate the work others do for you.

78

CHAPTER

Vocabulary

Root Words and Word Families

A “root” word is a common noun and you can make new words from it by adding prefixes and suffixes. Root words are helpful for learning both the meaning and the spelling of a word.

The root word is the basic word. By adding prefixes and suffixes, we can change its meaning.

Some words are made up of different parts.

Example:

Un

Unemployment prefix

employ

word root

It has a beginning (a prefix: un) It has a middle (a root word employ) It has a ending (a suffix: ment )

ment suffix

Where words are linked like this, they are called a word family.

Word Families ROOT WORD

use friend faith diet hydrate depress colony descend govern history clear happy order comfort manage mature

DERIVATIVE WORDS

useless, usable, used, using, user, misuse friendly, friendship, unfriendly, friendless faithful, faithfully, unfaithful, unfaithfully dietary, dietitian dehydrate, hydration depressant, antidepressant, depressive, depression colonist, colonial, subcolony, descendent, descendant, descendible governor, government historic, historical, historian unclear, clearly, clearness, clearable unhappy, happily, happiness disorder, ordination, orderly uncomfortable, comfortable unmanageable, management, manager immature, maturely, matureness 79

CHAPTER

Vocabulary - Root Words and Word Families

I. Choose five root words to write in the circles. Complete the diagrams with words from their word families. Use dictionary, if necessary.

80

Story The Exchange Student

Vocabulary Prefixes I Synonyms Sight Words

Pop-Up Grammar Verb Tenses Present Past Future Subject - Verb Agreement

Structures need - needs to + verb want - wants to + verb prefer - prefers to + verb like - likes to + verb 27

CHAPTER

Vocabulary Prefixes I Prefixes are meaningful letter groups added in front of a base word or root word that contributes to the meaning of the word.

The prefixes “im” like “in” mean not. Both of them mean the same, but “im” is used before roots beginning with b, m, p.

• Examples:

in im

inactive, income, indirect imbalance, import, immobilize

I. Look for the definitions of the following words in your dictionary. Write the definitions on the lines beside them. Attach the prefix “im” to the words.

Then, look for the definitions of the prefixed words.

Word definition

_________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________

Word

Prefix

possible perfect patient mature maculate practical pure

im means not

Prefixed word definition

_________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________

II. Look through newspapers or magazines for articles to read. Circle all the prefixed words you can find.

28

CHAPTER

Vocabulary - Prefixes I

III. Look for the definitions of the following words in the computer. Write the definitions on the lines beside them. Attach the prefix “in” to the words, and write on the lines provided.

Word definition

Word

_________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________

direct active valuable credible visible expensive adequate correct

Prefix

+in means not

IV. List four new prefixed words and illustrate.

29

Prefixed word

_________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________

CHAPTER

Structure

“need to” + verb - “prefer to” + verb “want to” +verb - “like to” + verb

I. Answer the following questions using the structures above.

1. What do you need to do to receive a new student in class? _________________________________________________________ _________________________________________________________ _________________________________________________________ 2. What do you prefer to do when you are in class? _________________________________________________________ _________________________________________________________ _________________________________________________________ 3. What do you want to do today? _________________________________________________________ _________________________________________________________ _________________________________________________________ 4.What do you like to do when you meet a new friend? _____________________________ _____________________________ _____________________________

5.What you don’t like to do when you meet a new friend? _____________________________ _____________________________ _____________________________ 30

The Exchange Student Vocabulary

NOUNS

VERBS

Asia student country customs surprise tour clothing language situation

feels confused can learn comes from presents to laughs prepared to receive introduces do not understand

ADJECTIVES exchange unhappy confuse sad happy new strange

ADVERBS differently another very many first third

I. List the words that are new to you and circle them in the story “The Exchange Student”.

31

CHAPTER

Vocabulary - The Exchange Student

II. Identify some of the vocabulary words in the picture.

32

CHAPTER

Story The Exchange Student There is a girl. Her name is Shanka. Shanka comes from a country in Asia as an exchange student. The students at the school are having problems adapting to Shanka because she is very different from them. She speaks, dresses, and does things differently from them. On her first day at school, Shanka visits three classrooms. At the first classroom, the teacher introduces Shanka to the class. Shanka says hello in her language. The strange words surprise the students because they do not understand. Some students laugh and this situation makes Shanka sad. She continues her tour of the school and visits a second classroom. The students there giggled at her clothing. It is very strange to them. This situation also makes Shanka feel confused and sad. Finally, Shanka visits a third classroom. The children there are prepared to receive her. The teacher tells them that Shanka is from another country, that she speaks, dresses, and has different customs from theirs. They also know that they can learn many new things from her, and that they can teach her many things, too. Shanka feels happy with this group.

After reading the story, underline the nouns and circle the verbs.

33

CHAPTER

Practice Exercises - The Exchange Student

I. Use your imagination and give complete answers for the following questions.

1. What country does Shanka come from? ____________________________ 2. What language do you believe she speaks? ________________________ 3. How does she dress? Describe (with details). ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ 4. Describe the girls’ uniform at your school: ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ 5. Compare Shanka’s dress with the girls’ uniform by listing the differences: ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

34

CHAPTER

Practice Exercises - The Exchange Student

6. What do you think of the behavior of the first group? Explain.

___________________________________________________ ____________________________________________________ ___________________________________________________ ________________________________________________ _________________________________________________

7. What do you think of the behavior of the second group?

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

8. What do you think of the behavior of the third group?

________________________________________________________ ________________________________________________________ ___________________________________________________ ____________________________________________________ ____________________________________________________

35

CHAPTER

Practice Exercises - The Exchange Student

9. Which group’s behavior do you think is the best? Why? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 10. How should we receive a visitor? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 11. List five things we should do to help a visitor feel welcome: a.______________________________________________________________________ b.______________________________________________________________________ c.______________________________________________________________________ d.______________________________________________________________________ e.______________________________________________________________________ 12. List five things we should never do to a visitor: a.______________________________________________________________________ b.______________________________________________________________________ c.______________________________________________________________________ d.______________________________________________________________________ e.______________________________________________________________________ 36

CHAPTER

Practice Exercises - The Exchange Student

II. Analyze the fragments of the story below.

Think about the reactions and feelings of the protagonist in each situation.

Present orally to your class.

1. Shanka is going to meet a new group of students.

What do you think is going through her mind?

2. Shanka reaches the first and the second classrooms and faces the students.

How do you think she felt with those students’ actions? Why?

3. Shanka, the exchange student, gets to the third classroom.

What do you think she is thinking?

What happened? What makes the situation different?

37

CHAPTER

Practice Exercises - The Exchange Student

III. Traveling around the world.

Research about another country and complete the information.

country

• Language • Population • Climate • Currency • Capital city • Global location IV. What aspect of this country did you like the best?

38

CHAPTER

Practice Exercises - The Exchange Student

V. Illustrate different things that represent the country: Country’s name: _______________________________________________

National dress

Typical food

VI. Work in a group of four. Present highlights of the country you researched.

Prepare and display the information on a large cardboard shared with your team.

Color and decorate the group’s presentation.

39

National symbols

CHAPTER

Practice Exercises - The Exchange Student

VII. Research about life values.

List the values that can be applied to this story.

How should those values change your behavior?

. .

1._____________________________________________________________________________ 2._____________________________________________________________________________ 3._____________________________________________________________________________ 4._____________________________________________________________________________ 5._____________________________________________________________________________ VIII. Answer True or False. Make the false statements true.

1. ___________Shanka is a student at the school. __________________________________________ ________________________________________________________________________________________ 2. ___________Shanka speaks English fluently. ______________________________________________ ________________________________________________________________________________________ 3. ___________The students understand Shanka’s English. ___________________________________ _________________________________________________________________________________________ 4. ___________The students in the third classroom do not want to meet Shanka. ______________ ________________________________________________________________________________________ 5. ___________Shanka is not happy with the third group either. ______________________________ ________________________________________________________________________________________ 40

CHAPTER

Pop-Up Grammar

Verb Tenses

years

PRESENT

Yesterday

Today

year

this week

Tomorrow

year

next week

weeks

last week

year

FUTURE

years

weeks

PAST

days

days

Verb tenses tell us when actions take place.

I. Review time sequencing, and complete the blank spaces correctly.

1. Today is ________________________. Tomorrow will be_____________.

2. Yesterday was _________________________.

3. The day after tomorrow will be__________________________________.

4. The day before yesterday was__________________________________.

5. The current year is _______________. Last year was________________.

6. Next year will be_________________.

41

CHAPTER

Pop-Up Grammar - Verb Tenses

Present Tense The present tense of a verb expresses an action or state of being in the present time; as well as habitual actions.

Shanka

Examples:

is Present Tense

a new student.

Shanka

is travels

She

comes is

Personal Proper Noun Personal Pronoun

Present Tense Present Tense

every year.

from Asia.

When the subject of the sentence is a personal proper noun (name) or a personal pronoun (he, she, it), there are some rules to keep in mind:

• Add “s” to most verbs.

• Verbs that end in “e” add s.

• Verbs that end in “o, sh, ch, ss, zz,” and “x” add es.

• Verbs that end in the consonant “y”, change “y” to “i” and add “es”.

42

CHAPTER

Pop-Up Grammar - Verb Tenses

I. Choose the correct verb tense form, and write it on the line to complete the sentences.

1. Shanka ________________________ several classrooms (visit – visits)

2. The teacher _______________________ Shanka to the class. (introduce – introduces)

3. The children _________________________ confused. (feel, feels)

4. The third group _____________________ Shanka very well. (receive – receives)

5. Shanka ______________________ from another country. (come – comes)

6. The students in the first class do not______________________her. (understand - understands)

7. The students in the second group______________________at her. (laugh - laughs)

8. The students in the third group______________________her (welcome - welcomes)

9. The principal_________________Shanka to the different groups. (take - takes)

10. “The Exchange Student”_____________________the story of a new student. (describe - describes)

43

CHAPTER

Pop-Up Grammar - Verb Tenses

Past Tense The simple past is used to talk about actions that already happened.

There are some rules to keep in mind when we use the past tense.

1. Most verbs add - ed or d 2. if the verb ends with a consonant or “y”, change y to “ i “ and add “ed.”

3. If a verb ends with a vowel and a consonant, double the consonant and add “ed.”

I. Circle the verb in each sentence. Change the verbs to the past tense and rewrite the sentences. Apply the rules.

1. The girl is sad. _______________________________________________________________________ 2. The teacher works at the school. _______________________________________________________________________ 3. Shanka dresses differently from the students. _______________________________________________________________________ 4. The students laugh at Shanka. _______________________________________________________________________ 5. Shanka has different customs. _______________________________________________________________________ 6. The students copy the lesson.

44

CHAPTER CHAPTER

Pop-Up Grammar Grammar -- Verb Verb Tenses Tenses Pop-Up

Future Tense The future tense tells about an action that will take place in the future, or it isn’t already done.

We use the verb be + “going to” + verb or the word “will” + verb to talk about future actions.

I. Change the following verbs to the future tense.

Use the two forms to practice making future tense sentences.

II. Take turns to read aloud in class. change

____________________

____________________

dress

____________________

____________________

visit

____________________

____________________

introduce

____________________

____________________

laugh

____________________

____________________

make

____________________

____________________

giggle

____________________

____________________

prepare

____________________

____________________

speak

____________________

____________________

teach

____________________

____________________

feel

____________________

____________________

come

____________________

____________________

walk

____________________

____________________

run

____________________

____________________

45

CHAPTER

Sight Words

box connect person become minutes shown verb feel

I. Classify the sight word into a group of nouns and a group of verbs.

Explain the tense of the verbs.

II. Use the sight words in sentences. You may combine them.

1. ___________________________________________________________________ 2. ____________________________________________________________________ 3. ____________________________________________________________________ 4. ____________________________________________________________________ 5. ____________________________________________________________________ III. Represent your sentences in charades with your classmates and teacher.

Your classmates should guess your sentence.

46

CHAPTER

Sight Words Review lesson 1-3

Word Search h c a r e s u d a ñ wm c w j c o n g y k c ñ c j m y f t i d d r r j s r k i ñ u n mm s

d t v d p e o ñ h d o z e g t

g m s f e c b b s e a q n b r

z y e y r t c n i d d a o o e

t n t w s m h w l i c j d x e

e i u a o f a o g c y f o d t

n a n i n e v h n e r ñ w j b

t t i t l e e s e d o s i t e

d v g j n o c w m y l f j j e b b ñ om l m a w w b r e s r a t f j b r x c d t t s l a e h c n e z p c c a f t c ome

Find these words in the game board above.

Word Bank English dine gave ten half road

fly feel box connect shown minutes

verb person became rest stars decided 47

inches stay fact street contain wait

d y n f p ñ v s t i h i e v ñ

CHAPTER

Pop-Up Grammar Subject - Verb Agreement The subject of the sentence and the verb must agree in number. That is a singular subject must agree with a singular verb and a plural subject must also agree with a plural verb.

Compound subjects joined by and agree with plural verbs.

Examples:

She

walks

Singular Subject

Singular Verb

say

The children

into the classroom.

“Hello!” to Shanka.

Plural Verb

Plural Subject

visit

The teacher and the girl

the school.

Plural Verb

Compound Subject

I. Write the correct verb form.

1.

Shanka and her new friends_________________ several classrooms.

2.

Shanka ______________________from Asia.

3.

The children ______________________her very well.

(visit-visits)

(come – comes)

(receive – receives)

48

CHAPTER

Pop-Up Grammar - Subjects Verb Agreement

4.

They _____________________ “Welcome!” to the new student.

5.

The teacher ___________________them that she is from another country.

6.

The students in this classroom________________________Shanka happy.

7.

Boys and girls __________________________Shanka to their school.

(say-says)

(tells-tell)

(make-makes)

(welcome-welcomes)

II. Look at the subjects in the box.

Classify them as S (for singular) or

P (for plural).

Circle the correct verb form according to the subject on the space provided.

SUBJECT

P

policemen

VERBS

follow

follow - follows

teacher

introduces - introduce

they

laugh - laughs

a student

cries - cry

my dog

bark - barks

the children

love - loves

he

run - runs

the women

sits - sit

the principal

call - calls

she

eat - eats

49

CHAPTER

Pop-Up Grammar - Subjects Verb Agreement

III. Observe the following subjects and verbs.

Change the plural subjects and verbs to singular, and the singular subjects and verbs to plurals. Use the correct verb form for agreement.

1.

The teacher is

2.

The girls cry

3.

The students laugh

4.

A boy wants

5.

The children look

6.

The men walk

7.

The ladies say

8.

The visitors are

9.

My classmate talks

10.

The mice eat

11.

The fish swim

12.

Her friend waves

50

CHAPTER

Structure practice I. Form groups of four, and read the content of the story “The Exchange Student” on page 33.

II. Create a dialogue with the characters. Use the structures need to, needs to, prefer to, prefers to, want to, wants to.

Observe the subject - verb agreement.

III. Wear special clothing, present the dialogue using props.

IV. Use this notebook to copy your part of the dialogue.

51

CHAPTER

Ready to...

Play “Who said What?”

Using present, past, and future tenses I. Work in groups of ten.

II. Each student writes one thing that he or she does every day, did last week, and will do next week. Then, write a sentence about each thing mentioned on a card of construction paper. Illustrate color and decorate it. Write your name on it.

III. All must share the information with the group aloud.

IV. Each student tries to report the information of all of his/her teammates aloud, without taking notes or reading it. Use the following pattern toreport arally, without reading: Name:______________________________________ , said that ( he / she) ______________________ every day, that (action mentioned)

(he/she) ____________________ last week, and that (he/she) will or is (action mentioned)

going to _____________________ next week. (action mentioned)

V. At the end, compare the answers of each student of the group with the information written in each card.

VI. The student who remembers the full information of more teammates wins.

Values in Action!

Empaty and Respect: Share ideas and show respect for the decisions, preferences, and choices of others.

52

TPRS NEW ENGLISH ADVENTURES Speaking, Reading, Role Playing, Asking and Answering Questions.

LEVEL 5

By Patricia Y. Lewis, Ed. D. in ESL

Author: Patricia Y. Lewis

TPRS NEW ENGLISH ADVENTURES Speaking, Reading, Role Playing, Asking and Answering Questions.

Author: Patricia Y. de Lewis, Ed. D. in ESL Art. Illustrator: Anthuar Herrera Cover: Anthuar Herrera Art. Coordinator: Sheyla Henson Graphic Designer: Julio Santamaría Panama City, November 2010.

Produced by PSYCHO TOOLS INC. ISBN Nº 978-9962-709-02-2

TPRS - New English Adventures N. 5 This text is based on a new method for teaching languages. It was created in the USA by Blaine Ray in 2002. TPRS means Teaching Proficiency Through Reading and Storytelling.

One of the main goals of TPRS is to develop comprehensible input especially at the beginning levels. The stories included in this text will help students develop reading comprehension, vocabulary acquisition, and language usage more readily from the beginning level, thus working towards the final goal, language output.

In addition to the stories, the text has a hundred sight words or repetitive words and their respective practice exercises. After working with them, students will increase their vocabulary as well as their reading skills.

This text is the fifth step in the attainment of the goals of TPRS which are comprehensible input and correct language output as language is acquired. The goals will be attained accurately as students progress through the six level of this series.