Discover english 2 teacher book

The story connects with the unit topics through location and context, and provides a motivating vehicle for presentation and recycling of grammar and vocabulary £ As part of the idea of

S tu d e n ts 'B o o k m te n ts p 3 § ?5 4 - 5

Introduction

Photocopiahle resources

p Grammar worksheets resources - consolidation and extension 137-146

Vocabulary Grammar

Countable and uncountable nouns

some and any much / many / a lot of

StoriesTime expressions

was / were

Past simple: regular and irregular

Places adjectives Places in town

Comparatives /superlatives

too and enough

The natural world Numbers 100-1,000,000 Prepositions of movement

Questions with how going to

have to will future Possessives

SpaceChores

Music and instruments Fan clubs

Present perfectPresent perfect and past simple

Present perfect with for/since must

some- /any- /

no-Emergency services

On the coast

Character adjectives Verb + with /to /at/ab o u t

should

Present continuous for future

People in history Periods of time

Grammar review Adjective + preposition

Cambridge Young Learners English

unctions

alking about routines

Offers and requests

^Asking for information

Discover Skills: What's New?

Study Skill: Writing letters

Song: The Fast Food Song

Discover Skills: The Blue Diamond Let's Revise!

Study Skill: Advice for speaking Pronunciation: / f / 70/

Discover Culture: I Love LA!

Project: My Favourite Town

Discover Skiiis: Different Lives Study Skiil: Help with listening

Discover Culture: Space Project: Exploring Space

Pronunciation: silent letters

Discover Culture: Don't Panic!

Project: Emergency Services

3

greeing and disagreeing Discover Skills: Film Friends

Study Skiil: Checking work

Workbook overview

^ grammar, vocabulary and skills exercises which A '|£i provide thorough consolidation and practice : r

each unit in the Students’ B ook

& a starring system of one to three stars for level *: i difficulty on the grammar exercises for flexibi.ir

exercises to practise the extra words from the

Students’ B ook

p a page of stickers

It can be used for homework or, alternatively, car : used in class as additional revision material It couIcF also be used to help deal with fast finishers

Audio CD

The class audio CD (three CDs) contains all the

dialogues and texts from the Students’ Book.

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

Students’ CD-ROM

The Students’ CD-ROM contains lots of additional

practice material in a very easy-to-follow format whi]

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

& start the CD-ROM

$> choose a unit (1-10) from the menu down the sic

of the screenchoose a practice activity Activity types include:

games, word squares and anagrams

p check their own answers

Students can keep track of their progress with a learner diary

If your school has computer facilities, you could b(

them at the beginning of the year to teach students

—f

Test Book and Test Master

§» The Test B ook contains two progress tests for each^-Tflj

unit, ‘Student A’ and ‘Student B’ Each test covers the lexis, grammar and functional areas taught in~

the Students’ B oo k unit The two unit tests cover

exactly the same material and use exactly the sa

Course components

Students’ Book overview

Discover English 2 Students’ B ook contains ten units

and a shorter Starter Unit at the beginning

The Starter Unit introduces the Discovery Web

team and deals with basic grammar and vocabulary

points It provides a motivating, practical starting

point for the school year

& Units 1 to 10 consist of an opening page followed

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

lessons based on the Discovery Web children

Lesson c in each unit features the Adventure Islan d

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

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

unit contains a Discover Skills or a Discover Culture

lesson

^ There is a Discover extra words feature which

motivates students to develop their vocabulary

£ There is a ivord list on page 125-127 featuring key

vocabulary introduced in each unit

Teacher’s Book overview

The comprehensive Teacher’s B ook contains:

p concise teaching notes for each lesson

p all the Students’ B ook pages

£> Students’ B ook and Workbook answ er keys

Test B ook ansiver key

& Students’ B ook tapescripts where necessary

9> one photocopiable g ram m ar worksheet with

consolidation and extension activities for each of

the ten units Both have teacher’s notes and answer

keys

& one p hotocopiable resource for each unit of the ten

units with teacher’s notes and answer keys

$> two extra photocopiable resources to use at the

beginning of the school year

one extra p hotocopiable resource to use at the end

of the school year

& three p h otocop iable festival worksheets - Harvest

Festival, Pizzafest and the Queen’s Birthday

question-types There are two versions to help

y ou deal with the unfortunate classroom reality

(V'H 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

r _ final unit progress test

- i There are also Student A and Student B skills tests

I • —■ every two units, providing assessment of listening,

■ reading, writing and speaking These are extremely

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

r- —^ Finally, a Student A and Student B en d o f y e a r test

I* facilitates assessment across a longer time period

They are especially easy to use as they follow

exactly the same format as the progress tests.

mp A marking grid for all tests is also provided for you

to record your students’ marks

In order to help you adapt material to your

own classroom context and to provide as much

flexibility as possible, all the tests are provided as

^ editable Word documents on the Test M aster section

^ of the Active Teach disk.

—

» — discover Words

— Discover Words introduces important topic and

other target vocabulary Each unit begins with

Discover Words , and there are regular D iscover

Words spots throughout the book Discover Words

is easy to use both with students with no prior

% ^ knowledge and with students who may already

know some of the target words Pictures and

photos are often used to present language Students

are asked to do a variety of tasks such as matching,

labelling, ordering, listening and repeating target

items in order to standardise pronunciation

rammar

^ Discover English 2 teaches grammar by first

I* 1 introducing it in a meaningful context connected to

Li ^ m the unit topic For example, students may be asked

to read and listen to texts they can easily relate to

web texts, diaries and letters Their understanding containing the target language such as dialogues,

of the context and grammar is checked by different

_ * kinds of comprehension questions, e.g true/false

• questions

m - Separate g ram m ar boxes provide examples of the

^ structure being taught There are also plenty of

hil ^ i"w practice exercises to consolidate understanding and

give students the opportunity ro manipulate 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

The photographic characters in Discover English 2

are Monica, Ben, Katie and Ravi They all contribute

to their website - Discovery Web.

$ In lessons a and b of each unit, we see thecharacters 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

Adventure Island cartoon

^ Lesson c in each unit features a different episode

o f Adventure Island, which is great fun! It’s about two children, Danny and AJ, who are shipwrecked and find themselves living on Adventure Island Unfortunately Bonzo, their dog, doesn’t get on very well with Nipper, the crab the children make friends with The story connects with the unit topics through location and context, and provides a motivating vehicle for presentation and recycling of grammar and vocabulary

£ As part of the idea of students discovering English, there is a note from Nipper to read and interpret in each unit; the students really have to think about vocabulary and sentence structure to help them understand the crab’s difficult writing

Discover Skills

^ Although listening, speaking, reading and writing are systematically dealt with throughout the

course, there is a special D iscover 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 it 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 Cvdture lesson A variety of reading and listening texts provide information about different aspects of life in Britain or the USA, or deal with

a theme related to the unit topic They encourage students to reflect upon differences between their own culture and life in the UK and USA Unit 6

provides extra information about the unit topic,

Space.

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 every unit These are

connected to the unit topic and grammar

& This is very motivating for students of this age!

Fun facts

Regular Fun fa c ts provide extra interesting, light­

hearted information linked to the text in the lesson

in question For example, see Unit lb on page 13

You may occasionally need to help students with

lexis or to translate Fun fa cts provide an excellent

starting point for discussion on a related topic

r - 1

T r y th is !

Occasional Try’ this! boxes aim : be jp

become better learners For exarr.p!e > r page 37

Teacher's Book features Format

£ The Teacher’s B ook is very user friend y All : the Students’ B ook pages are reduced ir sire and ‘embedded’ in the Teachers B ook page?

The teaching notes are written around the corresponding Students’ Book page for easy

reference, so it’s almost impossible to lose yc ar place!

Answers are included on the Students’ B ook page

space permitting, or are included at the end ::

notes on each exercise

§i> Tapescripts are included at the end of the teacr.e:

notes for each lesson if they don’t appear or ± e

Students’ B ook page itself

Notes and answers for the g ram m ar worksheets j

photocopiable worksheet resources at the bacl-:

the book are also very easy to find and to fc 1 ~

Teaching notes

The teaching notes take you step by step throia

each stage of each lesson, not only providing y : ^ ^ ji with a clear structure for the lesson but also w::r A ™ additional teaching ideas They are designed tc

flexible, taking mixed-ability classes and difFererJ learning styles into account throughout

Culture notes

§> Occasional Culture notes provide information ab ^

aspects of British culture which you may not be familiar with, or provide other general backgrou:C—"||| information to the unit topic, in order to help y :

Suggestions

Regular Suggestions for alternative classroom

procedures, extension ideas or extra activities ^ games are an important feature of the teaching ( notes, as they help you adapt material to your class’s needs

i

Fast finishers

^ Dealing with Fast fin ish ers 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

T ip s

■p Regular tips serve to remind you of important

classroom management issues which relate to the

lesson in question

Grammar worksheets

p The consolidation and extension gram m ar

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’ B ook material,

or for homework You could also use them with

fast finishers

Photocopiable resources

y The p h otocop iable worksheets (pages 155-164)

provide a variety of extra practice and extension

resources for each unit Remember that you must

use them after the target language has been taught

They could also be used for revision purposes

p There are also two extra photocopiable worksheets

(pages 153-154) 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

An end-of-year quiz, to be used after Unit 10

(page 165), helps students revise vocabulary and

grammar from the course

festival photocopiable resources

> There are also three photocopiable festival

worksheets (pages 166-168) which provide

stimulating, motivating material to use each term

The festival worksheets are about Harvest Festival

(term 1), Pizzafest (term 2) and the Queen’s

Birthday (term 3)

Active Teach and CYLETs

introducing your ‘Active Teach’ software

component

Jisc o v er English benefits from the latest technological

levelopment in English Language Teaching - Active

^each This is software for your computer and

Interactive Whiteboard (IWB) If you don’t have an

x'vVB you still have a multitude of benefits using this

-omponent in preparing your classes on a computer,

m alternative to an IWB is simply using a projector

Mnd a computer in class

What is Active Teach?

Active Teach is a digital version of the Students’ B ook

with everything you need to prepare and teach your classes in one place; on your computer When you open the program you will find:

S t u d e n t s ’ B o o k pages - exact reproductions of the printed page

p Class audio - touch the icon and the listening begins

& Extension activities - extra whole class practice or

an ideal task for fast finishers

p Test Master - allows you to access, download and edit all of the tests

Students’ CD-ROM - now you can use it in class

§> Interactive DVB - 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 clearlyComplete 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’ B oo k 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

O

CYLETs

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 B ook readily

identifies all the activities where CYLETs style is

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

If your students are preparing tor 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

In the classroom

How to deal with mixed ability classes

and students with learning difficulties

In addition to exploiting Discover English 2 course

resources to the full, remember to:

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

establish which students need more help and in

which area(s) 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

t> 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!

§s> 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

g> allow the students to work at their own pace when

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 w^eak students may work well together

in very controlled activities, but in a freer activity,

O

strong with strong may work better If y _r classroom situation allows, it is a good : ^jj, vary pairings from the beginning Allocate ti>-:s in group activities so the strong students don : dominate Weak students often work be::er in smaller groups

allocate different homewrork tasks to students w: -im learning difficulties, e.g a simple copying task or j consolidation worksheet

§> work through exercises with the wrhole class if it's® weak class

@> consider giving a weak class Test A to do at homdllil

p cater for the students’ different learning styles ancjf; |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 i 1

K in a e s th e tic le a r n e r s learn through moveme

Some appropriate activities are: clapping j|p rhythmically, acting out, pointing, miming and moving into and out of groups For example,

in lesson c of each unit the students act out an

Adventure Islan d episode

V isu al le a r n e r s learn through activities

involving colour, pictures, diagrams and drawings Regular wrall displays or perhaps an

‘English corner’ are especially effective ways 0® ’

A u d itory le a r n e r s learn by listening to musiqijj;j

having discussions, doing listening exercises, i.,,

and even silence, e.g say: Close y ou r eyes f o r one

m inute a n d think abou t y ou r fa v ou rite

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 Llere are a few||[j |

create clear classroom routines right from the beginning so saidents know what is expected of

them in general, e.g a simple warm up chant Golill

morning/afterm oon/evening or write the date on i: the board

involve students as much as possible as often as yjy

possible Personalisation is a good way of doing

this Relate activities and exercises to their owr reality, e.g after reading a text about different films, ask students to name their own favouri:e ;|| film Students love talking about themselves

Discover English 2 contains regular personal:silk '

exercises, e.g in Unit 6, Exercise 6 (page 61), the

students ask each other questions to find out which

household chores they have to do In the Discover

C u ltu re pages students are encouraged to talk

about their own experiences and to do their own

~ research into the topic

• take behaviour and personalities into account when

arouping students, e.g sit a problematic student

next to a patient, well-behaved student

^ aive 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

3 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 class

— Don’t forget to follow it through or you will lose

^ credibility

stick to small groups writh lively classes

move round the room as often as you can to

impose your presence and authority You will also

be able to 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

How to deal with correction

correction of speaking and writing is the main way

/e give our students feedback However, it can be

~'1emotivating if we over- or under-correct Remember

& correct as much as possible during presentation

and controlled practice of grammar and vocabulary

j> allow your students to experiment with language

during 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

give the students time to self-correct as often

as possible This will give them a sense of achievement

p if an individual really doesn’t know the answer and can’t self-correct, don’t give it yourself all the time

Sometimes ask: Can anyone help?

& make sure a student who got the answer wrong during controlled practice repeats the correct version before moving on

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

p provide encouraging comments when correcting freer WTiting and make sure students know what kind of mistakes they’ve made, e.g grammar, vocabulary, word order

How to deal with drilling

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

p use choral repetition first so you know all students have spoken; then ask a few individuals round the class

p give a clear model using intonation appropriate to the language item(s) and context

p reinforce clear instructions with gesture, e.g use arm movement to show students they should begin

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

p correct errors If you don’t, your students may well repeat them in the future!

How to use realia

Realia are real-life objects you bring into the classroom, e.g to teach ‘apple’, why not bring an apple? Using realia 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 activities

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

p Bring ‘my things’ realia to the class to teach and recycle ‘my things’ vocabulary from the Starter Unit

If you don’t have everything, just one item makes a memorable difference, e.g a favourite jacket

O

g> Use classroom realia to teach or recycle

prepositions of place, e.g the p en cil case is next to

M aria ’s English book

& Use sports-related realia to act as prompts for

presenting or practising grammar Write He/every

day on the board, hold up a tennis raquet and elicit

a sentence from the class (H eplays tennis every

day.)

& Use realia to play games, e.g Kim’s Game (see the

Games Bank on pages 16-19)

How to use games

Games and other light-hearted activities, such as those

in Fun Zone, are a very valid teaching tool Games

shouldn’t just be something we do to spend 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 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!

g> Give clear instructions Don’t forget to check them,

e.g M aria, a re you working with Bruno? (Yes, I

am./No, I ’m not.) Use LI if necessary

i> Don’t let the game continue for too long or fast

finishers will get restless!

How to use LI

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 LI in order to:

gs> give complicated instructions

6> 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 it quickly

translate key vocabulary to a weak class; again,

always do it in English first

& quickly discipline students w^ho misbehave

find out more about your students ar._ e_;

opinions when generating interest, e.g :he; ^

well not understand Have you ever met a \

person? Use English, though, wherever possible

#

How to use the dialogues

All the dialogues in the Students’ B ook 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 principle of before - during I®)1

p Motivate your students to read/listen by introduci(jj|p 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

g> Check key vocabulary before you ask students to ;

During

g> Play the recording while students follow the dialogue Don’t worry about playing the recording two or three times Some classes need more

8> Get students to do the exercises suggested by the:

Students’ Book, e.g gap-fill exercises or information transfer

p Ask the class to do the exercises set afterwards to check comprehension, e.g true/false questions

& Allocate characters and have students read the

§> Divide students into groups and have them

Ask groups to perform for the class

& Get the students to act

§> Have the students make up similar dialogues featuring themselves

•

Think carefully about how long you want to sperf ';

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, adlilH

at a pace wTiich students will be able to keep up / :

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 the same 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 realia to hold

up such as an eye-catching hat Another technique

which works w-ith some classes is silence Wait until

all the students are silent, however long it takes

Some teachers find it useful to count dowrn 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 worst-case

scenario is simply to continue working with those

students who are listening and to deal with the

others after the class

% Don’t confuse productive noise during group work

with noise resulting from a loss of attention

low to use In this unit

> After 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

1 Doking forward to the most

How to teach vocabulary

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

Students’ Book. Here are a few points you may like toconsider

& 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

i> 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 it to them

in their Students’ Books.

* A way to help students say words correctly is 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 of the words, increase the number

fr 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

^ 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.

H ow t o e x p lo it th e c a rto o n sto ry

The teacher’s notes contain lots of practical ideas to

help you deal with Adventure Islan d cartoon story.

Here are a few points to remember

p> 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 vocabulary and teach new

vocabulary where appropriate

i> Don’t forget that you don’t need to formally focus

on every piece of new language It’s important to

get students used to using the context to work out

meaning

£> After the students have read/listened and

completed the comprehension questions, you have

lots of alternatives For instance, divide the class

into as many groups as there are roles 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

How to use the revision pages

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’ B ook 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

LI if necessary to ask the class about the subjects

on the checklist, e.g the past simple (see Unit

3e page 38) Ask for e x i—pirs Tbe-r: r -r iixmiiib ll!H’decide which face applies : ihe : * «■©

it into their books, then sp ezk :: i-.r Llss i.:»' h u e : i(m

mrtheir answers Students ot ::i:s ,_ r ' ;

what they think, but need help exc-j-ir r z 7 1

open-ended questions, e.g J : sitz u ® s l|||l

easy/difficult? and persist during =-i_r ■ sibne

answers in this case may be: Iris ear* retire.sr 1 &&&

it./It’s difficult because I wasn 't in els:.: :

find you obtain more information xkir ; ' Sirthought, which is very useful for plar.r._' _

lllllllt

How to use the CD player

Make sure you know how your equiprr.er/ ■ v 11 Check the track numbers you will need be: 'e : - class starts and set up the machine befc rebar 2

if possible Track numbers are clearly mark r _ : l|||l

the Students’ B ook page, e.g 2.10 means use Cl Z jjj|j

track 10

Make sure you have listened to the track(s» y:.ur—

-Give clear instructions before you play the CD Don’t compete with it!

§> Make sure all the students can hear it If it’s too l|||ll> loud, the sound may be distorted

To avoid interruptions, always ask students if they, '

f) Make sure students understand they can’t ask you anything or speak while the CD is playing

P Last but not least if it doesn’t seem to beworking, check that the leads are in place, and thlJH

P> If you have a technical problem that you can’t fix, ]p simply read the tapescript yourself You could ask a, strong student to help

How to use projects, class surveys, wall #

Projects, class surveys, wall displays and class co lla g ^ are very important as they help to make learning ^ memorable and help engage students of this age In

Discover English 2 there are many examples of this,

for example there’s a project in every Discover Cultu\ %

lesson Here are some ideas

& Choose topics that relate to your students’ interest?! Possible subjects may include: favourite actors/ i actresses, animals, eating habits, weekend routine,-” likes and dislikes and favourite kinds of music ((Ill)

§» Always plan ahead, e.g if your school hascomputer facilities with internet access which wil] enable your students to do research for a project,' book them well in advance

Keep a picture box in the classroom or school.

H ^ your students to bring magazines or print off pictures from internet that relate to the current

E n g lish topic and to leave them in the box

P Make sure you have sufficient material resources for collages and wall displays, e.g card, glue and

~ crayons

— Enlist the help of colleagues who teach othersubjects to give a cross-curricular angle to projects and surveys For instance, your students could design and carry out a questionnaire about eating

v habits in English in the English lesson, but analyse

—_ and write up the results/draw charts and graphs to represent them in a maths lesson

If possible, create a permanent display area

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

0 Using the tests after each unit is a good way of gaining more formal feedback about your students’ progress

Make sure you have covered all the material on the

—- test you intend to use If not, adapt it using the Test _ Master section of the Active Teach disk.

Use the tests after your students have done their self-evaluation so the self-evaluation reflects their perceived progress rather than the test result

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

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

to look around the room) something beginning

ivith B.

g> 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

g> 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

g> Then give the students twelve more pieces of paper

and have them write the name of each animal they

have just drawn on each piece, to create a matching

pair

How to play:

All cards are placed face down

p 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

p The winner is the student with the most pairs at

the end

Aim: To revise vocabulary

Stage o f lesson: Any

G> Choose a known lexical set e.g rooms or furniturqjjp Write Student A and SUident B on the board Write, six words from the chosen set next to smdent A and six different words from the same set next to '

®> Divide the class into pairs of A and B Give each <{j student two blank grids Have them write their ,jj words anywhere they like on one of them, like the one below

«Student A

W hat’s D4? Student A: It’s t (Student B writes t in

^ The winner finds their partner’s words first

♦

#

Aim: To revise vocabulary or numbers

i (co m p reh en sio n ).

S t a g e o f lesson: Any

O rg a n is a tio n : Whole class,

p r e p a r a tio n :

Draw a simple grid on a piece of paper with three

columns and three rows

Copy one for each student in the class

p 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

J o w to play:

j 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!

Chinese Whispers

,iim: To develop listening skills

^tage o f lesson: Any

Organisation: Whole class,

reparation:

Prepare a short list of target words or sentences,

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

' Tow to play:

Whisper the word or sentence to a 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

same word/sentence to each other Ask the last

student to tell the class what he/she thinks the

word/sentence is

So students don’t get restless while they are

waiting, you could start passing round two or three

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

too many at once or it will get confusing!

Kim's Game

Aim: To consolidate/revise vocabulary and developmemory/observation skills

Stage o f lesson: Any

Organisation: Whole class and small groups of three

or four

Preparation:

e> Bring twelve to fifteen known objects connected to

a topic or lexical set to class

& Put them where all the students will be able to see them but then cover them so they aren’t visible.i> 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

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

Touch and Guess

Aim: To consolidate/revise vocabulary

Stage o f lesson: Any

Organisation: Whole class

Preparation:

§> Choose between six and eight objects connected

to a topic or lexical set and put them in a non­transparent bag Bring material to use as a blindfold

How to play:

& Choose a student and blindfold him/her

& Give him/her an object from the bag to feel

Ask him/her to guess what it is, e.g Is it a rubber?

p To make this competitive, ask students to work in groups and allocate points for correct guesses by group members

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

Grammar Practice Game

Aim: To practise a structure of your choice

Stage o f lesson: Any

Organisation: Pairs

Preparation:

(9> Ask pairs to cut out nineteen small paper cards

§> Ask them to write a different irregular verb on

twelve cards

p Ask them to write personal subject pronouns I/you/

he/she/it/we/they on the rest

How to play:

t> Students place the verb cards and the pronoun

cards face down in separate piles

g> Students take it in turns to take a verb card and

a pronoun card and to make a sentence in your

chosen tense, e.g past simple or present perfect

& Their partner decides if it’s a question, negative or

affirmative sentence Alternatively, have the pairs

write twelve +/?/- cards too The student saying the

sentence takes one from a pile placed face down

on the table to decide it’s affirmative, negative or a

question

(*> Students get a point for a correct sentence

The winner is the student with the most points

Noughts and Crosses

(Note: this gam e is called Tic Tac Toe in the USA.

Aim: To consolidate/revise regular and irregular plural nouns

Stage o f lesson: Any

Organisation: Whole class

Preparation:

pj> Pre-teach or check: top/bottom/middle/left/right.

§> Draw a grid on the board with three rows and three columns, making a total of nine squares

Choose nine irregular past simple verbs

How to play:

O Divide the class into two halves, the noughts (O)

d> Decide which group will start; you could flip a coirflP

and teach the students ‘H eads or tails?’ 4jj|§}Ask one group to choose a square, e.g the top gjjj) right square

§> 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 (O or X) in the chosen square if the answer is correct Pass the question t< the other group if it’s wrong

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

§> You can practise/review other grammar or

structures too, e.g have the students ask What/

Where/Who questions or get them to spell target words

Hangman

Aim: To consolidate/revise vocabulary or introduce a topic

Stage o f 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

fr If your word contains the letter, wrrite it in the

Snakes and ladders

Aim: Sentence correction

Stage o f lesson: Any.

O rg an isatio n : Whole class

p r e p a r a tio n :

P Bring a dice to class

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

columns

p Randomly draw five or six snakes and five or six

ladders of different lengths on the grid

p Write Start in the bottom right square and Finish in

the top left square

j> Prepare ten to fifteen sentences using known

grammar and vocabulary containing errors, e.g

He haves got a CD player/D id you ivas at the party

yesterday?

_ How to play:

0 Divide the students into two teams and give each a

simple name, e.g B en fica and Liverpool.

j 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 B en fica in the fifth square from Start.

j 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 110 change

■j 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.

'H

Hot Seat

Aim: To recycle or consolidate vocabulary

Stage of lesson: Any

Organisation: Whole class

Preparation: None

How to play:

Invite a volunteer to come to the front and to sit

on a chair facing the class so he/she can’t see the board

§> Choose a word, e.g beach Write it on the board.

& Different students say individual words associated with the word on the board to help the volunteer guess it The students can’t mime, make noises or say sentences!

If the student correctly guesses the word, he/she has another turn If he/she can’t, another student comes to the front Allow a maximum number of verbal clues, e.g ten

£> Alternatively, divide the students into two teams and follow the above procedure Only students from the volunteer’s team can give clues If the volunteer correctly guesses the word, another member of his/her team has the next turn and the team gets a point If the volunteer can’t guess, a student from the other team comes to the front.The team with the most points wins

Hello Ben and Monica I'm Ravi and I’m eleven

Discovery Web is my favourite website! My hobbies are taking photos and watching films My mum and dad have got a DVD shop This is a photo of me and

my pet lizard, Yoda He's got yellow eyes and he's very good- looking He's very clever too Ravi

■ h i I— J

Hi Ben and Monica

My name’s Katie and I’m twelve I love Discovery

V-j Web/ My hobbies are climbing, writing my diary and playing the saxophone.

I’m in the school band and tKe swimming club too ||^ K l i Mere’s a photo of me at the ™

?g.v:j climbing wall, but you can’t see my hair/

j l l l Katie

family words, sports and body parts

to be

my things

Grammar: to be, have got

Vocabulary: family, sports,

body parts, my things

Functions: speaking about

my things

Pre-teach: climbing wall,

jacket, comic, lizard

Preparation: Exercise 8

Make a bingo card like the

one in Exercise 7 for each

student in the class Write

different my things in each

box

Unit and b©@lc

introduction

P CBooks closed) Introduce

the theme of websites

Ask students for the

names of some sites they

know Explain Discover

English 2 features a group

of children involved in

creating web pages for

Discovery Web, their

school’s website They

explore a different theme

in each unit Ask what

students remember about

Ben and Monica from

Discover English 1.

^ (B ooks open) Use the

photo to introduce Monica

and Ben Ask the class to

predict unit themes and to

look through their books

to check

§> Use an idea suggested in

the introduction to focus

on In this unit.

Exercise 1

& (Books closed) Ask two or

three students their name,

age and hobbies

£> Tell the class they’re going

to find out about two

children, Katie and Ravi

(Books open) Use the

photos to generate interest

and check vocabulary

& Complete the lists Use words from the letters

Then add two more to each list.

• family: sister, granddad, mww JaA

• sports: football, tennis swimming, climbing

• body parts: leg, arm eyes, Ua\r

CBooks open) Give students time ijj||,

to study the grammar box and ^ complete the examoles

«

g B B S k tobe

Remember and complete.

^ | >'tn eleven / I'm not twelve.

ArrTl ten? Yes, lam.

You're eleven / We aren’t twelve

2 ^ they ten? No, they aren't.

He's eleven / She isn't twelve.

Is it ten? Yes, it3k _

f

- i How old W y o u ?

■ Q i 3 Look at Ravi's letter again Complete

the dialogue, then listen and check.

^ Monica ’Are you eleven?

V Ravi Yes, 12orv] _

Monica What3i

\

.your favourite website?

your pet clever?

^ Work with a friend Ask and answer the

questions in Exercise 3.

A Are you eleven?

B No, I'm not I'm ten.

© my things

Q i.4 Match the words with the photos on

page 4 Listen, check and repeat.

a mobile phone 1 a bag 5 a jacket?:

a lizard.? a watch5 a drink^

a magazine c, a T-shirt 2

have got

Remember and complete.

I've got a pet You haven't got a dog.

]Have we got a lizard? Yes, we have.

Have they got a cat? No, they

He's got a pet She hasn't got a dog.

Has it got red eyes? Yes, it 3k n _ / No, it hasn't.

Why have you 4 got a lizard?

Look at the photos on page 4 Complete the sentences with the correct form of have got.

Ravi hasn't got a mobile phone.

Katie \ got a drink.

Ravi Ucn'f not a bag.

Ravi and Katie Uqmp got watches.

Katie iio in i got a jacket.

Katie and Ravikm/pn;t ^ t green T-shirts

Ravi V a magazine.

^ Ask questions Then play 'Bingo1!

mobile phone brother black bag

A Have you got a blue jacket?

B Yes, I have / No, I haven't ]

Write about your friends.

Marta has got a blue jacket Igor has got a

Draw students’ attention to short

answers and contractions Say we

: ^ use them in everyday English Use

your fingers to demonstrate, e.g

I am (two fingers separately) I ’m

(bring the two fingers together)

Check answers

Suggestion:Ask a weak class simple

questions with to he, e.g Is he

Mario? No, he isn’t H e’s Sergio.

They repeat the questions,

affirmative and negative answers

alter you, in chorus and individually

Give pairs time to do the exercise

^ Play the recording while students listen and check

f i f i s i s n a i P f W o rn ®

Give students time to do the matching exercise individually or in pairs

fj> Check answers with the class

Answers—► student p ag e

Grammar

§P> (Books closed) Say: R avi’s

got a lizard. Ask students

to talk about their pets,

e.g I ’ve got a dog Choral

drill questions, affirmative and negative examples with a weak class

^ (Books open) Give

students time to study the grammar box and complete the examples.Check answers Point out

h e ’s got = he has is got.

ft

mouse mats screen J printer 2 keyboards mousey speakersc,.

examples

#

Suggestion:Project Ask pairs to find out information about anothd® school website in your area and t^|||jl present it to the class Alternatively ask students to compare your school website to those mentioned®

in Culture notes

(Books closed) Say: Katie can clin

a n d swim Ask: Can you clim b'

Elicit affirmative and negative ^

Functions: speaking about

ability', speaking about dates

Pre-teach: date of birth, team

profile, who .?

Preparation: Exercise $

Make a set of six cards for

each pair in the class with

one known activity verb on

each card The activities must

be different from those in

Exercise 4

Play the recording while

students follow the

If your school has a website, ask

your students about it, e.g It's big

an d it’s got a p ag e on football.

£> Brainstorm ideas with the class

G> Give students time to do the exercise individually

Ask volunteers to read out

Most schools in the UK have

their own websites these

Use the photo of the

Discovery Web team to

elicit as much vocabulary

as you can and pre-teach

Ben

Monica Rayi

Monica Ben Monica

AllMonica

Ravi Katie

Hi, Ravi!

Is that Discovery Web on the screen?

Yes We've got a game, a song and the team profiles on the website this month

Monica Lewis, date of birth 1899 Hey, you’re old!

Very funny! It's 1999 of course!

Can I write about my lizard, Yoda, for the website? I've got a photo

Yes, you can Good idea!

Who’s that?

It's Katie Hi, Katie! Come in!

This is Ben and this is Ravi.

Hello!

So Katie, you can write about sport for Discovery Web Katie can climb and swim and .

My lizard, Yoda, can climb and swim too!

Yes, but he can't write!

£ & Imagine your ideal school

website Write three sentences

about it

jt's a0t a web chat with a pop star

It's got a

Rem em ber and complete.

I can swim You can't fly.

i can they write? Yes, they can.

H e can swim She can't fly.

Can it write? No, it2 can’t.

I 1 Q 1.7 Match the words with the years Listen and check.

1 9 9 8 '^ x ^ - a two thousand and five

writer (sport, fun facts)

Ask and answer with a friend.

A Can you swim?

B No, I can't.

' Rctvi

6 January.8 1111

- A ? V :: ' photographer and writer (pets,

• *• ! :• V • V-1 J space, funny stories)

9 Yoda

11 May.10 2005 sleeping and eating insects!

(.Books open) Give students time

to study the grammar box and to

complete the examples

Check answers

Remind students can doesn’t use

the auxiliary d o/d on ’t to make

questions and negatives, and there

Give students time to do the matching exercise, individually or in pairs.Play the recording, pausing as you go to check answers

Play the recording while students listen and check their answers

^ Play the recording again, pausing for the class

to repeat each date in chorus

1.8

Explain that d ate o f

birth is appropriate for giving factual personal information, e.g on a form, and is different from

M onica: Hi, I’m Monica My date of birth is 5 April, 1 9 9 9 1 write about hobbies, music and computers

K a tie : Hi, I’m Katie My date of birth is 15 September, 1998 I’m a writer for sport and fun facts.

R a vi: Hi, I’m Ravi My date of birth is 6 January, 1999- I ’m the photographer for Discovery Web and I write about pets, space and funny stories too And this is Yoda His date of birth is 11 May, 2005- He loves sleeping and eating insects!

Danny: Hi! Are you from the boat?

AJ: Yes I'm AJ.

Danny: I'm Danny and this is my dog, Bonzs We're from the boat too.

Danny: Look! Bonzo! There's an island

And there's a girl on it! Sit down, Bonzo!

1 The children are on an island.

2 AJ is from the island, falye

3 AJ likes crabs, false

4 Danny has got a dog true

imperatives

■ _ _ -J

Remember and complete.

affirmative negative

y i.io Play 'Bad Crab' Listen to the instructions and do the opposite.

C> (Books closed) Introduce

the cartoon by playing

Hangman, (see

Introduction page 18),

to establish the title:

A dventure Island.

& Using LI if necessary, ask

students to predict what

kind of things people can

do and see on Adventure

Island, e.g I think people

can fly on Adventure

Island.

7p (Books open) Ask students

to look at the pictures

and tell you all the wrords

th e y k n o w C h e c k k e y

vocabulary

t> Play the recording while

students follow the text

§> Give students time to do

the exercise

i> Check answers

Answers —> student p ag e

P (Books closed) Give

the class two or three

affirmative and negative

instructions, e.g (Point to

something) L o o k !!

d> (Books open) Ask a

student to read out the

affirmative example, and

elicit the negative, D on’t

laugh! Ask students to

complete the grammar

table

Exercise 2

Give students time to do

the matching exercise in

pairs

Check answers

Answers—► student p a g e

m w I'm j in.1 m r*z^rggfr?o.',,«»r.T«r3iBa^CTragw.Tgser^van7Tif<.’Tvririsaawgataai

Suggestion:Have students practise giving the orders to each other in pairs or groups of three or four

of providing variety for your class!

Tell students to imagine they are crabs!

Make sure students understand they have to disobey the instructions they will hear

Play the recording, pausing after each instruction for students to mime

#

#

#

Exercise 3 - Tapescript 1: Listen! 2: Come here!

4: D on’t talk! 5: Sit down!

3: Don’t look! 1J 6: D on’t laughff

Jew language

ocafoulary: free time activities

unctions: speaking about free time

ctivities

^re-teach: draw, jewellery, board

?ame, rollerblading, model planes

Jnit introduction

4 ? (Books closed) Play Pictionary, (See

Introduction page 18), with known

free time activities to introduce the

theme, e.g sivimming.

Tell the class that in Unit 1 Discovery Web is all about free time and fun!

(Books open) Use an idea suggested in the Introduction to

focus on In this unit.

iise§i®r Words

2> Give pairs time to do the matching exercise

2> Play the recording, pausing for

students to check answers and to repeat the words in chorus

Suggestion:Tell students they should note word stress on longer words

Answers—► student p a g e

Play the recording once or twice while students listen and write the activity they hear

£> Play the recording again, pausing as you go to check answers

Tip:If you have limited time, tell students who haven’t contributed it will

be their turn next time

Suggestion:Have a strong student repeat after you:

I read a m agazin e every day, and add another

activity, e.g I rea d a

m agazin e a n d I p lay

fo o tb a ll every day. Ask

a third student to repeat everything and add another Continue until the chain breaks down!

Stoker mlm words: Have

strong students or fast finishers find extra new words

A typical school day in

the UK starts at 9 a.m and

ends at about 3 p.m., when

children can go to different,

optional after school clubs

Play the recording while

students follow the

§p> Give students time to read

the dialogue again and

to answer the questions

individually or in pairs

O Check answers

Answers —> student p a g e

P> 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

Ravi

Katie

Ben

Hi, Katie! Slow down

Hi, guys Sorry - I've got a climbing lesson

in five minutes.

How often do you go climbing?

Every Tuesday, and I often go rollerblading

in the park first.

I always play football here on Tuesdays

Ravi sometimes takes photos of the match.

Yes, but I usually watch TV or study.

I don’t watch TV I haven't got time

Hey, let's write about it on the website!

}1.13 Listen and read Why is Saturday (||> True or false?

1 Katie does a lot of sport, true

2 Monica takes photos of the football matched

3 Katie doesn't watch TV true

4 Ravi isn't happy about No TV Day true ||[|f)

5 Ravi's favourite programmes are on Fridays.

■|^> y i.i4 Listen, repeat and match.

to check answers as you go

Answers H> student p a g e

Topescripi en d o f notes

HP.'goes to the park on She4 doec^t go to the

Do they watch TV? Yes they do / No, they don't

" Where2 she play basketball?

Complete the sentences Use the correct

form of the words in brackets.

" l Katie goes (go) climbing on Tuesday.

2 Ravi untrUec (watch) TV every day.

3 Monica (read) magazines after

^ school.

Katie doesn'tplayfnot play) football.

5 Where _A oeS _ Ravi t„kr (take)

photos?

_ 6 Monica, Ben and Ravi _ don'f go _ (not go)

climbing.

~sj Ravi ctuA',pc (study) at home.

^ 8 Ravi and Ben licfpn (listen) to

the radio?

^listening

Q Ms Listen to busy Bart Match the day

with the activity.

^ Q i.i6 Order the sentences Listen and check.

1 on Tuesdays usually Bart sings in a band.

Bart usually sings'in a band on Tuesdays.

2 always He busy on Thursdays is.

3 sometimes goes swimming on Saturdays Katie.

4 Ravi rollerblading goes never.

5 are We tired, in the evening often.

6 Monica looks at always Discovery Web in the morning.

FisrsctioBis: talking about routines

^ Write the questions Then interview a friend.

1 when / go / to the park? When do you go to the park?

2 what/do/there?

3 what/do/after school?

4 always/ study/ in the evening?

5 when/play a sport?

A When do you go to the park?

B I usually go on Fridays after school.

read football magazines

Point out frequency adverbs come

before the main verb but after to

_ be.

Give pairs time to do the activity

Play the recording Stop after each

sentence to check as many times as

~s necessary

Answers

2 He is always busy on Thursdays.

3 K atie som etim es goes swim m ing

on Saturdays.

4 Ravi never goes rollerblading.

5 We a re often tired in the

evening.

6 M onica always looks a t

Discovery Web in the morning.

Give individuals or pairs time to write

Check answers

& Give pairs time to practise

Answers

2 What do you do there?

3 What do you do a fter

G irl: Do you enjoy it?

Bo y : Oh yes, I love singing!

G irl: Do you go to the park?

Bo y : Yes, I sometimes go to the park on Wednesdays.

G irl: What do you do there?

Bo y : I go rollerblading with my pet dog.

G irl: Do you go rollerblading on Thursdays?

Bo y : Oh no! I always make model planes on Thursdays.

G irl: What do you do on Fridays?

Bo y : I usually read my football magazines.

G irl: Are you ever bored?

B o y : Oh no! I’m never bored I haven’t got time!

Photocopiable resource 1, page 155

^ _

•?.L

CZfcJJiJB

© TV programmes

^ Q i.i7 Listen and repeat.

^ Tick the types of programme you usually watch.

Ask and answer with a friend.

A Do you usually watch cartoons?

At the moment my brother

is drawing cartoons and I’m making jewellery We're having fun!

Gaby, 12 years old

J

No TV Day is silly!

I always watch football on Saturday with

my friends At the moment our team is winning We aren't watching the match, we're listening to it on the radio!

Tom, 12 years old

^ Q i.i8 Read and listen Match the people to the programmes.

Ellen - aTom'^^-.bGaby-'''^^-c

cartoon quiz show sports programme

Grammar

§£ Give students time to study the grammar box and complete the sentences

fp> Check answers

Answers —► student p a g e

Suggestion:Have a weak class repeat different questions, affirmative and negative full and short answers after you in chorus before they study the grammar box

Tip:Sometimes students are reluctant to repeat language in chorus like this Explain that repetition helps them to remembei- vocabulary and grammar, and to pronounce words correctly

Functions: talking about

activities happening now

Pre-teach: argue, match,

programmes they like

Elicit any types of

programme they know

Ask if they watch any TV

in English

§?> (Books open) Give

students time to look

at the pictures Play the

recording, pausing for

students to repeat each

word

Exercise 2

Give students time to

tick and do the speaking

activity

£> Ask the class for some

examples

Exercise 3 Q i.is

(Books closed) Write No

TV Day on the board to

introduce the exercise

Ask students to imagine

wrhat people do on a day

like this, e.g Tloey go to

the cinem a, they sleep, they

listen to music, they p lay

football.

£> (Books open) Play the

recording while students

follow the texts

^ Give students time to do

the matching exercise

^ Check answers

Answers—► student p a g e

© v g ©

■nrduiuciss! present continuous

Remember and complete.

3

Listening

Q i.i9 Look at the people on No TV Day

Listen and find the person, l

4 Am I watching the match?

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

Are you watching TV?

Yes, you are / No, you5 arpnf

Is he having fun? Yes, he6 ;< • / No, he isn't.

What7 or? you doing?

Look at the picture again Choose a person

Ask and answer in pairs.

Make true sentences.

1 Ellen / have fun X Ellen isn't having fun.

2 Ellen and her mum / do the housework /

3 Gaby and her brother / argue /

4 Gaby/ make a model plane X

5 Tom / watch a sports programme X

6 Tom and his friends / listen to the radio /

6 Tom a n d his fr ie n d s are

listening to the radio.

& Ask the class about the picture, e.g

W hat’s he/she wearing?

§P> Play the recording while students

listen Pause after: Is he sitting on

the bed? Yes, he is. Ask students which picture they think it is Play the rest of the recording to check

^ Give students time to write their sentences

^ Ask the class for some examples

^ > Have a student read Fun facts out loud Ask the class for their opinions and generate discussion Encourage students to use English! (See Introduction page 9.)

Exercise 5 - Topescript

R ead er 1: Is it a boy?

R ead er 2: Yes, it is.

R ea d er 1: Is he talking on the phone?

Now open your eyes! Tell a friend what you and your family are doing!

o

Life on the island isn’t easy

We want to go home.

We usually eat fish for breakfast

Today Danny is cooking the food Sometimes I make jewellery

from shells.

Danny: What are you d o in g ," AJ: I'm looking for shells (||]jl Danny: Can you come and he^

Bonzo: Food?!

That isn’t food!

We work hard every day loday we're making a hut.

We often look for boats and planes.

Nipper: Huh!

Bonzo never works!

Danny: Hey, is that a boat?

AJ: No, it's a box Maybe it's got my clothes in i1

We never see other people We're the only people on the island.

Nipper: Look, Bonzo!

Footprints!

AJ: Oh no! They aren't my clothes

Danny: A football! Come on, Bonzo!

(B ooks closed) Tell

students it’s time for

another episode of

Adventure Island Ask

students if they can

remember the characters’

names (Danny, AJ, Bonzo

the dog a n d Nipper the

c r a b )

Have the class predict

what life is like on

Adventure Island, e.g I

think it’s fu n ! There isn’t

a school! and pre-teach

vocabulary

§& (Books open) Play the

recording while students

listen and follow the

cartoon

^ Give students time to do

the exercise individually

Check answers Ask whose

predictions were correct

Answers —► student p a g e

Suggestion: Play I Spy

using vocabulary from

the cartoon instead of

the classroom! (See

Introduction page 16.)

Exercise 2

^ Give pairs time to

decipher Nipper’s notes

Encourage them to do it without looking at the words This is a real confidence booster for weak students and will stretch strong ones!

Ask students to study the grammar box

Suggestion: (Books closed) If you

have a weak or mixed ability group, write ‘present simple’ on the- board and key words underneath: 11

never, every day, on Monday, (j|||

twice a month. Next, write ‘present , continuous’ on the board and key

words underneath: now, at the

moment, today. Give examples and |(D

jjljj.

::

Make questions Write the answers.

1 Bonzo/sleep (often)?

Does Bonzo often sleep? Yes, he does.

2 Danny / write a message (at the moment)?

3 Danny and AJ/work hard (every day)?

4 Nipper / play football (at the moment)?

5 Danny/make jewellery (usually)?

6 Nipper and Bonzo / draw pictures (now)?

Can you read Nipper's notes?

i 22 Listen and complete the rap

Then listen again and rap.

Act out the Adventure Island cartoon with

12 Aonf have time for fun.

So why3 Anoc Bonzo sleep every day?

There's work for everyone.

present continuous + simple

We use present simple for talking about routines

We use present continuous for describing

something happening now or at the moment. I'm feeling tired I'm 4fPP|;nj hot,

So please, crab, go away!

Dogs don't5 work on sunny days

I'm sleeping here6 today They do their homework every day.

He's helping the teacher at the moment.

^ Read and complete Use the present simple

or continuous.

Help! We’re on a small island We’re OK, but

ve want to go home Life on the island is hard

We always 1sleep (sleep) on the beach, but we

- nrr nnk'ma (make) a hut now Every afternoon

ve3 chop (stop) work I sometimes

4 play (play) football with my dog, Bonzo.

At the moment 1 writing (write) this

message and my friend AJ i/v'CjY-, X ]

5 k w iping (help) Come 4 - ^ s M m

He's feeling hot.7 HeV feeling tired

He aAoecn’t like this weather.

Here dog, have a nice cold drink Then we can work together!

Suggestion:Personalisation Ask

students to write two examples of

the present continuous and two

examples of the present simple,

using key words for each, e.g My

mother never listens to music My

brother’s listening to music now.

Ask pairs to write the questions

Check with the class You could invite individuals to write the questions on the board

^ Give students time to write the answers individually

5 Does D anny usually

m ake jew ellery? No, he doesn ’t.

6 Are Nipper a n d Bonzo draw ing pictures noiv?

^ Play the rap again,pausing before each space

to elicit the answer

^ Play the recording again while students rap along!

Suggestion:Ask groups of four to make up their own Adventure Island Rap! Ask them to perform for the class

Answers—► student p a g e

Grammar worksheet 1, page 137

0

Skills practised: listening,

reading, speaking, writing

Pre-teach: street dancing,

fast, hate, hip-hop

Preparation: Exercise 4

Copy the tapescript for each

student in the class Exercise

6 Ask students to bring

photos of their favourite

hobby from home or from

magazines

Exercise 1

§> Ask the class what the

girls in the photo are

doing (Street dancing.)

Ask students, e.g Do you

like dancing? What music

do you usually d an ce to?

Pre-teach vocabulary

(p> Play the recording while

students listen and follow

Bethany’s letter

i> Give students time to

read the letter again

and complete Bethany’s

profile

Check answers

Answers—► studen t p ag e

Exercise 2

P Give students time to read

the letter again and to

complete the sentences

§!> Check answers

Suggestion:Ask three

students to read the letter

aloud, one paragraph each

Tip:Why not set up a

reading aloud rota, so that

all students get a turn?

Answers—► student p a g e

^ Ask students to predict

Q i.23 Read, listen and complete.

1 9o to a d an ce cloy* a t th e Sports club § every afternoon We uSuaWy dance to l i w hop mus'ic Some o f th e dancey are f a y t^ r difficult] bu t our te a c h e r if very good Ufll have a lot o f fun, but We are a\wayS Ve|jj|| tired a t t h e end o f the clay*.

I sometimes dance a t home, but only « rryy dad is n tth e r e He hates A ip-Jiop! school, I d ance with my friendy b e t w e ^ leyyany A t t h e mom ent W ere practising for the school yhoW W e re dancing to ; Smith’s Switch I t ’s one o f my fa V o u r it ^ , A

Read the letter again Complete the !ill sentences.

1 Bethany likes her hobby because m

it's exciting and good exercise.

2 Her dance classes are at th e sports clublj ([)>

3 She usually dancesto hip-hop «m,

4 At the end of the class she is always tireU.

5 Sheonly dances at home when herAaA^t

6 Atthe moment she and her friends

are practising for the school show.

any of the answers This is a gofiil way of stretching strong studenijflj)Play the recording again, while <j[j{) students listen and circle

Have students compare their jj, answers with a friend

Tapescript —► end of notes

Answers—> student page

YOU'RE NOT A SUPERHERO-

Y O U 'R e A SUPER ZE R O /

• When you write a letter, remember to write your address at the top of the page, then the date

Start the letter'Dear ' and end'Best wishes !

Listening

f v O , 24 Listen to the interview with twelve-year-old Alex,

the things Alex does in his free time.

2 He says it’s always easy /(sometimes difficult?)

3 mp has ideas for storiesfat school)/ at home.

4 Hk favourite superhero is Spiderman /fZ-man)

5 Alex is workinc on a new story /(Solnqhis homework

this evening.

6 Alex collects(superhero cardsV football cards.

SpeakingThink about one of your hobbies or use the ideas below

Ask and answer with three friends.

A What's your hobby ?

B It's making jewellery.

A How often do you do it?

W r itin g

^ Write a letter to What's New? magazine about your hobby Answer these questions.

Paragraph 1

• What's your name?

• How old are you?

• What's your favourite hobby?

• Why do you like it?

Paragraph 2

• How often do you do it?

• Where do you do it?

• Is it easy or difficult?

• What are you doing atthe moment?

Give a weak class

the tapescript to follow to check

answers

Exercise 5 ( j )

} Give students a minute to decide

on their hobby

% Gi\e pairs time to do the activity

% Move round, prompting and

checking

Ask the class to tell you about their

favourite hobbies

Suggestion:To start the activity, ask

a volunteer to read the example

Elicit more questions from the class and write them on the board,

e.g When do you do it? Where do

you do it? You could then have the class ask you about a hobby

Students usually love finding out about the teacher

Suggestion:Ask students

to illustrate their work by either drawing their hobby

or by sticking pictures of

it on their letter Make a

class poster, Our hobbies.

& Read the text (use LI if necessary) with students Invite a student to read

the Try this! advice box

as students start to write their letters

Exercise 3 - Tapescript

P resen ter: Hello and today w e’re talking to kids with unusual hobbies Alex, can you tell us about your hobby?

Alex: Well, I draw cartoon stories

Presen ter: What are your stories about?

Alex: They’re about superheroes, like Superman, Spiderman

P resen ter: Your pictures are very good Is drawing easy for you?

Alex: Thanks er, no, it’s sometimes difficult to think o f new stories.

P resen ter: And how often do you draw?

Alex: Every day I often have ideas

at school, then I draw them at home.

Presen ter: So who is your favourite superhero?

Alex: Z-Man because he can disappear.

Presen ter: That’s cool! Are you working on a new story at the moment?

Alex: Yes, but this evening I’m doing my homework.

P resen ter: Have you got other hobbies?

Alex: Well, I sometimes collect cards.

P resen ter: What type of cards?

A lex: Superhero cards, of course!

I can talk about free time activities

1 can use the present simple and frequency adverbs.

1 can talk about routines.

I can talk about TV programmes.

I can use the present continuous.

A nswers —► student p a g e

Answers—► student p a g e

Language revised

Grammar: present simple,

frequency adverbs, present

Refer to the Introduction for

ideas on how to work with

revision pages (see page 14)

4 LLOCECT cards collect

5 N ITS LE to the radio listen

6 ETXT friends text

Write the TV programmes.

Complete the dialogue Use the preser: simple or present continuous.

Monica Katie What 'are you doing :o. do}? jjljji Katie Hi 12’,

^ Order the sentences.

1 sometimes Nipper to the Rock Cafe goes

Nipper sometimes goes to the Rock Cafe.

2 on the island The children never are bored.

3 play football Does Danny every day ?

4 often Bonzo hungry Is?

5 go swimming They never.

(read) a magazine, but

Monica Butvou3 duallyoo (usually, go) jjp

climbing on Tuesdays.

Katie I know, but my climbing teacher 4kn't working (not work) today £ Monica Hey, what's that music? 5At^mi]lstsr,inq

(you, listen) to the radio at the momeilP Katie No, it's my sister She 6,c ploying (pljjjj)

^ Q i ,26 Listen and repeat.

Sue likes science, but Zack reads magazines.

Functions

^ Write the questions for these answers (J |J)

1 I go climbing every week.

How often do you go climbing?

No, she doesn't play board games on Fridays W*

He texts his friends every day [jjji Yes, we always study at home in the evening They usually do homework after school ‘Ill*

4 Do you (usually/always) study

a t hom e in the evening?

5 When do they (usually) do

homework?/W hat do they (usually) do after school?

Give students time to

complete the dialogue

£ Ask them to compare

answers with a friend

^ Check answers

Answers

2 The children a re never

bored on the island.

This month’s topic

is food I love salad! W h at's your favourite food?

li P 1 Match the food with the pictures,

listen, check and repeat.

/ candwicheslkfruit 1 salad3 crisps'/ biscuits'?

.vater 7 cheese 8 fizzy drink27 sausagesl2 eggsr? meatlf

1 ~sh25 potatoes22beans2tfbananas5 strawberries!'/ |

/rf\ Onions 20 carrotst breadl2 rice20chocolate2 J ;

^ Which food do you like? Tell a friend.

I v^e strawberries, but I don't like fish!

Find these containers in the picture and circle.

Suggestion:Group survey Ask the class to work in groups of four Give each student the pre-prepared grid Tell them to write group names on the left of the paper and to write a food of their choice at the top of each column Give them time to exchange information and record their answers with a tick

or cross, e.g David, do

y on like sausages? (x)

.<ew language

ocabulary: food

- re-teach: vegetables, container

reparation: Unit introduction

ing food realia to class, e.g biscuits

Introduction for ideas for using

realia, page 12.) Exercise 2 Draw

- grid on half an A4 page with five

ws and ten columns Write n am e in

’ e top left square Copy one for each

student

Unit introduction

CBooks closed) If you have brought

realia, use it to introduce the

theme, e.g Teacher: W hat’s this?

Student: It’s an egg! Find out what

other food words your students know

^ Tell the class that Unit 2 is all about food!

^ (B ooks open) Use an idea

suggested in the Introduction to

focus on In this unit.

Tip:Don’t forget to react to the content of what your students tell you, as well

as to language accuracy This will help to motivate your class

; • countable and.uncountable nouns

• some and any

• much / many / a lot of

• offers and requests

H s c e v * W o r d 8

p> Give students time to do the matching exercise individually or in pairs

§?> Play the recording, pausing for students

to check answers and

to repeat the words in chorus

Answers—► student p a g e

Exercise 2

Give pairs time to do the activity

New language

Grammar: countable and

uncountable nouns, som e and

any

Functions: speaking about

food quantities

Pre-teach: healthy, sock, stir

fry, smoothie, insect

Culture notes

There are lots of different

kinds of healthy foods to

choose from in British school

canteens these days instead

of traditional fatty school

canteen food such as pie and

chips One reason for this

change is the introduction

of the government FiS (Food

in Schools) programme in

2004, which aimed to provide

children with healthier food

options at school, as well as

to educate them about the

importance of nutrition This

is because people in Britain

were very worried about

poor diets and increasing

child obesity

Exercise 1 W 1.2s

£ Ask the class to tell you

what they can see in the

photo Recycle all the

vocabulary you can and

pre-teach new words

^ Play the recording while

students follow the

p Give students time to read

the dialogue again and

to answer the questions

individually or in pairs

Ask volunteers for the

answers, referring to the

dialogue to check

Exercise 3

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

Katie Can I have a plate of some rice, please? ^ Ben Yes Here you are.

stir-Katie Thanks Yum! It’sfantalll^! Monica Hi everyone Have you got- jf

drink, Ben? I'm thirsty Ben No, but we've got srroctr "I" Monica Smoothies?

Ben Yes We've got banana > «|r and strawberry smoothies:” They're very healthy |{j|)

Monica OK A strawberry smoothie,,

please I can have it with

Ravi Oh Monica!

1.28 Listen and read What food has Ben got?

Read again Answer the questions.

1 What country is the food from? China C —

2 Is there meat in the stir-fry? 00

3 What has Katie got with her stir-fry? rice

4 What does Monica want?a fizzy di-ink , T I

5 What drinks has Ben got?fmoot^ie rCL - J

6 Is Monica eating healthy food?oo ' : (S) / / \

Talking Taps!

|p> Q 1.29 Listen, repeat and match.

1 It's very good for you! A ®

2 It's delicious! ft ■ ' ' (

A "5.vers —► student p a g e

O

• countable and uncountable nouns

We can count countable nouns:

one onion two onions

• We can use a / an with singular countable nouns:

I've got an onion.

This is a strawberry.

' vVe can't count uncountable nouns:

/ like rice This is water, (no plural)

^ Complete the baskets Use words from page 19.

onions

yandwicA>ey

yfrawberriey eggy

yauyagey

• n every chocolate bar there are about eaght

insect legs Yuk!

some and any

We use some in affirmative sentences.

There are some onions There's some rice.

Use any in negative sentences and questions.

There aren't any onions Is there any rice?

i.3o Complete with some or any. Listen and check.

rjce fizzy drink !

chocolate ■

yalad cheese bread meaty

Rick Is there 1any bread?

Reg Yes, there’s 2 yome bread Oh no, it's an old sock! There isn't3 any bread in here.

Rick Is there4 any meat?

Reg No, there isn't, and there isn't5 any fish

Rick Are there5 _any_ vegetables?

Reg No, but there's7 tome fruit There’s an apple and8 tome bananas Look! There’s

9some cheese too.

Rick Yum! That's myfavourite!

S p e a k in g

Work with a friend Practise the dialogue in Exercise 6 Use different food words.

^ Play the memory game.

A I've got some cheese.

B I've got some cheese and an apple.

C I've got some cheese, an apple and some fish.

Fast finishers: Have them continue

che exercise, using other food

-vords they know

Lxercise 5

& Remind students uncountable

nouns have no plural

Give them time to do the exercise

individually or in pairs

Check answers

Fun facts

P> Ask a student to read the Fun fact

Ask the class for their reactions!

Suggestion:Support a weak class by having them tell you which food

in the exercise is countable and which is uncountable before they start

G r a m m a r

§> (Books closed) Read the

example sentences with

som e and any from the

grammar box Ask the class if they know when

we use each This will stretch strong students

§s> (Books open) Give

students time to study the grammar box

Suggestion:Have them underline the examples of

som e and any in sentences

in the dialogue in Exercise

1, e.g Is there an y m eat

^ Ask them to practise again, using different food words Remind them they might need to change

Pre-teach: challenge, metal,

dangerous, meal, trolley

Preparation: Exercise

7-Copy a tapescript for each

student

Exercise 1 W 1.31 ;

|> (Books closed) Ask

students what they like/

don’t like eating

§> (Books open) Ask students

to look at the photo

Ask what they think Mr

Mangetout's doing!

£> Play the recording while

students follow the web

page and do the exercise

Check answers

Answers —> student p a g e

Exercise 2

§> Give students time to read

and answer the questions

individually

Ask volunteers for the

answers, asking them to

refer to the relevant part

of the text for each

a lot of water For normal people, metal food is very dangerous - don’t eat it at home! But Mr Mangetout tikes it!

Mr Mangetout sometimes eats normal food He likes apples, but he doesn’t like bananas and the aren’t any eggs in his fridge He’s usually ill whe

Ills favourite computers and chips!

^ Q i 3 i Read and listen Tick the things

Mr Mangetout eats.

jfplanes / eggs TVs/ bananas

^ apples/ computers/ bikes/ chips/

Read the text again True or false?

1 Mr Mangetout is American, false

2 He can eat beds, true

3 He eats metal every day true

4 Metal food isn’t good for you true

5 He doesn't like normal food, fa I ye

6 Eggs are his favourite food, falye

much / many / a lot of

We use much and many With questions and negatives.

How much metal is there? There isn't much metal.

How many eggs are there? There aren't many eggs.

We use a lot of in affirmative and negative sentences We also use it in questions.

Does he drink a lot of water?

He drinks a lot of water / He doesn't drink a lot

of water.

G r a m m a r

^ Give students time to

study the grammar box

P Ask them to find and

underline all the examples

of much, m any and a lot

o f in the text in Exercise 1

fp> Point out that much is

used with uncountable

nouns, m any with

countable plurals, and a

lot o/with both

Check answers You could invite

individuals to write their answers

on the board

Answers

2 Are there m any TVs?

3 Is there m uch cheese?

4 Are there m any bikes?

5 Is there m uch bread?

6 Is there m uch water?

7 Are there m any bananas?

Tip:Always make sure that students have a correct written record of 1 work done so they do not repeat i| their own mistakes!

^ Choose the correct answer.

1 There(jsnTmuc^)/ aren't many bread with

5 He can't have two TV sandwiches There isn't

much /^aren't mamjVTVs.

6 (flow m ud))/ H ow m any cheese is there

Work with a friend Look at Mr Mangetout's

shopping trolley Ask and answer.

TV water cheese bike

plane egg bread

A Are there many eggs?

B No, there aren't There aren't many eggs.

L iste n in g

Q i.32 Listen What is the girl doing?

SUe's cooking a meal for fAr Mangetout.

^ Q i.33 Complete the questions with How much or How many. Then listen again and match with the answers.

How much meat isthere?

floW nnctny onions are there?

How many carrots are there?

How muck rice is there?

i are there?

S p e ak in g

^ How much of this food do you eat and drink

in a week? Complete the table for you.

A How much salad do you eat?

B I eat three bowls a week.

> Give pairs time to do the activity

Move round, prompting and

& Ask students to do the activity in groups of four

Exercise 9

Tip: Give instructions before you ask students to move into groups, so they are concentrating on you, not their friends!

Exercise 10

§£ Ask your students if they

ever cook Do you cook?

When do you cook? What

do you cook?

Give students time to write their sentences.Move round, correcting and prompting

Exercise 6 - Tapescript

Boy: What are you doing?

Girl: I’m cooking a meal for Mr Mangetout.

Boy: It looks great, but it’s yuk! What is it?

Girl: It’s meat, vegetables, rice and Boy: Is there a lot o f meat in it? Girl: Yes, there is Mr Mangetout likes meat.

Boy: How many vegetables are there?

Girl: Not many - there’s an onion and two carrots.

Boy: How much rice is there? Girl: There’s a lot o f rice, but no eggs Mr Mangetout doesn’t like eggs.

Boy: And what’s that?

Girl: Oh, that’s a computer.

Danny: Good idea, AJ! i

Crocodile: Help! ,

Bonzo: Oh no! A mouth with legs!

Crocodile: Yum! I love hotdogs!

Functions: offers and

requests

Pre-teach: river, mouth,

fishing rod, coconut

Preparation: Exercise 7

Make a set of twenty cards

for each group of four; write

food vocabulary on ten and

container words on ten

Exercise 1

§> (Books closed) Tell

students it’s time for

another episode of

Adventure Island Ask

students if they can

remember what the

children do every day, e.g

They work hard, they often

look f o r boats. Ask what

the children usually have

for breakfast (Fish) Ask

students what they usually

have for breakfast too!

(Books open) Play the

recording once or twice

while students listen and

read the cartoon

^ Check the answer

Answers —► student p a g e

Suggestion:Use the cartoon

to check and activate a

weak class’s vocabulary or

to stretch strong students

After you’ve checked

the answer, ask the class

questions, e.g W hat’s

this? What a re these? What

can you see in pictu re 3?

W hat’s Bonzo doing? Do

they alivays have fis h f o r

breakfast?

Exercise 2

Give students time to do

the exercise individually

^ Have them compare their

answers with a friend

t^> Check answers

Jaeiwj AJ: How many fish jjj|ji have we got?

Danny: Six, and w e '^ j got a lot of crabs too,|jj‘ j Bonzo: Hey, Nipper! Would you like a p la t®

of crabs’ legs? j | j Nipper: No thanks!

AJ: These fish are delicious.

Danny: Can you pass some coconut and insect juice, please?

AJ: Yuk! That's disgusting!

Danny: It's good for your hair, AJ.

AJ: I'd like some fruit Monkey: Here you are! Danny: Watch out, AJ!

s *

Answers—► student p a g e

Exercise 3 fP> Give pairs time to decipher Nipper’s notes

Answers There isn ’t much fo o d on the island, but there a re a lot o f crocodiles.

Exercise 4

^ Divide the class into groups ofsix and allocate roles: AJ, Danny, Q) Bonzo, Nipper, the crocodile, the , , monkey Tell students to act out the cartoon then to change roles and ; practise again You could select one or two groups to perform ([£}Encourage them to do it without ; p looking at the words

^ Q i 34 Listen and read What is 'the mouth

with legs? It’s a croceAiU.

&

1

2

Read again and choose.

There / (a re n T a n ^ s h in the sea today.

ThevC ^ ~ - ^ o n ,t ‘incl m uch f° oci 'n th e

river _

AJ /%iesn't_iike)the lujce.

Nipper T's X^joesiV: want):ra bs' legs.

Bonzo /^ T m onke^has gofsome fruit.

Bonzo feelsCjc ire fly hungry when he sees the

crocodile.

1^5 Can you read Nipper's notes?

oNtVe vS\a*A

cK &x C<o<L© <Av\£<»

-^ Act out the Adventure Island cartoon with

your friends.

F u n c tio n s : offers and requests

j||> Q 1.35 Listen and complete Then listen, check

]Can you pass me2 some insect juice, please?

3 Here you are!

Thankyou Mmm delicious! Can 14 W e

a banana too 5p|ea^e?

Yes, of course And would you5 like a

crab's leg?

No.7 f yoC But8 VA like a hotdog!

Practise the dialogue with a partner

Change some of the words Use this list.

eggs meat fish potato bean banana strawberry onion carrot bread rice chocolate

/ -' - - _

A Can you pass me some bread please?

B Here you are!

Draw five containers Write the five words Put the cards face down Play the memory game!

35

Ask the class to describe the

picture to you, to generate interest

and provide a context for the

dialogue, e.g N ipper’s drinking

insect ju ice He doesn ’t like eating

crab becau se he is a crab!

P-ay the recording once or twice

~ rjle students listen and complete

the dialogue

9 K_ve ihem compare their answers

~ i:h a friend

: x :he recording again, stopping

before each space to elicit and check the answer

Play it again, pausing for students

to repeat each line in chorus

Use your fingers to demonstrate

the contraction I w ould (two fingers) = I ’d (bring the two fingers

together), or write it on the board

Tell students Can you p ass P/I’d

like are requests, and Woidd

you like ? is an offer Have them underline the offers and requests

in the dialogue and cartoon

Answers — ► student page

!> Give pairs time to practise the dialogue, replacing words

b> Ask them to change roles

so they are practising

as much language as possible

Move round, and prompting

in the school canteen / cafe if you have one They must include at least one offer and one request Ask the groups of volunteers

to perform for the class

Suggestion:Give sets of pre-prepared food and container cards to each group of four to put face down on their desk They take it in turns to take one card from each set and to make an offer or request, e.g (plate card and

sandwich card) Would you

like a p la te o f sandwiches?

If they can make a sensible offer or request, they keep the cards If they can’t, (e.g they have

a card with sandwiches and one with glass), they replace the cards face down The student with the most cards wins

Photocopiable resource 2, page 156