incredible english 2nd edition 3 teachers book

INCREDIBLE ENGLISH 2nd EDITION Nick Beare Julie Penn Sarah Phillips Teacher’s Book Teacher’s Book Author Sarah Phillips is an expert in CLIL (Content and Language Integrated Learning) and how the brain learns “The more children interact with the materials, the teacher and each other, the more they will learn.” Walk into an INCREDIBLE ENGLISH classroom and there is a buzz … you could find children acting out a story, using a Venn diagram or finishing a project conidently in English The trusted methodology is based on things that children love Stories in every unit pull them into the new language, and songs, games, acting out and craft activities give their brains plenty of practice The Activity Book really makes them think to help them remember more Children also love to learn relevant things A colourful lesson in every unit uses English as a vehicle to teach other subjects, where they develop skills needed as part of their general education whilst improving their use of English All levels have an incredible range of support items to help children interact with English in many fun ways This second edition gives the class even more … A new Starter Level More support for storytelling More reading texts and personalized writing tasks More support for the Cambridge YLE Tests with a NEW testing programme More skills development activities for speaking and writing More grammar practice and language support © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 2nd EDITION Teacher’s Book 1 Syllabus Introduction The Incredible Club Hello, kids! Saturday morning Camping Me and my world & Revision Looking at animals At the supermarket Our town Me and my world & Revision At the sports centre Uncle Bill Carnival time! Me and my world & Revision Festivals Cambridge Young Learners Test practice Me and my world transcripts ‘Learning through English’ posters Tests Test transcripts / answers Record card Portfolio Wordlist 26 28 40 52 64 66 78 90 102 104 116 128 140 142 145 150 152 154 184 190 191 198 Nick Beare Julie Penn © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited Great Clarendon Street, Oxford, , 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 The moral rights of the author have been asserted First published in 10 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 Photocopying The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions Individual purchasers may make copies for their own use or for use by classes that they teach School purchasers may make copies for use by staff and students, but this permission does not extend to additional schools or branches Under no circumstances may any part of this book be photocopied for resale : Printed in China This book is printed on paper from certified and well-managed sources Tests (pp.154–183) written by: Shona Evans and Emma Grisewood Tests illustrations by: John Haslam Other illustrations by: Simon Smith (pp.23, 37) and Paul Gibbs (p.193) © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited Unit Main topic and core language CLIL* topic and language Other language (stories, songs, etc.) Skills Cognitive skills, Learning for life, CLIL project Starter Personal information questions: When’s your birthday? It’s on the twenty-third of October What’s your phone number? What’s your surname? (No CLIL topic) (No songs or stories in this unit) Reading: • Read ordinal numbers and months • Read personal information questions Cognitive skills: • Act out dialogues with finger puppets, matching intonation on CD • Match ordinal number words to figures • Find information in membership forms Listening: • Listen to personal information Speaking: • Ask and answer about personal information (name, age, address, phone number, birth date) • Act out a role play Ordinal numbers: first, second, third (etc.) © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited Months of the year: January, … December Cut and make: • Finger puppets of the course characters Writing: • Complete a crossword with months RECYCLED: numbers 1–30 (figures only) What’s your name? How old are you? I’m … Personal possessions: sweets, glasses, rollerblades, magazine, watch, umbrella, cards, bag, football Prepositions: behind, in front of, next to is / are: The glasses are next to the bag Where’s / Where are my …? They’re … They aren’t … Are they …? RECYCLED: cat in, on, under It’s … The cat’s in the bag I’ve got … Days of the week Activities vocabulary Maths: Telling the time Time phrases: What’s the time? It’s seven o’clock It’s quarter past seven It’s half past seven It’s quarter to eight morning night afternoon evening digital, clock, face (clock) big / small hand (clock) minute, hour, second at school in bed on the bus Syllabus * ‘CLIL’ = Content and Language Integrated Learning pair, member, club, clubhouse, place, outing, trip, drink (n), mint, frog, everyone, welcome, wear, carry, have fun, join (a club) Activities listen to music, play football, play music, make cakes, read books I like your bag I love your umbrella Can you spell that, please? Go away! Scat! Poor cat What a mess! You can … Come and … Reading: • Read a story • Read the personal possessions words and time words • Read and draw items in the correct place • Read a leaflet about club activities Listening: • Listen to a story • Recognize the personal possessions words and time phrases • Listen and write surnames • Listen and identify location Speaking: • Say a pronunciation chant with /ɪ/ and /ɒ/ • Talk about what you have got • Ask and answer about where things are • Act out a story • Tell the time Writing: • Write the words for personal possessions • Start and finish sentences correctly • Write about where things are • Write a leaflet about a club Cognitive skills: • Categorize words • Construct sentences using word tiles • Understand that names begin with capital letters • Find out information from a leaflet • Think about the advantages of joining clubs • Understand that sentences begin with capital letters and end with full stops • Tell the time (reading digital and analogue clocks) • Match words to pictures • Match words that have the same vowel sound • Solve a word puzzle • Solve a riddle • Evaluate your progress in class Learning for life: • Joining clubs and doing things with friends CLIL project: • Make a clock Syllabus Unit Main topic and core language CLIL topic and language Other language (stories, songs, etc.) Skills Cognitive skills, Learning for life, CLIL project Clothes: belt, coat, gloves, scarf, shirt, tights, tracksuit, trainers, cap Art: Portraits top half, bottom half, team, autograph, manager, studio, interview, energy, salad, amazing, fantastic, delicious, green (environmentally aware), the same, congratulations, cook (v), put on Reading: • Read a story • Read the words for clothes and adjectives to describe people Listening: • Listen to a story • Recognize words for clothes and adjectives to describe people • Listen to a description and colour clothes Speaking: • Say a pronunciation chant with /ɜ:/ and /e/ • Say what someone is wearing • Ask and answer about colour • Act out a story • Talk about portraits Writing: • Write the words for clothes and adjectives to describe people • Write about who things belong to • Write sentences with and, but, and too • Write an interview Cognitive skills: • Categorize words • Understand the link between spelling and pronunciation • Construct sentences using word tiles • Colour clothes from a description • Match questions with answers • Think about healthy eating • Look at and talk about portraits (different types – painting, photo, drawing, etc.) • Talk about the differences between abstract and realistic portraits • Match descriptions to pictures • Match words that have the same vowel sound • Evaluate your progress in class Learning for life: • Eating for energy CLIL project: • Make a portrait Reading: • Read a story • Read the words for camping things and adjectives to describe music • Read postcards Cognitive skills: • Categorize words • Construct sentences using word tiles • Find information in postcards • Think about how people have different abilities and skills • Talk about music • Think about how different types of music can represent different animals • Match words that have the same vowel sound • Solve a riddle • Identify people from a description of their belongings • Evaluate your progress in class Possessive adjectives: his / her What colour’s his jacket? What colour are her shoes? Adjectives to describe people: rich, poor, serious, angry, happy, sad portrait, painting, drawing, realistic, abstract © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited I think (he’s poor) Brilliant! Wow! Me too! Here you are Do you like …? I like / I don’t like … Have you got …? I haven’t got … Can you …? I can … I can’t … Music: Describing pitch, dynamics and tempo owl, bear, hook, postcard, camping, campsite, museum, surfing, surfboard, farm, beach, elephant, spotty, ready, scared (of ), hot, the dark, everything, stand (v) this / these, possessive ’s: This is Luke’s CD These are Molly’s shoes Conjunctions: and, but, too RECYCLED: dress, trousers, shoes Present continuous with wearing: What’s he / she / Finn wearing? He’s / She’s wearing … Camping things: blanket, comb, mat, pillow, pyjamas, sleeping bag, toothbrush, torch, towel, sunglasses have got: Have you got a torch? Have you got any brothers? I haven’t got a / any … is / are, prepositions: Is the comb on the bed? No, it’s on the chair Are the towels under the table? No, they’re on the bed apostrophes for contraction: I’m … / It’s … RECYCLED: book, teddy Adjectives to describe music: high, low, fast, slow, loud, quiet It’s fast and high I think it sounds like a hen I think the cow’s music is slow and low What else? I can’t find my … Don’t forget your … What’s that? Help! Look, it’s a … Scaredy cat! Look, here’s my sports bag Let’s check it I’m happy to be me! Dear … Love from … I like it a lot! Listening: • Listen to a story • Recognize the words for camping things and adjectives to describe music Speaking: • Say a pronunciation chant with /ʊ/ and /ɔ:/ • Ask and answer about what you have / haven’t got • Act out a story • Describe music Writing: • Write the words for camping things and adjectives to describe music • Write about what you have / haven’t got • Use apostrophes to contract words • Write a postcard Learning for life: • Being positive about ourselves CLIL project: • Make animal music Unit Main topic and core language CLIL topic and language Other language (stories, songs, etc.) Skills Cognitive skills, Learning for life, CLIL project Animals: ant, guinea pig, lizard, stick insect, tortoise, butterfly, canary, snail Science: Insects lorry, reptile, owner, python, chameleon, teeth (pl), fact file, habitat, tongue, eagle, jungle, sea, grass, mountain, field, world, beautiful, stripy, pretty, juicy, change colour, crawl, use, stamp (v), catch Reading: • Read a story • Read the animal and insect words • Read animal fact files • Read descriptions of insects Cognitive skills: • Categorize words • Understand symbols to express likes and dislikes • Understand spelling patterns • Construct sentences using word tiles • Find information in fact files • Think about the importance of protecting animals’ habitats • Talk about the parts of an insect’s body • Match words that have the same vowel sound • Evaluate your progress in class has got: Has he got a guinea pig? Has she got a lizard? He / She hasn’t got … © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited Using adjectives in sentences: They are green and brown They live in hot places RECYCLED: Insects: fly, bee, ladybird, grasshopper, dragonfly head, thorax, abdomen, antennae, queen bee, spider lay eggs, sting (v) It’s brown It’s got big wings It’s got long legs It can sting It can’t fly Who’s Mrs Ripley? Shame! Too bad! Wow! That’s big Hurry up Well done! What’s the matter? rabbit, parrot, snake, fish He / She’s got … Do you like guinea pigs? I like / don’t like snails I love stick insects Food: broccoli, butter, cocoa, coconut, flour, spinach, asparagus, strawberries like: He likes / doesn’t like … Does he / she like? Imperatives: Cut up the cheese Don’t cut your fingers RECYCLED: biscuits, sugar, cheese, eggs is / are: How much is flour? It’s … How much are strawberries? They’re … Science: Parts of a plant Parts of a plant: flower, fruit, leaf, stem, root, seed Coffee is made from … bean, cocoa bean, vanilla, pod, candle, salad, soup, sauce, melon, maize, sugar cane, tea leaves We use maize seeds to make cereals for breakfast mouse / mice, birthday, present, plate, tray, recipe, pasta, paper, ruler, scissors, rubber, teatime, pizza, oven, pizza base, ingredients, step, top, peel, wash, decorate, cut up, chop, stop We need … Let’s buy … What are you doing? We’re making a cake Off you go! Ready, steady, go! Look out! This cake is delicious! Add / Don’t add … Put / Don’t put … Cut / Don’t cut … Use / Don’t use … Listening: • Listen to a story • Recognize the animal and insect words • Listen and identify animals Speaking: • Say a pronunciation chant with /ỉ/ and /ʌ/ • Ask and answer about what animals people have got • Act out a story • Describe animals and insects Learning for life: • Respecting animals’ habitats CLIL project: Writing: • Write the animal and insect words • Use adjectives to write descriptions • Write an animal fact file • Invent an insect Reading: • Read a story • Read the words for food and parts of plants • Read a recipe Cognitive skills: • Categorize words • Add up prices • Work out what you can afford with your change • Construct sentences using word tiles • Solve codes • Think about working collaboratively • Talk about parts of plants which give us food • Match words to pictures • Solve a riddle • Evaluate your progress in class Listening: • Listen to a story • Recognize words for food and parts of plants • Listen and write prices • Listen and record people’s likes and dislikes Speaking: • Say a pronunciation chant with /ɘ/ • Act out a story • Ask and answer about likes and dislikes • Ask and answer about what parts of the plant different foods are from Syllabus Writing: • Write the words for food and parts of plants • Use imperatives to write instructions • Write a recipe Learning for life: • Working together CLIL project: • Make a fruit and vegetable book Syllabus Unit Main topic and core language CLIL topic and language Other language (stories, songs, etc.) Skills Cognitive skills, Learning for life, CLIL project Places in a town: bus station, car park, library, post office, restaurant, supermarket, shopping centre, swimming pool Geography: Map co-ordinates visitor, train station, slide, swing, playground, street, banana skin, puppet, actor, secondary school, enormous, late, important, near, favourite, watch DVDs, listen to stories Reading: • Read a story • Read the words for places in the town and the country • Read descriptions of places Cognitive skills: • Categorize words • Construct sentences using word tiles • Do a quiz • Find information from a description • Think about why we shouldn’t leave litter • Use symbols to locate places in a map grid • Use map co-ordinates • Draw a map • Create a key • Match words to pictures • Match words that have the same vowel sound • Evaluate your progress in class opposite © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited There’s a slide There are eight swings Is there a …? Are there any …? because: I like the park because there are swings and slides RECYCLED: cinema, park, school Where’s the shopping centre? It’s next to the park Places in the country: path, bridge, river, picnic area, wood, beach, shop map, adventure, island, key, symbol, cross (v), drive, return Here is the symbol for a picnic area Can you find the picnic area on the map? Start at the shop Walk to the wood Cross the river Return to the shop Sports: badminton, baseball, basketball, chess, gymnastics, hockey, judo, table tennis, tennis, volleyball Maths: Fractions Do you play chess? Do you judo? I play tennis I don’t judo Half of the fans have got scarves Three quarters of the fans are girls Prepositions: on, at, from … to (for times and places) RECYCLED: RECYCLED: football Is there a tennis class on Monday? There’s a football class on Wednesday Football things: wig, drum, flag Fractions half, quarter, three quarters hat, scarf, T-shirt Excuse me … Where’s the …? It’s over there I can see my favourite restaurant Where are the visitors? Come and see our town This is the park It’s mine! Me first! It shows … Don’t drop rubbish Put your rubbish in a bin timetable, class, hedge, hole, special offer, figure, pencil case, climbing wall, boat, water, hall, square (n), sign, square, ladder, with, without, over, through, hungry, shout, pass (a ball) You / don’t judo We can play basketball I want to … / I prefer … Come on! Can I help you? Let me see What about me? You’re too small On the other side On the right Come and play basketball Don’t feed the animals Don’t run in the hall Listening: • Listen to a story • Recognize words for places in the town and the country • Listen to descriptions of streets and identify them • Listen and answer questions Speaking: • Say a pronunciation chant with /a:/ and /u:/ • Ask and answer about things in a picture • Act out a story Writing: • Write the words for places in the town and Learning for life: • Keeping public places tidy CLIL project: • Make a map and a leaflet the country • Write descriptions of places • Write sentences using because • Write a personal map Reading: • Read a story • Read the words for sports / football things • Read signs and notices Listening: • Listen to a story • Recognize words for sports / football things • Listen and find timetable information Speaking: • Say a pronunciation chant with /i:/ and /e:/ • Ask and answer about activities • Act out a story Writing: • Write the words for sports / football things • Write about activities you • Write descriptions of football fans • Use prepositions on, at, and from … to • Write a notice Cognitive skills: • Categorize words • Construct sentences using word tiles • Find information in a timetable • Solve codes • Find information in notices • Think about signs and notices, and why it is important to obey them • Do sums with fractions • Match words to pictures • Match words that have the same vowel sound • Solve a riddle • Evaluate your progress in class Learning for life: • Obeying signs CLIL project: • Make a picture of football fans Unit Main topic and core language CLIL topic and language Other language (stories, songs, etc.) Skills Cognitive skills, Learning for life, CLIL project Daily routines: get up, have breakfast, go to work, go to school, have lunch, leave work, leave school, have dinner, go to bed Science: Electrical circuits inventor, robot, workshop, machine, traffic jam, advert, van, solar energy, egg box, gnome, motor boat, noise, plug it in, switch it on, half an hour, around, decide, have a race, cheap, bored Reading: • Read a story • Read the words for daily routines and electrical components • Read adverts Cognitive skills: • Categorize words • Put activities in chronological order • Find mistakes in an email • Construct sentences using word tiles • Find an odd one out • Find information in adverts • Think about how adverts influence us • Think about what makes up an electrical circuit • Match words to pictures • Match words that have the same vowel sound • Make word spiders • Order words in questions • Evaluate your progress in class © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited What time does he have breakfast / leave work? He has / leaves / gets / goes … He works / doesn’t work in Middleton Word order in questions: Can you make pizza? Are you bored? Have you got an egg box? RECYCLED: have a shower Do you get up at eight o’clock? No, I get up at seven o’clock Carnival characters: clown, juggler, king, queen, prince, princess, knight, lady, magician, acrobat, pirate, dancer Past simple (was / were): I was a magician Were you at the carnival? Was it good? It was brilliant I wasn’t at the park Past forms of regular verbs: It started at eight o’clock He played tennis RECYCLED: Syllabus What’s the queen doing? She’s eating … Electrical components: bulb, battery, wire, motor, switch plug, circuit, mains electricity, dangerous, sometimes Never touch plugs with wet hands Batteries make electricity Circuits need batteries and wires Electrical circuits It’s got two batteries and a bulb It hasn’t got a motor Has it got a bulb? Art: Drawing figures using ovals Parts of the body neck, hip, shoulder, elbow, knee, foot Draw three ovals for the head, neck and body A leg is two ovals The ovals overlap at the knee The shoulders are one long oval What you think of this picture? I think it’s fine I think the arms are too long I think its head is too small RECYCLED: head, hand Listening: • Listen to a story • Recognize words for daily routines and My robot makes dinner Where does he work? Not far away At last! Help me set up my machine Not too quick! What’s happening? What shall I buy? It’s really cool I just can’t wait! Wait a minute What’s it like? Stop and think before you buy! • Say a pronunciation chant with /ɔɪ/ and /əʊ/ • Talk about daily routines and circuits • Act out a story hospital, laptop, costume, circus, blog, race, rope, special guest, puppet show, trapeze, trampoline, tricks, lose, really good, best, against Reading: • Read a story • Read the words for carnival characters and parts of the body • Read a blog post started, liked, played, watched, climbed, juggled, danced, learned, washed, walked • Listen to a story • Recognize words for carnival and the body • Listen and answer questions • Listen and find out where people were That’s funny No, I wasn’t Who wants to …? Let’s see Abracadabra! Oh, no! You’re a star Do your best Try again Everyone’s a winner! electrical components • Listen and identify circuits • Listen to an interview Speaking: Writing: • Write the words for daily routines and electrical components • Write about daily routines • Use the correct word order in questions • Write an advert Listening: Speaking: • Say a pronunciation chant with /aʊ/ and /aɪ/ • Ask and answer about where you were • Act out a story Writing: • Write the words for carnival and the body • Write questions about the past • Use the past forms of regular verbs • Write a blog post Learning for life: • Making informed choices CLIL project: • Write about things that use electricity Cognitive skills: • Categorize words • Construct sentences using word tiles • Follow routes on a map • Find information in a blog post • Use word spiders • Think about how to be a good loser and a good winner • Think about how to draw figures using ovals • Match words to pictures • Match words that have the same vowel sound • Solve a word puzzle • Evaluate your progress in class Learning for life: • Being a good loser and a good winner CLIL project: • Draw a carnival figure Syllabus Festivals Language New Year Scotland, Japan, Thailand, kilt, bagpipes, national costume, tradition, midnight, good luck, bell, special, painted, Scottish Valentine’s Day coupon, promise Objectives • Find out about how • • Find out about Valentine’s © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited • • Environment Day recycle, reuse, reduce Save old wrapping paper! Pass on your clothes! Use less water! Use plastic bags again! Put glass in the glass bin! and when New Year is celebrated in other countries Make a calendar Day in English-speaking countries Think about being generous to our friends and family Make gift coupons • Find out about World • • Environment Day Think about recycling, re-using, and reducing the amount of materials we use Make a recycling chart Me and my world Language Me and my world (Units 1–3) strings, tunic, drum, Morocco, Japan, city, competition, oud, wadaiko, traditional I play … It is … It has got … Me and my world (Units 4–6) picnic, lake, pirate ship, lake, route, fishing, centre, weekend, playground, always There’s … There are … I like … Me and my world (Units 7–9) runner, medal, skiing, skating, ski jump, hot chocolate, long distance, popular, famous, every year Long distance running is a popular sport here We lots of winter sports Moses gets up at six o’clock He makes breakfast Some people wear costumes Objectives • Review vocabulary and phrases from Units 1–3 • Read about popular instruments and music in other countries • Find information in a text • Listen and complete a fact file • Practise a conversation • Write about your music classes • Review vocabulary and phrases from Units 4–6 • Read about parks in the USA and England • Find information in a text • Listen and complete a table of information • Practise a conversation • Write about your favourite park • Review vocabulary and phrases from Units 7–9 • Read about popular sports in Kenya and Norway • Find information in a text • Listen and complete a fact file • Write about the sports you Unit 4 Test Write the questions Look and write Does she like strawberries? Does he like asparagus and coconut? Does she like cheese and eggs? AnSWERS AnSWERS he’s got a snail he’s got a rabbit she’s got a stick insect she’s got a lizard she hasn’t got an ant / any ants Listen and tick ✓ or cross ✗ Look and write $ 3•41 Transcript Boy I collect insects! I’ve got an ant, a bright green grasshopper, and a small ladybird But I haven’t got a fly or a bee I haven’t got a dragonfly either and I want to find one Listen and write numbers Then label $ 3•43 Transcript This is a tomato plant Number is the root Number is the leaf Number is the flower Number is the stem Number is the seed AnSWERS AnSWERS bee ✗ ant ✓ grasshopper ✓ ladybird ✓ dragonfly ✗ a grasshopper, a ladybird a fly, a bee, a dragonfly Write about the pictures AnSWERS has she got a stick insect? has he got a [any animal except a lizard]? no, he’s got a lizard has she got a [any animal except a parrot]? no, she’s got a parrot has he got a bird / butterfly? has she got a tortoise? AnSWERS wings stem root flower seed Unit 6 Test Complete the text insect leaf legs black fly Look and write AnSWERS Unit 5 Test Look and write AnSWERS eggs he likes cocoa she likes biscuits he doesn’t like spinach she doesn’t like coconut he likes asparagus she doesn’t like cheese he likes broccoli Listen and draw  or  $ 3•42 Transcript Female Does Max like strawberries? Male Yes, he does Female Does Max like butter? Male No, he doesn’t He doesn’t like butter at all Female And how about coconut? Does Max like coconut? Male Yes, he loves coconut Female And Ava, does she like strawberries? Male Yes, she loves strawberries Female Does Ava like coconut? Male No, she doesn’t like coconut Female Does she like butter? Male Yes, she likes butter; she has it in her sandwiches AnSWERS Max: butter , coconut  Ava: strawberries , butter , coconut  186 Test transcripts / answers There are two bus stations There are two parks There is a / one cinema There are two swimming pools There are three restaurants There is a / one car park There is a / one supermarket There are two libraries There are four post offices 10 There is a / one shopping centre Listen and colour $ 3•44 Transcript / Answers Adult Can you see the path? Girl Yes Look, there’s a butterfly on the path! Adult Yes, colour it yellow Girl OK, the butterfly on the path Colour it yellow Adult Find the butterfly in the river Girl Sorry? The butterfly in the river?! Adult Yes! Colour it blue Girl OK There’s a blue butterfly in the river Adult Look at the butterfly under the bridge Girl OK Can I colour it? Adult Yes, colour it yellow Girl OK Colour the butterfly under the bridge yellow Adult Now find the wood Girl Yes Adult There’s a butterfly in it Colour it orange Girl OK There’s an orange butterfly in the wood Adult Look at the picnic area Girl It’s got a butterfly in front of it! Adult Yes Colour it purple Girl Good I like purple! Look at the picture above Read and then write the questions AnSWERS Are there any tables? is there a swimming pool? is there a shop? is there a bridge? Are there any butterflies? Are there any cars? Review Test 2 Listen and write the prices $ 3•45 Transcript Girl Dad Girl Dad Girl Dad Girl Dad Girl Dad Girl Dad Girl Dad Girl Dad Girl Dad Girl Dad Girl Dad Girl Dad Girl Dad Girl Dad Girl Dad It’s Mum’s birthday tomorrow.We need to make a cake Yes Let’s buy the ingredients we need OK, what we need to make a cake? We need butter How much is butter? Butter is one pound fifty One pound fifty That’s OK We need flour Where’s the flour? Here it is How much is flour? It’s ninety p Ninety p for flour We need eggs too! Yes Where are the eggs? Here they are They’re two pounds How much? Two pounds OK, we’ve got butter, flour, and eggs … We need sugar Where’s the sugar? Here it is I like sugar! How much is it? It’s one pound One pound? Yes And we need cocoa too How much is cocoa? It’s two pounds Oh, look – here are the strawberries They’re three pounds fifty Three pounds fifty! Mum likes strawberries Yes, she does OK, let’s buy some strawberries AnSWERS 90p £2 £1 £2 £3.50 Write questions about Milly AnSWERS Does she like cats? Does she like books? Does she like sweets? Does she like lizards? Does she like music? Does she like football? Does she like snails? Order the words AnSWERS he doesn’t like coconuts There are two restaurants in the town she hasn’t got a guinea pig Does he like strawberries? Are there any swings in the park? There are three butterflies has he got a tortoise? Look and write about the woman’s shopping AnSWERS (in any order) in picture A she’s got eggs, but in picture B she hasn’t got any in picture A she hasn’t got any bananas, but in picture B she’s got bananas in picture A she’s got 10 strawberries, but in picture B she’s got 13 strawberries Skills Test 2 Listening Listen and circle A, B or C $ 3•46 Transcript Adult There’s a great wood near my house Girl Really? Are there any paths? Adult Yes, there’s one path Girl Is there a river? Adult Yes, and there are two bridges Adult Is there a post office in your town, Nick? Nick No, there isn’t There are two supermarkets, a car park, a school, and a shopping centre Adult Does Jo like broccoli? Girl No, but she likes asparagus and spinach Adult Does she like strawberries? Girl Yes, she likes strawberries Adult Has Tom got a stick insect? Girl No, he hasn’t got a stick insect Adult Has he got a guinea pig? Girl No, he doesn’t like guinea pigs Adult Does he like tortoises? Girl Yes, he likes tortoises He’s got a tortoise AnSWERS C C B A Reading Read and write D (dragonflies), G (grasshoppers) or B (both) AnSWERS B D g B D g Writing Look, read and complete the sentences Use because and your own answers AnSWERS Pupils’ own answers Speaking Ask and answer AnSWERS Does Maria like ladybirds / lizards / coconuts / broccoli / strawberries? Yes / Yes / no / no / no Does Carl like ladybirds / lizards / coconuts / broccoli / strawberries? Yes / no / no / Yes / Yes Test transcripts / answers 187 Unit 7 Test Look and write Look and write a she doesn’t have breakfast b she has breakfast a she doesn’t leave school b she leaves school a she doesn’t go to bed b she goes to bed AnSWERS AnSWERS i play table tennis i play tennis i don’t play volleyball i play basketball i play badminton i don’t play (ice) hockey i play chess 10 i don’t gymnastics Look and write AnSWERS it’s a battery it’s a bulb Look and write it’s a wire it’s a motor AnSWERS (in any order) Do you play tennis? Yes Do you judo? no Do you play hockey? Yes Do you play chess? Yes Do you gymnastics? no Listen and write True or False $ 3•47 AnSWERS Half of the fans are boys A quarter of the fans have got drums A quarter of the fans have got wigs Three quarters of the fans have got scarves Half of the fans have got flags Three quarters of the fans have got hats Half of the girls have got wigs A quarter of the boys have got scarves Listen and number True False False $ 3•48 Transcript Adult What time does Millie get up? Girl She gets up at seven o’clock Adult What time does Millie have dinner? Girl She has dinner at half past six Adult What time does Millie go to bed? Girl She goes to bed at eight o’clock Adult What time does Mum go to work? Girl She goes to work at nine o’clock Adult What time does Ben go to school? Girl He goes to school at half past eight Adult What time does Ben have lunch? Girl He has lunch at half past twelve 9.00 8.30 12.30 Write questions about the pictures AnSWERS 188 This is my neck This is my foot This is my shoulder This is my knee This is my elbow Follow the lines and write AnSWERS i wasn’t / i was a queen i wasn’t / i was a magician i wasn’t / i was a dancer Write questions about what Joe did yesterday AnSWERS / Was he at the bus station / the swimming pool? / / / Was he at the library / the post office / the cinema / (the) school? Review Test 3 Listen and write the number Transcript AnSWERS True AnSWERS Listen and match 8.00 Look and write [From left to right] (shoulder), (elbow), (foot), (neck), (knee) Unit 8 Test 6.30 $ 3•49 Transcript AnSWERS False False False Look and write he’s an acrobat he’s a clown he’s a king she’s a lady he’s a knight she’s a pirate she’s a magician she’s a princess Transcript / Answers Unit 9 Test What time does she have dinner? What time does she go to bed? What time does she go to work? What time does he go to school? What time does he have lunch? Test transcripts / answers He’s got a drum He’s got a wig She’s got a flag She’s got a wire He’s got a battery She’s got a bulb AnSWERS a c f d b $ 3•50 Write the questions Then follow and write the answers AnSWERS What time does he go to bed? At half past nine What time does he go to school? At o’clock What time does he judo? At o’clock What time does he have lunch? At o’clock Listen and tick ✓ or cross ✗ $ 3•51 Reading Read and and answer the questions AnSWERS £6.00 no (he has a bad foot) sweets and (delicious) cakes 9am 6.30pm Writing Complete Kate’s blog Transcript Adult Hello, Sue I’d like to ask you some questions about sport Do you play chess? Sue No, I don’t Adult Do you gymnastics? Sue Yes, I gymnastics at school We gymnastics every Friday Adult And what about badminton? Do you play badminton? Sue No, I don’t, but I play baseball I play baseball twice a week Adult Now, Karim, I’m going to ask you the same questions Do you play chess? Karim Yes, I sometimes play chess with my friends at lunch time Adult And you play badminton? Karim Yes, it’s my favourite sport! Adult And what about baseball? Do you play baseball? Karim No No, I can’t play baseball Adult And gymnastics – you gymnastics? Karim Yes, I gymnastics every week AnSWERS i walked on the beach i watched a football match i talked to grandma i listened to music i learned about animals Speaking Ask and answer AnSWERS Pupils’ own answers AnSWERS Sue Karim [chess] ✗ ✓ [gymnastics] [badminton] [baseball] ✗ ✓ ✓ ✗ ✓ ✓ Write the questions and answers AnSWERS Were you / i was a dancer Were you / i was a prince Were you / i was a queen Skills Test 3 Listening Listen and tick ✓ the correct picture $ 3•52 Transcript This is Steve He gets up at seven o’clock He has eggs on toast for breakfast every day He goes to work by bus Today he is late! He has lunch with the other people in his office He likes playing tennis after work He usually goes to bed at eleven o’clock AnSWERS picture picture picture picture picture Test transcripts / answers 189 Record card: Linguistic objectives (Units 1–9) name of pupil: …………………………………………………………………………………………………………… needs a lot of help needs some help Target achieved Test score Unit Unit Unit Review Test Skills Test Unit Unit Unit Review Test Skills Test Unit Unit Unit Review Test Skills Test Tick the relevant column for the pupil’s level of achievement in each unit In addition, you may like to use the following key to indicate in which areas the pupil still needs help: V = vocabulary L = listening S = speaking R = reading W = writing Use the ‘Test score’ column to keep a record of each pupil’s scores for the unit tests and term tests 190 Record card Incredible English 2nd Edition PHOTOCOPIABLE © Oxford University Press What is a language portfolio? The aim of creating a language portfolio with your pupils is to promote the learning of languages in general, and to record and validate all their linguistic abilities and language learning experiences (including those from outside the classroom) The European Language Portfolio The Council of Europe is promoting the use of the ‘European Language Portfolio’, a three-part portfolio which has the aim of encouraging lifelong language learning, providing a record of linguistic skills that is internationally recognized, and promoting tolerance and cultural awareness through learning other languages The intention is that each student has their own personal Portfolio that will accompany them throughout their learning experience The European Language Portfolio is divided into the following sections: Passport / Biography section: • Photocopies of pages 194–196 (My English), completed at • • the end of each term; Completed unit and term tests; Certificates of any external exams pupils have sat, e.g UCLES ‘Starters / Movers’ exam Dossier section: • Posters, projects, displays, etc which the pupils have The Dossier contains selected pieces of work which illustrate the student’s achievements, abilities, and experiences, as recorded in the Biography or Passport done throughout the course (e.g the Lesson 11 ‘Learning through English’ mini-projects); • Photocopies of completed pages from the Activity Book and / or the Photocopy Masters Book; • Cassette or video recordings of pupils singing songs or acting out stories; • Other (see ‘Further ideas’ below) The Incredible English Portfolio can be included in the classroom routine as much or as little as you choose A good point to start working on the Portfolio would be towards the end of the first term, when you can explain to the pupils what a language portfolio is, let them make the cover pages and complete the first My English page (see below), and tell them that they will be responsible for choosing which pieces of work they would like to include in the Dossier section (they can choose the pieces of work which they are most proud of, which they have most enjoyed doing, or which they think would be most interesting to other people) Parents should be encouraged to support their children’s language learning by helping them collect items for their Portfolio or making suggestions about what pieces of work to include in the Dossier section The Incredible English Portfolio for Level contains the following material: What is the Incredible English Portfolio? Portfolio cover The idea of the Incredible English Portfolio is to raise awareness of the existence of the European Language Portfolio and to prepare children to use future portfolios in the secondary education system It is a useful tool for teachers in future years as it allows them to see what each child has studied so far It is also extremely motivating as it gives children the opportunity to be responsible for their own learning as they indicate what they can in English and decide autonomously what work to include in their Portfolio The Incredible English Portfolio does not aim to exactly match the structure of the European Language Portfolio, but instead takes the elements from it which are most relevant for children of this age Each child’s personalized Incredible English Portfolio might consist of a selection of the following, stored together in a designated file, folder, or box: This can be found on page 193 Pupils fill this in and stick it on the cover of the file, folder, or box that they are going to use for their Incredible English Portfolio They can also stick on a photo or a drawing of themselves Passport The Passport section provides an overview of each student’s ability in a language or languages It includes self-evaluation and teacher assessment as well as any certificates a student may have received or records of courses they have completed Biography The Biography section allows the student to reflect upon and assess his or her progress It encourages the student to think about what he / she can in the language Dossier Portfolio 191 My English pages These can be found on pages 194 –196 (one page for every three units) These summary / self-evaluation pages are intended to be completed at the end of each term, and are divided into three sections: My words, My sentences, and My work My words Pupils tick the boxes and colour the pictures to indicate which vocabulary sets they have studied, and then complete the self-evaluation line to say how many of the words they can remember (go through the language with them for this first) My sentences Pupils tick the boxes to indicate which language functions they are able to perform Go through the ‘I can’ statements with the pupils first to make sure they understand them, and help them as necessary by reminding them of the language from the relevant units and writing examples on the board My work Pupils tick the boxes to say which items they have made The blank line can be used to write any additional items or projects that they have completed (e.g any of the festivals projects from PMB pp50–52) If pupils have chosen to include any of these items in the Dossier section of their Portfolio, they can draw or stick a star next to the item to indicate this (It will be very motivating for pupils if you can provide them with gold star stickers to use for this section.) The items listed are taken from the following sections of the course: (Units 1–3) Picture / word cards (Units 1–3, PMB pp4–5, 10, 15) A leaflet (Unit 1, Lesson 8) A clock (Unit 1, PMB p8) An interview (Unit 2, Lesson 8) A portrait (Unit 2, PMB p13) A postcard (Unit 3, Lesson 8) Animal music (Unit 3, PMB p18) Me and my world (My music classes, PMB p53) (Units 4–6) Picture / word cards (Units 4–6, PMB pp4, 20, 25, 30) An animal fact file (Unit 4, Lesson 8) An insect (Unit 4, PMB p23) A recipe (Unit 5, Lesson 8) A food mini-book (Unit 5, PMB p28) A personal map (Unit 6, Lesson 8) An island map / leaflet (Unit 6, PMB p33) Me and my world (My favourite park, PMB p54) (Units 7–9) Picture / word cards (Units 7–9, PMB pp4, 35, 40, 45) A notice (Unit 7, Lesson 8) A picture of football fans (Unit 7, PMB p38) 192 Portfolio An advertisement (Unit 8, Lesson 8) A project on electricity (Unit 8, PMB p43) A blog post (Unit 9, Lesson 8) A carnival figure (Unit 9, PMB p48) Me and my world (The sports I play, PMB p55) Dossier cover (My work) This can be found on page 197 At primary school level, the Dossier of the work chosen by the pupil will probably be the largest section of the Portfolio This page, entitled My work, will be the cover of that section, which can either be included within a ring-binder for the whole Portfolio, or kept in a separate folder or box Pupils colour the page, and can also create a list of the Dossier contents if they wish What does the Dossier contain? It is important that pupils understand that they make the choice of which pieces of work to include in their personal Dossier They can choose the pieces of work which they are most proud of, which they have most enjoyed doing, or which they think would be most interesting to other people In addition to the My work items suggested on the My English pages, pupils may like to include photocopies of their favourite pages from the Activity Book (e.g the Show what you know! pages from each unit, or any other writing or drawing activities), and video or cassette recordings of themselves singing songs or doing role-plays from the course (e.g acting out the stories with the finger puppets) Further ideas English language learning is not restricted to the classroom, and as part of the Portfolio’s aim to foster positive attitudes towards other cultures, pupils should be encouraged to notice any examples of English language and culture around them Pupils can collect (or photocopy) comics, food packaging, CD and DVD covers, stamps, tickets, postcards, song lyrics, etc and keep them in their Portfolio folder or box Alternatively, you could create an ‘English corner’ in the classroom where such objects could be displayed for the whole class to see Pupils can also write (in L1) about their experiences with English, e.g listing any projects they have done, performances of plays, courses attended (including after-school classes and summer schools), details of trips to English-speaking countries, communication with / exchanges with pen pals, and simply a list of Englishspeaking people they know They can illustrate their work with pictures of their experiences Encourage pupils to take pride in their Portfolios, and to regularly go through the Dossier section, tidying and organizing it, and adding work as necessary to keep it updated Encourage them to show their Portfolios to friends, family, and other teachers in the school, and remind them that is a valuable record of their achievements in English Fostering early pride and motivation in this way will encourage pupils to continue learning and using English (and other languages) throughout their lives 2nd EDITION Stick your photo here Name Age Class School Teacher ✄ Incredible English 2nd Edition PHOTOCOPIABLE © Oxford University Press Portfolio (Cover / Passport) 193 My English (Units 1–3) My words I can say words for: My things Describing people Time words Camping things Clothes Describing music I can remember: some of the words most of the words all of the words My sentences I can … ask where things are ask what colour things are Where are my glasses? What colour are her shoes? say where things are ask what someone has got The glasses are next to the bag Have you got a torch? tell the time say what i haven’t got It’s half past two I haven’t got any pyjamas say who things belong to This is Luke’s CD My work I have made: Picture / word cards A postcard A leaflet Animal music A clock Me and my world (My music classes) An interview A portrait = my best work (look in my dossier) 194 Portfolio (Learning biography) Incredible English 2nd Edition PHOTOCOPIABLE © Oxford University Press My English (Units 4–6) My words I can say words for: Animals Parts of a plant insects Places in a town Food Places in the countryside I can remember: some of the words most of the words all of the words My sentences I can … ask what pets someone has got ask what someone likes Has he got a guinea pig? He likes strawberries say what pets someone has / hasn’t got say what someone doesn’t like She hasn’t got a lizard describe a place ask what someone likes There’s a … / There are … Does he like marbles? ask about a place She doesn’t like cocoa Is there an airport? My work I have made: An animal fact file A personal map An insect An island map / leaflet A recipe Me and my world (My favourite park) A food mini-book = my best work (look in my dossier) Incredible English 2nd Edition PHOTOCOPIABLE © Oxford University Press Portfolio (Learning biography) 195 My English (Units 7–9) My words I can say words for: sports and activities electrical components Things for football fans Carnival characters Daily routines Parts of the body I can remember: some of the words most of the words all of the words My sentences I can … ask what activities someone does ask about someone’s day Do you play chess? What time does he leave work? say what activities i ask what someone did I play tennis / I don’t judo Were you at the carnival? talk about someone’s day say what i did He gets up at seven o’clock I was a magician My work I have made: Picture / word cards A blog post A notice A carnival figure A picture of football fans Me and my world (The sports I play) An advertisement A project on electricity = my best work (look in my dossier) 196 Portfolio (Learning biography) Incredible English 2nd Edition PHOTOCOPIABLE © Oxford University Press 2nd EDITION Portfolio Dossier (Level 3) stories projects writing songs acting ✄ Incredible English 2nd Edition PHOTOCOPIABLE © Oxford University Press Portfolio (Dossier cover) 197 This wordlist shows the core language items in bold and other language items (e.g from songs and stories) in non-bold, and gives the unit where the word or phrase is first used ‘M’ indicates the ‘Me and my world’ sections, ‘F’ indicates the Festivals sections, and ‘S’ indicates the Starter Unit abdomen Abracadabra! abstract acrobat actor add address adult adventure advert afternoon always M amazing angry ant antennae April S around asparagus At last! at school August S autograph badminton bag banana skin band M baseball basketball battery Be careful! beach bear beautiful bed bee behind bell F belt big hand (clock) birthday biscuits blanket blog 198 Wordlist boat book bored boring bottom half bowl breakfast bridge Brilliant! broccoli bulb bus bus station butter butterfly buy cake camping campsite Can I …? Can I help you? Can you …? canary cap car park cards carnival carry cat catch certificate chameleon change colour cheese chess chocolate chop cinema circuit circus city M class climb the ropes climbing wall clock clown club clubhouse coat cocoa cocoa beans coconut coffee comb Come and see … Come on! competition M Congratulations! cook cool costume coupon F crawl Cross the … dancer dangerous Dear … December S decide decorate with … delicious digital disco discover distance M tricks Don’t drop rubbish Don’t feed the animals Don’t forget … Don’t run in the hall dragonfly draw drawing dress drink (n) drive drum DVD eagle egg box eggs eighty pence elbow elephant energy enormous Environment Day erase evening everyone everything Excuse me? face (clock) fact file famous M fantastic farm fast February S feed festival M field figure find first S fish fishing M flag flour flower fly foot football (object) football (game) fork free frog From … fruit fun get up glasses F gloves gnome Go away! go to bed go to work good luck F grandfather M grass grasshopper green (environmentally friendly) guinea pig gymnastics I want to … I’m happy to be me! important in in front of ingredients instrument M internet inventor island It can … It can’t … It doesn’t work! It’s … It’s got … It’s great! It’s mine! It’s over there habitat half (of ) hall hand happy hat have a shower have breakfast have dinner have fun have lunch have races head hedge Help! Help me … Here is … Here you are high hip hockey hold hole hook hospital hot hot chocolate M hour hungry Hurry up! I can see … I can’t find … I just can’t wait! I like … I love … I prefer … I think it sounds like … I think it’s fine I think … January S Japan M join judo juggler juicy July S June S jungle Kenya M key king knee knight ladder lady ladybird lake M laptop late lay eggs leaf leaflet leave work legs Let me see Let’s buy … Let’s check it library lizard London M Look out! Look, here’s … 3 lose loud low machine magazine magician mains electricity maize manager map March S mat May S mayonnaise Me first! Me too! medal M melon member menu mess mint minute more than … M morning Morocco M motor motor boat mountain mouse / mice museum musical instrument My robot makes … near neck need never new Year F New York M next to night noise north M Norway M Not far away Not too quick! November S October S Off you go! on On the other side On the right one pound fifty opening times opposite oud M outing oval oven over overlap owl owner painting pair paper park parrot pass pasta path peel pencil case penguin M photo picnic M picnic area piece M pillow pirate pirate ship M pizza place plate playground M plug it in poor poor cat popular M portrait post office postcard present pretty prince princess puppet puppet show put on Put your rubbish in a bin pyjamas python Wordlist 199 (a) quarter (of ) queen queen bee quiet rabbit race M ready Ready, steady, go! realistic recipe recycle F reduce F reptile restaurant Return to … reuse F rich river robot rollerblades root round M route M rubber ruler runner M sad salad same sauce scared (of ) scaredy cat scarf Scat! school scissors score a goal sea second (n) second (ordinal number) S secondary school seed September S serious shake Shame! sharpener shirt shoes shop shopping centre shoulder 200 Wordlist shout signs skating M ski jump M skiing M sleeping bag slide slow snail snake solar energy sometimes soup special offer spider spinach spotty square (n) stamp (v) stand Start at … stem stick insect sting stop Stop and think! strawberries street strings (instrument) M stripy studio sugar sunglasses supermarket surfboard surfing surname S sweets swimming pool swing switch (n) switch (it) on symbol table tennis tea tea leaves team teatime teddy teeth (pl) tennis the dark third S This is … thorax thousand M three quarters (of ) tidy tights timetable today tongue Too bad! toothbrush top top half torch tortoise towel town tracksuit tractor traditional M traffic jam train station trainers trampoline trapeze tray trip trousers try again T-shirt tunic M You’re too small umbrella under use Valentine’s Day van vanilla visitor volleyball welcome Well done! wet What a mess! What about me? What are you doing? What you think of …? What else? What shall I buy? What time does he / she …? What’s it like? What’s the matter? Where are …? Where does he work? Where’s …? Who’s …? wig wings winner wire with without wood workshop world F wadaiko M Wait a minute Walk to … wash watch water We can … We need … We use … We’re making … wear weekend M ... 150 head 34 sad / 112 hockey 73 butter / 151 hip 35 blanket / 1 13 judo 74 cheese / 152 knee 36 book / 114 table tennis 75 cocoa / 1 53 neck 37 comb / 115 tennis 76 coconut / 154 shoulder 38 mat... 90 cinema 51 loud / 129 go to bed 13 cards / 91 library 52 quiet / 130 bulb 14 umbrella / 92 park 53 ant / 131 battery 15 bag / 93 post office 54 butterfly / 132 wire These are made in the Starter... parrot / 137 king 21 shirt / 99 beach 60 rabbit / 138 queen 22 tights / 100 bridge 61 snail / 139 prince 23 tracksuit / 101 path 62 snake / 140 princess 24 trainers / 102 picnic area 63 stick insect