English together teacher guide 2

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Diana Webster and Anne Worrall

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Pearson Education Limited Edinburgh Gate, Harlow Essex CM20 2JE, England

and Associated Companies throughout the world

www.longman.com

Longman Group UK Limited 1992

photocopying, recording, or otherwise, without the prior written permission of the Publishers First published 1992 Fifteenth impression 2006 ISBN-13; 978-0-582-02061-0 ISBN-10: 0-582-02061-1 Set in Adobe Melior 10/12pt Printed in Malaysia, PP Cuckoo! Video

If you have access to a video machine, we recommend the video Cuckoo! for language enrichment and extra practice Cuckoo! video cassette 2 can be used with English

‘Together 2 Select the unit which best meets the needs of your pupils - either to explore a related topic further or to practise language already covered in English Together 2 in

| New contexts

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Language syllabus Unit 1 6 REVISION Main teaching points that Past simple: regular verbs went then Rooms in a house What/Where did ? want to these those Did you/he/she/they ? didn't but Months

Asking and talking about height

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Course components

Pupils' Book

An 80-page, full-colour book presenting the main teaching material in the setting of a

haunted castle in Scotland — contains dialogues, partner and other language practice activities, games, songs, rhymes and Factfiles (see p.7) Action Book

A 64-page book containing written exercises and activities, listening tasks, surveys, puzzles and games, all designed to practise further what has been learned in the Pupils’ Book

Teacher's Guide

This gives clear, step by step Lesson Notes, tapescripts, extra games and activities, notes on classroom language, pronunciation and many other practical suggestions It also contains Tests of the language presented in the Pupils’ Book These can be given after every two units Classroom Cassettes

These contain recordings of the dialogues, interviews with English children, songs, rhymes, listening exercises and models for games and language practice activities ET Books

We strongly recommend that pupils create their own individual English Together (ET) Books in which they personalise the language they are learning and have the opportunity to develop their writing skills, following suggestions in the Pupils’ and Action Books (See p.8)

Organisation of the course

English Together Pupils’ Book 2 contains 15 units

Each unit is divided into 4 lessons with material for an optional fifth lesson (see below) The lessons are of approximately 50 minutes each * Lessons 1 and 2 in each unit contain the new langnage items * Lessuns 3 and 4 revise and develop this language

¢ After every two units there are two Factfile pages linked to the subject matter in the previous two units

* Units 6, 10 and 15 are devoted entirely to revision These units recycle the language learnt in the previous units and present it in

new contexts

The number of lessons provided by English Together Stage 2 is therefore flexible and can vary between 60 and 71, according to whether the Extra games and activities section at the end

of each unit in the Teacher's Guide is used as a

fifth lesson If a fifth lesson is not needed this section will act as a resource bank of ideas for spare moments or for revision

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Teaching Methods LISTEN AND LOOK READ ACT

Teaching procedures are repeated over the units, to give pupils and teacher the security of familiar patterns At the same time, considerable variety is provided within this framework In the left-hand column of the Pupils’ Book you will find key instructions for the teaching methods we recommend for each section Detailed explanations are provided in the Lesson Notes for units 1 and 2, but the aims and methods are described here in general

Main dialogue

* Play the cassette and let pupils look at the pictures at the same time Do not ask pupils to read at this stage, since the aim here is to encourage them to work out what is happening from the context Ask one or two simple questions in your own language (L1)

¢ Explain and repeat the new structures and vocabulary in the classroom Do not teach them thoroughly at this point, since there will be plenty of practice given later * Only after pupils have heard the words

and understood the text in general do they progress to reading This can be done either by using the cassette (1) or the teacher (2)

(1) Use the pause button to stop the cassette after each sentence Ask pupils to repeat each sentence Ask pupils to repeat each sentence after the cassette, either in chorus or individually (The advantage of the cassette is that pupils always have a native speaker as a model.)

(2) Ask pupils to repeat the sentences after you (The advantage of this method is that you have full control of the speed of the reading.)

* After this choral response, ask pupils to read in groups, each group taking the part of a character, and finally to read it with their partners, or in small groups, each

taking an individual part

* Acting is of course optional and will depend on the space and time available However, this age group usually enjoys the chance to act Pupils can read the parts from their books or they can be asked to memorise a part as homework (good

later lesson It is a good idea to save the acting for the fourth lesson as it is a good way of revising what has been taught in the unit

sounds!

puppets

Partner activities

For practical suggestions on choosing partners and gaining maximum benefit from this kind of activity, see the section on Organising Partnerwork on p.9

Practise and Ask and answer

These exercises usually consist of a model question and answer which pupils them practise with their partner

* Demonstrate by asking individual pupils the model question and prompting replies * Use a pair of pupils to demonstrate the

example again

* Ask pupils to take it in turns to ask each other the questions in the same way * Go round the class helping, offering

encouragement and correcting

pronunciation and other errors which can easily slip through unnoticed during choral repetition

Games

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These games are for use whenever you have a few minutes to spare at the end of a lesson or when quicker pupils finish their work ahead of others,

The games included in the course reflect the emphasis on developing cooperation amongst children and are mostly non- competitive They aim to give children language practice and a sense of achievement rather than a feeling of superiority Children test their skills against the clock, against chance or against their own best efforts, rather than against each other

* Look at the instructions and pictures about the game in the Pupils’ or Action Book Discuss them with pupils

* Ifa model dialogue is given on cassette, listen to it

* Demonstrate the game with a pupil in front of the class

* Ask pupils to play the game with their

partner

* Go round helping where necessary Do not worry too much if pupils use L1 from time to time during the playing of the game Make sure they have the language needed to play, and encourage them to use this at the appropriate time As they become more confident in English, their use of L1 will become less frequent

Listening tasks

There are two main types of listening comprehension: (1) specially written listening exercises, (2) real-life interviews with children The aim of the latter is for pupils to hear English spoken naturally by children of their own age

* If possible, listen to the cassette (or at least read the tapescript) before doing the exercise with your pupils, so that you will know what is coming

* Play the cassette through once for the pupils

* Play it again, pressing the pause button at the places marked // in the tapescript to allow pupils to do the task

* Play it once more for pupils to check their work

* Go through the answers with the class If there are a lot of mistakes, play the cassette again, pointing out their mistakes N.B If you begin the cassette with the counter on your recorder at 0000, then you can write down the counter number at

which the listening task begins Do this for each item of the book recorded on cassette, then you will always be able to find a particular place easily,

Factfiles

The aim of the Factfiles is to provide pupils with basic information and interesting facts on each subject, expressed in language which they can readily understand The Factfile texts are all recorded on cassette The material contained in the Factfiles can be used as a springboard for individual or class Projects,

The Factfiles can be used in a variety of

ways:

* They can provide the material for a complete, extra lesson This lesson can be entirely self-contained and may be introduced after the units with which it is associated, or at any point the teacher considers suitable,

* The Factfiles can be broken up into several parts and these used at appropriate points during the associated units, either to provide further information, to stimulate or develop interest, or simply to create

variety

* Pupils can listen to the recorded text of the Factfile at the end of a lesson and do the work connected with it for homework They can keep a special Project Book for this work, which they should be

encouraged to show to their parents The Lesson notes on the Factfiles offer some suggestions as to how they might be used and give additional information on some aspects of the subjects While it is obviously

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Action Book

Explanations of how to tackle the exercises in the Action Book are given at the appropriate point in the Lesson Notes

The instructions are kept as simple as possible and pupils should be able to read these for themselves Many of the exercises are suitable for homework and these are indicated in the Lesson Notes

Rhymes

The teaching of pronunciation in English Together is done mainly through rhymes and ‘silly sentences’ Rhymes are also excellent for teaching rhythm and stress Each rhyme concentrates on specific English sounds

Explain what the rhyme is about © Play the rhyme on cassette while pupils

listen

« Listen again and beat out the rhythm with the pupils

* Pupils listen and repeat, line by line, either after the cassette, or after you * Pupils say the whole rhyme with the

cassette Or you can assign different lines to different groups of pupils

cassette

Songs

Songs are a very enjoyable and effective way of repeating language patterns and practising pronunciation End your lessons with a song and send your pupils away happy!

* Check their general understanding of what the song is about

different groups

It doesn’t matter if you can’t sing very well - your voice will go in with the others The main thing is to be confident and to prompt your pupils with the words and rhythm If you like, you can say the words

rhythmically Or you can get one pupil who sings well to lead the singing But remember, the aim is enjoyment!

The English Together or ET Book

This book enables pupils to extend their writing practice beyond the exercises and activities included in the Action Book

The emphasis should be on the personal element; it is particular to one individual pupil and contains facts, opinions and information about him/her specifically Pupils should be encouraged to draw and stick pictures in it, devise their own versions of puzzles and games and generally to make the language contained in it interesting and meaningful to them

The ET Book should be an ordinary exercise book with ruled pages A margin should be drawn on the left hand side of each page for pupils to write down their own ‘personal’ vocabulary, i.e those words which they need for their own transfer work and which the teacher supplies on an individual basis (Pupils’ work should never be

restricted to the vocabulary presented in the coursebooks.)

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Organising Partnerwork

Since every lesson includes activities which involve pupils working together, it is essential to evolve a method of organising children into pairs which is quick, easy and above all fair It is advisable to change partners for each unit, to provide variety and to encourage children to get to know all their classmates, not just their personal friends

It is tempting for the teacher to devise ideal partnerships where bright pupils are paired with less able children, thereby creating a good teaching situation Although this may work for the occasional lesson, it is not wise to apply this strategy too often, as the brighter children may very well rebel, and the less able will become tired of always lagging behind their clever partners Often two less able pupils will work much better together as a pair, achieving far more than either would have achieved alone (Two heads are better than one)

Experience has proved that the best method of pairing children is to leave the choice of partners to chance This way pupils can see that it is perfectly fair, that everyone is treated the same, and that the teacher has no influence in the choice of partner, so protest is useless The pairing procedure itself can be used as a purposeful and

effective way of practising language items A selection of ways of choosing partners is given here The teacher should start each unit with this selection of partners, so that the pairs of children can sit together for the whole week without further disturbance If the teacher varies his/her methods for choosing pairs, the process will provide a useful exercise and will not become routine

Pairing activities

Picking the names out of a hat (for use right from the first lesson)

The teacher writes all the names of the pupils on slips of paper and for the first lesson she removes the names of the first half of the class and puts the rest in the hat The pupils in the first half of the class each pick a name out of the hat to be their partner For the next lesson the procedure is reversed with the second half of the class picking names out of the hat (It must be made absolutely clear from the very first lesson that there are to be no appeals against this

pairing If you allow just one exception, you will be plagued with appeals for ever!) Numbers

The teacher writes a selection of numbers between 10 and 100 in figures on slips of paper The number of papers should be half the number of pupils in the class Then the teacher writes the same numbers in words on another set of papers Pupils find their partners by matching the words and

numbers After Unit 7, larger numbers can be practised in this way

General vocabulary

The teacher draws (or cuts out of a magazine) small pictures of vocabulary the pupils have learnt The number of pictures needed is half the number of pupils in the class The pictures are then cut in two and the halves distributed around the class Pupils ask one another: P1: What's your picture? P2: It’s a dog P1: No, it’s a cat P2: Oh yes

P3: My picture's a cat You're my partner! Family (from Unit 2 onwards)

Half the pupils have papers with the words mother, father, aunt, uncle, cousin, grandma and grandpa (After Unit 10 great-

grandmother and great-grandfather can be used) The other half have papers with the definitions my mother's sister, my father’s sister, my mother’s father, etc They have to match the words with the correct definition Rooms (from Unit 3 onwards)

Pupils match items of furniture, etc with the rooms where they belong

Alphabet (from Unit 7 onwards)

Pupils match words with their first letters Jobs (from Unit 8 onwards)

Pupils find a partner who has the same job They ask:

P: Are you going to be a (doctor)?

Nationalities and countries (from Unit 12 onwards)

The names of countries are matched with nationality words, e.g France and French Pupils can ask:

P: Do you come from France? or P: Are you French?

Telling the time (from Unit 12 onwards) Pupils match the time on clock faces with the time in words/numbers

Animals (from Unit 13 onwards)

Pupils match pictures of animals with their

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Classroom language

The following is a selection of useful phrases that you could introduce into your lessons to accustom your pupils to hearing and understanding English Starting the lesson

Good morning (everyone) Good afternoon (everyone) Hello (everyone)

Who is away/absent today? Let's start!

Ending the lesson

That's all for now/for today Let's stop now

OK You can go now Put your books/things away See you on (day)

Have a nice weekend/holiday Goodbye

During the lesson Get out your books

Open your books at page (10) Turn to page (10)

Look at exercise 1 on page (10) Look at line 3/picture 3 Let's say it together All together! This row/group Your turn

Say it again (please)

The whole sentence, please Louder, please

Now you ask

Who knows the answer? In English, please What's in English?

What is the (L1) for ‘try’?

What is it in (L1)? Collect the books, please Give me your homework, please Give everyone one of these Reading

Can you read this/that? Anna, you read Beth Who can read this sentence? Go on, Sanchez

Say it after me

Writing

Write this/that in your ET books Copy this/that in your books Who wants to write that on the board?

How do you spell this/that? What's missing here? Is that right?

Acting Let’s act that You are Joe

Read Beth's part, Anna Who wants to be Emma? You can be the reader, Sanchez Come and stand here

Partners

You're Anna's partner Who's your partner? Has everyone got a partner? Work with your partner Sit back-to-back

Don't show your partner Change places (with Anna) Change your partner Games

Are you ready? Whose turn is it? Take it in turns You're next Start now Guess!

It's time to stop

Everyone stop now Have you finished? Who has finished? General Come here Go back to your place/desks Stand up (everyone) Sit down Hands up/down Hurry up Quick

Close the door, please Open the window, please Tum on/off the lights Come in Wait Just a minute Keeping order Quiet, please Stop talking/playing Sh! Don't do that, please Stop that Don't be silly

Give that to me, please Praise and encouragement Try (again) That's (much) better Good Fine Very good That's very nice

It’s all right - don’t worry Thanks and apologies

Thanks,

Thank you Sorry

Sorry I'm late Sorry? (=not hearing)

I'm sorry, I don’t understand

Pupils’ language

Here are some useful phrases you can encourage your pupils to say in English:

Me!

What page/exercise is it? What did you say? I don't know

I/We don't understand (this word) I/We've finished I/We haven't finished

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Unit 1 Lesson 1

Main teaching points Main revision Your pupils will

is/are * say where they were in the

was/were holidays

Where? Pronouns

New words New expressions Needs

winter in the country

Scotland in the holidays

train by the sea fun at home in the mountains PB 1:1 Listen and look PB 1:2 Introduction

* Ifyou have new children in your class, use them for revision: « Ifthere are children who have not done English Together 1: Holiday

House, go over quickly what happened (L1), the names of the characters, etc (Four children, Al, Beth, Emma and Joe met when they were all spending part of their holidays at Holiday House in Britain This was a place where they could do all kinds of exciting things ~ they went camping and canoeing, made rafts and raced them on the river and had lots of fun The leader of their group was Tanya, who had a dog called Maggie They all became great friends.)

T: What's your name? How old are you? How many brothers and sisters have you got?

Happy holidays

* Use the big picture for revision of the present tense of to be:

¢ Explain that the children are going to Scotland Use the Factfile map on page 12 and the map on page 10 to show that Scotland is in the north of Britain Al's uncle lives there and they are going to visit him They are looking at photos and talking about the summer holidays

* Play the cassette while your pupils listen and look * Ask general comprehension questions (L1):

Use the answers and the pictures to teach the new words * Play the cassette again and ask the pupils to repeat

* Ask some story prediction questions (L1): What kind of place do you think Al’s uncle lives in? What might the children do in Scotland?

T: Who's this? How old is he/she? Is Al Emma's brother? Is his hair straight? What's this? (A hamburger, etc.) T: Where are the children now? Where was Al in the summer holidays?

Where were they?

* Play the cassette with the model dialogue

* Ask some pupils similar questions about Joe and Beth

« In pairs, pupils take it in turns to ask each other the questions

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AB 1:A_ © Divide the class into groups of six or let the pupils ask who they want The pupils take it in turns to ask questions and fill in the charts in their books

* This can be extended into a blackboard survey Write headings on the board (by the sea/at home ) Ask the pupils to read out the

results of the survey: P: Elena was at home Alex was in the mountains

Put a mark under the headings each time Ask: T: How many were at home?

* Pupils write in their ET books about the six pupils in their survey This can be done as homework

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Unit 1 Lesson 2

Present continuous ¢ talk about what people are doing

fish windsurf

PB 1:1 © Use the pictures on pages 4 and 5 again to remind pupils of the T: What are the children present continuous tense: doing in picture 1?

P: They're sitting in a train/looking at photos

pB 1:3 Joe's holiday photos

Listen ¢ Explain that Joe is showing his family the slides he took in the and look — summer holidays Play the cassette while the pupils look and listen

Read Ask the pupils to read the text aloud

pB 1:4 Questions

Ask and © In pairs, the pupils take it in turns to ask and answer the questions answer ¢ The pupils write the answers to the questions in their ET books

AB 1:B_ ¢ Explain that the words in the sentences have been put in the wrong

order Pupils sort them out and write them correctly

* This can be extended by asking the pupils to write similar sentences on a piece of paper They then cut the sentence into pieces, mix them up and give them to their partners to sort out Pairs can then

exchange mixed up sentences

pp 1:5 What are you doing?

¢ Explain that the children are playing a miming game * Play the example dialogue on the cassette

* Play the miming game with the class, first with single pupils and

then with pairs (so that you can comment): T: Yes, he/she is dancing/

draw, fish, windsurf, wash clothes/hair/dishes, clean a room

Key PB1:4 AB 1:B

1 She is fishing 1 Emma is wearing a T-shirt 2 They are windsurfing 2 The cat is eating a fish

3 (She has got) a fish 3 Aland Beth are feeding the horses 4 They are making a house in a tree 4 A bird is sitting on a house 5 They are in the house 5 A spider is running under a table,

6 A bear is climbing a tree

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Unit 1 Lesson 3

Main teaching points Main revision Your pupils will Colours * talk about clothes

Numbers Clothes

Coloured pens or crayons PB 1:1 AB 1:C AB1:D

* Look at the big picture again This time revise colours and clothes by

asking about the children’s clothes: T: What is Beth wearing? What colour is Joe's * ‘Ask about pupils’ clothes sweater? Is his sweater

blue?

Play a game

* Aska pair of pupils to come to the front and stand back-to-back Ask

Pupil A what B is wearing: T: Is B wearing a T-shirt? A: Yes

+ Repeat with a second pair, but this time tell the pupils to ask each T: What colour is it?

other the questions Write a model dialogue on the board first, e.g A: Am I wearing jeans?

B: No, you're wearing trousers A: What colour are they?

¢ Pupils sit or stand back-to-back in pairs and ask each other about their clothes

* Revise numbers with the class:

* Pupils count round the class up to 100 (or more)

© Divide the class into two teams One pupil from each team comes out to the front Give each pupil a piece of chalk You call out a number The pupils must write the numbers (in figures) on the board The pupil to write the number first scores a point for the

team

* This game can be made more difficult by asking the pupils to write the numbers in words The pupils colour the colour words and write the numbers in figures in the boxes Listening comprehension

« Explain that the pupils will hear Emma talking about her holiday photos The pictures are not in the right order and the pupils must listen and write the correct number on the pictures Let them look at the pictures first

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* Check the exercise then play the cassette again

* Ask the pupils to pretend they are Emma and describe the photos AB 1:D Tapescript Emma: In the holiday my family and I were by the sea Here are my holiday photos

1 It’s hot and sunny My mother and father are sitting on the beach They're eating ice creams

2 This is my little sister She isn’t swimming - she’s afraid of the sea

3 We're playing football on the beach

4 The ball is in the sea My father is swimming He can swim well

5 It’s my sister's birthday She has got a bike It was a present from our Mum and Dad She’s very happy in this picture 6 My sister is sitting on the bike My father is holding the bike

and running

7 Oh dear This photo is no good It's black Sorry!

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Unit 1 Lesson 4

Main teaching points Main revision Your pupils will Present simple * talk about themselves Questions and their families

love holiday time

lots of

I hope they never end

pp1:1 Happy holidays

Read © Play the dialogue on the cassette again to remind pupils of the story Then ask pupils to read the dialogue in groups of five, each taking one part, (Al, Beth, Joe, Emma and the narrator)

Act s One group can come to the front of the class and act the scene

pB1:6 I love holidays

Song © Play and teach the song (See page 8 for suggested procedure.)

* Practise How old are you? round the class in a chain: A (to B): How old are you? * Divide the class into groups of four Tell them to find out how many B: I'm nine, (to C): How

brothers and sisters pupils have got in each group Write on the board old are you? as models: Have you got a brother/sister? How many brothers have

you got? I've got two brothers

* Ask each group: T: How many brothers/

brothers and sisters the pupils in the class have got group? AB 1:E © Pupils write the answers to the questions in their Action Books You

should write clothes words on the blackboard for help in answering question 6

* In pairs, they ask their partners the same questions and write the answers in their ET books (question 6 can be left out) - and then draw their partners!

pB1:6 I love holidays

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Extra games and activities

Holiday photos

® To revise wds/were

* Ask your pupils to bring a holiday photo to the class Pupils hold up the photos and say where they were:

¢ Extend this by next asking the pupils if they can remember where the other pupils were in the summer holidays:

3 I was by the sea ': Where was Elena?

She was by the sea : Were you by the sea, Elena? No, I was at home Y Se Draw and colour * To revise colours

¢ The pupils draw and colour in their ET books Tell them what to

draw: T: Draw a butterfly Colour

it yellow and black Draw a snake Colour it green and red

Game: Fizz-buzz © To revise numbers

¢ The pupils count round the class, but every time they come to a 5 or a multiple of 5, they say buzz instead:

After a while make it more complicated by asking them to say fizz instead of 3 or multiples of 3, as well as buzz: ++ buzz fizz 7 fizz buzz 11 Complete the word ¢ To revise vocabulary

s Write words on the board with gaps for the vowels, e.g h-rs-, sn-k-, or with gaps for the consonants, e.g -e-, - -ue * Give clues if necessary:

* Pupils take it in turns to fill in the letters, either on the board or in their ET books

This can be played as a team game

T: It’s an animal/colour

Drawing in the air

¢ Explain to the class that you are going to draw something in the air with your finger They must watch carefully and guess what it is:

Ask pupils to play the game with their partners T: What am I drawing? P: Are you drawing a fish?

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Unit 2 Lesson 1

that this * talk about other relatives

Possessive 's Family have got

castle cousin Come in uncle aunt Wait and see!

pp 2:1 Cliff Castle

Listen * Explain (L1) that there are a lot of castles in Scotland and Al's uncle and look lives in one The children are going to meet him Who else lives in

the castle? Play the cassette while your pupils listen

* Ask comprehension questions (L1): Who else lives in the castle? What else is there in it? Use the answers to teach the new words © Ask prediction questions (L1): Do you think there's a ghost? Are the

children going to see it? What else do you think might happen? Say: T: Wait and see! * Follow with some questions in English: T: How old is Tammy?

(nearly four)

What has she got? (a cat) What's her cat's name? (Cleo)

* Teach that in contrast to this: T: (holding up a book)

Aft h 7 ụ What's this?

fer a few questions, tell a pupil to ask the questions P: (It’s) a book © Play the cassette again, pausing for the pupils to repeat eee Read * The pupils read the dialogue in pairs or groups of five T: (pointing to desk) What's that?

P; (It’s) a desk

T: Yes This is a book and that’s a desk

pp 2:2 Who's that?

© Say that the children are looking at family portraits in the castle Listen © Play the cassette Pupils repeat the new words and the dialogue Ask and © Pupils take it in turns to ask and answer with their partners

answer * Pupils write in their ET books about their families Write a model on the board (I have got a grandma and a grandpa I have got an uncle, an aunt and four cousins.)

AB2:A © Pupils fill in the gaps Key AB2:A

1 Who's this? 3 What's this? 5 Isthis your book? © 7 That's my school 4 What's that? 6 Is that your bike?

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Unit 2 Lesson 2

Present simple * talk about where they live her/his

New words Needs

England wall Ireland door Wales window live TV PB2:3 Al’s cousins Listen Say Ask and AB 2:B

* Use the map to teach England, Ireland and Wales

* Explain to the pupils that they will hear about Al's cousins and where they live (teach live)

* Play the first part of the cassette up to the dialogue between Beth and Al, and then play it again with the pupils repeating

* Play the dialogue

* Ask the pupils about picture 1, using the dialogue as a model * In pairs, pupils ask each other about the other pictures

* Tell the pupils to imagine you have just met them and you don’t know anything about them Ask them about themselves and their families:

: Where do you live? In Bologna : Where's that? In Italy Where does your aunt live? Ba P: T:

* Revise the imperative and practise verbs, parts of the body and your by playing ‘Simon says’ Call out commands:

Pupils must perform the action if the words ‘Simon says’ are used, but not otherwise They are allowed a limited number of mistakes before they are out of the game A pupil can also give the commands

T: Simon says ‘Put your

hands on your heads’ Touch your toes Simon says ‘stand up’

Use your classroom to teach door, window, wall and to remind the pupils of other words like picture, chair, table

* Remind pupils of the simple present endings (I like/he/she likes/ they like) before they do the exercise

* Pupils fill in the gaps Check the exercise and ask questions: * Ask your pupils to draw a picture of one ghost or the two ghosts

doing something and to write underneath what is happening Pupils then read about their ghost(s) This can also be homework

T: Picture 3 What does the white ghost do?

Does the black ghost draw pictures?

Key AB 2:B

1 Every day the two ghosts dance 2 And they sing

3 The white ghost opens doors 4 The black ghost closes windows

5 The ghosts sit in chairs and read books, 6 The white ghost writes on the wall 7 The black ghost draws pictures

8 And at twelve o'clock the two ghosts watch TV

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Unit 2 Lesson 3

Main teaching points Main revision Your pupils will Days of the week * describe people Descriptions of people

has got

alone have fun Coloured crayons or pencils

AB2:c Rhyme: On Monday

* Ask: T: What day is it today?

* Ask the pupils to name the days of the week round the class od P: (it's Tuesday), « T: What day was it * Play and teach the rhyme, (see page 8 for suggested procedure)

Remind the pupils that days are always written with a capital letter “Ps (Monday) yostarday? * Play a game to revise he/she has got and personal descriptions Tell

the pupils you are going to think of one of them They must guess who it is by asking questions You can only say Yes or No Write

some model questions on the board first P: Is ita boy?

5 n , A T: No

When a pupil guesses the name correctly, he/she then thinks of P: Has she got brown hair?

another pupil TY : Yes

P: Is she wearing a white T-shirt? AB 2:D AB 2:E Listening comprehension

« Explain that the pupils are going to hear one of the three portraits being described Which one is it? They must tick the correct picture * Let the pupils look at the three portraits, then play the cassette * Check the exercise Then ask the pupils to describe the other two

portraits This can be done orally or they can write in their ET books * Ask the pupils to draw and colour a new family portrait in their ET

books and write a description under it This can be done as homework

Pupils write the questions and then ask four other pupils about their relations

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Unit 2 Lesson 4

: How many? * describe a room

There is/are/was/were ¢ write a letter to a penfriend in/on/under

Furniture can (ability)

bat Yours, (letter ending) Coloured crayons or pencils

pp 2:1 Cliff Castle

Read ¢ Play the dialogue on the cassette to remind pupils of the story Then ask pupils to read the dialogue in groups of six, each taking a part, (Al, Beth, Emma, Joe, Uncle Colin and the narrator)

Act »* One group can come to the front and act the story Don’t forget to ask two other pupils to be the cat and the ghost!

© Use the drawings and descriptions the pupils did in their ET books in Unit 2 exercise 3 for pairwork Partners hide their drawings from each other Partner A reads out his/her description to partner B Partner B tries to draw and colour the same portrait

pB 2:4 How many bats?

* Teach bat and remind your pupils of the prepositions in, on and under by putting a pencil in, on and under your desk, asking: Look Pupils look at the picture and say where they can find the bats and

Say _ spiders and how many they can see, using the model as a guide Ask and = Explain that the pupils will now work as partners to see how much

answer —_ they remember about the picture Partner A closes the book and partner B asks questions about the picture Then they change over Play the cassette as a model

T: Where's my pencil? P: It's on your/the desk

AB 2:F Ask pupils to look at the photo of Mitsuko and tell you how old they think she is, where she lives, etc

* Ask pupils to read the letter aloud Ask questions about it: ’; Where does Mitsuko live? How old is she?

How many brothers and sisters has she got? How old are they? Does she like animals? What is her pet? What can she do?

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® Revise can by asking the cÌass questions: T: Can you swim well?

* The pupils write a letter in their ET books about themselves in reply 7 res fi seit

to Mitsuko’s This can be done as homework P: I can swim 100 metres ea anwar T: Who else can swim 100

metres? Who can jump/play football well?

Extra games and activities grander = grandfather

A family tree

* Pupils draw a family tree (draw an example on the board)

They then write the names of their family members (aunt, grandpa,

etc.) in the appropriate places me brother sister

Kim’s game

* To revise there was/were and in/on/under

© Puta number of small objects on a tray (a book, pens, a rubber etc.) Some can be in, on or under other objects Let the pupils look for a short while, then cover the tray with a cloth and remove some objects or change their position Show the pupils the tray again and ask them to say what has changed Tell them to use There was/were,

Write model sentences on the board Ask: T: What's different? P1: There was a rubber on

the book

P2: There were two pens

Information gap exercise

Where do you live? How old are you? What can you do well?

The pupils write imaginary answers to the questions They must come from one of the towns mentioned in the Pupils’ Book on page 10 and their age must be under twenty)

* In pairs (or groups) Partner A then tries to find out about B by asking

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Coffee-pots

® To revise the present simple

* Puta list of verbs - ask for suggestions — on the board One pupil thinks of a verb but does not say what it is The other pupils have to try and guess what the verb is by asking questions, using the word

coffee-pot instead of the verb: Pai Do yourcofise-pot bvety day? Tip If you have an overhead projector, write a list of verbs that the P2: No

children know and add to it as they learn more You can then quickly P1: Do you coffee-pot at use it as a reminder when they are playing games, etc You can also do home?

the same with groups of words: Food, Furniture, Clothes etc P2: Yes

Factfile Scotland

Britain, also called the United Kingdom, includes the province of Northern Ireland, but not the rest of Ireland, which is a separate republic ~ Eire

English is spoken throughout Britain Some people in Wales speak Welsh as their first language, a few in Scotland speak Gaelic and a few in Ireland a different form of Gaelic

The capital city of Scotland is Edinburgh The thistle is the country’s emblem

possible, but in L1 if necessary Talk about the man’s costume The kilt is worn by both men and women It is made of tartan, a colourful checked material There are many different tartans belonging to the different families in Scotland Pupils can design a tartan for their own family, similar to the ones illustrated

* Ask pupils to imagine that they are writing a description of their own country for someone who has never been there Ask questions

(L1): Why would someone wish to visit your country? What

interesting things are there? Do you have a national costume? Do you have national songs and dances? Do you have a national emblem? © Play the cassette while pupils look at the pictures and follow the text

on page 13 The Loch Ness monster still remains a mystery, despite many attempts to locate and film it This is mainly due to the fact that the loch is extremely deep and the waters too dark for underwater photography A new investigation of the loch is being made at the moment

* Ask pupils to Jook at the picture of the plesiosaur and the photo of the monster and decide whether they think it could be the same creature If not, what is different? If pupils know of any other dinosaurs, they can say whether they think the monster resembles any of them - diplodocus, perhaps?

« Ask pupils to imagine they are by Loch Ness when the monster appears With their partner they can write and dramatise a scene, then act it out for the class

Pupils can draw posters of the monster, with descriptions underneath These can form a wall display in the classroom

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Unit 3 Lesson 1

Past simple: regular verbs + went learn to talk about things in the

then past

New words

living room music press button key(oncomputer) giant computer want bookshelf goin secret happen

PB 3:1 The secret room

Introduce the regular past + went Say: T: Open your books (pupils do so) You opened your books Close your books You closed your books Go to the door, John (pupil does so) Open the door Close the door John went to the door He opened it He closed it

© Use this example to explain the regular past endings, open-ed close-d Write these on the board Add that there are some words that have special ways of saying the past Give examples: is - was, are - were, go - went They will learn these gradually

« Explain that Cliff Castle is very old It has many secrets in it Today the children are going to discover one of the secrets What do the

pupils think it is going to be? Say: T: Wait and see!

Listen © Play the cassette while the pupils listen

and look + Ask general comprehension questions (L1) and teach the new words * Ask prediction questions (L1): What do you think is going to happen?

* Ask your class about computers: T: Who has got a computer at home?

Read Play the cassette again The pupils read and repeat P: We've got a computer « Ask prediction questions (L1): What will happen next? T: Is it your computer?

P: No, it’s my father's T: Is ita giant computer?

pp 3:2 What happened?

¢ Explain the word happen

Listen © Play the cassette with the model question and answer Pupils repeat Ask and ¢ Ask about the other pictures in the same way Then the pupils ask

answer —_and answer in pairs

AB 3:A_ © Teach listen to music and then

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Unit 3 Lesson 2

Main teaching points Main revision Your pupils will Rooms in a house How many? « describe their house Present continuous Present simple Past simple: regular verbs

New words New expressions

kitchen toilet stairs | What is it like? dining room bathroom upstairs/downstairs In the town

bedroom hall flat

pp 3:3 Rooms in Cliff Castle

« Explain that the picture shows the rooms in the front part of the castle

Listen Play the cassette introducing the names of the rooms Pupils repeat

and look = * Ask questions about the rooms: T: Where's the living room? Read Practise AB 3:B PB 3:4 Listen Say Ask and answer P: (pointing) Here

Tip _ If you can make an overhead transparency of this page, youcan 7 Boint to a bedroom

ask pupils to come up and point to the rooms on it If not, you and the pupils hold up your books and point

* Pupils read the questions below the pictures and count the bedrooms and toilets You can ask them the questions or they can take it in turns to ask and answer in pairs * This exercise contrasts the present continuous tense with the past simple * Ask what is happening in the pictures: T: What is happening in picture 1? P: Cleo is opening the cupboard

* Pupils read the sentences and then put them in the correct order * Pupils read the story aloud in the correct order

* Check the exercise and ask the pupils to read the story aloud in the

past tense

Where do you live?

* Contrast and teach in the town/country © Play the cassette while your pupils listen

Play the cassette again The pupils repeat

Ask one or two pupils the same questions Then put the pupils in pairs and let the partners ask each other

Pupils draw a plan of their home in their ET books and label the rooms This can be done as homework

-

Key PB3:3 AB3:B

You can see sixteen rooms There are Cleo opened the cupboard Then she went in The door closed six bedrooms and two toilets (as well Cleo miaowed Emma opened the door Cleo was happy

as three bathrooms)

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Unit 3 Lesson 3 Main teaching points Main revision Your pupils will Rooms in a house Where .? was/were

AB3:c Listening comprehension PB 3:5 AB 3:D Listen Ask and answer

* Play the cassette again The pupils draw the lines Pause the cassette at the places marked //

* Check the exercise then ask the pupils to say where the ghost went

Play a game

* Look at page 12 in the Action Book The pupils draw the animals and insects in the rooms on the page without showing their partners The animals can be in any room they choose

* Explain that they are going to test each other's memory by showing their page to their partner, then hiding it and asking questions to see if the partner remembers where the animals were in the picture * Play the cassette with the example dialogue Pupils repeat

* Partner A shows the page to B (say when the time is up) A hides the page and asks the questions Then it is B’s turn

* After the game has been played, ask the pupils about their pictures: T: Where were your spiders, Sam?

P: (They were) In the hall

Key

Then it went into the kitchen a tall Then it went into the hall and up the No, not in the dining room It went up the stairs and up and into Beth’s You are silly, Joe There isn’t a ghost! Then it went down the stairs again and down and HERE, into the living : Oh, no, Joe It wasn’t here! Here in the AB 3:C Tapescript

Joe: Yesterday night I saw a ghost! Joe:

All: No! white ghost in the kitchen //

Joe: Yes, I saw a ghost It was in our

bedroom, Al stairs

Emma: What was it like? Al: Was it in the dining room? Joe: Itwas a tall, white ghost It was in Joe:

our bedroom // Then it went into the

bathroom bedroom //

Beth: The bathroom? Beth: Joe: Yes, into the bathroom // Then into joe:

our bedroom again

Al: There wasn’t a ghost in our bedroom! room Joe: Yes, there was I saw it You were Emma:

asleep // living-room?!

Then it went down the stairs down Joe: —_Yes I saw it here! // the stairs and into the hall //I went Emma: And then?

down the stairs and into the hall, too Joe:

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Emma: Ob no, Joe! It wasn’t in my room Joe: Yes, it’s all right, Emma I'm only Don’t say that! I’m afraid // joking There isn’t a ghost in the Beth: Don’t listen, Emma Joe’s only castle Is there? //

joking - aren't you, Joe? Unit 3 Lesson 4

Main teaching points There was New words Main revision Prepositions

Rooms in a house Your pupils will

New expressions Needs

PB 3:1 The secret room

Read © Play the dialogue on the cassette again to remind pupils of the story Then ask pupils to read the dialogue in groups of three One pupil is the narrator, the others are Beth and Joe

Act © One group acts out the story for the class

« Remind pupils of the prepositions in/on/under by playing a drawing

game The pupils draw what you tell them Keep the objects simple: T: Draw a tree draw a

Thi lao be tt b car under the tree

* This game can also be played on the board as a team game atéagr bind in tha tree + draw a cat on the car AB 3:E © Pupils look at the picture and answer the question for each animal

AB 3:F

* Check the exercise and read the answers aloud

* To revise there was and plurals, play a chain memory game The pupils have to say what there was in the castle, increasing the

number of objects by one each time: P1:; There was a ghost in the castle

P2: There was a ghost and two dogs in the castle P3: There was a ghost, two

dogs and three bats in the castle

Pupils must find and write down the words hidden in the puzzle This can also be done as homework

Key AB 3:E

Number 1 was a dog It was in the house Number 2 was a frog It was on the boat Number 3 was a cat It was under the car Number 4 was a rabbit It was under the boat Number 5 was a bird It was on the car

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AB3:F kitchen living room bedroom hall bathroom toilet dining room Extra games and activities

What's in the rooms?

* To revise vocabulary

* Write the names of the rooms in a house as headings on the board The pupils must write down as many words as they can that they

would find in each of these rooms, e.g KITCHEN - plate Ask: T: What can you find in a The pupils can do this in their ET books or it can be played as a team kitchen?

game, a pupil from each team coming up and writing a.word under a particular heading Points are scored for the first correct word

Lost Property Office

* To revise colours, questions and polite phrase Write this dialogue on the board and practi:

Excuse me, have you got my bag? What's your bag like?

It's a big, red bag

A big, red bag Is this your bag? Yes That's my bag

Here you are : _ Thank you

Pupils then take it in turns to be at the lost property office and to be customers Provide objects to be ‘found’ - bags, books, pens, etc

>E>b>bg>bw>

Question noughts and crosses

* To revise present simple questions

* Write the following in squares on the board: Who? Where? | What? How many? Is? Are? Do? Does? Can?

* Divide the class into two - the noughts (0) and the crosses (X) Each team takes it in turn to ask a question, beginning with one of the words in the squares It must be a new word each time If the question is correct, they score a nought or a cross in the square

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Unit 4 Lesson 1

What/where did .? What do/does .? * talk about what they want to do want to

type planet circle Just a minute space pick up do new spaceship pp 4:1 The computer * Ask the class what happened in Unit 3 Try to elicit the whole story: T: What happened in Unit 8 đồn 3?

Listen ¢ Play the cassette while your pupils listen 3 and look = Ask general questions (L1) and teach the new words 7 He pad Bau were in the living room then

© Play the cassette again The pupils repeat what happened? Ask prediction questions (L1): What will happen? Will they find a + What happened then? new planet? What will it be like? Lets li et's listen!

pB 4:2 What do they want to do?

AB 4:A

® Explain want to and use the pictures to ask the pupils questions: Partners ask each other about the pictures (in a different order)

’; Picture 1 What do they want to do?

: They want to fish : Look at picture 2 What

does she want to do? She wants to swim

Listening comprehension

Explain that the pupils are going to hear a conversation between some children who are trying to decide what to do in the evening The pupils must listen and tick what each of the children want to do

Check the exercise and ask questions:

¢ The pupils write in their ET books about what each child wants to do, using the model This can be done as homework

* Ask pupils about themselves:

: What does Tom want to do? Does Sara want to play football? + What do you want to do today, Carlo? Key PB4:2

1 They want to fish 2 She wants to swim

3 He wants to read (a book)

4 They want to ride (a horse)

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AB4:A

Sara wants to listen to music Tom wants to play football Tony wants to watch a video

Maria wants to play a computer game Tapescript

Maria: What do you want to do, Sara?

Sara: I want to listen to music I've got a new cassette // Who wants to listen to music with me? Do you, Tom?

Tom: No, thanks I don’t like your new cassette I want to play football // Come and play football with me, Tony Tony: No, I want to watch a video

Tom: Have you got a video?

Tony: Yes I've got this - The Secret Cave

Tom: No, | don't want to watch that, Tony It’s silly Maria: Yes, it’s awful You don’t want to watch that Tony: Yes, 1 do //

Tom: Well, what do you want to do, Maria? //

Maria: Well, I don’t want to listen to music like Sara and I don’t want to play football and I don’t want to watch Tony's silly video I know! I want to play a computer game Who's going to play a computer game with me? //

Tom: Not me! Come on, Tony - come and play football Tony: Well

Mother: Children! It’s time you went to bed! All: Oh Mum!

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Unit 4 Lesson 2

What/Where did ? Past simple holidays again Family New words New expressions Needs seatbelt ps 4:3 What's this? /What are these? Listen Practise AB 4:B PB 4:4 Listen and look Listen Ask and answer

* Teach these in contrast to this by using objects in the classroom: T: (picking up a rubber) "s this?

Extend to What colour is this/are these? Are these your books, Mary? p cee

« Explain that the children are asking about the things in the T1 (picking up nie pencils)

spaceship What are these?

* Play the cassette The pupils repeat P: (They're) pencils * The pupils use the pictures to practise with their partners

* Use the picture of the room in the castle on page 11 in the Pupils’

Book to practise this/these and revise vocabulary: T: What are these? (bats, spiders, chairs, pictures) What's this? (a door, a bed)

What did they do?

© The pictures show what people did in Cliff Castle during the week © Play the cassette as far as the model dialogue The pupils listen « Explain that the pupils must try and remember what each person did

and on what day Let them look at the pictures for a while * Play the model dialogue on the cassette The pupils repeat

* Ask questions about the other pictures, using the model as a guide * Put the pupils into pairs Partner A closes the book and B asks three

questions Then they change roles

* Ask about what the pupils did in the holidays, using PB 1:1 as a

reference: T: Where did you go in the

sử : n summer holidays?

necessary, you can teach some irregular past tenses like swam, Ps:1 want to the mountain’

mead) ete T: What did you do in the

mountains? P: 1 walked/climbed

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Unit 4 Lesson 3 Main teaching points Main revision Your pupils will What did ? Past simple New words New expressions Needs wrote saw chose ran stood PB 4:4» Remind pupils of What did ? by asking a few questions about the AB 4:C PB 4:5 Song AB 4:D pictures on page 20 * Write on the board:

listen to the cassette choose words look at pictures write in the ET books

Ask: T: What did we do

yesterday/on Monday? (whenever the last English lesson was held) * Elicit the past tense listened and looked and write them on the

board Teach chose, wrote and stood

* Pupils complete the questions

* Check the exercise and ask the pupils to read the questions and answers aloud (in pairs or as a class)

On the way to school

This is an action song The pupils use their hands and fingers to imitate the actions

+ Play and teach the song,

* The pupils can sing their verse in the ‘music only’ section of the

song

Key What did Beth press? What did she type?

What game did she choose? What did she do then?

Where did the children stand? What did Beth do/press then? 7 Where were they?

AB 4:D

The odd words out are: Tuesday planet shoe short rice

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Unit 4 Lesson 4

Main teaching points Main revision Your pupils will Past simple * practise pronunciation Do/Does/Did * say what they did Present simple yesterday

go into about

PB 4:1 The computer

Read « Play the dialogue on the cassette again to remind pupils of the story Then ask pupils to read it in groups of five (Beth, Joe, the narrator, Tammy and Cleo)

Act ¢ The pupils act the story

computer game

* Correct the exercise and then ask pupils to tell the story

pp 4:6 Zog the frog

Listen ¢ This rhyme practises the sounds /o/, /g/ and /k/

AB 4:F ¢ Remind the pupils of Do/Does ? by asking some questions: T: Do you like ice cream, im?

Suitable subjects are food, animals, etc P: im

* Pupils complete the sentences in their Action Books and write the ñ T: Does he like ice cream, +e ee

answer to the last question Sara?

* Check the exercise ‘

* Ask pupils what they did yesterday and then ask them to read the

questions and answers aloud: T: What did you do ? Note This exercise should show you if the pupils need extra practice yesterday, Carlos? with certain question forms

AB 4:¢ Reading comprehension

Pupils read the texts and write the correct numbers on the videos They also have to make up a name for video Number 3 This can be done as homework

* Check the exercise and ask pupils to read the texts aloud

Key AB4E

I went into the castle T opened a door I went into a room I looked at the table I closed the door I opened a box I picked up a key I went down the stairs I picked up a ring

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AB4F AB4G

1 Does Emma like horses? The correct order of the videos is 3 12 2 What does Beth like?

3 What did Beth do yesterday? 4 Where did Beth, Joe and Tammy go? 5 What did you do yesterday?

Extra games and activities

AB 4:G

What did you do on Monday?

* To revise the past simple, verbs and days of the week

Pupils write down one thing they did on Monday If you have a list of verbs on the overhead projector, mark the regular verbs and those whose irregular form they know Otherwise, write a short list on the board

* Divide the pupils into pairs Partner A has to find out what B did by

asking questions: A: Did you clean your ? The pupils count how many questions they had to ask before mom guessing correctly * Afterwards, ask the pupils to read out what their partner did Chain game

* To revise the past simple and then

increasing the list by one action each time: P1: Yesterday I cleaned my room P2: Yesterday I cleaned my room Then I washed the dishes P3: Yesterday I cleaned my room Then I washed the dishes Then I

« Ask your pupils in pairs to write a conversation for the beginning of one of the video stories on page 17 Pupils read them out to the class ‘Three are chosen for the pupils to act out

Mime and guess

© Divide the class into teams One member from each team comes up to you and you whisper the name of an animal, object, , etc The team members then go back to their teams and mime it; the other team members guess what it is by asking Is it .?

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Factfile Astronauts and space

The Space Age started in 1957 when the Russians launched the first satellite, Sputnik 1, into orbit around the earth It was in the same year that Laika, the Russian dog, also went into orbit In 1959 the Americans sent two monkeys into space

Yuri Gagarin, the first astronaut, went into space in 1961 The first woman astronaut was Valentina Tereshkova in 1963 Neil Armstrong and his team of American astronauts landed on the moon in 1969 and sent back the first pictures of the moon’s surface Now there are space stations in orbit and space shuttles which can fly into space and return like aircraft There have been unmanned landings on Mars and Venus and spacecraft have filmed Jupiter, Saturn and Neptune

The spacecraft Voyager II set off on a journey to space to collect information about the universe It has already sent back wonderful pictures of Jupiter, Saturn, Uranus, (which it passed in 1986) and Neptune (which it passed in 1989) Now it is on its way to Outer Space and will never return to earth In case it meets another form of

intelligent life it carries a message to other worlds and a collection of things from the earth, which might help another planet to understand our world There's a picture of a man and a woman, a cassette of music and people talking and many other things

« Read through the Space Quiz with the class and see how many of the questions they can answer Then listen to the cassette while pupils follow in their books Talk about the first space flights (L1) and how it must have felt to go into space, not knowing what they would find, what effect being in space would have on them or if they would ever get back to earth

on page 23 Talk about the problems of living in a spaceship:

Conditions are very cramped The lack of gravity makes everyone and everything weightless Everything which is not held down in some way floats around Ask pupils to imagine the difficulties of performing everyday functions in these conditions - how do you clean your teeth? go to the toilet? drink coffee? Pupils can describe a day in a spaceship

¢ NASA held a competition for schoolchildren to think up a scientific experiment which they would like done in space The winner was a child who thought of sending a spider into space to see how it would react to the lack of gravity Ask pupils to think of something they would like done in space

* Ask pupils to design and draw their own spaceship

¢ Pupils can imagine they are going on the first manned flight to one of the outer planets What do they think they might find? Ask them to describe their first view of the planet

* Pupils imagine they are sending a spacecraft into Outer Space What things from our world would they put in it to help another planet understand our world?

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Unit 5 Lesson 1 Main teaching points Main revision Your pupils will those that Did you .?

New words Needs

out of Africa satellite hand land (v) a map of the world world India suddenly rainbow flower

Earth Australia beautiful round (prep) mushroom

pp 5:1 The new planet

* Ask some questions (L1): Where do you think they're going to go? ant Beth do? Are they going to find a new planet? What do you think it's going to ‘

be like? Then say: T: Wait and see! Let's

Listen ¢ Play the cassette while the pupils listen and look at the picture listen and look « Ask general comprehension questions (L1) and teach the new words

It would help to have a map of the world

* Ask some prediction questions (L1): Where do you think Cleo is?

What's going to happen? Say: T: Wait and see! * Play the cassette again The pupils repeat

pp 5:2 What's that? What are those?

* Teach those in contrast to that and these, by pointing to things in the

classroom Use a variety of structures: T: What are those? Are ils, Jim?

* Explain that Beth and Joe are looking out of the spaceship HT nHing an © Play the cassette up to the dialogue Pupils repeat Point out that the in) our bit,

is used with Sun, Moon and Earth because there is only one (in our These are Jim's - those p) you

universe) ite Sata’

the model

4 ; F — P; It’s a rainbow

Explain that in the exercise the pupils must imagine they are on the new planet, pointing at things Pupils fill in the words

* Check the exercise with the class

Key 1 That isa rainbow 4 That isa butterfly

2 Those are flowers 5 Those are bees 3 Those are mushrooms 6 Those are mice

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Unit 5 Lesson 2

Did .? Adjectives * talk about when they

didn't afraid of were younger

New words Needs

Mrs/Mr/Miss/Ms young teddy bear

thin plane doll

* Teach and explain the titles Mrs, Mr, Miss and Ms

* Play the completed rhyme on the cassette for pupils to check their answers Then say the rhyme together

pp 5:3 Did you see a plane?

« Explain that Tammy is asking Joe what he saw out of the spaceship window Teach plane with the help of the picture

Listen ¢ Play the cassette, pausing for pupils to repeat

Practise * Ask the pupils to pretend to be Joe and answer the questions Ask the questions yourself Then pupils practise in pairs

AB 5:C © Explain that the pupils are going to find out what things they had and didn’t have when they were small and what they were afraid of Teach didn’t, teddy bear and doll

* Pupils complete the questions Check these are correct

* Partners then ask each other the questions and tick the answers * Ask the class about the answers:

* Follow up by a class survey on the board (practising had) How many children had teddy bears? were afraid of big dogs? Ask other questions:

The children write about their partners in their ET books, using the model, and then about themselves This can be done as homework

T: Did you have a pet, Sam? Did Elena have a doll? Elena didn’t have a doll Who else didn’t have a

doll?

T: When you were six, did you have a bike? Were you afraid of bats? Did you like ice cream?

Key AB5:B AB5:C

Mr Hall is very tall 1 Did you have a pet? Mrs Port is very short 2 Did you have a computer? Miss Sprat is very fat 3 Did you have a teddy bear? Ms Sin is very thin 4 Did you havea doll? Mr Gold is very old 5 Were you afraid of spiders? And Tommy Sung is very young 6 Were you afraid of big dogs?

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Unit 5 Lesson 3

did/didn’t + say what people had and didn’t Possessive 's have in the old days

Food * say what they had for tea

turn roll in the old days furthest high

with sky tiny

pp 5:4 What didn’t they have in the old days?

« Explain (L1) that the picture is supposed to show a house in the old days (1815), but there are some mistakes - there are things in it which could not have been there in the old days Can the pupils find them? Let them look at the picture silently for a short while

repeat

* Ask a few more questions about the picture, as in the model Look © The pupils then practise in pairs, taking it in turns to ask two andsay questions each

AB 5:D Reading comprehension

* The pupils read the text and work out who the trays belong to They write the numbers on the trays and also imagine and write down what Cleo had for tea

* Check the exercise with the class by asking questions: * Ask the pupils to read the descriptions aloud

* Ask the pupils what they had for tea yesterday:

* Use this opportunity to teach more words of common foods in the country you are in The pupils can write them in their ET books

T: What did Tammy have? T: What did you have for

tea, Elena?

Did you have milk, Carlo?

Key PB5:4

The details in the picture that are wrong are: a plane, a car, jeans, a satellite, a spaceship, a television, a radio, a modern bike

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Unit 5 Lesson 4 Main teaching points Main revision Your pupils will Past simple Colours

Telling the time

awful noise heard PB 5:1 Read Act AB 5:E AB 5:F AB 5:G PB 5:6 Listen Read

The new planet

* Pupils match the questions and answers

* Correct the exercise Pupils read the questions and answers aloud

Listening comprehension

« Explain that the pupils are going to listen to an interview with Sally who is an astronaut She recently had a space flight to another planet and was interviewed about it afterwards

Now they should listen again and tick the correct answers in their books Play the cassette, pausing it at the places marked // Check the answers and play the cassette again if necessary

What happened on the planet?

Explain that the pupils are going to find out what happened to Cleo Ask them prediction questions (L1): What do they think happened? © Play the cassette The pupils listen

* Pupils read the text again to themselves Ask questions: T: What did they hear? Where was Cleo? What were there round the mushroom? * The pupils read the text aloud Was Cleo afraid?

i ?

Note If you prefer, you can give the whole story as reading homework os What aid tim, dot Did the mice see the and ask the questions in the next lesson children? h

What did Joe do?

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Key AB5:E

The correct order of the answers is: 1 They were in a spaceship 2 No, she saw a satellite AB 5:F Tapescript

Interviewer: So you went up in space, Sally Did you see the Earth?

Sally: Yes, we looked down at the Earth and we saw Australia

Interviewer: Ah, you saw Australia // Sally: And then we saw a new planet

Interviewer: How exciting! What colour was it?

Sally: It was green and orange Interviewer: Green and orange!

Sally: Yes // And there were clouds round it There was a small moon, too Look, here's a picture

Interviewer: Oh yes, I can see the clouds = and the moon

Sally: It was beautiful //

Interviewer: Did you land on the planet? Sally: Yes, we landed on it at eleven o'clock Interviewer: Sally: Interviewer: Sally: Interviewer: Sally: Interviewer: Sally: Interviewer: Sally: Interviewer: Sally: Interviewer: Sally:

3 No, they landed on a planet

4 They saw giant flowers and mushrooms 5 No, she was afraid

At eleven Yes //

What was the planet like? Well, there were big mountains Mountains? Yes, big, white mountains Was it hot? Oh no, it was very cold But we had spacesuits // What else did you see? Animals? Trees? No -no animals and no trees But we saw something

What was it?

It was a spaceship ~ an old spaceship! //

So it wasn’t a new planet! No But whose spaceship was it? Who was in it? When did they go there? We don’t know!

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