Tài liệu Discover english 2 teacher book

S tu d e n ts 'B o o k m te n ts p 3 § ?5 4 -5 Introduction p p p p Course components Students'Book features Teacher's Book features Active Teach and CYLETs Sn the classroom Dise©w@r English Games Bank 6-7 7-8 8=9 9-10 10-15 1 6-19 l e a d i n g n otes 20 - 1 24 Word list 125-127 Extra Words answer key 127 Workbook answer key 1 28-131 Photocopiahle resources p Grammar worksheets teaching notes and answer key 134-136 p Grammar worksheets resources - consolidation and extension 137-146 p Teaching notes for photocopiable resources 147-152 p Beginning of Year resources 153-154 p Unit resources 155-164 End of Year resource 165 p Festival resources - 1 Harvest Festival 166 p Festival resources - 2 Pizzafest 167 p Festival resources - 3 The Queen's Birthday 168 Grammar Vocabulary Revision: Family words, sports, body par:s^ to be, have got, can My things ^ Imperatives Computer words, years m. Present simple and frequency adverb: Free time activities Present continuous TV programmes Countable and uncountable nouns some and any much / many / a lot of was / were Stories Past simple: regular and irregular Time expressions Comparatives /superlatives Places adjectives too and enough Places in town Questions with how going to have to will future Possessives Friends Numbers 100-1,000,000 Prepositions of movement Space Chores Present perfect Music and instruments Present perfect and past simple Fan clubs Present perfect with for/since Emergency! The natural world Emergency services must some- /any- / no- On the coast should Character adjectives Present continuous for future Verb + with /to/at/ab o u t Grammar review People in history Adjective + preposition Periods of time Cambridge Young Learners English 1 ■ unctions alking about routines Skills Revision Discover Skills: What's New? Let's Revise! Study Skill: Writing letters Pronunciation: /s/ /z/ —r Offers and requests ^Asking for information _ ~l/lakina suggestions Allowing directions guessing Let's Revise! Discover Culture: Food Pronunciation: /o/ Project: Festival Food Song: The Fast Food Song Discover Skills: The Blue Diamond Let's Revise! Study Skill: Advice for speaking Pronunciation: / f / 70/ Discover Culture: I Love LA! Project: My Favourite Town Let's Revise! Pronunciation: / d i/ / o i/ Song: I Get The Sweetest Feeling Discover Skiiis: Different Lives Let's Revise! Study Skiil: Help with listening Pronunciation: /d 3 / /]/ Let's Revise! Discover Culture: Space Pronunciation: /so/ /u:/ Project: Exploring Space Song -.Space Oddity Talking about past Discover Skills: On Tour Let's Revise! Experiences Study Skill: Looking for key words Pronunciation: silent letters -Asking about past Discover Culture: Don't Panic! -experiences Project: Emergency Services greeing and disagreeing 3 [alking about your feelings Let's Revise! . Pronunciation: / a / Song: Flelp Discover Skills: Film Friends Let's Revise! Study Skiil: Checking work Pronunciation: /13 / /es/ Discover Culture: British Kings and Let's Revise! Queens Pronunciation: the letter c Project: Kings and Queens Song; Kids of the Future fS1 ‘ -.Y*£ . : ‘ j Course components Students’ Book overview Discover English 2 Students’ B ook contains ten units and a shorter Starter Unit at the beginning. The Starter Unit introduces the Discovery Web team and deals with basic grammar and vocabulary points. It provides a motivating, practical starting point for the school year. & Units 1 to 10 consist of an opening page followed by five lessons, a-e. ^ The opening page in each unit introduces key vocabulary, while language items are introduced and practised in lessons a and b with one of the lessons based on the Discovery Web children. Lesson c in each unit features the Adventure Islan d cartoon, and lesson d or e in each unit consists of a revision lesson, Let’s Revise! Finally, every other unit contains a Discover Skills or a Discover Culture lesson. ^ There is a Discover extra words feature which motivates students to develop their vocabulary. £ There is a ivord list on page 125-127 featuring key vocabulary introduced in each unit. Workbook overview The Workbook contains: ^ grammar, vocabulary and skills exercises which A provide thorough consolidation and practice : r each unit in the Students’ B ook p a page of stickers. It can be used for homework or, alternatively, car : used in class as additional revision material. It couIcF also be used to help deal with fast finishers. Audio CD The class audio CD (three CDs) contains all the dialogues and texts from the Students’ Book. ^ Exercises involving listening are very easy to manage as all track numbers are shown next to relevant exercise on the page. Students’ CD-ROM p all the Students’ B ook pages & start the CD-ROM £> Students’ B ook and Workbook answ er keys $> choose a unit (1-10) from the menu down the sic of the screen Test B ook ansiver key & Students’ B ook tapescripts where necessary 9> one photocopiable g ram m ar worksheet with consolidation and extension activities for each of the ten units. Both have teacher’s notes and answer keys & one p hotocopiable resource for each unit of the ten units with teacher’s notes and answer keys $> two extra photocop iable resources to use at the beginning of the school year one extra p hotocop iable resource to use at the end of the school year & three p h otocop iable festival worksheets - Harvest Festival, Pizzafest and the Queen’s Birthday. '|£i exercises to practise the extra words from the Students’ B ook p concise teaching notes for each lesson The comprehensive Teacher’s B ook contains: ^ & a starring system of one to three stars for level *: i difficulty on the grammar exercises for flexibi.ir. The Students’ CD-ROM contains lots of additional practice material in a very easy-to-follow format whi] is ideal for motivating self-access. Students simply need to: Teacher’s Book overview _ choose a practice activity. Activity types include: games, word squares and anagrams p check their own answers. Students can keep track of their progress with a learner diary. If your school has computer facilities, you could b( them at the beginning of the year to teach students how to use the CD-ROM. m. —f Test Book and Test Master §» The Test B ook contains two progress tests for each^-Tflj unit, ‘Student A’ and ‘Student B’. Each test covers the lexis, grammar and functional areas taught in~ the Students’ B oo k unit. The two unit tests cover exactly the same material and use exactly the sa question-types. There are two versions to help deal with the unfortunate classroom reality (V'H of cheating; give Student A and Student B tests to students sitting next to each other. Alternatively, ^ you may like to use one of the tests as a diagnostic ^ test at the beginning of the unit and the other as a r _ final unit progress test. y ou - i I• —■ ■ ^ r- —^ I*. There are also Student A and Student B skills tests every two units, providing assessment of listening, reading, writing and speaking. These are extremely easy to use as they are adapted to your classroom reality. The tests begin with a listening test and finish with a short, easy-to-manage speaking test. Finally, a Student A and Student B en d o f y e a r test facilitates assessment across a longer time period. They are especially easy to use as they follow exactly the same format as the progress tests. mp A marking grid for all tests is also provided for you to record your students’ marks. ^ ^ .. In order to help you adapt material to your own classroom context and to provide as much flexibility as possible, all the tests are provided as editable Word documents on the Test M aster section of the Active Teach disk. indents' Book features » — discover Words — — % ^ Discover Words introduces important topic and other target vocabulary. Each unit begins with Discover Words, and there are regular D iscover Words spots throughout the book. Discover Words is easy to use both with students with no prior knowledge and with students who may already know some of the target words. Pictures and photos are often used to present language. Students are asked to do a variety of tasks such as matching, labelling, ordering, listening and repeating target items in order to standardise pronunciation. rammar ^ Discover English 2 teaches grammar by first I* 1 introducing it in a meaningful context connected to Li ^ m the unit topic. For example, students may be asked to read and listen to texts they can easily relate to containing the target language such as dialogues, . web texts, diaries and letters. Their understanding of the context and grammar is checked by different _ * . kinds of comprehension questions, e.g. true/false • questions. m - Separate g ram m ar boxes provide examples of the ^ structure being taught. There are also plenty of hil. ^ i"w practice exercises to consolidate understanding and give students the opportunity ro manipulate structure in question. Regular writing and speaking exercises are designed to provide students with the opportunity to practise the new language they have learned. Discovery Web The photographic characters in Discover English 2 are Monica, Ben, Katie and Ravi. They all contribute to their website - Discovery Web. $ In lessons a and b of each unit, we see the characters working towards their next web page, which is based on the topic of the unit. This is portrayed either through a dialogue or through texts, both of which feature the target language structures for each unit. Adventure Island cartoon ^ Lesson c in each unit features a different episode o f Adventure Island, which is great fun! It’s about two children, Danny and AJ, who are shipwrecked and find themselves living on Adventure Island. Unfortunately Bonzo, their dog, doesn’t get on very well with Nipper, the crab the children make friends with. The story connects with the unit topics through location and context, and provides a motivating vehicle for presentation and recycling of grammar and vocabulary £ As part of the idea of students discovering English, there is a note from Nipper to read and interpret in each unit; the students really have to think about vocabulary and sentence structure to help them understand the crab’s difficult writing. Discover Skills ^ Although listening, speaking, reading and writing are systematically dealt with throughout the course, there is a special D iscover Skills lesson in units 1, 3, 5, 7 and 9 which aims to offer further, focused practice in each skill. No new grammar is introduced in these lessons. Content is connected to the unit topic, and it encourages students to discover more about the world around them in a variety of international cultural contexts. Discover Culture £ Units 2, 4, 6, 8 and 10 contain a skills-based Discover Cvdture lesson. A variety of reading and listening texts provide information about different aspects of life in Britain or the USA, or deal with a theme related to the unit topic. They encourage students to reflect upon differences between their own culture and life in the UK and USA. Unit 6 provides extra information about the unit topic, Space. Let’s Revise! Let’s Revise! provides a variety of exercise types to help students revise vocabulary, grammar, pronunciation and functions. There is a consolidation section in the Let’s Revise! lesson in units 2, 4, 6, 8 and 10, which ends with a rap or song. §> In each Let’s Revise! lesson there is also a checklist to encourage students to reflect upon their own learning. Watch out! The regular Watch out! boxes focus on common areas of difficulty. The teacher’s notes give ideas for integrating this into a lesson plan. Talking Tips! There is also a motivating Talking Tips! exercise in lesson a or b of each unit. ^ Each exercise focuses on two simple everyday expressions students of this age can relate to, which have already been included in a prior reading/listening text. In Talking Tips! students are asked to listen and repeat, and then to match each expression to a picture to check meaning. Fun Zone The name Fun Zone speaks for itself! There are regular Fun Zone exercises throughout the book, which provide light-hearted grammar, vocabulary, listening and speaking practice. They also include songs, raps, puzzles and games. Songs and raps ^ There is either a song or a rap every unit. These are connected to the unit topic and grammar. T r y th is ! Occasional Try’ this! boxes aim : be jp become better learners. For exarr.p!e. >. r page 37. Teacher's Book features Format £ The Teacher’s B ook is very user friend y. All : the Students’ B ook pages are reduced ir. sire and ‘embedded’ in the Teachers B ook page? The teaching notes are written around the corresponding Students’ Book page for easy reference, so it’s almost impossible to lose yc ar place! r - 1 Answers are included on the Students’ B ook page space permitting, or are included at the end :: notes on each exercise. §i> Tapescripts are included at the end of the teacr.e: notes for each lesson if they don’t appear or. ± e Students’ B ook page itself. Notes and answers for the g ram m ar worksheets j p h otocop iable worksheet resources at the bacl-: the book are also very easy to find and to fc .1 ~ . Teaching notes The teaching notes take you step by step throia each stage of each lesson, not only providing y : ^ ^ ji with a clear structure for the lesson but also w::r A ™ additional teaching ideas. They are designed tc flexible, taking mixed-ability classes and difFererJ learning styles into account throughout. Culture notes §> Occasional Culture notes provide information ab ^ aspects of British culture which you may not be familiar with, or provide other general backgrou:C—"||| information to the unit topic, in order to help y : deal with students’ questions. £ __ & This is very motivating for students of this age! Suggestions Fun facts Regular Fun fa c ts provide extra interesting, light­ hearted information linked to the text in the lesson in question. For example, see Unit lb on page 13. You may occasionally need to help students with lexis or to translate. Fun fa cts provide an excellent starting point for discussion on a related topic. Regular Suggestions for alternative classroom procedures, extension ideas or extra activities games are an important feature of the teaching notes, as they help you adapt material to your class’s needs. ^ ( i Fast finishers ^ Dealing with Fast fin ish ers is something all teachers have to do, even in a relatively homogeneous class. The teaching notes offer you. ideas to help you cater for them. T ip s ■p Regular tips serve to remind you of important classroom management issues which relate to the lesson in question. What is Active Teach? Active Teach is a digital version of the Students’ B ook with everything you need to prepare and teach your classes in one place; on your computer. When you open the program you will find: Grammar worksheets S tu d e n ts ’ B oo k p The consolidation and extension g ram m ar worksheets (pages 137-146) are important tools to help you deal with mixed-ability classes. Give consolidation worksheets to weak students, and extension worksheets to students who need to be stretched. Both can be used during the class as an alternative or addition to Students’ B ook material, or for homework. You could also use them with fast finishers. printed page Photocopiable resources y The p h otocop iable worksheets (pages 155-164) provide a variety of extra practice and extension resources for each unit. Remember that you must use them after the target language has been taught. They could also be used for revision purposes. p There are also two extra ph otocop iable worksheets (pages 153-154) which are designed to help you start the year. They are especially useful to help you diagnose your class profile and will help you prepare classes if your students haven’t bought books on time. An end-of-year quiz, to be used after Unit 10 (page 165), helps students revise vocabulary and grammar from the course. festival photocopiable resources > There are also three p h otocop iable festival worksheets (pages 166-168) which provide stimulating, motivating material to use each term. The festival worksheets are about Harvest Festival (term 1), Pizzafest (term 2) and the Queen’s Birthday (term 3). Active Teach and CYLETs introducing your ‘Active Teach’ software component Jisc o v er English benefits from the latest technological levelopment in English Language Teaching - Active ^each. This is software for your computer and Interactive Whiteboard (IWB). If you don’t have an x'vVB you still have a multitude of benefits using this -omponent in preparing your classes on a computer, m alternative to an IWB is simply using a projector Mnd a computer in class. p pages - exact reproductions of the Class audio - touch the icon and the listening begins & Extension activities - extra whole class practice or an ideal task for fast finishers p Test Master - allows you to access, download and edit all of the tests Students’ CD-ROM - now you can use it in class §> Interactive DVB - with touch control audio scripts for precise drilling Phonetic chart - click sounds to hear examples. How do I use it? Having the book and associated material in one place means you don’t have to gather everything together when preparing or teaching. Practically everything you need is in one easy-to-access place. Using Active Teach in class is easy with an IWB or just a projector. ®> Zoom pictures and exercises for all to see clearly Complete the same exercises on the board as the students see in their books & Control of audio and DVD from the tapescript touch the text and hear it spoken & DVD can be paused and annotated to highlight vocabulary What are the benefits? Everyone is on the same page, literally. Classroom management is made far easier when students lift their heads to look at the page on the board. When giving feedback students can come to the board and write in the answer in the ‘zoomed’ exercise. No excuses any more for not knowing where they are in the book. In the event of needing an extra activity you have a bank of material at your fingertips - Active Teach contains the student CD-ROM, Test Master and extension activities in the Students’ B oo k pages. You can even set the CD-ROM activities for homework and then check who has done the activities next class. Finally, the efficiency Active Teach brings to your professional life - all the time saved planning and teaching your classes. O CYLETs and Discover English Discover English has been devised to bring practice of CYLETs to your classroom without being intrusive. We understand that the necessity for exam practice is not always homogeneous in every group so many of the practice activities in this course are based on the CYLETs style without converting Discover English into an ‘exam practice’ course. The Teacher’s B ook readily identifies all the activities where CYLETs style is practiced (look for the icons fijl next to the activities). If your students are preparing tor an exam then simply let them know they are practising for their CYLETs exam in completing the activity, if not then they need be none the wiser. In the classroom How to ... deal with mixed ability classes and students with learning difficulties In addition to exploiting Discover English 2 course resources to the full, remember to: p get to know your class as fast as you can. Quickly establish which students need more help and in which area(s). You could use one of the Discover English progress tests A or B as an initial diagnostic test ^ establish if a given student really is very weak or if there is another issue at play, e.g. does he or she suffer from an attention deficit condition or another problem such as dyslexia? Ask colleagues and maximise any opportunity you have for parent contact. If necessary alert your school t> give all students a sense of achievement, e.g. ask weak students easier questions and stretch strong students with more challenging ones. Try not to make it obvious though! §s> use the star system in the Discover English Workbook. The grammar exercises are graded from one star (everybody can do this exercise) to three stars (a more challenging exercise for the stronger students) £ move on to freer practice activities with strong classes more quickly than with weak classes g> allow the students to work at their own pace when doing practice exercises or activities if your class is Very mixed ability. Make sure all students always have something achievable to do §> take care with pairings. You can pair strong with strong, weak with weak, or strong with weak. Strong and w^eak students may work well together in very controlled activities, but in a freer activity, O strong with strong may work better. If y _r classroom situation allows, it is a good : ^jj, vary pairings from the beginning. Allocate ti>-:s in group activities so the strong students don : dominate. Weak students often work be::er in smaller groups allocate different homewrork tasks to students w: -im learning difficulties, e.g. a simple copying task or .j consolidation worksheet §> work through exercises with the wrhole class if it's® weak class @> consider giving a weak class Test A to do at homdllil and Test B to do in class i||||) p cater for the students’ different learning styles ancjf; | preferences by using a variety of activity types in each lesson. This will help even very weak students to feel they do something well. Here are some i1 examples. tj|||) ... K in a e s th e tic le a r n e r s learn through moveme Some appropriate activities are: clapping j|p rhythmically, acting out, pointing, miming and moving into and out of groups. For example, in lesson c of each unit the students act out an... Adventure Islan d episode. ... V isu al le a r n e r s learn through activities involving colour, pictures, diagrams and drawings. Regular wrall displays or perhaps an ‘English corner’ are especially effective ways 0 ® ’ motivating your visual learners. (|IJji ... A u d itory le a r n e r s learn by listening to musiqijj;j having discussions, doing listening exercises, .i.,, and even silence, e.g. say: Close y ou r eyes f o r one m inute a n d think abou t y ou r fa v ou rite things}-- How to ... manage classes and deal with discipline • Dealing effectively with mixed ability class teaching^., using the above suggestions will help you avoid discipline problems; a demotivated or bored student is much more likely to behave badly. Llere are a few||[j | extra ideas to help. Remember to: |||||j create clear classroom routines right from the beginning so saidents know what is expected of them in general, e.g. a simple warm up chant Golill morning/afterm oon/evening or write the date on i: the board involve students as much as possible as often as yjy possible. Personalisation is a good way of doing this. Relate activities and exercises to their owr. reality, e.g. after reading a text about different films, ask students to name their own favouri:e ;|| film. Students love talking about themselves Discover English 2 contains regular personal:silk ' ~ exercises, e.g. in Unit 6, Exercise 6 (page 61), the students ask each other questions to find out which household chores they have to do. In the Discover C u ltu re pages students are encouraged to talk about their own experiences and to do their own research into the topic p if an individual really doesn’t know the answer and can’t self-correct, don’t give it yourself all the time. Sometimes ask: Can anyone help? • take behaviour and personalities into account when arouping students, e.g. sit a problematic student next to a patient, well-behaved student & make sure a student who got the answer wrong during controlled practice repeats the correct version before moving on ^ aive clear instructions and check them too, e.g. ask check questions or give the instruction in English and ask a student to translate it. It’s easy to think a student is misbehaving when in fact he/she didn’t understand an instruction p make sure students copy down a correct version of exercises you have corrected in class offer rewards for good behaviour, e.g. tell a problematic student that if he/she behaves well he/ she can sit next to a friend in the following class. — Don’t forget to follow it through or you will lose ^ credibility 3 stick to small groups writh lively classes move round the room as often as you can to impose your presence and authority. You will also be able to get a better feel for classroom dynamics if you do this and be more aware of your students’ problems and abilities ^ ~ _ give the students time to self-correct as often as possible. This will give them a sense of achievement create a behaviour chart, e.g. reward good behaviour with gold stars or ticks. The student who has the most stars/ticks at the end of every week or two could be the official class helper. If you have to threaten, make sure you carry out your threat to retain credibility keep an eye on the time and on fast finishers. If an activity goes on for too long even usually wellbehaved students will get restless " ' be seen to be fair. This way you will win students’ —• respect. How to ... deal with correction correction of speaking and writing is the main way /e give our students feedback. However, it can be ~'1emotivating if we over- or under-correct. Remember & correct as much as possible during presentation and controlled practice of grammar and vocabulary j> allow your students to experiment with language during freer activities or general classroom communication without correcting all the time. They will necessarily make mistakes as they experiment with language. This is part of the metacognitive learning process ^ be sensitive! For instance, use positive intonation and facial expression when saying no p provide encouraging comments when correcting freer WTiting and make sure students know what kind of mistakes they’ve made, e.g. grammar, vocabulary, word order. How to ... deal with drilling Drilling is your way of ensuring that all students have said the target language item. This teaches them how to pronounce a word or form a grammatical structure and helps them memorise it in a context. For example, there is a pronunciation drill in every Let’s Revise! lesson which focuses on a particular sound in a fun context. Remember to: & teach meaning before you drill so that repetition is meaningful p use choral repetition first so you know all students have spoken; then ask a few individuals round the class p give a clear model using intonation appropriate to the language item(s) and context p reinforce clear instructions with gesture, e.g. use arm movement to show students they should begin p make sure all the students have said the target language at least once p correct errors. If you don’t, your students may well repeat them in the future! How to ... use realia Realia are real-life objects you bring into the classroom, e.g. to teach ‘apple’, why not bring an apple? Using realia is memorable and helps engage the students. You can use realia to do lots of things, e.g. to present and recycle grammar and vocabulary or in story-based activities. Use everyday objects you have at home or use the students’ possessions such as pencil cases, rubbers, books and bags. Here are some ideas. p Bring ‘my things’ realia to the class to teach and recycle ‘my things’ vocabulary from the Starter Unit. If you don’t have everything, just one item makes a memorable difference, e.g. a favourite jacket. O ¥ g> Use classroom realia to teach or recycle prepositions of place, e.g. the p en cil case is next to M aria ’s English book & Use sports-related realia to act as prompts for presenting or practising grammar. Write He/every day on the board, hold up a tennis raquet and elicit a sentence from the class. (H eplays tennis every day.) & Use realia to play games, e.g. Kim’s Game (see the Games Bank on pages 16-19). How to ... use games Games and other light-hearted activities, such as those in Fun Zone, are a very valid teaching tool. Games shouldn’t just be something we do to spend the last five minutes of class, but should be an integral part of our lesson planning over time. This is because they provide meaningful, motivating contexts for language practice. Here are some points to bear in mind. £> Make sure your rationale is very clear. Ask yourself why you are playing the game. Common reasons include: to practise or revise a structure, to review vocabulary, and to improve your students’ listening comprehension such as their ability to follow instructions. & You may play a game as a warmer at the beginning of the class, or a settler to calm students down. Games don’t have to be noisy! ^ Think carefully beforehand about interaction patterns. Plan ahead! g> Give clear instructions. Don’t forget to check them, e.g. M aria, a re you working with Bruno? (Yes, I am./No, I ’m not.) Use LI if necessary. i> Don’t let the game continue for too long or fast finishers will get restless! How to ... use LI As English teachers our objective should be to use the target language as much as possible for many reasons. For instance, speaking in English enables our students to develop their listening skills and is a great motivator. The teacher is the students’ model and point of reference. However, it is sometimes practical to use LI in order to: gs> give complicated instructions 6> give instructions to a weak class, although it’s advisable to always give them in English first £> translate non-target vocabulary which comes up and you want to deal with it quickly translate key vocabulary to a weak class; again, always do it in English first & quickly discipline students w^ho misbehave find out more about your students ar._. e_; opinions when generating interest, e.g. :he;. well not understand Have you ever met a \ person? Use English, though, wherever possible ^ # How to ... use the dialogues All the dialogues in the Students’ B ook are recorded . They provide carefully structured contexts for language presentation, practice and revision. The teacher’s notes provide lots of ideas for using them. •■■■' Remember the basic principle of before - during I®)1 - after. 0 B efore (jjjj) p Motivate your students to read/listen by introduci(jj|p the topic first. For instance, you could use pictures photographs, realia or play a game. Aim to provide them with an intrinsic (rather than teacher-set) reason to read. g> Check key vocabulary before you ask students to ; read/listen. ^ During g> Play the recording while students follow the dialogue. Don’t worry about playing the recording two or three times. Some classes need more support than others. (J[jJ) 8> Get students to do the exercises suggested by the: Students’ Book, e.g. gap-fill exercises or information transfer. A fter • p Ask the class to do the exercises set afterwards to check comprehension, e.g. true/false questions. & Allocate characters and have students read the dialogue for the group. j[|j|) §> Divide students into groups and have them practise. ^ Ask groups to perform for the class. & Get the students to act. §> Have the students make up similar dialogues featuring themselves. How to ... keep students’ attention • (|[||)» Think carefully about how long you want to sperf '; on each activity. A greater number of shorter activities usually work better than fewer longer activities. Pace is crucial! Speak clearly so all the students can hear you, adlilH at a pace wTiich students will be able to keep up / : with Vary activity types where possible in order to maintain the students’ curiosity. Think carefully about the stage of the lesson vou up jjj nil* 4» # ___________________________________________________ _ choose for each activity. For instance, an individual writing activity isn’t appropriate as a warmer at the beginning. A game or other activity in which the whole class are involved would work better. ^ play quiet music while students are working individually or doing pair/group work. This usually has a soothing effect, calms students down and improves their concentration levels. Tell students if you want them to work individually, or in pairs or groups before you give them any further instructions so you know they’re concentrating. > Similarly, the teacher’s notes sometimes suggest you tell students to close their books so they are concentrating on what you say, not looking at the book. $ When asking individuals questions, don’t ask each student in turn in the same row. If you do this, they can prepare their answers or go to sleep! Choose students randomly around the room to make sure everyone is paying attention. Losing the attention of thirty students is a daunting prospect. If this happens, try clapping two or three times as loudly as you can or bring realia to hold up such as an eye-catching hat. Another technique which works w-ith some classes is silence. Wait until all the students are silent, however long it takes. Some teachers find it useful to count dowrn out loud from twenty to zero. Encourage the students to join you. Whatever you do, don’t shout, as you will lose the students’ respect. The worst-case scenario is simply to continue working with those students who are listening and to deal with the others after the class. % Don’t confuse productive noise during group work with noise resulting from a loss of attention. low to ... use In this unit > After you have introduced the unit topic using the ideas in the teacher’s notes, tell the students to read the In this unit box and translate if necessary. Ask students to work in pairs. Give them time to look through the unit and find the pages which deal with each point. Check page references with the whole class. ' You could quickly ask the students to tell you one or two things they know, if anything, about each subject, which will help you plan lessons of an appropriate level. . .> You could ask the class which subject they are 1Doking forward to the most. How to ... teach vocabulary The teacher’s notes give you plenty of ideas about how to go about teaching the vocabulary in the Students’ Book. Here are a few points you may like to consider. & Make sure you know which of the target vocabulary in the book is probably new to your students and which they may have met before. This affects how quickly you move on to the practice stage. i> Use the pictures and photos in the book, flashcards, realia and the students themselves to teach the target lexical sets, e.g. use a tall student to teach tall. & Always try to elicit words if you think your students have some knowledge. This is motivating for them. Remember to teach meaning first. Then make sure all students have said the target word at least once before you write it on the board or show it to them in their Students’ Books. * A way to help students say words correctly is bymarking stressed syllables when you write the word on the board. & Don’t try to introduce too much vocabulary at the same time as you will overload your students. Six or seven completely new words are plenty. If your students already know some of the words, increase the number. fr Give students plenty of practice so they can integrate the new words into their vocabulary. Understanding a word is very different from being able to say it and use it appropriately. & You could play a short game as a warmer in one lesson to recycle vocabulary taught in the previous one. ^ Non-target words come up regularly in class. Translating is an efficient way of dealing with these. Why not ask different students each class to be responsible for copying these new non-target words from a ‘new words’ section on the board onto pre-prepared pieces of paper. Have them write the translation on the back of the paper. Put all the papers in a bag and keep it in the classroom. You could ask fast finishers to take some words from the bag and test each other throughout the course. One student says the English word and the other gives the translation or vice versa. For stronger classes use the Discover 5 extra words feature which allows students to find more words on the page and then provides practice for them in the Workbook. H ow t o ... e x p lo it th e c a r to o n s to ry The teacher’s notes contain lots of practical ideas to help you deal with Adventure Islan d cartoon story. Here are a few points to remember. p> Always ask the class what they can remember about the story so far before you begin each new episode. This recycles language and will motivate them. Exploit the pictures in each story to the full to recycle known vocabulary and teach new vocabulary where appropriate. i> Don’t forget that you don’t need to formally focus on every piece of new language. It’s important to get students used to using the context to work out meaning. £> After the students have read/listened and completed the comprehension questions, you have lots of alternatives. For instance, divide the class into as many groups as there are roles. Play the recording again and have them repeat their lines. You could put them into groups to practise. Have them act if you have the space! If you have time, ask one or two groups to perform for the class. How to ... use the revision pages Remember that the revision pages are not a test. You may like to ask the students to work individually, but you could also consider asking them to do some exercises in small groups. Why not create an element of competition? Ask each group to choose a group name, and write the names on the board. Give points for correct answers. Write Students’ B ook page numbers on the board for each revision exercise so students can refer to material. It is very important to give them the chance to reprocess and remember language they have, or may not have, learned. ^ Look at your register to ensure students who missed a lot of material for any reason are working with a student who has attended all the time so he/ she can help. Make sure you provide students with a correct written record of all writing exercises by writing answers on the board or having students do so. Using the checklist: Self-evaluation will most probably be new to your students, depending on your school/cultural context. Do it orally with the group the first two or three times. Draw the different faces from the checklist on the board. Use LI if necessary to ask the class about the subjects on the checklist, e.g. the past simple (see Unit 3e page 38). Ask for e x i—pirs Tbe-r: r -r iixmiiib ll!H’ decide which face applies : ihe : * .«■© it into their books, then sp ezk :: i-.r . Llss i.:»' : i(m mr their answers. Students ot ::i:s ,_ r ' ; what they think, but need help exc-j-ir r z 7 1 open-ended questions, e.g. J: sitz.u ® s l|||l easy/difficult? and persist during =-i_r ■sibne answers in this case may be: Iris ear* retire.sr 1 &&& . it./It’s difficult because I wasn 't in els:.: : . .. find you obtain more information xkir. ; ' .Sir thought, which is very useful for plar.r._' _ hue lllllllt How to ... use the CD player Make sure you know how your equiprr.er/ ■ v 1 Check the track numbers you will need be: 'e : class starts and set up the machine befc rebar. 2 if possible. Track numbers are clearly mark r _ : l|||l the Students’ B ook page, e.g. 2.10 means use Cl Zjjj|j track 10. Make sure you have listened to the track(s»y:.ur— Give clear instructions before you play the CD Don’t compete with it! §> Make sure all the students can hear it. If it’s too loud, the sound may be distorted. l|||l> To avoid interruptions, always ask students if they, ' . have any questions before you begin. ^ f ) Make sure students understand they can’t ask you anything or speak while the CD is playing. P Last but not least ... if it doesn’t seem to be working, check that the leads are in place, and thlJH it’s turned on! : P> If you have a technical problem that you can’t fix, ]p simply read the tapescript yourself. You could ask. a, strong student to help. How to ... use projects, class surveys, wall # displays and class collages <(|||[ji Projects, class surveys, wall displays and class co lla g ^ are very important as they help to make learning ^ memorable and help engage students of this age. In Discover English 2 there are many examples of this, for example there’s a project in every Discover Cultu\ % lesson. Here are some ideas. & Choose topics that relate to your students’ interest?! Possible subjects may include: favourite actors/ i actresses, animals, eating habits, weekend routine,-” likes and dislikes and favourite kinds of music. ((Ill) §» Always plan ahead, e.g. if your school has computer facilities with internet access which wil] enable your students to do research for a project,' book them well in advance. H Keep a picture box in the classroom or school. ^ your students to bring magazines or print off pictures from internet that relate to the current E n g lish topic and to leave them in the box. P Make sure you have sufficient material resources for collages and wall displays, e.g. card, glue and ~ crayons. — Enlist the help of colleagues who teach other subjects to give a cross-curricular angle to projects and surveys. For instance, your students could design and carry out a questionnaire about eating v habits in English in the English lesson, but analyse —_ and write up the results/draw charts and graphs to represent them in a maths lesson. If possible, create a permanent display area somewhere in the school or classroom. Set up a rota of students to share responsibility for keeping their English corner tidy. How to ... use tests and self-evaluation 0 Using the tests after each unit is a good way of gaining more formal feedback about your students’ progress. Make sure you have covered all the material on the —- test you intend to use. If not, adapt it using the Test _ Master section of the Active Teach disk. Use the tests after your students have done their self-evaluation so the self-evaluation reflects their perceived progress rather than the test result. mu :mst Enalisih Samss Bank Games don’t have to involve hours of preparation. Some of the following ideas involve none at all, or are largely student-prepared. Aim: To revise vocabulary. Stage o f lesson: Any. Organisation: Pairs. Preparation: I-Spy Aim: To revise known vocabulary. 2> Draw7 a blank grid like the one below. Copy two for each student in the class. Stage of the lesson: Any. Organisation: All possible. Play this with the whole class the first time. A 12 U Preparation: None. B uj How to play: C £> Choose a known object in the classroom all the students can see, but don’t tell anyone, e.g. bag. D p Say to the class: I spy with my little eye ... (pretend to look around the room) ... something beginning ivith ... B. F € G « g> Invite guesses, e.g. Book. Ask for complete sentences to stretch strong groups, e.g. Is it a book? Make sure the students put their hands up before they guess. g> The winner guesses the word you were thinking of (bag). It’s now his/her turn to say I spy with my little eye ... Pelmanism Aim: To practise new vocabulary or to revise. It’s best to use lexical sets. Stage of lesson: Any. Choose a lexical set, e.g. animals. £> Give each group twelve small pieces of paper. Tell the students to draw a different animal on each. g> Then give the students twelve more pieces of paper and have them write the name of each animal they have just drawn on each piece, to create a matching pair. How to play: All cards are placed face down. p Tell students to take it in turns to turn over two cards at a time. If they turn over a matching pair, they keep it and have another turn. p The winner is the student with the most pairs at the end. 4 3 5 6 8 7 9 10 11 E G> Choose a known lexical set e.g. rooms or furniturqjjp Write Student A and SUident B on the board. Write, six words from the chosen set next to smdent A and six different words from the same set next to ' student B. <|| ®> Divide the class into pairs of A and B. Give each <{j student two blank grids. Have them write their ,jj words anywhere they like on one of them, like the one below. « Student A 2 1 Organisation: Groups of three or four students. Preparation: 2 1 4 3 5 6 7 8 9 10 11 i! A B t C a D b E 1 F b e s h 0 w e r e s i a t h n d d G k o w How to play: 4P i> Students ask each other in turn for letters and numbers to find out what their partner’s words ai^p and fill them in on their blank grid, e.g. Student B ^ W hat’s D4? Student A: It’s t. (Student B writes t in square D4 on his/her blank grid.) :® ^ The winner finds their partner’s words first. ♦ # i Bingo Kim's Game Aim: To revise vocabulary or numbers Aim: To consolidate/revise vocabulary and develop memory/observation skills. (co m p reh en sio n ). S ta g e o f lesson: Any. O rg a n is a tio n : Whole class, p r e p a r a tio n : Draw a simple grid on a piece of paper with three columns and three rows. Copy one for each student in the class. p Choose a lexical or numeric set, e.g. sports or numbers one to twenty. Make a note of it for yourself. . Give each student a grid and have them write one word or number from the lexical set in each square. It’s important they do this individually so their grids aren’t the same. J o w to play: j Read a word or number from the chosen set. Tell students to cross it out if they have it. Repeat the process. Cross the words off your list as you say them. Tell students to put their hand up and say: Line! when they cross off all the items in a row. * Tell the students to put their hand up and shout: Bingo! when they cross off all their words. Check the winner’s card against your list to make sure he/ she really is the winner! Chinese Whispers ,iim: To develop listening skills ^tage o f lesson: Any. Organisation: Whole class, reparation: Prepare a short list of target words or sentences, e.g. I ’ve got a dangerous dog called Dan. ' Tow to play: Whisper the word or sentence to a student. Tell the student to whisper the word/sentence to the person sitting next to him/her. * Continue until all the students have whispered the same word/sentence to each other. Ask the last student to tell the class what he/she thinks the word/sentence is. So students don’t get restless while they are waiting, you could start passing round two or three more words/sentences at the same time. Don’t do too many at once or it will get confusing! Stage o f lesson: Any. Organisation: Whole class and small groups of three or four. Preparation: e> Bring twelve to fifteen known objects connected to a topic or lexical set to class. & Put them where all the students will be able to see them but then cover them so they aren’t visible. i> If your students are already in the classroom, bring the objects with you on a covered tray as it’s important they don’t see them first. How to play: Tell the class they have one minute to look at, e.g. twelve objects. They must try to remember as many as they can. p Reveal the objects for one minute then cover them again. Ask small groups of three or four to write down all the items they can remember. fr Ask each group in turn to name an object. Write all the answers offered on the board whether right or wrong. Uncover the objects and check the answers until all objects have been correctly named. You could make this competitive and allocate one point per group per correct object. & The next time you play, increase the number of objects to make it more challenging. You could also ask students to do this individually or in pairs. Touch and Guess Aim: To consolidate/revise vocabulary. Stage o f lesson: Any. Organisation: Whole class. Preparation: §> Choose between six and eight objects connected to a topic or lexical set and put them in a non­ transparent bag. Bring material to use as a blindfold. How to play: & Choose a student and blindfold him/her. & Give him/her an object from the bag to feel. Ask him/her to guess what it is, e.g. Is it a rubber? p To make this competitive, ask students to work in groups and allocate points for correct guesses by group members. Pictionary Noughts and Crosses Aim: To consolidate/revise vocabulary. (Note: this gam e is called Tic Tac Toe in the USA. Stage of lesson: Any. Organisation: Whole class or small groups. Aim: To consolidate/revise regular and irregular plural nouns. Preparation: Stage o f lesson: Any. Write between eight and ten lexical items from a known set that students can easily draw, on separate slips of paper. How to play: Ask two or three pairs of students to come to the board. & Show one student in each pair the same slip of paper. Tell them to draw the word on the board. The first partner to guess the word is the winner. Continue with new pairs. If you decide to get students to do this in groups you’ll need one set of prompt words per group placed face down. Tell students to take it in turns to draw-. The student who is drawing should take the top prompt. The student who guesses first gets a point. You will need to allocate one student in each group to keep the score. Grammar Practice Game Aim: To practise a structure of your choice Stage o f lesson: Any Organisation: Whole class. Preparation: pj> Pre-teach or check: top/bottom/middle/left/right. §> Draw a grid on the board with three rows and three columns, making a total of nine squares. Choose nine irregular past simple verbs. How to play: O Divide the class into two halves, the noughts (O) and the crosses (X). d> Decide which group will start; you could flip a coirflP and teach the students ‘H eads or tails?’ 4j|§} Ask one group to choose a square, e.g. the top right square. @> Write the group’s symbol (O or X) in the chosen square if the answer is correct. Pass the question t< the other group if it’s wrong. O The winner is the first group to get a horizontal, vertical or diagonal line of their symbol. (9> Ask pairs to cut out nineteen small paper cards. §> Ask them to write a different irregular verb on twelve cards. Hangman p Ask them to write personal subject pronouns I/you/ he/she/it/we/they on the rest. Aim: To consolidate/revise vocabulary or introduce a topic. How to play: Stage o f lesson: Any. t> Students place the verb cards and the pronoun cards face down in separate piles. Organisation: Whole class. Preparation: g> Students take it in turns to take a verb card and a pronoun card and to make a sentence in your chosen tense, e.g. past simple or present perfect. & Their partner decides if it’s a question, negative or affirmative sentence. Alternatively, have the pairs write twelve +/?/- cards too. The student saying the sentence takes one from a pile placed face down on the table to decide it’s affirmative, negative or a question. (*> Students get a point for a correct sentence. The winner is the student with the most points. gjjj) §> Say a singular noun and have one student give you , the plural form, e.g. Teacher: foot. Student: feet. Ask - ' ; the student to spell the word. §> You can practise/review other grammar or structures too, e.g. have the students ask What/ Where/Who questions or get them to spell target words. Organisation: Pairs (i'© Preparation: None. How to play: Think of a word, e.g. elephant, but don’t tell the students what it is. Write a dash (_) on the board representing each letter. §> Ask a volunteer for a letter. fr If your word contains the letter, wrrite it in the correct place(s). 1® If it doesn’t, write the letter on the board so the 'P students know not to use it again, and draw part ojjj| a gallows. The students must guess the word b efor^ you finish drawing a gallows and a man. Snakes and ladders Hot Seat Aim: Sentence correction. Aim: To recycle or consolidate vocabulary. Stage o f lesson: Any. O rg an isatio n : Whole class. Stage of lesson: Any. p r e p a r a tio n : Preparation: None. P Bring a dice to class. How to play: p Draw a grid on the board with six rows and six columns. p Randomly draw five or six snakes and five or six ladders of different lengths on the grid. p Write Start in the bottom right square and Finish in the top left square. j> Prepare ten to fifteen sentences using known grammar and vocabulary containing errors, e.g. He haves got a CD player/D id you ivas at the party yesterday? _ How to play: 0 Divide the students into two teams and give each a simple name, e.g. B en fica and Liverpool. j You could flip a coin to decide which team will start. > Ask a student to roll the dice. Count the number of squares to be moved and write the team name in the relevant square, e.g. if a Benfica student throws five, write B en fica in the fifth square from Start. Every time a team lands anywhere on a ladder, write a sentence on the board containing an error. Choose a volunteer to correct it. If he/she does so successfully, the team moves to the top of the 'H ladder, nearer Finish. If not, there is 110 change. j ■j Every time a team lands anywhere on a snake, repeat the same procedure. However, if the chosen student can’t correct the sentence, the team slides to the bottom of the snake, nearer Start. If he/she can correct it, there is no change. □> The winner is the first team that arrives at Finish. Organisation: Whole class. Invite a volunteer to come to the front and to sit on a chair facing the class so he/she can’t see the board. §> Choose a word, e.g. beach. Write it on the board. & Different students say individual words associated with the word on the board to help the volunteer guess it. The students can’t mime, make noises or say sentences! If the student correctly guesses the word, he/she has another turn. If he/she can’t, another student comes to the front. Allow a maximum number of verbal clues, e.g. ten. £> Alternatively, divide the students into two teams and follow the above procedure. Only students from the volunteer’s team can give clues. If the volunteer correctly guesses the word, another member of his/her team has the next turn and the team gets a point. If the volunteer can’t guess, a student from the other team comes to the front. The team with the most points wins. Grammar: to be, have got Vocabulary: family, sports, body parts, my things Functions: speaking about my things Pre-teach: climbing wall, jacket, comic, lizard Preparation: Exercise 8. Make a bingo card like the one in Exercise 7 for each student in the class. Write different my things in each box. Hello Ben and Monica My name’s Katie and I’m twelve. I love Discovery ir-"' V-j Unit and b©@lc introduction P CBooks closed) Introduce the theme of websites. Ask students for the names of some sites they know. Explain Discover English 2 features a group of children involved in creating web pages for Discovery Web, their school’s website. They explore a different theme in each unit. Ask what students remember about Ben and Monica from Discover English 1. Exercise 1 & (Books closed) Ask two or three students their name, age and hobbies. £> Tell the class they’re going to find out about two children, Katie and Ravi. (Books open) Use the photos to generate interest and check vocabulary. . J' * ---- mum and dad have got a DVD shop. This is a photo of me and my pet lizard, Yoda. He's got Web/ My hobbies are climbing, writing my diary and playing the saxophone. yellow eyes and he's very goodlooking. He's very clever too. I’m in the school band and tKe swimming club too. ||^ Mere’s a photo of me at the ™ K li Ravi ?g.v:j climbing wall, but you can’t see my hair/ jlll Katie ■h i J I— -w™.I...... ..«— —,__ _ -■•••'-•- .' ■ 5 D » 0 1.2 Listen and read. Complete the table. 1 Name Age Hobbies & ^ (B ooks open) Use the photo to introduce Monica and Ben. Ask the class to predict unit themes and to look through their books to check. §> Use an idea suggested in the introduction to focus on In this unit. I'm Ravi and I’m eleven. Discovery Web is myfavourite website! My hobbies are taking photos and watching films. My Hi Ben and Monica 2 Rav/i Katie ____ . 11 climbing pl° y u,The saxophone) ng 11 fa king phofof, Watching films Complete the lists. Use words from the letters. Then add two more to each list. • family: sister, granddad, mww JaA • sports: football, tennis swimming, climbing • body parts: leg, arm eyes, Ua\r §> Play the recording while students follow and complete the table. §> Check answers. family words, sports and body parts • have got • computer words) to be • years • imperatives my things • can Fast finishers: Ask them to add as many words to each list as they can. Answers —►student p a g e Grammar Bar WofflS Exercise 2 Give pairs time to do the exercise. |> Check answers. Answers — ►student page f> (B ooks closed) Give two or three different examples of to be. e.g />)! (say y ou r nam e). /M y fa v o u rite 'I®1 hobbies a r e ... |||||> CBooks open) Give students time ijj||, to study the grammar box and ^ complete the examoles. « . f i f i s i s n a i P f W o rn ® have got gRemember B B Sandkcomplete. tobe ^ | >'tneleven. / I'm not twelve. I've got a pet. You haven't got a dog. ArrTl ten? Yes, lam. ]Have we got a lizard? Yes, we have. He's got a pet. She hasn't got a dog. Has it got red eyes? Yes, it 3k n _. / No, it hasn't. He's eleven. / She isn't twelve. Is it ten? Yes, it3k _ . 1.4 fj> Check answers with the class. Why have you 4got a lizard? How old W y o u ? -i. Q Give students time to do the matching exercise individually or in pairs. Have they got a cat? No, they You're eleven. / We aren’t twelve. 2^ they ten? No, they aren't. f Exercise 5 Remember and complete. Answers —►student p ag e Look at the photos on page 4. Complete the ■ Q i .3 Look at Ravi's letter again. Complete sentences with the correct form of have got. the dialogue, then listen and check. ^ V Ravi Yes, 12orv]_______ Monica What3i website? \ Dl Ravi Monica What 5are .your favourite §P> (Books closed) Say: R avi’s got a lizard. Ask students to talk about their pets, e.g. I ’ve got a dog. Choral drill questions, affirmative and negative examples with a weak class. Katie iioin i got a jacket. Of COUTSe! your hobbies? Ravi Monica 8A animals? Ravi Yes, they9are and 7Watching filmf lizards your favourite Monica l0Is_________ Ravi Yes, he ___ . your pet clever? ^ Grammar Ravi hasn't got a mobile phone. Katie \ got a drink. Ravi Ucn'f not a bag. Ravi and Katie Uqmp got watches. Monica ’Are you eleven? Katie and Ravikm/pn;t ^ t green T-shirts. Ravi V a magazine. ^ ^ (Books open) Give students time to study the grammar box and complete the examples. Ask questions. Then play 'Bingo1! Work with a friend. Ask and answer the questions in Exercise 3. bluejacket pet watch mobile phone brother black bag Check answers. Point out h e ’s got = he has is got. A Are you eleven? B No, I'm not. I'm ten. © my things Q i.4 Match the words with the photos on page 4. Listen, check and repeat. a mobile phone 1 a bag 5 a jacket?: a lizard.? a watch5 a drink^ Exercise 6 p Give pairs time to do the exercise. A Have you got a blue jacket? B Yes, I have. / No, I haven't Check answers. ] Write about your friends. Answers —►student p ag e Marta has got a blue jacket Igor has got a.. Exercise 7 a magazine c, a T-shirt 2 :^ Draw students’ attention to short answers and contractions. Say we use them in everyday English. Use your fingers to demonstrate, e.g. I am (two fingers separately). I ’m (bring the two fingers together). Check answers. Suggestion: Ask a weak class simple questions with to he, e.g. Is he Mario? No, he isn’t. H e’s Sergio. They repeat the questions, affirmative and negative answers alter you, in chorus and individually. ft Exercise 3 W 1.3 Give pairs time to do the exercise. ^ Play the recording while students listen and check. Check answers. Answers —►student p a g e Exercise 4 Give students time to ask and answer. Move round, monitoring and correcting. & Give groups of four time to do the activity. Ask students to work in different groups of four until there’s a winner. Exercise 8 & Give pairs time to do the activity. Fast finishers: Have them play Bingo with the prepared cards.