Excellent 2 teachers guide

Teocher's Guide k, ,',* x\n ,.W R * Mystery Trqin DionoWebster ondAnneWorroll Courseconsultonts: {w (MNS *t -+ NNN points Mointeoching Present continuws likesond dislikes Expressing hovegot -s Possesslve Fomilymembers ColoursClothes Doysof the week this,thot therewos/were Co ny o u ? Yes,I con.No,I con't Thereis/ ore ls/ Arethere .? W h e r eo r e ? for personqlinformqtion Asking Postsimple Rooms in o house, Describing whereyaulive theres,thereore wqs,were Revisionof longuoge from Units 1-3 Possessive -s people Describing Tellingthe time:o'clock Present simple wos,were Postsim ple,interrogotive D i dy ou ? Y esl,di d.N o,l d id n t wontto Doysof the week Postsim ple,offirmotive Postsimple,negotive hod di dn'thq v e this,thot,these,those Pastsimple,interrogotive toll,short,old,young,fot,thin Howold/tqllis ? Lorgenumbers permission; Asking Con| ? Months Imperotive;Don't NWW-$S$SN$ I {Nffiffiffi -*-' ',ftr.- {W NW -hr -+.- M o inr e vision points Mointeoching Revision of longuogefrom Units5-7 Postsimple wo n t o Roomsin o house forms Question goingto TolkingoboutFilmsqnd TV Whotsortof Whottimedoes ? Verbsof action Tellingthetime (o'clock) W hy ?/B ec ous e Lets it, him,her,them Objectpronouns: Tolking oboutecologicolrssues Present continuous Present simple Animolnomes = i \ , ls * n1 , , W Moinrevision Telling thetime:holf/quorterpost,/to There's Whottimedid ? Youmust/mustn't nextto,behind,in frontof Prepositions; Possessive odjectives: our,their,his,her W of longuogefrom Units9-11 Revision Tolkingobout buildings snd cities goingto youmust/mustn't Possessive -'s Tellingthe time ('.'4.q SW some,qny Tolkingobout prehistoricqnimols Foodond drink 'Wh'guesfions of bottle/bowl/cup/gloss/piece Howdo you cometo school? By troin/bus/bike/cor onybody,nobody somebody, Clothes Ordering in o restouront W Revision of longuagefrom Excelfent! Level Tolkingoboutthe seriolstory Postsimple Presentsimple Prepositions of ploce Tellingthe time "[, lsts$u R r s S$SN Intrsduction The aim of this courseis to prepareand encouragepupils to achievea good standardof English in their first years of learning at primary level.Ercellenf/is intendedto stretch pupils and to developtheir ability to understandand use basicEnglish through the skills of listening,speaking,reading and writing It is basedon the premisethat children learn most effectivelywhen the languageand activities are motivating, stimulating and firmly linked to their own world and experiences so they can becomeawareof ri -\ :: :-::.-: ''::rgapproachis thenrecommended, wherebvp:; = i :::-: j lo deduce meaningand,/ordraw comparis,.:=r -.:r ',.:-Ianguage Finally,pupils are encouraged tr, l-x rr.: r: i ::ucture in guided activities.Seepage for further dr:a-,s Ercelknt! takes accountof childrens natural curiosity,their desireto exceland their huge capacity to absorbnew language The coursetakes a learning-centredapproachwhich places'a greateremphasison the needto maximiselearning and provide both support and challengein learning' (Tke Prtmary English Teacher'sGuide,J Brewster& G Ellis with D Girard, Penguin Books,PearsonEducation2002) CourseComponenG The courseis basedon the following principles: P u p ils ' B o o k The 80 page,full-colourPupils'B-r-rk::csc:.: the main teaching paLnvorksand material.It containsa cartoonston'.c:a ',,g::rs otherlanguagepracticeactivities.gamcs s',ngsand poems.A summaryof grammarappearsat the ra.ck,'l the Pupils'Book Activity Book The developmentof the receptiveskills - reading and listening - precedesthe developmentof the productiveskills of writing and speaking.Every lessonincludesan Actiue presentation stage,which allows the teacherto introduce new languagein context,drawing upon the pupils'receptive skills and developingtheir ability to deducemeaning.(See lessonnotes,p 13-140.) The 80-pageblack-and-rvhite-{ctivirl Bcir,rk containswriting exercises and activities,listeningrasks.survrvs.puzzlesand games,designedto extendand practiselanguagetrom the Pupils'Book.A grammarrevisionquiz appearsat the back of the Activity Book In the primary years,children are developingcognitively and socially.Thereforethe contentof the lessonsis designedto reflectthe pupils' knowledgeof the world and their cognitive level.The storiesand activities encouragepupils to bring their own experiencesto the classroom,and to participateactively in talking about their lives, expressingtheir preferences,etc Pair and group work is a regular featureof the courseand developspupils' ability to shareand co-operatewith each other At the centreof the Activity Book,pupils will find a pull-out revision supplement,My Excellent!WordBook Each of the fifteen pagesfeaturesactivities relating to vocabularyand structurespresentedin the correspondingcore unit There are prompt words in the margins.Pupils use theseto fill in the gaps on the main part of the page Pupils of this age are developingtheir attention span Consequently,eachlessonhas a variety of activities designed to capturethe pupils' attention,so that the languagecan be practisedthrough differentapproaches Childrenlearn by doing.ExcelLent! encouragespupils to participate actively,allowing them truly to experienceEnglish through pair work, role play, songs,rhymesand movement The languagesyllabushas beenselectedon the basis of what is relevantto children of this age group, and what will help them to expressthemselves.Grammaticalstructuresare embeddedin motivating and meaningfulcontexts.Excellent!encouragesa 'noticing and discovery'approachto grammar learning.This meansfocusing the pupils' attention on the new languageform, Regularrecyclingand revisionhas :te:- ':r-: urio the syllabusto meetchildren'sneedfor repetitrona:-c ::.r-:Lt reinforcement My Excellent! Word Book There are also two colour stickersrelating to eachpage.Students haveto find the reievantstickerson the sticker page and put them in position Each page also featuresapuzzle activig for which no prompts are given.Instead,pupils must use their own reasoningand knowledgeof the languageto work out the answersfor themselves Oncethe text and thepuzzle are complete,studentscan go on to colour the pictures When they have completedeachpage,they should turn to the Quiz pageat the back of the Word Book and answerthe 'Canyou remember?'question.Oncethey havecheckedthat their answer is correct (by turning back to the appropriatepage),they can find the Excellznt!sticker and put it in position Eodrer's Guide -'- lessonnotes, - - : -.-.::s (luide containsclear,step-by-step l-:- >- r -: - :re recording,extra gamesand activities,noteson , : .::.1:age.pronunciationand many otherpractical Cossette :.: :'ccc)rdings of the cartoonserialstory,songs, ,r-::rEnglish-speaking children,listeningexercises -' i - ,r:.:: ,: gamesand practiceactivitiesin both the Pupils' :, - ,i - ::.t -\ctivitv Book Floshcords -': + ::.-::ds hare beencreatedfor usewith the Starterlevelof - -rc l'rth I-erelsI and2 The lessonnotesin this Teacher's r I :i - : :r:rmanl'usefulsuggestions for their use.Youcanfind on page9 of this Teacher'sGuide - -" , ::e t'lashcards Fosters ':: - -i : -,sierscorrespondthematicallyto the four unit cycles -;- :-; -: :p the book They can be usedat any point in the :r , :he relevantlanguagehas beentaught Instructionsfor *:'r . .:?ilstersappearon pages9 12 0f this Teacher's Guide knguin Young Reqders ' : -:- :r::rend three PenguinYoungReadersfor use with :-: " : Level 2: Dick Whittington, and Anderella andAladdtn readingfor pleasure.Pupilscan readthese ", ,:.: encourage - -:: :: part of the lesson,or as homework.For example,you - : , ''ri' five or ten minutesat the beginningor the end of a -* - - : : quiet.independent reading.Alternatively,try reading :': - li i,r the classyourself,or playingthe audioor video .:.gs.u'hiiepupils follow in their own copies ' ' -:.:eet for eachReader,with moreexploitationideasand : " - , :lable worksheets,appearsat the end of this Tbacher's ' : 'llides on using the PenguinReadersare availableat iiiii :r:guinreaders.comand can be downloadedfree of charge Orgonisotionof the Course = l:pils'Book containsfifteen units There are fifteen :,,nding units in the Activity Book.Eachunit consistsof :ssons,eachintendedto last approximateiy50 minutes -.+ : presentsmost of the new langrrageitemsin the contextof ; r -.-irrloonstory which runs throughoutthe book.In this lesson, '-,'-.rp activitiesaremoreconcernedwith comprehension and , :::.ation of new languagethan with production s r extendsthe new languageitems and provideslanguage : -: r-.ce activities -::s ,ns3 and developthis languageand may introducean - - - - 'rn mre o p i fcm Llnits 4, 8, 12 and 15 are devotedto recyclinglanguageitems trom the previousthree units, presentingthem in new contexts Units and includeextensiverecyclingof languagetaught in Exccllent.tLevel After every secondunit thereare two supplementarylessons, eachwith its own pagein the Pupils'Book and the Activity Book First comesTalk Time, which presentsfunctionalphrasesas a starting point for role pla-v.Then the Fact File gives extended readingpracticeon a topic connectedto the precedingunits The number of lessonsprovidedby Excellent!is flexible The lessonnotesin this Teacher'sGuideinclude many ideasfor optional extra activities.Additionally, a pageof extra gamesand activities appearsin the Teacher'sGuideafter every secondunit Theseallow the teacherto extendunits to five ]essonsif desired If not, the additional suggestionscan be usedas a resourcebank of ideasfor sparemomentsor revisionpurposes Teochingwith Excellent! Pupils needthe security of familiar routinesand patterns Thereforethe teachingproceduresare repeatedover the units and are clearly indicatedin the lessonnotes In the main column of thesenotes,the recommended approachfor eachstageof the lessonis set out The right-handcolumngives key English languagephrasesthat can be usedat that stageof the lesson Stogesof the lesson Worm-ups Begin lessonswith a warm-up activity This can be the recycling of languagetaught in the previouslessonthrough the repetition a favourite song or game Active presentotion In the teachingnotes,eachlessonbegins with the Active presentation'stage.This stageof the lessonprovidesa suggestionfor presentingthe new languagestructure or vocabularyin a contextwhich will attract the children'sattention and involve their active participation right from the beginningof the lesson.The Active presentationdoesnot refer to activities in the Pupil s Book,and is an important stagein the lesson,as it encourageschildren to make senseof new languagein an authenticand fun language-learningenvironment The Active presentationstageforms an important aspectof the 'noticing and discovery'approachto teachinggrammar.In some cases,the Active presentationstagemay focus on introducing a new themeor topic The coftoon story The I']upils'Book featuresa cartoonstory which is presentedin Lesson1 of eachunit Eachepisodeof the story builds on knou,n languageand introducesnew key languageitems for the unit The main focus of this lessonis on the receptiveskills of reading and listening.The lessonnotesprovide suggestionsfor using the visuals in the story, and questioningtechniques,to help children understandand assimilatenew languagewithin a fictional context.The way in which children will becomeaware of new language,through understandingand role-playingthe story, forms an integral part of the'noticing and discovery' approachto learning new structuresand vocabulary.The following procedureis recommended: Pupils are introducedto relevantnew vocabularyitems through flashcards,realia,pictures,mime, etc Pupils are preparedfor the context of the story, possibly in their own language Pupils read and listen to the recording.Suggestionsfor comprehensionquestionsappearin the lessonnotes Pupils may listen and read again for enjoyment Role ploy Roleplay can be usedas a follow-up activity to the story Role play supports the pupils'enjoy.rnentof the narrative and allows them to practisenew languageitems in a meaningfulway Procedurefor role play could be as follows: Divide the classinto groups and allocatethe role of one of the charactersin the story to eachgroup Play the recordingand ask the groups to repeatthe dialogue in chorus Divide the classinto groups accordingto the numberof charactersin the story They practiseacting out the story Circulateand assistthem with pronunciationand intonation Encouragea dramatic performance! Invite one or two groups to perform the episodefor the class, either from memory or using role cards.They may want to make simple props 'Noticing ond discovery' grommer Ieorning Excellent!encouragesa 'noticing and discovery'approachto grammar learing.Childrenneedto be surroundedby - and actively participate in - activities that havemeaningand purposefor them, and which are at the sametime enjoyable For this reason,the first stagein the 'noticing and discovery' approachis often the Active presentation,when children can be encouragedto guessthe meaningof new strucfureswhich occur in the stories,gamesand songs,and, whererelevant,to draw comparisonswith their own language Psirwork ond longuoge proctice octivities Pairwork activities frequentlyappear in the secondlessonof eachunit Models of thesepainvork acdr-itiesare always provided on the recording.Theseactivities may be organisedin a variety of ways, oncethe pupils haveread the modeland listened to it on the recording: The teachermay take role A and the rvholeclassprovide the responseas B The teachermay take role A and an individual pupil may take role B A pair may volunteerto perform the activity in front of the class,taking on rolesA and B The pupils may immediateiywork in pairs, assumingthe roles of A and B They can then changeroles You may use one or a variety of the abovesuggestions.When pupils are working in pairs, circulateand model correct pronunciationand intonation.Ensurethat all pupils are actively involvedand provide lots of encouragement Orgonising poirwork BeforeLesson1 of eachunit, organisethe pupils in pairs Make it clear that they will be working in thosepairs until the end of the unit Experiencehas shown that it is best to usea randommethod of creatingpairs That way,pupils will seethat you, the teacher, have no say in the matter, so there can be no room for argument Thereare many ways of creatingrandompairs.For instance,you can divide the classinto two equalgroups.On slips of paper,write the namesof all the childrenin one group,thenask childrenin the other group to pick the namesout of a hat The pupil whosename they havepicked is their partner.Next time, it will be the other groups turn to pick out names.Alternatively,write numbersin word form and in numeralson separateslips of paperand hand them out Pupils circulate,matchingnumeralsand words,thus establishingpairs.Colouredblobs and colourwords canbe matchedin the sameway,as can word cardsand corresponding picture cards,so long as you keepto known language Acti vity B oo k o cti vi ti es A variety of activitiesareprovidedin the Activity Book to help pupils practisethe new languageitems through all four skills Listeningactivitiesare includedon the recording.The readingand writing activitiescan be doneas homework.It is recommended that the pupils the homeworkactivitiesorally in classbefore they wnte them at home.In this inay,pupils can achievegood resultswhich will add to motivationfrom an eariy stage Developingcuriosity and supportingguessworkleadsto a dynamic classroomwherechildrenfeel safe,can take risks and learn through experimentingwith language.Ercellent!pays attentionto grammaticalform and accuracyby subsequently presentingpresentingeachstructure for practiceand repetition through stimulating pair/group work activities,gamesand songs The Test Time pagesfeatureactivities of the type usedin the CambridgeYoung Learners(C\LET) Mouerstest As an extensionof the'noticingand discovery'approach to grammar learning,teachersmay wish to help children develop simple metalanguagelike uerb,tnun and acljectiueto talk about language.The appropriatenessand degreeto which this is desirablewill often dependon the extent to which metalang-rage has usedto developthe mother tongue Excellentt Kids Excellznt!Kids is a regular featureof the course.Interviews with English-speakingchildren help pupils developthe skill of listening for information.Pupils are not expectedto understand every word in this activity Later in the year,theseinterviews may be usedas modelsfor pupils to createand recordtheir own interviews 5o.l9rs -: > :-.iSin eachPupils'Bookunit can be exploitedat any stage - -: ::.:t.Thev play an importantrole in familiansingchildren - - -: r ,rurdsand rhythms of Englishand they help to makethe : - - ,assrocm a fun placeto be.Short following materialon -' - rpect pupilsto learn a songline by line beforeyou start - - : res, songsmay containunknown vocabularyor ::, :-:es but thereis no needto teach this langr.rage in a formal -{::r ?re a few possibleapproachesto using songs: - ::.r-iarise yourselfwith the wordsof the songand any r - :tpan]:ing actionswhich are suggestedin the ::S ,:l llotes -.-r aboutthe illustrationsin the Pupils'Book,in Englishor ,-e pupils'own language(L1).Pupilscan try to guesswhat i,-.:Srrogis about r -"r,'.1q1.i plavinga songfor the first time,let the pupilssimply >.;:r Encouragethem to clap,tap or hum along.Demonstrate :,-.:actionsas they listen - -. :he song again.Encouragethe pupils to join in with the : -rni rn d qinoino -:- -Cethe classinto groupsto sing differentlinesor verses.Two : -:pscouldsing alternateverses,or onegroup couldsing -.:-e the otherdoesthe actions.As pupils becomeaccustomed - ::e songthey will morereadilyjoin in, so it's important to -.g the songsin as many differentways as possible and chantscan be usedat any stageof a lesson,to change - a - : r3ie providephysical movement,and add enjoyment The basic teachingapproachis always the same:discussionof the scenariospresentedin the photographs,followed by listening; practicein pairs, leading on to role play.The lessonnotesexplain the procedurein detail and suggestvariations Roleplay doesnot suit all teachersand may not be appropriateto your teachingsituation.If you wish to set up role plays, rememberthat props - eventhe 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 impetusby producingsomesurprise prop Foct File Use the Fact Files for readingpractice,as describedin the lesson notes.Rememberthat unknown words are part of the challenge of reading in a foreign language.Pre-teacha few unknown words - perhapsthree or four in eachFact File - but not try to forestallevery difficulty Encouragepupils to deducemeaning, beforeyou provide an explanationor a translation The notebook We recommendthat pupils createtheir own individual notebooks in which they can personalisethe languagethey havelearnt The notebookcan be any ordinary exercisebook with ruled pages.Its purposeis to extendwriting practicebeyondthe exercisesand activities included in the Activity Book In the notebook,pupils make the langrragethey are learning their own Encouragethem to recordfacts,opinionsand information as it relatesto them and their lives,their families,communities,pets,etc (*mes : -.:::berof languageactivities throughout the courseare -: :rd to gameswhich can be playedin pairs or smal1groups .'-11 as being enjoyabiein themselves,languagegameshelp : -:r,s ro co-operatewith eachother and to follow a set of rules - - :gh games,children can experimentwith languagein an ;rtic and meaningfulway They are a natural part of :ng up and learning gamesinclude guessinggames,team games,card games roard games.Theseare presentedin the Pupils'Book or in -essonnotesas extra activities sure the pupils understandthe gamesbeforethey start -.:e - ::r,rnstratethe gameswith a pair or group of childrenfirst :.- ure that pupils haveall the languagethey needto play the :-.:res Move around the classroomwhile they are playing, ::. ruraging them to use English and modellingthe correct :: ,nunciation -: s in.rportantnot to play a gamefor too long.Differentchildren ate differentattention spans,so monitor pupils carefully TalkTime Thesepagespresentsimple,functionalphrases.They provide 'anetywithin the unfolding grammar syllabus:herethe emphasis :s more on fluency than on the manipulationof structures Pupils could draw and stick picturesin their notebooks,and make up their own versionsof puzzlesand games.The notebookcould also containa sectionfor 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 sectioncould be organisedalphabeticallyor thematically.For eachnew word, pupils could write an L1 translation,draw a picture or write a simpledefinition.Making personalword bookshelpspupils developorganisationalskills and learner independence The notebookcan also be usedfor homework,of course Encouragepupils to show their notebookto their parentsand to take a pride in the presentationof their work Clqssroomdisploy Pupils love to seetheir work on show If possible,find a place wherethe materialswhich pupils producecan be easily displayed For example,if the walls may not be used,can you usea corner of the room to display or savework in a giant classroomdisplay book?Decoratethe work using attractivecard and titles Change the displaysregularly to maintain pupils' interest Displaying pupils' work gives it stafus and createsan atmosphereof positive learning.Be sure to ask the pupils to sign their work It will give them a senseof pride and ownership Clossroomlonguoge Using English for organisingthe pupils and establishing classroomroutinesis a natural way of introducing and practising language.We recommendthat you use simple English structuresfor giving insfuctions, playing gamesand giving support and encouragement The following expressionsare useful in the classroom.Pupils will developa passiveunderstandinginitially, and will be able to produce many of them themselvesby the end of the first year There is no needto teach theseexpressionsovertly: pupils will gradually assimilatethem if you use them on a regular basis Greetings Goodmorning, (children) Goodafternoon,(children) Hello, ftoys and girls) Is everybodyhere? Who is away today? Orgonisotion Let's start Get your books and pencilsout Put down your pencils,please Comehere,please Sit down./Standup Put your hand up/down,please Give this/theseout please Put it here/there,please Give it to me, please Hold up your (picture)./Showme your (picture) Let's read a story Dradcolour/cut out/stick the picture Hurry up Comein Wait a minute, please During the lesson Open your books at page (10) Look at number 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? I What is it in L1)? Who knows the answer? Let's checkthe homework How you spell it? Who wants to write on the board? Volunteers,please Is that right? Keeping dlsclpllne Pleasestop talking now Thanli vou Settledown and listen.Well done Is everyonesitting quietly?Goodl And now we'rewaiting for Could you sit down like the others.please? Poirwork Work with your partner Has everyonegot a partner? Who's your partner? Sit back-to-back Don't show your partner Changeplaceswith (Anna),piease Changeyour partner OK, you be (ohn)'s partner Now you ask your partner Ending the lesson That's all for today Collectthe (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/thingsaway,please OK, you can go now Seeyou on Friday) Have a nice weekend/holidav Goodbye Hereare someuseful phrasesfor pupils You can make a poster of thesefor pupils to refer to: Can I havethe (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 Write him, her, it or them Sally is picking up rubbish.Let'shelpher Therearetwo kites in the skv.Canvou see It's my grandmother'sbirthday.I'm goingto visit This book is excellent.Do vou want to read JimmyValentineis my favouritefilm star.Do you like My friendsaredoinga sponsoredswim.I'm goingto sponsor (s points) D Write sentenceswith Becouse (5 points) 151 (Units11 qnd 12) Yournqme A Listento your teqcher.Write the times on the clocks O o @ B @ ffi ffi (5 points) Write the nomesof the children Simonis next toLiz Andy is next to Wendy Wendyis behindLiz Jennyis in front of Ron Ronis next to Andv Ron (5ptffi 152 C Write our, their, his or her My friendsand I play footballon Saturdays.O-r team'scoloursarered and yellow My motherand father like films We live in the town My motheris a teacher.Todayis c Bencan'tfind Emmaand Mary aresisters favouritefilm star isJimmy Valentine houseis next to the post office birthday watch cat'snameis Minnre (5 points) D Look ond reod Write yesor no I A man is washinghis car The womanhasgot threedogs Therearetwo girls in front of the library It's half past five The museumis next to the supermarket A girl is going into the museum A womanis riding a bike (5 points) 153 (Units13ond 14> A Yournqme, Listento your teocfier.Find six pictures ond write the numbers o h (5 points) B Find the onswers to the q uestions How you cometo school? What colouris your car? How many seatshas it got? Wherewas it made? c How fast can it go? How old is it? 154 tr T tr T T T Four 200kilometresan hour By car It's ten yearsold In France It's blue (5 poinB) C Spot the differences MM Ln PecLure Tl'p.re qrentL qn.l bLrds Ln @ F cLwe ro A s@M" ssw @* (5 points) D Write somebody,onybody or nobody Has qnqbodq No, in your class got a horse? 's got a skateboard Has c Does No, got a bike? cometo schoolbv train? comesto schoolby train (s points) 155 (Generol) Yournqme A Listento your teocherond write the words Thechildrenopene.d They 'Is Mr Wozz thewhitedoor at thefunfair ?'askedSallv is no Nk Wozzhere,'said the woman c strange,'saidMegan 'Who \/k Wozz?' (5 points) B Completethe poem Useverbs in the post tense Mr Dee clLmbed Mr Sands a tree his hands Mr Blake Mr Wise big eyes c Mr Dennis tennis Mr Drake a snake (5 poin8) 156 C Find ond write I It's abovethe elephant It's betweenthe spacestationand the window It's next to the dragon It's underthe snake They'reabovethe dragon He'sunderthe elephant It's underthe frogs It's next to the ladder I It's abovethe guitar The r^rlndour 10 It's abovethe castle 11 It's betrveenthe elephantand the footballplayer (1O points) Test A Ly' zX sX 4X sy' 6y' B c They'replaying football She'staking a photo He'swashingthe car She'slookingat the elephants They'replaying the piano He'sreadinga book c o There'sa footballin the cupboard There are cats on the chair There'sa skateboardunderthe chair Therearebookson the table Therearemiceunderthe table There'sa snakein the bag D c Test A rX 2y' sX 4X sy' 6X B o Test A , c B c 6 Shewantsto play the piano He wants to go swimming Shewantsto play football He wants to go to the zoo He wants to watch TV Shewantsto go shopping c I Albert andJoeweretwo monsters The childrenwereexcited Rick pushedtheyellon lever Albert andJoewent up the stairs We live in the country You'rewearingBen'sglasses , c Shewaskedthefloor Shewentshopping Sheate an icecream Sheplayedtennis Shedrewa picture ShewatchedTY t hall living room kitchen toilet dining room bedroom bathroom Are tkeseyour shoes? What arethose? Is this your skateboard? Is that your house? This is my brother Arethoseyour books? D c c 58 Wherenere the catsat five o'clock? They wereinthe living room Thereweretwo dolls on the chair Wherewas the dog? Itwas in the hall Thereu)asabird in the bedroom No,they didn't I went shopping He went to the zoo Shewent swimming No,shedidn't Yes,I did Test4 A c It's in France It's threepounds I'm ten Shewent in the kitchen A film star It's twenty-fiveyearsold B o The toweris sixteenmetrestall The houseis elevenmetrestall The giraffeis five metrestall The cupboardis threemetrestall The knight is two metrestall The girl is onemetretall c c Don't touchthe dog Don't openthe window Don'teatthe apple Don't sit on the piano Don't eat the frog Donllswim in the fountain Test c 6 The childrenwerein the GreenSpace Station They lookedat a screen They saw pictulresof the Earth 'Why arethosechildrenin the riuer?' askedRick 'They arepichingup the rubbish,'said Nk Wozz 'Let'sgo to Earth and help tkern,'said Rick She'sgoingto openthe door They'regoingto fall He'sgoingto play the piano They'regoingto eat the cake She'sgoingto washthe window He'sgoingto brush his teeth c c D c MissingmonthsareJanuary,March,June, August, September,November o D A B Sally is picking up rubbish.Let'shelp her There are two kites in the sky Canyou seethem? It's my grandmother'sbirthday.I'm going to visit her This book is excellent.Do you want to readit? JimmyValentineis my favouritefilm star Do you like trtirn? My friendsare doinga sponsoredswim I'm goingto sponsortkem Becausei/'s cold BecauseI can'tfind it BecauseI'm not hungry Becausethere'salion I wentto bedlate Because Becauseit's rny birthday Test6 A {) A quarterpast nine Half past two Twentypast seven Ten to eleven A quarterpast four Twentyto twelve B Ron Andy Wendy Jenny SLiz Simon 1s9 4 i) My friendsand I play footballon Saturdays.Our team'scoloursarered and yellow My motherand fatherlike films Tlrcir favouritefilm star isJimmy Valentine We live in the town Ourhouseis next to the post office My motheris a teacher.Today is lur birthday Ben can't findhis watch Emmaand Mary aresisters.Their cat's nameis Minnie c D D Therearesomefish in PictureB There aren'tany fish in PictureA Therearesomeflowersin PictureA Therearen't any flowers in PictureB Thereare somesausagesin PictureB Therearen't any sausagesin PictureA Hasanybodyinyour classgot a horse? No,nobody got a skateboard Somebody's Hasanybod,y Sota bike? Doesanybodycometo schoolby train? No,nobodycomesto schoolby train D yes n o / no 3no 4no S v es 6v es Test A Test A c a pieceof bread an umbrellaand an apple a dinosaur'stail a gold watch a glassof water a fat robber B c Four 200kilometresan hour By car It's ten yearsold In France It's blue c 60 Thereare somebirds in PictureB There aren'tany birds in PictureA There are somebooksin PictureA There aren'tany booksin PictureB Therearesomemicein PictureA There aren'tany micein PictureB The childrenopenedthe white door They wereat the funfair 'Is Mr Wozzltere?'askedSally 'Thereis no Mr Wozzhere,'said the woman 'That's strange,'said Megan 'Who wasNk Wozz?' B Mr Deeclimbeda tree Mr Blakeate a cake Mr Sandswashedhis hands Mr Wisehadbig eyes Mr Dennisfkyed tennis Mr Drakesawa snake c The window 2The fountain The house The statue The rabbits 6Tarzan The kite The moon The robot 1OThe postcard 11 The Earth lmse ;r rksheetscanbe usedat the appropriatetimesof year,to provide ffirri5 The tact that you canphotocopythe worksheetsmakesthema 'firsn'i:L:eachingtool,which you cancustomiseto suit your class :'n*::c ,imtionnotesbelow CruryFowkes' Night Apr il Fools' Doy I,nui- :-l \ovember seesthe commemoration of the ;,rrfr,6flg1 Plot of 1605,whena group of RomanCatholics c.[.C to causean explosionat the Palaceof Westminster *:cr :rtentionwas to kill KingJamesI, his Queenand his :,er destabilisethe government.In the ensuinganarchy, -:e conspiratorshoped,their co-religionists - i: -,i would take -':r -:.r countryand securethe religioustolerationthat was April Fools'Day(or All Fools'Day')alwaysfallson 1stApril Peopleplay tricks on eachother,of which the commonest type is to misleadsomeoneby saying,for example'Your shoelaceis undone,'so that they look at their shoesfor no reason.The joker thensays April Fooil' The mediasometimesplay moreelaboratehoaxes.Once, the BBCmockedup a convincingpieceof TV reportageabout 'spaghettifarming',with picturesof spaghettiapparently growingon trees Traditionally,all April Fools'Day hoaxingceasesat midday In the spirit of April Fools'Day,the worksheeton,page163 givespupils a chanceto makedeliberatelymisleading Their friendsmust thencorrectthem.The statements worksheetcouldbe usedas follows: Tell your classaboutApril Fools'Day,usingEnglishas far as possible.Discussany similarfestivalsin your country Photocopythe worksheetsand handthemout Look at the examplein Picture1, and ensurethat everyonehas understoodhow the activity works.Whenpupils write their incorrectsentences, only oneword shouldbe wrong If you feel the activity is too advancedfor your class,write your own incorrectsentences on the sheetbeforeyou photocopyit, e.g It's half pastten He'swatchingthe window There'sa hippo on the table She'sgot a giraffe They'rereadingspaghetti It's sunny ir -+::,1' them .-=King rvasdue to cometo Westminsteron 5th '-'Der to openthe new sessionof Parliament.In the u rs D€torethe ceremony, the conspiratorsrenteda cellar r-.::he palace.Here,Fawkeshid severalbarrelsof E-:-:-.rn'der But the plan was foiledwhenoneof the lesser rr-*rirators, FrancisTresham,advisedhis brother-in-law, Monteagletold - \Ionteagle,not to attendthe ceremony ::r- :uthoritiesand the cellarsweresearched Guy Fawkes m1:-'l1pfl and takento the Tbwerof London.All the :,:,rr-iratorsdiedresistingarrestor wereexecuted ,-rildren still make'guys'to collectmoney,but the i.r:-en'hatsavagetraditionof burning the guy on top of the in recent ';i- Farvkes'Night bonfirehasfallenfrom favour =-::sFireworkpartiesareorganisedon a localbasis,by o::-':"rls villages,etc Tetrll-ourpupils the story of the GunpowderPlot in L1 he-teachkey wordsin English:gunpowder,cellnr, +ng, etc Photocopythe worksheeton page162once.Usecorrection -luid to white out oneor two words in eachcaption Replacethemwith a line.Write the missingwordson the :lackboard,in alphabeticalorder.In this way,you can gaugedifficulty of the exerciseaccordingto the levelof -,-ourclass Photocopyyour amendedversionof the worksheetand eivea copyto eachpupil Readthe texts with the classand ask themto suggestwordsto fill in the gaps For the next lesson,makemorephotocopies of the s-orksheet, this time without alteringthe text Cut the *'orksheetsinto eight sections,so that all the picturesand all the captionsareseparate Handout the photocopies you havecut up Working individuallyor in pairs,pupils matchthe pictureswith the captions.Onceyou havecheckedthat answersarecorrect, pupilscanstick the picturesin their notebooks Discussfireworkfestivalsin your own country.Pupils couldmakea displayaboutsucha festival,with drawings and captions 161 ffiribi[BER Lz s a $a 78 e t0 lt 12 13 1415161718 lq zoef LLL3uzsun 282i30 The fifth of Novemberis an importantfestivalin Britain It's calledGuy Fawkes'Night.On Guy Fawkes'Night,peoplerememberthe year 1605 In November1605,somemenwantedto kill King James.Oneof thosqrqenwas Guy Fawkes H t c) H li F o Guy Fawkesput gunpowderin a cellarunderthe H (D- - a Oneof the mentold his brother-in-law:'Don't go to Palaceof Wesftninsteq in london Hewasgoingto kill the Palaceof Westminstertomorro'd/.'The brotherthe King andthe EnglishParliamenton 5th November in-lawwas suspicious.He told the Government c (tJ The King's soldiersfound Guy Fawkesin the cellar Every year in November,policeofficerssearchthe cellarsof the Palaceof Westminsterbeforethe He was arrested.Later,all the menwereexecuted becausethey wantedto kill the King Queencomes BeforeGuy Fawkes'Night,childrenmakea'guy' with old clothes.They collectmoneyin the street 162 Around 5th November,peoplemakebig bonfires They havepartiesand watchfireworks -lltnra;r' an incorrectsentenceabouteach ;ilr:::e Ask your friendsto write a correct iiffil:ence l There There are Lhree cqLs o\ Lhe chaLr He's fr'\ a li F E { There's She's It's 185 Whot did you on Mondoy? Monday clean go read swlm Tuesday fly lumD climb watch plav Wednesday eat draw ; listento 1S see run wash Thursday b Friday ; Saturday P t@ (Dv a ft () l- |t x has- had wash- washed see- saw is - was are - were play - played ask- asked eat - ate read- read swim- swam clean- cleaned have- had run - ran go - went listen- listened draw- drew 164 / Excellent!is o four-level PrimoryEnglish offersthe rightlevelof chollenge to hetp cou,rse.thot pupilsochievereolresults proctise Pupils throughtqsksthotrelote thefourskillsfromthebeg,inning poir-work to theirownlivesondstimulote mokeleorningmore Cleor octivities theirimoginations memoroble,ond colloborqtion in the clossroom encouroge The Teodrer'sGuide provides: lessonnotes,withtopescripts Cleor,step-by-step ond onswerkeys Lotsof id6osfor furtherprocticeoctivities Eightphotocopioble tests Photocopioble worksheets for usewiththe recommended FenguinYoungReoders Photocopioble worksheets on Britishfestivols Instructions for usingthe fsur clossroom postersond the floshcords Level2 includes: Pupils'Book Floshcords ActivityBook PosterPock TeodrersGuide ClossCossettes YoungReoders ThreeFenguin ore recommended withthislevel.Reoders ore'onideolwoyto boost reodingskillsondencourqge r,eoding for pleosure Ir ?+ LzmP " '1' # I SBN 0-58 2-7 - rf www.longrnan.com '7 8429 ... -.rEilorv 'i,range purple green doc cat ?mster i"h bird Poster The funfoir 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 4I 42 43 44 45 :TOUS€ :rnke -hicken 46 47 burger sausages fish chips pizza... lessonsprovidedby Excellent! is flexible The lessonnotesin this Teacher'sGuideinclude many ideasfor optional extra activities.Additionally, a pageof extra gamesand activities appearsin the Teacher'sGuideafter... Instructionsfor *:'r . .:?ilstersappearon pages9 12 0f this Teacher's Guide knguin Young Reqders ' : -:- :r::rend three PenguinYoungReadersfor use with :-: " : Level 2: Dick Whittington, and Anderella andAladdtn