Oxford young explorers 2 teachers book

material • 8 pages of Cambridge Young Learners English test practice • 1 festival unit World Book Day Activity Book • 8 pages of activities per core unit • follow-up to the cross-curricu

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Hi, I’m Mike

Hello, I’m Nick

Hello, I’m Sam

Hello, I’m Lucy

Hi, I’m Carla

Hi, I’m Sophie

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

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isbn: 978 0 19 402770 0

Printed in China

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acknowledgements

Author: Mary Charrington.

Cover illustrations by: Gary Swift.

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Cambridge Young Learners English test practice 178

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Dear Parents,

This year your son/daughter will continue to learn English with the coursebook Young

Explorers 2 As the title suggests, this will involve exploring and discovering new things in

each lesson that will help develop their English language learning Through stories, songs, motivating topics and texts, your child will not only develop their knowledge of English, but also their knowledge of British culture and the wider world

Parental support and encouragement are invaluable to every child, helping to inspire and motivate them in their school life Please do encourage your child to share what they have learnt each day in their English lesson with you, whether that is showing you their completed work in the Class Book and Activity Book, or telling you about the stories or songs they have learnt There is also the new Oxford Parents website, where you can find more information on helping your child with their English language learning (www.oup.com/elt/oxfordparents)

During the course this year, your child will cover topics that include the circus, activities

at home, places in a town, leisure activities, times and daily routines, sea animals and many more They will learn new grammar and vocabulary related to these topics, and will also expand their learning through motivational cross-curricular subjects, such as art, geography and science

At home or on trips, encourage your child to look for English in the world around them, and collect objects that are English or have English on them, for example stamps or food labels These will help motivate them to see English as a real means of communication

Please do not hesitate to contact me if you have any queries or questions about your child’s progress this year

With thanks in advance for your collaboration and all good wishes,

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About Explorers 5

About Explorers

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

course for students from first to sixth level of Primary

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

the pupils will be doing as they follow the adventures of the

main characters for each level In turn, the pupils themselves

will be encouraged to explore language and learn to express

themselves in English Explorers has the perfect balance

of controlled, solid presentation and practice, as well as

innovative and motivating content, and opportunities for

personal expression and development Every page is an

opportunity to explore and learn something new or review

language students already know

A key feature of Explorers is the amalgamation of imaginative

and real-world features within one central theme per unit

The theme is explored in many different ways, enabling the

pupils to gain confidence in their ability to understand and

communicate about the topic Stories, cross-curricular pages,

DVD lessons, dialogues, games, vocabulary and grammar

presentations and more provide a wealth of information,

stimulation and opportunity

The DVD material draws the pupils into the worlds of real

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

provides pupils with the opportunity to use relevant and

attractive material that enhances their language learning

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

experiences shown in the series to develop the pupils’

all-round globalized skills and to work on values and attitudes

Real-world contexts provide the pupils with realistic scenarios

and age-appropriate issues to explore, and photocopiable

material is provided on the course website to further explore

these issues with the class There is a strong sense of British

culture, as well as information about the whole world

There is also an appropriate and creative approach to

learning content across the curriculum Each unit includes a

cross-curricular focus that is supported by extra presentation

and support material, including a DVD episode These

cross-curricular lessons focus on topics that appeal to

the pupils, and connect with content they are learning in

their own language Attractive and stimulating flashcards

allow teachers and pupils to anticipate and discuss the

topic before the Class Book presentation There are also a

multitude of worksheets to support students and enable

extensive further exploration of the topic

The children will also be able to practise for the Cambridge

Young Learners English test with Young Explorers The

activities are intended to help the children start to familiarize

themselves with the test in a non-intimidating way, enhancing

their confidence

Explorers gives you all the support a teacher could possibly

need with tests, evaluation grids and self-evaluation material

for the pupils also available in the Evaluation booklet, and

with further materials available to download from the course

website This includes extra worksheets for reinforcement,

extension, DVD and cross-curricular lessons … for much

more language exploration!

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6 Components

Components

Class Book

• a starter unit introducing the course characters

• 6 teaching units providing the core material

• 3 extension stories

• 3 episodes of the revision story Space Explorers

• 6 sections of Read more! material

• 8 pages of Cambridge Young Learners English test practice

• 1 festival unit (World Book Day)

Activity Book

• 8 pages of activities per core unit

• follow-up to the cross-curricular lessons

• follow-up to the extension stories

• follow-up to the Space Explorers revision

story episodes

• follow-up to the festival unit

• 7 Picture Dictionary pages with stickers

• 6 pages of cut-outs for pairwork activities

• an annotated Tour of a unit

• clear, succinct teaching notes for each lesson

• reinforcement and extension ideas

• teaching tips

• culture notes

• full answer keys for Activity Book, reinforcement and extension worksheets

• tapescript for each lesson

• teaching notes for the DVD lessons

• teaching notes and tapescripts for the Cambridge Young Learners practice tests

• an Ideas bank with games, activities and ideas for how to further exploit the extra resources (flashcards, posters, etc.)

• a full description of the syllabus, including objectives

• a list of the unit flashcards and wordcards

• useful classroom language and a wordlist

Audio CDs

• recording of all the songs, stories and listening activities,

as well as the Cambridge Young Learners and course tests listening tracks

Teacher’s Resource Pack

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Components 7

Cross-curricular cards

• A set of cards with pictures, accompanied by questions and

answers, which introduce the cross-curricular content

Posters

• Quest poster – a poster used as part of the Explorer’s Quest routine

• Vocabulary poster – a poster covering the vocabulary from Units 1–3

on one side, and the vocabulary from Units 4–6 on the other

Explorer figure with rucksack

• A unique way of presenting vocabulary flashcards

Evaluation booklet

• introduction to evaluation

• evaluation grids

• 6 Unit tests, 2 Term tests and 1 End of year test

• full transcripts and answers for tests

• self-evaluation material for the pupils, including

a course certificate

DVD

• Let’s explore! clips that support the Class Book lessons

• cross-curricular clips that extend the cross-curricular topic

Website

A wide range of teacher resources and interactive content

is available from the Explorers website:

www.oup.com/elt/teacher/explorers

Wordcards

• 92 wordcards for the key unit vocabulary (see the end of this

Teacher’s Book for the list of wordcards)

Worksheets

• 3 reinforcement worksheets per unit

• 3 extension worksheets per unit

• 1 support worksheet per unit

• 8 catch-up worksheets for support in key grammar areas

Presentation and practice material for interactive whiteboards

and data projectors Including:

• stories

• songs and chants

• audio

• posters, flashcards and cross-curricular presentation material

• Activity Book exercises

Components

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The fourth set of characters appears in the humorous

revision stories, Space Explorers.

Explorer’s Quest

The Explorer’s Quest adds an extra revision strand to the course in a fun context

In each unit, at the bottom of the Class Book pages, the two

Explorers give the pupils a grid reference for the Come and

explore! pages at the start of the Class Book or for the Quest

poster The pupils use the grid reference to find an object, and write the first letter of the object in a Quest puzzle at the back of their Activity Book By the end of the unit, a secret word is revealed Finally, at the end of the course, the pupils

can work out the Young Explorers 2 secret message.

Stories

As in the earlier levels, stories are an important feature

The unit stories in Young Explorers 2 involve the main

course characters and are an opportunity to practise new vocabulary and structures further, through situations and experiences that will be familiar to the pupils

The three extension stories (The lazy burglar, The very brave

knight and Wolf!) extend language and give the pupils the

opportunity to discuss their reaction to the stories

The three-part comic story Space Explorers, which appears

after every two units, revises language in a fun context

Exploration of the real world

Young Explorers 2 continues the strong real-world focus

of the series This is reflected in the DVD content, which is integrated with the Class Book material

The topic of the unit is further explored in Lesson 7, where the pupils follow the experiences of a group of British children as they explore their world, visiting locations and interacting with people around them The pupils are provided with opportunities to make comparisons with their own experiences, practise functional expressions and dialogues and explore social values and cultural issues

In addition, the DVD provides real-world material to support the cross-curricular topic in Lesson 6 Attractive and relevant episodes support the pupils’ understanding of the topic and provide opportunities for teachers to further exploit the subject matter

Furthermore, the Read more! pages after each unit enable

the pupils to hear from their peers from around the world

Children from a wide variety of countries talk about topics relevant to the units and to the pupils themselves

Course concept

Explorers is a six-level Primary English course with a strong

emphasis on learning language through stories, dialogues,

songs, values and content from across the curriculum As

the course progresses from First Explorers to Young Explorers

and finally World Explorers, the pupils are continually offered

the opportunity to learn and use language in real-world

situations As the title highlights, the concept driving the

course is exploring and making discoveries The pupils

themselves become explorers as they learn a new language

and discover more about the world around them

A flexible approach

Explorers is designed to be flexible in order to meet the

individual needs of pupils of all abilities The Class Book

is supported by an Activity Book and a DVD, which is

fully integrated with the main teaching content, as well

as a wide range of differentiated worksheets available to

download from the course website (covering support,

catch-up, reinforcement and extension levels and extending

DVD, festival and cross-curricular core content) The notes

throughout this Teacher's Book also contain ideas for quick

reinforcement and extension activities, as well as tasks for

fast finishers and an Ideas bank to dip in to at any time

Characters and context

In Young Explorers 2 the pupils meet four sets of characters

The first set is the main course characters, with whom they

will already be familiar from Young Explorers 1: Sophie and

her brothers Mike and Nick, and Sam and his sisters Carla and

Lucy Sam and Sophie are friends, and their experiences in the

unit stories reflect the lives and interests of pupils of this age

The second set of characters are real British children (Konrad,

Lily, Theo, Charlie, Jessica and Vineeta), shown in real-world

settings in the Class Book and the accompanying DVD

episodes The children take part in excursions and activities,

showing aspects of British culture that invite comparison

with the pupils’ own country

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9

Introduction

Approach to listening and speaking

New language in Lessons 1–4 is presented for aural recognition before the pupils are required to use it They listen first, then progress to simple activities demonstrating active recognition of the language They go on to use the language orally: first in short, controlled dialogues or pairwork activities and, later, in more open situations

In Lesson 5, pronunciation activities offer the opportunity to focus on sounds from the core vocabulary that are difficult for most learners at this level, and for example, help the pupils to focus on the distinction between pairs of sounds

Lessons 6, 7 and 8 expose the pupils to a broader range of language They are not expected to retain every word they hear, but the listening passages will help them learn to listen for overall understanding There are opportunities to focus on specific phrases and useful everyday expressions that will increase their effectiveness as speakers of English

The dialogues in Lesson 8, in particular, give the pupils the chance to manipulate the language and develop their fluency, as they substitute previously learned words and phrases to change the meaning

The unit provides plenty of guided opportunity to develop listening skills themselves The listening texts throughout the unit vary in length and type, expose the pupils to different voices and styles, and encourage the pupils to listen for different things and use different approaches to listening

Approach to reading and writing

The reading activities in the Class Book help develop two reading skills in particular: reading for gist and reading for detail For the longer reading texts, such as the unit stories, the extension stories, the cross-curricular topics and the Lesson 7 real-world experiences, the pupils are first encouraged to answer one or two simple gist questions, which help them to focus on the broad meaning of the text

This is followed, either on the page or by suggestions in the Teacher's Book, by more detailed questions, which encourage them to read specific parts of the text more closely

Students are actively encouraged to notice and use the two different skills

There are a range of different texts throughout the unit, and these vary in type, length, purpose and narrative style The pupils are exposed, for example, to dialogues, stories, factual accounts, personal experiences and many more text types

These texts are carefully structured through the course to provide students with the opportunity to develop a range of reading skills, to provide guided support, to build confidence and to motivate and inspire the pupils as they explore the theme of the unit

Cross-curricular focus

A core lesson in each unit of Young Explorers 2 focuses on

content from another subject in the curriculum These

lessons evolve from the unit topic and use carefully

staged cross-curricular cards to introduce and engage the

pupils with the topic At this level, these lessons cover the

subjects of art, geography and science The pupils learn

about concepts such as time zones and learn about the

artist Pablo Picasso

The concepts are consolidated with clear illustrations

and activities in the Class Book, with further practice in

the Activity Book and extension worksheets available on

the course website There are also episodes on the DVD

that develop the topics further with their own follow-up

worksheets

The pupils will encounter new vocabulary specific to each

topic, but the focus is on understanding the concept rather

than retaining new language

Systematic approach to language learning

Young Explorers 2 presents a balanced and systematic

approach to language learning, with every competence and

learning style taken into account

• Lesson 1 The first set of new vocabulary is presented,

setting the scene for a comprehension activity A revised

grammar structure is used as a means of practising the

new vocabulary in a speaking activity

• Lesson 2 The new grammar structure is presented through

a listening activity, then practised in a pairwork game

• Lesson 3 The Lesson 2 structure and Lesson 1 vocabulary

are consolidated in a story

• Lesson 4 The second set of new vocabulary and a second

revised grammar structure is presented in a song The

grammar structure is practised in a cut-out pairwork activity

• Lesson 5 Key language from Lessons 1–4 is consolidated

There is also a pronunciation focus

• Lesson 6 The cross-curricular topic is presented through

cross-curricular cards, and then explored further with a

reading text in the Class Book and follow-up activities in

the Activity Book

• Lesson 7 A ‘real-world’ situation is presented through a

listening and reading text with photos, with an opportunity

to focus on a particular value The main writing task for the

unit is then presented in the Activity Book

• Lesson 8 A functional dialogue from the Lesson 7

photo-story is practised The pupils review what they

have learnt in the whole unit by recording vocabulary

in their Picture Dictionary, practising the main grammar

point, and carrying out a self-evaluation activity

• DVD lesson First-hand experience of British culture

through the course DVD with optional worksheets

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• Clear rules The pupils need to know what is expected of them and how they should behave towards one another

Set clear rules of behaviour and establish routines, such as sitting quietly while others are talking, putting up hands

to answer questions

• Positive feedback Ensure that the pupils are not afraid of making mistakes by praising their efforts and demonstrating how we all learn from mistakes Always focus on the positive when correcting errors, using

expressions such as Very good try or Not quite, try again.

• Classroom language From the beginning, encourage the pupils to use as much classroom English as possible, praising their efforts enthusiastically when they do

• Good preparation The teaching notes will help you prepare for each lesson in advance, guiding you through the lesson content and giving plenty of ideas for extra activities The notes also outline which materials you’ll need to prepare before each activity

Mixed-ability classes

The pupils have different needs, reflecting different interests, like/dislikes, speeds and styles of learning, and in some classrooms, different cultural backgrounds Some will require extra support, whilst the more-able will benefit from extra activities to extend their skills

This can present a challenge for the teacher For this

reason, Young Explorers offers strategies and materials to

help teachers adapt their lessons to meet the needs of the pupils as individuals

Reinforcement activities to consolidate learning and extension activities for more-able pupils are suggested in every lesson The Activity Book also provides additional tasks for fast finishers As more-able pupils work on these, the teacher has the flexibility to devote time to the pupils needing help Speaking and pairwork tasks in the Class Book provide the teacher with the opportunity to monitor learning and offer assistance where it is most needed

The pupils should be grouped together with others of a similar ability to work on activities, worksheets or games that suit their level It is also important, however, to help all of the pupils feel part of the group during the lesson The teaching notes contain ideas for group games that are very useful in achieving this Singing along and/or doing actions to songs and chants and story-telling allow even those pupils with the lowest level of English to participate without feeling under pressure

The Class Book and Activity Book contain writing tasks at

word and sentence level, building up to short paragraphs

The main writing task in Lesson 7 provides a model for the

pupils, so they are guided to produce their own text, and

encouraged to edit and check their own work

Learning to learn

Young Explorers also focuses on introducing the pupils to

strategies that will help them become better learners, and

this happens in a variety of ways throughout the course

A ‘Learn to learn’ icon in each unit of the Activity Book draws

the pupils’ attention to a learning strategy, which is fully

explained in the teaching notes for that activity

In addition, numerous Learn to learn tips throughout this

Teacher's Book highlight additional means of developing

the pupils’ learning strategies

Evaluation

Young Explorers 2 Evaluation booklet contains a range of

course tests These tests cover all the target language and

are divided into six Unit, three Term and one End of year test

The evaluation grids and self-evaluation material in the

Evaluation booklet also allow you to continuously assess

your pupils’ progress and feed back to them and their

parents, as well as gradually introducing the pupils to the

concept of self-evaluation There is further information on

how to use these in the Introduction section in the booklet

There is also an eight-page section at the end of the Class

Book that contains material based on the Cambridge

Young Learners English tests (Starters and Movers levels)

The four tests are presented in two stages: practice and test

preparation, and are intended to be used after Units 2, 4 and 6,

and at the end of the year You will find more notes on how to

use these pages in the introduction to the Cambridge Young

Learners English test practice section on page 178 of this

Teacher's Book

Values

Young Explorers provides an opportunity to work on values

and to encourage the pupils to become responsible for their

social behaviour and attitude to learning In this level, the

pupils will encounter the following themes:

• being polite

• being healthy

• being safe while crossing the road

• the importance of trying and having another go

at something

• thinking about safety at home

• thinking about safety at the beach

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11

Introduction

The festival topic also allows those pupils from other

backgrounds to feel more integrated They can join in by

talking about the festivals they celebrate Make sure the

pupils understand that, while traditions differ from country

to country, they are all equally important and interesting

New media in the classroom

Young Explorers 2 has a fully integrated and innovative

approach to new media in the classroom, which allows

teachers to use what suits them and get the best out of

their facilities

iTools The iTools, for use on an interactive whiteboard,

supports Young Explorers 2 with all the materials needed

for language presentation and practice

Website The course website offers a wide variety of extra

materials to support your teaching, including wordcards

and worksheets available for download

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

Parental involvement

The support of parents and family members is a key

motivating factor for learners of all subjects The pupils will

enjoy sharing what they have learnt with their parents

Encourage them to take home and share songs, stories and

the work they have completed in their course books At the

beginning of this Teacher's Book there is a photocopiable

letter for parents with ideas on how they can help their

child’s English language learning through the year

Oxford Parents is a new website where your pupils’

parents can find out how they can help their child

with English They can find lots of activities to do in the

home or in everyday life Even if the parent has little or

no English, they can still find ways to help We have lots

of activities and videos to show parents how to do this

Studies have shown that practising English outside the

classroom can really help children become more confident

using the language If they speak English with their

parents, they will see how English can be used in real-life

situations and this can increase the pupils’ motivation

Parents can help by practising stories, songs and

vocabulary that the students have already learnt in

the classroom Tell your students’ parents to visit

www.oup.com/elt/oxfordparents and have fun helping

their children with English!

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Tour of a unit

12

Class Book

• The topic of the unit is introduced via the Explorer

figure and rucksack, which can then be used as a device to present the first set of vocabulary flashcards for the unit Each card is drawn out of the rucksack one

by one, engaging the pupils and maintaining their attention The pupils listen to the words on the audio

CD as each flashcard appears

• With books open, the pupils then listen and repeat a

vocabulary chant, guided by the photographic images

on the page

• The new vocabulary and a revised structure are

contextualized in short dialogues between the course characters The pupils identify which character is speaking

• The revised structure and new vocabulary are then

actively practised through a pairwork game

Activity Book

• This provides written practice at word level of the new vocabulary The first activity requires the pupils to read and recognize the new words, and the second activity requires the pupils to write them

Optional

• Fast finishers: Lesson 1 has an extra activity at the bottom of the Activity Book page

• A reinforcement and extension activity is provided

in the lesson notes

Young Explorers 2 is organized into six core units, an

introductory unit, three extension stories, three episodes of a

revision story (Space Explorers), six Read more! sections and one

festival section (World Book Day) Each main unit is comprised

of eight lessons and an optional DVD lesson The Activity Book

contains follow-up activities for all the target language

Each lesson also comes with reinforcement or extension

ideas to practise the language further, ideas for activities to

start and finish the lesson, and references to other resources

for the teacher

Unit 1 Lesson 1

Lesson 1 introduces the topic of the unit, presents and practises eight new items of vocabulary, and combines the new vocabulary with a revised structure It always features the main characters in the context of the unit: Sophie and her brothers Mike and Nick, and Sam and his sisters Carla and Lucy

Class Book presentation of

new vocabulary via a chant

Unit 1 flashcards Set 1

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Tour of a unit

13 Tour of a unit

Class Book

Class Book

• The new grammar structure of the unit is introduced

through a cartoon sketch featuring the main characters

The pupils listen the first time to focus on the meaning,

then listen and repeat

• The pupils then practise the structure in a pairwork

elimination game

• At the end of the lesson, the Explorer’s Quest recycles

known vocabulary in a fun way The pupils go to the

Come and explore! pages at the front of their Class Book,

and locate the item in the given grid reference They

write the first letter of the item in the Quest puzzle at

the back of their Activity Books By the end of the unit,

the secret word for the unit is revealed The pupils can

carry out the Quest individually, using their Class Book,

or as a group using the Quest poster This activity can

be done at the end of every lesson, or it can be done all in one go at the end of the unit

A Remember! box at the foot of the page focuses

attention on how the new structure is formed, providing extra support for those who need it

Optional

• Reinforcement worksheet 1: an optional worksheet

is available to download from the Explorers website.

• Extension worksheet 1: an optional worksheet is

available to download from the Explorers website.

Unit 1 Lesson 2

Lesson 2 introduces a new grammar structure through a

listening activity The new structure is then actively practised

through a pairwork game

Extension worksheet 1 Reinforcement worksheet 1

At-a-glance reminder of the new

Presentation of new grammar structure in a cartoon sketch

The Remember! box, with its clear use of colour, provides extra support

Activity Book

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• A gist question in the Teacher's Book focuses the pupils’

attention on what to listen out for in the story to aid comprehension

• The story is presented on the audio CD Questions to

check more detailed understanding are provided in the teaching notes

• The pupils are encouraged to listen to the story several

times to become fully familiar with the language They then act out the story in groups

• At the end of the lesson, or at the end of the unit, the

pupils complete the Explorer’s Quest activity

Activity Book

• This provides a further story comprehension activity

• A Remember? focus re-activates previously learned

vocabulary The new structure of the unit is then practised in a written activity with a mixture of new and recycled vocabulary

Optional

• Fast finishers: Lesson 3 has an extra activity at the bottom

of the Activity Book page

• Reinforcement: an optional Story worksheet is available to

download from the Explorers website.

• An extension activity is provided in the lesson notes

Unit 1 Lesson 3

Lesson 3 is the story lesson The story allows the pupils to

focus on vocabulary and grammar structures in context,

as well as providing an enjoyable and memorable way

to reinforce language The pupils have the opportunity

to act out part of the story, which is an important way of

internalizing new language

A Remember? feature recycles previously learned vocabulary

Story contextualizes vocabulary and grammar from the unit

Acting out the story gives the pupils the chance to internalize language

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Tour of a unit

Class Book

Class Book

• The second vocabulary set of the unit is presented

by taking the flashcards out of the Explorer figure’s

rucksack one by one, while the pupils listen to the

words on the audio CD

• With books open, the pupils point to the new words

and repeat them

• The pupils sing the song, which contextualizes the

new vocabulary and revised structure Suggestions

for actions in the teaching notes make the song more

memorable and fun

• The pupils make the cut-out in their Activity Book,

and use it to practise the new vocabulary and revised structure in a pairwork game

• At the end of the lesson, or at the end of the unit, the pupils complete the Explorer’s Quest activity

Activity Book

• This provides a further activity to practise the language

in the song, and written practice at word level of the second vocabulary set

Optional

• Reinforcement and extension activities are provided

in the lesson notes

Unit 1 Lesson 4

Lesson 4 presents and practises a second set of new

vocabulary items in a song A second grammar structure

from a previous level is also revised The pupils practise both

the new vocabulary and revised structure in a speaking

Activity Book Unit 1 cut-out

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• A listening activity and a reading activity practise key

vocabulary and the new structure from the unit

• A pronunciation feature focuses on sounds that the

pupils find difficult at this level, usually by contrasting pairs of sounds

• At the end of the lesson, or at the end of the unit, the

pupils complete the Explorer’s Quest activity

Activity Book

• This provides a reading activity and a writing activity

Together with the Class Book activities for this lesson, it ensures that all the key language of the unit is practised

Optional

Unit 1 Lesson 5

Lesson 5 offers the pupils an opportunity to consolidate the

key language and structures from Lessons 1–4 through a

variety of activities that practise all four language skills

Further consolidation of key language from Lessons 1–4

Pronunciation focus

Class Book

Activity Book Reinforcement worksheet 2

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Tour of a unit

Class Book

Class Book

• The concept is introduced through the double-sided

cross-curricular card, with a series of questions to get

the pupils thinking about the topic and drawing on

what they already know

• The reading activity explores the topic further and is

fully supported by illustrations The pupils first answer a

gist question, which encourages them to focus on the

general meaning of the text The pupils then carry out

a second activity, which requires a closer, more detailed

reading of the text

• At the end of the lesson, the pupils complete the

Explorer’s Quest activity This means that they can

identify the secret word from the unit At the very end

of the course, the pupils use a code within the secret

words to decipher a secret message

Activity Book

• This provides activities in which the pupils can demonstrate that they have understood the concept presented in the lesson

• Cross-curricular worksheet: an optional cross-curricular

worksheet is available to download from the Explorers

website

• DVD curricular sequence: further DVD curricular footage is available on the DVD There is also

cross-an optional worksheet to exploit the DVD footage,

in the lesson notes

Unit 1 Lesson 6

Lesson 6 is the cross-curricular lesson A range of subjects

is represented across the course as a whole The focus is

on understanding a concept from another subject, rather

than the active use of new vocabulary A wealth of optional

materials is provided for further exploration of the topic

Presentation of the topic through a cross-curricular card

Photos and pictures with labels help to support meaning

Cross-curricular cards

Further exploration of the topic is available in the DVD cross-curricular footage and accompanying worksheets

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Tour of a unit

18

Class Book

• The pupils read and listen to the text, focusing first on

answering general gist questions, followed by more detailed questions that require a closer reading of the text

• The pupils are encouraged to talk about their own

experiences in relation to the experiences of the children in the Class Book, and also to explore cultural similarities and differences between their lives and the lives of children in the UK

• The ‘good explorer’ feature encourages the pupils to

discuss a particular value related to the topic, helping them to become better citizens

• This is the ideal moment to let the pupils watch the

corresponding DVD episode – an extended version

of the photo-story in the Class Book Alternatively, the DVD can be exploited further and used as the basis of

a complete lesson at the end of the unit

The pupils then produce their own personalized piece

of writing based on the model

Optional

• Fast finishers: Lesson 7 has an extra activity at the bottom of the Activity Book page

in the lesson notes

Unit 1 Lesson 7

Class Book

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

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

comparisons with their own life It also gives the pupils the

opportunity to discuss broader educational values

The content invites comparisons with pupils’ own experiences

Trang 20

Tour of a unit

Class Book

• The pairwork speaking activity, with a substitution

element, gives the pupils confidence in practising and

manipulating useful everyday expressions

Activity Book

• The Activity Book provides a review of the language

the pupils have learnt in the unit The pupils first

complete their Picture Dictionary with the stickers

provided This allows them to build up their own useful

reference of the key vocabulary in the course Further

activities check that the pupils have remembered and

can use the grammar structures from the unit Finally, there is a self-evaluation activity in which the pupils assess their effort and achievements This helps them

to identify areas they need to work on in the next unit

Optional

Unit 1 Lesson 8

After a quick review of the Lesson 7 photos, Lesson 8 starts

with a speaking activity The pupils work in pairs and practise

and then manipulate useful everyday expressions from

the DVD The next stage of the lesson is a review of the

key language the pupils have learnt in the unit Finally, the

pupils are encouraged to reflect upon and assess their own

learning and performance

Pupils review learning from the unit

Functional dialogue focusing on a

useful exchange from the DVD

Self-assessment activity promotes awareness of own learning

Extension worksheet 3

Activity Book

Activity Book Class Book

Reinforcement worksheet 3

Trang 21

Tour of a unit

20

• This lesson exploits the DVD content in more detail

than is possible within Lesson 7, with a variety of activities and worksheets

• On-screen comprehension questions check general understanding Worksheet 1 and worksheet 2 practise the language further, and develop observational skills

Worksheet 2 also focuses on a particular value relevant

to the episode

Unit 1 DVD lesson (optional)

The DVD lesson is optional, but it is a great opportunity

for the pupils to see the language they have studied

throughout the unit come to life It consists of an extended

version of the Lesson 7 photo-story in the Class Book, and

provides a direct, memorable experience of British life and

culture It also offers the pupils the chance to talk about

broader educational values

DVD worksheet 1

DVD Unit 1 Let’s explore!

While-you-watch and follow-up activities encourage concentration and allow the pupils

to manipulate and practise the language further

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Tour of a unit

Stories, Read more! and festival pages

In addition to the main units, there are further materials that

can be used as the basis for separate lessons or supplementary

tasks: three extension stories (after Units 1, 3 and 5), three

revision stories (after Units 2, 4 and 6), six Read more! sections

(after each unit) and festival pages (Class Book page 88 and

Activity Book page 85)

The extension stories (The lazy burglar, The very brave knight

and Wolf!) are both enjoyable in their own right and offer

rich opportunities for discussion

The revision story (Space Explorers) features the entertaining

exploits of a team of explorers who roam the galaxy

The Read more! pages feature children from around

the world They help develop reading skills and offer opportunities for supported writing

The festival pages (for World Book Day) offer a detailed look

at an aspect of culture These are supported by optional

worksheets available to download from the Explorers website,

which contain creative ideas for developing the topic

in the Activity Book

Class Book presentation

of new words, supported

Trang 23

Class Book

Come and explore! pages, CD1 track 1

• Explain to the pupils that they are going to learn an important new song Can the pupils predict which word

might appear several times in the song? (Explorers.) Play the Explorers song while the pupils follow in their books.

• Ask individuals to read the lines of the song and ensure everyone understands any new words or expressions,

such as work hard, There’s lots we can say, There’s lots we

can do!

• Ask the pupils if they can remember the word ready

(They learned Are you ready? in First Explorers 1.)

• Play the song again and encourage everyone to sing along

Come and explore! pages, CD1 track 2

• Explain that the pupils are going to listen carefully to the recording to identify whether the grid reference given after each number is the red or blue reference on the Class Book page (They are only concentrating on the reference itself at this stage – they do not need to look

at the big picture yet.)

• Play the recording and pause after the first reference The

class says the correct colour (Blue.)

• Continue the recording The activity can be repeated for small groups or individual pupils to answer

ANSWERS

1 blue 2 blue 3 red 4 red 5 blue 6 red

Objectives

Welcome the pupils into the world of Young Explorers.

Learn the Young Explorers 2 Explorers song.

Review vocabulary from Young Explorers 1.

Use the English alphabet in a grid review activity

Language

Active: The alphabet

Revised: explorers, play, trousers, radio, sandwich, flamingo,

drums, rucksack, bin, torch, Numbers 1–12, Colours

Passive: fun, Let’s (work hard), find out, ready

Starting the lesson

Come and explore! pages

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

• Gesture to yourself and say I’m (your name) Encourage

the pupils to do the same

• Work around the class with the pupils saying Hello, I’m (Ana)

• Review questions from previous levels, such as How are

you? What season is it? and What’s the weather like?

• Say Open your books Show the first double page and

read Come and explore! Explain that the characters in the

picture are the team of Explorers who will help the pupils

with their exploration of the English language during

the course

• Ask What can you see? Say Hands up! and encourage the

pupils to put up their hands and say the English words

for items in the picture The rest of the class points to

the pictures

• Alternatively, ask Can you see (a recorder)? The pupils

reply Yes and point to the recorder.

Come and explore!

22

Come and explore!

Trang 24

More activitiesReinforcement

• Play I see something beginning with … (see the Ideas bank) using familiar words from the Come and explore! pages.

Extension

• Elicit sentences about the picture using structures learned

in First Explorers 1 and 2 and Young Explorers 1, for example

There’s a …, I can see a …, Have you got a …? Where’s the …?

• Give a grid reference and ask questions, such as What’s

he/she wearing? What’s it got? (Big teeth / A long tail, etc.)

• Alternatively, pretend to be a character on the page and

say I’m wearing a yellow T-shirt or I’ve got big ears The class

points to the character

• Ask different pupils to take over your role

TEAChinG TiP: Self-confidence and self-belief are important

in any learning process Build the pupils’ self-confidence by asking them to find at least ten words they already know

in the big picture Tell them that they already know a lot

of English and that this year they are going to learn even more Talk to the pupils about how to make the most of the classes: speaking English, trying hard, concentrating, learning vocabulary, doing their homework

3 Read and look Say True or False.

• Ask the pupils to look at the big picture

• Ask individual pupils to read the sentences The pupils

check the references on the big picture and say True or

False, as appropriate.

• They repeat the activity, working in pairs

• If the pupils feel confident then they can challenge each

other in pairs, or individual pupils can challenge the whole

class, by making up similar sentences based on the models

ANSWERS

1 True 2 False 3 False 4 True 5 True 6 False

7 False 8 True

4 Find and say …

• Ask a volunteer to read the first description (something

purple) Demonstrate finding something purple, such as

the umbrella and reading the grid reference (G1.) Remind

the class to read down the page first to find the letter,

then across the page to find the number

• Work through the other descriptions with the class The

pupils may find something purple, green or yellow that

they cannot yet name in English, but they should also be

able to find items in those colours that they can name, for

example scarf, T-shirt, olives, tree, snake, door, recorder, salad

Encourage the pupils to focus on words they know

• Ask individual pupils to say an item they know in English

on the page The rest of the class gives the grid reference

(Note that there are some items with more than one grid

reference, such as door, house, gorilla, table.)

• The pupils continue in pairs Keeping to familiar words at

this stage, give pairs grid references for them to find Then

ask them to name the picture

Goodbye

CD1 track 1

• Say the words of the Explorers song, pausing at certain

points for the class to say the next word

• Finally say Goodbye! to everyone They all reply Goodbye!

23 Come and explore!

Trang 25

• Ask How are you? What season is it? What’s the weather like?

• Play the Explorers song Everyone waves their arms in the air for We are explorers

Class Book

Class Book pages 4 and 5, CD1 track 3

• With books open, ask Who’s this? (Sam, Sophie, teacher.)

What can you see? Elicit familiar words, such as zebra, king, raincoat, hat, vegetables The pupils point to the items.

• Play the recording The pupils listen and look at the big picture on the Class Book page, focusing on the days of the week poster

• Play the track again The pupils repeat each line

• Divide the class into three groups One group repeats the teacher’s line, another Sam’s line and the other Sophie’s lines

• Ask What day is it today? The class replies.

• Say Tomorrow is … The class completes the sentence.

24 Hello again! • Lesson 1

Lesson 1

Objectives

Reintroduce the course characters

Review the alphabet

Learn the days of the week

Language

Active: Days of the week

Revised: raincoat, zebra, mirror, vegetables, king,

Trang 26

1 Monday 2 Tuesday 3 Wednesday 4 Thursday

5 Friday 6 Saturday 7 Sunday

2 Write the missing letters Then write the mystery word.

Activity Book page 2

• The pupils write the missing letters Then they follow the code symbols to write the mystery word below

• Do the first item together, then let the pupils complete the activity

• When all the pupils are ready, they can shout the mystery word

ANSWERS

1 E 2 R, S 3 X 4 O, P, R 5 L 6 EMystery word: EXPLORERS

3 Look at Activity 2 Say two letters and find the number.

• Ask two pupils to read the speech bubbles The class finds

the strip of letters containing M and O.

• Say another two letters, such as J and L The class says the strip number (Number 5!)

• Ask individuals to say two letters from one strip The rest of the class says the strip number

• The pupils continue the activity in pairs

Units 1–3 Vocabulary poster

• Display the poster Ask the class to look carefully and name as many things as they can on the poster, such as

play the violin, shoes, jumper, jeans, fridge, cupboard.

• Point to the different items and ask What colour’s (Carla’s

jumper)? (Green.) Where’s (Nick)? (In the living room.)

Class Book pages 4 and 5, CD1 track 4

• Focus attention on the alphabet poster on the Class Book

page and play the recording The pupils listen, point to the

letters and repeat each one

• Play the recording again This time, a different pupil

repeats each letter

• The pupils work in pairs and take turns to say the letters

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z

Class Book page 4, CD1 track 5

• Play the recording Focus attention on each strip of letters

The pupils identify which letter has been omitted

Class Book page 4, CD1 track 6, an image of a dinosaur

• Tell the pupils that they are going to listen to and repeat

the model for playing I see something beginning with …

• Play the recording The pupils listen, repeat and point to

any dinosaur picture you may have in the classroom (You

could perhaps draw a very simple one on the board.)

5 Play I see.

Class Book page 4

• Play the game in Activity 4 Start by choosing an item

and saying I see something beginning with (p) for the

• With books closed, chant the days of the week as a class

• With books open, demonstrate finding and circling Monday

in the grid and writing it on the line, as in the example

• The pupils complete the activity, checking the words in

the Class Book if necessary

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26 Hello again! • Lesson 1 / Lesson 2

Hello again! Lesson 2

Objectives

Learn The alphabet rock song.

Practise spelling names

Play a spelling game

Language

Revised: zebra, hedgehog, guitar, king, camera, raincoat,

flowers, pencil, The alphabet

Passive: rock, Can you spell your name, please?

• Show the pupils how to draw a simple table with seven

columns and three rows They write the days of the week

at the top of the columns

• They draw and/or write an activity they do in the boxes

under each day (ride a horse, play football, play the piano,

swim, dance, ride a bike, etc.) Review these activities (and

more) before they start completing the boxes

• Ask the pupils questions, such as What do you do on

Tuesday? They answer I (play tennis).

Fast finishers

Activity Book page 2, sheets of paper

• Help the pupils to read the task at the bottom of the page,

then ask the pupils to complete the task

LEARn To LEARn: Catering for different learning styles

will ensure that you help all the pupils in the class

Auditory learners may find it easier to learn the alphabet

if you group the letters that use the same vowel sounds

together: AHJK / BCDEGPTV / IY / FLMNSX / O / QUW / R

Write up each group and ask the pupils what they have in

common You can make a poster of these groupings and

refer to it when the pupils are spelling a word

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Hello again! • Lesson 2 27

TEAChinG TiP: Names vary widely from country to country

Ask the pupils if their names are similar to any of the English names they know Explain that names can be difficult for people from other cultures to say, and spelling them can

be helpful Tell the pupils to practise spelling their names

in English

Activity Book

Activity Book page 3, CD1 track 10

• With books open, say the letters of the pictures a–h

The pupils find the pictures and call out the words

• Play the recording Pause after number 1 for the pupils to

find the zebra and say the letter (f) Focus their attention

on the example answer

• Continue, pausing the recording as necessary

ANSWERS

1 zebra, f 2 hedgehog, g 3 guitar, h 4 king, d

5 camera, c 6 raincoat, a 7 flowers, e 8 pencil, b

2 Look and write Play the game.

• Ask Who is it? The class calls out the name of each

character, checking in the Class Book if necessary

• The pupils write the names under the appropriate pictures

• Ask two pupils to read the speech bubbles, then play the game

• The pupils continue playing in pairs, spelling out the names of the characters

• Finally say Goodbye! to everyone They all reply Goodbye!

Quest poster

• Display the poster

• Say a grid reference, such as F6, and ask a pupil to find and spell the item (Map.)

• Repeat the procedure, focusing on items that the class

knows from Young Explorers 1.

Extension

• Write familiar words on the board with letters missing

Ask What’s missing? The class says the missing letter.

• Say Hello! to the class and to individuals

• Chant the days of the week together

• Ask What day is it today? The class answers

• Say Tomorrow is … and the class completes the sentence.

Class Book

• With books open, play The alphabet rock song The pupils

listen and follow in their books

• Play the song again This time, the pupils join in

• Play the song again The girls join in with the female singer

and the boys with the male Everyone nods their head

with the lines of the song

• Focus attention on the pictures of the children Ask

individual pupils to read the names Point out that the

spellings of some names are similar

• Explain that you are going to play the recording, and the

class should listen to identify who is speaking each time

• Play number 1 as an example Identify the speaker

together (Garth.)

• Play the rest of the recording, pausing as necessary

The pupils call the name after each sequence

Teacher Like this?

Garth Yes, that’s right

2 Teacher Can you spell your name, please

Marina M … A … R … I … N … A

Teacher OK Thank you

Cheryl C … H … E … R … Y … L

Teacher Oh, yes! Thanks!

Bruno B … R … U … N … O

Teacher Like this?

Bruno Yes

Teacher Thank you

• Play the recording The pupils listen and repeat

• Play the game with the whole class Say Who is it?

C … H … E … R … Y … L The class looks and choruses

Cheryl Clear up any confusion with Cherry, pointing out

the different letters

• Ask a pupil to take your role, with the whole class

answering

• The pupils play the game in pairs

Trang 29

CD1 track 7

• Play The alphabet rock song The pupils call out the letters

and nod their heads to the beat

Class Book

• With books open, ask a volunteer to read the title of the

story Ask Who can you see? (Sam and Sophie.) Then ask

Where are they? (At school.)

• Ask the class how many frogs they think are in the tank

Tell them that they can find the answer by listening and reading

• Play the story recording The pupils listen and follow in their books

• Elicit the answer to the question

ANSWER

One frog

• Ask questions to check comprehension, such as How

many tadpoles are there in picture 2? (30.) How many tadpoles are there in picture 6? (29.) What else is there?

2 Act

• Ask three pupils to take the roles of Sam, Sophie and the teacher

• They act out the story, with the CD as support if necessary

Fade out the recording when it is not needed

• Divide the class into groups of three Each group acts out the story Encourage the pupils to use gestures and expression

TEAChinG TiP: Personalizing the story by acting it out makes

it more memorable to the pupils Encourage them to think about the best way to represent the story, and focus on their positions, gestures and facial expressions Ask if they need any props or items of clothing If they are able to say the dialogue in the story, they need to think about looking

up, not at the book, and speaking clearly and loudly

Objectives

Listen to and act out a story

Sequence the events of a story

Write sentences with There are (twenty-nine tadpoles).

Language

Active: There are (twenty-nine tadpoles) Numbers 20–30

Revised: big, legs, frog, pens, rubbers, books, pencils,

They’ve got (legs) Numbers 1–20

Passive: school, tadpoles, easy, Don’t worry! How many

Trang 30

Hello again! • Lesson 3 / Lesson 4 29

Objectives

Present and practise numbers 10–100

Play a memory game with numbers

Language Active: Numbers 10–100

Revised: hat, grasshoppers, butterflies, ant, pencils, pictures,

tennis, balls, (Twenty-three boys) have got (a woolly hat).

Passive: jump, high, little, run, insects, woolly hat, classroom,

cupboard, school, How many (children) have got (a woolly hat)?

• With books open, focus on the story pictures Explain

that you are going to play the recording The class must

listen, look at the pictures and write the number for each

exchange next to the correct picture

• Demonstrate by playing the first exchange Pause and ask

the class which picture should be numbered 1 (e.)

• Continue, pausing the recording as necessary

ANSWERS

a 2 b 3 c 6 d 5 e 1 f 4

2 Count and write.

• Focus attention on the first picture and ask How many

tadpoles are there? The pupils count and answer (There

are twenty-nine.)

• Ask a volunteer to read the beginning of the sentence

In the classroom … and the example: there are twenty-nine

tadpoles

• The pupils continue counting and writing to complete

the activity

ANSWERS

1 there are twenty-nine tadpoles

2 there are twenty-two books

3 there are twenty-seven pens

4 there are twenty-four rubbers

5 there are twenty-one pencils

Goodbye

• Say a number between 1 and 30 The pupils count

(chorally or around the class) up to the number you said

• Do this a few times, then say Goodbye! They all reply

sheets of paper with letters for numbers 1–30

• Revise numbers 1–30 by playing Jumbling letters (see the

Ideas bank)

• Select ten numbers, and prepare sheets of paper showing

each letter for these words Distribute these to the pupils

and ask them to spell the numbers

Fast finishers

• Help the pupils to read the task at the bottom of the page,

then ask the pupils to complete the task

Trang 31

4 Play How many?

Class Book page 7

• Ask two pupils to read the speech bubbles

• Say some similar sums (ensuring the total is below one hundred) The pupils answer

• Ask some pupils to think of similar sums (again, ensuring the total is below one hundred) The other pupils answer

• The pupils work in pairs and ask each other sums

Activity Book

• With books open, ask individual pupils to read the words

in the wordpool Focus their attention on the example

• The pupils write the words next to the appropriate pictures

• Explain that they will now listen to the recording and

follow from the Start box, through the boxes containing

the numbers of the various items they hear, to the

There are 68 ants

There are 44 pencils

There are 56 grasshoppers

There are 17 balls

There are 83 butterflies

There are 72 pictures

Finish

2 Write.

• The pupils write the words for the numbers in the appropriate places in the crossword

ANSWERS

1 eighty 2 one hundred 3 sixty 4 thirty 5 seventy

6 fifty 7 ninety 8 forty

Goodbye

CD1 track 13

• Play track 13 again Everyone joins in You could make it more fun by doing the chant without the recording and seeing how fast the pupils can say it

• Say Goodbye! to everyone They all reply Goodbye!

• Ask individuals How are you? What season is it? What day

is it today? What’s the weather like?

• Ask a few How many … are in the classroom? questions

(ensure the answer is not more than 30), such as How

many girls are in the classroom? How many windows/

tables/doors/computers are in the classroom?

Class Book

Class Book page 7, CD1 tracks 13 and 14

• With books open, play track 13 The pupils follow

and repeat

• Play the recording again Ask different individuals or

groups to repeat each number

• Chant in tens from 10 to 100 as a class and then with

different individuals saying each number The rest of the

class claps in rhythm

• Play track 14 The pupils listen and do suitable actions

• Play the recording again Everyone joins in with the words

and actions

• Divide the class into grasshoppers, butterflies and ants Play

the chant again Everyone chants the lines for their insect

and does the actions They all chant the last two lines

TEAChinG TiP: Good language learners notice the

differences between their first language and the foreign

language Ask the pupils if we express numbers differently

in English from the other languages they know

• Play the recording The pupils listen and follow in their

books Pause as necessary

3 Say how many.

Class Book page 7

• Ask How many … are there in …? questions, such as How

many (pictures) are there in (Classroom 2)? The pupils

answer (35.) Ask more questions, then encourage the

pupils to ask similar questions

• Now ask How many (pencils) has Sophie/Sam got? or How

many (pencils) have they got? questions Again, encourage

the pupils to ask similar questions

• Go through the answers with the class

ANSWERS

1 seventy-seven children 2 seventy-three pencils

3 eighty-six pictures 4 one hundred tennis balls

Trang 32

Hello again! • Lesson 4 31

More activities

Reinforcement

Quest poster

• Display the poster

• Say a grid reference, such as E6 and ask a pupil to find and

name the item (Scarf.)

• Repeat the procedure, involving as many pupils as possible

Keep to items the pupils know from First Explorers 1 and 2

and Young Explorers 1

Extension

sheets of paper

• The pupils write sentences about items in the classroom,

for example There are thirty-two chairs in the classroom

Encourage them to write about items of which there

are more than thirty, to provide practice of the higher

numbers

Picture Dictionary

Activity Book page 66, Hello again! wordcards

• The wordcards for Young Explorers 2 are available to

download from the Explorers website (see page 11

for details)

• Elicit the days of the week and ask the pupils to complete

the first section of the Picture Dictionary

• Ask the class to look at the alphabet pictures and chant

the alphabet together Explain the idea of alphabetical

order and ask what comes after ant (Butterfly.)

• Display the number wordcards for the final section

and remind the pupils to use them for support while

they are working

Trang 33

CD1 track 7

• Greet the class and sing The alphabet rock song.

• Encourage individuals to jump up when they hear the initial letter of their name

Vocabulary presentation

Explorer figure, Rucksack: Unit 1 flashcards Set 1, CD1 track 17

• Show the Explorer figure and say Our Explorer is at the

circus Let’s look at the pictures in his/her rucksack.

• Ask the pupils to discuss in L1 the kind of acts that appear

at the circus Discuss what they look like

• Ask a pupil to hold up the Explorer figure Play the recording, pulling the relevant flashcard out of the rucksack each time The pupils look, listen and repeat

• Display the flashcards Play the recording again The pupils point to the flashcards and repeat the words

Class Book

Class Book page 8, CD1 track 18, Unit 1 flashcards Set 1

• With books open, play the vocabulary chant

• The pupils look at the items in the left-hand column and point to each one as they hear it

• Play the chant again and encourage the class to join in

• Distribute the flashcards to groups or individuals Play the chant again The pupils with flashcards stand up when their word is mentioned The other pupils mime the features,

making hand gestures for curly hair, beard, etc.

$ 1•18

She’s got curly hair

Curly hair Curly hair

She’s got wavy hair

Wavy hair

He’s got straight hair

Straight hair Straight hair

He’s got blond hair

Blond, blond hair

She’s got glasses

He’s got a beard

Big, big beard

32 Unit 1 • Lesson 1

Lesson 1

Objectives

Present and practise the first new set of vocabulary

Practise the new vocabulary in the context of a chant

Revise the structure He’s got (curly hair) / He hasn’t got

(wavy hair).

Practise the new vocabulary and revised structure in

a pairwork activity

Language

Active: curly hair, wavy hair, straight hair, blond hair,

glasses, ponytail, moustache, beard

Revised: black, He’s got (curly hair) He hasn’t got (wavy hair).

Trang 34

Activity Book

1 Write.

Activity Book page 6, Unit 1 wordcards Set 1

• With books open, display the wordcards Ask volunteers to read the words in the wordpool, and other volunteers to point to the appropriate wordcard each time

• Say numbers 1–8, and ask the class to describe the person

• Allow time for the pupils to write the words

ANSWERS

1 glasses 2 straight hair 3 beard 4 wavy hair

5 moustache 6 blond hair 7 ponytail 8 curly hair

2 Write.

• Say each number Volunteers give a short description as in

the example Then they write the descriptions.

ANSWERS

1 She’s got blond hair 2 He’s got a moustache

3 She’s got a ponytail 4 He’s got wavy hair

5 She’s got a beard 6 He’s got curly hair

7 She’s got straight hair 8 He’s got glasses

Goodbye

• Ask everyone to stand up Call out each of the eight new features The pupils with the feature you call out sit down

and say Goodbye!

• Continue until everyone has said Goodbye!

Unit 1 flashcards Set 1, Unit 1 wordcards Set 1

• Distribute the flashcards and wordcards to pairs or individuals

• Play Pairs (see the Ideas bank) Encourage the pupils to use the structure He’s/She’s got …

Extension

• Play Letter by letter (see the Ideas bank).

Fast finishers

• Help the pupils to read the task at the bottom of the page, then ask the pupils to complete the task

Unit 1 • Lesson 1 33

TEAChinG TiP: We can help pupils learn vocabulary by

introducing them to different strategies for studying

vocabulary Suggest they use a strip of paper to cover the

words beneath the first picture in the left-hand column

and try to say them Then they reveal the words to check

They repeat the ‘cover, say, check’ technique with the rest

of the words They can do this on the first page of each

unit or with their Picture Dictionaries

• Ask the pupils to look at the big picture and ask Who’s got

blond hair? (Numbers 2, 5 and Nick.)

• Play the first part of the recording Say Who is it? Say the

2 Nick She’s got blond hair, but she hasn’t got a ponytail

She’s got wavy hair

3 Lucy Can you see the magician? He’s got a moustache and he’s

got a beard

4 Nick She’s got straight hair She hasn’t got blond hair She’s got

black hair Look!

5 Lucy He’s got glasses He’s got a moustache, but he hasn’t got

a beard

6 Nick He’s got curly hair and he’s got glasses He hasn’t got a

beard and he hasn’t got a moustache

7 Lucy He hasn’t got curly hair He hasn’t got straight hair He

hasn’t got wavy hair He hasn’t got hair!

• Focus on the photos at the bottom of the page Play the

recording The class repeats the exchange

• Play the recording again, this time turning down the volume

for glasses and curly hair The class calls out these words.

4 Play the game.

Class Book page 8

• Describe a person in the picture, following the model in

Activity 3 The class identifies the person

• Invite a few individuals to do the same, then the pupils

repeat the activity in pairs

Trang 35

CD1 track 18, Unit 1 flashcards Set 1, Unit 1 wordcards Set 1

• Greet the class Ask How are you? What day is it today?

What’s the weather like?

• Distribute the flashcards and wordcards Play the vocabulary chant The pupils with cards hold them up and everyone chants

• Describe a pupil in the class, for example He’s got black

curly hair He hasn’t got glasses The class names the pupil

Repeat several times with different pupils

Class Book

Class Book page 9, CD1 track 21, fancy dress glasses

• With books open, play the recording The pupils listen and follow

• Play the second version of the recording, pausing after each line for the class to repeat Check that they understand why the clown no longer has curly hair

• Play the second version of the recording again This time, the girls repeat Sophie’s lines and the boys repeat Sam’s lines

• Ask three pupils to come to the front to mime the clowns

If possible, one clown should wear fancy dress glasses This

is the clown who pretends to pour water over the curly haired clown The third clown laughs at the other two

• Repeat with different pupils and ask two pupils to say Sophie and Sam’s lines

2 Play the game.

Class Book page 9

• Ask two volunteers to read the speech bubbles

• Demonstrate the game by asking a pupil to choose one

of the characters in the picture Ask questions, such as Has

she got a ponytail? The pupil answers Yes, he/she has / No, he/she hasn’t until the class can identify which picture it is

(It’s picture 3.)

• Continue, as a whole class game, with one pupil choosing

a character and the class asking questions The pupils now continue the game in pairs

Activity Book

• With books open, prepare the pupils by asking them to

describe the features in pictures 1A and 1B (He’s got black,

curly hair / He’s got blond, curly hair.)

• Play the recording Pause after each item for the pupils to listen and tick the correct picture

ANSWERS

1 B 2 A 3 A 4 A

Unit 1 Lesson 2

Objectives

Present and practise the first new grammar structure:

questions and short answers with Has he got (glasses)?

Practise the new structure through repeating a dialogue

Practise the structure in an elimination game

Use a grid reference to complete the Quest puzzle

Language

Active: glasses, curly hair, wavy hair, straight hair, blond

hair, ponytail, moustache, beard, Has he got (curly hair)?

Yes, he has / No, he hasn’t.

Revised: black, Is it (a man)?

Passive: man, woman

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Class Book page 9, Come and explore! pages / Quest poster, Quest puzzle

• Point to the cartoon Explorer at the bottom of the Class Book page and ask the pupils if they can remember completing the Explorer’s Quest last year

• Explain that the letter and number (F6) are grid references

They use these with the Come and explore! pages at the

beginning of the Class Book or the Quest poster In each lesson they will use the grid reference to find a secret word for the unit

• Do an example, using the Come and explore! pages (or the

Quest poster) and the Quest puzzle in the Activity Book

Find row F and then column 6 in the grid The picture in this box (map) is the secret word Explain that the pupils

should write the first letter of the secret word in the correct

place in the Quest puzzle For this example, they write m in

the Unit 1 Lesson 2 square

• At the end of the unit, they can find the secret word for that unit At the end of the year, when the puzzle is completed, the pupils will be able to decipher the secret message using the symbols in the puzzle

Unit 1 reinforcement worksheet 1

• The reinforcement worksheets 1, 2 and 3 can be accessed

via the Explorers website (see page 11 for details).

ACTiViTy 1 ANSWERS

1 curly hair 2 wavy hair 3 straight hair 4 blond hair

5 ponytail 6 glasses 7 moustache 8 beard

1 No, she hasn’t 2 No, she hasn’t 3 No, he hasn’t

4 Yes, she has 5 No, he hasn’t 6 Yes, he has

7 Yes, she has

Extension

Unit 1 extension worksheet 1

• The extension worksheets 1, 2 and 3 can be accessed via

the Explorers website (see page 11 for details).

1 He’s got a moustache 2 He hasn’t got a beard

3 He’s got blond hair 4 He hasn’t got curly hair

5 She’s got a ponytail 6 She hasn’t got glasses

7 She hasn’t got wavy hair 8 She’s got straight hair

1 Has she got glasses? No, she hasn’t Has she got a ponytail?

Yes, she has (d)

2 Has she got blond hair? Yes, she has Has she got wavy hair?

Yes, she has (b)

3 Has he got curly hair? No, he hasn’t Has he got a beard?

Yes, he has (c)

4 Has he got wavy hair? No, he hasn’t Has he got a moustache? Yes, he has (a)

$ 1•22

1 Adult 1 Has he got glasses?

Adult 2 Yes, he has

Adult 1 Has he got curly hair?

Adult 1 Has he got black hair?

Adult 2 No, he hasn’t He’s got blond hair

2 Adult 1 Has she got straight hair?

Adult 2 Yes, she has

Adult 1 Has she got glasses?

Adult 2 No, she hasn’t

Adult 1 Has she got a ponytail?

3 Adult 1 Has he got a moustache?

Adult 2 No, he hasn’t

Adult 1 Has he got a beard?

Adult 1 Has he got curly hair?

Adult 2 Yes, he has He’s got blond, curly hair

4 Adult 1 Has she got straight hair?

Adult 1 Has she got glasses?

Adult 1 Has she got a beard?

Adult 2 No, she hasn’t!

Adult 1 Has she got a moustache?

Adult 2 Yes, she has!

2 Write the answers.

• The pupils look at the pictures, read the questions and

write the answers, using Yes, he/she has / No, he/she hasn’t

• Focus attention on the example Ask the pupils to work in

pairs to ask and answer the questions

ANSWERS

1 No, he hasn’t 2 Yes, she has 3 No, he hasn’t

4 Yes, she has 5 Yes, he has 6 No, she hasn’t

Remember!

• Draw attention to the Remember! box Remind the pupils

that they can use it as a reference for Activity 2 Explain

that hasn’t is more common as it is quicker and shorter.

• Remind the class that in contractions such as this, the

apostrophe signals a missing letter Ask What is the

missing letter in ‘hasn’t’? (o.)

LEARn To LEARn: Adding a kinaesthetic element to an

explanation can make it easier for some pupils to understand

Make wordcards for the sentence He has got curly hair Invite

five pupils to the front and give them a wordcard each Ask

them to make the question Focus on the inversion of he

and has, using a cross-over gesture with your hands Use this

technique with all questions that are formed by inverting the

verb and the subject (be, can, have got).

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CD1 track 18, Unit 1 flashcards Set 1, Unit 1 wordcards Set 1

• Greet the class and distribute the flashcards and wordcards Play the vocabulary chant The pupils with cards hold them up when they hear their words and everyone chants

• Ask a pupil to stand up Ask the rest of the class Has he/

she got …? questions, using the unit vocabulary They

answer Yes, he/she has / No, he/she hasn’t.

• Repeat several times with different pupils

Class Book

• With books open, ask a volunteer to read the title of the story Point to the page and tell the pupils to look at the

pictures Ask Who can you see? (Sam, Sophie, Nick, Lucy,

Mike and Carla.) Where are they? (At the circus.) Ask what

the pupils saw at the circus in the last lesson (Clowns.)

• Ask the pupils How many trapeze artists are at the bus

stop? Tell them that they can find the answer by listening

and reading Play the story recording The pupils listen and follow in their books

• Elicit the answer to the question

ANSWER

One

• Ask questions to check comprehension Ask Where’s the

man? (At the bus stop.) Has he got blond hair? (No, he hasn’t.) Has he got a moustache? (Yes, he has.) Is he one

of the trapeze artists? (Yes, he is.)

• Play the recording again, pausing after each line for the class to repeat Do this again with the boys repeating the boys’ lines and the girls repeating the girls’ lines

2 Act.

• Ask six pupils to take the roles of Sam, Sophie, Nick, Lucy, Mike and Carla, first watching the circus and then spotting the man at the bus stop Four more pupils take the role

of the men at the bus stop, one of whom should be the trapeze artist, pretending to swing on the bus stop post Invite them to the front to demonstrate acting out the story

• Play the recording The ten pupils at the front act out the lines, joining in with the words as much as possible The men at the bus stop have no words to say, but one of them pretends to swing on the post (after the narrator

says Suddenly …) and the other three clap.

• Repeat the process with ten different pupils This time, see

if the actors can say their lines without the support of the

CD The rest of the class can help

TEAChinG TiP: Good language learners take risks, and are willing to try to speak even though they may not get everything correct Encourage the pupils to try to join in with dialogues while the CD is playing They should try to use their books as little as possible, especially when they are using the focus language

Unit 1 Lesson 3

Objectives

Consolidate the new language in the context of a story

Give further practice by acting out a story in groups

Language

Active: wavy hair, beard, moustache, Has he got (wavy hair)?

Yes, he has / No, he hasn’t.

Revised: black, trousers, T-shirt, jumper, long, short, big, eyes

Passive: Wow!, fantastic, trapeze artist, bus stop, Look!,

Listen to me Are you sure?

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Unit 1 story worksheet

• The story worksheets can be accessed via the Explorers

website (see page 11 for details)

• Tell the class you are thinking of a pupil in the class They

ask Has he/she got …? questions to identify who it is.

Fast finishers

• Help the pupils to read the task at the bottom of the page, then ask the pupils to complete the task

Activity Book

1 Read and circle

Activity Book page 8, Class Book page 10

• With books open, ask volunteers to read the sentences

• Ask the pupils to check the story in their Class Books

and then circle the correct words Do the first sentence

together as an example

• Check the activity by asking the pupils to read the

correct sentences

ANSWERS

1 the bus stop 2 Lucy 3 wavy 4 beard 5 T-shirt

2 Write questions and tick ✓or cross ✗

• Ask individuals to read the Remember? words on the right

of the picture Encourage everyone to do hand gestures

(such as miming long hair) to help them remember the

meaning

• Focus on the example, and ask individuals to answer

(Yes, he has.)

• Ask a pupil to formulate the second question Has she got

long hair? The pupils tick or cross as appropriate

• The pupils continue formulating and writing the

questions and answering them

ANSWERS

1 Has he got big eyes? ✓

2 Has she got long hair? ✓

3 Has he got short hair? ✓

4 Has she got wavy hair? ✗

5 Has he got blond hair? ✗

6 Has she got straight hair? ✓

7 Has he got a moustache? ✗

• The pupils find the item in the grid reference and write

the first letter in the Unit 1 Lesson 3 Quest puzzle at the

back of their Activity Books

ANSWER

o (oranges)

Goodbye

• Work around the class with each pupil saying a letter of

the alphabet until you reach z (If you have more than 26

pupils in your class, start again so that everyone has at

least one turn.)

• Then everyone shouts Goodbye!

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• Greet the class and review the alphabet and spelling in

English by instructing individual pupils Spell your name.

Vocabulary presentation

Explorer figure, Rucksack: Unit 1 flashcards Set 2, CD1 track 24

• Ask the class to describe a character they all know

Different pupils can add details, such as He hasn’t got a

(beard) Ask them if they know any other English words

for describing people

• Ask a pupil to hold up the Explorer figure Play the recording, pulling the relevant flashcard out of the rucksack each time The pupils look, listen and repeat

• Display the flashcards Play the recording again The pupils point to the flashcards and repeat the words, adding a mime

Class Book

• With books open, play the recording again The pupils find the relevant person on the page and repeat the words

• Say numbers 1–6 The pupils point and say the word They can add gestures

Class Book page 11, CD1 track 25, Unit 1 flashcards Set 2

• Play the song The trapeze artists The pupils listen and

point to the different characters as they are mentioned

• Hand out the flashcards Play the song again The pupils with flashcards hold them up and everyone makes a

suitable mime for each character, and for up and down

• Play the song again and the pupils sing along

LEARn To LEARn: Adding movements to illustrate the words in a song makes it more fun and more memorable for kinaesthetic learners Brainstorm suitable gestures for

up, down, fast, tall, isn’t short, long, young, small, isn’t old

with the pupils Encourage them to do the gestures as they sing the song

• Focus on Activity 3 Ask the class what they think the children are doing Explain that they are playing a game

in pairs

• Play the recording and ask the pupils to listen and repeat

• Play the recording again The boys repeat the boy’s lines and the girls repeat the girl’s lines

Unit 1 Lesson 4

Objectives

Present and practise the second new set of vocabulary

Practise the vocabulary and revised structure in a song

Revise questions and short answers with Is he/she (young)?

Practise the vocabulary and structure in a game with a

cut-out

Language

Active: tall, short, strong, thin, old, young, ponytail

Revised: fast, brown, He’s got (dark, brown skin) Is she (young)?

Yes, she is / No, she isn’t.

Passive: up, down, dark, skin, male, female

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• Distribute the flashcards and wordcards to pairs or individuals

• Play Pairs (see the Ideas bank) Encourage the pupils to use the structure He’s/She’s …

Extension

Unit 1 wordcards Set 2

• Play Letter by letter (see the Ideas bank) with the new

vocabulary set from this lesson

4 Cut out and play the game.

Class Book page 11, Activity Book page 73, scissors, books

• Show Activity Book page 73 Ask the pupils to cut along

the dashed lines and fold inwards then outwards along

the dotted lines

• Demonstrate how to play the game with a confident

pupil Ask him/her to choose a picture secretly

• To identify the character, ask a set of questions starting

with Male or female? If the answer is Male, demonstrate

folding over all the female pictures (and vice versa

for Female).

• Continue with other questions, such as Is he/she strong?

You fold over the pictures that are not the mystery picture

until you identify the character

• Swap roles and play a few more times until the pupils are

confident enough to play in pairs They should have a barrier,

such as a book, between them so they cannot see each

other’s sheets

Activity Book

Activity Book page 9, Class Book page 11, CD1 track 25, Unit 1 wordcards Set 2

• With books open, display the wordcards and ask

volunteers to read them

• Ask volunteers to read the sentences and unjumble

the words

• Everyone writes the correct words, using the wordcards

as support

• Play the recording The pupils check their work They can

refer to the words of the song on Class Book page 11

ANSWERS

thin, brown, tall, short, strong, long, young, small, old

2 Write Then write the letter.

Activity Book page 9, Unit 1 wordcards Set 2

• Using the wordcards for support, the pupils look carefully

at the letters they can see and work out the adjectives

• They find the picture that fits each description and write

the number in the circle

ANSWERS

1 thin, e 2 strong, c 3 young, d 4 old, b 5 tall, f

6 short, a

• The pupils find the item in the grid reference and write

the first letter in the Unit 1 Lesson 4 Quest puzzle at the

back of their Activity Books

ANSWER

u (umbrella)

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