New sky starter teachers book

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Teacher’s Book

Patricia Mugglestone

Brian Abbs Ingrid Freebairn

New Sky takes the clear syllabus and methodology

of the original course and adds new and exciting

content to make it even more effective and

motivating for both teachers and learners

Visually appealing and easy to use, New Sky

provides short achievable lessons, clearly

contextualised grammar practice and integrated

skills work

With its songs, raps, games, puzzles and stories,

New Sky makes learning English stimulating,

lively and fun!

• New picture stories engage students’ interest

• New reading and listening passages keep students motivated.

• New cross-cultural and cross-curricular content bring the world into the classroom

• New testing package covers all your assessment needs.

• Updated Activity Book provides practice and graded exercises for mixed ability classes.

COURSE COMPONENTS

• Students’ Book

• Activity Book with Students’ Multi-ROM

• Class Audio CDs

• Teacher’s Book with Test Master Multi-ROM

• Photocopiable Test Book with A and B tests

• Two DVDs - Kirsty’s Secret and Life in Britain

ti-l ROM

Teacher’s Book

Patricia Mugglestone

Brian Abbs Ingrid Freebairn

Pearson Education Limited

© Brian Abbs, Ingrid Freebairn and Pearson Education Limited 2009

All rights reserved; no part of this publication may be reproduced, stored in a

retrieval system, or transmitted in any form or by any means, electronic, mechanical,

photocopying, recording, or otherwise, without the prior written permission of the

copyright holders.

The right of Patricia Mugglestone to be identified as author of this book has been

asserted by her in accordance with the Copyright, Designs and Patents Act 1988

First published 2009

Illustrated by Chris Simpson and Sean Longcroft

Set in 10/11pt Times New Roman

Printed in Malaysia (CTP-VVP)

ISBN: 978-1-4058-7484-7 (Teacher’s Book)

ISBN: 978-1-4058-7492-2 (Test Master Multi-Rom)

ISBN: 978-1-4082-0598-3 (Teacher’s Book and Test Master Multi-Rom Pack)

Photocopying

The Publisher grants permission for the photocopying of those pages marked

‘photocopiable’ according to the following conditions Individual purchasers may

make copies for their own use or for use by the classes they teach Institutional

purchasers may make copies for use by their staff and students, but this permission

does not extend to additional institutions or branches

Under no circumstances may any part of this book be photocopied for resale

Introduction

General description 7

1 Who the course is for

2 What the course is about

3 How the students learn

4 How the syllabus is constructed

5 How the material is organised

Principles behind the course 7

1 Capturing young learners’ attention

2 Making language learning active

3 Keeping learning goals simple

4 Keeping pace with the learners’ development

5 Supporting and monitoring students’ progress

6 Using language learning for general educational

purposes

Course components 8

1 The Students’ Book

2 The Activity Book (with Multi-Rom)

3 The Teacher’s Book (with Test Master

Multi-Rom)

4 The Class CDs

5 The Test Book

6 The DVDs

General teaching techniques 9

1 The role of the native language (L1)

12 Homework and homework correction

13 Revision and assessment

19 Lesson-by-lesson word list

20 Banjo’s Grammar Store

21 The CEF Portfolio

Before you start 14

1 Timing

2 Classroom equipment and material

3 The first lesson

4 Abbreviations used in the Teacher’s Book

Students’ Book contents 16

How does New Sky work?

Lesson 2

Accuracy practice

Lesson 3

Accuracy practice

Lesson 1

Teaching notes

Lesson 2

Teaching notes

Lesson 3

Teaching notes

Lesson 4

Teaching notes

Lesson 5

Teaching notes

Skills Test 1 A B

Skills: Lessons 1–9

Reading, Writing, Listening and Communication

Test Book: Photocopiable A and B tests

(plus rewritable versions on Test Master Multi-Rom)

Test 1 A B

Language: Lessons 1–3

Grammar and Vocabulary

New Sky has forty lessons divided into eight cycles This is how one cycle works:

New Sky also offers extra materials:

In the Students’ Book:

• A Grammar Store

• A lesson-by-lesson Word list

In the Activity Book:

• Four ‘James Blonde’

Puzzle Stories One story for every ten lessons

• Two plays One for use half-way through the book and one for use at the end

A Student Multi-Rom

Test Master Multi-Rom

In the Teacher’s Book:

• Twenty-four Photocopiable Resources

• Answer keys

• Audio scripts

• An alphabetical Word list with phonetic transcriptions

• Interactive language practice

• Activity Book audio material

• Rewritable versions

of the Test Book tests

• Test Book audio material

• All Students’ Book audio material

Two DVDs

• A culture DVD showing teenage lifestyles in the UK

• A teenage drama

Class CDs

New Sky Starter

New Sky Starter

New Sky Starter New Sky Starter Student

General description

New Sky is a four-part course for young learners of English

aged from 9/10 to 13/14 There are two possible entry points:

New Sky Starter for complete beginners or for students with

a minimal knowledge of English, and New Sky One for false

beginners

New Sky Starter features a typical British family living in

Bristol, in the south-west of England The children make

friends with an American family who have moved in next

door Together, they are seen in domestic, school and leisure

settings with their families and friends The real characters

and the authentic photographs and situations provide an

up-to-date realistic view of the UK today – its people, their

lifestyles and their cultural background Although the main

focus is the UK, the learners also get regular glimpses of life

in the USA and other English-speaking countries

New language is presented through dialogue or text, and

practised in a series of simple steps which include carefully

graded listening, speaking, reading and writing activities,

and a lively selection of games, songs and raps From the

beginning, students learn to communicate information and

ideas in realistic and amusing situations

The language syllabus is a careful mix of grammar, vocabulary

and communication Grammatical structures are linked

closely to everyday language use, whilst the topic areas relate

to the students’ own lives and experiences, and have been

specially chosen to present a range of useful vocabulary

Each lesson in the Students’ Book is presented on a

double-page spread in order to foster a sense of achievement and

progress in the student Clear signposting of each activity

enables both teacher and student to identify the learning

focus at every stage of the lesson For more details on the

organisation of the Students’ Book, see Course components.

Principles behind the course

We believe it is essential that young learners’ early contact

with learning English should be rewarding and fun The first

step towards this is to capture their attention as soon as they

open their new textbook New Sky does this by:

• using colourful, authentic location photography

• introducing real characters with whom young learners can

identify

• showing real-life situations which children can immediately recognise and respond to

• presenting lively, everyday language and expressions which they will want to learn

Young learners need to be actively involved in the language lesson This not only makes learning more effective but also

makes it more enjoyable In New Sky, students are involved

If learners are to stay motivated and make progress, it is important to keep learning goals simple An over-heavy vocabulary load can be daunting, especially if the words are low frequency Equally, too many new grammar points in

one lesson can be confusing Each lesson of New Sky keeps

learning simple by:

A language course for young learners is more effective if it keeps pace with the children’s physical, cognitive and social

development In New Sky, the learners’ physical development

is mirrored in the main characters; their cognitive development

is reflected in the subject matter and organisation of the texts and task types; and their social development – how they interact with peer groups and adults, and how confident they feel about themselves – is reflected in the methodology, in particular with the types of activities, projects and games suggested for language practice

It is important that young learners have regular opportunities

to consolidate the language they learn and are also given the means to monitor their own progress

New Sky helps students to revise and check progress through:

• Skills lessons in the Students’ Book (The world around

you ) and the Activity Book (Skills practice) These

consolidate and extend the language and skills learnt in the preceding cycle of work, whilst developing students’ knowledge of the world beyond the classroom

Introduction

• Picture stories in the Students’ Book.

• Revision lessons and I can boxes in the Students’ Book and

Check lessons in the Activity Book, the latter containing

self-assessment boxes to encourage students to monitor

their own progress

• A booklet of photocopiable tests, containing parallel A

and B tests to minimise students’ opportunities for copying

their neighbours’ answers, as well as rewritable versions

of these tests on the Test Master Multi-Rom supplied with

this book

• Interactive language practice with the Multi-Rom

accompanying the Activity Book

educational purposes

Learning a new language can be more motivating for

young learners when they realise they can learn about the

outside world through their English lessons New Sky aims

to increase students’ awareness of the world outside the

classroom through texts relating to children and situations in

other countries The world around you lessons, in particular,

increase students’ knowledge of the English-speaking world,

and the linked projects encourage them to write about their

own lives and experiences

Course components

At each level the course consists of:

• a Students’ Book

• an Activity Book (with Multi-Rom)

• this Teacher’s Book (with Test Master Multi-Rom)

• Class CDs

• a Test Book.

DVDs also accompany the course.

The Students’ Book consists of forty lessons These are

divided into eight sections of five lessons Each section

follows a pattern:

Lesson 1 Language input

Lesson 2 Language input

Lesson 3 Language input

Lesson 4 Picture story

Lesson 5 Revision

Lesson 6 Language input

Lesson 7 Language input

Lesson 8 Language input

Lesson 9 The world around you + Project

Lesson 10 Revision

Language input lesson: Presents and practises new language

Picture story: Recycles language in a two-page

comic strip story

The world around you: Develops skills, and recycles and

expands language by looking at culture and lifestyles in the English-speaking world

Project: Encourages self-expression

Revision: Provides a controlled progress

check

At the back of the Students’ Book, there are:

• the words of the recorded Songs and Raps

• a grammar reference: Banjo’s Grammar Store

• a lesson-by-lesson Word list.

The Activity Book, to be used in class or for homework, gives further extensive practice of the language in each input lesson

of the Students’ Book Many exercises are at two levels, a) and b), to cater for mixed ability classes The first level, e.g

2a is a basic exercise and 2b is a more challenging exercise

For added interest, and to recycle the Everyday phrases from

the Students’ Book, the pages also contain short cartoon strips featuring regular characters At regular intervals, skills

sections reinforce students’ reading and writing skills, whilst frequent Revision sections, with self-assessment boxes,

enable students and their teachers to monitor progress There are also six additional songs at regular intervals At the back

of the Activity Book is a unique Puzzle Stories section This

contains four puzzle stories, designed to encourage students

to read for pleasure, and two light-hearted plays for students

to act in the middle and at the end of the year

The Student Multi-Rom that accompanies the Activity Book contains:

of the listening material, suggestions for extra games and activities, and ideas for further practice At the back of the Teacher’s Book are the following:

• Twenty-four photocopiable resource sheets, one for each input lesson in the Students’ Book These contain extra practice activities for use in class, and are accompanied by teaching notes

These contain the presentation dialogues and texts, new words,

listening activities, Sounds fun pronunciation activities, songs

and raps from the Students’ Book The audio scripts for the Students’ Book are printed in the appropriate lessons in this Teacher’s Book

The Test Book contains eight progress tests – one for every

five lessons of the Students’ Book, four skills tests and four

review tests The tests are presented in A and B sections so

that students sitting in pairs cannot copy each other There is

also an Answer key and Audio script in the back of the Test

Book Rewritable versions of the tests are available on the

Test Master Multi-Rom, giving teachers the ability to tailor

tests to the specific needs of their students The test audios

are also included on the Test Master Multi-Rom

Two DVDs provide a motivating context for further

consolidation and extension of language and help to relate

language learning to the wider world Life in Britain, a

documentary culture video, provides an insight into the

lives of young teenagers in the UK today Kirsty’s Secret, a

drama, follows the adventures of four friends whose lives are

changed when a new girl comes to town

General teaching techniques

Most teachers will find it necessary to use the students’ native

language to introduce the book and explain what is in it, to

establish who the characters are and where they live, and,

importantly, to explain how they want the students to work

Once lessons start, use of the L1 is helpful to:

As the course progresses, however, use of English in class

should be increased Teachers will find that students soon

learn to follow basic instructions in English if they are

used frequently and consistently Students will also soon

learn to respond to words of encouragement and general

remarks Even at this early stage, any new words which are

not illustrated in the Students’ Book can easily be explained

through mime, acting or illustrations on the board

The detailed lesson notes in the main part of this book

suggest a variety of techniques for presenting new language

to young learners Because there is much for the students to

take in at one time – new structures, words and sounds – the

teacher needs to repeat new language two or three times

before asking students to repeat it It is also helpful for the

learner to see the written form of the language after the initial

oral presentation

Photographs and illustrations can be used for scene-setting

and for presenting new language Questions for each

photograph occur in the lesson notes Simple questions can

be asked about the characters and their relationship to each

other Complex questions on what the characters are wearing,

doing and thinking can be asked and answered in the L1

When learning a new language, learning words is as important

as learning grammar For young learners, it can be especially motivating to learn new words

Classroom techniques for presenting new vocabulary at beginner’s level include:

• showing or pointing to real objects or pictures in the Students’ Book

Presentation of new language on the whiteboard or interactive whiteboard is extremely important It focuses the students’ attention and enables the teacher to control the activity effectively Simple line drawings on the board can be used

to explain a new word quickly New structures, words and expressions should be written boldly and clearly, and arranged in sections, e.g new vocabulary in one area and examples of key language structures in another It is a good idea to keep a free area for spontaneous examples, drawings and game scores

Repetition helps to reinforce a sound or structural pattern Repeating in chorus helps students to gain confidence before they are asked to perform individually Suggestions for choral practice occur throughout the detailed lesson notes Different choral patterns can be made by using:

and building up to the complete sentence, e.g Say after

me, everybody Brother … little brother … he’s my little brother …

Question and answer patterns play a key part in language teaching To give as much oral practice as possible, it is important to build a sequence of question and answer patterns, e.g

• Teacher to self (T-T)

• Teacher to student (T-S)

to homework Writing in class varies the pace of a lesson and gives a change of activity It is important that homework is prepared in class beforehand and help given with any new vocabulary and expressions which may be needed Answers

to homework exercises can be checked in different ways:

Checking on students’ progress is important for teachers, learners and parents Progress can be formally assessed through revision/check lessons and tests Informal methods

of assessment can show a learner’s progress and help teachers

to find out problems that the children might have This can be done in a variety of ways:

• Oral checks to revise communicative functions and

everyday language, e.g (in L1) You meet your teacher in

the street What do you say?

• Completing checklists of what the students can do in English with a tick (✓), cross (✗) or question mark (?)

Now you can:

• say your name, age and address

• count to 20, etc

• Students can also record their progress and their achievements through the photocopiable Portfolio which can be found online at www.pearsonlongman.com/ae/cef/

CEF.htm

Instructions

Act the dialogue/story

Ask and answer in pairs

Can you spell it?

Change parts

Come to the front

Copy this into your books

Do exercise (5) for homework

Don’t look at the book

Fill in the chart

Learn by heart

Listen

Listen and say/repeat after me

Listen to this/the dialogue

Look

Look at this

Make two teams

Open/close your book

Many of the exercises in New Sky enable the students to work

in pairs The following patterns are suitable for pair work:

Students can work in open pairs, e.g A-B, then B-C, then

C-D, etc or across the class In this way, the rest of the class

listens while a pair performs Open pair work can be useful

if the teacher wants to hear individuals perform Closed pair

work is also very useful In spite of the increased noise level,

it dramatically increases talking time and encourages learners

to initiate as well as answer Moreover, there is less chance of

students getting bored as they listen to others doing exercises

in turn round the class If there is an uneven number in the

class, the teacher can either make up the pair or ask one

group to work in threes Although students may protest, it is

important to rearrange the pairs on a regular basis

For certain types of activity, e.g acting the stories and

playing games, students may need to work in groups Group

work is important because it provides an opportunity for shy

students to talk more confidently and teaches students to

cooperate and work together

Groups can be formed in different ways, based on:

When students are doing controlled practice and the emphasis

is on accuracy, correction should be immediate It is important

to help students to correct the mistake themselves and

then make them actively repeat the correct version In the

freer practice stage, e.g in games and open conversations,

the students’ performance can be monitored and mistakes

noted down to be corrected at the end of a sequence

Over-correction in the early stages can be de-motivating, especially

for shy, less confident learners

For homework, teachers can set the exercises from the

corresponding lesson in the Activity Book, but they may also

like to use the extra suggestions which are included in the

detailed lesson notes Written work should not be restricted

box called Everyday phrases These are separate from the

grammatical focus of the lesson Students should learn these

by heart, and every opportunity should be made to use them

in class Do not attempt to explain the grammar behind the phrases

to translate the relevant word or phrase

The Look and learn boxes contain examples of the

grammatical focus of the lesson and draw attention to points

of grammar which need special explanation, e.g the use of the apostrophe ’s and short forms

Procedure

• Ask individual students to read the examples in the box

• Say them yourself and ask the whole class to repeat after you

Key new vocabulary is presented in a special section of

its own, under the heading New words This section can

occur either at the beginning or in the body of the lesson Each word is clearly illustrated and recorded on CD, so that students can see the word and hear the correct pronunciation After the repetition stage, there is usually an activity to match the word with the correct illustration

• Check the answers

• Revise the new words in subsequent lessons Use real objects in the classroom whenever possible

The Speak exercises involve controlled spoken exchanges,

often using words, illustrations or photos for cues It is important to show clearly what is expected of the students by giving an example yourself

Can you repeat, please?

Sit down/Stand up

Write the answers in your notebook

Feedback and encouragement

Speak English, please

Work quietly, please

Specific procedures

Most of the new grammatical structures in the input lessons

are presented in short, conversational dialogues involving the

characters and their surroundings These are all recorded in

two versions: the first to be played straight through and the

second with pauses to enable students to listen and repeat

In later lessons, many dialogues and texts are followed by a

Check exercise to check students’ comprehension.

Procedure

• Ask students to look at the photograph

• Revise what they know about the characters, e.g their

name, age, relationship

• Use the L1 to talk about where the characters are, what

they are doing, what they are feeling and thinking, and

point out any interesting features in the photograph

• Present and explain any new vocabulary and expressions

• Play the dialogue for students to follow in their books

• Play it again Stop the recording to check understanding

and to do choral practice of selected words and phrases

• Play the paused version of the dialogue for students to

listen and repeat

• Do any Check exercises with the whole class or ask

students to do them in pairs

• Ask students to read and act a dialogue in pairs or groups

Choose one or two pairs/groups to act the dialogue for

the class

• Give students time to read through the song Explain any new words.

• If there is a gapped activity, ask students to see if they can guess the missing words before they listen

• Play the song once or twice for students to complete the gaps

• Check the answers by asking students to read out the relevant lines

• Play the song again and ask students to join in

• Divide the class into pairs or groups and allot different verses or parts of the song to each pair or group

• Play the song again and ask the different groups to sing their verse

• Ask the students to close their books or cover the words of the song

• Play the ‘empty’ karaoke version of the song and ask each group to sing their verse from memory

Like songs, raps are fun and can add variety to a lesson

They also provide excellent practice in stress, rhythm and pronunciation in an entertaining way There are eleven raps

in New Sky Starter occurring at regular intervals With the

exception of two raps – The Clock Rap and The Drinks Rap – the raps are printed in full in the lesson Sometimes the first verse of the rap has gaps for the students to listen and complete

Procedure

• Play the rap through once Check vocabulary

• Play it once or twice again and ask students to join in

Encourage body movement, clapping and finger snapping

to emphasise the stress and the rhythm

• Play the ‘empty’ karaoke version of the rap, where the students only hear the background beat See if the students can recite the whole rap without the support of the voices

on the recording

• Divide students into groups so that they chant to and fro, and play the background beat again

Procedure

• Refer the students back to the context in which the sound occurs in the dialogue

• Play the Sounds fun recording for students to hear the

whole rhyme or sentence

• Help the students to produce the target sound by itself if they are having difficulty

• Play the second part of the recording and ask students to repeat in the pauses

• Ask individual students to say the whole rhyme on its own

To add variety to their speaking practice, students are

often asked to act or roleplay a situation or exchange The

procedure is the same as for the Speak exercises.

Any language practice that has a competitive, amusing or

puzzle element to it is called a Game With their natural

opportunities for repetition, games are an entertaining and

valuable way for young learners to practise new language

Simple games appear in the language input lessons, whereas

more elaborate board games are included at the end of each

Revision lesson Although some games can be played with

the class as a whole group, most games are best done in pairs

it is useful to teach the words and phrases which recur

throughout the course, e.g dice, counter, throw, You start,

It’s your/my turn , You’re out!, etc.

• Depending on the game, choose a student or pair of

students to do the first example in front of the class

• Correct if necessary, then ask students to play the game in

pairs

• If appropriate, check who won the game

As well as being fun, singing songs changes the pace of

a lesson Songs give intensive listening practice and are a

natural context for repetition There are eleven songs in New

Sky Starter Students’ Book These occur at regular intervals

in the input lessons They are versions of traditional British

songs, rewritten to practise the items of language being

taught In some instances, the complete song is printed in

the reference section at the back of the Students’ Book and

the song title appears in the appropriate place in the lesson

Sometimes the first verse of the song is included in the lesson

with gaps for the students to listen and complete There are

an additional four songs in the Activity Book

Procedure

• Allow plenty of time for the song in your lesson plan

• Ask a student to write the first sentence on the board The others can suggest the next sentence and so on.

• Continue until the whole text is written

• Ask students to write their own paragraph for homework

There are four individual cartoon stories in New Sky Starter

in Lessons 4, 14, 24 and 34 These bring together and consolidate the structures and vocabulary from the previous

lessons Any new words are listed below the cartoon in a New words box All four stories are recorded After reading and

understanding the story, the students are asked to act it out

• Play the recording, dividing the story into sections Ask students to follow it in their books

• Pause after each section to check understanding and ask questions

• Play the complete story again without stopping

• Students complete the Check exercise individually and

compare their answers

• To prepare the students for acting, allot roles Then play the recording again and ask them to ‘shadow’ their part, speaking at the same time as the voice on the recording

• Ask different groups to act out the story in front of the class Encourage the students to memorise their part if they can

New Sky Starter Students’ Book includes four special

‘culture’ lessons, called The world around you, which come

in Lessons 9, 19, 29 and 39 These integrate and consolidate the language of the previous cycle of lessons and provide additional integrated skills practice in reading, speaking and

listening Each of The world around you lessons highlights a

different cultural aspect of the UK and the English-speaking world

to set a few simple comprehension questions first

• Ask students to do the Check activity individually or in

pairs Give an example first

• Check the answers and continue with any other tasks

The listening comprehension activities in the Students’ Book

include short conversations, games, interviews, instructions

and radio programmes

Reading is a key skill in general education and academic

progress New Sky emphasises reading from the beginning

As well as presentation texts (see page 11: Listen and read

dialogues and texts) all lessons contain a short reading text

of two to three lines The picture stories (Lessons 4, 14,

24 and 34) provide easy, entertaining reading material

The world around you culture lessons (Lessons 9, 19, 29

and 39), contain cross-cultural reading texts about

English-speaking countries New vocabulary for active learning is

highlighted in a special New words section on the page

To give the students’ reading skills an additional boost,

there are four ‘James Blonde’ puzzle stories at the end of

the Activity Book

the students follow in their books

• Read the texts again, stopping to explain or check

understanding

• Ask the students to read the text silently to themselves

• Ask the Check questions or get students to do the Check

task You can ask a few more comprehension questions if

you wish

Writing activities range from controlled sentence writing

to simple paragraphs, notes, postcards, emails and letters

Many of the writing activities are based on the reading texts

as models Most writing tasks can be set for homework but

should be prepared in class However, short writing activities

like sentence completion can be done in class to vary the

pace of the lesson The following procedure is suitable for

modelled paragraph writing

Procedure

• Read the model text

• Select a student to talk to the person on the recording, then play the conversation again.

New vocabulary should be revised regularly using the by-lesson list of words at the back of the Students’ Book

lesson-Only those words which the students are required to produce

in either spoken or written form are listed Where appropriate, those words which form a lexical group are linked under

a general heading, e.g food or sports At the back of the Teacher’s Book there is an alphabetical list of words and expressions with phonetic transcriptions provided

At the back of the Students’ Book there is a grammar

reference section called Banjo’s Grammar Store This sets

out in clear tables the grammatical structures introduced

in New Sky Starter Draw attention to this section at the

beginning of the course so that students can refer to it when they need to It can also be useful for revision purposes

To use the English Language Portfolio that accompanies this Teacher’s Book, go to www.pearsonlongman.com/ae/cef/

CEF.htm It is based upon the requirements of the Common

European Framework of Reference for Languages , which

was developed by the Council of Europe The Portfolio is designed as a learning companion for the student It enables the learner to record details of his/her language learning and

to demonstrate his/her language achievements by collecting examples of work in English Explanatory teacher’s notes are provided in the opening pages of the Portfolio

Before you start

New Sky Starter, including both Students’ Book and Activity Book, provides approximately ninety to one hundred and twenty hours’ work Each lesson in the Students’ Book corresponds in most cases to one teaching period, but some

lessons may take longer if all the suggestions for Further practice are taken up Most of the exercises in the Activity

Book, except for the listening activities, can be set for homework

It is important to check in the detailed teaching notes for each lesson to see if any extra materials are suggested for the lesson As a general rule, it is useful to have in the classroom:

Each The world around you lesson ends with a Project,

which is thematically and linguistically linked to The world

around you text The project provides students with an

opportunity to produce a piece of work based on their own

lives and experiences, while at the same time consolidating

the language they have learnt The texts from The world

around you serve as a model, and in addition each project

has a helpful guide and a further model to get students

started with their writing If you choose to set the project

for homework, spend a few minutes in class preparing the

students for this

a pet, ask the students to do this first

• Ask a student to write the first sentence on the board

Repeat the same procedures as for Write (page 13) In

some cases, students may work on a project in pairs

• Go round and monitor as students write their projects

Encourage them to use bold colours so that you can make

a colourful display of their projects on the classroom walls

or in the corridor

• Collect in the students’ finished work and display it

The regular Revision lessons give students a chance to

measure their progress and enable teachers to identify areas

of difficulty which need extra practice Each Revision lesson

is divided into four parts The first part contains exercises

and activities to revise grammar and vocabulary The second

part is an ‘open conversation’ called Chatterbox (see

below) to test the students’ spoken language in use, and the

third part is a Game which gives special revision of one or

more language items and is usually conducted in pairs The

final part (I can …) focuses on the language and functions

practised in the cycle of lessons and encourages students to

evaluate how well they ‘can do’ things in English

‘Open’ conversations occur in every Revision lesson They

provide another opportunity for students to use the language

they have learnt in a communicative setting and give students

another chance to talk about themselves

Procedure

• Establish the situation clearly

• Ask the students to read through the gapped conversation

and think about what they would say in reply

• Ask a good student to read the opening two exchanges

Give the responses yourself

• Play the recording, stopping at each pause and eliciting a

response from students at random Establish the idea that

the responses will vary from student to student

• Ask the students to work in pairs, changing parts afterwards

Go round and listen

The first lesson in a new class can sometimes be bewildering

Techniques such as choral repetition may seem unnatural

for many students, and procedures such as pair work and

roleplay may be novel experiences Begin in the L1 with a

short discussion of the sort of activities the students will be

engaged in Give the students a ‘guided tour’ of the contents

of the Students’ Book while you draw attention to the

different features Stress how important it is to speak English

as much as possible and to imitate the sounds of English as

closely as they can

T Teacher

S Student

Ss Students

T-S Teacher speaks to student

S-S Student speaks to student

S1-S2 First student speaks to second student and so on

L1 Native language

SB Students’ Book

TB Teacher’s Book

AB Activity Book

AmE American English

BrE British English

e.g for example

etc etcetera

i.e that is

sing singular

pl plural

Introduce yourself: I’m/My name’s …

Ask someone’s name: What’s your name?

Vocabulary

Everyday phrases: Hello! Hi!

Other: and, name

Optional extra materials

3 Act – Further practice: some (e.g 8–10) large

pictures from magazines/newspapers of famous

characters familiar to your Ss (You can use these

pictures again in Lesson 3.) If you haven’t got any

pictures, write the names of 8–10 famous characters

on large (A4) sheets of paper

Background information

• Hello/Hi: Both words can be used at any time of

day or night Hello is appropriate in all situations

Hi is often used in informal situations

• Po /pəυ/: Po is a fat panda who becomes a kung fu

warrior He is the hero of the 2008 animated film

Kung Fu Panda

• Hagrid /hrd/: Hagrid, a half-giant, is a

character in the Harry Potter book series written

by J K Rowling Hagrid is the ‘Keeper of Keys

and Grounds’ and the ‘Care of Magical Creatures’

teacher

• Spider-Man /spadə mn/: Spider-Man began

as a comic-book superhero in 1962 and has been

adapted for TV, film and video games Spider-Man,

Peter Parker, has superhuman strength and reflexes

and can stick to most surfaces

• Tin Tin /tn tn/: Tin Tin, or Tintin, is a young

Belgian reporter and traveller, helped in his

adventures by his faithful dog, Snowy /snəυi/

The Adventures of Tin Tin was originally a series

of comic books that began in 1929 and has been

adapted for film and theatre

• Shrek /Srek/: an animated film character, Shrek is a

fearsome green ogre living in isolation in a swamp

• Read out the instruction and check Ss’ understanding

• Play the recording and ask Ss to point to each speech bubble in their books as they hear it Play the first recording (not paused) two or three times for Ss to listen, read and point to the speech bubbles

Listen and repeat

• Play the second recording (paused) two or three times for the whole class to listen and repeat

• Each S says Hi! or Hello! to their neighbour Do this

round the class in a chain drill so that every S has a turn and practises both phrases, e.g

• Ask Ss to read the Look and learn box and repeat the phrases after you

• Write I’m … I am … on the board Point out that the apostrophe in the short form (I’m) shows that a letter is

missing

• Ask Ss to read the speech bubbles on page 4 again Ask

Are there long or short forms in the speech bubbles?

(Short forms: name’s, I’m, What’s) Explain that we

usually use the short forms in speech and the long forms

in writing

• Ask pairs of Ss to read out the dialogue for the class to hear

• Ss work in closed pairs, reading out the dialogue and taking turns to be A or B Go round and monitor the activity, paying particular attention to the use of short forms

3 Act

• Ask Ss to look at the pictures of the famous characters

Encourage them to tell you what they know about the characters, using L1 Ask them which of these characters they like best

• Ask Ss to look at and repeat the example dialogue after you

• Ask pairs of Ss to act out the dialogue, choosing to be one of the characters

• Ss work in closed pairs, acting out the dialogue Go round and monitor the activity, paying particular attention to the use of short forms

Further practice

• Bring some large pictures of famous characters to the lesson Give each picture to one of the Ss If you haven’t got any pictures, write the names of 8 or 10 famous characters on large (A4) sheets of paper and use these instead of pictures

• Ask pairs of Ss in turn to come to the front of the class with their pictures Each pair holds up their pictures for the class to see and acts out the dialogue, pretending to

be the characters

• Redistribute the pictures and repeat the activity with different Ss

4 Game

• Explain that in this game, Ss have to remember all the names which have previously been said

• Demonstrate the game Ask the class to look at the picture Ask four Ss who are sitting next to each other to

be Rosie, Jess, Robert and Jamie These four Ss then read out the example sentences

• Ss then play the game in a chain drill round the class, using their own names Some Ss might like to use English equivalents of their names If a S forgets a name, the rest of the class can help

5 03 1 RAP The Name Rap

• Reassure Ss that they are not expected to memorise the new words in the raps Encourage them to guess the meaning of any new words or, if necessary, translate them for the Ss

• Ask Ss if they like listening to raps If so, encourage them to tell you about their favourite raps

• Ask Ss to point to each line in their books as they hear it

on the first recording Play the recording for Ss to listen, read and point

• Ask Ss to listen and join in as you play the second recording

• Divide the class into two groups Play the third recording Group A repeats the boy’s lines (Guy) and Group B repeats the girl’s lines (Di, short for Diane or Diana) The first line of the rap is the boy’s line and then the speakers alternate Groups A and B change roles and

do the activity again

How old are you?

L E S S O N O B J E C T I V E S

structures

to be singular: are

to be questions: How old … ?

Subject pronouns: you/he/she

Functions

Ask someone’s age: How old are you/is he/is she?

Say your age: I’m/He’s/She’s … years old

practise saying Hi! to each other Greet your class at the

start of future lessons, too (From Lesson 6 onwards, you

can also use Good morning/afternoon.)

• Revise language from Lesson 1 by asking individuals:

What’s your name? (I’m … /My name’s … )

1 04 1 Numbers 1–20

• If you think some of your class know some numbers in

English, write a few on the board (e.g 1, 2, 3, 4, 5) and

elicit these numbers in English

Listen and repeat.

• Play the first four numbers on the recording Pause the recording and check that Ss have drawn the first few lines correctly

• Continue playing the recording for Ss to complete the exercise

• Ss can compare drawings with their neighbour(s) and see if they are the same If necessary, play the recording again

Audio script

two … twenty … nineteen … sixteen … fifteen … eighteen … seventeen … fourteen … four … five … three … seven … thirteen … six … eight … one … twelve … eleven … ten … nine

Answers

3 06 1 SONG The Number Song Listen and complete

• Give Ss time to read through the song Ask them if they can guess any of the missing words

• Play the first recording two or three times, pausing appropriately for Ss to write their answers

• Check Ss’ answers by asking individuals to write the missing words on the board

2

Oh, I am number one, number one.

You are number two, number two.

Toby’s number three, Lisa’s number four, And Amy’s number five, number five.

Go to page 84 and join in the song.

• Play the second recording of the complete song once for

Ss to listen and read

• Play the recording two or three times for Ss to listen and join in the song You may wish to divide the class into groups and ask each group to sing a section of the song

• Play the third recording for Ss to sing the song on their own

Further practice

• Demonstrate a chain drill with four Ss who are sitting next to each other, e.g

S1-S2: I’m number one You’re number two.

S2-S3: I’m number two You’re number three.

S3-S4: I’m number three You’re number four.

names of the characters (Matt, Amy, Shep) Encourage

Ss to say (in their L1) where the children are and what they are doing (They are in the park Amy is on a swing made from an old car tyre Matt is pushing her.)

• Play the first recording twice for Ss to listen and read the dialogue

• Play the second recording for Ss to listen and repeat

• Divide the class into two groups, one group is Matt and the other group is Amy Play the recording again for the groups to repeat their parts

• The two groups change roles and repeat the dialogue

Everyday phrases

• Ask Ss to repeat the phrases after you

• Ask Ss to find the phrases in the dialogue Play the recording again for them to repeat the phrases

Encourage them to copy the expression in the speakers’

voices when they say Good dog! and Wow!

• Ask Ss what expressions in their own language mean the

same as Wow!

Look and learn

• Ask Ss: How old is Banjo? (He’s ten) Encourage them

to guess what today means

• Ask Ss to repeat the questions and answers in the box after you

• Write on the board:

1 I … 2 you … 3 he … 4 she … Ask Ss to complete each phrase with am, is or are

(1 I am, 2 you are, 3 he is, 4 she is)

• Draw Ss’ attention to the short forms (I’m, he’s, she’s)

5 Speaka) Ask your friend.

• Ask two or three Ss: How old are you?

• Most of your class will probably be the same age If you wish, ask Ss to choose any age between 1 and 20 In

a chain activity round the class, Ss ask and answer the

question (How old are you?) Tell Ss to remember the

answers because they will need the information later on

Ss repeat the words boy and girl after you two or three

times If Ss are confident, ask some individuals to say

I’m a girl I’m a boy, as appropriate.

• Ask the class to look at the picture of Amy Two Ss read out the example question and answer about Amy

• Pairs of Ss ask and answer the questions about Toby, Matt, Lisa and Tim

• If you wish, Ss then work in pairs, taking turns to ask and answer questions about the boys and girls in the book Go round and monitor the activity, paying

particular attention to the use of he/she’s

c) Ask about the boys and girls in your class

• Before doing the activity, teach Ss how to correct wrong information, e.g

A: How old is Carlo?

B: He’s eleven.

Carlo: No, I’m ten (or Yes, I’m eleven).

• Ss ask and answer questions as a chain drill round the class

• Read out the instructions Check that Ss understand that they are writing to a boy or girl in the book

• Read out the email Check that Ss understand best friend and Love from If you wish, point out that Sonia uses the short form (I’m) because she is writing an informal email

to a friend

• Ss write their emails in their notebooks Tell them to use the same language as Sonia They only have to change the names and ages Ss work individually, writing their emails Go round and monitor the activity

He’s my little brother.

L E S S O N O B J E C T I V E S

structures

to be questions: Who’s … ? What’s … ?

Possessive adjectives: his/her

Functions

Talk about your family

Vocabulary

Family members: brother, father (dad), grandfather,

grandmother , mother (mum), sister

Everyday phrases: Bye! Goodbye! OK, Thank you

Other: little, lunch

Optional extra materials

5 Speak – Further practice: some (e.g 8–10) large

pictures from magazines/newspapers of famous

people familiar to your Ss You could use the

pictures you collected for Lesson 1 again

Background information

• Family vocabulary: in English there are alternative

terms for family members, e.g grandma, nan,

granny for grandmother; granddad, grandpa for

grandfather

• Little (brother): in this context, little means young,

rather than small

• Bye/Goodbye: Bye is more informal than Goodbye

• Brad Pitt /brd pt/: Born 1963 American

film actor Films include Ocean’s Eleven (2002),

Ocean’s Twelve (2004), Ocean’s Thirteen (2007)

and The Assassination of Jesse James (2007).

• Angelina Jolie /ndəlinə dəυli/: Born 1975

American film actress Films include Tomb Raider

(2001), Lara Croft, Tomb Raider, The Cradle of Life

(2003) and Beowulf (2007).

• Leona Lewis /liəυnə lus/: Born 1985 English

pop singer, songwriter, winner of the UK TV talent

show The X Factor.

• Cameron Diaz /kmərən diz/: Born 1972

American film actress Films include Shrek (2001),

Shrek 2 (2004), Shrek the Third (2006) and Gangs

of New York (2002)

• Matt Damon /mt demən/: Born 1970

American screenwriter and actor Films include

Ocean’s Eleven (2002), Ocean’s Twelve (2004),

Ocean’s Thirteen (2007) and The Bourne

Ultimatum (2007)

1 08 1 Listen and read

• Ask Ss to look at the picture on page 8 and say who the people are and what they are doing (in L1 if necessary)

(They are in the back garden of the Scotts’ house Mr and Mrs Scott are in the background Tim Scott is riding a scooter, Amy Scott and Lisa are playing with hula-hoops and Toby Scott is holding a football.) Encourage Ss to guess who the new people in the picture are, where they are and what time of day it is Ss can check their guesses when they listen and read the text

• Play the recording twice for Ss to listen and read the conversation

• Check Ss’ comprehension by pointing to each character

in the picture for Ss to say the character’s name

• Play the second recording for the Ss to listen and repeat

• Divide the class into four groups Play the recording again for each group to repeat the part of one of the characters (Mum, Toby, Matt or Dad) Repeat the activity with the groups changing roles until each group has taken the part of all the characters

Everyday phrases

• Ask Ss to repeat the phrases after you

• Give some classroom objects (e.g pencils, books) to

individual Ss and elicit thank you from them Tell Ss that

we use thank you a lot in English

2 09 1 New words

• Draw a simple family tree on the board to present the

new words and leave it on the board for the next Look

and learn exercise

grandfather + grandmother grandfather + grandmother

mother + fatherAmy Toby Tim(sister) (brother)

• Check comprehension by asking Ss to translate the words into their own language

• Play the recording two or three times for Ss to listen and repeat the words Pay particular attention to word stress

in grandfather/grandmother and to the weak form er

ending /ə/

3

He’s my little brother.

Look and learn

• Demonstrate the question Who’s he/she? before Ss read

the questions in the box Indicate one of the Ss and ask

the class Who’s he/she? Ss reply He’s/She’s (name)

• Give Ss time to read through the questions and answers working by themselves Tell them to look at the family tree on the board to help them

• Ask Ss to repeat the questions and answers after you

• Draw their attention to the short form of Who is … ? (Who’s … ?)

• In a chain drill round the class, each S indicates his/her

neighbour and asks the class Who’s he/she? The rest of

the class reply

3 Act

• Read out the instructions Check that Ss understand that they are pretending to be Toby in this exercise

• Ask two Ss to read out the example question and answer

• Ss work individually, writing their lists of five people

Tell them to choose names for which they know the English words, e.g they can choose both of their grandmothers but should avoid aunts, cousins, etc at this stage Be sensitive to any individual S(s) who may find this exercise difficult or upsetting (e.g because they are adopted/come from a single parent family/there has been a recent death in the family) Tell Ss they can invent names if they wish

• Ss work individually, writing their list of names Then they form pairs, exchange their lists and take turns to ask questions about the people in their partner’s list and answer their partner’s questions about the people in their own list Go round and monitor the activity, paying

particular attention to the question form who’s and the use of he/she.

Look and learn

• Demonstrate his and her with Ss in the class Indicate five or six Ss in turn as you say His/Her name’s …

• Ask Ss to repeat the questions and answers in the box after you

• Write his and her on the board Check that Ss understand that we use his with masculine names and her with

feminine names by saying several names, pausing after

each name for the class to say his or her, e.g mother (Ss: her), Matt (Ss: his), grandfather, Toby, brother, Lisa,

sister , grandmother, father

5 Speak

• Ask two Ss to read out the example question and answer for Picture 1

• Pairs of Ss ask and answer questions about the people in Pictures 2–5

• Ss then work in pairs, taking turns to ask and answer questions about all the pictures Go round and monitor the activity, paying particular attention to the use of

• In turn, each of the 8–10 Ss holds up their picture/name

and asks the class What’s his/her name? The rest of the class answer (His/Her name’s … )

• Redistribute the pictures and repeat the activity with different Ss Try to ensure that each S has at least one turn

6 Draw and write Portfolio

numbers, e.g 34

• Ss draw their pictures in their notebooks Tell them to write three similar sentences about the two people Tell them they can invent information if they wish Go round and monitor the activity, pointing out any errors to be corrected

• Ss form groups of three or four and read each other’s sentences

7 10 1 Sounds fun (Key sound ‘th’/ D/)

Subject pronouns: I/he/she/it

Possessive adjectives: my/his/your

Questions: What/Who/How old?

Functions — revision

Greetings: Hello!

Introduce yourself: I’m/My name’s …

Ask for and give personal information: What’s your

name? My name’s … How old are you? I’m six.

Vocabulary — new

car, concert, helicopter, lucky, permission to land,

pilot, star, tickets, wait, winner

Optional extra materials

5 Act – Further practice: each S needs a large (A4)

piece of paper

Getting started

• Ask Ss who their favourite pop star is If any of the Ss

have met a pop star or another famous person, encourage

them to tell the class about it (using L1)

• Use the pictures in the story to present some of the new

vocabulary, e.g star, helicopter, pilot, car, tickets, concert

• Explain or encourage Ss to guess the meaning of the

remaining new words as they read and listen to the story

1 11 1 Listen and read

• Point to the characters’ faces at the top of the story Ss

repeat the names of the characters after you

• It will help Ss if you break the story into sections for the

first listening and reading Tell Ss to look at the dialogue

and Pictures 1 and 2 Play the first two sections of the

recording for Pictures 1 and 2 and then pause it Explain

any difficult words, e.g the winner of the TV Super

Singer Ask Ss to look at Pictures 1 and 2 and point to

the football and the helicopter.

• Tell Ss to look at Pictures 3 and 4 Play these sections

of the recording and then pause it Explain any difficult

words, e.g Permission to land! Encourage Ss to

speculate (in L1) about Melody Star (How old is she?

Is she beautiful/happy/scared/friendly/good/bad?) and the pilot (Is he a good pilot? Who is he talking to? Why does he ask for a car?)

• Tell Ss to look at Pictures 5, 6 and 7 Play this section of the recording and then pause it Play these sections of the recording again for Ss to listen and repeat each speech

Ask Ss to look at these pictures and point to Ben, Gina,

Daisy and the car Ask Ss How old is Daisy? (She’s six.)

Check that Ss understand what Melody’s problem is by

asking them Where’s the star?

• Tell Ss to look at Pictures 8 and 9 Play these sections

of the recording and then pause it Explain any difficult

words, e.g wait, a present Play these sections of the

recording again for Ss to listen and repeat each speech

• Play the complete recording two or three times for Ss to listen and read the whole story

• Encourage Ss to tell the class (in L1) about any pop concerts or other concerts they have been to Find out if any of the Ss have been in a helicopter and, if they have,

to tell the class about it

2 12 1 New words

• Ask Ss to look at the words in the box as they listen and repeat Play the recording two or three times for Ss to listen and repeat

• Read out words in a different order for Ss to repeat after you

• Pay attention to the stress position on words with more than one syllable: all except permission are stressed on the first syllable Make sure Ss use the weak form /tə/ of to in permission to land

3 Check

• Look at the example answer with the class If you wish,

do the second item with the class Ss then complete the exercise working individually Ss can then compare their answers in pairs

• Check Ss’ answers by asking individuals to read aloud the correct sentences

Answers

2 helicopter 3 is 4 sister 5 six 6 sister

4 Check

• Read out the instruction and example answer Make sure that Ss understand that they are answering the questions from Gina’s point of view Tell Ss to look back at the story to help them answer the questions Work through the questions and answers with the whole class

• Ss then work in closed pairs, taking turns to ask and answer the questions Go round and monitor the activity, helping where necessary

Lucky Star

4

2 She’s a singer/pop star 3 He’s my brother 4 She’s

my sister 5 She’s six.

Further practice

• Ask questions about one of the other characters for Ss

to answer For example, tell the class they are Daisy

Ask: How old are you? (I’m six.) Who’s Ben? (He’s my

brother.) Who’s Gina? (She’s my sister.) Who’s Melody Star? (She’s a singer.)

5 Act

• There are alternative ways to act out the story, depending

on your Ss’ confidence in speaking English and acting, as well as the time available for them to learn their parts If some Ss become anxious about memorising their parts, they can write out their speeches or use their book

• Divide the class into groups of five Ss Each S in the group learns one part of the play Weaker Ss can learn the smaller roles (pilot, Daisy)

• If there is time, each group acts out their play in front of the class Encourage the rest of the class to be supportive

Further practice

• Tell Ss to choose one of the five characters from the story Each S draws and colours a picture of their character on a piece of paper and then writes three or four sentences for their character Tell Ss they can invent information about their character if they wish Write prompts on the board to help Ss, e.g

Ss to correct

• In groups of three or four, Ss look at each other’s pictures and read the sentences

• If there is space in your classroom, Ss can make a wall display of their pictures and texts

Lucky Star

these words start with a capital letter (because the words

come at the beginning of a sentence) Point out that

I (subject pronoun) is always a capital letter

• Read out the example sentence to the class and do the

next item with them

• Advise Ss to read through the dialogue quickly to get a

sense of the meaning before they start completing it

Ss work individually, completing the dialogue

• Check Ss’ answers by asking individuals to read out

the sentences Check that Ss have chosen words with a

capital letter for the beginning of sentences

• After checking their answers, Ss practise reading out

the dialogue in closed pairs, taking turns to read out

each part

Answers

2 his 3 he 4 He 5 she 6 She 7 Her 8 you 9 I

2 Write the short forms.

2 You’re 3 He’s 4 She’s

3 Complete the sentences with ’m, ’s

Answers

2 I am ten years old 3 Her name is Lisa 4 You are

my best friend 5 She is my mum

4 Match

• Read out the example words and check that Ss understand what to do

• Advise Ss to read through all the words before they start matching them

• After matching the words, Ss can work in pairs comparing answers

• Check Ss’ answers by asking individuals to read out the matched pairs of words

Answers

2 boy / e) girl 3 mother / b) father

4 grandfather / c) grandmother 5 Hello! / a) Goodbye!

5 13 1 Listen and count the sounds

• Play the first item on the recording for Ss to listen and count the five cymbal clashes

• Continue playing the recording for Ss to complete the exercise If necessary, play the recording twice

• Check Ss’ answers by playing the recording and pausing after each item for an individual S to write the answer on the board Ask Ss to guess (using L1) what makes each sound

Audio script and answers

2 two (telephone) 3 one (doorbell) 4 three (drum)

5 six (microwave) 6 twelve (clock)

6 Puzzle

• Ask Ss to look at the puzzle and the numbers on the football shirts Read out the example items with the whole class

• If you wish, Ss can complete the puzzle working in pairs

• While Ss are completing the puzzle, draw the puzzle outline and the given letters on the board

• Check Ss’ answers by asking individuals to complete the words in the puzzle on the board

5

• Before Ss write their part of the conversation, read out Amy’s questions to the class and elicit spoken answers from individual Ss Tell Ss there may be more than one possible form of the answer For example, the answer

to What’s your name? could be I’m Mario./Mario./

My name’s Mario./My name is Mario The shortest

answer (Mario) could sound a bit unfriendly and the full answer (My name is Mario) is quite formal Ss may find

it interesting to compare possible answers in their own language to some of Amy’s questions

• Ss work individually, writing their part of the conversation Go round and monitor the activity, checking that Ss are answering Amy’s questions appropriately

Listen and practise with Amy

• Tell Ss to answer Amy’s questions quietly because their answers will be different, e.g different names Play the recording two or three times for the class to listen and answer Amy’s questions

• Play the recording for two or three individual Ss in turn

to practise with Amy

Then practise with a friend

• Play the recording again for Ss to listen and repeat Amy’s part of the conversation

• Divide the class into two groups, one group to be Amy and the other group to be themselves The two groups read out the conversation and then change roles and repeat the activity

• Finally, Ss practise the conversation, working in pairs

If you have an odd number of Ss in the class, ask a group of three Ss to work together Go round and monitor the activity

8 Game

• Read out the instructions to the class and the example sentence Demonstrate the meaning of backwards by writing the two words on the board and showing how the

last letter becomes the first letter of name, etc

E M A N

N A M E

• Do the second item with the whole class

• Ss work individually, completing the exercise Go round and monitor the activity

• If you wish, Ss can compare answers in pairs before checking answers as a class

• Check Ss’ answers by asking individuals to read out the sentences and write the answers on the board

Answers

2 eleven 3 brother 4 sister 5 friend 6 ten 7 Goodbye

Further practice

• Write two or three more words written backwards on the board Ask Ss to rewrite them and say the correct words,

e.g Y K S (sky) T A H W (what) O L L E H (hello)

• Ss work in pairs, looking through Lessons 1–4 and writing two or three words backwards

• Each pair in turn writes their words on the board for the rest of the class to work out

What can you do?

• Read aloud each sentence, starting it with I can Check that Ss understand the meaning of I can (Ss practise can/

can’t expressing ability in Lesson 23.) Explain (in L1) that this section describes what Ss have learnt to do in English in Lessons 1–5

• Elicit language to go with each I can sentence, e.g.

– Create a short roleplay with the class in which Ss greet

each other (Hi/Hello), and ask and answer about their names and ages (What’s your name? How old are

you?) – Write a series of numbers from 1 to 20 on the board for

Ss to say

– Elicit family words and encourage Ss to talk about

their family (Hugo is my little brother He’s six.)

• Encourage Ss to say how confident they feel about doing each of these things in English Ask them what they

think they can do best and what they need to practise

more Ss then work individually, ticking the boxes for

the language they feel they can use confidently If most

of the Ss feel they need more practice in using a specific language area, look at this again with the class and give extra practice

Ask how someone is: How are you? Fine, thanks.

Introduce someone: This is … Nice to meet you.

Vocabulary

Titles: Miss, Mr, Mrs

School: (junior) school, teacher

Everyday phrases: Nice to meet you, Welcome to …

Other: everyone, new, our

Optional extra materials

4 Speak – Further practice: some (e.g 8–10) large

pictures from magazines/newspapers of famous

people familiar to your Ss

Background information

• Greetings: good morning/afternoon/evening are

used when meeting someone, but good night is used

only when leaving someone at night

• Titles: Ms /mz, məz/ is a title for a woman who

does not wish to be called Miss or Mrs Ms tends to

be used in writing rather than in speech Note that

Mr , Miss, Mrs and Ms are not usually used alone

in speech or writing but are followed by the family

name, e.g Mr Smith

• Junior /duniə/ school: In most areas of the UK,

children go to a primary school between the ages

of 5 and 11 before moving to a secondary school

Primary schools are often divided into infant school

(5 to 7) and junior school (7 to 11) Amy and Matt

are in the top class of their junior school

• Will Smith /wl smθ/: American rap musician and

film and TV actor Born 1968

• Johnny Depp /dɒni dep/: Born 1963 American

film actor Films include Charlie and the Chocolate

Factory (2005), Sweeney Todd (2007) and Pirates of

the Caribbean series (2003, 2006 and 2007)

• Emma Watson /emə wɒtsən/: Born 1990

French-born British actress Played Hermione Granger in

the Harry Potter film series.

• Cristiano Ronaldo /krstiɑnəυ rənldəυ/:

Born 1985 Portuguese footballer who plays for

Manchester United

• Keira Knightley /kərə natli/: Born 1985 English

film actress Films include the Pirates of the

Caribbean series (2003, 2006 and 2007)

Getting started

• Greet individuals in the class: Hello, (name) S: Hello,

(your name).

• Draw a clock face on the board Use it to explain (in

L1) that we say Good morning before 12 noon, Good

afternoon after 12 noon and Good evening after 6p.m

Ask Ss what they say in their own language

• Ask Ss to repeat after you Good morning and Good

afternoon

• Greet individual Ss with the appropriate expression

for the time of your lesson: Good afternoon, (Thomas)

S: Good afternoon, (your name)

• Leave the drawing of the clock on the board to use again

in Exercise 2

1 15 1 Listen and read

• Ask Ss to look at the picture on page 14 and encourage them to talk about it, using English as much as possible

Ask questions, e.g How old is she/he? Use the picture

to present some key vocabulary, e.g Who’s she? She’s a

teacher Encourage Ss to guess (using L1, if necessary) what is happening in the picture and to compare the classroom with their own

• Play the recording once for the class to listen and read

• Ask Ss to point in their books to Miss Baker, Amy and Matt

• Play the recording again for Ss to listen and read Ask Ss

What’s the name of the school? (Weston Junior School)

Check comprehension of new by demonstrating with a

‘new’ S in your class or by using translation

Now listen and repeat

• Play the second recording for the Ss to listen and repeat

• Divide the class into three groups to listen and repeat the parts of Amy, Miss Baker and Matt

• Do a chain drill round the class Each S says to his/her

neighbour: Nice to meet you, (name) Welcome to …

6

in the dialogue on page 14 (Good morning, Miss Baker

Good morning, Amy) Point out that the response repeats

the phrase, e.g Good morning

• Ask pairs of Ss to use the new words, saying: S1: Good

morning/afternoon/evening/night , (name)

S2: Good morning/afternoon/evening/night, (name)

Look and learn

• Ask Ss to read the phrases in the box and repeat them

after you Explain that we usually say Fine, thanks even

if we are not feeling very well Ask Ss if people use similar phrases in their own language when they greet someone

• Ss practise asking and answering the question in a chain drill round the class

• Ss work in pairs Tell them to look at the other pictures

and decide if the correct greeting is Good morning, Good

afternoon or Good evening

• Ask some of the pairs to say the dialogues for the other three pictures At this stage, do not say if the dialogues are correct

• Play the recording for Ss to listen and check their answers

Audio script and answers

• Introduce each S in turn to the class, saying This is (full

name) The rest of the class reply Nice to meet you, (first

name)

• Ask Ss to read the sentences in the box and repeat them after you

• Ss introduce each other to the class in a chain drill

4 Speak

• Ss look at the photos and say what they know about each famous person Encourage them to use English as much

• Ask groups of three Ss in turn to come to the front of the class and act out the dialogue, using the dialogue on the board to help them S2 holds up a picture (or name)

of a famous person and pretends to be that person S1 introduces him/her to S3 When two or three groups have acted out the dialogue, rub out the dialogue on the board The next groups act out the dialogue without the help of the board prompts

5 18 1 SONG The Greetings Song Listen and complete

• Ss work in pairs Give them time to read the song and see if they can guess any of the missing words

• Play the recording twice for Ss to listen and complete the song

• Ss check their answers by looking at the complete song

on page 84

Answers

2 morning 3 morning 4 Thank 5 Thank 6 Nice

Go to page 84 and join in the song

• Play the second recording two or three times for Ss to read and join in the song

• Divide the class into four groups Play the third recording for each group to sing a verse

It’s a very funny cow!

L E S S O N O B J E C T I V E S

structures

Articles: a/an

to be questions: What’s that? It’s … Is it a/an … ?

Yes, it is./No, it isn’t.

Subject pronoun: it

Demonstrative pronoun: that

Functions

Ask and say what something is: What’s that? It’s

a/an … Is it a/an … ? Yes, it is./No, it isn’t.

Vocabulary

Animals: animal, cat, cow, dog, elephant, horse

Everyday objects: apple, book, ice cream, orange,

pen

Everyday phrases: I don’t know It’s my turn Yes/No

Other: funny, now, very

Optional extra materials

1 New words: objects or large pictures of (some of)

the new words (cat, dog, elephant, cow, horse, apple,

book, orange, pen, ice cream)

Look and learn: everyday objects (a pen, a book,

an apple, an orange)

6 Game/7 Draw and write: pieces of paper for Ss’

drawings of animals and objects

Background information

• Tea: In Exercise 8 Sounds fun, tea refers to the

small afternoon meal which some British families

have about 4p.m (e.g sandwiches and cake with a

cup of tea) rather than a drink of tea by itself

Getting started

• Revise some of the language from Lesson 6 by greeting

individual Ss:

T: Good morning/afternoon, (first name)

S(s): Good morning/afternoon, (your name)

T: How are you?

S(s): Fine, thanks

1 19 1 New words

• Present (some of) the new words by showing Ss objects

or pictures you have brought along, or by drawing them

on the board and saying the words

• Ss look at the pictures on page 16 Play the recording

two or three times for them to listen and repeat

• Check Ss’ pronunciation by asking individuals to say a

word each in a chain drill round the class

Look and learn

• Ask Ss to repeat the phrases after you

• Write on the board:

an a … an e … an i … an o … an u …

• Explain (in L1) the basic rule that we use a in front of words beginning with a consonant and an in front of

words beginning with a vowel Leave this on the board for the next exercise

2 20 1 Speak

• Read out the instructions and check that Ss understand what to do

• Read out the example words to the class

• Ask Ss to look back at the words in Exercise 1 and find another word for each circle

• Ss complete the exercise, working individually

• If you wish, Ss can compare answers in pairs before checking their answers Play the recording for Ss to check their answers

• Play the recording again for Ss to listen and repeat the words

Audio script and answers

1 a cat 2 a cow 3 a dog 4 an elephant 5 a horse

6 an apple 7 a book 8 an orange 9 a pen

10 an ice cream

3 21 1 Listen and read

• Ask Ss to look at and talk about the picture, using English as much as possible (Amy and Tim are at the kitchen table They are drawing There are some saucepans on the cooker.) Help Ss by pointing to the

picture and asking Who’s he/she? How old is he/she?

• Play the recording for Ss to listen and read

• Check Ss’ comprehension by asking in L1 Is Amy’s

animal a cat/dog? Is Tim’s animal an elephant/a cow?

• Play the second recording for the class to listen and repeat Point out the rising intonation in questions that

have a yes or no answer (Is it a dog? Is it an animal?

Is it an elephant?)

• Divide the class into two groups Play the recording again for each group to repeat the part of Amy or Tim

• Ss work in closed pairs, reading the dialogue and taking turns to be Tim and Amy Go round and monitor the activity, paying particular attention to pronunciation of

a/an and question intonation

7

• Check Ss’ comprehension by asking them to translate the phrases

• You can further check Ss’ comprehension by asking individuals to mime the phrases The rest of the class guess the phrase

Look and learn

• Use everyday objects that are in the classroom or that you have brought to the lesson (book, pen, apple, orange)

• Give each object to an S These Ss stand at the front

of the class and in turn show the objects to the class

Make sure you are standing away from the objects so

that it is appropriate for you to use that rather than this

(demonstrative pronoun) Point to each object as the S

holds it up and ask the rest of the class: What’s that? Ss:

It’s a (book)

• Ask Ss to repeat the question and answer in the box after you

• Write the short and long forms on the board and ask Ss

to repeat them after you

4 22 1 Game

• Read out the instructions Tell the class (in L1) that the recording contains a series of five animal noises

• Play the first item on the recording (a dog barking) and read out the example sentence

• Ask two Ss to read out the example question and answer

Draw Ss’ attention to the written answer under the picture

• Ask pairs of Ss to ask and answer questions about the other pictures

• Ss then work individually, writing the answers Go round and monitor the activity, pointing out any errors to be corrected

• Check Ss’ answers by asking individuals to write the sentences on the board and say them

is probably preferable to a good drawing As you are

drawing, ask the class Is it a dog/cow/cat? Ss reply No, it

isn’t./Yes, it is

• Ask Ss to read the questions and answers in the box and repeat them after you

• Write isn’t on the board Ask Ss what the long form is (is not)

6 Game

• Ss look at the example dialogue in Exercise 6 and repeat

it after you If you wish, ask Ss what words they know

for a good drawing of an apple, e.g It’s a very good/nice

apple!

• Ask two or three pairs of Ss to read out the example dialogue

• Ss work individually, drawing two or three pictures on pieces of paper or in their notebooks Remind them to draw pictures of vocabulary they know in English

• Ss work in pairs, taking turns to guess what their partner has drawn Go round and monitor the activity, paying particular attention to question and answer forms

7 Draw and write

• Read out the instructions and check that Ss understand what to do

• Ask one of the Ss to read out the sentence under the picture

• Ss work individually, drawing three animals and three objects and writing sentences Give them pieces of paper

to use or tell them to use their notebooks Go round and monitor the activity, pointing out any errors to be corrected

• When Ss have finished, they can form groups of three or four In turn, each S shows their drawings to the group and reads out their sentences

• If appropriate, Ss can make a wall display of their drawings and sentences

8 23 1 Sounds fun (Key sound ‘h’ /h/)

• Play the first recording twice for Ss to listen

• Play the second recording for Ss to repeat the rhyme

Can you spell it?

L E S S O N O B J E C T I V E S

structures

Requests: can

Functions

Ask someone to spell his/her name: Can you spell

your name, please?

Spell your name

Vocabulary

The alphabet

Name: first (name), middle (name), surname

Everyday phrases: It’s short for … Oh, Thanks

Other: age, free gift, library card, spell, woman

Optional extra materials

1 Listen and read: objects (library card, pencil) to

present vocabulary

Background information

• Bugs Bunny /bz bni/ and Daffy Duck

/dfi dk/: Animated cartoon characters who

appear in the Looney Tunes and Merrie Melodies

series of animated films produced by Warner

Brothers Cartoons Daffy Duck first appeared in a

cartoon film in 1937 and Bugs Bunny in 1940

• Princess Fiona /prnses fiəυnə/: the Princess in

the Shrek film series At the outset, she is a human

by day and an ogress at night, but when she marries

Shrek, she becomes an ogress permanently Actress

Cameron Diaz provides her speaking voice and her

singing voice is provided by Renee Sandstrom

• Tom and Jerry /tɒm ən deri/: Animated cartoon

characters originally created by William Hanna and

Joseph Barbera for MGM studios in the 1940s

• Gromit /rɒmt/: the faithful dog of the eccentric

in English (For example, they may know the English

pronunciation of USA and UK.)

1 24 1 Listen and read

• Ask Ss to look at the picture on page 18 Use it to

present the word library Ask Ss to guess (using L1)

what the woman and Matt are doing (Matt has just

joined the local library He is borrowing a Harry Potter

book.) Use L1 if necessary to check Ss understand

woman Say woman two or three times for Ss to repeat

after you

• If you have brought a library card to the lesson, show it

to the Ss and present the words library card Ask Ss (in

L1) if they belong to the school/local library; what they can borrow from the library (books, videos, CDs); what sort of books they like best

Find out if any of the Ss have a short form of their first

name Encourage Ss to guess what a free gift is Ask

them (in L1) if they have ever had a free gift

• Play the second recording for the class to listen and repeat

• Divide the class into two groups Play the recording for each group to repeat the part of Matt and the woman

• Ss practise saying the dialogue in closed pairs, taking turns to take the part of the woman and Matt Go round and monitor the activity, paying particular attention to pronunciation

Everyday phrases

• Ask Ss to look at the everyday phrases and repeat them after you

• Play the recording of Exercise 1 again and ask Ss to repeat the everyday phrases after they hear them on the recording

2 25 1 The alphabet

• Play the recording several times for Ss to listen and repeat the alphabet

• Play the recording again for individual Ss to repeat a letter each as a chain drill round the class

• Ss repeat the chain drill without the help of the recording

3 26 1 RAP The Alphabet Rap

• Play the first recording two or three times for Ss to listen

• Divide the class into four groups Play the second recording for each group to repeat two lines

• Play the third recording for Ss to do the rap on their own

8

1 Y O U R 2 N A M E 3 F I V E 4 H I S

5 D O G 6 C A T 7 B O Y

• Four or five Ss in turn spell a word for other Ss to write

on the board and the rest of the class to read out

4 27 1 New words

• Write on the board Matthew John Reed If you taught

first name and surname when doing Exercise 1, elicit them from the Ss and teach middle name

• Play the recording two or three times for Ss to listen and repeat

• If Ss ask, explain (in L1) that it is an object pronoun which refers to name in the previous sentence Ask Ss to

read the dialogue again and identify two examples of the

object pronoun it (in line 3 it refers to surname and in line 9 it refers to free gift)

5 Speak

• Ask two Ss to read out the example questions and answers

• Ask several Ss: What’s your first name/surname? Can

you spell it, please?

• Ss work in pairs or groups of three, taking turns to ask and answer questions about their first names and surnames Go round and monitor the activity, paying particular attention to pronunciation of the alphabet

• Ask some of the pairs to say one of their dialogues for the class to hear

6 Game

• Ask Ss to look at the pictures and say the names of the characters Ask Ss (in L1) which are their favourite characters

• Read out the instructions to the class and check that Ss understand how to play the game

• Ask two Ss to read out the example dialogue

• Give one or two more examples yourself by starting to

spell a name for Ss to guess, e.g D A F … (Daffy Duck)

• Choose Ss to start spelling a name for the rest of the class to guess

• Ss work in pairs or groups of three, taking turns to start spelling a name for the other S(s) to guess

What’s his first name? (Toby) What’s his middle name?

(William) What’s his surname? (Scott) How old is he?

(Eleven)

• Ss copy and complete their own forms in their notebooks If some Ss haven’t got a middle name, they can leave this line of the form blank or choose a middle name they like Go round and monitor the activity, pointing out any errors to be corrected

9 The world around you

Me and my family

L E S S O N O B J E C T I V E S

structures — revision

to be singular: am/is

Subject pronouns: I/you/he/she

Possessive adjectives: my/your/his/her

Demonstrative pronoun: this

Optional extra materials

Getting started: a wall map of the UK showing major

cities

Project: ask Ss to bring a photo of themselves and

their family or their best friend to the lesson Each S

will need a large (A4) sheet of paper and adhesive or

pins to fix their photos

• Glasgow /lzəυ/ is the largest city in Scotland

with a population of over 580,600 It is situated

on the River Clyde in the west central lowlands of

Scotland

• Brighton /bratən/ is situated on the south coast of

England and has a population of about 156,000 It is

a popular tourist and conference centre

• Newcastle /njukɑsəl, njυksəl/ is situated

on the River Tyne in north-east England It has a

population of about 260,000 and was a centre for

the coal and shipbuilding industries

• Bristol /brstl/ is an industrial city and former port,

14 km from the Bristol Channel It has a population

of about half a million

Getting started

• If you have a large wall map of the UK, display it so that all the class can see it Ask Ss what places they have heard of, e.g London, Manchester Ask Ss to find and point to these places on the map

• Leave the wall map on display for the first part of the following exercise

1 28 1 Listen and read

• Ask Ss to look at the map on page 20 in their SB Point

to Glasgow, Newcastle and Brighton on the wall map and ask Ss to repeat the names after you Explain (in L1) what sort of places they are

• Ask Ss to look at the photos and say in L1 what they notice about the people, their clothes and the different backgrounds Discuss in L1 the multicultural nature of the UK population and, if appropriate, encourage Ss to relate this to their own country

• Play the recording about Nat twice for Ss to listen, read and look at the photo

• Check Ss’ comprehension by asking What’s Nat short

for? (Nathalie) How old is Nat? (Ten) How old is her

little brother? (Four)

• Play the recording about Ajay twice for Ss to listen, read and look at the photo

• Ask Ss to look at the photo in their SB and point in turn

to Mum, Dad, Ajay and Asha.

2 Check

• Read out the instructions and check that Ss understand how the family tree works

• Ss work individually or in pairs, reading the text about Nat again and completing the family tree

• Draw the family tree on the board Check Ss’ answers by asking individuals to write the names on the family tree

• In pairs or groups of three, Ss show each other their

family trees and talk about them, e.g S1: This is my

brother , Tony S2: How old is he? S1: He’s five.

• Check Ss’ answers by asking individuals to write their answers on the board in a chart Check (in L1 if necessary) that Ss understand Ajay doesn’t have any brothers.

Answers

Brother(s) – Sister(s) – Asha 11 Town – Brighton

4 29 1 Listen

• Read out the instructions and the headings so that Ss know what information to listen for

• Play the recording once and see how much of the exercise Ss can complete If necessary, play the recording two or three times for Ss to complete the information

• Check Ss’ answers by asking individuals to write their answers on the board

Audio script

Gary: Hello, everyone! Good morning!

Crowd: Hello, Gary! Good morning to you

Gary: Welcome to Radio Ace FM and It’s Your Top

Pop Spot

Crowd: Ye-ees! OK!

Man: And my first guest today is … Anna Hello,

Anna! Nice to meet you

Anna: I’m from Bristol

Gary: OK Now let’s hear the new song from …

Answers

Age 12 Charlie brother Charlie’s age 5 Town Bristol

Further practice

• Write these questions on the board:

1 Is it morning or evening? (Morning)

2 Is his name John or Gary? (Gary)

• Play the recording twice for Ss to listen and answer the questions

• Check Ss’ answers by playing the first section of the recording again, pausing after each answer is heard on the recording

• Read out the instructions to the class Check that Ss understand that they have to find a photo and write about either their family or their best friend, not both

• Read aloud the text about Gaby Novak and her family

Elicit suggestions from the Ss for continuing the text and

write their sentences on the board, e.g my mother, my

brother (name) and me My brother is … years old My

mother is from (country/town)

• Ask individual Ss to read out all the sentences (in the text and on the board) about Gaby and her family

• Ask Ss to read the text ‘My best friend’ and write two more sentences about Gaby’s best friend

• Ask individuals in turn to write one of their sentences on the board Encourage Ss to help each other correct any mistakes in the sentences

• Ss work individually, writing sentences about their own family or their best friend Go round and monitor the activity, helping where necessary and pointing out any errors to be corrected

• Give out a large sheet of paper to each S (You: Here’s

your paper S: Thank you.) Ss fix their photos to their

papers and copy their sentences about their own family

or friend underneath

• In pairs or groups of three, Ss look at and read each other’s projects

• If there is space in your classroom, Ss can make a wall display of their projects

Language revised

Lessons 6–8

Vocabulary — new

Playing a game: answer, bingo, coin, counter(s),

take turns , heads, tails, move (one) square, finish,

miss (a turn) , question, rules, start, sorry, wrong

Check Ss’ answers by asking individuals to write the

words on the board and say them

Answers

2 elephant 3 orange 4 cat 5 apple 6 book 7 pen

8 ice cream 9 dog 10 cow

2 Put the words from Exercise 1 in

the correct place

• Read out the example items

• Ask Ss to explain (in L1) when we use an (before words

beginning with a, e, i, o, u) and when we use a (before

words beginning with a consonant)

Ask Ss to explain (in L1) why cat is the odd word out

(Because the other words are all food words.)

• Each pair reads out one of their sentences for the class

to hear

4 Put the words in the correct order

• Read out the instruction and the example item to the class Point out that the full stop or question mark is given after the last word of the sentence

• Do the second item with the class and write the sentence

on the board

• Ss complete the exercise, working individually

• Check Ss’ answers by asking individuals to write the sentences on the board and read them out

Answers

2 How old is your sister? 3 This is my friend Lisa

4 Good morning Mr Scott 5 My middle name

is William.

Further practice

• Write two or three more jumbled sentences on the board, e.g

1 you Nice meet to

2 very a elephant funny It’s

3 What’s name? your first

• Ss work in pairs, writing the words in the correct order

• Check Ss’ answers by asking individuals to write the correct sentences on the board and read them out

Answers

1 Nice to meet you 2 It’s a very funny elephant

3 What’s your first name?

5 Add apostrophes ( ’ ) where necessary

• Ask Ss (in L1) when we use apostrophes (We use them

in short forms of the verb to be third person singular

to show that a letter (i) is missing, and in short forms

of the verb to be first person singular to show that the letter a is missing.)

10

2 I’m his mother 3 Who’s Tim? 4 His name’s Matt

5 It’s short for Matthew 6 That’s Shep He’s my dog.

6 30 1 Match the words and letters which rhyme

• Read out the instructions Check that Ss understand the

meaning of rhyme by asking them to repeat ten and N

• Ask Ss to repeat the words in the list (ten, say, he, etc.)

• Ss work in pairs or individually, matching the words and letters

so, what do they shout out when they have crossed out all the letters or numbers on their card? (In English, we

shout out Bingo!)

letters they hear Tell them to shout out Bingo when they

have crossed out all the letters on their card Notice that the recording has all the letters of the alphabet The first

time it is possible for a S to shout out Bingo is after they hear the letter K

• When Ss have checked their cards, play the recording again for them to listen and repeat

• Read out Toby’s questions and elicit spoken answers

from individual Ss Explain (in L1) that cool is an

everyday phrase used by young people which is similar

to good/right/OK

• Tell Ss there may be more than one possible form of

the answer For example, the answer to What’s your

name? could be your first name or your full name (first name, middle name and surname) At the end of the

conversation, Ss can say Bye! or Goodbye!

• Ss work individually, completing the conversation Go round and monitor the activity, checking that Ss are answering the questions appropriately

Listen and practise with Toby

• Play the recording two or three times for individual Ss to practise with Toby

• Divide the class into two groups Play the recording and ask one group to repeat Toby’s questions and the other group to say their own answers, speaking very quietly

• Play the recording again for the groups to change roles

Then practise with a friend.

• Ss work in pairs, practising the conversation and taking turns to play each role Go round and monitor the activity Try not to interfere with Ss’ fluency Point out and correct any serious errors at the end of the conversation

9 Game

• Check that each pair of Ss has a coin and two coloured counters or pieces of paper with their initials on You may wish to group weaker or less confident Ss in groups

of four, with two Ss sharing a counter and helping each other

• Read out the rules and check that Ss understand them

Demonstrate ‘heads or tails’ with a coin

• Before Ss play the game in pairs/groups, check each item with them, e.g

T: (S1) ask (S2) number 5.

S1: What’s that?

S2: It’s an ice cream.

• As the Ss are playing the game, go round and monitor the activity, helping if necessary Try not to interfere with the flow of the game unless communication between

Ss breaks down Make a note of any general problems and go over these with the whole class at the end of the activity

What can you do?

• Read aloud each sentence, starting it with I can

• Revise the alphabet by asking individuals to spell their names and their friends’ names

Then S1 introduces S3 to S2 (This is … Nice to meet

you.) Demonstrate the roleplay two or three times if necessary Ss then work in closed groups of three or four and make similar roleplays

• Encourage Ss to say how confident they feel about doing each of these things in English Ask them what they think they can do best and what they need to practise more Ss then work individually, ticking the boxes for

the language they feel they can use confidently If most

of the Ss feel they need more practice in using a specific language area, look at this again with the class and give extra practice

What colour is it?

Everyday phrases: Here you are Next, please!

Thank you very much.

Colours: black, blue, brown, green, grey, orange,

pink , purple, red, white, yellow

Common possessions: (school) bag, jacket, pencil

case , rubber, ruler, sweater, T-shirt

Other: colour (n), favourite, man, number,

strap

Optional extra materials

1 Colours: you may like to ask the Ss to bring some

coloured pencils/crayons for this exercise

4 The Colour Song: when you are presenting my

favourite colour it will be helpful if you are wearing

something (e.g a shirt or jacket) in your favourite

various coloured objects (e.g books, pencils) and say the

colours several times Ask the class to say the colours

Look and learn

• Say to the class Look at Banjo’s bag What colour is it?

(Ss: It’s green and black.)

• Ask Ss to read the sentences in the box and repeat them after you

Further practice

• Hold up or point to the classroom objects and ask

individual Ss What colour is it? (S: It’s blue/green.)

• Do the same with Ss working in open pairs For example,

hold up a pencil case and say (S1) ask (S2)

S1: What colour is it? S2: It’s (red).

• Ss do the same activity, working in closed pairs, asking and answering questions about the colours of some of their possessions

3 Speaka) Ask and answer about the things in Exercise 2.

• Ss then work in closed pairs, asking and answering questions about the things in Exercise 2 Go round and monitor the activity, paying particular attention to pronunciation of the new vocabulary

b) Ask your friend about his or her school things.

• Read out the instructions

• Ask two Ss to read out the example question and answer

• Tell each S to put four or five school things (e.g pencils, books, school bags, rulers, rubbers, pencil cases) on the top of the desk or table for his/her partner to ask about

• Ss work in pairs, taking turns to ask and answer questions about their school things Go round and monitor the activity, correcting pronunciation where necessary

11

• Present favourite by saying My favourite colour is (blue)

Look! My pencil case/bag/sweater/jacket/pen is blue

Blue is my favourite colour. It will be helpful if you are wearing something in your favourite colour Check that

Ss understand the meaning of favourite by asking them

to translate it

• Play the first recording two or three times for Ss to listen and complete the song

• Check Ss’ answers by asking individuals to write the missing words on the board

Answers

2 yellow 3 red 4 red

Go to page 84 and join in the song.

• Play the second recording for the class to read and sing the song

• Divide the class into two groups One group sings the questions in verse 1 and the answers in verse 2 The other group sings the answers in verse 1 and the questions in verse 2 Play the third recording two or three times for the two groups to sing their lines with the music

5 36 1 Listen and read

• Ask Ss to look at the picture and say (in L1) where they think it is (Amy, Mr Scott and Amy’s friend Linda are

at a bowling alley They have been bowling and are collecting a jacket and a bag In the background we can see an alley, some pins and a bowling ball.)

• Check that Ss understand man, using the picture in the

SB to point to Mr Scott, the man in the foreground and

then the man in the background saying Mr Scott is a

man , this is a man and that’s a man Ss can repeat the word man after you two or three times.

• Ask Ss to talk about the people, everyday objects and colours in the picture, using English as much as possible

• Play the recording for Ss to listen and read

• Demonstrate the meaning of strap by pointing to the

strap of one of the S’s bags

• Play the second recording for Ss to listen and repeat

• Divide the class into two groups, Amy and the man Play the recording again for each group to repeat their part and then to change roles

• Ask two Ss to read out the example dialogue

• Ask three more pairs of Ss to say the dialogues about the jacket, bag and T-shirt (illustrated in Exercise 2)

• Write prompts on the board to help Ss while they are acting out the dialogue, e.g

A: Next, … B: Number … , it’s a … A: What colour … ? B: It’s …

A: Here … B: Th …

• Elicit the complete dialogue from the class

• Ss work in closed pairs, acting out the dialogues about the sweater, jacket, bag and T-shirt Go round and monitor the activity

7 Read and write PortfolioRead Amy’s email to a friend.

• Read out Amy’s email as Ss listen and follow the text

• Ask individual Ss to read out Amy’s sentences

Now write about your favourite colour.

• Using Amy’s sentences, write two basic sentence patterns

on the board for Ss to use, if they wish: My favourite

colour is … My (jacket) is … , my (pencil case) is … ,

my (school bag) is … and my (favourite T-shirt) is …

• Ss work individually, writing their sentences Go round and monitor the activity, helping where necessary and pointing out any errors to be corrected

• Ss form pairs or groups of three and read out their sentences to each other

• Some of the Ss can then read out their sentences for the class to hear