About This Book

New Grammar Time Student Book 4 is Student Book 4 of New Grammar Time — the pupil’s volume of a primary grammar course, the fourth book learners hold as the course climbs toward its top. The file served for this post is the volume’s own PDF under its exact title. Book 4 is the extension level: the perfect forms complete the tense system, reported speech lets learners carry other voices, and sentences lengthen under the control of a learner who now owns the machinery.

There is a recognisable moment in Book 4 classrooms when grammar stops being the lesson and becomes the medium. Discussions run longer because the structures can carry them; writing stretches because subordination is available; jokes land because timing and emphasis are grammatical skills now. The book engineers that moment by shifting its practice mix — fewer isolated drills, more production with a point: debates with positions to defend, reports of interviews actually conducted, stories retold from another character’s mouth. The new grammar serves the shift. Perfect forms give the timeline its final dimension, the past viewed from the present; reported speech multiplies every voice in the room. Accuracy work changes character too: instead of preventing errors, the book hunts the class’s own recurring ones, personalised now because the broad system is shared. Teachers describe this level as the pleasure of the course — the machinery hums, and teaching becomes about use. Pupils describe it more simply: English is theirs now, and Book 5 waits above as polish rather than rescue.

What Learners Will Practise

The Perfect Forms

Learners practise the present perfect and its past partner: experience, results, unfinished time. The forms are met in true contexts — what we have done, what had happened before — because the perfect aspect is a viewpoint, and viewpoints are learned by looking, not by tables.

Carrying Other Voices

The book practises reported speech: statements, questions, and requests carried across from one speaker to another. Interviewing and retelling are the practice engines, and the backshift stops being a rule the moment a child urgently needs to report what someone actually said.

Longer, Justified Sentences

Learners practise building length with control: reasons attached, concessions admitted, opinions defended in connected prose. The sentence is now the unit of thought, and Book 4’s writing tasks treat it with that respect — drafting, improving, and reading aloud for sense.

Key Features

The shift from system to use is the feature: grammar practised inside production with a genuine point. The completed timeline is the second — the perfect forms closing the tense architecture the course began in Book 1 — and the personalised accuracy work the third, errors hunted where they actually live. In this collection it stands high on the pupil shelf.

Who This Book Is For

Upper-primary learners with the course’s first three books secure are its first audience. Their teachers form its second readership, running the production-rich lessons the level rewards. Parents make its third, reading English writing from their children that now argues, reports, and explains.

How to Use This Book

Let production lead: interviews conducted, debates held, reports written for real readers in the classroom. Keep a class error harvest — a living list of the group’s own recurring slips — and let pupils hunt them in their drafts. At home, ask to be interviewed; reported speech practised on family news is reported speech owned.

Related Books

The shelf’s middle volume stands at New Grammar Time Student Book 3, and its teacher volume waits at New Grammar Time Teacher’s Book 4.