Discover english 1 TB

Discover English provides a solid grammar and lexical syllabus with the perfect mix of variety and challenge to motivate young learners. The course uses simple tried and tested principles to address the needs of a modern student. The learners are encouraged to explore foreign countries and learn about different cultures. They are also involved and motivated by unusual tasks, such as designing computer games, breaking codes or learning more about themselves – all this and more, as their English improves The Central European edition is based on a thorough research that has been conducted among local teachers and students in selected regions.

PEARSON Longman

Pears on Education Limited,

Edinburgh Gate, Harlow,

Essex, CM20 2JE, UK

and Associated Companies throughout the World

www l ongman co m

©Pearson Education 2010

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 permission of the copyright holders, with the sole exception of photocopying carried out under the conditions stated below

The copyright holders grant permission for the photocopYing of those pages

marked 'photocopiable' according to the following conditions IndiYidual purchasers

may make copies for their own use or for use by classes that the\~ teach chool purchasers may make copies for use by staff and students but thi permi sion does not extend to additional schools or branches

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

The right of Catherine Bright to be identified as the author of this \\'ork ha been asserted by her in accordance with the Copyright, Design and Patents ~-\ ct 19

First published 2010

Third impression 2013

Designed by The Partnership Publishing Solutions Limited ~-w.th e -pps.co u k

All other images © Pearson Education

Every effort has been made to trace the copyright holders and \\'e apologi e

in advance for any unintentional omissions, We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication

Set in 11 pt ITC Garamond / AT Quay Sans / Zemke Hand

Printed in China

SWTC/03

ISBN 978-1-4058-6631-6

Hi and Welcome to D i scover English!

It is our belief that your experience of teaching and learning with Discover English will be as enjoyable and satisfying as planning, designing and writing the course!

Discover English motivates the learners by addressing the need for:

Involvement!

Discover English aims to harness the learner's natural curiosity of the world that

surrounds them and creates an opportunity to explore and become involved in

a variety of real issues that will make their English class a positive and enriching experience Discover English is more than a text book; it is full of exciting

information that will motivate the learners to connect with the English speaking world, and discover insights into topics as varied as Extreme Weather and Space

Variety!

Discover English contains all the elements that make learning effective and fun

There is a careful balance of different types of activities including dialogues, texts, stories, songs, raps, games, all enhanced by a wide variety of support material designed to make the teacher's role both pleasant and rewarding

Discover English carefully guides the learners through the new structure and

vocabulary of each unit We have kept in mind throughout the need for clarity and controlled language models as well as the need to make the language meaningful The learners themselves are also able to clearly monitor their own progress The revision pages include an opportunity for self-assessment, reflection and celebration

of their growing knowledge and ability to use and understand English

Discover English is easy to use and, with the additional recourses, will give

dedicated and professional teachers all the support necessary to enjoy every aspect

of the teaching programme

We wish you all, teachers and learners, a happy and successful school year!

Izabella and Jayne

II I Students' Book contents pages 4-5

Introduction

Course components

Students' Book features

'" Teacher's Book features

Active Teach and CYLETs

In the classroom

' Discover English Games Bank

Teacher's notes

Word list

Extra Words answer key

Workbook answer key

Photocopiable resources

6-7 7-8 8-9 9-10 10-15

eM Grammar worksheets teaching notes and answer key

eM Grammar worksheets resources - consolidation and extension

la Teaching notes for photocopiable resources

It Beginning of Year resources

It, Unit resources

Festival resources - 1 Hallowe'en

., Festival resources - 2 Easter

Festival resources - 3 Happy New Year!

134-136 137-146 147-152 153-155 156-165

166

167

168

Possessive adjectives; to be

Countries and nationalities

Hello! 4 this / that / these / those

Favourite things singular / plural nouns

affirmative, negative, questions Transport

Question words

Sports

Sport 49 like / love / hate + - ing

Object pronouns; in / on / at Seasons and times of day

Present simple and present continuous The weather

Past simple irregular:

Entertainment

- Entertainment 89 affirmative, negative, questions

Discover Skills: Cool People!

Study Skill: Reading

Discover Culture: Homes

Project: My Home

Discover Skills: Water Wonders

Study Skill: Listening

Discover Culture: UK Meals

Project: My Meals

Discover Skills: Holiday Fun!

Study Skill: Speaking

Discover Culture: Spies and Detectives

Project: A Famous Spy

Discover Skills: Festivals Study Skill: Writing

Discover Culture: School

Project : My School

Discover Skills: Star Report

Study Skill: Remembering words

Discover Culture: Captain Cook

Pronunciation: hzl Isl Izl

Song: Cha Cha Slide

Course components

Students' Book overview

Discover English 1 Students' Book contains ten units

points It provides a motivating, practical starting

point for the school year

by five lessons, a-e

The opening page in each unit introduces key

vocabulary, while language items are introduced

and practised in lessons a and b with one of the

cartoon, and lesson d or e in each unit consists of

a revision lesson, Let's Revise! Finally, every other

lesson

The Find extra words feature on page 109

codebreaker key is also on page 109

vocabulary introduced in each unit

Teacher's Book overview

concise teaching notes for each lesson

Students' Book and Workbook answer keys

Test Book answer key

Students' Book tapescripts where necessary

one photocopiable grammar worksheet with

consolidation and extension resources for each of

the ten units Both have teacher's notes and answer

keys

one photocopiable resource for each of the ten units

with teacher's notes and answer keys

beginning of the school year

-Hallowe'en, Easter and New Year

80 flashcards covering key lexis taught on the

course

•

Workbook overview

The Workbook contains:

grammar, vocabulary and skills exercises which provide thorough consolidation and practice for

a starring system of one to three stars for level of

difficulty on the grammar exercises for flexibility exercises to practise the extra words from the

Students' Book

a page of stickers

used in class as additional revision material It could also be used to help deal with fast finishers

Audio CD

The class audio CD (three CDs) contains all the

Exercises involving listening are very easy to manage as all track numbers are shown next to the relevant exercise on the page

Students' CD-ROM

The Students' CD-ROM contains audio of the Students' Book dialogues and texts as well as lots of additional

is ideal for motivating self-access Students simply need to:

start the CD-ROM

of the screen choose a practice activity Activity types include: games, word squares and anagrams

check their own answers

Students can keep track of their progress with a learner diary

If your school has computer facilities, you could book them at the beginning of the year to teach students

Test Book and Test Master

The Test Book contains two progress tests for each unit, 'Student A: and 'Student B' Each test covers the lexis, grammar and functional areas taught in the Students' Book unit Both the two unit tests

cover exactly the same material and use exactly the

same question-types There are two versions to help

you deal with the unfortunate classroom reality

of cheating; give Student A and Student B tests to

students sitting next to each other Alternatively,

you may like to use one of the tests as a diagnostic

test at the beginning of the unit and the other as a

final unit progress test

There are also Student A and Student B skills tests

every two units, providing assessment of listening,

easy to use as they are adapted to your classroom

reality The tests begin with a listening test and

finish with a short, easy-to-manage speaking test

Finally, a Student A and Student B end-oJ - year test

facilitates assessment across a longer time period

They are especially easy to use as they follow

exactly the same format as the progress tests

_-\ marking grid for all tests is also provided for you

to record your students' marks

In order to help you adapt material to your

:lexibility as possible, all the tests are provided as

of the Active Teach disk

_-\ motivating DVD also accompanies the course,

'yhich really helps to bring 'live' English into the

classroom and to provide variety

-=ne DVD, entitled Life in Britain, follows a young

JOy who is involved in creating a website

-:ne DVD has an optional 'interactive' feature

T<-hich allows you to fully exploit each episode

~ -selecting the interactive mode, exercises and

3.ctivities exploit the language and situations

5Uldents encounter on the screen The DVD is easy

:0 manage for classroom use and is on the Active

Teach disk

ents' Book features

cov er Words

cover Words introduces important topic and

Lher target vocabulary Each unit begins with

Vi cover Words, and there are regular Discover

ards spots throughout the book Discover Words

_ -to use both with students with no prior

m\-some of the target words Pictures and

- ~o ros are often used to present language Students

-e asked to do a variety of tasks such as matching,

labelling, ordering, listening and repeating target items in order to standardise pronunciation

Grammar

Discover English 1 teaches grammar by first

introducing it in a meaningful context connected to the unit topic For example, students may be asked

to read and listen to texts they can easily relate to containing the target language such as dialogues, web texts, diaries and letters Their understanding

of the context and grammar is checked by different kinds of comprehension questions, e.g true/false questions

structure being taught There are also plenty of practice exercises to consolidate understanding and give students the opportunity to manipulate the structure in question

Regular writing and speaking exercises are designed to provide students with the opportunity

to practise the new language they have learned

Discovery Web

1 are Monica, Gemma, Felix and Ben They all contribute to their website - Discovery Web

In lessons a and b of each unit, we see the characters working towards their next web page which is based on the topic of the unit This is portrayed either through a dialogue or through texts, both of which feature the target language structures for each unit

Earth Explorer cartoon

Lesson c in each unit features a different episode /

of Earth Explorer, which is great fun It's about an alien, Fiz, who comes to Earth to explore and makes friends with a schoolboy, Kit Unfortunately Kit's cat, Bandit, doesn't like Fiz much The story connects with the unit topics through location and context, and provides a motivating vehicle for presentation

As part of the idea of students discovering English,

in alternate units there is either a code to break

or a report to interpret, based on Fiz sending messages back to his planet

Discover Skins

Although listening, speaking, reading and writing are systematically dealt with throughout the course, there is a special Discover Skills lesson in

units 1,3, 5, 7 and 9 which aims to offer further, focused practice in each skill No new grammar is

•

introduced in these lessons Content is connected

to the unit topic, and encourages students to

discover more about the world around them in a

variety of international cultural contexts

Discover Culture

Units 2, 4, 6, 8 and 10 contain a skills-based

Discover Culture lesson A variety of reading and

listening texts provide information about different

aspects of life in Britain and encourage students to

reflect upon differences between their own culture

and life in the UK

Let's Revise!

Let's Revise! provides a variety of exercise types

to help students revise vocabulary, grammar,

pronunciation and functions There is a

consolidation section in the Let's Revise! lesson in

units 2, 4, 6, 8 and 10, which ends with a rap or

song

In each Let's Revise! lesson there is also a Checklist

to encourage students to reflect upon their own

learning

Watch Out!

The regular Watch Out! boxes focus on common

areas of difficulty The teacher's notes give ideas for

integrating this into a lesson plan

Talking Tips!

There is also a motivating Talking Tips! exercise in

lesson a or b of each unit

Each exercise focuses on two simple everyday

expressions students of this age can relate to,

which have already been included in a prior

reading/listening text In Talking Tips! students are

asked to listen and repeat, and then to match each

expression to a picture to check meaning

Fun Zone

The name Fun Zone speaks for itself! There are

regular Fun Zone exercises throughout the book,

which provide light-hearted grammar, vocabulary,

listening and speaking practice They also include

songs, raps, puzzles and games

Songs and raps

There is either a song or a rap in every unit These

are connected to the unit topic and grammar

This is very motivating for students of this age!

Jokes

• There are jokes throughout the book with a cartoon to help students' understanding

This is also very motivating for students of this age!

Teacher's Book features

Format

The Teacher's Book is very user friendly All of

the Students' Book pages are reduced in size

and 'embedded' in the Teacher's Book pages

The teaching notes are written around the corresponding Students' Book page for easy reference, so it's almost impossible to lose your place!

Answers are included on the Students' Book page,

space permitting, or are included at the end of the notes on each exercise

Tapescripts are included at the end of the teacher's

notes for each lesson if they don't appear on the

Students' Book page itself

Notes and answers for the grammar worksheets and photocopiable activities at the back of the book are also very easy to find and to follow

Teaching notes

The teaching notes take you step by step through each stage of each lesson, not only providing you with a clear structure for the lesson but also with additional teaching ideas They are designed to be flexible, taking mixed-ability classes and different learning styles into account throughout

Fast finishers

Dealing with Fast finishers is something all teachers have to do, even in a relatively homogeneous class The teaching notes offer you ideas to help you cater for them

Tips

Regular tips serve to remind you of important

classroom management issues which relate to the

lesson in question

Grammar worksheets

The consolidation and extension grammar

worksheets (pages 137-146) are important tools

to help you deal with mixed-ability classes Give

consolidation worksheets to weak students, and

extension worksheets to students who need to be

stretched Both can be used during the class as an

alternative or addition to Students' Book material,

or for homework You could also use them with

fast finishers

The photocopiable worksheets (pages 156-165)

provide a variety of extra practice and extension

activities for each unit Remember that you must

use them after the target language has been taught

They could also be used for revision purposes

There are also three photocopiable worksheets

(pages 153-155) which are designed to help you

start the year They are especially useful to help

you diagnose your class profile and will help you

prepare classes if your students haven't bought

books on time

estival photocopiable resources

There are also three photocopiable festival

worksheets (pages 166-168) which provide

stimulating, motivating material to use at

Hallowe'en, Easter and New Year

ctive Teach and CYLETs

omponent

:Ji scover English benefits from the latest technological

::ievelopment in English Language Teaching - Active

each This is software for your computer and

=.1teractive Whiteboard OWB) If you don't have an

::wE you still have a multitude of benefits using this

.::omponent in preparing your classes on a computer

_ ill alternative to an IWB is simply using a projector

d a computer in class

_lctive Teach is a digital version of the Students' Book

,;yith everything you need to prepare and teach your

jasses in one place; on your computer When you

open the program you will find:

Students' Book pages - exact reproductions of the printed page

Class audio - touch the icon and the listening begins

Extension activities - extra whole class practice or

an ideal task for fast finishers Test Master - allows you to access, download and edit all of the tests

Students' CD-ROM - now you can use it in class Interactive DVD - with touch control audio scripts for precise drilling

Phonetic chart - click sounds to hear examples

How do I use it?

Having the book and associated material in one place means you don't have to gather everything together when preparing or teaching Practically everything you need is in one easy-to-access place Using Active Teach in class is easy with an IWB or just a projector Zoom pictures and exercises for all to see clearly Complete the same exercises on the board as the students see in their books

Control of audio and DVD from the tapescript touch the text and hear it spoken

- DVD can be paused and annotated to highlight vocabulary

What are the benefits?

Everyone is on the same page, literally Classroom management is made far easier when students lift their heads to look at the page on the board When giving feedback students can come to the board and write in the answer in the 'zoomed' exercise No excuses any more for not knowing where they are in the book In the event of needing an extra activity you have a bank of material at your fingertips - Active Teach contains the student CD-ROM, Test Master and extension activities in the Students' Book pages You can even set the CD-ROM activities for homework and then check who has done the activities next class Finally, the efficiency Active Teach brings to your professional life - all the time saved planning and teaching your classes

~~Cambridge Young

and Discover English

Discover English has been devised to bring practice

of CYLETs to your classroom without being intrusive

We understand that the necessity for exam practice is not always homogeneous in every group so many of

•

the practice activities in this course are based on the

CYLETs style without converting Discover English into

an 'exam practice' course The Teacher's Book readily

identifies all the activities where CYLETs style is

practiced (look for the icons e next to the activities)

If your students are preparing for an exam then

simply let them know they are practising for their

CYLETs exam in completing the activity, if not then

they need be none the wiser

How to deal with mixed-ability classes

and students with learning difficulties

In addition to exploiting Discover English 1 course

resources to the full, remember to:

• get to know your class as fast as you can Quickly

establish which students need more help and in

which area You could use one of the Discover

English progress tests A or B as an initial diagnostic

test

• establish if a given student really is very weak or

if there is another issue at play, e.g does he or

she suffer from an attention deficit condition or

another problem such as dyslexia? Ask colleagues

and maximise any opportunity you have for parent

contact If necessary alert your school

• give all students a sense of achievement, e.g ask

weak students easier questions and stretch strong

students with more challenging ones Try not to

make it obvious though!

• use the star system in the Discover English

Workbook The grammar exercises are graded from

one star (everybody can do this exercise) to three

stars (a more challenging exercise for the stronger

students)

move on to freer practice activities with strong

classes more quickly than with weak classes

doing practice exercises or activities if your class

is very mixed ability Make sure all students always

have something achievable to do

take care with pairings You can pair strong with

strong, weak with weak, or strong with weak

Strong and weak students may work well together

in very controlled activities, but in a freer activity,

strong with strong may work better If your

classroom situation allows, it is a good idea to

vary pairings from the beginning Allocate tasks in

group activities so the strong students don't always

dominate Weak students often work better in

smaller groups

•

• allocate different homework tasks for students with learning difficulties, e.g a simple copying task or a consolidation worksheet

• work through exercises with the whole class if it's a weak class

• consider giving a weak class Test A to do at home and Test B to do in class

• cater for the students' different learning styles and preferences by using a variety of activity types in each lesson This will help even very weak students

to feel they do something well Here are some examples

· Kinaesthetic learners learn through movement

Some appropriate activities are: clapping rhythmically, acting out, pointing, miming, and moving into and out of groups For example in unit 3 opener, having been introduced to animal vocabulary, students are asked to mime an animal for their partner to guess

· Visual learners learn through activities involving colour, pictures, diagrams, and drawings Regular wall displays or perhaps an 'English corner' are especially effective ways of motivating our visual learners

· Auditory learners learn by listening to music,

having discussions, doing listening exercises, and even silence, e.g say: Close your eyes for one minute and think about your favourite things

How to manage classes and deal with

discipline

Dealing effectively with mixed-ability class teaching using the above suggestions will help you avoid discipline problems; a demotivated or bored student

is much more likely to behave badly Here are a few extra ideas to help Remember to:

• create clear classroom routines right from the beginning so students know what is expected of them in general, e.g a simple warm up chant: Good morning/afternoon/evening or write the date on the board

• involve students as much as possible as often as possible Personalisation is a good way of doing this Relate activities and exercises to their own reality, e.g after reading a text about different films, ask students which their own favourite is Students love talking about themselves Discover English 1 contains a lot of personalisation exercises, for example in unit 6 lesson b, after the present continuous and clothes have been introduced, students are asked to talk about what they are wearing In the Discover Culture pages

students are encouraged to talk about their own

experiences

take behaviour and personalities into account when

grouping students, e.g sit a problematic student

next to a patient, well-behaved student

give clear instructions and check them too, e.g ask

check questions or give the instruction in English

and ask a student to translate it It's easy to think a

student is misbehaving when in fact he/she didn't

understand an instruction

offer rewards for good behaviour, e.g tell a

problematic student that if he/she behaves well he/

she can sit next to a friend in the following clas

Don't forget to follow it through or you will lose

credibility

stick to small groups with lively classes

move round the room as often as you can to

impose your presence and authority You will also

get a better feel for classroom dynamics if you do

this and be more aware of your students' problems

and abilities

create a behaviour chart, e.g reward good

behaviour with gold stars or ticks The student who

has the most stars/ticks at the end of every week or

two could be the official class helper If you have

to threaten, make sure you carry out your threat to

retain credibility

keep an eye on the time and on fast finishers If

an activity goes on for too long even usually

well-behaved students will get restless

be seen to be fair This way you will win students'

respect

Correction of speaking and writing is the main way

-'-e give our students feedback However, it can be

":emotivating if we over- or under-correct Remember

:0:

correct as much as possible during presentation

and controlled practice of grammar and vocabulary

allow your students to experiment with language

d ring freer activities or general classroom

communication without correcting all the time

They will necessarily make mistakes as they

experiment with language This is part of the

metacognitive learning process

be sensitive! For instance, use positive intonation

and facial expression when saying no

o e the students time to self-correct as often

as possible This will give them a sense of

a hievement

if an individual really doesn't know the answer and

can't self-correct, don't give it yourself all the time

during controlled practice repeats the correct version before moving on

• make sure students copy down a correct version of exercises you have corrected in class

freer writing and make sure students know what kind of mistakes they've made, e.g grammar, vocabulary, word order

Drilling is your way of ensuring that all students have said the target language item This teaches them how

to pronounce a word or form a grammatical structure and helps them memorise it in a context For example,

there is a pronunciation drill in every Let's Revise!

lesson which focuses on a particular sound in a fun context Remember to:

• teach meaning before you drill so that repetition is meaningful

• use choral repetition first so you know all students have spoken Then ask a few individuals round the class

• give a clear model using intonation appropriate to the language item Cs) and context

• reinforce clear instructions with gesture, e.g use

• make sure all the students have said the target language at least once

'" correct errors If you don't, your students may well

repeat them in the future!

H o w to u se rea lia

Realia are real-life objects you bring into the classroom, e.g to teach 'apple' why not bring an apple? Using re alia is memorable and helps engage the students You can use realia to do lots of things,

e.g to present and recycle grammar and vocabulary or

in story-based act vities

Use everyday obje ts you have at home or use the students' possessions such as pencil cases, rubbers, books and bags Here are some ideas

• Bring fav urite things realia to the class to recycle vocabulary about favourite things from the Starter Unit If you don't have everything, just o e item makes a memorable difference, e.g a football shirt '" Use classroom re alia to tea h or recycle

prepositions of place, e.g th e p e ncil case is n ext to

Maria ' s E ngli s h b ook

•

• Use sports-related re alia to act as prompts for

presenting or practising grammar Write He / every

day on the board, hold up a tennis racquet and

elicit a sentence from the class (He plays tennis

every day.)

• Use re alia to play games, e.g Kim's game (see the

How to use games

Games are a very valid teaching tool Games shouldn't

just be something we do to pass the last five minutes

of class, but should be an integral part of our lesson

planning over time This is because they provide

meaningful, motivating contexts for language practice,

e.g a guessing game in unit 3 lesson b practising the

question forms plus animal vocabulary Here are some

points to bear in mind

• Make sure your rationale is very clear Ask yourself

why you are playing the game Common reasons

include: to practise or revise a structure, to review

vocabulary, and to improve your students' listening

comprehension such as their ability to follow

instructions

• You may play a game as a warmer at the beginning

of the class, or a settler to calm students down

Games don't have to be noisy!

Think carefully beforehand about interaction

patterns plan ahead

• Give clear instructions Don't forget to check them,

e.g Maria, are you working with Bruno? (Yes, I

Don't let the game continue for too long or fast

finishers will get restless

How to use Lt

As English teachers our objective should be to use

the target language as much as possible for many

reasons For instance, speaking in English enables our

students to develop their listening skills and is a great

motivator The teacher is the students' model and

point of reference However, it is sometimes practical

to use L1 in order to:

• give complicated instructions

• give instructions to a weak class, although it's

advisable to always give them in English first

• translate non-target vocabulary which comes up

and you want to deal with quickly

• translate key vocabulary to a weak class Again,

always do it in English first

• quickly discipline students who misbehave

• find out more about your students and their

opinions when generating interest, e.g they may

•

well not understand Have you ever met a famous

How to use the dialogues All the dialogues in the Students' Book are recorded They provide carefully structured contexts for language presentation, practice and revision The teacher's notes provide lots of ideas for using them Remember the basic principles of before - during - after

Before

Motivate your students to read/listen by introducing

the topic first For instance, you could use pictures, photographs, realia or play a game Aim to provide them with an intrinsic (rather than teacher-set) reason to read

Check key vocabulary before you ask students to read/listen

During

Play the recording while students follow the dialogue Don't worry about playing the recording two or three times Some classes need more support than others

Get students to do the exercises suggested by the

transfer

After

Ask the class to do the exercises set afterwards to check comprehension, e.g true/false questions Allocate characters and have students read the dialogue for the group

Divide students into groups and have them practise

Ask groups to perform for the class

Get the students to act

Have the students make up similar dialogues featuring themselves

How to use flashcards

Flashcards are a very important part of the teacher's toolkit as they are so versatile! They are memorable and help engage students of this age Here are some ideas

Teaching vocabulary: presentation and games

Hold up a flashcard Elicit or give the target word Have the class repeat it in chorus and then choose individual students to repeat the word Don't write! Stick it on the board Repeat this with a maximum

of six or seven cards

Point to each card and have the class or individuals tell you the word

Say the word and have the class point to the

correct card

Tell the group to close their eyes Take one card

away and have them guess which one

Whisper one of the words Have the class guess

which one

Write the words under each flash card and have

students copy them Take the cards off the board

Ask individuals to put the flashcards on the board

again in the right place

Reorder the flashcards so the cards don't match

the words Ask students to come to the board and

order them correctly

Te lling stories

Use the above ideas to teach or check key lexis

Hold up flashcards while telling stories to support

meaning

Give flash cards to students to hold up every time

they hear the word when you're telling a story

Pr esenting or practising grammar

Put flashcards on the board as prompts for example

sentences from the students when teaching or

reviewing grammar, e.g to practise like+ - ing

and sports vocabulary put six sports flashcards

on the board Use one of them to drill, e.g I like

swimming (point to a 'swimming' flashcard) Point

to other flashcards to elicit substitute sentences

Think carefully about how long you want to spend

on each activity A greater number of shorter

activities usually work better than fewer longer

activities Pace is crucial!

Speak clearly so all the students can hear you, and

at a pace which students will be able to keep up

with

Vary activity types where possible in order to

maintain the students' curiosity

Think carefully about the stage of the lesson you

choose for each activity For instance, an individual

writing activity isn't appropriate as a warmer at the

beginning A game or other activity in which the

whole class are involved would work better

Play quiet music while students are working

individually or doing pair/group work This usually

has a soothing effect, calms students down and

improves their concentration levels

Tell students if you want them to work individually,

or in pairs or groups before you give them

any further instructions so you know they're

concentrating

• Similarly, the teacher's notes sometimes suggest

you tell students to close their books so they are

concentrating on what you say, not looking at the

book

• When asking individuals questions, don't ask each student in turn in one row If you do this, they can prepare their answers or go to sleep! Choose students randomly around the room to make sure everyone is paying attention

• Losing the attention of thirty students is a daunting prospect If this happens, try clapping two or three times as loudly as you can or bring re alia to hold

up such as an eye-catching hat Another technique which works with some classes is silence Wait

until all the students are silent, however long it takes Some teachers find it useful to count down

out loud from twenty to zero Encourage the students to join you Whatever you do, don't shout,

as you will lose the students' respect The case scenario is simply to continue working with those students who are listening and to deal with

worst-the others after the class

• Don't confuse productive noise during group work

with noise resulting from a loss of attention

• Mter you have introduced the unit topic using the

ideas in the teacher's notes, tell the students to read the In this unit box and translate if necessary

• Ask students to work in pairs Give them time to look through the unit and find the pages which deal with each point

• Check page references with the whole class

• You could quickly ask the students to tell you one

or two things they know, if anything, about each

subject, which will help you plan lessons of an

appropriate level

You could ask the class which subject they are

looking forward to the most

• Have the students look at the picture and tell you the words they know

• Play the recording twice The second time, pause for the students to repeat each line in chorus You could play it again but have them repeat a larger chunk See if they can say it without looking at their books!

The teacher's notes give you plenty of ideas about how to go about teaching the vocabulary in the

•

Students' Book Here are a few points you may like to

consider

11: Make sure you know which of the target

vocabulary in the book is probably new to your

students and which they may have met before This

affects how quickly you move on to the practice

stage

• Use the pictures and photos in the book,

flashcards, realia and the students themselves to

teach the target lexical sets, e.g use a tall student

to teach tall

• Always try to elicit words if you think your students

have some knowledge This is motivating for them

• Remember to teach meaning first Then make sure

all students have said the target word at least once

before you write it on the board or show them it in

their Students' Book

• Help students to say words correctly by marking

stressed syllables when you write the word on the

board

• Don't try to introduce too much vocabulary at the

same time as you will overload your students Six

or seven completely new words are plenty If your

students already know some words, increase the

number

'" Give students plenty of practice so they can

integrate the new words into their vocabulary

Understanding a word is very different from being

able to say it and use it appropriately

• You could play a short game as a warmer in one

lesson to recycle vocabulary taught in the previous

one

I! Non-target words come up regularly in class

Translating is an efficient way of dealing with

these Why not ask different students each class to

be responsible for copying these new non-target

words from a 'new words' section on the board

onto pre-prepared pieces of paper Have them write

the translation on the back of the paper Put all the

papers in a bag and keep it in the classroom You

could ask fast finishers to take some words from

the bag and test each other throughout the course

One student says the English word and the other

gives the translation or vice versa

' For stronger classes use the Discover 5 extra words

feature which allows students to find more words

on the page and then provides practice for them in

the Workbook

The teacher's notes contain lots of practical ideas to

help you deal with the Earth Explorer cartoon story

•

Here are a few points to remember

I! Always ask the class what they can remember about the story so far before you begin each new episode This recycles language and will motivate them

• Exploit the pictures in each story to the full to recycle known and teach new vocabulary where appropriate

• Don't forget that you don't need to formally focus

on every piece of new language It's important that students get used to using the context to work out meaning

It; After the students have read/listened and completed the comprehension questions, you have lots of alternatives For instance, divide the class into groups where each member can play a role (usually groups of between three and six) Play the recording again and have them repeat their lines You could put them into groups to practise Have them act if you have the space! If you have time, ask one or two groups to perform for the class

• Remember that the revision pages are not a test You may like to ask the students to work individually, but you could also consider asking them to do some exercises in small groups

• Why not create an element of competition? Ask each group to choose a group name, and write the names on the board Give points for correct answers

• Write Students' Book page numbers on the board for each revision exercise so students can refer

to material It is very important to give them the chance to reprocess and remember language they have, or may not have, learned

• Look at your register to ensure students who missed a lot of material for any reason are working with a student who has attended all the time so he/ she can help

• Make sure you provide students with a correct written record of all writing exercises by writing answers on the board or having students do so

• Using the checklist: Self-evaluation will most probably be new to your students, depending on your school! cultural context Do it orally with the group the first two or three times Draw the different faces from the checklist on the board Use L1 to ask the class about the subjects on the checklist, e.g have got Ask for examples Then get them to decide which face applies to them and to copy it into their books Children of this age usually know what they think, but can't really explain why Try asking though, and persist during

the year You may find you obtain more information

than you first thought, which is very useful for

planning lessons

the process for all checklist items

2 track 10

fIrst

Give clear instructions before you play the CD

~ l ake sure all the students can hear it If it's too

loud, the sound may be distorted

To avoid interruptions, always ask students if they

le ds are in place, and that it's turned on

rrong student to help

o w t o use projects, class surveys, wall

·ects, class surveys, wall displays and class collages

-= yery important as they help to make learning

:: -cov e r English there are many examples of this

-= ::: example there's a project in every Discover Skills

Choose topics that relate to your students' interests

crresses, animals, eating habits, weekend routine,

-es and dislikes and favourite kinds of music

_~ w a ys plan ahead, e.g if your school has

computer facilities with internet access which will

enable your students to do research for a project,

~ eep a picture box in the classroom or school

icrures from the internet that relate to the current

for collages and wall displays, e.g card, glue and crayons

Enlist the help of colleagues who teach other subjects to give a cross-curricular angle to projects and surveys For instance, your students could design and carry out a questionnaire about eating habits in English in the English lesson, but analyse and write up the results and draw charts and graphs to represent them in a maths lesson Create a permanent display area if you can somewhere in the school or classroom Set up a rota of students to share responsibility for keeping their English Corner tidy

How to use tests and self-evaluation

Using the tests after each unit is a good way of

progress

Make sure you have covered all the material on the

Discover English Games Bank

Games don't have to involve hours of preparation

Some of the following ideas involve none at all, or are

largely student-prepared

I-Spy

Aim: To revise known vocabulary

Stage of the lesson: Any

Organisation: All possible Play this with the whole

class the first time

Preparation: None

How to play:

" Choose a known object in the classroom all the

students can see, but don't tell anyone, e.g bag

" Say to the class: I spy with my little eye (pretend

to look around the room) something beginning

with B

" Invite guesses, e.g Book Ask for complete

sentences to stretch strong groups, e.g Is it a book?

Make sure the students put their hands up before

they guess

The winner guesses the word you were thinking

of (bag) It's now his/her turn to say I spy with my

little eye

Pelmanism

Aim: To practise new vocabulary or to revise It's best

to use lexical sets

Stage of lesson: Any

Organisation: Groups of three or four students

Preparation:

" Choose a lexical set, e.g animals

Give each group twelve small pieces of paper Tell

the students to draw a different animal on each

Then give the students twelve more pieces of paper

have just drawn on each piece, to create a matching

pair

How to play:

All cards are placed face down

Tell students to take it in turns to turn over two

cards at a time If they turn over a matching pair,

they keep it and have another turn

The winner is the student with the most pairs at

the end

Battleships

Aim: To revise vocabulary

Stage of lesson: Any

" Divide the class into pairs of A and B Give each student two blank grids Have them write their words anywhere they like on one of them, like the one below

What's D4? Student A: It's t (Student B writes t in square D4 on his/her blank grid.)

The winner finds their partner's words first

Bingo

Aim: To revise vocabulary or numbers

(comprehension)

Stage of lesson: Any

Organisation: Whole class

Preparation:

Draw a simple grid on a piece of paper with three

columns and three rows

Copy one for each student in the class

Choose a lexical or numeric set, e.g sports or

numbers one to twenty Make a note of it for

yourself

Give each student a grid and have them write

one word or number from the lexical set in each

square It's important they do this individually so

their grids aren't the same

How to play:

Read a word or number from the chosen set Tell

students to cross it out if they have it

Repeat the process Cross the words off your list as

you say them

Tell students to put their hand up and say: Line!

when they cross off all the items in a row

Tell the students to put their hand up and shout:

Bingo! when they cross off all their words Check

the winner's card against your list to make sure he/

she really is the winner!

Aim: To consolidate/revise vocabulary

rage of lesson: Any

Organisation: Whole class

Preparation:

Choose between six and eight objects connected

to a topic or lexical set and put them in a

non-transparent bag Bring material to use as a

blindfold

ow to play:

Ask a student to come to the front and blindfold

him/her

Give him/her an object from the bag to feel

_-\sk him/her to guess what it is, e.g Is it a rubber?

To make this competitive, ask students to work in

oups and allocate points for correct guesses by

QTOUp members

Kim's Game Aim: To consolidate/revise vocabulary and develop memory/observation skills

Stage of lesson: Any

Organisation: Whole class and small groups of three

• If your students are already in the classroom, bring the objects with you on a covered tray as it's important they don't see them first

How to play:

• Tell the class they have one minute to look at, e.g

12 objects They must try to remember as many as they can

• Reveal the objects for one minute then cover them again

• Ask small groups of three or four to write down all the items they can remember

• Ask each group in turn to name an object Write all the answers offered on the board whether right or wrong

• Uncover the objects and check the answers until all objects have been correctly named You could make this competitive and allocate one point per group

per correct object

• The next time you play, increase the number of objects to make it more challenging You could also ask students to do this individually or in pairs

•

Pictionary

Aim: To consolidate/revise vocabulary

Stage of lesson: Any

Organisation: Whole class or small groups

Preparation:

Write between eight and ten lexical items from

a known set that students can easily draw, on

separate slips of paper

Tell them to draw the word on the board The first

partner to guess the word is the winner Continue

with new pairs

If you decide to get students to do this in groups

you'll need one set of prompt words per group

placed face down Tell students to take it in turns

to draw The student who is drawing should take

the top prompt The student who guesses first gets

a point You will need to allocate one student in

each group to keep the score

Hangman

Aim: To consolidate/revise vocabulary or introduce a

topic

Stage of lesson: Any

Organisation: Whole class

Preparation: None

How to play:

" Think of a word, e.g elephant, but don't tell the

students what it is

Write a dash ( _ ) on the board representing each

letter

" Ask a volunteer for a letter

" If your word contains the letter, write it in the

correct place(s)

" If it doesn't, write the letter on the board so the

students know not to use it again, and draw part of

a gallows The students must guess the word before

you finish drawing a gallows and a man

•

Noughts and Crosses

(Note: this game is called Tic tac toe in the USA.)

Aim: To consolidate/revise regular and irregular plural nouns

Stage of lesson: Any

Organisation: Whole class

Preparation:

Pre-teach or check: topjbottom/middle/leftjright

Draw a grid on the board with three rows and three columns, making a total of nine squares Choose nine singular nouns

Say a singular noun and have one student give you

the plural form, e.g Teacher: foot Student: feet Ask the student to spell the word

" Write the group's symbol (0 or X) in the chosen square if the answer is correct Pass the question to the other group if it's wrong

The winner is the first group to get a horizontal or diagonal line of their symbol

" You can practise/review other grammar or

structures too, e.g have the students ask Whatj

words

Snap

Aim: Vocabulary recognition

Stage of lesson: Any

Organisation: Whole class, groups or pairs

Preparation:

Mix up two identical sets of flashcards containing known lexical sets

How to play:

Hold up one flashcard at a time

" Have the students tell you the words as you go along

If you hold up a flashcard that is the same as the previous one, tell the students to shout: Snap! A

quieter version is to have them stand up silently

instead

C hinese Whispers

~: To develop listening skills

Stage of lesson: Any

Prepare a short list of target words or sentences,

e.g I've got a dangerous dog called Dan

Whisper the word or sentence to the student

Tell the student to whisper the word/sentence to

the person sitting next to him/her

Continue until all the students have whispered the

student to tell the class what he/she thinks the

sentence is

So students don't get restless while they are

more words/sentences at the same time Don't do

too many at once or it will get confusing!

Give four blank card-sized pieces of paper to each

student in the class

on each card

Tell them to write who is in the picture at the

bottom of each, e.g jose's granny/Maria' s cousin

Silvia

ow to play:

Put students into groups of four

The aim of the game is to swap cards in order to

collect one family To do this the students take

it in turn to ask other questions, e.g Student A:

Have you got Tiago's dad? Student B: Yes, I have

Have you got Maria 's granddad? Yes, I have (The

students swap cards.)

The winner is the first to collect one family

Snakes and Ladders

Aim: Sentence correction

Stage of lesson: Any

Organisation: Whole class

Preparation:

Bring a dice to class

Draw a grid on the board with six rows and six columns

Randomly draw five or six snakes and five or six ladders of different lengths on the grid

the top left square

Prepare ten to fifteen sentences using known grammar and vocabulary containing errors, e.g

He haves got a CD player/Did you was at the party yesterday?

How to play:

Divide the students into two teams and give each a

You could flip a coin to decide which team will start

Ask a student to roll the dice Count the number of squares to be moved and write the team name in the relevant square, e.g if a Benfica student throws five, write Benfica in the fifth square from Start Every time a team lands anywhere on a ladder, write a sentence on the board containing an error Choose a volunteer to correct it If he/she does

so successfully, the team moves to the top of the ladder, nearer Finish If not, there is no change Every time a team lands anywhere on a snake, repeat the same procedure However, if the chosen student can't correct the sentence, the team slides

to the bottom of the snake, nearer Start If he/she can correct it, there is no change

The winner is the first team that arrives at Finish!

New language

Grammar: to be all forms

Vocabulary: colours

Functions: greetings

Pre-teach: red, purple, black,

yellow, skateboard, dog,

thing

Preparation: Exercise 6

Choose questions from

Exercises 4 and 5 to jumble

Write them on a sheet of

A4 and copy enough for

pairwork

Culture notes

Students are 10-11 years old

in Year 6, which is the last

year of primary school in

England Secondary school

begins in Year 7 when they

are 11-12 (See Unit 8e

Students' Book page 88.)

Unit and book

introduction

(Books closed) Introduce

the theme of websites Ask

students for the names of

some sites they know, using

11 if necessary Explain that

Discover English 1 features

a group of children involved

in creating a web page They

explore a different theme in

each unit

(Books open) Ask the class

to predict themes for a

website and to look through

their books to check their

predictions Use an idea

suggested in the Introduction

to focus on In this unit

(Books closed) Quickly

review colours Say a

colour Ask the class

to repeat it after you

in chorus and point at

something that colour

Continue with different

colours Use a strong

• possessive adject i ves

Moni ca 11 Y ear 6 red MP, player Gemma 11 Year" purple 5martie

• count r ies and nationalities

F eli x 10 Year 5 black alld yeliOiN s ateboard

• t his, that, these, those

student to demonstrate: What's your name? How old are you?

What's your favourite colour?

What's your favourite thing?

(Books open) Play the recording while students follow the text, then get students to complete the chart individually or in pairs

Answers -+ student page

Grammar

Ask students to repeat the examples in the grammar box in chorus after you Tell students they

is used for people and plural nouns and give an example of each You could get students to personalise this, e.g loao is 11 He

is in Year 5

Exercise 2 Look at the example and use the grammar box to explain it Get

'ri fii I!i iji - to be

Th ey are not in Year 6

Complete the information about Gemma

students to complete the sentences

8leck answers Refer back to the

::; mmar box if necessary

- r sw ers t student page

- e ci se 3

-ell students it is usual to use

contractions when you speak

:c -e your fingers to explain the

;::xample, e.g I am (two fingers

separately) and I'm (bring the two

;:: oers together) After students

'rifl !"iji- to be: q estions

he

Is she in Year 57

it you Are we in Year 67

they Yes, I am / No, I'm not

Yes, she is / No, she isn't

Yes, they are / No, they aren't

I What's your name?

o 1.3 Listen and match

2 How o l d are you 7 b My name's Felix

W hat's your name ~ ? a No, I'm not

3 Are you i n Year 6 7 c No, i t isn't

4 I s you r favou r ite co l our red 7 d I 'm ten

Read and answer

Is Fel ix ten? Yes, he is

2 Is he i n Year 67

3 I s his favour i te colour purple?

4 Is his favourite thing a skateboard?

5 Is you r favourite thing an animal?

Find two questions Answer the questions

Answers t student page

Grammar

Ask students to look at the grammar box Draw students' attention to short answers Ask them to repeat some of the questions and answers

in chorus after you

Check answers, then play the recording again, stopping after each question and answer for the class to repeat

in chorus Do not forget

to pay attention to intonation Remember the voice falls at the end of

wh- questions

Answers t student page

Give students time to

do the exercise Invite individuals to write their answers on the board to check

Answers What's your name?

How old are you?

Suggestion: Write more jumbled questions from

Exercises 4 and 5 on the

board and repeat the activity or use copies prepared

Photocopiable resource for

beginning of year, page 753

•

New language

Grammar: possessive

adjectives

Vocabulary: countries,

nationalities, favourite things

favourite things

Pre-teach: home, country

Preparation: Exercise 5

Bring a world map or globe

if possible Exercise 7 Bring

a picture of a famous person

students will recognise

Culture notes

Baseball is a very popular

game in America In England

children sometimes play a

similar game called rounders

Exercise 1 o 1.4

Ask students to look at the

photograph Say: This is

Ben Ask how they would

greet him Ask the class

to think of questions to

ask him, e.g How old are

you? Give a weaker group

time to refer to Starter A

for ideas Ask students

to name objects they

Play the recording while

students follow the text

Students do the exercise

individually, then compare

answers with a partner

Check answers with the

group

Answers + student page

Exercise 2

Ask students to do the

answers

Answers + student page

•

o " 1.4 Listen and read True or false?

1 Ben is from the USA true

2 His new home is in Eng land trvefal,e

3 His favourite thing is his footba ll shirt

4 His baseba ll cap is from Liverpool fal,e

Hi I My name's Ben Grant My family are from New York City, in the USA, but our new home is in England

Liverpool is my favourite football team Their matches are great! My football shirt is English, but my Mets baseball cap is American

My favourite things are my CD player, my Star Wars watch and my mobile phone It's a camera too!

mobi le phone mobile phones

• Draw students' attention to the

-ch form plurals by adding -es and

plurals with - ies Ask students to

do the exercise individually Play the recording then check spelling

on the board Play it again and ask students to repeat in chorus

Get students to repeat Isl and lizl

sounds too

Answers + student page

sentences containing possessive adjectives from the text, e.g Their matches are great Ask students

to repeat them in chorus Get

examples in the text

Careful! Liverpool is my favourite team Their matches are great

Make sure students understand the difference between the possessive

Cri fii.! iLf" possessive adjectives

My name is Ben

Look at the pictures C omplete the sentences

-:s h is baseball cap It's ~ mobile phone

:: ' r e cy and Liam and It's their dog

-= - ~ CD pla yer

Hello! Ilm from

91 countries

o 1.6 Match the countries and nationalities

Listen, check and repeat

~ Portugal Russia Spain Poland Greece Italy Argentina USA Turkey Brazil

Italian American ~ Russian Portuguese Turkish Greek Brazilian I ' Spanish Argentinian Polish

England English

C) 0 1 Complete the sentences Listen and check

They're from Brazil She's Spani,h

They're Brazilian She's from Spain

They're English They're from En91and

_-\.sk students to look at the pictures

and see if they can remember

r'a v o ri te thin g s vocabulary Give

students time to do the exercise

Check answers

An swers student page

B ooks closed) Brainstorm names of

countries before doing the exercise

countries to generate interest Ask

difference between country and

nationality using your country, e.g

I' m f rom Portugal I'm Portuguese

(Boo ks open) Give students time to

do the matching exercise Play the

,recording twice The second time,

check answers and ask students to

repeat in chorus

Answers

England - English,

Portugal - Portuguese, Russia - Russian;

Brazil - Brazilian

Give students time to complete the exercise, then play the recording to check answers

Exercise 7 Show students a picture

Exe r cise 6 - Tapescript

1 B e : I'm Ame r ica n I' m fro m the USA

2 Wo man 1 : He ' s fr o m Arg entina He' s Ar g nt i nian

3 Man 1: The y' re from Br azil

Th ey' re B razilian

4 Wom a n 2 : S he 's S p anish S he 's from S p in

5 Boy 1: Th ey 're E nglish They ' r e fro m Engl and

Photocopiable resource for beginning of year, page 754

•

(Books closed) Introduce

the cartoon by asking

students if they like

science fiction films See if

they can name any Use L1

if necessary Check Earth

(Books open) Ask the class

to look at the pictures and

to tell you the words they

know Play the recording

while students follow,

then ask: Who is Fiz? (An

Earth Explorer.) Divide

the class into three and

allocate roles: Kit, Fiz and

Bandit Play the recording

again Give students

-time to repeat their lines

in chorus, pausing if

necessary Ask students

to contil)Ue in groups of

three Tell them to change

roles and do it again

Grammar

Use the examples in

the cartoon to show the

difference between this

and that Use gesture

to make the concept

of distance clear Ask

students to give you

examples using the

classroom Teach these

and those, e.g This is a

book These are books

After choral repetition

ask students for more

examples

Tip: to get students to

say /i/ and /i:/ sounds

correctly, tell them to

smile when they say /i:/!

•

o 1 8 List e n a nd r ea d Who is F i z?

illllililllljllliill _ _ this , that, these, those

this spaces hip that sp ace s h i p

t h ese spa ce s hip s th ose spaceships

Exercise 2

Give students time to do the exercise individually or in pairs before checking answers with the whole class

Answers -+ st ud e n t pa g e

S uggest i on : To round off the lesson,

students to perform the cartoon dialogue they have practised for the class

& Com ple t e U se t hi s , that, t h ese, t h ose

Fast finishers: Get them to ask each

other questions, e.g What's this? It's your pencil case What are those? They're books

Photocopiable resource for beginning of year,

page 755

/ good - loo ki n g

a E s mera l da is good-looking tall

• rk w i th a f r i en d Descr i be a cha r a ct e Use two or three

- Vho is it?

• appearance adjectives

• have got

• the family

sh ort fat thin good - l o kin g ug l y old y oung

;: 5 tall, fat and good - looking

25 Bob!

ewlanguage

ctions: describing appearance

ture notes

British or American cultural

-:ting it is rude to call people fat to

Tell students that the Discovery Web

page in Unit 1 is all about people

(Books open) Use an idea suggested

in the Introduction to focus on In this

unit

Ask the class to look at the speech bubble Ask them who is speaking

(Felix.) Ask them to greet him Ask students to look quickly at the pictures

Ask them if they can name the films and if they like them Find out what target vocabulary students know

by asking them about

each picture Use gesture

to help, e.g say: Shaggy is

(hold a hand up high)

(tall) Ask students to do the exercise individually

or in pairs before listening

to the recording to check answers Stop before each space to ask for the answers to involve students Ask them to repeat each sentence Tell students good - looking is

used for men and women

Answers - student page

Exercise 2

• Ask two students to read the example Ask the class to continue in pairs

or small groups Correct

and provide vocabulary as

needed

Suggestion: Ask students to choose their own favourite film Choose a strong student to tell the class what his/her film is and then to describe a well-known character Continue

in groups

•

elicit as much vocabulary

as you can Ask students:

Who's funny? Play the

recording while students

follow the text Check the

answer (Smartie.)

Exercise 2

the exercise Ask them

to read the text again

underlining the relevant

parts

Answers -+ student page

• Give students time to look

at the pictures before they

listen to the recording

ask the whole class to

repeat the target language,

copying the intonation

Check the answers

Answers -+ student page

Exercise 4

Give students time to do

the matching exercise

Play the recording to

check the answers Ask

students to repeat the

Heyl That's Ben - the new boy from school

Ben?

Yes, look He's got a frisbee

Hi, Ben This is my brother, Felix

Hi! Is that your dog, Gemma?

Yes His name's Smartie

Hey! He's got my ice cream!

He's funny!

Where's the camera?

Er I haven't got it

Wait I've got my mobile phone

CUCK~

That's a great photo

CoolI Ha! Ha!

Look at my funny family photo

That's a great photo for Discovery Web

What's Discovery Web?

Wait and see l

Grammar

• Get students to look at the

minute Say: Ben has got a frisbee

Point at the other objects in the

photograph Elicit or give more

positive and negative sentences with have got, and ask students to repeat them in chorus

D O 1.10 Listen and read

Who's funny?

" Read the sentences

True or false?

Ben is a new friend true

2 Smartie is a dog true

3 The mobile phone is a camera tr u e

4 Monica and her family are in the photo true

Talking Tips!

Tip: To help students pronounce

Ih/, ask them to hold a piece of paper up in front of their mouths When they say Ih/, an aspirated sound, the paper should move Ask students to study the grammar box

i§§gy!L ~ )

o the beach

0 1.12 Match the words with the pictures

j sten and repeat

fri sbee 2 ic e cream 5 beach bag ~ drink ; towel !

3en has got a frisbee

- Ben a nd Felix haven't got a towel

_ "1 on ica ha, got an ice cream

- 3en haven't got a beach bag

_ G em ma and F li x haye got drinks

_ 3 e n ha, got a mobile phone

-= e r cise 5

Give students time to complete the

exercise individually or in pairs

Refer to the grammar box when

checking the answers

\'\rite: she has got = she's got, he

7 a s got = he's got and it has got =

contractions of to be Ask them

r:o look back at the dialogue on

page 10 Ask students to underline

examples of to be contractions

C) Write true sentences!

Mr Bean

I

My friends

have got haven't got has got hasn't got

Mr Bean has got a camera

Writing

a camera

a Mr Bean DVD

You and your friends are at the beach

Drawa picture Then write sentences with

have / has got and haven't / hasn't got

- -- ~ -_ - _ - - - - -- - - --_ - ~

~ I ~-;ot a beaCh ba9 bvt I haven't 90t a tovve!

I Natalia ha, 90t a , bvt ,he ha,n't

~ ,- - - - - - - - -, ,-- - - , - _ _ _ _ -- - , ~

1,IBH )<E Di f iJ.lj·II."U;i,,,,,

colours

Answers + student page

Exercise 6

Ask students to look at the photo

and to say who it is (Mr Bean.)

Ask them to describe him (He's

Ask students to look at the box of

phrases and point out the different

alternatives by giving the example

Follow it in the book with your finger Ask students

to write true sentences individually Check in pairs Get some students

to write their sentences on the board

Exercise 7

Give students time to draw and write Make sure you specify a time limit to encourage weaker students to finish Make sure students name each person they draw Correct and provide vocabulary

as necessary Make a wall display

Discover extra words: Have strong students or fast finishers find extra new words

Extra word practice, Workbook

page 87

New language

Grammar: Have you got ?

Vocabulary: family

Functions: speaking about

families

Preparation: Exercise 1

Bring flashcards 7 and 8

Exercise 5 Prepare prompt

cards for have got question

extension, e.g CD player

Culture notes

Dogs are popular family pets

in Britain Dogs often live

inside the house, although

some live in a kennel in the

garden

Exercise 1

students they are going

to talk about families Ask

what family names they

know Use L1 if necessary

You could introduce this

by using flashcards 7 and

the recording once and

ask students to repeat

every word in chorus

the photograph shows

some people in Ben's

family Ask students in

pairs to predict who they

are, e.g I think this is his

Play the recording while

students follow the text

Check understanding

by referring back to the

photograph Say: So,

who's this? Who are they?

Encourage students to use

this is/that is as well as

he's/she's/they're

•

the Discovery web team

He's from the USA Hi everyone!

c; family

01.13 Listen and repeat

Who are the people in Ben's fami l y photo?

mum dad br o th e

s i s ter gra nn y gr a ndd a d unc l e a unt c ou s in

& " 1.14 Listen, read and check

o Rea d a d complete the sentences

w eb s it e b r ot h r

~ f ri e nd s c ou s in

~ - ~

I Ben's family are from

: 1 the USA He's got t w o : sisters but he hasn't got a : 2 lurlMr He's got a

; J ~ , Danny Ben's got : ne w 4 fti e.ru:k in England

: They've got a 5 ~,

: Discovery Web It's cool!

Answ ers (Back row left to right) Uncle Frank, Granddad, Granny;

(front row left to right) sister,

Exercise 3

Well, that's my cousin, Danny He ' s nine The tall man is my uncle, Frank That's my aunt, Sarah That ' s my granny and that's my granddad

a • •

No , he hasn't Those are my sisters

That's my sister's dog - Bobby

got a funny family photo?

E-mail it to , # , .,

Grammar

(Books closed) Write sister brother , ,

Ask questions, e.g Have you got a

the crass to repeat the question

Give students time to do the exercise before checking with the whole class

and to give positive and negative short answers Continue, using the other prompts Careful! Introducing

any with plural questions may be confusing

Answers -+ student page

the grammar box

C) 0 1.15 Complete t he dialo gu e Listen and

Felix No, I 2 haven't , but I 3 have 90t a p h oto

o a f am i ly from my favour i te fil m, Charlie and the Chocolate Factory L ook! T hat's his mum and dad and the old, th i n man is his granddad

Ben 4 Ha~ h e 90t a brother or a s i ster?

N o w wo r k with a partne r An s wer

=- 2 q ue stio n s in Exe r cise 4

Felix No, he 5 ha~n't

Be n 6 Ha~ he 90t a granny?

- H av e you got a dog? F lx Yes, he 7 ha~ He 8 '( Slot t w o

_ Ye s , I have / No, I haven ' t grann i es and t w o granddads

o 1.16 Li ste n and write the words in the grid ; Now play Find Someo n e W ho

8 frisbee

Irena X

9

~kateboard

A s k your friends ick the b oxes

Maria Have you got a sister?

Anna Yes, I have

Maria Have you got a frisbee?

Irena No, I haven't

:;)0 the example on the board with

'dIe whole class, then give students

;ime to do the exercise individually

in pairs Write the answers on

- e board

Ask two students to read the example Make sure they do not

just say yes and no Ask students

to practise the questions and short

answers in pairs

.! n s w ers

1 Has Sarah got a dog?

3 Has Danny got a brother?

-i Ha s Ben got a cousin?

5 Have they got a granny ?

6 Have you got a sister?

- Have we got a website?

with prompts for extra oral practice, e.g card: CD player

Student A: H ave you got a CD

player ? Student B: Yes, I have

An s wers -+ student page

Suggestion: Have the students practise the dialogue in pairs after they have checked their answers

Exercise 7

• Play the recording Give students time to write the words Play it again if necessary

Answers -+ student page

Exercise 8

• Do the example with the whole class Ask students

to continue in pairs or in groups of three or four

To round off this activity ask students about their classmates or get them to write about each other, e.g Anna's got a sister but she hasn't got a frisbee

Grammar worksheet, pag e 737

•

New language

Grammar: possessive's

Vocabulary: appearance

adjectives (hair and eyes)

Functions: describing people

Pre-teach: zapper, toy

Preparation: Exercise 5

Bring flashcards 1-8

Exercise 1

(Books closed) Ask

students what they

remember about Kit, e.g

He's got a cat, Bandit

(Books open) Play the

recording while students

follow the text, then use

the pictures to check new

vocabulary

Point to Kit and ask: Who

is this? (Kit.) Say: Fiz is

Kit's new friend Ask the

class to repeat in chorus

Make sure they can hear

the I si sound Get them

to pretend to be a snake

Tell them's is not the

verb to be, but indicates

possession

Exercise 2

Give students time to

complete the exercise

individually before

checking answers

Answers -+ student page

S ggestion : Do more choral

repetition work with

weaker groups

Exercise 3

Give students time to

work out the code

Mum: Bye, Kitl

Tip: Encourage students to do it without looking at the words This

is a real confidence booster

Exercise 5

(Books closed) Describe Fiz, Kit Mum using the categories in the chart but not saying their names Ask students to guess who it is

(Books open) Give students time

to complete the chart individually

or in pairs Check orally with a strong class Write the answers on the board with a weaker one Ask students to look at the Watch Out! box and point out how to be and

have got are used

01 17 Listen and read

'@! i@'h possessive 5

= i z i s Kit's new friend

- h e zapper isn't Bandit's toy

Complete the sentences

: t ~ Fiz Bandi ~

I t isn't Mum's zapper

- Fi z ~ friend

3 B and it isn't ~ friend

- I n picture 6, the mouse is J3a~dit 'd riend

~ Break the code! Write the report

u nctions: describing people

Complete the chart

short, green orange

short, blonde blue

'j m long brol,.l~ brol,.l~

Body

thin, short

thi~1 fhort

thi~1 tall

': '1 g gestion: Use flashcards 1-8 with

:1 slower group for extra practice

ee Introduction, page 13.)

A nswers - student page

Give students time to complete

the exercise, then correct with

cartoon story to check meaning if

necessary

I

is + ta ll, fat, old, good·looking

has got + long hair, blue eyes

" Only one sentence is true Correct the mistakes

Fiz has got blu e eyes

No, he hasn't He's got orange eyes

2 Kit has got short hair

3 Band it is thin

4 Mum and Kit have got brown hair

0: Describe someone in your class Your friend can guess

A She's got long blonde hair

She's tall and good-looking

B Maria!

_

-: 01.18 Listen and order the lines Then

listen and repeat

'I It's far away from you

Z And orange eyes too

) I'm Fiz from a pia net

He 's ugly and fat

He's Bandit the cat

He's got green eyes

has got short, green hair He's

thin Give students time to do the activity in groups of three or four

Tell students the rap is not in order Play the recording once Give pairs time to order the lines

You may need to play it again Then ask them to repeat in chorus

Suggestion: Divide the class into two and ask each half

to repeat alternate lines

Suggestion: If you have

a weak class, give each student the tapescript to

the answers

Answers - student page

Photocopiable resource 1, page 756

•

New language

Skills practised: reading,

listening, speaking, writing

Pre-teach: magazine,

postcard, text message, star

Preparation: Exercise 1

Bring some music to play

your students Bring Beyonce

if you can Exercise 10

Get students to bring in

photographs of favourite

stars Bring paper, scissors,

crayons

Culture not es

The actor Orlando Bloom is

English He has starred in

films such as Pirat e s of the

Caribbean Beyonce Knowles

is an American singer from

Texas Crazy in Lov e was her

first major solo hit (2003)

Exercise 1 e

• If you have any 'cool'

music, play it and ask

students to name some

cool people Ask what

students know about

Orlando Bloom and

Beyonce

• Give the class five seconds

to look at the text Ask

students to put up their

hands if they agree with

statement a Repeat this

for statements band c Do

not check the answer yet

• Read the text (use 11

if necessary) with your

students Explain that

considering the origin and

type of a text can make it

easier to understand when

they read it

Exercise 2 01.19

• Play the recording while

students follow the text

i Ask a student to read the Try this! question aloud Ask the cla,ss to suggest answers

• Give students time to complete

, the exercise Students may need reminding about possessive's before they begin Check answers

Answ er s s tu de nt page

Com p lete t h e se n tences

Gold is Beyonce's favourite colour

2 Yellow is Orlando'r favovrite colovr

3 Beyonce's favourite thing is her car

4 Orlando ' s favourite thing is hir dog

2 Anna has got brown hair I @ onde h ~

3 Her hair is long 1 8

4 Ann8 re green /S

5 She'_ funny thin

Lo ok at the photo of LeBron J ames

C ompl ete th e factfile

Hair

Eyes

Nationa li ty

rhori; brolNn brolNn

American

B r others I sisters no

01.20

Ask the class to predict who Anna

is Before you play the recording

tell students not to worry if they

do not understand every word

listen Check predictions (A nna is

.Ylonica 's friend.)

Tapescript -+ end of notes

: "1.22 Two frie n s pl a y T en Qu e stion s

Complete their dialo g ue Lis t e n a nd ch e c

A Are you short?

B No, I'm 5 -<>.a.L

A 6 Are you LeBron James?

B Yes, I ami

Speaking

D Now i magi n e yo u a r e you r favouri te s tar or

a star from t h i s l ess on Play T e n Qu e s t ions a n d guess t h e star Answ eyes or no!

A Are you tall?

B No , I'm not

A Have you got

Writing

Qj) Write abo u t a fa mous p e rson Choose your

fa vouri te sta r r write about a star from this

l esson

• Give students time to complete the exercise Play the recording again,

stopping to check each answer

Answers -+ student page

Exercise 7

Ask students to look at the photograph Who is he? (LeBron james.) Give students time to

complete the factfile individually

or in pairs

Answers -+ student page

01.22

Explain the dialogue is

a guessing game Give students time to complete

the dialogue Play the recording once or twice to check answers

Answers -+ student page

Use a strong student to demonstrate the game, then ask students to continue in pairs They should not write as they are practising speaking

Exercise 10

Give students a time limit to encourage slow students to hurry up and

to focus all students on the task Ask them to stick photographs if they have brought any by their writing

Exercise 5 - Tapescript

Felix: What's that?

Monica: Oh! It's m y m obile phone Felix: Is it Gemma?

Monica: No, it 's my f r iend Anna

Felix: Anna? Is she in your class? Monica: Yes, she is S h e's s h ort and

s h e's got b l onde hair

Felix: Has she got lo n g hair?

Monica: No, she has n 't She's got

short hair and blue eyes Felix: Is she good - looking?

Monica: Yes, she is and she's very

funny too!

•

Language revised

Grammar: have got,

possessive's

Vocabulary: family words,

appearance words, beach

Refer to the Introduction for

ideas on how to work with

revision pages (see page 14)

Exerc i se 1

Look at the example with

the class, then students

Give the class time to

do the exercise Check

answers

Answers - t student page

Exercise 4

Do the example with the

class Continue orally Ask:

What's the opposite of old?

Choose the first student

to put his/her hand up to

answer

Exercise 5

Give students time to

complete the exercise

before you check answers

4 Gemma and Felix / aunt X

Complete the sentences Use 5

2

D Write the numbers 3

4 towel 1 drink 5 beach bag 2 ice cream ' frisbee ~

Monica is Gemma5 friend (friend , Gemma) Smartie is Gemma', d09 (dog, Gemma) Gemma is Felix', ,i,ter (sister, Felix) Bandit is Kit', cat (cat, Kit)

" Find the opposites

t all short

Answers

9ood-lookin9 thin

4 Have Gemma and Felix got an

aunt? No, they haven't

Exercise 6

• Do the example on the board and remind students about's Students

do the exercise Check answers

Answers - t student page

Pronunciation /hI

0 1.23 Listen and repeat

Henry's horse has got horrible purple hair

Functions

I) Work with a friend Student A, describe a character from Unit 1 Student B, close your book and guess!

Exercise 7 01.23 See Introduction page 14

Exercise 8

• (Books closed) Read a description

of Fiz and ask students who it is (Books open) Students do the activity Make sure they understand

they are to describe a character

from Unit 1

Checklist

See page 15 of Introduction for ideas

J 1.24 Where does the mouse go?

a nd number the rooms

, 1.25 Listen, check and repeat

people in Britain live in houses

introduction

closed) Tell students that the

~ -web page is all about houses

• rooms and furn i ture

• there is / there are

• prepos i tions of place

• imperatives

• giving instructions

19

explanation in 11 for hou se , fl a t and

home Ask students who lives in a house and who lives in a flat Ask

students if they know the names

(Books open) Ask students to look at

as many things as they can in English

Get students to repeat the target vocabulary (bedroom, kitche n , etc.) in

chorus Use an idea suggested in the Introduction to focus on In t h is unit

Ask students to listen

to the different sounds and match each sound

to a place in the picture

(bedroom , kitchen, etc.) Play number 1 and stop Ask students to

picture Ask: Where is it? (Bathroom ) Play the recording Ask students to

not check their answers yet

Tapescript -+ end of notes

Exercise 2 01.25

• Play the recording,

answer Check answers with the whole class or individuals

Answers -+ student page

Exercise 1 - Tapescript

Monica: Aaagh! There's a mouse!

1 shower sounds

2 someone on creaking stairs ,

then someone opening creaking door and walking on creaking floorboards

Extra word practice, Workbook

page 87

•

New language

Grammar: there is/there

are/there isn't/there aren't +

some/any

Vocabulary: furniture

Pre- teach: mirror, ghost,

spooky, diary, dark, bookcase

Preparation: Exercise 4 Cut

up twenty-four blank pieces

of paper for each group of

three or four students to

make Pelmanism cards (see

Introduction) Exercise 7

Ask students to bring a photo

of their house/flat to class if

appropriate to show other

students Also bring dice to

class if possible

• Use the photo to elicit as

much vocabulary as you

can Ask students: Where

are Felix and G e mma?

Play the recording while

students follow the

dialogue in their books

Check the answer (Tbey

are in Granddad's attic.)

Give students time to

complete the sentences

Ask students to compare

answers, then check with

the class

Answe r s + st u dent page

Give students time to look

at the pictures before they

listen to the recording

twice The second time,

stop to ask the whole

class to repeat the target

language, copying the

intonation, and ask for

each answer

•

Gemma Hello Granddad Granddad?

Felix Where is he?

CRASHf Felix Listen I Who's in the attic?

Gemma It's Granddad

Felix Or a ghost l

Gemma Oh Felix, there aren't any ghosts!

Felix Yes, there are Wooooooo!

In the attic

Fel ix It's spooky!

Gemma Yes, it's very dark There aren't any

windows

Fe lix What's in here?

Gemma There are some old chairs, there's a

table, there's a bookcase and

CRASH!

Felix Hey, there's a ghost!

Gemma Oh Felix, it's Granddad's pet cat,

" 1.26 List e n and read Where e F li x and Gemma?

D Complete the sente nces

( ghost att+c table cat )

The attic is dark and 3 Has it got a 9ho,t ?

spooky 4 Granddad has got a pet ~

2 It's got a ~ in it

Ask students to draw a different item of furniture on twelve of the cards and to write the matching names on the other twelve cards

Play!

• Generate interest by playing Hangman with known vocabulary

Then play the recording two

or three times Ask students to repeat all words in chorus and individually

'rlH"::f" there is / there are

The r e is / There's

T here isn't

W ha t is there in t he attic?

Complete Gemma's diary Use there is /

th e re isn't / there are / there aren ' t

C\) Write sentences about G n ddad's ho u se There's a There isn't a

There are some There aren't any

1 TV in the kitchen v' There's a TV in the kitchen

2 mirror in the bathroom v'

3 boo k s in the bedroom v'

4 sho w er in the garden X

5 ghosts in the attic X

-

I'm at G-randdad's house today My

favour ite room is the attic It's Sophie's

favourite room too - she's G-randdad's

cat The attic is v ery spookyf I There

aren't any windows 50 its very dark,

R o ll a d ic e and choose a room Roll a gain

I and choos e an object Then make a sentence

\ a out your house

,

,

,

" There are some chai rs and

3 there is a big bookcase

there i5 an old mirror in the attic

with a funny message, but' there ifn't

a ghostf

ammar

( Books closed) Read the class

examples of there is/the r e are

from the dialogue Ask students

to repeat the target language after

y u as you go along

( Books open) Ask students to study

your fingers to demonstrate the

co tractions, e.g t he r e is (two

fingers separately) and th e r e' s

(bring the two fingers together)

Tell students that so m e is used

1 bedroom ghos t

2 li v ing room 2 fridge

3 bathroom 3 sho w er

" 4 attic 4 cupboard s : 5 kitchen 5 desks

I 6 You choose I 6 toilet

I : attic / d sks There aren't any desks in my

I

\

attic OR There isn't an attic

with plural nouns and any with

negative plural nouns Ask them

to underline the examples in the dialogue

Exer c i se 5

Ask students to complete the diary

Check answers with the whole class, drawing students' attention

to singular and plural agreements

Answers + student page

Give students time to write

or in pairs Check the answers

as necessary Ask for some examples from the class to round off this activity

Suggestion : If you have

no dice, ask students to write numbers 1-6 on six small pieces of paper, fold them, and put them in a bag or box for each group Students take a piece of paper and unfold it to find their number

Fa st fin is h r s : Ask students

to write about their favourite room at home They can draw it or stick the photograph they have brought in their notebooks

•

New language

Grammar: Is there ?/Are

Pre-teach: hot, lots of,

underground, stairs, plane,

cupboard, treehouse, cooker

Give students a minute to

look at pages 22-23 and

ask them what they think

this webpage is about

Ask them to tell you all

the words they know in

photographs 1-3 Ask

them which home is their

favourite Tell them there

is one extra photo, then

play the recording while

they follow and do the

matching activity

Answers

lB; 3A

Exercise 2

Students do the exercise,

then check answers with

the class

Answers + student page

Grammar

(Books closed) Read the

example questions and

short answers in the

grammar box and ask

students to repeat them in

chorus

(Books open) Ask students

to study the grammar box

Tell them any is used with

plural nouns for questions

•

• • • • • • • •

iiliiwiJ - - - - • •• • • ily or friends

• Have your fam 'ME 9 got a FUN go

the letters with the photos There is

one extra photo • What'S cool about I dows?

Has it got win d kitchen?

2 It's got four windows A

3 There aren't any stairs A

4 There's a big television /3

5 There's a fridge in the l iving room A

6 There are lots of cupboards /3

Exercise 3

Students do the exercise individually Move round, prompting and correcting

Tip: Have students practise the questions and their own answers to them in pairs Encourage students

to give you complete sentences

to practise the target language, not just yes or no Weak students will find this difficult Give them

a model answer and have them repeat it

® HiMonica

Thir ir a fll n home for YOllr webpage It'r my

9ranny'r plane hOllre! My 9ranny ir from Montana in the usA and her hOllre ir an old plane It'r very lon9' It'r 90t lotr of windowf ro

it'f Very li9ht The 9arden if behind the plane There are rtairf from the 9arden

There are three bedroomr and there'r a kitchen and a livin9 room There'f a fofa and

a bi9 TV in the liVin9 rOOm There are lotf of cllpboardf too! There'f a neW bathroom next

to the bedroom It'f 90tten windowd

Jenny

'rlfl !"f" Is there / Are there ?

Is there a bathroom?

Are there any

w i ndows?

D Write questions

Yes, there is

No, there isn't

Yes, there are

No, there aren't

1 stairs Are there any stairs?

2 garden

3 three bedrooms

4 fr i dge in the living room

5 table in the kitchen

room?

living room?