First explorers 2 teachers book

episodes • teaching notes and tapescripts for the Cambridge Young Learners practice tests • an Ideas bank with games, activities and ideas for how to exploit the extra resources even mor

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acknowledgements

Cover illustrations by: John Paul Early/Illustration Agency (explorer icons)

Inside front cover illustrations by: David Lopez/Bright Agency

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Cambridge Young Learners

5 6

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Dear Parents,

This year, your child will learn English using First Explorers 2 with the help of Toby, Ella, Lucky,

Max and the magic pencil They will learn essential English words and structures, as well as lots of songs and chants They will listen to stories about the adventures of the magic pencil and the world Lucky and friends explore These characters will bring English to life, and really motivate your child’s learning, in turn helping them to be a language explorer!

However, the learning experience doesn’t stop at the school gates Even if you don’t speak

English, your support and encouragement are essential First Explorers 2 provides many

opportunities to involve you in your child’s learning, and there is also the new Oxford Parents site, where you can find more information on helping your child with their English language learning

Learning a language isn’t just about learning words and structures, it’s also about understanding and respecting other cultures, and making an effort to communicate with

them First Explorers 2 encourages reflection on the similarities and differences between

these cultures At the end of each unit, there is the opportunity in the Class Book and on the DVD to learn about children in Britain exploring their world in relevant and stimulating ways, that will draw direct comparisons with the children in the classroom and lead on

to discussions about their world and also citizenship issues Ask to see your child’s work

in the Class Book or other materials, and ask them to talk to you about the photos and experiences depicted, using English if possible! Discuss similar places you have been with them, and particularly what is the same and different about such experiences

Try to look at their books when they finish each unit, and encourage them to tell you about it, e.g explain the story (in their mother tongue), sing the song, tell you a few

key words in English, do the Lucky says actions or show you the hidden objects from the Explorers Quest Encourage them to pick out their favourite part of the unit and tell

you about it There is always a review section in the Activity Book that summarizes their language exploring thus far, so ask them to talk about what they have ‘discovered’ recently!

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, e.g stamps or food labels

These will help motivate them to see English as a real means of communication

Please do not hesitate to ask me anything about your child’s progress this year, and thank you very much in advance for contributing to your child’s learning experience

Yours sincerely,

English teacher

EXPL O RERS

Photocopiable© 2020 Oxford University Press © Oxford University Press EXPLORERS 2

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About Explorers

Explorers is a six-level course for children from first to sixth

level of Primary

The theme of the course is ‘exploring’ and this is exactly what

the children will be doing as they follow the adventures

of the main characters for each level In turn, the children

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 children 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

children 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 children into the worlds of real

English children via an innovative Class Book–DVD link, and

provides the children with the opportunity to see 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 children’s

all-round globalized skills and to work on values and attitudes

Real-world contexts provide the children 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 children, and connect with content they are

learning in their own language There are a multitude of

worksheets to support the children and enable extensive

further exploration of the topic

The children will also be able to practise for the Cambridge

Young Learners English test with 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 and self-evaluation material for the children

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

Class Book

• a starter unit reintroducing Toby, Ella, Lucky, Max and the explorers

• six teaching units providing the core material

• three episodes of the revision story The Toys

• an alphabet lesson

• one festival unit (Easter)

• eight pages of Cambridge Young Learners English test practice

• seven pages of cut-out activities

• thirty-six picture stickers

• forty word stickers

Activity Book

• six pages of reinforcement per core unit

• follow-up to the cross-curricular lessons

• gradual reading and writing practice that complements the Class Book

• self-evaluation with a Learn to learn emphasis

• follow-up to The Toys revision story episodes

• follow-up to The Alphabet and Easter lessons

• an annotated Tour of a unit

• clear, succinct teaching notes for each lesson

• teaching tips

• reinforcement and extension ideas

• full answer keys for the Class Book, Activity Book and the reinforcement and extension worksheets

• tapescript for each lesson

• DVD lesson notes for all the Let’s explore! episodes

• teaching notes and tapescripts for the Cambridge Young Learners practice tests

• an Ideas bank with games, activities and ideas for how to exploit the extra resources even more, using flashcards, posters, the Magic Pocket and more

• a wordlist and useful classroom language

• a full description of the syllabus, including objectives

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

Storybook

• containing large, full-colour images of the all the unit story frames, for presentation in class

Components

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Includes 71 flashcards:

• ten flashcards for the starter unit

• 60 flashcards for presenting the main vocabulary from the units

• one cross-curricular flashcard

Cross-curricular

The cross-curricular lessons all have presentation material:

• two cross-curricular posters (Recycle, Bar charts)

• two cross-curricular storycards (Exercise is good for you,

A hedgehog’s year)

• two sets of cross-curricular photocards (People who

help us, The five senses)

• two levels of tests per unit/term, plus an end-of-year test

• full transcripts and answers for tests

• self-evaluation material for the children

DVD

• Let’s explore! clips that support the Class Book lessons

• cross-curricular clips that extend the cross-curricular topic

• vocabulary presentations

Website

A wide range of teacher resources are available to download

from the Explorers website:

www.oup.com/elt/teacher/explorers

Wordcards

• 60 wordcards for all the main vocabulary from the units

• 28 wordcards for the cross-curricular vocabulary

Worksheets

• two reinforcement worksheets per unit

• two extension worksheets per unit

• a cross-curricular worksheet to extend each unit topic

• a worksheet to accompany each DVD Let’s explore! clip

• a worksheet to accompany each DVD cross-curricular clip

• The Toys and Easter cut-out templates

iTools

Presentation and practice material for Interactive Whiteboards and

data projectors, including:

• animated versions of the stories

• songs and chants

• audio

• posters, flashcards, and cross-curricular presentation material

• Activity Book exercises

8 Introduction

Introduction

Characters and context

In First Explorers 1 and 2, the main characters inhabit a world

that the children can relate to – at home, at school, in the park, at family parties and exploring their neighbourhood

The focus is on Toby and his sister Ella, their mischievous dog Lucky, and their friend Max Max has a special toy: a magic pencil and anything the pencil draws comes to life

This makes for lots of exciting adventures, as the children use their imagination to utilize the magic pencil and have some fun – or save the day! The magic pencil, depicted on the Magic Pocket, is part of the flashcard presentation for the vocabulary in each unit It is also a metaphor for the children's own reading and writing development; it is used

in the Class Book to highlight particular activities that work pencil skills and word recognition

The second set of characters are real British children: Alice, Adam, Cathy, Mark and Ben, who we encounter through the photographic real-world settings in the Class Book and the accompanying DVD episodes These children take part

in excursions and activities, which reveal aspects of British culture and which invite comparison with the children's own experiences

The third set of characters are the cartoon explorers These come in three different colours – red, green and blue – and champion the good habits of an explorer (and a good citizen), such as being tidy, while also providing prompts for the

Explorers Quest.

Explorers Quest and Learn to learn

The Explorers Quest adds a unique dimension to the course

Firstly, on each double-page spread of the Class Book, there is an item hidden within the artwork These items are revision words, and at the end of each unit, the children match and colour the words to the explorer character from that spread In this way, recycling is built into each unit in a way that is fun and also involves some exploring!

The second function of the Explorers Quest is to provide an opportunity for exploring the concept of Learn to learn In

the Activity Book, the review page includes a Quest map, which illustrates some of the activities in the unit that are connected to different learning experiences and styles

The icons on the map directly relate to an activity that the children should be able to remember and talk about, which

in turn can lead to a discussion about learning The icons have the following meanings:

Introduction

Course concept

Explorers is a six-level Primary English course with a strong

emphasis on learning language through stories, songs,

values and content from across the curriculum As the

course progresses from First Explorers to Young Explorers

and finally World Explorers, the children are continually

offered the opportunity to learn and use language in

real-world situations As the title suggests, the underlying

concept driving the course is about exploring and making

discoveries The children 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 and to meet the

individual needs of all children There is a wide range of

material to choose from in addition to the Class Book,

including a DVD that fully integrates with the Class Book

content The teaching notes suggest ideas for quick

reinforcement and extension activities, as well as tasks for

fast finishers and an Ideas bank to dip into at any time

There are also worksheets available to download from the

course website to cover mixed ability in the classroom via

reinforcement and extension worksheets, and to extend

core content with cross-curricular and DVD worksheets

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9

Stories

Stories are an important feature of the course across First

Explorers, Young Explorers and World Explorers In First Explorers 2,

the main stories for each unit feature Toby, Ella, Max and Lucky and commence in Lesson 1 The illustration in the Class Book sets the scene for the theme of the unit and the beginning of the characters’ adventure, which continues across subsequent lessons In Lesson 3, two or three story frames present the main structure of the unit and begin the story proper The narrative continues in Lesson 4 with a six-frame story that includes examples of the target structure and vocabulary, as well as simple incidental language

The story language is such that the children can join in with repeated phrases and sound effects, and follow the action clearly in the Storybook and in their Class Books The stories are fun and bring out the personalities of the main characters and, of course, the loveable Lucky! The teaching notes provide further ideas for developing understanding and exploiting language

Exploration of the real world

First Explorers also has a strong real-world focus This is

reflected in the DVD content, which is integrated with the Class Book material in several lessons Firstly, there is a vocabulary presentation to support Lesson 1 Then, there is an episode to follow up the cross-curricular theme in Lesson 6, which expands on this theme and provides footage to exploit

it further Finally, the Let’s explore! episode for Lesson 7

concentrates on the experiences of a group of British children, including a day at the adventure playground, visiting a miniature village, and a trip to a natural history museum

The locations of these episodes – and the experiences of the children – link directly to the theme and language of the unit, and are exploited further via the photographs on the Class Book page Not only do these stories show the children exploring somewhere new, but they also provide the children with the opportunity to make comparisons with their own experiences In addition, they reinforce the values and classroom language taught on the Class Book page Don’t forget, the DVD episodes can also be screened on a projector

or Interactive Whiteboard for greater impact, really helping to bring these lessons to life

Explorers Quest

Exploring language through reviewing the unit and revising

language

Picture Dictionary

Reinforcing language and learning to recognize words; this

moves from reading and copying, to eventually writing

words It also represents a place to compile language, so that

the children can review it / show their parents what they

have learnt

Cut-out

Making something to help remember language, as well as

cooperative learning by working in pairs and groups, and

building communicative skills

Lucky says

This is the TPR (total physical response) strand of the course,

which connects actions with learning language and shows

the importance of physical response to reinforce and

demonstrate understanding

Songs/Chants

Learning through music and rhythm, especially with actions,

is part of reinforcing meaning and can also be practised

elsewhere – such as at home or in the playground – as well

as helping to develop good pronunciation

Cross-curricular and DVD

These lessons provide the real-world focus; they are about

learning concepts through English and learning about the

wider world

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10 Introduction

• Lesson 6: cross-curricular topic presented via posters,

photocards or storycards, then followed up in Class Book with simple activities

• Lesson 7: depicts real-world expedition of British children

via photo spread in Class Book, reviews unit language through listening activities, presents classroom language via a song – to be used as a transition marker or reminder

to use English in other class situations A good explorer …

feature illustrates life values for the children to discuss

• Lesson 8: review lesson, where the children personalize a

photo to reflect learning Revisit unit's 'hidden objects' to

complete Explorers Quest.

• DVD lesson: optional lesson where the children watch a

DVD episode about the real-world expedition depicted

in Lesson 7 Lesson is supported by a worksheet, which exploits the content of the story and offers further practice of the target language

Approach to listening and speaking

All the new language in First Explorers is presented for aural

recognition before the children are required to produce it

They listen passively first, then progress to simple activities that demonstrate active recognition of the language Finally, they go on to produce the language: by joining in the with the chant (Lesson 1), via the Class Book and a recording (Lesson 3) or in song (Lesson 5), then building up through class drills and games to freer, independent production

The additional Alphabet lesson can be used at the start

of First Explorers 2 (or at any point throughout the year) to

reinforce the children's understanding of letters and sounds

in English

As the level progresses, encourage the children to read and repeat short sentences from the Lesson 4 story, and practise the structure when playing games in Lesson 3 and using the cut-out in Lesson 5

The lesson notes for presenting the new language always lead with the model provided by the audio CDs As well as helping the children to internalize the language, the songs, stories and vocabulary chants also expose them to native speaker pronunciation and intonation Encourage them to repeat after the CD as much as possible

Cross-curricular focus

One core lesson in each unit of First Explorers covers

content from other subjects across the curriculum These

lessons evolve from the unit topic and use different

presentation tools – posters, storycards and photocards –

to introduce and exploit the concept The content ranges

from examining the benefits of exercise to creating bar

charts to record information Each concept is consolidated

with clear illustrations and activities in the Class Book,

with further practice in the Activity Book and extension

worksheets available to download from the course website

Episodes on the DVD develop the topics further and are

also accompanied by follow-up worksheets Within these

materials, the children will encounter new vocabulary

specific to each topic, but the focus is on understanding

the concept, rather than retaining new language; however,

there are wordcards available from the website for the

main cross-curricular vocabulary, for those who wish to

challenge their classes more

Systematic approach to language learning

First Explorers offers a balanced and systematic approach to

language learning Every competence and learning style has

been taken into account to suit all types of learners

• Lesson 1: presentation of first set of new vocabulary with

Magic Pocket, further practice for listening and speaking

(including vocabulary chant), setting scene for story

• Lesson 2: further practice of new vocabulary via sticker

activity, introduction of the Lucky says game with

corresponding poster

• Lesson 3: new structure presented and practised in Class

Book activities Cognitive challenge in the pencil activity

to test different learning styles, followed up by freer

games for pair and teamwork

• Lesson 4: story provides context for further practice of

the structure and vocabulary, and passively introduces

question forms, followed up by acting out scenes

• Lesson 5: presentation and practice of second set of new

vocabulary in a song, with second version of song to recycle

words from earlier in the course New language followed up

through a cut-out, for use in pair and team games

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• Clear rules: the children need to know what is expected of them and how they should behave towards one another

Set clear rules of behaviour and establish routines, such as sitting quietly while others are talking, putting up hands

to answer questions, etc

• Positive feedback: ensure that the children are not afraid of making mistakes by praising their efforts and demonstrating how we all learn from mistakes Always focus on the positive when correcting errors, using

expressions such as Very good try or Not quite, try again.

• Classroom language: encourage the children from the beginning to use as much classroom English as possible, praising their efforts enthusiastically when they do

• Good preparation: the teaching notes will help you prepare for each lesson in advance, guiding you through the lesson content and giving plenty of ideas for extra activities The notes also outline which materials you’ll need to prepare before the lesson

Mixed-ability classes

No two children in any class are the same Children learn

at different speeds and have different styles of learning

In every class there will be a variety of interests, likes and dislikes Moreover, some children may have different cultural backgrounds from the rest of the group

Naturally, in classes where there is a wide range of abilities, the children's needs will be different Some children will require extra support for even the basics, others will require reinforcement of what they have learnt, while the most able will benefit from extension and further practice This

can present a challenge for the teacher For this reason, First

Explorers offers strategies and materials to help teachers

adapt their lessons to meet the needs of individual children

In addition to the core material, First Explorers provides extension

and reinforcement activities to be used, as required, with the children who need them The reinforcement activities can be used to consolidate learning, while the extension activities allow more-able children to expand on what they have learnt

The children should be grouped with others of a similar ability

to work on worksheets or games that suit their level

It is important to help all the children feel part of the group during their English lesson To achieve this, take advantage

of the group games suggested in the teaching notes and the extra activities at the end of each lesson Organizing activities where everyone can easily take part, no matter what their ability, is very important Activities such as performing the actions to chants and songs allow even children with the lowest level of English to participate without feeling under pressure, because everyone joins in

Approach to reading and writing

First Explorers 2 offers a flexible and gradual approach to

reading and writing From Lesson 1, the Class Book invites

the reading of target words at the main point of language

presentation In Lesson 2, the children write these words

for the first time (There are wordcards that you can use

optionally to support this – or any – lesson in order to begin

building up word recognition, as well as the Alphabet

lesson.) As the level progresses, the children also begin

to write words within the target structure, building up to

writing the actual structure in later units As in First Explorers

1, these structures are always provided in the footer of the

Class Book page for you, as teacher, to refer to (as are the

Lucky says actions and the word for the Explorers Quest)

The Picture Dictionary supports the reading and writing

strand in the Class Book, reflecting the gradual development

of these skills The Picture Dictionary also always includes a

listening activity, which checks comprehension of the main

vocabulary as well

The Activity Book contains more challenging reading

and writing tasks Like the Class Book, it moves in gradual

stages, practising reading and writing skills in every unit and

building up to reading and writing whole sentences by the

end of First Explorers 2.

The reinforcement worksheets support reading and writing

development, while the extension worksheets can be used

with those children who are confidently developing literacy

skills and need some extra practice

Evaluation

The First Explorers 2 course tests can be found in the

Evaluation booklet These tests cover all the target language

from the level and are divided into six unit, three term

and one end-of-year test There are two versions of each

test: ‘Standard’, which matches the reading and writing

development as per the Class Book; and ‘Higher’, which

follows the approach in the Activity Book and tests more

reading and writing

The self-evaluation material in the Evaluation booklet also

allows for continuous assessment of the children's progress

and will enable you to provide them and their parents with

feedback, as well as gradually introducing the children to the

concept of self-evaluation There is further information on

how to use this material in the Introduction section in the

Evaluation booklet

There is also an eight-page section at the end of the Class

Book that contains material based on the Cambridge

Young Learners English test (Starters level) The four tests are

presented in two stages: practice and test preparation, and are

intended to be used after Units 2, 4 and 6, and at the end of

the year You will find more notes on how to use these pages

in the introduction to the Cambridge Young Learners English

test practice section on page 156 of this Teacher's Book

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12 Introduction

Oxford Parents is a new website where your students’

parents can find out how they can help their child with English They can find lots of activities to do in the home or in everyday life Even if the parent has little or

no English, they can still find ways to help We have lots

of activities and videos to show parents how to do this

Studies have shown that practising English outside the classroom can really help children become more confident using the language If they speak English with their parents, they will see how English can be used in real-life situations and this can increase the children's motivation

Parents can help by practising stories, songs, and vocabulary that the children have already learnt in the classroom Tell your students’ parents to visit

www.oup.com/elt/oxfordparents and have fun helping their children with English!

Storytelling is another example of a group activity that

children of all abilities can participate in, as the activity is

clearly staged by the changing of a page in the Storybook

The children are also able to benefit from the many

non-linguistic aspects of stories, such as the recorded

sound effects, actions, and especially the visual support

provided by the full-colour Storybook

The festival topic also gives interesting opportunities to

integrate children from other countries For example, they

can join in by saying if and how they celebrate the same

festival, and what other festivals they celebrate Make sure all

the children understand that traditions differ from country

to country, but that they are all equally important and

interesting

New media in the classroom

First Explorers has a fully-integrated and innovative approach

to new media in the classroom, allowing teachers to use

what suits them and their facilities best

• Website: includes a wealth of extra teaching materials,

including the wordcards and worksheets in one place

Visit www.oup.com/elt/teacher/explorers to find out

more

• Digital presentation material: supports First Explorers 2

with all the materials needed for language presentation

and practice, plus extra games and interactive versions

of the songs and animated stories

Parental involvement

The support of parents and family members is a key

motivating factor for the children across all subjects

The children will enjoy sharing what they have learnt with

their parents and can be encouraged to show them the

work they have completed in their course books, as well as

sharing the unit songs and stories with them On page 4

of this Teacher’s Book is a letter that can be photocopied

for parents, with ideas for how they can share their child’s

English language learning

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Tour of a unit 13

Tour of a unit

13 Tour of a unit

Class Book

• Each lesson starts with the Hello routine, for practising questions from First Explorers 1

and introducing the new questions for First Explorers 2.

• Lesson 1 introduces the first set of vocabulary; through a flashcard presentation with

the Magic Pocket, then further practice in the Class Book and via the audio CDs

• Spoken production is consolidated in the vocabulary chant, then followed by a further

listening activity of What’s next? or What’s missing? The words appear on this page as an

opportunity for familiarization, but are exploited further in the next lesson

• The lesson closes by reviewing the lesson language with a simple activity or game

Optional

• The optional reinforcement activity focuses on recognizing and saying the new

vocabulary with the flashcards, while the extension activity introduces the wordcards

for some basic word recognition

First Explorers 2 is organized into six core units: an introductory

Hello unit, three episodes of a revision story (The Toys), an

alphabet lesson and a festival (Easter) Each main unit is

comprised of eight lessons, with follow-up for all the target

language in the Activity Book, and an optional DVD lesson

Every lesson also comes with reinforcement or extension

ideas to practise the language further, as well as references

to digital material and other resources for the teacher

Lesson 1

The objective of Lesson 1 is to present and practise six new items of vocabulary and introduce the topic of the unit The presentation uses the Magic Pocket and flashcards, and then moves on to further practice in the Class Book The scene

is always set at the home of one of the main characters, Toby and Ella with their dog Lucky, or Max with the magic pencil From there, the children accompany the characters

in exploring the unit topic and having adventures

Class Book

Magic Pocket

Unit 1 flashcards Set 1

Magic Pocket and flashcards present new words

Setting for the story

Class Book presentation

Tour of a unit

Tour of a unit

14

Class Book

• After the Hello routine, Lesson 2 reviews the new vocabulary.

• A sticker activity, in which the children must identify and correctly place stickers to complete photos, further

practises the new vocabulary Then there is a simple listening activity to check understanding – either numbering or ticking/crossing the items

• Suggested wordcard activities support the children while writing words for the first time

• The Lucky says … poster and game introduce the new actions for the unit The audio presents these and, once

the children are confident, the game can be extended by recycling actions from both previous units and First

Explorers 1 (see Ideas bank for a full list).

• The Explorers Quest also begins in this lesson Somewhere hidden on the spread is an item of known

vocabulary, which the children must help the explorer to find

Activity Book

• The Activity Book reviews the new vocabulary with simple consolidation exercises The reading at this stage

develops as the units progress, starting at word level only and building up to short sentences

Optional

• Both the reinforcement and extension activities offer closer focus on reading the target vocabulary, to different

extents, depending on how confident the children are

Lesson 2

The vocabulary is consolidated further in Lesson 2 First,

there is a sticker activity that also tests motor skills, then a

listening exercise to check understanding, and finally writing

the words There is also the Lucky says activity along with the

poster, which teaches two actions every unit and recycles

known actions via a game In this lesson, the first ‘hidden’

word for the Explorers Quest is discovered.

Lucky says … poster

Tour of a unit 15

Tour of a unit

15 Tour of a unit

Class Book

Class Book

• The Hello routine is followed by Lucky says, reminding the children of actions they know.

• The lesson focuses on presenting and practising the new structure in conjunction with known vocabulary This is

done using the Class Book images and a recording

• The two/three structure images develop the context established in Lesson 1 and build up to the story in Lesson 4,

allowing the children to predict what happens next

• The pencil activity stretches the children cognitively, with each unit practising different skills, such as identifying

patterns or solving visual puzzles If required, this activity also presents the opportunity for active production of the

• We suggest using the first reinforcement and extension worksheets at this point Reinforcement worksheet 1 offers

closer focus on the new vocabulary, with word recognition activities building up to writing Extension worksheet 1

focuses on using the new structure and vocabulary together, gradually building up as the units progress

Lesson 3

Each Lesson 3 presents and practises a new structure to

accompany the key vocabulary This is done via presentation

with the Class Book, focusing only on that structure The

presentation always follows up the scene in Lesson 1 and

leads on to the story in Lesson 4

The structure is then consolidated via practice activities and a pencil activity The pencil activity also introduces

an element of cognitive challenge, varying each unit to broaden the child’s learning

Unit 1 reinforcement and extension worksheets 1

Activity Book

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• After the Hello routine, the structure from Lesson 3 is reviewed Encourage the children

to talk about what words they might hear or things they might see in the story

• The story is presented using the Storybook and the audio CD There are suggestions in

the lesson notes to help check understanding of the story, as well as ideas for how to exploit each image Ideally, this is done away from the Class Book

• Use the Class Book to review the story and follow the dialogue Exploit the images and

audio by getting the children to join in with words and sound effects

• Acting out the story is an important part of internalizing the language The children

can act out in small groups or as a class, using a few frames or the whole story

• The Explorers Quest continues, so the children look for the hidden image You can

review language from other units and talk about being a language explorer

Activity Book

• The Activity Book checks comprehension of the story and reinforces the target language

Optional

• The reinforcement activity offers closer focus on the key language in Lessons 1–3 as

well as the story text The extension activity also works on the story dialogue

Lesson 4

Lesson 4 is the story lesson, and the main focus is seeing the

vocabulary and structure in context, and also providing a fun

and memorable story with which to reinforce the language

Activity Book

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Tour of a unit 17

Tour of a unit

17 Tour of a unit

Class Book

Class Book

• After the Hello routine, Lesson 5 reviews Lucky says and revises Lesson 1 vocabulary.

• The second set of key vocabulary for the unit is presented using the audio CD and

flashcards The Magic Pocket can be used for presentation, though this part of the unit

is not within the main characters’ world Further practice is done via the Class Book

• The new vocabulary is presented through an illustration in the Class Book The children

find and circle the key vocabulary within the picture, and then practise it in a song

• An alternative version of the song has exactly the same tune, but substitutes certain

key words for items of vocabulary from Lesson 1, which are also in the illustration

• A cut-out activity then explores the children’s motor skills and provides communicative

practice of the target language These can be used with the song to finish the lesson

Activity Book

• In the Activity Book, the first activity familiarizes the children with recognizing and

writing the new vocabulary

Optional

• The second reinforcement and extension worksheets can be used at this point, which

offer further exploitation and practice of the new vocabulary to different extents

Lesson 5

Lesson 5 introduces the second set of vocabulary for

the unit, and practises it in a song This is supported by

an activity in the Class Book using the images from the

song A second version of the song is presented using

revised vocabulary Finally, the children make a cut-out,

which reinforces the new words and can be used for

communicative games, as well as held up during the song

Unit 1 flashcards Set 2

Cut-out provides craft

activity and opportunities

for more speaking practice

Unit 1 reinforcement and extension worksheets 2 Activity Book

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• After the Hello routine, the vocabulary from Lesson 5 is reviewed.

• The topic is presented using storycards, photocards or a poster, supported by the

audio CD The lesson notes provide ideas for further exploitation of the topic

• The Class Book consolidates the topic, reviewing the main concept and key language

with simple activities The second activity checks understanding of the concept

• This is also the third instalment of the Explorers Quest The children look for the third

hidden item and you can review language and talk about being a language explorer

Activity Book

• The Activity Book has opportunities to read and write the key language and demonstrate

understanding of the concept There is always a personalization activity to make the topic relevant to the children’s own world

Optional

• The reinforcement activity reviews the key concept and language, and eventually

brings in reading practice with the wordcards The extension activity is an optional cross-curricular worksheet on a concept connected with the lesson topic It provides presentation and practice of this concept, along with key language

Lesson 6

Lesson 6 is the cross-curricular lesson, taking a subject from

the curriculum and exploring a specific topic that fits in with

the unit There are supplementary presentation tools for this

lesson: storycards, posters or photocards, each designed to

present and explore the topic in a clear and instructive way

There is audio to support this, and suggestions for how to make the most of these materials in the lesson notes

Unit 1 cross-curricular worksheet

Cross-curricular topic

links to the unit theme

Unit language is used in a new and relevant context

Point to the girl and her dad

Who can you see? This is Sophie and this is her dad.

Point to the school building

Where are they going? To school.

Point to Sophie’s dad

Is he happy? No He’s tired

Mime feeling tired and encourage the children to join in with you.

Point to Sophie

Is Sophie tired? No She’s happy

Point to the sign

Look! Fun run for dads.

Mime running and encourage the

children to join in with you

Can you run?

Script CD1

26

Narrator

Sophie and her dad walk to school

But Sophie’s dad is not fit.

Tour of a unit 19

Tour of a unit

19 Tour of a unit

Class Book

• After reviewing the Explorers chant, the children focus on the Let’s explore!

photos in the Class Book, discussing the topic and images using the language

they have learnt

• The next task is to listen to the audio CD and put the photos in order, then

write the missing words into sentences This is followed up by repeating

words and phrases they know, and then comparing their own experiences

with those of British children

• The photos also present some practical English in the form of classroom

language, accompanied by a song This can be incorporated into lessons to

be used as transitions between activities and also to remind the children to

use these phrases in lessons

• The A good explorer … feature can be used to discuss life values inspired by

the theme of the lesson

Activity Book

• Simple reading and writing exercises in the Activity Book offer preparation for

the Lesson 8 review

Optional

• The optional reinforcement activity focuses on word recognition of the unit

language The extension activity encourages using the internet to discover

more about the topic

Lesson 7

Lesson 7 brings exploring into the ‘real world’, allowing

the children to learn about aspects of life in Britain and

make comparisons with their own The unit language

is consolidated in the context of a photo story and

accompanying audio, about a group of friends doing

activities that the class can relate to and use their language skills to describe The lesson also includes some classroom language: functional English that can be used regularly in the classroom

Children write the target vocabulary

Classroom language is presented and practised via a song

Class Book

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• Following the Hello routine, the unit chant and Lesson 5 song are reprised The lesson notes

suggest many ways to consolidate the unit language, through activities such as a picture dictation or flashcard games

• The Class Book focuses on personalizing the language by giving the children the chance to

complete their own picture with caption

• They revisit the Explorers Quest, this time drawing the objects they have found throughout

the unit next to the correct word

• The Picture Dictionary, found at the back of the Class Book, includes a simple listening

activity The children place the word stickers and write the words

Activity Book

• The Activity Book reviews new vocabulary via increasingly challenging puzzles

• The self-evaluation activity that follows helps the children to consider the value of the tasks

they have done This is also the Learn to learn section, where they consider how to improve

their English and what suits their learning style

Optional

• The reinforcement and extension activities both work on practising word recognition to

different extents

Lesson 8

Lesson 8 provides a comprehensive review of the unit There

is an opportunity to personalize the unit language and finish

the Explorers Quest This is also the lesson to complete the

Picture Dictionary, which gradually introduces the reading

and writing of the target language

Unit 1 wordcards Set 1

The unit is reviewed in the Explorers Quest

Tour of a unit 21

Tour of a unit

21 Tour of a unit

• The lesson starts with some ideas for discussion – encouraging the children to think

about the topic from their own perspective, and reviewing language they will hear in

the DVD An initial question about the story helps the children to focus on its content

from the very first viewing

• The first activity on the worksheet is a simple way to watch and respond to the DVD,

testing some basic comprehension and using the unit target language This can lead

to some further consolidation using the vocabulary flashcards

• There is a second activity that focuses on the DVD, and leads to simple writing

activities that increase in difficulty throughout the level

• Play the DVD as many times as possible, pausing it and eliciting language so the

children can repeat, act out or describe scenes on the screen You can also exploit the

scenes for cultural content and use them to talk about the children’s own experiences

There are reinforcement and extension activities for all these lessons, which use the

DVD to encourage the children to act out the dialogue and practise the unit language

DVD lesson (optional)

The DVD lesson is an optional lesson in each unit, but it gives

teachers a great opportunity to link the real-world content

from the DVD story with the language and presentation in

the Class Book The lesson notes include ideas for setting up

the DVD and how to exploit it visually and aurally, as well

as suggestions for discussing the content and relating it to the children’s own lives Each lesson has an accompanying worksheet

Unit 1 DVD worksheet

DVD Unit 1 Let’s explore!

DVD Unit 1 Let’s explore!

British children present the Let’s explore! sections The worksheets reinforce and extend language from the unit

Children can relate to the experiences and situations

of the DVD stories

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Toby and Ella Hello, Max

Max Hello, Ella Hello Toby

Ella How are you?

Max I’m fine, thank you I’ve got my holiday photos Look!

Toby and Ella Great!

Toby Let’s go to school

All Goodbye, Lucky

Lucky Woof, woof!

Listen and answer Stick.

Class Book page 2, CD1 track 2, Hello again word stickers

• Explain that the children are going to listen to Ella, Toby and Max talking The children have to decide who is talking each time

• Play CD1 track 2 This time, pause for the children to name the speakers

• Show the class where to find the stickers of the characters’

names They stick these in the spaces provided

Toby I’ve got a scooter Who am I?

Max I’ve got a bag Who am I?

Ella I’ve got a bike Who am I?

LeArn to LeArn: Through this activity, the children learn

to listen, concentrate and pay attention, and to use different media simultaneously to obtain information –

in this case, the printed page and audiovisual material

22 Hello again • Lesson 1

Lesson 1

Objectives

• Meet the course characters again and review language

from First Explorers 1.

• Complete the Explorers Quest as a means of reviewing

language

• Learn some new actions and practise them in a chant

Language

Active: Pick up (a pen), Put it down, Read, Write, Count to 10

Revised: How are you? I’m fine, thank you, Hello, Goodbye,

I’ve got a (bike), I’m (David), classroom items, food, colours

Passive: Open your books, Who’s this? What can you see?

Can you see a (car)? I’ve got my holiday photos, Look! Great!

Let’s go to school, Who am I?

Starting the lesson

• In these first few lessons, the activities in this section

establish the Hello routine, which will be used throughout

the course to start the lesson Begin by saying Hello to the

class and to individuals and elicit the reply Hello.

• Ask if the class can remember, in English, how to ask

someone how they are Elicit How are you? and I’m fine,

thank you Ask individual children How are you?

• Choose a child to ask the question and ask a volunteer to

raise their hand The child you have chosen asks How are

you? The volunteer answers I’m fine, thank you.

• Ask another volunteer to raise their hand The first

volunteer asks How are you? The second volunteer

answers and then asks a third volunteer, and so on

teAChing tiP: Greetings and presentations make the

children feel welcome back to school, and help them

to feel confident and secure This facilitates the process

of education and learning Encourage them to express

themselves and to actively participate in class

Listen

Class Book page 2, CD1 track 1

• Say Open your books and show page 2 Ask Who’s this?

Help them to name Ella, Toby, Max and the dog, Lucky

• Ask What can you see? Encourage the class to name the

items they can see in English, such as car, bike, scooter

The children point to the items as they are named

• Play CD1 track 1 The children look and listen

• Play the CD again Pause after How are you? The class

answers I’m fine, thank you Then pause after Let’s go to …

The children say school.

• Ask the class to point to Max’s holiday photos and check

they understand what these are

Hello again

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Look, number and write

Activity Book page 2

• The children refer to the large picture below to write the correct numbers in the circles next to the small pictures

They then write the words

AnSWeRS

flower 9 bike 1 book 5 ball 7 Lucky 4 bag 6 doll 10 car 8 guitar 3 scooter 2

Colour and say

Activity Book page 2, pencils

• The children colour the items in the main picture They then say the colour of the items

Goodbye

• Pretend to leave the class, wave and elicit the word

Goodbye from the children.

• Ask a few individuals to pretend to leave, wave and say

Goodbye Finally, say Goodbye to everyone.

Reinforcement

pencils

• Describe a toy to the class, such as It’s a scooter It’s blue

The children draw and colour a scooter accordingly on paper

extension

First Explorers 1 flashcards (colours), First Explorers 1 wordcards (colours)

• The wordcards for First Explorers 1 and 2 are available

to download from the Explorers website (see page 12

for details)

• Hold up the colour flashcards and elicit the words from the class Repeat with the wordcards

• Distribute the flashcards and wordcards to individuals

or pairs Say a colour, e.g red The children with the

red flashcard and wordcard bring them to the front

Continue with the rest of the colours

Listen and do

Class Book page 2, CD1 track 3, pens

• Point to the pictures along the bottom of the page Ask

What can you see? Elicit pen, book, the word hello and

the numbers 1–10.

• Play CD1 track 3 The class listens and points

• Play the track again Pause after each instruction and

encourage the class to do the action

Listen and chant

Class Book page 2, CD1 track 4, pens

• Explain that they are going to do the same actions as

those in the previous activity as part of a chant Play the

Explorers chant (CD1 track 4) and encourage the children

to join in

Explorers chant $ 1•4

Explorers, pick up a pen

Then put it down again

Explorers, read

Explorers, write

Explorers, count to 10

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Play Lucky says.

• Ask if the children remember the game Lucky says from

First Explorers 1 Can they remember how to play? (They

must only do the action if you say Lucky says If you do not

say Lucky says, they must stay still and not do the action.)

• Play the game using the instructions from the Explorers

chant

Explorers Quest

Class Book page 2, CD1 track 5, First Explorers 1 Unit 5 flashcards (food)

• Point to the red explorer in the bottom left-hand corner

of the page Remind the class that she is looking for

something Can anyone see and name the hidden

picture? (cakes) Play CD1 track 5 as the children look

Tell them Hands up when they find the answer.

• Revise further food words by asking the class to say the

ones they know, e.g sandwiches, sausages, apples, pears.

Classroom activity: Hello, I’m …

a soft ball

• If possible, arrange the children in a large circle, or they

can remain seated at their desks

• Move around the circle or the class, gently passing a soft

ball to the children As each child catches the ball, they say

Hello, I’m (name) They then pass the ball to another child

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Listen and answer Draw the weather.

Class Book page 3, CD1 track 7, pencils

• Look out of the window Play CD1 track 7

• Elicit answers from the class Say Let’s draw the weather

The children draw today’s weather

$ 1•7

What’s the weather like?

teAChing tiP: Changes in the weather are especially noticeable in the landscape Encourage the children to draw pictures that describe and reflect the weather Tell them to express their feelings about the weather, for example how they feel when it rains or when it’s sunny, what kind of clothes should they wear, etc

Hello again Lesson 2

Objectives

• Review further language from First Explorers 1.

• Present and practise expressions about the weather

• Complete the Explorers Quest as a means of reviewing

language

• Make a cut-out weather spinner to practise the new

language

Language

Active: It’s cloudy, raining, windy, snowing, foggy, sunny,

I can see a (rabbit)

Revised: Hello, How are you? I’m fine thank you, How old

are you? I’m (seven), farm animals, outdoors vocabulary,

classroom items

Passive: What can you see? Can you see (a car)? What’s the

weather like? Let’s draw the weather, How many (birds) can

you see?

Starting the lesson

• Say Hello to the class and to individuals They reply Hello.

• Ask a few individuals How are you? and elicit the reply I’m

fine, thank you

• Ask if the class can remember how to ask about someone’s

age Elicit How old are you? Ask a few children How old are

you? They reply I’m seven.

teAChing tiP: Knowing about our local environment is

very important Use this lesson to explain basic ideas of

meteorology, factors that influence the weather, such as

humidity, wind, temperature, etc and discuss how the

weather affects and influences our daily lives

Look and say Play I can see a …

Class Book page 3

• Point to the pictures on page 3 and explain that these are

Max’s holiday photos

• Ask What can you see? Encourage the class to point to the

items and name them in English (car, cat, sheep, tent, trees,

etc) Ask Can you see a car? The children reply yes and

point to the car

• Say a sentence, such as I can see a tent The class says the

picture number (2).

• Do this several times, then ask volunteers to take over

your role

• Continue, with the children playing in small groups

Listen and point Listen again and say.

Class Book page 3, CD1 track 6, First Explorers 1 Hello flashcards (weather)

• Focus again on the pictures and ask What’s the weather

like? The children may recognize the question from the

Hello routine in First Explorers 1.

• Play CD1 track 6 The children listen, point and repeat

• Now say the picture numbers in a random order The

children say the weather for each picture

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Hello again • Lesson 2 25

Goodbye

children’s weather spinners

• The children get ready with their cut-outs Ask them to choose a weather picture

• Say It’s sunny The children who chose sunny on their

spinners stand up Do this until everyone is standing up,

then say Goodbye.

Reinforcement

classroom items

• Say Pick up a pen The children do this Then say Put it

down again

• Repeat with other classroom items, saying Pick up a

ruler/rubber, etc To begin with, hold up the items to

help the children remember them

extension

First Explorers 1 Hello flashcards (weather), First Explorers 1 Hello wordcards (weather),

pencils

• The children draw a weather map and label their

weather symbols: raining, sunny, etc Display the

flashcards and wordcards as support

Make Say.

Class Book pages 3 and 87, scissors, paper fasteners

• Ask the children what they think the boy in the photo has

made (a weather spinner).

• Show the cut-out on page 87 Demonstrate how to cut

around the dotted lines and the pointer The children use

a paper fastener to attach the pointer

• Say It’s cloudy Everyone moves their pointer to the cloudy

picture on the spinner

• Do this several times, then allow the children to continue

in pairs or small groups

Explorers Quest

Class Book page 3, CD1 track 5, First Explorers 1 Unit 1 flashcards (classroom items)

• Point to the blue explorer in the bottom right-hand

corner Remind the class that he is looking for something

(a crayon: next to the rabbit in picture 2) Play CD1 track 5

while the children look

• Ask the class to name other classroom items (pen, pencil,

pencil case, etc.) Say the initial sounds to prompt any they

may have forgotten

• Continue the revision away from the book Hide three or

four classroom item flashcards around the room Ask the

children to come to the front in pairs and look for the cards

When they find one, they hold it up and say the word

Classroom activity: How old are you?

a soft ball

• Arrange the children in a large circle, if possible, or seated

at their desks

• Move around the circle or the class, passing a soft ball to

the children Ask How old are you? They reply I’m (seven)

Then the children pass the ball themselves, asking and

answering the question

Write Write the missing word

Activity Book page 3

• The children write the words in the crossword, referring to

the picture clues and words in the box

• Then point to the shaded boxes and see if they can spot

the secret word (sunny) They write the word sunny.

AnSWeRS

1 snowing 2 cloudy 3 raining 4 windy 5 foggy

Count and write

Activity Book page 3

• Help the class read the words on the right of the picture

Ask How many (tractors) can you see? The children count

and write the number

AnSWeRS

1 tractor 9 birds 2 horses 7 sheep 4 cows 10 trees

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Look Count and write the number.

Class Book page 4, classroom items

• Hold up a few pencils and ask How many pencils can you

see? The class answers Do the same with bags, books,

pens, rulers, etc

• Point to the rows of classroom items on page 4 Ask How

many bags can you see in the big picture? The children

count and answer

• The children complete the activity, writing the numbers

next to each item Check by asking individuals How many

(chairs) can you see in the big picture? The class agrees or

disagrees

AnSWeRS

3 bags 13 chairs 20 pencils 9 rubbers 12 books

3 notebooks 8 pencil cases 10 rulers

teAChing tiP: Through this lesson’s exercises, the children will develop mathematical skills as they review oral and written expression of numbers from 1 to 20, and recognize the figure that represents them They will also practise basic operations, such as counting, adding, grouping similar objects, and categorizing

Hello again Lesson 3

Objectives

• Review further language from First Explorers 1.

• Complete the Explorers Quest as a means of reviewing

Passive: What’s the weather like? What can you see? Let’s

count, How many (pencils) can you see? What numbers can

you see? plurals of classroom items

Starting the lesson

First Explorers 1 Hello flashcards (weather)

• Greet the class and ask a few individuals How are you?

They reply I’m fine, thank you

• Next ask individuals How old are you?

• Display the weather flashcards and for each one ask

What’s the weather like? The class answers It’s (raining)

• Look out of the window and ask What’s the weather like?

Elicit the answer and display the corresponding flashcard

LeArn to LeArn: Revision lessons encourage the children

to begin to reflect on their personal learning style and

develop their own ways of studying They will become

aware of what they know and what they need to learn,

and how best to revise In this way, they begin to become

aware of their personal needs

Listen and point Listen again and say.

Class Book page 4, CD1 track 8

• With books open, ask What can you see? Elicit the words

for the classroom items, e.g bag Point out that there are

several of each item and model the plural, e.g bags The

children repeat each time

• Point to the board in the picture Say Let’s count Play CD1

track 8 The children listen, point and clap

• Play the CD again The children repeat each number

Listen What’s next?

Class Book page 4, CD1 track 9

• Tell the children they are going to listen to numbers 1 to

20, but some are missing Play CD1 track 9 At each gap,

the children say the next number

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• Hold up the flashcards The children say the words.

• Repeat with the wordcards

• Distribute the flashcards and wordcards Say a word,

e.g ruler The children with the corresponding flashcard

and wordcard bring them to the front

Explorers Quest

Class Book page 4, CD1 track 5, First Explorers 1 Unit 3 flashcards (farm)

• Point to the green explorer in the bottom left-hand corner

Remind the class about the Explorers Quest (see page 25)

Play CD1 track 5 as the children look for the hidden item

(a duck: next to the child in the classroom picture)

• Revise other animal words by asking the class to say the

ones they know (cat, chicken, cow, sheep, horse, rabbit)

Say the initial sounds for any they have forgotten

• Continue the revision away from the book using three or

four farm flashcards from First Explorers 1 (see page 160)

Classroom activity: Explorers chant

CD1 track 4

• Play the Explorers chant (CD1 track 4), from Lesson 1 The

children chant and do the actions

Find and circle 5 differences Say

Activity Book page 4

• Point to the two pictures and elicit what the children can

see (e.g guitar, ball, car, book).

• Ask the children to find the numbers in the pictures (on

the wall calendar, door, T-shirt and books) Point out that the

numbers in the pictures are not the same The children

circle the differences To check the activity, ask a child

to say a number from picture a Another child says the

number in the same place in picture b

Count and write.

Activity Book page 4

• Help the class to read the words in the box Ask How

many (pens) can you see? The children count and write

the number and the word

AnSWeRS

19 pens 5 rubbers 12 rulers 13 notebooks 11 pencil cases

Goodbye

• Say a number between 1 and 20 The class counts to this

number together, then says Goodbye.

• Repeat several times, using different numbers

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28 Hello again • Lesson 4

Listen and point Listen again and say.

CD1 track 11

• Play CD1 track 11 Pause after each word for the children

to point in their books To emphasize, point to yourself, the door, window and floor in the classroom

• Play the CD again The children repeat each word

1 teacher 2 door 3 window 4 floor

Listen and chant

CD1 track 12

• The children are now ready for a new action chant: Count

to 20 Play CD1 track 12 Encourage the children to join in

with the counting and pointing

• Play the chant again Encourage the class to join in with the words

Count to 20 chant $ 1•12

1, 2, 3, 4 Point to the window, point to the floor

5, 6, 7, 8 Point to a chair Yes! That’s great!

9, 10, 11, 12 Point to a notebook, point to the door

13, 14, 15, 16 Wave to your teacher, say hello!

17, 18, 19, 20 Count with me from 1 to 20!

teAChing tiP: Encourage the children to join in with the chant and to do the actions themselves Using their imagination to invent interesting actions will reward their confidence and encourage them to enjoy learning

Hello again Lesson 4

Objectives

• Review further language from First Explorers1

• Practise new classroom vocabulary in a chant

• Develop learning strategies through an extended

version of the Explorers Quest.

Language

Active: teacher, door, floor, window

Revised: I like (apples), duck, crayon, cakes, food,

numbers 1–20

Passive: What can you see? How many apples can you see?

It’s play time, There’s lots of fruit for you, What do you like?

Do you like (oranges)? What does (Toby) like?

Starting the lesson

First Explorers 1 Hello flashcards (weather)

• Greet the class and ask individuals various questions, such

as How are you? How old are you?

• Review the weather using the flashcards Look out of the

window and ask What’s the weather like? Elicit It’s (sunny).

• Ask the class if they can remember the numbers from 1 to

20 in English Count around the classroom, with each child

saying a number First count to 10 Then continue to 20

Listen and draw

Class Book page 5, CD1 track 10

• Point to the picture on page 5 and ask What can you see?

Elicit oranges, bananas, apples and pears.

• Ask How many (oranges) can you see? The children count

and answer (6).

• Play CD1 track 10 The children listen and point

• Play the CD again, pausing after each answer The children

draw the correct fruit in each thought bubble

• Check the activity by asking questions, e.g What does

Toby like? (Bananas)

• Ask individuals What do you like? They can use the fruit

words or say other food items

Teacher It’s play time There’s lots of fruit for you today

Toby, what do you like?

Toby I like bananas

Teacher What do you like, Max?

Max I like pears

Teacher Ella, do you like oranges?

Ella No, I like apples

teAChing tiP: Look at the picture in the Class Book where

children are eating fruit Ask the children about their fruit

preferences and talk about the importance of eating

properly and having a healthy diet Try to develop in them

a critical, but positive, attitude to food Tell them that

bringing fruit for the school break is a good alternative to

biscuits or sweets

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Hello again • Lesson 4 29

Reinforcement

First Explorers 1 Unit 5 flashcards (food)

• Hand out the food flashcards from First Explorers 1 The children pass them around quickly Say Stop (name)!

The children stop and the child named turns over the flashcard and says what it is

• Continue until everyone has had a chance to name

a card

extension

First Explorers 1 Unit 5 wordcards (food)

• Hold up the food wordcards and elicit the word for each Display the cards on the board

• Ask the children to choose two food items they like and draw a simple picture of each, then write the word underneath

• Go around asking individuals to show you their pictures,

saying I like …

Explorers Quest: Go back and find Match and draw.

Class Book page 5, CD1 track 5, First Explorers 1 wordcards: duck, crayon, cakes

• Point to the three explorers on the map and show the

three First Explorers 1 wordcards for the class to read

Explain to the children that they are now going to

complete the Explorers Quest for this starter unit.

• Demonstrate looking back through the pages of the unit

to find which hidden item each explorer is looking for

Play CD1 track 5 while the children look

• The children draw lines to join each explorer with the

correct word and draw the object in the space provided

• Use Can you see …? to ask about a variety of items, e.g toys,

animals The children look back through the Class Book and

point to the items, saying Yes when they find them.

• Ask the children to name things they can see The rest of

the class finds them in the Class Book

AnSWeRS

red explorer: cakes blue explorer: crayon

green explorer: duck

Classroom activity: Lucky says

• Ask if the children remember the game Lucky says (see

page 23)

• Play the game using the instructions from the Count to 20

chant, e.g Point to the (window).

Colour the family words

Activity Book page 5, pencils

• The children read and colour the family words

AnSWeRS

mum, dad, brother, granny, sister, grandad

Find and write

Activity Book page 5

• Demonstrate finding the word in the wordpool above

and writing it next to the correct picture The children

complete the activity

AnSWeRS

People: teacher, girl, boy Food: apples, pears, bananas

Animals: cat, dog, rabbit Classroom: window, floor, door

Goodbye

• Give a series of instructions from the chant, such as Point

to the floor Point to the window Count from 1 to 4 Then

say Goodbye.

• Do this several times, varying the order of the instructions

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Listen and point Listen again and say.

Class Book pages 6 and 7, CD1 track 14

• Ask Who’s in the picture? (Toby, Ella, Max, Lucky, Max’s mum,

brother and sister) What else can you see? (cat, tree, flower, boy) How many people/animals can you see? (seven people, two animals)

• Tell the children that they are going to listen to a CD and point to the different actions they can see in the main picture Play CD1 track 14 The children listen and point

• Play the CD again and pause after each word The children point to the corresponding picture

• Say the six words in a random order This time, the children point to the picture and say the corresponding number

• Play the CD once more and pause after each word The children point to the pictures and repeat the words

1 run 2 jump 3 climb 4 dance

5 rollerblade 6 ride a bike

Listen and chant.

Class Book page 6, CD1 track 15

• Point to the row of notebook pictures and tell the children they are going to listen to a chant and point to the pictures Play CD1 track 15 Remind them of the actions

they learned in First Explorers 1, or teach them here: point

to your eyes then mouth for Look and say, then clap for

clap with me, stand up straight for Are you ready? and

finally hold up three fingers for 1, 2, 3

30 Unit 1 • Lesson 1

Lesson 1

Objectives

• Present and practise a new set of vocabulary

• Practise the new vocabulary in the context of a chant

Language

Active: run, jump, climb, dance, rollerblade, ride a bike

Revised: Pick up a pen, Put it down again, Read, Write,

Count to ten, cat, tree, flower, boy

Passive: Look and say and clap with me, Who’s in the

picture? What else can you see? How many (animals) can

you see? Are you ready? What’s next?

Starting the lesson

First Explorers 1 Hello flashcards (weather), CD1 track 4

• Do the Hello routine (see page 162).

• Play the Explorers chant (CD1 track 4) and encourage the

children to chant and do the actions

• Play Lucky says, giving instructions from the chant,

e.g pick up a pen, put it down again, count to 10.

• Now say Pick up a book and then Put it down again Repeat

with other classroom items (pen, pencil, rubber, etc.) Vary

between asking the whole class and individuals

Vocabulary presentation

Magic Pocket, Unit 1 flashcards Set 1, CD1 track 13

• Show the Magic Pocket and start to play CD1 track 13

Slowly pull out the flashcards as each word is heard Hold

up the flashcards, then display them on the board

• Play the CD again Repeat each word, miming or doing the

action as you do so Encourage the children to do the same

• Position the flashcards in a random order around the

room Play the CD again and get the children to point to

the flashcards each time Encourage them to mime or do

the action as they point

• Play the CD once more or call out the action e.g jump

This time, the children point to the flashcard, repeat the

word and mime or do the action

• Continue saying the words, varying your voice so you

speak quietly, loudly, slowly or quickly The children

repeat and copy you

run jump climb dance rollerblade ride a bike

LeArn to LeArn: By performing a routine at the beginning

of each lesson, using the Magic Pocket, children will learn

to organize and predict information, to anticipate the unit

contents and to infer from the context This will help them

to see which things they will be able to do for themselves

and when they will need to ask for help

© 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.

1 run, jump, climb, dance, rollerblade

2 run

3 run, jump, climb

4 run, jump, climb, dance

teAChing tiP: Look at the big picture with the children and take the opportunity to discuss important road safety topics, such as using protection and helmets to prevent serious accidents, using bicycle and skating lanes, being careful and respecting pedestrians, etc

Classroom activity: whispering actions

• Arrange the class into equal lines of about eight children

Whisper an action to the first child in each line

• When you say Go they whisper it to the next child in the

line, who whispers it to the next, and so on

• When the last child in each line hears the word, they do the appropriate action

Goodbye

Unit 1 flashcards Set 1

• Play Count and say (see page 161) Get the children to

count from 10 to 15 and then show a flashcard They say the word Repeat with all six action words, then say

Goodbye

Reinforcement

Unit 1 flashcards Set 1, Unit 1 wordcards Set 1

• Hand out the flashcards face down Get the children to pass them around as quickly as they can, face down

You can play music while they do this Say Stop The

children holding the flashcards turn them over and name the actions

extension

Unit 1 wordcards Set 1

• Place your finger on your lips and show the wordcards without saying the word The children have to silently

do the action Then show the cards without your finger

on your lips This time, the children say the words and

do the actions

• Play the chant again This time, the children join in with

the words and do the actions

• Divide the class into six teams Each team repeats one

of the actions in the chant At the end, the class decides

which team has chanted their word the most clearly

Let’s play chant $ 1•15

Look and say and clap with me

Are you ready? 1, 2, 3

run … clap, clap, clap

jump … clap, clap, clap

climb … clap, clap, clap

Look and say and clap with me

Are you ready? 1, 2, 3

dance … clap, clap, clap

rollerblade … clap, clap, clap

ride a bike … clap, clap, clap

teAChing tiP: Point out to the children that the words

appear below the notebook images If you want your

class to use them at this stage, get them to cover up

the images so that only the words remain or use the

wordcards while they do the listening; however, thorough

practice of reading the new words will come in Lesson 2

Listen and play What’s next?

Class Book page 6, CD1 track 16, Unit 1 flashcards Set 1

• Point to the row of notebook images on page 6 Explain

that the children are going to hear lists of the new words

When you pause the CD, they have to say what the next

word in the row is

• Play CD1 track 16 with the children pointing to the pictures

as they listen Pause at the end of each line and ask What’s

next? The children say the word for the next picture.

AnSWeRS

1 ride a bike 2 jump 3 dance 4 rollerblade

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32 Unit 1 • Lesson 2

teAChing tiP: Use the human body photographs showing different positions and actions to help the children to recognize and understand how the body works Explain that bones, muscles, tendons and nerve impulses help us to move, build up our strength and take part in physical activities

Write

Class Book page 7, Unit 1 wordcards Set 1

• Hold up each wordcard Elicit the words and the appropriate actions from the class and individuals

• Display the wordcards for reference while the children write the words under the stickers on page 7

AnSWeRS

dance, jump, ride a bike, rollerblade, run, climb

LeArn to LeArn: Tell the children the importance of making

an effort when writing the letters Systematization and perseverance will help them to write with increasing clarity, accuracy and security Encourage them to try hard and tell them that knowing how to write well is very satisfying

Listen and do Play Lucky says.

Class Book page 7, Lucky says … poster, CD1 track 18

• Using the Unit 1 photo, either as part of the Lucky says …

poster or having cut it out, point to the two children Play CD1 track 18 and point to the actions as the class listens

• Say Clap your hands and Stamp your feet The children do

the actions Repeat the two commands several times

• Remind them of the Lucky says game and how they must

only do an action if Lucky says

• Play the game using all the different actions they now know You can make this an elimination game if you wish,

so if they don’t do the right actions they must sit down

(See page 170 for actions from First Explorers 1.)

Unit 1 Lesson 2

Objectives

• Consolidate core vocabulary and develop cognitive

skills through a sticker activity

• Learn new actions and review known actions in the

Lucky says game.

• Develop learning strategies through the Explorers Quest

Language

Active: run, jump, climb, dance, rollerblade, ride a bike

Revised: bird, flower, house, lake, mountain, tree, actions

Passive: Let’s (run)! Clap your hands, Stamp your feet, What

colour is the (cat)? Who’s this? Max’s (brother) What has Max

got? Is there a tree?

Starting the lesson

First Explorers 1 Hello flashcards (weather), Unit 1 flashcards Set 1, Unit 1 wordcards Set 1,

CD1 track 15

• Do the Hello routine (see page 162)

• Put the flashcards on the board along with the wordcards

Point to the words and get the class to say them Play the

Let’s play chant (CD1 track 15) and get the class to do the

actions Play it again, this time removing the flashcards so

only the wordcards remain, and encourage them to join

in with the words

Stick Listen and number.

Class Book page 7, CD1 track 17, Unit 1 picture stickers, Unit 1 flashcards Set 1

• Point to page 7 and explain to the children that they

should complete the images using the Unit 1 picture

stickers Do the first one as an example

• As the children place the stickers, go around checking and

helping Ask individuals to say the words as they position

the stickers

• Once the stickers are in place, explain that they are going

to listen to a CD They will hear a number and a short

sentence As they listen, they write the number next to

the correct picture

• Play CD1 track 17 and do the first one as an example

The children point to the correct picture: run Hold up the

flashcard to confirm Demonstrate writing number 1 over

the example in the circle on the picture of the runner Play

the rest of the CD

• To check the activity, have the six flashcards ready and

invite two children to the front Play the CD again Pause

after each item and get one of the children to find the

correct flashcard and hold it up The other writes the

number on the board The rest of the class confirms this

by saying Yes.

AnSWeRS

1 run 2 jump 3 ride a bike

4 dance 5 rollerblade 6 climb

Unit 1 • Lesson 2 33

Reinforcement

Unit 1 flashcards Set 1, Unit 1 wordcards Set 1

• Show the wordcards and elicit the words

• Hand out the flashcards to individuals Then hold up each wordcard The child with the matching flashcard brings it to the front

• Now organize the class into twelve groups and give each group a wordcard or flashcard They must find the group with their corresponding card Once matched, display the cards on the board

extension

Unit 1 flashcards Set 1, Unit 1 wordcards Set 1

• Distribute the six wordcards and flashcards to individuals Start to write one of the words on the board, one letter at a time

• Get the children to put up their hands as soon as they can identify which word you are writing and say the word The children with the corresponding wordcard and flashcard hold them up

Lucky says … clap your hands

Lucky says … stamp your feet

Explorers Quest

Class Book pages 6 and 7, CD1 track 5, First Explorers 1 Unit 6 flashcards (outdoors)

• Review the six outdoor words from First Explorers 1

Unit 6: bird, flower, house, lake, mountain, tree First, display

the flashcards, say the words and get the children to point

Next, hold up the flashcards for the children to say the words

• With books open, remind the class about the Explorers

Quest: they look for a hidden object (see page 162) Ask

them to put up their hands when they find the object

(a bird: next to Ella in the big picture) Play CD1 track 5

while they are looking

• Revise other language on pages 6 and 7 of the Class Book

Ask What colour is the (cat)? Who’s this: Max’s (brother/

sister/mum)? What has Max got? Is there a tree?

• Continue the revision away from the book, by playing

Hidden flashcards (see page 160) with three or four of the

outdoor flashcards (First Explorers 1, Unit 6) Hide these

around the classroom Ask individuals or pairs of children

to come to the front and be language explorers They look

for the flashcards and say the words

Classroom activity: word identification

Unit 1 wordcards Set 1

• If possible, arrange the class in a circle If not, have

everyone facing the front Display the wordcards either

in the middle of the circle or at the front of the class

• Whisper one of the action words to a child The child

mimes or does the action Ask the rest of the class or an

individual to identify or pick up the correct wordcard

Read and match

Activity Book page 6

• The children look at the pictures and draw a line to match

them to the words

AnSWeRS

dance, run, rollerblade, ride a bike, jump, climb

Look and count.

Activity Book page 6

• The class counts the number of children doing

each action in the main picture and write the number

Get them to mark each child in the picture as they count,

to keep track of the number

AnSWeRS

rollerblade 4 climb 5 jump 4

dance 3 ride a bike 3 run 6

Goodbye

• Say a number between 1 and 15 and ask the class to

count to that number Do this two or three times, then

say Goodbye

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34 Unit 1 • Lesson 3

Listen, follow and number.

Class Book page 8, CD1 track 20

• Explain to the class that they are going to listen to some children talking about what they can and can’t do Play CD1 track 20 while they listen

• Explain that you are going to play the CD again This time, they should listen carefully to identify who is speaking and then write the appropriate number at the end of each row

AnSWeRS

4 2 1 3

1 I can ride a bike I can rollerblade I can’t climb I can dance

2 I can ride a bike I can’t rollerblade I can climb I can’t dance

3 I can’t ride a bike I can’t rollerblade I can climb I can dance

4 I can ride a bike I can’t rollerblade I can climb I can dance

LeArn to LeArn: Through this activity, children become familiar with charts and diagrams and learn to record,

to classify and to interpret information This develops thinking and organizational skills

Complete

Class Book page 8

• Ask the children to draw a picture of their own faces in the

empty circle above the word You.

• Ask several individuals Can you ride a bike? They answer Yes

or No Demonstrate that they should draw a tick or cross in the box in the ride a bike column, next to their picture.

• Continue with the next picture, asking Can you rollerblade?

• Allow the children to continue the activity themselves

Go around asking questions using Can you …?

Unit 1 Lesson 3

Objectives

• Familiarize the children with a new structure in

preparation for the story

• Complete a cognitive activity involving listening,

following and numbering, using the new language

Language

Active: I can (run), I can’t rollerblade

Revised: run, jump, dance, climb, rollerblade, ride a bike, Yes,

No, actions

Passive: Can you ride a bike? Stop

Starting the lesson

First Explorers 1 Hello flashcards (weather), CD1 tracks 4 and 18

• Do the Hello routine (see page 162)

• Play the Explorers chant (CD1 track 4) and encourage the

children to chant and do the actions

• Ask the class if they can remember the new actions they

learned in the Lucky says game last lesson (clap your hands

and stamp your feet) Play Lucky says with CD1 track 18, then

play the game (See page 170 for a summary of actions.)

Structure presentation

Class Book page 8, CD1 track 19

• Point to the three structure images at the top of the

Class Book page Elicit the action words run, ride a bike

and rollerblade.

• Play CD1 track 19 while the children focus on the three

images Use the following suggestions to exploit the

frames further:

Frame 1: (Point to Max’s sister.) Who’s this? (Max’s sister)

What can she do? (Run.) (Mime running.) I can run

Frame 2: (Point to Max.) Who’s this? (Max) What can he

do? (Ride a bike.) (Mime riding a bike.) I can ride a bike

Frame 3: (Point to Toby.) Who’s this? (Toby) Can he

rollerblade? (no!) (Mime rollerblading.) I can rollerblade

(Mime falling over.) Oh, I can’t rollerblade.

• Play the CD again, while the children follow in their books

This time, pause before the key words so that the children

can complete the sentences

• Play the CD once more, encouraging the children to

repeat the whole sentences Encourage them to add

actions: running on the spot, pretending to ride a bike

and then pretending to rollerblade unsuccessfully

1 Max’s sister I can run

2 Max I can ride a bike

3 Toby I can’t rollerblade

Listen and point Listen again and say.

Class Book page 8, CD1 track 19

• Play CD1 track 19 while the children point to the pictures

Play it a second time and get the children to repeat the

sentences

• Ask three children to come to the front to act out the

parts of Max’s sister, Max and Toby

• Let the group do this first with the support of the CD, and

then on their own If time allows, invite other groups to do

the same

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Unit 1 • Lesson 3 35

Reinforcement

Unit 1 reinforcement worksheet 1

• The reinforcement worksheets can be accessed via the

Explorers website (see page 12 for details).

• Look and circle The children look at the pictures and

circle the words to match

AnSWeRS

1 run 2 rollerblade 3 climb

4 dance 5 jump 6 ride a bike

• Look and write Ask the children to look at the pictures

and choose the correct activity word from the box

They then complete the sentences using these words

AnSWeRS

1 I can dance 2 I can’t ride a bike 3 I can’t climb

4 I can jump 5 I can run 6 I can’t rollerblade

extension

Unit 1 extension worksheet 1

• The extension worksheets can be accessed via the

Explorers website (see page 12 for details).

• Write Match Ask the children to fill in the missing

letters to complete the words They then draw a line to match the words to the pictures, saying the activity out loud as they match

AnSWeRS

1 climb 2 rollerblade 3 jump

4 ride a bike 5 dance 6 run

• Look, circle and write The children look at the pictures

and circle the correct word in the sentence (can/can’t)

They then complete the sentences with the correct activity word

AnSWeRS

1 I can’t climb 2 I can run 3 I can dance

4 I can’t rollerblade 5 I can jump 6 I can’t ride a bike

Play.

Class Book page 8

• Tell the children to close their books and explain that you

are going to secretly choose one of the four people on

page 8

• Then say I can ride a bike and ask them to guess which

person you are thinking of If they don’t guess correctly,

say another sentence, e.g I can’t climb, and keep going

until they guess which number it is

• They continue this activity in pairs or small groups

teAChing tiP: This activity develops mathematical

skills because the children learn to read and record grid

coordinates and charts as well as developing the ability to

express, organize and interpret information and abstract data

Classroom activity: can and can’t

Unit 1 flashcards Set 1

• Arrange the children in a circle if possible They pass

around the six flashcards, face down, until you say Stop.

• The children with cards look at them, then mime or do the

action successfully or unsuccessfully, saying I can’t ride a

bike, I can dance, etc.

Read and number

Activity Book page 7

• The children look at the pictures on page 7 and number

the words accordingly

AnSWeRS

run 1 ride a bike 6 jump 4

rollerblade 5 climb 3 dance 2

Look and write

Activity Book page 7

• The children read the numbered speech and thought

bubbles and complete them with the appropriate

action words

AnSWeRS

1 I can’t run 2 I can dance 3 I can climb

4 I can jump 5 I can’t rollerblade 6 I can ride a bike

Goodbye

• Ask everyone to choose one of the six new actions to mime

• While they are miming, call out an action The children

doing that action stop and stand still Continue until

everyone is standing still, then say Goodbye.

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36 Unit 1 • Lesson 4

1 Children Let’s play!

2 Toby I can jump

Max’s sister I can dance

3 Max’s brother I can ride a bike

Ella Look out!

4 Max’s mum Oh, no!

Toby He’s sad

5 Max’s brother I can’t ride a bike

Max I’ve got the magic pencil!

6 Little brother I can ride a scooter

Ella Now he’s happy!

teAChing tiP: Use the digital material that accompanies the course now so that the children can see and listen to the story of the unit

Listen to the story.

CD1 track 21, Class Book page 9

• The children follow the story in their books Play the CD and encourage them to point to each frame as they listen

• Say lines from the story and ask the children to say the

picture number, e.g I can jump (2), I can dance (2), I can’t

ride a bike (5), I can ride a scooter (6) If the class finds this

easy, say the lines in a random order.

teAChing tiP: Encourage the children to read the story frames while they listen This develops the children’s student initiative and confidence in their reading skills Tell them that if they practise reading they will become more independent and improve their learning in all subjects

Unit 1 Lesson 4

Objectives

• Consolidate and practise the main language of the unit

in the context of a story

• Reinforce the language with the story

• Develop learning strategies through the Explorers Quest.

Language

Active: I can (jump), I can’t (ride a bike)

Revised: He’s/She’s (sad, happy), scooter, bird, flower, house,

lake, mountain, tree

Passive: Can you (rollerblade)? Let’s play! Now he’s happy,

Look at Lucky! Can (Toby) (jump)?

Starting the lesson

First Explorers 1 Hello flashcards (weather)

• Do the Hello routine (see page 162)

• Ask individuals different questions, such as Can you

rollerblade? They answer Yes or No.

• Review I can/can’t … by inviting the children to mime or

show something they can or can’t do Encourage them

to say I can/can’t … as they mime or do the action.

Preparation for the story

Classs Book page 8, Storybook (Unit 1), CD1 track 21

• Before the children open their books, ask if the class can

remember what Toby, Ella and Max were doing in Lesson 1

(playing outside Ella and Toby’s house) Who else was there?

(Max’s mum, sister and brother) What do the children think

the characters might do next?

• Now ask the children to open their Class Books at

page 8 Elicit what the characters are saying for each

structure picture

• Explain that they are going to find out what happens

next Play CD1 track 21 Hold up the Storybook pages

as they listen

• Play the story again This time, pause after each page and

ask the following questions:

Frame 1: Who can you see? (Toby, Max’s sister, Max’s brother,

Ella and Max) Where are they? (at the park) What’s Max

got? (a bike) Can Max ride a bike? (yes)

Frame 2: (Encourage the children to finish the sentences

for you.) Look at Toby, he can … (jump) Look at Max’s

sister, she can … (dance)

Frame 3: Look at Lucky Is he happy? (yes) Look at Max’s

brother What’s he got? (a bike) Is the bike small? (No, it’s

big.) Can he ride a bike? (I don’t know.)

Frame 4: Can Max’s brother ride a bike? (no) Is he happy?

(No, he’s sad.)

Frame 5: What’s Max got? (the magic pencil) What’s he

drawing? (a scooter) (Point to Max’s brother.) Is he sad? (no)

Frame 6: (Point to Max’s brother.) Look! Is he happy? (yes)

Can he ride a scooter? (yes)

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Unit 1 • Lesson 4 37

Reinforcement

Unit 1 wordcards Set 1

• Hold up the wordcards one at a time Get the class or individuals to say the words

• Now hold up the cards and invite individuals to say

I can … or I can’t …, using the action on the card They

can mime doing or not being able to do the action

extension

• Write a line from the story on the board, such as I can

jump The children read it.

• Now write a line with a word missing Invite a child to come to the front and write in the missing word

• Continue with further lines from the story

Act out the story.

Class Book page 9, CD1 track 21, notebooks and pencils

• Explain to the children that they are going to act out the

story – either a few frames or the whole thing, depending

on the time available Play the CD again or focus on the

story frames you want them to act out If you wish, ask the

whole class or individuals to read the lines for each frame

• Invite the class to suggest actions for each frame, and do

them together For example, mime Max’s brother trying to

ride the bike and colliding with Lucky, or Max drawing a

scooter and his brother happily riding off on it

• Divide the class into groups of six to represent the five

children and Lucky Make sure each Max has a notebook and

pencil Play the CD and encourage the groups to act out the

story, joining in with the words as much as they can

Explorers Quest

Class Book page 9, CD1 track 5, First Explorers 1 Unit 6 flashcards (outdoors)

• Point to the blue explorer in the bottom right-hand

corner and do the Explorers Quest Play CD1 track 5 as the

children look for the hidden object (flower: in frame 2 of

the story)

• Revise other outdoor words by asking the class to say the

ones they know Make shapes in the air to prompt them

for mountain, tree, bird, etc.

• Continue the revision away from the book using three or

four of the outdoor flashcards (see page 160)

number the pictures

Activity Book page 8

• The children number the pictures in the correct order for

the story

AnSWeRS

6, 2, 1, 4, 3, 5

Write

Activity Book page 8

• The children read the sentences and complete them by

writing one of the words or phrases from the box above

Ensure the children look carefully to identify who is

speaking

AnSWeRS

6 I can ride a scooter 2 I can dance 1 I can jump

4 I can run 3 I can climb 5 I can’t ride a bike

Goodbye

CD1 track 15

• Play the Let’s play chant (CD1 track 15) Encourage the

children to chant and mime the actions Then say Goodbye

© 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.

Unit 1 Lesson 5

Objectives

• Present and practise a new set of vocabulary

• Practise new and revised vocabulary in a song

• Practise the new language with a cut-out

Language

Active: hot, cold, hungry, thirsty

Revised: tired, angry, sad, happy, He’s/She’s (happy), actions

Passive: I’m in the playground, Snap!

Starting the lesson

First Explorers 1 Hello flashcards (weather), CD1 track 18, Unit 1 flashcards Set 1

• Do the Hello routine (see page 162).

• Use the Unit 1 flashcards to review dance, climb, run and

jump (see page 160) Ask a volunteer to come to the front

and pick a flashcard He or she says the action and the rest

of the class mimes it

• Play Lucky says with CD1 track 18, then with as many of

the new and revised actions as possible (see page 170 for

a list of First Explorers 1 actions)

Vocabulary presentation

Magic Pocket, Unit 1 flashcards Set 2, CD1 track 22

• Show the Magic Pocket and play CD1 track 22 Pull out the

flashcards as the children look and listen

• Play the CD again, holding up the flashcards This time,

the class repeats the words Display the flashcards around

the room and play the CD again The children point to the

flashcards and mime each word

• Ask four children to stand up and give them a flashcard

each Play the CD, pausing after each word The rest of the

class points to the child with the appropriate flashcard

hot cold hungry thirsty

teAChing tiP: Make the most of the illustration to discuss

some basic rules of behaviour and organization in class, at

playtime or in the dining room This encourages autonomy

and awareness of values and attitudes Encourage the

children to exercise their own discretion and responsibility

in their own lives and help them to see that our actions

have consequences

Listen and say Find and circle.

Class Book page 10, CD1 track 22, Unit 1 flashcards Set 2, red pens

• With books open, play CD1 track 22 Get the children to

point to the four pictures in the boxes and repeat the

words Encourage them to mime or do the appropriate

expression

• Say the four words several times, varying the order The

children repeat the words, point to the pictures and then

mime the words

• Using a red pen, the children look at the small images in

the boxes, then circle the characters in the main picture

• Ask a child to pick one of the four flashcards and look at

it secretly They mime the adjective and the class guesses

teAChing tiP: Explain to the children that it is good

to express and communicate our moods It makes

us feel better and relieved when someone listens and is concerned about us, but we also have to listen respectfully and see things from other people’s point of view when they need our help

Sing.

Class Book page 10, CD1 track 23, Unit 1 flashcards Set 2

• Remind the class where the children were playing in the story last lesson (the playground) Ask them to tell you

what they can do at the playground (run, climb, etc.).

• Tell the class that they are going to listen to a song Play CD1 track 23 The children listen Play the CD again and mime the adjectives and actions, encouraging the class

to join in

• Play the song once more Divide the class into four groups and give each group an action flashcard The groups hold

up their flashcard and mime when they hear their word

• Play the song again and encourage the children to sing and mime Get them to sing the adjectives a little louder each time they are repeated

I can dance, dance, dance in the playground

I can climb, climb, climb in the playground

I can run and jump in the playground Oh wow!

But I’m hot, hot

Hot in the playground now

I can dance, dance, dance in the playground

I can climb, climb, climb in the playground

I can run and jump in the playground Oh wow!

But I’m cold, cold

Cold in the playground now

38 Unit 1 • Lesson 5 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.

I can dance, dance, dance in the playground

I can climb, climb, climb in the playground

I can run and jump in the playground Oh wow!

But I’m hungry, hungry

Hungry in the playground now

I can dance, dance, dance in the playground

I can climb, climb, climb in the playground

I can run and jump in the playground Oh wow!

But I’m thirsty, thirsty

Thirsty in the playground now

Find and circle Sing the new song.

Class Book page 10, CD1 track 24, Unit 1 flashcards Sets 1 and 2, blue pens

• Point to the second row of four pictures on page 10 Elicit

the words and get the children to act out the expressions

Using a blue pen, they find and circle the characters in the

main picture above

• Explain that they are going to listen to a new version of

the song, with gaps for different words Can anyone guess

how it will go? Point to the first picture and let the class

say tired, tired (a little louder) tired (much louder!).

• Play CD1 track 24, with individuals holding up the

adjectives and actions flashcards Get everyone else to

join in and do the expressions and actions

But I’m tired …

But I’m angry …

But I’m sad …

But I’m happy …

Make Play.

Class Book pages 10 and 85, scissors

• Point to the photo on page 10 and the cut-out next to it,

which is on page 85 Demonstrate how to cut out around

the dotted lines to make the cards

• Once they have finished, get the children to place the cards

in front of them Say an adjective, such as hot The children

hold up a corresponding card (either the boy or the girl)

• Now say He’s hungry Demonstrate choosing the card

with the boy who is hungry Repeat the activity, varying

He’s … and She’s … with the four adjectives.

• Get the children to shuffle their cards and arrange them

in a pile Demonstrate playing Snap! with a child You both

turn over your cards at the same time, saying the word for

each one as you do so If the same adjective appears, you

say the word and then shout Snap!

Read and draw

Activity Book page 9

• The children look at the pictures and read the speech bubbles They draw the small pictures (cake, drink, etc.) into the correct places

AnSWeRS

1 cake 2 drink 3 snow 4 sun

Circle 5 differences Write

Activity Book page 9

• The children circle the items or details that are different

in picture b They then write the correct adjectives

AnSWeRS differences to circle in picture b: snow, tree, girl, snowman, picture in thought bubble

picture a: I’m hot I’m thirsty picture b: I’m cold I’m hungry

Goodbye

CD1 track 23

• Sing In the playground again The children sing and hold

up the corresponding cut-out cards Then say Goodbye

Reinforcement

Unit 1 reinforcement worksheet 2

• Circle Write Ask the children to look at the letters on the

slide and to circle the words they can find They then use these words to label the pictures

• Write The children look at the pictures and identify the

adjectives to go with each one They write the correct answers to complete the sentences

AnSWeRS

1 happy 2 angry 3 thirsty 4 hot

5 tired 6 hungry 7 sad 8 cold

1 cold, hungry 2 hot, tired 3 hot, happy

4 cold, sad 5 cold angry 6 hot, thirsty

extension

Unit 1 extension worksheet 2

• Write Find and circle Ask the children to fill in the

missing letters to complete the adjectives They then find these words in the wordsearch and circle them

• Write Read and match The children look at the jumbled

letters and write the adjectives They then look at the pictures and match each set of adjectives to the correct picture

AnSWeRS

1 hungry 2 cold 3 tired 4 angry

5 hot 6 sad 7 happy 8 thirsty

1 hot, angry 2 cold, hungry 3 cold, happy

4 tired, thirsty 5 hot, sad

© 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.