Gn kya ts Setsuko Toyama , OXFORD ~— Zs > a me 7 ]a PS GE Ry wean) BS A ree A Medal for Ranger Day Setsuko Toyama ¥ UNIVERSITY PRESSOXFORD 198 Madison Avenue, New York, NY 10016, USA Great Clorendon Street, Oxford OX2 6DP, Englond Oxford New York ‘Auckland Cope Town Dor es Saloam Hong Kong Karachi Kudla Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Toipe! Toronto With offices in ‘Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam ‘OXFORD is a trademark of Oxford University Press. ISBN: 978 0 19 436425 6 Copyright © 2008 Oxford University Press Library of Congress Cataloging-in-Publication Data Toyama, Setsuko, English time. Storybook 4, A medal for Ranger Day /Setsuko Toyama, p.m. ‘Summary: Teaches English os a second language to beginning ESL students through the use of pictures ond a simple story. Includes comprehension questions, vocabulary, and review. ISBN 978 0 19 436425 6 I. English languoge—Textbooks for foreign speckers—Juvenile literature. 2. Readers— Juvenile literature. [1. English language—Textbooks for foreign speckers.| I. Tile: Medal for Rlonger Day. Il. Tite. PEI 128.1696 2002 428.2'4/078—dc2 | 2002072278 No unauthorized photocopying. Al rights reserved. No part of this publication may be reproduced, stored in @ retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior writen permission of Oxford University Press. ‘This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher's prior consent in any form of binding or cover other than that in which itis published and without a similar condition. including this condition being imposed on the subsequent purchaser. Editorial Manager: Noncy Leonhardt Senior Editor: Lesley Koustff Ecitors: Michoel Cahil, Paul B. Philips ‘Senior Production Editor: Joseph McGasko Elementary Design Manager: Doris Chen Pinzon Designer: Ruby Harn ‘Art Buyer: Eizabeth Blomster Production Manager: Shanta Persaud Production Coordinator: Eve Wong Tiustrations: Bill Colrus ‘Original characters developed by Amy Wummer Cover design: Maj-Britt Hagsted Cover Illustration: Bill Coltus ‘Additional Cover Art: Jim Talbot Printing (last digit): 10 9.8 7 6 Printed in China Acknowledgement: My hearty thanks go to Lesley Koustatf, Poul Philips, Michael Cahil, Christine Hortzer, OUP Tokyo, Shoko, Eiko, Hiromi, Nobuko, and Lori —Setsuke ToyamaTable of Contents Chapter 1 Review 1 Chapter 2 Review 2 Chapter 3 Review 3 Chapter 4 Review 4 New Word List Teacher's Notes 12 18 22 32 33 41 42Ji Tan hay é CO. rah, ae i “no Ab yn ig etaIt’s Saturday afternoon. Annie and Ted are at Grandpa Day’s apartment. Annie is putting away boxes. “Let me help you, Annie,” says Ted. “Thanks, Ted,” says Annie. “They're heavy. Be careful!” “You too, Annie!” says Ted. “Annie! Watch out!” shouts Ted. A notebook newspaper save medal“Are you okay?” asks Ted. Annie says, “I’m fine, but look at this mess.” Ted sees an old newspaper. Ted reads, “Sunnyville News. Cary Day Saves Three and Gets Medal.” “Who's this?” asks Ted. “Is this your grandfather?” “I’m not sure,” says Annie. “Let’s ask.” 2) Circle the correct word. flower. floor. Notebooks, pictures, and newspapers fall on the“Is this you, Grandpa?” asks Annie. “Yes, that’s me,” says Grandpa. “I got a medal.” “Grandpa was a big hero,” says Grandma. Grandpa looks at the old pictures and says, “I was a forest ranger in Sunny Canyon. Look! I was very young and very thin.” “He was very strong, too,” says Grandma. hero forest ranger people picnicGrandpa's Story Sunny Canyon was great. People watched the sunrise at Moon Lake. They had picnics at Sunny. River. Thad a horse. His name was Carrot. i Circle the correct word. Carrot. Grandpa had a horse. His name was Potato.One hot and sunny Saturday, Carrot and I went to Sunny River. I met a family. ah” “Hello! I’m Ranger Day. Is everything okay?” I asked. “Yes, Ranger Day. We're having a picnic,” said the father. “Mm, smells good!” I said.=~ m\ | “My wife’s playing cards,” said the father. “My daughter is | taking pictures, and my son is...” “Where’s your son?” I asked. There was a cry. “Help! Help!” I Circle the correct word. son? ie » | Lasked. “Where's yourLa da is boxes. Annie away putting out!” shouts. Ted “Watch old reads an Ted newspaper. pictures. at old looks GrandpaB. Write the past tense. meet + __met__ | 490”. > aE Sis) a 2 hve. 2 = 4 ewotchi—. C. Fill in the blanks. Use the post tense from B. Grandpa Day a forest ranger. the sunrise at Moon Lake. picnics at Sunny River. to Sunny River.D. Circle the correct word. Then fill in the blank. “We're having a sunrise picnic pictures.” son daughter | ak: “My is takingE.. Look at the picture. Write the names. | o GE Ted Digger Grandpa Annie Grandma ») cooked breakfast. took pictures. watched the birds. drank orange juice. met the forest ranger. WuWe ran to the river. “Don’t worry. I’m going to help you!” I said. Then I got my rope. I threw the rope and I pulled the boy out of the river. throw > threw pull out 12“Thank you, Ranger Day. You saved my son!” said the father. “You're welcome. Now take your son to the doctor. He's going to be fine,” I said. “Will you come, too, Ranger Day?” asked the daughter. “I'm sorry, I can’t. I have to go to Star Point today,” I said. “But don’t worry. Your brother is going to be okay.” || Circle the correct word. lake. Ranger Day pulled the boy out of the iver. 13I came to Bee Road. I met a young woman. “Hello, I’m Ranger Day. Can I help you?” I asked. > “Hello, Ranger Day. I’m lost. I’m looking for Star Point,” said the woman. KOE REE ROD? PEACH ROAD :0AD “Is it very far?” asked the woman. “Not really,” I answered. “I’m going to Star Point, too. © Let’s go together.” eee college 14“I'm Miss Snow. I'ma teacher at Sunnyville College. I'm collecting small blue flowers for my art class,” said the woman. We went to Star Point. “Thank you very much, Ranger Day!” said Miss Snow. “You're welcome,” I said. “Be careful.” She smiled and waved good-bye. Ed Circle the correct word. Miss Snow is collecting flowers for her — | class. ic 15D> There was a cry. “Help! Help! Ranger Davi I turned around, but I didn’t see Miss Snow. “Where are you?” I shouted. eS ey = iy £ wh B. turn around f slip cliff scared 16“Over here! I slipped! Help me, Ranger Day!” shouted Miss Snow. I saw her hand on the cliff. Miss Snow was scared. | “Don’t worry, Miss Snow. I’m going to help you,” I said. ae has. wat IG Circle the correct word. “I'm going to find : you,” said Ranger Day. help 7oad A. Read and circle True or False. The boy was in the river. . Ranger Day didn’t save the boy. . Ranger Day met an old woman. Miss Snow was lost. Miss Snow wanted some red flowers. Miss Snow slipped. True True True True True True False False False False False FalseB. Fill in the blanks. Number the pictures. C met was ran threw went ») |. We to the river. 2. Ranger Day the rope and pulled the boy out of the river. 3. Ranger Day Miss Snow at Bee Road. 4. They _to Star Point. 5. She scared.pilates suet i-o: Pn ojajh|n|!l/a/d wiuja/r/o|p/e f-spelsnaipo) W iore)).1 l}e|d/rje/p|s riijv rlo|o o|viw s/nin 20D. Complete the puzzle. Hints: S Bt [o> so. ee a Ranger Day saw Miss Snow's Miss Snow was Ranger Day around. Grandpa Day was a “Help!” Miss Snow. “Take your son to the ,” said Ranger Day. . Ranger Day threw the . The boy was in the The word in the circles is 21Thad to hurry. “I’m going to pull you up,” I said. I got my rope and threw it to Miss Snow. Carrot and I pulled Miss Snow up. “Thank you! Thank you! You saved me,” she said. “Are you okay?” I asked. € “Yes...1 think so. My arm hurts a little, but I'm okay,” she answered. 22“Great,” I said. “Do you want to go back to town? I can take you back to Peach Road.” “Yes, please, Ranger Day,” said Miss Snow. “I have enough flowers now.” We said good-bye at Peach Road. I rode corel to Eagle Valley. 2) Circle the correct word. leaves. Miss Snow had enough flowers. 23In Eagle Valley, I met some college students and their teacher. “Hello! I’m Ranger Day. Is everything okay?” I asked. The teacher answered, “Hello, Ranger Day. I’m Miss Wood. We're studying a family of eagles. The biggest eagles are here in Eagle Valley.” ae? “Look, Ranger Day. Do you see the eagle in the tree? That’s the mother. She's big and fast,” said Miss Wood. “But that one in the sky is bigger and faster. That’s the father.” The two birds flew away. student eagle bobcat nest“Miss Wood! Miss Wood!” shouted a student. “What’s wrong?” asked Miss Wood. “There’s a bobcat,” said the student. “And it’s going up to the eagle’s nest!” “I think it’s going to eat the baby eagle!” said Miss Wood. “Where are the mother and father?” asked the student. a Circle the correct word. student. “There’s a bobcat,” said the teacher. 25I saw the small eagle and the bobcat. The students wanted to help the eagle, but the nest was very high. They shouted at the bobcat, but it didn’t go away. “Don’t worry, I’m going to help the eagle. I’m going to climb up to the nest and scare away the bobcat.” “Be careful, Ranger Day!” said Miss Wood. we high 26“The bobcat is very close to 4 the eagle,” said Miss Wood. “The bobcat is closer now,” said Miss Wood. “Climb faster!” shouted the students. “Quick, Ranger Day!” shouted Miss Wood. | Circle the correct word. “Quiet, Ranger Day!” shouted Miss Wood. “Quick, | eo " 27A. Label the pictures. l C eagle town nest bobcat student ) The was very Miss Snow went back close to the eagle. to The biggest was the father. 28B. Who says it? Read and number the pictures. |. “I'm going to pull you up.” 2. “I have enough flowers now.” 3. “We're studying a family of eagles.” 4. “There’s a bobcat.” 2930 . The bobcat is bigger than the turtle. . The rabbit is the smallest. . The turtle is slower than the rabbit. . The tree is taller than the flowers. . The turtle is the fastest. . The butterfly is bigger than the eagle. True True True False False False FalseD. Read and write the letter. 1. Miss Snow slipped. ___ 2. The eagle is big. | 3. There’s a baby eagle in the tree. 4. The bobcat is very fast. __ 31I saw the bobcat and it saw me. I shouted at the bobcat. Tt growled at me. I blew my whistle. The bobcat got scared and ran. Miss Wood and the students jumped up and down. “You saved the baby eagle!” — Gay NE} i/ a I saw the mother eagle and the father eagle in the sky. “Good-bye, baby eagle! You’ll be okay,” I said and climbed down. blow > blew whistle sunset 32“That was great, Ranger Day!” said Miss Wood and the students. “Good-bye, everyone! Please go back to town. It’s late,” I said. a “ yl I rode to Moon Lake. I cooked dinner. I watched the sunset. I was very happy. I liked working as a forest ranger. i Circle the correct word. sunrise. Ranger Day watched the em sunset. 33In the morning, the telephone rang. It was the Mayor. “Hello, Ranger Day,” said the Mayor. “Please come to City Hall at two o'clock this afternoon.” “Okay,” I said. I rode back to town. I saw many people at City Hall. I saw the family from Sunny River, Miss Snow from Star Point, and Miss Wood and the students from Eagle Valley. ring > rang mayor City Hallad “Ranger Day,” said the Mayor, “Thank you. You saved a boy, woman, and an eagle. This medal is for you.” “Hooray!” shouted everyone. 2) Circle the correct word. haircut. Re De Yt jongetaeysceko medal.“Wow! What a great story!” says Ted. “I want to be a forest ranger, too,” says Annie. “Yes, that’s me,” says Grandma. “I was Miss Snow.” “Your grandmother was the nicest woman in Sunnyville,” says Grandpa. 7 wink 36“Annie! Grandpa Day! There's a cat in the tree,” shouts Ted. “Let’s help the cat,” says Annie. “We have to climb the tree! Come on, Grandpa.” 5 1 “Don’t worry. We're going to help you!” they shout to the cat. Grandpa winks at Grandma. id Circle the correct word. the cat. Ted and Annie ai ing to hel ie Grandma Day. 37A. Read and answer the questions. ie Did Ranger Day shout at the bobcat? SS | Did the bobcat growl at Ranger Day? & Lae ene 1 Se » 847) Who jumped up and down? ay 38Read and match. Ranger Day liked @ the telephone rang. In the morning @ * nicest woman in Sunnyville. Ranger Day saw @ * working as a forest ranger. . Ranger Day saved a boy, many people at City Hall. . Grandma Day was the # @ to help the cat. . Ted and Annie are going @ @ awoman, and an eagle. 39C. Number the sentences in the correct order. Then number the pictures. ____ Ranger Day scared away the bobcat. ______ Ranger Day met Miss Snow. ______ Ranger Day saw the baby eagle. _____ Ranger Day pulled the boy out of the river. _____ Ranger Day got a medal. ______ Ranger Day saved Miss Snow.The words presented in the New Word List represent words that are not included in English Time Student Book 4. B E i s blow— blew 32 lost 4 save 3 bobcat 25 scareaway 26 M scared \7 Crecessarys a mayor 34 slip \7 City Hall 34 medal 3 son i cliff 17 student eu close 27 Mie sunset Ba) college 15 nest 25 cry (n) 7 newspaper 2 el notebook 2 throw > threw 12 DuzoPG afb ib Gaeiae town 23 daughter 7 eee turnaround 16 people 5 nee picnic 5 A eagle 24 pull out 12, whistle 32 pull up 22 wife Zi Fas ae tetas Ree wink 37 forest ranger 4 Ce a quick 27 Girona adf tetas growl 32 R _ ae tide rode 23 Hitting another ring rang 34 hero oh high 26 41Teacher's Notes General Description of the English Time Storybooks The English Time Storybooks and Cassettes accompany Student Books 1 through 6. Each Storybook reviews the Student Book language in a new and exciting context. Students easily understand and enjoy each story because only previously learned structures are used. New vocabulary items are illustrated so that students can easily comprehend their meaning. Enrichment activities provide further reinforcement of the Student Book language. Storybook 4 Format Storybook 4 opens with an introductory spread that presents the setting of the story. The story is divided into four chapters, with each chapter covering the target language of the following Student Book units: * Storybook Chapter 1 covers Student Book Units 1-3; * Storybook Chapter 2 covers Student Book Units 4-6; * Storybook Chapter 3 covers Student Book Units 7-9; * Storybook Chapter 4 covers Student Book Units 10-12. Following each chapter are review pages that check comprehension and reinforce the target language through a variety of activities. An answer key is provided at the back of English Time Teacher’s Book 4. How to Use Storybook 4 A. Before Reading the Storybook Direct students’ attention to the introductory spread. Encourage them to talk about what they see in the picture and 42 try to predict the story line. Stimulate interest in the story by asking simple questions about the picture. Sample questions are provided in English Time Teacher's Book 4. B. Reading the Storybook FOR EACH CHAPTER Introduce the Chapter 1. Instruct students to turn to the first page of the chapter and take turns naming any items they recognize in the scenes. Then they guess what the characters might be saying in each scene. 2. Instruct students to look at the text accompanying, each scene. Encourage them to point to and say any words they recognize. Then teach the new vocabulary items at the bottom of the page. 3. Do the same for the remaining pages in the chapter. Read the Chapter 1. Hold up your Storybook so that students can see it. Read the text on the first page of the chapter clearly, at natural speed, and dramatically, using a different voice for each character. Pause ‘between scenes to indicate the change to the next scene. Students listen. 2. Read the text again in the same way. Students listen and follow along in their Storybooks. 3. Do the same for the next page in the chapter, starting with Step 1 of Read the Chapter. Then do the same with the remaining pages in the chapter. Play the Recording 1, Play the recording of the entire chapter. Students listen and follow along in theirStorybooks, pointing to each scene or the text for each scene. Play the recording as many times as necessary for students to be able to follow along, with ease. 2. Play the recording again. Pause after each line and have students repeat. 3. Ask volunteers to try to read the text for each scene out loud. Prompt when necessary. 4, Divide the class into groups of three to four. Each group works together to read the text. Circulate between the different groups, and prompt when necessary. Check Comprehension 1. Check students’ comprehension of the chapter by asking questions about the story, Sample questions are provided in English Time Teacher’s Book 4. 2. Do the chapter's review pages in class or assign them as homework. Answer keys for the review activities are provided in English Time Teacher's Book 4. Do the Activi 1. Favorite Scenes. Students take turns holding up their Storybooks, pointing to their favorite scenes in the chapter, and naming items or characters they recognize. 2. Listing, Students close their Storybooks and name any characters, actions, or things that they remember from the story. Write these on the board. Then point to each word on the board. The entire class tries to read it, or looks over the scenes in their Storybooks and points to the item. 3. Act It Out. Divide students into groups with the same number of students as there are characters in the chapter. Each student in each group plays the role of one of these characters. Play the recording, and have students in each group act out the story as the recording plays. 4. Role Play. Bring the same number of volunteers as there are characters in the chapter to the front of the classroom. Each volunteer plays the role of one of the characters in the chapter and says that character's lines. Choose another volunteer to read the narration. C. After Reading the Storybook 1. Play the recording of the entire Storybook. Students listen and follow in their books, reading along where they can. 2. Students draw a picture or design a poster of their favorite character or scene and show it to the class. 3. Students form groups and role-play their favorite scene(s) or chapter. 4. Students create their own version of the story and read or role-play it to the class. aay hh by Storybook English Time is a six-level communicative course for children who are studying English for the first time. The series develops students’ speaking, listening, reading, and writing skills through activities that appeal to their curiosity and sense of fun. The syllabus progresses at a natural, steady pace and offers students many opportunities to practice new language. Three recurring characters—Ted, Annie, and Digger the dog—help to maintain _<7 > student interest and involvement throughout the series. English Time is preceded by the two-level introductory series : Magic Time. These two series can be used separately or as one complete eight-level course. Each level of English Time contains: @ Student Book @ Storybook @ Audio Cassette and CD & Storybook Audio Cassette 2 Workbook ‘@ Picture and Word Card Book @ Teacher's Book & Wall Charts English Time Storybook 4 presents the language and main characters of English Time Student Book 4 in a compelling, continuing story. An audio cassette for Storybook 4 is also available. 180 194"364256' Bo | UNIVERSITY PRESS ‘www.oup.com/elt