Oxford young explorers 1 teachers book

6 ComponentsComponents Class Book • a starter unit introducing the course characters • 6 teaching units providing the core material • 3 extension stories • 3 episodes of the revision sto

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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.

Teacher’s Book

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

Oxford University Press is a department of the University of Oxford

It furthers the University’s objective of excellence in research, scholarship,

and education by publishing worldwide Oxford is a registered trade

mark of Oxford University Press in the UK and in certain other countries

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First published in 2012

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isbn: 978 0 19 402769 4

Printed in China

This book is printed on paper from certified and well-managed sources

acknowledgements

Author: Mary Charrington.

Cover illustrations by: Gary Swift.

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Cambridge Young Learners English test practice 176

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Dear Parents,

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

Explorers 1 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 outdoors, sports, clothes, rooms in a house, animals, camping 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 science, music and geography

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 the pupils 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 the pupils 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 (Christmas Eve)

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

• Classroom language poster – useful language for the classroom

• 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, 3 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

• 99 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

Classroom Presentation Tool

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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8 Introduction

Introduction

The third set of characters is the two cartoon Explorers figures They provide a model for good explorers and also add a fun dimension through the Explorer’s Quest

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 that 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 1 secret message.

Stories

As in the earlier levels, stories are an important feature

The unit stories in Young Explorers 1 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 ant and the grasshopper,

The emperor’s new clothes and The magic tree) 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 1 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 1 the pupils meet four sets of characters

The first set is the main course characters: 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 (Oscar,

Jack, Holly, Sanjay, Keisha and Grace), 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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Introduction 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 The pupils 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, postcards, e-mails, 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 1 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 science, music and geography The pupils learn about

concepts such as camouflage and the process of producing

flour from wheat

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 further develop the topics 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 1 presents a balanced and systematic

approach to language learning, with every competence and

learning style taken into account

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

a listening activity, then practised in a pairwork game

are consolidated in a story

revised grammar structure is presented in a song The

grammar structure is practised in a cut-out pairwork activity

There is also a pronunciation focus

cross-curricular cards, and then explored further with a

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

the Activity Book

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

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

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, enthusiastically praising their efforts 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 the 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, while 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

and summaries 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 1 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 test (Starters level) 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 176 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:

• learning about and respecting nature

• behaving in a way that does not upset other people

• being a good friend

• being polite

• protecting animals

• being aware of a healthy diet

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Introduction 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 1 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

Classroom Presentation Tool The Classroom Presentation

Tool, for use on an interactive whiteboard, supports Young

Explorers 1 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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12 Tour of a unit

Tour of a unit

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 1 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

(Christmas Eve) Each main unit is comprised of eight lessons

and an optional DVD lesson The Activity Book contains

follow-up practice activities for all the target language

Each lesson also comes with reinforcement or extension

ideas to further practise the language, 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

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

Books, 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 Explorer’s 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

Tour of a unit 13

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Tour of a unit

Story worksheet

Class Book

• 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/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

Class Book

Activity Book

Story contextualizes

vocabulary and grammar

chance to internalize language

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.

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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

cut-out activity

Presentation of a revised grammar structure through a song

Practice of new vocabulary and revised structure in a pairwork game

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Tour of a unit

Extension worksheet 2

Class Book

• 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

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Tour of a unit

Class Book

Class Book

• The concept is introduced through the double-sided

cross-curricular cards, with a series of questions to

encourage the pupils to think about the topic and

draw on what they already know

• The reading activity further explores the topic 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 all 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

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

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 further exploited 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

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 the 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

The 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

• 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 presents 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 Unit 1 Let’s explore!

to manipulate and further practise the language

Trang 22

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 ant and the grasshopper, The

emperor’s new clothes and The magic tree) 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 Christmas Eve) 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

to the story in the Activity Book

Activity Book

Class Book

Revision of grammar and vocabulary through a story context

Further language practice activities

in the Activity Book

Amusing and memorable New set of

characters to

refresh the pupils

and appeal to their

imagination

Activity Book

Class Book

Class Book presentation of new words, supported by photos

Scope for cultural comparisons

Activity Book Class Book

parts of the world

Trang 23

Come and explore!

Come and explore! pages, CD1 track 1

• Explain to the pupils that they are going to listen to and

sing a song about explorers Play the Explorers song while

the pupils follow in their books

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

such as have fun, come with us, lots we can do, learn English.

• Play the song again and encourage everyone to sing along

Come and explore! pages, CD1 track 2

• Count around the class from 1 to 12 When you reach 12, the next pupil starts again with 1

• Point to the numbers on the page and play the recording

Pause at the end of each line for the class to say the missing number

• Play the track again This time, pause for the pupils

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12Listen again What’s missing now?

1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12

Objectives

Welcome the pupils into the world of Young Explorers.

Learn the Young Explorers 1 Explorers song.

Review vocabulary from First Explorers 1 and 2.

Use the English alphabet in a grid review activity

Language

Active: The alphabet

Revised: explorers, plane, tent, ball, chicken, bananas, fox,

T-shirt, Numbers 1–12

Passive: Let’s explore / learn English Come with us There’s

lots we can do!

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).

• Say Open your books Show the first double page and

read Come and explore! Explain that the characters in the

picture are a 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 scooter)? The pupils reply

Yes and point to the scooter.

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23 Come and explore!

More activities

Reinforcement

• Play Hangman (see the Ideas bank), using familiar words from the Come and explore! pages.

Extension

• Ask the pupils to say sentences about the big picture

using structures learned in First Explorers, such as There’s

(a dog) It’s got (a tail) I can see (a plane) It’s a (red) plane.

Come and explore! pages, CD1 track 3, soft ball (optional)

• Draw attention to the letters A–I on the page and ask the

pupils to point to them as they listen to the recording

• Play the recording again The class repeats the letters

• Work around the class with each pupil saying a letter, or

vary the order by asking one pupil to say a letter and then

gesturing to another pupil to say the next letter You can

pass a soft ball to the pupil you would like to speak next

• If you wish, help the class to complete the alphabet

4 Look and find.

• Ask a volunteer to read the first word (plane) and see if the

class can find the plane in the main picture Explain that

we can give a grid reference to show where the plane is

Demonstrate reading the reference A5, and explain that

this means row A and column 5, which is the box or grid

reference where they will find the plane

• Work through the other items with the class The pupils

look for the pictures and work out the grid references

Remind them that the letter, which is the row, always

comes first

• Ask individuals to look at the picture and name items

in English The rest of the class gives the grid reference

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

reference, such as apple, tree, flower, orange, girl, boy.)

• 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

ANSWERS

plane A5 / tent B1 / chicken E4 / fox E5 / ball I4 /

bananas C2 / T-shirt E8

lEARn To lEARn: Learners can use a number of different

strategies to complete a given task For example, ask

them to find an item, e.g the plane, in the picture without

giving them the grid reference Some strategies are

more effective than others Listening to their classmates’

strategies can help the pupils to refine their own Ask the

pupils to find the first item and then discuss their strategy

in L1 Did you start in one corner and work down, or across?

Did you look for the colour? Did you look for the shape? Did

you think of a logical place to find the plane? Encourage the

pupils to try out a new strategy

Goodbye

• Pretend to leave the class, wave and elicit the word

Goodbye from the pupils.

• Ask a few individuals to pretend to leave, to wave, and say

Goodbye!

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

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• Play the Explorers song and encourage everyone to sing along.

Class Book

Class Book pages 4 and 5, CD1 track 4

• Say Open your books Ask What can you see? Elicit familiar words, such as house, trees, flowers, ball, girl, boy, book, bag,

cars, cat, birds, shoes, jeans, T-shirt, shorts, plus the numbers

1–10 The pupils point to the items

• Alternatively, ask Can you see (a car)? The pupils reply Yes

and point to the car

• Play the recording The pupils listen and look at the picture

• Play the track again The pupils repeat each line

• Play the track once more This time, the boys repeat Sam’s line and the girls repeat Sophie’s line

Class Book pages 4 and 5, CD1 track 5

• Play the recording The pupils listen, point to the items in the picture and repeat the words

• Repeat the procedure until the pupils can confidently name the items

• Say the numbers The pupils say the corresponding words

Do this again, but vary the order

• The pupils repeat the activity in pairs

$ 1•5

1 tree 2 apple 3 cat 4 bird 5 ball

6 pencil case 7 bag 8 book 9 orange 10 flower

Lesson 1

Objectives

Introduce the course characters

Review greetings, numbers and colours

Language

Revised: Hello!, Hi!, tree, apple, cat, bird, ball, pencil case,

bag, book, orange, flower, How are you? I’m fine, thanks

Trang 26

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

boys, girls, ball, trees, flowers.

• Point to different items and ask What colour’s (the ball)?

The class answers (Orange.)

Extension

Class Book pages 4 and 5

• Ask the pupils to choose four items from the picture on the Class Book pages and write sentences Demonstrate

by writing an example on the board, such as The bag is

brown or The car is red.

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

TEAChinG TiP: Learning a language can seem a long and challenging process Help the pupils to become aware of how much English they already know and the progress they are making Ask them to look back at this lesson and the previous one and ask them how many words they already knew Ask them if they had difficulty understanding the song and the recording Point out that they already have a good basic knowledge of English

Class Book page 4, CD1 track 6, Hello! wordcards Set 1

• The wordcards for Young Explorers 1 are available to

download from the Explorers website (see page 11

for details)

• Point to the colour words Play the recording The pupils

listen, point to the word and repeat each time

• Divide the class into eleven groups and give each group

a colour wordcard

• Play the recording The class listens and repeats When

they hear their word, each group stands up, holding up

their card

Class Book page 4, CD1 track 7

• Explain that the pupils are going to play an identification

game One pupil chooses an item on the page and

describes it by colour The other pupil tries to identify

what it is

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

the red flower

5 Play I see.

Class Book page 4

• Play the game in Activity 4, with one pupil choosing an

item and the class guessing, using the model

• Do this a few times, then let the pupils work in pairs

Activity Book

1 Write.

Activity Book page 2

• With books closed, count to 10 Encourage the class to

count with you

• Write the numbers 1–10 on the board The pupils say the

numbers Repeat the activity

• Ask the class to open their books and write the number

words under the figures

2 Follow and colour Then write.

Activity Book page 2, coloured pens/pencils

• Ask volunteers to read the colour words

• Demonstrate following the line from red to the apple

Ask What colour is the apple? (Red.) The pupils colour the

apple in red

• The pupils continue following the lines and colouring

the pictures

• Read sentence 1, pausing for everyone to chorus the word

blue The pupils read the remaining sentences and write

the colour words by referring to the coloured pictures

ANSWERS

1 blue 2 yellow 3 red 4 green 5 orange 6 black

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26 Hello! • Lesson 2

• Say Hello! to the class and to individuals.

• Ask the class How are you? They reply I’m fine, thanks.

• Ask one pupil to greet another pupil The first pupil says

Hello, (James)! How are you? The other pupil replies Hi, (Louise)! I’m fine, thanks.

• Continue, involving as many pupils as possible

Class Book

• With books open, ask the class to read the lines of the song

• Play the first version The pupils listen and follow in their books

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

• Explain that you are going to play the second version of the song, which is the same except that there is a gap for the answers to the questions The pupils sing their own answers in the gaps

• Play the second version again Ask one pupil to sing the answer to each question Repeat with other pupils

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

• Explain to the pupils that they are going to listen to someone describing the characters When they hear the

question Who is he/she? they must say the corresponding

name Play the recording and pause as necessary

• Give further descriptions for the class to identify, such as

She’s five Who is she?

ANSWERS

Carla, Mike, Nick, Lucy, Mike

$ 1•10

She’s thirteen Who is she?

Sophie is his little sister Who is he?

He’s six Who is he?

Sam is her big brother Who is she?

He’s twelve Who is he?

• Play the recording The pupils listen and repeat

• Count from 1 to 20 as a class

• Count around the class with each pupil saying a number

When they reach 20, start again at 1

5 Find the numbers in the big picture

Class Book pages 4 and 5

• Ask a pupil to read the first number in the wordpool

(eleven) Now ask the class to find number 11 in the main picture (It’s on Nick’s T-shirt.)

• The pupils continue with the other numbers

Hello! Lesson 2

Objectives

Learn the Hello! song.

Practise and extend greetings and introductions

Review family members language

Practise numbers 11–20

Language

Revised: Hello!, brother, sister, How are you? I’m fine,

thanks What’s your name? How old are you? I’m (eight)

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Hello! • Lesson 2

2 Read Draw yourself and write

• Ask a volunteer to read the first two speech bubbles

• Ask another volunteer to read out loud and complete the

empty speech bubble.

• The pupils draw themselves and write in the speech bubble

3 Write and colour Then answer

Activity Book page 3, coloured pens/pencils

• The pupils read the sentences and write the numbers in full next to the figures

• They then follow the instructions to colour the numbered boxes on the grid The squares that are coloured in blue form the shape of the secret letter

ANSWERS

eighteen, thirteen, ten, twelve, sixteen, one, fifteen, seventeen, eight, nineteen, five, fourteen, twenty, three, eleven

Secret letter: FColour: blue

Goodbye

• Say a number between 1 and 20 The class counts to that

number, then everyone says Goodbye!

More activities

Reinforcement

Quest poster

• Display the poster

• Say a grid reference, such as E8, and ask a pupil to find and name the item (T-shirt).

• Repeat the procedure, focusing on items that the class

knows from First Explorers.

Extension

sheets of paper

• Ask the class to write the figures 11–20 in a random order

on their sheet of paper

• Now ask them to write the number words on the page, again in a random order

• The pupils swap sheets with a partner and match the numbers and words

ANSWERS

eleven: on Nick’s T-shirt

twelve: on the sign on the lamp post

thirteen: on the bus stop sign

fourteen: on Lucy’s T-shirt

fifteen: on the sign above the flats’ front door

sixteen: on the bus stop sign

seventeen: on Carla’s bag

eighteen: on the bus stop sign

nineteen: in the number plate on the black car

twenty: on the sign above the flats’ front door

TEAChinG TiP: Mathematics is not confined to the

classroom: numbers are all around us Ask the pupils

where they saw the numbers in the picture Ask them

where else they see numbers: phones, on the TV remote

control, in shops, on buses, in recipe books, on the microwave,

etc You may like to ask them to make a note of all the

numbers they see and where they see them in a day

Activity Book

Activity Book page 3, CD1 track 12

• With books open, explain to the pupils that they are going to

listen to the recording and write the age next to each child

• Demonstrate by playing the first exchange on the track

Show them where to write 5.

ANSWERS

a 8 b 13 c 6 d 12 e 8 f 5

$ 1•12

Teacher Hello! What’s your name?

Lucy I’m Lucy

Teacher How old are you, Lucy?

Lucy I’m five

Sam My name is Sam

Teacher How old are you, Sam?

Sam I’m eight

Teacher Hi! What’s your name?

Sophie My name is Sophie

Teacher How old are you, Sophie?

Sophie I’m eight

Teacher Hi! What’s your name?

Carla I’m Carla

Teacher How old are you, Carla?

Carla I’m thirteen

Mike My name is Mike

Teacher How old are you, Mike?

Mike I’m twelve

Nick My name is Nick

Teacher How old are you, Nick?

Nick I’m six

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CD1 track 8

• Ask individuals How are you? They reply I’m fine, thanks.

• Sing the Hello! song Then play the second version of the

song Ask one of the pupils to sing the answer to each question Repeat with different pupils

Class Book

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

story Ask Who can you see? (Mike, Sophie and Sam.) Then ask What can you see? (A box.)

• Ask the class who they think is in the box 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

Nick and Lucy

• Ask questions to check comprehension, such as Is the box

big or small? (Big.) What’s the name on the box? (Mike.) Is it Mike’s birthday? (No.)

• Play the story again, pausing after each line for the class

Class Book page 6, CD1 track 13, props: a very large box / a table and sheet

• Ask five pupils to take the roles of Sam, Sophie, Mike, Nick and Lucy

• Play the recording The five pupils at the front act out the lines, joining in with the words as much as possible If possible, Nick and Lucy should hide in a very large box, or hide under a table covered by a sheet

• Divide the class into groups of five Each group acts out the story Nick and Lucy can rustle in the ‘box’ before

Mike asks What’s that noise? Encourage the pupils to use

gestures and expressions

• If time allows, each group acts out the story with the CD for the rest of the class

TEAChinG TiP: Acting out adds a kinaesthetic element to the story that helps the pupils understand and internalize the language Encourage them to make appropriate gestures when they are acting out while listening to the

CD You can demonstrate the gestures or ask the class what they think is appropriate for each frame Practise them as a whole class before asking the pupils to do the acting-out activity in small groups

Hello! Lesson 3

Objectives

Listen to and act out a story

Sequence the events of a story

Ask and answer questions using Is it (a pen)?

Language

Active: My birthday is in (May) What’s (in the box)?

Revised: big, box, name, present, bike, dog, pen, cat, ball,

flower, apple, Is it (a bike)? Yes, it is / No, it isn’t It’s (big).

Passive: noise, Surprise!, I don’t know.

Trang 30

Hello! • Lesson 3 / Lesson 4

Hello! Lesson 4

Objectives

Present and practise the months of the year

Ask and answer questions about birthdays

• 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 to point to the correct picture (f) Write number 1

in the circle, over the example

• Continue, pausing the recording as necessary

ANSWERS

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

2 Write

• The pupils look carefully at the jigsaw pieces

• Ask a volunteer to read the questions The class answers

Yes, it is / No, it isn’t It’s (a dog).

ANSWERS

1 Yes, it is 2 No, it isn’t It’s a dog 3 Yes, it is

4 Yes, it is 5 No, it isn’t It’s a cat 6 No, it isn’t It’s a flower

Goodbye

• Review numbers 1–20 by counting around the class with

each pupil saying a number When they reach 20, start

again at 1 Then say Goodbye!

More activities

Reinforcement

Classroom language poster

• Focus on the poster Read the instructions listen, sing,

write, point, read and draw Ask the class to point to the

corresponding photos on the poster Continue with

Stand up! Sit down! Open your book! Close your book!

and Quiet, please!

• Say the instructions again The pupils now do the actions

or mime each one

• Clap three times and then give an instruction The class

does the action or mime Continue, with everyone

clapping and doing the actions or miming Gather speed

and vary the order as the pupils become more confident

Extension

sheets of paper

• Ask the class to look carefully around the classroom and

write a list on their sheets of paper of all the things they

can see and say in English

• Go around the class and ask some pupils to read out

their lists

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

• Explain to the class that they are going to listen to some sentences about birthdays They must look at the

calendar and say Yes if the sentence is correct and No if it

is incorrect

• Play the first line of the recording Say Hands up for ‘Yes’

Hands up for ‘No’ Point out Mike’s name on the calendar.

• Continue playing the recording After the first No answer, ask When’s (Lucy’s) birthday? The class gives the correct answer (In September.)

ANSWERS

Yes, No, Yes, Yes, No, No

$ 1•17

Mike’s birthday is in May

Lucy’s birthday is in July

Sam’s birthday is in March

Carla’s birthday is in December

Sophie’s birthday is in September

Nick’s birthday is in November

4 How about you? Ask a friend.

Class Book page 7

• Ask volunteers to read the speech bubbles

• Ask different pupils When’s your birthday? They answer

In (October) Encourage the pupils to ask each other

the question

• If possible, arrange the class in a circle Each pupil asks the

next one When’s your birthday? He or she answers, then

asks another pupil

Activity Book

1 Complete the months Then write.

• With books open, write the months of the year on the board The pupils read them out loud

• Focus attention on the first activity The pupils complete the words in the grid, referring to the words on the board for support, if necessary

• They use the number references to find the letters for the mystery word and write the letters in the boxes

ANSWER

Mystery word: birthday

2 Answer and draw a birthday picture.

• Focus on the boy on the left in Activity 2 The class reads his speech bubble and looks at his birthday picture

• Focus on the silhouette and explain that this is where the children write about themselves

• Ask the class to complete their own speech bubble with the month of their birthday They then draw a birthday picture in the thought bubble

CD1 track 8

• Ask individuals How are you? They reply I’m fine, thanks.

• Sing the Hello! song Then play the second version of the

song Ask one of the pupils to sing the answer to each

question Repeat with different pupils

Class Book

1 Listen, point and clap Then listen and repeat

$ 1•15

• With books open, point to the words January, February, etc

See if anyone can identify them Ask What are they? (Months.)

• Remind the pupils that one of the months was mentioned

in the story last lesson Can they remember? (May.)

• Play the chant The pupils listen and point to the words

• Play the chant again, pausing after each month for the

class to repeat and clap

TEAChinG TiP: Rhythm is a key feature of music, and it also

helps us to remember and internalize language If you

have percussion instruments in the classroom, distribute

them, or ask the pupils to use different types of body

percussion – stamping, clicking their fingers, slapping

their leg to accompany the chant When the pupils are

confident, you can divide them into groups and give each

group a different set of months to accompany

• Play the recording The pupils listen to the exchange

• Play the track again, pausing after Mike’s question

The class gives Sam’s reply (In March.)

Trang 32

Hello! • Lesson 4

3 Ask your friends Write the answers.

• Point to the table and ask different pupils the questions in

the table They answer accordingly

• The pupils now ask the same questions for two friends

and complete the table with the information

• Display the poster

• Say a grid reference, such as G5 and ask an individual to

find and name the item (Scooter.)

• Repeat the procedure, focusing on items that the class

knows from First Explorers.

Extension

sheets of paper

• Ask the pupils to think about their own birthday and the

birthdays of members of their family and their friends

Ask them to write a list of these birthdays, for example My

birthday is in (July) (Hector’s) birthday is in (October) (You

may need to help with the possessive ’s.)

Picture Dictionary

Activity Book page 66, Hello! wordcards Set 1

• Display the wordcards and write the words for numbers

one to twenty and the months of the year on the board

• Show the Picture Dictionary to the class Remind the pupils

to use the wordcards for support while they are working

• Draw attention to the first items, completed as examples in

each task The pupils complete the activity

Trang 33

In the country

1

CD1 track 8, weather flashcards (First Explorers)

• Greet the class and sing the Hello! song.

• Look out of the window and ask What’s the weather like

today? Answer the question saying It’s (sunny) Display the

weather flashcards Point to each one and encourage the

pupils to say It’s sunny/raining/windy, etc.

• Now ask What day is it today? Elicit It’s (Tuesday) Revise

the days of the week with the class

Vocabulary presentation

Explorer figure, Rucksack: Unit 1 flashcards Set 1, CD1 track 18

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

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

• In L1, ask what the pupils might take with them if they were going exploring in the countryside

• 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

lEARn To lEARn: Predicting content from context and linking to previous knowledge are two fundamental language learning skills At the beginning of each unit, use the Explorer figure to focus the pupils’ attention on the context and encourage them to speculate on what the content will be Encourage them to use the English they know, and if they need to use their first language, recast if possible into English

Class Book

Class Book page 8, CD1 track 19, 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

• Check everyone understands I’m ready and encourage everyone to jump up and answer Yes! to the question at

the end of the chant

• Distribute the flashcards to small groups or individuals

The pupils join in again with the chant The pupils with flashcards stand up when their word is mentioned

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 I’ve got (a rucksack) / I haven’t got

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33 Unit 1 • Lesson 1

2 Find, circle and write.

Activity Book page 6, Unit 1 wordcards Set 1

• Say the numbers for items 1–8 Ask a volunteer to name the pictures and another to identify and hold up the correct wordcard

• The pupils circle the words in the grid and label each picture

1 camera 2 notebook 3 binoculars 4 torch

5 compass 6 map 7 rucksack 8 watch

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 I’ve got a …

Extension

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

Fast finishers

$ 1•19

Rucksack, watch,

Compass, torch,

Camera and notebook too

I’ve got my binoculars,

And my map

I’m ready now

Are you?

• Ask the pupils to look at the big picture and describe it

Ask questions, such as Who is this? Where are they? What

has (Sophie) got? Is (she) an explorer?

• Play the first line of the recording Ask Can you see the

camera? Who’s speaking, Sam or Sophie? (Sam.)

• Continue, with the pupils pointing to the item and saying

Sam or Sophie after each line.

$ 1•20

Sam I’ve got a camera

Sophie I’ve got a torch

Sam I’ve got a notebook

Sophie I’ve got a watch

Sophie I’ve got a rucksack

Sam I’ve got a map

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

recording The class repeats the exchange

• Repeat the procedure This time, the pupils mime pointing

to their watch (or an imaginary one) and holding out their

arms to indicate not having binoculars

4 Talk to your friend.

Class Book page 8, Unit 1 flashcards Set 1

• Hold up the flashcards Say, for example, I’ve got (a watch)

(and point to it) or I haven’t got (a torch) (shake your head

and open out your arms)

• Invite two pupils to the front of the class to demonstrate

the activity Hold up the flashcards and encourage the

pupils to talk about each item For example, Pupil 1: I’ve

got (a rucksack) Pupil 2: I haven’t got (a map).

• The pupils continue the activity in pairs

Activity Book

1 Write the number.

• With books open, display the wordcards on the board

Ask volunteers to read each word on the page and others

to select the corresponding wordcard

• Ask the pupils to look at Activity 1 Read the word and

pause for the class to find the item and write the number

next to the word The pupils then work on their own to

complete the activity

• To check the activity, individuals read the words and the

rest of the class calls out the number

ANSWERS

rucksack, 7 / map, 6 / compass, 1 / torch, 3 / binoculars, 8 /

notebook, 4 / camera, 2 / watch, 5

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CD1 track 19, 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 and everyone chants and mimes

Class Book

Class Book page 9, CD1 track 22, a map (or a piece of paper to represent a map)

• 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 Sam hasn’t got the map in picture 3

Ask What’s the weather like? (It’s windy.)

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

• Ask two pupils to come to the front to act out the dialogue They bring a map or use a piece of paper to represent a map The pupils act out the lines, looking

at the compass then racing after the map

• Repeat with different pupils

2 Play the game.

Class Book page 9

• Ask two volunteers to read the speech bubbles

• Demonstrate the game by asking a pupil to pretend to

be one of the characters in the picture Ask Have you got

(a torch)? The pupil answers Yes, I have / No, I haven’t until

the class can identify who they are (You’re Nick!)

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

to be a character and the class asking questions

• The pupils now continue the game in pairs

TEAChinG TiP: Pairwork gives the pupils the opportunity

to practise their oral skills For a pairwork activity to be effective, the pupils need to acquire the necessary skills

Discuss the attributes of a good pairwork partner with them and make a poster of their ideas This could be displayed alongside the Classroom language poster

in the classroom The ideas could include: use English,

concentrate on the activity, speak clearly, listen carefully

Refer to the poster in subsequent pairwork activities

Activity Book

• With books open, point to picture a, b or c and ask What

has he/she got? The pupils identify the items.

• Play the recording The pupils listen and number the pictures Play the recording again to check the answers

ANSWERS

a 3 b 1 c 2

Unit 1 Lesson 2

Objectives

Present and practise the first new grammar structure:

questions and short answers with Have you got (a compass)?

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: compass, map, torch, notebook, rucksack,

binoculars, camera, Have you got (a compass)? Yes, I have /

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• At the end of the unit they can find the secret word for the 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

ANSWER

g (guitar)

Goodbye

• Say a sentence, for example, I’ve got a watch Choose

a volunteer to add another sentence, such as I’ve got a

watch I’ve got (a compass) The pupils continue adding

sentences and seeing if they can remember all of the items in the correct order

• Then say Goodbye!

More activities

Reinforcement

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 compass 2 torch 3 watch 4 binoculars 5 rucksack

6 camera 7 map 8 notebook

1 Have you got a map? Yes, I have / e

2 Have you got a rucksack? No, I haven’t / a

3 Have you got a compass? No, I haven’t / d

4 Have you got a watch? Yes, I have / b

5 Have you got binoculars? No, I haven’t / f

6 Have you got a notebook? Yes, I have / c

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 I’ve got a rucksack 2 I haven’t got a camera

3 I’ve got a watch 4 I haven’t got binoculars

5 I’ve got a notebook 6 I haven’t got a map

7 I’ve got a torch 8 I haven’t got a compass

1 Have you got a torch? Yes, I have

2 Have you got a camera? No, I haven’t

3 Have you got binoculars? No, I haven’t

4 Have you got a notebook? Yes, I have

5 Have you got a watch? Yes, I have

6 Have you got a compass? No, I haven’t

$ 1•23

1 Adult 1 Have you got a notebook?

Adult 2 Yes, I have

Adult 1 Have you got binoculars?

Adult 2 No, I haven’t

Adult 1 Have you got a camera?

2 Adult 1 Have you got binoculars?

Adult 1 Have you got a notebook?

Adult 1 Have you got a compass and a map?

3 Adult 1 Have you got a notebook?

Adult 1 Have you got a camera?

Adult 1 Have you got binoculars?

2 Write Then tick ✓or cross ✗ Ask a friend and

tick ✓ or cross ✗.

• The pupils complete the questions, then tick or cross as

appropriate in the Me column.

• They ask and answer the questions in pairs, using Yes, I

have / No, I haven’t Each pupil puts a tick or cross in the

My friend column for their partner’s answers.

ANSWERS

1 Have you got a torch? (Pupils’ own answers)

2 Have you got a notebook? (Pupils’ own answers)

3 Have you got a compass? (Pupils’ own answers)

4 Have you got a rucksack? (Pupils’ own answers)

5 Have you got a map? (Pupils’ own answers)

Remember!

• Draw attention to the Remember! box The pupils can use it

as a reference for Activity 2 Explain that both have not and

haven’t are correct, but haven’t is more commonly used as it

is quicker and shorter

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 Explain that the letter and number (E1) 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

• Complete this example, using the Come and explore! pages

(or the Quest poster) and the Quest puzzle in the Activity

Book Find row E and then column 1 in the grid The

picture in this box (guitar) 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 g in the Unit 1 Lesson 2 square.

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CD1 track 19, 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 and mimes

• Ask individuals Have you got …? questions, using the unit vocabulary Ask Have you got (a watch)? The pupils answer Yes, I have / No, I haven’t.

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’s this? (Sam, Sophie, Nick and

Lucy.) Remind the class where the characters were in the

previous lesson (In the country.) What are they doing now?

(Exploring.) What are they looking for? (Birds.)

• Ask the pupils Is the bird big? 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

Yes, the bird is big!

• Ask questions to check comprehension Ask Has Sam got

binoculars? (No.) Has Sophie got binoculars? (Yes.) Has Sophie got a camera? (No.) Has she got a notebook?

(Yes.) What can Sam see? (A bird.) Where’s the bird? (On the T-shirt.)

• Play the recording again, pausing after each line for the class to repeat

• Play the story once more, with the boys repeating Sam’s lines and the girls repeating Sophie’s lines

2 Act.

Class Book page 10, CD1 track 24, optional props: notebook, pencil, camera, binoculars

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

Invite them to the front to demonstrate acting out the story They can use a notebook and pencil as props and can mime using a camera and binoculars, if no props are available

• Play the recording The three pupils at the front act out the lines, joining in with the words as much as possible

• Divide the class into groups of three, to represent Sam, Sophie and Nick Each group acts out the story Encourage the pupils to use gestures and expressions

• If time allows, each group acts out the story with the CD for the rest of the class

TEAChinG TiP: Build on the pupils’ awareness of what makes

a good acting-out activity Suggest that they use props to help show what is happening Ask what they could use for binoculars, notebook, pencil and the T shirt Make sure that each child is responsible for their own props

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: camera, notebook, Have you got (the binoculars)?

Yes, I have / No, I haven’t.

Revised: trees, pencil, big, T-shirt, frog, small, jumper, pencil

case, book, What can you see? I can see (a bird) What is it?

This is (fantastic) It’s (a beautiful bird).

Passive: beautiful, Wow! Look! Over there! I don’t know

Here you are.

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More activities

Reinforcement

Unit 1 story worksheet

• The story worksheets can be accessed via the Explorers

website (see page 11 for details)

Left column: 1d / 3a / 4eRight column: 2b / 6f / 5c

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

• The pupils complete Nick’s and Lucy’s answers for

numbers 1–4 and write the questions for 5 and 6 Point

out the Remember? items on the right.

• To check answers, divide the class into three groups

One asks the questions, one answers for Nick and one

answers for Lucy

ANSWERS

1 Yes, I have / No, I haven’t

2 Yes, I have / No, I haven’t

3 No, I haven’t / Yes, I have

4 No, I haven’t / Yes, I have

5 Have you got a pencil?

6 Have you got a rucksack?

• 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

a (apple)

Goodbye

• Play Guess (see the Ideas bank) with the class, using the

flashcards

• Then say Goodbye!

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CD1 track 6, Hello! flashcards Set 1, Hello! wordcards Set 1

• Greet the class and hand out the colour flashcards and wordcards Play the recording The pupils with cards hold them up when they hear their colours

• Redistribute the cards to individuals or pairs When

you say Go! the pupils find the pupil or pair with the

corresponding word or colour Encourage the pupils

to say I’ve got …

• Ask the class What can you see in the country? Elicit some of the vocabulary they know, such as trees, lake,

river, mountain Ask What else can you see? Mime insects

buzzing The class suggests some insects, in English if they can, or in L1

Vocabulary presentation

Explorer figure, Rucksack: Unit 1 flashcards Set 2, CD1 track 25

• 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

• With books open, play the recording again The pupils find and point to the items on the page and repeat the words

• They can add actions or noises, for example, hop with

their hands for grasshopper, make buzzing sounds for bee, flap their fingers for butterfly, crawl their fingers slowly for

beetle, or do the same but just using finger tips for ants

For insects they hold their hands high making lots of

finger movements

TEAChinG TiP: Adding a kinaesthetic element to a new word makes it more memorable Ask the pupils for gestures or sounds to represent the new words Play the song and encourage them to add the gestures

Class Book page 11, CD1 track 26, Unit 1 flashcards Set 2

• Play the song I’m a great explorer! The pupils listen and

point to the insects as they are mentioned

• Hand out the flashcards Play the song again The pupils with flashcards hold them up and everyone mimes the insects They can also mime having a watch, map and notebook

• Play the song again and the pupils sing along

Unit 1 Lesson 4

Objectives

Present and practise the second new set of vocabulary

Revise the structure I can see (a bee).

Practise the vocabulary and revised structure in a song

Practise the vocabulary and structure in a game with

a cut-out

Language

Active: insects, grasshopper, bee(s), butterfly, beetle(s), ant(s),

watch, map, notebook

Revised: park, flowers, goodbye, I can see (the trees) I’ve got

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• 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

r (rabbit)

Goodbye

• Say I can see (a butterfly) The pupils mime a butterfly

Do the same for the rest of the insects

• Continue the activity until the pupils have mimed all the

insects from the lesson Then say Goodbye!

More activities

Reinforcement

• Distribute the flashcards and wordcards to pairs

or individuals

• Play Pairs (see the Ideas bank) Encourage the pupils to use the structure I’ve got a …

Extension

• Place the insect flashcards around the room in places the

pupils can describe (on the chair/table/book, in the box/

bag, etc.).

• Ask individuals to say what they can see, using I can see

(a grasshopper) It’s (on the book).

• 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

Clarify the meaning of They’re the same! by showing two

identical items

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

and the girls repeat the girl’s lines Everyone repeats

They’re the same!

4 Cut out and play the game.

Class Book page 11, Activity Book page 73, scissors, coloured pens/pencils, tack adhesive

• Show Activity Book page 73 and demonstrate how to

cut out the main picture and the individual insects

• The pupils colour the flowers

• They choose where to position their insects, fixing them

with tack adhesive, if available

• Pupil 1 describes to pupil 2 the position of one of the

insects, for example, I can see a bee It’s on the red flower

Pupil 2 looks at their cut-out They select the correct insect

and position it in the correct place to match pupil 1’s

instructions They show each other their cut-outs – they

should be the same Encourage the pupils to use the

phrase They’re the same!

• The pupils play the game in pairs

Activity Book

Activity Book page 9, Class Book page 11, CD1 track 26

• With books open, ask volunteers to read the sentences

The pupils circle the correct words for the song

• Play the song to check the answers The pupils can refer

to the song text in the Class Book, if necessary

ANSWERS

park, trees, insects, beetles, bees, goodbye, grasshopper,

butterfly

2 Write.

• Say numbers 1–6 The pupils say the corresponding

words for each picture

• Hand out the wordcards and say numbers 1–6 again

The class says the words and individuals hold up the

corresponding wordcard each time

• The pupils now write the words under the pictures

Display the wordcards as support

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