Excellent 2 teachers guide

Word Book At the centre of the Activity Book, pupils will find a pull-out revision supplement, My Excellent!. For each new word, pupils could write an L1 translation, draw a picture or w

x\n, W

Moin teoching points M o i n re v i s i o n

Expressing likes ond dislikes hove got

Possesslve -s Fomily members Colours Clothes Doys of the week

this, thot there wos/were

C o n y o u ? Yes, I con No, I con't.

There is/ ore ls/ Are there ?

W h e r e o r e ? Asking for personql informqtion.

( M N S

*t -+

Post simple Rooms in o house, Describing where yau live

there s, there ore wqs, were

NNN

NWW-$S$SN$

Revision of longuoge from Units 1-3 Possessive -s

Describing people Telling the time: o'clock Present simple

Doys of the week Post sim ple, offi rmotive

Post simple, negotive

h o d d i d n ' t h q v e this, thot, these, those

Past simple, interrogotive toll, short, old, young, fot, thin

Asking permission; Con | ?

Months

Moin teoching points Moin revision

Revision of longuoge from Units 5-7 Post simple

w o n t t o Rooms in o house Question forms

= i\, ls*n1.,,

going to Tolking obout Films qnd TV Whot sort of

Whot time does .?

Verbs of action Telling the time (o'clock)

W W h y ? / B e c o u s e L e t s .

Object pronouns: it, him, her, them Tol ki ng obout ecol ogicol rssues

Present continuous Present simple Animol nomes

Telling the time: holf/quorter post,/to There's Whot time did ?

Telling the time.

('.'4.q some, qny

Tolking obout prehistoric qnimols

Food ond drink 'Wh'guesfions

SW bottle/bowl/cup/gloss/piece How do you come to school? of

By troi n/bus/ bike/cor.

somebody, onybody, nobody

Clothes Ordering in o restouront

W Excelfent! Revision of longuage Level 2 from

Tolking obout the seriol story

Post simple Present simple Prepositions of ploce Telling the time

R r s S $ S N

The aim of this course is to prepare and encourage pupils to

achieve a good standard of English in their first years of

learning at primary level Ercellenf/ is intended to stretch pupils

and to develop their ability to understand and use basic English

through the skills of listening, speaking, reading and writing It

is based on the premise that children learn most effectively when

the language and activities are motivating, stimulating and

firmly linked to their own world and experiences.

Ercelknt! takes account of childrens natural curiosity, their

desire to excel and their huge capacity to absorb new language.

The course takes a learning-centred approach which places 'a

greater emphasis on the need to maximise learning and provide

both support and challenge in learning' (Tke Prtmary English

Teacher's Guide, J Brewster & G Ellis with D Girard, Penguin

Books, Pearson Education 2002).

The course is based on the following principles:

The development of the receptive skills - reading and

listening - precedes the development of the productive skills

of writing and speaking Every lesson includes an Actiue

presentation stage, which allows the teacher to introduce

new language in context, drawing upon the pupils'receptive

skills and developing their ability to deduce meaning (See

lesson notes, p 13-140.)

In the primary years, children are developing cognitively and

socially Therefore the content of the lessons is designed to

reflect the pupils' knowledge of the world and their cognitive

level The stories and activities encourage pupils to bring their

own experiences to the classroom, and to participate actively

in talking about their lives, expressing their preferences, etc.

Pair and group work is a regular feature of the course and

develops pupils' ability to share and co-operate with each

other.

Pupils of this age are developing their attention span.

Consequently, each lesson has a variety of activities designed

to capture the pupils' attention, so that the language can be

practised through different approaches.

Children learn by doing ExcelLent! encourages pupils to

participate actively, allowing them truly to experience English

through pair work, role play, songs, rhymes and movement.

The language syllabus has been selected on the basis of what is

relevant to children of this age group, and what will help them to

express themselves Grammatical structures are embedded in

motivating and meaningful contexts Excellent! encourages a

'noticing and discovery' approach to grammar learning This

means focusing the pupils' attention on the new language form,

so they can become aware of ri -\ :: :-::.-: ''::rg approach is then recommended, wherebv p:; = i :::-: j lo deduce meaning and,/or draw comparis,.:= r -.:r ',.:- Ianguage Finally, pupils are encouraged tr , l-x rr.: r: i ::ucture in guided activities See page 6 for further dr:a-,s

Regular recycling and revision has :te:- ':r-: urio the syllabus to meet children's need for repetitron a:-c ::.r-:Lt reinforcement.

Course ComponenG

P u p i l s ' B o o k

The 80 page, full-colour Pupils' B-r-rk ::csc:.: the main teaching material It contains a cartoon ston' c:a ',,g::rs paLnvorks and other language practice activities gamcs s',ngs and poems A summary of grammar appears at the ra.ck ,'l the Pupils'Book.

Activity Book

The 80-page black-and-rvhite -{ctivirl Bcir,rk contains writing exercises and activities, listening rasks survrvs puzzles and games, designed to extend and practise language trom the Pupils' Book A grammar revision quiz appears at the back of the Activity Book.

My Excellent! Word Book

At the centre of the Activity Book, pupils will find a pull-out revision supplement, My Excellent! Word Book Each of the fifteen pages features activities relating to vocabulary and structures presented in the corresponding core unit There are prompt words in the margins Pupils use these to fill in the gaps

on the main part of the page.

There are also two colour stickers relating to each page Students have to find the reievant stickers on the sticker page and put them in position.

Each page also features apuzzle activig for which no prompts are given Instead, pupils must use their own reasoning and knowledge of the language to work out the answers for themselves.

Once the text and thepuzzle are complete, students can go on to colour the pictures.

When they have completed each page, they should turn to the Quiz page at the back of the Word Book and answer the 'Can you remember?' question Once they have checked that their answer

is correct (by turning back to the appropriate page), they can find the Excellznt! sticker and put it in position.

Eodrer's Guide

-'-

- - : -.-.:: s (luide contains clear, step-by-step lesson notes,

l-:- > - r -: - :re recording, extra games and activities, notes on

, : .::.1:age pronunciation and many other practical

Cossette

:.: :'ccc)rdings of the cartoon serial story, songs,

,r-::r English-speaking children, listening exercises

.-' i - ,r:.:: ,: games and practice activities in both the Pupils'

:, - ,i - ::.t -\ctivitv Book.

Floshcords

-': + ::.-::ds hare been created for use with the Starter level of

r

- - -rc l'rth I-erels I and2 The lesson notes in this Teacher's

I :i - : :r:r manl'useful suggestions for their use You can find

- -" , ::e t'lashcards on page 9 of this Teacher's Guide.

Fosters

':: - -i : -,siers correspond thematically to the four unit cycles

-;- :-; -: :p the book They can be used at any point in the

: r , :he relevant language has been taught Instructions for

*:'r . .: ?ilsters appear on pages 9 12 0f this Teacher's Guide.

knguin Young Reqders

' : -:- :r::rend three Penguin Young Readers for use with

:-: " : Level 2: Dick Whittington, and Anderella and Aladdtn

", ,:.: encourage reading for pleasure Pupils can read these

- -:: :: part of the lesson, or as homework For example, you

- : , ''ri' five or ten minutes at the beginning or the end of a

-* - - : : quiet independent reading Alternatively, try reading

:': - li i,r the class yourself, or playing the audio or video

.:.gs u'hiie pupils follow in their own copies.

' ' -:.:eet for each Reader, with more exploitation ideas and

: " - , :lable worksheets, appears at the end of this Tbacher's

' : 'llides on using the Penguin Readers are available at

iiiii :r:guinreaders.com and can be downloaded free of charge.

Orgonisotion of the Course

= l:pils'Book contains fifteen units There are fifteen

:,,nding units in the Activity Book Each unit consists of

:ssons, each intended to last approximateiy 50 minutes.

-.+

- : 1 presents most of the new langrrage items in the context of

; r - -irrloon story which runs throughout the book In this lesson,

'-,'-.rp activities are more concerned with comprehension and

., :::.ation of new language than with production.

s r 2 extends the new language items and provides language

After every second unit there are two supplementary lessons, each with its own page in the Pupils'Book and the Activity Book First comes Talk Time, which presents functional phrases as a starting point for role pla-v Then the Fact File gives extended reading practice on a topic connected to the preceding units.

The number of lessons provided by Excellent! is flexible The lesson notes in this Teacher's Guide include many ideas for optional extra activities Additionally, a page of extra games and activities appears in the Teacher's Guide after every second unit These allow the teacher to extend units to five ]essons if desired.

If not, the additional suggestions can be used as a resource bank

of ideas for spare moments or revision purposes.

Teoching with Excel lent!

Pupils need the security of familiar routines and patterns.

Therefore the teaching procedures are repeated over the units and are clearly indicated in the lesson notes.

In the main column of these notes, the recommended approach for each stage of the lesson is set out The right-hand column gives key English language phrases that can be used at that stage of the lesson.

Stoges of the lesson

Worm-ups Begin lessons with a warm-up activity This can be the recycling

of language taught in the previous lesson through the repetition

a favourite song or game Active presentotion

In the teaching notes, each lesson begins with the Active presentation' stage This stage of the lesson provides a suggestion for presenting the new language structure or vocabulary in a context which will attract the children's attention and involve their active participation right from the beginning of the lesson The Active presentation does not refer to activities in the Pupil s Book, and is an important stage in the lesson, as it encourages children to make sense of new language in an authentic and fun language-learning environment.

The Active presentation stage forms an important aspect of the 'noticing and discovery' approach to teaching grammar In some cases, the Active presentation stage may focus on introducing a new theme or topic

The coftoon story The I']upils' Book features a cartoon story which is presented in Lesson 1 of each unit Each episode of the story builds on knou,n language and introduces new key language items for the unit The main focus of this lesson is on the receptive skills of

5

reading and listening The lesson notes provide suggestions for

using the visuals in the story, and questioning techniques, to help

children understand and assimilate new language within a

fictional context The way in which children will become aware

of new language, through understanding and role-playing the

story, forms an integral part of the'noticing and discovery'

approach to learning new structures and vocabulary The

following procedure is recommended:

1 Pupils are introduced to relevant new vocabulary items

through flashcards, realia, pictures, mime, etc.

2 Pupils are prepared for the context of the story, possibly in

their own language.

3 Pupils read and listen to the recording Suggestions for

comprehension questions appear in the lesson notes.

4 Pupils may listen and read again for enjoyment.

Role ploy

Role play can be used as a follow-up activity to the story Role

play supports the pupils'enjoy.rnent of the narrative and allows

them to practise new language items in a meaningful way.

Procedure for role play could be as follows:

1 Divide the class into groups and allocate the role of one of the

characters in the story to each group.

2 Play the recording and ask the groups to repeat the dialogue

in chorus.

3 Divide the class into groups according to the number of

characters in the story They practise acting out the story.

Circulate and assist them with pronunciation and intonation.

Encourage a dramatic performance!

4 Invite one or two groups to perform the episode for the class,

either from memory or using role cards They may want to

make simple props.

'Noticing ond discovery' grommer Ieorning

Excellent! encourages a 'noticing and discovery' approach to

grammar learing Children need to be surrounded by - and

actively participate in - activities that have meaning and

purpose for them, and which are at the same time enjoyable.

For this reason, the first stage in the 'noticing and discovery'

approach is often the Active presentation, when children can be

encouraged to guess the meaning of new strucfures which occur

in the stories, games and songs, and, where relevant, to draw

comparisons with their own language.

Developing curiosity and supporting guesswork leads to a

dynamic classroom where children feel safe, can take risks and

learn through experimenting with language Ercellent! pays

attention to grammatical form and accuracy by subsequently

presenting presenting each structure for practice and repetition

through stimulating pair/group work activities, games and songs.

As an extension of the'noticing and discovery'approach to

grammar learning, teachers may wish to help children develop

simple metalanguage like uerb, tnun and acljectiue to talk about

language The appropriateness and degree to which this is

desirable will often depend on the extent to which metalang-rage

Psirwork ond longuoge proctice octivities Pairwork activities frequently appear in the second lesson of each unit Models of these painvork acdr-ities are always provided on the recording These activities may be organised in a variety of ways, once the pupils have read the model and listened

Orgonising poirwork Before Lesson 1 of each unit, organise the pupils in pairs Make it clear that they will be working in those pairs until the end of the unit Experience has shown that it is best to use a random method

of creating pairs That way, pupils will see that you, the teacher, have no say in the matter, so there can be no room for argument There are many ways of creating random pairs For instance, you can divide the class into two equal groups On slips of paper, write the names of all the children in one group, then ask children in the other group to pick the names out of a hat The pupil whose name they have picked is their partner Next time, it will be the other groups turn to pick out names Alternatively, write numbers in word form and in numerals on separate slips of paper and hand them out Pupils circulate, matching numerals and words, thus establishing pairs Coloured blobs and colour words can be matched in the same way, as can word cards and corresponding picture cards, so long as you keep to known language.

Acti v ity B oo k o cti v i ti es

A variety of activities are provided in the Activity Book to help pupils practise the new language items through all four skills Listening activities are included on the recording The reading and writing activities can be done as homework It is recommended that the pupils do the homework activities orally in class before they wnte them at home In this inay, pupils can achieve good results which will add to motivation from an eariy stage.

The Test Time pages feature activities of the type used in the Cambridge Young Learners (C\LET) Mouers test.

Excellentt Kids Excellznt! Kids is a regular feature of the course Interviews with English-speaking children help pupils develop the skill of listening for information Pupils are not expected to understand every word in this activity Later in the year, these interviews may be used as models for pupils to create and record their own

-: > :-.iS in each Pupils'Book unit can be exploited at any stage

- -: ::.:t Thev play an important role in familiansing children

- - -: r ,rurds and rhythms of English and they help to make the

: - - ,assrocm a fun place to be Short following material on.

-' - rpect pupils to learn a song line by line before you start.

- - : res, songs may contain unknown vocabulary or

::, :-:es but there is no need to teach this langr.rage in a formal

-{::r ?re a few possible approaches to using songs:

- ::.r-iarise yourself with the words of the song and any

r - :tpan]:ing actions which are suggested in the

::S ,:l llotes.

-.-r about the illustrations in the Pupils'Book, in English or

,-e pupils'own language (L1) Pupils can try to guess what

i,-.: Sr rog is about.

r -"r,'.1q1.i plaving a song for the first time, let the pupils simply

>.;:r Encourage them to clap, tap or hum along Demonstrate

:,-.: actions as they listen.

- -. :he song again Encourage the pupils to join in with the

: - - - r n i r n d q i n o i n o

-:- -Ce the class into groups to sing different lines or verses Two

.: -:ps could sing alternate verses, or one group could sing

.-.:-e the other does the actions As pupils become accustomed

- ::e song they will more readily join in, so it's important to

-.g the songs in as many different ways as possible.

- a and chants can be used at any stage of a lesson, to change

- : r3ie provide physical movement, and add enjoyment.

(*mes

: -.:::ber of language activities throughout the course are

-: :rd to games which can be played in pairs or smal1 groups.

.'-11 as being enjoyabie in themselves, language games help

: -:r,s ro co-operate with each other and to follow a set of rules.

- - :gh games, children can experiment with language in an

;rtic and meaningful way They are a natural part of

:ng up and learning.

games include guessing games, team games, card games

- - roard games These are presented in the Pupils'Book or in

-esson notes as extra activities.

-.:e sure the pupils understand the games before they start.

- ::r,rnstrate the games with a pair or group of children first.

:.- ure that pupils have all the language they need to play the

:-.:res Move around the classroom while they are playing,

::. ruraging them to use English and modelling the correct

:: ,nunciation.

-: s in.rportant not to play a game for too long Different children

.ate different attention spans, so monitor pupils carefully.

TalkTime

These pages present simple, functional phrases They provide

.'anety within the unfolding grammar syllabus: here the emphasis

:s more on fluency than on the manipulation of structures.

The basic teaching approach is always the same: discussion of the scenarios presented in the photographs, followed by listening; practice in pairs, leading on to role play The lesson notes explain the procedure in detail and suggest variations.

Role play does not suit all teachers and may not be appropriate to your teaching situation If you do wish to set up role plays, remember that props - even the simplest - wiil help bring the activity to life and motivate your class Keep the props hidden until they are needed Let the children try miming first, then give the activity new impetus by producing some surprise prop Foct File

Use the Fact Files for reading practice, as described in the lesson notes Remember that unknown words are part of the challenge

of reading in a foreign language Pre-teach a few unknown words - perhaps three or four in each Fact File - but do not try

to forestall every difficulty Encourage pupils to deduce meaning, before you provide an explanation or a translation.

The notebook

We recommend that pupils create their own individual notebooks

in which they can personalise the language they have learnt The notebook can be any ordinary exercise book with ruled pages Its purpose is to extend writing practice beyond the exercises and activities included in the Activity Book In the notebook, pupils make the langrrage they are learning their own Encourage them

to record facts, opinions and information as it relates to them and their lives, their families, communities, pets, etc.

Pupils could draw and stick pictures in their notebooks, and make

up their own versions of puzzles and games The notebook could also contain a section for pupils to record 'personal'vocabulary, namely, those words which they need for their own transfer work and which you supply on an individual basis This section could

be organised alphabetically or thematically For each new word, pupils could write an L1 translation, draw a picture or write a simple definition Making personal word books helps pupils develop organisational skills and learner independence.

The notebook can also be used for homework, of course.

Encourage pupils to show their notebook to their parents and to take a pride in the presentation of their work.

Clqssroom disploy

Pupils love to see their work on show If possible, find a place where the materials which pupils produce can be easily displayed For example, if the walls may not be used, can you use a corner

of the room to display or save work in a giant classroom display book? Decorate the work using attractive card and titles Change the displays regularly to maintain pupils' interest.

Displaying pupils' work gives it stafus and creates an atmosphere of positive learning Be sure to ask the pupils to sign their work It will give them a sense of pride and ownership.

Clossroom longuoge

Using English for organising the pupils and establishing

classroom routines is a natural way of introducing and

practising language We recommend that you use simple English

structures for giving insfuctions, playing games and giving

support and encouragement.

The following expressions are useful in the classroom Pupils will

develop a passive understanding initially, and will be able to

produce many of them themselves by the end of the first year.

There is no need to teach these expressions overtly: pupils will

gradually assimilate them if you use them on a regular basis.

Greetings

Good morning, (children).

Good afternoon, (children).

Hello, ftoys and girls).

Is everybody here?

Who is away today?

Orgonisotion

Let's start.

Get your books and pencils out.

Put down your pencils, please.

Come here, please.

Sit down./Stand up.

Put your hand up/down, please.

Give this/these out please.

Put it here/there, please.

Give it to me, please.

Hold up your (picture)./Show me your (picture).

Let's read a story.

Dradcolour/cut out/stick the picture.

Hurry up.

Come in.

Wait a minute, please.

During the lesson

Open your books at page (10).

Look at number 1.

Write it in your notebooks.

Can you read this, please?

All together.

Say it after me.

This row/group, can you repeat?

Sorry, I don't understand.

Can you repeat that, please?

What's (Ll) in English?

What is it in L1)?

Who knows the answer?

Let's check the homework.

How do you spell it?

Who wants to write on the board?

Volunteers, please.

Is that right?

Keeping dlsclpllne Please stop talking now Thanli vou.

Settle down and listen Well done.

Is everyone sitting quietly? Goodl And now we're waiting for

Could you sit down like the others please?

Poirwork Work with your partner.

Has everyone got a partner?

Who's your partner?

Sit back-to-back.

Don't show your partner.

Change places with (Anna), piease.

Change your partner.

OK, you be (ohn)'s partner.

Now you ask your partner.

Ending the lesson That's all for today.

Collect the (books), please.

Make a line, children, and say goodbye.

It's break time Line up quietly, please.

OK, just one more time and then we stopl Put your books/things away, please.

OK, you can go now.

See you on Friday).

Have a nice weekend/holidav.

Goodbye.

Here are some useful phrases for pupils You can make a poster

of these for pupils to refer to:

Can I have the (scissors), please?

Here you are.

I don't know.

Can I go to the toilet, please?

It's my/your turn.

Sorry.

Thank you.

Finished.

42 goshopping

43 clean the house

44 wash the dishes

45 do my homework

46 cut the grass

T-itr:r Ercellcnt! poslers provide vocabulary extension around

m $snes of the Pupils'Book Each poster also incorporates a

amber of 'Find and say'activities which tie in with the language

*r{*us For example, NkWozz from the Pupils'Book cartoon

mq Ls hidden somewhere in each poster Pupils must find him

.tr sal' what he is doing, using the present continuous tense.

k vnall pictures on either side of the main picture provide

uryplementary vocabulary A few pointers for using these:

-\lszys model the pronunciation of unknown words Do not

-eare pupils to try and read the words themselves.

\Iodel the word, then ask pupils to find the item in the main

pKrure.

Encpurage pupils to choose five words that they like or that

frev think will be useful They should write them in their

rotebooks They can include these items in their own

drawings of a funfair, a castle, etc., and label them in English.

-\k them to write English sentences incorporating each of

their chosen words.

te suggest that the posters could be used for early finishers If

ro or three pupils finish a writing activity before the rest of the

-hss give them one of the'Find and say'tasks described below

md ask them to go and work on the poster (You might consider

ryiting a simple instruction sheet, in English and/or in the Ll.)

Tell the group that you will be joining them in five minutes to

?ar the results of the task.

Poster 1 The funfoir

Use Poster 1 from Unit 2 onwards to revise structures taught in Excellpnt! Level 1 In small groups, pupils can carry out the following tasks.

1 To pradise the present contlnuous tense Pupils find NkWozz and say what he is doing Answer: tle's reading a book (sitting by the dodgems)

NOTE - Text given here in brackets is intended to help teachers locate items on the posters It does not form part of the language

to be taught.

2 To practise prepositlons in, on, under Tell pupils to find five cats hidden in the picture They must point to them and tell you where they are Answers:

a lt's und,er the table (where the grl and boy are sitting having

a drink)

b lt's on thB chair (next to the caravan)

c lt's in the bag ftottom left, next to the roundabout)

d lt's under the bike (next to the dodgems)

e lt's on the roundabouf (i.e on top of the roundabout)

3 To proctlse He's/She's got

Tell the pupils to look for five children in yellow T-shirts Pupils must tell you what each child is carrying, using lle 's got a or She's got a

a He's got a skateboard @oy in the foreground near theroundabout)

b She's got a lion (girl by the bottom of the water ride)

c He's got a guitar (boy by the slide)

d She's got a football (girl near the dodgems)

e He's got a spider (boy close to the dodgems)

4 To revlse the doys of the week The seven days of the week are written in various places in the poster Pupils must find them

Monday - (on the front of the burger van) Tuesday - (at the bottom of the slide) Wednesday - (on the edge of the roundabout) Thursday - (on the side of the water slide) Friday - (on the surround of the dodgem ring) Saturday - (on the stairs leading to the slide) Sunday - (on the edge of the haunted house)

5 To revise words for clothes

Hidden in the fairground are five pictures of identical twins

They are dressed exactly the same, but they are not together

Pupils must find the pairs and say what they're wearing

a They're wearing blue trousers/green sweaters/white shoes

(1 - Boy with glasses, walking bottom right-hand corner

2 -Boy with glasses, standing by the dodgems.)

b They're wearing red shorts/wbite T-shirts/blae shoes/white

socfts (1 -Boy walking towards burger van 2 -Boy standing

next to roundabout.)

c Thzy're wearing blue dresses (1 - Girl eating candyfloss,

between the dodgems and the hoopla stall 2 - Girl eating

candyfloss in the foreground, to the right of the man selling

puppets.)

d They're wearing pink trousers/blae jackets (I - Girl with white

shoulder purse, walking by door of caravan 2 - Girl with

white shoulder purse, in foreground, to the left of the man

selling puppets.)

e They're wearing green shirts/bfue T-shirts (1 - Girl with

heart-shaped balloon, in foreground, near roundabout.2 - Girl with

heart-shaped balloon walking past door of caravan.)

Poster 2 The costle

Use Poster 2 while you are working on Units G8 In small

groups, pupils can carry out the following tasks

1 To prodlse the present contlnuous tense

Pupils find ll4rWozz and say what he is doing Answer: Ile's

climbing a tree (to the right of the castle.)

2 To prodise the phrose They didnt hove when

tolklng oboutthe lives of people ln the post

Once pupils have learned the negative form of hnue pupils'

Book, Unit 6, Activity 3), they can try this 'Find and say'

exercise Ask them to find five things in the picture which people

didn't have in the past They should point to them and make

sentences, as shown below You could help them by telling them

the five items in advance, so that they know what they are

looking for

a They didn't haue planes (Siane in the top left-hand corner of

the picture)

b They didn't hnue cars (ar on the left-hand side of the castle)

c They didn't hnue 77s (TV in the ground-floor room)

d They didn't haue scooters (scmter at the foot of the left-handtower)

e They d:idn't haue watches (man in the foreground, to the left ofdrawbridge, wearing a wristwatch)

3 To prodlse.osklng for ond giving meosuremen6Pupils can try this activity once they have learned how toexpress heights (Unit 7, Activity 3)

Tell pupils to look for five vertical double-arrows, showing theheights of things They use these to practise asking andanswering:

a How tall is the castlz/tower? - It's 20 metres tall

b How tall is thz statue? - k's 3 metres tall

c How tall is thp cupboard2 - k's 2 metres tall

d How tall is tlw tree? - It's 12 metres tall

e How tall is thB boy? - He's 1 metres 10

4 To prodise givlng negatlve commonds, using Dont.Pupils can do this activity once they have learned to formulateimperatives with Don't (Unit 7, Activity 4) They should look forfive speech bubbles in the picture, each containing an

exclamation mark, and decide what each of those five speakers

is saying In each instance, pupils will need to look carefully andfind a second character who is doing something wrong

All five phrases begin with Don't

a Don't touch thz fl.owers (two people on the battlements)

b Don't throw the ball (in the dining room, boy about to throw

February (bottom right-hand corner of the picture)March (on the front of the drawbridge)

April (near the top of the left-hand tower)May (on the front of the battlements)June (on the right-hand end of the dining table)July (at the foot of the interior staircase)August (in the dining hall, behind the Queen)September (on the side of the moat, to the left of the drawbridge)October (on the extreme left-hand side of the picture, by the tree)November (above the main entrance to the castle)

December (to the left of the castle, on the tree foliage)

Er 3 The country

'litz cesnt

-* ?-ss'3 while -vou are working on Units 9-12 In small

grs p,.pils can carry out the following tasks.

, b prcctise the present contlnuous tense

l::at-: :rd \1r Wozz and say what he is doing Answer: I1e's

ri:2.- ry nhbish (behind the big tree, more or less in the centre

r =c :irlure)

2 b proctise going to

-c -::: 9 -\ctivity 3, pupils are shown how to say that something

s :tr -jr€ point of happening, rcing He's/She's going /o They

rnaT -iren be ready to try this activity Ask them to look for five

=-r"en in orange T-shirts, dotted around the picture Each is

jr ;:r on the point of doing something Pupils should make

iF:es about these children, using going to.

i ::i - goittg to fall in thz riuer (boy by the river in the middle of

::e picrure)

: -ii, , going to climb thp tree (gtrl on the far left-hand side of

=e picture)

: ji - going to tahe a photo (boy just to the right of the tractor)

: -.v'* going to fick up thc egg (girl to the right of the bottle

3 b pradlse osking snd onswering questions using

wiry ond becouse.

-10, Activities 2 and3, focus on why and because When they

:a.e s'orked on these, pupils may like to try this activify Tell

:-*qrr to look for the five little question marks on the poster Each

=r an arrow, pointing to one of the people Pupils must ask why

:i person is doing what they are doing (e.5 Wlzy is he runn'ingl,

=d grve an answer beginning Be cause there's a .

= Wty is he running? - Because there's a bull (man in the field

behind the farmhouse)

5 W is he shouting/pointing? - Because there's a snake $oy

bottom right)

: Wlzy is she taking a phnto? - Because there's a butterfly @1rl

bottom right)

d Why is she jumping? - Because there's a spidzr (girl under the

tree in the middle of the picture)

e Wlry is tt Jlying? - Because there's a scarecrow (bird top right)

4 To practise telling the time Pupils can try this activity once they have learned how to tell the time (Unit 11, Activity 2) They must find five little clocks hidden

in the picture, and say what time is shown.

a half past two (on the tree, left-hand side of the picture)

b a quarter to eight (in the cloud, top right-hand corner)

c eleuen o'clock(on the bundle of hay, top right-hand corner)

d a quarter past fiue (on the schoolbag centre foreground)

e ten past nine (on the right-hand bottle bank)

5 To proctlse preposltlons behlnd, next to, on, in front

of, between Pupils can try this activity once they have begun work on Unit

12 By then, they will have encountered all of these preposifions Tell them to look for five chickens in the picture They must point at the chickens and tell you where they are, in English.

a behind the flowers (more or less in the middle of the picture)

b next to the dog (in front of the farmhouse, approximately)

c on the bottle bank (bottom left-hand corner)

d tn front of the tractor (near the farmhouse)

e betueen thz bags (in the middle foreground)

Poster 4 The town

Use Poster 4 while you are working on Units 12 onwards Insmall groups, pupils can carry out the following tasks

1 To prodise tlre present continuous tensePupils find MrWozz and say what he is doing Answer:112'sriding a bike @ehind the bus)

2 To prodlse uslng somebody

In Unit 14, Activity 4, pupils make statements beginningSomebody's got a/an The following activity provides furtherpractice

Dotted around the town picture, different people are carryingdifferent objects, e.g the man with the TV in the bottom left-handcorner Working in pairs, pupils use these details to create theirown challenges for their friends Pupil A could say Somebody'sgot a TV Pupil B must then try and find the person with the TV

3 To prodise the present continuous tenseDotted around the town are five pairs of identical twins Theyare dressed exactly the same, but they are not together and they

1 1

are doing different things Pupils must find the twins and saywhat they are doing.

a (1 - woman on the corner by the school) Sln's listenirry tomusir" (2 - woman on the right-hand edge of the picture,halfway up) Sftz's washing the car

b (1 - man opposite the school) He's piching uf rubbislt" (2 man on the ladder, bottom risht) He's clirnbing thz lndder

-c (1 - boy leaning on the ben-ch, bottom left) He's singins Q boy in front of the Fine Foods shop) He's eating a bannna

-d (1 - girl sitting on the bench, bottom left) She's reading abook (2 - girl opposite the school) She's eating an ice ueam

e (1 - grrl next to the bench, bottom left) Slz's tahing a fhoto.(2 - ctrl in front of the post office) Sftz's standing on her hzad

4 To prodlse soying lorge numberc

Tell pupils to look for five numbers hidden around the picture.They must point to them and read them out to you in English

a (outside the petrol station) 78 - seaenty-eight

b (on the lorry in the background) 33 - thirty-three

c (on the Style IMachine shop) 41 - forfi-one

d (on the front of the bus) 59 - fi.fty-nine

e (on the boy's T-shirt, bottom left) 25 - twenty-fiue

5 To proctlse some phroses for the Talk Tlme pogesWhile they are working on the last unit of the book, pupils cantest their memories with this activity Tell them there are fivepeople in the pichrre carrying a green umbrella Each of thesepmple is saying a phrase from one of the Talk Time pages inPupils'Book 2 Pupils must find the people and decide what theyare saying

a (Cirl getting up from the bench, on the corner by the pefolstation) Would you kke to sit down?

b (man getting into his car, to the right of the petol station)Wouldyou like a ffi?

c (woman on the corner opposite the schooD 1rn sorry I hnaen'tgot time

d (customer at the souvenir stall, in the foregrovnd) Hon much

is this, flzase?

e (woman to the right of the souvenir stall) Are you going totake a photo?

Lesson 1

Main teaching points

1, Recyding of Leuel 1 lnnguage Present Main recyclingcont'inuous

Days of the tueehlikes doesn't like

Your pupils will

read and understand a story

New vocabulary

funfair

take a photo

New expressionsFantastic!

Come on!

This is fun!

Needs Excellent! Character flashcards Excellent!Poster The funfair prompts and envelopes for the Mime game

Active presentotion

If pupils have not ased Excellent! Leuel l, show them the flashcards ofSally, Ben, Rick and Megan Teach the characters'names and ask simplequestions about them:

Show the class the Excellpnt!poster of The funfair Describe things that arehappening in the poster Invite pupils to come and find the correct people

What's she wearing?

What colour is his hair?

A girl is eating ice cream

PB1:1 The funfoir

Look at page 4 and ask questions about the pictures:

Ask pupils to find out which day the children go to the funfair

IEJ ' Play the recording Pupils listen and follow in their books

Ask pupils some comprehension questions:

Play the recording again if necessary

Try role-playing the story

M i m e g o m e

You will need four envelopes, each containing slips of paper with verbspupils know written on them

Divide the class into four groups Distribute an envelope to each group

Pupils take turns to take out a slip They mime the action on the slip forthe others to guess: P: You're eating an ice

3 Sally likes clothes

4 Ben doesn't llke spid.ers

Ricft likes ice cream

Sally doesn't /r&e snakes

Megan Likes cats

56

I

1 3

Main teaching points

Recycling of lzuel l lnnguage

Main recyclingPresent continuousColours andAoflushave got

Tbys

Your pupils will

talk about what people are wearing listen for information

make a note of the word

Draw three stick figures on the board and give each one a name: Mary,John and Paul

Describe what the figures are wearing: T: Mary's wearing shoes, A member of the relevant group comes to the board and draws the item of Paul's wearing trousers,clothing onto the correct figure Ask the rest of the class if the drawing etc

point [E] Check by asking them to grve you the names of the characters

H Pupils work in pairs One of them describes a character and the other sayg

Pairwork the character's name Play the recorded model dialogue first Pupils take

guessing game turns describing and guessing

PB 1:3 Ben's prize

Listen and Ask pupils what prizes they can see Revise vocabulary as necessary Ask T: What's Ben's prize?pracllqe Pupils choose three prizes and write them down They then play a P: A skateboard

lFl guessing game Each must guess the others'prizes Play the recorded

model dialogue first Pupils listen and repeat

Pupils play in pairs: Pl: Have you got aPupil 1 is allowed three guesses He or she wins a point for each correct spaceship?

prize They then change roles The winner is the pupil with most points P2:No, I haven't

Guessing gome

Divide the class into groups of four One pupil in each group chooses aphoto from page 5 of the Pupils'Book The others ask questions to guess

P2:Yes she is

r t

t

AB 1:B This activity provides practice for the Cambridge Young Learners

Starters test

Pupils look at the picture and decide whether or not the sentences arecorrect They write Yes or No as appropriate

AB 1:C Pupils write a caption under each picture, using //z's got, Slu's got or

They'ue got and choosing the correct noun from the word bank

AB

AB

Key PB 1:2

TapescriptNarrator: This child is wearing a green hat, orange and blue trousers, a

yellow shirt and purple shoes

Child: Rick

Narrator: This child is wearing a black hat, a red coat, brown trousers and

brown shoes

Chill: Ben

Narrator: This child is wearing a pink hat, a blue and yellow sweater, a

green and red skirt and black shoes

2 He's got a cat

3 She's got a parrot

4 They've got a fish

5 He's got a spaceship

6 They've got a bike

Lesson 3

lfain teaching points

fu -^dtnq of kuel l lnnguage

Main recyclingFamily membersHow many brothers/sisters have you got?

I've got [two] brothers

Possessiue -'s

Your pupils will

ask questions about the family listen for inJormation

pictures from magazines torepresent family members Or usephotos of your own family

Active presentqtion

Draw a family tree on the board:

Use a photo of yourself if possible and place in the middle of the bottom

1 5

Hold up the other pictures Pupils identify which members of your familythey are and help you place them in the correct position on the family tee.

Invite individrnl pupils to come and write the names of the familymembers under each picture

PB 1:4 Fomily photos

Listen and Pupils look at David's family photos Ask them to find the picture of

point David Then look at the other photos Read out the captions with the pupils,

revising family vocabulary

E Pupils listen to David describrng the photos and say what number photo he

is talking about

PB 1:5 Whot ore they doing?

Make Working individually or in pairs, pupils make sentences about the

He's reading a book

Ploy o gome (optionol)

Divide the class into groups of six One pupil is the score keeper

Disfribute ten pieces of card to each group Pupils write the numbers 1 to

10 on the pieces of card They then shuffle them and place in a pile

In turns, pupils ask the pupil to their righL Pl:How many brothers have Pupil2 takes a card from the pile and answers: you got?

They return the card to the pile The next pupil continues P2zl've got (two) brothers lf a pupil makes a mistake with the number or sentence, the score keeper How many sistershaveawards a red point The pupil with the least red points is the winner you got?

A B l : D

E Pupils listen to the mime chant then join in, doing the actions

AB l:E Pupils complete the sentences by looking for the information in the picture

Go through the activity orally in class, then ask pupils to write the activityfor homework

Key PB 1:4

TapescriptDauid,: Hello, my name's David These are my photos This is my brother

I Dauid,'s fatlur is playingtennis.

2 Daui.d's motlwr is washing the car

3 Dauil's brothzr is riding a bike

4 Dauid.'s sister is eating an ice cream

5 Daui.d's grandmotlwr is reading a book

6 Dauid's grandfatlpr is playing the guitar

Key AB l:F

1 Tom -3, 2Paula- 2, 3 Klunk - 4, 4 Wendy - 1Tapescript

Child, A: Number 1 This child is wearing white socks She's got fair hair And

she's wearing a blue skirt Who is it?

Child B: It's Wendy

Chill C: Number 2 This child has got black hair She's wearing an orange

T-shirt She's got glasses Who is it?

Chilt B: It's Paula

Child D: Number 3 This child has short, curly hair And he's wearing jeans

Who is it?

Child B: It's Tom

Child E: Number 4 This child isn't wearing glasses He's wearing yellow

shoes and he's green Who is it?

Child, B: It's Klunk

Extro gomes ond octivities

Spiders

To revise numbers, colours, Haue you got? Yes, I hnae, No, I hauen't

In pairs pupils draw two grids 10 by 10 and label with letters A-J acrossthe top and 1-10 down the side

In secret, each pupil draws a spider in six of the squares in one of the grids

Pupils take it in hrns to ask questions and mark the position of theirpartner's spider in the other grid: P: Ilave you got a spider in The first to find all six spiders is the winner C6?

Musicol octions

Tb revise the present continuous

Find a large space for the pupils to move around in Play some lively music

or use a percussion instrument Stop the music and give an instruction: T: You're riding a bike Pupils mime the action You're reading a book, etc.

Number cfioin

To revise numbers Start a number chain The first pupil says one, two, three and the secondpupil says/our.The third pupil saysfiue, six, seuen and the fourth pupilsays eight, and so on Continue to one hundred

Then start two chains at the same time - one at the back of the class and

The first pupil to reach one hundred shouts out Sfoll and is the winner

Crossword

To revise vocabulary from Level 1

The pupils play in groups of four, one pair against the other pair

Each pair makes one 10 by 10 grid The pairs use different coloured pens

Each pair write any word they know in their grid vertically or horizontally

They score a point for each letter

The grids are exchanged Each pair must write another word in the grid,using a letter from the existing word They score a point for each letter

When no more words can be entered the game is over The pair with themost points wins

1 8

Lesson 1

tlir teaching points

tuKfut

Main recyclingAcfion uerbsCan you ,.?

Your pupils will

read and understand a storv

scissors dice question and answer cards for'Questions game' Excellznt!flashcards (animals, food, etc.)

Active presentotion

Play a guessing game Invite two pupils to the front of the class They each

choose a flbshcard without showing it to the rest of the class One pupilthen stands at the back of the class and one at the front

The class has to guess which cards they have got Point to the pupils and

ask the class:

Pupils take it in turns to ask Is it a iThe two pupils with the cardsanswer: Yes or No

When a pupil guesses correctly, he or she takes a flashcard and replacesthe pupil whose card has been guessed

T: What's this? What's that?

PB 221

I iqpn and

*rrswer

EI

The Mystery Troin

Tell them a new male character appears in the story Elicit some questions

about him and write these on the board: Wha.t's his name? etc

Play the recording Pupils listen and follow to answer the questions about

the new character Then play again and ask pupils to listen and count thenumber of different questions in the story

Ploy o gome

Ask pupils about things they can and can't do Put a list of known verbs

on the board and ask:

Pupils make word cards using these verbs They fold a piece of {4 into

eight sections and write a verb in each section They then cut thesesections into cards

Pupils copy this game from the board:

Stort o

T: Can you drive a train?

Can you swim? Can youride a bike? etc

ooo

o a

oo

t t a

aoo

o o

oao

a t t o

o ' O rlnittt

1 9

In groups of four, pupils play the game with a dice When a pupil lands on

a big dot, they take a card and show the group, who ask Can you lTheplayer must answer truthfully and also mime the action correctly If themime is not correct, the player misses a turn The first pupil to finish is thewmner

AB 2:A Pupils complete the sentences using this or thnt

Questions gome

Write a selection of questions from Level 1 on coloured strips of card:

What's your name? Where do you live? How old are you? How manybrothers and sisters have you got? Can you swim? What's your favouritesport? Do you like cats?

Write answers to the questions on different-coloured strips of card Youwill need enough for each pupil to have either a question or answer card

Questions can be duplicated

Distribute the question and answer sfips Pupils stand up and mingle inthe class, asking and answering questions, to find the matching pairs

Yes, I can./i.{o, I can't

He/She can4can't

Your pupils will

ask and answer about things they canand can't do

New vocabulary

play the guitar

walk on your hands

close one eye

recording of lively music

Worm-up

Play a question game Play some lively music When you pause the music,pupils must turn to the pupil beside, behind or next to them and ask anyouestion thev can remember

PB 222

Read

Con you ride o bike?

Pupils look at the cartoon and read the speech bubbles They repeat thequestions as a whole class, then individually

$e d Ask pupils to look at the pictures Elicit vocabulary and teach any

Grer new words and expressions Ask individual pupils questions, using the

picfures as prompts: T: Can you touch your toes? Pupils then ask and answer in pairs, following the example given etc

f, aB Pupils look at the four pictures and decide whether or not they can do the

actions shown They write Yes, I can ot No, I can't in the spaces provided

f, 2:C Pupils ask their partners if they can do the various sports or actions, as in

the model They record their partner's answers by ticking the boxes

Pupils write sentences about their partners, as in the example

Pt 2:3 This is Klunk

REad Pupils work in pairs They read the description of Klunk aloud and take it

in turns to substitute the pictures for words Check by asking individualpupils to read the sentences to the class

Optional Still in their pairs, pupils can make up their own aliens to

describe to the class, saying what they can and can't do

Questions roce

Do a question chain around the class, each pupil asking his or her nearest

neighbour a question This can also be done as arace Divide the class intotwo teams The first team to finish is the winner

Lesson 3

ffiin teaching points

'mu-: *tere are

'mF* ?ras'were

Main recycling

in, on, underAnimalsFurniture

Your pupils will

say a rhyme describe things in the past

\s vocabulary

ur[:LR

TtrF:1IJn

New expressions Needs

ExcellzntlPoster The funfair a selection of objects pupils know the Englishwords for

Active presentotion

Put a selection of objects on a tray Invite two pupils to come and look at

the tray and describe what they see Prompt them to :use Tlwre is/are Place the tray out of sight, e.g in a cupboard or outside the door Say: T: Can you remember what Elicit all the objects from pupils Write was and were on the board and talk was on the tay?

about the objects using sentences: T: There was a There

PB 2:4 There's o cot on the cupboord

Llslen and Pupils look at the picture and say what animals they can see Elicit and

read teach any new words, using there is and thpre are: T: There's a mouse There

q Play the rh1'me on the recording Pupils listen and follow in their books are rabbits, etc

2 1

Say the Play the rhyme again Pupils say the poem They can be divided into

poem two groups, with one saying the first verse and the other saying

PB 2:5 Memory gome

Ask and In pairs, pupils take it in turns to test each other's memory about the

answer picture One covers the picfure and the other asks questions, following the

model given Then they change roles

AB 2:D

|Hl This activity provides practice for the Cambridge Young Learners

Starters test Pupils listen to the recording and draw lines to show wherethe animals are positioned in the room

In their notebooks, pupils write sentences about the picture, using the pasttense

Action gome

Give instructions, usingin, on, under and classroom objects: T: Put your pen under your

book Put your book onyour head, etc

There's a fish on the table

There are mice under the table

There's a penguin on the door

There's a cat under the chair

There are frogs on the bookshelf

There's a parrot in the cupboard

bsson 4

h a-hing points

-;i@f -yt-rtiorn to elicit

;irs,'f Ed.' i n fo rm atio n

Main recyclingcanJcan'tQuestion formsSports

Your pupils will

listen for information interview their partner

'lS51 rmbulary

illtil

New expressions Needs

Miscellnneous flnshcards (animals etc.)

Active presentotion

Write a selection of words on the board in random order (whnt, can, haue,liae, like, kow rnany, fauourite, etc.) Pupils look back at Units 1 and 2 andmake any questions they can from the words Write these questions on theboard

Ask individual pupils the questions Pupils then work in pairs, asking andanswering the questions from the board

PB 2:6 Whot sports con they do?

I AB 2:E ruprls look at the photos of the three children Teach their names fMartin.

'qe.r and Christine and Sarah).

mrrtr er Pupils listen to children describing the sports they can and can't do, and

tick the chart accordingly

Check comprehension by asking pupils questions about the children, usingthe models in the Pupils'Book: T: Who can't ski? etc

In their notebooks, pupils write a sentence about each child, using caz

or can't

W 227 Tolk to o friend

fread and Read the questions aloud with the class Explain that pupils are going to

pactise use these questions to interview a friend In pairs, they take it in turns to

choose and ask five questions, and keep a note of the answers

They then write sentences about their friend in their notebooks, followingthe example given

Questions gome

Divide class into two teams A pupil from each team comes to the board

Show these two pupils a flashcard they already know They must go to theboard and write a question using that word It can be a crazy question, e.g

Is thz elzphant wearing a shirt?

If the question is grammatically correct, the team gets a point Thewinning team is the one which has the most points once every pupil hashad a turn

[hrd Book Pupils find page 3 in their Word Books and complete the activities relating

to Unit 2 When they have finished the activities, they can colour the page

They should answer the 'Can you remember?' question on the quiz page atthe back of the Word Book, then find the Excelknt!sticker and put it inposition

23

and I can swim I can't ride a horse Can you?

Cltristine: Hello My name's Christine.I can't play tennis but I can ride a

horse I can't ski but I can swim

Sarah: Hello My name's Sarah I don't like sports I can't play tennis, I

can't ski and I can't ride a horse But I can swim I like swimming

Extro gomes ond octivities

Invite a pupil to take your place

Foce roce

To revise descriptions of faces

Divide the class into teams Stick a magazinepicture on the board foreach team

Think of a sentence describing each face Write it in jumbled order underthe picture Each team must unjumble the description

The first team to give you a correct written version is the winner

Closs survey

To revise question forms

In pairs, pupils create a class questionnaire, using questions like How old,are you? How rnany brotlwrs hnae you got? etc

They interview all the pupils in the class and make a poster presentation ofthe results

Whispered sentences

To revise short sentences and expressions from Unit 2

Divide the class into two or three teams Teams line up in single file Whisper a short sentence or expression to the first pupil in each team SayGo!The pupil whispers the sentence to the pupil behind, and so on Thelast pupil in the team either calls out the sentence, or runs to the board andwrites it

The first team to finish with the correct sentence are the winners

Good luck!

Good luck!

Oh, dear!

Better luck next time

It's your turn

Well done!

Listen ond proctise

The photo sequence on page 12 of the Pupils'Book presents phrasespeople use when they're playing sports or games Look at the pictures andask pupils to consider what is happening and what the children might besaying Ensure that everyone understands the children areatafair and areplaying a game of hoopla, hoping to win aprize

E Phy the recording Pause after each phrase and ask pupils to repeat Make

sure all the phrases are fully understood

Pupils practise in pairs, covering the phrases with a piece of paper androle-playing the children in the pictures

Play any game in class which will allow pupils to practise the newexpressions in a real-life context One possibility is 'Draw the tail on thedonkey' First, draw a simple picture of a donkey on the board, shownsideways on, but with no tail Pupils take furns to put on a blindfold, thentry and draw a tail on the donkey Encourage them to use phrases frompage12

l8 poge 10 Choose ond write

Working individually or in pairs, pupils look at the cartoons and choose thebest sentence for each speech bubble

ftlk Time

Key I Good luck! 2 Oh dear!- Better luck next time 3 Well done!- It's your turn.

The phrase: I don't know is not needed

2 5

Fqirground Rides

r-l

Check the text before the lesson and select words for pre-teaching Thenumber will vary depending on the level of your class Do not try topre-teach every unknown word

Ask the pupils to listen to the recording and follow on page 13 of theirPupils'Books Tell them that three names of countries appear in the text

Can they find them? (Russia, Britain, Japan)Ask pupils what neq unknown words they can find in the text Write these

on the board, keeping them in small word groups where possible, e.g

blacks of ice, Don't u)orry Encourage pupils to deduce the meaning fromthe context before you provide any explanation or hanslation

Project

Pupils draw their own roller coaster and write about it Encourage them toidentify and reproduce phrases from the reading text which will allowthem to describe their ride, e.g This ride is uery frightentng It goesupside down

Ask pupils to imagine what the people in the ride might be saying Theycan add these phrases to their drawings, using speech bubbles, e.g.I likefairground rides I'm scared This is fun

AB poge 11 Cqmbridge Young Leorners Test prcctice

This activity provides practice for the Cambridge Young LearnersMouers test

Pupils read the text and write in the missing words, with the help of thepicture clues Then, as in the Cambridge test, they select the appropriatetitle for the text from the three choices offered

Kgy eyes, hair, house, door, school, poshnan, hairdresser, computer, forest, dogs, guitar, bike, swim, pizza,bananas

Title: An English boy

Lesson 1

Active presentotion

Play a game of Simon Says Use regular verbs such as open, close,

and, touch

Explain (L1) that when we want to know what happened in the past, we

ask Whnt hnppened?When we want to talk about events in the past, wecan put -ed on a verb Say the verbs and ask pupils to repeat

Invite four pupils to the front Give them each a card with an action verb

written on it Ask a fifth pupil to go outside the classroom Meanwhile,each of the four pupils performs an action, using the verb on their card

Ask the fifth pupil back into the classroom Prompt him or her to ask:

Wlat hn\fened?R.ompt and model the answers, using the past tense

T: Simon Says, open yourmouth, etc

rlt m teaching points

il-; wr;pb tense (regulnr uerbs)

mii45:[.

Main recyclingclimb, open, close,touch

was, were

Your pupils will

read and understand a story

open the windowtouch tlu floorclimb the tree

PB 3:1

ltmcn and

read

The yellow lever

Ask pupils to look at the story text and find verbs in the past tense

Focus on Frame 3 and on the sentence The train went in Explain (L1) thatsome verbs don't follow the -ed rule when we're talking about the past Forexample, go becomes went in the past tense

Ask pupils to look at the title of the story episode and then look for a clue

in the story to help them guess the meaning of lpuer (They find the picture

of the yellow lever)

Play the story on the recording Pupils listen and follow in their books Ask

O1) which word tells you how the children feel (scared)

q l

AB 3:A Pupils complete the account of Nigel's day by writing the verbs in the past

tense Tblk through the activity first with the whole class Remind themabout the irregular past tense of go (went) Help them to deduce the regularpast tense of watch (watcheA

AB 3:B Pupils look for five past tense verbs in the word grid They write them

beneath the appropriate picfure

C h o i n g o m e

Play a chain game round the class, using verbs in the past tense:

Help pupils by miming actions to jog their memory Start again when the

chain breaks Keep a note of the number of events the last pupil in thechain remembered

At the end, the pupil who remembered the most when the chain broke is

the winner

P1: Yesterday I played tennis.P2: Yesterday I played tennisand I washed the car

P3: Yesterday I played tennis,washed the car and went

to the zoo

2 7

Key AB 3:A

Yesterday Nigel had a busy day He washed the car He went shopping HePlnyed football He climbedatree He watcludTY.Hewent to bed.

Lesson 2

Main teaching points

Past simple tense

Main recycling Your pupils will

talk about past events play a board game

New vocabulary

yesterday

New expressionsMiss a turn

Go back

Go forwardStart/Finish

Needs

Active presentotion

Before the lesson, write on the board Wlnt did you do last night?

Start the lesson by aking one or two pupils Wlnt did you do last night?Helpunderstanding by addngl played tut'tth or any other activity which thepupils will understand or which you am easily mime Ask the question aga.in,pointing to the written form on the board Translate into L1 if necessary

Accept answers in Ll and translate into English Ask pupils to repeat theanswer back to you in English, e.g I watched TV I phyed football When you have had collected tlree or four answers, sum up using thepupils' own names, e.g Maria watchpd TV William plnyed football Askother pupils to repeat

PB 3:2 Whot hoppened yesterdoy?

Read Pupils look at the pictures and tell you what actions they show (go shopPtng,'

wash tlw car, climb a tree) Rrpils then read the sentences in the past tense

' Play the l,ook at the game board and explain (L1) the instructions: Miss a turn,

game go back, go forward

Look at each illusfation in the game and ask pupils to identify thematching text circle Revise and teach vocabulary as necessary Emphasise

lw, slu or they as the subject of the illusfrations

Explain the rules using a group of four to demonstrate Use L1 wherenecessary In groups of four, the pupils take turns to throw the dice andmove the appropriate number of squares When they land on a picfure theymust make a sentence, e.g: P: He played football The others check to see if the pupil is right If so, he/she gets another turn

If not, they go back to where they were before

Pronunciotion gome

Divide the class into two teams They line up in front of the board

Divide the board into two and write an identical list of regular verbs in thepresent tense on both sides You will need one verb per member in eachteam

Say a verb in the past tense The first two team members go to the board

and circle the matching verb in the present tense The first pupil to circlethe correct verb wins a point for the team Continue until everyone in theteam has had a turn

Pupils copy the list of verbs from the board, adding the past endings In

pairs, they point to the verbs and say them Circulate and help as necessary

Et Pupils listen to the four children on the recording They write numbers 1 to

AB 3:C 4 under the pictures to show the order in which the children speak

They write sentences about the four children in their notebooks

AB 3:D Pupils unscramble the sentences to make a correct caption for each picture

I They went to the funfair

2 Ben ate an ice cream

3 They looked at the elephants

4 They climbed in the train

lesson 3

Main teaching points

i.qms in the house

Main recyclingPast simplz (regulnr uerbs)went

was/were

Your pupils will

learn words for rooms in the house reciteapoem

New expressions Needs

Excellent! Room flashcards

29

Key AB3:F

in thetown

in thecountry

i n aflat

i n ahouse

TapescriptInteruiewer : You're Peter?

Peter: Yes

Interuipwer: Hi, Peter Now can you tell us where you live? Do you live in the

town or in the country?

Peter: I live in the town

Interuinner: Do you live in a flat?

Peter: Yes, I do I live in the town in a flat

Ada.m: Yes I live in a house

Interuicwer: Hi, Helen How are you today?

Helen: Fine, thanks

Interuiewer: Tell us, Helen: do you live in the town or in the country?

Helpn: I live in the town

Interuipwer: And do you live in a flat?

Helen: No, I live in a house

Interui,ewer: Thank you very much

AB 3:G House a not described; House b = Text 2; House c = Text 3; House d = Text 1

Extro gomes qnd qctivities

Word roce

To revise rooms in the house

Stick the room flashcards down the centre of the board Attach twocomplete sets of room word cards down either side of the pictures Theword cards should be in jumbled order

Divide the class into two teams They line up at the board (one team facingeither side of the board)

Call out a room word The first team member to draw a line from theirword card to the picture flashcard wins a point for their team Continueuntil evervone has had a turn

Spelling roce

To revise rooms in the house

Draw a line down the middle of the board to divide it into two

Divide the class into two teams They line up at the board

Say Go! One pupil from each team comes to the board and writes a room

word The next pupil can either correct a word if they see a mistake or

write a new word

Continue until everyone has had a turn The team with the most correctly

spelt words wins

M i m i n g

To revise rooms in the house or past simple verbs

Place a pile of rooms or action verb flashcards face down at the front of

the class

Pupils take it in turns to come to the front and choose a card They mime

either where they are in the house or what they did yesterday (depending

on which you are practising) The rest of the class has to guess Ask T: Where is he/she?

yesterday?

S n o p !

To revise past simple verbs

Write a list of known verbs in the present tense on the board Elicit the

simple past form and write it next to each verb Pupils make a set of cards

each; one card for each verb in the present tense and one card for the same

verbs in the past tense

Pupils work in pairs Each pupil shuffles their two sets of cards They take

it in turns to place a card face up between them, then say the word If a

pupil places a matching card on the pile (in the past or present tense), he or

she shouts Snap!and picks up all the cards The game continues until one

pupil has all the cards

3 3

Lesson 1

Main teaching points

Reuision of l,anguage from

Units 1-3

Main recyclingClothesPast simflz (regulnr uerbs)

Your pupils will

read and understand a storv

Tell pupils O1) that in Unit 4 the children are going to be in a strange newplace Ask pupils to predict how things might be different there

T: What happened in thestory in Unit 3? Whatcolour was the lever?

PB 4:1 No-time

E Play the recording and ask (L1) pupils to listen and find three things that

are different in the new place (There is no time, no days and they arewearing some of each other's clothing.)

Write these phrases from the story on the board: Suddcnly euerythingstopped Euerything was different kt's go back to the funfair Explain themeaning in L1 if necessary Ask pupils to read the story again and in pairsfind the words and phrases

Play the story again and ask:

Tell pupils that they learned then colours in Excellent! Level 1 See if theycan name them (red, yellow, blue, green, black, white, brown, purple, pink,orange.)

T: How many doors arethere?

t6l

Act out the story

Divide class into groups of six, one pupil for each character and one as thenarrator

Play the recording again, pausing for pupils to repeat their character's part

Pupils work in groups of six to practise the role play

Choose a group to perform their role play to the class

Pupils read the sentences and match them to the pictures

Pupils write sentences about what happened in the pictures, using thepast tense

AB 4:A r

a

Optionol octivity - Infiormotion gop

To practise telling the time (o'clock)

Pupils draw ten clocks on a piece of paper They draw the time on five of

these and leave five blank

ln pairs, and without showing their partner, they dictate the time of the

five clocks they have completed Their partner listens and draws thesetimes onto their empty clocks They then compare clocks and change roles

W AB 4:A

6 - Sue is happy

2 - She opens the fridge

1 - Sue is very hungry

4 - She goes shopping

3 - It's empty!

5 - She sees a fruit stall

Sue was very hungry She opened the fridge It was empty She went

shopping She saw a fruit stall Sue was happy

hsson 2

fih naching points

niltrmltrqm'rm o_f lnnguage from

mm l-3

Main recyclingWhose is this?

Possessiae's'has got

Present simplePresent continuousClothes

TelJing thz time

Your pupils will

attribute objects to their owners, using -'s describe daily routine

tell the time (o'clock)

a tray pens, etc lent by pupils

Active presentotion

Play a memory game Take a tray around the class and ask several pupils

to show a personal object to the class and put it on the tray Tell pupils toconcentrate on trying to remember the objects and owners

When the tray is full, hold up items and ask pupils whose they are T: Whose is this?

P: It's Sonia's

3 5

PB 4:2 Everything is different

Make Pupils look at the pictures of the characters in Real time and No-time

sentences In pairs, they make sentences about what each character is wearing in

No-time, following the model

Check by pointing to an item of clothing on the page and asking pupils toidentify the correct character: T: Whose is this?

Make Pupils look at the pictures and say what Klunk is doing in each picture

sentences Elicit vocabulary: get u!, work, haue breakfast, lunch and tea, plny and go

@ Pupils listen to Gemma on the recording and circle the correct time They

then write sentences as in the example

Key AB 4:B

Albert's skateboard Joe's clock Albert's books Albert's rabbit.

Joe's spaceship Albert's T-shirt Joe's computer Joe's shoes.

AB 4:C

1 I get up at seven o'clock

2 I go to school at eight o'clock

3 I come home at four o'clock

4 I go to bed at nine o'clock

TapescriptMan: Hi, Gemma So tell me What time do you get up?

Gemma: At seven o'clock

Man: What time do you go to school?

Gemma: At eight o'clock

Man: What time do you come home ?Gemma: At four o'clock

Man: What time do you go to bed?

Gemma: At nine o'clock

fi csson 3

g1q re,ar-hing points

tnltr,-itr; beoble

Main recyclingFamily members

in on under

Your pupils will

match pictures of people to a spokendescription

write descriptions of people talk about the past using zoas andwere

'lilluu* rmbulary New expressions Needs

photos of your own family and friends

Active presentotion

Show pupils your photos of your family and friends Use simple language

to describe each one: T: This is my sister Her As you finish describing them, attach the photos to the board Describe one name's Clare She's got

of them to the class Pupils listen and guess which photo you are fair hair She's very nice.describing Choose one pupil to come to the board and take the correct She likes animals She'sphoto down Repeat with another photo very tall

FB 4:4 Which one is your little brother?

'rmm and Pupils look at the four boys Elicit a description of each one:

point He's got dark/fair hair He likes ice cream/an'imals, etc

@ Explain (L1) that pupils will hear a girl describing her brother to a friend

They must listen and point to the correct boy Play the recording pausingafter each sentence to allow pupils to take in each piece of information

\[ake Pupils make sentences about the other boys, following the model

JTEilMgDCES

FB 4:5 Where were they?

;m,en and Pupils look at the pictures Ask them to tell you which animals they can

find see, and the time in each picfure

Lrk q Phy the recording, pausing after the narrator's line each time Pupils give

lmL unswer the answer Then continue the recording so they can check their answers

AB 4:D Pupils complete the sentences about the pictures and make questions for

Numbers 5 and 6

3 7

Key PB 424 Tapescript

Girl 1: What's your brother like?

Giil 2: He's got short hair and he's very sweet He likes toys.GrI 1: Which toys does he like?

Girl 2: He likes toy cars

Girl 1: Is he tall?

Girl2: No, he isn't tall, and he isn't small

Girl 1: What's his name?

Gi.rl 2: He's called William

PB 4:5 TapescriptNarrator: The dog was in the garden

Child: At three o'clock

Narrator: The cats were on the bed

Child: At one o'clock

Narrator: The dog was in the car

Child: At six o'clock

Narrator: The cats were on the TVChild: At five o'clock

Narrator: The dog was under the table

Child: At four o'clockNarrator: The cats were under the chair

Chiild,: At two o'clock

AB 4:D

I Where were the mice at seven o'clock? They were behind the clock

2 Where were the mice at eight o'clock? They were under the bed

3 Where were the mice at nine o'clock? They were on the TV

4 Where were the mice at ten o'clock? They were in the cupboard

5 Where were the mice at eleven o'clock? They were on the train

6 Where were the mice at twelve o'clock? They were under a chair