English together teacher guide 2

Main dialogue * Play the cassette and let pupils look at the pictures at the same time.. * Play the miming game with the class, first with single pupils and then with pairs so that you

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Diana Webster and Anne Worrall

www.longman.com

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Pearson Education Limited

Edinburgh Gate, Harlow

Essex CM20 2JE, England

and Associated Companies throughout the world

www.longman.com

Longman Group UK Limited 1992

reproduced, stored in a retrieval system, or transmitted in

any for or by any means, electronic, mechanical,

photocopying, recording, or otherwise, without the prior

written permission of the Publishers

‘Together 2 Select the unit which best meets the needs of your pupils - either to explore a related topic further or to practise language already covered in English Together 2 in

| New contexts

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English Together

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What/Where did ? want to

these

those

Did you/he/she/they ?

didn't but

Months

Asking and talking about height

The alphabet and spelling

Imperatives

Large numbers: Hundreds and thousands

Main revision

was/were Questions, Pronouns: I/you/he/she/they

in/on/under Furniture

can (ability) Present continuous

Present simple

How many?

was/were Prepositions

can Numbers

Talking about age

want t0

Prepositions

Past simple.

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Course components

Pupils' Book

An 80-page, full-colour book presenting the

main teaching material in the setting of a

haunted castle in Scotland — contains dialogues,

partner and other language practice activities,

games, songs, rhymes and Factfiles (see p.7)

Action Book

A 64-page book containing written exercises and

activities, listening tasks, surveys, puzzles and

games, all designed to practise further what has

been learned in the Pupils’ Book

Teacher's Guide

This gives clear, step by step Lesson Notes,

tapescripts, extra games and activities, notes on

classroom language, pronunciation and many

other practical suggestions It also contains Tests

of the language presented in the Pupils’ Book

These can be given after every two units

Classroom Cassettes

These contain recordings of the dialogues,

interviews with English children, songs,

rhymes, listening exercises and models for

games and language practice activities

ET Books

We strongly recommend that pupils create their

own individual English Together (ET) Books in

which they personalise the language they are

learning and have the opportunity to develop

their writing skills, following suggestions in the

Pupils’ and Action Books (See p.8)

Organisation of the course

English Together Pupils’ Book 2 contains 15 units

Each unit is divided into 4 lessons with material for an optional fifth lesson (see below) The lessons are of approximately 50 minutes each

* Lessons 1 and 2 in each unit contain the new langnage items

* Lessuns 3 and 4 revise and develop this language

¢ After every two units there are two Factfile pages linked to the subject matter in the previous two units

* Units 6, 10 and 15 are devoted entirely to revision These units recycle the language learnt in the previous units and present it in

new contexts

The number of lessons provided by English Together Stage 2 is therefore flexible and can vary between 60 and 71, according to whether the Extra games and activities section at the end

of each unit in the Teacher's Guide is used as a

fifth lesson If a fifth lesson is not needed this section will act as a resource bank of ideas for spare moments or for revision

The Factfiles after each two units provide factual infomation about the setting or subject matter of the preceding units See p.7 for notes

on how to use these

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Teaching procedures are repeated over the

units, to give pupils and teacher the security

of familiar patterns At the same time,

considerable variety is provided within this

framework In the left-hand column of the

Pupils’ Book you will find key instructions

for the teaching methods we recommend for

each section Detailed explanations are

provided in the Lesson Notes for units 1 and

2, but the aims and methods are described

here in general

Main dialogue

* Play the cassette and let pupils look at the

pictures at the same time Do not ask

pupils to read at this stage, since the aim

here is to encourage them to work out

what is happening from the context Ask

one or two simple questions in your own

language (L1)

¢ Explain and repeat the new structures and

vocabulary in the classroom Do not teach

them thoroughly at this point, since there

will be plenty of practice given later

* Only after pupils have heard the words

and understood the text in general do they

progress to reading This can be done

either by using the cassette (1) or the

teacher (2)

(1) Use the pause button to stop the

cassette after each sentence Ask pupils to

repeat each sentence Ask pupils to repeat

each sentence after the cassette, either in

chorus or individually (The advantage of

the cassette is that pupils always have a

native speaker as a model.)

(2) Ask pupils to repeat the sentences after

you (The advantage of this method is that

you have full control of the speed of the

reading.)

* After this choral response, ask pupils to

read in groups, each group taking the part

of a character, and finally to read it with

their partners, or in small groups, each

taking an individual part

* Acting is of course optional and will

depend on the space and time available

However, this age group usually enjoys the

chance to act Pupils can read the parts

from their books or they can be asked to

memorise a part as homework (good

later lesson It is a good idea to save the acting for the fourth lesson as it is a good way of revising what has been taught in the unit

Practise and Ask and answer

These exercises usually consist of a model question and answer which pupils them practise with their partner

* Demonstrate by asking individual pupils the model question and prompting replies

* Use a pair of pupils to demonstrate the example again

* Ask pupils to take it in turns to ask each other the questions in the same way

* Go round the class helping, offering encouragement and correcting pronunciation and other errors which can easily slip through unnoticed during choral repetition

Games Games provide a lively and enjoyable way of repeating language items and patterns There

is at least one game or game-like activity in each unit and we also include Extra games and activities in the Lesson Notes for each unit The games, for the most part, require only a minimum of materials - usually a spinner or dice and a pencil and paper

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These games are for use whenever you have a

few minutes to spare at the end of a lesson or

when quicker pupils finish their work ahead

of others,

The games included in the course reflect

the emphasis on developing cooperation

amongst children and are mostly non-

competitive They aim to give children

language practice and a sense of achievement

rather than a feeling of superiority Children

test their skills against the clock, against

chance or against their own best efforts,

rather than against each other

* Look at the instructions and pictures about

the game in the Pupils’ or Action Book

Discuss them with pupils

* Ifa model dialogue is given on cassette,

listen to it

* Demonstrate the game with a pupil in

front of the class

* Ask pupils to play the game with their

partner

* Go round helping where necessary Do not

worry too much if pupils use L1 from time

to time during the playing of the game

Make sure they have the language needed

to play, and encourage them to use this at

the appropriate time As they become

more confident in English, their use of L1

will become less frequent

Listening tasks

There are two main types of listening

comprehension: (1) specially written

listening exercises, (2) real-life interviews

with children The aim of the latter is for

pupils to hear English spoken naturally by

children of their own age

* If possible, listen to the cassette (or at least

read the tapescript) before doing the

exercise with your pupils, so that you will

know what is coming

* Play the cassette through once for the

pupils

* Play it again, pressing the pause button at

the places marked // in the tapescript to

allow pupils to do the task

* Play it once more for pupils to check their

work

* Go through the answers with the class If

there are a lot of mistakes, play the

cassette again, pointing out their mistakes

N.B If you begin the cassette with the

counter on your recorder at 0000, then you

can write down the counter number at

which the listening task begins Do this for each item of the book recorded on cassette, then you will always be able to find a particular place easily,

The Factfiles can be used in a variety of

ways:

* They can provide the material for a complete, extra lesson This lesson can be entirely self-contained and may be introduced after the units with which it is associated, or at any point the teacher considers suitable,

* The Factfiles can be broken up into several parts and these used at appropriate points during the associated units, either to provide further information, to stimulate

or develop interest, or simply to create

variety

* Pupils can listen to the recorded text of the Factfile at the end of a lesson and do the work connected with it for homework They can keep a special Project Book for this work, which they should be

encouraged to show to their parents

The Lesson notes on the Factfiles offer some suggestions as to how they might be used and give additional information on some aspects

of the subjects While it is obviously preferable to use English as much as possible when dealing with the Factfiles, do not be afraid to use L1 in discussions, The language used in the Factfiles is, for the most part, on a level with the language of the associated units, but occasionally new words and phrases are included in order to avoid oversimplification of the facts Make sure pupils understand the meaning of these new expressions, but you should not attempt to teach or practise them at this stage Written work should, of course, be in English, but do not hesitate to provide pupils with the vocabulary they need to express their ideas

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Action Book

Explanations of how to tackle the exercises in

the Action Book are given at the appropriate

point in the Lesson Notes

The instructions are kept as simple as

possible and pupils should be able to read

these for themselves Many of the exercises

are suitable for homework and these are

indicated in the Lesson Notes

Rhymes

The teaching of pronunciation in English

Together is done mainly through rhymes and

‘silly sentences’ Rhymes are also excellent

for teaching rhythm and stress Each rhyme

concentrates on specific English sounds

Explain what the rhyme is about

listen

« Listen again and beat out the rhythm with

the pupils

* Pupils listen and repeat, line by line,

either after the cassette, or after you

* Pupils say the whole rhyme with the

cassette Or you can assign different lines

to different groups of pupils

cassette

Songs

Songs are a very enjoyable and effective way

of repeating language patterns and practising

pronunciation End your lessons with a song

and send your pupils away happy!

with the tune Get them to hum the tune,

beat out the rhythm, clap or conduct

Listen as many times as they need

* Check their general understanding of what

the song is about

first

the cassette or after the teacher, one verse

ata time

different groups

It doesn’t matter if you can’t sing very well -

your voice will go in with the others The

main thing is to be confident and to prompt

your pupils with the words and rhythm If

you like, you can say the words

rhythmically Or you can get one pupil who sings well to lead the singing But remember, the aim is enjoyment!

The English Together or ET Book

This book enables pupils to extend their writing practice beyond the exercises and activities included in the Action Book

The emphasis should be on the personal element; it is particular to one individual pupil and contains facts, opinions and information about him/her specifically Pupils should be encouraged to draw and stick pictures in it, devise their own versions

of puzzles and games and generally to make the language contained in it interesting and meaningful to them

The ET Book should be an ordinary exercise book with ruled pages A margin should be drawn on the left hand side of each page for pupils to write down their own

‘personal’ vocabulary, i.e those words which they need for their own transfer work and which the teacher supplies on an individual basis (Pupils’ work should never be

restricted to the vocabulary presented in the coursebooks.)

In addition to the specific instances when the coursebooks indicate that the ET Book should be used, the teacher should encourage pupils to extend their language practice to encompass subjects which are of particular interest to them Many exercises and games can be repeated in different contexts or developed according to pupils’ own knowledge and interests For example, if a pupil is particularly interested in space and the planets, he/she can follow the exercise on the imaginary planet in Unit 5, by writing about a planet he/she has read about E.g ‘An American spaceship landed on Mars It is very cold there The sky on Mars is pink ’ The ET Book can also, of course, be used for homework Encourage pupils to show their books to their parents and family and to take pride in their work

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Organising Partnerwork

Since every lesson includes activities which

involve pupils working together, it is

essential to evolve a method of organising

children into pairs which is quick, easy and

above all fair It is advisable to change

partners for each unit, to provide variety and

to encourage children to get to know all their

classmates, not just their personal friends

It is tempting for the teacher to devise ideal

partnerships where bright pupils are paired

with less able children, thereby creating a

good teaching situation Although this may

work for the occasional lesson, it is not wise

to apply this strategy too often, as the

brighter children may very well rebel, and

the less able will become tired of always

lagging behind their clever partners Often

two less able pupils will work much better

together as a pair, achieving far more than

either would have achieved alone (Two

heads are better than one)

Experience has proved that the best

method of pairing children is to leave the

choice of partners to chance This way pupils

can see that it is perfectly fair, that everyone

is treated the same, and that the teacher has

no influence in the choice of partner, so

protest is useless The pairing procedure

itself can be used as a purposeful and

effective way of practising language items A

selection of ways of choosing partners is

given here The teacher should start each unit

with this selection of partners, so that the

pairs of children can sit together for the

whole week without further disturbance If

the teacher varies his/her methods for

choosing pairs, the process will provide a

useful exercise and will not become routine

Pairing activities

Picking the names out of a hat (for use right

from the first lesson)

The teacher writes all the names of the

pupils on slips of paper and for the first

lesson she removes the names of the first half

of the class and puts the rest in the hat The

pupils in the first half of the class each pick a

name out of the hat to be their partner For

the next lesson the procedure is reversed

with the second half of the class picking

names out of the hat (It must be made

absolutely clear from the very first lesson that

there are to be no appeals against this

pairing If you allow just one exception, you will be plagued with appeals for ever!) Numbers

The teacher writes a selection of numbers between 10 and 100 in figures on slips of paper The number of papers should be half the number of pupils in the class Then the teacher writes the same numbers in words on another set of papers Pupils find their partners by matching the words and numbers After Unit 7, larger numbers can be practised in this way

General vocabulary The teacher draws (or cuts out of a magazine) small pictures of vocabulary the pupils have learnt The number of pictures needed is half the number of pupils in the class The pictures are then cut in two and the halves distributed around the class Pupils ask one another:

P1: What's your picture?

grandmother and great-grandfather can be used) The other half have papers with the definitions my mother's sister, my father’s sister, my mother’s father, etc They have to match the words with the correct definition Rooms (from Unit 3 onwards)

Pupils match items of furniture, etc with the rooms where they belong

Alphabet (from Unit 7 onwards) Pupils match words with their first letters Jobs (from Unit 8 onwards)

Pupils find a partner who has the same job They ask:

P: Are you going to be a (doctor)?

Nationalities and countries (from Unit 12 onwards)

The names of countries are matched with nationality words, e.g France and French Pupils can ask:

P: Do you come from France? or P: Are you French?

Telling the time (from Unit 12 onwards) Pupils match the time on clock faces with the time in words/numbers

Animals (from Unit 13 onwards) Pupils match pictures of animals with their

names.

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Classroom language

The following is a selection of

useful phrases that you could

introduce into your lessons to

accustom your pupils to hearing

and understanding English

Starting the lesson

Good morning (everyone)

Good afternoon (everyone)

Hello (everyone)

Who is away/absent today?

Let's start!

Ending the lesson

That's all for now/for today

Let's stop now

OK You can go now

Put your books/things away

See you on (day)

Have a nice weekend/holiday

Goodbye

During the lesson

Get out your books

Open your books at page (10)

Turn to page (10)

Look at exercise 1 on page (10)

Look at line 3/picture 3

Let's say it together

All together!

This row/group

Your turn

Say it again (please)

The whole sentence, please

Louder, please

Now you ask

Who knows the answer?

In English, please

What's in English?

What is the (L1) for ‘try’?

What is it in (L1)?

Collect the books, please

Give me your homework, please

Give everyone one of these

Reading

Can you read this/that?

Anna, you read Beth

Who can read this sentence?

Go on, Sanchez

Say it after me

Writing

Write this/that in your ET books

Copy this/that in your books

Who wants to write that on the board?

How do you spell this/that?

What's missing here?

Is that right?

Acting Let’s act that

You are Joe

Read Beth's part, Anna

Who wants to be Emma?

You can be the reader, Sanchez

Come and stand here

Partners You're Anna's partner

Who's your partner?

Has everyone got a partner?

Work with your partner

Sit back-to-back

Don't show your partner

Change places (with Anna)

Change your partner

Games Are you ready?

Whose turn is it?

Take it in turns

You're next

Start now

Guess!

It's time to stop

Everyone stop now

Have you finished?

Who has finished?

General Come here

Go back to your place/desks

Close the door, please

Open the window, please

Tum on/off the lights

Come in

Wait

Just a minute

Keeping order Quiet, please

Give that to me, please

Praise and encouragement Try (again)

That's (much) better

Good

Fine

Very good

That's very nice

It’s all right - don’t worry

Thanks and apologies

Thanks,

Thank you

Sorry

Sorry I'm late

Sorry? (=not hearing) I'm sorry, I don’t understand

Pupils’ language

Here are some useful phrases you can encourage your pupils to say in English:

Me!

What page/exercise is it?

What did you say?

I don't know

I/We don't understand (this word) I/We've finished I/We haven't finished

Shall I help him/her?

Can I go to the toilet, please?

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Unit 1 Lesson 1

Main teaching points Main revision Your pupils will

is/are * say where they were in the

Where?

Pronouns

* Ifyou have new children in your class, use them for revision:

« Ifthere are children who have not done English Together 1: Holiday

House, go over quickly what happened (L1), the names of the

characters, etc (Four children, Al, Beth, Emma and Joe met when

they were all spending part of their holidays at Holiday House in

Britain This was a place where they could do all kinds of exciting

things ~ they went camping and canoeing, made rafts and raced

them on the river and had lots of fun The leader of their group was

Tanya, who had a dog called Maggie They all became great friends.)

T: What's your name? How old are you?

How many brothers and sisters have you got?

Happy holidays

* Use the big picture for revision of the present tense of to be:

¢ Explain that the children are going to Scotland Use the Factfile map

on page 12 and the map on page 10 to show that Scotland is in the

north of Britain Al's uncle lives there and they are going to visit

him They are looking at photos and talking about the summer

holidays

* Play the cassette while your pupils listen and look

* Ask general comprehension questions (L1):

Use the answers and the pictures to teach the new words

* Play the cassette again and ask the pupils to repeat

* Ask some story prediction questions (L1): What kind of place do you

think Al’s uncle lives in? What might the children do in Scotland?

T: Who's this? How old is he/she?

Where were they?

* Play the cassette with the model dialogue

* Ask some pupils similar questions about Joe and Beth

« In pairs, pupils take it in turns to ask each other the questions

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AB 1:A_ © Divide the class into groups of six or let the pupils ask who they

want The pupils take it in turns to ask questions and fill in the

charts in their books

* This can be extended into a blackboard survey Write headings on

the board (by the sea/at home ) Ask the pupils to read out the

results of the survey: P: Elena was at home

Alex was in the mountains

Put a mark under the headings each time Ask: T: How many were at

home?

* Pupils write in their ET books about the six pupils in their survey

This can be done as homework

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Present continuous ¢ talk about what people are doing

fish windsurf

PB 1:1 © Use the pictures on pages 4 and 5 again to remind pupils of the T: What are the children

present continuous tense: doing in picture 1?

P: They're sitting in a train/looking at photos

pB 1:3 Joe's holiday photos

Listen ¢ Explain that Joe is showing his family the slides he took in the

and look — summer holidays Play the cassette while the pupils look and listen

Read Ask the pupils to read the text aloud

pB 1:4 Questions

Ask and © In pairs, the pupils take it in turns to ask and answer the questions

answer ¢ The pupils write the answers to the questions in their ET books

AB 1:B_ ¢ Explain that the words in the sentences have been put in the wrong

order Pupils sort them out and write them correctly

* This can be extended by asking the pupils to write similar sentences

on a piece of paper They then cut the sentence into pieces, mix them

up and give them to their partners to sort out Pairs can then

exchange mixed up sentences

pp 1:5 What are you doing?

¢ Explain that the children are playing a miming game

* Play the example dialogue on the cassette

* Play the miming game with the class, first with single pupils and

then with pairs (so that you can comment): T: Yes, he/she is dancing/

draw, fish, windsurf, wash clothes/hair/dishes, clean a room

1 She is fishing 1 Emma is wearing a T-shirt

2 They are windsurfing 2 The cat is eating a fish

3 (She has got) a fish 3 Aland Beth are feeding the horses

4 They are making a house in a tree 4 A bird is sitting on a house

5 They are in the house 5 A spider is running under a table,

6 A bear is climbing a tree

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Unit 1 Lesson 3

Colours * talk about clothes Numbers

Clothes

Coloured pens or crayons

* Look at the big picture again This time revise colours and clothes by

asking about the children’s clothes: T: What is Beth wearing?

What colour is Joe's

* ‘Ask about pupils’ clothes sweater? Is his sweater

blue?

Play a game

* Aska pair of pupils to come to the front and stand back-to-back Ask

Pupil A what B is wearing: T: Is B wearing a T-shirt?

A: Yes

+ Repeat with a second pair, but this time tell the pupils to ask each T: What colour is it?

other the questions Write a model dialogue on the board first, e.g

A: Am I wearing jeans?

B: No, you're wearing trousers

A: What colour are they?

¢ Pupils sit or stand back-to-back in pairs and ask each other about

their clothes

* Revise numbers with the class:

* Pupils count round the class up to 100 (or more)

out to the front Give each pupil a piece of chalk You call out a

number The pupils must write the numbers (in figures) on the

board The pupil to write the number first scores a point for the

team

* This game can be made more difficult by asking the pupils to write

the numbers in words

« Explain that the pupils will hear Emma talking about her holiday

photos The pictures are not in the right order and the pupils must

listen and write the correct number on the pictures Let them look at

the pictures first

* Play the cassette, pausing after each picture for the pupils to write

the number

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* Check the exercise then play the cassette again

* Ask the pupils to pretend they are Emma and describe the photos

3 We're playing football on the beach

4 The ball is in the sea My father is swimming He can swim well

5 It’s my sister's birthday She has got a bike It was a present from our Mum and Dad She’s very happy in this picture

6 My sister is sitting on the bike My father is holding the bike and running

7 Oh dear This photo is no good It's black Sorry!

15

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Present simple * talk about themselves Questions and their families

lots of

I hope they never end

pp1:1 Happy holidays

Read © Play the dialogue on the cassette again to remind pupils of the story

Then ask pupils to read the dialogue in groups of five, each taking

one part, (Al, Beth, Joe, Emma and the narrator)

Act s One group can come to the front of the class and act the scene

pB1:6 I love holidays

Song © Play and teach the song (See page 8 for suggested procedure.)

* Practise How old are you? round the class in a chain: A (to B): How old are you?

* Divide the class into groups of four Tell them to find out how many B: I'm nine, (to C): How brothers and sisters pupils have got in each group Write on the board old are you?

as models: Have you got a brother/sister? How many brothers have

you got? I've got two brothers

brothers and sisters the pupils in the class have got group?

AB 1:E © Pupils write the answers to the questions in their Action Books You

should write clothes words on the blackboard for help in answering

question 6

* In pairs, they ask their partners the same questions and write the

answers in their ET books (question 6 can be left out) - and then

draw their partners!

pB1:6 I love holidays

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Extra games and activities

Holiday photos

® To revise wds/were

* Ask your pupils to bring a holiday photo to the class Pupils hold up

the photos and say where they were:

¢ Extend this by next asking the pupils if they can remember where

the other pupils were in the summer holidays:

3 I was by the sea

': Where was Elena? She was by the sea : Were you by the sea, Elena?

No, I was at home

¢ The pupils draw and colour in their ET books Tell them what to

it yellow and black Draw a snake Colour it green and red

Game: Fizz-buzz

¢ The pupils count round the class, but every time they come to a 5 or

a multiple of 5, they say buzz instead:

After a while make it more complicated by asking them to say fizz

instead of 3 or multiples of 3, as well as buzz:

s Write words on the board with gaps for the vowels, e.g

h-rs-, sn-k-, or with gaps for the consonants, e.g -e-, - -ue

* Give clues if necessary:

* Pupils take it in turns to fill in the letters, either on the board or in

their ET books

This can be played as a team game

T: It’s an animal/colour

Drawing in the air

¢ Explain to the class that you are going to draw something in the air

with your finger They must watch carefully and guess what it is:

Ask pupils to play the game with their partners T: What am I drawing? P: Are you drawing a fish?

1

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Possessive 's Family have got

castle cousin Come in

uncle aunt Wait and see!

pp 2:1 Cliff Castle

Listen * Explain (L1) that there are a lot of castles in Scotland and Al's uncle

and look lives in one The children are going to meet him Who else lives in

the castle? Play the cassette while your pupils listen

* Ask comprehension questions (L1): Who else lives in the castle?

What else is there in it? Use the answers to teach the new words

children going to see it? What else do you think might happen? Say: T: Wait and see!

* Follow with some questions in English: T: How old is Tammy?

(nearly four) What has she got? (a cat) What's her cat's name? (Cleo)

* Teach that in contrast to this: T: (holding up a book)

fer a few questions, tell a pupil to ask the questions P: (It’s) a book

Read * The pupils read the dialogue in pairs or groups of five T: (pointing to desk) What's that?

P; (It’s) a desk

T: Yes This is a book and that’s a desk

pp 2:2 Who's that?

Listen © Play the cassette Pupils repeat the new words and the dialogue

Ask and © Pupils take it in turns to ask and answer with their partners

answer * Pupils write in their ET books about their families Write a model on

the board (I have got a grandma and a grandpa I have got an uncle,

an aunt and four cousins.)

AB2:A © Pupils fill in the gaps

Key AB2:A

1 Who's this? 3 What's this? 5 Isthis your book? © 7 That's my school

4 What's that? 6 Is that your bike?

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Present simple * talk about where they live her/his

England wall Ireland door

Wales window live TV

* Use the map to teach England, Ireland and Wales

* Explain to the pupils that they will hear about Al's cousins and

where they live (teach live)

* Play the first part of the cassette up to the dialogue between Beth and

Al, and then play it again with the pupils repeating

* Play the dialogue

* Ask the pupils about picture 1, using the dialogue as a model

* In pairs, pupils ask each other about the other pictures

* Tell the pupils to imagine you have just met them and you don’t

know anything about them Ask them about themselves and their families:

: Where do you live?

* Revise the imperative and practise verbs, parts of the body and your

by playing ‘Simon says’ Call out commands:

Pupils must perform the action if the words ‘Simon says’ are used, but not otherwise They are allowed a limited number of mistakes before they are out of the game A pupil can also give the commands

T: Simon says ‘Put your

hands on your heads’ Touch your toes

Simon says ‘stand up’

Use your classroom to teach door, window, wall and to remind the pupils of other words like picture, chair, table

* Remind pupils of the simple present endings (I like/he/she likes/

they like) before they do the exercise

* Pupils fill in the gaps Check the exercise and ask questions:

* Ask your pupils to draw a picture of one ghost or the two ghosts

doing something and to write underneath what is happening Pupils then read about their ghost(s) This can also be homework

T: Picture 3 What does the white ghost do?

Does the black ghost draw pictures?

Key AB 2:B

1 Every day the two ghosts dance

2 And they sing

3 The white ghost opens doors

4 The black ghost closes windows

5 The ghosts sit in chairs and read books,

6 The white ghost writes on the wall

7 The black ghost draws pictures

8 And at twelve o'clock the two ghosts watch TV

19

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Days of the week * describe people Descriptions of people

has got

AB2:c Rhyme: On Monday

* Ask the pupils to name the days of the week round the class od P: (it's Tuesday), « T: What day was it

* Play and teach the rhyme, (see page 8 for suggested procedure)

Remind the pupils that days are always written with a capital letter “Ps (Monday) yostarday?

* Play a game to revise he/she has got and personal descriptions Tell

the pupils you are going to think of one of them They must guess

who it is by asking questions You can only say Yes or No Write

some model questions on the board first P: Is ita boy?

When a pupil guesses the name correctly, he/she then thinks of P: Has she got brown hair?

P: Is she wearing a white

« Explain that the pupils are going to hear one of the three portraits

being described Which one is it? They must tick the correct picture

* Let the pupils look at the three portraits, then play the cassette

* Check the exercise Then ask the pupils to describe the other two

portraits This can be done orally or they can write in their ET books

* Ask the pupils to draw and colour a new family portrait in their ET

books and write a description under it This can be done as

homework

Pupils write the questions and then ask four other pupils about their

relations

uncles, aunts and cousins pupils in the class have got (See Unit 1,

Lesson 1)

Key AB2:D

Picture 3

Tapescript

This is a girl She's got long, black hair She's got big eyes and a small

mouth She's wearing a big hat

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Unit 2 Lesson 4

There is/are/was/were ¢ write a letter to a penfriend in/on/under

Furniture can (ability)

bat Yours, (letter ending) Coloured crayons or pencils

pp 2:1 Cliff Castle

Read ¢ Play the dialogue on the cassette to remind pupils of the story Then

ask pupils to read the dialogue in groups of six, each taking a part,

(Al, Beth, Emma, Joe, Uncle Colin and the narrator)

Act »* One group can come to the front and act the story Don’t forget to ask

two other pupils to be the cat and the ghost!

in Unit 2 exercise 3 for pairwork Partners hide their drawings from

each other Partner A reads out his/her description to partner B

Partner B tries to draw and colour the same portrait

pB 2:4 How many bats?

* Teach bat and remind your pupils of the prepositions in, on and

under by putting a pencil in, on and under your desk, asking:

Look Pupils look at the picture and say where they can find the bats and

Say _ spiders and how many they can see, using the model as a guide

Ask and = Explain that the pupils will now work as partners to see how much

answer —_ they remember about the picture Partner A closes the book and

partner B asks questions about the picture Then they change over

Play the cassette as a model

T: Where's my pencil? P: It's on your/the desk

AB 2:F Ask pupils to look at the photo of Mitsuko and tell you how old they

think she is, where she lives, etc

Yours is one you put on letters and cards to friends

* Ask pupils to read the letter aloud Ask questions about it: ’; Where does Mitsuko live?

How old is she?

How many brothers and sisters has she got? How old are they? Does she like animals? What is her pet?

What can she do?

21

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® Revise can by asking the cÌass questions: T: Can you swim well?

* The pupils write a letter in their ET books about themselves in reply 7 res fi seit

to Mitsuko’s This can be done as homework P: I can swim 100 metres ea anwar

T: Who else can swim 100 metres? Who can jump/play football well?

A family tree

* Pupils draw a family tree (draw an example on the board)

They then write the names of their family members (aunt, grandpa,

etc.) in the appropriate places me brother sister

Kim’s game

* To revise there was/were and in/on/under

Some can be in, on or under other objects Let the pupils look for a

short while, then cover the tray with a cloth and remove some

objects or change their position Show the pupils the tray again and

ask them to say what has changed Tell them to use There was/were,

Write model sentences on the board Ask: T: What's different?

P1: There was a rubber on the book

P2: There were two pens

Information gap exercise

(see page 10 in the Pupils’ Book) They write down the following

questions in their ET books:

Where do you live?

How old are you?

What can you do well?

The pupils write imaginary answers to the questions They must

come from one of the towns mentioned in the Pupils’ Book on page

10 and their age must be under twenty)

* In pairs (or groups) Partner A then tries to find out about B by asking

questions (Yes/No answers): A: Do you live in London?

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Coffee-pots

® To revise the present simple

* Puta list of verbs - ask for suggestions — on the board One pupil

thinks of a verb but does not say what it is The other pupils have to

try and guess what the verb is by asking questions, using the word

coffee-pot instead of the verb: Pai Do yourcofise-pot bvety day? Tip If you have an overhead projector, write a list of verbs that the P2: No

children know and add to it as they learn more You can then quickly P1: Do you coffee-pot at use it as a reminder when they are playing games, etc You can also do home?

the same with groups of words: Food, Furniture, Clothes etc P2: Yes

Factfile Scotland

Britain, also called the United Kingdom, includes the province of

Northern Ireland, but not the rest of Ireland, which is a separate

republic ~ Eire

English is spoken throughout Britain Some people in Wales speak

Welsh as their first language, a few in Scotland speak Gaelic and a few

in Ireland a different form of Gaelic

The capital city of Scotland is Edinburgh The thistle is the country’s

emblem

on page 12 Encourage them to ask questions ~ in English, if

possible, but in L1 if necessary Talk about the man’s costume The

kilt is worn by both men and women It is made of tartan, a colourful

checked material There are many different tartans belonging to the

different families in Scotland Pupils can design a tartan for their

own family, similar to the ones illustrated

* Ask pupils to imagine that they are writing a description of their

own country for someone who has never been there Ask questions

(L1): Why would someone wish to visit your country? What

interesting things are there? Do you have a national costume? Do you

have national songs and dances? Do you have a national emblem?

on page 13 The Loch Ness monster still remains a mystery, despite

many attempts to locate and film it This is mainly due to the fact

that the loch is extremely deep and the waters too dark for

underwater photography A new investigation of the loch is being

made at the moment

* Ask pupils to Jook at the picture of the plesiosaur and the photo of

the monster and decide whether they think it could be the same

creature If not, what is different? If pupils know of any other

dinosaurs, they can say whether they think the monster resembles

any of them - diplodocus, perhaps?

« Ask pupils to imagine they are by Loch Ness when the monster

appears With their partner they can write and dramatise a scene,

then act it out for the class

Pupils can draw posters of the monster, with descriptions

underneath These can form a wall display in the classroom

23

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Past simple: regular verbs + went learn to talk about things in the

New words

living room music press button key(oncomputer) giant

computer want bookshelf goin secret happen

PB 3:1 The secret room

Introduce the regular past + went Say: T: Open your books

(pupils do so) You opened your books Close your books You closed your books

Go to the door, John (pupil does so) Open the door Close the door John went to the door He opened it He closed it

close-d Write these on the board Add that there are some words

that have special ways of saying the past Give examples: is - was,

are - were, go - went They will learn these gradually

« Explain that Cliff Castle is very old It has many secrets in it Today

the children are going to discover one of the secrets What do the

pupils think it is going to be? Say: T: Wait and see!

Listen © Play the cassette while the pupils listen

and look + Ask general comprehension questions (L1) and teach the new words

* Ask prediction questions (L1): What do you think is going to happen?

* Ask your class about computers: T: Who has got a computer

at home?

Read Play the cassette again The pupils read and repeat P: We've got a computer

« Ask prediction questions (L1): What will happen next? T: Is it your computer?

P: No, it’s my father's T: Is ita giant computer?

pp 3:2 What happened?

¢ Explain the word happen

Listen © Play the cassette with the model question and answer Pupils repeat

Ask and ¢ Ask about the other pictures in the same way Then the pupils ask

answer —_and answer in pairs

AB 3:A_ © Teach listen to music and then

Key AB3:A Yesterday I cleaned my room Then I washed the dishes Then I went to the shops Then I played with a friend We listened to music and we played a game Then I watched TV with my family

1 went to bed at nine o'clock

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Unit 3 Lesson 2

Rooms in a house How many? « describe their house

Present continuous Present simple Past simple: regular verbs

kitchen toilet stairs | What is it like?

dining room bathroom upstairs/downstairs In the town

pp 3:3 Rooms in Cliff Castle

« Explain that the picture shows the rooms in the front part of the

castle

Listen Play the cassette introducing the names of the rooms Pupils repeat

and look = * Ask questions about the rooms: T: Where's the living room?

Tip _ If you can make an overhead transparency of this page, youcan 7 Boint to a bedroom

ask pupils to come up and point to the rooms on it If not, you and the

pupils hold up your books and point

* Pupils read the questions below the pictures and count the bedrooms

and toilets You can ask them the questions or they can take it in

turns to ask and answer in pairs

* Pupils read the sentences and then put them in the correct order

* Pupils read the story aloud in the correct order

books, in the past tense

* Check the exercise and ask the pupils to read the story aloud in the

past tense

Where do you live?

* Contrast and teach in the town/country

Play the cassette again The pupils repeat

Ask one or two pupils the same questions Then put the pupils in

pairs and let the partners ask each other

Pupils draw a plan of their home in their ET books and label the

rooms This can be done as homework

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was/were

AB3:c Listening comprehension

line showing where the ghost went Teach upstairs and downstairs

* Play the cassette again The pupils draw the lines Pause the cassette

at the places marked //

* Check the exercise then ask the pupils to say where the ghost went

Play a game

* Look at page 12 in the Action Book The pupils draw the animals

and insects in the rooms on the page without showing their partners

The animals can be in any room they choose

* Explain that they are going to test each other's memory by showing

their page to their partner, then hiding it and asking questions to see

if the partner remembers where the animals were in the picture

* Play the cassette with the example dialogue Pupils repeat

* Partner A shows the page to B (say when the time is up) A hides the

page and asks the questions Then it is B’s turn

* After the game has been played, ask the pupils about their pictures: T: Where were your spiders,

Sam?

P: (They were) In the hall

Key

Then it went into the kitchen a tall Then it went into the hall and up the

No, not in the dining room It went up the stairs and up and into Beth’s You are silly, Joe There isn’t a ghost!

Then it went down the stairs again

and down and HERE, into the living : Oh, no, Joe It wasn’t here! Here in the

AB 3:C Tapescript

Joe: Yesterday night I saw a ghost! Joe:

All: No! white ghost in the kitchen //

Joe: Yes, I saw a ghost It was in our

Emma: What was it like? Al: Was it in the dining room?

Joe: Itwas a tall, white ghost It was in Joe:

our bedroom // Then it went into the

Beth: The bathroom? Beth:

Joe: Yes, into the bathroom // Then into joe:

our bedroom again

Al: There wasn’t a ghost in our bedroom! room

Joe: Yes, there was I saw it You were Emma:

Then it went down the stairs down Joe: —_Yes I saw it here! //

the stairs and into the hall //I went Emma: And then?

down the stairs and into the hall, too Joe:

Emma: Oh, Joe, no! Then it went up the stairs and

into Emma's room!

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Emma: Ob no, Joe! It wasn’t in my room Joe: Yes, it’s all right, Emma I'm only

Don’t say that! I’m afraid // joking There isn’t a ghost in the Beth: Don’t listen, Emma Joe’s only castle Is there? //

joking - aren't you, Joe?

Main teaching points There was New words

Main revision Prepositions

Rooms in a house Your pupils will

New expressions Needs

PB 3:1 The secret room

Read © Play the dialogue on the cassette again to remind pupils of the story

Then ask pupils to read the dialogue in groups of three One pupil is

the narrator, the others are Beth and Joe

Act © One group acts out the story for the class

« Remind pupils of the prepositions in/on/under by playing a drawing

game The pupils draw what you tell them Keep the objects simple: T: Draw a tree draw a

* This game can also be played on the board as a team game atéagr bind in tha tree

.+ draw a cat on the car

AB 3:E © Pupils look at the picture and answer the question for each animal

AB 3:F

* Check the exercise and read the answers aloud

* To revise there was and plurals, play a chain memory game

The pupils have to say what there was in the castle, increasing the

number of objects by one each time: P1:; There was a ghost in

the castle

P2: There was a ghost and two dogs in the castle P3: There was a ghost, two dogs and three bats in the castle

Pupils must find and write down the words hidden in the puzzle

This can also be done as homework

Key AB 3:E

Number 1 was a dog It was in the house

Number 2 was a frog It was on the boat

Number 3 was a cat It was under the car

Number 4 was a rabbit It was under the boat

Number 5 was a bird It was on the car

27

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What's in the rooms?

* To revise vocabulary

* Write the names of the rooms in a house as headings on the board

The pupils must write down as many words as they can that they

would find in each of these rooms, e.g KITCHEN - plate Ask: T: What can you find in a The pupils can do this in their ET books or it can be played as a team kitchen?

game, a pupil from each team coming up and writing a.word under a

particular heading Points are scored for the first correct word

Lost Property Office

* To revise colours, questions and polite phrase

Write this dialogue on the board and practi:

Excuse me, have you got my bag?

What's your bag like?

It's a big, red bag

A big, red bag Is this your bag?

Yes That's my bag

Here you are

: _ Thank you

Pupils then take it in turns to be at the lost property office and to be

customers Provide objects to be ‘found’ - bags, books, pens, etc

Question noughts and crosses

* Write the following in squares on the board: Who? Where? | What?

How many? Is? Are?

Do? Does? Can?

* Divide the class into two - the noughts (0) and the crosses (X) Each

team takes it in turn to ask a question, beginning with one of the

words in the squares It must be a new word each time If the

question is correct, they score a nought or a cross in the square

28

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What/where did .? What do/does .? * talk about what they want to do want to

type planet circle Just a minute

Ask prediction questions (L1): What will happen? Will they find a + What happened then? new planet? What will it be like? Lets li et's listen!

pB 4:2 What do they want to do?

AB 4:A

® Explain want to and use the pictures to ask the pupils questions:

Partners ask each other about the pictures (in a different order)

’; Picture 1 What do they want to do?

: They want to fish : Look at picture 2 What does she want to do? She wants to swim

Listening comprehension

Explain that the pupils are going to hear a conversation between

some children who are trying to decide what to do in the evening

The pupils must listen and tick what each of the children want to

do

at the places marked //

Check the exercise and ask questions:

¢ The pupils write in their ET books about what each child wants to

do, using the model This can be done as homework

* Ask pupils about themselves:

: What does Tom want to do?

Does Sara want to play football?

+ What do you want to do today, Carlo?

Key PB4:2

1 They want to fish

2 She wants to swim

3 He wants to read (a book)

4 They want to ride (a horse)

29

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AB4:A

Sara wants to listen to music

Tom wants to play football

Tony wants to watch a video

Maria wants to play a computer game

Tapescript

Maria: What do you want to do, Sara?

Sara: I want to listen to music I've got a new cassette // Who wants

to listen to music with me? Do you, Tom?

Tom: No, thanks I don’t like your new cassette I want to play

football // Come and play football with me, Tony

Tony: No, I want to watch a video

Tom: Have you got a video?

Tony: Yes I've got this - The Secret Cave

Tom: No, | don't want to watch that, Tony It’s silly

Maria: Yes, it’s awful You don’t want to watch that

Tony: Yes, 1 do //

Tom: Well, what do you want to do, Maria? //

Maria: Well, I don’t want to listen to music like Sara and I don’t

want to play football and I don’t want to watch Tony's silly video I know! I want to play a computer game Who's going

to play a computer game with me? //

Tom: Not me! Come on, Tony - come and play football

Tony: Well

Mother: Children! It’s time you went to bed!

All: Oh Mum!

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Unit 4 Lesson 2

What/Where did ? Past simple holidays again

* Teach these in contrast to this by using objects in the classroom: T: (picking up a rubber) "s this?

Extend to What colour is this/are these? Are these your books, Mary? p cee

« Explain that the children are asking about the things in the T1 (picking up nie pencils)

* Play the cassette The pupils repeat P: (They're) pencils

* The pupils use the pictures to practise with their partners

* Check the exercise

* Use the picture of the room in the castle on page 11 in the Pupils’

Book to practise this/these and revise vocabulary: T: What are these? (bats,

spiders, chairs, pictures) What's this? (a door, a bed)

What did they do?

« Explain that the pupils must try and remember what each person did

and on what day Let them look at the pictures for a while

* Play the model dialogue on the cassette The pupils repeat

* Ask questions about the other pictures, using the model as a guide

* Put the pupils into pairs Partner A closes the book and B asks three

questions Then they change roles

* Ask about what the pupils did in the holidays, using PB 1:1 as a

necessary, you can teach some irregular past tenses like swam, Ps:1 want to the mountain’

mountains?

P: 1 walked/climbed

Key AB4:B This is my grandma

These are my aunts

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* Write on the board:

listen to the cassette choose words look at pictures write in the ET books

yesterday/on Monday? (whenever the last English lesson was held)

* Elicit the past tense listened and looked and write them on the

board Teach chose, wrote and stood

* Pupils complete the questions

* Check the exercise and ask the pupils to read the questions and

answers aloud (in pairs or as a class)

On the way to school

This is an action song The pupils use their hands and fingers to imitate

the actions

+ Play and teach the song,

kangaroo — jumped

* The pupils can sing their verse in the ‘music only’ section of the

song

Key What did Beth press?

What did she type?

What game did she choose?

What did she do then?

Where did the children stand?

What did Beth do/press then?

7 Where were they?

AB 4:D

The odd words out are: Tuesday planet shoe short rice

ounene

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Past simple * practise pronunciation Do/Does/Did * say what they did Present simple yesterday

go into

about

PB 4:1 The computer

Read « Play the dialogue on the cassette again to remind pupils of the story

Then ask pupils to read it in groups of five (Beth, Joe, the narrator,

Tammy and Cleo)

Act ¢ The pupils act the story

computer game

* Correct the exercise and then ask pupils to tell the story

pp 4:6 Zog the frog

Listen ¢ This rhyme practises the sounds /o/, /g/ and /k/

AB 4:F ¢ Remind the pupils of Do/Does ? by asking some questions: T: Do you like ice cream,

im?

Suitable subjects are food, animals, etc P: im

* Pupils complete the sentences in their Action Books and write the ñ T: Does he like ice cream, +e ee

* Ask pupils what they did yesterday and then ask them to read the

questions and answers aloud: T: What did you do

? Note This exercise should show you if the pupils need extra practice yesterday, Carlos?

with certain question forms

AB 4:¢ Reading comprehension

Pupils read the texts and write the correct numbers on the videos

They also have to make up a name for video Number 3 This can be

done as homework

* Check the exercise and ask pupils to read the texts aloud

Key AB4E

I went into the castle T opened a door I went into a room

I looked at the table I closed the door I opened a box

I picked up a key I went down the stairs I picked up a ring

33

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AB4F AB4G

1 Does Emma like horses? The correct order of the videos is 3 12

2 What does Beth like?

3 What did Beth do yesterday?

4 Where did Beth, Joe and Tammy go?

5 What did you do yesterday?

Extra games and activities

AB 4:G

What did you do on Monday?

* To revise the past simple, verbs and days of the week

Pupils write down one thing they did on Monday If you have a list

of verbs on the overhead projector, mark the regular verbs and those

whose irregular form they know Otherwise, write a short list on the

board

* Divide the pupils into pairs Partner A has to find out what B did by

* To revise the past simple and then

increasing the list by one action each time: P1: Yesterday I cleaned my

room

P2: Yesterday I cleaned my room Then I washed the dishes

P3: Yesterday I cleaned my room Then I washed the dishes Then I

Write a dialogue

« Ask your pupils in pairs to write a conversation for the beginning of

one of the video stories on page 17 Pupils read them out to the class

‘Three are chosen for the pupils to act out

Mime and guess

to you and you whisper the name of an animal, object, , etc The

team members then go back to their teams and mime it; the other

team members guess what it is by asking Is it .?

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Factfile Astronauts and space

The Space Age started in 1957 when the Russians launched the first

satellite, Sputnik 1, into orbit around the earth It was in the same year

that Laika, the Russian dog, also went into orbit In 1959 the Americans

sent two monkeys into space

Yuri Gagarin, the first astronaut, went into space in 1961 The first woman astronaut was Valentina Tereshkova in 1963 Neil Armstrong

and his team of American astronauts landed on the moon in 1969 and

sent back the first pictures of the moon’s surface Now there are space

stations in orbit and space shuttles which can fly into space and return

like aircraft There have been unmanned landings on Mars and Venus

and spacecraft have filmed Jupiter, Saturn and Neptune

The spacecraft Voyager II set off on a journey to space to collect

information about the universe It has already sent back wonderful

pictures of Jupiter, Saturn, Uranus, (which it passed in 1986) and

Neptune (which it passed in 1989) Now it is on its way to Outer Space

and will never return to earth In case it meets another form of

intelligent life it carries a message to other worlds and a collection of

things from the earth, which might help another planet to understand

our world There's a picture of a man and a woman, a cassette of music

and people talking and many other things

« Read through the Space Quiz with the class and see how many of the

questions they can answer Then listen to the cassette while pupils

follow in their books Talk about the first space flights (L1) and how

it must have felt to go into space, not knowing what they would find,

what effect being in space would have on them or if they would ever

get back to earth

on page 23 Talk about the problems of living in a spaceship:

Conditions are very cramped The lack of gravity makes everyone

and everything weightless Everything which is not held down in

some way floats around Ask pupils to imagine the difficulties of

performing everyday functions in these conditions - how do you

clean your teeth? go to the toilet? drink coffee? Pupils can describe a

day in a spaceship

¢ NASA held a competition for schoolchildren to think up a scientific

experiment which they would like done in space The winner was a

child who thought of sending a spider into space to see how it would

react to the lack of gravity Ask pupils to think of something they

would like done in space

* Ask pupils to design and draw their own spaceship

¢ Pupils can imagine they are going on the first manned flight to one of

the outer planets What do they think they might find? Ask them to

describe their first view of the planet

* Pupils imagine they are sending a spacecraft into Outer Space What

things from our world would they put in it to help another planet

understand our world?

35

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out of Africa satellite hand land (v) a map of the world

world India suddenly rainbow flower

Earth Australia beautiful round (prep) mushroom

pp 5:1 The new planet

* Ask some questions (L1): Where do you think they're going to go? ant Beth do? Are they going to find a new planet? What do you think it's going to ‘

Listen ¢ Play the cassette while the pupils listen and look at the picture listen

and look « Ask general comprehension questions (L1) and teach the new words

It would help to have a map of the world

* Ask some prediction questions (L1): Where do you think Cleo is?

What's going to happen? Say: T: Wait and see!

* Play the cassette again The pupils repeat

pp 5:2 What's that? What are those?

* Teach those in contrast to that and these, by pointing to things in the

classroom Use a variety of structures: T: What are those? Are ils, Jim?

* Explain that Beth and Joe are looking out of the spaceship HT nHing an

is used with Sun, Moon and Earth because there is only one (in our These are Jim's - those p) you

Practise * Pupils use the pictures to practise the questions and answers, as in

* Check the exercise with the class

Key 1 That isa rainbow 4 That isa butterfly

2 Those are flowers 5 Those are bees

3 Those are mushrooms 6 Those are mice

Trang 37

Mrs/Mr/Miss/Ms young teddy bear

cassette for pupils to listen to the pronunciation

* Teach and explain the titles Mrs, Mr, Miss and Ms

the end of each sentence to make a rhyme

* Play the completed rhyme on the cassette for pupils to check their

answers Then say the rhyme together

small, happy, sad, silly.)

pp 5:3 Did you see a plane?

« Explain that Tammy is asking Joe what he saw out of the spaceship

window Teach plane with the help of the picture

Listen ¢ Play the cassette, pausing for pupils to repeat

Practise * Ask the pupils to pretend to be Joe and answer the questions Ask

the questions yourself Then pupils practise in pairs

and didn’t have when they were small and what they were afraid of

Teach didn’t, teddy bear and doll

* Pupils complete the questions Check these are correct

* Partners then ask each other the questions and tick the answers

* Ask the class about the answers:

* Follow up by a class survey on the board (practising had) How

many children had teddy bears? were afraid of big dogs?

Ask other questions:

The children write about their partners in their ET books, using the model, and then about themselves This can be done as homework

T: Did you have a pet, Sam? Did Elena have a doll? Elena didn’t have a doll Who else didn’t have a

Mr Hall is very tall 1 Did you have a pet?

Mrs Port is very short 2 Did you have a computer?

Miss Sprat is very fat 3 Did you have a teddy bear?

Ms Sin is very thin 4 Did you havea doll?

Mr Gold is very old 5 Were you afraid of spiders?

And Tommy Sung is very young 6 Were you afraid of big dogs?

37

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did/didn’t + say what people had and didn’t Possessive 's have in the old days

Food * say what they had for tea

turn roll in the old days

furthest high

with sky

tiny

pp 5:4 What didn’t they have in the old days?

« Explain (L1) that the picture is supposed to show a house in the old

days (1815), but there are some mistakes - there are things in it

which could not have been there in the old days Can the pupils find

them? Let them look at the picture silently for a short while

repeat

* Ask a few more questions about the picture, as in the model

andsay questions each

AB 5:D Reading comprehension

* The pupils read the text and work out who the trays belong to They

write the numbers on the trays and also imagine and write down

what Cleo had for tea

* Check the exercise with the class by asking questions:

* Ask the pupils to read the descriptions aloud

* Ask the pupils what they had for tea yesterday:

* Use this opportunity to teach more words of common foods in the

country you are in The pupils can write them in their ET books

T: What did Tammy have? T: What did you have for tea, Elena?

Did you have milk, Carlo?

pp 5:5 Come with me to the stars!

Key PB5:4

The details in the picture that are wrong are: a plane, a car, jeans, a

satellite, a spaceship, a television, a radio, a modern bike

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The new planet

Then divide them into groups of five to read the dialogue, each

taking a part The pupils can then act out the story

* Pupils match the questions and answers

* Correct the exercise Pupils read the questions and answers aloud

Listening comprehension

« Explain that the pupils are going to listen to an interview with Sally

who is an astronaut She recently had a space flight to another planet

and was interviewed about it afterwards

Now they should listen again and tick the correct answers in their

books Play the cassette, pausing it at the places marked //

Check the answers and play the cassette again if necessary

What happened on the planet?

Explain that the pupils are going to find out what happened to Cleo

Ask them prediction questions (L1): What do they think happened?

* Pupils read the text again to themselves Ask questions: T: What did they hear?

Where was Cleo?

What were there round the mushroom?

* The pupils read the text aloud Was Cleo afraid?

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Key AB5:E

The correct order of the answers is:

1 They were in a spaceship

2 No, she saw a satellite

AB 5:F Tapescript

Interviewer: So you went up in space, Sally

Did you see the Earth?

Sally: Yes, we looked down at the Earth

and we saw Australia

Interviewer: Ah, you saw Australia //

Sally: And then we saw a new planet

Interviewer: How exciting! What colour was

it?

Sally: It was green and orange

Interviewer: Green and orange!

Sally: Yes // And there were clouds

round it There was a small moon, too Look, here's a picture

Interviewer: Oh yes, I can see the clouds = and

the moon

Sally: It was beautiful //

Interviewer: Did you land on the planet?

Sally: Yes, we landed on it at eleven

3 No, they landed on a planet

4 They saw giant flowers and mushrooms

5 No, she was afraid

At eleven

Yes //

What was the planet like?

Well, there were big mountains Mountains?

Yes, big, white mountains Was it hot?

Oh no, it was very cold But we had spacesuits //

What else did you see? Animals? Trees?

No -no animals and no trees But

we saw something

What was it?

It was a spaceship ~ an old spaceship! //

So it wasn’t a new planet!

No But whose spaceship was it? Who was in it? When did they go there? We don’t know!

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