First explorers 1 teachers book

O EXPL RERS Teacher’s Book © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027083 FEXP1 TB1 Cover.indd 24/10/2012 14:51 O RERS EXPL Teacher’s Book 1 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027083 FEXP TB1.indb 25/10/2012 09:23 Great Clarendon Street, Oxford, ox2 6dp, United Kingdom Oxford University Press is a department of the University of Oxford It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © Oxford University Press 2012 The moral rights of the author have been asserted First published in 2012 2016  2015  2014  2013  2012 10 9 8 7 6 5 4 3 2 1 No unauthorized photocopying All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Links to third party websites are provided by Oxford in good faith and for information only Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work isbn: 978 19 402708 Printed in China This book is printed on paper from certified and well-managed sources acknowledgements Author: Mary Charrington Cover illustrations by: John Paul Early/Illustration Agency (explorer icons) Inside front cover illustrations by: David Lopez/Bright Agency © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027083 FEXP TB1.indb 25/10/2012 09:23 Contents Letter to parents Page Tour of a unit 13 Hello 22 Unit 30 Unit 48 66 About Explorers Components Introduction The Toys Unit 70 Unit 88 The Toys 106 Unit 110 Unit 128 The Toys 146 Christmas 150 Carnival 154 Ideas bank 158 162 168 170 171 Syllabus Classroom language Flashcards and wordcards Wordlist © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027083 FEXP TB1.indb 25/10/2012 09:23 O RERS EXPL Dear Parents, This year, your child will learn English using First Explorers with the help of Toby, Ella, Lucky, Max and the magic pencil They will learn essential English words and structures, as well as lots of songs and chants They will listen to stories about the adventures of the magic pencil and the world Lucky and friends explore These characters will bring English to life, and really motivate your child’s learning, in turn helping them to be a language explorer! However, the learning experience doesn’t stop at the school gates Even if you don’t speak English, your support and encouragement are essential First Explorers provides many opportunities to involve you in your child’s learning, and there is also the new Oxford Parents website, where you can find more information on helping your child with their English language learning (www.oup.com/elt/oxfordparents) Learning a language isn’t just about learning words and structures, it’s also about understanding and respecting other cultures, and making an effort to communicate with them First Explorers encourages reflection on the similarities and differences between these cultures At the end of each unit, there is the opportunity in the Class Book and on the DVD to learn about children in the UK exploring their world in relevant and stimulating ways, that will draw direct comparisons with the children in the classroom and lead on to discussions about their world and also citizenship issues Ask to see your child’s work in the Class Book or other materials, and ask them to talk to you about the photos and experiences depicted, using English if possible! Discuss similar places you have been with them, and particularly what is the same and different about such experiences Try to look at their books when they finish each unit, and encourage them to tell you about it, e.g explain the story (in their mother tongue), sing the song, tell you a few key words in English, the Lucky says actions or show you the hidden objects for the Explorers Quest Encourage them to pick out their favourite part of the unit and tell you about it There is always a review section in the Activity Book that summarizes their language exploring thus far, so ask them to talk about what they have ‘discovered’ recently! At home or on trips, encourage your child to look for English in the world around them, and collect objects that are English or have English on them, e.g stamps or food labels These will help motivate them to see English as a real means of communication Please not hesitate to ask me anything about your child’s progress this year, and thank you very much in advance for contributing to your child’s learning experience Yours sincerely, English teacher © 2020 Oxford University Press EXPL O RERS Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027083 FEXP TB1.indb Photocopiable © Oxford University Press 25/10/2012 09:23 O RERS EXPL About Explorers First Explorers, Young Explorers and World Explorers is a six-level course for students from first to sixth level of Primary The theme of the course is ‘exploring’ and this is exactly what the children will be doing as they follow the adventures of the main characters for each level In turn, the children themselves will be encouraged to explore language and learn to express themselves in English Explorers has the perfect balance of controlled, solid presentation and practice, as well as innovative and motivating content, and opportunities for personal expression and development Every page is an opportunity to explore and learn something new or review language the children already know A key feature of Explorers is the amalgamation of imaginative and real-world features within one central theme per unit The theme is explored in many different ways, enabling the pupils to gain confidence in their ability to understand and communicate about the topic Stories, cross-curricular pages, DVD lessons, dialogues, games, vocabulary and grammar presentations and more provide a wealth of information, stimulation and opportunity The DVD material draws the children into the worlds of real English children via an innovative Class Book–DVD link, and provides the children with the opportunity to use relevant and attractive material that enhances their language learning It is the aim of Explorers that you will be able to use the experiences shown in the series to develop the pupils’ all-round globalized skills and to work on values and attitudes Real-world contexts provide the children with realistic scenarios and age-appropriate issues to explore, and photocopiable material is provided on the course website to further explore these issues with the class There is a strong sense of British culture, as well as information about the whole world There is also an appropriate and creative approach to learning content across the curriculum Each unit includes a cross-curricular focus that is supported by extra presentation and support material, including a DVD episode These cross-curricular lessons focus on topics that appeal to the children, and connect with content they are learning in their own language There are a multitude of worksheets to support students and enable extensive further exploration of the topic Explorers gives you all the support a teacher could possibly need, with tests and self-evaluation material for the children also available in the Evaluation booklet, and with further materials available to download from the course website This includes extra worksheets for reinforcement, extension, DVD and cross-curricular lessons … for much more language exploration! © 2020 Oxford University Press About Explorers Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027083 FEXP TB1.indb 5 25/10/2012 09:23 Components Class Book • a starter unit introducing Toby, Ella, Lucky and the explorers • six teaching units providing the core material • three episodes of the revision story The Toys • two festival units (Christmas and Carnival) • seven pages of cut-out activities • forty picture stickers • twelve word stickers Activity Book • seven pages of reinforcement per core unit • follow-up to the cross-curricular lessons • gradual reading and writing practice that matches • • • the Class Book self-evaluation with a Learn to learn emphasis follow-up to The Toys revision story episodes follow-up to the festival units Teacher's Book • an introductory section including descriptions of • • • • • • • • • • the methodology and concept behind the course, as well as articles dealing with current issues in the classroom, such as new technology and handling mixed-ability classes an annotated Tour of a unit clear, succinct teaching notes for each lesson teaching tips reinforcement and extension ideas full answer keys for the Class Book, Activity Book and the reinforcement and extension worksheets tapescript for each lesson DVD lesson notes for all the Let’s explore! episodes an Ideas bank with games, activities and ideas for how to exploit the extra resources even more, using flashcards, posters, the Magic Pocket and more a wordlist and useful classroom language a full description of the syllabus, including objectives Audio CDs • recording of all the songs, stories and listening activities, as well as the course tests listening tracks Teacher's Resource Pack Storybook • containing large, full-colour images of all the unit story frames, for presentation in class Flashcards Includes 90 flashcards: • main character flashcards • six weather flashcards • twenty flashcards for the starter unit vocabulary • sixty flashcards for presenting the main vocabulary from the units © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 6 Components 4027083 FEXP TB1.indb 25/10/2012 09:23 Components Cross-curricular The cross-curricular lessons all have presentation material: • two cross-curricular stories (Milk, Shadows) • two cross-curricular photocards (Celebrations, Musical instruments) • two cross-curricular posters (Materials from trees, How fruit grows) Posters • Lucky says … poster: all the actions taught in the units • ABC poster: alphabet and culture poster Magic Pocket • The magic pencil tool for presenting the flashcards Evaluation booklet • introduction to evaluation • two levels of tests, per unit, term and end of year • full transcripts and answers for tests • self-evaluation material for the children DVD • Let’s explore! clips that support the Class Book lessons • cross-curricular clips that extend the cross-curricular topic • vocabulary presentations Website A wide range of teacher resources are available to download from the Explorers website: www.oup.com/elt/teacher/explorers Wordcards • sixty wordcards for all the main vocabulary from the units • twenty wordcards for the starter unit vocabulary • wordcards for the cross-curricular vocabulary Worksheets • two reinforcement worksheets per unit • two extension worksheets per unit • a cross-curricular worksheet that extends each unit topic • a worksheet to accompany each DVD Let’s explore! clip • a worksheet to accompany each DVD cross-curricular clip • The Toys and festival cut-out templates iTools Presentation and practice material for Interactive Whiteboards and data projectors, including: • animated versions of the stories • songs and chants • audio • posters, flashcards, and cross-curricular presentation material ã Activity Book exercises â 2020 Oxford University Press Components Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027083 FEXP TB1.indb 7 25/10/2012 09:23 Introduction Characters and context Introduction Course concept Explorers is a six-level Primary English course with a strong emphasis on learning language through stories, songs, values and content from across the curriculum As the course progresses from First Explorers to Young Explorers and finally World Explorers, the children are continually offered the opportunity to learn and use language in real-world situations As the title suggests, the underlying concept driving the course is about exploring and making discoveries The children themselves become explorers as they learn a new language and discover more about the world around them A flexible approach Explorers is designed to be flexible and to meet the individual needs of all children There is a wide range of material to choose from in addition to the Class Book, including a DVD that fully integrates with the Class Book content The teaching notes suggest ideas for quick reinforcement and extension activities, as well as tasks for fast finishers and an Ideas bank to dip in to at any time There are also worksheets available to download from the course website to cover mixed ability in the classroom via reinforcement and extension worksheets, and to extend core content with cross-curricular and DVD worksheets In First Explorers and 2, the main characters inhabit a world that the children can relate to – at home, at school, in the park, at family parties and exploring their neighbourhood The initial focus is on Toby, Ella and their mischievous dog, Lucky These three make friends with Max who has a special toy: a magic pencil! Anything the pencil draws comes to life This makes for lots of exciting adventures as the children use their imagination to utilize the magic pencil and have some fun – or save the day! The magic pencil, depicted on the Magic Pocket, is part of the flashcard presentation for the vocabulary in each unit It is also a metaphor for the children’s own reading and writing development; it is used in the Class Book to highlight particular activities that work pencil skills The second set of characters is real British children: Lizzy, Jasmine, Joe, Martha, George and Zak, who we encounter through the photographic real-world settings in the Class Book and the accompanying DVD episodes These children take part in excursions and activities that reveal aspects of British culture and that invite comparison with the children’s own experiences The third set of characters is the cartoon explorers These come in three different colours – red, green and blue – and champion the good habits of an explorer (and a good citizen), such as being tidy, while also providing prompts for the Explorers Quest Explorers Quest and Learn to learn The Explorers Quest adds a unique dimension to the course Firstly, on each double-page spread of the Class Book, there is an item hidden within the artwork These items are revision words, and at the end of each unit, the children match and colour the words to the explorer character from that spread In this way, recycling is built into each unit in a way that is fun and also involves some exploring! The second function of the Explorers Quest is to provide an opportunity for exploring the concept of Learn to learn In the Activity Book, the review page includes a Quest map, which illustrates some of the activities in the unit that are connected to different learning experiences and styles The icons on the map directly relate to an activity that the children should be able to remember and talk about, which in turn can lead to a discussion about learning The icons have the following meanings: © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 8 Introduction 4027083 FEXP TB1.indb 25/10/2012 09:23 Introduction Explorers Quest Exploring language through reviewing the unit and revising language Picture Dictionary Reinforcing language and learning to recognize words; this gradually moves from recognizing images, to eventually recognizing words It also represents a place to compile language, so that the children can review it / show their parents what they have learnt Cut-out Making something to help remember language, as well as cooperative learning by working in pairs and groups, and building communicative skills Lucky says … This is the TPR (total physical response) strand of the course, which connects actions with learning language and shows the importance of physical response to reinforce and demonstrate understanding Songs/Chants Learning through music and rhythm, especially with actions, is part of reinforcing meaning and can also be practised elsewhere – such as at home or in the playground – as well as helping to develop good pronunciation Cross-curricular and DVD Stories Stories are an important feature of the course across First Explorers, Young Explorers and World Explorers In First Explorers, the main stories for each unit feature Toby, Ella, Max and Lucky and commence in Lesson The illustration in the Class Book sets the scene for the theme of the unit and the beginning of the characters’ adventure, which continues across subsequent lessons In Lesson 3, two or three story frames present the main structure of the unit and begin the story proper – the structure cards can also be used to present the unit structure away from the Class Book The narrative continues in Lesson with a six-frame story that includes examples of the target structure and vocabulary, as well as simple incidental language The story language is such that the children can join in with repeated phrases and sound effects, and follow the action clearly in the Storybook and in their Class Books The stories are fun and bring out the personalities of the main characters and, of course, the loveable Lucky! The teaching notes provide further ideas for developing understanding and exploiting language In First Explorers 1, there is no text on the Class Book page, but the Activity Book follows up the story with simple comprehension exercises and additional work on the main lexis Exploration of the real world First Explorers also has a strong real-world focus This is reflected in the DVD content, which is integrated with the Class Book material in several lessons Firstly, there is a vocabulary presentation to support Lesson Then there is an episode to follow up the cross-curricular theme in Lesson 6, which expands on this theme and provides footage to exploit it further Finally, the Let’s explore! episode for Lesson concentrates on the experiences of a group of British children, including a first day at school, visiting a farm and going to the beach The locations of these episodes – and the experiences of the children – link directly to the theme and language of the unit, and are exploited further via the photographs on the Class Book page Not only these stories show the children exploring somewhere new, but they also provide the children with the opportunity to make comparisons with their own experiences In addition, they reinforce the values and classroom language taught on the Class Book page Don’t forget, the DVD episodes can also be screened on a projector or Interactive Whiteboard for greater impact, really helping to bring these lessons to life These lessons provide the real-world focus; they are about learning concepts through English and learning about the wider world © 2020 Oxford University Press Introduction 9 Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027083 FEXP TB1.indb 25/10/2012 09:23 Syllabus Hello Objectives Vocabulary Structures • Introduce the course characters to the children • Practise the new vocabulary in the context of a song • Do a craft activity to practise the new language • Become familiar with the Explorers Quest as a means of reviewing Active Active girl, boy, dog, black, blue, grey, orange, red, yellow, brown, white, pink, green, numbers 1–10 Hello! Goodbye! I’m … Lucky says Passive language • Present the numbers 1–10 • Ask and answer questions about age • Present and practise colours • Introduce the Explorers chant • Introduce and play Lucky says • Carry out a sticker activity to reinforce colours Turn around, Touch the ground, Run, Jump, Sit down Passive weather This is (name) What’s your name? How old are you? What colour is it? Listen Open your books What’s the weather like? It’s (sunny) It’s time to say Goodbye School Objectives Vocabulary Structures • Present and practise a new set of vocabulary • Practise the new vocabulary in the context of a chant • Consolidate core vocabulary and develop cognitive skills through a Active Active pencil case, pen, bag, pencil, rubber, book, chair, notebook, crayon, ruler It’s … It’s a … Yes/No sticker activity • Learn new actions and review known actions in the Lucky says game • Develop learning strategies through the Explorers Quest • Familiarize the children with a new structure in preparation for the story • Complete a cognitive activity involving sequencing, using the new • • • • • • • • • • • language Consolidate and practise the main language of the unit in the context of a story Practise new and revised vocabulary in a song Practise the new language with a cut-out Use the key language in a cross-curricular context Identify different materials that come from trees Use the language of the unit in a real-world context: exploring a British classroom Learn some practical classroom English Reinforce and discuss values linked to the topic: tidying the classroom Personalize the content of the unit Facilitate self-evaluation as part of Learn to learn Record learning by completing the Picture Dictionary Lucky says Hands up, Hands down Passive Classroom language What’s this? Is it …? Look and say Clap with me Are you ready? What’s next? Open your books, Close your books, Tidy up Cross-curricular Materials from trees: wood, rubber, paper Let’s explore! DVD First day at school A good explorer … tidies up © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 162 Syllabus 4027083 FEXP TB1.indb 162 25/10/2012 09:24 Syllabus Toys Objectives Vocabulary Structures • Present and practise a new set of vocabulary • Practise the new vocabulary in the context of a chant • Consolidate core vocabulary and develop cognitive skills through a Active Active scooter, bike, ball, guitar, doll, car, big, small, old, new I’ve got a … Lucky says Have you got …? Yes, that’s right What is it? What’s missing? Find the sticker Let’s go to the park What about Max? • • • • • • • • • • • • • • • sticker activity Learn new actions and review known actions in the Lucky says game Develop learning strategies through the Explorers Quest Familiarize the children with a new structure in preparation for the story Complete a cognitive activity involving following, drawing and identifying, using the new language Consolidate and practise the main language of the unit in the context of a story Practise new and revised vocabulary in a song Practise the new language with a cut-out Use the key language in a cross-curricular context Identify different musical instruments Use the language of the unit in a real-world context: exploring a British toy shop Learn some practical classroom English Reinforce and discuss values linked to the topic: sharing Personalize the content of the unit Facilitate self-evaluation as part of Learn to learn Record learning by completing the Picture Dictionary Kick a ball, Play the guitar Classroom language Show me … Cross-curricular Making music: guitar, drum, violin, flute, trumpet Passive Let’s explore! DVD Toy shop A good explorer … shares The Toys Objective Vocabulary Structures • Revise the language of Units and in the context of a story Active Active kite, box, toys, toy shop, Thanks! classroom items, actions It’s a (new toy) Passive What’s this? What’s your name? Have you got my (pencil)? What is this place? map, binoculars, parachute Be careful, Come with me, Outside the shop, Here you are, Look at my box, I’ve got you, Help us Passive © 2020 Oxford University Press Syllabus 163 Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027083 FEXP TB1.indb 163 25/10/2012 09:24 Syllabus The Farm Objectives Vocabulary Structures • Present and practise a new set of vocabulary • Practise the new vocabulary in the context of a chant • Consolidate core vocabulary and develop cognitive skills through a Active Active chicken, cat, cow, horse, goat, sheep, farm, tractor, duck, rabbit I can see a … Lucky says Can you see a …? What can you see? I’m on the farm That’s better Today we’re off to the farm We’re nearly there What’s your favourite …? • • • • • • • • • • • • • • • sticker activity Learn new actions and review known actions in the Lucky says game Develop learning strategies through the Explorers Quest Familiarize the children with a new structure in preparation for the story Complete a cognitive activity involving identifying and numbering, using the new language Consolidate and practise the main language of the unit in the context of a story Practise new and revised vocabulary in a song Practise the new language with a cut-out Use the key language in a cross-curricular context Understand that cows produce milk, and identify milk products Use the language of the unit in a real-world context: exploring a British farm Learn some practical classroom English Reinforce and discuss values linked to the topic: caring for animals Personalize the content of the unit Facilitate self-evaluation as part of Learn to learn Record learning by completing the Picture Dictionary Stand up, Sit down Classroom language It’s time to go Goodbye! Cross-curricular Milk: milk, ice cream, cheese, butter, grass Passive Let’s explore! DVD The farm A good explorer … cares for animals Family Objectives Vocabulary Structures • Present and practise a new set of vocabulary • Practise the new vocabulary in the context of a chant • Consolidate core vocabulary and develop cognitive skills through a Active Active mum, granny, dad, sister, brother, grandad, happy, sad, tired, angry This is my … He’s/She’s … Lucky says Passive Count to five Dance Is he/she …? Look and say who’s missing Whose family? I’m eight today? How many candles are there? This is for … It’s my turn sticker activity • Learn new actions and review known actions in the Lucky says game • Develop learning strategies through the Explorers Quest • Familiarize the children with a new structure in preparation for the story • Complete a cognitive activity involving identifying and matching, • • • • • • • • • • • using the new language Consolidate and practise the main language of the unit in the context of a story Practise new and revised vocabulary in a song Practise the new language with a cut-out Use the key language in a cross-curricular context Find out about family celebrations in the UK Use the language of the unit in a real-world context: exploring a family day out at the beach Learn some practical classroom English Reinforce and discuss values linked to the topic: helping people Personalize the content of the unit Facilitate self-evaluation as part of Learn to learn Record learning by completing the Picture Dictionary Classroom language How are you? I'm fine, thank you Cross-curricular Celebrations: wedding, new house, birthday, new baby Let’s explore! DVD The beach A good explorer … helps people © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 164 Syllabus 4027083 FEXP TB1.indb 164 25/10/2012 09:24 Syllabus The Toys Objective Vocabulary Structures • Revise the language of Units and in the context of a story Active Active happy, sad, angry, tired, big, small, farm, animals, family members, actions Who’s this? I can see (a chicken) It’s small / very big Passive Passive He’s in the jungle Me too! Give me the binoculars Wait a minute Come back This is my new friend This is my brother How many (horses) can you see? He’s afraid Food Objectives Vocabulary Structures • Present and practise a new set of vocabulary • Practise the new vocabulary in the context of a chant • Consolidate core vocabulary and develop cognitive skills through a Active Active bananas, apples, cakes, tomatoes, sausages, pears, peaches, melons, olives, oranges I like … I don’t like … • • • • • • • • • • • • • • • sticker activity Learn new actions and review known actions in the Lucky says game Develop learning strategies through the Explorers Quest Familiarize the children with a new structure Complete a cognitive activity involving listening, following and numbering, using the new language Consolidate and practise the main language of the unit in the context of a story Practise new and revised vocabulary in a song Practise the new language with a cut-out Use the key language in a cross-curricular context Understand the life cycle of a plant from seed to fruit and identify key stages Use the language of the unit in a real-world context: exploring a trip to the market Learn some practical classroom English Reinforce and discuss values linked to the topic: picking up litter Personalize the content of the unit Facilitate self-evaluation as part of Learn to learn Record learning by completing the Picture Dictionary Lucky says Wash your hands Eat an apple Classroom language Here you are Thank you! Cross-curricular Passive Do you like …? What are these? Let’s sit down What’s Ella got? We eat … The flowers grow We’re at the market Life cycle of a plant: seed, plant, flower, fruit Let’s explore! DVD The market A good explorer … picks up litter © 2020 Oxford University Press Syllabus 165 Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027083 FEXP TB1.indb 165 25/10/2012 09:24 Syllabus Outdoors Objectives Vocabulary Structures • Present and practise a new set of vocabulary • Practise the new vocabulary in the context of a chant • Consolidate core vocabulary and develop cognitive skills through a Active Active mountain, house, tree, flower, lake, bird, tent, fish, boat, river There’s a … Lucky says Is there a …? going for a walk Does Lucy like apples? Where’s my shadow? Count the shadows Colour the shadows Let’s go! • • • • • • • • • • • • • • • sticker activity Learn new actions and review known actions in the Lucky says game Develop learning strategies through the Explorers Quest Familiarize the children with a new structure in preparation for the story Complete a cognitive activity involving listening, identifying and processing information, using the new language Consolidate and practise the main language of the unit in the context of a story Practise new and revised vocabulary in a song Practise the new language with a cut-out Use the key language in a cross-curricular context Explore the connection between light, the weather and shadows Use the language of the unit in a real-world context: exploring the countryside in the UK Learn some practical classroom English Reinforce and discuss values linked to the topic: respecting the countryside Personalize the content of the unit Facilitate self-evaluation as part of Learn to learn Record learning by completing the Picture Dictionary Walk Wave Classroom language Are you ready? Yes! Passive Cross-curricular Shadows: shadows, It’s cloudy, It’s sunny Let’s explore! DVD The great outdoors A good explorer … respects the countryside The Toys Objective Vocabulary Structures • Revise the language of Units and in the context of a story Active Active family, boy, girl, Here you are, Thank you! food I like / don’t like … Passive Do you like …? Passive hungry, bad, apple tree, tall, picnic, They’ve got …, Me too, Come on, Don’t be silly! It’s bad, Ow! Sorry! Yuck! Yum! © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 166 Syllabus 4027083 FEXP TB1.indb 166 25/10/2012 09:24 Syllabus Christmas Objectives Vocabulary Structures • Present and practise Christmas vocabulary • Learn about how Christmas is celebrated in the UK and compare it Active Passive present, Christmas tree, star, snowman, Merry Christmas! Happy New Year! Here you are What is it? Objectives Vocabulary Structures • Learn English expressions related to Carnival • Learn about how Carnival is celebrated • Dress up to celebrate Carnival Active Passive dinosaur, dancer, cowboy, clown, rabbit I’m … with the children’s own experiences Carnival Passive Who is it? Who am I? What colour are the dinosaur’s wings? What colour is the dancer’s flower? What is your favourite costume? A cowboy on parade, In the Carnival parade © 2020 Oxford University Press Syllabus 167 Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027083 FEXP TB1.indb 167 25/10/2012 09:24 Classroom language Classroom language Explorers Hello routine Cross-curricular presentations What’s the weather like today? Look out of the window! It’s sunny It’s hot It’s cold It’s snowing It’s windy It’s raining Unit Look at the poster! What can you see? Point to a ball Is it made of rubber? It’s made of … wood Yes, that’s right How many things can you see made of paper? Talking about the lesson Today we’re going to sing a song Then we’re going to listen to a story Afterwards we’re going to an activity in the Class Book … a cross-curricular activity … a cut-out activity … act out the story … learn some new words … play a game … watch a DVD … review what we learned in Unit … the Explorers Quest Presenting vocabulary with the Magic Pocket Look at the Magic Pocket What’s inside today? What’s the Magic Pencil drawing now? What colour is it? Can you guess? Story time What are Toby and Ella doing? Where’s Lucky? Where is Max going? Where’s the Magic Pencil? What you think happens next? Let’s listen to the story Are you ready? Look at me, everyone Who’s in the picture? What’s this? What are these? What can you see? How many toys can you see? What colour are the (pens)? What colour is the (cat)? Listen and follow, everyone! 168 Unit Look at the photo What can you see? Who can you see? What has he/she got? It’s a … trumpet Can you play a trumpet? Unit Look at the storycard What can you see? Who can you see? Does Mouse like grass? Does Cow like grass? Do you like cheese? Milk makes … butter … ice cream … and cheese! Unit Look at the photo What can you see? Who can you see? What’s happening? It’s her birthday When’s your birthday? How old are you? Unit Look at the poster What can you see? Point to the seed Do you like melon? Unit Look at the storycard What can you see? Who can you see? What’s the weather like today? It’s … sunny Can you see a shadow? © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited Classroom language 4027083 FEXP TB1.indb 168 25/10/2012 09:24 Classroom language Saying Goodbye It’s time to go Goodbye! Lucky says Touch the ground Turn around Run Jump Sit down Hands up Hands down Kick a ball Play the guitar Stand up Sit down Count to five Dance Wash your hands Eat an apple Walk Wave © 2020 Oxford University Press Classroom language 169 Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027083 FEXP TB1.indb 169 25/10/2012 09:24 Flashcards and wordcards Flashcards Characters Unit Set Toby Ella Max Lucky chicken cat cow goat horse sheep Weather sunny raining windy snowing cloudy foggy Hello Unit Set farm tractor duck rabbit Unit Set 1–10 black blue grey orange red yellow brown green pink white mum granny dad sister brother grandad Unit Set Unit Set pencil case pen bag pencil rubber book Unit Set chair notebook crayon ruler Unit Set scooter bike ball guitar doll car Unit Set big small old new 170 Wordcards Unit Set happy sad tired angry bananas apples cakes tomatoes sausages pears Unit Set peaches melons olives oranges Unit Set mountain house tree flower lake bird Unit Set tent fish boat river If you would like to work on word recognition with your children, the wordcards are available to download from the Explorers website (see page 12 for details) Weather sunny raining windy snowing cloudy foggy Hello black blue grey orange red yellow brown green pink white Unit Set pencil case pen bag pencil rubber book Unit Set chair notebook crayon ruler Unit cross-curricular (Materials from trees) wood paper rubber Unit Set scooter bike ball guitar doll car Unit Set big small old new Oxford Unit cross-curricular (Make music) drum flute guitar violin trumpet Unit Set Unit Set Unit Set chicken cat cow goat horse sheep Unit Set farm tractor duck rabbit bananas apples cakes tomatoes sausages pears peaches melons olives oranges Unit cross-curricular (How fruit grows) seed plant flower fruit Unit Set Unit cross-curricular (Milk) milk ice cream butter cheese grass mountain house tree flower lake bird Unit Set tent fish boat river mum granny dad sister brother grandad Unit Set happy sad tired angry Unit Set Unit cross-curricular (Shadows) shadows sunny cloudy Unit cross-curricular (Celebrations) wedding birthday baby house © 2020 University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited Flashcards and wordcards 4027083 FEXP TB1.indb 170 25/10/2012 09:24 Wordlist Wordlist Word Flashcard Page angry Unit Set apples Unit Set Are you ready? 36 42 56 baby – bag Unit Set ball Unit Set bananas Unit Set big Unit Set bike Unit Set bird Unit Set birthday – black Hello unit blue Hello unit boat Unit Set book Unit Set boy – brother Unit Set Hello unit brown butter – 37 14 42 18 14 50 37 4 54 32 29 cakes Unit Set car Unit Set cat Unit Set chair Unit Set cheese – chicken Unit Set close your books – count to five – cow Unit Set crayon Unit Set 42 14 24 10 29 24 11 33 24 10 dad Unit Set dance – doll Unit Set drum – Unit Set duck 32 33 14 19 28 eat an apple eight 43 – Hello unit farm Unit Set fish Unit Set five Hello unit flower Unit Set flute – four Hello unit fruit – 28 54 47 19 47 Word Flashcard Page girl – goat Unit Set grandad Unit Set granny Unit Set green Hello unit grey Hello unit guitar Unit Set 24 32 32 14 hands down hands up happy He’s (tired) Here you are horse house How are you? – – Unit Set – – Unit Set Unit Set – 7 36 36 48 24 37 38 I can see (a chicken) I don’t like (cakes) I like (apples) I’m fine, thank you I’ve got a (doll) ice cream It’s a (book) It’s time to go! – – – – – – – – 26 47 47 38 16 29 30 kick a ball – kite – 15 22 lake 50 Unit Set melons Unit Set milk – mountain Unit Set mum Unit Set new nine notebook Unit Set Hello unit Unit Set old Unit Set olives Unit Set one Hello unit open your books – orange Hello unit oranges Unit Set paper – peaches Unit Set 46 29 50 32 18 10 18 46 12 46 11 46 © 2020 Oxford University Press Wordlist 171 Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027083 FEXP TB1.indb 171 25/10/2012 09:24 Wordlist Word Flashcard Page pears Unit Set pen Unit Set pencil case Unit Set pencil Unit Set pink Hello unit plant – play the guitar – 42 6 47 15 Word walk – wash your hands – wave – wedding – white Hello unit wood – yellow rabbit Unit Set red Hello unit river Unit Set rope – rubber Unit Set ruler Unit Set 28 54 22 10 sad Unit Set sausages Unit Set scooter Unit Set seed – seven Hello unit shadows – She’s (angry) – sheep Unit Set show me a ball – sister Unit Set sit down – six Hello unit small Unit Set stand up – 36 42 14 47 55 36 24 20 32 25 18 25 ten Hello unit tent Unit Set Thank you! – There’s a (mountain) – This is my (granny) – three Hello unit Unit Set tired tomatoes Unit Set toyshop – tractor Unit Set tree Unit Set trumpet – two Hello unit 54 49 52 34 36 42 22 28 50 19 violin – 19 Flashcard Page Hello unit 51 43 51 37 11 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 172 Wordlist 4027083 FEXP TB1.indb 172 25/10/2012 09:24 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027083 FEXP TB1.indb 173 25/10/2012 09:24 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027083 FEXP TB1.indb 174 25/10/2012 09:24 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027083 FEXP TB1.indb 175 25/10/2012 09:24 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027083 FEXP TB1.indb 176 25/10/2012 09:24