Oxford young explorers 2 teachers book

O RERS EXPL Teacher’s Book © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 YEXP TB2 Cover.indd 17/10/2012 15:50 O RERS EXPL Teacher’s Book Hi, I’m Mike Hello, I’m Sam Hi, I’m Sophie Hi, I’m Carla Hello, I’m Nick Hello, I’m Lucy © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 17/10/2012 14:46 Great Clarendon Street, Oxford, ox2 6dp, United Kingdom Oxford University Press is a department of the University of Oxford It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries ©  Oxford University Press 2012 The moral rights of the author have been asserted First published in 2012 2016  2015  2014  2013  2012 10 9 8 7 6 5 4 3 2 1 No unauthorized photocopying All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Links to third party websites are provided by Oxford in good faith and for information only Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work isbn: 978 19 402770 Printed in China This book is printed on paper from certified and well-managed sources acknowledgements Author: Mary Charrington Cover illustrations by: Gary Swift © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 17/10/2012 14:46 Contents Letter to parents Page About Explorers Components Introduction Tour of a unit 12 Come and explore! 22 Hello again! 24 Unit 32 The lazy burglar 51 Unit Read more! 55 Unit 57 Space Explorers 76 Unit Read more! 80 Unit 82 The very brave knight 100 Unit Read more! 104 Unit 106 Space Explorers 124 Unit Read more! 128 Unit 130 Wolf! 148 Unit Read more! 152 Unit 154 Space Explorers 172 Unit Read more! 176 Cambridge Young Learners English test practice 178 World Book Day Ideas bank Syllabus Flashcards and wordcards Classroom language Wordlist 182 185 188 197 198 199 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 17/10/2012 14:46 O RERS EXPL Dear Parents, This year your son/daughter will continue to learn English with the coursebook Young Explorers As the title suggests, this will involve exploring and discovering new things in each lesson that will help develop their English language learning Through stories, songs, motivating topics and texts, your child will not only develop their knowledge of English, but also their knowledge of British culture and the wider world Parental support and encouragement are invaluable to every child, helping to inspire and motivate them in their school life Please encourage your child to share what they have learnt each day in their English lesson with you, whether that is showing you their completed work in the Class Book and Activity Book, or telling you about the stories or songs they have learnt There is also the new Oxford Parents website, where you can find more information on helping your child with their English language learning (www.oup.com/elt/oxfordparents) During the course this year, your child will cover topics that include the circus, activities at home, places in a town, leisure activities, times and daily routines, sea animals and many more They will learn new grammar and vocabulary related to these topics, and will also expand their learning through motivational cross-curricular subjects, such as art, geography and science At home or on trips, encourage your child to look for English in the world around them, and collect objects that are English or have English on them, for example stamps or food labels These will help motivate them to see English as a real means of communication Please not hesitate to contact me if you have any queries or questions about your child’s progress this year With thanks in advance for your collaboration and all good wishes, English teacher Photocopiable © Oxford University Press © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 17/10/2012 14:46 O RERS EXPL About Explorers First Explorers, Young Explorers and World Explorers is a six-level course for students from first to sixth level of Primary The theme of the course is ‘exploring’ and this is exactly what the pupils will be doing as they follow the adventures of the main characters for each level In turn, the pupils themselves will be encouraged to explore language and learn to express themselves in English Explorers has the perfect balance of controlled, solid presentation and practice, as well as innovative and motivating content, and opportunities for personal expression and development Every page is an opportunity to explore and learn something new or review language students already know A key feature of Explorers is the amalgamation of imaginative and real-world features within one central theme per unit The theme is explored in many different ways, enabling the pupils to gain confidence in their ability to understand and communicate about the topic Stories, cross-curricular pages, DVD lessons, dialogues, games, vocabulary and grammar presentations and more provide a wealth of information, stimulation and opportunity The DVD material draws the pupils into the worlds of real English children via an innovative Class Book–DVD link, and provides pupils with the opportunity to use relevant and attractive material that enhances their language learning It is the aim of Explorers that you will be able to use the experiences shown in the series to develop the pupils’ all-round globalized skills and to work on values and attitudes Real-world contexts provide the pupils with realistic scenarios and age-appropriate issues to explore, and photocopiable material is provided on the course website to further explore these issues with the class There is a strong sense of British culture, as well as information about the whole world There is also an appropriate and creative approach to learning content across the curriculum Each unit includes a cross-curricular focus that is supported by extra presentation and support material, including a DVD episode These cross-curricular lessons focus on topics that appeal to the pupils, and connect with content they are learning in their own language Attractive and stimulating flashcards allow teachers and pupils to anticipate and discuss the topic before the Class Book presentation There are also a multitude of worksheets to support students and enable extensive further exploration of the topic The children will also be able to practise for the Cambridge Young Learners English test with Young Explorers The activities are intended to help the children start to familiarize themselves with the test in a non-intimidating way, enhancing their confidence Explorers gives you all the support a teacher could possibly need with tests, evaluation grids and self-evaluation material for the pupils also available in the Evaluation booklet, and with further materials available to download from the course website This includes extra worksheets for reinforcement, extension, DVD and cross-curricular lessons … for much more language exploration! About Explorers 5 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 17/10/2012 14:46 Components Class Book • a starter unit introducing the course characters • teaching units providing the core material • extension stories • episodes of the revision story Space Explorers • sections of Read more! material • pages of Cambridge Young Learners English • test practice festival unit (World Book Day) Activity Book • pages of activities per core unit • follow-up to the cross-curricular lessons • follow-up to the extension stories • follow-up to the Space Explorers revision story episodes • follow-up to the festival unit • Picture Dictionary pages with stickers • pages of cut-outs for pairwork activities • self-evaluation sections • fast finisher activities Teacher’s Book • an introductory section including descriptions of the • • • • • • • • • • • • • methodology and concept behind the course an annotated Tour of a unit clear, succinct teaching notes for each lesson reinforcement and extension ideas teaching tips culture notes full answer keys for Activity Book, reinforcement and extension worksheets tapescript for each lesson teaching notes for the DVD lessons teaching notes and tapescripts for the Cambridge Young Learners practice tests an Ideas bank with games, activities and ideas for how to further exploit the extra resources (flashcards, posters, etc.) a full description of the syllabus, including objectives a list of the unit flashcards and wordcards useful classroom language and a wordlist Audio CDs • recording of all the songs, stories and listening activities, as well as the Cambridge Young Learners and course tests listening tracks Teacher’s Resource Pack Flashcards • 92 flashcards for presenting the key unit vocabulary (see the end of this Teacher’s Book for the list of flashcards) • Flashcards Set – photographic flashcards for the first set of unit vocabulary • Flashcards Set – illustrated flashcards for the second set of unit vocabulary Components © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 17/10/2012 14:46 Components Cross-curricular cards • A set of cards with pictures, accompanied by questions and answers, which introduce the cross-curricular content Posters • Quest poster – a poster used as part of the Explorer’s Quest routine • Vocabulary poster – a poster covering the vocabulary from Units 1–3 on one side, and the vocabulary from Units 4–6 on the other Explorer figure with rucksack • A unique way of presenting vocabulary flashcards Evaluation booklet • introduction to evaluation • evaluation grids • Unit tests, Term tests and End of year test • full transcripts and answers for tests • self-evaluation material for the pupils, including a course certificate DVD • Let’s explore! clips that support the Class Book lessons • cross-curricular clips that extend the cross-curricular topic Website A wide range of teacher resources and interactive content is available from the Explorers website: www.oup.com/elt/teacher/explorers Wordcards • 92 wordcards for the key unit vocabulary (see the end of this Teacher’s Book for the list of wordcards) Worksheets • reinforcement worksheets per unit • extension worksheets per unit • support worksheet per unit • catch-up worksheets for support in key grammar areas • festival worksheets • story worksheets • cross-curricular worksheets • 12 DVD worksheets (2 per episode) • DVD cross-curricular worksheets iTools Presentation and practice material for interactive whiteboards and data projectors Including: • stories • songs and chants • audio • posters, flashcards and cross-curricular presentation material • Activity Book exercises Components © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 7 17/10/2012 14:46 Introduction The third set of characters is the two cartoon Explorers figures They provide a model for good explorers and also add a fun dimension through the Explorer’s Quest The fourth set of characters appears in the humorous revision stories, Space Explorers Explorer’s Quest Course concept Explorers is a six-level Primary English course with a strong emphasis on learning language through stories, dialogues, songs, values and content from across the curriculum As the course progresses from First Explorers to Young Explorers and finally World Explorers, the pupils are continually offered the opportunity to learn and use language in real-world situations As the title highlights, the concept driving the course is exploring and making discoveries The pupils themselves become explorers as they learn a new language and discover more about the world around them A flexible approach Explorers is designed to be flexible in order to meet the individual needs of pupils of all abilities The Class Book is supported by an Activity Book and a DVD, which is fully integrated with the main teaching content, as well as a wide range of differentiated worksheets available to download from the course website (covering support, catch-up, reinforcement and extension levels and extending DVD, festival and cross-curricular core content) The notes throughout this Teacher's Book also contain ideas for quick reinforcement and extension activities, as well as tasks for fast finishers and an Ideas bank to dip in to at any time Characters and context In Young Explorers the pupils meet four sets of characters The first set is the main course characters, with whom they will already be familiar from Young Explorers 1: Sophie and her brothers Mike and Nick, and Sam and his sisters Carla and Lucy Sam and Sophie are friends, and their experiences in the unit stories reflect the lives and interests of pupils of this age The second set of characters are real British children (Konrad, Lily, Theo, Charlie, Jessica and Vineeta), shown in real-world settings in the Class Book and the accompanying DVD episodes The children take part in excursions and activities, showing aspects of British culture that invite comparison with the pupils’ own country 8 The Explorer’s Quest adds an extra revision strand to the course in a fun context In each unit, at the bottom of the Class Book pages, the two Explorers give the pupils a grid reference for the Come and explore! pages at the start of the Class Book or for the Quest poster The pupils use the grid reference to find an object, and write the first letter of the object in a Quest puzzle at the back of their Activity Book By the end of the unit, a secret word is revealed Finally, at the end of the course, the pupils can work out the Young Explorers secret message Stories As in the earlier levels, stories are an important feature The unit stories in Young Explorers involve the main course characters and are an opportunity to practise new vocabulary and structures further, through situations and experiences that will be familiar to the pupils The three extension stories (The lazy burglar, The very brave knight and Wolf!) extend language and give the pupils the opportunity to discuss their reaction to the stories The three-part comic story Space Explorers, which appears after every two units, revises language in a fun context Exploration of the real world Young Explorers continues the strong real-world focus of the series This is reflected in the DVD content, which is integrated with the Class Book material The topic of the unit is further explored in Lesson 7, where the pupils follow the experiences of a group of British children as they explore their world, visiting locations and interacting with people around them The pupils are provided with opportunities to make comparisons with their own experiences, practise functional expressions and dialogues and explore social values and cultural issues In addition, the DVD provides real-world material to support the cross-curricular topic in Lesson Attractive and relevant episodes support the pupils’ understanding of the topic and provide opportunities for teachers to further exploit the subject matter Furthermore, the Read more! pages after each unit enable the pupils to hear from their peers from around the world Children from a wide variety of countries talk about topics relevant to the units and to the pupils themselves Introduction © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 17/10/2012 14:46 Introduction Cross-curricular focus Approach to listening and speaking A core lesson in each unit of Young Explorers focuses on content from another subject in the curriculum These lessons evolve from the unit topic and use carefully staged cross-curricular cards to introduce and engage the pupils with the topic At this level, these lessons cover the subjects of art, geography and science The pupils learn about concepts such as time zones and learn about the artist Pablo Picasso The concepts are consolidated with clear illustrations and activities in the Class Book, with further practice in the Activity Book and extension worksheets available on the course website There are also episodes on the DVD that develop the topics further with their own follow-up worksheets The pupils will encounter new vocabulary specific to each topic, but the focus is on understanding the concept rather than retaining new language New language in Lessons 1–4 is presented for aural recognition before the pupils are required to use it They listen first, then progress to simple activities demonstrating active recognition of the language They go on to use the language orally: first in short, controlled dialogues or pairwork activities and, later, in more open situations In Lesson 5, pronunciation activities offer the opportunity to focus on sounds from the core vocabulary that are difficult for most learners at this level, and for example, help the pupils to focus on the distinction between pairs of sounds Lessons 6, and expose the pupils to a broader range of language They are not expected to retain every word they hear, but the listening passages will help them learn to listen for overall understanding There are opportunities to focus on specific phrases and useful everyday expressions that will increase their effectiveness as speakers of English The dialogues in Lesson 8, in particular, give the pupils the chance to manipulate the language and develop their fluency, as they substitute previously learned words and phrases to change the meaning The unit provides plenty of guided opportunity to develop listening skills themselves The listening texts throughout the unit vary in length and type, expose the pupils to different voices and styles, and encourage the pupils to listen for different things and use different approaches to listening Systematic approach to language learning Young Explorers presents a balanced and systematic approach to language learning, with every competence and learning style taken into account • Lesson The first set of new vocabulary is presented, setting the scene for a comprehension activity A revised grammar structure is used as a means of practising the new vocabulary in a speaking activity • Lesson The new grammar structure is presented through a listening activity, then practised in a pairwork game • Lesson The Lesson structure and Lesson vocabulary are consolidated in a story • Lesson The second set of new vocabulary and a second revised grammar structure is presented in a song The grammar structure is practised in a cut-out pairwork activity • Lesson Key language from Lessons 1–4 is consolidated There is also a pronunciation focus • Lesson The cross-curricular topic is presented through cross-curricular cards, and then explored further with a reading text in the Class Book and follow-up activities in the Activity Book • Lesson A ‘real-world’ situation is presented through a listening and reading text with photos, with an opportunity to focus on a particular value The main writing task for the unit is then presented in the Activity Book • Lesson A functional dialogue from the Lesson photo-story is practised The pupils review what they have learnt in the whole unit by recording vocabulary in their Picture Dictionary, practising the main grammar point, and carrying out a self-evaluation activity • DVD lesson First-hand experience of British culture through the course DVD with optional worksheets Approach to reading and writing The reading activities in the Class Book help develop two reading skills in particular: reading for gist and reading for detail For the longer reading texts, such as the unit stories, the extension stories, the cross-curricular topics and the Lesson real-world experiences, the pupils are first encouraged to answer one or two simple gist questions, which help them to focus on the broad meaning of the text This is followed, either on the page or by suggestions in the Teacher's Book, by more detailed questions, which encourage them to read specific parts of the text more closely Students are actively encouraged to notice and use the two different skills There are a range of different texts throughout the unit, and these vary in type, length, purpose and narrative style The pupils are exposed, for example, to dialogues, stories, factual accounts, personal experiences and many more text types These texts are carefully structured through the course to provide students with the opportunity to develop a range of reading skills, to provide guided support, to build confidence and to motivate and inspire the pupils as they explore the theme of the unit Introduction 9 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 17/10/2012 14:46 Pelmanism Chain game Place a set of flashcards and their corresponding wordcards face down on a large surface (or maybe the floor) Individuals or pairs take turns to pick up two cards to see if they match If they not, they replace them, face down again, exactly where they were and the next person or pair has a turn Arrange the pupils in a circle Start the game with a sentence relevant to the language you want to practise, for example, He’s reading Ask a pupil to repeat your sentence and add an extra word from the same vocabulary set (in this case, activities), for example, He’s reading and eating Continue around the circle with each pupil adding a word or phrase to the sentence The rest of the class can help as the list gets longer and harder to remember Identify the word Distribute the wordcards around the class Encourage the pupils to share so that everyone can see one Leave the flashcards in a pile at the front Secretly choose one of the words and write the initial letter on the board Anyone whose word starts with that letter calls out their word Continue writing the second letter Anyone whose word still fits, calls it out Continue until it is clear which word you are writing The whole class reads the word Ask a pupil to find the corresponding flashcard and hold it up Missing words Display a number of known wordcards and give time for everyone to observe them Ask the class to close their eyes while you remove one They must identify which is missing, either orally or by writing the missing word Letter by letter Choose a vocabulary set you wish to practise or review Show the wordcards for the pupils to read (as a reminder), with the flashcards as support before you begin Distribute the wordcards around the class Encourage the pupils to share so that everyone can see one Leave the flashcards in a pile at the front Secretly choose one of the words and write the initial letter on the board Anyone whose word starts with that letter calls out their word Continue writing the second letter Anyone whose word still fits calls it out Continue until it is clear which word you are writing The whole class reads the word Ask a pupil to find the corresponding flashcard and hold it up Classroom ideas I see something beginning with … A child secretly chooses an item in the classroom / on a poster and describes it by its initial letter, for example I see something beginning with (p) The other pupils try to identify the item What’s missing? Display a number of known items and give time for everyone to observe them Ask the class to close their eyes while you remove one of the items They must identify which is missing Have you got a …? Review classroom items by asking the class to call out examples, showing the item as they so Suggest any they might not remember and then hold up the relevant item Everyone finds a classroom item to hide in their pocket or bag, without everyone else seeing The pupils stand in a circle They take turns to ask their neighbour, for example, Have you got a rubber? If the pupil answers Yes, I have, they sit down and are out of the game Continue until everyone’s items have been identified This game can be adapted to practise a variety of structures and vocabulary sets 186 Hangman Choose a vocabulary set to review and ask a pupil to pick a wordcard or flashcard from that set They keep this secret, but draw the same number of dashes on the board as there are letters in the word The class suggests letters If the letter they suggest occurs in the word, the pupil with the card writes it on to the appropriate dash If it doesn't, they start to draw the hangman’s noose – one stroke for each wrong guess Jumbled words Write the text for one of the words in the vocabulary set you want to practise on the board, but with the letters jumbled up Anyone who can work it out starts to an appropriate mime for the word (this obviously works well with action or activity words) Tell them if they are right or wrong Ask a volunteer to write the correct version on the board Jumbling letters Choose the vocabulary set you wish to review and prepare sheets of paper showing each letter Say a word and distribute the letters for that word among the pupils With the help of the rest of the class, the pupils with letters arrange themselves in the correct order to spell the word Bingo! This works best with large sets of words, for example three or more vocabulary sets, or numbers 1–100 Ask the pupils to choose six sets from the sets and write them in their notebooks Then say the words in a random order Each time a pupil hears a word in his/her list, he crosses it out The first pupil to cross out all the words is the winner Routines Hello routine As part of the Hello routine, build up a set of questions to ask the pupils at the start of the lessons This will provide an opportunity to revise previously learned language as well as helping them to communicate more confidently and fluently Examples of the questions you could ask include: Hello, how are you? What’s your name? How old are you? What’s the weather like? What’s your favourite colour? In addition to asking questions to start the lesson, the Hello routine in Lessons and of each unit always include the Explorers song (CD1 track 1) The routine in Lesson of each unit also includes The alphabet rock song (CD1 track 7) Play the song(s) and ask the pupils to join in At the beginning of the year, they may need the song text to help them, but towards the end they should be able to sing the song(s) from memory Ideas bank © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 186 17/10/2012 14:48 Starting the lessons / Goodbyes Time me! Introductions Say Hello!/Hi! I’m (your name) I’m (your age) then throw or roll (whichever is safer and more practical in your classroom) a soft ball to one pupil The pupil introduces themselves in the same way then throws the ball to another pupil Try to ensure everyone has a turn Review counting 1–100 Start counting 1–100 The class joins in When you reach 100, start again Do the same around the class with each pupil saying a number As the pupils gain confidence, later in the level, you can ask them to count backwards from 100 Display the Vocabulary or Quest poster on the board Put the pupils into small groups Ask them to name as many activities as they can in one minute Go through them as a whole class, asking the pupils to point them out and write them up on the board Match Display the Vocabulary poster and hand out the corresponding wordcards to the pupils Ask these pupils to stand up in turn, saying the word, and choose a pupil to find it in the poster Count to a specific number Explain that you will say a number, everyone will count to that number and then say Goodbye! If appropriate, they can walk to the door, waving as they go Mime an action/activity/item Explain that everyone will mime an action or activity, or pretend to use an item (from a specific set, for example, Unit 2) Call out, for example, talking on the phone and everyone mimes talking on the phone As soon as you call out Goodbye! everyone sits down / moves to the door Goodbye, sharks! Ask the class to pretend to be a sea creature or an animal they know in English When they are all doing this, say, for example, Goodbye, sharks! The pupils pretending to be sharks stop their actions and stay still and quiet Everyone else carries on Continue, saying Goodbye! to different sea creatures or animals, until everyone is still and quiet Poster ideas Point to … Display the Vocabulary or Quest poster on the board Put the pupils into small groups and ask them to prepare things to find in the poster Ask a pupil to come to the front He/She must follow instructions from the rest of the class and find as many things as possible in one minute They say Point to the (seahorse) / She's got (blond hair) The pupils get a point for every correct item How many …? Display the Vocabulary or Quest poster on the board Write various words on the board, such as crabs, seals, ponytails, shops, biscuits Ask two pupils to come to the front and say Count the crabs Ask the class to help them count and invite a volunteer to write the numbers under each word I can see … Using one of the posters, a pupil secretly chooses an item and describes it by colour, for example, I see something red The other pupils try to identify the item Ideas bank 187 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 187 17/10/2012 14:48 Syllabus Hello again! Objectives Vocabulary Structures • Reintroduce the course characters • Review the alphabet • Learn the days of the week • Learn The alphabet rock song • Practise spelling names • Play a spelling game • Listen to and act out a story • Sequence the events of a story • Write sentences with There are (twenty-nine Active Active Days of the week Numbers 20–100 There are (twenty-nine tadpoles) Revised They’ve got (legs) (Twenty-three boys) have got (a woolly hat) tadpoles) • Present and practise numbers 10–100 • Play a memory game with numbers 188 raincoat, zebra, mirror, vegetables, king, hedgehog, guitar, camera, flowers, big, legs, frog, pens, rubbers, books, pencil(s), hat, grasshoppers, butterflies, ant, pictures, tennis, balls, The alphabet, Numbers 1–20 Passive rock, school, tadpoles, easy, jump, high, little, run, insects, classroom, cupboard Revised Passive Can you spell your name, please Don’t worry! How many have we got? How many (children) have got (a woolly hat)? Syllabus © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 188 17/10/2012 14:48 Syllabus At the circus Objectives Vocabulary Structures • Present and practise the first new set Active Active curly hair, wavy hair, straight hair, blond hair, glasses, ponytail, moustache, beard tall, short, strong, thin, old, young Has he/she got (blond hair)? Yes, he/she has / No, he/she hasn’t Revised He’s got (curly hair) / He hasn’t got (wavy hair) He’s got (dark, brown skin) Is she (young)? Yes, she is / No, she isn’t Is it a (man)? Yes, it is / No, it isn’t It’s got (red and white hair) He’s wearing (a black hat) I can (help) I’ve got (a big, black hat) • • • • • • • • • • • • • • • • • • • • • • • • • • • of vocabulary Practise the new vocabulary in the context of a chant Revise the structure He’s got (curly hair) / He hasn’t got (wavy hair) Practise the new vocabulary and revised structure in a pairwork activity Present and practise the first new grammar structure: questions and short answers with Has he got (glasses)? Practise the new structure through repeating a dialogue Practise the structure in an elimination game Use a grid reference to complete the Quest puzzle Consolidate the new language in the context of a story Give further practice by acting out a story in groups Present and practise the second new set of vocabulary Practise the vocabulary and revised structure in a song Revise questions and short answers with Is he/she (young)? Practise the vocabulary and structure in a game with a cut-out Consolidate the new language while developing listening and reading skills Identify and pronounce /i:/ and /ɪ/ Understand a cross-curricular text Learn about animal bodies Consolidate the language of the unit in a real-world context Read for specific information Consider the importance of being polite Complete a writing task, using a model for guidance Practise an everyday dialogue Complete the Picture Dictionary page Review the unit language Reflect on own learning and performance in this unit Find information through viewing a DVD episode Write about what you’re wearing black, trousers, T-shirt, jumper, long, short, big, eyes, brown, dad, hat, box, scarf, watch, torch, Colours, Animals Passive man, woman, fantastic, trapeze artist, bus stop, up, down, dark, skin, male, female, Asia, centimetres, Africa, hear, magician, balloon(s), empty Cross-curricular monkey(s), male, nose, female, bushbaby, long, finger, tail, body, dark, bat, hair, wings, ear Revised Passive Listen to me Are you sure? Let’s talk! balloon, cape, glasses, watch, Who’s got (a green balloon)? (Jessica) has Read more! Italy Let’s explore! DVD A magic show A good explorer … remembers the magic words Please and Thank you Syllabus 189 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 189 17/10/2012 14:48 Syllabus Objectives Vocabulary Structures • Present and practise the first new set Active Active reading, eating, watching TV, listening to music, drinking, washing up, tidying up, talking on the phone biscuits, auntie, uncle, cousin, comics, tea What’s he/she doing? He’s/She’s (reading a book) • • • • • • • • • • • • • • • • • • • • • • • • • • • 190 At home of vocabulary Practise the new vocabulary in the context of a chant Revise the structure He’s/She’s (eating) Practise the new vocabulary and revised structure in a pairwork activity Present and practise the first new grammar structure: What’s (Lucy) doing? Revise the new structure through repeating a dialogue Practise the structure in an elimination game Use a grid reference to complete the Quest puzzle Consolidate the new language in the context of a story Give further practice by acting out a story in groups Present and practise the second new set of vocabulary Practise the vocabulary and revised structure in a song Practise the structure Who’s (talking on the phone)? Practise the vocabulary and structure in a game with a cut-out Consolidate the new language while developing listening and reading skills Identify and pronounce /n/ and /ŋ/ Understand a cross-curricular text Learn about a famous artist Consolidate the language of the unit in a real-world context Read for specific information Consider the importance of being healthy Complete a writing task, using a model for guidance Practise an everyday dialogue Complete the Picture Dictionary page Review the unit language Reflect on own learning and performance in this unit Find information through viewing a DVD episode Write about a picnic Revised dad, grandad, cat, mum, kitchen, book, play (the recorder), granny, banana, TV, apple, melon, chicken, living room, hair, chair, table, Sunday, tired, eggs, salad, cakes, water, hungry, picture, houses, trees, new, ball, Family members, Numbers Passive sleeping, Listen!, bored, Me too!, scary, chasing, boring, walking, hill, plums, fields, paintbrush, painting, rug Cross-curricular painting, artist, woman, sitting, reading, meal, lunchtime, food, eating, musicians, men, clarinet, guitar, singing Revised He’s/She’s (eating) I’ve got (an idea) Can you see (Grandad)? There’s (one woman) She’s got (blond hair) Do you like (the country)? We’re (walking) I can see (houses) I’ve got (a new ball) Passive Who’s (talking on the phone)? It’s called (Reading) Let’s talk! stomach, leg, head, toe, arm, What’s the matter? My (stomach) hurts Read more! Turkey Let’s explore! DVD A family picnic A good explorer … is healthy Drink water every day! Syllabus © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 190 17/10/2012 14:48 Syllabus In the town Objectives Vocabulary Structures • Present and practise the first new set Active Active park, station, hospital, school, bridge, bank, restaurant, shop stable, in front of, between, opposite, behind, swimming pool Is there a (bank)? Yes, there is / No, there isn’t • • • • • • • • • • • • • • • • • • • • • • • • • • • of vocabulary Practise the new vocabulary in the context of a chant Revise the structure There’s (a park) Practise the new vocabulary and revised structure in a pairwork activity Present and practise the first new grammar structure: questions and short answers with Is there (a bank)? Practise the new structure through repeating a dialogue Practise the structure in an elimination game Use a grid reference to complete the Quest puzzle Consolidate the new language in the context of a story Give further practice by acting out a story in groups Present and practise the second new set of vocabulary Practise the vocabulary in a song Revise questions and short answers with Is it (between the stable and the restaurant)? Practise the vocabulary and structure in a game with a cut-out Consolidate the new language while developing listening and reading skills Identify and pronounce /k/ and /g/ Understand a cross-curricular text Learn about capital cities Consolidate the language of the unit in a real-world context Read for specific information Consider the importance of road safety Complete a writing task, using a model for guidance Practise an everyday dialogue Complete the Picture Dictionary page Review the unit language Reflect on own learning and performance in this unit Find information through viewing a DVD episode Write about a town Revised cowboy, sausages, train, flowers, leg, hungry, bus, Dad, next to, sad, old, new, river, cat, dog, bird, horse, running, table, car, tree, bin, small, big, duck, egg, bag, long, cake, brown, Mum, map, Numbers, Colours Passive left, right, library, fantastic film, children, behind, street, bookshop, boring, naughty, of course, France, Czech Republic, Sweden, birthday, clues, treasure hunt, safe, cinema Cross-curricular capital city, restaurant, shops, famous, tower, train stations, river, bridges, castles, lakes, museums, islands Revised I can’t see (a cowboy) There’s (a cowboy restaurant) There isn’t (a shop) Is it (between the stable and the restaurant)? Yes, it is / No, it isn’t It’s got (restaurants) There are (seven train stations) We’ve got (clues) What’s (opposite the bank)? What can you see? We like (the cinema)! Let’s talk! clue, tickets, rucksack, map, tree, flowers, What’s this? It’s (another clue) What are these? They’re (tickets) Read more! Peru Let’s explore! DVD A treasure hunt A good explorer … is safe Stop, look and listen before you cross the road! Syllabus 191 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 191 17/10/2012 14:48 Syllabus Objectives Vocabulary Structures • Present and practise the first new set Active Active playing Frisbee, playing board games, playing golf, taking photos, doing exercises, skipping, playing cards, talking to friends in the morning, in the afternoon, in the evening, at night Do you like (playing cards)? Yes, I / No, I don’t • • • • • • • • • • • • • • • • • • • • • • • • • • • 192 At the youth club of vocabulary Practise the new vocabulary in the context of a chant Revise the structure He’s got / He hasn’t got (wavy hair) Practise the new vocabulary and revised structure in a pairwork activity Present and practise the first new grammar structure: questions and short answers with Do you like (skipping)? Practise the new structure through repeating a dialogue Practise the structure in an elimination game Use a grid reference to complete the Quest puzzle Consolidate the new language in the context of a story Give further practice by acting out a story in groups Present and practise the second new set of vocabulary Practise the vocabulary in a song Revise the structure She likes (doing exercises) Practise the vocabulary and structure in a game with a cut-out Consolidate the new language while developing listening and reading skills Identify and pronounce /ɔ:/ and /əʊ/ Understand a cross-curricular text Learn about popular sports Consolidate the language of the unit in a real-world context Read for specific information Consider the importance of trying again Complete a writing task, using a model for guidance Practise an everyday dialogue Complete the Picture Dictionary page Review the unit language Reflect on own learning and performance in this unit Find information through viewing a DVD episode Write about likes and dislikes Revised ball, house, park, skateboarding, rollerblading, painting, drawing, singing, new, bedroom, garden, reading comics, flamingos, horses, small, Saturday, camera, Sunday, Numbers, Colours Passive youth club, boring, making, Wow!, fantastic, beautiful, sorry, fun, pretty, sports centre, fan, popular, Argentina, Ireland, Canada, South Korea, skipping rope, playing skittles Revised I like (playing Frisbee) I don’t like (playing golf ) Where’s (my ball)? You’re (Lucy)! This is (our youth club) She likes (doing exercises) She’s (a Frisbee fan) I can’t (play cards) We’ve got (nine skittles) Dad has got (his camera) Passive Cross-curricular Here’s (the park) What about (Frisbee)? He likes (taking photos) We’ve got (nine skittles) pato, players, team, ball, handles, throw, score, goal, hurling, sticks, hit, lacrosse, nets Let’s talk! two o’clock, three o’clock, six o’clock, twelve o’clock, nine o’clock, What time is it? It’s (two) o’clock Read more! Switzerland Let’s explore! DVD Activities in the park A good explorer … has another go It’s important to try! Syllabus © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 192 17/10/2012 14:48 Syllabus My day Objectives Vocabulary Structures • Present and practise the first new set Active Active get up, have breakfast, go to school, have lunch, go home, have dinner, brush my teeth, go to bed wake up, get dressed, have a shower, half past, quarter to, quarter past What time you (brush your teeth)? I (brush my teeth) at (nine) o’clock • • • • • • • • • • • • • • • • • • • • • • • • • • • of vocabulary Practise the new vocabulary in the context of a chant Revise the structure I (get up) Practise the new vocabulary and revised structure in a pairwork activity Present and practise the first new grammar structure: What time you (have breakfast)? I (have breakfast) at (seven) o’clock Practise the new structure through repeating a dialogue Practise the structure in an elimination game Use a grid reference to complete the Quest puzzle Consolidate the new language in the context of a story Give further practice by acting out a story in groups Present and practise the second new set of vocabulary Practise the vocabulary in a song Practise the structure He (wakes up) at (half past ten) Practise the vocabulary and structure in a game with a cut-out Consolidate the new language while developing listening and reading skills Identify and pronounce /ʌ/ and /æ/ Understand a cross-curricular text Learn about time zones Consolidate the language of the unit in a real-world context Read for specific information Consider the importance of safety at home Complete a writing task, using a model for guidance Practise an everyday dialogue Complete the Picture Dictionary page Review the unit language Reflect on own learning and performance in this unit Find information through viewing a DVD episode Write about a daily routine Revised sandwiches, tired, morning, hungry, Hello, Goodbye, read, watch TV, listen to music, tidy up, play with friends, runs, park, shop, bed, car, torch, at night, plums, lunch, apple, jam, Saturdays, Numbers, Family, Clothes, Food, Colours Passive tonight, put your pyjamas on, early, sleep, dark, at home, light, Goodnight!, sun, letter, fire station, firefighter, mask Cross-curricular time zones, in the morning, light, get up, have a shower, get dressed, have breakfast, go to school, behind, dark, ahead of, in the afternoon, have lunch Revised I (get up) What’s next? You’re (Mike)! Who’s this? This is (my friend Nick) Grandad is (sleeping) He (wakes up) They (get dressed) This is my (day) My dad (gets up) at (half past seven) He’s got (black trousers) Passive What’s happening? Write again soon Take care Firefighters (eat a lot) Let’s talk! milk, toast, water, juice, jam, Would you like (some milk)? Yes, please / No, thank you Read more! South Africa Let’s explore! DVD A firefighter’s day A good explorer … thinks about safety Check your smoke alarm with your parents! Syllabus 193 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 193 17/10/2012 14:48 Syllabus Objectives Vocabulary Structures • Present and practise the first new set Active Active crabs, sharks, octopuses, starfish, turtles, eels, seahorses, dolphins friendly, whales, dangerous, walruses, seals, polar bears There was (a guide) There were (six crabs) (The children) were (at the aquarium) (The dolphin show) was (fantastic)! Revised Revised • • • • • • • • • • • • • • • • • • • • • • • • • • • 194 Under the sea of vocabulary Practise the new vocabulary in the context of a chant Revise the structure There are (crabs) Practise the new vocabulary and revised structure in a pairwork activity Present and practise the first new grammar structure: There was (a guide) There were (six crabs) Practise the new structure through repeating a dialogue Practise the structure in an elimination game Use a grid reference to complete the Quest puzzle Consolidate the new language in the context of a story Give further practice by acting out a story in groups Present and practise the second new set of vocabulary Practise the vocabulary and revised structure in a song Practise the structure What’s missing? It’s your card! Practise the vocabulary and structure in a game with a cut-out Consolidate the new language while developing listening and reading skills Identify and pronounce /ɪz/ and /s/ Understand a cross-curricular text Learn about water Consolidate the language of the unit in a real-world context Read for specific information Consider the importance of safety at the beach Complete a writing task, using a model for guidance Practise an everyday dialogue Complete the Picture Dictionary page Review the unit language Reflect on own learning and performance in this unit Find information through viewing a DVD episode Write about a fish long, mouths, big, small, arms, tails, swimming, foxes, strong, running, water, head(s), fish, thin, cold, torches, sunglasses, cakes, sandwiches, eat, maps, hats, Numbers, Colours Passive bodies, shells, aquarium, fantastic, guide, silly, incredible, wild, free, sea, birds, card, giant, warm, ocean, favourite, animals, tunnel, rock pool, lagoon Cross-curricular water, rivers, seas, glaciers, underground, clouds, sky, rains, rainwater, streams, seawater, leaves, plants I don’t like (eels) Nick doesn’t like (sharks) They’ve got (five arms) I can see (five) There are (big, friendly whales) It’s (your card) There is (lots of water in the world) It’s (sunny) It’s got (a blue and black body) Passive I can’t see (them) Be careful! Let’s talk! turtles, sharks, seahorses, starfish, eels, octopuses, dolphins, crabs, Which you prefer, (turtles) or (sharks)? Read more! Thailand Let’s explore! DVD At the aquarium A good explorer … is safe at the beach Swim when you can see a green flag! Syllabus © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 194 17/10/2012 14:48 Syllabus The lazy burglar Objectives Vocabulary • Practise and extend the language of Unit in the Active • • • • context of a story Recognize language and locate it within a story Engage personally with a story Demonstrate comprehension by matching words and pictures from a story Use cognitive skills to complete and order sentences with words from a story glasses, curly hair, beard, moustache, straight hair Revised car, door, house, living room, phone, hall, kitchen, bedroom, bed, cake, hot, toast, happy, sad Structures Revised This is (the police) (The burglar) has got (glasses) Passive dark, drawers, police, burglar, milk, doormat, saucepan, vase, plate The very brave knight Objectives Vocabulary Structures • Practise and extend the language of Unit in the Active Revised park, opposite, in front of, bridge, behind, between This is (a bag of gold) • • • • context of a story Recognize language and match it to story characters Engage personally with a story Use cognitive skills to match sentence halves from a story Demonstrate comprehension by matching sentences and pictures from a story Revised reading, book, tall, sad, bag, river, swim, happy Passive brave, knight, princess, palace, wizard, castle, tower, king, queen, gold, ride, walk, climb, man, woman Wolf! Objectives Vocabulary Structures • Practise and extend the language of Unit in Active Active gets up, half past, has (milk) for breakfast, quarter to, has lunch, in the afternoon Do you like (watching the sheep)? No, I don’t Revised Revised milk, morning, town, run, mountain, happy, sad I can’t see (a wolf ) Where’s (the wolf )? There’s a (wolf )! the context of a story • Sequence the events of a story • Engage personally with a story • Demonstrate comprehension by correcting sentences from a story Syllabus 195 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 195 17/10/2012 14:48 Syllabus Space Explorers Objectives Vocabulary Structures • Revise the language of Units and in Active/Revised Active/Revised reading, kitchen, computer, watching TV, eating, big, thin, tall, long hair, curly hair, short, strong, living room, listening to music, glasses, moustache, straight hair, blond hair, bedroom, dining room, Family members What’s (Jim) doing? Jim is (watching TV) What is it? Has it got (big feet)? Yes, it has I don’t like (this ship) Objectives Vocabulary Structures • Revise the language of Units and in Active/Revised Active/Revised new, town, big, in front of, bridge, talking, playing games, park, behind, school, playing Frisbee, playing golf, ball, between, tree, flowers, lake, playing board games, hot, shop, swimming pool, opposite, bank, station There’s a (town) Yes, there is I like (talking to aliens) Is there (a park)? No, there isn’t Do you like (playing Frisbee)? I like (playing golf ) Where’s (Jim?) He’s (playing a board game) Objectives Vocabulary Structures • Revise the language of Units and in Active/Revised Active/Revised school, get up, quarter past, eight, breakfast, water, seahorses, dangerous, sharks, friendly, ride, new, polar bears, dolphins, seals, crabs, eels, half past, quarter to, have lunch, Colours What’s (your job)? What time you (get up)? I (get up) at (quarter past eight) We were (at a sea planet) They’re (seahorses) I like (seahorses) Jim was (ready) Jim is (riding a shark)! Do you like (exploring)? Yes, I Objectives Vocabulary Structures • Read about how World Book Day is Active Revised author, characters, costumes, bookmarks, book token They can (buy books) You can (read them anywhere) This is (my bookmark) the context of a story • Recognize language and locate it within a story • Listen for information about family members and their features • Answer questions and complete sentences about a story Space Explorers the context of a story • Recognize language and locate it within a story • Listen for information and write sentences about a town • Use cognitive skills to identify characters from a story by asking questions Space Explorers • • • • the context of a story Complete sentences and locate them within a story Match questions and answers from a story Listen for information about sea animals Complete sentences about activities at different times of the day World Book Day • • • • 196 celebrated in Britain Present and practise language related to World Book Day Practise the new language in a game Practise World Book Day language in the context of a song Make a bookmark, and write and talk about it, using a model listening and reading text Revised book, March, autumn, wear, bed, chair, tree, bus, car, train, pens Passive Great Britain, visit, read, children, dress up, write, stories, makes, buy, special, comics, magazine, computer, clothes, read, bath, card, scissors, favourite Syllabus © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 196 17/10/2012 14:48 Flashcards and wordcards Flashcards/Wordcards The wordcards are available to download from the Explorers website (see page 11 for details) Hello again! Unit Set Unit Set ten twenty thirty forty fifty sixty seventy eighty ninety one hundred park station hospital school bridge bank restaurant shop wake up get dressed have a shower half past quarter to quarter past Unit Set curly hair wavy hair straight hair blond hair glasses ponytail moustache beard Unit Set tall short strong thin old young Unit Set reading eating watching TV listening to music drinking washing up tidying up talking on the phone Unit Set biscuits auntie uncle cousin comics tea Unit Set stable in front of between opposite behind swimming pool crabs turtles octopuses eels sharks seahorses dolphins starfish Unit Set Unit Set playing Frisbee playing board games playing golf taking photos doing exercises skipping playing cards talking to friends friendly whales dangerous walruses seals polar bears Unit Set Unit Set in the morning in the afternoon in the evening at night Unit Set get up have breakfast go to school have lunch go home have dinner brush my teeth go to bed Flashcards and wordcards © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 197 197 17/10/2012 14:48 Classroom language Classroom language Greetings Hello Good morning Good afternoon How are you? I’m fine, thanks Taking the register Where is (David) today? Is (David) away today? Basic instructions Please Thank you In English, please Come in, please Go out, please Come here, please Sit down, please Stand up, please Go back to your place, please Point to the flashcards, please Look at the flashcards, please Open your books at page …, please Close your books, please Clear everything from the table, please Go to page Look at Activity Write the answers Draw (an insect) Quiet, please Listen to me, please Listen to the CD, please Listen again Say after me, please Say after the CD Read quietly, please Get into pairs, please All together Come and choose a (flashcard) 198 Basic communication I’ve finished Well done! I don’t understand What’s this in English? What does ‘tea’ mean? Any questions? Can you help me, please? Can I go to the toilet, please? Yes, of course Can you repeat that, please? Is this right? Yes, it is Very good! No, that’s wrong Everyday language What day is it today? Today is (Monday) What’s the weather like today? It’s (sunny) Now we’re going to … … listen to a story … a cross-curricular activity … sing a song … an activity in the Class Book … play a game Can you guess what we’re going to today? What you think we’re going to first? What you think we’re going to next? Yes! Well done! We’re going to sing a song first To say goodbye Goodbye, see you next lesson Classroom language © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 198 17/10/2012 14:48 Wordlist Wordlist EnglishFlashcard EnglishFlashcard EnglishFlashcard EnglishFlashcard ahead of chair go home Unit Set lunchtime animal chicken go to bed Unit Set magic show ant children go to school Unit Set male apple cinema goal map aquarium clarinet goodbye mask Argentina clouds Grandad meal arm(s) clue Granny melon grasshoppers men green milk guitar mirror hair Monday artist cold at night Unit Set comics auntie Unit Set country Unit Set bag cousin ball cowboy balloon crabs Unit Set handles curly hair  Unit Set hat banana bank Unit Set morning moustache mouths have breakfast Unit Set Mum have dinner Unit Set museum dark have lunch Unit Set musicians dog head net dangerous bedroom monkey(s) Unit Set Dad Unit Set Unit Set have a shower bathroom bed half past Czech Republic bat beard Unit Set Unit Set doing exercises Unit Set hedgehog new behind Unit Set dolphins Unit Set hello next to between Unit Set drinking Unit Set big bird biscuits Unit Set black blond hair Unit Set help ninety duck hit nose ear horse eat hospital octopuses Unit Set eating Unit Set houses old Unit Set eels Unit Set hungry one hundred Hello again! hurling opposite Unit Set Hello again! hurt orange egg boats eighty body eyes in front of Unit Set painting books famous in the afternoon  Unit Set park box female in the evening Unit Set pato boy fifty in the morning Unit Set pencils bridge Unit Set brown brush my teeth Unit Set Hello again! o’clock Unit Set blue bread Unit Set Hello again! finger Ireland pens fish island photos flamingos jam picture flowers juice pink jumper plants king play bus food bushbaby forty butterflies foxes kitchen play with friends cakes France lacrosse players camera Friday can friendly Canada frogs cape get dressed  Unit Set capital city get up Unit Set car girl castles glaciers cat glasses Hello again! Unit Set Unit Set Unit Set lakes playing board games Unit Set leaves playing cards Unit Set legs playing Frisbee Unit Set light playing golf Unit Set listening to music Unit Set please living room plums long polar bears Unit Set lunch ponytail  Unit Set Wordlist 199 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 199 17/10/2012 14:48 Wordlist EnglishFlashcard EnglishFlashcard EnglishFlashcard prefer sunny watching TV purple Sweden water quarter past Unit Set swimming quarter to Unit Set swimming pool wavy hair Unit Set Switzerland whales rain (verb) table What time …? rainwater tadpoles white read tail wings reading Unit Set taking photos Unit Set talk woolly hat work talking to friends Unit Set yellow river tall Unit Set young  rubbers tea Unit Set zebra rucksack team running ten sad tennis salad thank you sandwiches thin Unit Set Saturday thirty Hello again! sausages throw scarf Thursday restaurant school Unit Set Unit Set Hello again! tickets tidying up sea seahorses Unit Set time zones seals Unit Set tired seawater Unit Set toast seventy Hello again! toe sharks Unit Set torch(es) shop Unit Set tower short Unit Set train singing train station sitting treasure sixty Hello again! tree skipping Unit Set T-shirt sky Tuesday small twenty Hello again! South Africa turtles Unit Set stable Unit Set uncle  Unit Set starfish Unit Set under station Unit Set underground stick vegetables stomach wake up Unit Set walruses Unit Set washing up  Unit Set Unit Set streams strong Unit Set tidy up score straight hair Unit Set woman talking on the phone Unit Set red Unit Set Wednesday raincoat recorder Unit Set Unit Set watch sun Sunday sunglasses 200 Wordlist © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027700 Young Explorers TB2 PDF.indb 200 17/10/2012 14:48 ... unit 21 © 20 20 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4 027 700 Young Explorers TB2 PDF.indb 21 17/10 /20 12 14:47... Lesson © 20 20 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4 027 700 Young Explorers TB2 PDF.indb 25 25 17/10 /20 12 14:47... Lesson â 20 20 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4 027 700 Young Explorers TB2 PDF.indb 27 27 17/10 /20 12 14:47