Oxford young explorers 1 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 4027694 YEXP1 TB1 Cover.indd 25/10/2012 08:45 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 4027694 Young Exp TB1 PressPDF.indb 11/10/2012 16:55 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 10 9 8 7 6 5 4 3 2 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 402769 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 00 EXP3TB prelims.indd 19/04/2013 13:35 Contents Letter to parents Page About Explorers Components Introduction Tour of a unit 12 Come and explore! 22 Hello! 24 Unit 32 The ant and the grasshopper 50 Unit Read more! 54 Unit 56 Space Explorers 74 Unit Read more! 78 Unit 80 The emperor’s new clothes 98 Unit Read more! 102 Unit 104 Space Explorers 122 Unit Read more! 126 Unit 128 The magic tree 146 Unit Read more! 150 Unit 152 Space Explorers 170 Unit Read more! 174 Cambridge Young Learners English test practice 176 Christmas Eve 180 Ideas bank Syllabus Flashcards and wordcards Classroom language Wordlist 183 186 195 196 197 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027694 Young Exp TB1 PressPDF.indb 11/10/2012 16:55 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 outdoors, sports, clothes, rooms in a house, animals, camping 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 science, music and geography 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 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited Photocopiable © Oxford University Press 4027694 Young Exp TB1 PressPDF.indb 11/10/2012 16:55 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 the pupils 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 the pupils 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! © 2020 Oxford University Press About Explorers 5 Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027694 Young Exp TB1 PressPDF.indb 11/10/2012 16:55 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 (Christmas Eve) 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 • 99 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 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 6 Components 4027694 Young Exp TB1 PressPDF.indb 11/10/2012 16:55 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 • Classroom language poster – useful language for the classroom • 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 • 99 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 Classroom Presentation Tool 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 © 2020 Oxford University Press Components Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 00 EXP3TB prelims.indd 7 22/11/2019 11:11 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: 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 (Oscar, Jack, Holly, Sanjay, Keisha and Grace), 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 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 that 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 ant and the grasshopper, The emperor’s new clothes and The magic tree) 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 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 8 Introduction 4027694 Young Exp TB1 PressPDF.indb 11/10/2012 16:55 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 science, music and geography The pupils learn about concepts such as camouflage and the process of producing flour from wheat 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 further develop the topics 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 photostory 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 The pupils 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, postcards, e-mails, 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 © 2020 Oxford University Press Introduction 9 Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027694 Young Exp TB1 PressPDF.indb 11/10/2012 16:55 Syllabus Hello! Objectives Vocabulary Structures • Introduce the course characters • Review greetings, colours and numbers • Learn the Hello! song • Practise and extend greetings and Active Active Months My birthday is in (May) When’s your birthday? In (October) What’s (in the box)? • • • • • • • introductions Review family members language Practise numbers 11–20 Listen to and act out a story Sequence the events of a story Ask and answer questions using Is it (a pen)? Present and practise the months of the year Ask and answer questions about birthdays Revised Hello!, Hi!, tree, apple, cat, bird, ball, pencil case, bag, book, orange, flower, brother, sister, big, box, name, present, bike, dog, pen, birthday, Colours, Numbers 1–20 Passive noise, Surprise! Revised How are you? I’m fine, thanks I see something (red) What’s your name? How old are you? I’m (eight) Is it (a bike)? Yes, it is / No, it isn’t It’s (big) Passive I don’t know 186 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited Syllabus 4027694 Young Exp TB1 PressPDF.indb 186 11/10/2012 16:56 Syllabus In the country Objectives Vocabulary Structures • Present and practise the first new set Active Active rucksack, watch, compass, torch, camera, notebook, binoculars, map insects, grasshopper, bee, butterfly, beetle, ant Have you got (a compass)? Yes, I have / No, I haven’t Revised I’ve got (a watch) I haven’t got (a camera) It’s got (six legs) What can you see? I can see (a bird) Can you see (the ants)? Yes, I can / No, I can’t What is it? This is (fantastic) Can I have (the camera)? It’s my favourite (insect)! It’s (a beautiful bird) • • • • • • • • • • • • • • • • • • • • • • • • • • • of vocabulary Practise the new vocabulary in the context of a chant Revise the structure I’ve got (a rucksack) / I haven’t got (a watch) Practise the new vocabulary and revised structure in a pairwork activity Present the first new grammar structure: questions and short answers with Have you got (a compass)? 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 the structure I can see (a bee) 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 /s/ and /k/ Understand a cross-curricular text Learn about insect colours Consolidate the language of the unit in a real-world context Read for specific information Consider the importance of respecting animals and insects Complete a writing task, using a model for guidance Practise a useful everyday dialogue Complete the Picture Dictionary page Review the unit language Reflect on own learning and performance in this unit Find information through viewing an episode of the DVD Write about an insect tree(s), pencil, big, T-shirt, frog, small, jumper, pencil case, book, flowers, Goodbye!, school, cars, birds, ducks, rabbits, Hello!, snake, frog, grandad, pen, granny, mum, Colours, Numbers Passive beautiful, Wow!, Look!, Over there!, lovely, friend Cross-curricular grass, leaf, warning, poisonous, important, camouflage, hide Revised Passive I’m ready now I don’t know Here you are Here’s (a picture) Be careful! Let’s talk! camera, binoculars, torch, notebook, Can I have (the camera), please? Yes, here you are! Read more! Australia Let’s explore! DVD Tropical World A good explorer … respects insects Insects are important! © 2020 Oxford University Press Syllabus Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027694 Young Exp TB1 PressPDF.indb 187 187 11/10/2012 16:56 Syllabus Objectives Vocabulary Structures • Present and practise the first new set Active Active play computer games, play football, play basketball, play tennis, play the piano, play the violin, play the drums, play the recorder skateboard, dive, draw, skate, paint, ride a horse Can he/she (play the drums)? Yes, he/she can / No, he/she can’t Can you (play the piano)? Yes, I can / No, I can’t Revised Revised Hello!, guitar, Hi!, sing, run, pink, ride a bike, rollerblade, sister, swim, read, write, music, instrument, wood, plant, flute, big, small, dance, Numbers 1–20 I can (play the recorder) I can’t (play the violin) What’s this? It’s (my new skateboard) I’ve got (a new guitar) She’s (my sister) • • • • • • • • • • • • • • • • • • • • • • • • • • • 188 Let’s play! of vocabulary Practise the new vocabulary in the context of a chant Revise the structure I can (play computer games) / I can’t (play football) Practise the new vocabulary and revised structure in a pairwork activity Present and practise the first new grammar structure: questions and short answers with Can you (play the piano)? 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 Can he/she (skate)? 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 /v/ and /b/ Understand a cross-curricular text Learn about world music Consolidate the language of the unit in a real-world context Read for specific information Consider the importance of being a good neighbour Complete a writing task, using a model for guidance Practise a useful everyday dialogue Complete the Picture Dictionary page Review the unit language Reflect on own learning and performance in this unit Find information through viewing an episode of the DVD Write about which musical instruments you can/can’t play Passive Sorry!, Listen!, super, sporty, clever, picture(s), traditional, special Cross-curricular India, sitar, Nigeria, shaker, animal skin, armadillo, sea shells, South America Passive How about you? I love (football) Let’s talk! play the guitar, play the recorder, play tennis, play computer games, sing, I can (play the guitar) I can’t (skateboard) Read more! The United States Let’s explore! DVD A concert A good explorer … is a good neighbour Don’t play loud music! © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited Syllabus 4027694 Young Exp TB1 PressPDF.indb 188 11/10/2012 16:56 Syllabus Clothes Objectives Vocabulary Structures • Present and practise the first new set Active Active sunglasses, sandals, swimsuit, jeans, scarf, raincoat, woolly hat, gloves summer, autumn, winter, spring What’s he/she wearing? He/She’s wearing (a yellow scarf ) He/She isn’t wearing (a woolly hat) What’s he/she doing? He’s/She’s (playing football) • • • • • • • • • • • • • • • • • • • • • • • • • • • of vocabulary Practise the new vocabulary in the context of a chant Revise the structure I’m wearing (sunglasses) Practise the new vocabulary and revised structure in a pairwork activity Present and practise the first new grammar structure: What’s he/she wearing? He’s/She’s wearing (a scarf ) What’s he/she doing? He’s/She’s (skating) 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 the structure Is it (autumn)? Practise the vocabulary in a game with a cut-out Consolidate the new language while developing listening and reading skills Identify and pronounce /s/ and /ʃ/ Understand a cross-curricular text Learn about festivals Consolidate the language of the unit in a real-world context Read for specific information Consider the importance of being a good friend Complete a writing task, using a model for guidance Practise a useful everyday dialogue Complete the Picture Dictionary page Review the unit language Reflect on own learning and performance in this unit Find information through viewing an episode of the DVD Write about a fancy dress costume Revised new, shorts, trousers, big, shoes, hat, boots, cold, pink, rainy, jumper, park, hot, sunny, leaves, windy, snowy, boy, girl, clothes, T-shirt, sheep, Colours Passive water fight, all day, very Cross-curricular Diwali, festival, India, candles, sweets, special, New Year, China, fireworks, Cherry Blossom, Japan, picnic, tea Revised I’m wearing (sunglasses) Is it (autumn)? Yes, it is It’s (summer) What’s the weather like today? He’s got (an umbrella) Where’s (Carla)? Passive Wait a minute! I don’t understand Oh no! She’s over there! Let’s talk! raincoat, jumper, woolly hat, swimsuit, How much is this raincoat? It’s (twenty pounds) Read more! India Let’s explore! DVD A fancy dress party A good explorer … is a good friend Help other people! © 2020 Oxford University Press Syllabus Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027694 Young Exp TB1 PressPDF.indb 189 189 11/10/2012 16:56 Syllabus Objectives Vocabulary Structures • Present and practise the first new set Active Active mirror, radio, plant, bin, wardrobe, bookcase, picture, lamp fridge, cooker, TV, sofa, phone, next to Where’s (my book)? It’s (on the table) • • • • • • • • • • • • • • • • • • • • • • • • • • • 190 My bedroom of vocabulary Practise the new vocabulary in the context of a chant Revise the structure There’s (a mirror) Practise the new vocabulary and revised structure in a pairwork activity Present and practise the first new grammar structure: Where’s the (bin)? It’s (under the table) 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 the structure Is it (in the kitchen)? Practise the language in a game with a cut-out Consolidate the new language while developing listening and reading skills Identify and pronounce /əʊ/ and /ʊ/ Understand a cross-curricular text Learn about houses 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 a useful everyday dialogue Complete the Picture Dictionary page Review the unit language Reflect on own learning and performance in this unit Find information through viewing an episode of the DVD Write about a bedroom Revised pet, cage, behind, Look!, Quick!, cookbook, people, inside, parts There’s (a mirror) Where is it? Is it (on the bookcase)? It’s (on the floor)! Nick has got (a pet mouse) I can’t (see) Yes, it is / No, it isn’t They’ve got / They haven’t got (windows) Who’s that? Cross-curricular Passive Revised in, on, table, woolly hat, book, bed, table, T-shirt, mouse, door, bedroom, rabbit, kitchen, ball, chair, cupboard, living room, mum, dad, rucksack, big, small, Colours Passive houses, countries, Arctic, hunters, igloos, snow, windows, Amazon, stilts, wood, leaves, Africa, Masai, huts, mud, grass, natural, materials, Berber, Morocco, Spain, cave, rock I don’t know What is it? It’s over there! Let’s talk! phone, next to, sofa, TV, under, on, fridge, cooker, bookcase, wardrobe, radio, Where’s (the toilet)? It’s upstairs/downstairs Read more! Japan Let’s explore! DVD Broughton Castle A good explorer … is polite Open doors for other people! © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited Syllabus 4027694 Young Exp TB1 PressPDF.indb 190 11/10/2012 16:56 Syllabus Wild animals Objectives Vocabulary Structures • Present and practise the first new set Active Active crocodile, zebra, parrot, flamingo, lion, python, monkey, gorilla scales, claws, teeth, feathers, hair, whiskers Has it got (big ears)? Yes, it has / No, it hasn’t • • • • • • • • • • • • • • • • • • • • • • • • • • • of vocabulary Practise the new vocabulary in the context of a chant Revise the structure It can (swim) / It can’t (walk) Practise the new vocabulary and revised structure in a pairwork activity Present and practise the first new grammar structure: Has it got (big ears)? Yes, it has / No, it hasn’t 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 It’s got (feathers) / It hasn’t got (claws) 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 /z/ and /s/ Understand a cross-curricular text Learn about mammals Consolidate the language of the unit in a real-world context Read for specific information Consider the importance of protecting animals Complete a writing task, using a model for guidance Practise a useful everyday dialogue Complete the Picture Dictionary page Review the unit language Reflect on own learning and performance in this unit Find information through viewing en episode of the DVD Write about a mammal Revised in, tree, big, long, walk, ears, mouth, wings, legs, head, body, long, short, small, tail, arms, eyes, nose, hands, feet, Colours, Numbers Passive Look!, zoo, elephant, funky, jungle, colourful, silly, hiss Cross-curricular lion(s), dolphin(s), mammals, lay eggs, baby/ babies, milk, vertebrates, backbone, cold blood, warm, humans, reptiles Revised It’s (a flamingo) It’s got (big scales) / It hasn’t got (feathers) It can/can’t (swim) Can it (run)? Passive What’s your favourite animal? Can I help you? What is it? That’s right! Let’s talk! python, snake, butterfly, lion, gorilla, What’s your favourite animal? Read more! Morocco Let’s explore! DVD A wildlife park A good explorer … protects animals Don’t give them your food! © 2020 Oxford University Press Syllabus Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027694 Young Exp TB1 PressPDF.indb 191 191 11/10/2012 16:56 Syllabus Objectives Vocabulary Structures • Present and practise the first new set Active Active salad, toast, water, jam, sandwiches, pasta, eggs, juice breakfast, lunch, dinner, rice, vegetables, ham Do you like (salad)? Yes, I / No, I don’t Revised I like (toast) I don’t like (eggs) I’m (hungry) Where’s (my breakfast) We can (buy the flour) • • • • • • • • • • • • • • • • • • • • • • • • • • • 192 Camping of vocabulary Practise the new vocabulary in the context of a chant Revise the structure I like (salad) / I don’t like (toast) Practise the new vocabulary and revised structure in a pairwork activity Present and practise the first new grammar structure: Do you like …? Yes, I / No, I don’t 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 the structure Do you have (pasta for dinner)? 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 /dʒ/ and /j/ Understand a cross-curricular text Learn about the process of turning wheat into flour Consolidate the language of the unit in a real-world context Read for specific information Consider the importance of being healthy and eating healthy food Complete a writing task, using a model for guidance Practise a useful everyday dialogue Complete the Picture Dictionary page Review the unit language Reflect on own learning and performance in this unit Find information through viewing an episode of the DVD Write about likes and dislikes bananas, sausages, apples, chicken, orange, thirsty, big, lorry, cakes, Numbers Passive campsite, Mr, food, monster, yummy, yoghurt, make, cut, people, shops, countries Cross-curricular wheat, flour, seeds, farmers, plant, tractor, grows, fields, cut, machine, mill, bread, cereal, pasta, pizza Revised Passive Let’s (eat) No, thanks Can I have (water), please? I have / don’t have (pasta for lunch) Let’s talk! breakfast, lunch, dinner, pasta, sandwiches, eggs, salad, What’s for lunch? Read more! Ecuador Let’s explore! DVD Camping in the country A good explorer … is healthy Eat five portions of fruit and vegetables every day! © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited Syllabus 4027694 Young Exp TB1 PressPDF.indb 192 11/10/2012 16:56 Syllabus The ant and the grasshopper Objectives Vocabulary Structures • Practise and extend the language of Active Active ant(s), grasshopper What have you got? Have you got food? Yes, I have • • • • Unit in the context of a story Recognize language and locate it within a story Engage personally with a story Demonstrate comprehension by matching pictures and sentences from a story Use cognitive skills to decode words Revised happy, jumps, sings, Goodbye!, hungry, tired, food, Numbers 1–4 Passive rainforest, busy, laughs, fungus, funny, sad, scary Revised It’s a (sunny day) I’ve got (a leaf ) The emperor’s new clothes Objectives Vocabulary Structures • Practise and extend the language of Active Revised gloves, sandals, coats, sunglasses, scarf We can (make clothes)! We’ve got (cloth) People can/can’t see (the cloth) • • • • Unit in the context of a story Sequence the events of a story Engage personally with a story Present and practise numbers 20–50 Combine language and numeracy skills to find the cost of different outfits Revised hats, boots, trousers, jacket, happy, Numbers Passive emperor, yuan, tailors, palace, cloth, prime minister The magic tree Objectives Vocabulary Structures • Practise and extend the language of Active Revised zebra, parrot, lion I can (go)! Unit in the context of a story • Sequence the events of a story • Engage personally with a story • Recognize language and locate it within a story Revised tree, hungry, slow, butterfly, happy Passive magic, animals, food, fruit, tall, name, falls, went, village, chief, tortoise, runs(s), fast, Uwungelema, nest, walks, eat, funny, sad, scary, laugh © 2020 Oxford University Press Syllabus Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027694 Young Exp TB1 PressPDF.indb 193 193 11/10/2012 16:56 Syllabus Space Explorers Objectives Vocabulary Structures • Revise the language of Units and in Active/Revised Active/Revised twenty, football, thank you, rucksack, binoculars, rollerblades, tennis (ball), pencil Can you (see the planet)? No, I can’t Have you got (a map)? Yes, I have It’s/I’ve got (the camera) I haven’t got (my football) I can’t (play football) I can (run) • • • • the context of a story Recognize language and locate it within a story Extend comprehension by acting out a story Sequence pictures from a story Order sentences about a story Passive space, explorer(s), minutes, alien, Quick!, information, Wait! Look! Space Explorers Objectives Vocabulary Structures • Revise the language of Units and in Active/Revised Active/Revised scarf, woolly hat, cold, gloves, next to, bookcase, on, table, head, boots, jumper, lamp, wardrobe, T-shirt, plant, in, radio, bin space, explorer(s), planet, robot, outside, ship What’s (Captain Sally) wearing? She’s wearing (a big coat) This is (a cold planet) Where’s (my scarf )? It’s (under the table) No, it isn’t Objectives Vocabulary Structures • Revise the language of Units and in Active/Revised Active/Revised happy, ten, trees, brown, hair, teeth, eggs, hello, jam, ham, sandwiches, short, four, legs, two I’ve/It’s got (breakfast) Do you like (toast)? Yes, I / No, I don’t I’m (not hungry) I don’t like (this planet) It’s got (a long tail) Has it got (a mouth)? Yes, it has / No, it hasn’t I haven’t got (a torch) Objectives Vocabulary Structures • Read about how Christmas Eve is Active Revised stocking, Santa Claus, presents, mince pies, reindeer, stocking I can see (a stocking) He’s/They’ve got (a red coat) This is (my Christmas stocking) It’s got (pictures) • • • • • the context of a story Recognize language and locate it within a story Write sentences describing what characters are wearing Listen for information about clothes and the location of items Write sentences about item locations Ask and answer questions about clothes and the location of items Passive Space Explorers • • • • the context of a story Recognize language and locate it within a story Match sentence halves from a story text Listen for information about likes/dislikes Ask/Answer questions about body parts Christmas Eve • • • • • 194 celebrated in Britain Present and practise language related to Christmas Eve Practise the new language in a game Practise Christmas language in the context of a song Make a Christmas stocking Write and talk about the stocking, using a model listening and reading text Revised tree, snow, pencil, Numbers, Months, Colours Passive Christmas Eve, hang, by, fireplace, at night Passive Look this way! © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited Syllabus 4027694 Young Exp TB1 PressPDF.indb 194 11/10/2012 16:56 Flashcards and wordcards Flashcards/Wordcards The wordcards are available to download from the Explorers website (see page 11 for details) Hello! Set Unit Set Unit Set red blue green white black grey yellow pink purple brown orange play computer games play football play basketball play tennis play the piano play the violin play the drums play the recorder fridge cooker TV sofa phone next to Hello! Set Sam Lucy Carla Sophie Nick Mike Unit Set rucksack watch compass torch camera notebook binoculars map Unit Set insects grasshopper bee butterfly beetle ant Unit Set skateboard dive draw skate paint ride a horse crocodile zebra parrot flamingo lion python monkey gorilla Unit Set Unit Set sunglasses sandals swimsuit jeans scarf raincoat woolly hat gloves feathers hair whiskers claws teeth scales Unit Set Unit Set summer autumn winter spring Unit Set mirror radio plant bin wardrobe bookcase picture lamp Unit Set salad toast water jam sandwiches pasta eggs juice Unit Set breakfast lunch dinner rice vegetables ham © 2020 Oxford University Press Flashcards and wordcards Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027694 Young Exp TB1 PressPDF.indb 195 195 11/10/2012 16:56 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) 196 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 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited Classroom language 4027694 Young Exp TB1 PressPDF.indb 196 11/10/2012 16:56 Wordlist Wordlist English Flashcard Africa Amazon animal skin ant Unit Set apple April Arctic armadillo arms Unit Set baby, babies backbone bag ball bedroom bee Unit Set beetle Unit Set Berber flowers kitchen cereal four lamp chair fourteen laugh Cherry Blossom flute lay eggs chicken fridge China frog Christmas Eve girl Christmas tree gloves Unit Set bike bin Unit Set binoculars Unit Set bird birthday black Hello! Set blue Hello! Set body Unit Set boots box boy bread Unit Set brother brown Hello! Set butterfly Unit Set cakes Unit Set camouflage can candles cars castle cat leaf, leaves lion Unit Set Goodbye! Unit Set living room long cold grandad lunch cold blood granny machine Unit Set lorry compass Unit Set grass cooker Unit Set grasshopper Unit Set map green Hello! Set March grey Hello! Set Masai Unit Set Unit Set legs gorilla Unit Set mammals cupboard grow materials cut guitar May dad hair Unit Set milk dance ham Unit Set mill Unit Set hands mince pies dinner Unit Set hat mirror Unit Set dive Unit Set Unit Set have got monkey Diwali head Morocco dog Hello! mouse dolphin(s) Hi! mouth door hide mud downstairs hot mum houses music How much …? name humans natural hunters new eight huts New Year eighteen igloos next to eleven important Nigeria eyes in nine draw Unit Set ducks book Unit Set clothes December big camera cave crocodile bed breakfast English Flashcard countries bananas bookcase English Flashcard claws August autumn English Flashcard ears eggs Unit Set India farmers feathers Unit Set insects Unit Set nineteen Unit Set nose notebook February instrument feet jam festival January October fields Japan on fifteen jeans Unit Set one fireplace juice Unit Set orange Hello! Set fireworks July paint Unit Set five jump park jumper parrot Unit Set June pasta Unit Set flamingo flour Unit Set Unit Set Unit Set November © 2020 Oxford University Press Wordlist 197 Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027694 Young Exp TB1 PressPDF.indb 197 11/10/2012 16:56 Wordlist English Flashcard English Flashcard English Flashcard pen September twenty pencil seven two seventeen under shaker upstairs pencil case phone Unit Set sheep vegetables picture Unit Set shoes vertebrates pink Hello! Set short visit shorts walk sing wardrobe sister warm sitar warning six watch Unit Set water Unit Set picnic pizza plant Unit Set play play basketball Unit Set play computer games Unit Set sixteen play football Unit Set skate Unit Set wear play tennis Unit Set skateboard Unit Set What …? play the drums Unit Set small wheat play the piano Unit Set snake When …? play the recorder Unit Set snow Where …? play the violin snowy Unit Set Unit Set whiskers Unit Set poisonous sofa white Hello! Set pounds South America windows presents Spain windy purple Hello! Set special python Unit Set spring rabbit Unit Set Unit Set wings Unit Set winter stilts wood radio Unit Set stocking woolly hat raincoat Unit Set summer Unit Set work sunglasses Unit Set write rainy read red Hello! Set reindeer yellow Hello! Set sweets zebra Unit Set Unit Set table tail Unit Set rock tea teeth rollerblade rucksack sunny swimsuit Unit Set ride a bike ride a horse Unit Set swim reptiles rice Unit Set Unit Set ten Unit Set run thirsty thirteen salad three sandals Unit Set toast sandwiches Unit Set toilet Santa Claus torch sausages tractor scales Unit Set tree(s) scarf Unit Set trousers school T-shirt sea shells TV seeds twelve Unit Set Unit Set Unit Set © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 198 Wordlist 4027694 Young Exp TB1 PressPDF.indb 198 11/10/2012 16:56 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027694 Young Exp TB1 PressPDF.indb 199 11/10/2012 16:56 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4027694 Young Exp TB1 PressPDF.indb 200 11/10/2012 16:56 ... 4027694 Young Exp TB1 PressPDF.indb 21 11/ 10/2 012 16 :55 Class Book Come and explore! Objectives Welcome the pupils into the world of Young Explorers Learn the Young Explorers Explorers song Review... other distribution of the book is prohibited Unit • Lesson 4027694 Young Exp TB1 PressPDF.indb 38 11 /10 /2 012 16 :55 Listen and repeat.  $? ?1? ??27   Class Book page 11 , CD1 track 27  • Focus on Activity... Answers 5, 11 , $? ?1? ??2 Listen What’s missing? 1, 2, 3, 4, 6, 7, 8, 9, 10 , 11 , 12 Listen again What’s missing now? 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 , 12 Listen again What’s missing now? 1, 2, 3, 4,