First explorers 1 teachers book

episodes • 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 c

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Great Clarendon Street, Oxford, ox2 6dp, United Kingdom

Oxford University Press is a department of the University of Oxford

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and education by publishing worldwide Oxford is a registered trade

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First published in 2012

2016 2015 2014 2013 2012

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isbn: 978 0 19 402708 3

Printed in China

This book is printed on paper from certified and well-managed sources

acknowledgements

Author: Mary Charrington

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

Inside front cover illustrations by: David Lopez/Bright Agency

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5 6

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Dear Parents,

This year, your child will learn English using First Explorers 1 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 1 provides many

opportunities to involve you in your child’s learning, and there is also the new Oxford Parents website, where you can find more information on helping your child with their English language learning (www.oup.com/elt/oxfordparents)

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 1 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 the UK 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 for 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

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

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About Explorers 5

About Explorers

First Explorers, Young Explorers and World Explorers is a six-level

course for students from first to sixth level of Primary

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

the 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

pupils to gain confidence in their ability to understand and

communicate about the topic Stories, cross-curricular pages,

DVD lessons, dialogues, games, vocabulary and grammar

presentations and more provide a wealth of information,

stimulation and opportunity

The DVD material draws the children into the worlds of real

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

provides the children with the opportunity to use relevant

and attractive material that enhances their language

learning

It is the aim of Explorers that you will be able to use the

experiences shown in the series to develop the pupils’

all-round globalized skills and to work on values and

attitudes Real-world contexts provide the 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 students and enable extensive

further exploration of the topic

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

language exploration!

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• six teaching units providing the core material

• three episodes of the revision story The Toys

• two festival units (Christmas and Carnival)

• seven pages of cut-out activities

• forty picture stickers

• twelve word stickers

Activity Book

• seven pages of reinforcement per core unit

• follow-up to the cross-curricular lessons

• gradual reading and writing practice that matches the Class Book

• self-evaluation with a Learn to learn emphasis

• follow-up to The Toys revision story episodes

• follow-up to the festival units

• 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

• 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

• main character flashcards

• six weather flashcards

• twenty flashcards for the starter unit vocabulary

• sixty flashcards for presenting the main vocabulary from the units

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The cross-curricular lessons all have presentation material:

• two cross-curricular stories (Milk, Shadows)

• two cross-curricular photocards (Celebrations,

Musical instruments)

• two cross-curricular posters (Materials from trees,

How fruit grows)

Posters

• Lucky says … poster: all the actions taught in the units

• ABC poster: alphabet and culture poster

Magic Pocket

• The magic pencil tool for presenting the flashcards

Evaluation booklet

• introduction to evaluation

• two levels of tests, per unit, term and end of year

• 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

• sixty wordcards for all the main vocabulary from the units

• twenty wordcards for the starter unit vocabulary

• wordcards for the cross-curricular vocabulary

Worksheets

• two reinforcement worksheets per unit

• two extension worksheets per unit

• a cross-curricular worksheet that extends 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 festival 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

Components

Components 7

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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 initial focus is on Toby, Ella and their mischievous dog, Lucky These three make friends with Max who has a special toy: a magic pencil! 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

The second set of characters is real British children: Lizzy, Jasmine, Joe, Martha, George and Zak, 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 that reveal aspects of British culture and that invite comparison with the children’s own experiences

The third set of characters is 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 in to 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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developing understanding and exploiting language In First Explorers 1, there is no text on the Class Book page, but the

Activity Book follows up the story with simple comprehension exercises and additional work on the main lexis

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 first day at school, visiting a farm and going to the beach 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 gradually moves from recognizing images, to eventually

recognizing 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

Introduction

• Lesson 6: cross-curricular topic presented via posters, photocards or storycards, then followed up in Class Book with simple activities No reading or writing of cross-curricular language at this stage

• 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 1 is presented for aural

recognition before the children are required to produce it

They listen passively first, then progress to simple activities, which demonstrate active recognition of the language

Finally, they go on to produce the language: by joining in with the chant (Lesson 1), via structure cards (Lesson 3) or in song (Lesson 5), then slowly building up through class drills and games to freer, independent production

As the level progresses, encourage the children to 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 The songs, stories and vocabulary chants, as well as helping the children

to internalize the language, also expose them to native speaker pronunciation and intonation Encourage them

to repeat after the CD as much as possible – especially important at this level where they are less influenced by the misleading sound–spelling relationships in English

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 materials that come from trees to the life cycle of

plants 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 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 for

the main cross-curricular vocabulary available to download

from the Explorers website (see page 12), for those who

wish to challenge their classes further

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 via structure cards

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 Lesson 1 words 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 and putting up hands to answer questions

• 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: from the beginning encourage the children 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 activities

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

Approach to reading and writing

First Explorers 1 offers a flexible and gradual approach to

reading and writing The Class Book does not include text

at the main point of language presentation, and the target

language in each lesson is always provided in the footer for

you, as teacher, to refer to (as are the Lucky says actions and

the word for the Explorers Quest)

From Unit 5, the vocabulary words are presented on the

page in Lesson 2 for exploitation, if your class is ready, or

simply as exposure for the children to begin getting used

to English word shapes and letter combinations There are

wordcards available from the course website, which you

can use optionally in this – or any – lesson to begin building

up word recognition Prior to Unit 5, ideas are also given

in some of the optional extension activities if you feel your

pupils are ready to work on word recognition using the

wordcards (for extra ideas on how to exploit the wordcards,

see the Ideas bank on pages 158–161)

The Picture Dictionary also provides gradual development

of reading and writing, with the gradual introduction of the

word stickers from Unit 5 The Picture Dictionary also always

includes a listening activity, which checks comprehension of

the main vocabulary

Like the Class Book, the Activity Book moves in gradual

stages to work on reading and writing practice, introducing

word-recognition activities from Unit 5

The reinforcement worksheets match the pace of the Class

Book, and the extension worksheets can be used with those

children who are confidently developing literacy skills and

need some extra practice

There is also the ABC poster, which can be used at any

point throughout the year to reinforce the children's

understanding of letters and sounds in English See the Ideas

bank (page 158) for ideas on how to exploit this poster with

your class

Evaluation

First Explorers 1 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 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

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12 Introduction

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!

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

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

Storytelling is another example of a group activity in which

children of all abilities can participate, 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 topics also give very interesting opportunities

to integrate children from other countries For example,

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

same festivals, 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 best suits them and their facilities

• Website: includes a wealth of extra teaching materials,

including the worksheets and wordcards in one place

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

• Digital presentation material: supports First Explorers 1

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

Class Book

• Each lesson starts with the Hello routine, for practising greetings and questions about

the day and the weather, which are recycled and developed in later units

• 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 and accompanying actions

It is followed by a further listening activity of What’s next? or What’s/Who's missing?

• Activities in the lesson notes focus on different multiple intelligences to consolidate

learning

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

Optional

• Optional reinforcement and extension activities focus further on the new vocabulary

First Explorers 1 is organized into six core units, an

introductory Hello unit, three episodes of a revision story

(The Toys) and two festivals (Christmas and Carnival) 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 further practise the language, as well as

references to other resources for the teacher

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

Setting for the story

Class Book presentation

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14 Tour of a unit

Tour of a unit

Class Book

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

• A sticker activity further practises the new vocabulary There is a simple listening activity to check understanding –

either numbering or ticking/crossing items

• Spoken production is practised via a Say activity

• The Lucky says game introduces new actions for the unit via the audio CD and poster.

• The Explorers Quest 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 colouring and Say activities The children are encouraged to

produce the new vocabulary aurally in earlier units, before moving on to word recognition in later units

Optional

• The optional reinforcement activity offers closer focus on the key vocabulary while the extension activity suggests how

the words can be introduced and practised for those who want to gradually start introducing reading and writing

Lesson 2

The vocabulary is consolidated further in Lesson 2, firstly

through a sticker activity that also tests motor skills, then in

a listening exercise to check understanding There is also the

Lucky says activity along with its poster, which teaches two

actions every unit and recycles known actions via a game

In this lesson, the first ‘hidden’ word is discovered for the

Comprehension check of new words

Lucky says activity with poster

Explorers Quest on each spread provides systematic review of language

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• The lesson focuses on presenting and practising the new structure in conjunction

with the known vocabulary This is done away from the Class Book using the

structure cards

• The structure cards 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 an opportunity for active production of the new structure

Activity Book

• In the Activity Book, the children continue to work on the vocabulary with

simple drawing and Say activities, encouraging production of the new

vocabulary, as well as the new structure In later units, word recognition of the

new vocabulary is introduced via an identification activity

Optional

• Reinforcement and extension worksheets 1 can be used at this point, which offer

further exploitation and practice of the new vocabulary to different extents

Lesson 3

Each Lesson 3 presents and practises a new structure to

accompany the key vocabulary This is done via presentation

with the structure cards, 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 in each unit, to broaden the child’s learning

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Tour of a unit

Class Book

• After the Hello routine, the structure cards from Lesson 3 are reviewed Encourage the children to talk about 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 ideas in the lesson notes that help check the

children’s understanding of each story frame, as well as ideas for how to exploit the images Ideally, this is done away from the Class Book

• Use the Class Book to review the story and follow each frame Exploit the images and audio by encouraging 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 with the children looking for the second hidden image You can review language from

other units and talk about being a language explorer

Activity Book

• The Activity Book checks understanding of the story and supports the target language

Optional

• Both reinforcement and extension activities offers closer focus on the unit language and story vocabulary, with word

recognition and writing opportunities in later units

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

Class Book

Activity Book

Storybook (Unit 2)

The magic pencil is

a key feature of the

story adventures

Children explore in safe

and familiar settings

Acting out in groups or

as a class

story is presented via the Storybook

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Tour of a unit

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 set within the main characters’ world Further practice is done via the Class Book

• The new vocabulary is depicted in an illustration in the Class Book The children find

the new vocabulary in the picture and 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 depicted on the page

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

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

Activity Book

• The Activity Book reviews the new vocabulary with simple tick/cross, drawing and

Say activities The children are encouraged to produce the new vocabulary aurally

in earlier units, before moving on to word recognition in later units

Optional

• Reinforcement and extension worksheets 2 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 for 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 2 flashcards Set 2

Class Book

Activity Book

Class Book

Reinforcement via

Class Book page

Song contextualizes words and structure

Second version of song

reviews Lesson 1 words

Cut-out provides craft

activity and opportunities

for more speaking

Trang 19

Tour of a unit

Class Book

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

• The topic is presented using photocards, storycards or a poster, supported by the audio CD The lesson notes offer

ideas for further exploitation of the topic

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

The second activity checks understanding of the concept

• This is also the next instalment of the Explorers Quest: the children look for the third hidden item and you can review

language and discuss being a language explorer

Activity Book

• The Activity Book checks understanding of the topic and supports the target language 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 of the lesson The extension activity is an optional

cross-curricular worksheet, on a concept connected with the lesson topic It provides presentation and practice of the concept, along with the 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: photocards, storycards or posters, 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 2 cross-curricular worksheet

Activity Book

Unit 2 cross-curricular photocards

Class Book

Cross-curricular topic

links to the unit theme

Unit language is used in a new and relevant context

Presentation of the topic

is done via photocards,

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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 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 circling and Say exercises in the Activity Book offer preparation for the Lesson 8

review, with word-recognition and word-level writing practice activities introduced in

later units

Optional

• The reinforcement activity reviews the unit language The extension task encourages

use of the Internet to discover more about the topic

Lesson 7

Lesson 7 brings the exploring into the ‘real world’ so that

the children can discover aspects of life in the UK and make

comparisons with their own The unit language is consolidated

in the context of a photo story and audio about a group of

friends doing activities that the children can relate to and use their language skills to describe The lesson also includes a classroom language section, which presents some functional English that can be used regularly in the classroom

The setting for this lesson

provides some ‘real-world’

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Tour of a unit

Class Book

• 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 They revisit the Explorers Quest, this time matching the explorers with their hidden words.

• The simple listening activity in the Picture Dictionary at the back of the Class Book involves comprehension

via a drawing activity and, later on, requires the children to place word stickers

Activity Book

• The Activity Book reviews new vocabulary via increasingly challenging puzzles The self-evaluation activity

(also the Learn to learn section) helps the children to consider the value of the various tasks they have done.

Optional

• The reinforcement and extension activities both work on practising the unit vocabulary and structure 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

of the target language

Class Book Activity Book

The unit is reviewed in the Explorers Quest

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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

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

testing some basic comprehension This can lead to target language consolidation

using the vocabulary flashcards

• There is a second activity that focuses on the main characters on the DVD and

recognition of the target language

• 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 as a way to make the children act out the dialogue and use the unit language

DVD lesson (optional)

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

provides a great opportunity to directly link the real-world

content on the DVD 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 2 DVD worksheet

DVD Unit 2 Let’s explore!

The worksheets reinforce and extend language from the unit

Children from the UK present the Let's explore! sections

Children can relate to the experiences and situations of the DVD stories

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Make Listen and say.

Class Book pages 2 and 79, CD1 track 2, scissors, glue

• Point to the photo at the bottom of page 2 and the cut-out next to it, which is on page 79

• Show the children how to cut along the dotted lines

on the cut-out (not the solid lines) They put a thin line

of glue along the white edges on the underside of the pictures, leaving a section in the middle without glue

They stick the edges together to make three character finger puppets, and one blank one

• Encourage the children to play with the puppets Ask

them to put them on their fingers, then say I’m Ella The

children all hold up their Ella puppet

• Practise a few times, with I’m Ella / Toby and This is Lucky

Then play CD1 track 2 The children hold up the puppets when they hear the names Hold up an Ella finger puppet

and say I’m a girl then a Toby puppet and say I’m a boy

Ask the class what they think girl and boy mean.

• Play the CD again This time, ask the children to put the

puppets down as they hear the final Goodbye!

• Now pick up a blank finger puppet and show the class where to draw a picture of their face When they are ready

they can play with their puppet and say I’m (Ana).

22 Hello • Lesson 1

Lesson 1

Objectives

• Introduce the course characters to the children

• Practise the new vocabulary in the context of a song

• Become familiar with the Explorers Quest as a means

of reviewing language

• Do a craft activity to practise the new language

Language

Active: Hello! Goodbye! I’m (Ella), I’m a (girl/boy)

Passive: This is (Rosa), Open your books, Listen, Explorers

say (hello), It’s time to say Goodbye

Starting the lesson

• Point to yourself, smile and say Hello! I’m (your name)

Encourage the class to reply Hello! Say Hello! to individual

children They say Hello! back to you.

• Introduce a child to the class Say This is (Rosa) The class

says Hello! and the child replies Hello! Move round the

class and introduce children until everyone has spoken

• Now pretend to leave the classroom, wave and say

Goodbye! The class repeats Goodbye! Say Goodbye! to

individual children They say Goodbye! back to you.

TeAChing TiP: Greetings and introductions develop

essential communication and integration skills and

help the pupils to participate and collaborate actively

in the classroom routines This helps the children to feel

confident and secure in their environment and learn more

easily Encourage them to be polite and friendly with their

classmates, teachers, etc

Listen and point.

Class Book pages 2 and 3, CD1 track 1, Hello flashcards: Ella, Toby, Lucky

• Say Open your books and show page 2 Give the children

time to look at the page and then say Listen (with a

gesture to help explain Listen) Play CD1 track 1.

• Play the CD again, this time holding up the flashcards of

Toby, Ella and Lucky

• Ask three children to come to the front Introduce them

as Toby, Ella and Lucky and give them the corresponding

flashcards Play the CD once more The children hold up

their flashcards when their character introduces themselves,

and everyone points at Lucky when he is introduced

$ 1•1

Toby Hello I’m Toby

Ella Hello I’m Ella This is Lucky

Lucky Woof, woof, woof!

Hello

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Join the dots and colour Draw yourself and say the names.

Activity Book page 2

• Children join the dots on the playground shapes and the line from the ball, for fine motor skill practice They colour the picture

• Ask them to complete the blank face with a picture of their own face and then say the names of the characters and finally their own name

Goodbye

CD1 track 3

• Tell the children how well they’ve done in today’s lesson

Wave your hand and say It’s time to say goodbye Say Goodbye, boys/girls! Elicit Goodbye!

• Play CD1 track 3 and sing the Hello, Hello song again This time, the boys sing Goodbye! after Boys say Goodbye! and the girls do the same after Girls say Goodbye! Everyone sings Goodbye! after Explorers say Goodbye!

Reinforcement

children’s personalized finger puppets

• Get the children to hold their personalized finger

puppets When you say Hello! (name) to a child, they hold up their finger puppet and say Hello! Do the same with Goodbye! The named child puts down their puppet and says Goodbye!

• Continue the activity, involving all the children at different moments

Extension

• Go round the class and get each child to say I’m a girl/

boy as appropriate Gently tap the back of the child

you would like to speak next This will keep everyone concentrating, as they cannot predict the order in which they will speak

• Continue as before, but ask the children to say I’m (name) before they say I’m a girl/boy.

Hello • Lesson 1 23

$ 1•2

Adult Hello!

Toby Hello, I’m Toby I’m a boy

Ella Hello, I’m Ella I’m a girl

Lucky Woof, woof!

Ella This is Lucky! Say Goodbye, Lucky!

Lucky Woof!

Adult Goodbye, Lucky! Goodbye, Toby! Goodbye, Ella!

Toby and Ella Goodbye!

Sing.

Class Book page 2, CD1 track 3, Hello flashcards: Ella, Toby, children’s finger puppets

• Explain to the children that they are going to listen to a

song Play CD1 track 3 and say Listen.

• Give the Ella and Toby flashcards to two individuals Play

the song again The children hold up their flashcards

when their character says Hello! and lower them when

everyone sings Goodbye!

• Play the song once more This time, everyone holds their

finger puppets up and down

Hello, hello $ 1•3

Hello, hello I’m Toby

I’m Toby I’m a boy!

Hello, hello I’m Ella

I’m Ella I’m a girl!

Boys say Hello! (Hello!)

Girls say Hello! (Hello!)

Explorers say Hello! (Hello!)

Goodbye, goodbye Toby!

Goodbye Toby, goodbye!

Goodbye, goodbye Ella!

Goodbye Ella, goodbye!

Boys say Goodbye! (Goodbye!)

Girls say Goodbye! (Goodbye!)

Explorers say Goodbye! (Goodbye!)

Explorers Quest

Class Book page 2, CD1 track 4

• Point to the little red character in the bottom left-hand

corner of page 2 and explain that she is one of the three

explorers She is looking for a hidden picture (a girl) Say

the word for the children to repeat

• The children look for the little picture of the girl (near the

flowers on the left) Play CD1 track 4, the Explorers Quest

song, while they do this When they find the picture, they

point to it and say girl

Classroom activity: introductions

children’s personalized finger puppets

• Help two children to demonstrate an exchange with their

finger puppets Child A: Hello! I’m (name), Child B: Hello! I’m

(name) Both children (lowering their puppets): Goodbye!

• Everyone does the exchange in pairs or small groups

Trang 25

• Explain that the class will now hear Ella and Toby telling them how old they are Toby will also ask them a question

Play CD1 track 7 The children listen and point to the characters and their age badges Ask the class if they understood or can guess the meaning of Toby’s question

Play the track again and elicit answers from various

children, e.g I’m (six).

• The children draw their own face and hair on the blank picture and write their age on the badge As they do so,

go round asking How old are you?

$ 1•7

Ella I’m Ella I’m six

Toby I’m Toby I’m seven How old are you?

Explorers Quest

• Point to the blue character in the bottom right-hand corner and explain that he is another of the three

explorers He is looking for a hidden picture of a boy (near

the bottom of the slide in the main picture) Say the word for the children to repeat

• Play CD1 track 4 while they search When they find the

picture they point and say boy.

Hello Lesson 2

Objectives

• Present the numbers 1–10

• Ask and answer questions about age

• Revise introductions from Lesson 1

Language

Active: I’m (six), numbers 1–10

Revised: Hello! Goodbye! I’m a (girl/boy)

Passive: What’s the weather like? It’s (sunny), Listen,

How old are you? Open your books

weather flashcards, CD1 track 3, Hello flashcards: Ella, Toby

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

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

Answer your own question (e.g It’s sunny.) and show the

corresponding weather flashcard, which you can stick on

the board

• Give the Toby and Ella flashcards to two children Play the

Hello, hello song (CD1 track 3) The children with flashcards

hold them up during the song The boys/girls join in

loudly with their Hello! and Goodbye! Everyone joins in

with Hello! and Goodbye!

Number presentation

number flashcards, CD1 track 5

• Say Listen and play CD1 track 5 Count silently on your

fingers as you hear the numbers Play it again and

encourage the class to count on their fingers too Hand

out the ten number flashcards to ten children They

arrange themselves in the correct order at the front of

the class Play CD1 track 5 They raise their cards at the

appropriate moments

$ 1•5

one, two, three, four,

five, six, seven, eight,

nine, ten

TeAChing TiP: This activity, like others in this lesson, helps

to understand different mathematical procedures and use

basic mathematical skills like recognizing and using number

patterns 1–10, counting and expressing figures

Listen and point Listen again and chant

• Say Open your books and show page 3 Play CD1 track 5

again The children point to the numbers

• Play CD1 track 5 once more This time, the children

chant along

Listen What’s next?

• Explain that you are going to play another recording

The class will hear lists of numbers They have to say the

number that follows the end of each list, e.g One, two, …

three Play the track again This time, the class completes

each list up to ten

Trang 26

Reinforcement

• Go round the class and get each child to say I’m (age)

Gently tap the back of the child you would like to speak next This will keep everyone concentrating as they cannot predict the order in which they will speak

Extension

a soft ball

• Arrange the children in a circle sitting on the floor If this

is not possible, have them sitting in their seats facing each other

• Roll or hand the ball to a child Ask that child to introduce themself and say how old they are, using

Hello! I’m (name) I’m (age) They then roll or pass the ball

• Count from one to ten round the class, with each child

saying a number When they reach ten, they start again

from one

• Now distribute the number flashcards to pairs or small

groups of children Call out the numbers in a random

order The pairs/groups hold up their card as they hear

them

• Repeat the activity, this time asking the pairs/groups

to hand the cards back to you when you call out the

numbers

• Hold up the cards in a random order The class calls out

the numbers (They may find this more difficult, so give

them plenty of practice.)

Match and colour.

Activity Book page 3, pencils

• The children draw a line to match each number to the

corresponding number in the picture They then colour

in the picture

Match and colour Draw and write your age.

• Ask the children if anyone can read the ages on the

badges They join them to Toby or Ella

• Encourage the children to draw their own face on the

blank picture and complete their own age badge

Goodbye

number flashcards

• Ask the class to count to specific numbers by holding up

different number flashcards

• Tell the children how well they’ve done in today’s lesson,

then say Goodbye.

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Listen and do Listen again and chant

• Explain that the class is going to learn the Explorers chant:

a special chant that will help them learn English through actions Play CD1 track 9 and point to the actions in the Class Book

• Play the CD again, pausing after each line and doing the action for the children to copy Repeat this stage as necessary until the children are confident about when to

do each action

• Play the track again This time, everyone joins in with the actions, and then with the words

Explorers chant $ 1•9

Explorers, touch the ground

Explorers, turn around

Explorers, run

Explorers, jump

Explorers, all sit down

Play Lucky says.

Hello flashcard: Lucky

• Explain how to play the game Hold up the Lucky flashcard and say Lucky says touch the ground The children follow the instruction Continue with Lucky says turn around / run / jump / sit down

• Now explain that sometimes you will give an instruction

without saying Lucky says When this happens, they must

not do the action

• Play the game a few times so that the class becomes familiar with it Then speed up the instructions

Hello Lesson 3

Objectives

• Present and practise six colours

• Introduce the Explorers chant

• Introduce and play the game Lucky says.

Language

Active: black, blue, grey, orange, red, yellow

Revised: Hello! Goodbye! I’m (six), numbers 1–10

Passive: It’s (cloudy), What day is it today? How old are you?

touch the ground, turn around, run, jump, sit down,

What colour is it? days of the week

weather flashcards

• Do the Hello routine as described in the previous lesson

(see page 24)

• Count from one to ten round the class, with each child

saying a number After each group of ten, ask the next

child How old are you? They reply I’m (six)

Colour presentation

colour flashcards: black, blue, grey, orange, red, yellow, CD1 track 8

• Say Listen and play CD1 track 8 Hold up the corresponding

flashcard for each colour

• Display all six colour flashcards in the order they appear

on the CD Play the CD again The children point to the

corresponding flashcards

• Now arrange the flashcards in a different order Play the

CD once more for the children to point

$ 1•8

1 black 2 blue 3 grey 4 orange 5 red 6 yellow

Listen and point Listen again and say Colour.

• Say Open your books and show page 4 Play CD1 track 8

again The children point to the coloured balls

• Play the CD once more This time, the children repeat the

colour words

• Using the coloured balls on the page as a colour/number

key, the children colour the remaining balls Go round

asking them to say the colours

TeAChing TiP: Encourage the children to express

themselves and use their own creative capacities to

really enjoy this activity Take this opportunity to explain

basic ideas about colours, tones, shades and the result of

combining these Tell them that it is very important to take

care in the preparation and presentation of their work

Trang 28

Reinforcement

colour flashcards

• Organize the class into six groups and give each group

a colour flashcard Say Red, turn around Orange, touch the ground, etc The groups follow your instructions.

Extension

• Say a number, e.g Six and an action, e.g Jump The

children count to that number and then do the action

Repeat with different numbers and actions

Explorers Quest

• Point to the green character on the left-hand corner of the

page This is the third of the three explorers Explain that he is

looking for a hidden picture of the number 2 (next to Lucky’s

tail on page 4) Say the word for the children to repeat

• Play CD1 track 4 as the children search for the hidden

number When they find it, they point and say Two.

Classroom activity: colour games

colour flashcards

• Hold up the colour flashcards Ask What colour is it? and

elicit the colour words

• Now hold up one of the colour flashcards, elicit the word

and find an article of clothing one of the children is

wearing in that colour

• Continue this activity When the children are confident,

stop showing the colour flashcards as prompts

• Now ask everyone to stand up Call out one of the six

colours Anyone wearing that colour can sit down

Continue until you have called out all six colours, then

see if anyone is left standing

Find, colour and say.

• The children follow the lines from each colour to the

corresponding ball They then colour the ball in that

colour Go round asking What colour is it?, encouraging

the children to point to each ball and say the colour

Goodbye

• Call out a colour Everyone wearing that colour says

Goodbye! Continue until you have named all six colours

If anyone is not wearing any of the colours, explain that

they will learn more colours next lesson Then say Goodbye.

Trang 29

Explorers Quest: Go back and find Match

and colour.

Class Book page 5, CD1 track 4, character flashcards, number flashcards, colour flashcards, pencils

• Explain that as the children have now reached the end of

the Hello unit, they are going to do a longer version of the Explorers Quest Show them how to look back at the three

explorers on the previous pages They check what they were looking for and then draw a line on the map joining each explorer with the correct picture They colour each picture in the same colour as the corresponding explorer

• Play CD1 track 4 as the children complete the activity Go round checking, eliciting the words for the items from the

children and asking What colour is it?

ANSWERS

red explorer: girl blue explorer: boy green explorer: 2

• Now explain that the children are going to be language

explorers themselves Start by exploring the Hello unit in

the Class Book Say a character name, number or colour and ask the class to find as many examples as they can of that character, number or colour on pages 2–5

• Position the flashcards around the room in slightly challenging places Call out a character, number or colour The children put up their hands if they can see the flashcard Ask a child to find it and give it to you Hold up the flashcard for everyone to call out the word

TeAChing TiP: Point out that it is useful for the children to

be able to do this activity on their own, without having to ask anyone for help Working in this way they will develop values like responsibility, effort and perseverance, which are useful now and for the future This activity shows them the satisfaction to be gained from achieving personal objectives

Hello Lesson 4

Objectives

• Present and practise four new colours

• Carry out a sticker activity to reinforce colours

• Develop learning strategies through an extended

version of the Explorers Quest.

Language

Active: brown, white, pink, green

Revised: black, blue, grey, orange, red, yellow, I’m (six),

numbers 1–10

Passive: What day is it today? What’s the weather like? How

old are you? What colour is it? days of the week, weather

weather flashcards, colour flashcards: black, blue, grey, orange, red, yellow

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

• Continue with the Hello routine (see page 24)

• Ask six children to come to the front and give each of them

a colour flashcard Say the colours and get the children to

hold up the flashcards while everyone else points to them

• Now call out the colours This time, everyone finds an item

in the classroom or something they are wearing in that

colour and shows it to the children around them

Go round helping and asking What colour is it?

Colour presentation

CD1 track 10, colour flashcards: brown, white, pink, green

• Tell the class they are going to learn some new colours

Say Listen and play CD1 track 10 Hold up the flashcards

for each new colour

• Display the four flashcards in the order they appear on

the CD Play the track again The children point to the

corresponding flashcard each time

• Display the flashcards in a different order Play the

recording for the children to point again

$ 1•10

1 Ella: brown 2 Toby: white 3 Ella: pink 4 Toby: green

Listen and point Listen again and say.

• Say Open your books and show page 5 Play the CD again

The children point to the corresponding coloured balloons

• Say the new colours and encourage the children to say

the corresponding numbers

• Play the CD once more, pausing after each number The

children say the colour Continue the CD so that they can

check their answer and pronunciation

Stick.

Class Book page 5, Hello picture stickers

• Show the children where to find the picture stickers for

the balloon baskets They stick these on page 5 under the

corresponding coloured balloons Go round asking What

colour is it?

• When everyone is ready, say the number for each balloon

followed by the question What colour is it? The class says

the colour each time

Trang 30

Reinforcement

colour flashcards: brown, white, pink, green

• Organize the class into four groups and give each

group a colour flashcard Say, e.g Brown, run White, jump The groups follow your instructions.

Extension

colour flashcards and wordcards

• This activity is suggested for those children who may

be ready to learn the written form of the colour words,

using the First Explorers 1 wordcards The wordcards are available to download from the Explorers website (see

page 12 for details)

• Display the matching colour flashcards and wordcards, and practise recognition with the class

• Then distribute the colour flashcards and ask a child to hold up one Show each of the colour wordcards The

children say No for each wrong one and Yes for the correct

one Position the colour wordcard and flashcard together

• Continue until all words and colours are paired up

Classroom activity: Explorers chant and Lucky says

CD1 track 9

• Play CD1 track 9, the Explorers chant The children chant

and do the actions

• Divide the class into smaller groups and ask each group

to perform the song with the CD The rest can vote for the

best performance

• Remind them of the Lucky says game they played in the

last lesson (see page 26) and explain that they must only

do an action if Lucky says Play the game using a variety of

the actions learned so far

Join the dots Look, colour and say.

• The children join the dots to complete the balloons and

the patterns on them They use the colour number key to

colour the small balloons’ baskets and different sections

of the big balloons Go round asking What colour is it?

pointing to the different balloons

Goodbye

CD1 track 3

• Tell the children how well they’ve done in today’s lesson

Play the Hello, hello song All the boys and girls sing Hello!

and Goodbye! loudly at the appropriate moments and

everyone sings Hello! and Goodbye! after Explorers say

Hello!/Goodbye!

Trang 31

Class Book pages 6 and 7, CD1 track 12

• Ask Who’s in the picture? (Ella, Toby and Lucky) What do you think is happening? (Toby and Ella are preparing to go to school.) What does Lucky want to do? (He wants to come too.) Who else can you see in the picture? (A boy walking to school.)

CULTUre PoinT: Draw attention to Toby and Ella’s clothes and explain that children in the UK usually wear a uniform

to school Ask the children if they like the idea of school uniforms

• Play CD1 track 12 Children point to the school items in the main picture as they hear them

• Play the CD again and pause after each word, getting the children to repeat each time

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

• Say the words, varying your voice so that you speak quietly, loudly, slowly, in a deep voice, in a loud voice, etc

The children repeat and copy you

• Present and practise a new set of vocabulary

• Practise the new vocabulary in the context of a chant

Language

Active: pencil case, pen, bag, pencil, rubber, book, Yes, No

Revised: Hello! Hi! I’m …, How old are you? numbers 1–10

Passive: Look and say, Clap with me, Are you ready?

What’s next?

weather flashcards, CD1 track 5

• Do the Hello routine (see page 24)

• Review numbers 1–10 by counting round the class Then

play CD1 track 5 and encourage the children to join in

with the chant Ask individuals How old are you? (I’m …)

Vocabulary presentation

Magic Pocket, Unit 1 flashcards Set 1, CD1 track 11, classroom items

• Introduce the Magic Pocket and point to the magic pencil

Explain that the pencil can draw things and make them

come to life Say Let’s see what the pencil’s drawing today

Hold up the pocket and play CD1 track 11 Slowly pull out

the flashcards as each word is heard Hold up each one

then place it on a table in front of you or on the board

• Position the flashcards in a random order round the room

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

appropriate flashcard each time

• Children now put their own classroom items in front of

them Play the CD or call out the items, e.g pencil and

get children to hold them up

$ 1•11

pencil case, pen, bag, pencil, rubber, book

TeAChing TiP: Draw the children’s attention to the importance

of being careful with the classroom items; looking after them,

and using them correctly so that they will last all year in good

condition Remind them, however, that it is also important to

share things when other pupils need them

TeAChing TiP: Ask the children how they felt on their first

day of school Point out that is good to think of others and

try to understand how they feel Get them to think about

the advantages of helping people and collaborating so

that everybody can participate actively and enjoy the class

School

1

Trang 32

Listen and play What’s next?

• Tell children to point to the images in the Class Book as

they listen Play CD1 track 14 Ask What’s next? when there

is a pause Children say the next item pictured

ANSWERS

1 bag 2 book 3 pen 4 rubber

$ 1•14

1 pencil case, pen

2 pencil case, pen, bag, pencil, rubber

3 pencil case

4 pencil case, pen, bag, pencil

Classroom activity: What is it?

classroom items

• Ask a child to come to the front and close their eyes

Hold up a classroom object for the class to see then put

it in the child’s hands They guess what it is If the child is struggling to say the word, ask the class to help Repeat with other children

• The children repeat the activity in pairs or groups

• Go round asking them to point to and name their

pictures in English Ask What’s this? Is it red? What colour is it? You may wish to display the finished

pictures in the classroom

Extension

Unit 1 flashcards Set 1

• Play Kim’s game with the flashcards (see page 158) Put

the flashcards at the front The children close their eyes

Remove one flashcard The class guesses which card is

missing, saying It’s a …

• Children can play the game in pairs or groups using their own classroom items

Unit 1 • Lesson 1 31

Listen and chant.

Class Book page 6, CD1 track 13, Unit 1 flashcards Set 1, classroom items

• Point to the notebook pages along the bottom of

the page

• Play CD1 track 13 and ask the children to point to the

items as they hear them and clap

• Play the chant again, this time encouraging the class

to repeat the vocabulary You can devise some simple

actions to accompany the chorus, such as pointing to

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

with me, standing up straight for Are you ready? and finally

holding up three fingers for 1, 2, 3 The children can use

these actions for the vocabulary chant in future units

• Divide the class into six groups and give each group a

flashcard Play the CD again and get the children to join in

saying the words The group with the relevant flashcards

jumps up when their word is said

School chant $ 1•13

Look and say and clap with me

Are you ready? 1, 2, 3

pencil case … clap, clap, clap

pen … clap, clap, clap

bag … clap, clap, clap

Look and say and clap with me

Are you ready? 1, 2, 3

pencil … clap, clap, clap

rubber … clap, clap, clap

book … clap, clap, clap

Trang 33

32 Unit 1 • Lesson 2

TeAChing TiP: If you feel your children are ready, you can work on some simple word recognition activities to develop their reading skills See page 159 for ideas and games for this

Listen and do Play Lucky says.

Class Book page 7, Lucky says … poster, CD1 track 16

• Using the Unit 1 photo, either as part of the poster or having cut it out, point to the two children Play CD1 track 16 and point to the actions as each is said

• Say Hands up and get the class to do the action Say Hands down and do the same Repeat this several times,

doing the actions faster, slower, etc The children copy

• Remind them of the Lucky says game they played in the Hello unit (see page 26) and explain that they must only

do an action if Lucky says

• Play the game, incorporating actions they already know,

sometimes saying Lucky says and sometimes not You

can make this an elimination game, so if they don’t do the right actions they must sit down Actions you can use are

touch the ground, turn around, run, jump, sit down, hands up, hands down.

$ 1•16

Lucky says hands up

Lucky says hands down

LeArn To LeArn: Point out to the children that understanding and using classroom instructions in English, for example

Hands up or Hands down, is very important and useful in the

language class Encourage the pupils to ask for help whenever they need it

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: Yes, No, pencil case, pen, bag, pencil, rubber, book,

Hands up, Hands down

Revised: Hello! Hi! I’m …, colours, numbers 1–5

Passive: Is it a bag? Stop, Find (3 pencils), Lucky says …

weather flashcards, Unit 1 flashcards Set 1, classroom items, CD1 track 13

• Review the classroom items vocabulary with the flashcards

• Play the School chant (CD1 track 13) and encourage

children to join in with the words and actions

• Play the chant again This time, children hold up the

relevant items as they chant

Stick Listen and ✓ or ✗.

Class Book page 7, CD1 track 15, Unit 1 picture stickers

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

complete the images using the Unit 1 picture stickers

They must choose the correct sticker and place it carefully,

matching the edges Do the first one as an example

• As the children place the stickers, go round checking

and helping Ask individuals to say the words as they

position them

• Once the stickers are complete, explain that they will hear

an item being said If it is the correct picture they put a

tick; if it is incorrect, they put a cross Play CD1 track 15 and

do the first one as an example Ask Is it a pen? and say No

Draw a cross on the board Play the rest of the CD

• To check the activity, play the CD again Pause after each

item and ask Yes? or No? Draw a tick or a cross on the

Class Book page 7

• With books open, say a number between one and six,

e.g two Say It’s a … and ask a child to say what the

picture is for that number (book) Do this a few times

with different children, then get them to do the same

in pairs Go round listening and encouraging If they are

very confident, they can try with books closed

Trang 34

• Arrange the children in a line: pencil case, bag, pencil case, bag, pencil case The children hold up their items to show the class Work along the line saying It’s a (pencil case) It’s a (bag), etc Then ask What’s next? Wait to see

if a child comes forward with a bag to join the line

• Repeat the activity with different children and items

Extension

Unit 1 flashcards Set 1, Unit 1 wordcards Set 1

• If you feel your children are ready, you can start to introduce word recognition using this activity

• Put all the flashcards and wordcards on the board, matching them in pairs Point to the words and say the

initial letter, e.g p, then point to the picture and say the whole word, e.g pencil Point to the other p words and get the children to repeat p … pencil case … p … pen

Do the same with b and r, exaggerating the sound of

these letters Mix up the cards and get the children to help you match them again

LeArn To LeArn: Remind children that they can put up their

hands to ask or answer a question in class, and tell them in

future to listen out for instructions like this in English

Explorers Quest

Class Book pages 6 and 7, CD1 track 4, Hello flashcards

• Revise numbers 1–5 by getting the class to count up to

and down from five

• With books open, point to the red explorer in the bottom

right-hand corner of page 7 and remind the class about

the Explorers Quest (see page 23) Tell them Hands up

when they find the object and say the word for the

children to repeat (The answer is 5, on the front of the

chair.) Play CD1 track 4 while they are looking

• Take the opportunity to revise other language on these

pages For example, say Find three pencils The children

point to the three pencils as quickly as they can

• Continue the revision away from the book by playing

Hidden flashcards with three or four flashcards from the

Hello unit (see page 158)

Vocabulary practice: Yes/No game

classroom items / Unit 1 flashcards Set 1

• Arrange the children in a big circle Pass round one of the

six classroom items (or flashcards) Each child says the

word for the item as they pass it on

• When you say Stop! the child holding the item holds it up

Point to it and say something it isn’t, e.g if it’s a pencil, say

rubber Encourage the class to say No Say book, and they

say No, and so on Eventually, say pencil and get them to

say Yes! Pass round another object and repeat the process

You can do the same with the colour of the object Invite

confident children to play the teacher’s role

Draw and colour Say.

• Children complete then colour each picture As they work,

go round the class asking individuals to say the words for

their pictures

ANSWERS

1 pen 2 book 3 bag 4 pencil 5 rubber 6 pencil case

Goodbye

• Play Describe it (see page 158), then say Goodbye.

Trang 35

• Play CD1 track 17 while the children point to the pictures

Play the CD a second time, getting them to repeat

Look and draw Say.

Class Book page 8

• Explain to the class that each row has a pattern that they must work out in order to complete the final picture Point

to the first row of items and work along the line saying

It’s a pencil case It’s a bag, etc When you reach the end, ask What’s next? (It’s a bag.) Children draw a bag in the

empty box

• Allow the children time to complete the activity at their own pace Fast finishers can colour the pictures

Once completed, check the activity with the class

Ask individuals to say the final picture in each sequence,

encouraging them to use full sentences, e.g It’s a (bag)

ANSWERS

1 bag 2 book 3 pencil 4 rubber

TeAChing TiP: This activity of sequence and ordering the classroom objects encourages abstraction and mathematical reasoning, both of which are important maths skills to strengthen

Unit 1 Lesson 3

Objectives

• Familiarize the children with a new structure in

preparation for the story

• Complete a cognitive activity involving sequencing,

using the new language

Language

Active: It’s a … pencil case / pen / bag / pencil / rubber / book

Revised: Hello! Hi! I’m …, weather

Passive: Who’s this? Where are they? What’s next? Hands up,

Hands down

weather flashcards, CD1 tracks 9 and 16

• Do the Hello routine (see page 24).

• Play the Explorers chant (CD1 track 9) and encourage

children to join in with the chant and do the actions

• Play Lucky says with CD1 track 16 Then give your own

instructions: sit down, turn around, touch the ground,

run, jump.

Structure presentation

structure cards (Unit 1), CD1 track 17, Magic Pocket, Unit 1 flashcards Set 1

• Hold up structure card 1 Point to Ella, Toby and Lucky and

ask Who’s this? The children give the names Remind them

where Ella, Toby and Lucky were in Lesson 1 (at home),

and that they were getting ready for school Ask Where

are they going? (to school)

• Play CD1 track 17 while holding up the structure cards

Use the suggestions on the back of the cards to exploit

them further

• Play the CD a second time and hold up the cards again,

pausing before the words book and pencil so that the

children can complete the sentences Play it a third time,

encouraging children to repeat the whole sentence

• Put the Unit 1 Set 1 flashcards in the Magic Pocket Pull

out one slowly, saying It’s a … Children say the word

Reveal the whole flashcard and say, e.g It’s a pencil

Encourage the children to repeat the whole sentence

• Repeat the procedure a few times, asking the whole class

to repeat the sentences and then individuals

$ 1•17

1 Ella It’s a book

2 Toby It’s a pencil

TeAChing TiP: Draw attention to the fact that Ella and Toby

picked up the items the boy had accidentally dropped on

his way into school Talk about how kind and helpful it is

when people do this and ask the children to watch out for

opportunities when they can be similarly helpful

Trang 36

Reinforcement

Unit 1 reinforcement worksheet 1

• The reinforcement worksheets can be accessed via the

Explorers website (see page 12 for details).

• Draw Look and match Say The children join the dots to

complete the pictures of the items on the table, then match them to the illustrations at the top and bottom

of the page Go round asking What’s this? Encourage the children to respond It’s a …

ANSWERS

1 pencil 2 book 3 pencil case 4 rubber 5 bag

6 pen

Extension

Unit 1 extension worksheet 1

• The extension worksheets can be accessed via the

Explorers website (see page 12 for details).

• Draw and write The children complete the pictures by

joining the dots They write the word below each item, using the wordpool, to complete the sentence

ANSWERS

1 bag 2 book 3 pen 4 pencil 5 pencil case

6 rubber

Play.

Class Book page 8, Unit 1 flashcards Set 1

• Put the flashcards on the board in a row Draw a circle

around one of them and say what it is, e.g It’s a pencil

Choose a child to draw a circle around one of the pictures

in their Class Book, but keep it a secret Get the rest of

the class to guess which item they have circled The child

who guesses correctly using the full sentence goes next,

secretly circling an item while the others guess Children

can play this in small groups or pairs

Classroom activity: sequences

classroom items

• Dictate a sequence of classroom items, getting children to

display theirs in the same order

• The children work in small groups, taking turns to dictate

a sequence of classroom items Go round asking them to

say their sequence, e.g It’s a (pen) It’s a (book) It’s a (pen).

Join and match Say.

• The children look at the first jigsaw piece and identify

which classroom item it is They then match the jigsaw

pieces to create the whole image, finally linking this to

the complete image

• Go round asking What’s this? Encourage the children to

respond in full with It’s a …

ANSWERS

1 pencil 2 pencil case 3 pen 4 bag 5 rubber 6 book

Goodbye

• Play Count 1–10 (see page 158), then say Goodbye.

Trang 37

Frame 5: (Point to the bone.) Look! It’s a magic bone!

(Point to Lucky.) Is Lucky happy? (yes) Frame 6: (Point to Toby.) Look! (Point to the bone.) Where’s Lucky going? (home) (Point to the pencil.) What’s this? (It’s

a magic pencil.)

• Make sure the children realise that Lucky has run after the bone that Max drew with his magic pencil, and that Lucky will go home now!

$ 1•18

1 Ella Excuse me

Max My book … and my pencil Thank you.

2 Ella I’m Ella

Max Hello, Ella I’m Max

Toby And I’m Toby

3 Lucky Woof, woof!

Toby Look It’s Lucky!

Ella Lucky, go home!

Toby Look, Lucky!

Lucky Woof, woof, woof!

6 Ella Goodbye, Lucky

Max Good dog

LeArn To LeArn: Discuss with the children how hearing different types of text, e.g stories, is good for their language learning and how a story setting can sometimes help them to interpret words or phrases they haven’t yet

learnt (Go home Good dog.)

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: It’s a … pencil case / pen / bag / pencil / rubber / book

Revised: Hello! Hi! I’m …, numbers 1–10

Passive: Who’s this? I don’t know

weather flashcards, classroom items / Unit 1 flashcards Set 1

• Hold up a classroom item (or a flashcard) Say It’s a …

and pause The children call out the word Repeat with

the other items

• Now pass the items round the class with each child

saying It’s a (pen).

Preparation for the story

character flashcards, structure cards (Unit 1)

• Hold up each of the flashcards and ask Who’s this?

(Ella, Toby and Lucky) Hold up Max and say I don’t know.

• Review the structure cards Ask What are Ella and Toby

picking up? Where are they going? What is Lucky doing?

Can dogs go to school?

• Explain to the children that they are going to hear a story

about what happens next Encourage them to say words

they might hear in the story, e.g classroom items

TeAChing TiP: Talk with enthusiasm about the magic of

reading and how much we can enjoy and learn by reading

Ask the pupils to take the opportunity to express feelings

and emotions through the characters they represent

Listening to the story

Storybook (Unit 1), CD1 track 18

• Play CD1 track 18 and hold up the Storybook pages as

the children listen If possible, let the children move their

chairs or sit on the floor in a group near you so they can

see better

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

ask the following questions:

Frame 1: Is it Ella’s book? (no) Is it Toby’s pencil? (no) Is it

the boy’s book? (yes!) Is it the boy’s pencil? (yes!) Can you

see Lucky? (Point to Lucky.)

Frame 2: (Point to Ella and Toby.) What are their names?

(Ella and Toby) (Point to Max.) What’s his name? (Max)

Where are they? (at school) (Point to Lucky.) Is Lucky at

school? (yes!)

Frame 3: (Point to Ella, Toby and Max.) Where are they?

(at school) (Point to Lucky.) Is Lucky at school? (yes) (Point

to Max’s notebook.) Look!

Frame 4: (Point to Max’s pencil.) What’s this? (It’s a pencil.)

(Point to the pencil.) It’s magic (Point to Max’s drawing.)

He’s drawing a bone

Trang 38

Reinforcement

Activity Book page 8, Magic Pocket, Unit 1 flashcards Set 1

• Ask the children to find the picture they drew with the magic pencil on page 8 of their Activity Book

• Slowly pull a flashcard out of the Magic Pocket The children call out the word as the picture is revealed

Anyone who has drawn the same picture gains a point

• Call out the six classroom items The children hold up their pictures in their books as you say the item they have drawn

• The Magic Pocket and the magic pencil concept can

be used for other games, such as Bingo! and Snap!

(see pages 158 and 159)

Extension

Magic Pocket, Unit 1 wordcards Set 1, paper, sellotape / sticky labels

• Use this activity to work on word recognition, if you feel your children are ready to do so

• Hold up the wordcards and model the words for the children to repeat

• Place the wordcards in the Magic Pocket and pull each one out gradually Encourage the children to call out the words

• Ask the children to write out labels and stick them on to their bags, pencil cases, books, notebooks, etc They can refer to the wordcards for help

Listen to the story.

• Children follow the story in their books Play the CD and

encourage them to point to each frame as it is heard

Pause to get them to repeat the classroom items and

other sentences: My book My pencil Thank you It’s a magic

pencil Goodbye, Lucky.

Act out the story.

Class Book page 9, CD1 track 18, a school bag, a pencil, a book, a notebook

• 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 Invite the class to

suggest actions for each frame, and do them together

For example, mime Ella and Toby giving Max his notebook

and pencil, then mime Max putting them in his bag

• Divide the class into groups to represent each character

and act out the frames of the story together If your class is

confident, they may be able to rehearse in groups of four

and then a few groups can perform the story to the class

Explorers Quest

Class Book page 9, CD1 track 4, Hello flashcards

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

of the page and do the Explorers Quest (see page 25) Play

CD1 track 4 as children look for the hidden object (the

answer is 7, hidden near the furthest window in frame 3)

Say the word for the children to repeat

• Revise other numbers by asking the class to call out

number words they know Ask different children to

demonstrate counting up to and down from seven

• Take the opportunity to revise numbers with other

language presented in the pictures on pages 8 and 9

Ask How many (pencil cases) can you see?

• Continue the revision away from the book Play Hidden

flashcards with three or four flashcards from the Hello unit

(see page 158)

Join the dots and say Number the pictures.

• The children look at each picture, complete the dotted

item and say the correct word Then they number the

pictures from the story in the correct order

ANSWERS

pencil, 2 Lucky, 1 Max, 4 Toby, 3

Choose and draw a picture with the magic pencil.

• Encourage the children to think of the different classroom

item words they have learnt Ask them to think of a

classroom item they want or need They draw a picture of

the item with the magic pencil to bring it to life! Go round

admiring their pictures as they work

Goodbye

CD1 track 13

• Play the School chant (CD1 track 13), then say Goodbye

Trang 39

Unit 1 Lesson 5

Objectives

• Present and practise new vocabulary

• Practise new and revised vocabulary in a song

• Practise the new language with a cut-out

Language

Active: chair, notebook, crayon, ruler, It’s a …

Revised: colours, classroom items

Passive: What is it? What colour is it? It’s (blue) and (white),

Yes, that’s right!

weather flashcards, classroom items

• Do the Hello routine (see page 24).

• Revise some actions by playing Lucky says (see page 28)

• Hold up various classroom items Ask What is it? and What

colour is it? Hold up an item with two colours and say It’s

(red) and (yellow) Practise this with a few items.

Vocabulary presentation

Magic Pocket, Unit 1 flashcards Set 2, CD1 track 19

• Show the Magic Pocket and play CD1 track 19 Pull out the

flashcard for each new word The children look and listen

• Display the flashcards round the room and play the

CD again This time, the children point to the relevant

flashcard as they listen

• Play the CD again and pause after each word for the

children to repeat

$ 1•19

1 chair 2 notebook 3 crayon 4 ruler

Class Book page 10, Unit 1 flashcards Set 2, CD1 track 19

• Children look at page 10 of the Class Book as you play the CD

again Ask them to point to the correct picture as they listen

Play the CD once more and get them to say the words

• Give four children a flashcard each Point to one and say

It’s a (crayon) Do this for each item, encouraging the

children to say the word and then the whole sentence

• Continue practising the sentences, varying your voice

so that you speak loudly, softly, quickly, etc The children

repeat, copying the style of your voice

• Point to the illustration on Class Book page 10, asking

What colour is it? for each item.

Sing.

• Point to each item again and say It’s (blue) and (white)

The children repeat Nod your head, do a ‘thumbs up’ sign

and say Yes, that’s right!

• Play CD1 track 20 Encourage the children to nod and do a

thumbs up sign every time they hear Yes, that’s right!

• Play the CD again This time, pause before the words chair,

notebook, crayon and ruler so that the children can say the

words Devise an action for each item, e.g pretend to sit

down for chair.

• Play the CD several times, encouraging the children to

sing along as much as they can and to do the actions

Yes, that’s right! $ 1•20

It’s blue and white, Blue and white

It’s a chair

Yes, that’s right!

It’s green and white, Green and white

It’s a notebook

It’s pink and white, Pink and white

It’s a crayon

It’s red and white, Red and white

It’s a ruler

Say Sing the new song.

Class Book page 10, CD1 track 21, Unit 1 flashcards Set 1: bag, book, pencil, rubber

• Using the flashcards for bag, book, pencil and rubber point

to each and say It’s a … then wait for the class to call

out the word Ask the children to think of an action to accompany each word

• Explain that the class will hear a new version of the song where the classroom items are missing Point to the first

item (bag) and play the first verse of CD1 track 21 Pause after It’s a … and ask What is it? (It’s a bag.) Say Yes, that’s right! and carry on Repeat the process for each verse and

item, pausing to elicit the word each time

• Play the CD again This time, the children sing the missing words and do the actions

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

Trang 40

It’s blue and white,

Blue and white

It’s a …

It’s green and white,

Green and white

It’s a …

It’s pink and white,

Pink and white

It’s a …

It’s red and white,

Red and white

It’s a …

TeAChing TiP: Give the children the opportunity to express

their own creativity when they sing and act, and express

feelings and emotions Praise all the performances

Make Play.

Class Book pages 10 and 77, scissors, pens, pencils, crayons

• Point to the photo and the cut-out on page 10 (the Unit 1

cut-out is on Class Book page 77) Help the children to cut

out the bag and draw their own classroom items in the

spaces They colour them in and write their name in the

space provided

• Go round helping and admiring their work Ask the children

to name the items they’ve drawn, and to say the colours

Join the dots and colour Say.

• The children join the dots to complete each picture They

then colour the items Go round asking children to say

the name of the items and the colours If they say the

items/colours correctly, do a ‘thumbs up’ sign and say

Yes, that’s right!

Goodbye

CD1 track 20, Unit 1 cut-out

• Play the Yes, that’s right! song once more, with children

holding up their cut-outs at relevant points Then say

Goodbye.

Reinforcement

Unit 1 reinforcement worksheet 2

• Find and count The children look at the images of the

classroom items at the top of the page and count and write how many of each item are in the big picture below

ANSWERS

chair 4 crayon 8 rubber 2 notebook 5 ruler 3

Extension

Unit 1 extension worksheet 2, pencils

• Look and write Read and colour The children complete

the sentences with the missing word, referring to the wordpool and initial letter prompts for support They read the sentences and colour the pictures

Tiêu đề	First Explorers 1 Teacher’s Book
Tác giả	Mary Charrington
Trường học	Oxford University Press
Chuyên ngành	English Language Teaching
Thể loại	giáo trình tiếng Anh
Năm xuất bản	2020
Thành phố	Oxford

Định dạng
Số trang	177
Dung lượng	16,41 MB

First explorers 1 teachers book

104 Unit 4 • DVD lesson © 2020 Oxford University Press

108 The Toys 2 • Lesson 2 © 2020 Oxford University Press